Description: Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
Sub descriptionSex2015
Physical-96.8
PhysicalMale96.5
PhysicalFemale97.1
Social-Emotional-76.9
Social-EmotionalMale74.8
Social-EmotionalFemale79
Learning-93.3
LearningMale92.4
LearningFemale94.1
Description: Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex - 36-47 months
Sub descriptionSex2015
Physical-95.3
Social-Emotional-74
Learning-89.9
Description: Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex - 48-59 months
Sub descriptionSex2015
Physical-98.4
Social-Emotional-79.9
Learning-96.8
Description: Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex -Rural
Sub descriptionSex2015
Physica-96.9
Social-Emotional-73.4
Learning-92.7
Description: Percentage of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex -Urban
Sub descriptionSex2015
Physical-96.7
Social-Emotional-82.6
Learning-94.3
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DATA IDENTIFICATION


Name
Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex
Indicator purpose

The purpose of this indicator is to track whether children under 5 years of age are healthy and learning; to track the psychosocial well-being of children under 5 years of age.

Abstract

The proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being is currently being measured by the percentage of children aged 36-59 months who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning.

Data source

Ministry of Education (MOE)

Multiple Indicator Cluster Surveys (MICS)

DATA CHARACTERISTICS



Contact organization person

Ministry of Education (MOE)

Date last updated
04-NOV-2019
Periodicity

Annual

Unit of measure

Percentage (%)

Other characteristics

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

DATA CONCEPTS and CLASSIFICATIONS



Classification used
  • Literacy-numeracy: Children are identified as being developmentally on track if they can do at least two of the following: identify/name at least 10 letters of the alphabet; read at least 4 simple, popular words; and/or know the name and recognize the symbols of all numbers from 1 to 10.
  • Physical: If the child can pick up a small object with two fingers, like a stick or rock from the ground, and/or the mother/primary caregiver does not indicate that the child is sometimes too sick to play, then the child is regarded as being developmentally on track in the physical domain.
  • Social-emotional: The child is considered developmentally on track if two of the following are true: The child gets along well with other children; the child does not kick, bite or hit other children; and the child does not get distracted easily.
  • Learning: If the child follows simple directions on how to do something correctly and/or when given something to do, and is able to do it independently, then the child is considered to be developmentally on track in the learning domain.
Disaggregation

is by age, sex, place of residence, wealth, geographic location, caregiver education and other background characteristics.

Key statistical concepts

The number of children aged 36-59 months who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning divided by the total number of children aged 36-59 months in the population multiplied by 100.

Formula
-
OTHER ASPECTS



Recommended uses

This indicator is used to measure the number of children aged 36-59 months who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning.

Limitations

For the time being, a proxy indicator (children aged 36-59 months who are developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) is being used to report on 4.2.1 until the new measure has been finalized (expected by end of 2019). The proxy indicator is not fully aligned with the definition and age group covered by the SDG indicator formulation.

Other comments

All the metadata shown in this document was gathered from United Nation Statistics Division. The metadata was extracted from https://unstats.un.org/sdgs/metadata/.