SCIENCE TO

POLICY BRIEFINCLUSIVE EARLY CHILDHOOD EDUCATIONBuilding a strong foundation for lifelong learning for all

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ i ] INDEX ( ) ABSTRACT INCLUS IVE EARLY CH ILDHOOD EDUCAT ION 0 2

SC IENCE TO POL ICY

BR IEF

I NCLUS IVE

EARLY CH ILDHOOD

EDUCAT ION

BY

PROF . DR . RE INHARD

MARKOWETZ

D IPL . PÄD . UN IV . K LAUS JAHN

2016

G IZ

DISCLA IMER

THE AUTHORS OF THE BR IEF

ARE RESPONS IBLE FOR THE

CHO ICE AND PRESENTAT ION

OF THE FACTS CONTA INED IN

I T AND FOR THE OP IN IONS AND

POS I T IONS EXPRESSED THERE IN ,

WHICH ARE NOT NECESSARILY

THOSE OF THE GERMAN FEDERAL

MIN ISTRY FOR ECONOMIC

COOPERAT ION AND DEVELOPMENT

(BMZ)/DEUTSCHE GESELLSCHAFT

FÜR INTERNAT IONALE

ZUSAMMENARBEIT (G IZ ) GMBH .

INDEX

[ 1 ] BACKGROUND INFORMAT ION 03

[ 2 ] OVERV IEW OF RESEARCH

ACT IV I T IES

05

[ 3 ] KEY RESEARCH F IND INGS 07

[ 4 ] DATA AND KNOWLEDGE

ENG INEER ING

13

[ 5 ] EXAMPLES OF HOW

RESEARCH RESULTS ARE

TRANSLATED INTO

PRACT ICE

15

[ 6 ] FROM SC IENCE TO POL ICY

AND PRACT ICAL IMPL ICAT IONS

18

ABSTRACTIMPROVING early childhood education (ECE) is one of the objectives of the Sustainable Development Goals (SDGs). Target 4.2 reads, ‘ensure that all girls and boys have access to quality early childhood development, care and pre-primary education’ 1 . Besides education as a human right, research proves, ECE is one of the most cost-effective investments to build human capital and promote sustainable development 2 . Particularly disadvantaged children benefit from inclusion in ECE. DATA SHOWS, many children have no access to appropriate early education opportunities, as a result of which they miss out on opportunities in later life. This in turn generates extra costs for governments during their life span. The risk factors for this are numerous and complex: poverty, lack of hygiene and health, stress and family environment, disability, violence, abuse, neglect, exploitation and inadequate care and learning opportunities 3 . In all countries, the poorest children are the most disadvantaged 4 . There are huge differences between regions. Enrolment is specifically low in sub-Saharan Africa 5 . EXISTING RESEARCH lacks addressing the triad of ECE, Inclusive Education and Development Cooperation. There seem to be difficulties to grasp the detailed situation and needs of the various marginalised groups 6 . Yet data show, that training programmes for educators and parents are most effective, followed by play of children, psychological support, right- based approaches, educational networks, positive relationships to the children and satisfactory staff conditions. Targeted direct interventions might be more effective in the short term, while participatory systemic approaches are more effective in the long term 7 .

1 https://

sustainable-

development.

un.org/sdg4

(30.03.2016)

2UNICEF 2014,

p.2

3 Markowetz, R.,

Wölfl, J. & Jahn,

K. 2015, p.22

4 UNICEF

2014, p.7

5 UNESCO

2015, p.5, p.63;

Charema, J.

2010, p.88

6 Rohwerder, B.

2015, p.31

7 Markowetz, R.,

Wölfl, J. & Jahn,

K. 2015, p.25

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 1 ] BACKGROUND INFORMAT ION (03

1 BACKGROUND

INFORMATION

ECE IN DEVELOPMENT cooperation often addresses the areasof education, care, health and nutrition on an interdisciplinarybasis in order to foster the holistic development of a child’s full potential. At international level it is part of the overall concept of inclusive education 8

. In all countries, the poorest children are the most disadvantaged 9

, although variations can be seen from region to region. Enrolment, for instance, is particularly low in sub-Saharan Africa 10

. The risk factors of becoming vulnerable in education and life are numerous and usually complex: poverty, lack of hygiene and health, stress and family environment, violence, abuse, neglect, exploitation and inadequate care and learning opportunities 11

.

E X I S T I N G E C E P RO G R A M M E S are based on the stages of development between the ages of 0 and 6 12

, thereby including different groups: infants, pre-schoolers and children in the first grades of primary school. Generally, fewer programmes

target children under the age of three years and the programmes that are available are not usually educational in nature. They tend to focus on health, nutrition and stimulation. Most of these programmes are offered by private providers in urban centres, which usually makes access difficult for low-income groups. This is a reflection of social and cultural norms that see childcare as the responsibility of the family, and of the fact that costs are higher than for pre-school programmes, because a higher staff to children ratio is needed and more equipment and training are required. Pre-primary education is two or three years long and serves children aged between 4 and 6. It often focuses on preparing children for school and on taking care of children while their parents are at work. There is a general lack of transparency in ECE services offered, and services are rarely standardised. Groups are often large, making it difficult to provide high-quality education. There is also frequently a lack

‘ THERE ARE 1 billion children aged under eight years old in the world, more than 10% of the world’s population. The neglect of these children’s rights – and the consequent impact on their other rights, their opportunities and their societies – is too devastating TO CONTINUE. ’ M U N O Z

2012, p. 6

of qualified teachers, with teachers’ qualifications ranging from nine years of general education, to secondary education, vocational education and training and even tertiary education. However this varies widely from one country to another 13

. As the children become older, the focus shifts towards preparing them to start school. At this stage, interventions are offered by

13Markowetz,

R., Wölfl, J. &

Jahn, K.

