Early Childhood Care and Development- END of PROGRAMME EVALUATION !

Home , Gangaw District, Konkyan, Lawksawk Township, Namphan, Saw Township, Theinni

early childhood care and Development- END OF PROGRAMME EVALUATION !

Table of Contents Acronyms and Abbreviations!...... !5! Tables and figures!...... !6! 1.! EXECUTIVE SUMMARY – CONCLUSIONS AND RECOMMENDATIONS!...... !7! 2. INTRODUCTION – ORGANIZATIONAL AND PROGRAMMATIC RELEVANCE!...... !14! 3. METHODOLOGY!...... !15! 3.1 ! INTRODUCTION!...... !15! 3.2 ! DATA TOOLS AND DESIGN PROCESS!...... !16! 3.3 ! SAMPLE AND SAMPLE SELECTION!...... !17! 3.4 ! FIELD RESEARCH AND DATA COLLECTION!...... !18! 3.5 ! LIMITATIONS!...... !18! 4. EFFECTIVENESS AND IMPACT – KEY FINDINGS AND ANALYSIS!...... !19! OBJECTIVE 1: TO ENSURE ACCESS TO QUALITY ECCD SERVICES FOR CHILDREN LIVING IN POOR COMMUNITIES!...... !19! 4.1 ! NUMBER OF ECCD CENTRES AND APE FACILITATION ENTITIES: HISTORIC AND CONTEMPORARY DATA!...... !19! 4.2 ! QUALITY OF THE ECCD CENTERS!...... !19! 4.2.1! Caregiver ratio!...... !20! 4.2.2! Caregiver training!...... !20! 4.2.3! Caregiver guiding tools!...... !21! 4.2.4! Caregiver behavior!...... !21! 4.3! ENROLMENT: HISTORIC AND CONTEMPORARY DATA!...... !21! 4.3.1 ! Enrolment by economic status!...... !22! 4.3.3 Enrolment of children with disabilities!...... !24! 4.4! OBSERVED ATTENDANCE IN THE ECCD CENTERS AND APE FACILITATION ENTITIES!...... !26! 4.5! OBSERVED CHANGES IN CHILDREN AS A RESULT OF THE ECCD/APE INTERVENTION!...... !27! 4.6 ! SCHOOL READINESS!...... !29! 4.7! PARENTING TRAINING AND PRACTICES!...... !30! 4.8! COMMUNITY SUPPORT TO ECCD CENTRES!...... !31! 4.9! COMMUNITY ATTITUDES AND INVOLVEMENT!...... !33! OBJECTIVE 2: TO ENABLE BETTER LEARNING ENVIRONMENT AND OPPORTUNITIES FOR GRADE ONE AND GRADE TWO PUPILS IN POOR COMMUNITIES!...... !33! 4.10 ! TRANSITION AND ACCESS TO PRIMARY SCHOOLS!...... !33! 4.11 ! THE TRANSITION CURRICULUM!...... !34! 4.12! DIFFERENCES IN LEARNING OUTCOMES AMONGST ECCD AND NON-ECCD CHILDREN!...... !34! 4.13 ! EFFECTIVENESS OF SUPPORTING MECHANISMS!...... !34! OBJECTIVE 3: TO CONTRIBUTE TO BUILDING A PARTNERSHIP FRAMEWORK AND INFLUENCE POLICY CHANGE FOR THE EDUCATION SECTOR IN MYANMAR!...... !35! 4.14 ! THE MANAGEMENT COMMITTEES!...... !35! 4.15! THE ECCD NETWORK GROUP STRUCTURE!...... !37! 4.16 ! POLICY TOOLS AND POLICY INFLUENCE!...... !38! 4.17 ! MAJOR POLICY CHANGES!...... !39! 5.! EFFICIENCY AND SUSTAINABILITY!...... !40! 5.1 ! COST-BENEFIT ANALYSIS!...... !40! 5.2 ! SUSTAINABILITY!...... !41! 5.3 ! CHILDREN’S NARRATIVES!...... !42! 6. UNEXPECTED OUTCOMES!...... !42! 7. CONCLUSIONS AND RECOMMENDATIONS!...... !43!

! 2! e Arunashal MYANMAR in L MIMU an Pradesh di States/Divisions & Townships In 75 Overview Map BHUTAN 76 NEPAL 69 68 Chinese Line 201

Ayeyarwady Division 78 1 Bogale 80 The Myanmar Information Managment Unit (MIMU) is an 79 Myanmar Information 2 Danubyu Inter-Agency Standing Committee (IASC) common service 194 3 Dedaye 67 Managment Unit 4 Einme providing information management services, including GIS KACHIN STATE 5 Hinthada mapping and analysis, to the humanitarian and development 183 65 6 Ingapu actors both inside and outside of Myanmar. 66 7 Kangyidaunt 8 Kyaiklat Myitkyina 9 Kyangin 195 74 81 10 Kyaunggon INDIA 71 11 Kyonpyaw CHINA 12 Labutta 184 72 13 Lemyethna 14 Maubin BANGLADESH 73 15 Mawlamyinegyun 180 16 Myanaung 185 77 17 Mandalay Division 209 SAGAING DIVISION Myaungmya 203 190 64 18 Ngapudaw 121* Amarapura 204 213 70 19 Nyaungdon 122* Aungmyaythazan 241 230 20 Pantanaw 123* Chanayethazan 211 245 63 196 21 Pathein 124 Chanmyathazi 191 237 235 236 232 22 Pyapon 125 Kyaukpadaung 193 231 23 Thabaung 126 Kyaukse 62 148 228 24 Wakema 127 Lewe 187 188 244 239 227 25 Yegyi 128* Madaya Shan State (North) 186 210 55 242 Lashio234 26 Zalun 129 Mahaaungmyay 227 Hopang 238 248 Bago East Division 197 214 132 130 Mahlaing 228 Hseni 192 SHAN STATE (NORTH) 27 Bago 131 Meiktila 229 Hsipaw Hakha 208 207 233 243 28 Daik-U 132 Mogoke 230 Konkyan 57 143 56 189 181 249 29 Kawa 133 Myingyan 231 Kunlong 98 212 246 229 240 247 179 128 30 Kyaukkyi 134 Myittha 232 Kutkai 198 31 Kyauktaga 135 Natogyi 233 Kyuakme 215 CHIN STATE Monywa 205 Mandalay 32 Nyaunglebin 136 Ngazun 234 Lashio 202 206 200 138 142 224 59 182 121 217 33 Oktwin 137 Nyaung-U 235 Laukkaing 118 199 136 144 261 260 34 Phyu 138 Patheingyi 236 Mabein 257 254 220 104 133 145 126 35 Shwegyin 139* Pyawbwe 237 Manton 120 221 60 109 135 36 Tantabin 140 Pyigyitagon 238 Mongmao 61 134 108 147 216 225 37 Taungoo 141 Pyinmana 239 Mongmit 270 255 112 MANDALAY DIVISION 250 253 Kengtung 38 Thanatpin 142 Pyinoolwin 240 Mongyai 258 222 113 150 SHAN STATE (EAST) 39 Waw 143 Singu 241 Muse 167 163 58 137 130 SHAN STATE (SOUTH) 125 218 40 Yedashe 144 Sintgaing 242 Namhsan 166 131 264 Bago West Division 97 149 267 Taunggyi 145 Tada-U 243 Namphan 111 226 175 169 139 252 269 262 LAO 41 Gyobingauk 146 Tatkon 244 Namtu 173 119 106 219 168 114 42 Letpadan 147 Taungtha 245 Nanhkan MAGWAY DIVISION 151 P.D.R 43 Minhla 148 Thabeikkyin 246 Nawnghkio 172 110 251 176 Magway 105 263 223 44 Monyo 149 Thazi 247 Pangsang 146 268 259 256 Sittwe 171 101 100 265 45 Nattalin 150 Wundwin 248 Pangwaun 107 46 Okpho 151 Yamethin 249 Tangyan 162 116 Nay Pyi Taw 47 Padaung Mon State Shan State (South) 103 \ 141 86 115 127 266 48 Pauk Kaung 152 Bilin 250 Hopong RAKHINE STATE 83 Loikaw 49 251 88 Paungde 153 Chaungzon Hsihseng 165 85 50 Pyay 154 Kyaikmaraw 252 Kalaw 102 117 96 40 KAYAH STATE 51 Shwedaung 155 Kyaikto 253 Kunhing 174 82 178 99 95 52 Thayarwady 156 Mawlamyine 254 Kyethi 48 37 53 Thegon 157 Mudon 255 Laihka Pyay 50 84 170 33 54 Zigon 158 Paung 256 Langkho BAGO DIVISION 36 87 Chin State 159 Thanbyuzayat 257 Lawksawk 34 47 (WEST)49 45 55 Falam 160 Thaton 258 Loilen 51 53 BAGO DIVISION 177 56 Hakha 161 Ye 259 Mawkmai 9 54 (EAST) 41 30 57 Htantlang Rakhine State 260 Monghsu 46 31 16 91 58 Kanpetlet 162 Ann 261 Mongkaung 44 43 42 32 59 Madupi 163 Buthidaung 262 Mongnai 6 60 Mindat 164 Gwa 263 Mongpan 164 28 35 52 61 Paletwa 165 Kyaukpyu 264 Nansang 5 13 27 39 62 Tiddim 166 Kyauktaw 265 Nyaungshwe 26 152 318 Bago 155 63 Tonzang 167 Maungdaw 266 Pekon 25 11 MON 2 38 Kachin State 168 Minbya 267 Pindaya 23 294 89 10 295 STATE 64 Bhamo 169 Mrauk-U 268 Pinlaung 19 29 AYEYARWADY 296 160 KAYIN STATE 65 Chipwi 170 Munaung 269 Taunggyi 20 300 21 DIVISION Hpa-An 66 Hpakan 171 Myebon 270 Ywangan 7 4 14 321 323 90 92 Tanintharyi Division Pathein 324 158 67 Injangyang 172 Pauktaw 24 303 Mawlamyine 68 Kawnglanghpu 173 Ponnagyun 271 Bokpyin 17 8 299 18 301 156 94 69 Machanbaw 174 Ramree 272 Dawei 15 153 THAILAND 22 3 Yangon 154 70 Mansi 175 Rathedaung 273 Kawthoung YANGON DIVISION 157 71 Mogaung 176 Sittwe 274 Kyunsu 12 1 72 Mohnyin 177 Thandwe 275 Launglon 159 73 Momauk 178 Toungup 276 Myeik 93 74 Myitkyina Sagaing Division 277 Palaw 75 Nogmung 179 Ayadaw 278 Tanintharyi 76 Puta-O 180 Banmauk 279 Thayetchaung 77 Shwegu 181 Budalin 280 Yebyu 161 78 Sumprabum 182 Chaung-U Yangon Division 79 Tanai 183 Hkamti 281* Ahlone 80 Tsawlaw 184 Homalin 282* Bahan 81 Waingmaw 185 Indaw 283* Botahtaung 280 Kayah State 186 Kale 284* Cocokyun 82 Bawlakhe 187 Kalewa 285* Dagon 83 Demoso 188 kanbalu 286* Dagon Myothit(East) 84 Hpasawng 189 Kani 287* Dagon Myothit(North) 85 Hpruso 190 Katha 288* Dagon Myothit(Seikkan 275 272 86 Loikaw 191 Kawlin 289* Dagon Myothit(South) 87 Mese 192 Khin-U 290* Dala Elevation 2000 Estimated Population Density 279 88 Shadaw 193 Kyunhla 291* Dawbon Kayin State meters from sea level 194 Lahe 292* Hlaing people per square km 89 Hlaingbwe 195 Lay Shi 293* Hlaingtharya 90 Hpa-An 196 Mawlaik 294 Hlegu 277 91 Hpapun 197 Mingin 295 Hmawbi 92 Kawkareik 198 Monywa 296 Htantabin 93 Kyain Seikgyi 199 Myaung 297* Insein 94 200 Myinmu Kamaryut Myawaddy 298* 276 95 Thandaung 201 Nanyun 299 Kawhmu Myeik Magway Division 278 202 Pale 300 Kayan 274 96 Aunglan 203 Paungbyin 301 Kungyangon 97 Chauk 204 Pinlebu Kyauktada 302* TANINTHARYI 98 Gangaw 205 Sagaing 303 Kyauktan 99 Kamma 206 Salingyi 304* Kyeemyindaing DIVISION 100 Magway 207 Shwebo 305* Lanmadaw Mandalay 101 Minbu 208 Tabayin 306* Latha 102 Mindon 209 Tamu 307* Mayangone 271 103 Minhla 210 Taze 308 Mingaladon 104 Myaing 211 Tigyaing 309* Mingalartaungnyunt 0 250 500 Kilometers 105 Myothit 212 Wetlet 310* North Okkalapa 106 Natmauk 213 Wuntho Pabedan 311* Disclaimer: The names shown and the 107 Ngape 214 Ye-U 312* Pazundaung boundaries used on this map do not imply 273 108 Pakokku 215 Yinmabin 313* Sanchaung official endorsement or acceptance by the Shan State (East) 109 Pauk 314* Seikgyikanaungto Yangon IASC membership. 110 Pwintbyu 216 Kengtung 315* Seikkan 111 Salin 217 Matman Shwepyithar 316* High : 7,000 meters 112 Saw 218 Monghpyak 317* South Okkalapa Source: Boundaries-Ministry of Health 2001, modified by UN 113 Seikphyu 219 Monghsat 318 Taikkyi High : 40,400 people RC's Office 2004; Place names-Ministry of Home Affairs (GAD) 114 Sidoktaya 220 Mongkhet 319* Tamwe per square km 115 Sinbaungwe 221 Mongla 320* Thaketa and Ministry of Agriculture & Irrigation (SLRD) translated by MIMU; 116 Taungdwingyi 222 Mongping 321 Thanlyin Population-Govt of Myanmar, adjusted by FAO and CIESEN 2000; 117 Thayet 223 Mongton 322* Thingangkuun Elevation-SRTM 90 meter resolution from NASA/USGS. 118 Tilin 224 Mongyang 323 Thongwa 119 Yenangyaung 225 Mongyawng 324 Twantay Map Created by: Myanmar Information Management Unit Low : 4 people Creation Date: December 2007 120 Yesagyo 226 Tachileik 325* Yankin Low : <= sea level per square km * Does not appear on the map at this scale Map ID: MIMU001 Myanmar Standardized Place Names and P-codes MIMU In Myanmar there has long been confusion with multiple versions of transliterated place The Myanmar Information Management Unit (MIMU) names in use by various agencies. The Myanmar Information Management Unit (MIMU) has is an Inter-Agency Standing Committee (IASC) common taken on the task of overseeing a comprehensive translation of place names into a common service providing information management services, system that is promoted by IASC members and other organizations. In addition to standard including GIS mapping and analysis, to the humanitarian place names, standard place codes have also been developed. and development actors both inside and outside of Myanmar.

