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TRANSCRIPT
Regional Perspective“State of ECCE in Asia and the Pacific:
Challenges and Prospects”
Gwang-Jo Kim, DirectorUNESCO Asia and Pacific Regional Bureau for Education
Asia-Pacific Regional Policy Forum on ECCE10-12 September 2013
Seoul, Republic of Korea
I. IntroductionI.1 Asia and the Pacific at a glanceI.2 Demographic ChangeI.3 Female labour participationI.4 ECCE as a global and national development agenda
II. State of young children in Asia and the PacificII.1 Survival and well-beingII.2 Pre-primary education: participation and qualityII.3 FinancingII.4 Service delivery
III. Opportunities and ChallengesIII.1 Public awarenessIII.2 Policy coordinationIII.3 Promising cases
IV. Conclusions
Contents
I. Introduction
I.1 Asia and the Pacific at a glance
46 UNESCO Member States
Enormous cultural and linguistic diversity
More than 4 billion people (2/3 of the world population)
950 million (1 out of every 4 persons) under poverty line ($PPP1.25/day)
20.1 million out-of-school primary school-age children in 2010
506 million adult illiterates – more than 400 million in South and West Asia
67.2 million young people (ages 15-24) remain illiterate (63% are young women)
I. 2 Demographic Change
Source: UN-DESA Population Division (2011)
I.2 Demographic change Falling fertility rate
2.52.2
1.71.6
1.5
2.52.4
1.61.8
1.9
2.6 2.52.4 2.4 2.4
5
4.2
3.2
2.7
2.3
4.5
3.3
2.5
2.2
2
1
1.5
2
2.5
3
3.5
4
4.5
5
1980 1990 2000 2010 2020
Fertility Rate (live births per woman) per Sub-Region
East and North-East Asia
North and CentralAsia
Pacific
South and South-West Asia
South-East Asia
Source:WHO data derived by ESCAP (ESCAP Data Centre)
Source:ILO, Trends econometric models, October 2010.
I.3 Female labour participation
77
53
4
2
19
45
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Male
Female
Distribution of female and male working-age populations by main economic activity, Asia, 2009
Employed Unemployed Inactive
I.3 Female labour participation
Source:World Bank data bank
16 16 23
29 35
38 38 39 43 44 46 48 49 49 50 51 51 53 54 54 54 56 56 56 57 57 57 59 61 62 64 66 67 67 68
71 72 73 75 77 79 80
-
10
20
30
40
50
60
70
80
90
Afg
han
ista
n
Iran
, Isl
amic
Rep
.
Pak
ista
n
Ind
ia
Sri L
anka
Som
alia
Tim
or-
Lest
e
Fiji
Sam
oa
Mal
aysi
a
Turk
men
ista
n
Uzb
ekis
tan
Ko
rea,
Rep
.
Jap
an
Ph
ilip
pin
es
Ho
ng
Ko
ng
SAR
, Ch
ina
Ind
on
esia
Solo
mo
n Is
lan
ds
Ton
ga
Au
stri
a
Mo
ngo
lia
Bru
nei
Dar
uss
alam
Kyr
gyz
Rep
ub
lic
Mal
div
es
Sin
gap
ore
Ban
glad
esh
Tajik
ista
n
Au
stra
lia
Van
uat
u
New
Ze
alan
d
Thai
lan
d
Bh
uta
n
Kaz
akh
stan
Mac
ao S
AR
, Ch
ina
Ch
ina
Pap
ua
New
Gu
inea
Ko
rea,
Dem
. Rep
.
Vie
tnam
Mya
nm
ar
Lao
PD
R
Cam
bo
dia
Nep
al
Percentage of female population aged 15 and older that is economically active (2011)
I.3 Female labour participationRelationship between female labour
participation and fertility rate
Source:Lim, L. L. based on ILO labour force participation rate data and UN Population Division’s estimated fertility rate
Developed industrialised countries (females aged 24-54 years)
Source:Lim, L. L. based on ILO labour force participation rate data and UN Population Division’s estimated fertility rate
Asia-Pacific (females aged 24-54 years) - unclear pattern
I.3 Female labour participationRelationship between female labour
participation and fertility rate
I.3 Female labour participationDuration of maternity leave
Source:United Nations Statistics Division
Percentage of countries by legislated length of maternity leave, by region, 2009
• Less than 30% of the Asia-Pacific countries live up to the international standard of 14 weeks.
