Right to Education

All children have the right to education,a right that is defended by  within the framework of

its global action campaign for free quality public education for all. Early childhood education

should be seen as an integral part of this right.


Essentially, early childhood education might be considered to be education which takes place

before compulsory education, whether it is an integrated part of the education system or wholly

independent of it. This includes kindergartens, nurseries, pre-school classes, child-care

centres and other similar institutions. It goes beyond what some refer to as pre-school

education as it is an education in its own right, having not only the purpose of preparing

children for school,In other words, flagrant inequality which is, once more, detrimental to those who

are most disadvantaged. In high-income countries, where demand for such education services is

on the increase, two different concepts continue to exist side-by-side on the one hand,

 but for life in the same way as all other parts of the education systems

 contribute to this process. There are other ways to describe early childhood education. In the

International Standard Classification of Education , used by all major providers

of international educational statistics, it is referred to as 0 and primary education as




In low-income countries, where education for all is still far from becoming a reality, the

provision of early childhood education is still very limited and, more often than not,

organised on a private basis, and therefore only available to children from the wealthiest of

families.

structures which are mainly social in character, and whose main objective remains the provision

of childcare services for the parents of young children, thereby enabling them to hold down

employment; at the other extreme, we find structures with a more educational focus, also

offering a social service but whose primary vocation is the promotion of a child's development.

The educational nature of these establishments is currently being intensified, responding as it

 does to children's needs, needs which are now recognised by teachers, families and society in

general.