Gender in Early Childhood Care and Development - Exploring the challenges and opportunities for gender transformative ECCD programming

• In Event: How can ECCD benefit different populations?

Abstract

The purpose of this paper is to reflect on gender dimensions of Plan International’s Early Childhood Care and Development (ECCD) programmes and the implications for ECCD and education more broadly based on a) context provided by six country research studies and b) the development and pilot of a gender in ECCD self-assessment tool across countries in Asia and Africa. The paper will outline: why a focus on gender in ECCD is important; how findings from initial research fed into development and implementation of the gender in ECCD self-assessment tool; key findings/learnings including similarities and differences across countries; action points and recommendations for strengthening gender in ECCD; how gender transformative ECCD programs have the potential to address and promote equality, opportunity, access and learning.
Changing deeply-held beliefs around gender takes time, can be extremely challenging, and is intimately interlinked with notions of ‘culture’ and ‘power.’ However, ECCD offers a powerful entry point for gender responsive and gender transformative programming that aims to take action to address and overcome gender-based inequalities that have historically been reproduced through education systems and through societies more generally.
Plan believes that gender equality is central to achieving our vision for change: a world in which all children, both girls and boys, realize their full potential in societies that respect people's rights and dignity. Accordingly gender equality is one of the six principles of Child-Centered Community Development – the core programming approach of Plan.
The foundations of gender equality or inequality are laid in early childhood. Young girls and boys experience gender-based expectations and behaviours in homes, families and communities which are often further reinforced in preschool and primary school. These are therefore key sites for exploring, challenging and ultimately transforming gender norms.
As part of Plan’s commitment to gender equality, and ultimately, to gender transformative programming, between 2012 and 2014, Plan conducted six studies on the gender dimensions of its ECCD programmes in Ethiopia, Mozambique, Pakistan, Uganda, Kenya and Bolivia to investigate the extent to which these programmes address gender inequality. The research primarily used a case study approach, with small samples of locations and informants, the use of mixed research methods, and an emphasis on qualitative data. Each study used a different set of research tools and different analytical frameworks. Although the research process, methodologies and analysis varied, and the country context is different, it was possible to draw out common themes which will be shared as brief background information. The overall finding was that without very specific attention being focused to ensure that ECCD programming explicitly addresses gender dimensions, Plan’s ECCD programs tend to be ‘gender-blind’, thereby reinforcing existing inequality and injustice.
Building on this research, recognizing the need for applying a rigorous gender lens throughout the programme cycle and to take forward Plan’s intention to build more gender transformative ECCD programming and monitoring, a gender in ECCD self-assessment tool was developed through a participatory process, with support from Plan International Australia and Finland. The tool enables Plan’s Country Offices to undertake a self-assessment process, generating a baseline snapshot of gender issues in sampled location/s. It has been piloted in countries across South East and South Asia, and also in Eastern and Southern Africa with the assistance of Regional Offices in Asia and Africa. Using the tool, each country undertook ten exercises to collect data and organised an analysis workshop within a 5-day period. The exercises include: assessment of enrolment and attendance at ECCD centres/primary school, print materials and parenting programme records; focus group discussions with caregivers and teachers, mothers and fathers and parenting programme staff; observation at ECCD centres/schools; Plan and partner mutual assessment and learning session; review of ECCD caregiver data; and staff individual skills self-assessment. In the analysis workshop, key data was assessed collectively and findings drawn out for learning and action planning.
This paper will share experience and learning from the gender in ECCD self-assessment tool implementation of Plan Country Offices in Asia, including Laos, Sri Lanka, India, Indonesia, Nepal and Bangladesh. Although each country context is different, the self-assessment process identified a range of common themes, challenges, opportunities and agents for change.
Plan’s work on exploring and strengthening gender dimensions in ECCD contributes to understanding around how gender inequalities are reproduced through the education sector. Working actively with girls and boys at the early childhood age, and with their parents, caregivers and teachers, provides an opportunity to create transformational change in education and social relations leading to empowerment of women and girls and to gender equality benefitting both sexes.

Authors

• Katie Ramsay, Plan International Australia

• Iqbal Hossain, Plan International

• Shruti Mishra, Plan India

• Nicole Rodger, Plan International Australia

• Divya Lata, Plan International Asia Regional Office