budgeting for early childhood development · the national development plan (ndp) ii and...

THE NATIONAL DEVELOPMENT PLAN (NDP) II AND PROGRAMME-BASED

BUDGETING:


BUDGETING:

THE REPUBLIC OF UGANDA

BUDGETING FOR

EARLY CHILDHOOD DEVELOPMENT

Taking a life-cycle approach, this report argues that early childhood

development (ECD) represents a fundamental component of human capital development (HCD) and is a pre-condition for a healthy and

skilled labour force.


BUDGETING:

BUDGETING FOR



BUDGETING FOR EARLY CHILDHOOD DEVELOPMENT BUDGETING FOR EARLY CHILDHOOD DEVELOPMENT

ii

ACKNOWLEDGEMENTS

Government’s imminent programme-based budgeting (PBB) reform

represents a bold effort to improve expenditure efficiency and effectiveness

by systematically linking funding to outcomes, service delivery and results.

The PBB framework for early childhood development (ECD) centres on

the provision of basic services for children from prenatal to eight years

of age.

The research and drafting of the report was led by Soonita Kistamah, in

close collaboration with the National Planning Authority (NPA), the Ministry

of Finance, Planning and Economic Development (MoFPED), the Ministry

of Gender, Labour and Social Development (MoGLSD), the National Council

for Children (NCC), and UNICEF, under the visionary leadership of

John Ssekamatte, Joseph Enyimu, James Kaboggoza, Martin Kiiza and

Diego Angemi.

The ECD budgeting framework was formulated and validated through a

highly-consultative process with a wide range of stakeholders committed

to the effective delivery of integrated ECD services in Uganda.

Frances Ellery provided editorial inputs, and Mark Turgesen designed

the report.


iii

CONTENTS

ABBREVIATIONS v

FOREWORD vi

EXECUTIVE SUMMARY

1. INTRODUCTION

vii

1

1.1 The National Development Plan II

1.2 Human capital development as a driver of economic

development and socio-economic transformation

2

4

1.3 The role of early childhood development (ECD) 9

2. PLANNING AND BUDGETING FOR EARLY CHILDHOOD

DEVELOPMENT

12

2.1 Early Childhood Development (ECD)/Programme Based

Budgeting (PBB) CORE PROGRAMME AREAS (CPAs)

15

3. THE WAY FOREWORD

APPENDIX 1: Goverment Investment in ECD

REFERENCES AND BIBLIOGRAPHY

28

32

36


iv

Figure 1 Programme-based budgeting framework for ECD 11

Figure 2 Human capital development value chain 16

Figure 3 HCD life cycle supports growth pillars 18

Figure 4 Differing trajectories of brain and behavioural

development

22

Figure 5 HCD - life-cycle analysis 23

Figure 6 Programme-based budgeting framework for ECD 25

Figure 7 Programme areas of Government investment

in ECD

44

FIGURES


v

ABBREVIATIONS

CCD Care for child development

CPA Core programme area

ECD Early childhood development

GoU Government of Uganda

HCD Human capital development

LCA Life cycle approach

MDA Ministry, department, agency

MoESTS Ministry of Education, Science, Technology and Sports

MoGLSD Ministry of Gender, Labour and Social Development

MoH Ministry of Health

MWE Ministry of Water and Environment

NCC National Council for Children

NDP National Development Plan

PBB Programme-based budgeting

VCF Value chain framework


vi

FOREWORD

In identifying human capital development (HCD) as a key area of

focus to support Government’s objective to achieve Vision 2040, the

National Development Plan (NDP) II clearly articulates the importance

of streamlining early childhood development (ECD) into policy planning,

programming and budgeting. To this end, Government’s paradigm shift

to programme-based budgeting (PBB) represents an unprecedented

opportunity to embed key strategic investments identified in the NDP II

into the national budget architecture.

The early years in a child’s life are a critically important period where

profound and long-lasting development occurs. These years are

particularly important for poor and vulnerable children, including children

with disability, whose access to high-quality ECD services stands as an

important precondition for the realisation of their full potential.

Uganda’s vision to become a middle-income country by 2040 remains

highly contingent on the Government’s ability to safeguard its children’s

right to contribute to national development. We congratulate our

colleagues, UNICEF, and everyone who contributed to the development

of this PBB framework for the effective delivery of integrated ECD

services in Uganda.

Joseph Muvawala

Executive Director,

NPA

Pius Bigirimana

Permanent Secretary,

MoGLSD


vii

EXECUTIVE SUMMARY

Developing human capital - together with increasing production and

improving infrastructure and services - has been identified in Uganda’s

National Development Plan II (NDP II) as fundamental to the socio-

economic transformation the country needs in order to achieve Vision

2040. If Uganda is to compete in a global economy and attract inward

investment, Government efforts need to focus on cultivating a healthy,

educated and skilled workforce in those industries most critical to the

nation’s economy.

Taking a life-cycle approach, this report argues that early childhood

development (ECD) represents a fundamental component of human

capital development (HCD) and is a pre-condition for a healthy and skilled

labour force. ECD can improve children’s health, nutrition, protection, early

learning and education, and enable families and communities to support

their development and learning. Since the brain grows to 90% of its adult

weight by age five, and since 40% of Uganda’s population is below five

years of age, investing in ECD provides a unique opportunity to improve

the cognitive, physical, social and emotional development of the country’s

future workforce. ECD is particularly important for the 55% of Ugandan

children living in poverty.

The National Development Plan II clearly articulates the importance of

streamlining ECD into policy planning, programming and budgeting,

and the Government’s imminent programme-based budgeting (PBB)

reform presents a unique opportunity to integrate ECD into the budget

architecture. The National Planning Authority - in close collaboration

with the Ministry of Gender, Labour and Social Development, the National

Council for Children, the Ministry of Finance, Planning and Economic

Development, and UNICEF Uganda - therefore embarked on an extensive

and highly-consultative process to build consensus in the design of a PBB

framework for ECD. This framework clearly identifies four core programme

areas (CPAs), (i) Maternal, child health and development; (ii) Early learning


viii

and care; (iii) Child protection; and (iv) Family strengthening and community

support. Collectively, the four CPAs aim to provide a holistic and multi-

dimensional ECD package founded upon improved health, nutrition,

sanitation, hygiene, early stimulation, education, protection, poverty

alleviation, and family and community support.

The effective implementation of PBB will require the appointment of CPA

managers, and the provision of adequate human, physical and financial

resources to facilitate the effective coordination of each CPA - including

various overarching programme activities, such as identifying suitable

baselines and targets for the monitoring framework, carrying out regular

monitoring activities, and policy advocacy.

Current Government investment in ECD displays a heavy bias towards

health care, while children’s rights to protection and early learning and

care remain marginalised - as does investment in family strengthening

and community support. An important aspect of developing an ECD

budgeting framework for PBB is to help visualise the depth and breadth

of public investments needed to support the effective implementation of

integrated national ECD policies and programmes.

The four CPAs presented in this report favour the holistic and

comprehensive development of young children with sub-programmes

carefully calibrated to reduce both maternal and child morbidity and

mortality, scale up nutrition efforts, entrench child protection, and

promote greater and more effective early stimulation and education

programmes rooted in family and community support. This budgeting

framework is expected to go a long way in supporting the effective

implementation of the national integrated ECD policy framework.


ix

FIGURE 1: PROGRAMME-BASED BUDGETING FRAMEWORK FOR ECD

BUDGETING FOR EARLY CHILDHOOD DEVELOPMENT




1

1. INTRODUCTION

In identifying human capital development (HCD) as a key area of focus

to support Government’s objective to achieve Vision 2040, the NDP II

clearly articulates the importance of streamlining early childhood develop-

ment (ECD) into policy planning, programming and budgeting. In view

of the above, and in the interest of integrating national planning and

budgeting processes, the National Planning Authority - in close colla-

boration with the Ministry of Gender, Labour and Social Development,

the National Council for Children, the Ministry of Finance, Planning and

Economic Development, and UNICEF Uganda - embarked on an extensive

and highly-consultative process to build consensus in the design of a

programme-based budgeting (PBB) framework for ECD. This process

aimed to guide the identification of strategic areas of investment in HCD,

with a clear focus on the design of a budgeting framework for ECD

consistent with Government’s envisaged PBB architecture.

