Political prioritization of early childhood education during the COVID-19 pandemic: A comparative policy analysis of low- and middle-income countries

• Published in: Early childhood research quarterly Vol. 60; pp. 287 - 297
• Main Authors: Neuman, Michelle J., Powers, Shawn
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01-01-2022
• Subjects: COVID-19; Early childhood education; Low- and middle-income countries; Politics; COVID-19; Politics; Low- and middle-income countries; Early childhood education
• ISSN: 0885-2006; 1873-7706; 0885-2006
• DOI: 10.1016/j.ecresq.2022.01.006

•COVID-19 is a threat to recent progress in expanding access to quality early childhood education ECE in low- and middle- income countries.•Governments in the study did not prioritize ECE in their responses to the pandemic.•Some conditions that previously helped ECE advance on national agendas worsened.•Lessons from this analysis have implications for prioritizing ECE postpandemic.
Despite strong evidence of its importance to the welfare of children and societies, early childhood education has been comparatively neglected as a policy priority both before and during the COVID-19 pandemic. This paper seeks to understand what factors have contributed to the relative lack of priority for early childhood education in distance learning and school reopening plans by applying a political prioritization framework to the pandemic context in 4 low- and middle-income countries: Ethiopia, Jamaica, Liberia, and Pakistan (Punjab Province). Some aspects of the pre-COVID-19 status quo which disfavored early childhood education have continued, including a lack of cohesive support from civil society and a greater focus by international partners on norm promotion and technical assistance than financing. In other respects, the pandemic put early childhood education at an even greater disadvantage. These include perceptions that early childhood education is less suited to distance delivery than other levels of education, concerns about young children's ability to comply with health protocols, and competition with high-stakes examinations for education ministries’ attention. Previous country experience with pandemics (in Liberia) and a strong coordinating entity (in Jamaica) were mitigating factors. These results point to an urgent need to elevate priority for early childhood education in more normal times and to capture the lessons of COVID-19 to improve the resilience of early childhood education in future crises.