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A POLICY FRAMEWORK FOR EARLY CHILDHOOD DEVELOPMENT AND ITS APPLICATION TO TURKEYEmiliana Vegas, Sr. Education Economist – World Bank
Meltem Aran, Economist – World Bank
Lilia Jelamschi – ECD Specialist, UNICEF
October 2010
Presentation Overview
1. Why invest in Early Childhood Development (ECD)?
2. What factors affect ECD and life outcomes?
3. Definitions: Early Childhood Development, ECD programs and ECD policies.
4. What programs affect ECD (and How)?
5. Why benchmark a country’s policies to those of others?
6. A framework for classifying ECD programs and policies
7. Key lessons from ECD policies in 4 selected OECD systems
8. ECD Policies and Programs in Turkey
9. Policy options to strengthen ECD in Turkey
Why invest in ECD?
By the time children reach primary school, gaps in cognitive development are stark
Source: Paxson and Schady, JHR, 2007
Gaps by socioeconomic status are also present among Turkish young children
Source: World Bank (2009). Data from the Study of Early Childhood Development Ecologies in Turkey, Koҫ University, 2008.
50.9
65.3
76.6
57.4
77.1
86.8
12.8
35.3
63.5
10
20
30
40
50
60
70
80
90
Mean for low SES Mean for middle SES Mean for high SES
Sco
reCognitive Development Inputs at Household Level for
36-47 month old children in Turkey by family socio-economic status (SES)
Responsivity score (of mother towards the child)
Language stimulation score (of mother for the child)
Learning materials score (avaliable to child at home)
Source: Carneiro and Heckman (2003)
Pre -school Programs
School
Job Training
Returnper $
invested
2
4
6
0 6 18Age
Pre-school School Post -school
8
Opportunity cost of funds
ECD interventions have higher returnsthan interventions later in life
What factors affect ECD and life outcomes?
Factors that affect ECD and life outcomes
Context
Macro (country)
Micro (family)
ECD PoliciesHealth, hygiene,
and nutrition
Education
Poverty alleviation
Early
Childhood
Development
Cognitive development
Socioemotional
development
Physical well-being
and growth
Life OutcomesEducation
Health
Fertility
Income
Risky behaviors
Source: Vegas and Santibáñez 2010
Definitions: Early Childhood Development, ECD programs and ECD policies
Definitions
Early Childhood Development as the period from when a child is conceived to six years of age (0-6).
ECD programs include specific interventions that may vary according to primary objective, coverage (small scale, universal), and other program characteristics.
ECD policies refer to the regulatory framework and institutional arrangements for service delivery at the national and/or state level to ensure that a nation’s children have access to quality ECD services.
What programs affect ECD (and how)?
Child
Prenatal
0-2
3-4
5-6
Mother(prenatal)
Mother/Father/
Caregiver
Healthcare and hygieneMaternal/prenatal health
Water and sanitation
Healthcare prevention
Mental Health
Poverty alleviationIncome transfers
Maternity/paternity leave
Female labor participation
Home infrastructure
NutritionFood and supplements
EducationPreschool (3-6)
Care (0-3)
Programs that affect ECD
Impact of ECD interventions
Interventions with nutritional components have positive effects on: growth and physical well-being
cognitive development
CCTs have positive impacts on: healthcare prevention and control
cognitive and socioemotional development
Preschool attendance has positive effects on: cognitive and socioemotional development
the probability of continuing in school
reduced participation in risky behaviors
But the impact is greatest when interventions are multi-sectoral and integrated
To learn from how other countries face similar development challenges
To apply strategies that have shown successful in similar settings, adapted to the local context
Why benchmark a country’s policies to those of others?
