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 s.sigdel@unesco.org www.uis.unesco.org 1

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

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

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

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)

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

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

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.

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

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

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

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

Share of regions in ECCE enrolment, 2010

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thank You! Shailendra Sigdel s.sigdel@unesco.org