By Abhiyan Rana, Over the course of my career with UNICEF I’ve seen first-hand the evidence that children who receive early learning opportunities are not only more likely to go on to enrol in primary school, they are more likely to enrol at the right age and more likely to stay, do well and complete school. From Ethiopia to Yemen to Bangladesh, I’ve seen children from a variety of backgrounds flourish in supportive learning environments. Yet, according to the latest Global Monitoring Report (GMR) figures, although there have been significant increases in pre-primary education enrolment, more than half the world’s population, especially girls from the poorest and hardest to reach communities, miss out on early learning services. Studies consistently support the need to invest more in early childhood development to ensure that children, particularly girls, receive the same opportunities and start in life, breaking down traditional stereotypes, enabling them to reach their full potential and ending the cycle of poverty. We can – and must – do more. What we know According to UNESCO, children from high-income families are much more likely than those from low-income families to experience pre-primary education – across all countries. However, when children from both these socio-economic groups receive similar early childhood care and education (ECCE) services, the results are staggeringly similar: Educational performance improves, positively affecting later employment opportunities, and children are healthier, happier and better adjusted as adults. This is particularly true for girls. Studies show that in Brazil, girls from low-income families …
