The document discusses financing for early childhood care and education (ECCE) from an international perspective. It notes that ECCE is the first of the six Education for All goals agreed upon in 2000, expanding access to comprehensive ECCE programs, especially for vulnerable children. While ECCE participation is improving, pre-primary education remains underfunded in many countries, receiving only a small percentage of total education spending on average. More investment in pre-primary is needed to further increase participation. ECCE is funded through various public and private sources internationally, but still suffers from neglect by donors. Innovative financing mechanisms that some countries have implemented include earmarking taxes and establishing national funds to expand ECCE budgets and access.
For School management teams:
Are we ready for the new year?
This presentation will assist school managers to evaluate if they are ready for the new academic year.
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
Akshara Foundation - Talk on Early Childhood Care and Education (ECCE) by Pro...Akshara Foundation
Dr. Venita Kaul, founder Trustee of Pratham Delhi Education Initiative, spoke at a colloquium titled "Equitable Quality Education for all children", organized as a part of Akshara's 10th Anniversary celebrations.
Dr. Kaul mentioned that according to an India Research, Early Childhood Care and Education (ECCE) improves early learning through overall school readiness. The ICDS, with over 7 lakh Anganwadis across the country, is the largest purveyor of ECCE in India. She mentioned that to improve the quality of education provided to the children, it is important to prepare the anganwadi worker, in energizing her to perform her tasks better.
For School management teams:
Are we ready for the new year?
This presentation will assist school managers to evaluate if they are ready for the new academic year.
This is a PPT regrading school readiness programme. Early childhood education is very important stage of education. The meaning, importance and policy provisions were discussed in the PPT.
Akshara Foundation - Talk on Early Childhood Care and Education (ECCE) by Pro...Akshara Foundation
Dr. Venita Kaul, founder Trustee of Pratham Delhi Education Initiative, spoke at a colloquium titled "Equitable Quality Education for all children", organized as a part of Akshara's 10th Anniversary celebrations.
Dr. Kaul mentioned that according to an India Research, Early Childhood Care and Education (ECCE) improves early learning through overall school readiness. The ICDS, with over 7 lakh Anganwadis across the country, is the largest purveyor of ECCE in India. She mentioned that to improve the quality of education provided to the children, it is important to prepare the anganwadi worker, in energizing her to perform her tasks better.
This presentation discusses about Early Childhood Care and Education, Integrated Child Development Services (ICDS) scheme, Role of Government and Non-government Organization in organizing ECE, Capacity building of personnel in ECCE and Problems and issues in ECCE
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
The 2015 Second Quarter World Top 20 Poll’s Global Education Report. Identifies areas of needs to improve the quality of education for students 3 to 21.
An international survey of students, parents, teachers, educators and tax-payers, is used to gather the information. The survey is held from May to June each year, at the World Top 20 Project’s official website – www.worldtop20.org
The survey’s results:
Play schools in Chennai, Preschools in Chennai, List of play schools in Chennai, List fo play schools in Chennai, List of preschools in Chennai, Chennai play school directory, Data base of Chennai preschools
Supporting pre-k and early childhood education in Texas is important to the future of the state. There isn’t a pre-k study out
there that hasn’t shown a direct
correlation between investment in
high quality pre-k programs and
dramatic improvements in
economic development.
This presentation discusses about Early Childhood Care and Education, Integrated Child Development Services (ICDS) scheme, Role of Government and Non-government Organization in organizing ECE, Capacity building of personnel in ECCE and Problems and issues in ECCE
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
The 2015 Second Quarter World Top 20 Poll’s Global Education Report. Identifies areas of needs to improve the quality of education for students 3 to 21.
An international survey of students, parents, teachers, educators and tax-payers, is used to gather the information. The survey is held from May to June each year, at the World Top 20 Project’s official website – www.worldtop20.org
The survey’s results:
Play schools in Chennai, Preschools in Chennai, List of play schools in Chennai, List fo play schools in Chennai, List of preschools in Chennai, Chennai play school directory, Data base of Chennai preschools
Supporting pre-k and early childhood education in Texas is important to the future of the state. There isn’t a pre-k study out
there that hasn’t shown a direct
correlation between investment in
high quality pre-k programs and
dramatic improvements in
economic development.