Benchmarking Education Systems for Results
Objective: Develop knowledge & tools to systematically help countries:
make better policy and program choices based on better evidence and analysis
to get better educational results
Fills a major gap in the availability of policy data, information, and knowledge on what matters most to improve the quality and relevance of human development policies, especially in education
15
Components of BESR
Guiding & Governing
Securing Equal
OpportunityAssuring Quality
• Institutional & regulatory• Teacher policies• Financing• Managing information
• Early childhood development• School health & nutrition• Inclusive education
• Establishing learning standards & curricula
• Assessing student learning• Monitoring & supporting
school quality
Step 1: Stock-take and classify ECD programs
Step 2: Apply framework to evaluate the level of development ECD policies
Step 3: Identify policy options to strengthen ECD policies and programs
A Framework for Benchmarking ECD Policies and Programs
Step 1: Stocktaking & classification of ECD programs
9 Key Characteristics:
i. Primary policy objective;
ii. Brief description;
iii. Focus area/intervention mechanism;
iv. Coverage/access;
v. Institutional arrangements;
vi. Financing;
vii. Service providers;
viii. Quality assurance mechanisms;
ix. Challenges for going to scale and improving service delivery.
4 General Types of Programs:
1. Sectoral
2. Cross-sectoral
3. Multi-sectoral
4. Comprehensive
Single Sector Specific Sector w/ inputs from other sector
Multiple sectors, specific programs for targeted or universal populations
Comprehensive regular monitoring, some universal services, with tailored interventions
Intervention Areas/Mechanisms
Sectoral
Cross-Sectoral
Multi-Sectoral
Comprehensive
Coordinated interventions across multiple sectors
Co
mp
lexi
ty o
f In
stit
uti
on
al A
rran
gem
ents
Step 2: Application of conceptual framework to evaluate the level of development ECD policies
Enabling environment
Degree of implementation
Monitoring & quality assurance
Policy focus
Latent
Emerging
Established
Mature
4 levels of development:4 dimensions:
• Legal framework• Coordination• Financing• Coverage• Programs
• ECD information• Quality
standards & compliance
• Sectoral to comprehensive
ECD
Policy DimensionsVariables
Level of Development
LATENT EMERGING ESTABLISHED MATURE
ENABLING
ENVIRONMENT
Legal framework non existent minimalregulations in some
sectorsdeveloped
Coordinationlow within
sectorhigh within sector
low inter-
institutional
high inter-
institutional
Financing ad hocsome programs
with sustained
many programs
with sustained
sustained for
attaining goals
DEGREE OF
IMPLEMENTATION
Coverage low expandinguniversal in some
sectorsuniversal in ECD
Programs pilotestablished in few
sectors
established in
several sectors
established in
ECD
MONITORING &
QUALITY ASSURANCE
ECD Informationminimal
measures
outcomes at
national level
outcomes at
national, regional,
local level
outcomes at
national,
regional, local &
individual level
Quality Standards &
Compliance
Limited or no
standards
Standards in some
sectors
Standards in most
sectors, compliance
is monitored
regularly
Standards in all
sectors,
compliance is
regularly
monitored and
enforced
POLICY FOCUS
ECD Interventions
(health, nutrition,
education & child
protection)
some and
minimalsome established
well established
services
integrated
services
universally
provided
Step 3: Identification of policy options to strengthen ECD policies & programs
Policy lessons can be drawn from countries that have achieved “established” and “mature” levels of development in the core dimensions of ECD
These lessons need to be adapted to local contexts in each country, to identify policy options
Australia, England, New Zealand, and Sweden
Key lessons from ECD policies in 4 selected OECD systems
ECD Programs and Policies in Australia
Policy Dimensions
ENABLING ENVIRONMENT:
MATURE
DEGREE OF
IMPLEMENTATION:
MATURE
MONITORING & QUALITY
ASSURANCE:
MATURE
POLICY FOCUS:
MATURE
ECD Programs and Policies in New Zealand
Policy Dimensions
ENABLING ENVIRONMENT:
MATURE
DEGREE OF
IMPLEMENTATION:
MATURE
MONITORING & QUALITY
ASSURANCE:
ESTABLISHED
POLICY FOCUS:
ESTABLISHED
ECD Programs and Policies in England
Policy Dimensions
ENABLING ENVIRONMENT:
MATURE
DEGREE OF
IMPLEMENTATION:
MATURE
MONITORING & QUALITY
ASSURANCE:
MATURE
POLICY FOCUS:
ESTABLISHED
ECD Programs and Policies in Sweden
Policy Dimensions
ENABLING ENVIRONMENT:
MATURE
DEGREE OF
IMPLEMENTATION:
MATURE
MONITORING & QUALITY
ASSURANCE:
MATURE
POLICY FOCUS:
MATURE
Benchmarking ECD policies across selected OECD countries
ECD Policy Dimensions Australia New Zealand England Sweden
ENABLING
ENVIRONMENT
Legal framework Mature Mature Mature Mature
Coordination Mature Mature Established Mature
Financing Mature Mature Mature Mature
DEGREE OF
IMPLEMENTATION
Coverage Established Mature Mature Mature
Programs Mature Mature Mature Mature
MONITORING &
QUALITY
ASSURANCE
ECD information Mature Established Mature Mature
Quality standards
and complianceMature Established Mature Mature
POLICY FOCUSSectoral to
ComprehensiveMature Established Established Mature
Key lessons from the selected OECD countries - General
The establishment of the rights of children in law provides the foundation for an ECD system.
