Monitoring inclusive participation in early childhood education and care

High-quality early childhood education and care (ECEC) is central to promoting equity and supporting children’s development, particularly for those from vulnerable backgrounds. However, expanding access has not consistently led to more inclusive participation, with persistent gaps in vulnerable children’s enrolment and experiences in services. This paper examines how monitoring systems can better capture and address these inequalities through a comprehensive framework linking policy inputs to performance outcomes. It distinguishes between passive participation, including access and enrolment, and active participation, encompassing intensity, continuity, quality of provision and child outcomes, and identifies key barriers across these dimensions. Drawing on international evidence and country examples, the paper summarises indicators, data sources and governance arrangements used to identify vulnerable groups and monitor participation. The findings emphasise the importance of co-ordinated governance frameworks and integrated data systems in informing more targeted and effective policy responses.