Contextual Issues in Assessing Value for Money in Early Years Education

Abstract

Early years education has been attributed as having benefits for the public good, avoiding social stratification and acquiring human capital. Although these outcomes appear social, the focus on value for money highlights their economic undertones. However, an assessment of value for money in early years education has a number of tensions, not only in relation to how and for whom value is assessed, but also with regard to the marginalisation of the economic position of early years education providers and emerging evidence of both hidden and masked costs within the sector. Drawing on interviews with a range of stakeholders, it will be demonstrated, therefore, that there is a need to acknowledge wider contextual issues when making an assessment of value for money in early years education.