The methodology applied for place name standardization was as follows: Myanmar Information The names and p-codes of States/Divisions, Districts and Townships were provided by the Managment Unit Ministry of Agriculture and Irrigation, Settlement and Land Records Department (SLRD). In 2005 those names were presented to and agreed by UNCT and INGOs as the standard Why are P-codes useful? English translation for Myanmar. P-codes resolve the basic issue of what we all call a place. If agencies develop individual systems for naming or coding places this makes data sharing extremely difficult and large The names for village tracts and villages were provided in Myanmar language by the Ministry amounts of potentially useful information may go unshared. Spatial data standards agreed by of Home Affairs, General Administration Department (GAD). Names were all agencies provide a single, unified system for referring to locations, allowing the free translated/transliterated to English by a team supervised by the MIMU. The names were also exchange of data between participating agencies. cross-referenced with the SLRD names and the names in use by various UN Agencies and NGOs. Kachin, Chin and Shan names (i.e. non-Burmese names) were reviewed by local Why should my agency use P-codes? experts in the field. The final translation was completed in 2007. To promote cooperation and information sharing and gain full access to data collected by other agencies through assessments, evaluations, etc. This information can help you to plan What are P-codes? your own programmes and avoid repeating surveys already done by others. Agencies using P-code is an abbreviated term for 'Place Code'. P-codes are similar to postal codes and are the P-codes for their own data management will be able to combine this information with part of a data management system that provides unique reference codes to thousands of datasets from other participating organisations. locations in Myanmar. These codes provide a systematic means of linking and exchanging data and analyzing relationships between them. Any information that is linked to one location P-codes also form the basis of spatial data standards required for full GIS capability, allowing with a P-code can be linked and analyzed with any other. data linked to towns, villages and administrative units to be mapped and geographically analysed. Data collected with Global Positioning System (GPS) equipment can also be used. In Myanmar, the p-code for rural places is structured as follows: How can P-codes be used in my existing databases? Code Structure Example In most cases, adoption of P-codes requires only the addition of two extra columns to your 3-letter ISO Prefix MMR Myanmar existing databases and spreadsheets. Over time it is recommended that any other naming or 3-numerical code for States and Divisions 017 Ayeyarwady Division coding systems be phased out and that all new data collection projects use the P-codes and 3-numerical code for Townships 024 Bogale Township 3-numerical code for Village Tracts 001 Linn Taing Village Tract Standardized Place Names. A full list of P-codes and place names is available in Excel or 3-numerical code for Villages 001 Auk Linn Taing Village other formats from the Myanmar Information Management Unit. Technical assistance in incorporating the standards is also available upon request.

Therefore, the p-code for Auk Linn Taing village in Ayeyarwady Division is To report place name errors or omissions, please contact the Myanmar Information MMR017024001001. Management Unit (MIMU), Office of the UN Resident Co-ordinator, 6 Natmauk Road, Yangon, Myanmar, Phone: (951) 542 910-19. State/Division & Township P-codes Shan State (South) (MMR014) Map Index Township Pcode 250 Hopong MMR014003 Ayeyarwady Division (MMR017) Mandalay Division (MMR010) Sagaing Division (MMR005) 251 Hsihseng MMR014004 Kachin State (MMR001) 252 Kalaw MMR014005 Map Index Township Pcode Map Index Township Pcode Map Index Township Pcode Map Index Township Pcode 253 Kunhing MMR014014 254 Kyethi MMR014015 1 Bogale MMR017024 64 Bhamo MMR001010 121 Amarapura MMR010006 179 Ayadaw MMR005014 2 Danubyu MMR017022 65 Chipwi MMR001005 122 Aungmyaythazan MMR010001 180 Banmauk MMR005023 255 Laihka MMR014012 256 Langkho MMR014018 3 Dedaye MMR017026 66 Hpakan MMR001009 123 Chanayethazan MMR010002 181 Budalin MMR005013 4 Einme MMR017015 67 Injangyang MMR001003 124 Chanmyathazi MMR010004 182 Chaung-U MMR005015 257 Lawksawk MMR014008 5 Hinthada MMR017008 68 Kawnglanghpu MMR001018 125 Kyaukpadaung MMR010020 183 Hkamti MMR005033 258 Loilen MMR014011 259 Mawkmai MMR014020 6 Ingapu MMR017013 69 Machanbaw MMR001016 126 Kyaukse MMR010013 184 Homalin MMR005034 7 Kangyidaunt MMR017002 70 Mansi MMR001013 127 Lewe MMR010027 185 Indaw MMR005021 260 Monghsu MMR014017 261 Mongkaung MMR014016 8 Kyaiklat MMR017025 71 Mogaung MMR001008 128 Madaya MMR010009 186 Kale MMR005027 262 Mongnai MMR014019 9 Kyangin MMR017012 72 Mohnyin MMR001007 129 Mahaaungmyay MMR010003 187 Kalewa MMR005028 10 Kyaunggon MMR017007 73 Momauk MMR001012 130 Mahlaing MMR010029 188 Kanbalu MMR005007 263 Mongpan MMR014021 264 Nansang MMR014013 11 Kyonpyaw MMR017005 74 Myitkyina MMR001001 131 Meiktila MMR010028 189 Kani MMR005017 265 Nyaungshwe MMR014002 12 Labutta MMR017016 75 Nogmung MMR001017 132 Mogoke MMR010011 190 Katha MMR005020 13 Lemyethna MMR017010 76 Puta-O MMR001014 133 Myingyan MMR010017 191 Kawlin MMR005024 266 Pekon MMR014010 267 Pindaya MMR014006 14 Maubin MMR017019 77 Shwegu MMR001011 134 Myittha MMR010015 192 Khin-U MMR005005 268 Pinlaung MMR014009 15 Mawlamyinegyun MMR017018 78 Sumprabum MMR001015 135 Natogyi MMR010019 193 Kyunhla MMR005008 16 Myanaung MMR017011 79 Tanai MMR001004 136 Ngazun MMR010021 194 Lahe MMR005036 269 Taunggyi MMR014001 270 Ywangan MMR014007 17 Myaungmya MMR017014 80 Tsawlaw MMR001006 137 Nyaung-U MMR010022 195 Lay Shi MMR005035 18 Ngapudaw MMR017004 81 Waingmaw MMR001002 138 Patheingyi MMR010007 196 Mawlaik MMR005031 19 Nyaungdon MMR017021 139 Pyawbwe MMR010024 197 Mingin MMR005029 Tanintharyi Division (MMR006) 20 Pantanaw MMR017020 Kayah State (MMR002) 140 Pyigyitagon MMR010005 198 Monywa MMR005012 Map Index Township Pcode 21 Pathein MMR017001 141 Pyinmana MMR010026 199 Myaung MMR005003 22 Pyapon MMR017023 Map Index Township Pcode 142 Pyinoolwin MMR010008 200 Myinmu MMR005002 271 Bokpyin MMR006010 272 Dawei MMR006001 23 Thabaung MMR017003 82 Bawlakhe MMR002005 143 Singu MMR010010 201 Nanyun MMR005037 273 Kawthoung MMR006009 24 Wakema MMR017017 83 Demoso MMR002002 144 Sintgaing MMR010014 202 Pale MMR005019 274 Kyunsu MMR006006 25 Yegyi MMR017006 84 Hpasawng MMR002006 145 Tada-U MMR010016 203 Paungbyin MMR005032 275 Launglon MMR006002 26 Zalun MMR017009 85 Hpruso MMR002003 146 Tatkon MMR010025 204 Pinlebu MMR005026 276 Myeik MMR006005 86 Loikaw MMR002001 147 Taungtha MMR010018 205 Sagaing MMR005001 277 Palaw MMR006007 87 Mese MMR002007 148 Thabeikkyin MMR010012 206 Salingyi MMR005018 Bago East Division (MMR007) 278 Tanintharyi MMR006008 88 Shadaw MMR002004 149 Thazi MMR010030 207 Shwebo MMR005004 Map Index Township Pcode 150 Wundwin MMR010031 208 Tabayin MMR005010 279 Thayetchaung MMR006003 27 Bago MMR007001 151 Yamethin MMR010023 209 Tamu MMR005030 280 Yebyu MMR006004 28 Daik-U MMR007007 Kayin State (MMR003) 210 Taze MMR005011 29 Kawa MMR007003 Map Index Township Pcode 211 Tigyaing MMR005022 Yangon Division (MMR013) 30 Mon State (MMR011) 212 Wetlet MMR005006 Kyaukkyi MMR007011 89 Hlaingbwe MMR003002 Map Index Township Pcode 31 Map Index Township Pcode 213 Wuntho MMR005025 Kyauktaga MMR007006 90 Hpa-An MMR003001 32 214 Ye-U MMR005009 281 Ahlone MMR013037 Nyaunglebin MMR007005 91 Hpapun MMR003003 152 Bilin MMR011010 33 215 Yinmabin MMR005016 282 Bahan MMR013044 Oktwin MMR007013 92 Kawkareik MMR003006 153 Chaungzon MMR011003 283 Botahtaung MMR013017 34 Phyu MMR007012 93 Kyain Seikgyi MMR003007 154 Kyaikmaraw MMR011002 35 Shan State (East) (MMR016) 284 Cocokyun MMR013032 Shwegyin MMR007008 94 Myawaddy MMR003005 155 Kyaikto MMR011009 36 285 Dagon MMR013043 Tantabin MMR007014 95 Thandaung MMR003004 156 Mawlamyine MMR011001 Map Index Township Pcode 286 Dagon Myothit(East) MMR013020 37 Taungoo MMR007009 157 Mudon MMR011005 216 Kengtung MMR016001 287 Dagon Myothit(North) MMR013019 38 Thanatpin MMR007002 158 Paung MMR011008 217 Matman MMR016004 288 Dagon Myothit(Seikkan) MMR013021 39 Waw MMR007004 Magway Division (MMR009) 159 Thanbyuzayat MMR011004 218 Monghpyak MMR016010 289 Dagon Myothit(South) MMR013018 40 Yedashe MMR007010 160 Thaton MMR011007 Map Index Township Pcode 219 Monghsat MMR016006 290 Dala MMR013030 161 Ye MMR011006 96 Aunglan MMR009016 220 Mongkhet MMR016002 291 Dawbon MMR013014 Bago West Division (MMR008) 97 Chauk MMR009003 221 Mongla MMR016005 292 Hlaing MMR013040 Map Index Township Pcode 98 Gangaw MMR009023 Rakhine State (MMR012) 222 Mongping MMR016007 293 Hlaingtharya MMR013008 99 Kamma MMR009015 223 Mongton MMR016008 294 Hlegu MMR013004 41 Gyobingauk MMR008014 Map Index Township Pcode 100 Magway MMR009001 224 Mongyang MMR016003 295 Hmawbi MMR013003 42 Letpadan MMR008008 101 Minbu MMR009007 162 Ann MMR012014 225 Mongyawng MMR016011 296 Htantabin MMR013006 43 Minhla MMR008009 102 Mindon MMR009014 163 Buthidaung MMR012010 226 Tachileik MMR016009 297 Insein MMR013001 44 Monyo MMR008013 164 Gwa MMR012017 298 Kamaryut MMR013041 45 Nattalin MMR008012 103 Minhla MMR009013 104 Myaing MMR009020 165 Kyaukpyu MMR012011 299 Kawhmu MMR013028 46 Okpho MMR008010 Shan State (North) (MMR015) 105 Myothit MMR009005 166 Kyauktaw MMR012004 300 Kayan MMR013026 47 Padaung MMR008003 Map Index Township Pcode 106 Natmauk MMR009006 167 Maungdaw MMR012009 301 Kungyangon MMR013029 48 Pauk Kaung MMR008002 107 Ngape MMR009009 168 Minbya MMR012005 227 Hopang MMR015021 302 Kyauktada MMR013033 49 Paungde MMR008004 108 Pakokku MMR009018 169 Mrauk-U MMR012003 228 Hseni MMR015002 303 Kyauktan MMR013024 50 Pyay MMR008001 109 Pauk MMR009021 170 Munaung MMR012012 229 Hsipaw MMR015014 304 Kyeemyindaing MMR013038 51 Shwedaung MMR008006 110 Pwintbyu MMR009008 171 Myebon MMR012006 230 Konkyan MMR015023 305 Lanmadaw MMR013035 52 Thayarwady MMR008007 111 Salin MMR009010 172 Pauktaw MMR012007 231 Kunlong MMR015020 306 Latha MMR013036 53 Thegon MMR008005 112 Saw MMR009025 173 Ponnagyun MMR012002 232 Kutkai MMR015011 307 Mayangone MMR013042 54 Zigon MMR008011 113 Seikphyu MMR009022 174 Ramree MMR012013 233 Kyuakme MMR015012 308 Mingaladon MMR013002 114 Sidoktaya MMR009011 175 Rathedaung MMR012008 234 Lashio MMR015001 309 Mingalartaungnyunt MMR013022 Chin State (MMR004) 115 Sinbaungwe MMR009017 176 Sittwe MMR012001 235 Laukkaing MMR015022 310 North Okkalapa MMR013012 Map Index Township Pcode 116 Taungdwingyi MMR009004 177 Thandwe MMR012015 236 Mabein MMR015018 311 Pabedan MMR013034 117 Thayet MMR009012 178 Toungup MMR012016 237 Manton MMR015019 312 Pazundaung MMR013016 55 Falam MMR004001 118 Tilin MMR009024 238 Mongmao MMR015008 313 Sanchaung MMR013039 56 Hakha MMR004002 119 Yenangyaung MMR009002 239 Mongmit MMR015017 314 Seikgyikanaungto MMR013031 57 Htantlang MMR004003 120 Yesagyo MMR009019 240 Mongyai MMR015003 315 Seikkan MMR013045 58 Kanpetlet MMR004008 241 Muse MMR015009 316 Shwepyithar MMR013007 59 Madupi MMR004007 242 Namhsan MMR015016 317 South Okkalapa MMR013011 60 Mindat MMR004006 243 Namphan MMR015006 318 Taikkyi MMR013005 61 Paletwa MMR004009 244 Namtu MMR015015 319 Tamwe MMR013015 62 Tiddim MMR004004 245 Nanhkan MMR015010 320 Thaketa MMR013013 63 Tonzang MMR004005 246 Nawnghkio MMR015013 321 Thanlyin MMR013023 247 Pangsang MMR015005 322 Thingangkuun MMR013009 248 Pangwaun MMR015007 December 2007, Document created by the Myanmar Information Management Unit (MIMU) to be accompanied by 323 Thongwa MMR013025 249 Tangyan MMR015004 The Myanmar States/Divisions & Townships Overview Map, Map ID:MIMU001. 324 Twantay MMR013027 325 Yankin MMR013010 !

Disclaimer

Emerging Markets Consulting (EMC) for Save the Children in Myanmar (SCiM) has prepared this project report. The statements and views expressed in the report do not necessarily reflect the views of EMC and/or SCiM or any of its staff or personnel, and do not bind any of the organizations.

This review has focused entirely on the outlined areas defined in the ToR and the specifications defined in the EMC proposal to SCiM. SCiM staff was responsible for collecting the data and EMC relied on the quantitatve data provide by SCiM. EMC provided guidance, but did not take part in the data collection and/or quality assurance of the quantitative data.

