Abstract
Despite a growing evidence base and global consensus on the importance of Early Childhood Education (ECE), it remains under-resourced and comparatively neglected as a policy issue. This paper seeks to better understand which factors facilitate or impede efforts to make ECE a political priority in low- and middle-income countries (LMICs), applying a framework used primarily in global public health. We draw on a comparative analysis of four countries: Ethiopia, Liberia, Pakistan (Punjab Province), and Tanzania. Even though each of these countries has undertaken recent, concrete efforts to scale ECE, the political economy conditions to support sustained commitment are only partially present. National policymakers have responded to global efforts to advance early childhood development, and ideas about the benefits of ECE have gained significant traction. With few exceptions, however, civil society mobilization around ECE is relatively weak, and focusing events and prominent champions for ECE are uncommon. Taken together, these factors are consistent with a strong rhetorical commitment to early learning but a lack of sustained follow-through and resource provision.
Highlights
Young children’s experiences in the first five years of life are critical for their well-being and provide the foundation for lifelong learning
Results we first discuss briefly how early childhood education (ECE) has evolved in Ethiopia, Liberia, the Punjab, and Tanzania, with a focus on key policy developments since 2010
Childhood education policy developments Ethiopia The Government of Ethiopia dramatically scaled up ECE opportunities over the past decade to reach almost 4 million young children
Summary
Young children’s experiences in the first five years of life are critical for their well-being and provide the foundation for lifelong learning. By reducing repetition rates and boosting learning outcomes in primary schooling, investments in early learning have the potential to improve the efficiency and effectiveness of education systems (Crouch et al, 2020; Gove et al, 2018; Naudeau et al, 2011). These services provide essential child care to support working parents (Sammans et al, 2017). Despite the growing evidence from low- and middle-income countries (LMICs), and global and national commitments to support it, ECE remains a neglected policy issue (Shawar & Shiffman, 2017) that has yet to attract the resources needed to expand access and deliver quality services for all young children (UNICEF, 2019)
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