Effective ECD systems do not work through government alone: stakeholders in ECD include all levels of government, research institutions, educators, not-for-profit organizations, private enterprises, and children and families.
The best approach to developing an ECD system involves taking incremental steps, with emphasis on long-term policy design, establishing financial stability, and effective quality assurance mechanisms.
Universal preschool services and a comprehensive social protection system are substantial components of ECD systems in the selected systems.
Experiences from all four countries underlie the importance of establishing an institutional anchor to administer early childhood development policies and to foster and lead collaborative efforts amongst the different government agencies and stakeholders in the sector.
Key lessons from the selected OECD countries - Specific
Substantial advancements in ECD have been made in England over the past 15 years, demonstrating that significant strides can be made in a shorter period of time.
Sweden is a standard for high-level ECD, with an extensive early childhood education system and a multi-tiered financial family policy that includes financial benefits, generous and equitable parental leave, and a needs-tested component to support families and children particular needs.
Sweden illustrates some of the potential benefits of a decentralized approach to governance. Provision of early childhood services is the responsibility of local authorities, which are able to deliver services that are specific to local needs.
ECD programs and policies in Turkey
Overview of ECD programs in TurkeyChildDevelopment Stage
Early Childhood Development Goal Tools/Prograsm Examples of Actors in Turkey
Prenatal – Birth Healthy antenatal development Parental support and education Pregnancy Monitoring - MOH
Infancy (0-18 months)
Healthy growth and nutrition Breastfeeding and nutrition programs Growth monitoring - MOH
Sensory learning (auditory and visual) Attachment to caregiver, Control of physical actions
Parent training programs Parent training (MONE)
Toddler and post-toddler (18-36 months)
Nutrition Nutrition Growth monitoring (MOH)
Coordination, language, ability to think, social skills advance
Parent training Day Care Centers
Parent training (MONE)
Community Driven Programs and Private Nurseries
Private day-care and nurseries (Private Sector)
Private Community driven models (KEDV neighborhood nurseries)
Preschool (Ages 3-4-5)
Preparation for schoolPrograms linked to education and cognitive development
Public preschools and kindergartens -for 5-6 year group (MONE)
Socialization Parent training programs Private preschools (Private Sector)
Circle of peers and caregivers widens School preparedness programsHome-based MOCEP (for 6 year group only) (MONE & ACEV)
Health and nutrition remain important SHÇEK Community Centers
Early primary (Ages 6-7)
Transition to school Primary school Basic Education (MONE)
While many different ECD model programs exist in Turkey, coverage of children remains low..