• Among all regions, Asia-Pacific has the highest distribution of countries providing maternity leave for less than 12 weeks
I.4 ECCE on global and national development agenda
Compelling scientific evidence of brain development
Brain circuitry is formed rapidly during early childhood
How the neurons connect depends on interaction with the external world
Prenatal and early childhood period sets trajectories for lifelong health, learning and behaviour
Child development is strongly affected by the quality of environment (esp. humans)
Integrated ECCE yields greatest benefits for child development
I.4 ECCE on global and national development agenda
Economic evidence of ECCE as one of the most productive forms of educational investment
Investment in early childhood development for disadvantaged children provides 7 to 10 percent each year to society through increased personal achievement and productivity.
Source: Carneiro and Heckman 2003
Education for All Goal 1
Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children
Access expansion Quality improvement
Equity provision
II. State of Young Children in Asia and the Pacific
II.1 Survival and well-beingMore Children Surviving
46
14
51
27
35
23
115
5970
29
74
36
0
20
40
60
80
100
120
140
1990 1995 2000 2005 2011
Under-five mortality rate [Deaths per 1,000 live births]
East and North-East AsiaNorth and CentralAsiaPacific
South and South-West AsiaSouth-East Asia
World
Source:WHO data derived by ESCAP (ESCAP Data Centre)
II.1 Survival and well-being Prevalent Chronic Malnutrition
Source:WHO data cited in UNICEF The State of the World’s Children 2013
40
20
39
12 12 12
26
Sub-SaharanAfrica
Middle Eastand North
Africa
South Asia East Asia andthe Pacific
Latin Americaand the
Caribbean
CEE/CIS World
Percentage of children under five suffering from stunting (2007-2011)
II.1 Survival and well-beingExisting disparities
31
43
19
55
Urban Rual richest20%
poorest20%
South Asia
Underweight prevalence in children under 5 (%) – 2007-2011
Source:WHO data cited in UNICEF The State of the World’s Children 2013
510 10
24
Urban Rual richest20%
poorest20%
East Asia and Pacific
II.2 Participation inpre-primary education
Source:UNESCO Institute of Statistics
0
10
20
30
40
50
60
70
80
90
100
Percent
Percentage of new entrants to primary education with ECCE experience, by sex, 2011
Male
Female
Source:UNESCO Institute of Statistics
78
57
90
37
1321
8 9 7
100 100
91
61
52
3932
23 20
9892
70 69
20
0
20
40
60
80
100
120
Shift in percentage of new entrants to primary education with pre-primary experience
2002 2011
II.2 Participation inpre-primary education
Source: UNESCO Institute of Statistics
921 26
48
13 1824
43 46 46 4959 61
69 7378 82
88 88 93100
181
5
26
4355
115
0
20
40
60
80
100
120
140
160
180
200
Gross enrolment ration in pre-primary education (ca. 2011)
II.2 Participation inpre-primary education
II.2 Quality of pre-primary education
Source:UNESCO Institute of Statistics
9.3 9.7 10.5 11.3 11.7 12.5 13.015.7
17.8 18.019.3 19.6
23.224.9 25.0
26.3 26.7 26.9 27.0 27.3
Pupil-teacher ratio at pre-primary level (2011)
Source:UNESCO Institute of Statistics
46.2 49.558.5
69.7 73.083.7 86.8
93.0 97.4 97.5 98.5 100.0
Trained preprimary teachers as a percentage of total preprimary teachers (ca 2011)
II.2 Quality of pre-primary education
II.3 FinancingPublic investment in education
Source: EFA Global Monitoring Report 2012
14.6 14.7
24.7
9.4
12.4 12.9 13.2 13.4 13.714.7 15.0 15.8 16.1
17.118.9
22.323.7
9.4
14.1
19.8 20.2
14.0
0
5
10
15
20
25
30
Mo
ngo
lia
Tajik
ista
n
Kyr
gyzs
tan
Jap
an
Cam
bo
dia
Au
stra
lia
Lao
PD
R
Sam
oa
Bru
nei
Dar
uss
alam Fi
ji
Ph
ilip
pin
es
Rep
ub
lic o
f K
ore
a
New
Zea