Along Came a Spider: Exploring the Tangled Web! – Exciting Interest in STEM v...Christie Goodman, APR
Presentationat La Cosecha dual language conference by Dr. Juanita C. García & Dr. Rosana G. Rodríguez, 2013. Featuring IDRA's Semillitas de Aprendizaje early childhood supplemental curriculum.
Kindergarten in Kankurgachi - North KolkataKoushik Mondal
Conatct Gingle Kids, which is a well known play, nursery, pre primary school, Montessori and kindergarten in Kankurgachi, North Kolkata and feel the transform in your child.
Treehouse, one of the best preschool in Mumbai aims at all round development of the children. The course content designed by the experts in the field of early childhood education and it also aims at to implement scientific teaching learning process for effective learning.Visit:http://www.treehouseplaygroup.net/
Preschool Equipments Requirements to start a play school or to start a kindergarten
MyKidsArena preschool equipments include kids slides, kids swings, kids rockers, kids rideons, play school tunnel, preschool fence, kindergarten trampolines and various kids school equipments
MyKidsArena preschool is supplied all india including Mumbai, Chennai, Bangalore, Hyderabad, Kochi, Trivandrum, Coimbatore, Salem, Tirupur, Hosur, Kovilpatti, Anantpur, Bhubhaneswar, Cuttack, Navi Mumbai, Thane, Kalyan, Pune, Aurangabad, Nashik, Bhopal, Jabalpur and all cities in India
Kidspacee was well-known in 2002 with the objective of offering outstanding excellent education by making learning an enjoyable and meaningful encounter and features for Pre-School, Nursery, L.K.G and U.K.G.
Pearl City Hawaii Lower Grades 12 AugustJimmy Keng
This is the second and final day of the professional development for teachers in K-2. This event held in Pearl City Hawaii was made possible by Kamehameha Schools, Nanakuli Elementary School and State of Hawaii Department of Education.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Evaluation of community participation in unicef assisted adult and nonGabriel Ken
The study was aimed at evaluating community participation in UNICEF assisted adult and non-formal education literacy programmes in South East zone of Nigeria. Seven research questions and three null hypotheses were formulated. The study was a descriptive survey involving one hundred and sixty seven UNICEF- assisted adult and non-formal education literacy centers
PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE E...FUNDEIMES
More than participation, Dominican Republic, through the years, it has been inserted into the universal education, with international commitments which has been included. That is why your goals and achievements are rather formulas for measuring the progress of education in the Republic, since this also contributes to educational excellence, given that commitments to institutions and countries in other regions are assumed, while commitments are being established as goals to be achieved by the Dominican education system, in order to standardize education universally, with the mechanisms established treaties and conventions that have been signed..
These international education commitments, duties have been taken as well as a political responsibility, to be established as an important benchmark to measure the impact of education programs that run efficiently. Therefore, in educational plans and programs for the period 2008 - 2013, a global education guide serve for monitoring and enforcement, and detecting the scope of such programs and the country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so universal all access to education and promoting equity, pay attention priority to learning, broadening the means and scope of basic education, improve the learning environment; strengthen coordination of actions, and realize the enormous potential for progress and increase the chances of individuals when accessing education.
Spatial Distribution Pattern of Public Lower Basic Schools for the Implementa...SalemAluu
This study examined the Spatial Distribution Pattern of Public Lower Basic Schools for the Implementation of Lower Basic Education in Rivers State. One research question guided the study. The descriptive survey design was used. The population for the study was the 942 public lower basic schools in Rivers State. Stratified random sampling technique was used to draw the sample size of 289 schools. A handheld Global Positioning System receiver was the instrument used for the study. Nearest neighbour analysis was used to answer the research question. Findings revealed that the overall pattern of distribution of existing public lower basic schools in Rivers State is clustered. Specifically the distribution of schools in Degema and Akuku-Toru Local Government Areas is dispersed with Rn of 1.72 and 1.36 respectively. The pattern of distribution of Bonny, Opobo/Nkoro, Abua/Odual, Port Harcourt, Obio/Akpor and Ikwerre indicates a clustered pattern with Rn of 0.91, 0.83 0.84, 0.74, 0.72 and 0.24 respectively. The study therefore recommended among other things that the state governments should make policies that guide school mapping and ensure their strict compliance.
