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The status of Early Childhood Care and Education in Bangladesh

The status of Early Childhood Care and Education in Bangladesh. South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 And Beyond”. 27 - 29 August 2012 Delhi, India. On behalf of the Bangladesh Team: Md. Harunur Rashid,

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The status of Early Childhood Care and Education in Bangladesh

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  1. The status of Early Childhood Care and Education in Bangladesh South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 And Beyond”. 27 - 29 August 2012 Delhi, India On behalf of the Bangladesh Team: Md. Harunur Rashid, Joint Secretary, Ministry of Primary and Mass Education, Government of Bangladesh

  2. Country Profile People’s Republic of Bangladesh has emerged as an independent country in December 1971. It is a densely populated country with the following demographic features: • Total area : 147,570 sq. kilometres • Population : About 152.51 million (M:76.35 m, F:76.16 m) • Population growth rate : 1.37 percent • Density of Population/sq. Kilometre: 1015 • Life expectancy: 64.5 years • Literacy rate: 59.82%(15 years+) • The estimated per capita income : US$ 848 • Division : 6 , District : 64 , Upazila (sub-district) : 503 Union : 4484 , Village : 87319 , • Urban population :22 % , Rural Population : 78%

  3. Background of ECCE in Bangladesh • Early childhood development initiatives got momentum from late nineties though some scattered initiatives were there even from 1972. (Govt. day care centers –1984, Concern-1972, SC-USA – 1983); • Although government’s commitment were reflected through different plans and policies (PRSP, NPAC), first initiative on school readiness was implemented through Informal Education Project in 1991 (Coverage was 63000 children); • However, concept, practice, development of models came form NGOs such as : Plan Bangladesh-1997, SC-USA- 1998, GSS – 1996, Phulki –1996, BRAC – 1997, VERC – 1997, ECD Unit – 1997 (Plan & Save), GS – 2005, DAM -2005;

  4. Government Commitment: International • Both the World Declaration on Education For All (Jomtien, 1990) and the Dakar Framework for Action (2000) have underscored the importance of Early Childhood Care and Education (ECCE) as part of a comprehensive approach to achieving Education For All (EFA). • Several international and national commitments of the Government of Bangladesh, besides the EFA commitments (1990 and 2000) are relevant for policy and operational guidelines in early childhood development. These commitments relate to the UN Convention on the Rights of the Child (1989), • Convention on the Elimination of All Forms of Discrimination Against Women (1979) and the Millennium Development Goals (2000) adopted by the United Nations.

  5. Government Commitment: National Constitution of Bangladesh (1972); First Education Commission (1974); National Plan of Action for Children(2004-09); EFA NPA-II(2005-09); Non-formal Education policy- 2006; PPE operational Framework -2008; National Education Policy -2010; National Children Policy -2010; Sixth Five year plan(2011-2015); Third Primary Education Development Programme (PEDP-3)- 2011-2016 Comprehensive Early Childhood Care and Development (CECCD) policy -2012 (draft)

  6. Commitment to practice • Pre-primary education under INFEP project (1991); • Government circular on “baby classes” in primary schools (1994); • A Primer for Pre-Primary Education published (1997); • Pre-primary classes in Govt. primary schools by BRAC and Save the Children(2002) and Plan Bangladesh (1997); • Early Learning Centres and Preschools implementation by 1st national project of BSA/MOWCA with UNICEF/Plan support – preschools in CHT & other locations (2000-06); • 2nd phase of national project – Early Learning centers with preschool/playgroup in CHT and other remote locations (2006-12).

  7. Commitment to practiceContinued... • It was only 2001, when government launched the first national project on Early Childhood Development through BSA of MOWCA with the technical support from Plan Bangladesh and financial support of UNICEF. • GoB is working on ECD focusing on program model development, curriculum/material development, awareness building, professional development, service delivery etc.

  8. Major achievement under first national ECD project (2001-2006) • Awareness raised at all level ( from policy to family) through an advocacy and communication campaign; • With the support from UNICEF and experienced NGOs ( Plan Bd, BRAC, GS), government designed pre-school model and started to pilot in CHT areas from 2002 and plain Land (rural & urban) from 2003. • Strengthened institutional and professional capacity of government and partners for implementing ECD activities; • With the support of NGOs ( SC-USA, Plan Bd, FIVDB, CAMPE and others) and Institute of Educational Development, BRAC University established a network called BEN comprising all GO, NGO,UN and Institutions working in the field of ECD in Bangladesh; • Initiated 2nd phase of the project called ELCD project by shifting focus from family to early learning center;