Additional objectives of this endeavor included (i) raising national aware-

ness about the issues affecting young children and the importance of early

interventions; (ii) consolidating, articulating and prioritising programmes

and activities related to ECD for the maximum benefit of all children,

particularly those in rural areas and in difficult circumstances; and (iii)

clarifying stakeholder roles and responsibilities in the delivery of effective

ECD services for children and families via the effective implementation of

the national integrated ECD framework.

This report is structured in two main parts. The first part (chapter 1)

introduces the National Development Plan (NDP II), and gradually

singles out the role of human capital development (HCD) as a key area

of investment and, in turn, early childhood development (ECD) as a key

component of HCD. Part two (chapters 2 and 3) presents Government’s

imminent programme-based budgeting (PBB) reform as a bold effort

to improve expenditure efficiency and effectiveness, and outlines the

proposed PBB framework for ECD poised to promote greater social and

financial accountability over budget execution.


2

1.1 The National Development Plan II

(NDP II)

Vision 2040 aims to catapult Uganda from a peasant to a modern and

prosperous economy. Within this strategic framework, the NDP II identifies

enhancing HCD as one of the fundamental pillars poised to drive Uganda’s

socio-economic development and structural transformation. In addition

to HCD, the NDP II key areas of focus include (i) increasing sustainable

production, productivity and value addition in key growth opportunities;

(ii) increasing the stock and quality of strategic infrastructure to acceler-

ate the country’s competitiveness; and (iii) strengthening mechanisms for

high-quality, effective and efficient service. The role that human capital

plays in the growth and development process cannot be overemphasised.

This link has been assessed theoretically from different perspectives.

Lucas’ (1988) work posits the view that accumulation of human capital

contributes to the growth process directly by augmenting labour in the

production process. It considers the process of human capital accumula-

tion as a choice that individuals make with regard to work versus the ac-

cumulation of skills.

Nelson and Phelps (1966) link human capital to growth indirectly through

technological adoption. Educational attainment, according to this view,

helps in narrowing the income gap across countries by facilitating and

hastening the process of technological diffusion. Romer (1990) on his part

links growth and human capital through the process of innovation and

the creation of new technologies via research and development. Growth,

in this case, increases as more human capital is employed in research. In

addition, the public sector economics theory categorises some of the

main pillars of human capital as public goods with positive externalities.


3

The theoretical predictions are reinforced by empirical evidence that

shows a positive association between human capital and rapid growth

outcomes. Empirical studies in developing countries show a positive

relationship between human capital development (HCD) and important

growth factors, such as large-scale production, foreign direct investment,

and a more efficient and productive exploitation of other resources. In

fact, several publications, including World Bank (1993), Page (1994),

Tilak (2002), and Fontana and Srivastava (2011) single out human

capital as one of the most important inputs in the Asian development

miracle. Recent studies from the African continent, such as Oluwatobi

and Ogunrinola (2011), show similar findings - that whereas increased

recurrent government expenditure was positively correlated with Nigeria’s

economic growth, the quality of education was regarded to be far more

important than simply the quantity.


4

Geography: Uganda

Governance: Growth Pillar Industries

Input Output

EducationServices

HealthServices

Mining TourismSocioeconomicTransformation

Human Capital Development

Agriculture

Growth Drivers NDP Objective

Infrastructure

Supporting Institutions

1.2 Human capital development as a driver

of economic development and

socio-economic transformation

Government efforts to develop human capital at all stages of the life cycle

should shape the skill sets of, and add value to, individuals according to the

requirements of those industries most critical to the nation’s economy. With

this notion in mind, Figure 2 shows a simple value chain model placing HCD

at the heart of the national development objectives as embedded in the

NDP II. From left to right, the chain begins with, and depends on, HCD in

the form of health and education services. For any subsequent segments

of the chain to be successful, Government must promote policies that

cultivate a healthy, educated and skilled workforce. This critical input allows

domestic growth-driving industries - agriculture, mining and tourism - to

compete in a global economy, and compete for valuable foreign direct

investment to expand domestic production.

FIGURE 2: HUMAN CAPITAL DEVELOPMENT VALUE CHAIN


5

The process of HCD spans across different stages of the life cycle. A

pragmatic tool for the analysis of HCD within the value chain framework

(VCF) is the life-cycle approach (LCA). This tool facilitates the identi-

fication of the particular stages in the HCD value chain based on age

groups and population characteristics. This can subsequently be used to

identify strategic objectives and issues for the different stages, as well as

the corresponding intervention areas. The required intervention areas at

each stage of the life cycle are important in their own right, but are also

intricately linked to one another. It is therefore necessary to be aware of

the game changing interventions at the different stages in good time.

This approach facilitates implementation of the required interventions in

a timely fashion.

Incorporating the LCA and VCF together can provide a roadmap for

optimising health and education service delivery that will facilitate

economic growth in the three growth pillars, and reduce public spending

over the long term. As Figure 3 illustrates, early childhood development

(ECD) represents a fundamental component of HCD. Health services begin

with perinatal care (antenatal maternal care from a gestational period of

28 weeks that continues through to one week after birth), continue with

immunisations and acute care, and complete, in this version of the life

cycle, during adolescence with sex education and HIV/AIDS awareness.

The last segment loops back to the beginning, creating a cycle, as it

equips adolescents with the knowledge and understanding they will

need as adults to become responsible parents and raise healthy families.

Because healthy bodies create healthy minds, the entire health services

component supports the education services component.


6

0 - 5

5 - 12

13 - 18

18+

Antenatal - 0

Maternal health & nutrition servicesGirl immunisation (e.g. HPV)MidwivesEmergency obstetric carePost-natal careInfrastructure

Maternal educationParental educationNutrition education

ImmunisationsBreastfeedingNutritionSanitationVitamins supplementsMedicinesEarly childhood development

Acute disease managementFamily planningHIV/AIDS awareness

Acute disease managementFamily planningHIV/AIDS awareness

Family planningHIV/AIDS awarenessNon-communicable diseases (NCDs)MalariaTB

Early stimulationEarly childhood educationEarly childhood developmentSocialisation

Numeracy & literacy skillsCompleting primary schoolEnabling environmentSchool managementAge-specific life skillChild labor

Talent identificationEducation optionsEnabling environmentScience & math skillsVocational optionsLife skills

InternshipsBTVET educationEmployable skills

Agriculture

Mining

Tourism

EducationServices

HealthServices

GrowthPillars

LifeCycle

FIGURE 3: HCD LIFE CYCLE SUPPORTS GROWTH PILLARS


7

The education services component follows the same life cycle and,

because so much of perinatal care is education-based, the first segment

of education services begins in the same manner as health services.

Children in the zero to five years age group are provided with access

to early childhood education through home-based and community-

based services and parents are equipped with the capacity to provide

positive child care practices. Children aged five to 12 begin with primary

education and are eventually given the option to begin vocational

training. Adolescents aged 13 to 17 continue into secondary education,

have greater access to a wider array of vocational training, and are

eventually equipped to enter college, should they choose. Adults, 18

and older, have sufficient internships and business, technical, vocational

educational training (BTVET) to provide them with the necessary skills

to be competitive candidates in the workforce. While all segments in the

education component build upon one another, the foundation years stand

as a defining moment of child development. There are linkages back to

health and education services, as each of these sectors requires educated

and skilled citizens to fill the roles of doctor, nurse, teacher and principal.

Similarly, there are also linkages to the three growth pillars outlined in the

NDP II, as each of these industries requires its own unique set of skilled

labour to be successful and remain competitive.


