Participation Trends in ECE Programs: Who Goes Where and Why?

Alcott, Benjamin; Bhattacharjea, Suman; Ramanujan, Purnima; Nanda, Mansi

doi:10.1007/978-981-13-7006-9_11

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…Parents also wish to send their children to English-medium private schools (Centre for Budget & Policy Studies, 2018). The India Early Childhood Education Impact study also found that parents choose to send their children to preschool to prepare them for formal schools and to learn English (Alcott et al, 2019). It is imperative that parents are encouraged to choose to send their children to ECCE centers with trained teachers and appropriate learning environments and resources.…”

Section: Opportunitiesmentioning

confidence: 99%

Fostering equitable access to quality preschool education in India: challenges and opportunities

Rao

Ranganathan

Kaur

et al. 2021

ICEP

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This paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed to enhance its quality. The National Educational Policy 2020 and the country’s commitment to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to ensure equitable access to quality preschool education. Central to meeting national targets is the enforcement of the National Quality Standards for Early Childhood Care and Education. Further, increased budget allocations to preschool education, prioritizing professional preparation of the early childhood work force and harnessing technology to monitor government programs have considerable potential to enhance the early childhood system.

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Section: Opportunitiesmentioning

confidence: 99%

Fostering equitable access to quality preschool education in India: challenges and opportunities

Rao

Ranganathan

Kaur

et al. 2021

ICEP

View full text Add to dashboard Cite

show abstract

“…Singh & Bangay, 2014;Tooley & Dixon, 2005). In the absence of information about student learning, parental judgments of quality often rely on a range of readily visible schooling conditions (Heyneman & Stern, 2014): commonly cited factors include class size (Mehrotra & Panchamukhi, 2006;Zuilkowski, Piper, Ong'ele, & Kiminza, 2018), teacher engagement, stricter discipline , and language of instruction, especially English (Alcott, Bhattacharjea, Ramanujan, & Nanda, 2019;Endow, 2018;Joshi, 2019).…”

Section: Access To Private Schoolingmentioning

confidence: 99%

Do Private Schools Improve Learning Outcomes? Evidence from Within-Household Comparisons in East Africa and South Asia

Gruijters¹,

Alcott²,

Rose³

2021

Comparative Education Review

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A contentious debate in academic as well as policy circles relates to the growth in private schooling in Sub-Saharan Africa and other low-income regions. While proponents highlight the superior learning outcomes of pupils in private schools, others have argued that this is merely a reflection of the more advantaged family background of private school pupils, rather than an effect of private schooling itself. We contribute to this debate by providing estimates derived from household fixed-effect models, which control for any observed or unobserved differences between government and private school pupils at the household level. We argue that these can be interpreted as an upper bound estimate of the effect of private schooling on learning. We rely on large-scale, comparable household survey data from Kenya, Uganda, India and Pakistan, focusing on children enrolled in grade 2 to 6 of primary school. Private school attendance ranges from 12% in Kenya to 33% in rural India, with substantial withinhousehold variation. Preliminary findings show that controlling for family background almost eliminates the positive effect of private schooling in rural Pakistan and reduces it by around half in rural India, Kenya and Uganda, to about a quarter of a standard deviation. Subgroup analyses show that the effect of private schooling does not differ substantially between highand low-SES families. We discuss implications for educational policy.

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Understanding Access to and Learning Outcomes From ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison

Simpson,

Nakabugo,

Sabates

2024

Journal of Research in Childhood Education

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Participation Trends in ECE Programs: Who Goes Where and Why?

Cited by 3 publications

References 9 publications

Fostering equitable access to quality preschool education in India: challenges and opportunities

Fostering equitable access to quality preschool education in India: challenges and opportunities

Do Private Schools Improve Learning Outcomes? Evidence from Within-Household Comparisons in East Africa and South Asia

Understanding Access to and Learning Outcomes From ECE Among Refugees and Non-Refugee Populations in Uganda: A Cross-Cohort Comparison

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