Institutional Opportunities for Early Childhood Education (ECE) in the South Asian Region

Welcome to Our Presentation

Group Members:

Mirza Md. Hasan, Roll No. 11580
Tofayel Ahmmad, Roll No. 11585
Md. Nazmol Hasan, Roll No. 11588

Institutional Opportunities for
Early Childhood Education (ECE)
in the South Asian Region

South Asian Region

Bangladesh

India

Maldives

Nepal
Sri Lanka

Pakistan

Bhutan

Early Childhood Education
• Early childhood education (also early childhood
learning and early education) refers to the formal
teaching of young children by people outside the family
or in settings outside the home (Wikipedia).
• Professional organisations concerned with early
childhood, such as the Consultative Group on Early
Childhood Care and Development, OMEP (World
Organisation for Early Childhood Education) and the
US-based National Association for the Education of
Young Children, typically consider the early childhood
period as covering the time from birth to 8 years.

Early Childhood Education
• A variety of terms including Early Childhood Care
and Education (ECCE), Early Childhood Development
(ECD), Early Childhood Education and Care (ECEC),
Early Childhood Care and Development (ECCD) and
Early Childhood Care for Survival Growth and
Development (EC-SGD) have been used to describe
services for young children.
• Early childhood education often focuses on children
learning through play, based on the research and
philosophy of Jean Piaget (Wikipedia)

Why ECE ?
• One of the Six EFA Goals
• Guaranteeing the basic rights of young
children
• Early childhood: a sensitive period
• Early childhood programmes can
enhance development
• ECCE participation improves primary
school attendance and performance
• Investing in early childhood pays off
• Early involvement can reduce
inequalities

Country Description
and
Institutional Opportunities of ECE

ECE and South Asia:
Global Monitoring Report
• In 2008, more than 42 million
children were enrolled in preprimary education in South
Asia, an impressive increase of
21 million since 1999.
• The regional gross enrolment
ratio (GER) of 42% indicates
that a majority of children in
the region were still excluded
from pre-primary education in
2008. For example, in India pre-primary enrolment rates grew
faster in the first half of the decade than they did after 2004.

ECE and South Asia:
Global Monitoring Report

• In Bangladesh, the average attendance rate in pre-school
programmes was about 15%, but children from the wealthiest
homes were 1.4 times as likely as poor children to attend an early
learning programme.

The Republic of India
About
Location: Bounded by the Indian
Ocean on the south, the Arabian
Sea on the south-west, and
the Bay of Bengal on the southeast
Population Growth rate: 1.3% .
Education Budget: $10.39
billion
Literacy rate: 62.8%.
High school enrolment: 25%.

ECE in India
Definition and Age Ranges
Early Childhood Care and Education (ECCE) (0-6 years),
including an array of public private and NGO-sponsored
programmes, crèches for working mothers and pre-primary
section in schools (3-6 years).

History
The first preschool education center was established in Gujarat
by Gijubhai Badheka and Tarabai Modak under the influence of
Madame Montessori.

ECE in India
Institutional Opportunities
• ECCE has been included as a
constitutional provision in Article 45:
“The State shall endeavor to
provide ECCE for all children until
they complete the age of six years”.
• ECCE in Successive Five Year
Plans
• ECCE provisions in India are
available through three distinct
channels -- public, voluntary and
private.

ECE in India
 Public Initiatives: 130 programs which target the
development of children specifically 0-6 years.
• Integrated Child Development Services (ICDS):
• Maintained by the Ministry of Women and Child
Development (MWCD).
• 6113 sanctioned projects in all 35 States.
• Provides health, nutrition and preschool education
services to children, from pre natal stage to the age of
six years and to pregnant and lactating mothers.