This presentation examines why higher education should be engaged in EFA and elaborates on the comprehensive IAU HEEFA project. The organization, objectives and expected results of the Follow-up Seminar are outlined.
Given at the IAU Seminar on higher education for Education and e-accessibility (IAU HEEFA-ICT4IAL) held on 18-19 November 2014, Ankara, Turkey.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Andreas Schleicher presents at the launch of What does child empowerment mean...EduSkills OECD
Andreas Schleicher presents at the launch of ‘What does child empowerment mean today? Implications for education and well-being’ on the 15 May 2024. The report was launched by Mathias Cormann, OECD Secretary-General and can be found here: https://www.oecd-ilibrary.org/education/what-does-child-empowerment-mean-today_8f80ce38-en
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...EduSkills OECD
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar
No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
AI & cheating on high-stakes exams in upper secondary - Introduction by Shivi...EduSkills OECD
Shivi Chandra, Analyst at the OECD, presents slides to set the scene at the OECD Education Directorates Webinar 'AI and cheating in education: How can we safeguard the integrity of exams?' on 17 April 2024
Advancing Gender Equality The Crucial Role of Science and Technology 4 April ...EduSkills OECD
Eric Charbonnier, Analyst in the Innovation and Measuring Progress Division, OECD presents at the webinar 'Advancing Gender Equality: The Crucial Role of Science and Technology' on 4 April 2024.
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
Camilla Stronati, Junior Policy Analyst, Transitions in Upper Secondary Education project, Directorate for Education and Skills, OECD, presents at the webinar 'The art of balancing curricular choice in upper secondary education' on 29 February 2024
Andreas Schleicher - 20 Feb 2024 - How pop music, podcasts, and Tik Tok are i...EduSkills OECD
Andreas Schleicher presentation at the OECD webinar 'Lights, Camera, Fluency: How pop music, podcasts, and Tik Tok are impacting English language learning' on 20 February 2024 which launched the OECD report 'How 15-Year-Olds Learn English: Case Studies from Finland, Greece, Israel, the Netherlands and Portugal'
Andreas Schleicher - Making learning resilient in a changing climate - 8 Febr...EduSkills OECD
Andreas Schleicher presents at the OECD webinar 'Making learning resilient in a changing climate ' on 8 February 2024. The discussion was based on the OECD Skills Outlook 2023 publication, ‘Skills for a Resilient Green and Digital Transition’.
Jordan Hill - Presentation of Engaging with education research- With a little...EduSkills OECD
Jordan Hill from the OECD Strengthening the Impact of Education Research project presents at the OECD webinar 'Engaging with education research- With a little help from the system' on 26 January 2024.
RETHINKING ASSESSMENT OF SOCIAL AND EMOTIONAL SKILLS by Adriano Linzarini OEC...EduSkills OECD
Adriano Linzarini (Lead Analyst, Rethinking Assessment of Social and Emotional Skills project, OECD) presents at the OECD webinar 'Social and Emotional Learning – does it make a difference in children’s lives?' on 17 January 2024
Moving up into upper secondary by Hannah Kitchen - OECD Education Webinar 23N...EduSkills OECD
Hannah Kitchen, Project Leader of Above and Beyond: Transitions in Upper Secondary Project at the OECD presents at the webinar Moving up into upper secondary on the 23 November 2023
Ana Carrero -European year of skills – EU updateEduSkills OECD
Ana Carrero, Deputy Head of Unit, DG EMPL, European Commission, presents European year of skills – EU update at the webinar Charting the Future of Vocational Education and Training: Insights and Strategies for Tomorrow’s Workforce on 26 October 2023
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
As its name indicates, The EFA global Monitoring Report (GMR) mandate is to monitor year by year progress made by countries towards the six EFA goal set in Dakar in 2000. In doing so, the Report holds both governments and the international community accountable of their commitments made in Dakar to provide education to all; To date, 8 editions of the report have been published, the latest edition (published at the beginning of this year) focusing on the issue of marginalization in education; The Report is prepared by an independent team of about 20 persons and is housed at UNESCO headquarters. It is funded by a pool of eleven donors.
