Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)

Autores
Tuñón, Ianina; Martínez, Carolina Emilia
Año de publicación
2021
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: Tuñón, Ianina. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Secretaría Académica. Dirección de Investigaciones. Programa del Observatorio de la Deuda Social Argentina; Argentina
Fil: Martínez, Carolina Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Secretaría Académica. Dirección de Investigaciones. Programa del Observatorio de la Deuda Social Argentina; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Materia
EARLY CHILDHOOD EDUCATION
INSTITUTIONAL QUALITY
LATIN AMERICA
RIGHT TO EDUCATION
SOCIAL INEQUALITY
UNITED KINGDOM
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/216685
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)Tuñón, IaninaMartínez, Carolina EmiliaEARLY CHILDHOOD EDUCATIONINSTITUTIONAL QUALITYLATIN AMERICARIGHT TO EDUCATIONSOCIAL INEQUALITYUNITED KINGDOMhttps://purl.org/becyt/ford/5.4https://purl.org/becyt/ford/5Although 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.Fil: Tuñón, Ianina. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Secretaría Académica. Dirección de Investigaciones. Programa del Observatorio de la Deuda Social Argentina; ArgentinaFil: Martínez, Carolina Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Secretaría Académica. Dirección de Investigaciones. Programa del Observatorio de la Deuda Social Argentina; Argentina. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFahrenHouse2021-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/216685Tuñón, Ianina; Martínez, Carolina Emilia; Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020); FahrenHouse; Foro de Educación; 19; 2; 12-2021; 141-1621698-7802CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.forodeeducacion.com/ojs/index.php/fde/article/view/882info:eu-repo/semantics/altIdentifier/doi/10.14516/fde.882info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:48:23Zoai:ri.conicet.gov.ar:11336/216685instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:48:24.28CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
title Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
spellingShingle Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
Tuñón, Ianina
EARLY CHILDHOOD EDUCATION
INSTITUTIONAL QUALITY
LATIN AMERICA
RIGHT TO EDUCATION
SOCIAL INEQUALITY
UNITED KINGDOM
title_short Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
title_full Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
title_fullStr Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
title_full_unstemmed Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
title_sort Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)
dc.creator.none.fl_str_mv Tuñón, Ianina
Martínez, Carolina Emilia
author Tuñón, Ianina
author_facet Tuñón, Ianina
Martínez, Carolina Emilia
author_role author
author2 Martínez, Carolina Emilia
author2_role author
dc.subject.none.fl_str_mv EARLY CHILDHOOD EDUCATION
INSTITUTIONAL QUALITY
LATIN AMERICA
RIGHT TO EDUCATION
SOCIAL INEQUALITY
UNITED KINGDOM
topic EARLY CHILDHOOD EDUCATION
INSTITUTIONAL QUALITY
LATIN AMERICA
RIGHT TO EDUCATION
SOCIAL INEQUALITY
UNITED KINGDOM
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.4
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv 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.
Fil: Tuñón, Ianina. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Secretaría Académica. Dirección de Investigaciones. Programa del Observatorio de la Deuda Social Argentina; Argentina
Fil: Martínez, Carolina Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires". Secretaría Académica. Dirección de Investigaciones. Programa del Observatorio de la Deuda Social Argentina; Argentina. Universidad de Buenos Aires. Facultad de Psicología; Argentina
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/216685
Tuñón, Ianina; Martínez, Carolina Emilia; Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020); FahrenHouse; Foro de Educación; 19; 2; 12-2021; 141-162
1698-7802
CONICET Digital
CONICET
url http://hdl.handle.net/11336/216685
identifier_str_mv Tuñón, Ianina; Martínez, Carolina Emilia; Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020); FahrenHouse; Foro de Educación; 19; 2; 12-2021; 141-162
1698-7802
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.forodeeducacion.com/ojs/index.php/fde/article/view/882
info:eu-repo/semantics/altIdentifier/doi/10.14516/fde.882
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
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eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv FahrenHouse
publisher.none.fl_str_mv FahrenHouse
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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