1. Trends on ECD in Asia-Pacific – Strengthening the case for ECD as a post 2015 development goal CIES 2013, New Orleans, LA USA 12 March 2013 By Junko Miyahara, Coordinator, ARNEC

2. I. Current picture of ECD in the Asia-Pacific Region

3. Birth registration and Births with skilled health professionals Birth registration (ARNEC Country Profile, 2012)

4. Children under Five Suffering from Stunting by Region Source: WHO data cited in UNICEF, 2009

5. Targeting U3: ECD programs in East Asia & Pacific AustraliaBrunei Darussalam CambodiaChinaCook Islands DPR Korea FijiIndonesiaJapanKiribatiLao PDRMacao, China MalaysiaMarshal Islands MicronesiaMyanmarNauruNew Zealand NiuePalauPapua New Guinea PhilippinesRO KoreaSamoa SingaporeSolomon Islands ThailandTimor-LesteTokelauTonga TuvaluVanuatuViet Nam

6. Targeting U3: ECD programs in East Asia & Pacific AustraliaBrunei Darussalam CambodiaChinaCook Islands DPR Korea FijiIndonesiaJapanKiribatiLao PDRMacao, China MalaysiaMarshal Islands MicronesiaMyanmarNauruNew Zealand NiuePalauPapua New Guinea Philippine s RO KoreaSamoa SingaporeSolomon Islands ThailandTimor-LesteTokelauTonga TuvaluVanuatuViet Nam 13 of 33 Source: EFA Global Monitoring Report 2012

7. Gross enrolment ratio in pre-primary education (2011) Source: UNESCO Institute for Statistics

8. Access - equity Provincial ECE NER 3-6 Year Olds, Indonesia, 2006 Source: Indonesia Country policy report, 2008

9. Pre-primary enrolment and survival to the last grade of primary education (latest available data from the 2008-2011 period)

10. 1. Approaches to Learning 1. Approaches to Learning EAP-ECDS Structure 2. Cognitive Development 2. Cognitive Development 22 (27.66% of total indicators) 3. Cultural Knowledge and Participation 3. Cultural Knowledge and Participation 10 (12.57% of total indicators) 4. Language and Emergent Literacy 4. Language and Emergent Literacy 15 (16.61% of total indicators) 5. Motor Development 5. Motor Development 9 (8.54% of total indicators) (8 separate; 1 incorporated in another item) 9 (8.54% of total indicators) (8 separate; 1 incorporated in another item) 6. Health, Hygiene and Safety 6. Health, Hygiene and Safety 7. Socio-Emotional Development 7. Socio-Emotional Development 9 (8.89% of total indicators) 16 (20.06 % of total indicators) 9 (5.67% of total indicators ) (8 separate; 1 incorporated in another item) 9 (5.67% of total indicators ) (8 separate; 1 incorporated in another item) Total 90 10

11. Types of Standards (ARNEC Mapping Survey, 2012)

12. National Quality Standards & Monitoring Tools (ARNEC Mapping Survey, 2012)

13. Initial training & continuous regular support for professional development Pre-service - 1 to 3 years or master’s degree (pre-school). Shorter training for community based programmes. In-service – greatly vary by country/types of the EC programmes (5 days ~ 1 year) with refresher training (monthly – Bangladesh) On-site support – Efforts seen to institutionalise the support system. Teacher educator training - Varies from country to country. Regularly on annual basis (Bangladesh) Career Ladder approach (ARNEC Mapping Survey, 2012)

14. Language use in EC programmes The use of language The use of mother tongue is the policy (Nepal). In other countries, mother tongue and/or home language encouraged, promoted, prioritised, implied, and emphasised. Gradual exposures to the national language (Bhutan) Teaching the second language Under discussions, Exposure to English, regional languages and English (India); From age 5 (G1) all are introduced with the national language (Nepal) (ARNEC Mapping Survey, 2012)

15. Transition programmes in Early Childhood Transition programmes from a) pre-primary programme to primary school grade 1, b) home to centre based programmes, and/or c) home to primary school grade 1) Emergent Literacy Competency based Connecting home - community based ECD - primary School (ARNEC Mapping Survey, 2012)

16. A National Policy and Strategic Plan (ARNEC Mapping Survey, 2012)

17. Ministerial Responsibilities and Coordination (ARNEC Mapping Survey, 2012)

18. Source: ARNEC Country Profile – GMR 2008 Public educational expenditure in pre-primary as % of total educational expenditure (ARNEC Country profile, 2011)

19. Part II. Beyond 2015

20. Timeline

21. ECD as an imperative Holistic and inclusive ECD should be placed prominently in the post-2015 agenda. Compelling evidence of the high and long lasting impact of ECD on the life outcomes of individuals during and beyond early childhood years and the national advancement proves beyond doubt that it is critical to reflect ECD in post 2015-goals. Failure to expand and enhance ECD is to ignore the science of ECD and deny knowledge gained from our rich experiences on the ground.

22. How? Make resounding calls for putting holistic and inclusive ECD at the centre of the policy discourse and development priorities, either developing one well-constructed ECD goal with key relevant indicators or alternatively and very persistently advocating to have these indicators incorporated into other issues goals. The multi-sectoral nature of ECD allows it to be anchored in different development goals of the post-2015 era, including health, nutrition, education, gender empowerment, poverty reduction, environmental sustainability, disaster reduction and peace building. The need for integration is an opportunity and a great challenge. Business as usual is no longer an option and transformative and holistic solutions are required to address the post ‐ 2015 development challenges.

