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Is our ECD community ready to tackle the challenges of a rapidly changing education landscape?
Dr. Nicholas BurnettOctober 11, 2016
Outline
Unprecedented global attention to ECD
Global challenges and an evolving education landscape
What should the ECD community do?
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© iStock.com/Bartosz Hadyniak
Global attention to ECD
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• Global indicators 4.2.1 & 4.2.2• Thematic indicators 11 & 12
“By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”
Source: United Nations
Global attention to ECD
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Recommendation: “Support strong investment in early childhood care and education, especially for infants and toddlers, who gain lifelong benefits from participation in integrated interventions combining stimulation with health care and nutrition supplementation.”
• Pre-primary education is compulsory in 50 countries (up from 40 in 2014), and free and compulsory for at least one year in 38.
Source: UNESCO
Global attention to ECD
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• At least 250 million (43%) children in low- and middle-income countries are at risk of not reaching their developmental potential due to poverty and stunting.
• 68 countries had national multi-sectoral ECD policies in 2014, up from only 7 in 2000.
• Existing parenting services through the health sector (such as Care for Child Development and support for maternal depression) can be scaled up for as little as an extra 50 cents per capita annually.
“Nurturing care in the early years ensures individuals and societies thrive.”
26%.
The estimated loss of average adult income per year for these children is
Source: The Lancet
Global attention to ECD
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ECD Action Network
©iStock.com/ranplett
Global attention to ECD
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1 2 32 years of pre-primary for all
Closer coordination with other sectors
Progressive universalism
“The Learning Generation: Investing in education for a changing world”
More and more countries investing in, expanding ECD services
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• Peru (Cuna Más program)
• Colombia (De Cero a Siempre national policy)
• Algeria (rapid expansion of pre-primary)
• Georgia (development of a national early childhood intervention system)
• Uganda (Integrated Early Childhood Development [iECD] Policy and
Action Plan)
• Indonesia (National Strategy for Holistic-Integrated Early Childhood
Development)
Pre-primary gross enrollment globally, 2000-2014
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2000 2002 2004 2006 2008 2010 2012 20140
10
20
30
40
50
60
70
80
90
100
44.0
World
Source: UIS Database, accessed September 2016
Gro
ss e
nrol
lmen
t ra
tio, p
re-p
rimar
y, t
otal
(%
)
Pre-primary gross enrollment globally, 2000-2014
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2000 2002 2004 2006 2008 2010 2012 20140
10
20
30
40
50
60
70
80
90
100
44.0
27.0
69.7
34.6
76.173.0
86.2
18.521.6
World Arab StatesCentral and Eastern Europe Central AsiaEast Asia and the Pacific Latin America and the CaribbeanNorth America and Western Europe South and West AsiaSub-Saharan Africa
Source: UIS Database
Gro
ss e
nrol
lmen
t ra
tio, p
re-p
rimar
y, t
otal
(%
)
East Asia
Latin America and the Caribbean
North America and Western Europe
South and West Asia
Sub-Saharan Africa
Central and Eastern Europe
World
0.00 0.50 1.00 1.50 2.00
0.21.5
Primary education Pre-primary education% of GNP
Yet, not everyone is pulling their weight
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Median public expenditure on pre-primary and primary education as a percentage of GNP by
region, 2012
Source: UNESCO
East Asia
Latin America and the Caribbean
North America and Western Europe
South and West Asia
Sub-Saharan Africa
Central and Eastern Europe
World
0.00 0.50 1.00 1.50 2.00
0.1
0.2
0.4
0.0
0.0
0.6
0.2
1.4
1.6
1.5
0.9
1.7
0.8
1.5
Primary education Pre-primary education% of GNP
Yet, not everyone is pulling their weight
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Median public expenditure on pre-primary and primary education as a percentage of GNP by
region, 2012
Source: UNESCO
Yet, not everyone is pulling their weight
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Market dynamics
Pre-primary Primary Secondary Tertiary0
500
1000
1500
2000
2500
3000
3500
4000
Global government expenditure per pupil,
by level of education, 2014Co
nsta
nt 2
013
PPP$
Source: UNESCO
Global challenges; an evolving education landscape
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“…Despite the known and increasing benefits of education, the world today is facing a global
learning crisis.”
—The Education Commission
The learning crisis
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825 million children and youth will not be on track to achieve basic secondary skills by 2030.
Inequality
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“…Although discrepancies between countries have narrowed, emerging evidence suggests that inequality within countries is rising”
“Income inequality in OECD countries is at its highest level for the past half century. The average income of the richest 10% of the population is about nine times that of the poorest 10% across the OECD, up from seven times 25 years ago.”
“On average—and taking into account population size—income inequality increased by 11% in developing countries between 1990 and 2010.”
Sources: Jos Verbeek; OECD; United Nations
Inequality in education
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In scho
ol
Out of
school
65 million primary & lower secondary school children
with disabilities in LMIC
“Students” by Mathieu Dedebant,
www.thenounproject.com
Twice as many girls as boys never start school.
