Checklist ESA Alignment

Tool 2.5: Checklist

ESA ECE Alignment Checklist

How to Use this Checklist

Answer yes, somewhat or no to each item in this checklist and provide a brief rationale (1 – 2 sentences). Based on your responses, ideas may be provided to support strengthening ECE components in your ESA.

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.

1

Current A. Process
2

B. ESA Report format and content
3

Complete

A. Process

1. Is the ECE TWG involved in the ESA’s drafting and/or validation (i.e. generally in agreement with the identified ECE content included in the ESA)?

Yes

Somewhat

Great! Refer to Tool 1.4 to confirm the proposed composition, roles and responsibilities of stakeholders involved in drafting or validating the ECE components in the ESA.

There may be opportunities to strengthen the composition of stakeholders involved in drafting or validating the ECE components of the ESA. Refer to Tool 1.4 for ideas on the proposed composition, roles and responsibilities of stakeholders involved in drafting or validating the ECE components in the ESA.

Why or why not?

2. Is there an agreed process for validating (i.e. generally agreeing on ECE content for the ESA) the ECE section(s) and/or chapter with:

2.1 Stakeholders at regional/subnational and local levels who are not part of the ECE TWG, including teachers and caregivers?

Yes

Somewhat

Great! You have developed a participatory, multi-stakeholder process for developing the ECE components of the ESA.

Consider how to make this process as transparent, consultative and participatory across system levels and stakeholder types as possible. Refer to Tools 1.3 and 1.4 for more ideas.

Why or why not?

2.2 Other education decision making stakeholders not part of the ECE TWG?

Yes

Somewhat

Great! You have developed a participatory, multi-stakeholder process for developing the ECE components of the ESA.

Consider how to make this process as transparent, consultative and participatory across system levels and stakeholder types as possible. Refer to Tools 1.3 and 1.4 for more ideas.

Why or why not?

3. Is there an agreement on priority indicators to be used for the ECE component of the ESA?

Yes

Somewhat

Great! You may refer to Tool 2.1 to cconfirm that the priority indicators align with suggested ECE priority indicators and identify additional ideas to plan to fill data gaps over time.

Refer to Tool 2.1 to identify ECE priority indicators and develop a plan to fill data gaps over time.

Why or why not?

4. Do the agreed upon priority indicators align with (i.e. are generally consistent with) education system-wide priority indicators?

Yes

Somewhat

Great! You may refer to Tool 2.1 to cconfirm that the priority indicators align with suggested ECE priority indicators and identify additional ideas to plan to fill data gaps over time.

Refer to Tool 2.1 to identify ECE priority indicators and develop a plan to fill data gaps over time.

Why or why not?

5. Is there an agreement on additional ECE data gaps to fill in advance of the ESA or over a longer-term timeframe (not in time for the ESA)?

Yes

Somewhat

Great! You may refer to Tool 2.1 to cconfirm that the priority indicators align with suggested ECE priority indicators and identify additional ideas to plan to fill data gaps over time.

Refer to Tool 2.1 to identify ECE priority indicators and develop a plan to fill data gaps over time.

Why or why not?

6. Has the ECE TWG validated (i.e. content agreed through a consultative process) the ECE section(s) and ensured they align – or are generally consistent- with other parts of the ESA report (i.e., are there inconsistencies between the ECE sections and the other sections in terms of analysis, terminology, etc. If there are differences, is a clear justification and rationale explained)?

Yes

Somewhat

Excellent! It appears as if you have developed a robust, participatory and consultative process for developing the ECE components of the ESA.

You may need to develop a transparent, participatory process for validation. Refer to Tool 2.2 Additional Resources for ideas on holding a consultative workshop.

Why or why not?

7. Have the ECE section(s)/chapter been validated (i.e. content agreed through a consultative process) across system levels (national, regional, local) and with relevant decision-makers (for example, district education officials)?

Yes

Somewhat

Excellent! It appears as if you have developed a robust, participatory and consultative process for developing the ECE components of the ESA.

You may need to develop a transparent, participatory process for validation. Refer to Tool 2.2 Additional Resources for ideas on holding a consultative workshop.

Tool 2.5: Checklist

How to Use this Checklist

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Information message

Download the tool