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The indicator is a broad measure of children’s development and their preparedness to begin school. Available data for global tracking are typically collected from individual-level data through direct assessment of children in many regional or national-level assessments, or reported by mothers/primary caregivers or teachers, which are then used to calculate an indicator that represents a composite measure across a range of agreed characteristics in the areas of health, learning and psychosocial well-being.

The MICS ECDI presently defines “on track” as the Percentage of children aged 36-59 months who developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning.  Other measures use different definitions, with varying empirically and conceptually driven perspectives on how best to define “on track”.

Ministry of Education

Ministry of Education

Annual

Percentage (%)

In the MICS ECDI, the indicator is calculated as the percentage of children aged 36-59 months demonstrating age-appropriate levels of development in the areas being measured, according to the items used in the MICS.  One commonly-accepted definition of “on track” has not yet been developed using national and regionally-developed standards for children’s learning and development.

The MICS ECDI presently defines “on track” as the Percentage of children aged 36-59 months who developmentally on-track in at least three of the following four domains: literacy-numeracy, physical, socio-emotional and learning.  Other measures use different definitions, with varying empirically and conceptually driven perspectives on how best to define “on track”.

At present, the MICS Early Childhood Development Index defines “on track” as A child is developmentally on track in literacy-numeracy if they can identify at least 10 letters of the alphabet, read 4 simple words and recognise and name all numbers from 1 to 10. A child is developmentally on-track physically if they can pick up small objects easily and are generally well enough to play. A child is developmentally on-track in socio-emotional development if they are able to undertake simple activities independently, get along with other children and do not usually kick, bite or hit other children or adults. A child is developmentally on-track in learning if they participate in any type of organized learning including early childhood education, kindergarten or community care.  However, this definition is not universally accepted, and other measures use alternative definitions of “on track.”

is by age, sex, location, income, family background and by participation in early childhood education programs.

PCDT3t4 = CDT3t4

                   P3t4

where:

PCDT3t4 = percentage of children aged 3-4 years (36-59 months) who are developmentally on track in health, learning and psychosocial well-being

CDT3t4 = children aged 3-4 years (36-59 months) who are developmentally on track in health, learning and psychosocial well-being

P3t4 = population aged 3-4 years (36-59 months)

This indicator is used to ensure that all boys and girls have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Further methodological developmental work will be needed to ensure that the proposed measure reflects a commonly-agreed upon definition of “on track” that is aligned with national standards, is relevant to children in all parts of the world and accurately reflects "developmentally on track" in  all countries. This requires establishment of normative developmental patterns, which has not yet taken place in most countries. 

All the metadata shown above was written by the Ministry of Education.