The early childhood care and education (ECCE as we call it) is the first of the six EFA goals. It calls upon governments to expand and improve comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. This goal is then about care and education. Some of the care aspects of ECCE, for example child mortality and malnutrition are also part of the MDG agenda (reduction of both under 5 mortality rate and child malnutrition) The education aspect of ECCE is mainly about pre-primary education.
Strong and growing evidence in both developed and developing countries finds that adequate nutrition, good health and a language-rich home environment during the early years are vital for later success in education and in life. Indeed, good-quality ECCE provision can equip children with cognitive, behavioural and social skills that improve access, retention and learning outcomes in primary education. Yet millions of children around the world lack these advantages, suffering from poor health and nutrition, low access to pre-school programmes, which is clearly and indication that many countries are still not paying sufficient attention to ECCE despite its benefits particularly for the poorest children.
Pre-primary education is expanding around the world, with participation rates improving in all regions. Yet, pre-school programmes remain particularly under-developed in sub-Saharan African and among Arab States, with gross enrolment ratios lower than 20% in each case. In several countries in this regions (Burundi, Burkina Faso, Côte d’Ivoire, DRC, Djibouti, Niger) the ratios is only 3% or below. This is also the case in Bhutan in South Asia. Disparities in participation in pre-primary education are observed not only between regions and countries, but within countries themselves, with children from poor households and rural and remote areas less likely to be enrolled. Costs are with no doubt a key factor impeding wider participation of children in ECCE programmes. For example, children from the poorest households in a country like Zambia have twelwe times less likely to participate in ECCE programmes than those from the richest families, and the factor rises to 25 or in Egypt and Uganda. This has certainly to do with the fact that in many countries, in particular low-income ones, private institutions are proeminent, with private enrolment accounting for all total enrolment in several of them (in Bhutan where the pre-primary GER was 1% in 2008, all pre-primary enrolment was private). This raises important equity issues making pre-primary education and ECCE programmes more generally a luxury for millions of children particularly those who benefit most of it.
ECCE programmes are neglected in many countries public education agenda despite the now well-known research evidence stressing their benefits. In general, countries give relatively low priority to pre-primary education in their public spending. Globally, this level of education accounts for less than 4.4% total public expenditure on education in half of countries with data in 2008. The median values ranged from 0.2% in sub-Saharan Africa to nearly 11% in Central and Eastern Europe. In several low income-countries, including Bhutan, Comoros and Uganda where all pre-primary enrolment was private, the share of total public spending on pre-primary education was nil, with ECCE regarded as a family responsibility. In half of OECD countries, the share was higher than 8%, ranging from the value nil in Turkey to about 14% in Hungary and Spain.
The neglect of pre-primary education in public education spending is even striking when compared to primary education. Globally, while the median share of public spending on pre-primary was 4.4% in 2008, it rised to nearly 34% for primary education. In other words, in half of countries with data expenditure on pre-primary programmes was equivqlent to less than 13% of that of primary education. This median percentage varied substantially from only 0.3% in sub-Saharan Africa to nearly 29% in the North America and the Western Europe region. Looking at OECD countries, the priority given to pre-primary education in public education spending compared to primary education also varies quite substantially, with the expenditure on pre-primary education equivalent to less than 3% in Austria and Ireland (0.2%) to that of primary education, but nearly 60% or more in the Czech Republic, France, Germany, Hungary (71%) and Slovakia. While one can understand the higher priority given to primary education in many countries particularly those where universal primary enrolment is not achieved yet, the neglect of pre-primary education is equivalent to a short-sighted policy vision given the key role ECCE programmes can play in improving school retention and learning outcomes in primary education.
In general, the high participation level in pre-primary education is an indication of countries’ commitment to ECCE programmes. Indeed, the higher public spending on pre-primary education the greater also participation at this level. This positive relationship though not very strong is also observed among OECD countries. For example, countries such as Belgium, France, Mexico and Spain reported both high pre-primary GER and level of spending on this type of programmes. By contrast, Turkey devoted no public spending on pre-primary education in 2006 and also had the lowest pre-school participation level (18%). Investing more on ECCE programmes is certainly important to increase access, but how money is allocated and used is equally important. For example, France reported a much higher public spending per pre-primary pupil (US$4,551 at PPP in constant 2007) than Mexico (US$1,570) while both countries had more or less the same GER (110% and 114%, respectively. Similarly, Mexico performs much more than Chile which was spending more on each pre-primary pupil (US$1,906) while reporting a GER (56%) less than half that of the former. Obviously, countries that are still behing in terms of pre-school participation need to increase public investment on ECCE programmes to expand access. However given the striking sub-national disparties observed in many of them, this investment should be geared towards narrowing disparities, targeting marginalized groups and providing services that are accessible and of good quality to the poor.
