How Well are We Measuring Access to Early Childhood Education?

Abstract

Sustainable Development Goal (SDG) Indicator 4.2 calls for all girls and boys to have access to high-quality early childhood education by 2030. This global mandate establishes a new framework of accountability to increase access to preprimary education in low- and middle-income countries through measurement and reporting. As with other global indicators, however, the measurement of preprimary education access is more complex and nuanced than may be supposed. This data-oriented chapter delves deeply into the measurement of SDG 4.2 and explores the accuracy of the indicator being used: the adjusted net enrollment ratio, one year before the official age of primary entry. The chapter analyzes data from both education management information systems (EMIS) and household surveys to triangulate information about children’s access to preprimary education before they begin primary school. The analysis concludes that the indicator used to measure SDG 4.2 is overestimating access to preprimary education, because it includes large numbers of children who enroll in primary school before the official age of entry. This suggests that parents “vote for preschool” by sending their under-age children to primary school when access to affordable preprimary is limited. Implications for SDG measurement and preprimary policy are discussed.

Citation

King, K.M., Crouch, L., Wils, A. and Baum, D.R. (2020), "How Well are We Measuring Access to Early Childhood Education?", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2019 (International Perspectives on Education and Society, Vol. 39), Emerald Publishing Limited, Leeds, pp. 171-189. https://doi.org/10.1108/S1479-367920200000039016