1. Early Childhood Development in Kwara State, Nigeria Yetunde Ijaiya Rabiat Ibrahim

2. KWARA STATE Population: 1.5 million Size: 32,500 Km 2

3. Background: ECD in Kwara State  Public ECD began in 2006 in Kwara State, within public primary schools  ECD included in State Education Sector Plan  Long history of private nursery/primary schools in Kwara  ECD incorporated into UBE policy in Nigeria  Funding: 5% of UBE allocation to each state for public ECD (based on counterpart funding)  National ECD Policy since 2007  National curriculum for 0-5 year olds - not disseminated in Kwara State yet (preschools create own curriculum covering 6 areas: English, Math, etc)

4. Current Situation: Public ECD  ECD centers in 719 primary schools (out 1,406)  Ages 3-5 years  Enrolment (2008): Approx. 5% coverage 18,176 males 17340 females 34416 Total  At least 1 teacher in each classroom, paid by SUBEB  600 caregivers (almost 1 per class) – some employed by SUBEB, others by PTA or communities

5. Key Challenges: Access and Quality ACCESS  Lack of conviction among some parents (rural) about value of ECD  Inadequate number of classrooms – overcrowding in urban areas  Insufficient number of staff  Poor funding QUALITY  Insufficient appropriate materials, including furniture, toys, etc.  Overly formal teaching approaches common  Lack of state curriculum guidelines/pedagogical modules  Caregivers with low qualifications  Inadequate monitoring and supervision of centers  Lack of access to water supply in some places

6. Key evaluation questions/indicators  How to improve quality and access of ECD in public schools?  What is the impact of model ECD centers on: staff-child interactions, child-centered pedagogy ECD enrolment and attendance parent satisfaction children’s learning outcomes (“school readiness”) upon entry to primary 1 enrolment in primary 1 community efforts to create ECD (spillover effects)?

7. Intervention: Model ECD Centers  Intensive training and modules for teachers and caregivers: Integrated child development Child-centered pedagogy Creating a quality learning environment Parent involvement  Provision of learning materials Manipulatives Books Writing/drawing materials Toys from locally available materials  Upgrade classrooms and outdoor spaces to make environments child-friendly  Monitoring and supervision (SUBEB officers)

8. Proposed Design  Sampling Within 3 senatorial districts covering 16 local governments Stratified on rural/urban based on senatorial districts 80 schools in each treatment and control arm  Random assignment to 3 groups Treatment 1: training + learning materials + upgraded classes Treatment 2: training + learning materials Control: Existing ECD classes (no change)

9. Next Steps…  Sensitization/buy-in: Discuss concept note with government (Ministry of Ed., Science, & Tech, SUBEB) and ECD stakeholders (UNICEF, Colleges of Education and universities, PTAs, education donors, WB, etc.)  Conduct studies: Situation analysis of ECCD  Design intervention: Develop standards, curriculum, training materials, etc.  Staffing: Set up IE team  Finalize IE design