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An Evaluation of Early Childhood Care and Education Programmes
in Cambodia
Nirmala RaoThe University of Hong Kong
Emma PearsonMacquarie University
Mark ConstasCornell University
3
Background Objectives Method Findings Discussion Conclusions
Outline
4
Background
Access to early childhood programmes in Cambodia Current state of Cambodian children (stunting,
wasting and underweight) Government is committed to early childhood
education but lacks resources to scale up State Preschool Provision
Alternative models of early childhood education (Community Preschools, Home-based programmes) exist BUT there has been no systematic evaluation of the effectiveness of these alternative programming strategies
5
Early Childhood Care and Education Enrollments and GERNational Rates 2000-01 to 2005-06
6.50
8.26
8.97
9.83
10.98
11.97
0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
200,000
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06
En
rollm
ent
0.00
2.00
4.00
6.00
8.00
10.00
12.00
14.00
Gro
ss E
nro
llmen
t R
atio
(G
ER
)
Formal (State) Pre-School Community Pre-School Home-based Pre- School
Private Pre-School Total 3-5 year olds enrolled Gross Enrollment Rate in ECCE
GER
Total Pre-School Enrollment
State Pre-Schools
Community Pre-Schools
Private Pre-Schools
6
Preschool Enrollment Trends over the period 1999-00 to 2005-06
Cambodia
Cambodia - Urban
Cambodia - Rural
Cambodia - Remote Area
0
10000
20000
30000
40000
50000
60000
70000
80000
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
Nu
mb
er o
f p
up
ils
Cambodia Cambodia - Urban Cambodia - Rural Cambodia - Remote Area
7
Background Objectives Method Findings Discussion Conclusions
Outline
8
Objectives
1. To assess the effectiveness of the Community Preschool (CPS) and Home-based programmes (HBP) early childhood programmes on school readiness developmental outcomes.
2. To observe early care and education practices in Community Preschools and in Home-based ECD programmes.
3. To discern the perceptions of key and relevant stakeholders on how the CPS and HBP were being implemented.
4. To make suggestions relevant to the improvement, sustainability and expansion of existing programmes.
9
Background Objectives Method Findings Discussion Conclusions
Outline
10
Method for Objective 1: Assess programme efficacy
Children’s developmental functioning was assessed twice, one year before and just before they started Grade 1 (1312 children did pre-test)
Randomly-selected sample Randomization at the, Commune, Village and
Programme levels, respectively. Used list (alphabetical order in Khmer) with the
names of all the communes and villages in UNICEF-supported districts
11
Banteay Meanchey
Battambang
Kampong Cham
Kampong Thom
Kampot
Koh Kong
Kratie
Mondul Kiri
Preah Vihear
Pursat
Ratanak Kiri
Siemreap
Sihanoukville
Stung Treng
Svay RiengTakeo
Oddar Meanchey
Kep
Pailin
Phnom PenhKampong Speu
Prey VengKandal
Kampong Chhnang
12
Method for Objective 1: Assess programme efficacy
Selection of children All 5 year-old children in the selected
programme (village) were administered a test of developmental functioning
Cambodian Developmental Assessment Test
13
Method for Objective 1: Assess programme efficacy
1312 children did the pre-test
1184 children did both pre-test and post-test (Attrition rate less than 10%)
1019 children did not change programme status between pre-test and post-test. These are the children we focus on in the statistical analyses
14
Method for Objective 2: Observe care and education practices
Conducted in two stages
Home-based programmes were not observed per se, but we met with mothers and asked them to demonstrate what they did at home
15
Stage One
Informal observations of at least one randomly-selected CPS in each of the UNICEF-supported provinces conducted by the consultants
Evaluators visited each of the 6 CPS, somewhat unannounced, and observed the entire session in each CPS
After each session we interviewed the CPS teacher
16
Stage Two
Three children from three CPS programmes in each province were chosen based on their scores on the Pre-test (highest, middle and lowest scores on the CDAT)
The POE- ECE directors completed the Cambodian Early Childhood Environment Rating Scale (CECERS) for these 18 children (case studies)
The directors were blind to the children’s pre-test scores and did not know why the three children were selected
17
Interviewed The Village Chief of a randomly-selected village
and the relevant Commune Chief and Commune Council Focal Point for Women and Children
Teachers/ core-mothers of the SPS, CPS and HBP in the selected village in communes
Mothers whose children participated in HBP participated in focus groups that addressed their perceptions of the early childhood services their children were receiving
Provincial and National level officials
Method for Objective 3: Stakeholders’ views
18
Background Objectives Method Findings Discussion Conclusions
Outline
19
Pre-test CDAT scores across programmes and provinces
0
20
40
60
80
KS KT OMC PV SR ST
Province
CD
AT
Sc
ore
SPS CPS HBP Control
20
Explanation of pre-test differences
Significant differences at pre-test SPS, CPS, HBP > Control SPS > CPS, HBP
Why are there differences? Where the child lives Maternal Education Preschool History
21
Where the child lives All children in SPS and CPS lived in
villages which had these programmes 180/196 children in HBP had
programmes in their village Control children had no services in the
village remote areas
22
Maternal education
Significant relationship between maternal education and the type of programme child attended
SPS: 11% of mothers had no education
CPS/HBP: ≈20% mothers had no education
Control: 28% mothers had no education
23
Preschool history
SPS (06-07): 44% attended SPS in 05-06 11% attended CPS 05-06
CPS (06-07): 67% attended CPS in 05-06
HBP (06-07): 72% received HBP in 05-06
24
Post-test CDAT scores across programmes and provinces
0
20
40
60
80
100
KS KT OMC PV SR ST
Province
CD
AT
Sco
re
SPS CPS HBP Control
25
Pre-test and post-test CDAT scores across programmes
0
20
40
60
80
100
SPS CPS HBP Control
Programme
CD
AT
Sco
re
Pre-test CDAT Post-test CDAT
26
Pre-test and post-test CDAT scores across provinces
0
20
40
60
80
100
KS KT PV OMC ST SR
Province
CD
AT
Sco
re
Pre-test CDAT Post-test CDAT
27
Prediction of post-test scores
Maternal education, maternal literacy, paternal education, paternal literacy all significantly interrelated.
