Working Paper on Pathways through Early Childhood Education

Pathways through Early Childhood Education in Ethiopia, India and Peru: Rights, Equity and Diversity
Martin Woodhead, Young Lives Working Paper 54, August 2009

Abstract:
The potential of quality early childhood and primary education to help break inter-generational poverty cycles is widely
recognised. My focus is on how far this potential is being translated into reality, through implementing positive early
childhood policies in practice. The paper summarises evidence from Young Lives research into early transitions, based
on both survey and in-depth qualitative research with 2,000 Young Lives younger cohort children in Ethiopia, Andhra
Pradesh (India) and Peru. Primary education is still being consolidated in Ethiopia, and pre-school is a minority urban
experience, mainly offered by the private sector. Peru offers a very different story, with a well-established government
primary and pre-school system but concerns about quality and coordination between sectors. Andhra Pradesh offers
the most complex set of challenges, with a long-established government system of ECCE, but an increasing trend
towards use of private services, including amongst the poorest communities. The paper offers five broad conclusions,
about the importance of: ensuring quality and equity in early education; better coordinated pre-school and school
systems; targeting the most vulnerable and disadvantaged children; recognising the full range of equity issues; and
ensuring more effective governance, including governance of the private sector.

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