Early Childhood Development Policies in Nepal: Achievements, Learning, and Implications

Abstract

Since the 1990s, Nepal has witnessed a continuous increase in investment to improve accessibility of children to quality education. Early Childhood Development (ECD) policy has been introduced to promote academic success and holistic development in young children. Based on the analysis of data obtained from the governmental agencies, this chapter examines ECD policy in Nepal through the “3A2S” framework (Li, Wang, Fong, Int J Chin Educ 3(2):161–170, 2014). The analysis indicates mixed results. The ECD guidelines are clearly defined to apply throughout the country, and institutions are established at different levels. To date, more than 35,000 Early Childhood Development Centers (ECDCs) have been established to benefit more than one million young children annually. However, universal coverage has yet to be achieved. Accessibility and affordability of ECDCs vary across socioeconomic groups. Children living in remote locations and from poor economic conditions often lack accessibility to quality ECDCs, and thus the problem of social justice still needs to be addressed. Accountability measures are scattered and sustainability provisions are less elaborated and poorly enforced. This chapter identifies geographical and socioeconomic variables that shape the process and outcomes of the ECD policy implementation and highlights areas for improvement to achieve a balance among accessibility, affordability, accountability, sustainability, and social justice of ECD in Nepal.