Early Childhood Education and Development (ECED) in Indonesia:

An Investment for Life

Country Context

• Population: 214 million

• GDP per capita: $1,140

• Net primary enrollment ratio: 93%

• Net junior secondary enrollment ratio: 65%• Gross ECED enrollment ratio: 8%-21%

(global average for low-income countries 24%)

• Huge disparities between rich and poor

Bank-Government relation

• Limited or no-lending in the sector for six years.• Sectoral dialogue strained

– need to re-build trust on both sides– Difficult to move forward in basic education

• Start with identifying stepping stones– An ongoing ECED project about to close.

• Identifying and building champion(s)– Director of Non-Formal Education in charge of

developing medium-term sectoral strategy

Re-Opening Sectoral Dialogue

• Bank support for developing comprehensive sectoral strategy from ECED to tertiary education

• Participatory ESWs-10 pieces of just-in-time, demand-driven analytical work– Process more important than final report– Workshops and presentations has more

impact

• Involving donors

Building Champions

• Identify key actors– Ministries of Planning and Finance

• Use active learning pedagogy– involve key government officials/policymakers

in presentations (adviser to Minister of Planning presented at the Bank ECED symposium)

• Identify key processes– Govt. has different timetable and processes

ECED awareness raising

• Public investment in ECED: 0.05%• Benefits of ECED not widely known• Carried out cost-benefit analysis• National and regional workshops

– Involving all stakeholders, NGOs, Ministries of Health, Women Empowerment, Parliament, academic community

– Bupatis (District majors) to sign letter of commitment

Investing in ECED yields high

returns

Cost-benefit ratio

Children from the lowest expenditure quintile 6.93

Children from the 2nd lowest expenditure quintile 5.33

Children from the middle expenditure quintile 4.71

TOTAL 6.01

Summary of Cost-Benefit Ratios for Indonesia

50 55 60 65 70

Not CompletedElementary

Elementary

J unior High

Senior High

Higher Ed

School readiness test scores

Non ECD With ECD

The project was successful in producing the desired long term outcomes in children and helped build momentum for the expansion of ECED services

The Impact of the ECED Pilot Project

on Children’s School Readiness

Building from Lessons Learnt

• From Indonesia ECD, and worldwide

• From Indonesia CDD programs– Pillars of anti-corruption– Integrated services using existing health,

mothers education programs– Reaching the poor

Objectives:• Identify priorities for expanding cost-effective

and sustainable ECED interventions

The report• Presents the current situation;• Identifies main challenges; and • Suggests recommendations

I. ECED Sector Work

1. Progress in Human Development

• Remarkable progress over the last decades,

BUT despite progress

• Indonesia lags behind many of its neighbors on HD outcomes;

• There are wide disparities between poor and rich districts and between socio economic groups on HD outcomes;

Infant Mortality Rates (per 1,000 live births) in Selected Districts

Wide disparities between districts

0

10

20

30

4050

60

70

80

90

Sam

pang

Cen

tral

Lom

bok

Eas

tL

ombo

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Wes

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ombo

k

Sam

bas

Yog

yaka

rta

Pala

ngka

Ray

a

Tan

aT

oraj

a

Tab

anan

Tar

akan

Education Profile of the Poorest and Richest Children

Source: SUSENAS 2004

Disparities among socio economic groups on educational opportunities

-100% -50% 0% 50% 100%

0123456789

10111213141516171819202122232425

Age

% of population

ECD

Elementary

Junior

Senior

Tertiary

Work/ HsekeepSeries6

Series7

Series8

Series9

Series10

Work / HouseKeeping

2. Context: Low Participation

Gross Enrolment Rate in Pre-Primary Education 2000/2001

20 24 26 2733

40 40 43

7986 89 90

0102030405060708090

100

Indo

nesi

a

Low

Inco

me

Indi

a

Chi

na

Phi

lippi

nes

Mid

dle

Inco

me

Wor

ld

Vie

tnam

Kor

ea

Tha

iland

Mal

aysi

a

Hig

hIn

com

e

Source: WDI 2004

Context : Multiple ECED services

• TK (Kindergarten);

• RA (Religious Kindergartens);

• PAUD : non formal ECED services including “KB”; “TPA”, “similar PAUD”

• Posyandu;

