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
Fil: Tuñón, Ianina. Pontificia Universidad Católica Argentina. Facultad de Ciencias Sociales. Observatorio de la Deuda Social Argentina; Argentina
Fil: Martínez, Carolina Emilia. Universidad de Buenos Aires; Argentina
Fil: Martínez, Carolina Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
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.
Fuente
Foro de Educación. 2021, 19(2)
Materia
EDUCACION PREESCOLAR
EDUCACION PRIMARIA
DESIGUALDAD SOCIAL
DERECHO A LA EDUCACION
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/22148
Acceder
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oai_identifier_str oai:ucacris:123456789/22148
network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)Tuñón, IaninaMartínez, Carolina EmiliaEDUCACION PREESCOLAREDUCACION PRIMARIADESIGUALDAD SOCIALDERECHO A LA EDUCACIONFil: Tuñón, Ianina. Pontificia Universidad Católica Argentina. Facultad de Ciencias Sociales. Observatorio de la Deuda Social Argentina; ArgentinaFil: Martínez, Carolina Emilia. Universidad de Buenos Aires; ArgentinaFil: Martínez, Carolina Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaAlthough 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.FahrenHouse2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/2214810.14516/fde.882Foro de Educación. 2021, 19(2)reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica ArgentinaengArgentinaReino Unidoinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2026-11-05T12:34:23Zoai:ucacris:123456789/22148instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852026-11-05 12:34:23.644Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
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
EDUCACION PREESCOLAR
EDUCACION PRIMARIA
DESIGUALDAD SOCIAL
DERECHO A LA EDUCACION
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 EDUCACION PREESCOLAR
EDUCACION PRIMARIA
DESIGUALDAD SOCIAL
DERECHO A LA EDUCACION
topic EDUCACION PREESCOLAR
EDUCACION PRIMARIA
DESIGUALDAD SOCIAL
DERECHO A LA EDUCACION
dc.description.none.fl_txt_mv Fil: Tuñón, Ianina. Pontificia Universidad Católica Argentina. Facultad de Ciencias Sociales. Observatorio de la Deuda Social Argentina; Argentina
Fil: Martínez, Carolina Emilia. Universidad de Buenos Aires; Argentina
Fil: Martínez, Carolina Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
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.
description Fil: Tuñón, Ianina. Pontificia Universidad Católica Argentina. Facultad de Ciencias Sociales. Observatorio de la Deuda Social Argentina; Argentina
publishDate 2021
dc.date.none.fl_str_mv 2021
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 https://repositorio.uca.edu.ar/handle/123456789/22148
10.14516/fde.882
url https://repositorio.uca.edu.ar/handle/123456789/22148
identifier_str_mv 10.14516/fde.882
dc.language.none.fl_str_mv eng
language eng
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Argentina
Reino Unido
dc.publisher.none.fl_str_mv FahrenHouse
publisher.none.fl_str_mv FahrenHouse
dc.source.none.fl_str_mv Foro de Educación. 2021, 19(2)
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 12.823554

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