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...
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| Language: | English |
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World Bank, Washington, DC
2021
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| Online Access: | http://documents.worldbank.org/curated/en/786451613575454579/Political-Prioritization-of-Early-Childhood-Education-in-Low-and-Middle-Income-Countries http://hdl.handle.net/10986/35145 |
| Summary: | 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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