Mainstreaming Early Childhood Education Into Education Sector

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Mainstreaming Early Childhood Education Into Education Sector

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MAINSTREAMING EARLY CHILDHOOD EDUCATION INTO EDUCATION SECTOR PLANNING
COURSE READER FOR MODULE 3: Mainstreaming pre-primary
into an education sector analysis

United Nations Educational, Scientific and
Cultural Organization

International Institute for Educational Planning

MAINSTREAMING EARLY CHILDHOOD EDUCATION INTO EDUCATION SECTOR PLANNING
COURSE READER FOR MODULE 3: Mainstreaming pre-primary
into an education sector analysis

United Nations Educational, Scientific and
Cultural Organization

International Institute for Educational Planning

DISCLAIMER The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion on the part of UNESCO, UNICEF, the Global Partnership for Education or the World Bank Group concerning the legal status of any country, territory, city, area or its authorities, frontiers or boundaries.
PUBLISHED BY International Institute for Educational Planning (IIEP-UNESCO) 7–9 rue Eugène Delacroix, 75116 Paris, France www.iiep.unesco.org The United Nations Children’s Fund (UNICEF) 3 United Nations Plaza New York, NY 10017, USA www.unicef.org
The Global Partnership for Education (GPE) 1850 K Street NW Suite 625 Washington D.C., 20006, USA www.globalpartnership.org
RIGHTS AND PERMISSIONS
All resources are available under the Creative Commons Attribution-NonCommercial-ShareAlike (CC-BY-NC-SA 4.0) Licence https://creativecommons.org/licenses/by-nc-sa/4.0/. Participants are free to copy and redistribute the materials in any medium or format, as well as remix, transform and build upon the material, except for commercial purposes.
October 2019

Module 3
Welcome to Module 3.
The education sector analysis (ESA) is a critical examination of the status, functioning and results of an education system. It is designed to identify the strengths, weaknesses and opportunities for improvement of the system. As such, the diagnosis describes the present situation and the recent evolution of the education system in a country. Any strategic planning process should start with a comprehensive and robust analysis of its education sector since the education sector plan (ESP) builds on the findings of the ESA. Thus, to plan for pre-primary, it is critical that the ESA takes into account the key dimensions of this subsector. As with other subsectors, the analysis should cover issues such as the enabling environment, access, quality, efficiency, management and equity. In addition, it should emphasize the specific aspects important for pre-primary, such as the respective roles of public and nonpublic provision, the comparative advantages of different delivery models, the coordination structures, the critical role of the family and the community, play-based curriculum-related aspects and the transition to primary, to name a few.
Module 3 introduces participants to the first phase in the ESP process,
the education sector analysis. It looks at the major aspects and processes for developing and conducting an ESA with particular reference to pre-primary provision.
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Content
1. What is an ESA and why undertake it?.......................... 1 2. Practical considerations when conducting an ESA...... 5 3. Addressing ECE in ESAs: How to analyze
the pre-primary subsector.......................................... 13
4. Moving forward............................................................ 47

