Riga 2011 Presentation Early Start

8/3/2019 Riga 2011 Presentation Early Start

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ECCE:An Early Start at Inclusive Development

Mmantsetsa Marope (PhD)

Director: Division of Basic Education

UNESCO


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Skills, Knowledge, Technology, and Growth

Knowledge, skills, technology and the interaction thereofhave progressively becomekey drivers of growth

Knowledge, skills and technology application extends therange and value of products from primary resources

Value-added productivity improves profitability, investmentclimate, FDI inflows and associated benefits

Knowledge and technology is what sells around the world
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OECD manufacturing trade by technology intensity

Index 1997 = 100OECD Science, Technology and Industry Scoreboard 2009

High-technology, 23%

Medium-high-

technology, 39%

Medium-low -

technology accounted

for 20% of total

manufacturing trade in

2007

Low-technology, 18%

Total manufacturing

90

100

110

120

130

140

150160

170

180

190

200

210

220

230240

250

260

270

280

290

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007


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Human Capital and Growth

Knowledge, skills and technology are carried by human

capital

Human capital is critical for value-added productivity; whichis a key determinant of sustainable growth

Human capital also supports and sustains social, political,human development
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Human Capital: Not a silver bullet but by improving

productivity, supporting jobs/work, attracting investments,

fostering innovation and increasing flexibility, is a critical

lever of growth


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ECCE and Development

ECCE is a critical entry point to inclusive human capitaldevelopment


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ECCE: Holistic Human Capital DevelopmentWhat is Early Childhood Care and Education (ECCE)? Coverage: Children 0-8 years of age Ultimate goal: Holistic development of children A comprehensive set of advocacy, policies, strategies,

programs

ECCE comprises most elements of human capitaldevelopment

Health (pre-and ante-natal care, immunization, water, sanitation. environment, . .. )

Nutrition

Education/early stimulation (parental education and support, care givers ,, ,)

Protection (legal, social and emotional)
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Development is often not inclusive Partly because human capital development in not always inclusive


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Real Growth Rate (1992-2005) and GINI Index (2005, 2006, 2007 or 2008)OECD Factbook (2007) and CIA World Factbook www.cia.gov

0

2

4

6

8

10

12

Japan

Switzerland

GermanyItaly

France

Belgium

Portugal

Austria

Denmark

Netherlands

Sweden

CzechRepublicBrazil

UnitedKingdom

Mexico

SouthAfricaSpain

Norway

Greece

UnitedStates

Finland

Canada

Hungary

NewZealand

Australia

Iceland

Russian

Federation

Turkey

Luxembourg

SlovakRepublic

Poland

KoreaIndia

Ireland

China

RealGrowthRate(%)

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

GINIIndex

Real growth rate

GINI Index


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Real Groth Rate (1992-2005) and Human Development Index Value (2007)OECD Factbook, 2007, and UNDP Human Development Report, 2009

0

2

4

6

8

10

12

Japan

Switzerland

GermanyItaly

France

Belgium

Portugal

Austria

Denmark

Netherlands

Sweden

CzechRepublic

Brazil

UnitedKingdom

Mexico

SouthAfricaSpain

Norway

Greece

UnitedStates

Finland

Canada

Hungary

NewZealand

Australia

Iceland

Russian

Federation

Turkey

Luxembourg

SlovakRepublic

Poland

KoreaIndia

Ireland

China

Realgrowthrate,1992-2005(%)

0

0.2

0.4

0.6

0.8

1

1.2

Humandevelopmentin

dexvalue

Real growth rate (1992-2005)

HDI value (2007)


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HDI Ranking against Education Index (2007)Human Development Report, UNDP, 2009

0.403

0.3610.685

0.539

0.5740.574

0.9180.906

0.8340.916

0.828

0.8860.93

0.961

0.9690.993

0.9490.989

0 0.2 0.4 0.6 0.8 1 1.2Sier

raLeon

e(180)Gui

nea(17

0)Malawi

(160)Sud

an(150)Yemen

(140)Mor

occo(1

30)Kyr

gyzstan

(120)