8


9

1.3 The role of early childhood

development (ECD)

The human capital development life-cycle analysis outlined in the previous

section singles out ECD and early foundations as a precondition in sup-

port of a healthy and skilled labour force necessary for socio-economic

development and structural transformation. ECD can be defined as “a

comprehensive approach to policies and programs for children from birth

to eight years of age, their parents and caregivers, aimed at protecting

the child’s rights to develop his or her full cognitive, emotional, social

and physical potential” (UNESCO, 2006). High-quality ECD services will

ensure that all Uganda’s children - from conception to eight years of age

- have the chance to survive and grow and develop to their full potential.

This can be achieved through a holistic approach that improves children’s

health, nutrition, protection, early learning and education, and addresses

the diverse needs of families and communities so that they can support

children’s development and learning.

On the basis that the brain grows to 90% of its adult weight by age five,

ECD provides a unique opportunity to invest in cognitive, physical, social

and emotional development, thereby setting strong foundations for the

safe and healthy development and learning of young children (Figure 4).

Moreover, with approximately 40% of the Ugandan population below five

years of age, and with 55% of 0-4-year-olds living in poverty (MoGLSD/

UNICEF Uganda, 2014), poor children stand to gain more from ECD

intervention programmes and services. Global evidence shows that ECD

promotes an equity-based approach and that interventions in the early

years have the potential to offset the negative trends and poverty cycle in

which poor children are trapped. For all children equally, ECD contributes

towards strengthening the foundations for future development and

learning, contributing towards building a healthy, educated and skilled

population.


10

Building on the earlier discussion, Figure 5 outlines the different stages

constituting the early childhood years, noticeably characterised by rapid

growth and development with each stage of development building on the

previous stage. Throughout this whole period, the different domains of

development - i.e. physical, cognitive, social and emotional - are interwoven.

The success of one domain will depend on the effectiveness of the other.

Therefore, a comprehensive set of goals and activities - which addresses

maternal and child health, protection, nutrition, family and community

support, positive early learning and stimulation experiences, and social

protection - needs to be supported and guided.

Optimum

Recovery

Below potential

Optimum

Below potential

Pre-natal Birth Early childhoodAge

Adolescence Adulthood

Risk factors>protective factors

Protective>risk factors Reduction in risk factors, increase in protectivefactors, or intervention during a sensitive period

Bra

in fu

nct

ion

Beh

avio

ura

l co

mp

eten

ce t

raje

cto

ries

FIGURE 4: DIFFERING TRAJECTORIES OF BRAIN AND BEHAVIOURAL DEVELOPMENT

Source: Grantham-McGregor et al. (2007)


11

Under the leadership of the Ministry of Gender, Labour and Social

Development (MoGLSD), the Government of Uganda has pursued an

all-encompassing approach towards integrated ECD by developing a

comprehensive policy framework that lays out concrete commitments

and guidelines for young children’s survival and holistic development.

Birth-3

3 - 5

6 - 8

Antenatal

Family planning servicesAntenatal careMaternal healthMaternal nutritionReproduction health & sex education

Post-natal careBreast feedingImmunisationNutritionSanitation & hygieneECD

ProtectionNutritionSanitation & hygieneECD

Sanitation & hygieneControl & treatment of common & early childhood disease

Education on preconceptionplanning & careEducation on pregnancypreparedness, safe birthing &child caring / developmentpractices

Early stimulationEarly childhood developmentincluding cognitive, social,emotional and physicaldevelopment

Early literacy & numeracy skillsFunctional skillsLanguage developmentValue-based education

Formal education preparednessLiteracy & numeracy skillsAge-specific life skills

Social protectionservices to address

the needs of the poor and

vulnerablechildren and their

families

EducationServices

HealthServices

SocialProtection

Services

LifeCycle

FIGURE 5: HCD - LIFE-CYCLE ANALYSIS


12

2. PLANNING AND BUDGETING FOR


Government’s imminent programme-based budgeting (PBB) reform

represents a bold effort to improve expenditure efficiency and effective-

ness by systematically linking funding to outcomes, service delivery and

results. Embedded in Government’s commitment to enhance the delivery

of public services, this reform and the formulation of a programme-based

budgeting framework for ECD further embodies a paradigm shift to promote

greater social and financial accountability over budget execution.

In line with the national integrated ECD framework, the PBB framework

for ECD centres on the provision of basic services for children from pre-

natal to eight years of age. These services include health care, nutrition,

protection, and early stimulation and learning, as well as adequate and

appropriate support to families and communities to prioritise children’s

development. This approach aims to cover all developmental priorities

for each of the different sub-stages along the life cycle discussed above

within the continuum of care model.

Figure 6 provides a schematic representation of Government’s proposed

PBB/ECD design. This framework clearly identifies four core programme

areas (CPAs), namely (i) Maternal, child health and development; (ii) Early

learning and care; (iii) Child protection; and (iv) Family strengthening

and community support. Each CPA represents the coherent grouping of

related services. Collectively, the four CPAs aim to provide a holistic and

multidimensional ECD package founded upon improved health, nutrition,

sanitation, hygiene, early stimulation, education, protection, poverty

alleviation, and family and community support.


13

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14

Section 2.1 presents each CPA as a clearly defined set of

services that deliver one or more of the core functions

contained in the mandates of public institutions, i.e. Vote

Functions. Sub-programmes represent distinct groupings

of services and activities that fall within the framework

of individual CPAs and are identified separately within

each CPA.

The four CPAs have been developed in line with the PBB

approach. In the proposed PBB budgeting framework for

ECD, each of the four CPAs embraces an overall programme

outcome. In addition, each sub-programme is associated with

a strategic objective and a clearly defined set of ‘required

services’ and ‘responsible MDAs’ (i.e. ministries, departments

and agencies). The framework also provides a comprehensive

monitoring framework with programme and sub-programme-

level indicators, with baselines and targets identified in line

with the targets set by each respective MDA.

N.B. The effective implementation of PBB requires the appoint-

ment of CPA managers, and the provision of adequate human,

physical and financial resources to facilitate the effective

coordination of each CPA - including various overarching

programme activities, such as identifying suitable baselines

and targets for the monitoring framework, carrying out

regular monitoring activities, and policy advocacy.



15

CPA1: Maternal, child health and development1. Maternal health

2. Child health

3. Water supply, sanitation and hygiene

4. Environmental protection

CPA 2: Early learning and care1. Childcare and stimulation (0-3 years)

2. Early learning (3-6 years)

3. High-quality ECD and early primary education

CPA 3: Child protection1. Protection of children from all forms of abuse, including violence

2. Child protection system strengthening

CPA 4: Family strengthening and community support1. Family values and parenting skills

2. Social and economic strengthening of families and communities

3. Community mobilisation

2.1 Early Childhood Development

(ECD)/Programme Based Budgeting (PBB)

CORE PROGRAMME AREAS (CPAs)


16

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atio

n

30

%

(20

11

)

35

%

1.1

.1.3

An

ten

atal

ca

reP

rop

ort

ion

of

wo

men

att

end

ing

4

ante

nat

al c

are

visi

ts

39

%

(20

11

)

45

%

1.1

.1.4

Po

stn

atal

ca

reP

rop

ort

ion

of

wom

en r

ecei

ving

p

ost

nat

al c

are

wit

hin

48

ho

urs

33

%

(20

12

)

70

%

Pro

po

rtio

n o

f new

-b

orn

bab

ies

re

ceiv

ing

post

nata

l ca

re w

ith

in 4

8

ho

urs

11

%

(20

12

)

70

%

1.1

.1.5

Ski

lled

o

bst

etri

c an

d n

ew-

bo

rn c

are

Pro

po

rtio

n o

f bir

ths

atte

nd

ed b

y sk

illed

h

ealt

h p

erso

nn

el

58

%

(20

12

)

70

%

1.1

.1.6

Ed

uca

tio

n o

n

nu

trit

ion

Pro

po

rtio

n o

f d

istr

icts

imp

lem

ent-

ing

the

13

hig

h-

imp

act

nu

trit

ion

in

terv

enti

on

s

20

%

(20

12

)

50

%


18

MO

NIT

OR

ING

FR

AM

EW

OR

K

SUB

-PR

OG

RA

MM

ES

Serv

ices

R

equ

ired

(MD

As)

Ro

uti

ne

A

ctiv

itie

sIn

dic

ato

rB

asel

ine

Targ

et

1.2

Ch

ild h

ealt

h

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o p

rom

ote

ch

ild h

ealt

h o

utc

om

es b

y en

cou

ragi

ng

bir

th

regi

stra

tio

n a

nd

imm

un

isat

ion

, as

wel

l as

earl

y sc

reen

ing

for

con

dit

ion

s th

at m

ay a

ffec

t ch

ild

dev

elo

pm

ent.