~ 39 %
~ 1%
< 3%
< 2%
< 10 %
< 3%
< 1 %
< 3 %
< 10 %
~ 80%
~ 90%
0% 20% 40% 60% 80% 100%
Public preschools & kindergartens - for 48-72 month group, MONE (2008)
Private preschools (2008)
Home-based MOCEP - for 6 year group only, MONE (2009)
SHÇEK Community Centers (2008)
Growth and Psycho-Social Monitoring, MoH (2008)
Parent training (0-6 year old), MONE (2009)
Private day-care centers, nurseries and community driven models (2008)
Parent training (0-6 year old), MONE (2009)
Growth and Psycho-Social Monitoring - Family Doctors, MoH (2008)
Immunizations - all complete, MoH (2008)
Pregnancy Monitoring, MOH (2008)
Pre
sch
oo
l (M
on
ths
36
-72
)
Tod
dle
r an
d p
ost
-to
dd
ler
(18
-36
m
on
ths)
Infa
ncy
(0
-18
m
on
ths)
Pre
-n
atal
Child Development Phase Intervention Coverage of Age Group
100 %
coverage
line
Low coverage is linked to low levels of public spending on ECD programs targeting children ages 0-6.
-
0.5
1.0
1.5
2.0
2.5
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90
TL in
20
08
Age Group (0-90)
Per Capita Social Expenditures by Age Group in Turkey (2008)(Central Government, Excluding Social Security Contributions)
Education
Social Protection
Health
Source: World Bank (2009) “Turkey Expanding Opportunities for the Next Generation”
And the existing benefits of existing programs may often be targeted regressively..
18.8
34.7
54.0
26.2
40.7
62.7
76.2 76.6
68.273.9
0
10
20
30
40
50
60
70
80
90
Low SES Middle SES High SES Rural Urban
Socio-economic status Location
Mo
ther
s in
sam
ple
(%
)
Graph Z: Preschools and Daycare Access, by socioeconomic status and rural/urban location [2008]
There exists a pre/nursery school in neighborhood There exists an elementary school in neighborhood
Note: Socio-economic status is defined as an index that combines income, household assets and the educational level of adults in the household.Source: The Study of Early Childhood Developmental Ecologies in Turkey (2008), Koc University.
OECD Benchmarking Turkey’s ECD policies
Turk
ey
Mex
ico
Spai
n
Ger
man
y
Ital
y
Jap
an
Port
uga
l
Rep
ub
lic o
f Ko
rea
Au
stri
a
Net
her
lan
ds
UK
Bel
giu
m
Hu
nga
ry
New
Zea
lan
d
Slo
ven
ia
Den
mar
k
Fin
lan
d
Fran
ce
No
rway
Icel
and
Swed
en
1 Maternity leave of 1 year at 50% of salary + + + + + +
2 A national plan with priority for disadvantaged children + + + + + + + + + + + + + + + + + + +
3 Subsidized and regulated child care services for 25% of children under 3 + + + + + + + + + + +
4 Subsidized and accredited early education services for 80% of 4 year olds + + + + + + + + + + + + + + +
5 80% of all child care staff trained + + + + + + + + + + + + + + + + +
650% of staff in accredited early education services, educated with relevant
qualification + + + + + + + + + + + + + + + + +
7 Minimum staff-to-children ratio of 1:15 in preschool education + + + + + + + + + +
8 1.0% of GDP spent on early childhood services + + + + + +
9 Child poverty rate less than 10% + + + + + + + + +
10 Near-universal outreach of essential child health services + + + + + + + + +
Total benchmarks met 3 3 3 4 4 4 4 4 5 5 5 6 6 6 6 8 8 8 8 9 10
Source: Adapted from "the Child Care Transition" A League table of Early Childhood Education and Care in Economically Advanced Countries UNICEF, 2008.
While many different ECD model programs exist in Turkey, coverage of children remains low..