2015, p.22f

8 WHO &

World Bank

2011, p.209f

9 UNICEF

2014, p.7

10UNESCO

2015, p.5, p.63;

Charema, J.

2010, p.88

11 Markowetz,

R., Wölfl, J. &

Jahn, K. 2015,

p.22

12UNESCO

focuses on

children from

age 0 to 8.

--›

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 1 ] BACKGROUND INFORMAT ION (04

parents and other institutions, including schools, communities, churches, children‘s centres and clinics. Services targeting this age group include nutrition programmes and mobile services visiting the families. The level of professionalism of staff can again vary substantially 14

. In the Chip report, Save the Children offers an inclusive definition of early childhood development. ‘ECD is an umbrella term for a variety of interventions with young children and their care takers/families, including health and nutrition, childcare, education and parent support’ 15

. The present paper will use this understanding of ECE throughout, since, as shown thereafter, it is the major time for brain development.

T H E R E A R E M A N Y promising practices in the field of ECE e.g. public education, training of staff, organisational development, games for cognitive stimulation, customised cultural training programmes, access to books and educational games as well as parental involvement. These promising practices also include complex approaches, such as community and self-help group approaches. In some countries the abolition of school fees, the provision of social cash transfers for poor families, the creation of mobile nurseries/ kindergartens and the introduction of compulsory pre-school education have made ECE services more widely accessible 16

.

Research indicates that the most effective approach is to provide training programmes for educators and parents. Offering children scope to play and psychological support,

adopting rights-based approaches and building educational networks have been found to have the greatest impact on improving health, nutrition and education. Conditions for staff are also very important. They ought to be satisfactory and foster emotional relations between staff and children. Many promising practices in the field of early childhood education use targeted interventions and more complex approaches. Targeted direct interventions might be more effective than broad interventions in the short-term, while more complex participatory systemic approaches are more effective in the long-term 17

. Yet not enough is currently learned from these promising practices, and a lack of dialogue has been noted between stakeholders and ECE programmes. Moreover, available data suggests a failure to address the triad of ECE, inclusive education and development cooperation. There is thus a need for further studies embracing all three factors and focusing on longterm effects. Research also seems to find it difficult to identify the precise situation and needs of the various marginalised groups 18

.

‘ THE JOINT UNICEF – Romanian Ministry of Education intervention has demonstrated that an evidence-based planning of an integrated, multi-level, cross-sectoral model can actually reverse the current negative impacts of the crisis and support access to quality education of the most vulnerable children, including ROMA CHILDREN. ’

U N I C E F ( N . D . )

Inclusive Education with a Focus on Roma Children, p.2

14 Penn, H.

2004, p.2

15Penn, H.

2004, p.IV

16 Markowetz,

R., Wölfl, J. &

Jahn, K.

2015, p.25

17Markowetz,

., Wölfl, J. &

ahn, K.

015, p.25

R

J

2

18 Rohwerder,

B. 2015, p.31

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 2 ] OVERV IEW OF RESEARCH ACT IV I T IES 05

2 OVERVIEW

OF RESEARCH

ACTIVITIESM A N Y U N I V E R S I T I E S A N D R E S E A RC H I N S T I T U T E S are conducting research in the field of ECE, but fewer focus on ECE in development cooperation and even fewer on inclusive ECE in development cooperation. Some university networks do exist, but these are not interlinked (to produce a network of networks). Furthermore there is no clear overview of existing relevant research.Most research results have been published by bilateral andmultilateral agencies or by major non-governmentalorganisations, including UNESCO, the World Bank and the World Organization for Early Childhood Education (OMEP). Within the field of ECE, UNESCO cooperates with UNICEF, drawing together data on the educational situation in developing countries. In the same vein, the World Bank collects educational data 19

in developing countries. For its part, OMEP carries out research on the topics play and resilience as well as Education for Sustainable Development. The World Report on Disability 20

, published by the World Health Organization (WHO), illustrates the global educational situation of children with disabilities.

The WHO also hosted the Partnership for Maternal, Newbornand Child Health (PMNCH), which is an alliance of more than 680 organisations promoting an integrated approach. Offering innovative information on a platform addressing multiple social determinants and with multi-sectoral approaches, PMNCH supports all partners and members in order to achieve better outcomes 21

. The need for more inter-sectoral collaboration was emphasised in 2015 in a UNICEF report.

19 http://www.

worldbank.

org/en/about/

what-we-do

(06.01.2016)

20 WHO & World

Bank 2011

21 Early

Childhood

Matters (n.a.)