1.2

.1 O

ut-

pat

ien

t h

ealt

h c

are

(Lo

cal

gove

rnm

ents

)

1.2

.1.1

Imm

un

isa-

tio

n s

ervi

ces

to a

ll ch

ildre

n b

y ye

ar 1

Pro

po

rtio

n o

f ch

ildre

n a

ged

12

-23

m

on

ths

fully

im

mu

nis

ed

52

%

(20

14

)

80

%

1.2

.1.2

Co

ntr

ol

and

tre

atm

ent

of

com

mo

n a

nd

ear

ly

child

ho

od

dis

ease

s

Pre

vale

nce

of

mal

aria

in u

nd

er-5

s4

5%

(20

09

)

25

%

Per

cen

tage

of

child

ren

wit

h

dia

rrh

oea

tre

ated

2%

(20

09

)

30

%

1.2

.1.3

Pro

mo

tio

n

of a

pp

rop

riat

e ch

ild

nu

trit

ion

pra

ctic

es

Pro

po

rtio

n o

f ch

ildre

n a

ged

6-2

3

mo

nth

s re

ceiv

ing

m

inim

um

acc

ept-

able

die

t

5.7

%

(20

11

)

40

%

Pre

vale

nce

of s

tun

t-in

g in

un

der

-5s

38

%

(20

06

)

32

%

1.2

.1.4

Pro

mot

ion

of

excl

usi

ve b

reas

t-fe

edin

g u

p t

o 6

m

on

ths

% o

f ch

ildre

n

excl

usi

vely

bre

ast-

fed

up

to

6 m

on

ths

63

%

(20

11

)

80

%

1.2

.2 L

awfu

l id

enti

-fi

cati

on

/ r

egis

tra-

tio

n (N

atio

nal

Id

enti

fica

tio

n a

nd

R

egis

trat

ion

A

uth

ori

ty -

NIR

A)

1.2

.2.1

Bir

th

regi

stra

tio

n a

nd

is

suan

ce o

f bir

th

cert

ifica

tes

Pro

po

rtio

n o

f u

nd

er-5

s w

ho

se

bir

ths

are

re

gist

ered

30

%

(20

11

)

90

%


19

Pro

po

rtio

n o

f u

nd

er-5

s w

ho

hav

e b

irth

cer

tifi

cate

s

17

%

(20

11

)

80

%

1.3

Wat

er s

up

ply

, san

itat

ion

an

d h

ygie

ne

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o p

rom

ote

im

pro

ved

san

itat

ion

an

d h

ygie

ne

pra

ctic

es.

Sani

tati

on a

nd h

ygie

ne r

equi

res

avai

lab

le a

nd

acce

ssib

le s

afe

dri

nki

ng

wat

er. A

dd

itio

nal

ob

ject

ives

of t

he s

ub-p

rogr

amm

e in

clud

e th

e p

rom

oti

on

of r

egu

lar

wat

er m

on

ito

rin

g an

d

regu

lati

on

for

the

pro

visi

on

of a

deq

uat

e an

d

safe

wat

er s

up

ply

for

do

mes

tic

pu

rpo

ses

and

h

um

an c

on

sum

pti

on

.

1.3

.1a

Ru

ral w

ater

su

pp

ly (L

oca

l go

vern

men

ts)

1.3

.1b

Urb

an w

ater

su

pp

ly (N

atio

nal

W

ater

an

d

Sew

erag

e

Co

rpo

rati

on

- N

WSC

)

1.3

.1.1

Saf

e w

ater

so

urc

es t

o

com

mu

nit

ies

Pro

po

rtio

n o

f p

eop

le li

vin

g in

ru

ral

area

s w

ith

acc

ess

to

an im

pro

ved

wat

er

sou

rce

wit

hin

1km

64

%

(20

11

)

79

%

Pro

po

rtio

n o

f p

eop

le li

vin

g in

u

rban

are

as w

ith

ac

cess

to

an

im

pro

ved

wat

er

sou

rce

wit

hin

0.2

km

72

.8%

(20

11

)

10

0%

1.3

.2 W

ater

an

d

envi

ron

men

t se

cto

r re

gula

tio

n (M

WE

)

1.3

.2.1

Reg

ula

r

mo

nit

ori

ng

of w

ater

q

ual

ity

Pro

po

rtio

n o

f d

istr

icts

imp

lem

ent-

ing

wat

er q

ual

ity

surv

eilla

nce

an

d

pro

mo

tin

g sa

fe

wat

er c

on

sum

pti

on

30

%

(20

09

)

50

%

1.3

.3a

Env

iro

nm

en-

tal h

ealt

h a

nd

saf

ety

(Nat

inal

Env

iro

n-

men

t M

anag

emen

t

Au

tho

rity

- N

EM

A)

1.3

.3b

Pu

blic

hea

lth

an

d s

afet

y (L

oca

l go

vern

men

ts)

1.3

.3c

Safe

sew

age

d

isp

osa

l (N

WSC

)

1.3

.3.1

Pro

per

w

aste

co

llect

ion

an

d d

isp

osa

l

Pro

po

rtio

n o

f h

ou

seh

old

s w

ith

ef

fect

ive

was

te

colle

ctio

n a

nd

d

isp

osa

l

N/A

N/A


20

MO

NIT

OR

ING

FR

AM

EW

OR

K

SUB

-PR

OG

RA

MM

ES

Serv

ices

R

equ

ired

(MD

As)

Ro

uti

ne

A

ctiv

itie

sIn

dic

ato

rB

asel

ine

Targ

et

1.4

Env

iro

nm

enta

l pro

tect

ion

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o p

rom

ote

th

e im

plem

en-t

atio

n of

app

ropr

iate

pol

icie

s,

guid

elin

es a

nd le

gisl

atio

n to

pro

tect

the

envi

ron-

m

ent

fro

m p

ollu

tio

n a

nd

deg

rad

atio

n. T

hrou

gh

the

pro

mo

tio

n o

f su

stai

nab

le d

evel

op

men

t,

one

of th

e ke

y ob

ject

ives

of t

his

sub-

prog

ram

me

rest

s in

min

imis

ing

envi

ron

men

tal c

on

dit

ion

s th

at n

egat

ivel

y af

fect

ch

ild a

nd

mat

ern

al

hea

lth

.

