Institutional Consultancy for Early Childhood Education (ECE) Longitudinal Study

Purpose:

The purpose of this assignment is to support UNICEF, the MoES, and MoH to undertake a longitudinal study on how access to pre-school education combined with parenting education support contributes to the development of improved cognitive skills, social-emotional skills, school performance, and the health and nutrition status of children in ECE (preschool) and grades 1 to 2 of primary education (P1-P2).

The institutional service provider will utilize both qualitative and quantitative methodologies to track cohorts from 5 provinces in 12 districts (or a representative sampling) over a three-year time period including the following treatment and control groups: 1) Children who attended UNICEF-supported Community Based School Readiness (CBSR) education programmes and how they progress through grades 1-2; 2) Children in the same class who did not have pre-school exposure/experience and how they progress from ECE/CBSR through grades 1-2; 3) How the above child cohort groups are further affected by health and nutrition status. Special attention will be given to specific demographic characteristics, such as children from ethnic minorities, children with disabilities, and children from rural areas. Additionally, the institutional service provider should be able to engage and partner with the National University of Lao PDR to ensure capacity strengthening in mixed method longitudinal studies.

Overall, the study aims to provide the MoES, MoH, and other stakeholders with evidence-based recommendations in the following areas:

1.    The impact and benefit of ECE with parenting interventions on different groups of children, including disadvantaged children through the longitudinal cohort study using robust child developmental milestones, school readiness and learning assessment methodologies and analysis.

2.    The effect or impact of major education policies, reforms and programmes on children’s learning and development as they progress through the education system from ECD/CBSR to P1-P2. For example, language policies, teacher related policies including teacher allocation, availability of learning materials, and other relevant factors.

3.      The effect or impact of major socio-economic and contextual situations on children’s learning and development as they progress through the education system. For example, the effects of household poverty, disasters, COVID-19 pandemic recovery, stunting, and other health and nutrition indicators.

4.      The effect of parents/caregivers and families who have access to parenting education programmes on children’s learning and overall development.

5.      The effect of child health and nutrition status taken in combination with the above in relation to their overall development.

  Objectives:

This longitudinal Study will focus on how access to, and participation in, ECE/CBSR education impacts the quality of parenting and foundational learning of children and further explore whether this impact is sustained during the early years of primary education. It will also consider the health and nutrition status of respective cohorts.

1.      To determine the extent of school readiness and development of social-emotional learning (SEL) skills based on the delivery of Lao PDR Early Learning Development Standards. Specifically, its relationship with quality of ECE/CBSR participation. This should include a study of the variation in content and processes across different ECE/CBSR to understand how they impact the development of SEL skills.

2.      To track performance and progression in the early grades of primary education including indicators such as promotion, repetition, dropout and learning outcomes using existing monitoring and assessment tools, which compares treatment and control groups over time. This will provide empirical evidence that should help identify essential quality elements for ECE/CBSR programming in the context of Lao PDR.

3.      To track health and nutritional status, as well as hygiene practices, for treatment and control groups to determine whether children who suffer from stunting but get quality ECE/CBSR with parenting support have better child developmental and learning outcomes.

4.      To strengthen the capacity of national institutions, specifically the National University of Lao PDR, for conducting mixed method longitudinal studies.