Welcome to Our Presentation

Group Members:

Mirza Md. Hasan, Roll No. 11580
Tofayel Ahmmad, Roll No. 11585
Md. Nazmol Has...
Institutional Opportunities for
Early Childhood Education (ECE)
in the South Asian Region
South Asian Region

Bangladesh

India

Maldives

Nepal
Sri Lanka

Pakistan

Bhutan
Early Childhood Education
• Early childhood education (also early childhood
learning and early education) refers to the fo...
Early Childhood Education
• A variety of terms including Early Childhood Care
and Education (ECCE), Early Childhood Develo...
Why ECE ?
• One of the Six EFA Goals
• Guaranteeing the basic rights of young
children
• Early childhood: a sensitive peri...
Country Description
and
Institutional Opportunities of ECE
ECE and South Asia:
Global Monitoring Report
• In 2008, more than 42 million
children were enrolled in preprimary educatio...
ECE and South Asia:
Global Monitoring Report

• In Bangladesh, the average attendance rate in pre-school
programmes was ab...
The Republic of India
About
Location: Bounded by the Indian
Ocean on the south, the Arabian
Sea on the south-west, and
the...
ECE in India
Definition and Age Ranges
Early Childhood Care and Education (ECCE) (0-6 years),
including an array of public...
ECE in India
Institutional Opportunities
• ECCE has been included as a
constitutional provision in Article 45:
“The State ...
ECE in India
Institutional Opportunities
 Public Initiatives: 130 programs which target the
development of children speci...
ECE in India
Institutional Opportunities
 Public Initiatives: 130 programs which target the
development of children speci...
ECE in India
Institutional Opportunities
 Voluntary Initiatives:
• Ruchika, SEWA, Nutan Bal Sangha.
 Private Initiatives...
ECE in India
Institutional
Opportunities
ECE in India
Institutional Opportunities
ECE in India
Institutional Opportunities
ECE in India
Institutional Opportunities
The Islamic Republic of Pakistan
About
Location: Southern coast of
the Indian subcontinent in South
Asia.
Population Growt...
ECE in Pakistan
Definition and Age Ranges
Early Childhood Education (ECE), termed Katchi or preprimary, is defined as both...
ECE in Pakistan
Institutional Opportunities
 ECE in National Education Policy (1998-2010) :
“Katchi class at primary leve...
ECE in Pakistan
Institutional Opportunities
ECE provisions in India are available through two distinct
channels – public a...
ECE in Pakistan
Institutional Opportunities
ECE provisions in India are available through two distinct
channels – public a...
ECE in Pakistan
Institutional Opportunities
ECE provisions in India are available through two distinct
channels – public a...
ECE in Pakistan
Institutional Opportunities
 Private Initiatives:
• Besides the katchi classes, several private schools a...
ECE in Pakistan
Institutional Opportunities
• Enrolment rate: In 2003/04, there were a total of 3,573921
children (487,598...
ECE in Pakistan
Institutional
Opportunities
• Enrolment rate:
ECE in Pakistan
Institutional
Opportunities
• Enrolment rate:
ECE in Pakistan
Institutional Opportunities
• Enrolment rate by areas
The Democratic Socialist Republic of Sri Lanka
About
Location: Southern coast of
the Indian subcontinent in South
Asia.
Gr...
ECE in Sri Lanka
Definition and Age Ranges
Early Childhood Care and Development (ECCD) (conception5years), including publi...
ECE in Sri Lanka
Institutional Opportunities
 A National Education Plan on Early Childhood Care and
Education was present...
ECE in Sri Lanka
Institutional Opportunities
ECCD provisions in Sri Lanka are available through three
distinct channels – ...
ECE in Sri Lanka
Institutional Opportunities
Public Initiatives:
