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11 TABLE 11.3: Early childhood development tools Tool • Organization Age group East Asia Pacific Child Development Scales (EAP- CDS) • UNICEF and Asia Region Network for Early Childhood Ages 3 to 5 International Development and Early Learning Assessment (IDELA) • Save the Children Ages 3 to 6 Regional Project on Child Development Indicators (PRIDI) • Inter-American Development Bank Ages 2 to 4 Early Childhood Development Index (ECDI) • UNICEF MICS Ages 3 to 4 Measuring Early Learning Quality and Outcomes (MELQO) • Brookings Institution, UNESCO, UNICEF and World Bank Ages 4 to 6 History Domains Other information Based on the Early Learning Development Standards, which helped countries outline developmentally appropriate expectations for young children’s development Originally a programme evaluation tool (based on items of other assessments) but now promoted as a measure for population-based monitoring Aimed at creating a global indicator of holistic early childhood development, drawing on the Early Development Index Initiated to promote feasible measurement of child development and learning and quality of learning environments in low and middle income countries 85 items that cover approaches to learning; socialemotional development; cognitive development; cultural participation and knowledge; language and emergent literacy; motor development; health, hygiene and safety 65 items that cover physical development, language, mathematics-cognitive development, socialemotional development Cognition, language and communication, socialemotional skills, motor skills 10 items that cover numeracy and literacy (3), social-emotional development (3), approaches to learning (2), physical development (2) Social-emotional development, early literacy and mathematics, executive functioning and approaches to learning Home environments, including maternal education and frequency of learning-related activities at home Child, family, community characteristics and child participation in early childhood development programmes Priority given to indigenous and marginalized populations Family environment module, with information on caregiver–child activities and access to playthings Measurement of quality in formal, pre-primary learning environments Source: Raikes (2016). ■■ In the social-emotional domain, a child exhibits at least two of three behaviours: gets along well with other children; does not kick, bite or hit other children; and does not get distracted easily. ■■ In the learning domain, a child can follow simple directions on how to do something correctly and, when given something to do, is able to do it independently. The overall index is calculated as the percentage of children aged 3 to 4 who are developmentally on track in at least 3 of these 4 domains. The ECDI has been estimated in more than 50 countries. Its strength is that the information it provides can be combined with information on home environments, children’s health and nutrition, improving its policy relevance. It is considered to be the source of information on global indicator 4.2.1, even though it is only available for children under 5, which is before the start of formal schooling for most countries. There is also tension between trying to fully capture children’s development over a span of 2 years and relying on 10 items to make collection at scale feasible. ECDI-generated data from 56 mostly low and middle income countries over 2009–2015 indicated that about 70% of 3-year-olds and 80% of 4-year-olds were developmentally on track. However, results differed considerably by domain. More than 95% of children were on track in the physical domain, about 90% in the learning domain and almost 75% in the social-emotional domain. But in the literacy-numeracy domain, just 25% of children were on track. Results also showed predicted associations with family wealth, with only 12% of children from the poorest quintile of households on track in the literacynumeracy domain (Figure 11.5); in Cameroon in 2011, 3% of children from the poorest households and 45% of children from the richest were on track in that domain. Measuring Early Learning Quality and Outcomes (MELQO) was designed to help create and scale up workable open source tools, with joint leadership from the Brookings Institution, UNESCO, UNICEF and the World Bank in partnership with independent experts and non-profit organizations. The tools include a common core of questions from other assessments, which can be adapted by countries to align with their standards. The tools have been trialled in Bangladesh, Kenya, the Lao People’s Democratic Republic, Madagascar, Mongolia, Sudan and the United Republic of Tanzania (Devercelli et al., 2015). In high income countries, the OECD is to carry out an international survey of early child outcomes in 2017/18 to allow countries to monitor system-level progress (OECD, 2015g). Information on the domains the survey will cover is not yet available. 218 CHAPTER 11 | TARGET 4.2 – EARLY CHILDHOOD
11 FIGURE 11.5: About three-quarters of 3- to 4-year-olds are developmentally on track in 56 countries Early Childhood Development Index, selected countries, 2009–2015 100 Early Childhood Development Index Literacy/numeracy domain Literacy/numeracy domain, poorest 20% 80 60 `" % 40 20 0 Chad, 2010 Sierra Leone, 2010 C. A. R., 2010 Congo, 2011–12 Cameroon, 2011 S. Tome/Principe, 2014 Togo, 2010 Nigeria, 2011 Mauritania, 2011 Malawi, 2013–14 Guinea-Bissau, 2014 Benin, 2014 Mali, 2015 Zimbabwe, 2014 Swaziland, 2010 Bangladesh, 2012–13 Nepal, 2014 D. R. Congo, 2013–14 Gambia, 2010 Cambodia, 2014 Oman, 2014 Jordan, 2012 Algeria, 2012–13 Suriname, 2010 Bhutan, 2010 Iraq, 2011 Palestine, 2014 Ghana, 2011 DPR Korea, 2009 Tunisia, 2011–12 Mongolia, 2013–14 Kyrgyzstan, 2014 Panama, 2014 El Salvador, 2014 Costa Rica, 2011 Lao PDR, 2011–12 Qatar, 2014 Rep. Moldova, 2014 Dominican Rep., 2014 Argentina, 2011–12 Guyana, 2014 Kazakhstan, 2010–11 Uruguay, 2014 Belize, 2011 Viet Nam, 2013–14 Cuba, 2014 Ukraine, 2012 Jamaica, 2011 Saint Lucia, 2012 Thailand, 2012–13 TFYR Macedonia, 2011 Belarus, 2012 Montenegro, 2013 Serbia, 2014 Bosnia/Herzeg., 2011–12 Barbados, 2014 Source: MICS final and key findings reports. The case for measuring child development at the population level is strong. Among other reasons, it can identify sources of inequality that begin early in life and may persist through formal education and beyond. Equally important is the notion that development proceeds in patterns that are relevant across all groups of children, thus underscoring the efficiency of using a common set of constructs. ENDNOTES 1. This section draws on Raikes (2016). That said, evidence is lacking as to whether one set of items on children’s development should be used everywhere, or if items should take into account culture and context (while keeping equivalent constructs) (e.g. Frongillo et al., 2014). The evidence clearly supports a more holistic set of measures of children’s development and early childhood care and education, including those directly related to the target. Finally, to accurately monitor progress on this aspect of the education Sustainable Development Goal, more research is needed on normative development of children in diverse contexts. 2016 • GLOBAL EDUCATION MONITORING REPORT 219