1.4

.1 P

ub

lic h

ealt

h

(Mo

H)

1.4

.1.1

Co

ntr

ol o

f ve

cto

rsP

rop

ort

ion

of

inci

den

ce o

f wat

er-

bo

rne

dis

ease

s am

on

g u

nd

er-5

s

68

%

(20

05

)

30

%

1.4

.2 W

ater

res

ourc

e m

anag

emen

t (M

WE

)

1.4

.2.1

Env

iro

nm

en-

tal c

om

plia

nce

an

d

enfo

rcem

ent

of t

he

law

, reg

ula

tio

ns

and

st

and

ard

s

Pro

po

rtio

n o

f no

n-

com

plia

nt

case

s le

gally

en

forc

ed

N/A

N/A

1.4

.3a

Hea

lth

pu

blic

ed

uca

tio

n (M

oH

)

1.4

.3b

Pre

-pri

mar

y an

d p

rim

ary

edu

ca-

tio

n (M

oE

STS)

1.4

.3c

Pu

blic

hea

lth

an

d s

afet

y (L

oca

l go

vern

men

ts)

1.4

.3.1

Pro

mo

tio

n

of s

anit

atio

n a

nd

hy

gien

e at

all

leve

ls

% o

f ho

use

ho

lds

livin

g in

ru

ral a

reas

w

ith

acc

ess

to

imp

rove

d s

anit

atio

n

15

.3%

(20

11

)

79

%

% o

f ho

use

ho

lds

livin

g in

urb

an a

reas

w

ith

acc

ess

to

imp

rove

d s

anit

atio

n

20

.9%

(20

11

)

79

%


21

Pro

gram

me

ob

ject

ive:

Pro

vid

e eq

uit

able

acc

ess

to h

igh

-qu

alit

y an

d c

hild

-fri

end

ly in

tegr

ated

ear

ly c

hild

ho

od

dev

elo

pm

ent

and

ed

uca

tio

n p

rogr

amm

es

and

ser

vice

s to

all

child

ren

age

d 0

-8 y

ears

, su

pp

ort

ed b

y tr

ain

ed c

areg

iver

s an

d t

each

ers.

Pro

gram

me

ou

tco

me:

Ch

ildre

n 0

-8 y

ears

ach

ieve

ap

pro

pri

ate

dev

elo

pm

enta

l mile

sto

nes

.

PR

OG

RA

MM

E O

UTC

OM

E IN

DIC

ATO

RS

Bas

elin

eTa

rget

Pre

-pri

mar

y n

et e

nro

lmen

t ra

te9

.7%

(20

11

)5

0%

Pro

po

rtio

n o

f ch

ildre

n m

eeti

ng

thei

r ag

e an

d s

tage

dev

elo

pm

enta

l mile

sto

nes

N/A

N/A

Pro

po

rtio

n o

f ch

ildre

n p

rofi

cien

t in

nu

mer

acy

and

lite

racy

by

grad

e le

vel

N/A

N/A

MO

NIT

OR

ING

FR

AM

EW

OR

K

SUB

-PR

OG

RA

MM

ES

Serv

ices

R

equ

ired

(MD

As)

Ro

uti

ne

A

ctiv

itie

sIn

dic

ato

rB

asel

ine

Targ

et

2.1

Ch

ild c

are

and

sti

mu

lati

on

(0-3

yea

rs)

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o e

nsu

re

that

all

child

ren

age

d 0

-3 y

ears

are

exp

ose

d t

o

earl

y st

imu

lati

on

by

pro

mo

tin

g ca

pac

ity

bu

ild-

ing

of c

areg

iver

s, c

om

mu

nit

y m

emb

ers

and

o

ther

pro

fess

ion

als

for

the

pro

visi

on

of h

om

e-b

ased

an

d c

om

mu

nit

y-b

ased

inte

grat

ed E

CD

p

rogr

amm

es. A

n a

dd

itio

nal

obj

ecti

ve o

f thi

s su

b-pr

ogra

mm

e is

to

off

er fo

rmal

tra

inin

g to

pr

ofes

sion

als

wor

king

in k

ind

erga

rten

s an

d

nu

rser

ies.

2.1

.1 P

re-p

rim

ary

and

pri

mar

y

edu

cati

on

(Lo

cal

gove

rnm

ents

)

2.1

.1.1

Ch

ild

frie

nd

ly d

ay c

are

cen

tres

(0-3

yea

rs)

Pro

po

rtio

n o

f ch

ildre

n a

ged

0

-3 y

ears

acc

ess-

ing

hig

h-q

ual

ity

inte

grat

ed E

CD

p

rogr

amm

es

N/A

15

%

2.1

.1.2

Ho

me

and

co

mm

un

ity-

bas

ed

inte

grat

ed E

CD

se

rvic

es t

hat

ad

her

e to

est

ablis

hed

norm

s an

d s

tan

dar

ds

Nu

mb

er o

f co

mm

u-

nit

y in

tegr

ated

EC

D

cen

tres

reg

iste

red

16

.7%

(20

10

)

25

%

Nu

mb

er o

f ho

me-

bas

ed in

tegr

ated

E

CD

pro

gram

mes

o

ffer

ed

1.3

%

(20

10

)

N/A

CPA

2: E

arly

lear

ning

and

car

e


22

MO

NIT

OR

ING

FR

AM

EW

OR

K

SUB

-PR

OG

RA

MM

ES

Serv

ices

R

equ

ired

(MD

As)

Ro

uti

ne

A

ctiv

itie

sIn

dic

ato

rB

asel

ine

Targ

et

2.1

.1.3

Ear

ly s

tim

u-

lati

on

an

d e

du

cati

on

p

rogr

amm

es fo

r ch

ildre

n w

ith

sp

ecia

l ed

uca

tio

nal

nee

ds

(SE

N)

Pro

po

rtio

n o

f ch

ildre

n w

ith

SE

N

enro

lled

in d

ay c

are

cen

tres

5.6

%

(20

10

)

N/A

Pro

po

rtio

n o

f ch

ildre

n w

ith

SE

N in

a

com

mu

nit

y-b

ased

ce

ntr

e

2.5

%

(20

10

)

N/A

2.2

Ear

ly le

arn

ing

(3-6

yea

rs)

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o p

rep

are

child

ren

age

d 3

-6 y

ears

for

a sm

oo

th t

ran

si-

tio

n t

o P

1 b

y p

rovi

din

g ea

rly

lear

nin

g an

d

dev

elo

pm

ent

op

po

rtu

nit

ies

focu

sed

on

th

e d

evel

op

men

t o

f phy

sica

l, so

cial

, em

oti

on

al

and

co

gnit

ive

skill

s - i

ncl

ud

ing

earl

y lit

erac

y an

d n

um

erac

y sk

ills.

2.2

.1 P

re-p

rim

ary

and

pri

mar

y

edu

cati

on

(Lo

cal

gove

rnm

ents

)

2.2

.1.1

Chi

ld fr

iend

ly

and

high

qua

lity

EC

D

cen

tres

(3-6

yea

rs)

atta

ched

to

pri

mar

y sc

ho

ols

Pro

po

rtio

n o

f ch

ildre

n ag

ed 3

6-5

9

mo

nth

s at

ten

din

g

hig

h q

ual

ity

in

tegr

ated

EC

D

pro

gram

mes

23

.4%

(20

11

)

50

%

Nu

mb

er o

f EC

D

cen

tres

att

ach

ed

to p

rim

ary

sch

oo

ls

esta

blis

hed

66

%

(20

10

)

10

0%

2.3

Hig

h-q

ual

ity

EC

D a

nd

ear

ly p

rim

ary

edu

cati

on

The

aim

of t

his

sub-

prog

ram

me

is t

o st

reng

then

th

e p

re-p

rim

ary

sect

or

and

pro

vid

e eq

uit

able

ac

cess

to

hig

h-q

ual

ity

and

dev

elo

pm

enta

lly

app

rop

riat

e le

arn

ing

acti

viti

es fo

r b

ette

r le

arni

ng (i

.e. l

iter

acy

and

num

erac

y) o

utco

mes

. A

n ad

dit

iona

l ob

ject

ive

of t

his

sub

-pro

gram

me

is t

o e

mp

has

ise

the

nee

d t

o d

evel

op

an

d im

ple

-m

ent

a q

ual

ity

assu

ran

ce fr

amew

ork

th

at w

ill

set

no

rms

and

sta

nd

ard

s o

f op

erat

ion

s, li

cen

s-in

g, r

egis

trat

ion

an

d p

rogr

amm

ing

of E

CD

and

lo

wer

pri

mar

y ed

ucat

ion.

