Misalignment of policy priorities and financing for early childhood education: Evidence from Ethiopia, Liberia, and Mainland Tanzania
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Publication Date
2022Journal Title
International Journal of Educational Research
ISSN
0883-0355
Publisher
Elsevier BV
Volume
111
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Kim, J., Robinson, N., Härmä, J., Jeffery, D., Rose, P., & Woldehanna, T. (2022). Misalignment of policy priorities and financing for early childhood education: Evidence from Ethiopia, Liberia, and Mainland Tanzania. International Journal of Educational Research, 111 https://doi.org/10.1016/j.ijer.2021.101891
Abstract
This article assesses the financing of early childhood education (ECE) in three resource-constrained contexts: Ethiopia, Liberia, and Mainland Tanzania. Based on an analysis of policy documents and education administrative data, as well as surveys with key policymakers, school principals, and parents, it identifies that ECE is seen as a national priority in government policies across the three countries. However, this commitment is not aligned with the allocation of sufficient financial resources by each of the governments, which are extremely low in all three countries. This misalignment is associated with inequitable resource allocation, further reinforcing gaps in access to quality ECE between more advantaged and disadvantaged populations within the countries.
Sponsorship
World Bank and UK Foreign, Commonwealth and Development Office
Funder references
World Bank (via Policy Study Institute) (7192655)
Embargo Lift Date
2024-06-30
Identifiers
External DOI: https://doi.org/10.1016/j.ijer.2021.101891
This record's URL: https://www.repository.cam.ac.uk/handle/1810/330304
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Licence URL: https://creativecommons.org/licenses/by-nc-nd/4.0/
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