Donor Coordination and Evidence Uptake in Early Childhood Education Policy

Abstract

In this reflective piece, representatives of the agencies that funded and managed the Early Learning Systems Research program–the UK Foreign, Commonwealth and Development Office (FCDO) and the World Bank–take stock of recent global developments in research, policy, and financing by donors for early childhood education (ECE). A rapid increase in research on early childhood interventions has secured a consensus that in vesting in early matters for later outcomes in life. In recent years, development finance institutions have taken unprecedented steps to incorporate ECE into their policies and approaches, have helped build research capacity, and fostered communities of practice on ECE. Despite these developments, however, the share of official development assistance (ODA) for ECE remains extremely low. Limited prioritization of ECE by donors may be reinforced by a persistence of low demand for ECE financing from governments and differences in delivery mechanisms between ECE and other levels of education. The authors conclude with considerations for researchers, practitioners, and policymakers interested in increasing donor finance for ECE.