Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries

Despite a growing evidence base and global consensus on the importance of early childhood education, it remains under-resourced and comparatively neglected as a policy issue. This paper seeks to understand which factors facilitate or impede efforts to make early childhood education a political priority in low- and middle-income countries, applying a framework used primarily in global public health. It draws on a comparative analysis of four countries: Ethiopia, Liberia, Pakistan (Punjab Province), and Tanzania. Although each of these countries has undertaken recent, concrete efforts to scale early childhood education, 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 early childhood education have gained significant traction. With few exceptions, however, civil society mobilization around early childhood education is relatively weak, and focusing events and prominent champions for early childhood education 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.

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Bibliographic Details
Main Authors: Neuman, Michelle J., Powers, Shawn
Format: Working Paper biblioteca
Language:English
Published: World Bank, Washington, DC 2021-02
Subjects:EARLY CHILDHOOD EDUCATION, POLITICAL ECONOMY, EARLY LEARNING, EARLY CHILDHOOD DEVELOPMENT,
Online Access:http://documents.worldbank.org/curated/en/786451613575454579/Political-Prioritization-of-Early-Childhood-Education-in-Low-and-Middle-Income-Countries
https://hdl.handle.net/10986/35145
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