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GLOBAL EDUCATION MONITORING REPORT
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This Report is an independent publi
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Foreword The 2016 Global Education
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Acknowledgements This report would
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The Global Education Monitoring Rep
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CHAPTER 6 • Partnerships: enablin
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List of figures, tables, and text b
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Figure 17.2: Most primary schools d
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HIGHLIGHTS Education for people and
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PLACE Urbanization puts strain on e
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Monitoring SDG 4 TARGET 4.1: Primar
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A young boy takes part in a refores
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I INTRODUCTION HIGHLIGHTS Transform
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I of environmental degradation and
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I BOX 0.2 THE SDGS WERE CREATED THR
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I (Box 0.4). These principles state
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I TABLE 0.1: How education is typic
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I The Incheon Declaration affirmed
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I The chapter documents the links b
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Here students in Indonesia learn ab
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1 KEY MESSAGES Living sustainably r
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1 other heat-trapping gases into th
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1 so that even countries with natur
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1 in responding to environmental ch
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1 petition, given more money or tak
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1 to these values are notions such
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1 Ethiopia, Kenya, Liberia, Mali, N
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1 “ If education progress is stal
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1 FIGURE 1.3: Poor children in the
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A man stands in a crop of cassava t
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2 KEY MESSAGES Education has a key
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2 on human welfare. Education helps
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2 BOX 2.1 Green industries demand p
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2 considerations and risk managemen
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2 developing regions (de Janvry and
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2 and supporting good governance (A
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2 FIGURE 2.1: Employment is being p
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2 growth does not necessarily mean
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2 jobs and decent earnings, even in
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2 disproportionately affected, acco
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2 Globally, earnings increase by ap
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2 with tertiary education, while th
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2 In many countries, green growth m
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Selina Akter, second year midwifery
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3 KEY MESSAGES Progress in health,
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3 health, water, sanitation, energy
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3 FIGURE 3.2: Women do more unpaid
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3 called for. Women’s empowerment
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3 FIGURE 3.5: There are large dispa
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3 FIGURE 3.7: Education marginaliza
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3 Tanzania revealed that many docto
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3 FIGURE 3.8: While being underweig
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3 FIGURE 3.10: In most countries, w
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3 2007, to 44 months. By 2007, birt
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3 outcomes in many countries, inclu
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3 that most behaviour changes are n
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3 they were twice as likely to hold
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3 Brazil, Indonesia, Rwanda and Sou
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Children look through a destroyed c
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4 KEY MESSAGES Getting children int
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4 EDUCATION MATTERS IN INCREASING P
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4 One direct form of political part
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4 tertiary education formed the cor
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4 “ 35% of out-of-school children
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4 “ Refugee children and adolesce
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4 has expanded in recent years to b
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4 Lack of knowledge and education s
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Favelas in Rio de Janeiro, which fo
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5 KEY MESSAGES Education must be in
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5 FIGURE 5.1A: We live in an increa
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5 adequate knowledge of the local l
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5 it in urban economies is importan
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5 “ Education gaps are often wide
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5 In the United States, the 1954 Su
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5 BOX 5.5 Better urban planning can
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5 FIGURE 5.4A: In Medellín, Colomb
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5 130 CHAPTER 5 | PLACE: INCLUSIVE
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CHAPTER 6 Partnerships: enabling co
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6 Finance..........................
