Across income settings, public spending on children peaks too late, around early adolescence, while investments made in earlier in the life course (ages 0-8) delivers the highest developmental and social returns. This mistiming leads to avoidable inequalities and a costly remediation burden on education systems.
This study examines how countries can better sequence and prioritise child policies to front-load investment in the early years (0–8). Beyond the total amount spent, the research analyses how early resources are mobilised. It also assesses how effectively they are allocated and who benefits from them. Particular attention is given to equity and feasibility.
The research combines updated global spending profiles with a new analysis of governance structures managing child-related investments across regions and income levels. In addition, the research includes a contextualised narrative literature review. This review identifies what works, where it works, and why. It therefore informs the development of a model child policy portfolio that can adapt to different national contexts.
The findings will generate practical and staged recommendations for governments and development partners. These recommendations aim to strengthen financing, governance, and multisectoral coordination. They also support collaboration across education, health, and social protection systems.
The study aligns with SDG 4.2, the Tashkent Declaration, and the forthcoming Global Early Childhood Care and Education Report 2026. It therefore contributes to global efforts to prioritise early childhood development.
The project is developed in partnership with UNESCO.