• The Open University of Sri Lanka offers a diploma
cour...
ECE in Sri Lanka
Institutional Opportunities
Public Initiatives:
• Several Surveys:
ECE in Sri Lanka
Institutional Opportunities
NGO and Private Initiatives:
• Sarvodaya: A Local NGO working on ECCD.
ECE in Sri Lanka
Institutional Opportunities
• New entrants to Grade 1
with ECCD experience
ECE in Sri Lanka
Institutional Opportunities
• Gross Enrolment rate
The Kingdom of Bhutan
About
Location: Eastern end of
the Himalayas and bordered to
the south, east and west by
India and t...
ECE in Bhutan
Definition and Age Ranges
Early Childhood Care and Development (ECCD), including
private day-care centres (e...
ECE in Bhutan
Institutional Opportunities
 A draft ECCD policy and guidelines were formulated in
2003 and have been incor...
ECE in Bhutan
Institutional Opportunities
 Public Initiatives:
• Child-care programmes are developed and implemented
usin...
ECE in Bhutan
Institutional Opportunities
• Net Enrolment rate: 2007-2010 (88.5%)
• Gross Enrolment rate
The Federal Democratic Republic of Nepal
About
Location:
located
in
the Himalayas and bordered to
the north by China, and ...
ECE in Nepal
Definition and Age Ranges
Early Childhood Development (ECD) (0-5 years), including
school-based, community-ba...
ECE in Nepal
Institutional Opportunities
 Public Initiatives:
 General policies and program
• Strategic Paper for Early ...
ECE in Nepal
Institutional Opportunities
 Public Initiatives:
• At present more than 7,023 community-based ECD centres
ar...
ECE in Nepal
Institutional Opportunities
 Public Initiatives:
• The National policy had aim to construct 6,000 new ECD
ce...
ECE in Nepal
Institutional Opportunities
 Private Initiatives:
• Almost all of the 4,004 private schools in Nepal have pr...
ECE in Nepal
Institutional Opportunities
• Enrolment rate
ECE in Nepal
Institutional Opportunities
ECE in Nepal
Institutional Opportunities
The Republic of Maldives
About
Location: stands in the Laccadive
Sea, about 700 km south-west
of Sri Lanka and 400 km sout...
ECE in Maldives
Definition and Age Ranges
Pre-Primary Education (PPE) (4-6 years), including centrebased preschools and a ...
ECE in Maldives
Institutional Opportunities
 The EFA goal of expanding and improving comprehensive
ECCD was included in t...
ECE in Maldives
Institutional Opportunities
 Pre-primary schools are entirely administered by the private
sector. However...
ECE in Maldives
Institutional Opportunities
 In 2006, there were 178 pre-schools in the country. All but
12 islands have ...
ECE in Maldives
Institutional Opportunities
• Enrolment rate:
ECE in Maldives
Institutional Opportunities
The number of children attending a pre-school has risen from
66% to 79% from 2...
The People's Republic of Bangladesh
About
Location:
bordered by
India and Burma and by the Bay
of Bengal to the south
Grow...
ECE in Bangladesh
Definition and Age Ranges
Early Childhood Care and Education (ECCE) (3-5 years), in
school-based pre-pri...
ECE in Bangladesh
Institutional Opportunities
 Responsible ministries: There are four ministries that
provide early child...
ECE in Bangladesh
Institutional Opportunities
 Government Initiatives:
• There is no national mechanism set up specifical...
ECE in Bangladesh
Institutional Opportunities
 Government Initiatives:
• The Integrated Non-formal Education Program (199...
ECE in Bangladesh
Institutional Opportunities
 Non-Government Initiatives:
• UNICEF, SC-USA, PLAN Bangladesh and Banglade...
ECE in Bangladesh
Institutional Opportunities
 Non-Government Initiatives:
• BRAC has initiated its own pre-primary class...
ECE in Bangladesh
Institutional Opportunities
• Target of Government:

• Present Enrolment rate:
ECE in Bangladesh
Institutional Opportunities
ECE in Bangladesh
Institutional Opportunities
ECE in Bangladesh
Institutional Opportunities
ECE in Bangladesh
Institutional Opportunities
• Gross enrolment: 2.6 million
• 1.05 million in ‘baby class’ in 42,000 GPS ...
References
• Country profile prepared for the Education for All Global
Monitoring Report 2007, UNESCO. Strong Foundations:...
References
• EFA Mid-Decade Assessment, 2007: ECCE in India.
• ECD in Bangladesh: A Policy Paper.
• Evaluation of UNICEF’s...
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Institutional Opportunities for Early Childhood Education (ECE) in the South Asian Region

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During the second semester of my Masters course (M.Ed), we had to read a subject called "Education in Global Perspective". As a part of that course, I had to present a topic related to Education in Global Perspective. Because, my mazor subject was Pre-Primary and Primary Education, I chose this topic.

Published in: Education

Institutional Opportunities for Early Childhood Education (ECE) in the South Asian Region

  1. 1. Welcome to Our Presentation Group Members: Mirza Md. Hasan, Roll No. 11580 Tofayel Ahmmad, Roll No. 11585 Md. Nazmol Hasan, Roll No. 11588
  2. 2. Institutional Opportunities for Early Childhood Education (ECE) in the South Asian Region
  3. 3. South Asian Region Bangladesh India Maldives Nepal Sri Lanka Pakistan Bhutan
  4. 4. Early Childhood Education • Early childhood education (also early childhood learning and early education) refers to the formal teaching of young children by people outside the family or in settings outside the home (Wikipedia). • Professional organisations concerned with early childhood, such as the Consultative Group on Early Childhood Care and Development, OMEP (World Organisation for Early Childhood Education) and the US-based National Association for the Education of Young Children, typically consider the early childhood period as covering the time from birth to 8 years.
  5. 5. Early Childhood Education • A variety of terms including Early Childhood Care and Education (ECCE), Early Childhood Development (ECD), Early Childhood Education and Care (ECEC), Early Childhood Care and Development (ECCD) and Early Childhood Care for Survival Growth and Development (EC-SGD) have been used to describe services for young children. • Early childhood education often focuses on children learning through play, based on the research and philosophy of Jean Piaget (Wikipedia)
  6. 6. Why ECE ? • One of the Six EFA Goals • Guaranteeing the basic rights of young children • Early childhood: a sensitive period • Early childhood programmes can enhance development • ECCE participation improves primary school attendance and performance • Investing in early childhood pays off • Early involvement can reduce inequalities
  7. 7. Country Description and Institutional Opportunities of ECE
  8. 8. ECE and South Asia: Global Monitoring Report • In 2008, more than 42 million children were enrolled in preprimary education in South Asia, an impressive increase of 21 million since 1999. • The regional gross enrolment ratio (GER) of 42% indicates that a majority of children in the region were still excluded from pre-primary education in 2008. For example, in India pre-primary enrolment rates grew faster in the first half of the decade than they did after 2004.
  9. 9. ECE and South Asia: Global Monitoring Report • In Bangladesh, the average attendance rate in pre-school programmes was about 15%, but children from the wealthiest homes were 1.4 times as likely as poor children to attend an early learning programme.
  10. 10. The Republic of India About Location: Bounded by the Indian Ocean on the south, the Arabian Sea on the south-west, and the Bay of Bengal on the southeast Population Growth rate: 1.3% . Education Budget: $10.39 billion Literacy rate: 62.8%. High school enrolment: 25%.
  11. 11. ECE in India Definition and Age Ranges Early Childhood Care and Education (ECCE) (0-6 years), including an array of public private and NGO-sponsored programmes, crèches for working mothers and pre-primary section in schools (3-6 years). History The first preschool education center was established in Gujarat by Gijubhai Badheka and Tarabai Modak under the influence of Madame Montessori.
  12. 12. ECE in India Institutional Opportunities • ECCE has been included as a constitutional provision in Article 45: “The State shall endeavor to provide ECCE for all children until they complete the age of six years”. • ECCE in Successive Five Year Plans • ECCE provisions in India are available through three distinct channels -- public, voluntary and private.