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Acronyms and Abbreviations

APE Alternative Parenting Education CBA Cost-Benefit Analysis CESR Comprehensive Education Sector Review CMSS Community Managed Support System CSO Civil Society Organizations DEPT Department of Education, Planning and Training DfID Department for International Development DSW Department of Social Welfare DRR Disaster Risk Reduction EDPG Education Development Partners Group EFA Education for All EMIS Education Management Information System EPIC Education Promotion Implementation Committee ETWG Education Thematic Working Group FGD Focus Group Discussions JESWG Joint Education Sector Working Group KII Key Informant Interview LEA Learning Environment Assessment LEIP Learning Environment Improvement Plan LTBEDP Long Term Basic Education Development Plan GoM Government of Myanmar KOICA Korea International Cooperation Agency MC Management Committees MEC Myanmar Education Consortium Mimi & Peter The Mimi & Peter Haas Fund MoHA Ministry of Home Affairs MoE Ministry of Education MTE Midterm Evaluation MCEED Myanmar Central ECCD Network NFI Non-food Item PE Parenting Education PEF Parenting Education Facilitator SCiM Save the Children International in Myanmar SCUK Save the Children UK SCUS Save the Children USA SRA School Readiness Assessments SRAT School Readiness Assessment Tool SRS Systematic Random Selection SRT School Readiness Tool TC Transitions Curriculum ToR Terms of Reference UNICEF The United Nations Children's Fund

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Tables and figures

Table 1: Informants, tools and method Table 2: Selected sample (location, intervention, project period) Table 3: Total sample Table 4: Number/list of informants Table 5: Child: caregiver ratio by township Table 6: ECCD enrolment - poor children 2014 Table 7: APE enrolment - poor children 2014 Table 8: Enrolment and ethnicity! Table 9: Enrolment and disability Table 10: Gender disaggregated enrolment Table 11: ECCD and APE attendance – income disaggregated Table 12: ECCD and APE attendance – hard to reach areas Table 13: Parenting trainings and number of participants Table 14: Trained MC Members Table 15: Average and actual expenditure 2006-2015 Table 16: Total cost per ECCD center Table 17: Total cost per child enrolled! Table 18: Teachers trained in TC (since 2012) Table 20: Parents trained Table 21: Trained MCs (since 2013) ! ! Figure 1: Tools development process Figure 2: Implementation period and rate of expansion Figure 3: Enrolment – ECCD and APE Figure 4: School Readiness Assessments (SRA) Figure 5: Gender disaggregated number of trained MC members 2015

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1. EXECUTIVE SUMMARY – CONCLUSIONS AND RECOMMENDATIONS ! Background Between 1997 and 2006 the number of ECCD and day-care centers increased considerably throughout Myanmar and according to EMIS the number of preschool children soared nearly 80 percent from 2004 to 2006. However both access and quality varied considerably between States and Regions across the country. If no ECCD center or equivalent were available in the communites children were in most cases cared for by their mothers encumbering gender equality, income generation and child development. ! Save the Children in Myanmar (SCiM) began implementing the “Transitions Initiative programme” in 2006. The main rationale behind the program design and implementation was the notion that access to quality ECCD services would result in a greater number of children, especially marginalized, would attain progressive age adequate physical; social-emotional; cognitive; and language development. This would yield positive effects on children’s´ ability to benefit fully from later enrolment in primary education. The ECCD program has comprised the following four distinct yet complimentary and sequential projects:

1. "Transition Initiative Project” 2006 - 2009 2. "Early Learning Opportunities for Children”: A Transitions Initiative – Extension project April 2009 – March 2011 3. "Early Learning and transition to Primary school”: New Generation Project 2011 to 2013 4. “Early Learning and transition to Primary school”: MEC Project 2013 – Mar 2015

The ECCD initiative was implemented in 21 townships in nine States/Regions throughout the four projects in the period 2006-2015. The main donor has been DfID with a number of smaller grants provided by donors including Yetagon, KOICA, SCUS, Mimi & Peter, Wish List, Sven Hoffman and more recently, MEC.

Purpose of evaluation In conjunction with the ToR the end-evaluation is conducted in line with the OECD DAC criteria’s for evaluating development assistance programmes. Key areas of assessment are:

Objective 1: To ensure access to quality of ECCD services for children living in poor communities.

Objective 2: To enable better learning environment and opportunities for Grade One and Grade Two pupils in poor communities.

Objective 3: To contribute to building a partnership framework and influence policy change for the education sector in Myanmar. ! Methodology The end evaluation methodology is closely aligned with the outlined objectives in the ToR and as further developed in the EMC proposal to SCiM. Given the lack of overall baseline targets and counterfactual data for the period 2006-2015, the end-evaluation is predominantly matched against documented results in the four (end of) project reports and the MTE conducted in 2010, to measure progress and achievements.

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The end-evaluation assignment was undertaken through the collection and review of key documentation, semi-structured KIIs, FGDs with stakeholders, beneficiaries and key staff, spot checks and site observations. In line with the ToR, EMC emphasized collecting “qualitative data” and compared this to both historic and present quantitative data, predominantly collected by SCiM. The historic quantitative data is used to contextualize and validate the qualitative data findings through data triangulation. ! Effectiveness and impact – conclusions and recommendations! The key premise of the SCiM ECCD initiative, is that the highest possible benefits of ECCD provision are realised when the quality of service is of the highest possible standard. The end-evaluation has found evidence that SCiM operates an inclusive and empowering system of governance, by delegating full authority to the respective community to follow participatory practices and their own governance system.

Conclusions and Findings

Objective 1: Ensure access to quality ECCD services for children

1. There has been a rapid but “balanced” rollout of ECCD centres and APE facilitation entities throughout the nine-year program period. In total 921 (721 ECCD centers and 200 APE facilitation entities) have been initiated. Today, about 95% of the ECCD centers and 93% of the APE facilitation entities are still operative.

2. The centers have throughout the program period been of high standard. This is also the case for the centers were direct support has ceased.

3. Enrolment in ECCD centres has increased five-fold in the program period. At the same time enrollment in the APE facilitation entities has decreased by more than 57% since the first centers opened in 2011. The APE facilitation entities are enrolling only a slightly higher percentage of poor children than the ECCD centers. There are no gender discrepancies between the enrolment of boys and girls in the ECCD centers and APE facilitation entities. The enrolment of children defined as “poor”, increased considerably in the period 2006-2015. Currently, in both the ECCD centres and the APE facilitation, the majority of children enrolled are classified as poor. Enrolment of ethnic children mirrors the ethnic divisions of the states, townships and villages. There is no pattern of discrimination and/or exclusion of children based on ethnicity.

4. There is parity of access to ECCD centers and the APE facilitation entities for boys and girls in the intervention townships. The gender ratios are consistent with the general demographics across the townships. A significant factor, contributing to equal gender enrolment, is the fact that fees for the ECCD centers and APE facilitation entities are met or subsidised for the most vulnerable families, where community structures provide fianancial support.

5. The understanding of disability in most townships and villages is very limited and it is not clear how disability is defined in the ECCD and APE. The enrollment of children with disabilities has increased, but is still low.

6. The recommended child: caregiver ratio for the ECCD centers is 15:1. The majority of the ECCD centers throughout the program period were able to adhere to this, though there is a correlation between bigger ECCD centers and higher children: caregiver ratios.

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7. Caregivers have access to and use a number of practical guiding tools. Of particular importance and repetitively emphasized is the Caregiver Handbook and the Parenting Education Facilitators Handbook. Also daily and weekly plans for activities in the ECCD centres and APE facilitation entities are in place and consistently used. Also the caregivers undergo rigorous training - widely appreciated by the caregivers.

8. In general the caregivers constructively interact with the children and use approaches appropriate to the age of the children. Also encouraging is the proliferation of positive disciplinary approaches in the centers.

9. There is significant evidence to suggest that a majority of parents exposed to the ECCD program and initiatives are changing their attitude towards corporal punishment. A pattern of alternative disciplinary methods amongst the parents is evident.

10. Children who have attended ECCD and APE display several positive developmental traits. The majority of the primary school teachers interviewed substantiate that children who have attended the ECCD/APE appear more advanced when it comes to cognitive and language development. Children’s social development and ways of interacting with peers and adults in a learning setting is also claimed by the primary school teachers to be more confident and developed. The children exposed to ECCD services have internalized important social norms for the transition to primary school. There are no apparent divergences between children from “poor” households or between the genders.

11. The proliferation of parenting training throughout the program, and especially the last four years has been significant. By the end of 2014 more than 28,000 parents had received parenting training. Poor parents constitute the majority of parents trained. There is high correlation between the training curriculum and the learning outcomes highlighted by the parents, and the trainings have also spurred valuable social networks between the parents.

12. SCiM has deployed a model of engagement that has encouraged continuous community support to the operation of the centers. Support through land, financial contributions, NFIs and labor has been significant from the communities, and has contributed to the centers’ sustainability.

13. More than 9 000 MC members have been trained. The MCs have played a key role in supporting parents to send their children to the ECCD centers and APE facilitation entities. This has required significant investments by SCIM in terms of funding, technical support and close follow up to ensure functionality and sustainability. SCiM have encouraged communities to ensure that women participate meaningfully and equitably in the MCs. There has been a significant improvement throughout the program period in terms of gender equality, but women are still underrepresented and hold fewer positions of responsibility in the MCs. And regardless of number of women in the MCs, men are still the primary decision makers.

Objective 2: Better learning environment and opportunities for children enrolling in primary school

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marginalized parents take their children out of school at an early age (data suggests about 9 to 10 years of age) so that they can contribute to the financial support of their families. Furthermore in many villages and village tracts the there are few post primary schools, and those which there are often only offer classes G1-G6 or G1-G8. Children have to travel to attend the classes beyond this and a limited number of children do move to other schools, after completion.

15. The implementation of the Transitions Curriculum (TC) into the national curriculum in all 20 educational colleges is a significant achievement far beyond the original expectations in terms of impact, reach and sustainability. Currently the education colleges produce around 10,000 teachers annually working in some 41 000 schools. This achievement has allowed SCiM to incorporate child-centered and active learning methods into the education system – an unprecedented achievement by an INGO in Myanmar.

16. SCiM developed the School Readiness Tool (SRT) in 2013 to provide an indicative measure of the school readiness of ECCD and APE children entering primary school, and to measure the effect of the ECCD centres and APE facilitation entities. The assessment has been carried out consistently but because of too small samples, the value of this information has been limited. It is also not clear how the information and knowledge from the SRT tests were used to guide further programming.

17. Both the CMSS and LEIP have proven to be effective by providing a framework for decisions and for providing direct support to schools, centers and individual children, though there is some un-clarity regarding the allocation process of funds and the decision- making in the townships and villages.

Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

18. The establishment of the ECCD network group structure, which was conducted in collaboration with DSW at national and township level, is an important component of the ECCD program. There are currently 20 township ECCD network groups in place. All network groups are registered as local civil society organizations with the Ministry of Home Affairs (MoHA) to deliver ECCD services, and are endorsed by the DSW to operate. The formation of the ECCD township network groups has followed a guided process requiring continuous support by SCiM staff. The ECCD township network groups have taken on four distinct roles 1) Capacity building; 2) Monitoring and oversight; 3) Source of funding; 4) Coordination mechanism. The ECCD township network groups aim to support all ECCD centers, but there are indications that particularly the national level structure, still lack appropriate tools and capacity.

19. There is clear evidence of SCiM being a credible, valued and trustworthy partner for the national authorities. SCiM’s highly participatory approach enables constructive engagement in a multitude of forums with both national and international stakeholders. This approach has secured the organization’s influence and resulted in several noticeable accomplishments. SCiM’s alignment of the ETWG objectives with EFA goals has ensured a productive position to engage with government partners and stakeholders.

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rollout plan, and the expansion of a school based ECCD program. This opportunity to enter into formal education sector as an INGO is unique in Myanmar context and can be attributed to SCIM´s longterm, persistent efforts and significant contributions in the non- formal ECCD sector.

21. SCiM has been actively involved in the reform processes in the education sector, during this period of wider national reform. SCiM has maneuvered the rapidly changing context of social and political reform and capitalized constructively on arising opportunities to strengthen its position as a leading INGO in Myanmar.

22. The recent increase in donor funds to Myanmar, including to SCiM, has resulted in a significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. Nevertheless the operations and nature of SCiM work entails significant overhead costs. National and international staff costs, support/administrative costs and travel costs are relatively high. This is mainly because the programme has been 100% self-implemented.

23. A system for quality improvement and monitoring of ECCD has been developed. The agreed minimum standards for quality of ECCD, which were developed by DSW and UNICEF, have been applied in the quality improvement and monitoring system for the ECCD services.

24. The emergency response to Cyclone Nargis (2008) brought experience and expertise to both the SCiM team and the ECCD programme. The ECCD work was early on expanded into townships affected by Cyclone Nargis bringing additional facets to SCiM including; Non Formal Education, Child Led Disaster Risk Reduction, Safer School Construction, Psychosocial training and teacher training

25. A significant spin-off effect of the ECCD program has been the effect on household income, and especially for marginalized households. The ECCD centers and APE facilitation entities have allowed parents to engage in additional income generating activities. A key factor and achievement throughout the program period.

Recommendations

Objective 1: Ensure access to quality ECCD services for children

1. SCiM should examine further the reasons why, despite the very low number, some ECCD center and APE facilitation entities are inoperative/unsustainable. Based on the findings, a risk assessment tool for guiding further programme development and tools to support centres and facilities, which might be more likely to struggle, should be developed.

2. SCIM in their further development of the ECCD should develop a holistic and systematic monitoring system for systematic and accurate assessing the impact of the programme on children. There are several ECCD assessment tools avalilable, amongst other the SCUS Idella tool or SCI´s ECD Quality Learning Environment tool.

3. The causes for the declining enrolment in the APE facilitation entities should be examined more in depth. SCiM should critically assess the cost effectiveness and added value of the APE as an alternative to ECCD. The assessment should examine the possibility of

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combining the ECCD centers and APE facilitation entities, also in the areas where demand for APE is significant.

4. SCiM should engage and cooperate with relevant stakeholders in identifying children with disabilities in target communities. SCiM should also critically examine if adequate tools for addressing issues of disability, both in the communities and centers are in place. To ensure that the ECCD centres are inclusive and adhesive to the different needs of children with disabilities, SCiM should contemplate targeted capacity building of caregivers, MC members and ECCD township group members on inclusive education.

5. SCiM should work with the ECCD network group at township and national level to ensure quality standards are maintained, and that the standard child: caregiver ration is upheld at all times.

6. Given the success of parenting education and the correlation between the training curriculum taught and what the parents state they have learned in the trainings (learning outcomes), SCiM should deliberately expand this initiative to other townships and consider scale up this model to be included in other relevant projects. Given the relative high cost of this initiative (table 19) SCiM should explore innovative ways of making the trainings more cost efficient and reducing the unit cost.

7. SCiM should examine if and how the organization can capitalize on the informal “mother groups” that the trainings have initiated and possible formalize this structure. It would be possible to utilize these groups to encourage women to participate in the MCs were women participation is low. If women felt they had the “support” of a group – as their representative – this could build confidence and a sense of representation.

8. SCiM should ensure the quality and systematic use of the SRT tool is relevant and applied consistently. This will provide valuable information of the current operations and for future programming. It would be important to liaise with other organisations and ECCD providers, which are using similar tools and seek to harmonise these.

Objective 2: Better learning environment and opportunities for children enrolling in primary school

9. That the TC was incorporated into the national curriculum in all 20 educational colleges is a significant accomplishment. SCiM should conduct a study to assess the perception, utilization and effect of the TC for children entering primary schools.

10. SCiM should ensure there are proper checks and balances in place for the CMSS and LEIP funds. The allocation process for the funds and the decision-making in the townships and villages must be transparent and adhered to at all times.

Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

11. SCiM should make sure that women are more equally represented in the MCs, and hold positions of responsibility within the MCs. This could partly be achieved by amending the mandate of the MCs specifying a required gender balance in the committees and esuring that the required gender balance is adhered to. SCiM could consider introducing incentives to MCs with a gender balance in line with the requirements in the mandate.

