UNESCO Institute for Statistics Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics UNESCO New Delhi [email protected]www.uis.unesco.org South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 and Beyond
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Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives
Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives. South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 and Beyond. Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics - PowerPoint PPT Presentation
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UN
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Insti
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tics
Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives
Shailendra SigdelStatistical Advisor for South Asia
3. Promote gender equality and empower women- Objective 3
4. Reduce child mortality, and other health goals
1. Expand and improve comprehensive early childhood care and education
2. Universal primary education by 2015
3. Learning and life skills programmes for youth and adults
4. 50% increase in adult literacy rates by 2015
5. Gender parity by 2005 and gender equality by 2015
6. Improving quality of education
MDGsEFA Goals
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Why international statistics to monitor EFA goals?
Comparative data:
allows countries to learn from one another and to benchmark
provides the global picture
is used for international accountability
offers external view on your system
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Structure of International Standard Classification on Education (ISCED), 1997
The 7 LEVELS of education are:
ISCED 0 = Pre-primary
ISCED 1 = Primary
ISCED 2 = Lower secondary
ISCED 3 = Upper secondary
ISCED 4 = Post-secondary non-tertiary
ISCED 5 = First stage of tertiary education (not leading directly to an advanced research qualification)
ISCED 6 = Second stage of tertiary education (leading to an advanced research qualification)
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ISCED 0: UIS data collectionBoundary between education and child care
UIS collects data on the Education part of Early Childhood Care and Education
School- or Centre-based Not households or family settings
Age range Typically 3-6 years old Cannot be ISCED 0 if serving children aged two
years or less
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Adopted new ISCED 2011 guidelinesISCED 0: will be in two categories:
Early childhood educational development (for children 0-2 years)- New provision
Pre-primary education (targeted at children aged 3 and above) - equivalent to ISCED 0 in ISCED 1997.
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EFA Goal 1: Early childhood care and education (ECCE)- Global IndicatorsGross/Net Enrolment Rate
Enrolment by age, providers, sex
% of New Entrance in Grade 1 with ECD experience New Entrance by age, sex
Public Finance related indicators % of GDP/GNP % of total education expenditure % of expenditure per pupil as a percentage of GDP per
capita
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Primary vehicles of dissemination
UNDP Human Development Report
UNESCOEFA Global Monitoring Report
UNICEFState of the World’s Children
World BankWorld Development Indicators
UIS GED Global Education Digest
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Analytical framework- to ensure equity and quality
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Input Process Output Outcomes
What goes intothe system
What happens in the system What products
are made in the system
What immediateresults achieved
CONTEXT
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Entrance age of ECCE and compulsory education
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Year ECCE age groupsFree/Compulsory
educationAfghanistan 3-6 7-15
Bangladesh 3-5 6-10
Bhutan 4-56-11
(1 year Pre-primary included)
India 3-5 6-14
Iran (Islamic Republic of) 5-5 6-13
Maldives 3-5 6-12
Nepal 3-4 5-9
Pakistan 3-4 5-9
Sri Lanka 3-4 5-13
Source: UIS database and ISCED mapping of individual country
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Share of regions in ECCE enrolment, 2010
13
2%
7% 1%
27%
13%13%
29%
7% Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
Latin America and Car-ibbean
North America and Western Europe
South and West Asia
Sub Saharan Africa
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Progress in ECCE Increased pre-primary education enrolment
In 2010, 163 million children were enrolled in pre-primary education programmes, an increase of 46% since 1999, EFA baseline
Two regions have noted more than 100% increase in enrolment since 1999- South and West Asia and Sub Saharan Africa.
The largest increase is found in South and West Asia, with 125% increment. The enrolment has reached 48 million.