  13. 13. ECE in India Institutional Opportunities  Public Initiatives: 130 programs which target the development of children specifically 0-6 years. • Integrated Child Development Services (ICDS): • Maintained by the Ministry of Women and Child Development (MWCD). • 6113 sanctioned projects in all 35 States. • Provides health, nutrition and preschool education services to children, from pre natal stage to the age of six years and to pregnant and lactating mothers.
  14. 14. ECE in India Institutional Opportunities  Public Initiatives: 130 programs which target the development of children specifically 0-6 years. • National Crèche Fund • Provides day care facilities, additional nutrition, immunization, medical and health care and recreation services to children below five year. • Rajiv Gandhi National Crèche Scheme for Working Mothers • 22038 crèches have been certified • 25 babies for eight hours i, e from 9.00 a.m to 5.00 p.m • Preschools attached to primary schools: 14.27 %
  15. 15. ECE in India Institutional Opportunities  Voluntary Initiatives: • Ruchika, SEWA, Nutan Bal Sangha.  Private Initiatives: • 20 million children receive ECCE from privately owned programs (Sharma, 2008)
  16. 16. ECE in India Institutional Opportunities
  17. 17. ECE in India Institutional Opportunities
  18. 18. ECE in India Institutional Opportunities
  19. 19. ECE in India Institutional Opportunities
  20. 20. The Islamic Republic of Pakistan About Location: Southern coast of the Indian subcontinent in South Asia. Population Growth rate: 1.8%. Education Budget: Rs 95442 million (2.2% of the GDP) Literacy rate: 55.5%. Primary school enrolment: 2,26,50,000.
  21. 21. ECE in Pakistan Definition and Age Ranges Early Childhood Education (ECE), termed Katchi or preprimary, is defined as both formal and informal as well as public or private education services for children aged 3-5 years; a new effort is underway to formally reintroduce the pre-primary class as the first year of primary school.
  22. 22. ECE in Pakistan Institutional Opportunities  ECE in National Education Policy (1998-2010) : “Katchi class at primary level shall be introduced as a part of the effort to improve achievements of pupils” and “Katchi class shall be institutionalized in the primary cycle gradually and progressively.”  The Medium-Term Development Framework (MDTF 2005-2010), a five-year plan, also supported ECE.  Responsible ministries:
  23. 23. ECE in Pakistan Institutional Opportunities ECE provisions in India are available through two distinct channels – public and private. Public Initiatives: • In the public sector, there are two kinds of public services: (a) traditional style and (b) improved style. • In the traditional style, there are no special funds for ECE and the regular primary teacher allocates a portion of his/her time in teaching “Katchi” students. • In the improved style, ECE is being provided in a limited number (less than 1% of all public primary) schools – in almost 100 rural public schools by the
  24. 24. ECE in Pakistan Institutional Opportunities ECE provisions in India are available through two distinct channels – public and private. Public Initiatives: Federal Directorate of Education (FDE) in Islamabad Capital Territory (ICT). • In Sindh, the Aga Khan Education Service Pakistan is implementing the Improving Pre-Primary and Primary in Sindh (IPPS) in community-based rural schools since 1995; and the Teachers’ Resource Centre (TRC) is implementing the ECE Programme (ECEP) in Karachi government and district municipal schools since 1998.
  25. 25. ECE in Pakistan Institutional Opportunities ECE provisions in India are available through two distinct channels – public and private. Public Initiatives: • In Punjab, Plan International began an ECCD programme in 7 centers in Chakwal district in 2002, while in the same year, the Department of Literacy and Non-formal Education established rural ECE centers in rural government schools in several districts of Punjab. • There are several ECE centers operated by the Departments of Literacy in Punjab and Sindh within the premises of the formal primary schools.
  26. 26. ECE in Pakistan Institutional Opportunities  Private Initiatives: • Besides the katchi classes, several private schools also conduct pre-primary classes. Nursery, kindergarten or Montessori style education are offered in profit-making private schools, usually operating in urban localities; and enrolling children aged 2-5 years taught in proper classrooms by well-trained teachers using proper ECE materials.
  27. 27. ECE in Pakistan Institutional Opportunities • Enrolment rate: In 2003/04, there were a total of 3,573921 children (487,598 in urban and 3,044,303 in rural areas), with 44.1% girls and 55.9% boys, enrolled in katchi or pre-primary classes in government schools in Pakistan. In urban areas, 52% were girls and 48% were boys. In rural areas, 43% were girls and 57% were boys.
  28. 28. ECE in Pakistan Institutional Opportunities • Enrolment rate:
  29. 29. ECE in Pakistan Institutional Opportunities • Enrolment rate:
  30. 30. ECE in Pakistan Institutional Opportunities • Enrolment rate by areas