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12. SCiM should continue to work with and support the ECCD network group structure, at both national and township level to ensure that they have adequate capacity to operate in line with the mandate and the four distinct roles of the groups 1) Capacity building; 2) Monitoring and oversight; 3) Source of funding; 4) Coordination mechanism. SCiM should conduct a Gap-analysis to ensure a data driven approach to assessing challenges and proposed solutions.

13. SCiM should collaborate with relevant stakeholders in ensuring that a rigorous system for monitoring and evaluation is in place when the GoM commence expansion of a school based ECCD program. A Participatory action research (PAR) approach could be a constructive method of engaging with stakeholders and GoM to collect data and feed knowledge into the implementation process.

14. The SCiM system for quality improvement and monitoring of ECCD centers should be amended to align with the new KG year and the changes this will imply.

15. SCiM has managed to turn the trend of the poorest women being least likely to attend parenting training. However the participation of men is still very low. SCiM should explore alternative ways of attracting and encouranging more men to participate in the parenting education trainings.

16. SCiM should ensure that the ECCD Management Committees consistently formalize work agreements between the caregivers and the ECCD centers.

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2. INTRODUCTION – ORGANIZATIONAL AND PROGRAMMATIC RELEVANCE

Between 1997 and 2006 the number of ECCD and day-care centers increased considerably throughout Myanmar1. According to the Education Management Information System (EMIS) the number of preschool children soared nearly 80 percent from 142.938 in 2004 to 256,357 in 2006, but with pre-school exposure varying considerably between States and Regions across the country. In Kachin and Kayah States it was estimated that 30% of children aged 3 to 8 attended some kind of early childhood education center while only 5% did so in Rakhine State and 3% in Kayin State2. If no ECCD center or equivalent were available in the villages, children were in most cases cared for by their mothers (83%) 3 , encumbering gender equality, income generation and child development.

The engagement within ECCD dates back to 1997, when Save the Children UK (SCUK) began working with communities to establish and operate their own ECCD centers for children aged 3 to 54. Based on a number of later studies, there was “strong” evidence that well-targeted ECCD programs had lower costs and produced more profound and sustainable results than other education investments or programs at the time5. In 2006 Myanmar was one of the most isolated and closed countries in the world and engaging in the education sector was “extremely difficult6”. The initial program outline worked in the informal sector, which was doable at the time and was a “safe way7” of leveraging access to education at an early stage. In addition there were other positive spin- offs, including community participation. In 2006 the only organization capable of conducting this “kind of work was SCiM 8”, because of their experience in the country, their standing with GoM and their ability to effectively implement large and complex programs9. The main donor deemed SCiM an “excellent partner10”.

SCiM began implementing the “Transitions Initiative programme” in 2006. The main rationale behind the program design and implementation was the notion that access to quality ECCD services would result in a greater number of children, especially marginalized11, would attain progressive age appropiate physical; social-emotional; cognitive; and language development. The ECCD program has comprised the following four distinct yet complementary and sequential projects:

1. Transition Initiative Project” 2006 - 2009 2. "Early Learning Opportunities for Children”: A Transitions Initiative – Extension project April 2009 – March 2011 3. "Early Learning and transition to Primary school”: New Generation Project" 2011 to 2013 4. "Early Learning and transition to Primary school”: MEC Project" 2013 – Mar 201512.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 EFA Mid-Decade Assessment Report, August 2007, Yangon 2 Ibid 3 Added Value! A study of the impact of ECCD on household incomes and livelihood opportunities – 2011/2 4 Save the Children in Myanmar transited in to SCI Myanmar in 2011, following a unification process of the Save the Children memebers present in Myanmar 5 Positive Impact SC-US 2004 6 Quotes from donor representative Oli Keetch – former DfID representative Mynamar 7 Ibid 8 Ibid 9 Ibid 10 Ibid 11 Particularly children from poor homes, from ethno linguistic minorities and children with disabilities! 12 The approval and establishment of the Myanmar Education Consortium (MEC) early in 2013 led to the third year of the New Generation Programme being channeled through MEC

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From the onset, the township and village selection followed a stringent process and incorporated government (GoM) priorities and available data. A combination of development indicators as well as contextual factors were considered, including: • Identifying the most deprived regions, states, townships, and villages and to some extent families. • Collaboration with partners such as the Department of Education, Planning and Training (DEPT) and The United Nations Children's Fund (UNICEF). SCIM initially worked under the UNICEF umbrella, in order to be able to operate. • Alignment with government priorities and initiatives.

The ECCD initiative was implemented in 20 townships in nine States/Regions throughout the four projects in the period 2006-2015 13 . The main donor has been the Department for International Development (DfID) with a number of smaller grants provided by donors including Yetagon, KOICA, SCUS, Mimi & Peter, Wish List, Sven Hoffman and more recently, Myanmar Education Consortium (MEC). In conjunction with the ToR14 the end-evaluation is conducted in line with the OECD DAC criteria’s for evaluating development assistance programmes. Key areas of assessment are:

Objective 1: To ensure access to quality of ECCD services for children living in poor communities.

Objective 2: To enable better learning environment and opportunities for Grade One and Grade Two pupils in poor communities.

Objective 3: To contribute to building a partnership framework and influence policy change for the education sector in Myanmar.

3. METHODOLOGY 3.1 Introduction The end evaluation methodology is closely aligned with the outlined objectives in the ToR and as further developed in the EMC proposal to SCiM15. Given the lack of overall baseline targets and counterfactual data for the period 2006-2015, the end-evaluation is predominantly matched against documented results in the four (end of) project reports and the mid-term evaluation (MTE) conducted in 2010, to measure progress and achievements16.

The end-evaluation assignment was undertaken through the collection and review of key documentation, semi-structured key informant interviews (KII), focus group discussions (FGD) with stakeholders, beneficiaries and key staff, spot checks and site observations. In line with the ToR, EMC emphasized collecting “qualitative data17”. The historic quantitative data presented in the report is used to contextualize and validate the qualitative data findings through data triangulation. In line with the ToR the principal foundation of the analysis will be based on the qualitative data.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 13 Annex I – The Myanmar Information Management Unit 14 Annex II – Terms of Reference 15 Proposal submitted to SCiM on the 18.12.2014 16 Monitoring and evaluation was almost impossible in 2006. No survey or systematic collection of data was allowed. Data provided by GoM were in most cases unreliable 17 See ToR for further information

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3.2 Data tools and design process A highly participatory approach was taken in the design of the research tools. An evaluation design workshop between SCiM and EMC was conducted at SCiM head office in Yangon on the 4th of February 201518. The purpose of the workshop was for the EMC and SCiM teams to get acquainted and to cooperatively decide on: 1. Sample size and selection 2. The composition of the field teams 3. Field travel plan 4. How to engage children safely and constructively in the evaluation 5. Jointly review the draft tools designed by EMC and amend were appropriate 6. Translation of evaluation tools

The following tools were developed and utilized for the primary data collection.

Table 1: Informants, tools and method Informants/Means of Verification Tools Method/Approach Children Observations checklist Mixed methods

Age appropriate semi- structured questionnaire

Activity list for engaging the children safely and constructively Parents/guardians Semi structured interview guide FGD Caregivers Semi structured interview guide FGD Management committee members Semi structured interview guide FGD Local ECCD/APE network members Semi structured interview guide FGD National ECCD/APE network members Semi structured interview guide KII Primary school Teachers Semi structured interview guide KII Representatives - national authorities Semi structured interview guide KII Representatives – local authorities Semi structured interview guide KII Donor representative Semi structured interview guide KII SCiM Staff Semi structured interview guide KII Local partners Semi structured interview guide KII SCiM staff Observations checklist – On site observation ECCD/APE attendance SCiM staff Observations checklist – On site observation ECCD/APE quality

The design process of the research tools underwent a rigorous six-step process to ensure that the tools were relevant, accurate, valid and reliable. Minor tool adjustments were made after the first field visit based on feedback from the field research staff and informants.

Figure 1: Tools development process

Revision - Feedback from Feedback from national EMC - first senior SCiM Revision - SCiM research Revision - draft tools EMC EMC education staff team expert

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 18 Annex III – evaluation workshop attendance list!

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3.3 Sample and sample selection Extensive deliberation was put into the selection of a representative sample cogitating; size, diversity, length of support; phased out areas; location/ethnicity, with particular focus on harder to reach areas and balancing both ECCD centers and APE facilitation entities in the sample. For the selection process, the villages were orderly arranged and selected at regular intervals. The selection process started randomly at the list and proceeded with every kth19 element from then onwards. The starting point was not automatically the first village on the list. By applying this technique we ensured that each village had an equal probability of selection with no underlying sampling interval pattern. Also replacement villages were chosen randomly as a leeway option, in case villages/centers or stakeholders were inaccessible.

Table 2: Selected sample (location, intervention, project period) Township State/Region Sample (location, Intervention, project period)

Nyaung Shwe Southern Shan state 16 ECCD Centers 6 Project period 2006-09 10 Project period 2009-2011 Pwint Phyu Magwe region 14 ECCD Centers 3 APE facilitation entities 5 Project period 2006-2009 1 project period 2006-2009 6 Project period 2009-2011 2 project period 2011-2013 3 Project period 2011-2013 Kungyangone Yangon region 7 ECCD Centers 3 APE facilitation entities 4 Project period 2009-2011 3 Project period 2011-2013 3 Project period 2011-2013 Saw Gangaw district 2 ECCD Centers 3 APE facilitation entities 2 Project period 2013-2015 3 Project period 2013-2015 Hpa An Kayin state 2 ECCD Centers 3 APE facilitation entities 2 Project period 2013-2015 3 Project period 2013-2015 Pakokku Magwe region 2 ECCD Centers 3 APE facilitation entities 2 Project period 2013-2015 3 Project period 2013-2015

Table 3: Total sample Total sample and proportional sample size (%) (ECCD: 735/APE: 200) N=93520

Time period # % Sample 2006-09 12 Sample 2009-11 20 Sample 2011-13 11 Sample 2014-15 15 Total sample selection of sample 58 6,2% APE 15 7,5% of total APE ECCD 43 5,8% of total ECCD Access difficult/remote areas 30 51,7% of sample

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 19 Expression for randomly selecting the sampled villages with no underlaying pattern. 20 Annex IV – Sample selection and field work plan

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Table 4: Number/list of informants21 Informants/Means of Verification Sample size/number of informants Children 316 Parents/guardians 417 Caregivers 52 Management committee members 303 ECCD network members 33 National ECCD/APE network members 2 Primary school teachers 41 Representatives – national authorities 1 Representatives – local authorities 42 Donor representative 1 SCiM staff 6 3.4 Field research and data collection At the evaluation design workshop the field teams were divided and organized, and a team leader appointed. The team leader was responsible for reporting to SCiM management in Yangon and the EMC team leader during the field research. The field research lasted five weeks. The EMC team conducted the KIIs of SCiM staff, national authority representatives, national ECCD network leadership and the donor representative. 3.5 Limitations The end-evaluation has focused entirely on the outlined objectives defined in the ToR and the specifications defined by EMC in the proposal to SCiM. Though elements may be present in the report, this evaluation does not attempt to assess and analyze all aspects of the program. The conclusions and recommendations are based on the various sources of data available. SCiM noted to the evaluation team, that throughout the intervention period, access to reliable demographic data has been a challenge. Official statistics and data are in many areas highly unreliable and/or inaccessible. As with most research there is a risk of sampling errors and biases induced by the specific sample design. There is the risk of minor random sampling errors, where variation in the results can occur, due to the villages in the sample being selected at random. The theoretical properties make it difficult to quantify the accuracy of the sample. Also non-sampling errors is a risk. In particular: 1. Measurement errors: e.g. when respondents misunderstand a question, or find it difficult to answer, due both to language and conception barriers. 2. Processing errors: Mistakes in data coding. 3. Non-response: Failure to obtain complete data from all selected individuals.

The EMC and SCiM teams have taken all precautions to ensure relevance of the tools; accurate and understandable formulations; accurate data coding; and that all individuals selected to participate in the evaluation provided truthful answers to the best of their ability. Because of escalating armed conflict in the Northern Shan State during the field research, SCiM staff was prohibited to travel to the selected townships in the state. Instead it was jointly decided to travel to Saw Township in Magway Region.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 21 Annex V – list of informants, townships and villages

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4. EFFECTIVENESS AND IMPACT – KEY FINDINGS AND ANALYSIS Objective 1: To ensure access to quality ECCD services for children living in poor communities 4.1 Number of ECCD centres and APE facilitation entities: Historic and contemporary data In the period 2006-2015 a total of 721 ECCD centers and 200 APE facilitation entities had been established22. As of 2015, SCiM have phased out support to 721 ECCD centers and APE facilitation entities.

Figure 2: Established centers and entities Implementation period and rate of expansion 800! 700! 600! 500! 400!

Number 300! 200! 100! 0! 2006-2009 2009-2011 2011-2013 2013-2015 Total 2006-2015 ECCD 230 290 101 100 721 APE 100 100 200

There has been a “balanced” establishment of centers throughout the nine-year period, with an average of approximately 102 centers and facilitation entities established annually (excluding 2015). This is a fast rate of expansion. There is no evidence or indications that the rate of expansion has affected the quality of operations.

Of the centers and facilitation enetities that where financial supported through the period, more than 94% are operative, 95,4% of the ECCD centre Operating and 93% of the APE facilitation enetities23.

4.2 Quality of the ECCD centers SCiM has regularly and systematically measured the quality of the ECCD centers against a predefined standard, consisting of 15 quality core indicators. Quality evaluations, in a sample of centres, were conducted quarterly by ECCD Management Committees (MCs) and caregivers, assisted SCiM field team members24. In the April 2010 report SCiM reported that 56% of ECCD centers were meeting the “minimum quality standard “25. In 2011 a sample evaluation found that 85% !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 22 SC UK/US provided technical support to an additional 14 prior to 2006! 23 Annex VI - ECCD Centres and Alternative PE Situation 24 Myanmar Education Consortium - Annual Progress Report 2013 25 It should be noted that the Delta Townships particularly struggled in the earlier days to provide quality ECCD services, due to the post emergency context and a slightly different modality of implementation.

! 19! ! of the ECCD centers were operating at a “minimum quality standard26”. In 2010 the MTE, conducted a quality assessment in eight townships. The assessment was “rudimentary27” and found that 81% of ECCD centers were operating at a “satisfactory” level28. The end-evaluation assessed the operational condition of 41 ECCD centers. The areas assessed were; buildings; physical facilities; grounds; sanitation facilities; and learning facilities29. The centers were generally found to be in very good/good condition, in conjunction with the findings in 2010 and 2011. 4.2.1 Caregiver ratio A principal indicator of quality, used throughout the program, is child: caregiver ratio. The pre- established indicator recommends a ratio of 15:1, with a minimum or two caregivers per center. The MTE recorded the following ratios for the surveyed townships.

