Equity and quality? Challenges for early childhood and primary education in Ethiopia, India and Peru

Working Papers
Author: Martin Woodhead, Patricia Ames, Uma Vennam, Workneh Abebe and Natalia Streuli
Publication date: 11/2009
Pages: 104
ISSN: 1383-7907
Details
Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of Young Lives, a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford’s Department of International Development. This paper focuses on the challenges of translating into practice the potential of quality early childhood care and education to transform young lives. These include building a positive equity agenda, setting clear policy objectives, raising quality standards, building the skills and motivation of teachers, and recognising where equity goals can be incompatible with a market-led private system. The paper asks which children do and do not have access to an early childhood programme, and explores children’s and parents’ views about the quality of what is on offer.
Equity and quality? Challenges for early childhood and primary education in Ethiopia, India and Peru
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Publication Comments

#1

shanti

  • Total Comments: 7
  • 31 03 2010 - 16:53

The 'Young Lives' research project has sparked considerable interest because of its wide coverage that arches over three continents, as well as its time span of fifteen years. Given the anticipation about the potential findings of such longitudinal research, reports such as this working paper that provide early analyses from the investigations so far are very welcome.

I am happy to note that the working paper challenges some current endorsements about early childhood programmes that appear simplistic and uncritical in their claims that these programmes can ameliorate poverty and disparity both at the national level and in individual children's lives. The paper asks that such grand claims be matched by 'policies and programmes that have capacity to deliver on those claims, especially for the most disadvantaged and vulnerable children' (p. viii). The paper also identifies specific issues that must be addressed in order to validate the claims.

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