1. 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
UNESCO New Delhi 1

2. Outline of the presentation
Data collection mechanism on ECCE to monitor EFA Goal 1
Status of ECCE at global, regional and South and West Asia
Issues and challenges of data collection on ECCE/ECD
Way forward to develop ECCE/ECD monitoring mechanism

3. Education for All Dakar Goals and Millennium Development Goals
EFA Goals
MDGs
Expand and improve comprehensive early childhood care and education
Universal primary education by 2015
Learning and life skills programmes for youth and adults
50% increase in adult literacy rates by 2015
Gender parity by 2005 and gender equality by 2015
Improving quality of education
Eradicate extreme poverty and hunger
Achieve universal primary education- Objective 2
Promote gender equality and empower women- Objective 3
Reduce child mortality, and other health goals

4. 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

5. 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)

6. Key features of ISCED 0
Designed primarily to introduce very young children to a school-type environment
It is school- or centre-based
Programmes are designed for children aged 3 and over
It ends at the normal age for entry at primary
Staff may have teaching qualifications

7. ISCED 0: UIS data collection
Boundary 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

8. Adopted new ISCED 2011 guidelines
ISCED 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.

9. EFA Goal 1: Early childhood care and education (ECCE)- Global Indicators
Gross/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

10. Primary vehicles of dissemination
World Bank
World Development Indicators
UNICEF
State of the World’s Children
UNESCO
EFA Global Monitoring Report
UNDP
Human Development Report
UIS GED Global Education Digest

11. Analytical framework- to ensure equity and quality
Output
Input
Process
Outcomes
What goes into
the system
What happens
in the system
What immediate
results achieved
What products are made in the system
CONTEXT

12. Entrance age of ECCE and compulsory education
Year
ECCE age groups
Free/Compulsory education
Afghanistan
3-6
7-15
Bangladesh
3-5
6-10
Bhutan
4-5
6-11
(1 year Pre-primary included)
India
6-14
Iran (Islamic Republic of)
5-5
6-13
Maldives
6-12
Nepal
3-4
5-9
Pakistan
Sri Lanka
5-13
Source: UIS database and ISCED mapping of individual country

13. Share of regions in ECCE enrolment, 2010

14. 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 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

15. ECCE enrolment trends by region and year (in%)
Source: UIS datacenter accessed in August, 2012

16. ECCE Enrolment trends by South and West Asian countries and year (in %)
Source: UIS datacenter accessed in August, 2012

17. ECCE Gross Enrolment Rate (GER) by region and year
Source: UIS datacenter accessed in August, 2012

18. ECCE Gross Enrolment Rate by SA and WA countries and year
Source: UIS database and National Estimate for Nepal for 2010, Pakistan and Afghanistan 2000 data for both points, Sri Lanka data is missing

19. Gender Parity Index (GPI) in ECCE GER
Source: UIS database and National Estimate for Nepal for 2010, Pakistan and Afghanistan 2000 data for both points, Sri Lanka data is missing

20. 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
East Asia and the Pacific 5 6
South and West Asia 1 2
Latin America/Caribbean 19
North America/West. Europe 11
Central and Eastern Europe 18
Total 76 34 45
Source: UNESCO GMR, 2007

21. Educational expenditure in pre-primary as % of total educational expenditure, 2009 (=>10%) (Alphabetical order)
UIS database accessed in August 2012
Source: UIS datacenter accessed in August, 2012

22. Educational expenditure in pre-primary as % of total educational expenditure
Year
Latest available
Afghanistan NA
Bangladesh
Negligible
Bhutan
India
Iran (Islamic Republic of)
0.8
Maldives
9.7
Nepal
1.5
Pakistan
Source: UIS datacenter accessed in August, 2012

23. ECCE expenditure as % of total education expenditure, comparison of 1999-2009 by regions (country)33 19
Source: UIS datacenter accessed in August, 2012

24. Percentage of Aid to Primary Education: ECCE- A low priority for Development Partners
Almost all donors allocate to pre-primary less than 10% of what they give to primary
Austria and Greece are excluded. See main report
Source: UNESCO GMR, 2007

25. 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

26. 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

27. UNESCO Institute for Statistics www.uis.unesco.org
Data Center for updated international data
Available online,
3 updates per year
May
October
December
Data center = automatically updates your tables.
UNESCO - Education For All Global Monitoring Report
WORLD BANK – World Development Indicators
UNSD – Millennium Development Goals and Statistical Yearbook
UNDP – Human Development Report
UNICEF – State of the World’s Children
UNFPA
WHO
CIDA, DFID, SIDA and USAID
Member States of UNESCO

28. Thank You!
Shailendra Sigdel