Political prioritization of early childhood education in low- and middle-income countries

Michelle J. Neuman and Shawn Powers

International Journal of Educational Development, 2021, vol. 86, issue C

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.

Keywords: Political economy; Early learning; Early childhood education; Low- and middle-income countries (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:86:y:2021:i:c:s0738059321001115

DOI: 10.1016/j.ijedudev.2021.102458

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