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6 strategic aid, non-traditional pa
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6 Even with substantial increases i
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6 FIGURE 6.4: Inequities in aid to
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6 instructive examples of national
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6 vertical integration is often con
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6 projects had satisfactory outcome
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6 funds; mobilized civil society an
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CHAPTER 7 Projections: forecasting
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7 Projecting global educational att
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7 TABLE 7.2: Projected attainment r
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7 TABLE 7.3: Percentage of countrie
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7 FIGURE 7.4: Universal upper secon
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CHAPTER 8 Education and sustainable
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8 Policy recommendations...........
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8 Evidence gathered for this report
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8 PROSPERITY In order to reduce pov
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Page 193 and 194: CHAPTER 9 The challenges of monitor
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Page 197 and 198: 9 skills in information and communi
Page 199 and 200: 9 The Incheon Declaration requested
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Page 213 and 214: 10 SYSTEMS LEARNERS SCHOOL AND CLAS
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Page 219 and 220: 10 FIGURE 10.9: In Latin America, a
Page 221 and 222: 10 BOX 10.3 A new module on learnin
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Page 225 and 226: 10 The second issue is that resourc
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Page 231 and 232: 11 “ In 2014, 44% of children wer
Page 233 and 234: 11 ratio was 44%, while the percent
Page 235 and 236: 11 Because of the range and diversi
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Page 239 and 240: 11 BOX 11.1 Defining positive and s
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Page 251 and 252: 12 Within its Systems Approach for
Page 253 and 254: 12 Administrative sources provide e
Page 255 and 256: 12 FIGURE 12.6: There are vast diff
Page 257 and 258: 12 But data in this area are still
Page 259 and 260: 12 University rankings Ever since f
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Page 265 and 266: 12 Since the 1990s, Mozambique has
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Page 271 and 272: 13 by a large task. The four themes
Page 273 and 274: 13 found that workers who scored be
Page 275 and 276: 13 A Standard & Poor’s module wit
Page 277 and 278: 13 CONCLUSION This chapter has revi
Page 281 and 282: 14 INEQUALITY MEASURES Measuring in
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Page 285 and 286: 14 The parity index must be interpr
Page 287 and 288: 14 BOX 14.2 The Inter-Agency Group
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14 trained in the bilingual curricu
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14 MIGRATION AND FORCED DISPLACEMEN
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14 There are important, sometimes i
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15 CHAPTER 15 Sustainable Developme
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15 Literacy is a basic cognitive sk
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15 BOX 15.1 Measuring participation
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15 FIGURE 15.3: In many countries,
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15 The assessment would need to hav
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15 may reduce the assessment’s va
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16 examines several initiatives tha
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16 COMPREHENSIVE SEXUALITY EDUCATIO
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16 ‘global thinking’, and half
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16 “ Close to 50% of secondary sc
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16 rights training in pre-service t
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16 community, including activities
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16 PISA included questions designed
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16 global population issues, which
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16 ENDNOTES 1. The third phase, 201
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17 “ In the least developed count
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17 entering and moving through the
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17 FIGURE 17.3: Electricity access
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17 it is the more common and often
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17 Violence and attacks against civ
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18 funds a programme managed by the
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18 Around 22,500 scholarships were
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18 About 70% of aid to higher educa
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19 FIGURE 19.1: The pupil/teacher r
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19 The coverage of both indicators
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19 educators were rarely experts in
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19 The survey also asked lower seco
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19 BOX 19.3 Upgrading ‘parents’
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19 As information on occupations is
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20 CHAPTER 20 20 Finance (selected
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20 Faced with similar challenges, t
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20 TABLE 20.1: Selected education f
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20 suggests the lower limit of the
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20 FIGURE 20.5: Information on even
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20 new module on equity and inclusi
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20 “ There is a 42% financing gap
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20 countries is that estimates excl
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20 middle income countries suggests
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21 CHAPTER 21 Education systems (se
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21 DIAGNOSTIC TOOLS FOR MONITORING
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21 While SABER has extended the evi
