Microsoft Word - AMICS-29Jan2013 - Childinfo.org

Early Childhood Education and Learning
Progress in schooling is often associated with cognitive abilities acquired at a young age.
Prior participation in early childhood education and learning programmes can play an
important role in a child s future education, because they shape the attitudes towards
learning and help children to develop basic social skills. Those children who have access to
early childhood education and learning programmes are also more likely to go on to have
access to primary schooling.
Table 9.1: Early childhood education
Percentage of children age 36-59 months who are attending an organized early
childhood education programme, Afghanistan, 2010-2011
Percentage of children
age 36-59 months
currently attending early
childhood education 1
Number of children age
36-59 months
Sex
Male 1.0 3,547
Female 1.1 3,364
Region
Central 3.3 961
Central Highlands 1.8 223
East 1.0 820
North 0.6 948
North East 0.9 1,132
South 0.5 1,023
South East 0.1 1,018
West 0.8 785
Residence
Urban 4.0 1,007
Rural 0.5 5,904
Age of child
36-47 months 0.7 3,438
48-59 months 1.4 3,474
Mother's education*
None 0.7 6,407
Primary 0.9 269
Secondary + 9.4 232
Wealth index quintile
Poorest 0.2 1,535
Second 0.6 1,493
Middle 0.6 1,427
Fourth 0.5 1,375
Richest 3.9 1,081
Total 1.0 6,911
1
MICS indicator 6.7
Only 1% of children aged 36-59 months are attending pre-school in Afghanistan (Table 9.1).
Urban-rural and regional variances are significant. The attendance figure is eight times higher
in urban areas as compared to rural areas. Among children aged 36-59 months, pre-school
attendance is more prevalent in the Central region (3%), and lowest in the South East region
(almost 0%). No gender differential exists, but differentials by socioeconomic status are
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