Wealth and Geographical Inequalities in Access to Early Childhood Education

Abstract

The chapter analyzes how wealth and geographical differences affect access to early childhood education (ECE) and their implications for STEM education in Bangladesh. Using data from the 2019 Multiple Indicator Cluster Survey (MICS), the authors employed a multivariate logit model to examine the factors influencing ECE access. The findings show that access to ECE increases with wealth. They also found evidence of urban bias and that higher maternal education positively influences children's access to ECE. The underdeveloped educational system in rural areas, coupled with urban bias, was identified as a significant barrier to the expansion of STEM education in the country. The authors recommend implementing targeted initiatives that consider the socioeconomic and geographical diversity of Bangladesh. Moreover, public-private partnerships can be established to enhance access to both ECE and STEM education.