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21 LOOKING AHEAD In essence, polici
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22 CHAPTER 22 Education in the othe
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22 governments. It measures the num
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22 b. Under-5 mortality rate (death
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22 LIFELONG LEARNING AS A FACTOR CO
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23 CHAPTER 23 Priorities for monito
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23 facilitate well-informed and mea
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23 government and non-government sc
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23 not the main concern. Countries
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23 In light of the expanded scope o
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CHAPTER 24 Epilogue 385
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24 “ When the High-Level Politica
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24 ‘robust, voluntary, effective,
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Annex Statistical Tables Introducti
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5 Statistical tables 1 INTRODUCTION
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5 UIS encourages countries to make
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5 SDG 4 targets and related indicat
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5 Switzerland, The former Yugoslav
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TABLE 1 Background demographic stat
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TABLE 1 Part 1 (Continued) DEMOGRAP
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STATISTICAL TABLES 1 TABLE 1 Backgr
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STATISTICAL TABLES 1 TABLE 1 Part 2
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STATISTICAL TABLES 1 TABLE 2 SDG 4,
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STATISTICAL TABLES 1 TABLE 4 (Conti
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STATISTICAL TABLES 1 TABLE 10 SDG 4
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STATISTICAL TABLES 1 TABLE 10 (Cont
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 13 Part
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STATISTICAL TABLES 1 TABLE 14 Domes
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477
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5 Aid tables INTRODUCTION 1 The dat
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TABLE 1 Bilateral and multilateral
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DIRECT AID TO POST-SECONDARY EDUCAT
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DIRECT AID TO SECONDARY EDUCATION D
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TABLE 4 ODA recipients (Continued)
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Glossary Adjusted net enrolment rat
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Net attendance rate (NAR). Number o
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Abbreviations AAPS AES AHELO AIDS A
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ILO IMF INES ISCED ISSA LAMP LEARNi
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Index This index covers the Introdu
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home learning environment 215 ICT f
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HIV education 292 NGOs 211 out-of-s
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see also traditional knowledge Cura
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education Education 2030 Framework
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Fiji TVET enrolment 223 violence in
Page 537 and 538:
ole of education 61, 78, 88, 165 gr
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educational attainment 75, 76, 105
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working poverty 57, 61 years of edu
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M Macao, China environmental educat
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perseverance 249 tertiary education
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primary education 314 secondary edu
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tertiary education 228, 229, 230, 2
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women in politics 99 years of educa
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small island developing States stud
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perseverance 249 special educationa
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within country disparity 186, 231 w
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attitudes to business 253 benefits
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Introduction Carson, R. 1962. Silen
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Das, P. K. 2010. Climate Change and
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Reyhner, J. and Eder, J. 2015. Amer
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Aghion, P., Veugelers, R. and Serre
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Hanushek, E. A., Schwerdt, G., Wied
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Pritchett, L. 2006. Does learning t
Page 573 and 574:
Bhurosy, T. and Jeewon, R. 2014. Ov
Page 575 and 576:
Gunewardena, D. 2015. Why aren’t
Page 577 and 578:
McBride, D. E. and Parry, J. A. 201
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United Cities and Local Governments
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Campbell, D. E. 2008. Voice in the
Page 583 and 584:
Mendenhall, M. and Chopra, N. 2016.
Page 585 and 586:
Allen, H. 2013. Africa’s First Fu
Page 587 and 588:
Hanson, D. 2013. Assessing the Harl
Page 589 and 590:
Sirin, S. R. and Rogers-Sirin, L. 2
Page 591 and 592:
Fehling, M., Nelson, B. D. and Venk
Page 593 and 594:
Prichard, W. 2010. Taxation and Sta
Page 595 and 596:
Lager, A. C. J. and Torssander, J.
Page 597 and 598:
Bennell, P. and Akyeampong, K. 2007
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Crouch, L. 2015. Stumbling at the f
Page 601 and 602:
Facione, P. A. 1990. Critical Think
Page 603 and 604:
Hardin, B. J., Vardell, R. and de C
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Inter-Agency Working Group on TVET
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Marfo, K. 2011. Envisioning an Afri
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___. 2009b. INES Network for the Co
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Pew Research Center. 2015. Internet
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South Africa Government. 2013. Regu
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UNDP. 2004. Human Development Repor
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UNICEF and WHO. 2015. Progress on S
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Wortham, S. C. 2013. Common Charact
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