Table 5: Child/Caregiver ratio by township

Township Child: Caregiver Ratio Child: Caregiver Ratio Notes 2010 (average) 2015 (average) Pwintbyu 25:1 15:1 Ongoing support Namphan 20:1 Kawkareik 18:1 Nyaungshwe 17:1 11:1 Phased out support (2012) Kawlin 16:1 Kani 15:1 Hlaingbwe 14:1 Theinni 10:1 Saw 20:1 Ongoing support Pakokku 16:1 Hpa-An 14:1 Kungyangon 10:1

In the surveyed townships with comparable data (Pwint Phyu and Nyaungshwe) there is a significant decrease in the child: caregiver ratio, most notably in Pwint Phyu. In Nyaungshwe a significant reduction is also noticeable, indicating that quality are sustained after SCiM has phased out support. In the four townships not previous assessed, Pakokku, Hpa An and Kungyangone, all are in line with the recommended ration of 15:1. Saw however is not, and currently has a ratio of 20:1. The on average trend is positive, but among the surveyed ECCD centers there are also examples of very high child: caregiver ratio´s - one village in Kungyangone had a ratio of 23:1. The trend indicates that the smaller the centers the better child: caregiver ratio. The MTE highlighted that it was the ethnic States that had high child: caregiver ratio´s. Nyaungshwe in Shan State and Hpa An in Kayin State has reduced the child: caregiver ratio and there are currently no apparent discrepancy between ethnic and non-ethnic states. 4.2.2 Caregiver training Caregivers in both the ECCD centers and APE facilitation entities, confirm they have received training, most commonly the initial and refresher trainings. The training for ECCD caregivers is one month and for the Parenting Education Facilitators (PEF)30 five days. Also acknowledged by the caregivers, are the additional “specialized” courses continuously offered, including: • Management and bookkeeping • Disaster Risk Reduction (DRR)

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 26 The definition from "Early Learning Opportunities for Children”: A Transitions Initiative – Extension project 2009 - 2011 27 MTE 28 Each field office was asked to divide the ECCD centers in its township into three categories good, satisfactory and poor. Criterions for the assessment were ECCD minimum standards indicators. 29 The observation assessment rating classification ranged from, very good; good; average; poor, very poor. 30 PEF Parenting Education Facilitators is the term used for the APE “caregivers”!

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• Health and nutrition • Toy making and structured play • Parenting education facilitation • Community action plans • First aid • Child protection

Of the specialized trainings facilitated by SCiM, toy making and management training are the most popular amongst the caregivers and verify that trainings are relevant. Caregivers state that they are able to apply the knowledge from the trainings into the centers. Several of the APE PEFs also highlight the relevance and applicability of the parenting education facilitation. The end evaluation has found no discrepancy in the level of training offered to the ECCD caregivers and APE PEFs. 4.2.3 Caregiver guiding tools The Caregivers are provided with a number of practical guiding tools. Of particular importance and repetitively emphasized by the caregivers is the Caregiver Handbook. Equally important is the recognition by the caregivers that the handbook is applicable in the centers and that the caregivers refer specifically to the handbook as the primary tool for guidance. Further, the caregivers are emphasizing The Parenting Education Facilitators Handbook (particular the APE PEF). It is particularly encouraging that a significant proportion of the caregivers accentuate that they seek guidance, and regularly consult, with both the MC members and SCiM staff, in addition to their co-workers. This gives indication of caregivers showing a genuine interest and a functioning ”community of practice” where information is shared and practices fine-tuned in conjunction with resource persons in the sphere of the centers. There is no mention by the caregivers of a lack of information or guiding tools. 4.2.4 Caregiver behavior Several characteristic behavioral patterns are predominantly observed in both the ECCD centers and APE facilitation entities. The caregivers attend to the basic needs of the children and engage in age appropriate activities and are capable of identifying an array of activities for the various age groups. This includes activities such as singing, drawing and story-telling. The research teams consistently observed positive caregiver communication and interaction with the children and appropriate patterns of behavior. In no case were the research teams able to detect discriminatory behavior by the caregivers. Also encouraging was the proliferation of positive disciplinary approaches in the centers. Positive approaches were continuously observed and the caregivers actively used, and were able to explain, the use of positive discipline in the centers.

Most of the caregivers acknowledge their voice as the most appropriate tool for correcting unwanted behavior and any indication of corporal punishment was not seen. “Some times we have to raise our voice, but there is no shouting. I often encourage the children to do other activities if they are not behaving appropriately - that helps31”. Also accentuated by a majority of the caregivers were the systematic use of daily and weekly plans for activities in the centers and the cooperation with parents. The collaboration with the centers was also emphasized by a preponderance of parent’s as constructive and positive. 4.3 Enrolment: Historic and contemporary data32 In March 2009 the 230 operational ECCD centers had a total enrollment of 12 126 children, 6 234 girls and 5 892 boys. In May 2011 51 677 children (23 255 boys and 28 422 girls) were enrolled in 520 ECCD centers. In January 2015 the total number of children that had accessed ECCD services !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 31 Caregiver quote! 32 There are no reliable data available on the enrolment of linguistic and/or religious groups

! 21! ! stood at 62 785 (31 123 boys and 31 662 girls). This represents an increase in enrolment of 517% in the period 2009-201433. The enrolment rate is significantly higher than the center construction rate. A different development is evident when we examine the enrolment in the APE facilitation entities. From 100 operative centers and the enrolment of 16 719 children (7 524 boys and girls 9 195) to 200 centers and 9 692 children (4 886 boys and 4 806 girls) enrolled. This is a 57.97% decrease in enrolment despite increased accessibility. There is no gender discrepancy between the enrolment of boys and girls in the ECCD centres and APE facilitation entities. In the townships Kani, Muse and Kungyangone, a lower number of children are enrolled than initialy projected.

Figure 3: Enrolment – ECCD and APE Enrolment development 2009-2014 35000 30000 25000 20000 15000 10000

Number ofNumber children 5000 0 Boys Girls Boys Girls Boys Girls 2009 2011 2014 APE 7524 9195 4886 4806 ECCD 5892 6234 15731 19227 31123 31662

4.3.1 Enrolment by economic status The enrolment of children defined as “poor34”, has increased considerably in the period 2006-2015. The Early Learning and transition to Primary school: New Generation – Final Report (2011) found that half of all children at the point of evaluation (47.19%) accessing ECCD were from poor households. Currently, in both the ECCD centers and APE facilitation entities, the majority of children enrolled are classified as poor35. In line with the intentions, APE are targeting and enrolling a higher percentage of poor children, but only marginally, though table six and seven depicts variancies between the townships. The differences are primarily ascribed to the demographic composition and economic status of the townships. The increased coverage of ECCD centers and APE facilitation entities has resulted in increased enrolment of poor children.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 33 In the same period at the same the increase in number of centers stood at 313% - section 4.1 34 Throughout this document, ‘poor’ /‘poorest’ is a term introduce by SCiM equivelant to the households with the lowest income (25%) as defined in the local wealth-ranking exercise conducted during the community baseline assessment (PLA) 35 ECCD centers an average of 58.49% and in the APE centers 61.91%.!

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Table 6: ECCD enrolment - poor children 2006 - 2015 program period Total enrolled children Total enrolled children % Enrolled Remark Township (All) (Poor) poor children M F T M F T M F Nyaungshhwe 2 580 2 566 5 146 1 511 1 489 3 000 0.586 0.580 Feb. 2011 data Theinni 1 117 1 207 2 324 535 558 1 093 0.479 0.462 Feb. 2011 data Namphan 1 773 1 889 3 662 1 251 1 334 2 585 0.706 0.706 Feb. 2011 data Kawkareik 3 949 4 028 7 977 1 766 1 737 3 503 0.447 0.431 Jun. 2014 data Hlaingbwe 2 526 2 586 5 112 1 019 1 019 2 038 0.403 0.394 Jun. 2014 data Muse 359 365 724 171 185 356 0.476 0.507 Jun. 2014 data Kani 3 508 3 527 7 035 1 603 1 647 3 250 0.457 0.467 Jun. 2014 data Kawlin 2 159 2 210 4 369 1 104 1 157 2 261 0.511 0.524 Feb. 2011 data Pwintbyu 4 867 4 961 9 828 3 480 3 540 7 020 0.715 0.714 Jun. 2014 data Meiktila 657 602 1 259 317 306 623 0.482 0.508 Jun. 2014 data Kungyangon 1 713 1 706 3 419 1 287 1 328 2 615 0.751 0.778 Jun. 2014 data Phya Pon 708 753 1 461 589 622 1 211 0.832 0.826 Feb. 2011 data Mawlamyinegyun 1 269 1 210 2 479 896 818 1 714 0.706 0.676 Jun. 2014 data Hlaingbwe 302 348 650 270 309 579 0.894 0.888 Feb. 2011 data Myaungmya 596 598 1 194 453 460 913 0.760 0.769 Feb. 2011 data Laputta 1 557 1 633 3 190 1 198 1 279 2 477 0.821 0.783 Jun. 2014 data Hsipaw 253 257 510 152 147 299 0.601 0.572 Dec. 2014 data Hpa-An 330 314 644 86 78 164 0.261 0.248 Dec. 2014 data Minbu 273 289 562 162 189 351 0.593 0.654 Dec. 2014 data Pakokku 401 385 786 235 237 472 0.586 0.616 Dec. 2014 data Saw 226 228 454 102 97 199 0.451 0.425 Dec. 2014 data Total 31 123 31 662 62 785 18 187 18 536 36 723 0.584 0.585

Table 7: APE enrolment - poor children 2006 - 2015 program period Total enrolled children % Enrolled Remark Total enrolled children Township (Poor) poor children M F T M F T M F Kawkareik 415 456 871 212 238 450 0.511 0.522 Jun. 2014 data Hlaingbwe 590 585 1 175 221 252 473 0.375 0.431 Jun. 2014 data Muse 233 256 489 147 184 331 0.631 0.719 Jun. 2014 data Kani 252 223 475 94 64 158 0.373 0.287 Jun. 2014 data Pwintbyu 668 625 1 293 481 424 905 0.720 0.678 Jun. 2014 data Meiktila 449 430 879 269 241 510 0.599 0.560 Jun. 2014 data Kungyangon 326 329 655 246 251 497 0.755 0.763 Jun. 2014 data Mawlamyinegyun 309 295 604 223 232 455 0.722 0.786 Jun. 2014 data Laputta 430 357 787 369 311 680 0.858 0.871 Jun. 2014 data Hsipaw 217 196 413 153 133 286 0.705 0.679 Dec. 2014 data Hpa-An 269 289 558 173 164 337 0.643 0.567 Dec. 2014 data Minbu 184 228 412 150 160 310 0.815 0.702 Dec. 2014 data Dec. 2014 data Pakokku 229 240 469 106 120 226 0.463 0.500 Saw 315 297 612 195 187 382 0.619 0.630 Dec. 2014 data Total 4 886 4 806 9 692 3 039 2 961 6 000 0.622 0.616

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4.3.2 Enrollment by ethnic grouping The MTE found that in “some contexts”, certain ethnic groups inhabiting remote regions were particularly disadvantaged by the distance factor36. Overall the MTE found no particular disparities in enrolment or attendance between different ethnic, religious or linguistic groups other than those closely related to poverty and geographic location as explored above. The end-evaluation findings substantiate the MTE conclusions. As depicted in table eight, the number and percentage of the enrolment of ethnic children mirrors the ethnical divisions of the states, townships and villages. The ethnic townships (Nyaung Shwe, Theinni, Namkham, Hlaing Bwe, Muse, Hpa-An and Hsipaw) are all townships with between 90-100% enrolment of ethnic children. There is no pattern of discrimination and/or exclusion of children based on ethnicity.

Table 8: Enrolment and ethnicity 2006-2015 program period Total enrollment Total enrolment children Township children (All) (Ethnic) % M F T M F T M F Nyaungshhwe 2 580 2 566 5 146 2 580 2 566 5 146 1.000 1.000 Theinni 1 117 1 207 2 324 1 117 1 207 2 324 1.000 1.000 Namphan 1 773 1 889 3 662 1 752 1 873 3 625 0.988 0.992 Kawkareik 3 949 4 028 7 977 3 577 3 658 7 235 0.906 0.908 Hlaingbwe 2 526 2 586 5 112 2 457 2 508 4 965 0.973 0.970 Muse 359 365 724 338 353 691 0.942 0.967 Kani 3 508 3 527 7 035 0 0 0 0.000 0.000 Kawlin 2 159 2 210 4 369 0 0 0 0.000 0.000

Pwintbyu 4 867 4 961 9 828 0 0 0 0.000 0.000

Meiktila 657 602 1 259 0 0 0 0.000 0.000 Kungyangon 1 713 1 706 3 419 318 293 611 0.186 0.172 Phya Pon 708 753 1 461 0 0 0 0.000 0.000 Mawlamyinegyun 1 269 1 210 2 479 70 83 153 0.055 0.069 Hlaingbwe 302 348 650 0 0 0 0.000 0.000 Myaungmya 596 598 1 194 0 0 0 0.000 0.000 Laputta 1 557 1 633 3 190 2 19 21 0.001 0.013 Hsipaw 253 257 510 253 255 508 1.000 0.992

Hpa-An 330 314 644 323 310 633 0.979 0.987 Minbu 273 289 562 0 0 0 0.000 0.000 Pakokku 401 385 786 0 0 0 0.000 0.000 Saw 226 228 454 0 0 0 0.000 0.000 Total 31 123 31 662 62 785 12 787 13 125 25 912 0.411 0.415

4.3.3 Enrolment of children with disabilities Throughout the period, it has repeatedly been highlighted that the understanding of disability in most townships and villages is very limited. Often disability is defined inconsistently, and ranges from minor cases of physical impairment, through to sight/hearing impairment, slower learning capacities, to severe physical and mental deficiency. This inconsistency contributes to continued and significant stigma towards children with disabilities, and is further complicated by widespread beliefs that disability serves as a “punishment” for the families affected37. In the ECCD and APE training modules there is curriculum focus on understanding and recognizing different types of disability. Although the number of children with disabilities benefitting from the interventions is small, the difference made to those children’s lives is often considerable. Based on SCiM data, the !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 36 MTE 2010 37 Early Learning and transition to Primary school: New Generation – Final Report

! 24! ! percentage of children with disabilities enrolled in both ECCD centers and APE facilitation entities are 0.6% of total enrolment38. The data indicates that there has been a minor increase in enrolment of disabled children in the ECCD centers and APE facilitation entities.

Table 9: Enrolment and disability 2006 – 2015 program period Total enroll children Total enrollment children Township (All) (Disabled) Percentage M F T M F T M F Nyaungshhwe 2 580 2 566 5 146 4 8 12 0.002 0.003 Theinni 1 117 1 207 2 324 14 13 27 0.013 0.011 Namphan 1 773 1 889 3 662 13 10 23 0.007 0.005 Kawkareik 3 949 4 028 7 977 32 25 57 0.008 0.006 Hlaingbwe 2 526 2 586 5 112 12 8 20 0.005 0.003 Muse 359 365 724 2 1 3 0.006 0.003 Kani 3 508 3 527 7 035 5 5 10 0.001 0.001 Kawlin 2 159 2 210 4 369 19 5 24 0.009 0.002 Pwintbyu 4 867 4 961 9 828 16 12 28 0.003 0.002 Meiktila 657 602 1 259 5 2 7 0.008 0.003 Kungyangon 1 713 1 706 3 419 8 9 17 0.005 0.005 Phya Pon 708 753 1 461 5 2 7 0.007 0.003 Mawlamyinegyun 1 269 1 210 2 479 14 12 26 0.011 0.010 Hlaingbwe 302 348 650 2 1 3 0.007 0.003 Myaungmya 596 598 1 194 8 8 16 0.013 0.013 Laputta 1 557 1 633 3 190 7 8 15 0.004 0.005 Hsipaw 253 257 510 1 0 1 0.004 0.000 Hpa-An 330 314 644 1 1 2 0.003 0.003 Minbu 273 289 562 1 2 3 0.004 0.007 Pakokku 401 385 786 4 0 4 0.010 0.000 Saw 226 228 454 3 2 5 0.013 0.009 Total 31 123 31 662 62 785 176 134 310 0.006 0.004

4.3.4 Enrolment by gender The MTE found no clear gender pattern of enrolment in the ECCD centers. Across all townships, at the time, the enrolment was slightly higher in favor of girls (51.4%). The MTE established that the discrepancy reflected the actual numbers of boys and girls in the population and concluded, “there seems to be no evidence of gender-related barriers”. Currently there are parity of access to ECCD and APE services for boys and girls in the intervention areas. The disaggregated data reflects the gender ratio´s consistent with the demographics across the country. A significant factor, contributing to equal gender enrolment, is the fact that the ECCD centers and APE facilitation entities are free of charge for the most vulnerable families, where community structures provide finanancial support.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 38 Myanmar Education Consortium - Annual Progress Report 2013!