  31. 31. The Democratic Socialist Republic of Sri Lanka About Location: Southern coast of the Indian subcontinent in South Asia. Growth rate: 0.8%. Literacy rate: 90.6%. Youth literacy rate: 98%. Primary school enrolment: 99%.
  32. 32. ECE in Sri Lanka Definition and Age Ranges Early Childhood Care and Development (ECCD) (conception5years), including public, private and NGO-run early childhood development centres and pre-schools (primarily 3-5); These are differentiated from day-care centres and crèches which are designed with a focus on custodial care for children of working parents.
  33. 33. ECE in Sri Lanka Institutional Opportunities  A National Education Plan on Early Childhood Care and Education was presented to Parliament in 2004 as a Sessional Paper: • Pre-school education and ECCD have been included as a subject under the Education Reforms of 1997. • Provincial Councils and Local Government Authorities will be encouraged to maintain ECCD centres  Responsible ministries: • Children’s Secretariat of the Ministry of Women’s Affairs • Ministry of Education and Higher Education
  34. 34. ECE in Sri Lanka Institutional Opportunities ECCD provisions in Sri Lanka are available through three distinct channels – public, NGO’s and private. Public Initiatives: • The Children’s Secretariat has developed a set of guidelines for pre-schools and trained NGOs personnel in the districts to adopt these guidelines. In addition it has developed Communication and Education materials on home – based ECCD activities. • Steps have been taken at provincial level to strengthen Provincial Councils for ECCD activities and a cell for ECCD activities has been established. •
  35. 35. ECE in Sri Lanka Institutional Opportunities Public Initiatives: • The Open University of Sri Lanka offers a diploma course in pre- school education and this diploma is considered as a recognised qualification for pre – school teaching. •Arrangements are already being made to establish a Department of Child Development with a Child Study Centre at the Open University of Sri Lanka.
  36. 36. ECE in Sri Lanka Institutional Opportunities Public Initiatives: • Several Surveys:
  37. 37. ECE in Sri Lanka Institutional Opportunities NGO and Private Initiatives: • Sarvodaya: A Local NGO working on ECCD.
  38. 38. ECE in Sri Lanka Institutional Opportunities • New entrants to Grade 1 with ECCD experience
  39. 39. ECE in Sri Lanka Institutional Opportunities • Gross Enrolment rate
  40. 40. The Kingdom of Bhutan About Location: Eastern end of the Himalayas and bordered to the south, east and west by India and to the north by China. Growth rate: 1.5%. Literacy rate: 52.8%. Primary school enrolment: 62,446 students.
  41. 41. ECE in Bhutan Definition and Age Ranges Early Childhood Care and Development (ECCD), including private day-care centres (enrolment of only 211 children). This is considered separate from the pre-primary class (age 6).
  42. 42. ECE in Bhutan Institutional Opportunities  A draft ECCD policy and guidelines were formulated in 2003 and have been incorporated into the Guidelines for Establishment of Private Schools.  Responsible ministries: • The ECCD section of the Ministry of Education (MOE), in close collaboration with the District Education Offices.  Since it is a fairly new intervention, no other sectors are involved apart the government. However, private entrepreneurs are encouraged to operate day care centres, some of which have been established in the capital.
  43. 43. ECE in Bhutan Institutional Opportunities  Public Initiatives: • Child-care programmes are developed and implemented using the national radio, TV and other social forums; • The subject of early childhood development is an integrated component of the non-formal education programme; • The government has been encouraging private individuals and entrepreneurs to set up child-care centres and nurseries in areas where demand for such programmes exist (8 centers have been created in the capital)  Special projects aiming at improving ECCE: Not Available
  44. 44. ECE in Bhutan Institutional Opportunities • Net Enrolment rate: 2007-2010 (88.5%) • Gross Enrolment rate
  45. 45. The Federal Democratic Republic of Nepal About Location: located in the Himalayas and bordered to the north by China, and to the south, east, and west by India. Growth rate: 1.7%. Literacy rate: 59.1%. Total enrolment: 7.2 million students.
  46. 46. ECE in Nepal Definition and Age Ranges Early Childhood Development (ECD) (0-5 years), including school-based, community-based and privately run pre-primary and kindergarten schools. Institutional Opportunities Pre-primary education is not currently part of the formal education system  The EFA National Plan Action and the EFA Core Document 2004-2009 in Nepal have made commitments to expand and improve ECD provision throughout the country.
