Multi-Country Evaluation for UNICEF: Increasing access and equity in early childhood education in six CEE/CIS countries Education for Change September 2015

Introduction and Context  Presenting evaluation for UNICEF CEE/CIS RO  Method  Results  Follow-up  Context  UNICEF CEE/CIS shift from service delivery to system changes  Regional generic TOC for such change  5 multi-country evaluations commissioned by CEE/CIS

Evaluation on ELSR  Objectives:  Are changes in Early Learning and School Readiness (ELSR) systems leading to increased access and reduced equity gaps?  Contribution of UNICEF to system-level changes  Validity of UNICEF Theory of Change (TOC)  6 cases countries  Armenia, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Kosovo (UNSCR 1244), Kyrgyzstan, Moldova

Evaluation Methodology  Developed country and regional TOC for ELSR  Review and analysis of national data sets  Document review  Country case visits:  National level interviews  Sub-national authorities  ELSR institutions, teachers and parents

Theory of Change

Impact (Impact at national level – not direct UNICEF contributions)  Huge data constraints on understanding marginalised  Overall access increased, but often starting from a low base Moldova: NER in preschool (3-6 years old) Armenia: NER in preschool (3-5 years old) Kyrgyzstan: NER in preschool (3-6 years old)

Impact continued…  Sub-national equity gaps in access vary country by country  Urban/rural disparities remain Rural/urban rates of preschool enrolment (Ar, Mo, Kg) or attendance (FMa, BH)

Impact continued…  Gender parity index for enrolment slightly in favour of girls

Impact continued…  Where we have data on ethnicities, still wide disparities 2011 National and Roma preschool attendance rates for 3-4 year olds (MICS data)

Impact continued…  Appears equity gap between richest and poorest widening  Number of children with disabilities enrolled slowly increasing Preschool attendance for 3-4 year olds by wealth quintiles (MICS data) The former Yugoslav Republic of MacedoniaBosnia and Herzegovina

Impact continued…  Limited data on effects of preschool  “School-readiness” increasing but little data  Widespread Grade 0 years in primary facilities

System changes  Social norms:  Importance of education recognised  Expectations of integrated services  Bottleneck around marginalised groups  Legislation and policy:  Frameworks and ELDS in place

System changes continued….  Budget:  Rising, leveraging external capital funding (GPE)  Budgetary responsibility often decentralised  Management and coordination:  Examples of strong political will and high level coordination  Cross-sectoral approach still embryonic  Decentralised capacities weak  Data and inspection systems very weak

 Availability and access:  Substantial increase in preschool facilities and staffing (Grade 0 push)  Financial access:  Despite official free provision, financial barriers still considerable  Quality:  Growing work with standards, training and some on certification of teachers System changes continued….

 Voice for children:  Strong advocate for preschool provision  Limited work on voice of children  Policy advice and TA:  Strong role in legislation, policy, ELDS, facilities, training  Capacity support, but decentralised capacities require more holistic approach UNICEF contributions

 Monitoring and Evaluation  Growing body of studies supplying evidence  Monitoring sector remains a challenge  No data on outcomes UNICEF contributions continued…

 National dialogue:  Facilitating national and local level discussions  Promoting cross-sector dialogue Constrained by institutional divisions and own organisation  Knowledge exchange:  Strong reputation for knowledge brokering  Cross-country and cross-municipal learning been important but limited UNICEF contributions continued…

 Modelling :  Provides the credibility and exemplars  Low-cost alternative provision and financing studies  Modelling of teaching approaches and materials

Follow up: vision and strategy  Vision and strategy recognising:  Clear equity framework  Coherence of provision for whole 3-6 age range  Articulation with broader 0-8 early childhood period  Articulation between care and education for 0-6 years  Cross-sectoral agenda linking ELSR with child protection, education, social protection, health, M&E  Engagement with mushrooming private sector  HRBA for ELSR  Quality at heart of increased access

Follow-up Strategy addresses  Quality  quality risks from rapidly expanding access  standards applicable/applied across types of provision  work with ELSR professionals on children’s ways of learning and respect for children’s rights  guidance/tools for child participation for ages 4-8  Ability to work with decentralised systems:  partnerships with line ministries for decentralisation and sub- national authorities  capacity development strategy for system institutions

Follow-up on data and research  Develop data protocols for the sector  Research agenda on:  Understanding school readiness  Outcomes of varying forms of provision  Differentiation of marginalised groups  Parental attitudes

THANK YOU! Evaluation team: John Wood – E f C Director Jake Grout-Smith – formerly E f C Consultant and Projects Manager Prof. Helen Penn – Prof. Emeritus, UEL Dr. Anise Waljee – Independent consultant Laetitia Antonowicz – E f C Associate, consultant Sophie Tanner – formerly E f C Research and Project Manager 2014 CEE/CIS and Baltic States: Multi-Country Evaluation (MCE): Increased Access and Equity in Early Childhood Education E f C: