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How Do Early Childhood Education and Care (ECEC) Policies, Systems and Quality Vary Across OECD Countries?

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Abstract

In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred. Fifteen-year-old students who attended early childhood education (ECE) tend to perform better on PISA than those who did not, even after accounting for their socio-economic backgrounds. Improving access without giving due attention to the quality of ECEC services is not sufficient to secure good individual and social outcomes.

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  • Oecd, 2013. "How Do Early Childhood Education and Care (ECEC) Policies, Systems and Quality Vary Across OECD Countries?," Education Indicators in Focus 11, OECD Publishing.
    • Handle: RePEc:oec:eduaaf:11-en
    DOI: 10.1787/5k49czkz4bq2-en
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    Cited by:

    1. Zhou, Yisu & Li, Hui & Hu, Bi Ying & Li, Ling, 2017. "On the road to universal early childhood education in China: A financial perspective," International Journal of Educational Development, Elsevier, vol. 53(C), pages 137-144.

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