~ 39 %
~ 1%
< 3%
< 2%
< 10 %
< 3%
< 1 %
< 3 %
< 10 %
~ 80%
~ 90%
0% 20% 40% 60% 80% 100%
Public preschools & kindergartens - for 48-72 month group, MONE (2008)
Private preschools (2008)
Home-based MOCEP - for 6 year group only, MONE (2009)
SHÇEK Community Centers (2008)
Growth and Psycho-Social Monitoring, MoH (2008)
Parent training (0-6 year old), MONE (2009)
Private day-care centers, nurseries and community driven models (2008)
Parent training (0-6 year old), MONE (2009)
Growth and Psycho-Social Monitoring - Family Doctors, MoH (2008)
Immunizations - all complete, MoH (2008)
Pregnancy Monitoring, MOH (2008)
Pre
sch
oo
l (M
on
ths
36
-72
)
Tod
dle
r an
d p
ost
-to
dd
ler
(18
-36
m
on
ths)
Infa
ncy
(0
-18
m
on
ths)
Pre
-n
atal
Child Development Phase Intervention Coverage of Age Group
100 %
coverage
line
Importance of the Health Sector
Reaches children in the critical earliest years
Health is defined as a state of COMPLETE well-being
Health workers are trusted and advice is valued
Link between ECD and nutrition
MOTHER is a 28-year-old woman recently moving with family from a rural area to city, at her fifth pregnancy
She presents at emergency ward with BP 180/110 She did not have her BP measured since her last antenatal visit (at 24 weeks of GA) In her previous pregnancies she had increasing problems of hypertension, in the
last one the baby was lost and delivery put her own life at risk She had no access to contraceptives She was not actually advised to get contraceptives She has no maternal record to document her previous obstetric history Her baby CHILD is born preterm (32 weeks) with moderate birth asphyxia THE CHILD has a developmental delay which becomes obvious at 2 years (no
expressive language) THE CHILD’s parents did not receive any explanation and advice about how to
handle the situation, promote language etc., and they hardly speak to the CHILD or play with her
THE CHILD gets more and more neglected by the family, he is not sent to preschool
THE CHILD develops severe behavioural problems at school age, and drops out of school when 11
Lost opportunities along the continuum of care(as per Giorgio Tamburlini)
Avoidable consequences(as per Giorgio Tamburlini)
MOTHER and CHILD suffered severe consequences and were at life risk
THE CHILD will suffer for his whole life course of the consequences of lack of care along the continuum (no contraception, poor antenatal care), lack of communication between levels of the system (lack of maternal record, lack of earlier referral and care, lack of proper advice to parents), lack of communication and collaboration across health, social and education sectors (lack of intervention to promote development and of early diagnosis of any hearing or other treatable impairment)
All this could be avoided, without sophisticated, specialist and expensive care
Main ECD Programs in Turkey
• Sectoral
• Rapid reduction in infant mortality, successful expansion of immunization and antenatal/postnatal care.
Health Programs (MOH)
Antenatal – Age 4
• Multi-sectoral
• Low coverage, curricula for parenting programs currently being developed for older age groups.
Family Training Programs (MONE)
Ages 0-18
• Multi-sectoral
• Low covearage, low public funding
• Pro-poor epansion difficult with no subsidies for private providers
Private/community providers
SHÇEK Community Centers
• Sectoral
• Rapid expansion particularly for 4-5 year age group
• Targeting of benefits remains regressive with high user fees .
Public Preschools (MONE)
(Ages 4-5)
Summary of ECD Programs in Turkey
Single sector Specific sector w/inputsfrom other sector
Multiple sectors, specific programs for targeted or
universal populations
Comprehensive regular monitoring. Some universal
services, with tailored interventions
Focus Areas- Mechanisms
Coordinated interventions across
multiple sectors
Co
mp
lexi
ty o
f in
stit
uti
on
al a
rran
gem
en
ts
Public Preschools
Private Community
Initiatives (KEDV)
The Family Doctors Scheme
SHCEK Community
Centers
Family Training Programs
Sectoral
Cross-Sectoral
Multi-Sectoral
Comprehensive
Benchmarking ECD policies in Turkey with selected OECD countries – Preliminary Findings
ECD Policy Dimensions and Levels of Development in Turkey – Preliminary Findings
ECD
Policy DimensionsVariables Level of Development
ENABLING ENVIRONMENT
Legal framework Established
Coordination Emerging
Financing Emerging
DEGREE OF IMPLEMENTATIONCoverage Emerging
Programs Established
MONITORING AND QUALITY
ASSURANCE
ECD information Established
Quality standards and compliance Emerging
POLICY FOCUSECD interventions (health, nutrition,
education & child protection)Established
International Comparisons
ECD
Policy
Dimensions
VariablesTurkey Australia New Zealand England Sweden
ENABLING
ENVIRONMENT
Legal framework Established Mature Mature Mature Mature
Coordination Emerging Mature Mature Established Mature
Financing Emerging Mature Mature Mature Mature
DEGREE OF
IMPLEMENTATION
Coverage Emerging Established Mature Mature Mature
Programs Established Mature Mature Mature Mature
MONITORING AND
QUALITY
ASSURANCE
ECD information Established Mature Established Mature Mature
Quality standards
and complianceEmerging Mature Established Mature Mature
POLICY FOCUSECD
interventionsEstablished Mature Established Established Mature
Strengthening ECD in Turkey: Some Preliminary Policy Options for Consideration
Consider developing a comprehensive ECD strategy that integrates and coordinates interventions in different areas, providing a clear organizational framework for ECD.
