Skip to main content

Tool 1.3: Worksheet

Defining ‘Pre-Primary’ or ‘Early Childhood’ Education in Your Country Context

Use the worksheet to define the subsector in your country context.

This worksheet may be useful as a focus for a TWG meeting or as a discussion guide with other bodies, leading to a summary of the way or ways that pre-primary or early childhood education is defined in your country. It will also anchor the definition of subsector vision and priorities, and ultimately inform how to frame and define ECE/PPE in your Education Sector Analysis and Education Sector Plan. Having consensus on the definition will also help determine how ECE should be implemented and captured in results frameworks for monitoring over time.

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10
Subsector Name
1.1 Is there one widely used name for the subsector in your country?
1.2 If Yes, what is that name?
Subsector Name Group(s) Using this Name

Possible Next Steps

Using this worksheet for reflection may lead to ideas for next steps in clarifying your subsector’s definition, scope of services, and implementation as defined.

These will vary, of course, depending on the results of your reflection. In addition to recommendations based on using the worksheet, for example, you may reflect on the broad contextual considerations and suggestions below:

  • Make one responsibility of the ECE TWG to discuss varying definitions and attempt consensus. The definition(s) could be validated through a consultative process across levels of the education system (national to school level), across partner types (development partners, civil society, academia), and across sectors that coordinate with the education sector and ECE subsector.
  • Make recommendations in your ESA and in the corresponding ESP and subsector plan to address inconsistent or conflicting definitions through government policy/legislation/directives.

Use this information to shape aspects of your situation analysis and plan’s strategies and activities:

  • For example, to ensure that the full age range as defined in government policy will be covered by both government and civil society providers, or that special populations currently overlooked are included in reformed national policy and normative documents.
  • Additionally, use this to identify if monitoring and accountability mechanisms need to be strengthened to report disaggregated data per service type, age receiving the service, service provider, and data on vulnerability characteristics, such as ethnic or linguistically diverse groups, immigrants, refugees, and children with disabilities.
  • Consider including in your plan targeted communication and advocacy strategies about the definition of ECE, services included, and importance of the subsector as defined, using state-of-the-art international and national evidence.
  • Also include strategies to expand understanding of how the ECE subsector coordinates within the education sector, across sectors (e.g. protection, health) and actors (i.e. humanitarian or disaster coordination bodies), across governance levels (national - community level).
  • Propose in your subsector plan strategies to emphasize these connections in the continuum of development (such as graphic representations)
  • Convene stakeholders from ECD and Education to reflect on the linkages with PPE/ECE and the benefits of such linkages for children’s holistic development and learning. Such a convening might include high- and technical level stakeholders from multisectoral ECD groups and/or coordinating bodies and the Education Sector. The convening may help showcase how PPE/ECE fits within multisectoral and education sector efforts and priorities yet also requires an ECE-specific technical working group (TWG) part of the broader ECD group with a distinct mandate and with the goal to expand quality, accessible, and equitable PPE/ECE.

Download the tool

1.3 Worksheet defining ECE (word)
1.3 Worksheet defining ECE (PDF)
1.3 Worksheet defining ECE (French)
1.3 Worksheet defining ECE (Spanish)