2015, p.65f

PHOTO

Kindernothilfe

--›

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 2 ] OVERV IEW OF RESEARCH ACT IV I T IES 06

Further good examples of networking within the field of ECE are the Global Campaign for Education and the GlobalChild Development Group. The Global Campaign forEducation is a network of many different agencies and organisations that gathers and evaluates data and information in order to draw up policy recommendations. It publishes data-based thematic reports on ECE, disability, gender, education financing, promising practices and tools to access information made available by development partners 22

. The Global Child Development Group 23

brings together development partner organisations and universities in the South and the North. It organises meetings, exchange, research and activities on specific topics. It aims to use scientific evidence to promote the social, cognitive, emotional, behavioural and motor development of children, also looking at health and nutrition, risks and protection, and the efficiency and effectiveness of programmes. It fosters cooperation among researchers, programmers and policy-makers with a view to evaluating and reviewing ECE-related activities and facilitating the translation of research into practice. Furthermore, it encourages capacity development for research partners in the South and offers a wide range of resources on its website 24

.

For its part, Save the Children initiated the research project SUPER: Save-University Partnerships for Education Research. Research has looked at the quality of early childhood programmes in the Philippines, the safety and security of students in Malawian primary schools, the cost-effectiveness of community schools in Haiti, the impact of teacher training in Nicaragua, and strategies to ensure education for girls in Pakistan, to give but a few examples.

22 http://

campaignfore-

ducation.org/

en/resources

(03.02.2016)

23http://

globalchildde-

velopment.org/

mission-and-ob-

jectives

24 http://

globalchildde-

velopment.org/

resources-li-

braryPHOTO

Kindernothilfe

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 3 ] KEY RESEARCH F IND INGS (07

3 KEY

RESEARCH

FINDINGSB R A I N D E V E LO P M E N T is most rapid within the first three years of life 25

. That is why ECE plays such an important role in emotional, physical, cognitive and social development. Thus, quality ECE within families and institutions are gate openers for schooling, training, job opportunities and chances in life. ECE services of this sort should include positive neonatal conditions, a safe environment, secure parental ties, care and trust, a sufficient and well balanced diet, adequate hygienic conditions and health care, stimulating pedagogical offers, play and, when necessary, early assistance in families and institutions. All these should be based on children’s rights, which should be enshrined in law in their respective countries.

25 Grantham-

McGregor, S. &

Cheung, Y. B. et

al. 2007, p.61

PHOTOS

GIZ

Katrin Kohlbecher

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 3 ] KEY RESEARCH F IND INGS (08

CARNEIRO AND

HECKMAN (2003)

PROVED THAT

COMPARED TO

OTHER

EDUCATIONAL

PHASES ECE HAS

THE HIGHEST

LONG-TERM

EFFECTS 26

RATE OF RETURN TO HUMAN

CAPITAL INVESTMENT SETTING 27

PRESCHOOL PROGRAMS

SCHOOLING

JOB TRAINING

OPPORTUNITY COST OF FUNDS

PRESCHOOL SCHOOL POST-SCHOOL

26 Carneiro, P.

& Heckman J.

(2003); Doyle,

O., Harmon, P.,

Heckman, J. &

Trembley, R.

(2009), p.1ff

27 Adapted

from Carneiro,

P. & Heckman J.

(2003), Figure

6-1 (appendix)

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 3 ] KEY RESEARCH F IND INGS 09

A M E TA - A N A LY S I S by Rao et al. analysing about 70 studies on ECE in 30 developing countries demonstrated the positiveimpacts of ECE on the cognitive development of children 28

. The greatest effects were seen to be achieved by holistic programmes that embrace parental support, nutrition, health and education. Parental interventions were found to be most successful when both parents and children were involved 29

. Furthermore, research indicates a strong correlation between well-qualified educators and medical staff and the learning progress of children 30

. Conversely, risk factors are poverty, poor hygienic conditions, poor health care, malnutrition, stress in families and conflictsin the surrounding environment, armed conflicts, war and political instability, violence, abuse, neglect, exploitation as well as inadequate care, development offers and learningopportunities.

‘ MAJOR INTERVENTIONS to improve early childhood care and education have included the abolition of school fees; support for needy pupils; production and supply of teaching and learning materials, staff capacity-building; provision of school uniforms and meals; mainstreaming kindergarten, and stronger collaboration among ministries and between schools AND COMMUNITIES . ’

P R O F . N A A N A J A N E O P O K U - A G Y E M A N G

Hon. Minister for Education of the Republic of Ghana;

UNESCO 2015, p.46

The Kindernothilfe e.V. (KNH) has developed a tool for screeningECE activities, that takes into account the complexity of the matter. Quantitative and qualitative results would appear to indicate that training programmes for educators and parents are most effective. In terms of content, ECE offering children scope to play and psychological support, adopting rights-based approaches and building educational networks have also been found to have the greatest impact on improving health, nutrition and education. There is a slight relation between health and educational effects, but a more pronounced correlation between hygiene and education. This study also shows that targeted interventions are more effective than broad interventions 31

. PISA (Programme for International StudentAssessment) shows a positive correlation between the school performance of 15-year-olds and participation in at least one year of early childhood education. This outcome has also been confirmed for developing countries 32

.

