Abstract. In Colombia, the national law De Cero a Siempre (DCAS) provides a framework for holistic and integrated early childhood development and education for all children. Against the backdrop of the United Nations’ Sustainable Development Goals and the DCAS policy objectives, Colombia set out to apply a comprehensive measure to track the quality of early childhood education programs that would inform pedagogical, programmatic, and policy strategies. Our study describes the process whereby key stakeholders selected, adapted, validated, and applied the Measuring Early Learning Quality and Outcomes (MELQO) framework to characterize the quality of early childhood education at scale in the country. We describe the phases that led to the application of the different instrument modules, and the key enablers and challenges to the process. The paper includes implications for policy, practice, and research in Colombia and discusses lessons learned with relevance to the Latin American and global contexts.
National‐level monitoring of quality of early childhood education (ECE) is key to achieving inclusive and equitable education. Most countries report structural quality while process characteristics are rarely observed at the national level. This study examined the associations between ECE and children's development in a middle‐income country using data from a nationally representative sample of public centers serving Colombian children (N = 3163; M = 4.3 years, 50% girls; 42% Mestizo, 16% White, 15% Afro‐Colombian, 4% Indigenous, 23% not reported). Descriptive findings evidenced low to moderate quality. Multilevel models showed several positive associations between structural and process quality and child outcomes. Results have implications for the existing literature and highlight the feasibility of quality monitoring in low‐ and middle‐income countries.
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