Adaptation and Application of the Measuring Early Learning Quality and Outcomes (MELQO) Framework to Early Childhood Education Settings in Colombia: Implications for National Policy and the Sustainable Development Goals

Liliana Angelica Ponguta, Carolina Maldonado-Carreño, Sharon Lynn Kagan, Hirokazu Yoshikawa, Ana María Nieto, Carlos Andrés Aragón, Angy Mateus, Ana María Rodríguez, Andrés Motta, Lucero Ramirez Varela, Paola Andrea Guerrero, Eduardo Escallon

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)105-112
Number of pages8
JournalZeitschrift fur Psychologie / Journal of Psychology
Volume227
Issue number2
DOIs
StatePublished - Jan 1 2019

Keywords

  • Measuring Early Learning Quality and Outcomes (MELQO)
  • Sustainable Development Goals
  • assessment instruments
  • early childhood education
  • quality assessment

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Psychology(all)

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