Although governments are expanding pre-primary education, countries do not yet meet the recommended spending on ECE of 1% of the gross domestic product (GDP) 33

. Spending in 2009 ‘(…) averaged 0.5% of GDP in Central and Eastern Europe, 0.4% in North America and Western Europe, 0.2% in Latin America and the Caribbean and less than 0.1% in sub-Saharan Africa and South and West Asia’ 34

. At the end of 2014, pre-primary education was compulsory in 40 countries, leading to an increase in enrolment, especially in Latin America.

28 Rao, N. et al.

2013, p.1

29 Rao, N. et al.

2013, p.1

30 Rao, N. et al.

2013, p.1

31 Markowetz,

R., Wölfl, J. &

Jahn, K. 2015,

p.55ff

32 Save the

Children 2013,

p.30

33 Myers, R. G.

2006

34Myers, R. G.

2006, p.40

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 3 ] KEY RESEARCH F IND INGS 10

There has also been a significant rise in the number of pre-primary school teachers, with a total of 7.5 million in 2009. Despite this, the maximum ratio of 15 children per professional, suggested by UNICEF, was not reached.

RESEARCH SHOWS THAT ON AVERAGE EACH PROFESSIONAL DEALS WITH 21 CHILDREN, AND THE FIGURE CAN BE AS HIGH AS 40 IN SOME REGIONS35 ›

--

More than 31% of all children enrolled in pre-primary education attend facilities run by private providers in fifty per cent of countries that provided data. Some regions record differences in the enrolment rates of boys and girls, but data is mainly provided on primary school age children 36

. Moreover, data indicates a need to address the quality of services on offer as well as the knowledge, skills, status and salary of teachers. Against this background, only 43% of countries were able to reach the Education for All (EFA) goal 1. In 2012, 184 million children were enrolled in pre-primary education worldwide, an increase of nearly two-thirds since 1999 37

. Yet, this still constitutes only about 20% of children in developingcountries 38

. Children coming from marginalised societal groups are still the ‘education losers’ 39

. Although the importance of early childhood education has now been recognised, it does not seem to be a priority in development cooperation.

PHOTO

Brigitte Föller

35 UIS, 2011 /ILO

2012 in Munoz, V.

2012, p.23

36 Munoz, V.

2012, p.23

37 UNESCO

2015, p.XII

38 http://www.

globalpartners-

hip.org/blog/

supporting-fa-

milies-learn-to-

gether

39 Markowetz,

R., Wölfl, J. &

Jahn, K. 2015,

p.6

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 3 ] KEY RESEARCH F IND INGS 11

PRE-PRIMARY

ENROLMENT

RATES

GMR 2015 40

40 Adapted

from UNESCO

2015, p.5

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 3 ] KEY RESEARCH F IND INGS 12

S E V E R A L barriers to ECE have been identified. These include ‘overcrowding in classrooms, inappropriate language of learning and teaching (…) insufficient training of educators to manage diversity in their classrooms, lack of funds for assistive devices, lack of teaching assistants, long delaysin assessment of learners, no incentive in the form of weighting or increased subsidy for mainstream schools or ECD Centres who include children with disabilities, inadequate facilities for children with disabilities in schools i.e. physical access for children in wheelchairs, teachingmaterial in braille, etc., for deaf children the barrier is access to a natural language’ 41

. The lack of registration of children at birth creates additional barriers 42

. Further barriers are the lack of inclusive education policies, hidden costs of education, lack of transportation, stigmatisa-tion and bullying, as well as the low expectations of children with disabilities. Poor nutrition coupled with low stimulation also prevents children from learning and developing 43

. The Research project for Inclusive Education in InternationalCooperation (refie 44

) identified success factors and challenges in devising inclusive education systems in developing countries, based on the examples Malawi and Guatemala. In Malawi, ECE programmes have existed since the 1950s. They are considered non-formal and initially emerged in urban areas. In the 1990s, Community Based Child Care Centres (CBCCs) were established. They prepare children for school and now account for the majority of ECE offers. In 2003, the National Policy on Early

Childhood Development was adopted, implementing the UN Convention on the Rights of the Child (CRC). With its multi- sectoral, multi-dimensional concept, the policy aims to protect children aged between 0 and 8 years in difficult circumstances. It encourages parents to send their children to CBCCs. Yet in 2014 only 35% of children attended CBCCs. Research shows a growing awareness of the importance of ECE and proves its relevance in easing children’s transition to school. Social workers encourage families to send their 0 - 5 year-old children to CBCCs, while 6 to 8 year-old children should be sent to primary school 45

.

‘ THE EDUCATION system does not consider mandatory the enrolment ofpre-school aged boys and girls, so missing school is an option for the father or mother, who on many occasions believe pre-school is unnecessary and expensive for the family’s economy, and inaccessible given the distance where services ARE LOCATED. ’G U A T E M A L A

refie 2015, p.205

T H E C O N S T I T U T I O N of the Republic of Guatemala ‘establis-hes that the inhabitants have the right and the obligation to receive an initial education, i.e. pre-school, primary school and basic secondary school, within the age limits defined by law’ 46

. Where pre-schools are available the constitution is being implemented. 75% of pre-schools are in rural areas. At micro level there is a feeling that pre-school ‘is not indispensable and is costly because of the materials required’ 47

.

