What Conditions Are Necessary for Non-state Pre-primary Schools to Achieve Early Learning Outcomes for Disadvantaged Students?
Non-state actors currently play a significant role in filling gaps by expanding and enhancing Early Childhood Education (ECE) provision in low- and middle-income countries (LMICs).
In addition to the direct provision of ECE, non-state actors also play a crucial role in quality assurance, including through the provision of teacher and pedagogy training and funding of monitoring and evaluation. This evidence brief surveys the role of non-state actors in expanding access to quality ECE services that contribute to improved learning outcomes for children. The brief presents three case studies showcasing three distinct models of service delivery in three different regions. Each case study focuses on a successful non-state ECE intervention by analyzing the cross-cutting factors that contribute to its success in improving early learning outcomes for disadvantaged children.