Richest54%
Poorest35%
Learning the basics, among primary students
in LMIC
Sources: MICS5, Education Commission
Malawi
Dominican Republic
Pakistan (Punjab)
0 10 20 30 40 50 60 70
Participation in ECE programs, among 3- to 4-year olds
Rural Urban
Global labor force, unemployment
18 | R4D.orgSources: S4YE; International Labour Organization
Global unemployment will rise from 197.1 million in 2015 to 200.5 million in 2017.
1 billion more young people will enter the job market over the next 10 years.
About 1 in 3 youth worldwide are not in education, employment, or training.
Global labor force, unemployment & the skills gap
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More than half a generation will not have skills for the changing global job market by 2030.
Source: Education Commission
Migration & conflict
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The number of international migrants, many of whom will have been denied the opportunity to acquire skills, is expected to grow to around 400 million people by 2050.
Sources: Education Commission; UNHCR
Migration & conflict in education
21 | R4D.orgSources: A World at School, Education Commission
• 37 million children and adolescents have been forced out of school by emergencies and prolonged crises
• Since 2010, funding for education in emergencies has declined 41%. In 2015, only <2% of all humanitarian aid went to education.
• Only 12% of children in emergency situations in need of education assistance are being reached.
• The need for funding for education in emergencies has increased by 21% in the last 5 years.
Conflict areas
263 million out-of-school children
63 million
Poor economic growth
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2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
-4
-2
0
2
4
6
8
10
WorldAdvanced economiesEmerging and developing economies
Percent
Source: World Bank
Poor economic growth & education financing gap
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Creating the Learning Generation requires closing the gap between today’s $1.2 trillion in annual education spending and the $3 trillion level needed in LMIC by 2030
Decline in political capacity
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• U.S. political polarization
• European political stagnation
“quiz” by Gregor Črešnar from the Noun Project
What should the ECD community do?
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Recommendations
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• To compete for funding, need to make the case that ECD addresses current challenges
• We’re moving in the right direction, but we still need speed and specificity.
1. Adapt the advocacy
2. Adopt multi-sectoral approaches
3. Focus on practical
implementation
1. Adapt the advocacy: The science and economics are clear enough
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Returns on investment Brain development
Sources: Perry (2002); Heckman
1. Adapt the advocacy: Emphasize the link with life skills & political capacity
28 | R4D.orgSource: David H. Autor and Brendan M. Price (2013), in R. Winthrop & E. McGivney (2016).
1. Adapt the advocacy: Stress the equity gains
29 | R4D.orgSource: A. Fernald, V.A. Marchman, & A. Weisleder
• Leveling the playing field
• The “word gap”: poorer children, children of mothers with lower education levels recognize and speak fewer words than their counterparts
2. Adopt multi-sectoral approaches
Focus on:• Integrating nutrition and parenting/stimulation • The gap between first 1,000 days and pre-primary
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“…The integration of early childhood development interventions into existing service delivery platforms, starting with health, is an effective and efficient way to reach large numbers of families and children.”
3. Focus on practical implementation: Data/M&E
National data systems Adaptive learning: Monitoring for effective programming
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•Meet with implementing partners to learn about current activities & theory of change•Discuss barriers to reading with children and potential activities to increase reading for experimentation
•Conduct formative research (e.g. KIIs, FGDs, lit review)• Identify key challenges to address and corresponding outreach activities to test •Create baseline and follow-up surveys on reading frequency and other short-term indicators
• Experiment with multiple outreach options•Qualitatively assess how and why short-term outcomes are not being met•Refine implementation based on the results in partnership with implementing partners
Mobile Reading to Children (MR2C),
India
A pilot in India seeks to promote pre-literacy skills and empower
parents to read to and with their young
children by giving access to a free library
of books via their mobile phones
3. Focus on practical implementation: Workforce
32 | R4D.orgSource: The Education Commission
3. Focus on practical implementation: Workforce
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• Competences & standards• Training & professional development• Monitoring & mentoring• Recognition of the profession
“What is needed to support and promote the early childhood workforce in times of rapid change?” 14:00, Epsilon
3. Focus on practical implementation: Financing
What should different ECD programs cost?
What do different ECD programs cost?
Progressive universalism
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3. Focus on practical implementation: FinancingInnovative financing can help bridge this gap,
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Benefits Challenges
Relegates ECD to a “special category”
Challenges encountered similar to mainstream financing
May not be sustainable in long-term or suitable for programs at scale
Can require complex policy/legal frameworks
Promote a focus on outcomes
Jumpstart investments in ECD
but it is not a substitute for public spending.
• “Sin tax” - the Philippines
• Social impact bond - South
Africa
• Vouchers - Hong Kong
Source: Results for Development (R4D)
We’re moving in the right direction, but we still need speed and specificity.
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Nicholas Burnett, [email protected]