41 SAALED/

Promoting the

Right to

Education for

Children with

Disabilities

(N.D.), p.1

42 N.A. 2015,

p.66. In: Early

Childhood Mat-

ters p.65-68

43 UNESCO

2009, p.1

44 On behalf

of the German

Federal Ministry

for Economic

Cooperation and

Development

(BMZ) the GIZ

implemented the

Research Project

on Inclusive

Education in

cooperation with

the Institute for

Special Education

at the Leibniz

University

of Hanover

and GOPA

Consultants

45 Research

for Inclusive

Education in

International

Cooperation

2015, pp.18-78

46 Research

for Inclusive

Education in

International

Cooperation

2015, p.81

47 Research

for Inclusive

Education in

International

Cooperation

2015, p.73-216

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 4 ] DATA AND KNOWLEDGE ENG INEER ING 13

4 DATA AND

KNOWLEDGE

ENGINEERINGD ATA C O L L E C T I ON and monitoring mechanisms in international development still have little data on inclusive ECE 48

. Specific measurement is rendered more difficult by problems encountered in defining a number of concepts including disability and inclusion/inclusive education, as well as the general complexity of the topic and the fact that development occurs as a life-long learning process 49

. The lack of data means that policymakers and practitioners are more likely to shelf such matters as disability 50

.

48 Mitra,

S. 2013,

e178 - e179

49 Rohwerder,

B. 2015, p.31

50 Groce, N.,

Kett, M., Lang,

R. & Trani, J.-F.

2011, p.1501

‘ WHEN WE have the children to start standard one, we do have two groups virtually. This first group, those of children who have been going through the preschool. So, we see the difference between the two. But these ones who were at the preschool, they are easily taught, than those who have never gone TO PRESCHOOL. ’

H E A D T E A C H E R

I N A N U R B A N

A R E A

Malawi refie 2015, p.58

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 4 ] DATA AND KNOWLEDGE ENG INEER ING 14

Inclusive education is very often still addressed in terms of persons with disabilities, but not in line with the expanded UNESCO definition embracing children of all marginalised groups. Research seems to find it difficult to identify the detailed situation and needs of some of the many different marginalised groups 51

. Data on the quality of education mostly focuses on school results 52

, but not on educational processes, thus failing to evaluate the genuine quality of education. Much of the existing research into ECE indevelopment cooperation is less independent, since it is either commissioned by interest groups or actually uses national country data. The lack of rigorous and comparable data and statistics, combined with the lack of evidence on programmes that work, is an obstacle to an understanding of and action on disability inclusion 53. Different agencies produce different data, and their data is different again from the national data of individual countries.

F O R F U RT H E R data and knowledge engineering, work is recommended on the following topics:

S T U D I E S C OV E R I N G the triad ECE, inclusive education and development cooperation

S T U D I E S O N T H E O P P O RT U N I T I E S open to and needs of the various marginalised groups in ECE

S T U D I E S O N E VA LUAT I N G the quality of educational processes in ECE

F U RT H E R S T U D I E S on the long-term effects of ECE

I N VO LV E M E N T of universities/research institutes to produce independent studies with more valid results

D E V E LO P M E N T of a network of networks for improved coordination

D E V E LO P M E N T of an ECE databank that would embrace all existing relevant data, documents and links.

51 Rohwerder,

B. 2015, p.31

52 e.g.:

Srivastava, M.,

de Boer, A. & Pijl,

S.-J. 2015

53 WHO & World

Bank 2011,

p.263

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 5 ] EXAMPLES OF HOW RESEARCH RESULTS ARE TRANSLATED INTO PRACT ICE (15

5 EXAMPLES OF HOW

RESEARCH RESULTS

ARE TRANSLATED

INTO PRACTICE

‘ COUNTRIES HAVE FOLLOWED DIFFERENT PATHS TO INCREASE DEMAND FOR AND ACCESS TO

ECCE ’ 54›

--

T H E C O S T S O F E C E and a lack of information are two of the reasons advanced for children not attending ECCE. Governments have implemented different programmes to address these obstacles. Besides financial support, some programmes have offered capacity building for teachers and support for parents, while others have focused on marginalised groups. Parents’ support for their children’s attendance of ECCE programmes wavers, and financial constraints mean that it is often the most marginalised children who risk not benefiting from ECCE services. To boost demand for ECCE, Ecuador, Malaysia, Niger, the Philippines and Rwanda are using ‘cash transfers that are conditional on participation in early childhood development programmes’ 55

. Another problem is that families do not know what programmes are available, or the programmes are inaccessible or too far away. Therefore some countries are making efforts to expand ECCE centres. In Indonesia, for instance, there are ‘plans to provide centres in every village’ 56

. Thailand is boosting participation in ECCE programmes by integrating ECCE in national education plans. In indigenous communities ‘where traditional cultures and languages are under threat’ 57

the ‘language nest model’ 58

(which was first developed in Maori communities) can help promote ECCE participation.

54 = Early

childhood care

and education.

