Growth of preschool education has slowed down but in interesting ways.
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| Title: | Growth of preschool education has slowed down but in interesting ways. |
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| Authors: | van Ravens, Jan1 (AUTHOR) janvanravens@hotmail.com, Crouch, Luis2 (AUTHOR) lcrouch.emeritus@rti.org |
| Source: | Prospects (00331538). Dec2024, Vol. 54 Issue 3, p541-558. 18p. |
| Subject Terms: | *Preschool education, *Grade repetition, *First grade (Education), *Primary schools, *Preschool children, Developing countries, High-income countries, Low-income countries |
| Abstract: | This article examines medium-term trends in global preschool enrolment and attendance by income category, revealing a slowdown in expansion in middle- and high-income countries starting in 2013, followed by low-income countries in 2015. By 2020, the gross enrolment ratio had plateaued at 60.8 per cent. The analysis indicates that conditions for preschool expansion are more favourable than for primary education, raising questions about stagnation causes. Hidden enrolment may be a significant factor, as many preschool-age children are enrolled in primary schools or in unregistered kindergartens. Parents in the Global South often navigate the education system by enrolling children in public or private preschools when available or unregistered settings if funds are limited. Some resort to placing under-age children in primary schools, anticipating year repetition, which inflates Grade 1 repetition rates, creating inefficiencies. To combat grade repetition and improve learning outcomes, a strong policy framework at the intersection of preschool and primary education is needed. The article proposes the preschool entitlement as a locally adaptable policy instrument to increase preschool access and engage local stakeholders in childcare provision. [ABSTRACT FROM AUTHOR] |
| Copyright of Prospects (00331538) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article examines medium-term trends in global preschool enrolment and attendance by income category, revealing a slowdown in expansion in middle- and high-income countries starting in 2013, followed by low-income countries in 2015. By 2020, the gross enrolment ratio had plateaued at 60.8 per cent. The analysis indicates that conditions for preschool expansion are more favourable than for primary education, raising questions about stagnation causes. Hidden enrolment may be a significant factor, as many preschool-age children are enrolled in primary schools or in unregistered kindergartens. Parents in the Global South often navigate the education system by enrolling children in public or private preschools when available or unregistered settings if funds are limited. Some resort to placing under-age children in primary schools, anticipating year repetition, which inflates Grade 1 repetition rates, creating inefficiencies. To combat grade repetition and improve learning outcomes, a strong policy framework at the intersection of preschool and primary education is needed. The article proposes the preschool entitlement as a locally adaptable policy instrument to increase preschool access and engage local stakeholders in childcare provision. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00331538 |
| DOI: | 10.1007/s11125-024-09708-6 |