• BKB (Parent education); and

• Pilot experiences : ECD pilot and Taman Posyandu

Context: Barriers that prevent participation

Reasons for Non participation in ECED programs

Source: SUENAS 2001

0%

20%

40%

60%

80%

100%

Poorest Lower Middle Upper Richest

Other

Already went to TK

Don't know there is pre-school

Child didn't want to go

No money

Now in primary school

No need

No facility

Context: ECED Pilot Lessons Learned

• Training is key to providing high-quality services;

• Local government and community involvement necessary for sustainability;

• Top-down designed interventions are not flexible enough to local needs;

• Information campaigns are needed to sensitize parents about benefits of ECED

Context : National Medium Term

Development Program 2004 -2009

• Issues: (i) expand services for all children; (ii) reduce disparities between poor and rich in access; and (iii) improve quality of services;

• Targets: – Non formal 4 to 6 yrs old from 10 to 19.8 %– Formal 4 to 6 yrs old from 24.4 to 28%– Both services for 0 to 6 from 20.3 to 31.8 %

3. Recommendations: (1) Expand services to the poor

Participation in ECE Children aged 3 to 6 by Type of Program

0%

10%

20%

30%

40%

50%

Poorest Lower Middle Upper Richest

Day care

Playgroup

TK

• Target the poor for equity and greater impact;

• Enhance targeting strategies;

• Identify effective intervention designs for reaching the poor

Recommendations

(1) Expand services to the poor (cont’d)

(2) Increase government financial support

• Expenditure on education as a percentage of GDP per capita is small (2.71%) and less than 0.1% on ECED

• Education budget spent on early education is expected to increase to 2% by 2009 (from 0.5%)

Recommendations

(3) Encourage private provision to the poor

• Private for profit organizations to cater the better off;

• Encourage new providers (not for profit) to cater the poor by providing incentives;

• Explore demand side financing (possibility to add conditionality to the CCT program)

Recommendations

(4) Improve Coordination

• Within MoNE – PAUD and DGKPE;

• Among different sectors – enhance national ECD Forum;

• At the district level – establish ECD units & ECD Forum;

Recommendations

(4) Improve Coordination (Cont’d)

• Use CDD platforms to support community-based ECED services

• Widespread successful experience with CDDs = KDP, UPP, WSLIC

• Integration of services at the community level

Recommendations

(5) Develop a quality assurance system

• Program standards and quality recognition system;

• A Professional “step by step” career path;

• Early childhood curriculum;

• Supervision and monitoring systems

Recommendations

(6) Build capacity of districts

• Assist districts in their new roles as implementers – Educate districts about importance of ECED;– Provide incentives to encourage new

services;– Build district capacity to implement ECED

services;– Establish ECED units in districts offices as a

condition for central government block grant

Recommendations

II. The Indonesia Early Childhood Education and Development Project

The Development Objective of

the Project is:

To improve poor children’s overall development and readiness to enter primary school, within a sustainable quality ECED system.

Project components:

The project will achieve its objective through the following 3 components:

1. Increasing integrated ECED service delivery through CDD mechanisms in targeted poor communities;

2. Developing a sustainable system for ECED quality;

3. Establishing effective project management, monitoring, and evaluation

Project Beneficiaries:

The project is designed to reach approximately 738,000 children ages 0-6 in 6,000 poor communities across 50 targeted districts by 2013.

Additional beneficiaries include:• Parents and caregivers; • 12,000 ECED personnel, i.e., 6,000 teachers

for services to children ages 3-6 and 6,000 child development workers (CDW) for services to families of children ages 0 to 3;

• The community and ECED Stakeholders.

Component 1: Increasing Integrated ECED Service Delivery in Targeted

Poor Communities

This component has the following sub-components:

1.1. Establishing Training Program and Providing Staff Development

1.2. Preconditioning, Launching, and Facilitation of the Competitive Grant Process

1.3. Providing Block Grants to Poor Communities

1.4. Recognizing model ECED services and using them for demonstration purposes

1.1. Establishing a Training Program and Providing Staff Development

Training will be provided to:• 50 members of the National Early Childhood

Specialist Team (NEST)• 150 District Trainers• 600 facilitators (200 three-member teams

consisting of 1 ECED Specialist, 1 Family Support, Health, and Nutrition Specialist, and 1 Community Development Specialist

• 6,000 teachers and 6,000 CDW

1.2. Preconditioning, Launching, and Facilitation of the Competitive Grant Process

• Selection of eligible sub-districts (kecamatans), villages, and communities (dusuns)

• Sensitization of villages about the importance of ECED services: information meetings and discussion (facilitators and village members) about ECED and the grant process; expressions of interest

• Launching and facilitation of the community participatory planning process: establishment of the VIU; mapping of existing ECED services and unmet needs; identification of staff and space; proposal writing.