  47. 47. ECE in Nepal Institutional Opportunities  Public Initiatives:  General policies and program • Strategic Paper for Early Childhood Development in Nepal (2004) • ECD in the Tenth Plan (2002 - 2007) • ECD in Ten Year National Program of Action for Children and Development. • ECD in Basic and Primary Education Master Plan (19972002)  25% of ECD centres will be established in the disadvantaged and poverty-ridden pockets of the country.
  48. 48. ECE in Nepal Institutional Opportunities  Public Initiatives: • At present more than 7,023 community-based ECD centres are in operation across the country, which are receiving technical support from the Department of Education and District Education Offices through Resource Centres. These centres are not enough to accommodate all children between 3 to 5 years of age. The Government is providing support to community based ECD centres for facilitator's salary (Rs 13,000 per year), establishment costs (Rs 2,000 each), basic material costs (Rs 1,000 each) and a maximum of Rs 27,000 to match the fund collected by the community.
  49. 49. ECE in Nepal Institutional Opportunities  Public Initiatives: • The National policy had aim to construct 6,000 new ECD centres within the school year of 2005/6. The government reported that they will achieve their target construction. The long term plan is to have a total of 13,000 centres by 2007 and 74,000 by 2015. • The government has planned to establish 45,000 Early Childhood Development centers all around Nepal and to day, have completed 30,000 centers.
  50. 50. ECE in Nepal Institutional Opportunities  Private Initiatives: • Almost all of the 4,004 private schools in Nepal have preprimary nursery and kindergarten classes. These private schools have 3 sections: nursery, lower KG and upper KG. • There are 1,079 community and school based Early Childhood Centres directly supported by other agencies than the government (UNICEF, Save the Children US and Norway, Plan, World Vision, ETC and Seto Gurans).
  51. 51. ECE in Nepal Institutional Opportunities • Enrolment rate
  52. 52. ECE in Nepal Institutional Opportunities
  53. 53. ECE in Nepal Institutional Opportunities
  54. 54. The Republic of Maldives About Location: stands in the Laccadive Sea, about 700 km south-west of Sri Lanka and 400 km southwest of India. Growth rate: 1.3%. Literacy rate: 98.4%. Primary school enrolment: 99.5% (42% of the total population).
  55. 55. ECE in Maldives Definition and Age Ranges Pre-Primary Education (PPE) (4-6 years), including centrebased preschools and a traditional home-based early learning programme, in addition to non-formal and community education initiatives
  56. 56. ECE in Maldives Institutional Opportunities  The EFA goal of expanding and improving comprehensive ECCD was included in the Fifth and Sixth National Development Plans, the Education Sector Master Plan (19952005), and has a clear focus in the Seventh National Development Plan which includes a specific goal to maintain the net enrolment in ECCD at over 85%.  Responsible ministries: • ECCD Unit, Educational Development Centre
  57. 57. ECE in Maldives Institutional Opportunities  Pre-primary schools are entirely administered by the private sector. However, the government organizes and provides teachers training locally and some subventions primarily in the form of teachers’ salaries. There is an increasing demand from the islands for the establishment of pre-schools at a wider scale. The government strategy is, however, to strengthen the programme of assistance to traditional pre-school centres in order to promote and develop early childhood care and education.  Currently there are 190 pre-primary schools in the country, with an enrolment of more than 12,000 children.
  58. 58. ECE in Maldives Institutional Opportunities  In 2006, there were 178 pre-schools in the country. All but 12 islands have established preschools.  There were 54 government schools, 48 community schools and privately owned 76 schools. The majority of the schools in the country were established about 10 years ago.  1 million rufiyya was allocated in 2006 and a further 1 million rufiyya was allocated in 2007 for ECCD support, in the government budget.  Community information sessions: a 52 week media campaign on radio and television that ran from 2001-2002 focused on the social and emotional needs of children.
  59. 59. ECE in Maldives Institutional Opportunities • Enrolment rate:
  60. 60. ECE in Maldives Institutional Opportunities The number of children attending a pre-school has risen from 66% to 79% from 2000 to 2005
  61. 61. The People's Republic of Bangladesh About Location: bordered by India and Burma and by the Bay of Bengal to the south Growth rate: 1.3%. Literacy rate: 55.9%. Primary school enrolment: 93.52% .
  62. 62. ECE in Bangladesh Definition and Age Ranges Early Childhood Care and Education (ECCE) (3-5 years), in school-based pre-primary classes, community-based classes held in school areas, and home-based programmes Institutional Opportunities  Operational Policy Framework for PPE set national standards for monitoring developmental readiness in early childhood and learning programmes with age-based criteria.  Three types of Program: a) School-based Formal ECCE Program b) Non-formal Community-based ECCE Program and c) home-based programmes