2.3

.1 E

du

cati

on

p

rofe

ssio

nal

cad

re

dev

elo

pm

ent

(E

du

cati

on

Ser

vice

C

om

mis

sio

n)

2.3

.1.1

Cap

acit

y

bui

ldin

g an

d s

uppo

rt

for

care

give

rs,

nurs

ery,

pre

-pri

mar

y an

d lo

wer

pri

mar

y te

ach

ers

Nu

mb

er o

f car

e-

give

rs t

rain

ed a

nd

ce

rtifi

ed in

co

mm

un

ity

child

ca

re p

rogr

amm

es

2,4

00

(20

14

)

3,0

00


23

Such

eff

orts

are

exp

ecte

d t

o c

on

trib

ute

to

-w

ard

s b

rid

gin

g th

e ga

p in

ear

ly n

um

erac

y an

d

liter

acy

skill

s by

pro

mot

ing

the

effe

ctiv

enes

s of

pr

imar

y te

ache

r tr

ain

ing,

fost

erin

g p

rofe

s-si

on

al d

evel

op

men

t th

rou

gh t

he

inst

itu

tio

nal

i-sa

tio

n o

f in

-ser

vice

tra

inin

g p

rogr

amm

es, a

nd

th

e ti

mel

y p

rovi

sio

n o

f hig

h-q

ual

ity

edu

ca-

tio

nal

mat

eria

ls.

Nu

mb

er o

f p

re-p

rim

ary

teac

her

s tr

ain

ed

in in

tegr

ated

EC

D

(Dip

lom

a)

5.8

%

(20

10

)

N/A

Nu

mb

er o

f lo

wer

p

rim

ary

teac

her

s tr

ain

ed in

in

tegr

ated

EC

D

N/A

N/A

Lite

racy

/ P

35

6.2

%

(20

11

)

67

%

Nu

mer

acy

/ P

36

9.8

%

(20

11

)

75

%

2.3

.2 E

du

cati

on

se

cto

r re

gula

tio

n

(Mo

EST

S)

2.3

.2.1

Qu

alit

y

assu

ran

ce fr

ame-

wo

rk t

o s

et n

orm

s an

d s

tan

dar

ds,

as

wel

l as

EC

D

pro

gram

min

g gu

idel

ines

for

bo

th

form

al a

nd

info

rmal

se

ttin

gs

Pro

po

rtio

n o

f d

istr

icts

imp

lem

ent-

ing

earl

y le

arn

ing

and

dev

elo

pm

ent

stan

dar

ds

N/A

50

%

Pro

po

rtio

n o

f co

mm

un

ity

EC

D

cen

tres

reg

iste

red

th

at m

eet

nat

ion

al

stan

dar

ds

88

2

(20

14

)

2,0

00

Nu

mb

er o

f pri

vate

E

CD

tra

inin

g

inst

itu

tio

ns

re

gist

ered

wit

h

Mo

EST

S an

d

licen

sed

N/A

N/A


24

Pro

gram

me

ob

ject

ive:

En

sure

th

at a

ll ch

ildre

n a

re p

rote

cted

fro

m d

iffe

ren

t fo

rms

of a

bu

se a

nd

th

at c

areg

iver

s, t

each

ers

and

oth

er a

du

lts

wit

hin

th

e h

om

e an

d o

ther

inst

itu

tio

ns

up

ho

ld c

hild

ren’

s ri

ghts

.

Pro

gram

me

ou

tco

me:

Ch

ildre

n a

ged

0-8

yea

rs g

row

in a

saf

e an

d n

urt

uri

ng

envi

ron

men

t.

PR

OG

RA

MM

E O

UTC

OM

E IN

DIC

ATO

RS

Bas

elin

eTa

rget

Pro

po

rtio

n o

f ab

use

d c

hild

ren

hav

ing

acce

ss t

o t

imel

y re

med

ial s

ervi

ces

N/A

N/A

Pro

po

rtio

n o

f ch

ildre

n li

vin

g in

saf

e an

d s

up

po

rtiv

e fa

mili

es

N/A

N/A

MO

NIT

OR

ING

FR

AM

EW

OR

K

SUB

-PR

OG

RA

MM

ES

Serv

ices

R

equ

ired

(MD

As)

Ro

uti

ne

A

ctiv

itie

sIn

dic

ato

rB

asel

ine

Targ

et

3.1

Pro

tect

ion

of c

hild

ren

fro

m a

ll fo

rms

of

abu

se, i

ncl

ud

ing

vio

len

ce

The

aim

of t

his

sub

-pro

gram

me

is t

o em

pow

er

care

give

rs, f

amili

es a

nd

co

mm

un

itie

s w

ith

re

leva

nt

kno

wle

dge

an

d s

kills

to

det

ect,

pre

-ve

nt

and

res

po

nd

to

child

abu

se, w

hile

cre

atin

g a

pro

tect

ive

and

en

ablin

g en

viro

nm

ent

for

child

dev

elo

pm

ent.

Th

e su

b-p

rogr

amm

e al

so

aim

s to

dev

elo

p a

nd

imp

lem

ent

app

rop

riat

e

lega

l fra

mew

ork

s fo

r re

po

rtin

g an

d r

esp

on

d-

ing

to in

tegr

ated

ch

ild p

rote

ctio

n s

ervi

ces.

3.1

.1 S

oci

al

dev

elo

pm

ent

pu

blic

ed

uca

tio

n

(Mo

GLS

D, l

oca

l go

vern

men

ts)

3.1

.1.1

Cap

acit

y

bu

ildin

g fo

r fa

mili

es

and

co

mm

un

itie

s to

pre

ven

t, p

rote

ct

and

res

po

nd

to

ch

ild

abu

se

Pro

po

rtio

n o

f pr

iori

ty d

istr

icts

that

h

ave

pro

gram

mes

to

pre

ven

t, p

rote

ct

and

res

po

nd

to

ch

ild

abu

se

N/A

N/A

3.1

.1.2

Str

eam

lined

co

ord

inat

ion

m

ech

anis

ms

for

com

mu

nit

y su

rvei

l-la

nce

, res

po

nse

an

d

mo

nit

ori

ng

for

child

p

rote

ctio

n

Pro

po

rtio

n o

f d

istr

icts

wit

h

coo

rdin

atio

n

mec

han

ism

s fo

r ch

ild p

rote

ctio

n

N/A

N/A

3.1

.2 S

oci

al

dev

elo

pm

ent

sect

or

regu

lati

on

(M

oG

LSD

)

3.1

.2.1

Co

ord

ina-

tio

n, m

on

ito

rin

g an

d

eval

uat

ion

of c

hild

p

rote

ctio

n p

olic

ies

and

pro

gram

mes

Pro

po

rtio

n o

f d

istr

icts

wit

h

fun

ctio

nal

mu

lti-

st

akeh

old

er,

com

mu

nit

y ch

ild

pro

tect

ion

co

mm

itte

es

N/A

N/A

CPA

3: C

hild

pro

tect

ion


25

3.1

.3 A

dm

inis

trat

ion

of j

ust

ice

(Min

istr

y o

f Ju

stic

e an

d

Co

nst

itu

tio

nal

A

ffai

rs -

Mo

JCA

)

3.1

.3.1

Ch

ild

pro

tect

ion

in

stit

uti

on

al a

nd

le

gal f

ram

ewo

rk

Pro

po

rtio

n o

f ab

use

d c

hild

ren

ac

cess

ing

just

ice

and

lega

l ser

vice

s

N/A

N/A

3.2

Ch

ild p

rote

ctio

n s

yste

m s

tren

gth

enin

g

The

aim

of t

his

sub-

prog

ram

me

is to

em

pow

er

child

pro

tect

ion

ser

vice

pro

vid

ers

wit

h

app

rop

riat

e kn

ow

led

ge a

nd

ski

lls t

o e

ffec

-ti

vely

res

po

nd

to

ch

ild a

bu

se, b

oth

wit

hin

an

d o

uts

ide

the

ho

me.

An

ad

dit

ion

al a

im o

f th

e su

b-p

rogr

amm

e is

to

educ

ate

and

sup

port

p

aren

ts a

nd

car

egiv

ers,

wh

ile s

tren

gth

enin

g co

mm

un

ity

pro

tect

ion

mec

han

ism

s.

