In the year 2022, Eurostat’s latest data on children’s participation in formal childcare or education has provided valuable insights into the landscape of early childhood education in the European Union. The statistics shed light on the extent of engagement in formal childcare among young children and the disparities within different socio-economic groups.
According to the report, a significant percentage of children aged 3 years to the minimum compulsory school age spent at least 25 hours per week in formal childcare or education. Specifically, 69.3% of this age group were actively involved in formal childcare, while 12.4% were not part of any formal childcare arrangement, and 18.2% participated for up to 24 hours per week.
Notably, the data also highlighted the disparities in participation rates based on the children’s risk of poverty and social exclusion (AROPE). It revealed that children at risk of poverty and social exclusion had lower rates of engagement in formal childcare or education, with only 58.5% participating for at least 25 hours per week, compared to 72.7% of children not at risk. Additionally, 18.8% of at-risk children did not participate in formal childcare, and 22.6% participated for up to 24 hours a week, emphasizing the existing inequalities in access to early childhood education.
This insightful data is made possible through a new indicator introduced by Eurostat, specifically focusing on measuring ‘Children in formal childcare or education by age group and duration’ (ilc_caindform25), in accordance with the Council Recommendation of 8 December 2022 on early childhood education and care: the Barcelona Targets for 2030 (2022/C 484/01). This indicator sets a threshold of 25 hours per week for formal childcare or education and disaggregates the data based on the at risk of poverty or social exclusion status and income quintile.
Eurostat’s addition of an extra age group for children aged 1 or 2 years old to the existing indicator, as well as the provision of variances and confidence intervals for each specific breakdown, further enhances the depth and reliability of the data.
This new indicator not only provides crucial insights into the current state of early childhood education participation but also acts as a valuable resource for policymakers, educators, and stakeholders to formulate targeted strategies and interventions to address the disparities in access to formal childcare and education among young children.
Market Capital Research 