ECD in Action
Quality Education & Care for Young Children
“Education…is the
seed and flower
of development.”
Harbison and Myers
Technical ECCD Workshop
Cape Town, July 26, 2010
Ruth Kagia Country Director
We cannot always build the future for our youth but we can
build the youth for our future.
Franklin D. Roosevelt (32
ECD provides the Roots


It’s the foundation of human-capital
formation
utero-6 yrs critical brain pathways &
processes developed when progressive
transformations occur (Heckman 2006)

external influences in early childhood
have long life effects

The environment affects the number of
brain cells and connections among them
and the way these connections are "wired”
nd
US president 1882 - 1945)
And the wings
 Alters the developmental trajectory of
a child
 Has the highest rate of development
return (see High/Scope Perry preschool program in notes below)
 is the most cost-effective way to
reduce poverty and to foster economic
growth because of cognitive,
psychosocial, health and productivity
benefits
Scientific evidence to support ECD investments
Four concepts have emerged from decades of mutually independent research in
economics, neuroscience, and developmental psychology:
1. The architecture of the brain and the process of skill formation are both
influenced by an inextricable interaction between genetics and individual
experience.
2. Both the mastery of skills essential for success and the development of
their underlying neural pathways follow hierarchical rules in a bottom-up
sequence such that later attainments build on foundations that are laid
down earlier.
3. Cognitive, linguistic, social, and emotional competencies are
interdependent, all are shaped powerfully by the experiences of the
developing child, and all contribute to success in the workplace.
4. Although adaptation continues throughout life, human abilities are formed
in a predictable sequence of sensitive periods, during which the
development of specific neural circuits and the behaviors they mediate are
most plastic, and therefore optimally receptive to environmental
influences
Nobel laureate in economics James Heckman Heckman 2006).
Global snapshot of stunting
in the young – Africa and India are locus
Source: Disease control prevention project, www.dcp2.org Nov 2008
Global snapshot of stunting
in the young – Africa and India are locus
•
South Asia is home to 50% of
the world’s stunted children < 5
yrs of age
• 74 million out of 178
million
• Africa has 57 million of 178
million
• Maternal and child undernutrition is underlying cause of
3.5 million deaths, 35% of the
disease burden in children
younger than 5 years, and 11% of
total global DALY’s”
(Disability-Adjusted Life Years).
Map source: Disease control prevention project, www.dcp2.org Nov 2008, Data from Copenhagen Consensus
Challenge Paper
Reversing the cycle of poverty
By 2040 Africa will be home to one in five of the world’s young people and will have the world’s
largest working age population. Will these people be an asset or a liability?
Eight Ingredients of Good Education Systems
(McKinsey 2007)
Eight ingredients of great systems
PEOPLE
Select great
people for
teaching
Train them
well at the
outset
Constantly
strengthen
their classroom
practice
Provide
universal
pre-school
Fund
equitably
and
consistently
POLICY
Select great
leaders and
develop them
well
Tackle
failure
quickly
Set
world-class
standards
World Bank 1993



–
–
–
–
Exponential & sustained economic growth
Getting & maintaining fundamentals right
Sustained accumulation of human capital:
Education & economic policies juxtaposed and aligned
Education system, integrated, diverse and comprehensive
Focus on equity and quality
Education & values endogenous, economic linkages
exogenous
Japan
Australia
Liechtenstein
Netherlands
Finland
New Zealand
Estonia
Hungary
Hong Kong-China
Germany
Canada
Ireland
Korea
Czech Republic
Japan
Switzerland
Australia
Austria
Liechtenstein
Sweden
Netherlands
United
Kingdom
New Zealand
Finland
Belgium
Hungary
Estonia
Denmark
Germany
Hong Kong-China
Spain
Ireland
Canada
Slovak Republic
Czech Republic
Korea
Iceland
Switzerland
Japan
Norway
Austria
Australia
France
Sweden
Liechtenstein
Luxembourg
United
Kingdom
Netherlands
Greece
Belgium
New
Zealand
United
States
Denmark
Hungary
Portugal
Spain
Germany
Italy
Slovak Republic
Ireland
Israel
Iceland
Czech Republic
Norway
Switzerland
France
Austria
High Income
- avg
Luxembourg
Sweden
Developing
- avg
Greece
United Kingdom
UnitedBelgium
States
Portugal
Denmark
Macao-China
Italy
Chinese Spain
Taipei
Israel
Slovak Republic
Slovenia
Iceland
Croatia
Norway
Poland
High Income
- avg
France
Latvia
Developing
- avg
Luxembourg
Lithuania
Greece
ussian Federation
United States
Serbia
Macao-China
Portugal
Chile
Chinese
Taipei
Italy
Uruguay
Slovenia
Israel
Bulgaria
Croatia
Jordan
Poland
Thailand
Latvia
High Income
- avg
Turkey
Lithuania
Developing
- avg
Romania
ussianMontenegro
Federation
Serbia
Mexico
Chile
Macao-China
Argentina
Uruguay
Chinese
Taipei
Colombia
Bulgaria
Slovenia
Brazil
Jordan
Croatia
Indonesia
Thailand
Poland
Tunisia
Turkey
Latvia
Azerbaijan
Romania
Lithuania
Qatar
ussianMontenegro
Federation
Kyrgyzstan
Mexico
Serbia
Argentina
Chile
Colombia
Uruguay
Brazil
Bulgaria
Indonesia
Jordan
Tunisia
Thailand
Azerbaijan
Turkey
Qatar
Romania
Kyrgyzstan
Montenegro
Reversing cycle of poverty: Relentless focus on Quality
PISA 2006 Results
100
100
80
80
60
40
20
0
-20
-80
-100
Level 1
60
40
20
0
-20
High Income Countries
High Income Countries
High Income Countries
Averages High Income Countries
-40
-40
-60
-60
Developing Countries
Developing
Averages
Developing
Countries Countries
Developing
Countries
-80
Below
Level 1
Level
-100 1
Level
21 1
Level
Below
Level
Level
3 Level
4 Level
5 Level
6 Level
Below
Level
2 1Level
Level
3 2Level
Level
4 3Level
Level
5 4
Percentage of students at each proficiency level on the science scale
LevelLevel
6 5
Lev
What would it take to harness ECD
potential?
• Policies: national vision and strategy, established
standards and measurable indicators
• Integrated programs: combining nutrition,
health care, active interaction, linked to endogenous models
and to primary schools.
• Focus on disadvantaged and vulnerable
• Partnership with stakeholders: private sector,
parents, communities
What are the key ECD
opportunities/challenges in your country?