Turkme

nistan(

109)

Jamaica

(100)Geo

rgia(89

)Turkey

(79)Albania(70)

Bulgai

ra(61)Lat

via(48)Slov

enia(29

)New

Zealand

(20)Jap

an(10)No

rway(1

)

HDIRanking

Education Index


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Human Capital Development is Often Non-Inclusive By

Poverty

Location (rural, urban slums)

Minority status (social, cultural, ethnic, religious linguistic,.)

Second but dominant languageRace

Special needs..

As an entry point, ECCE is often non-inclusive by the samefactors

Non-Inclusive ECCE leads to multiple exclusion Directly linked to specific benefits of ECCE Indirectly linked to the long-term development impact of ECCE

(mapped above)


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Benefits of ECCE Risked by Non-Inclusion

Early brain development: the highest rates of return to investmentin human capital(Heckman & Carneiro, 2003) Early brain development and potential to learn

Improved cognitive development and school achievement(Jamaica'sFirst Home Visiting Program, Turkeys Early Enrichment Project, USA High/Scope Perry study,

and NC Abeccedarian study, 2003)

Higher school enrollment and better readiness to learn(ColombiaPromesa project)

Higher enrolment for girls specifically (Nepal, Arnold, 2003)

Better school readiness, attendance, learning, internal efficiency

(Colombias and Argentinas ECD programs, India's Dalmau programReduces drop out rates especially for disadvantaged learners(Indias Haryana Project, (Chaturvedi et. al, 1987, Jamaica, Grantham-McGregor et al 1991).,


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Benefits of ECCE Risked by Non-Inclusion

Improved resource efficiency of the education system and returns

to society(USA High/Scope Perry Preschool Project est. US$ 7.16 saved per US$ (Young,2007). Jacoby-King study of Philippines estimated US$3 per US$ spent in Glewwe, 2001)

Creates fiscal space for expansion of access and quality improvement

Higher earnings and real redistributive effects (High/Scope Perry study andNC Abecedarian study, 2003)

Reduced chances of social delinquency, crime, being arrested

Positive effect on female labor force participation and older

siblings schooling(Kenya, (Lokshin, et. al. 2000). Likely higher earnings formothers (NC Abecedarian study, 2003), More work hours and earnings forsingle mothers (Zurich, (Mller and Kucera-Bauer, 2001)

Improved delivery of nutrition and health services(India integrated childdevelopment service programs)


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Risk of Non-Inclusive ECCE to Global Frameworks

ECCE as a key factor for achieving MDGs particularly: MDG 1 (end poverty and hunger) breaking the cycle of

intergenerational poverty and disadvantage MDG 2 (universal primary education) enhancing participation,

performance and internal efficiency in primary education MDG 3 (gender equality) facilitating mothers to work and

encouraging girl child to have equal start in education

MDG 4 (child health) providing adequate health attention andservices to young children MDG 5 (maternal health) providing adequate health attention and

services to mothers in pre-natal and post-natal stage

ECCE is an EFA Goal in and of itself

ECCE is a matter of everychilds right

ECCE enables an early start at inclusive development

Invest now in inclusive, high quality and development relevantECCE


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Despite the mounting evidence onindividual and collective benefits, anddespite governments proclamations of

commitment to inclusive development, and

despite governments signing of the CRC,despite governments singning of the

CRPD, ECCE services remain:

inequitable

Inadequate by factors of inequality

By structural poverty


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Preschool coverage is negatively associated with countries poverty indexP. Engels et al. (2007) Child development in developing countries 3. InLancet Vol 369 January 20


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REGIONS Maternal mortality

per

100.000 (08)

% of pregnant

receiving care (07)

