By Ludovica Gambaro, Kitty Stewart, Jane Waldfogel
Read Online or Download An Equal Start?: Providing Quality Early Education and Care for Disadvantaged Children PDF
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Additional info for An Equal Start?: Providing Quality Early Education and Care for Disadvantaged Children
While New Zealand has now entered a period of retrenchment (with, for example, a freeze in funding for the three- and four-year-old entitlement and a revision of the teacher target to 80% rather than 100%), at least part of the stated purpose for this is to free up funds that can be focused on increasing access and quality for the most vulnerable children. It remains to be seen what the net effect of these reforms will be for disadvantaged children, and for the system as a whole. ECEC in Australia is also undergoing reform, but in a complex federal landscape.
Second, all nations have a national curriculum. For example, the Early Years Foundation Stage (EYFS) curriculum in England covers all providers catering for nought to fives, irrespective of whether they receive public funding. Third, in all nations there is a system of regular government inspection. 2 reports statutory requirements regarding group size, staffto-child ratios, and staff qualification requirements for England. Two things are immediately clear. First, there are effectively no minimum requirements for staff working with very young children.
The latter covers spending exclusively for families (for example, family outreach). Spending on other social policy areas such as health and housing is not included. Data presented in the final row differs from the OECD social expenditure database as it takes direct taxes into account. 4) spending per child looks similar in the two countries, it will be higher in $PPP terms per child in Norway (as indeed is reflected in the table’s bottom line, which shows significantly higher spending in Norway as a share of gross domestic product, GDP).