  63. 63. ECE in Bangladesh Institutional Opportunities  Responsible ministries: There are four ministries that provide early childhood services: • Ministry of Primary and Mass Education: Baby class in primary schools and playgroups. • Ministry of Women and Children Affairs: Day care centers and pre-primary education. • Ministry of Health and Family Welfare: Immunization and nutrition. • Ministry of Social Welfare: Orphanage and children’s home.
  64. 64. ECE in Bangladesh Institutional Opportunities  Government Initiatives: • There is no national mechanism set up specifically to coordinate the different sectors for early childhood. No major initiatives have yet been taken to promote sectoral coordination. Recently, however, the Ministry of Women and Children Affairs has made an effort to mobilize actors across different sectors in the government as well as actors in the field to implement the Shishu Academy, which runs integrated pre-primary education for 4-5-year-old children. • No structured ECED activities except ‘baby classes’ in a good number of primary schools for 4-5 year old children.
  65. 65. ECE in Bangladesh Institutional Opportunities  Government Initiatives: • The Integrated Non-formal Education Program (1991-97) of the government had the only ECED program component with a target of 75,000 4-5 year old children. The project covered 63,000 children by 1997. • The Primary Education Development Program (PEDP I, FY1997-2003) proposed to establish ‘baby classes’ in 60,000 schools (government and registered nongovernment primary schools, GPS and RNGPS) and allocated funds for one million books, display and play equipments per year.
  66. 66. ECE in Bangladesh Institutional Opportunities  Non-Government Initiatives: • UNICEF, SC-USA, PLAN Bangladesh and Bangladesh Shishu Academy have been instrumental in creating a national ECD network. The network so far has enrolled more than 110 potential partners and organizations (Government and NGOs) to promote collaborative initiatives in the area of early learning and education. • Chittagong Hill Tract Development Board, Islamic Foundation (public/government with support from donors), Kindergarten Associations (private) are also working in this regard.
  67. 67. ECE in Bangladesh Institutional Opportunities  Non-Government Initiatives: • BRAC has initiated its own pre-primary class of one year. Currently 17095 pre-primary centers are in operation with about 120000 children. The number of the center will be increased to 25,000. So far, 95% of children who finish this one-year pre-primary programme proceed to primary education. Ministry of Primary and Mass Education cooperate with BRAC in this pre-primary education programme. • UNICEF supported 2480 pre-schools under ECD project of Bangladesh Shishu Academy in 3 Chittagong Hill Tracts.
  68. 68. ECE in Bangladesh Institutional Opportunities • Target of Government: • Present Enrolment rate:
  69. 69. ECE in Bangladesh Institutional Opportunities
  70. 70. ECE in Bangladesh Institutional Opportunities
  71. 71. ECE in Bangladesh Institutional Opportunities
  72. 72. ECE in Bangladesh Institutional Opportunities • Gross enrolment: 2.6 million • 1.05 million in ‘baby class’ in 42,000 GPS and RNGPS • 484,000 in kindergartens, 242,000 in madrasahs. • 46,875 in ‘Para’ (neighborhood) centers for ethnic minorities in Chittagong Hill Tracts and Rajshahi. • 33,800 in non-government institutions, and 7,500 in orphanages, Day Care Centers and pre-school centers run under the Ministries of Social Welfare and Women and Children Affairs. • Of the 4.54 million new entrants in primary Grade I 52% had attended pre-school program.
  73. 73. References • Country profile prepared for the Education for All Global Monitoring Report 2007, UNESCO. Strong Foundations: Early Childhood Care and Education (Bangladesh, India, Pakistan, Maldives, Sri Lanka, Bhutan and Nepal). • Regional overview of the UNESCO EFA Global Monitoring Reports (2007-2011). • EFA Mid-Decade Assessment, 2007: ECCE in Bangladesh. • Wikipedia (For the Definitions and Country Descriptions). • Early Childhood Care and Education in the Asia Pacific Region: Moving towards Goal 1 (Nirmala Rao and Jin Sun). • Early Childhood Care and Education in E-9 Countries: Status and Outlook, UNESCO.
  74. 74. References • EFA Mid-Decade Assessment, 2007: ECCE in India. • ECD in Bangladesh: A Policy Paper. • Evaluation of UNICEF’s ECD Programme: Nepal Country Case Study Report. • EFA Mid-Decade Assessment, 2008: Country Report Pakistan. • EFA Mid-Decade Assessment, 2007: PPE in Maldives. • EFA Mid-Decade Assessment, 2007: ECCD in Srilanka.
  75. 75. THANK YOU

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