Abstract
Recent cross-national studies (EIU, 2012; European Commission/EACEA/Eurydice/ Eurostat, 2014; OECD, 2012b; Pascal et al., 2012) have revealed that many countries have, or are developing, a funded, government-led, ECE policy with stated aims and intentions. Research indicates an emerging consensus that broad policy aims and strategies for ECE should be set by government policy to stimulate further development and improvement of ECE systems (EIU, 2012; European Commission/EACEA/ Eurydice/Eurostat, 2014; OECD, 2012b). Today, many governments see ECE as a public investment with huge returns, and are making considerable effort to support the development of ECE as an effective tool to help children build a strong foundation for school and life success and, therefore, better life chances, especially for children from disadvantaged and migrant backgrounds, and children with special needs or disabilities. However, despite shared policy intentions, these recent studies also reveal that countries are at very different stages of policy development and implementation, and may have adopted different strategies to achieve the shared goal of an affordable, accessible and effective ECE system.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