lan
d
Ind
on
esia
Mal
aysi
a
Thai
lan
d
Van
uat
u
Bh
uta
n
Ban
glad
esh
Iran
Nep
al
Wo
rld
Total public expenditure on education as a percentage of total government expenditure (2010)
II.3 Financing Public investment in pre-primary education
Source: UNESCO Institute of Statistsics
5.06.8
8.1
0.4 1.1 0.9 1.2 1.7 2.2 2.2 2.74.0
6.7
11.312.1
23.8
1.1 1.5 1.7
0
5
10
15
20
25
Tajik
ista
n
Kaz
akh
stan
Kyr
gyzs
tan
Fiji
Au
stra
lia
Ind
on
esia
Mal
aysi
a
Ph
ilip
pin
es
Cam
bo
dia
Rep
ub
lic o
f…
Jap
an
Ho
ng
Ko
ng…
New
Zea
lan
d
Vie
t N
am
Thai
lan
d
Mo
ngo
lia
Ind
ia
Nep
al
Iran
per
ce
nt
Educational expenditure in pre-primary as a percentage of total educational expenditure, 2011
Source: UNESCO Institute of Statistics
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Enrolment in pre-primary education: Public vs Private
Public Private
III.4 Service delivery
II.4 Service Delivery
In most countries governments cannot provide universal access to ECCE
Heavy reliance on private/non-state actors (families, communities, NGOs and international donor agencies)Prioritization of preschool age, disadvantaged groups
Private SectorNegligible in Central Asia
99% of provision in Indonesia, Samoa and Fiji
For-profit provision growing in Southeast and South Asia – need for regulation for quality standards
III. Opportunities and Challenges
III.1 Public awareness• The importance of early childhood and its holistic nature is
highlighted on many national policy documents.
• This has in turn led to increased inter-sectoral coordinationefforts
• More concern about the quality of programmes and children’sdevelopment and learning outcomes
• Increased political awareness but further need for awarenessraising among parents and comminities (country reports fromAfganistan, Bhutan and Vanuatu)
III.2 Policy Coordination• Coordination of multiple ministries, agencies and NGOs
continues to be a major challenge risk of fragmentation, overlaps and diffusion of responsibility
• Options for leadership:
Lead line ministry (e.g. MOET in Viet Nam),Independent lead ministry for children (e.g. India’s MWCD)Inter-ministerial coordination body (e.g. Philippines)
• Decentralization of ECCE provision aiming at greater transparency and ownership risk of inequitable distribution of resources and expertise
Promising cases• Free quality education and curricular integration for all five year olds –
Ministries of Education and of Health and Welfare (e.g. Republic of Korea)
• Recent efforts to develop holistic ECCE policy (e.g. Bangladesh, Cambodia, Lao PDR)
• Successful inter-ministerial coordination (e.g. Bangladesh and Philippines)
• Financing: inclusion of ECCE in the EFA-FTI and GPE (e.g. Mongolia, Lao PDR, Tajikistan); Pre-primary Education Voucher Scheme in Hong Kong SAR
• Establishment of teacher qualification standards (e.g. China, Singapore)
• Promotion of mother tongue-based multi-lingual ECCE programmes (e.g. Kazakhstan, Malaysia, Myanmar and Viet Nam)
• National curricular guidelines with traditional values for flexible use by teachers (e.g. New Zealand, China)
IV. Conclusions
Priority for action
• Evidence-based policy advocacy and public awareness
• Government commitment to ECCE: as part of national socio-economic development agenda, ensure resource allocation and quality service provision and monitoring
• Coordination among sectors at central and decentralised levels (i.e. vertical and horizontal coordination)
• Public-private partnerships and involvement of civil society and communities to reduce marginalization and inequity
• International cooperation (south-south, north-south, north-north) in capacity development, policy formulation and research