This collated report evaluates the long-term effectiveness of major ECE policy interventions aimed at reducing educational disparities in five European contexts: England, Poland, Hungary, Norway and Denmark.
This comprehensive report evaluates the long-term impacts of Early Childhood Education and Care (ECEC) reforms in five European countries (England, Poland, Hungary, Norway, and Denmark) with the objective of understanding how different policy approaches contribute to reducing educational inequalities.
A user seeks to explore educational policy reforms in Hungary using the STRIDE platform. Starting from the Explore the Indicators interface, the user clicks on Explore the reforms, which redirects them to the Policy Reforms interface
A user seeks to investigate whether parental education background is associated with differences in reading achievement among primary education students in Hungary using the STRIDE map.
A user seeks to investigate whether migration background is associated with differences in mathematics achievement among secondary education students in Hungary using the STRIDE map.
Educational inequality remains a fundamental challenge for modern democracies, dictating long-term outcomes in employment, health and wealth. Research indicates that these disparities are not just a product of schooling but are visible as early as 9 months of age, with children from migrant, ethnic minority and low-income backgrounds facing the steepest barriers (Halle et al., 2009; Farquharson et al., 2024).
Due to robust family support systems that help balance work and childcare, Norway exhibits some of the highest maternal employment rates in Europe.
The expansion of preschool access in the last two decades has been a non-linear, interdependent, and complex process, shaped by multiple layers of influence and barriers.