TY - JOUR
T1 - The Measuring Early Learning Quality & Outcomes initiative
T2 - purpose, process and results
AU - Raikes, Abbie
AU - Sayre, Rebecca
AU - Davis, Dawn
AU - Anderson, Kate
AU - Hyson, Marilou
AU - Seminario, Evelyn
AU - Burton, Anna
N1 - Funding Information:
The MELQO Initiative has relied upon the efforts of several individuals. A special thanks to Drs. Frances Aboud, Magdalena Janus, Linda Platas, Nirmala Rao, and Hiro Yoshikawa (in alphabetical order) for their contributions as lead developers of the tools. Funding for this project was received from the Children’s Investment Fund Foundation, Dubai Cares, Porticus Foundation, World Bank and UNICEF.
Funding Information:
This work was supported by the Children?s Investment Fund Foundation;Porticus Foundation;Dubai Cares;UNICEF;World Bank Group. The MELQO Initiative has relied upon the efforts of several individuals. A special thanks to Drs. Frances Aboud, Magdalena Janus, Linda Platas, Nirmala Rao, and Hiro Yoshikawa (in alphabetical order) for their contributions as lead developers of the tools. Funding for this project was received from the Children?s Investment Fund Foundation, Dubai Cares, Porticus Foundation, World Bank and UNICEF.
Publisher Copyright:
© 2019, © 2019 TACTYC.
PY - 2019/10/2
Y1 - 2019/10/2
N2 - Measuring Early Learning Quality & Outcomes (MELQO) was initiated to address needs for child development and quality of early childhood education (ECE) data, specifically for low- and middle-income countries. Drawing from existing tools, MELQO convened a consortium to create open-source tools to be adapted to national contexts, simultaneously informing global and national population-level monitoring. Beginning with the rationale and context for creating MELQO, we outline the process of creating the tools; highlight results from psychometric evaluation; and describe how the data have been used to reveal patterns of inequity and levels of learning and classroom quality. While psychometric analyses of MELQO indicate that scores should not be used to compare quality of child development between countries, country experiences suggest that data from MELQO tools within countries identify priorities for improvement of preprimary classrooms. MELQO also highlights the importance of local leadership to generate high-leverage data on ECE.
AB - Measuring Early Learning Quality & Outcomes (MELQO) was initiated to address needs for child development and quality of early childhood education (ECE) data, specifically for low- and middle-income countries. Drawing from existing tools, MELQO convened a consortium to create open-source tools to be adapted to national contexts, simultaneously informing global and national population-level monitoring. Beginning with the rationale and context for creating MELQO, we outline the process of creating the tools; highlight results from psychometric evaluation; and describe how the data have been used to reveal patterns of inequity and levels of learning and classroom quality. While psychometric analyses of MELQO indicate that scores should not be used to compare quality of child development between countries, country experiences suggest that data from MELQO tools within countries identify priorities for improvement of preprimary classrooms. MELQO also highlights the importance of local leadership to generate high-leverage data on ECE.
KW - International Early childhood development
KW - early childhood education
KW - measurement and monitoring
UR - http://www.scopus.com/inward/record.url?scp=85073457465&partnerID=8YFLogxK
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U2 - 10.1080/09575146.2019.1669142
DO - 10.1080/09575146.2019.1669142
M3 - Article
AN - SCOPUS:85073457465
SN - 0957-5146
VL - 39
SP - 360
EP - 375
JO - Early Years
JF - Early Years
IS - 4
ER -