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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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 |
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okr-10986-351452022-09-20T00:09:04Z Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries Neuman, Michelle J. Powers, Shawn EARLY CHILDHOOD EDUCATION POLITICAL ECONOMY EARLY LEARNING EARLY CHILDHOOD DEVELOPMENT 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. 2021-02-18T14:46:40Z 2021-02-18T14:46:40Z 2021-02 Working Paper 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 English Policy Research Working Paper;No. 9549 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Africa Eastern and Southern (AFE) Africa Western and Central (AFW) South Asia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
EARLY CHILDHOOD EDUCATION POLITICAL ECONOMY EARLY LEARNING EARLY CHILDHOOD DEVELOPMENT |
| spellingShingle |
EARLY CHILDHOOD EDUCATION POLITICAL ECONOMY EARLY LEARNING EARLY CHILDHOOD DEVELOPMENT Neuman, Michelle J. Powers, Shawn Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries |
| geographic_facet |
Africa Africa Eastern and Southern (AFE) Africa Western and Central (AFW) South Asia |
| relation |
Policy Research Working Paper;No. 9549 |
| description |
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. |
| format |
Working Paper |
| author |
Neuman, Michelle J. Powers, Shawn |
| author_facet |
Neuman, Michelle J. Powers, Shawn |
| author_sort |
Neuman, Michelle J. |
| title |
Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries |
| title_short |
Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries |
| title_full |
Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries |
| title_fullStr |
Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries |
| title_full_unstemmed |
Political Prioritization of Early Childhood Education in Low- and Middle-Income Countries |
| title_sort |
political prioritization of early childhood education in low- and middle-income countries |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
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 |
| _version_ |
1764482420045774848 |