175 million children are not enrolled in pre-primary education – UNICEF
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175 million children are not enrolled in pre-primary education – UNICEF

NEW YORK, 9 April 2019 – More than 175 million children – around half of pre-primary-age children globally – are not enrolled in pre-primary education, missing a critical investment opportunity and suffering deep inequalities from the start, UNICEF warned in a new report released today. In low-income countries, the picture is much bleaker, with only 1 in 5 young children enrolled in pre-primary education.

 

“Pre-primary schooling is our children’s educational foundation – every stage of education that follows relies on its success,” said UNICEF Executive Director Henrietta Fore. “Yet, too many children around the world are denied this opportunity. This increases their risk of repeating grades or dropping out of school altogether and relegates them to the shadows of their more fortunate peers.”

 

A World Ready to Learn: Prioritizing quality early childhood education – UNICEF’s first ever global report on pre-primary education – reveals that children enrolled in at least one year of pre-primary education are more likely to develop the critical skills they need to succeed in school, less likely to repeat grades or drop out of school, and therefore more able to contribute to peaceful and prosperous societies and economies when they reach adulthood.

 

Children in pre-primary education are more than twice as likely to be on track in early literacy and numeracy skills than children missing out on early learning. In Nepal, children attending early childhood education programmes were 17 times more likely to be on track in their early literacy and numeracy skills. In countries where more children attend pre-primary programmes, significantly more children complete primary school and attain minimum competencies in both reading and math by the time they finish primary school.

 

The report notes that household wealth, mothers’ education level and geographical location are among the key determinants for pre-primary attendance. However, poverty is the single largest determining factor. Some key findings:

 

  • Role of poverty: Across 64 countries, the poorest children are seven times less likely than children from the wealthiest families to attend early childhood education programmes. For some countries, the rich-poor divide is even more apparent. For example, children from the wealthiest households in the Republic of North Macedonia are 50 times more likely to attend pre-primary education than those from the poorest.
  • Impact of conflicts: More than two thirds of pre-primary-age children living in 33 countries affected by conflict or disaster are not enrolled in early childhood education programmes. Yet, these are the children for whom pre-primary education has some of the greatest benefits. Pre-primary education helps young children affected by crises overcome the traumas they have experienced by giving them a structure, a safe place to learn and play, and an outlet to express their emotions.
  • Cycle of educational achievement: Across countries with available data, children born to mothers who have completed secondary education and above are nearly five times more

likely to attend an early childhood education programme than children whose mothers have completed only primary education or have no formal education.

In 2017 an average of 6.6 per cent of domestic education budgets globally are dedicated to pre-primary education, with nearly 40 per cent of countries with data allocating less than 2 per cent of their education budgets to this sub-sector. In West and Central Africa, 2.5 per cent is allocated to pre-primary education, with 70 per cent of children missing out on early education in the region. Across Europe and Central Asia, governments dedicate the highest proportion – more than 11 per cent of their education budgets – to pre-primary education.

 

This lack of worldwide investment in pre-primary education negatively impacts quality of services, including a significant lack of trained pre-primary teachers. Together, low- and lower middle-income countries are home to more than 60 per cent of the world’s pre-primary-age children, but scarcely 32 per cent of all pre-primary teachers. In fact, only 422,000 pre-primary teachers currently teach in low income countries. With expanding populations, assuming an ideal pupil-teacher ratio of 20 to 1, the world will need 9.3 million new pre-primary teachers to meet the universal target for pre-primary education by 2030.

 

“If today’s governments want their workforce to be competitive in tomorrow’s economy, they need to start with early education,” said Fore. “If we are to give our children the best shot in life to succeed in a globalized economy, leaders must prioritize, and properly resource, pre-primary education.”

 

UNICEF is urging governments to make at least one year of quality pre-primary education universal and a routine part of every child’s education, especially the most vulnerable and excluded children. To make this a reality, UNICEF urges governments to commit at least 10 per cent of their national education budgets to scale up early childhood education and invest in teachers, quality standards, and equitable expansion.

 

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Notes to editors:

 

To download multimedia content please visit here

To download the report please visit here

 

Notes to Editors in India:

 

In India, more than 70 per cent of children in the age group of 3-6 years participated in pre-primary education in 2014[1], however the quality of pre-school education remains an area of concern. Furthermore, while participation levels are high, approximately 20 million children were still not attending any pre-school programmes, and of these, more than a third (or 35 per cent) of children are from the poorest families.

 

Government- run anganwadi centres and privately managed pre-schools are the two major models of early childhood education available in India today. While the two programmes are very different on a range of parameters, quality remains an area of concern. It is important to design a flexible, play-based, foundational curriculum for 3-to 8-year-olds along with an early learning continuum from pre-school to early grades in school. To support this, there is need to develop a customized teacher education curriculum to train teachers appropriately. As recommended by the National Early Childhood Care and Education Policy (2013), a regulatory framework for ensuring quality, especially developmentally appropriate practices for children, needs to be put in place to cover pre-schools across private, public and voluntary sectors.

 

 

 

About UNICEF

UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. Across 190 countries and territories, we work for every child, everywhere, to build a better world for everyone. For more information about UNICEF and its work for children visit www.unicef.org.

 

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For more information, please contact:

 

Geetanjali Master, Communication Specialist

Tel: +91-981 810 5861

E-mail:gmaster@unicef.org

 

Sonia Sarkar, Communication Officer (Media)

Tel: +91-981 017 0289,

E-mail:ssarkar@unicef.org

 
 
 
 
 
 
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