ECE in India
 Public Initiatives: 130 programs which target the
development of children specifically 0-6 years.
• National Crèche Fund
• Provides day care facilities, additional nutrition,
immunization, medical and health care and recreation
services to children below five year.
• Rajiv Gandhi National Crèche Scheme for Working
Mothers
• 22038 crèches have been certified
• 25 babies for eight hours i, e from 9.00 a.m to 5.00 p.m
• Preschools attached to primary schools: 14.27 %

ECE in India
 Voluntary Initiatives:
• Ruchika, SEWA, Nutan Bal Sangha.
 Private Initiatives:
• 20 million children receive ECCE from privately owned
programs (Sharma, 2008)

ECE in India
Institutional
Opportunities

ECE in India

The Islamic Republic of Pakistan
About
Location: Southern coast of
the Indian subcontinent in South
Asia.
Population Growth rate: 1.8%.
Education Budget: Rs 95442
million (2.2% of the GDP)
Primary school enrolment:
2,26,50,000.

ECE in Pakistan
Early Childhood Education (ECE), termed Katchi or preprimary, is defined as both formal and informal as well as public
or private education services for children aged 3-5 years; a new
effort is underway to formally reintroduce the pre-primary class
as the first year of primary school.

ECE in Pakistan
 ECE in National Education Policy (1998-2010) :
“Katchi class at primary level shall be introduced as a part of
the effort to improve achievements of pupils” and “Katchi
class shall be institutionalized in the primary cycle gradually
and progressively.”
 The Medium-Term Development Framework (MDTF
2005-2010), a five-year plan, also supported ECE.
 Responsible ministries:

ECE in Pakistan
ECE provisions in India are available through two distinct
channels – public and private.
Public Initiatives:
• In the public sector, there are two kinds of public
services: (a) traditional style and (b) improved style.
• In the traditional style, there are no special funds for
ECE and the regular primary teacher allocates a portion
of his/her time in teaching “Katchi” students.
• In the improved style, ECE is being provided in a
limited number (less than 1% of all public primary)
schools – in almost 100 rural public schools by the

ECE in Pakistan
Federal Directorate of Education (FDE) in Islamabad
Capital Territory (ICT).
• In Sindh, the Aga Khan Education Service Pakistan is
implementing the Improving Pre-Primary and Primary in
Sindh (IPPS) in community-based rural schools since
1995; and the Teachers’ Resource Centre (TRC) is
implementing the ECE Programme (ECEP) in Karachi
government and district municipal schools since 1998.

ECE in Pakistan
• In Punjab, Plan International began an ECCD programme
in 7 centers in Chakwal district in 2002, while in the same
year, the Department of Literacy and Non-formal
Education established rural ECE centers in rural
government schools in several districts of Punjab.
• There are several ECE centers operated by the
Departments of Literacy in Punjab and Sindh within the
premises of the formal primary schools.

ECE in Pakistan
• Besides the katchi classes, several private schools also
conduct pre-primary classes. Nursery, kindergarten or
Montessori style education are offered in profit-making
private schools, usually operating in urban localities; and
enrolling children aged 2-5 years taught in proper
classrooms by well-trained teachers using proper ECE
materials.

ECE in Pakistan
• Enrolment rate: In 2003/04, there were a total of 3,573921
children (487,598 in urban and 3,044,303 in rural areas), with
44.1% girls and 55.9% boys, enrolled in katchi or pre-primary
classes in government schools in Pakistan. In urban areas,
52% were girls and 48% were boys. In rural areas, 43% were
girls and 57% were boys.

ECE in Pakistan
Institutional
Opportunities
• Enrolment rate:

ECE in Pakistan
• Enrolment rate by areas

The Democratic Socialist Republic of Sri Lanka
About
Location: Southern coast of
the Indian subcontinent in South
Asia.
Growth rate: 0.8%.
Youth literacy rate: 98%.
Primary school enrolment: 99%.

ECE in Sri Lanka
Early Childhood Care and Development (ECCD) (conception5years), including public, private and NGO-run early childhood
development centres and pre-schools (primarily 3-5); These are
differentiated from day-care centres and crèches which are
designed with a focus on custodial care for children of working
parents.

