Stay informed with our latest monthly newsletter featuring April 2024 updates, insights, and news in early childhood care and education. Explore valuable resources, articles, and announcements to empower your work and stay connected with ECD Measure and our global community.

This brief is intended to support country-level early childhood stakeholders to communicate the purpose of BEQI, the importance of key evidence-based practices in early childhood care and education, and results from the BEQI pilot in The Gambia, Uganda, and Zambia

This blog features Dr. Cecelia Cassell, Dean of the William V.S. Tubman Teachers College at the University of Liberia, and chair of the CATALYZE T4ECE Liberia Task Force. Over the next year, the University of Liberia will be leading the T4ECE Liberia Task Force as they work towards developing a standardized and national tool for assessment early learning outcomes and school readiness. Read more as Dr. Cassell reflects on the progresses made and what is to come as Liberia moves forward with its vision to create a national integrated ECD data collection and management system.

This brief provides an overview of country-led T4ECE research projects focused on addressing gaps in evidence and data-driven decision-making in Ethiopia, Liberia, Malawi, Rwanda, and South Africa.

This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality.

Together for Early Childhood Evidence convened a panel at the Comparative and International Education Society (CIES) Conference to share country-level plans for research in Malawi, Rwanda, Liberia, and South Africa to advance goals for data-driven early childhood systems.

This blog features Colin Almeleh, the Director of Knowledge, Information and Data Solutions at Ilifa Labantwana.  Over the next year, Ilifa Labantwana will be leading the T4ECE South Africa Task Force as they build consensus around a set of key indicators to be included in a new ECD M&E Framework for the National ECD Policy. Read more as Colin reflects on the progresses made in South Africa and his hopes and vision for what is to come.

As we start 2024, ECD Measure proudly reflects on 2023 as a year of growth and impact. We dedicated ourselves to empowering stakeholders to collect and use early childhood data. We are grateful for our partnerships around the world with researchers, governments, and NGOs who are building data-driven early childhood care and education (ECCE) systems that focus on children thriving and learning.

Stay informed with our latest monthly newsletter featuring January 2024 updates, insights, and news in early childhood care and education. Explore valuable resources, articles, and announcements to empower your work and stay connected with ECD Measure and our global community.

This case study explores access to quality early childhood education (ECE) for children aged four to six years. We describe the economic and policy contexts of ECE in Brazil, with emphasis on the role of ECE in addressing regional, racial/ethnic, and economic disparities.

BEQI: Together in Practice is an easy-to-use system designed to help monitor and improve early childhood programs through evidence-based practices. At the core of the system is the Brief Early Childhood Quality Inventory (BEQI), an adaptable, proven tool that is already helping early childhood programs for children from birth to age five in 18 countries monitor environments and practices.

Use of evidence-based practices in out of home childcare settings can promote healthy development in young children. The goal of our study was to test the use of the BEQI: Together in Practice system in changing behaviors of childcare educators to adopt more evidence-based practices.

As countries make continued investments in early childhood care and education (ECCE) systems, data and measurement play a critical role in outlining strengths and areas for improvement. To promote data-driven decision making across all levels of early childhood systems, measurement must be valid, reliable, and feasible, especially when used at scale.

Stay informed with our latest monthly newsletter featuring September 2023 updates, insights, and news in early childhood care and education. Explore valuable resources, articles, and announcements to empower your work and stay connected with ECD Measure and our global community.

In this blog, we hear from colleagues in Guinea Bissau about how using the BEQI has created a ripple effect throughout the entire education system, helping to legitimize ECE within the broader system, and becoming the impetus for creating a data-driven quality ECE system.

Stay informed with our latest monthly newsletter featuring July 2023 updates, insights, and news in early childhood care and education. Explore valuable resources, articles, and announcements to empower your work and stay connected with ECD Measure and our global community.

Stay informed with our latest monthly newsletter featuring April 2023 updates, insights, and news in early childhood care and education. Explore valuable resources, articles, and announcements to empower your work and stay connected with ECD Measure and our global community.

In 2021, ECD Measure and the Association for the Development of Education in Africa (ADEA) partnered together to review the status of ECCE QAS in Africa by surveying ministries of education. In 2022, a followup survey was conducted to gather additional information about QAS implementation issues.

Dr. Joan Lombardi, a guest author for ECD Measure, reflects on issues in the early childhood measurement and evidence field.

Drawing on principles of mixed methods design, this study reports on a new approach to ECCE quality measurement: the Brief Early Childhood Quality Inventory. Using data from the USA, Liberia, and Colombia, results indicate variation in the items perceived as highly relevant to each setting and in the characteristics of classrooms including the degree of child autonomy, the types of activities, and in child/educator interactions and dialogue.