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The distance that a country is from Goal 1, its trajectories of growth and its policies to enhance access and equity in early childhood services determine whether or not it will attain Goal 1 by 2015.

In the following section, comparisons are made between the Asia Pacific region and other regions on indices of child well-being, participation in basic education and government expenditure on educa- tion. Comparisons between countries and sub-regions will be considered in Section 3.

Child Well-being

Children everywhere require ECCE services and research indicates that these services are particularly important for children who are dis-

advantaged and vulnerable. With increasing inequality, we find hidden pockets of extremely vulnerable populations in every country: including children who are overlooked for services by Governments and donors because their presence is obscured by strong national averages. Early childhood interventions are particularly important in South and West Asia and Sub-Saharan Africa given their very poor status on indices of child well-being. It has been estimated that over 200 million children around the world under five do not develop adequately because they live in poverty and have poor health services, nutrition and care (Grantham-McGregor, et al., 2007). About 65 million of these children live in India and many millions more in Afghanistan, Bangladesh, Cambodia, Lao PDR, and these children are at risk for delayed develop- ment and for underachievement at school, and poor child development has costs in terms of both, psychological well-being and economic development (Grantham-McGregor, et al., 2007). Integrated, intensive, long-lasting, high quality early childhood interventions are effective in promoting child development and avert the loss of young children’s development potential (Engle, et al., 2007) and these should begin early. But data on access to services among the under threes are not easily available. Hence, we are using the under-five mortality rate (the number of children per 1000 of live births who die before reaching five) as a proxy for the extent of need for effective early childhood interventions in different parts of the world.

Worldwide, about 74/1000 children will not reach age five. The highest rate, 158/1000, is in Sub-Saharan Africa and the lowest is 7/1000 in Western Europe and North America. In East Asia and the Pacific it is 31/1000 and it is 83/1000 in South and West Asia (UNESCO, 2009a, p.314). Comparisons with figures for the previous decade show that there has been marked improvement in the under-five mortality rate (UNESCO, 2006a, p.244). In general, there has been a decline in the under-five mortality rates in the last five years. This decline has been attributed to better maternal and child health services and nutrition programmes.

Participation in Education

As shown in Figure 2.3, all regions increased in their Gross Enrolment Ratio (GER) for pre-primary education in the past decade. It is important to note that these figures represent different age groups and only reflect services for children over 3 years. The figures for Central Asia represent access to services for 3- to 6- year-olds in all the countries in Central Asia, but this is not the case for other sub-regions and countries which have different conceptions of pre-primary services

0 20 40 60 80 100 120 140 160 180

World Arab States Central and Eastern Europe

Central Asia East Asia & the Pacific

East Asia Pacific Latin America & the Caribbean N. America/W. Europe South and West Asia Sub- Saharan Africa Regions Un d e r 5 M o rt alit y (‰ ) 2000 – 2005 2005 – 2010

Source: UNESCO (2006a, 2009a).

Early Ch ild hood Car e and Education in th e Asia Pa cific Region

and have different ages at which children start formal primary school. For example, pre-primary education covers 3- to 4-year-olds in Nepal, Pakistan, and Samoa; 3- to 5-year-olds in Brunei, Cambodia, Lao, Fiji, Thailand, Viet Nam, Bangladesh, India and the Maldives; 4-5 year-olds, in Malaysia and the Marshall Islands, 4- to 6-year-olds in China, and 5-6 year-olds in Indonesia. The increase in GERs was marked in South and West Asia – GERs in India and Iran increased from 18 and 13 in 1999 to 40 and 54 in 2007, respectively. This reflects the emphasis governments have placed on meeting the Education for All and MDGs. With the exception of countries in the Pacific which have relatively higher pre-primary GERs, sub-regions in the Asia Pacific have some way to go achieve Goal 1.

Figure 2.3: Gross Enrolment Ratios in Pre-Primary Education

0 10 20 30 40 50 60 70 80 90 World Developed Countries Developing Countries

Central Asia East Asia Pacific South and West Asia Regions GE R s f o r Pr e- Pr im a ry E d u ca ti o n 1999 2007

Source: UNESCO (2009a).

Primary school enrolment was already high in 1999 in East Asia and the Pacific and there were no marked changes in enrolment in East Asia and Central Asia between 1999 and 2007. GERs for South and West Asia increased but decreased in the Pacific. However, the GERs increased dramatically between 1999 and 2007 in South Asia. Again, this reflects government efforts and figures from the most populous country in the sub-region.

Figure 2.4: Gross Enrolment Ratios in Primary Education 0 20 40 60 80 100 120 World Developed Countries Developing Countries

Central Asia East Asia Pacific South and West Asia Regions G E R s f o r P ri m a ry Edu ca ti on 1999 2007

Source: UNESCO (2009a).

Funding of Education

Three different, but mutually reinforcing strands support the position that early childhood should be given policy and funding priority all over the world. The first comes from brain development and neuroscience, which indicates that the brain develops most rapidly in the first years of life and that environmental stimulation positively affects the developing brain (Shonkoff & Phillips, 2000). The second strand points to the importance of preschool quality for child development (e.g., NICHD Early Child Care Research Network, 2000). The last strand has drawn attention to the larger economic returns of government investment in early childhood compared to adulthood (Heckman, 2004; Lynch, 2004).

The 2007 Education for All Global Monitoring Report (UNESCO, 2006a) stressed the importance of policy, finance and governance for promoting the quality of early childhood services for all children. Countries also vary in the expenditure on education as a percentage of their Gross National Product. Figure 2.5 shows the percentages for the different regions5. Figures specifically for pre-primary education are not available. Although East Asia does not spend as much as other regions

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on education, the three countries (China, Democratic People’s Republic of Korea, Mongolia) have achieved universal primary education. Government expenditure on education increased in South and West Asia.

