Data Mapping Spreadsheet

Tool 2.1: Spreadsheet

ECE Data Mapping and Evidence Plan Spreadsheet

This spreadsheet contains two tabs:

Tab 1 "Data Mapping and Evidence Planning"

This tab lists the indicators that should form the data and evidence base for ECE in the Education Sector Analysis (ESA).

Priority indicators that should ideally be reflected in the Education Sector Analysis (ESA) across contexts are indicated. Other indicators listed are not exhaustive and are illustrative examples countries may consider based on contextual needs and priorities.
This tab will help you map information relating to the indicators (e.g., availability; data sources; reliability). In turn, this will support identifying any data gaps and whether additional, complementary information (e.g., thematic studies or rapid assessments) may strengthen the ECE evidence base for the Education Sector Analysis (ESA).
This tab will also help you organize the key data gaps that need to be filled. It also allows you to identify short- and long-term options to consider when planning how and when to fill the data gaps.

Tab 2 “Completed Thematic Studies”

This tab will help you gather and organize the information from relevant thematic studies/reports that can complement your evidence base.

A thematic study/report is any type of research, evaluation, assessment or analysis on a particular topic (for example, curriculum development process, impact of family engagement on children’s learning, early learning assessment), which generates information, results and evidence on the topic.
An example thematic study is provided to illustrate the type of information that can be included.

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

Tab 2: Completed Thematic Studies

Guiding Questions: Data Collection Processes

Download the tool

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.

Indicator categories

2.1 Filter indicators (field_filter_indicators)

Priority indicator

Indicators - Conceptual framework

Indicators - Learning through Play or MOOC Module 3 indicator categories

ECE Indicator

Relevant disaggregation

View details

Core Function 1: Planning and Budgeting, Enrolment and Attendance Indicators

Access and Equity

% of overage children enrolled in (or attending) a pre-primary education programme

By sex, age, location, 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.)

Core Function 4: Family and Community Engagement, Pre-Primary Classroom/Programme indicators

Quality

% of pre-primary institutions' staff trained on family engagement and support

By location, institution ownership (i.e. public, private, community-based, refugee camp), sub-national levels

Core Function 2: Curriculum Development and Implementation, Pre-Primary School/Classroom Indicators

Quality

Existence of at least one nationally approved curricula or related teaching materials which have been reviewed and revised to reflect gender equity and/or responsiveness considerations

Core Function 5: Quality Assurance, Quality/Regulation Indicators

Resource Management

# and % of Pre-primary institutions included in the EMIS

By location, sub-national levels, institution ownership (i.e. public, private, community-based, refugee camp)

Core Function 3: Workforce Development, Service Provider (i.e. Teacher) Indicators

Resource Management

% of pre-primary staff who receive continuous professional development (e.g., courses, workshops) on an annual or regular basis

By sex, age, location, institution ownership (i.e. public, private, community-based, refugee camp), sub-national levels

Enabling Environment

Learning through Play

National Context and Enabling Environment

Existence of play-based early learning models that are endorsed by government

By sector

Core Function 1: Planning and Budgeting, Enrolment and Attendance Indicators

Cost and Financing

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)

Core Function 4: Family and Community Engagement, Pre-Primary Classroom/Programme indicators

Quality

% of pre-primary staff and leaders trained on family engagement and support to promote more play at home

By location, institution ownership (i.e. public, private, community-based, refugee camp), sub-national levels

Core Function 2: Curriculum Development and Implementation, Pre-Primary School/Classroom Indicators

Quality

Existence of at least one nationally approved curricula or related teaching materials which have been reviewed and revised to reflect inclusion considerations for children with disabilities, ethnic minority groups, refugees, displaced persons, and other marginalized groups as relevant to context

Core Function 5: Quality Assurance, Quality/Regulation Indicators

Resource Management

Existence of an inspectorate with pre-primary specific inspection protocol (integrated as part of education monitoring protocol or stand-alone); trained inspectors on protocol use; trained inspectors who monitor and ensure quality of public pre-primary education; and trained inspectors who monitor and ensure quality of all pre-primary institutions

By location, sub-national levels, institution ownership (i.e. public, private, community-based, refugee camp)

Core Function 3: Workforce Development, Service Provider (i.e. Teacher) Indicators

Resource Management

% of pre-primary leaders (principals, administrators, supervisors) with relevant training

By sex, age, location, institution ownership (i.e. public, private, community-based, refugee camp), sub-national levels

Enabling Environment

Learning through Play

National Context and Enabling Environment

Existence of implementation guidelines of the play-based early learning models that are endorsed by government

By sector

Core Function 1: Planning and Budgeting, Enrolment and Attendance Indicators

Cost and Financing

Public (government) unit cost for ECE and other subsectors. Note: see ECE Costing and Financing Indicators Tool

By subsector

Core Function 4: Family and Community Engagement, Pre-Primary Classroom/Programme indicators

Quality

% of pre-primary institutions that provide parents’/caregivers’ education, support sessions, or other involvement opportunities on how to effectively use play for learning and development at home

By location, institution ownership (i.e. public, private, community-based, refugee camp), sub-national levels

Core Function 2: Curriculum Development and Implementation, Pre-Primary School/Classroom Indicators

Learning through Play

Quality

Existence of at least one nationally approved pre-primary curriculum which promotes a play-based approach

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).	Parents and teachers alike value kindergarten education as an important foundation for children’s academic and social development and future schooling. Caregivers tended to view their role as ensuring children had their basic needs met, including nutrition and cleanliness and payment of school fees, while teachers reported feeling frustrated that caregivers were not more involved in school and communicating more regularly with them. Economic hardship leads families to have limited time and resources to invest in their child’s education, posing serious challenges to increasing caregiver engagement with their child’s learning and their school.		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.

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Current Guiding Questions on Data Collection Processes
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Guiding Questions on Data Collection Cost Considerations
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Complete

Guiding Questions on Data Collection Processes

1.1 What kinds of processes/procedures are available to collect information to fill the data gaps?

1.2 Is disaggregated data available on existing data and data gaps identified?

1.3 How long do the processes/procedures take (including collection, processing and analysis of data)?

1.3.1 When is the optimal timing for collecting new data?

1.3.2 How may data disaggregation be ensured?

1.3.3 Are there data gaps that require immediate attention? Does this fit within the timeline for the development of the Education Sector Analysis?

1.3.4 Are there data gaps that can be addressed in the longer-term?

1.4 What are the available human resources and technical capacity to carry out the processes?

1.4.1 Will external expertise be required, and if so, how long will it take to secure such external technical support?

1.4.2 Are there specific technical needs and what are they?

1.5 Are there ongoing national assessments or studies or international surveys/initiatives that can be leveraged? In the short- or long-term?

1.6 Are the national assessments and international initiatives well-coordinated?