3.2

.1 S

oci

al

dev

elo

pm

ent

pu

blic

ed

uca

tio

n

(Mo

GLS

D)

3.2

.1.1

Cap

acit

y

bu

ildin

g fo

r ch

ild

pro

tect

ion

ser

vice

pr

ovid

ers

to r

espo

nd

to c

hild

ab

use

Pro

po

rtio

n o

f ch

ild

pro

tect

ion

ser

vice

pr

ovid

ers

trai

ned

in

han

dlin

g an

d

man

agin

g ch

ild

abu

se c

ases

N/A

N/A

Pro

po

rtio

n o

f ch

ildre

n a

t ri

sk a

nd

ab

use

d r

ecei

vin

g ti

mel

y an

d

app

rop

riat

e

rem

edia

l ser

vice

s

N/A

N/A

Pro

po

rtio

n o

f fa

mili

es o

f at-

risk

o

r ab

use

d c

hild

ren

ac

cess

ing

cou

nse

l-lin

g se

rvic

es

N/A

N/A


26

Pro

gram

me

ob

ject

ive:

Fo

ster

so

cio

-eco

no

mic

em

po

wer

men

t o

f fam

ilies

an

d c

om

mu

nit

ies

so t

hat

th

ey c

an b

ette

r su

pp

ort

ch

ildre

n’s

dev

elo

pm

ent.

Pro

gram

me

ou

tco

me:

Fam

ilies

an

d c

om

mu

nit

ies

are

emp

ow

ered

to

pro

vid

e ad

equ

ate

care

for

child

ren’

s w

ellb

ein

g.

PR

OG

RA

MM

E O

UTC

OM

E IN

DIC

ATO

RS

Bas

elin

eTa

rget

Nu

mb

er o

f fam

ilies

th

at a

re b

enefi

tin

g fr

om

live

liho

od

pro

gram

mes

an

d a

re e

con

om

ical

ly

ind

epen

den

tN

/AN

/A

Nu

mb

er o

f co

mm

un

ity

emp

ow

erm

ent

pro

gram

mes

imp

lem

ente

d a

nd

fun

ctio

nal

N/A

N/A

MO

NIT

OR

ING

FR

AM

EW

OR

K

SUB

-PR

OG

RA

MM

ES

Serv

ices

R

equ

ired

(MD

As)

Ro

uti

ne

A

ctiv

itie

sIn

dic

ato

rB

asel

ine

Targ

et

4.1

Fam

ily v

alu

es a

nd

par

enti

ng

skill

s

Th

is s

ub

-pro

gram

me

aim

s to

pro

vid

e ca

re-

give

rs a

nd

fam

ilies

wit

h p

aren

tin

g sk

ills

in

the

form

of v

alu

e-b

ased

par

ent

sup

po

rt p

ro-

gram

mes

an

d c

om

mu

nit

y-b

ased

init

iati

ves

that

hel

p p

aren

ts t

o a

cqu

ire

app

rop

riat

e kn

owle

dge

and

skill

s fo

r po

siti

ve c

hild

rea

rin

g pr

acti

ces

and

prov

ide

child

ren

wit

h ex

peri

ence

s an

d o

pp

ort

un

itie

s to

pro

mo

te le

arn

ing

and

d

evel

op

men

t.

4.1

.1 S

oci

al

dev

elo

pm

ent

pu

blic

ed

uca

tio

n

(Mo

GLS

D, l

oca

l go

vern

men

ts)

4.1

.1.1

Pro

mo

tio

n

of p

aren

tin

g kn

ow

l-ed

ge a

nd

ski

lls t

o

imp

rove

ch

ild-c

are

pra

ctic

es, i

ncl

ud

ing

earl

y st

imu

lati

on

an

d le

arn

ing

Pro

po

rtio

n o

f pa

rent

s /

care

-giv

ers

kno

wle

dge

able

ab

out

inte

grat

ed

EC

D s

ervi

ces,

in

clud

ing

pare

nt-

ing

and

fam

ily c

are

pra

ctic

es

N/A

N/A

4.2

So

cial

an

d e

con

om

ic s

tren

gth

enin

g o

f fa

mili

es a

nd

co

mm

un

itie

s

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o p

rovi

de

soci

al a

ssis

tan

ce a

nd

fin

anci

al s

up

po

rt t

o

vuln

erab

le fa

mili

es a

nd c

omm

unit

ies

by in

vest

-in

g in

the

soc

ial i

nclu

sion

of m

en a

nd w

omen

in

eco

no

mic

an

d in

com

e ge

ner

atin

g ac

tivi

ties

. In

terv

enti

on

s an

d s

ervi

ces

incl

ud

e m

icro

- fi

nan

cin

g an

d in

com

e ge

ner

atin

g ac

tivi

ties

th

at w

ill s

up

po

rt fa

mili

es a

nd

co

mm

un

itie

s

to fo

ster

so

cial

co

hes

ion

an

d e

con

om

ic

resi

lien

ce.

4.2

.1 S

oci

al

pro

tect

ion

(M

oG

LSD

)

4.2

.1.1

Ch

ild-

sen

siti

ve s

oci

al

pro

tect

ion

an

d

fam

ily

sup

po

rt

Pro

po

rtio

n o

f vu

lner

able

ho

use

-h

old

s b

enefi

tin

g fr

om

so

cial

as

sist

ance

p

rogr

amm

es

4.5

%

(20

11

)

6%

4.2

.1.2

Inco

me-

ge

ner

atin

g m

icro

-fi

nan

ce p

rogr

amm

es

for

fam

ilies

an

d

com

mu

nit

ies

Pro

po

rtio

n o

f fa

mili

es e

nga

ged

in

inco

me-

gen

erat

ing

acti

viti

es

N/A

N/A

CPA

4: F

amily

str

engt

heni

ng a

nd c

omm

unity

sup

port


27

4.3

Co

mm

un

ity

mo

bili

sati

on

Th

e ai

m o

f th

is s

ub

-pro

gram

me

is t

o s

tren

gth

-en

co

mm

un

ity

enga

gem

ent

and

co

mm

itm

ent

by p

rovi

din

g ev

ery

mem

ber

of t

he

com

mu

nit

y w

ith

an

op

po

rtu

nit

y to

par

tici

pat

e in

th

e d

esig

n a

nd

imp

lem

enta

tio

n o

f co

mm

un

ity-

leve

l in

terv

enti

on

s th

at a

ccu

rate

ly r

eflec

t co

mm

un

ity

pri

ori

ties

. To

th

is e

nd

, on

e o

f th

e ke

y o

bje

ctiv

es o

f th

e su

b-p

rogr

amm

e is

to

tr

ain

an

d e

mp

ow

er c

om

mu

nit

ies

in c

om

-m

un

ity

mo

bili

sati

on

init

iati

ves

wit

h a

vie

w

to p

rom

ote

inte

grat

ed E

CD

ser

vice

s an

d t

he

holis

tic

dev

elop

men

t of

chi

ldre

n by

focu

sing

on

the

soc

io-e

mot

iona

l rel

atio

nshi

p b

etw

een

them

an

d t

hei

r ca

regi

vers

as

wel

l as

pro

mo

t-in

g p

lay,

co

mm

un

icat

ion

an

d e

arly

sti

mu

lati

on

ac

tivi

ties

.

