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<p>This study examines how contrasting socio-economic and policy contexts shape early childhood education (ECE) systems by comparing Ethiopia and Singapore between 2016 and 2025. Guided by Bereday’s comparative method, the analysis moves beyond description to interpretation and evaluation across five dimensions: access, teacher preparation, curriculum, governance, and equity. Secondary data from government reports, international agencies, and recent peer-reviewed studies (2016–2024) were systematically analyzed through tables, case evidence, and cross-national synthesis. While comparative studies are critical for understanding educational systems, many lack a strong theoretical framework. This study systematically applies Bereday’s comparative method to analyze early childhood education (ECE) in Ethiopia and Singapore (2016–2025) across five dimensions: access, teacher preparation, curriculum, governance, and equity. Findings reveal Ethiopia’s significant expansion of preprimary enrollment from 20% in 2016 to 60% in 2025 driven by community initiatives and donor support. Yet systemic weaknesses persist, including limited teacher qualifications (35%), fragmented governance, and rural–urban disparities. In contrast, Singapore achieved universal enrollment by 2025, underpinned by centralized governance, strong teacher professionalization (98% diploma/degree holders), and coherent curriculum delivery. While Ethiopia demonstrates resilience under resource constraints, its fragmented model risks inequities, whereas Singapore exemplifies how sustained investment and regulation secure both quality and equity. The study concludes that bridging global gaps in ECE requires context-sensitive policy pathways: Ethiopia must prioritize teacher professionalization, curriculum coherence, and equitable funding, while Singapore must balance excellence with child well-being amid academic pressures. More broadly, the findings underscore that achieving SDG 4 is not only about expanding access but also about aligning governance, teacher preparation, and curriculum within sustainable and culturally relevant systems.</p>

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Equity in early childhood education: comparative lessons from Ethiopia and Singapore (2016–2025)

  • 期刊论文

  • 发表日期：

    2025年12月29日

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  • Dereje Dakamo Tomora

摘要

This study examines how contrasting socio-economic and policy contexts shape early childhood education (ECE) systems by comparing Ethiopia and Singapore between 2016 and 2025. Guided by Bereday’s comparative method, the analysis moves beyond description to interpretation and evaluation across five dimensions: access, teacher preparation, curriculum, governance, and equity. Secondary data from government reports, international agencies, and recent peer-reviewed studies (2016–2024) were systematically analyzed through tables, case evidence, and cross-national synthesis. While comparative studies are critical for understanding educational systems, many lack a strong theoretical framework. This study systematically applies Bereday’s comparative method to analyze early childhood education (ECE) in Ethiopia and Singapore (2016–2025) across five dimensions: access, teacher preparation, curriculum, governance, and equity. Findings reveal Ethiopia’s significant expansion of preprimary enrollment from 20% in 2016 to 60% in 2025 driven by community initiatives and donor support. Yet systemic weaknesses persist, including limited teacher qualifications (35%), fragmented governance, and rural–urban disparities. In contrast, Singapore achieved universal enrollment by 2025, underpinned by centralized governance, strong teacher professionalization (98% diploma/degree holders), and coherent curriculum delivery. While Ethiopia demonstrates resilience under resource constraints, its fragmented model risks inequities, whereas Singapore exemplifies how sustained investment and regulation secure both quality and equity. The study concludes that bridging global gaps in ECE requires context-sensitive policy pathways: Ethiopia must prioritize teacher professionalization, curriculum coherence, and equitable funding, while Singapore must balance excellence with child well-being amid academic pressures. More broadly, the findings underscore that achieving SDG 4 is not only about expanding access but also about aligning governance, teacher preparation, and curriculum within sustainable and culturally relevant systems.