So the question remains how to increase funds to expand ECCE: Increasing access to ECCE, as mentioned by Nicole has two positive outcomes: Develops synergies between other levels of education and child well-being – long-term as well (e.g., having a mother with secondary or higher education cuts the risk of dying before age 5 by at least half). Improve equity and increase opportunities for all Investing in ECCE is also highest return of social and economic investments (economist Heckman, consortium of economists and finance ministers in InterAmerican Development Bbank (LAC) PUBLIC and PRIVATE funds can mix in public provision. But when provision follows funding streams, inequity can increase: As Nicole mentioned, the private sector can take a large part of providing ECCE services, but they can also support government efforts to expand access and coordinate national ECCE provision. E.g. Egypt. And they can make a big difference: In Zanzibar (Tanzania), religious ECCE providers alter the gross enrolment ratio in ECCE from 9% to 87%, when included. In Indonesia, ECCE programmes are community-financed, with large disparities throughout the country. The government invests less than 1% of its education budget. Yet, the extent to which the state regulates private providers varies and has important implications for access, quality and equity. Private providers operating outside the public system often are free to determine eligibility requirements, quality standards and fees. Risk of a two-track system developing, with children from more advantaged families attending more expensive and higher quality private programmes and less fortunate families resorting to low-cost, lower quality public alternatives.
Basic education accounts for ECE, primary education and basic skills for youth and adults. Data for disbursements in 2008. bilateral and multilateral aid is included. Does not include general budget support, or aid to unspecified levels of education. ECE provided under other aspects of education. The consistency of reporting among nations is a concern. But conclusion remains valid: there are not many ECE specific projects that are funded, especially compared to primary education. NO INTERNATIONAL COMPARATIVE DATA FOR MONITORING PRIVATE FUNDS: variation large Indonesia: public funding represents no more than 5% of the total, usually as subsidies to privately operated urban child care centres – rest funded by households. Cuba: funding of ECCE services 100% the government (although households can pay for extra services)
Earmarking funds: in Colombia, employer tax for national ecce fund; in Jamaica, tax on gaming to support programmes in designated regions. CCTs: provide money to poor families contingent upon certain verifiable actions, generally minimum investments in children’s human capital such as school attendance or basic preventative health care. They explicitly focusing on children, delivering transfers to women, and changing social accountability relationships between beneficiaries, service providers and governments. Intersectoral councils are developing at regional and local levels, with increased support from central ministries. Has expanded the ECCE budget.
QUALITY 22% of governments report the percentage of education in their total budget in 2008 to UNESCO Institute of Statistics (Montreal) Separating funding sources (national v. international) not possible, but would help in advancing national commitment to ECCE policy development HOLISTIC Although we have more financing data on the education aspect of ECCE, it is not without its own data challenges. Public v. private provision, no reporting of the latter in a consistent manner. In many of the poorer countries, the services are largely provided by NGOs and localised in target areas. Would need to include programmes not in the education sector and non-education areas of spending. For example, more complex to report ECCE expenditures related to other ministries. No capacity similar to the social expenditure database among non-OECD countries. VERY YOUNG: there are fewer services for the very young at an international level. 92% of countries in N.America/W. Europe have official programmes addressing health, nutrition, care an education of the under 3s), compared to a low of 35% in East Asia and the Pacific and the Arab States and 45% in sub-Saharan Africa. Monitoring spending at this age is also very complex, given that many programmes do not serve all children. Variety of the organization of ECCE programmes makes international comparisons tricky… Conclusion: improving data collection on the financing aspects of ECCE would help highlight insufficiencies and inequities in the provision. These are necessary conditions for the planning and implementation of ECCE, whether targeted or universal coverage is expected.