EFA Goal 1: Early childhood care and education; Asia ... - Unicef

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A fourth priority area for the region is the need for effective monitoring and evaluation. Although regional perspectives appear to have a well-heeled understanding of impact-oriented evaluations (based on desired child development outcomes), experts note the dearth of process-oriented (continuous monitoring during the process of implementation rather than after) and innovative input-oriented (based on research and evidence from the ground) mechanisms, such as culturally relevant resources or indigenous practices, for evaluation (Britto et al., 2011). It is critical that countries strengthen their process and evidence-based monitoring so that the feedback loops coming in from sites as programmes are implemented can be strengthened. Sound programming constitutes the basis for good policies, which can in turn fuel the strengthening and development of existing and new programmes. This reciprocal relationship between programmes and policies can be further strengthened when governments invest in careful prioritizing, based on their specific needs. What then are the implications of these priority lists for policy development, implementing and monitoring? Asia-Pacific End of Decade Notes on Education for All 36 If a country is in the policy development stage, the list of priorities include: identifying a nodal agency or ministry as the lead agency that will collaborate with other relevant sectors and actors ‘mandated collaborations’ between sectors with modalities of operations clearly identified; for example, the nodal agency should be charged with facilitating regular and periodic email contacts and face-to-face meetings when possible allocation of budget to support policy implementing and monitoring formal establishment of a coordinating mechanism through an MOU or ‘who-does-what’ direction, with provisions for regular meetings, formal note taking and minutes distributed representation of lower-level administrative units in the coordinating mechanism national and local consultations on what the term ‘quality in ECCE’ means involvement with researchers and academic institutions to ensure that policies are evidencebased and rooted in research on the needs of a country, including the use of observational and qualitative data on holistic ECCE engagement of nodal ECCE ministries with emergency cluster organizations and nodal disaster risk reduction ministries to ensure preparedness for ECCE during an emergency situation. If a country is in the policy implementing stage, the list of priorities include: formal, written commitments from key actors on the distribution of responsibilities for policy implementation instituting measures for the ongoing monitoring of programmes; for example, if the programme is on teacher standards, build in observational components during the implementing stage to provide feedback on whether core elements of the programme are understood and translated into practice capacity building and training for process documentation, even in the context of an emergency or disaster, and in remote or geographically difficult areas ensure that all input, process and outcome evaluations are documented and disseminated and serve as the database and baseline for the next steps, in a continuous improvement process. Several experts consider capacity building and training for process documentation, even in the context of an emergency or disaster and in remote or geographically difficult areas, as critical. While they call for the extensive use of technology to aid in the documenting process, this is not always possible, especially in countries such as in the Pacific. However, it is definitely worthwhile
and beneficial to engage in training for systematic process documentation (even if it is in a ‘pencil and paper’, non-technological format). Such documentations can provide: i) valuable lessons on what works and what doesn’t and ii) the basis for an organized and systematic national reference document for the nodal ministries. EFA Goal 1: Early Childhood Care and Education 37
Page 1 and 2: UNESCO Bangkok Asia and Pacific Reg
Page 3 and 4: Published by UNESCO Bangkok, UNICEF
Page 5 and 6: List of Boxes Box 1: School readine
Page 7 and 8: Preface “The equation is simple:
Page 9 and 10: Foreword In 1990, a World Declarati
Page 11 and 12: Executive summary The term ‘early
Page 13 and 14: 1 Introduction The international co
Page 15 and 16: or relevant for all countries; ther
Page 17 and 18: At that time, these figures were se
Page 19 and 20: The five themes: 1. Policy-making 2
Page 21 and 22: In Timor-Leste, an ECCE policy will
Page 23 and 24: Additionally, gaps in national-regi
Page 25 and 26: Wealth quintiles have served as a u
Page 27 and 28: socialization of girls and boys, su
Page 29 and 30: Figure 8: Pre-school assessment: Co
Page 31 and 32: Stunting, or low height for age, is
Page 33 and 34: In Thailand, early integrated progr
Page 35 and 36: the EFA Fast Track Initiative (Mong
Page 37 and 38: Even when countries have standards,
Page 39 and 40: and congruence with parental and cu
Page 41 and 42: Figure 13 indicates that the number
Page 43 and 44: Box 7: Inclusion in an ethnolinguis
Page 45: 4.9 Summary of priority areas for t
Page 49 and 50: 5.2 Recommendations for improving a
Page 51 and 52: 6 Conclusion It is clear that count
Page 53 and 54: Burford, G., L. O. Ngila and Y. Raf
Page 55 and 56: Ministry of Education. Early Childh
Page 57 and 58: Rao, N., J. Sun, V. Pearson, E. Pea
Page 59 and 60: Statistical annex Annex 1: Subregio
Page 61 and 62: Region Country or territory Referen
Page 63 and 64: Region Country or territory Referen
Page 65: Region Country or territory Latin A

EFA Goal 1: Early childhood care and education; Asia ... - Unicef

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