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.

This blog explores how nationally representative classroom observational data collected in Rwanda by government officials will be used to make positive impacts on the quality of early learning and how the T4ECE team hopes this will create a shift in the culture of data communication and data use.

In this blog, we feature the Thrive by Five Index, South Africa’s first nationally representative survey of preschool children. It provides data on 4-5-year-old children’s developmental outcomes that will inspire action and change so that all children have the chance to flourish by the age of five.

This blog highlights the process and experience of building Ethiopia’s first national study of early childhood quality and outcomes using the MELQO.

This project aims to identify and code, analyze and describe existing social emotional learning (SEL) and psychosocial support (PSS) measurement/assessment tools and guidance documents being used in the international Education in Emergencies (EiE) sector.

The study assesses pre-primary children to gather preliminary evidence on learning and development and explore whether Fursa kwa Watoto (FkW) leads to improved student outcomes among pre-primary students.

Describes the process of creating the MELQO tools, summarizes results from psychometric evaluation, and provides examples of how the data have been used to reveal patterns of inequity and levels of learning and classroom quality.

Presentation on MELQO results.

Resource for researchers, evaluators, and program personnel to assess ECD in low- and middle-income countries—either for planning and evaluating interventions, monitoring development over time, or conducting a situation analysis.

Article about international Early Childhood Development (ECD) measurement.

Assessment on current policies, curricula, standards, and monitoring and evaluation systems for pre-primary education in Tanzania to inform the MELQO process. The Measuring Early Learning Quality and Outcomes (MELQO) initiative aims to improve early childhood education worldwide through measurement of children’s development and learning and the quality of learning environments. Led by UNESCO, UNICEF, the World Bank, and the Center for Universal Education at the Brookings Institution, MELQO comprises an international consortium of individuals and institutions working to improve outcomes for young children by making early learning assessment more accessible around the world. MELQO’s measurement modules pro- pose a core set of items with relevance across coun- tries, with the goal of devising items that are glob- ally comparable but locally adaptable.

This publication summarizes two internationally standardized and validated measurement instruments for the assessment of ECD for children under age 3 years at population (short form) and programmatic (long form) levels.

Report on identifying and assessing children's progress within Victorian Early Years Learning and Development Framework (VEYLDF) which aims to guide all early childhood professionals in their work with children and families. It sets out eight Practice Principles that provide a foundation for achieving the five nationally agreed Early Years Learning Outcomes (Early Years Learning Framework for Australia, Australian Government Department of Education and Training 2009).

The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness & are feasibly administered in low-resource settings. This study assesses the construct validity of the International Development and Early Learning Assessment developed by Save the Children using data from a sample of children from rural Ethiopia.

Relatively little research has addressed whether conceptual frameworks of early learning generalize across different national contexts. This article reports on a cross-country measurement invariance analysis of the International Development and Early Learning Assessment (IDELA). The IDELA is a direct assessment tool for 3- to 6-year-old children, intended to measure Early Literacy, Early Numeracy, Motor, and Social-Emotional development.

Cambridge and REAL's Early Learning Partnership Ethiopia System Diagnostic Report, including MELQO results.

This brief outlines lessons learned on the process of generating, analyzing, and applying data to programs and policies in low- and middle-income countries.

Study examines the development and learning of Tanzanian children starting school and psychometric properties of MELQO tools.

Results from Four MELQO Pilot Countries: Evidence of Within-Country Validity and Cross-Country Comparison of Child Development data.

This MELQO Brief provides practical guidance on adapting the Measure of Development and Early Learning (MODEL) Literacy tasks to new languages and contexts. Provides practical guidance on adapting the Measure of Development and Early Learning (MODEL) Literacy tasks to new languages and contexts.