23. Emerging ECD positioning in the post 2015 framework

24. Guiding principles for ECD Holistic Learning and Development at their fullest potential Throughout the critical and precious early years in one’s life For Everybody Working Together

25. Summary from the Regional Consultation (Singapore, 2011) Guiding Questions What future do we envision for early childhood? What do we need to do to achieve that vision?

26. Summary from the Regional Consultation (Singapore, 2011) Envisioning a Future From education to learning, care and development Holistic learning and development in 0-2 years Fair Opportunities for every and all children Pay special and specific attention to children in most disadvantaged circumstance Seamless for children (e.g. curriculum/system) Focus on Quality for ALL

27. Summary from the Regional Consultation (Singapore, 2011) Approaches to Measure Progress Move from national average to reducing the gaps in disparities Outcome measured by quality, not by numbers Articulation of holistic learning goals Measurement in home setting

28. Summary from the Regional Consultation (Singapore, 2011) HOW? Importance of ‘process’ not only ‘outcome’ – in advocacy discourse – planned lobbying processes required

29. Summary from Regional Consultation (Jakarta, 2012) Guiding Questions What can we do to advocate for strong ECD and bring our voices onto the global policy decision- making discussion tables? What are specific ECD goals and relevant indicators that should be included in post-2015 MDG/SDGs?

30. Goal: Young children will be reaching their optimal growth and development potential. Key indicators include:  % of children to reach developmental milestones  Stunting cases/rate  Child mortality and morbidity cases/rate  Child abuse and neglect cases  Integration of child assessment and promotion of parental involvement  School activities indicator Summary from Regional Consultation (Jakarta, 2012) Birth to Age 3 Group

31. Goal: Universal access to holistic and integrated preschool programmes The key indicators:  providing nationwide access to quality preschool programmes to 90% of children 3 to 5 years old by 2020.  development of curriculum framework, teacher training, and parental involvement. Summary from Regional Consultation (Jakarta, 2012) Pre-schoolers’ Group

32. Goal: all children aged 6 to 8 years having access to quality schooling. Key indicators : - increased proportion of children aged 6 to 8 years old attending quality primary school, and - a decrease in repetition of early grades. High quality primary schools are defined by:  A congruous curriculum bridging between preschool and early grades  Well-trained teachers in the areas of child development  Partnership between parents and teachers Summary from Regional Consultation (Jakarta, 2012) Early Graders Group

33. Goal: Ensure all children from birth to 8 years have access to high quality ECD. To accomplish this goal there is a need for a regulatory framework that encompasses the following elements:  A lead authority  Budget allocation of 1% of GDP  Reduction in inequality of access  Develop and monitor specific indicators for ‘quality’ ECD Summary from Regional Consultation (Jakarta, 2012) Policy Group

34. Goal: Ensure that the right to optimal care and development of all young children aged birth to 8 years is realised. Indicators include:  1% of GDP is allocated to ECD  Children who participate in ECD should include marginalised groups  Parents to receive comprehensive support services Summary from Regional Consultation (Jakarta, 2012) Out-of-the-Box Group

35.  All children should have access  Improve learning outcomes  Need to measure quality of learning (e.g. process, context)  Important to look at not only at curriculum but pedagogical approach (and actual practice)  Need to consider transition from pre-school to primary  Promoting gender equality and leadership  Relevance of certain other indicators like age, stage, demographic information  Need to consolidate these recommendations into one goal  Need to address global needs instead of country/region specific needs Summary from Regional Consultation (Jakarta, 2012) Further Discussions

36. Child Learning and Developmental Outcome Stunting & child mortality Access of all children to quality programmes (Birth to 8) Curriculum & pedagogical approaches Reduce grade repetition Teachers trained in child development Effective partnerships between home/school, parents/teachers Protect children from abuse & neglect Regulatory framework with lead authority Budget allocation of 1% of the country’s GDP Develop specific indicators (quality) Focus on reducing the inequality of access Summary from Regional Consultation (Jakarta, 2012) Proposed measurement areas/approaches

37. Vision—What future do we envision for our youngest children? Consensus-building around goals and indicators—What is important to measure, and how should it be measured? Intentionally engaging the post-2015 agenda dialog at regional and global levels – Making opportunities for ECD sector individuals and representatives to gather, discuss, and disseminate information – Actively advocating in various forums as the MDGs are reviewed and shaped for the post-2015 agenda Summary from Regional Consultation (Jakarta, 2012) In Conclusion – Follow up actions!

38. A Call to Action! 1.Expand access to holistic early childhood development and promoting equity 2.Ensure good quality of early childhood interventions 3.Build an enabling policy environment for holistic early childhood development 4.Strengthen capacities of parents, families and communities 5.Create a movement to support holistic development and learning of young children White Paper Promoting Holistic Development of Young Children – An Imperative for the Advancement of Nations in Asia-Pacific (ARNEC, 2013, in final draft)

39. Who will ??? - Voices from all stakeholders, Views from Young Children and People on the ground at the centre