ECE in Sri Lanka
 A National Education Plan on Early Childhood Care and
Education was presented to Parliament in 2004 as a Sessional
Paper:
• Pre-school education and ECCD have been included as a
subject under the Education Reforms of 1997.
• Provincial Councils and Local Government Authorities
will be encouraged to maintain ECCD centres
• Children’s Secretariat of the Ministry of Women’s Affairs
• Ministry of Education and Higher Education

ECE in Sri Lanka
ECCD provisions in Sri Lanka are available through three
distinct channels – public, NGO’s and private.
• The Children’s Secretariat has developed a set of
guidelines for pre-schools and trained NGOs personnel in
the districts to adopt these guidelines. In addition it has
developed Communication and Education materials on
home – based ECCD activities.
• Steps have been taken at provincial level to strengthen
Provincial Councils for ECCD activities and a cell for
ECCD activities has been established.
•

ECE in Sri Lanka
• The Open University of Sri Lanka offers a diploma
course in pre- school education and this diploma is
considered as a recognised qualification for pre – school
teaching.
•Arrangements are already being made to establish a
Department of Child Development with a Child Study
Centre at the Open University of Sri Lanka.

ECE in Sri Lanka
• Several Surveys:

ECE in Sri Lanka
NGO and Private Initiatives:
• Sarvodaya: A Local NGO working on ECCD.

ECE in Sri Lanka
• New entrants to Grade 1
with ECCD experience

ECE in Sri Lanka
• Gross Enrolment rate

The Kingdom of Bhutan
About
Location: Eastern end of
the Himalayas and bordered to
the south, east and west by
India and to the north by China.
Growth rate: 1.5%.
62,446 students.

ECE in Bhutan
Early Childhood Care and Development (ECCD), including
private day-care centres (enrolment of only 211 children). This
is considered separate from the pre-primary class (age 6).

ECE in Bhutan
 A draft ECCD policy and guidelines were formulated in
2003 and have been incorporated into the Guidelines for
Establishment of Private Schools.
• The ECCD section of the Ministry of Education (MOE),
in close collaboration with the District Education Offices.
 Since it is a fairly new intervention, no other sectors are
involved apart the government. However, private
entrepreneurs are encouraged to operate day care centres,
some of which have been established in the capital.

ECE in Bhutan
 Public Initiatives:
• Child-care programmes are developed and implemented
using the national radio, TV and other social forums;
• The subject of early childhood development is an integrated
component of the non-formal education programme;
• The government has been encouraging private individuals
and entrepreneurs to set up child-care centres and nurseries in
areas where demand for such programmes exist (8 centers
have been created in the capital)
 Special projects aiming at improving ECCE: Not Available

ECE in Bhutan
• Net Enrolment rate: 2007-2010 (88.5%)
• Gross Enrolment rate

The Federal Democratic Republic of Nepal
About
Location:
located
in
the Himalayas and bordered to
the north by China, and to the
south, east, and west by India.
Growth rate: 1.7%.
Total enrolment: 7.2 million
students.

ECE in Nepal
Early Childhood Development (ECD) (0-5 years), including
school-based, community-based and privately run pre-primary
and kindergarten schools.

Pre-primary education is not currently part of the formal
education system
 The EFA National Plan Action and the EFA Core Document
2004-2009 in Nepal have made commitments to expand and
improve ECD provision throughout the country.

ECE in Nepal
 General policies and program
• Strategic Paper for Early Childhood Development in
Nepal (2004)
• ECD in the Tenth Plan (2002 - 2007)
• ECD in Ten Year National Program of Action for
Children and Development.
• ECD in Basic and Primary Education Master Plan (19972002)
 25% of ECD centres will be established in the
disadvantaged and poverty-ridden pockets of the country.

