Posts tagged ECE
A Global overview of Participation and equity in Pre-primary education (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Expanding Access to Quality Pre-Primary Education Opportunities: Using Data and Research to Document Inequity, at CIES 2018.

The MICS survey, conducted by UNICEF, addresses data on children and families through the national administration of household surveys. The MICS team recently decided to expand its global education database to cover the attendance of children one year before primary education, to meet the data monitoring needs in the context of SDG4 and to fill the above-mentioned global data gap in access to pre-primary education with an equity focus. This paper will report on new data on pre-primary enrollment, produced by incorporating data from the Multi-Cluster Indicator Surveys (MICS) and Demographic and Health Survey (DHS) from 2010 to 2015.

Starting primary school in southern Mali: The SIRA School Readiness Study (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Expanding Access to Quality Pre-Primary Education Opportunities: Using Data and Research to Document Inequity, at CIES 2018.

This presentation will discuss how the Selective Integrated Reading Activity (SIRA) in Mali is using Save the Children’s International Development and Early Learning Assessment (IDELA) to ask and answer pressing questions about the policy implications of current practices. This research will assist the Ministry of Education in Mali (MEN) in considering how to invest in pre-primary activities, formal and informal, and to communicate with schools and families about the importance of a child’s development as s/he enters school.

To learn more about the IDELA tool, visit https://idela-network.org

Understanding Pre-primary Quality in Tanzania (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Expanding Access to Quality Pre-Primary Education Opportunities: Using Data and Research to Document Inequity, at CIES 2018.

In 2015, the global Measuring Early Learning and Quality Outcomes (MELQO) initiative was formed by UNICEF, UNESCO, the World Bank, and the Brookings Institution to focus on facilitating feasible, accurate, and useful measurement of young pupils’ development at the start of primary school as well as the quality of pre-primary learning environments, particularly in low- and middle-income countries. This presentation will report on the quality of pre-primary education environments in both Mainland Tanzania and Zanzibar, as found through the national MELQO study conducted in early 2017, and how this may inform sector improvement. 

Accelerating Access to Pre-Primary Education: Towards Competent Early Childhood Education Systems (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Traveling the Road of Expanding Access to Quality Pre-Primary Education Opportunities: Towards a Competent and Efficient Sub-sectorat CIES 2018.

The session will discuss the findings of the cross-country analysis, and provide insights on possible areas for continued and/or enhanced engagement with national, subnational and local governance levels and development partners with the aim of overcoming challenges and capitalizing on policy and operational opportunities of decentralized systems for ECE. Implications for approaches to enhancing quality particularly in contexts of decentralized governance for early childhood education will also be explored.

Governance and Decentralization of Early Childhood Education Services in Four Countries of the Europe and Central Asia Region (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Traveling the Road of Expanding Access to Quality Pre-Primary Education Opportunities: Towards a Competent and Efficient Sub-sectorat CIES 2018.

This paper discusses UNICEF’s experience with the development of a framework for implementing quality pre-primary services at scale by building coherent and competent pre-primary sub-sectors. It presents the systematic framework that identifies the essential components within the pre-primary sub-sector, as well as their dynamics, interrelations, and interactions.

Published: March 2018

Authors: Angelica Ponguta, Carlos Aggio, Jan van Ravens, Kathryn Moore, Jelena Markovic, Elisa Hartwig, Bosun Jang, Yale University; Deepa Grover, Joanne Bosworth, UNICEF

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