  9. Major achievement under 2nd phase national ELCD project (2006-2010) • Established around 8000 early learning centres ( Pre-school & Play group) through government and NGOs structure in urban and rural areas including CHT, refugee camps, tea garden, central jails etc ; • Incorporated ECD module in to medical professional course (Under graduate, post graduate course and nurses course) ; • Incorporated ECD module into training course of government health and family welfare’s field level workers and field level managers. • Draft comprehensive ECCD policy and ELDS developed and currently under MOWCA for approval; • Initiative taken to mainstream school readiness initiative through government system;

  10. Shifting mandate: MOWCA to MOPME • Gradually the focus and mandate of pre-schooling shifted from Ministry of Women and Children Affairs (MOWCA) to Ministry of Primary and Mass Education (MOPME).(2006-2007); • Pre-schooling becomes a priority agenda for government to ensure quality primary education and address dropout, retention, attendance and even enrollment; • MOPME, under Primary Education Development Project (PEDP)- II a joint collaboration of GOB & 9 DPs and with the support of BEN has taken initiative to develop an operational framework for pre-primary education. (2007); • Pre-primary education operational framework developed and approved by MOPME with a provision and guideline to introduce one year pre-school program through primary school.(2008);

  11. ECCE framework-2008 and pre-primary education • In keeping with EFA goals, GoB recognizes the need for and importance of early childhood care and pre-school education for children in the age range of 3-below 6 years to ensure the well being of children, their physical and mental development and effective participation in primary education. • The specific objective of pre-primary education is to provide all necessary care and education to young children for their development through physical, cognitive, linguistic, social and emotional growth. The operational framework provided a matrix of developmental domain, curricular framework and operational strategies with a future direction

  12. ECCE framework-2008 and pre-primary education Continued... • At present, pre-primary education program is serving children aged 5 to below 6 years in all over Bangladesh with priority to children of poor families, disadvantaged communities, ethnic minorities, children with various disabilities, and children living in geographically remote areas. The ultimate target is to cover all the children of 3 to <6 age group throughout the country.

  13. Objectives of ECCE and Pre-Primary The specific objectives set in ECCE framework would include, among others, the following: a. To provide all the necessary care and education to young children that will help their development through physical, cognitive, language, social, and emotional growth and change; with due attention to children of disadvantaged groups, children with special needs, and children of ethnic minorities. b. To support language development of children through active interaction among and with children and creating opportunities for using the skills. c. To support parents and other caregivers by providing knowledge and skills necessary to meet children's developmental needs. d. To create a congenial and child friendly atmosphere at home, community and places of learning so that children benefit fully from care and learning activities. e. To develop and train the trained human resources and support them effectively to carry out their work in early care and education of children.

  14. Pre-primary learning outcomes set in ECCE framework Participant children in the pre-primary education, on completing the course, will be able to: a. Say own name, name of parents, address of family and own date of birth, b. Say names and function of different parts of the body, c. Follow social practices - say greetings, respect elders, giving thanks, ask permission and engage in appropriate social interaction with relatives and friends, d. Recite children's rhymes, sing children's songs, national anthem and tell stories, e. Categorize similar objects/articles and differentiate dissimilar objects or articles, f. Draw and name circle, triangle, rectangle.

  15. Pre-primary learning outcomes set in ECCE frameworkcontinued… g. Recognize and tell the names and functions of natural objects around them e.g., flower, fruit, fish, bird, animal, sun, moon, tree, transport, weather, land and water, h. Show creativity by making objects, toys/ play materials by self choice using block, clay, leaf, paper, sticks etc., i. Count, recognize, read and write numbers from 0-20, j. Do simple addition and subtraction (with numbers below 10), k. Recognize, read and write Bangla letters, l. Read and write words composed of two Bangla letters, m. Describe events from picture, n. Have an expressive vocabulary of words presented in Class 1 reader, p. Recognise or say opposite word for known word.

  16. Core materials for pre-primary education • Implementation of the pre-primary education curriculum will require the preparation and availability of the following materials: ■ The curriculum content, ■ Trainers' manual, ■ Teacher's guidebook/manual, ■ Set of toys/ blocks for play, ■ Children activity book/exercise khata, ■ Alphabet chart/ alphabet blocks/0-20 number blocks, ■ Bangla primer, ■ Math primer, ■ Picture book providing new and known environmental objects, ■ Number chart, ■ Story books. NCTB is committed to develop these materials with the help of the experts in this field by December 2012 so that these could be distributed by January 2013 in PPE classes

  17. Supplementary materials • The following materials will be desirable to have in pre-primary education centers and should be progressively made available: ■ Pictorial books, ■ Health and environment charts, ■ Story cards, ■ Word, number and memory games, ■ Audiovisual materials. NCTB will also develop the Supplementary Reading Materials through engaging experts.