ECE in Nepal
• At present more than 7,023 community-based ECD centres
are in operation across the country, which are receiving
technical support from the Department of Education and
District Education Offices through Resource Centres. These
centres are not enough to accommodate all children between 3
to 5 years of age. The Government is providing support to
community based ECD centres for facilitator's salary (Rs
13,000 per year), establishment costs (Rs 2,000 each), basic
material costs (Rs 1,000 each) and a maximum of Rs 27,000 to
match the fund collected by the community.

ECE in Nepal
• The National policy had aim to construct 6,000 new ECD
centres within the school year of 2005/6. The government
reported that they will achieve their target construction. The
long term plan is to have a total of 13,000 centres by 2007 and
74,000 by 2015.
• The government has planned to establish 45,000 Early
Childhood Development centers all around Nepal and to day,
have completed 30,000 centers.

ECE in Nepal
• Almost all of the 4,004 private schools in Nepal have preprimary nursery and kindergarten classes. These private
schools have 3 sections: nursery, lower KG and upper KG.
• There are 1,079 community and school based Early
Childhood Centres directly supported by other agencies than
the government (UNICEF, Save the Children US and Norway,
Plan, World Vision, ETC and Seto Gurans).

ECE in Nepal
• Enrolment rate

ECE in Nepal

The Republic of Maldives
About
Location: stands in the Laccadive
Sea, about 700 km south-west
of Sri Lanka and 400 km southwest of India.
Growth rate: 1.3%.
99.5% (42% of the total
population).

ECE in Maldives
Pre-Primary Education (PPE) (4-6 years), including centrebased preschools and a traditional home-based early learning
programme, in addition to non-formal and community education
initiatives

ECE in Maldives
 The EFA goal of expanding and improving comprehensive
ECCD was included in the Fifth and Sixth National
Development Plans, the Education Sector Master Plan (19952005), 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%.
• ECCD Unit, Educational Development Centre

ECE in Maldives
 Pre-primary schools are entirely administered by the private
sector. However, the government organizes and provides
teachers training locally and some subventions primarily in the
form of teachers’ salaries. There is an increasing demand from
the islands for the establishment of pre-schools at a wider
scale. The government strategy is, however, to strengthen the
programme of assistance to traditional pre-school centres in
order to promote and develop early childhood care and
education.
 Currently there are 190 pre-primary schools in the country,
with an enrolment of more than 12,000 children.

ECE in Maldives
 In 2006, there were 178 pre-schools in the country. All but
12 islands have established preschools.
 There were 54 government schools, 48 community schools
and privately owned 76 schools. The majority of the schools in
the country were established about 10 years ago.
 1 million rufiyya was allocated in 2006 and a further 1
million rufiyya was allocated in 2007 for ECCD support, in
the government budget.
 Community information sessions: a 52 week media
campaign on radio and television that ran from 2001-2002
focused on the social and emotional needs of children.

ECE in Maldives
• Enrolment rate:

ECE in Maldives
The number of children attending a pre-school has risen from
66% to 79% from 2000 to 2005

The People's Republic of Bangladesh
About
Location:
bordered by
India and Burma and by the Bay
of Bengal to the south
Growth rate: 1.3%.
93.52% .

ECE in Bangladesh
Early Childhood Care and Education (ECCE) (3-5 years), in
school-based pre-primary classes, community-based classes held
in school areas, and home-based programmes

 Operational Policy Framework for PPE set national standards
for monitoring developmental readiness in early childhood and
learning programmes with age-based criteria.
 Three types of Program: a) School-based Formal ECCE
Program b) Non-formal Community-based ECCE Program and
c) home-based programmes

ECE in Bangladesh
 Responsible ministries: There are four ministries that
provide early childhood services:
• Ministry of Primary and Mass Education: Baby class in
primary schools and playgroups.
• Ministry of Women and Children Affairs: Day care
centers and pre-primary education.
• Ministry of Health and Family Welfare: Immunization
and nutrition.
• Ministry of Social Welfare: Orphanage and children’s
home.

