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TOWARDS EQUITABLE EARLY CHILDHOOD DEVELOPMENTBy Lieke van de Wiel, ROSA
© U
NIC
EF
/201
1/D
ang
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• Global Context
• UNICEF’s Focus
• UNICEF’s Strategies
CONTEXT AND UNICEF MANDATE
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• Nutrition
• Protection: Early detection
• Health
• Education
• Adolescents Development
RELEVANT SECTORS AND ENTRY POINTS
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• Evidence Strengthening
• Convergence between sectors
• Equity: Groups and Geographically
SOUTH ASIA FOCUS
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RATIONALE:
•Improves nutritional and educational outcomes
•Prevents developmental delays and adverse health outcomes
•Improves quality of life of young parents
CASE OF EARLY CHILDHOOD STIMULATION
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What interventions in early childhood stimulation are:
•Most effective in bringing about equitable outcomes and
•Most strategic = cost-effective, sustainable, feasible
KEY QUESTIONS
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EARLY STIMULATION
OVERALL OBJECTIVE
To recommend a set of strategies to promote early stimulation and reduce disparities in child outcomes
SPECIFIC OBJECTIVES
•Address barriers to access for most deprived
•Integration of stimulation in existing interventions
•Strengthening stimulation interventions
© U
NIC
EF
/200
6/D
ang
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METHODOLOGY
BHUTAN NEPAL SRI LANKA
PREPARATORY WORK
Background research completed ✔ ✔ ✔
Indicators and data sources identified BMIS 2011 MICS 2011WFP/UNICEF Survey 2009
Preliminary bottleneck analysis undertaken
✔ ✔ ✔
COUNTRY LEVEL
Government & partners mobilised ✔ ✔ ✔
Cross-sectoral discussions initiated ✔ ✔ ✔
Scenarios assessed ✔ ✔ ✔
PROPOSITION DEVELOPMENT
Integration/strengthening recommendations designed
✔ ✔ ✔
Recommendations implementation ✔ ✔
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KEY QUESTIONS•Which children under the age of three are most deprived of early stimulation?•What strategies can address this deprivation and bring about equitable outcomes?•What is the estimated marginal cost of implementing these strategies?
BOTTLENECK ANALYSIS
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10SUPPLYSUPPLY DEMANDDEMAND
COMMODITYCOMMODITY HUMAN RESOURCES
HUMAN RESOURCES
ACCESSACCESS UTILISATIONUTILISATION CONTINUITYCONTINUITY EFFECTIVE COVERAGEEFFECTIVE COVERAGE
TANAHASHI MODEL EXAMPLE
Child-caregiver contact
Training
Caregiver-service provider contact
Stimulation
Playing with homemade toys
Attending early childhood education
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COVERAGE DETERMINANTS
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BHUTAN SRI LANKA NEPAL (Mid/Far West)
COMMODITY % children (<5) not left alone/with a child
% children (<5) not left alone/with a child
% children (<5) not left alone/with a child
HUMAN RESOURCES
% non-formal education (NFE) facilitators trained in early stimulation
% mothers who accessed child welfare clinic (CWC)
% FCHVs who attended a meeting (last month)
ACCESS % population (15+) enrolled in NFE
% mothers who received ECCE advice from CWC
% FCHVs who participated in 7+ mothers’ group meetings (last 12 months)
UTLISATION % children (3-4) with whom an adult engaged in 4+ activities
% children (3-4) with whom an adult engaged in 4+ activities
% children (3-4) with whom an adult in 4+ activities
CONTINUITY % children (<5) who play with homemade toys
% children (<5) who play with homemade toys
% children (<5) who play with homemade toys
EFFECTIVE COVERAGE
% children (3-4) attending ECCD
% children (3-4) attending ECE
% children (3-4) attending ECE
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SRI LANKA: MOTHER’S EDUCATION
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WFP/UNICEF Food Security and Nutrition Survey 2009/10 CWC: Child Welfare Clinic
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• Enhance early stimulation components of MCH and nutrition
• Provide technical support to implement an M&E system for stimulation
• Develop of an ECD strategy for children with special needs
SRI LANKA
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• Establish a working group to refine the integrated stimulation-nutrition plan
• Reinforce stimulation in the MoE’s parenting classes and reach the vulnerable groups with the classes
• Research stimulation-nutrition pilot to guide collaborative initiatives between ECD facilitators and FCHVs
NEPAL
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• Disseminate early stimulation (comprehensive parenting class) through Non-Formal Education
• Include early stimulation in IMNCI and an IYCF package
• Develop an advocacy strategy to integrate stimulation in nutrition and other sectors
• Increase preschool in disadvantaged areas
BHUTAN
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• Strategic Positioning and Concretizing
• Capacity in disability and multi-lingual early education
• Adolescents Development
LOOKING FORWARD
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THANK YOU