Shaeffer 2015 in

UNESCO 2015,

p.54

55 Shaeffer

2015 in UNESCO

2015, p.54

56 Shaeffer

2015 in UNESCO

2015, p.54

57 Shaeffer

2015 in UNESCO

2015, p.54

58 Shaeffer

2015 in UNESCO

2015, p.54

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 5 ] EXAMPLES OF HOW RESEARCH RESULTS ARE TRANSLATED INTO PRACT ICE (16

‘Promotion of group child care activities in contexts where traditional cultures and languages are under threat can be both effective and popular. The language nest model pioneered in Maori communities in New Zealand, where young children are immersed in their ancestral language with older community members, has also been used in indigenous communities in the Americas. A similar concept can be used ‘in other types of ethnic and religious minority communities as a way to maintain and even revitalize culture’ 59

. In Brazil the Fund for Maintenance and Development of Basic Education and for Valuing the Teaching Profession (FUNDEB) was established in 2005 to finance the right to education. FUNDEB, supported by the Brazilian Campaign for Education, achieved positive outcomes, e.g. the full inclusion of ECCE in FUNDEB which means that ‘13 million children aged 0-3’ 60

(will) have access to public education; minimum standards of quality education were set; the teachers’ work is more appreciated and ‘different mechanisms to guarantee government accountability were included in the FUNDEB law’ 61

. An example of capacity building can be found in Pakistan. The Teachers’ Resource Centre (TRC) in Pakistan developed a curriculum and specialised teacher training for ECCE (based on the High Scope curriculum 62

but culturally adapted) as there was a lack of national guidelines or institutional frameworks. It includes a compulsory training programme for teachers (including basic pedagogy, the concept of holistic development, the importance of play, commitment to parents,

evaluation of learning and, most importantly of all, creating an appropriate learning environment). The evaluation of the programme noted ‘significant positive changes in all areas of early childhood development’ 63

. This evidence boosted TRC’s efforts to have pre-primary education included in national guidelines, and ECCE was included in the three priorities of the National Action Plan 64

. Other programmes focus on marginalised groups, like the ‘Case des Tout-Petits’ (CTP) (The house of little children) in Senegal or the Ummeed Child Development Centre in Mumbai. The holistic CTP approach in Senegal aims to ensure access to ECCE for all children up to the age of six, especially formarginalised children. The programme includes a wide range of support for the children and their parents. ‘The CTP programme includes education covering intellectual, psychomotor, social and emotional development; health services with a focus on preventative health; nutrition, including meals, supplements and advice; IT and multimedia education; financing for small income-generating projects; advice and support to parents, families and communities about early childhood development; and “sponsorship” of new mothers and young children by other community members’ 65

. New CTP centres are created by the national agency and managed by the local communities.

59 Shaeffer

2015 in UNESCO

2015, p.54

60 Munoz, V.

2012, p.30

61 Munoz, V.

2012, p.30

62 http://

www.highscope.

org/Content.

asp?ContentId=1

(30.01.2016)

63 Munoz, V.

2012, p.31

64 Munoz, V.

2012, p.30f

65 Munoz, V.

2012, p.31

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 5 ] EXAMPLES OF HOW RESEARCH RESULTS ARE TRANSLATED INTO PRACT ICE (17

Ummeed Child Development Centre is a non-profit centre in Mumbai, India, which implemented the Ummeed’s Early Childhood Development and Disability training programme in 2008 (with USAID funding). High-risk communities are supported by community health workers, ‘who are trained through four, four-day modules spread over a year’ 66

. Health workers visit families at least once a month to monitor the child’s development and support the family ‘using a strengths-based approach’ 67

. When developmental delays or risk factors are identified, the health worker ‘makes more frequent visits and facilitates referrals for specific concerns’ 68

. Other programmes focus specifically on parents, like the ‘Parenting support for psychosocial development proves more beneficial than improved nutrition’ 69

. In Kingston, Jamaica a two-year home-visiting programme for families with stunted children (aged 9 to 24 months) was put in place. Health workers ‘aimed at improving mother-child interactions’ 70

by fostering positive play during their weekly visits. Twenty years later the results (and the results from other countries) show that the effect of nutrition is important, but that stimulation of the child is consistently and significantly beneficial to child development as the subjects’ earnings were at the same level as those of non-stunted peers. The effects in Jamaica compared to similar interventions in the U.S. also showed that especially poor communities seem to benefit 71

.

PHOTOS

Kindernothilfe

66 Wertlieb, D.

& Krishnamurthy,

V. 2015, p.61

67 Wertlieb, D.

& Krishnamurthy,

V. 2015, p.61

68 Wertlieb, D.

& Krishnamurthy,

V. 2015, p.61

69 Gertler

et al. 2014 /

Grantham-McG-

regor et al. 2014

in UNESCO 2015,

p.53

70 Gertler

et al. 2014 /

Grantham-McG-

regor et al. 2014

in UNESCO 2015,

p.53

71 Gertler

et al. 2014 /

Grantham-McG-

regor et al. 2014

in UNESCO 2015,

p.53

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 6 ] FROM SC IENCE TO POL ICY AND PRACT ICAL IMPL ICAT IONS (18

6 FROM SCIENCE

TO POLICY AND

PRACTICAL

IMPLICATIONS

I N O R D E R to achieve sustainable development goal 4 ‘Ensure inclusive and equitablequality education and promote lifelong learningopportunities for all’ the following is recommended:

