Working Towards Building a National Integrated ECD Data Collection and Management System in Liberia
By: Dr. Cecelia Cassell, Dean of the William V.S. Tubman Teachers College at the University of Liberia
USAID CATALYZE ECCE Together for Early Childhood Evidence (CATALYZE T4ECE) is an initiative implemented by Palladium through ECD Measure at the University of Nebraska Medical Center. Learn more here. CATALYZE T4ECE convenes government officials, researchers, and other stakeholders interested in pre-primary data and measurement. The consortium facilitates cross-country learning on how pre-primary systems can better use data to improve young children’s early learning experiences. This blog series highlights the perspectives of ECCE research and learning stakeholders under CATALYZE T4ECE and the broader community.
Our latest 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.
Introduction
Since the inception of Together for Early Childhood Evidence (T4ECE) in 2018, we have seen stakeholders in Liberia make headway in building a data-informed early childhood system to help increase investment in early childhood education (ECE) and strengthen policy and legal framework around ECE service delivery. In last phase of T4ECE, the Liberian T4ECE Task Force team mapped ECE centers in specific regions of Liberia and collected data on the quality of their early learning environments using the Brief Early Childhood Quality Index (BEQI). As Liberia works towards building a comprehensive data-informed early childhood system, the government and the Liberia T4ECE Task Force team have expressed interest in developing a standardized and national tool for assessing early learning outcomes and school readiness.
Recently, the Ministry of Education and partners worked to align the International Development and Early Learning Assessment (IDELA) tool with the Liberian Early Learning and Development Standards (ELDS). Over the next year, T4ECE will be supporting the T4ECE Liberia Task Force (comprising the Ministry of Education, University of Liberia, ADARA Research and Management Consultancy, USAID and other partners) to pilot the adapted IDELA tool as a feasibility trial to ensure that: i) it is relevant in the Liberian context; ii) the items are well crafted; iii) the descriptions and training materials are workable in Liberia; and iv) and that enumerators can reliably collect data with the tool. This will serve as a foundational step for the Ministry’s plans to develop a national early childhood assessment tool for Liberia.
We recently interviewed 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, as she reflected on the progress made in Liberia and what is to come as Liberia moves forward with its vision to create a national integrated ECD data collection and management system.
What are you most excited about over the next year when it comes to the ECD data and measurement landscape in Liberia?
I am enthusiastic about the prospect of a robust Early Childhood Development (ECD) data landscape in Liberia, opening up opportunities for research and analysis. This initiative aims to provide valuable knowledge and identify trends, assisting in the development of evidence-based interventions. Over the next year, the data landscape is expected to offer insights into the availability, accessibility, and quality of ECD programs in Liberia.
This comprehensive dataset will furnish an overview of children's development, their learning experiences, and the methods employed in the learning process. The statistics generated will be of significant interest to teachers, school administrators, education policymakers, as well as health, nutrition, and child protection practitioners. This information will be shared across institutions participating in the National Intersectoral Platform on ECD.
The anticipated data holds the potential to identify novel and individualized approaches to teaching and learning. Moreover, it may shed light on the necessary support required for children and families within classrooms and schools. Teachers, school leaders, health practitioners, parents, and child protection agencies, along with education policymakers, can use this data to make informed decisions, ultimately improving services and allocating resources effectively to support children's optimal development.
In the coming year, the envisioned system will utilize data to pinpoint risk factors and take proactive measures to address and promote positive development for children. Teachers will be empowered through targeted training, enabling them to monitor children's progress and communicate crucial milestones in their development to families. This approach ensures that appropriate support is provided to children as they learn and grow.
Furthermore, Liberia will have access to accurate and comprehensive ECD data and tools that can assess the readiness of pre-primary children to transition to lower primary. The findings from this study will serve as valuable resources for policymakers, educators, researchers, and parents, guiding informed decisions regarding investments in programs that foster lifelong learning skills for each child.
What are current gaps when it comes to ECD data use in Liberia?
Numerous gaps persist in the effective utilization of Early Childhood Development (ECD) data in Liberia. Notably:
A significant proportion of ECD educators, policymakers, and parents fail to base their decisions on data, thereby overlooking its potential impact on children's learning outcomes, curriculum development, as well as health, nutrition, and overall well-being.
The absence of a synchronized and integrated system hampers the seamless communication of ECD data among key institutions such as the Ministry of Education, Ministry of Health, and Ministry of Gender, Children, and Social Protection.
Implementers of ECD programs appear to lack a comprehensive understanding of how data can be harnessed to enhance child development, learning, and care. This knowledge gap inhibits the effective integration of data-driven strategies into ECD initiatives.
How will the CATALYZE T4ECE-supported project help address those gaps?
The findings from this project could be used to offer comprehensive training sessions for both individuals and institutions involved in early childhood education and care. This initiative seeks to elevate the standards of policies, teaching practices, and curriculum development within the field.
The findings could bring about aligning the early learning framework with ECE teacher training curricula at the national level. By fostering synchronization, the information could be used to create a cohesive and standardized approach to ECE education throughout the country. It leverages data insights to fortify the national Early Childhood Development curriculum. This includes enhancing child protection protocols and other essential components crucial for a comprehensive and well-rounded ECE program and curriculum.
Through these initiatives, the T4ECE-supported project seeks to not only fill existing gaps but also pave the way for a more robust and integrated early childhood education system. The emphasis on training, synchronization, and data-driven improvements ensures a holistic approach to addressing the challenges in the current ECE landscape in Liberia.
How do you envision this project supporting or being useful to countries beyond Liberia?
I see this project as pivotal in enhancing ECD programs globally, offering valuable contributions in several key areas:
Firstly, the project is instrumental in providing developmentally appropriate practices for children. By focusing on evidence-based methods and tailored strategies, it ensures that children's learning experiences align with their cognitive and emotional development, thereby optimizing their overall growth.
Secondly, it will elevate the capabilities of early childhood practitioners, empowering them with the latest insights and methodologies. This will not only improve their teaching effectiveness but also foster a more enriching and supportive environment for young learners.
Moreover, the project holds great potential for curriculum developers, providing them with a reservoir of best practices and innovative approaches to refine ECD curricula. This infusion of quality content will have a ripple effect, positively impacting the educational experiences of children beyond Liberia.
In addition, the project is poised to influence policymakers by offering a comprehensive framework for effective ECD policies. Informed policies can significantly impact the accessibility and quality of early childhood education on a national scale, contributing to the overall advancement of educational systems.
Lastly, the project has the potential to strengthen the relationship between teachers and parents. By promoting collaborative approaches and effective communication strategies, it can bridge the gap between the home and school environments, creating a more cohesive support system for children's development.
In summary, I believe this project has far-reaching implications, acting as a catalyst for positive change in ECD practices, teacher development, curriculum design, policy-making, and the vital teacher-parent partnership, not only in Liberia but also in countries around the world.
Cross-posted on the T4ECE website hosted at the University of Nebraska Medical Center.
This blog is made possible by the generous support of the American people through the Office of Education, Bureau for Africa, U.S. Agency for International Development (USAID) under the terms of contract No. 7200AA19C00080, subcontract CATALYZE-Edu-CR-2023-0352. The contents are developed by the ECD Measure group hosted at the University of Nebraska Medical Center and do not necessarily reflect the views of USAID or the United States Government.
