ERIC Number: ED453972
Record Type: Non-Journal
Publication Date: 1999-Jan
Reference Count: N/A
New Zealand Funding of Early Childhood Education.
Prepared for the World Bank, this report provides information on the development of early childhood services (ECS) in New Zealand and funding arrangements for ECS. Following an introductory description of the nation of New Zealand, the report discusses the historical context for the development of ECS. It is noted that the government's ad hoc approach to supporting ECS resulted in inequitable access to and funding for ECS. A Working Group on Early Childhood Care and Education (the Meade Committee) was established in 1988 to provide proposals related to access and funding inequities. The group's main recommendation, issued in September 1988, was that all licensed and chartered ECS be funded directly through bulk grants. It was also recommended that fees subsidies for low income families be continued and that tax rebates be dropped. New Zealand's "Before Five" policy, announced in 1989, included the removal of tax deductions for early childhood care and education, incorporation of bulk grants for salaries and operational expenses, and subsidies for low income families. The ECS rates per student hour for 1990 through 1994 are included. The impact of the "Before Five" policies on ECS enrollments and on government expenditures are examined; it is noted that differential funding levels emerged when a newly elected government halted the plan to close the gap in funding levels for different services. The previous government expected improved quality to follow improved funding, whereas more recent governments maintain that ECS can bridge the gap in funding levels if first they demonstrate improved quality, a shift from a principle of entitlement to one of earned reward. The report then discusses proposed changes to funding levels in 1999, with funding dependent on program quality. The report concludes by asserting that although the "Before Five" funding reforms intended to fund all ECS on the same basis, some differential levels have developed, with funding levels mostly related to indicators of quality. (Contains 14 references.) (KB)
Descriptors: Budgeting, Day Care, Early Childhood Education, Educational Finance, Enrollment, Expenditure per Student, Family Day Care, Financial Support, Foreign Countries, Government Role, Kindergarten, Public Policy
World Bank, 1818 H Street, N.W., Washington, DC 20433; Tel: 202-473-3427; Fax: 202-522-3233; e-mail: firstname.lastname@example.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: World Bank, Washington, DC.
Identifiers - Location: New Zealand