Source: UIS datacenter accessed in August, 2012
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ECCE enrolment trends by region and year (in%)
Source: UIS datacenter accessed in August, 2012
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ECCE Enrolment trends by South and West Asian countries and year (in %)
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Source: UIS datacenter accessed in August, 2012
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ECCE Gross Enrolment Rate (GER) by region and year
Source: UIS datacenter accessed in August, 2012
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ECCE Gross Enrolment Rate by SA and WA countries and year
Source: UIS database and National Estimate for Nepal for 2010, Pakistan 2005 and Afghanistan 2000 data for both points, Sri Lanka data is missing
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Gender Parity Index (GPI) in ECCE GER
Source: UIS database and National Estimate for Nepal for 2010, Pakistan 2005 and Afghanistan 2000 data for both points, Sri Lanka data is missing
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Providers :Public-Private mix
Region
Countries according to % of private pre-primary enrolment
Low (0% to 32%)
Medium(33% to 66%)
High(67% to 100%)
Sub-Saharan Africa 8 7 12
Arab States 3 4 13
Central Asia 8
East Asia and the Pacific 8 5 6
South and West Asia 1 2 1
Latin America/Caribbean 19 8 12
North America/West. Europe 11 8 1
Central and Eastern Europe 18
Total 76 34 45
Source: UNESCO GMR, 2007
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Educational expenditure in pre-primary as % of total educational expenditure, 2009 (=>10%) (Alphabetical order)
Andorra
Belarus
Chile
Czech Rep
ublic
France
Guatemala
Hungary
Israe
lLa
tvia
Maldive
s
Mongolia
Poland
Russian
Federa
tion
Slove
nia
Swed
en8
10
12
14
16
18
20
22
12.8
11.3
20.9
19.1
12.813.3
11.2 11.2 11.512.3
10.0
11.5
14.2
10.1
11.6
9.8
17.3
13.1
9.7 10.0
20.3
12.0
10.2
18.6
15.0
10.1 9.9
14.4
10.0
Source: UIS datacenter accessed in August, 2012
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Educational expenditure in pre-primary as % of total educational expenditure
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Year Latest availableAfghanistan NABangladesh NegligibleBhutan NegligibleIndia NAIran (Islamic Republic of) 0.8Maldives 9.7Nepal 1.5Pakistan NASource: UIS datacenter accessed in August, 2012
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ECCE expenditure as % of total education expenditure, comparison of 1999-2009 by regions (country)
Arab States
Central and Eastern Europe
Central Asia
East Asia and the Pacific
Latin America and the Caribbean
North America and Western Europe
Sub-Saharan Africa
-10 -5 0 5 10 15
0
-3
-1
-3
-4
-6
-2
1
4
1
5
7
13
2
Decrease Increase Source: UIS datacenter accessed in August, 2012
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Percentage of Aid to Primary Education: ECCE- A low priority for Development Partners
Aid to ECCE as % of aid to primary education
0 5 10 15
J apan
EC
United Kingdom
Germany
France
Netherlands
Denmark
UNDP
Italy
Canada
Ireland
Belgium
Luxembourg
Portugal
Norway
New Zealand
UNICEF
Australia
Finland
Spain
Source: UNESCO GMR, 2007
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Issues and Challenges of monitoring EFA Goal 1
Low coverage of data including expenditure Not in structure of education, implementing as additional
programme – difficult to account expenditure No physical facilities data at international level Gray line between ECCE and ECCD- Ministry is responsible
for ECCE and ECCD, difficult to account only one part Uncoordinated interventions/monitoring at the national
level NGOs and private sector are playing substantial role and
not accounted financial contributions Difficult to map in ISCED – education oriented and other
than (health and protection) education oriented
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Way forward on ECD Monitoring Identifying common learning goals for ECD, primary
and secondary on Competency for Early Childhood with Brookings (Central for Universal Education)
Developing Holistic Early Childhood Development Index including education, health, nutrition and protection of children from zero to eight years of age
Launching Regional module for effective monitoring at regional level from 2014
Enhancing capacity on data collection, compiling and analysis for effective monitoring
UN
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tatis
tics • Available online,
• 3 updates per year– May– October– December
UNESCO Institute for Statistics www.uis.unesco.org