There is increasing recognition that early childhood education and care (ECEC) provides a crucial foundation for future learning and helps to develop the cognitive and non-cognitive skills shown to be important for future success. There is also growing recognition thatthe magnitude of the benefits is conditional on “quality”, but there has been no consensus on what constitutes quality. The OECD’s Starting Strong III has attempted to answer the question and identified five areas of quality that can be leveraged by policies for better child development.
Of the five areas, country information and practices on “data, research and monitoring” in ECEC are still under-researched. At the launch event of the report, high-level government officials, academics and key stakeholders showed interest in furthering the findings of Starting Strong III by collecting more data on ECEC for international comparison and consolidating information on how countries are measuring quality and how they assess their progress in improving it. The concluding remarks of the launch event registered countries’ interests and needs.
To respond to such needs, a new policy output on ECEC, namely OECD Review of Policies and Practices for Monitoring and Evaluating Quality in Early Learning and Development, has been proposed in the Programme of Work and Budget 2013/14 of the OECD's Education Policy Committee.
The project has three separate but inter-connected strands:
Strand 1: Policies for effectively monitoring quality across early learning settings
This strand aims to:
Strand 2: Strengthening monitoring of early learning quality through internationally-comparable indicators
This strand will be carried out in close collaboration with the OECD's Indicators of Education Systems (INES) team and Eurydice (European Commission) and aims to:
Strand 3: Country Reviews
The project was launched in 2013. For further details on the project plan, click here.