ECE in Bangladesh
 Government Initiatives:
• There is no national mechanism set up specifically to
coordinate the different sectors for early childhood. No
major initiatives have yet been taken to promote sectoral
coordination. Recently, however, the Ministry of Women
and Children Affairs has made an effort to mobilize actors
across different sectors in the government as well as actors
in the field to implement the Shishu Academy, which runs
integrated pre-primary education for 4-5-year-old children.
• No structured ECED activities except ‘baby classes’ in a
good number of primary schools for 4-5 year old children.

ECE in Bangladesh
 Government Initiatives:
• The Integrated Non-formal Education Program (1991-97)
of the government had the only ECED program component
with a target of 75,000 4-5 year old children. The project
covered 63,000 children by 1997.
• The Primary Education Development Program (PEDP I,
FY1997-2003) proposed to establish ‘baby classes’ in
60,000 schools (government and registered nongovernment primary schools, GPS and RNGPS) and
allocated funds for one million books, display and play
equipments per year.

ECE in Bangladesh
 Non-Government Initiatives:
• UNICEF, SC-USA, PLAN Bangladesh and Bangladesh
Shishu Academy have been instrumental in creating a
national ECD network. The network so far has enrolled
more than 110 potential partners and organizations
(Government and NGOs) to promote collaborative
initiatives in the area of early learning and education.
• Chittagong Hill Tract Development Board, Islamic
Foundation (public/government with support from donors),
Kindergarten Associations (private) are also working in
this regard.

ECE in Bangladesh
 Non-Government Initiatives:
• BRAC has initiated its own pre-primary class of one year.
Currently 17095 pre-primary centers are in operation with
about 120000 children. The number of the center will be
increased to 25,000. So far, 95% of children who finish this
one-year pre-primary programme proceed to primary
education. Ministry of Primary and Mass Education
cooperate with BRAC in this pre-primary education
programme.
• UNICEF supported 2480 pre-schools under ECD project of
Bangladesh Shishu Academy in 3 Chittagong Hill Tracts.

ECE in Bangladesh
• Target of Government:

• Present Enrolment rate:

ECE in Bangladesh

ECE in Bangladesh
• Gross enrolment: 2.6 million
• 1.05 million in ‘baby class’ in 42,000 GPS and RNGPS
• 484,000 in kindergartens, 242,000 in madrasahs.
• 46,875 in ‘Para’ (neighborhood) centers for ethnic minorities
in Chittagong Hill Tracts and Rajshahi.
• 33,800 in non-government institutions, and 7,500 in
orphanages, Day Care Centers and pre-school centers run under
the Ministries of Social Welfare and Women and Children
Affairs.
• Of the 4.54 million new entrants in primary Grade I 52% had
attended pre-school program.

References
• Country profile prepared for the Education for All Global
Monitoring Report 2007, UNESCO. Strong Foundations: Early
Childhood Care and Education (Bangladesh, India, Pakistan,
Maldives, Sri Lanka, Bhutan and Nepal).
• Regional overview of the UNESCO EFA Global Monitoring
Reports (2007-2011).
• EFA Mid-Decade Assessment, 2007: ECCE in Bangladesh.
• Wikipedia (For the Definitions and Country Descriptions).
• Early Childhood Care and Education in the Asia Pacific
Region: Moving towards Goal 1 (Nirmala Rao and Jin Sun).
• Early Childhood Care and Education in E-9 Countries: Status
and Outlook, UNESCO.

References
• EFA Mid-Decade Assessment, 2007: ECCE in India.
• ECD in Bangladesh: A Policy Paper.
• Evaluation of UNICEF’s ECD Programme: Nepal Country
Case Study Report.
• EFA Mid-Decade Assessment, 2008: Country Report Pakistan.
• EFA Mid-Decade Assessment, 2007: PPE in Maldives.
• EFA Mid-Decade Assessment, 2007: ECCD in Srilanka.

Institutional Opportunities for Early Childhood Education (ECE) in the South Asian Region

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