PHOTO

GIZ

Katharina Hoffman

ACCESS TO QUALITY EARLY CHILDHOOD DEVELOPMENT, CARE AND PRE-PRIMARY EDUCATION

Awareness-raising should be mounted for appraisal of ECE and its importance with government and education officials, as well as throughout society as a whole. 72

Governments should increase funding provision for early childhood development to a minimum of 1% (GCE) of education budgets and make ECE compulsory. 73

Governments should set up frameworks for ECE delivery including civil society for improved cooperation, networking and reduced bureaucratic hurdles. 74

Policy-coordination mechanisms should be set up for ECE programmes, activities and budgets to ensure more effective planning and implementation. 75

Monitoring systems should be devised, also to monitor the individual development of children, institutions and systems with a view to achieving further improvement; engagement of coaches. 76

Research projects aiming to generate and evaluate data in order to improve ECE service provision should be developed and implemented. 77

Donors must recognise commitments of countries to achieve ECE for all through holistic programmes, as well as raising awareness of the importance of ECE for poverty reduction and bringing funding into line with needs. 78

Transitional programmes between ECE and primary education.

72 Munoz, V.

2012, p.34

73 Munoz, V.

2012, p.34f

74 Munoz, V.

2012, p.34f

75 Munoz, V.

2012, p.34f

76 Markowetz,

R., Wölfl, J. &

Jahn, K. 2015,

p.89

77 Markowetz,

R., Wölfl, J. &

Jahn, K. 2015,

p.89

78 Munoz, V.

2012, p.35

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 6 ] FROM SC IENCE TO POL ICY AND PRACT ICAL IMPL ICAT IONS (19

ELIMINATE GENDER DISPARIT IES IN EDUCATION AND ENSURE EQUAL ACCESS

Foster interdisciplinary cooperation: education, health and nutrition services as well as service provision to families. 79

Develop, pass and implement antidiscrimination laws and measures (poverty, gender, ethnic groups, disabilities, sickness, emergency situations, etc.). 80

Reduce inequalities through targeted interventions addressing risk factors to which vulnerable children are exposed, including challenging the attitudes of society. 81

Amend and implement laws and national education plans on inclusive ECE and inclusive primary education to foster the right of all children to access, participate in and learn in mainstream education offers; ensure a cross-sectoral approach. 82

Provide capacity, resources and leadership for the implementation of inclusive ECE and inclusive primary education. 83

Incorporate inclusive issues into monitoring systems, also to monitor the individual development of children, institutions and systems with a view to achieving further improvement of services. 84

Develop and implement research projects to generate and evaluate data in order to improve the provisions of inclusive ECE services. 85

Donors must provide technical and financial support to ensure equal access and help partner countries modify education policies and strategies accordingly. 86

Donors must support partner governments to ensure adequate coordination between ministries and among government, civil society and other development partners. 87

BUILD AND UPGRADE EDUCATION FACILIT IES

Overcome barriers to participating in education (Ainscow 1999) through inclusive institution development. 88

Reform education provisions in terms of curriculum, assessment, pedagogy and grouping of pupils. 89

Make educational institutes and classrooms accessible and relevant for all. 90

SUBSTANTIALLY INCREASE THE SUPPLY OF QUALIFIED TEACHERS Ensure a high standard and quality of ECE teacher education through pre- and in-service training, on the same level as primary school teachers. 91

Develop/improve ECE curricula and pedagogy, aligned with primary school curricula; but valuing play, affection, cooperation, talent and creativity development; fostering self-esteem and activity based methods; including health and nutrition. 92

Incorporate child health and nutrition measures into mainstream curricula and adult education (GCE), and recognise the need for cognitive and psycho/social support. 93

Develop and implement holistic approaches to ECE including education, care, health and nutrition, and provide training for trainers and coaches. 94

Ensure sufficient numbers of trained ECE teachers, and improve their working conditions including regular and appropriate income. 95

79 Markowetz, R., Wölfl,

J. & Jahn, K. 2015, p.89

80 Markowetz, R., Wölfl,

J. & Jahn, K. 2015, p.89

81 Munoz, V. 2012, p.35

82 Walker, J., Pearce,

C., Shaharazad, A.-E. &

Mowé, K. 2013, p.31

83 Walker, J., Pearce,

C., Shaharazad, A.-E. &

Mowé, K. 2013, p.31

84 Walker, J., Pearce,

C., Shaharazad, A.-E. &

Mowé, K. 2013, p.31

85 Markowetz, R., Wölfl,

J. & Jahn, K. 2015, p.89

86 Walker, J.,

Pearce, C., Shaharazad,

A.-E. & Mowé, K. 2013,

p.31; Munoz, V. 2012, p.35

87 Walker, J., Pearce,

C., Shaharazad, A.-E. &

Mowé, K. 2013, p.33

88 Ainscow, M.

1999, p.218

89 Charema,

J. 2010, p.88;

Mittler, P. 2000,

p.10f

90 Walker,

J., Pearce, C.,

Shaharazad,

A.-E. & Mowé, K.

2013, p.32

91 Munoz, V.

2012, p.35

92 Munoz, V.

2012, p.35;

Markowetz, R.,

Wölfl, J. & Jahn,

K. 2015, p.89

93 Munoz, V.

2012, p.34

94 Markowetz, R.,

Wölfl, J. & Jahn, K.