Intended learning outcomes
Upon successful completion of this module, participants should be able to do the following:
• Explain the basic purpose of an ESA and why it is necessary for the pre-primary
subsector.
• Explain the challenges and practical considerations when analyzing
the pre-primary subsector.
• Identify the process for developing an ESA. • Identify the major areas of analysis for pre-primary that should be in an ESA
and how they can be analyzed.
Time frame
Module 3 will be held November 11–17, 2019.
The study time needed to complete this module is on average two to five hours depending on your learning profile (i.e. reading/watching the materials, and completing the quiz and activities).
Suggested readings
These key references provide an introduction to the ESA phase of the strategic planning process and the related tools for analyzing ECE in an ESA. They complement this course reader. Please note that the contents of the suggested readings will not be assessed during the course. GPE (Global Partnership for Education), UNESCO (United Nations Educational, Scientific and Cultural Organization), UNICEF (United Nations Children’s Fund), and World Bank. 2014a. Education Sector Analysis Methodological Guidelines. Vol. 1. Paris: IIEP-UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000230532. ———. 2014b. “Early Childhood Development.” Chap. 7 in Education Sector Analysis Methodological Guidelines. Vol. 2. Paris: IIEP-UNESCO. http://unesdoc.unesco.org​ /­images/0023/002305/230533e.pdf. UNICEF. 2019. Pre-primary Sub-sector Diagnostic and Planning Tool. New York: UNICEF.
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These suggested readings can also be found in the bibliography, which lists all of the sources cited in this reader. These documents and the further readings recommended below are available by clicking on the link.
Further readings
Depending on your interests, you may want to consider these other readings.
GPE, and International Institute for Educational Planning–United Nations Educational, Scientific and Cultural Organization (IIEP-UNESCO). 2015. Guidelines for Education Sector Plan Appraisal. Paris: IIEP-UNESCO. https://www.globalpartnership.org​/­content/guidelines-education-sectorplan-appraisal. Specifically, p. 10 on evidence​-based sector analysis and section 1 on leadership and participation.
GPE, UNESCO, UNICEF, and World Bank. Forthcoming. Education System Analysis Methodological Guidelines. Vol. 3. Paris: IIEP-UNESCO.
International Institute for Educational Planning–United Nations Educational, Scientific and Cultural Organization (IIEP-UNESCO), and UNESCO Institute for Statistics. 2016. Methodology of National Education Accounts. Paris: IIEP-UNESCO. http://uis.unesco​.org/sites/default/files/documents/ methodology-of-national​-education-accounts​-2016-en.pdf.
Kitamura, K. 2019. “Global Movement for Assessments of Early Childhood Development and What’s Missing in SDG4.2.” NORRAG Highlights. https://www.norrag.org​/­global​-movement-forassessments-of-early-childhood-development-and-whats​-missing-in-sdg4-2-by-kenji-kitamura/.
Liberia, Ministry of Education. 2016. Liberia Education Sector Analysis. https://drive​.google.com/ file/d/0Bw00_oC-cHPvSHVZMHRHVkltNjg/view.
Oseni, G., F. Huebler, K. McGee, A. Amankwah, E. Legault, and A. Rakotonarivo. 2018. Measuring Household Expenditure on Education: A Guidebook for Designing Household Survey Questionnaires. Washington, DC: World Bank. http://uis.unesco​.org/sites​/­default/files/documents/measuringhousehold-expenditure-education​-2018-en.pdf.
Pôle de Dakar-IIEP. 2013. Household Education Spending, Approach and Estimation Techniques Using Household Surveys. Dakar: IIEP-Pôle de Dakar. https://unesdoc​.unesco.org/ark:/48223/ pf0000226463.
SEAMEO and UNESCO. 2016. Southeast Asian Guidelines for Early Childhood Teacher Development and Management. SEAMEO Secretariat and UNESCO Bangkok Office. https://bangkok.unesco.org/content/ southeast-asian-guidelines-early-childhood​-teacher​-development-and-management.
UNESCO. 2010. Methodological Guide for the Analysis of Teacher Issues. Teacher Training Initiative for Sub-Saharan Africa (TTISSA). Teacher Policy Development Guide. Dakar: IIEP-Pôle de Dakar. https://poledakar.iiep.unesco.org/sites/default​/­files​/­fields/publication_files/ methodological_guide_for_the_analysis_of_teacher​_­issues​_-_2010.pdf.
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UNICEF. 2018. “Diagnostic and Planning Workshop on Early Childhood Care and Development (ECCD) in Bhutan.” Workshop Report. October 30–November 2, Bhutan. World Bank. 2013. “What Matters Most for Early Childhood Development: A Framework Paper.” SABER Working Paper Series 5, World Bank, Washington, DC. http://wbgfiles​.worldbank.org/ documents/hdn/ed/saber/supporting_doc/Background/ECD​/­Framework_SABER-ECD.pdf. ———. 2017. Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, and Child Development Outcomes. Washington, DC: World Bank. https://openknowledge​.worldbank.org/ handle/10986/26402?locale-attribute=fr.
Virtual platform
On the course platform, you will find the following resources to help you through :
 Introductory video to Module 3  Inspirational video  Animated presentation  Course reader (this document)  Assessment tools (quiz)  Activities  Poll questions  Connect forum  Glossary  Wrap-up session
Need help?
If you have questions or comments on the readings or activities in Module 3, do not hesitate to share them on the discussion forum (on the course platform) for feedback from other participants and the teaching team. We invite participants to help one another on this forum. The course facilitators will follow these exchanges and intervene when necessary.
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