  18. Operationalizing the policy into practice • Initiative taken by the Directorate of Primary Education (DPE) to implement PPE operational framework ,engaging development partners, academicians and professionals. • High level technical and coordination committees on PPE has been formed and activated by MOPME with representatives from GO NGOs and DPs. • PPE national curriculum is approved and overall package development is underway with technical support from UNICEF by NCTB involving representatives from BEN and other relevant Stakeholders;

  19. Operationalizing the policy into practice contd …. • With support from UNICEF, interim PPE package developed and introduced through government primary schools (37672 GPS & 22961 RNGPs by 2011); • Interim training and orientation plan on PPE developed and implemented by DPE; • GO-NGO collaboration guideline and implementation plan have been approved;. • Every school shall have pre-primary class by 2013; • National Education Policy 2010 approved with a provision of one year pre-primary for children of 5–below 6 years and gradually it will be extended for 4+ children ;

  20. Capacity Building • To introduce PPE at every primary school all the field level Officers related to Primary Education were oriented on PPE; • 64 ADPEOs, 108 PTI Instructors, 1006 Instructors & Asst. Instructors of URC and 503 AUEOs were trained up as TOT on PPE interim package in the year 2009-2010; • One teacher from each GPS (37672) and 2243 teachers from 2243 RNGPS were trained up on the PPE interim package; • All of the Head Teachers were oriented with PPE; • Post of 37672 teachers created to serve PPE; • Content on Preschools, early childhood issues have been incorporated into the Diploma in Education Courses for all primary school teachers

  21. Children Aged 4 and 5 Years by Sex according to Population Census -2011

  22. Number of Schools and Pre-Primary Enrollment as per ASC- 2011

  23. Number of students in Grade 1 with Pre_primary experience 2011

  24. Number of Schools and Students by type in 2011

  25. Other Achievements • Mothers assembly is held in school regularly and they are informed and advised on children’s nutrition, health, cognitive and social development; • Following poverty map, mid day meal –fortified biscuit of 75 gram is given to poor children in extremely vulnerable areas; • Presently teachers for grade 1-5 teach in pre-primary; new teachers are required to operate pre-primary classes and at least 15000 will be recruited in 2012; • Enrollment reached 99.47% by 2011,drop-out reduced from 50% to 39.8% over last three years after implementation of Preschool in primary schools and other ECD projects by development agencies;

  26. Major program for next five years • One year pre-primary class will be implemented as an integral part of primary education development program (PEDP-3) with the provision of: • Appointment of 37,672 new teachers for PPE; • Construction of 31,685 new class rooms; • Installation of 39,300 tubewells,127955 toilets for boys and 15246 for girls; • Incorporation of PPE module in Diploma in Education curriculum; • Establishment of PPE unit in Directorate of Primary Education; • Introduction of Minimum standard and monitoring system; • Partnership with NGO and private sectors (PPP); • Alternative approach for marginalized groups; • Involvement of community; • Strengthening Institutional and professional capacity; • PPE mapping, Data base and expansion plan ;

  27. Challenges • Resource mobilization for PPE; • Training and capacity building of of all Primary School Teachers, supervisory staff; • Social mobilization and awareness buildup activities among stakeholders; • Coordination among ministries, NGOs and DPs; • Developing and expanding ECD services for young children(4+) according to National Education Policy-2010; • Ensuring program support for the disadvantaged people and hard to reach population, particularly urban working parents, hilly areas, coastal belt, haor and char people;

  28. Challenges contd… • Making ECCE services inclusive – especially developing and expanding programs for early detection and care of children with special needs; • Priority and urgency in policy initiatives – especially, comprehensive ECCD policy and measures to implement the revised national child policy & national education policy.

  29. Conclusion • Despite funding constraint GoB has been implementing PEDP-3 with a total fund layout of US$8.3 billion from 2011 to 2016. Nine DPs committed US$1.055 billion and the rest will be from GoB revenue; • PEDP-3’S Goal is to provide” quality education for our children”; • Specific objective has been set to establish an efficient inclusive and equitable primary education system delivering effective and relevant child-friendly learning to all children from pre-primary through Grade- 5 primary; • Despite all limitations, an efficient program structure with technically sound human resource could ensure a proper beginning of the ECE-the pre-condition for quality primary education. Bangladesh is advancing though slowly but with an steady step.

  30. THANK YOU

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