Analysis of early childhood education and learning outcomes in the Pacific

This report explores the impact of ECE programmes in the Pacific region and presents evidence to inform the implementation of the Pacific Regional Education Framework (PacREF), particularly related to the development of monitoring mechanisms for school readiness (PacREF Implementation Rolling Plan, Policy Area 3, OW1.1.1b, p. 12). Recommendations are also made to support progress towards achieving Sustainable Development Goals (SDG) 4.2.1 and 4.1.1. This report interrogates evidence about effective ECE systems to identify levers to improve everyday programmes at scale. This evidence is compared with systems‐level reporting in the Pacific region – including the United Nations Children’s Fund (UNICEF) Status Report on Early Childhood Care and Education in Pacific Island Countries. Then, using the Pacific Islands Literacy and Numeracy Assessment (PILNA), analysis is conducted to explore the strength of association between ECE participation and school‐age learning outcomes. The analysis focuses on three countries as an initial deep‐dive into student achievement and ECE participation using the PILNA results: Solomon Islands, Tonga and Vanuatu. The results are then synthesised, and recommendations made.