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Table 10: Gender disaggregated enrolment 2006 - 2015 program period Enrolment Gender Disaggregated Boys Girls Total Gender parity Total Enrolment ECCD 31 122 31 662 62 784 0.504 Total Enrolment APE 4 886 4 806 9 692 0.495 Enrolment poor children ECCD 18 187 18 536 36 723 0.504 Enrolment poor children APE 3 039 2 961 6 000 0.493 Enrolment ethnicity ECCD 12 787 13 125 25 912 0.506 Enrolment ethnicity APE 1 838 1 897 3 735 0.507 Enrolment disabled ECCD 176 134 310 0.432 Enrolment disabled APE 31 33 64 0.515

4.4 Observed attendance in the ECCD centers and APE facilitation entities The MTE underlined “perceived high levels of attendance” in the ECCD centers39. The end-evaluation conducted attendance spot checks in the visited centers and found that the level of attendance, on the day of visit, ranged from approximately 40% to 98%. There was no significant pattern of gender divergence. In all but one township (Hpa-An), the children from poor families were in majority in the centers. Children from high-income families represent a very small proportion of the children in the centers. The MTE noted that the ECCD centers register child attendance, but that the data at the time was not compiled or analyzed by the SCiM project offices. This is still the case in the sampled centers. In Pwint Phyu and Kungyangon, the majority of support to the centers has been phased out and only direct support to a small number of centers is in effect. All direct support to centers in Nyaungshwe was phased out end of Decmember 2010. There is high level of enrolment of poor children and equally low number of children from high-income families. The APE center in Hpa-An had very low attendance while the ECCD centers in Nyaung Shwe had very high attendance. The centers in hard to reach areas had on average higher attendance that easier to reach areas.

Table 11: ECCD and APE attendance – income disaggregated40 Pwintbyu Hpa- Kungyangon Nyaungshwe An Total attendance 455 114 177 327 Of which children from high income families 26 17 10 10 % 0.057 0.149 0.056 0.030 Total attendance defined by economic status 455 114 177 327 Of which children from low ("poor") income families 316 26 145 223 % 0.694 0.228 0.819 0.681

Table 12: ECCD and APE attendance – hard to reach areas Township Easy % Hard to reach areas % # # Enrolled # Observed # Enrolled Observed Pwintbyu 125 173 0.722 191 215 0.888 Hpa-An (APE) 21 53 0.396 5 9 0.555 KGK 66 73 0.904 126 138 0.913 Nyaungshwe 68 94 0.723 78 79 0.987 Total Average 280 393 68.60 % 400 441 83.58 % !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 39 Attendance was also explored in further detail in the interviews with key informants 40 The centers were not notified of the research team arriving!

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4.5 Observed changes in children as a result of the ECCD/APE intervention

Cognitive development Data collected from the informants41 denotes a trend of strengthened cognitive development amongst the children exposed to ECCD/APE. The majority of children are perceived to have well developed numerical skills and are, when entering primary school, able to count and recognize numbers consistently. This is only verified by qualitative data from the FGDs and KIIs, not quantitative data based on systematic longitudinal testing of the children. Also the parents particularly highlight the children’s numerical skills. In addition the children have developed basic letter recognition, primarily in Myanmar language, but also to some extent in English and various local languages. This provides the children with a great advantage in their literacy development when entering primary school. The primary school teachers in the sample state that children with ECCD/APE experience evidently enter primary school with a stronger conceptual understanding of basic word construction and highlight that most of these children are able to both recognize and write their names, contrary to the majority of children who have not been exposed to ECCD.

Further skills accentuated by the informants are the children’s ability to name colors and imaginatively use various materials when engaging in creative work in school. Also emphasized by the informants are the children’s emerging conceptual understanding of more intricate concepts, such as days and months and the incipient ability to tell time. Of significant importance is the fact that all the teachers highlight that children with ECCD/APE exposure are easier to teach because they in general have a ”sense of routine42”, making the adjustment to a highly structured school day easier and hence enhancing the learning outcomes early on. The teachers also highlight that these children are ”eager to learn43”, and more importantly, familiar with a learning environment and teaching/learning materials. “These children are smarter than children from previous years who did not have ECCD experience44”. There is no apparent development discrepancy between children from “poor” households or between the genders. “Children with ECCD experiences are ready to learn while children who come directly from home tried to get accustom to school45”.

Language development The informants independently accentuate that the children with ECCD/APE exposure have a well-developed vocabulary, exceeding that of children with no ECCD/APE exposure, according to the primary school teachers. “We don’t need to use a lot of time introducing or explaining words, we can move directly to the subject matter when teaching46”. This is verified by qualitative data from the FGDs and KIIs, not quantitative data based on systematic longitudinal testing of the children. Accentuated in the qualitative findings are the ECCD/APE children’s confidence and ability to inquire and interact with children, caregivers and parents. Both caregivers and parents give multiple examples of children’s emerging vocabulary. The primary school teachers in general find that children with ECCD/APE exposure are ”confident, open and talkative47”. The children are vocal and are generally able to construct and use more elaborate sentences when entering school. Also primary school teachers emphasize the observed emergence of basic language skills in other languages than the children’s mother tongue.

Highlighted in interviews, but also extensively observed by the field teams, is the caregiver’s active engagement in meaningful and age adequate dialogue with the children. When asked about this, the

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 41 Caregivers, parents and primary school teachers – triangulated findings 42 Teacher quote 43 Teacher quote 44 Teacher quote 45 Teacher quote 46 Teacher quote 47 Teacher quote

! 27! ! caregivers state that they are taught ”methods to develop the children’s language48”. They introduce things and objects; use various teaching aids; use visual aids; and talk to the children and help them expand and improve their vocabulary through multiple approaches. This approach is in line with both the theoretical “learning” and “interactionist” perspective, emphasizing that children’s language development is influenced, and to great extent dependent, on the child’s ability to imitate and desire to communicate with others49. The end-evaluation found no discrepancy of language development between the children form different social layers. Though girls in general have a more developed vocabulary and speech pattern at an earlier age. Children from poor households constitute the vast majority of the children in the ECCD centres and APE facilitation entities and it is positive that these children apparently have enhanced language skills when entering primary school.

Social development The primary school teachers highlight the developed social skills amongst the children exposed to ECCD/APE. Internalized and applicable social skills are manifesting itself through fewer ”disturbance problems50” and quarrels in class owing, at least in part, to the children’s developed ”sense of routine51”. Children with ECCD/APE experience are perceived to build social relationships faster. The willingness and ability to interact with other children and adults in a learning setting is an acquired skill that these children with high likelihood, at least partly, have developed through ECCD/APE exposure. The caregivers particularly mention that they consistently work with the children, teaching them to adapt to social rules, through interacting in groups and through imitation. The mechanisms of imitation, from both peers and adults, are key to social learning and social development. The caregivers repeatedly underline the ECCD handbook as an important guiding tool when working with the social development of the children. Parents, caregivers and primary school teacher’s unison emphasize that as a result of ECCD/APE exposure, the majority of the children have gained valuable understanding of, and internalized social norms, when transitioning to primary school.

Physical development Emphasized by the caregivers is the focus on the development of gross and fine motorical skills. The children are encouraged to participate in different activities in order to develop these skills. Fine motor skills are developed through the use of pencil, scissors, drawing, writing and modeling with clay. The children in the ECCD centers and APE facilitation entities are continuously encouraged to run, climb, and balance and by playing various sports for their gross motor development. Caregiver’s emphasize that the children transferring to primary school, are ”prepped52” for school start. Teaching simple English words and the children to read and write their names are prioritized. The majority of the primary school teachers state that they find the motorical skills of children from the ECCD centers and APE facilitation entities are more developed than the children that have not attended ECCD/APE centers. This is also accentuated by a number of parents. ”Eye hand coordination and controlling the pencil is already developed when the children start school.53”

Health and hygiene Implored in the children are also safe hygiene practices, a particular focus in the curriculum and ECCD handbook. Improved hygiene practices are highlighted by both parents and primary school teachers. ”The children brush their teeth regularly and we have little complaining of tooth ache54”. A majority of

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 48 Caregiver quote 49 1993;Tomasello, 1995, as cited in shaffer,et al.,2002. 50 Teacher quote 51 Teacher quote! 52 Teacher quote 53 Teacher quote 54 Caregiver quote

! 28! ! the parents further describes a pattern where children wash hands with soap before eating and after using the toilet. Some caregivers state that, ”diarrhea cases in school reduce has been reduced55”.

Confidence and independence The children exposed to ECCD/APE are in general, and with no or limited discrepancy between gender and social class, often described as “reflected and confident56”. The caregivers in the sample ascribe this to the pedagogical approach in the centers. Caregivers find that children continuously inquire and engage in both group and independent activities. The parents also underline this finding. “Before the ECCD center was established in the village, the children would be hysterical in the beginning of the school year and would run home. Parents had to carry their children on back and force them in to the classroom57”. Also accentuated are the children’s ability to communicate with peers and teachers, they appear less shy and they inquire and actively engage in dialog with the teachers at an early age. The emerging pattern of children exposed to ECCD/APE are positive and one in which children, based on the qualitative interviews, are distinguished from their peers in terms of confidence, independence and interaction. 4.6 School readiness In 2013 SCiM developed the School Readiness Tool (SRT). The tool was developed to provide an indicative measure of the school readiness of ECCD and APE children and to some extent measure the effect of the ECCD centres and APE facilitation entities. Since 2013 four assessments have been conducted, with six months intervals, including both ECCD and APE children58. The taxonomy was divided into three levels: 1. Readiness: Students consistently demonstrate skills, behaviors, and abilities, which are needed to meet expectations successfully. 2. Ready within next three to six month: Students inconsistently demonstrate skills, behaviors, and abilities that are needed to meet expectations successfully and require further targeted instructional support in specific domains or specific performance indicators. 3. Need for further Development: Children do not demonstrate skills, behaviors, and abilities, which are needed to meet expectations successfully and require considerable instructional support in several domains or many performance indicators and may required in the future on-going additional support.

Comparing the four assessments that have been conducted, findings are inconclusive. There has been a slight decrease in readiness from Feb 2013 to Sep 2014. Though as seen in the graph, the sample has been significantly reduced from 372 in September 2013 to 170 in April 2014 to 58 in September 2014. The two assessments in 2014 have limited statistical or informative value due to the small sample. Also there is only partial information regarding how the test results were used and if “underperforming” centers were guided on the basis of the results. SCiM should be commended for using a methodical approach to partially assess quality, but it is unclear in what way it was used as a guiding instrument in improving the ECCD/APE efforts.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 55 Caregiver quote 56 Teacher quote 57 Parent quote 58 Myanmar Education Consortium - Annual Progress Report 2013!

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Figure 4: School Readiness Assessments

School Readiness

40 % 30

0 Ready Not Ready Not Ready Not Ready Not Ready Ready Ready Ready 3-6 mo ready 3-6 mo ready 3-6 mo ready 3-6 mo ready Feb 2013 (n=ECCD Aug 2013 (n=ECCD Apr 2014 (n=ECCD Sep 2014 (n=ECCD 222/APE 150) 199/APE 123) 92/APE 78) 35/APE 23) ECCD (%) 61 18 20 62 18 21 40 22 38 51.4 34.3 14.3 APE (%) 41 29 29 47 29 24 28 29 42 21.7 34.8 43.5

4.7 Parenting training and practices Increasing parental knowledge in child development has been a significant focus throughout the programme period. The MTE estimated that Parenting Education (PE) had reached 7 109 parents in 200 communities with around 50% of the children also benefiting from ECCD centers59. Furthermore the MTE stated that it “seemed quite likely that the poorest, remotely located and over-burdened women were least likely to attend the parenting education modules60”. This has significantly changed. By the end of 2014 more than 28 000 parents had received parenting training – roughly a four-fold increase since the MTE in 2011. Of particular importance is the fact that poor parents are the majority in the trainings, on average 58% are parents from poor households. Leading this development is Hlaing Bone (89%), Phyar Pon (83%), Laputta (80%) and Kungyangone (76%). SCiM has managed to turn the trend of the poorest women being least likely to attend parenting training. However the participation of men is still very low, owing in part to traditional gender patterns and social norms.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 59 MTE p.13 60 MTE!

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Table 13: Parenting trainings and number of participants Township Module completed PE Module completed PE Parents % Total trained Parents (Poor) poor

M F T M F T Nyaungshhwe 158 1 660 1 818 92 963 1 054 58 Theinni 57 1 043 1 100 27 490 517 47 Namphan 16 956 972 11 679 690 71 Kawkareik 336 1 926 2 262 151 867 1 018 45 Hlaingbwe 75 3 384 3 459 30 1 354 1 384 40 Muse 10 416 426 6 237 243 57 Kani 34 2 345 2 379 15 1 055 1 071 45 Kawlin 7 2 428 2 435 4 1 263 1 266 52 Pwintbyu 29 3 486 3 515 21 2 475 2 496 71 Meiktila 7 952 959 4 505 508 53 Kungyangon 5 1 516 1 521 4 1 152 1 156 76 Phya Pon 13 240 253 11 199 210 83 Mawlamyinegyun 5 1 243 1 248 4 870 874 70 Hlaingbwe 0 572 572 0 509 509 89 Myaungmya 2 779 781 2 592 594 76 Laputta 8 1 225 1 233 6 980 986 80 Hsipaw 24 424 448 16 292 308 63 Hpa-An 5 434 439 1 222 223 42 Minbu 1 760 761 0 524 524 68 Pakokku 2 679 681 1 385 386 56 Saw 2 875 877 1 436 437 55 Total 796 27 343 28 139 405 16 048 16 453 58

The parenting educational modules have been a longitudinal effort, with multiple trainings over several months and encompassing a total of nine core modules. An encouraging finding is the high degree of correlation between the training curriculum and the learning outcomes highlighted by the parents in the sample, and regular anecdotal evidence of changes in parenting practice. This indicates parental internalization of the information and knowledge taught in the modules. Particularly emphasized as valuable by the parents are the health practices, specifically linked to maternal health, breast-feeding and nutrition. Also emphasized by the parents is the use of alternative and positive disciplinary methods. Several of the parents state openly that they no longer ”use the stick61” and that they have ”learned systematic ways of caring for the children62”. Parents also highlight the value of the social foundation that the trainings have spurred. They engage with other parents (mothers) and form friendships and valuable social networks. "Socially, we are closer and have relationships with other mothers63”. 4.8 Community support to ECCD centres ! Construction and maintenance The communities have contributed to the start up and operations of the ECCD and APE facilities through land, funds, items and labor64. Both the MCs and the local authorities have coordinated the !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 61 Parental quote 62 Parental quote 63 Parental quote! 64 The majority of the APE centers do not have their own facilities and the community also contributes with space for the APE activities

! 31! ! efforts, in order to ensure commitment and sustainability. The MCs regularly inspect the facilities and ensure continued maintenance. The contribution varies but parents underline that "when the ECCD center was constructed the community contribute with money, labor and construction materials65”. The financial contributions varied but the sample data indicate that each household contributed between 10 000 and 30 000 Kyat to the construction of the building.

