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Multi-Country Evaluation for UNICEF: Increasing access and equity in early childhood education in six CEE/CIS countries Education for Change September 2015
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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
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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
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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
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Theory of Change
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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)
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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)
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Impact continued… Gender parity index for enrolment slightly in favour of girls
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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)
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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
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Impact continued… Limited data on effects of preschool “School-readiness” increasing but little data Widespread Grade 0 years in primary facilities
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System changes Social norms: Importance of education recognised Expectations of integrated services Bottleneck around marginalised groups Legislation and policy: Frameworks and ELDS in place
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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
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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….
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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
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Monitoring and Evaluation Growing body of studies supplying evidence Monitoring sector remains a challenge No data on outcomes UNICEF contributions continued…
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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…
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Modelling : Provides the credibility and exemplars Low-cost alternative provision and financing studies Modelling of teaching approaches and materials
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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
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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
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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
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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 http://www.unicef.org/evaluation/index_BestEvals.html http://www.unicef.org/evaldatabase/index_81158.html E f C: www.efc.co.ukwww.efc.co.uk
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