2015, p.89

95 Markowetz, R.,

Wölfl, J. & Jahn, K.

2015, p.89

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ 6 ] FROM SC IENCE TO POL ICY AND PRACT ICAL IMPL ICAT IONS (20

EVALUATING THE EXISTING DATA THE GMR STATES:

‘ STIMULATING ch i l dren’s ea r ly cogn i t i ve deve lopment i s a k ey bu i ld ing BLOCK. ’

‘ CHILDREN ever y where sho u l d b e s u ppo r ted so tha t they thr i ve , no t ju s t SURVIVE . ’

‘ PARENTAL l e ave a n d ch i l d ca re s e r v i ce s ca n he l p f ami l i e s to s u ppo r t ch i ldren’s DEVELOPMENT . ’

‘ THE p re sence and i n vo lvement o f f a th er s i s ex t reme ly imp or tant to ch i ld DEVELOPMENT . ’

‘ QUALITY of s e r v i ce s i s imp or tant even fo r eve r y young CHILD . ’

‘ MANY count r i e s a re on th e i r way to a mul t i s e c tor ap p roach to ea r ly ch i ldhood SERVICES . ’

‘ PUBLIC–PRIVATE p ar tner sh ips can expand acce s s and may improve QUALITY . ’

‘ THE QUEST f o r qua l i t y i s ye t to be me an ing fu l l y ADDRESSED. ’

‘ TEACHERS are t he ma in de t e rminant s o f qua l i t y, bu t many a re inadequat e ly PREPARED. ’

‘ POLICIES fo r t eac her t r a in ing and min imum qua l i f i c a t ions a re NEEDED. ’

‘ ACCESS t o good qua l i t y pre -pr imar y Educ a t ion has a pos i t i ve impac t on a c h i ld ’s p r imar y educ a t ion OUTCOMES. ’

‘ A MULTISECTOR approac h c an addre s s d i s ab i l i t y ea r ly and he lp bot h c h i ldren and FAMILIES . ’

UNESCO 2015,

p.53ff

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ I ] B IBL IOGRAPHY 21

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SEE ALSO ON THE INTERNET

W E B S I T E S

http://www.globalgoals.org/global-goals/quality-

education/

http://www.globalpartnership.org/blog/supporting-fa-

milies-learn-together

http://en.unesco.org/about-us/introducing-unesco

http://www.highscope.org/Content.asp?ContentId=1

http://www.who.int/about/en/

http://www.worldbank.org/en/about/what-we-do

F U RT H E R R E A D I N G

http://data.unicef.org/child-protection/birth-regist-

ration

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/

EXTSOCIALPROTECTION/EXTDISABILITY/0,,content-

MDK:21268805~menuPK:431611~pagePK:210058~piP-

K:210062~theSitePK:282699,00.html

http://www.campaignforeducation.org/en/campaigns/

early-childhood

http://www.campaignforeducation.org/en/campaigns/

education-and-disability

http://www.cbm.org/article/downloads/54741/

CBM-DID-TOOLKIT-accessible.pdf

http://www.childwatch.uio.no/publications/jour-

nals-bulletins/chip-policy-briefs.html

http://www.globalchilddevelopment.org/contribu-

tors-and-partners

http://www.ii.inclusioneducativa.org/content/

http://www.lightfortheworld.nl/docs/default-source/

capacity-building/count-me-in---include-people-wi-

th-disabilities-in-development-projects.pdf?sfvrsn=18

http://www.savethechildren.org/site/c.8rKLIXMGI-

pI4E/b.6196513/k.D0DD/Research.htm

http://www.worldomep.org/en/

L IST OF F IGURES

p.08: FIG. 1 RATE OF RETURN

TO HUMAN CAPITAL INVESTMENT SETTING

p.11: FIG. 2 PRE-PRIMARY

ENROLMENT RATES GMR 2015

INCLUS IVE EARLY CH ILDHOOD EDUCAT ION [ § ] IMPR INT (24

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Published byDeutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH

Registered officesBonn and Eschborn,Germany

Research Project for Inclusive Education in Development CooperationFriedrich-Ebert-Allee 36 + 4053113 Bonn, GermanyTel. +49 228 44 60 – 0Fax. + 49 228 44 60 – 1766

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ProgrammeResearch Project Inclusive Education

AuthorsProf. Dr. Reinhard MarkowetzDipl. Päd. Univ. Klaus Jahn

Design and LayoutBetty und Betty www.bettybetty.de

Photo creditsp.05, p.06, p.17: © Kindernothilfep.07: © GIZ / Katrin Kohlbecherp.10: © Brigitte Föllerp.18: © GIZ / Katharina Hoffman

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On behalf of the German Federal Ministry for Economic Cooperation andDevelopment (BMZ) the Research Project Inclusive Education inDevelopment Cooperation of the Deutsche Gesellschaft für InternationaleZusammenarbeit (GIZ) developed Science to Policy Briefs on varioustopics of Inclusive Education. These publications aim to give an overviewof these fields for education experts and include promising practices,information about research activities and concrete recommendations forthe practical implementation in projects.

Bonn, 2016