Keyword: SDG 4

ABSTRACT: This study compares the preprimary education systems of Singapore and Ethiopia, two nations with contrasting socioeconomic and legislative environments. Using a comparative analysis that integrates both quantitative and qualitative data, the research identifies discrepancies in accessibility, curriculum, teacher training, infrastructure, and policy efficacy. It fills a research gap by comparing ECE in a developed and developing nation, contextualizing global best practices for resource-limited settings. Ethiopia’s gradual progress (20% to 60% coverage, 2016–2025) reflects external collaboration and bottom-up approaches, but it lacks structural changes. The findings reveal significant gaps in essential resources, particularly textbook shortages, which hinder learning outcomes, and concerns about teacher expertise, highlighting the need for improved professional development programs. In contrast, Singapore’s coordinated curricula and nearly universal enrollment demonstrate astute investment and efficient regulation. Key findings reveal divergent long-term effects, values, and resource investments. While Singapore’s model offers insights into standards and technology utilization, recommendations emphasize Ethiopia’s need for additional funding and teacher professional development. The report underscores the importance of policy convergence with Sustainable Development Goal 4 to ensure inclusive early childhood care and education (ECCE) worldwide.