Regional trends in ECDE from 2010-

2013

By: Lynette Okengo, PhDECD Consultant, Open Society Foundation

Presented at the Southern Africa Regional Conference On Early Childhood Development And Education (ECDE)

03 – 05 December 2013Pretoria, South Africa

Situation in 2010Advocacy at various levelsPolicy developmentEstablishment of ECD programs mostly community

based (low access)2-3 weeks capacity building programmes + ECDVUConcern about lack of programmes for under 3’sGeneral lack of government involvement

Programming within the context of high levels of poverty, low resources, limited capacity but growing awareness of importance of early years

Context of Children in Southern Africa Trend

GDP per capita average annual growth rate

Proportion of population living below the poverty line

Average annual rate of inflation

Gender inequity (Gender equity index)

Adult literacy rate: Females as a % of males

Food insecurity

% of under-fives suffering from underweight

% of under-fives suffering from stunting

Maternal mortality ratio

Access to early learning servicesIs the situation of children really improving?

Improvements are minimalPersistent low child outcomesNegative effects of other factors:

Low maternal education Maternal depression relatively common

(Africa- 15% - 28%)

High exposure to violence (35% of women experience intimate partner or non-partner violence- WHO 2013 )

Increasing environmental toxins

Trends in ECD Program Design

Increased discussion on integrated programming: Growing consensus on components of an integrated

program Not necessarily one stop shop Growing realization of the importance of a referral

systemImplementation of pilot programs (sustainable?)Still remains the need for consensus on the

implementation of an integrated ECD program

Trends in Access

Increasing ECD modes of service provision

Relatively lower rate for: Children from low income families Children living in marginalized communities Children with special needs Children of mothers with lower education

Need to enhance equitable access to services to the poor and marginalized. They need the services most!

Trends in ECD Service Provision

Service provision continues to be sector specificIncreasing attention to the pre-primary class (R

class)Programming for under 3’s increasingly being

viewed as a responsibility of the health sectorOngoing limited mainstreaming of ECD into health

initiativesIncreasing attention to strengthening social safety

nets (cash transfers, community empowerment etc)Need to maintain focus on holistic child development

Trends in Enhancing Quality

More countries developing ECD curricula and training materials More countries developing institutionalized training programs More countries developing ELDS, minimum standards and

guidelines Some attention to proposing model classrooms/programmes Increased advocacy for governments to pay ECD

teachers/caregivers

Continued call for improved quality as child outcomes still low

More needs to be done to support: Establishment of PE programmes Professional development of teachers

Assessment Multi-age teaching Reflective teaching Child centered pedagogy

Establish support systems for teachers incl. mentors, supervisors

Availability of play and early learning materials Continuous quality improvement Capacity building of school administrators,

management teams, ECD program officers etc.

Trends in Governance of National Programs Governments more responsive to supporting ECD

programmes Focus shifting from policy development to implementation.

ECD legislation ?? Increased MOE involvement Preprimary increasingly being included as part of basic

education, GPE, national plans and budgets Governments focusing more on providing enabling

environment esp. for under 3’s rather than service provision Stakeholder accountabilities?? Community involvement ??Role of government continues to be a great concern

Evidence Generation and DisseminationIncreased awareness of importance of building

an evidence baseGrowing realization of the need to integrate

learning in M&E modelsIncreased use of participatory research

methodologySlow increase of impact evaluations

Need for strengthened capacity in designing and implementing MEL

Trends in Financing of ECD

More governments promoting PPPPrivate entrepreneurs continue to play a

critical role in service provision for under 3’s

Increasing role of development partners in service provision

External funding continues to provide major support to ECD programming

Trends in Strengthening PartnershipsParents continue to be recognized as critical

partners Emergence of national ECD networksOngoing discussions for the establishment of

regional ECD networksSome evidence of development partner networksGovernments encouraging PPPNeed to explore more sustainable options of

financing ECD

Challenges of ECD Programming in the Region Growing but insufficient government commitment and

political will Low national prioritization (Inadequate integration of

ECD into National Planning Instruments Inadequate resources (financial & human) Mostly donor funded and often unsustainable Largely sectoral with weak co-ordinating structures. Limited access with large regional and national

disparities Inequitable access to existing services Low quality of programs

Recommendations Continue with advocacy at all levels but with few clear

messages targeted e.g. at inclusion of ECD teachers/caregivers into national payroll, institutionalization and accreditation of ECD training as well as increased resource allocation.

Continue professional capacity development of ECD practitioners and enhance teacher support systems

Strengthen partnership with families and communitiesStrengthen national ECD networks engagement with key

playersExplore diverse funding mechanisms e.g strengthening PPPMainstream ECD into national monitoring and evaluation

systems

Some things never change…..

Children who start behind, stay behind….

16 mos. 24 mos. 36 mos.

Cu

mu

lati

ve

Vo

ca

bu

lary

(W

ord

s)

Higher income

Middle income

Lower income

Child’s Age (Months)

200

600

1200

Source: Hart & Risley (1995)

Thank you for your attention