4.3

.1 H

ealt

h p

ub

lic

edu

cati

on

(Mo

H,

loca

l gov

ern

men

ts)

4.3

.1.1

Cap

acit

y b

uild

ing

for

hea

lth

w

orke

rs (i

nclu

d-in

g vi

llage

hea

lth

te

ams

- VH

Ts) o

n in

tegr

ated

par

enti

ng

/ ch

ild d

evel

op

men

t se

rvic

es a

nd

fam

ily

care

pra

ctic

es

Pro

po

rtio

n o

f hea

lth

w

ork

ers

trai

ned

in

inte

grat

ed m

anag

e-m

ent

of n

eon

atal

an

d c

hild

ho

od

ill

nes

s (I

MN

CI)

, in

clu

din

g ca

re fo

r ch

ild d

evel

opm

ent

(CC

D)

N/A

50

%

Pro

po

rtio

n o

f VH

Ts

trai

ned

in in

tegr

ated

E

CD

ser

vice

s,

incl

ud

ing

par

enti

ng

an

d fa

mily

car

e p

ract

ices

30

% -

34

D

istr

icts

(2

01

1)

63

% -

70

D

istr

icts

4.3

.2 S

oci

al

dev

elo

pm

ent

pu

blic

ed

uca

tio

n

(Mo

GLS

D, l

oca

l go

vern

men

ts)

4.3

.2.1

Co

mm

un

ity

mo

bili

sati

on

Pro

po

rtio

n o

f d

istr

icts

wit

h c

om

-m

un

ity

mo

bili

sati

on

p

rogr

amm

es fo

r ch

ild-c

are

and

d

evel

op

men

t se

rvic

es

N/A

N/A

Pro

po

rtio

n o

f co

mm

un

ity

d

evel

op

men

t w

ork

ers

(CD

Ws)

tr

ain

ed in

par

ent-

ing

and

fam

ily c

are

pra

ctic

es, i

ncl

ud

ing

CC

D

N/A

N/A



28


3. THE WAY FORWARD

Early childhood development (ECD) calls for the adoption of

an expanded vision of programme planning and budgeting

processes in which owner-ship, execution and management

of the integrated and comprehensive ECD interven-tions are

shared among all key stakeholders, and complemented and

coordinated in a holistic manner. Further, ECD represents a

key and necessary component to deliver on the commitments

of the NDP II.

Having clearly articulated the programmatic requirements to

effectively deliver integrated ECD services, the careful decom-

position of funds allocated to existing Vote Functions allows

for the re-assignment of pertinent project and programme

funding within current sector budgets vis-à-vis the four CPAs

presented in the previous chapter. Notably, in full recognition

that existing budgetary allocations were not determined to

finance the newly developed CPAs, this analysis is not to be

interpreted as a critique of existing budgetary allocation. It is

rather intended as an indicative baseline in terms of budgeting

for ECD vis-à-vis ECD’s key areas of investment.



29


The table above summarises budgetary allocations to the four CPAs

presented in the previous chapter between FY 2011/12 and FY 2013/14. With

the exclusion of primary education, allocations to CPA 1 account for the

lion’s share of existing resources. Budgetary allocations to child protection,

early learning and care, and family strengthening and community support

are visibly unbalanced (Figure 7). The breakdown of these allocations is

presented in Appendix 1.

While there is no denying the relevance of CPA 1, especially in view of

Uganda’s slow progress in achieving the child and maternal health MDG

targets, children’s rights to protection, early learning and care remain

marginalised. Moreover, if families and communities representing the

first lines of response are not adequately supported and empowered, the

effective implementation of integrated ECD programmes in Uganda could

be irreversibly compromised.

FY FY FY

ECD programmes 2011/12 (UGX) 2012/13 (UGX) 2013/14 (UGX)

CPA 1 Child, maternal health, and development

894,581,520,808 1,035,111,735,462 1,334,183,409,160

CPA 2 Early learning and care

36,942,324,671 29,241,550,000 28,577,192,000

CPA 3Child protection

21,502,827,561 51,898,341,023 29,559,124,725

CPA 4Family strengthening and community support

13,270,305,250 12,468,979,008 11,468,389,388

Primary Education 687,824,477,975 736,582,331,044 808,065,119,306

Total / ECD 1,654,121,456,265 1,873,003,711,208 2,220,218,367,250


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0

200,000,000

400,000,000

600,000,000

800,000,000

1,000,000,000

2013/14 (UGX)2012/13 (UGX)2011/12 (UGX)

1,200,000,000

1,400,000,000

Child & maternal health

CPA 1

Child protection

CPA 3

Early learning & care

CPA 2

Family strengthening & community support

CPA 4

FIGURE 7: ECD - PROGRAMME AREAS OF GOVERNMENT INVESTMENT

The aim of developing an ECD budgeting framework for PBB is to help

visualise the depth and breadth of public investments required to support

the effective implementation of a national integrated ECD framework.

The early years in a child’s life are a critically important period when pro-

found and long-lasting development occurs. These years are particularly

important for poor and vulnerable children, including children with

disabilities, whose access to high-quality ECD services stands as an

important precondition for the realisation of their full potential.


31

Current ECD interventions in Uganda, at both national and regional

levels, remain fragmented and poorly funded. To this end, Government’s

paradigm shift from output-oriented budgeting (OOB) to programme-

based budgeting (PBB) represents an important and unprecedented

opportunity to strengthen the link between national planning and

budgeting processes. In this respect, the Ministry of Finance, Planning

and Economic Development’s imminent programme budgeting reform

provides a unique entry point to embed key strategic investments

identified in the NDP II into Government’s PBB architecture.

The four CPAs presented in this report favour the holistic and compre-

hensive development of young children with sub-programmes carefully

calibrated to reduce both maternal and child morbidity and mortality,

scale up nutrition efforts, entrench child protection, and promote greater

and more effective early stimulation and education programmes rooted in

family and community support. This budgeting framework is expected to

go a long way in supporting the effective implementation of the national

integrated ECD framework.


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Appendix 1: Government Investment in ECD

(FY 2011/12 - FY 2013/14)

CPA 1. Child, maternal health, and development

Sum of Amount Column Labels

Row Labels 2011/12 2012/13 2013/14

Water and Environment 279,737,281,194 366,924,806,809 396,155,092,229

Rural water supply and sanitation 75,729,426,929 102,609,180,381 93,484,944,468

Sanitation and environmental services 9,580,000 9,579,162 9,579,162

Urban water supply and sanitation 78,731,957,651 131,134,771,284 158,844,566,208


Row Labels 2011/12 2012/13 2013/14

Health 809,948,422,548 865,392,603,953 1,142,825,092,349

Clinical and public health 23,606,852,188 39,150,495,336 35,715,878,899

Community health management 5,009,480,307 5,283,453,806 5,367,518,526

Health systems development 127,650,427,691 126,309,230,000 196,367,435,774

National referral hospital services 51,040,536,178 32,425,642,923 38,185,045,900

Pharmaceutical and medical supplies 206,811,235,237 208,291,236,940 219,374,586,943

Pharmaceutical and other supplies 48,138,300,544 85,494,330,568 215,326,903,010

Primary health care 225,005,676,971 245,375,382,661 299,956,034,416

Regional referral hospital services 52,848,047,113 59,028,432,402 71,550,915,854


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CPA 2. Early learning and care


Row Labels 2011/12 2012/13 2013/14

Education 1,420,673,059,288 1,598,444,505,063 1,769,575,208,376

Education inspection and monitoring

501 - 850 local governments 2,500,000,000 3,098,500,000

GoU development

Child-friendly basic education (0176) 98,441,107 88,000,000

Non-wage recurrent 36,733,802,564 26,543,469,000 25,368,611,000

Wage recurrent 110,081,000 110,081,000 110,081,000

CPA 3. Child protection


Row Labels 2011/12 2012/13 2013/14

Justice, law and order 549,082,646,080 575,940,072,571 654,307,648,696

Human rights 8,903,143,690 10,803,917,686 9,800,407,297

VF - Uganda Registration Services Bureau 1,758,344,127 2,713,703,811 8,715,033,644

Social Development 54,079,633,973 61,668,768,549 47,897,773,689

Social protection for vulnerable groups 10,841,339,744 38,380,719,526 11,043,683,784


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CPA 4. Family strengthening and community support


Row Labels 2011/12 2012/13 2013/14

Social development 54,079,633,973 61,668,768,549 47,897,773,689

Community mobilisation and empowerment 10,660,844,666 10,198,134,270 9,771,569,388

Mainstreaming gender and rights 2,609,460,584 2,270,844,737 1,696,820,000


35


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