INVESTMENT IN EARLY CHILDHOOD
JAMAICA SOCIAL INVESTMENT FUND
1
ABOUT THE JAMAICA SOCIAL INVESTMENT
FUND (JSIF)
Established in 1996 as a component of the
Government of Jamaica’s (GoJ's) national
poverty alleviation strategy.
 The Fund is designed primarily to channel
resources to small-scaled community based
projects across the island.


Target – poor communities (pockets of poverty)

Funders – GOJ, International Development Partners (World
Bank, CDB, EU, PetroCaribe Development, Japanese Social
Development Fund).
2
JUSTIFICATION FOR THE JSIF’S
INVESTMENT IN ECI’S
Investment in early childhood education
supports and implements provisions stated by
the Convention on the Rights of the Child
(CRC).
 National Policy Framework – Education Sector
Plan Vision 2030, National Strategic Plan
(NSP) 2008-2013.
 Education is a human right, early childhood
education
is
key
to
sustainable
development. Research has shown that
returns on investment in education are longterm and far-reaching.

3
CHALLENGES IN THE EC
SECTOR
1.
2.
3.
4.
5.
Insufficient access to quality facilities
Unregistered early childhood facilities
Inadequate number of trained teachers
Inadequate facilities to accommodate children
with special needs.
Inadequate recreation spaces in ECIs
4
JSIF’S CONTRIBUTION TO THE EC SECTOR




Investment in social infrastructure – construction and renovation
of 212 ECIs with 14,018 direct beneficiaries
Assist in the formation and training of 212 Maintenance
Committees to manage and maintain each facility .
Since its inception in 1996 up to 2012, JSIF has supported
254 projects in 212 basic, infant and primary schools.
Delivery of Organisation Strengthening to PTA/School
Boards etc
5
PROJECT ACTIVITIES
•
Construction of School
building
•
Renovation/rehabilitation/
expansion of school building
•
Fencing
•
Hurricane repairs
•
Construction/renovation of
play area
•
Furnishing – desk, chairs,
kitchen equipment, water
tanks, computers, fans etc.
Formation and Training of
Maintenance Committees
•
•
Organisational
Strengthening of
PTA/School Boards
6
TYPES OF INSTITUTIONS
Type of
institution
# of projects
Percentage
Basic Schools
216
85.1
Community Centres
with a Basic School
1
0.4
Infant schools or
Infant Departments
in Other Schools
37
14.6
254
100
TOTAL
7
PARISH
Profile of ECI facilities Assisted by JSIF by Parish
14%
12%
12%
Clarendon
11%
10%
10%
10%
Hanover
10%
9%
8%
6%
4%
2%
0%
9%
Kingston
Manchester
Portland
St. Andrew
6%
5%
5%
5%
St. Ann
St. Catherine
3%
St. Elizabeth
3%
2%
St. James
St. Mary
St. Thomas
Trelawny
Westmoreland
8
LEVEL OF INVESTMENT
JSIF Investment in ECI
(1996-2012)
212,730,179.00
(14%)
Emergency Response
1,280,589,127 (86%)
Other Types
9
JSIF’S COMPLIANCE WITH ECC STANDARDS

The twelve standards that structure
the Inspection Checklist are:
1.
Staffing
2.
Developmental/Educational
Programmes
3.
Interactions & Relationships
with Children
4.
Physical Environment
5.
Indoor and Outdoor Equipment,
Furnishing & Supplies
6.
Health
7.
Nutrition
8.
Safety
9.
Child Rights, Child Protection
&Equality
10.
Interactions with Parents &
Community Members
11.
Administration
12.
Finance




JSIF’s investment has
primarily focused on:
Standard # 4 - Physical
Environment
Standard 5 - Indoor and
Outdoor Equipment,
Furnishing & Supplies
In addressing these 2
standards, the organization
has indirectly impacted on
standards relating to quality
and the learning environment
being provided to students to
some extent.
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PLANNED INVESTMENTS
(2013-2014)
1.
Ulster Spring Basic School -
2.
Dutch Hill Basic School -
3.
Clarence Brimm Basic School
4.
Raymoth Notice Basic School
5.
Albert Town Primary and Infant School
6.
Savannah Basic School
7.
St. Simon Basic School
8.
St. Mary’s Early childhood Institution
11
IMPACT OF JSIF INVESTMENT:
VIEWS OF BENEFICIARIES
1.
2.
71% of principals highlighted positive outcomes
for children including greater level of comfort
and happiness for students, cleaner more
spacious and safe environment, better academic
performance, greater level of focus, better
health/nutrition, increased attendance and
enrollment
86% of teachers stated that students that
students are now more focused and as a result
performing better academically
Source: UWI SALISES (2013); Final Report ECI Consultancy
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THE END
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