1.3. Providing Block Grants to Communities

• Grants will be awarded in 3 waves on the basis of a proposal review conducted by the DPIU.

• Following the mapping of existing ECED services (e.g., Posyandu, etc.) and unmet needs, community members will chose from a menu of quality ECED services.

• Services are expected to be center-based for children ages 3 to 6 and to include a combination of group based services and individual services for children ages 0 to 3 and their families.

1.4. Recognizing Model ECED services and using them for demonstration purposes

• Starting in Year 3, additional block grants will be allocated to one ECED model program per eligible kecamatan

• Services funded under sub-component 1.3 as well as other existing ECED services may apply

• Specific criteria will be finalized during the first two years of the project.

• Model ECED services will serve as resource and training centers for other ECED services located in the same area.

Component 2: Developing a Sustainable System for ECED Quality

This component has the following sub-components:

2.1. Quality assurance: Standards for ECED programs, personnel, training, and curriculum

2.2. Institutionalization of quality ECED at the district and provincial levels

2.1. Quality assurance

A four-pronged approach to ECED quality assurance will include:

1. Standards and a quality rating system for ECED programs serving children 0-6 and their families

2. A professional pathway and credentialing system for program personnel, including ECED teachers and CDW

3. Quality assurance and recognition for organizations providing ECED training

4. Standards and resources for quality ECED curriculum

2.2. Institutionalization of quality ECED at

the district and provincial levels

Under this sub-component, the project will help:

• Facilitate coordination and partnerships among ECED-related agencies

• Ensure inclusion of ECED in local governments’ regulations on organizational structure, roles and function

• Improve knowledge of ECED among key ECED-related officials through training, workshops, and exposure to best practices.

Component 3: Establishing Effective Project Management, Monitoring, and Evaluation

This component has the following sub-components:

3.1. Project Management at the central and district levels.

3.2. Project Monitoring and Evaluation

3.1. Project ManagementThe project will finance activities to support MoNE and the participating districts in implementing their respective mandated roles and functions (e.g., consultants, workshops, equipment, and other recurring expenses).

3.2. Project Monitoring and Evaluation

Key outputs of this sub-component include:- annual community assessments, - progress reports, - a mid-term impact evaluation report, - a report evaluating successful initiatives, - external audits, - a final impact report.

Cost Breakdown and Financing(in US$ millions)

• World Bank IDA: $ 67.5• Netherlands: $

25.3(Ministry of Foreign Affairs/

Ministry of Dev. Coop.)

• GoI: $ 35.1

TOTAL: $127.9

WB IDA

Netherlands

GoI

Challenges

• Balance between meeting developmental objective and fiduciary requirements– 40% of project funds towards monitoring and

oversight– 60-40 in project preparation time– Documentation requirements during

implementation

Additional slides for M&E sub-component

PDO Project Outcome Indicators

Use of Project Outcome

Information

To improve poor children's overall development and readiness for further education, within a sustainable quality ECED system.

Child development scores (i) DDTK Scores for children 0-3 and (ii) locally adapted EDI instruments for children entering kindergarten or first grade of primary school

To determine if project interventions are showing visible effects or if the strategy needs to be changed

Intermediate Outcomes

(Component 1)

Intermediate Outcome Indicators

Use of Intermediate

Outcome Monitoring

Increased capacity of poor communities' to engage in participatory planning that will result in new or improved holistic ECED services for their children and families

% of parents/communities who have received information regarding ECED

Number of communities submitting an expression of interest

Number of block grants awarded to communities

Increased enrollment in ECED services by poor children

To ensure that project activities are producing programs at community level and that these are used

Foundations of a sustainable ECED system through budgetary commitments from participating districts, establishment of a national quality assurance and professional development system, and district capacity building

Development of standards and recognition of model ECED centers

% of targeted districts with regulations supporting ECED positions in district government

% of targeted districts with qualified and functioning district training teams

To ensure that systems for maintaining quality are established and resources are available for effective program oversight

Intermediate Outcomes

(Component 2)

Intermediate Outcome Indicators

Use of Intermediate

Outcome Monitoring

Intermediate Outcomes

(Component 3)

Intermediate Outcome

Indicators

Use of Intermediate

Outcome Monitoring

Effective project management, and monitoring and evaluation systems

% of villages undertaking annual community assessments

% of villages submitting routine reports to districts

Impact study undertaken

Ensure that gaps in monitoring system are addressed