define roles and responsibilities of public agencies involved in ECD (including the coordinating body) and also NGOs and the private sector, which plays an important role.
Increase funding for ECD to expand coverage, particularly of disadvantaged children.
Set clear standards for ECD that are linked directly to child development and learning (rather than only infrastructure inputs), and strengthen the quality assurance system to monitor and ensure compliance with these standards.
Facilitate private sector and community-based expansion for ECD by closely regulating and possibly co-financing these initiatives.
Appendix: Summary of ECD interventions in Turkey
Child Health Programs (MOH)
Category Cross-Sectoral
Objectives Improve Child Health, reduce under 5 and Infant Mortality
Description and
areas of
intervention
Optimum Care for Newborns Program; Growth Monitoring of Babies and Children Program; Intensive
Care for Newborns Program; Screening of Newborns Program; Nutrition Program for Mothers and
Children (iron and vitamin D supplementation, complementary feeding; fighting Iodine Deficiency
Disorders ; promoting breastfeeding; Prevention of Childhood Infections Program; Monitoring of Infant
Deaths Program
Coverage Nationwide, across the health care system, Children U5, pregnant women
Institutional
arrangementsMOH/Mother and Child Health and Family Planning General Directorate;
Financing
Government: Curative and cost of medication for Green Card holders; Pregnancy and childbirth related
expenses of all women covered through maternal insurance; Social Risk Mitigation Program, financial
support during pregnancy, childbirth and childhood period; Iron and Vit D supplements are provided
during pregnancy and childhood period as free of charge
Service providers Health care providers in maternity hospitals and primary care;
Quality assurance
Monitoring and evaluation indicators for each program were prepared. Protocols, indicators defined,
monitoring of electronic databases; Monitoring of data in electronic media for computer programs were
made. Data crosschecked via major surveys(DHS); patient satisfaction survey conducted; program
reviews conducted.
ChallengesVary by program; mainstreaming the programs into the pre-service training; increase the awareness of
the population with respect to child care
The Family Doctor Scheme
Category Sectoral
Objectives To provide healthcare and monitor young children’s growth and cognitive and psycho-social development.
Description Pregnant women assigned to family doctors who monitor children’s health and development.
Areas of
intervention
Growth MonitoringImmunizationTracking cognitive and psycho-social indicators
CoverageAs of 2009, implemented in 54 provinces in Turkey, reaching 8.3% of all children age 0-6 in 2009. Coverage is
planned to expand to all 81 provinces in Turkey by the end of 2010.
Institutional
arrangements
The Ministry of Health oversees the program through three directorates: Mother and Child Health, Primary
Health and Mental Health Units.
Financing Family Doctors receive a per capita incentive payment based on the number of families in their jurisdiction.
Service
providersFamily doctors, at the local level, provide services.
Quality
assurance
The MOH has adopted a computerized monitoring tool capable of tracking all children in Turkey, starting at the
pregnancy of the mother. The database should be able to serve as a child-centered development policy tool to
track children and respond to those with lagging indicators across sectors. Family doctors are given some
specialized training in ECD and the Integrated Management of Childhood Illness (IMCI) to participate in the
program.
Challenges The program is slated for expansion to nationwide coverage by the end of 2010.
Family Training ProgramsCategory Cross-Sectoral
Objectives To empower parents as caretakers and educators of their children, improving school readiness of children.
DescriptionPrograms vary but are mostly home-based, providing parents with strategies to help children develop in
the home environment.