Infant mortality per

100.000

% births assisted by

skilled staff

% malnourished

Low income 780 67 80 42 27

MICs 260 86 35 74 13

LMICS 300 84 38 69 4

UMICS 97 .. 21 95 6

HICs 440 81 51 62 16

EA 150 90 22 87 11

ECA 44 .. 21 95 6

LAC 130 95 22 89 9

MENA 200 76 32 80 7

SA 800 69 59 41 22

SSA 900 72 89 45 29

High-income 10 .. 6 99 5

Euro Area 5 .. 4 .. 5

The state of Children Remains Unsatisfactory


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The state of Children Remains UnsatisfactoryREGIONS % Low

birth

weight

% of

malnourished

under 5

Under 5

Mortality

Per 1000

% underweight

under 5

% stunting

under 5

Pre-

primary

GGR

Low income 15 28 126 28 45 22

MICs 15 22 45 22 32 44

LMICS 16 25 50 25 35 39

UMICS 8 .. 24 .. .. 68

HICs 15 24 74 24 36 37

EA 6 13 27 13 26 42

ECA 6 .. 23 .. .. 52

LAC 9 4 26 4 16 65

MENA 12 .. 38 .. .. 33

SA 27 41 78 41 47 36

SSA 14 27 146 27 44 14

High-income .. .. 7 .. .. 78

Euro Area .. .. 4 .. .. 106


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Countries with at least one formal program for children under 3 in 2005 (%),

EFA Global Monitoring Report (UNESCO, 2006)

Under-3s Programs Are Particularly Limited

Only 35% of Arab States have programs addressing health, nutrition, care andeducation for under 3s: a critical period in the childs life

0% 50% 100%

World

Arab States

Central/East. Europe

Sub-Saharan Africa

East Asia/Pacific

South/West Asia

L. America/Carib.

Central Asia

N. America/W. Europe


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Pre-primary Gross Enrolment Rates, 1999 and 2007EFA Global Monitoring Report (UNESCO, 2010)

3327

73

45

1015

19

40

21

56

75

50

41

36

80

63

1519

28

47

36

65

82

64

0

10

20

30

40

50

60

70

80

90

World

Developingcountries

Deveopedcountries

Countriesintransition

Sub-saharanAfrica

ArabStates

CentralAsia

EastAsiaandthePacific

SouthandWestAsia

LatinAmericaandtheCaribbean

NorthAmericaandWesternEurope

CentralandEasternEurope

Percentage(%)

1997

2007


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Access Remains Inequitable


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Inequity ofAccess . Inequity of

Learning Outcomes


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Urban-rural attendance disparities at age 3 and 4 in ECCE, in EFA Global Monitoring Report: Strong Foundations: ECCE (2006)


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Investment in ECCE remains very low at best


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Donors Often Forget ECCE!

Aid to ECCE as

% of aid to primary education

0 5 10 15

Japan

EC

United Kingdom

Germany

France

Netherlands

Denmark

UNDP

Italy

Canada

Ireland

Belgium

Luxembourg

Portugal

Norway

New Zealand

UNICEF

Australia

Finland

Spain

Almost all donors allocate to

pre-primary

less than 10% of what they give to primary

Bilateral donors give priority to centre-

based programs for children from age 3

Source: EFA Global Monitoring Report (UNESCO, 2006)
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UNESCOs Current Thrust on ECCE

Heighten global advocacy for inclusive, quality anddevelopment-responsive ECCE

Support government efforts at balanced sector developmentand investment including ECC

Strengthen sub-sector knowledge and information systemsincluding the mainstreaming of ECCE in EMIS

Strengthen policy, institutional, legal, strategic andfinancing frameworks for ECCE

Strengthen and scale up promising programs

Strengthen the monitoring of the quality, relevance andinclusiveness of ECCE

Strengthen M&E and IEs for ECCE


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Thank You!

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Riga 2011 Presentation Early Start