Tool 2.1: Spreadsheet
ECE Data Mapping and Evidence Plan Spreadsheet
This spreadsheet contains two tabs:
- Click on “Tab 1: Data Mapping” for the list of indicators that should form the data and evidence base for ECE in the Education Sector Analysis (ESA).
- Click on “Tab 2: Completed Thematic Studies” for an example of information of a relevant thematic study/report that can complement your evidence base.
- Download the tool (Excel spreadsheet) to fill out the ECE data mapping and information on thematic studies.
- Click on “Guiding Questions: Data Collection Processes” for a checklist of questions on data collection processes and costs, to help you identify the most appropriate/relevant options for filling data gaps.
Tab 1 "Data Mapping and Evidence Planning"
Data Mapping
You may filter by indicator categories from the Build to Last conceptual framework with the drop-down menu of the “Indicators - Conceptual framework” column.
You may filter by learning through play indicators or indicator categories from MOOC Module 3 with the drop-down menu of the “Indicators - Learning through Play or MOOC Module 3 indicator categories” column.
To see priority ECE indicators, click the checkbox of “Priority indicators”.
Click on the eye icon for details on the indicators.
Download the Excel Spreadsheet version of this tool to populate values for indicators with data available. Download and use the Excel version of this tool to map and assess - per indicator - which information is available, unavailable and/or unreliable. Read more tips about how to use the Excel file here.
Pre-primary Net Enrolment/Attendance rate
By sex, age, location, sub-national level, disability status, by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, household wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
Pre-Primary Gross Enrolment rate
By sex, age, location, sub-national level, disability status, by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, households wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
Participation rate in organized learning (one year before the official primary entry age) (SDG 4 Indicator)
By sex, age, location, sub-national levels, disability status, by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, household wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
% of children enrolled in (or attending) pre-primary institutions by different providers, e.g., private, public, NGOs and other relevant providers (such as faith-based and community-based)
By location,sub-national levels, institution ownership (e.g. private, public, NGOs and other relevant providers such as faith-based,refugee camps, and community-based), sex, age, disability status, by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, household wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
% of children from poorest households attending a pre-primary education institution
By sex, age, location, sub-national levels, disability status, pre-primary institution type ( e.g. private, public, NGOs, refugee camps, and other relevant types depending on context), by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, household wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
Pre-primary net enrolment/attendance rate in rural areas
By sex, age, location, sub-national levels, disability status, by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, household wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
Pre-Primary net enrolment/attendance rate in urban areas
By sex, age, location, sub-national levels, disability status, by other vulnerability characteristics (i.e. includes but are not limited to ethnic or linguistic minority groups, household wealth, refugees, immigrants, internally displaced persons, single-headed households, etc.)
% of overage children enrolled in (or attending) a pre-primary education programme
Pre-primary education public expenditure
Share of education public expenditure allocated to pre-primary education
Disaggregated public expenditures by nature: overall and for pre-primary subsector
- Amount and %
- Recurrent expenditures
- Capital expenditures
Household financial contributions to pre-primary education and other education subsectors - amount as a % of total education expenditure (total defined as household + government education expenditure)
Public (government) unit cost for ECE and other subsectors. Note: see ECE Costing and Financing Indicators Tool
By subsector
Average household cost per pupil
Existence of specific criteria to decide pre-primary spending at the national level
Tab 2
Completed Thematic Studies
This is an example of the information for a thematic study that can complement your evidence base.
Hover over the headings of the columns for information on how to fill the columns.
| Thematic Study Title | Theme/Area of Focus | Year | Rationale | Reliability | Summary of Key Findings | Summarize Key Gaps Identified in the Study | Link |
|---|---|---|---|---|---|---|---|
|
Example: Examining parental engagement in early childhood education in Ghana: Implications for interventions |
Family and community engagement | August 2019 | This is a comprehensive qualitative study examining how Ghanaian parents of pre-primary school-aged children engage in their child’s education. This is relevant to the subsector as family engagement is a core component of quality of ECE services. | Medium. The study was conducted by Innovations for Poverty Action, in collaboration with UNICEF. This study was commissioned by the Ghana Education Service following a subsector diagnostic workshop that revealed family engagement as a key challenge, and the need to identify evidence-based strategies to effectively engage parents in ECE. The research data was collected in 12 schools across three regions in Ghana – Northern, Ashanti, and Greater Accra – with 36 caregivers, 18 teachers, and 6 head teachers (60 participants in total, 20 per region). The study is recent (conducted in July 2019). |
|
|
Provide the hyperlink here, if available |
Supplementary Information
Guiding Questions on Data Collection Processes
As you fill out the Data Mapping tab, it may be useful to consider the following guiding questions on data collection processes and costs, as these can help you identify the most appropriate/relevant options for filling data gaps.
Fill out this checklist of guiding questions to help you reflect on appropriate/relevant options for filling data gaps.
If you wish to use the online format of the tools, you may create an account to save your progress and return to the tool at a later time. You can create an account by clicking on the login icon at the top of the page.