Areas of
intervention
MOCEP (Home-based preschooll program) - Age 6
Father Training Programs – Fathers of children ages 3-11
My family Program (Ages 0-18) modules being developed
Coverage Only an estimated 3% of the 36-72 month old group in Turkey are covered
Institutional
arrangements
Parenting programs are administered by MONE through the Non-formal Directorate in Adult Education
Centers. Financed through the European Commission; delivery is in conjunction with ACEV, UNICEF and
other partners.
Financing A cost-benefit analysis of Preschool education in Turkey found home-based programs highly cost-effective,
with a benefit-cost ratio of 8:1 for MOCEP.
Service providersTeachers and staff at Adult Education Centers.
Counselling Teachers in Basic Education schools (Father Training Programs) .
Quality
assurance
Regular supervision visits by master trainers to the field.
Several quantitatvie impact evaluations of MOCEP have proved these programs to be effective.
ChallengesThe program is financed under a series of other adult education programs.
Earmarked financing specifically for Parenting Programs necessary to clarify annual budgets.
Public PreschoolsCategory Sectoral
Objectives Improve school readiness of children.
Description Provide preschool training through public school system.
Areas of intervention Increasing cognitive stimulation, school readiness, developing preliteracy and prenumeracy skills.
CoverageRapid expansion in recent years; in 2008-2009 the enrollment rate for the 4-5 year old (48-72 month) group was 38.5 %. Coverage remains low in international comparisons.
Institutional
arrangements
MONE Preschool DG is centrally responsible for the prorgam curriculum and expansion. Public preschool classes are built inside existing basic education schools or in separate buildings.
Financing Teacher salaries are centrally financed through MONE. Infrastrcuture investments are made through project financing or local government financing. High private user fees prevent the access of the poor (50-200 TL nutrition user fees charged, not standard across the country).
Service providers MONE appointed preschool teachers (4 year university graduates).
Quality assuranceLack of standards on education programs and practices. Standards mainly focus on building requirements and infrastructural needs. Little or no inspection by inspectors with ECE background.
Challenges
Expansion of the system depends on infrastructure financing and compensation of hired teacher costs through the expansion.There is no common curriculum and teaching materials for preschool (quality depends highly on teacher). Restrictions to hire only 4 –year university graduates increases salary bill and possibly makes expansion more difficult.
SHÇEK Community Centers
Category Multi-Sectoral
Objectives To provide families and young children in disadvantaged communities with a variety of services.
DescriptionMulti-purpose centers delivering services to disadvantaged communities, including: vocational training,
childcare, family training and counseling.
Areas of
interventionProtective and preventive services for children in need, offered through community centers.
Coverage81 centers nationally, with an estimated reach to 40,000 children – this is very limited coverage, as
compared to need and demand.
Institutional
arrangements
Social Services and Child Protection Agency manages the Community Centers and Family Counseling
Programs nationwide.
Financing Lack of funding limits program expansion.
Service providers Center-based delivery of services.
Quality assurance Unknown
Challenges Coverage is currently very limited, as compared to need.
Private/Community Initiatives (KEDV model)
Category Cross-Sectoral
Objectives Provide affordable day-care, of good quality, in poor neighborhoods.
DescriptionKEDV organizes women into economic cooperatives to operate small businesses and creates Women and
Child Centers for affordable daycare for working mothers.
Areas of
interventionA community-driven model of privately provided center-based daycare.
CoverageExtremely low. Public regulation and subsidies necessary for expansion of such community based
models.
Institutional
arrangements
ECD experts at KEDV train local mothers to serve as “neighborhood mothers” and facilitate the hiring of
pre-school teachers. KEDV assists with the establishment of the centers and then women members are
responsible for the continued financing and management of the centers.
Financing The costs of the day-care center are paid by members using a sliding scale based on ability to pay.
Service providers Trained “neighborhood mothers” and preschool teachers.
Quality assuranceNo public monitoring.
Public regulation of such centers would enable expansion and ensure quality.
ChallengesThe centers become self-sustaining after the initial set-up of facilities and programs by KEDV staff.
Increased funding is required for program expansion.
