Artículos de revistas
Inequalities in early childhood education and care in Argentina and the United Kingdom (2010-2020)
Fecha
2021Registro en:
1698-7802 (on line)
10.14516/fde.882
Autor
Tuñón, Ianina
Martínez, Carolina Emilia
Institución
Resumen
Abstract: Although there is a global agenda which tends to promote early childhood education
and investment in early childhood, regulations and institutions are disparate between countries, and
that does not seem to be tied to social welfare levels, exclusively. After studying existing evidence
on educational inequalities in Argentina and the United Kingdom, in this article we present a
comparative analysis of the education system’s key components, i.e., legislation, public investment,
coverage levels, professionalization, and characteristics of programs aimed at children, in relation
with the per capita household income. The main findings are that schooling rates are higher in the
UK than in Argentina, and social inequalities are somewhat lower. However, in both cases children
who are not enrolled are concentrated in the most vulnerable households. In the UK, there is a more
homogeneous and professionalized system, with official assessment and supervision, international
quality standards, and notable progress in literacy, but the eligibility criteria for childcare funding does
not prioritize the right of the child. Instead, it is based on parents’ labor inclusion. On the other hand,
Argentina is characterized by regulatory advances and free education. However, there is insufficient
supply, and informal systems are widespread among vulnerable populations, which lack guidance
and supervision, and virtually provide welfare aid rather than educational services.