• ECDE | Knowledge Hub
  • ECDE Data Collections
  • Research report/ journal article, book/ proceeding chapter,
    • Please use this identifier to cite or link to this item: http://ecde.aau.edu.et/jspui/handle/123456789/241
    Full metadata record
    DC FieldValueLanguage
    dc.contributor.authorTassew Woldehanna, Mesele W. Araya-
    dc.date.accessioned2022-03-02T12:48:34Z-
    dc.date.available2022-03-02T12:48:34Z-
    dc.date.issued2017-
    dc.identifier.urihttp://ecde.aau.edu.et/jspui/handle/123456789/241-
    dc.descriptionThis study aimed to fill this research gap on the contribution of early childhood investment by using longitudinal data from Young Lives in Ethiopia. It tried to look at the long-term estimates of early childhood education on successful completion of secondary education and the chance of transitioning to institutions of higher learning. As the data showed a huge divide in preschool access between urban and rural children, we used only the urban sample in our logit models. Findings indicate that urban preschool children are 25.7 per cent more likely to complete secondary education than their non-preschool counterparts at the proper age. The marginal returns are higher for those who attended preschool for two and three years than those who only attended for one year. In particular, those who attended for three years have a higher probability of transitioning to higher education at the age of 18. Overall, the findings suggest that a significant part of children’s educational inequalities at later ages are explained by the level of early childhood investment. In spite of such significance, public investment to this subsector of the education system is meager, relative to the other subsectors. Based on the current preschool landscape of Ethiopia, only a quarter of the 7.4 million preschool-aged children – mainly from better-off families and urban areas – are able to make their way to this vital learning stage. Most children simply begin primary school without any exposure and consequently face considerable difficulties on their educational pathways in completing secondary education and transitioning to institutions of higher learning. The analysis suggests that if the aim is to reduce educational inequality among future generations and to be able to conquer poverty in the years ahead, equalising the quality of early education, with two to three years of preschool exposure for both urban and rural children aged 4 to 6 years old, will remain an essential educational policy for Ethiopia.en_US
    dc.description.abstractWorking Paperen_US
    dc.description.sponsorshipYoung Lives Ethiopiaen_US
    dc.language.isoenen_US
    dc.publisherYoung Lives Ethiopiaen_US
    dc.subjectResearch Reporten_US
    dc.subjectWorking Paperen_US
    dc.titleEarly Investment in Preschool and Completion of Secondary Education in Ethiopia: Lessons From Young Livesen_US
    dc.typeWorking Paperen_US
    Appears in Collections:Research report/ journal article, book/ proceeding chapter,

    Files in This Item:
    File Description SizeFormat 
    YLE-03.pdf656.85 kBAdobe PDFView/Open
    Show simple item record


    Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.