Also the local authorities have in several townships been instigator of acquiring community land and overseeing the registration of the centers. There are also incidents where the local authorities have assisted in purchasing land. Several informants from the local authorities highlight the importance of the centers. “Five times a year there are meetings dealing specifically with ECCD issues66”. They local authorities are also partially responsible for formalizing the work agreement between the caregivers and the centers. In most cases this was in place, but there was also incidents were formal work agreements was not in place in the sampled townships.

Making or providing general items The local communities greatly support the ECCD centers and APE facilitation entities. They provide various Non-food items (NFIs), such as soap, blankets, pillows and kitchen utensils. Also cleaning and clean water provision is common support from the parents. Parents often also provide food and snacks to the centers. In many of the centers the parents are partly ”tasked67” with preparing food for the centers. In most centers both parents and caregivers mention that the parents, and often the community in general, regularly contributes with toys and learning materials. Many centers have on several occasions held "toy making competitions68”.

Access and inclusion The MCs work systematically to ensure that parents send their children to the ECCD centers and APE facilitation entities. They also collect and manage the monthly fee for the centers ranging from 1000 Kyat – 2000Kyat per month per child. The MCs representatives in the sample highlight that parents unable to pay the fee were not charged. “The fee is not intended to be a burden, but a contribution69”. A majority of the villages also have provisions for escorting children from more remote areas to the centers by parents on a rotating basis. This is organized by the MCs and adhered to by parents and serve as an example of the constructive relationship between the stakeholders and of community involvement.

Support to caregivers The caregivers in the ECCD centers are paid a monthly salary ranging from 20 000 to 70 000 Kyat per month, with a majority receiving 40 000 Kyat per month. There is remuneration differentiation between trained and non-trained staff. For the APE PEF the honorarium ranges from 10 000 to 20 000 Kyat per month and is not defined a salary70. The local authorities provide technical and logistical support, in particular in facilitating the trainings of the caregivers71.

Income generating activities The most common income generating activity is the Loan Matching Fund. The MCs charge interest on the loans ranging from 3-8%. Also local authorities are able to provide small honorarium contributions to the centers, most commonly on a quarterly basis. The contributions range from 8 000 – 12 000 Kyat per quarter, a fairly small amount. In addition numerous ECCD

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 65 Parent quote 66 Local authority representative quote 67 Parental quote 68 Caregiver quote 69 MC member quote 70 Working hours are different: ECCD- 9am to3 pm (Mon-Fri), APE- 2 hours per day, 2 days per week 71 The ECCD caregivers and APE PEF are trained in different curriculums

! 32! ! centers actively engage in income generating activities, most commonly cultivation and sale of bamboo and wood. 4.9 Community attitudes and involvement In unison the sampled communities expresses appreciation of the ECCD centers and APE facilitation entities in their communities. ”Before the ECCD center in our village opened some parents sent their children to attend ECCD in neighboring village72”. In other communities it has taken years for the centers and its caregivers to earn the trust of the communities. Initially, several informants say they expressed concern of the motives behind the centers, and that it was only after seeing the effect the intervention had on children, they condoned the centers. "Before, the community was not interested in ECCD work, but after they saw the improvement in the children they became interested73”. The caregivers emphasize that there is growing understanding amongst the parents why a more "traditional" style is not applied in the centers. Some caregivers still express struggling views ”some parents accept children are learning through playing but some doesn´t understand yet74”.

Caregivers say they are seeing growing parental interest in the development of the children manifesting itself by regular and high turnout of children in the centers. Parents are often ”very engaged in the development of the centers75.” An indicator of changed community attitudes has been the number of both parents that are expressing an interest in sending younger siblings (under the age of three) to the centers. From the data there is significant evidence to suggest that a majority of parents are changing their attitude towards corporal punishment, a finding substantiated by various sources. The end evaluation regards this as a very valuable spin-of effect of the ECCD program. ”Instead of beating we use oral discipline76”. A spurring shift away from corporal punishment and a change in parental attitudes is a noteworthy achievement.

Another positive spin-off effect that undoubtedly has benefitted the positive perception of the communities has been that the centers have enabled the parents to work and directly increase the HH income. This is explored further in section six.

Objective 2: To enable better learning environment and opportunities for Grade One and Grade Two pupils in poor communities 4.10 Transition and access to primary schools Gaining access to primary schools in Myanmar was previously impossible for INGOs - and is still very difficult. Historically dropout rates for Grades 1 and 2 have been nationally reported to be around 10 – 15% higher than for other grades77. The TC impact study (2011) found that it was not possible to generalize about reasons for dropout as this varied considerably from community to community across the country, and again, because of the severe lack of reliable data78. The impact study particularly noted that reasons for dropout were linked to external factors such as poverty, migration and language of instruction. “Dropout and retention rates are found directly influenced by the socio- economic factors rather than learning difficulties faced by children which can be contributed by many factors such as difficulty to understand the instructional language of the teachers.79”. Previous findings suggest that parents usually send their children to school even before getting to school going age so that parents can

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 72 Parent quote 73 Parent quote 74 Caregiver quote 75 Caregiver quote 76 Parent quote 77 Early Learning and Primary School Transition: New Generation 2012 78 The New Generation Project established that a total of 40,917 children (Girls –20,128, Boys -20,789) (F 49.2%; M 50.8%) was supported to enter and remain in primary school. This represents 75.16 % of the targeted 54,358 children 79 TC Impact Study, Dr Thein Lwin 2011 P 13

! 33! ! work80. Some parents take their children out of school at an early age (data suggests about 9 to 10 years of age) so that they can financially support their families81. The MTE noted that transfer from G1 to G2 in the project area was 92% in 2007 and 84% in 2008. The most recently promotion data (G1 to G2) was collected by SCiM in 2013. The average promotion rate (G1-G2) stands at 84 % same as in 2008, but with significant discrepancy between the townships and village, ranging from 53% in the village tract of Hope Pyae (Laputta township) to 100% in Su Lay Kone (Kani township). The Median promotion rate is 88.5%82. 4.11 The Transition Curriculum SCiM has implemented the Transitions Curriculum (TC) since the 2007-2008 school year in collaboration with UNICEF and the Department of Education (DEPT) and Ministry of Education (MoE). SCiM has covered more than 1 200 government schools and later, all 20 Education Colleges83. The Early Learning and transition to Primary school: New Generation – Final Report (2013) estimated that total number of children in Grade 1 and 2 benefiting from improved early school experience and the TC were more than 95,000 children. More than 1 600 G1 teachers from 861 TC implementing schools were trained84. Later the introduction of the TC as part of the national curriculum in all 20 Education colleges was a major achievement - an achievement far beyond the original expectations in terms of impact, reach and sustainability. By the end of 2011 the goal was to train 2320 teachers in the TC, benefitting more than 100 000 students. Since the introduction of the TC in all 20 educational colleges, in 2012, this number is exceeded several times over on an annual basis. Currently the education colleges produce around 10 000 teachers annually working in some 41 000 schools85. The importance of the TC is significant, not just in terms of numbers, but in supporting a broad national move towards introducing child centered teaching methodology as indicated in the preparatory work of the new National Plan of Action for Children. 4.12 Differences in learning outcomes amongst ECCD and non-ECCD children The TC Impact study (2011) conducted a comparative analysis on skill testing involving both primary school children from ECCD implemented village and children from Non-ECCD implemented villages. The study did not find any significant differences in the test results among the children, but observation and interviews with teachers, showed that children with ECCD experience were more active in class, more outspoken and “familiar” with interacting with adults and other children86. This coincides with the end-evaluation findings outlined in section 4.8, observing positive cognitive and social development skills amongst the children exposed to ECCD/APE. 4.13 Effectiveness of supporting mechanisms SCiM has prioritized working with communities to support improvements in the learning environment for children, through ECCD and APE, in schools and the broader community. Primary tools to this end have been the development and implementation of the Community Managed Support System (CMSS) and the Learning Environment Improvement Plans (LEA/LEIP)87. The ECCD MCs manage the CMSS funds to support ECCD children transferring to primary schoolby a small grant. Through LEIP, support have been provided to the partition of class rooms in a high number of schools; tables and chairs; water tanks for several schools; light

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 80 TC Impact Study, Dr Thein Lwin 2011 81 TC Impact Study Dr Thein Lwin 2011 P 13 82 Annex VII – Promotion rate G1 – G2 83 Myanmar Education Consortium - Annual Progress Report 2013 84 Early Learning and transition to Primary school: New Generation – Final Report 85 Development of a Teacher Education Strategy Framework Linked to Pre- and In-Service Teacher Training in Myanmar December 2013 (UNICEF) 86 The TC Impact study (2011) 87 Based on needs assessments conducted by the community, the CMSS funds are allocated directly to children, while LEIP and LEA provides funds to improvements of the school environment

! 34! ! installments; and general repairs in the schools. Also additional support to lunch boxes, stationary and school uniforms, especially for the poor children in the communities, has been prioritized. Poor children have also had access to support from these mechanisms to cater for their lunch and school fees. According to the informants, the mechanisms are of significant importance, particularly in supporting marginalized children in the communities. 300 CMSS and 450 LEIP plans has been established.

Objective 3: To contribute to building a partnership framework and influence policy change for the education sector in Myanmar 4.14 The management committees In a bid to ensure long-term sustainability a key part of the strategy was to establish ECCD management committees (MCs) in each village of implementation. These committees have required significant investments in terms of technical support and funding to ensure functionality and sustainability. SCiM highlights the positive effect of high performing MCs as critical to the operations and sustainability of ECCD services in the communities. SCiM has prioritized developing quality standards and have actively worked to ensure their functionality. The Early Learning and transition to Primary school: New Generation – Final Report (2013) stated that 98% of MCs at the time of evaluation were operating to agreed standards. The SCiM emphasis on MCs is reflected in the comprehensive training programme, which includes management and leadership; team building; managing fund; record keeping; community development; social mobilization and community participation. More than 9,000 MC members (9,446) have been trained.

SCiM have encouraged communities to ensure that women participate meaningfully and equitably in the MCs. In rural and remote areas like Shan and Kayin state, women’s participation has been challenging. Although they are encouraged, women tend not to participate due to language difficulties; little free time; the need to engage in casual labor; and household chores. Women are still underrepresented, but as showed in table 14 there is a positive trend. In line with the SCiM priorities, training and involvement of women has increased. All townships, except Pwint Phyu, have increased the number of women participating in the MC trainings.

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Table 14: Trained MC Members88 Township Trained MC members 2015 Trained MC members 2013 M F Total F % M F Total F % % Change % Change total trained females 2013-15 trained 2013-15 Nyaungshhwe 625 112 737 0.18 Theinni 335 174 509 0.52 Namphan 195 100 295 0.51 Kawkareik 618 321 939 0.52 194 126 230 0.39 4 083 1.33 Hlaingbwe 563 137 700 0.24 135 17 152 0.11 4 605 2.21 Muse 176 144 320 0.82 120 115 235 0.49 1 362 1.66 Kani 703 256 959 0.36 149 49 198 0.25 4 843 1.45 Kawlin 465 75 540 0.16 Pwintbyu 826 144 970 0.17 250 61 311 0.20 3 119 0.87 Meiktila 209 84 293 0.40 163 62 225 0.28 1 302 1.43 Kungyangon 420 250 670 0.60 120 103 223 0.46 3 004 1.29 Phya Pon 170 103 273 0.61 Mawlamyinegyun 408 147 555 0.36 148 59 207 0.29 2 681 1.24 Hlaingbwe 136 32 168 0.24 Myaungmya 211 52 263 0.25 Laputta 274 109 383 0.40 89 49 138 0.36 2 775 1.10 Hsipaw 84 31 115 0.37 Hpa-An 106 58 164 0.55 Minbu 136 29 165 0.21 Pakokku 129 78 207 0.60 Saw 134 87 221 0.65 Total 6 923 2 523 9 446 0.36

Figure 5: Gender disaggregated number of trained MC members 2015

1200! 1000! 144! 256! 800! 321! 112! 600! 137! 250! 75! 147! 174! 826! 400! 703! 625! 618! 563! 109! 100! 144! 465! 84! 103! 52! 200! 335! 420! 408! 78! 87! 209! 32! 211! 274! 58! 29! 195! 176! 170! 136! 31! 106! 136! 129! 134! 0! 84!

Trained!MC!members!2015!Male! Trained!MC!members!2015!Female!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 88 Early Learning and transition to Primary school: New Generation – Final Report

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Table 14 and figure 5 shows that despite the positive trend, the MC members are predominantly male, though there is considerable variation across the townships. Data also shows that significantly fewer women hold positions of responsibility in the MCs and that female members of the MCs tend to serve longer. Regardless of number of women in the MCs, men are still the primary decision makers89. The end-evaluation has found evidence that SCiM operates an inclusive and empowering system of governance, by delegating full authority to the respective community to follow participatory practices and their own governance system. 4.15 The ECCD network group structure The establishment of the ECCD network group structure, which was conducted in collaboration with DSW at central, State/Division and township level, is an important component of the ECCD initiative. The Township ECCD network groups comprise the most active and capable members of the MCs. From 2010 – 2013 the ECCD network groups were formed in each township. The groups normally consist of seven members 90 and meet monthly. The groups have achieved registration with the authorities and there are several examples of the ECCD network groups developing into meaningful Civil Society Organizations (CSOs) in their regions. All network groups are registered as local civil society organizations with the Ministry of Home Affairs (MoHA) to deliver ECCD services and must be endorsed by the DSW to be allowed to operate. There are currently 20 township ECCD network groups in place, taking responsibility for their ECCD centers and APE facilitation entities. The formation of the ECCD township network groups has followed a guided process requiring continuous support by SCiM staff. An important achievement has been the establishment of the national network structure, tasked with overseeing the township network groups. Data shows that the ECCD township network groups have taken on four distinct roles.

Capacity building: Initiating and organizing various workshop and trainings, for both members of the network and the caregivers. ”If the caregiver need any technical training, we communicate this the township ECCD network group91”.

Monitoring and oversight: Members of the ECCD network group regularly conduct monitoring visits to the ECCD centers and APE facilitation entities. Furthermore the ECCD township network groups are tasked with collecting data form the centers and work jointly with village and township authorities to ensure that children attend ECCD/APE.

Source of funding: In some instances the ECCD network groups also provide funding to the ECCD centers and APE facilitation entities. The funding is primarily used to purchase toys and equipment and to add on to caregivers´ salary.

Coordination mechanisms: The ECCD network groups acts as a coordinating entity and provides data to the relevant stakeholders; information on matching fund; and to some extent keeps records of children transferring from ECCD/APE to primary school. There appears to be a particular focus on following up and including children with disabilities and other minorities.

Myanmar ECCD Network Group: The Myanmar Central ECCD Network (MCECCD) was founded February 2014, consisting of 5 members from each township. One member from each township is elected into a position of responsibility. The MCECCD consists of the following members; Team leader, Second Team leader, Secretary, Co-secretary, Accountant, Co-accountant, !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 89 Early Learning and transition to Primary school: New Generation – Final Report 90 Team leader, second team leader, secretary, co-secretary, accountant, co-accountant, treasurer, co-treasurer! 91 ECCD township group member quote

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Treasury, Co-treasury, Communication (x2), Training (x2) and audit (x3). The MCECCD team conducts quarterly meetings and the township network ECCD team has monthly meetings. They receive guidelines from Save the Children and jointly outline plans for implementation.