Figure 2.5: Total Public Expenditure on Education as a % of the Gross National Product

0 1 2 3 4 5 6 7 World Developed Countries Developing Countries

Central Asia East Asia Pacific South and West Asia Regions T o ta l P u b lic E xp e nd it u re o n E d u ca tio n a s a % o f t h e G ro ss Nat io n a l P ro d u ct 1999 2007

Source: UNESCO (2009a).

Legislation

Several countries in the region do not have specific policies for ECCE but it is included in the national educational policy of many countries. Tables 2.1 to 2.3 provide an overview of the National policies and legislation for the provisions of ECCE in countries from three sub- regions of the Asia-Pacific.

Table 2.1: Policies and / or Legislations for the Provision of ECCE in Central Asia

Country Does Policy and/or Legislations for the provision of ECCE exist?

Kazakhstan Law on Education (2007) establishes ECCE as the first level of the Education system and provides for one year mandatory preschool.

Draft State Education Programme (2011-2020) highlights the importance of Early Learning. Law on Social and Medical Educational Correc-

tional Support (2002) calls for early intervention in preschool settings.

Law on specialised social services (2008) provides for the support of families and children at risk for this age group as well.

Kyrgyzstan Education Development Strategy (2007-2010) promotes flexible preschool provision to

expand access. The Strategy (2012-2020) is drafted and under review.

Law on Education addresses preschool.

Law on Pre-School Education (2009) legitimises alternative models and promotes compulsory preschool preparation.

Tajikistan Law of the Republic of Tajikistan “On Education” (2004) calls for compulsory preschool educa- tion of children aged 5-7.

The National Strategy for Education Develop- ment (NSED) (2005) envisions the expansion of preschool budgets and institutions, by attract- ing private and foreign investment.

The Ministry of Education has called for the development of a National Early Learning Strategy; as the NSED is currently under revis- ion, the Early Learning component is likely to be included in the overall sector strategy. Turkmenistan National Plan of Action for Early Childhood

Development is drafted and under review by the Cabinet of Ministers of Turkmenistan

Uzbekistan No specific mentions. As in other countries, regu- lations and programmes provide guidance for management and implementation of preschools.

Table 2.2: Policies and / or Legislations for the Provision of ECCE in South Asia

Country Does policy and/or legislation for the provision of ECCE exist?

Bangladesh Operational Policy Framework for PPE set national stand- ards for monitoring developmental readiness in early childhood and learning programmes with age-based criteria.

Bhutan A draft ECCD policy and guidelines were formulated in 2003 and have been incorporated into the Guide- lines for Establishment of Private Schools.

India The National Policy on Education 1986 which viewed ECCE as “an integral input in the human resource strategy, a feeder and support programme for primary education and a support service for working women.” The National Policy for Children promotes holistic early

childhood development and is supported by a na- tional strategy for implementation.

Maldives The EFA goal of expanding and improving compre- hensive ECCD was included in the Fifth and Sixth National Development Plans, the Education Sector Master Plan (1995-2005), 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%.

Nepal The EFA National Plan Action and the EFA Core Docu- ment 2004-2009 in Nepal have made commitments to expand and improve ECD provision throughout the country.

Based on the ECD Strategic Plan (2004), an ECD Pro- gramme Implementation Guideline was prepared by the Department of Education under the Ministry of Education and Sports (MOES) in 2005.

The Tenth FYP (2002-2007) highlighted ECD as the main initiative to prepare children for enrolment in primary schools and for their holistic development.

Pakistan Pre-primary classes were at one time common in formal schools but from the 1980s, the practice was almost discontinued. Recognising the role and significance of ECE, provision has been made in the National Educa- tion Policy (1998-2010) to reintroduce pre-primary officially as a formal class in primary schools, in effect making primary education six years.

Sri Lanka The National Policy on Early Childhood Care and Development (2004) is being introduced. Source: Jennings (2008).

Table 2.3: Policies and / or Legislations for the Provision of ECCE in Insular South-East Asia

Country Does policy and/or legislation for the provision of ECCE exist?

Indonesia The National Education System Law of 2003 (Law 20/2003) of Indonesia provides the definition and modes of provision of ECCE (Part 7/Article 28). Malaysia The Childcare Centres Act of 1984 (amended in

2007) standardises and establishes minimum quality requirement for all child care centres and nurseries.

The National Education Act of 1996 (Act 550) formally integrates pre-school education into the national education system.

Philippines RA 6972 or the Daycare Act of 1990, provides for the establishment of at least one day-care centre in every barangay in the country. RA 8980 or the Early Childhood Care and Devel-

opment (ECCD) Act of 2000 was enacted to institutionalise an integrated and comprehen- sive national early childhood system.

RA 9155 or the Governance of Basic Education Act of 2001 mandates that early childhood education be a part of basic education delivered in preparation for primary school.

Source: Caoli-Rodriguez (2008).

Tables 2.1 to 2.3 indicate that few countries have established national frameworks that comprehensively address the diverse needs of children in the first three years of life. Nor are there integrated policies in place to finance, co-ordinate and supervise ECCE programmes. For children aged three and older, most countries in the Asia Pacific region have newly established laws; but it is not common in the sub regions for attendance at pre-primary school to be made compulsory.

This section has considered factors affecting effective early child- hood care and education services and the following will specifically discuss progress toward Goal 1 since the publication of GMR 2007 (UNESCO, 2006a).

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