4 variables significantly contributed to prediction of post-test CDAT scores Pre-test CDAT (35% of the variance) Pre-test programme status Maternal education
28
Summary and implications based on CDAT
1. Participation in a EC programme had a significant influence on children’s developmental functioning increase access
2. History of preschool attendance makes a difference get children in programmes by at least age 4
3. Community Preschools versus Home-based programmes no differences in CDAT (implications and cautions)
4. Maternal education makes a difference focus on maternal literacy education
5. Quality of learning environment look to SPS
29
Observations of community preschools
Cambodian Early Childhood Environmental Rating Scale (CECERS)
Infrastructure (physical envt.) 12 items Personal Care and Routines: 7 items Physical Learning Aids: 7 items Language & Reasoning Experiences: 9 items Fine & Gross Motor Items: 6 items Creative Activities: 6 items Social Development Activities: 11 items
Observations in 6 provinces, 10 districts, 14 communes and 18 villages by POE-ECE Director
30
CPS quality
Variability in teachers’ backgrounds and teaching and learning environments.
Physical setting/infrastructure is related to only: Physical Learning Aids Creative Activities
Physical setting/infrastructure not related to: Personal Care and Routines Language and Reasoning Experiences Gross and Fine Motor Social Development
31
Interviews with teachers and parent focus groups
Positive aspects of CPS Satisfaction gained by teachers Teachers as advocates Teachers upgrading their knowledge Children learning social skills Children learning academic skills Mothers involved in children’s learning
32
Interviews with teachers and parent focus groups
Major Challenges Inadequate shelter Transportation and storage Difficulties in teaching mixed age groups Irregular attendance
33
Views of stakeholders: Background and history of programme
Varied across provinces
Clear preference for SPS
Support for CPS or HBP from POE varied across provinces
34
Views of stakeholders: Perceived benefits of programmes
SPS: Parents: longer hours of operation Teachers: Formal training POE: clear line management by MoEYS
CPS: Teachers and parents: active, brave, confident children Commune Chief: parents learn value of early education
HBP Mothers: educates and empowers them Community benefits: decreases domestic violence,
enhances community participation
35
Views of stakeholders: Administration, cost and sustainability
SPS: Well-established, well-managed and highly functional
CPS: Resources: infrastructure and learning resources Teacher incentives Teacher attendance Financial issues
HBP Considered more sustainable and easier to manage than CPS Easier to support: Only one CPS teacher but many mother
groups
36
Views of stakeholders: Monitoring/ roles
HBP: Community-based monitoring; on-going support
for mothers groups
CPS: POWA supports community POE provides technical support Visits vary according to location of CPS Good to have inter-sectoral co-ordination but it
has problems lack of clarity across provinces LACK OF CLARITY can lead to LOSS OF PRIORITY
37
Operation and sustainability of programmes
Operational Guidelines for the Establishment, Staffing, Curriculum, Support and Monitoring
What we found High degree of commitment CPS: Non-operation; wide variations in teacher
and programme quality; dependence on CPS teacher for programme operation
HBP: Core mothers not most educated women in village; variations in operation
38
Operation and sustainability of CPS and HBP
Challenges for Scaling up Maintaining quality Leadership Low levels of teacher and maternal
education
39
Background Objectives Method Findings Discussion Conclusions
Outline
40
Summary and impressions
Given: the inputs required for the CPS the challenges identified in the
sustainability of CPS programmes the fact that children from CPS and HBP
programmes did not significantly differ in their school preparedness
low levels of maternal education low levels of family involvement in the
CPS
41
Suggestions
Stakeholders may consider: scaling up a hybrid version of the CPS
and HBP programmes. This will allow the community to gain the advantages of both types of programmes while avoiding the some of the problems associated with operating and supporting these programmes.
42
Background Objectives Method Findings Discussion Conclusions
Outline
44
Conclusions
Recommendations related to Demand, Access, Enrollment and
Attendance Funding of ECCE Community Involvement Programme Quality Co-ordination among Stakeholders Scaling up CPS and HBP
45
Conclusions
Stakeholders need the POLITICAL WILL to increase demand and supply
of EC programmes. This must be accompanied by clearly articulated policies, implementation plans and financial commitment .
SKILL to implement, support and evaluate EC programmes.
Specific strategies needed at the National, Provincial, District, Commune, Village, Programme and Family Levels