The ECCD network structure is tasked with several responsibilities, including trainings and communication for and between caregivers, MCs and parents. They operate the LEIP and CMSS program; provide support for poorer children who cannot afford to attend the centers; and financial support for caregivers. The new ECCD law (February 2014) and policy, and strategy (expected in July) the MCECCD members have resulted in communication with the authorities and a “relationship92” with politicians. The GoM government acknowledges the work of the MCECCD, but there is currently no official support.

The ECCD township network groups aims to support all ECCD centers. However, it does appear that the national level structure still lacks appropriate tools and capacity. 4.16 Policy tools and policy influence The primary guiding policy framework for education in Myanmar is the Long Term Basic Education Development Plan (LTBEDP) (30 years) implemented through four-year education plans. In 2003 a National Action Plan was launched in line with the Dakar Framework and global commitment to Education for All. The LTBEDP (2001 – 2031) has the long-term vision of “creating an education system that can generate a learning society capable of facing he challenges of the Knowledge Age93”.

SCiMs has a highly participatory approach and constructively engages in a multitude of forums with both national and international stakeholders. SCiM has prioritized actively engaging in an array of forums and coordination structures. This approach has secured the organization influence and resulting in several noticeable accomplishments. Of particular relevance is SCiMs engagement in the Education Development Partners Group (EDPG) and the organization is one of only two INGO representatives in the Joint Education Sector Working Group (JESWG)94. The Director- General of DEPT chairs the JESWG, with two co-chairs from development partners. The purpose of the JESWG is to promote constructive, high-level dialogue involving multiple stakeholders to support achievements of the GoM´s annual and medium-term education sector priorities. The JESWG builds linkages, facilitates coordination, and promotes dialogue on key sectorial issues between DEPT and other related Ministries, and development partners (DPs)95. In addition SCiM co-chairs the Education Thematic Working Group (ETWG). This forum functions as a platform and coordination mechanism for all stakeholders in the education sector (UN, INGO, NGO, GoM) and is the responsible body for humanitarian work 96 . SCiM’s engagement with and alignment of the ETWG objectives with EFA goals, SCiM is very well positioned to engage with government partners and stakeholders at policy level.

In October 2013, a Presidential Directive established the Education Promotion Implementation Committee (EPIC) to examine and enact on emerging issues within the education sector, such as school based ECCD and Kindergarten curriculum development and rollout plan. An important development has been the Comprehensive Education Sector Review (CESR). This two-year process, analyzing the whole range of education provisions, will result in a comprehensive education sector plan97. The CESR Phase 2 process is now being finalized. The technical outputs

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 92 MCECCD member quote 93 Added Value! A study of the impact of ECCD on household incomes and livelihood opportunities – 2011/12 94 Early Learning and transition to Primary school: New Generation – Final Report 95 Myanmar Education Consortium - Annual Progress Report 2013 96 Early Learning and transition to Primary school: New Generation – Final Report! 97 Early Learning and transition to Primary school: New Generation – Final Report

! 38! ! from CESR are fed into EPIC in order to shape the policy and legal documentation. SCiM has been highly involved in this work. There is clear evidence of SCiM being a credible, valued and trustworthy partner for the national authorities. “The fact that we have been asked to engage in the development of the forthcoming National Plan of Action for Children is an indicator of our credibility in the sector98”.

“The ECCD programs are unique in the sense that they provide valuable information that can be fed directly to the policy makers. And SCiM has access to the policy makers. SCiM is the organization working on community ECCD programs. The GoM likes this community model, its always emphasized in meetings. It is sustainable and the government feels they have more control. In the law there is a provision on community based ECCD – I think this, at least in part, can be accredited to the work of SCiM99”. 4.17 Major policy changes

The Kindergarten year From the academic year 2016/2017 the primary educational structure will change and a six-year (instead of five) primary education system will be implemented. The first year will be a kindergarten (KG) year. SCiM has been invited by the GoM to support the implementation of a national KG rollout plan and the expansion of a school based ECCD program100. SCiM has taken a leading role in: 1. Supporting the development of the KG curriculum and teacher-training curriculum to deliver the KG year. 2. Supporting teacher trainings across the country to ensure that there is a workforce equipped for the start of the KG year – partly through the TC. 3. Local teacher training and relevant support at township level.

SCiM’s comprehensive role in the education sector has resulted in SCiM being well positioned to influence and shape practice and policy and thus supports more systemic improvements and enhances collaboration between stakeholders. The Evaluation team/end evaluation has found evidence that SCiM has maneuvered the rapidly changing context of social and political reform in Myanmar and capitalized constructively on arising opportunities to strengthen its position as a leading education INGO in Myanmar.

The transition curriculum and judicial changes The introduction of TC, developed by SCiM in conjunction with MoE and Unicef, in all 20 Education Colleges, is a major policy development. Also the Myanmar and Math subjects of Transition Curriculum initiated by SCI and MOE, which will be used in the Kindergarten, roll out in the academic year 2016-17, is of significant importance. Furthermore, of significant importance, is the SCiM collaboration with DSW to develop the ECCD Policy, ECCD Law and ECCD bylaw.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 98 Early Learning and Primary School; DfID Report April 2009 – May 2011 99 Aye Myint Than Htay previous Head of Program SCiM – currently Education Specialist (EQM) Unicef 100 Myanmar Education Consortium - Annual Progress Report 2013

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SCiM managing a key role at national level in coordination and policy dialogue: • SCI continues to engage actively with the -Education Development Partner • Co-chair the Education Thematic Working Group (ETWG) • The ETWG has facilitated thematic meetings and consultations on the EFA report and Phase 2 of the CESR and thematic meetings and consultations on the Language, Disability and coordination. • Participate in the Joint Education Sector Working Group • Participate in the Comprehensive Education Sector Review (CESR) and the National Education Sector Plan (NESP) • Support and development of the Kindergarten (KG) Year preparations • Participation in consultative meetings around the developing education legislation, rules and regulations and by-laws, and technical sub-groups of the ETWG such as the Myanmar Teachers’ Education Working Group, ECCD Technical Sub Group, Disaster Preparedness and Response in Education Technical Sub Group, Education and Language Sub Group and Education and Disability Sub Group (the list is not exhaustive). • Continues to co-chair the Education in Emergency Group, which functions as Education Sector Coordination.

5. EFFICIENCY AND SUSTAINABILITY 5.1 Cost-Benefit Analysis The Cost-Benefit Analysis (CBA) is best applied when assessing the ratio of costs to monetary value of effects on all outcomes. This exercise is challenging in retrospect with only aggregated costs and little or no data for comparisons. In this case a number of assumptions are employed, together with objective elements and subjective factors. The end-evaluation will assess certain costs of output indicators; total cost per ECCD center; total cost per child enrolled; total number of parents trained; teachers trained in TC. The end-evaluation does not have data to pass judgment on cost-effectiveness of the program.

Table 15: Average and actual expenditure 2006-2015 Total Average annual expenses (9.5 years) Actual GBP 11 652 528,45 GBP 1 226 581,94

Adjusted for inflation GBP 13 463 995,16 GBP 1 417 262,65 2006-2015

Table 16: Total cost per ECCD center !! Time period Amount (GBP) 230 Centers 2006-2009 269 638,17 290 Centers 2009 - 2011 366 500,00 101 Centers 2011 - 2013 197 207,00 100 Centers Total ! 833 345,17! Cost per unit (721) ! 1 155,82 95,4% of the centers still operational – actual cost of unit ! 1 211,26 !

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Table 17: Total cost per child enrolled 2006-2015 Number of children

Total cost of program in the period GBP 13 463 955,16 72 477 Total cost per child GBP 185,77

Table 18: Teachers trained in TC (since 2012)

2012 - 2014 Number of teachers (estimate)

Total cost of program in the period GBP 4 914 104,30 30 000 Total cost per teacher in the period GBP 163,80

Table 19: Parents trained

2006- 2014 Number of parents

Total cost of program in the period GBP 13 463 955,16 28 139

Total cost per parent trained GBP 478,48

Table 20: Trained MCs since 2013

2013 - 2015 Number of MC members

Total cost of program in the period GBP 3 609 999,00 9 446 Total cost per MC member GBP 382,17

What is evident is that the increase of the project and other projects and programs have allowed for significant cost sharing across more grants than anticipated, reflecting the economics of scale and cost-effectiveness. This has also resulted in reduced support costs and overhead. The influx of donor funds to Myanmar, including SCiM has resulted in a significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. Nevertheless the operations and nature of SCiM work entails significant overhead costs. National and international staff costs, support/administrative costs and travel costs are relatively high. This is mainly because the programme has been 100% self-implemented. 5.2 Sustainability A wide range of the ECCD initiatives and outputs has been specifically targeted to support longterm sustainability of the program results. One of the major achievements and “game changers” has been the universal implementation of TC in all the 20 Education Colleges nationwide. This accomplishment has excelled the effects of the TC to not only the implantation townships, but to students across the country. This has allowed SCiM to incorporate child-centered and active learning methods into the education system – an unprecedented achievement by an INGO in Myanmar.

The development of the System for quality improvement and monitoring of ECCD has been achieved. The agreed minimum standards of quality for ECCD have been developed jointly with DSW and UNICEF and have been applied in the quality monitoring of ECCD. Also of high importance has been the significant emphasis on capacity building of the MC members which is reflected in the comprehensive training programme which includes management and leadership, team building, managing the Revolving Fund, record keeping and areas such as community development, social mobilization and community participation.101 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 101 Early Learning and transition to Primary school: New Generation – Final Report

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Underling the sustainability achievements are: • That roughly 94% of the ECCD centers and APE facilitation entities are operative • The revolving fund mechanism are functioning • 20 ECCD network township groups are operative and are overseeing the operations of the ECCD centers and APE facilitation entities. • As mentioned, the system for quality improvement and monitoring of ECCD is in place and operational. • MCs as independent community mechanisms are in place and functioning in a vast majority of communities. • Communities (especially parents, elders and teachers) see the difference in children who have had ECCD exposure and state that they are committed to maintaining ECCD services in their communities. The high number of operative ECCD centers substantiates this. 5.3 Children’s narratives The research teams interacted with the children in the centers they visited. They primarily observed children playing and interacted with them through games, singing and conversations where possible. Keeping in mind that the children were very young the research teams found the children to be engaged and open. The children shared their views on how they felt about attending the ECCD centers and APE facilitation entities. The children would emphasize what they did and what activities they enjoy doing. Particularly encouraging was the range of activities the children mentioned, of both outdoor and indoor activities. Also a vast majority of children spoke of social aspects of the ECCD/APE, highlighting “friends” and “someone to play with102” as something they enjoy in particular.

6. UNEXPECTED OUTCOMES

The emergency response to Cyclone Nargis (2008) brought experience and expertise to both the ECCD program and SCiM. SCiM launched the education response using capacity within the ECCD program103. The Post Nargis scenario saw the development of mechanisms, which are still operative to this day. The ETWG came into existence following the deactivation of the education cluster, which had been established in response to Cyclone Nargis104. The response capacity was tested, and proved resilient, when Cyclone Giri struck in Rakhine State in 2010. The ECCD work was expanded into townships affected by Cyclone Nargis bringing additional facets to SCiM including; Non Formal Education, Child Led Disaster Risk Reduction, Safer School Construction, Psychosocial training and teacher training.

Another significant spin-off effect of the ECCD program has been the effect on household income, especially marginalized households. The ECCD centers and APE facilitation entities have allowed parents to engage in additional income generating activities. This has been a key factor throughout the program period. The TC Impact Study found that “67% of previous parents of children now enrolled in ECCD said they used their available time engaging in livelihood activities. 72% of households stated that their monthly income had increased following enrolment of children in ECCD. The Study further found that roughly 47% of households with an increased income (34% of total households) stated that they earned an extra 120 000 kyat a year and 36% (26% of total households) an additional 240 000 kyat a year105”. !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 102 Child narratives 103 Early Learning and Primary School; DfID Report April 2009 – May 2011 104 Early Learning and Primary School; DfID Report April 2009 – May 2011 105 Ibid

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The ECCD program has also proven to be beneficial for children too old to enroll. Some elder siblings of children attending ECCD were able to resume their education, as they did not have to care for their younger siblings106. The influx of donor funds to Myanmar and SCiM has resulted in a significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. SCiM has managed to capitalize on the financial synergies.

7. CONCLUSIONS AND RECOMMENDATIONS ! SCiM has specifically targeted a better learning environment in the primary schools. Quality ECCD exposure in the communities is paramount, particularly in the early years of primary school. The key premise of the SCiM ECCD initiative, is that the highest possible benefits of ECCD provision is realised when the quality of service are of the highest possible standard. The end-evaluation has found evidence that SCiM operates an inclusive and empowering system of governance, by delegating full authority to the respective community to follow participatory practices and their own governance system.

Conclusions and Findings

Objective 1: Ensure access to quality ECCD services for children

2. The centers have throughout the program period been of high standard. This is also the case for the centers were direct support has ceased.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 106 Added Value! A study of the impact of ECCD on household incomes and livelihood opportunities – 2011/12!

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6. The recommended child: caregiver ratio for the ECCD centers is 15:1. The majority of the ECCD centers throughout the program period, were able to adhere to this, though there is a correlation between bigger ECCD centers and higher children: caregiver ratios.

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Objective 2: Better learning environment and opportunities for children enrolling in primary school

14. Data on promotion rate (G1-G2) are not available and/or reliable. SCiM collected the most recent data in 2013. At that time the promotion rate (G1-G2) were 84 % same as in 2008. There is significant discrepancy between some villages. One of the key factors affecting dropout is poverty and limited numbers of post primary schools. Some marginalized parents take their children out of school at an early age (data suggests about 9 to 10 years of age) so that they can contribute to the financial support of their families. Furthermore in many villages and village tracts the there are few post primary schools, and those which there are often only offer classes G1-G6 or G1-G8. Children have to travel to attend the classes beyond this and a limited number of children do move to other schools, after completion.

Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

19. There is clear evidence of SCiM being a credible, valued and trustworthy partner for the national authorities. SCiM’s highly participatory approach enables constructive engagement

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in a multitude of forums with both national and international stakeholders. This approach has secured the organization’s influence and resulted in several noticeable accomplishments. SCiM’s alignment of the ETWG objectives with EFA goals has ensured a productive position to engage with government partners and stakeholders.

20. SCiM has engaged actively in the education reform process, which has resulted in the development of the new primary educational structure. This has resulted in SCiM being invited by the MoE to support the development and implementation of a national KG rollout plan, and the expansion of a school based ECCD program. This opportunity to enter into formal education sector as an INGO is unique in Myanmar context and can be attributed to SCIM´s longterm, persistent efforts and significant contributions in the non- formal ECCD sector.

Recommendations ! Objective 1: Ensure access to quality ECCD services for children

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5. SCiM should work with the ECCD network group at township and national level to ensure quality standards are maintained, and that the standard child: caregiver ration is upheld at all times.

Objective 2: Better learning environment and opportunities for children enrolling in primary school

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Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

14. The SCiM system for quality improvement and monitoring of ECCD centers should be amended to align with the new KG year and the changes this will imply.

16. SCiM should ensure that the ECCD Management Committees consistently formalize work agreements between the caregivers and the ECCD centers.

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