Changing capability of universal preschool in predicting primary school students’ learning achievement in Bangladesh

Abstract

ABSTRACT This study explores and compares the role of Bangladesh’s universal preschool in enhancing learning achievement at the end of primary education before and after introducing a new policy. Children’s access to preschool has increased, and the learning achievement of the preschool non-participants’ decreased after introducing the new policy. The capability of the state-run provision, which creates the preschool opportunity for the majority of children, has increased with a small effect size. The private kindergartens continued to show better performance with no change over time. The challenges include creating opportunities for out-of-preschool children and quality improvement of some existing provisions.