One of the targets of the 2030 Sustainable Development Goals, as affirmed in the Incheon Declaration during the World Education Forum (WEF) on May 21, 2015, is reflected in SDG Target 4.2:

“By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. The provision of at least one year of free and compulsory pre-primary education of good quality should also be encouraged.”

In Indonesia, participation in early childhood education (ECE) has steadily increased—from 27% in 2013 to 74% in 2017. The government has consistently encouraged this upward trend, and by 2019, as outlined in the National Medium-Term Development Plan (RPJMN), participation in early childhood education was targeted to reach 77.23%.

However, a critical concern remains: significant regional disparities persist, particularly in frontier, outermost, and disadvantaged (3T) areas. For example, the Gross Enrollment Rate (GER) for early childhood education in Yogyakarta reaches 98.32%, while in Papua it stands at only 50.96%.

This edition presents various perspectives on early childhood education based on research findings, current conditions, existing challenges, and benchmarks from several other countries. By examining both progress and inequality, this discussion aims to contribute to a deeper understanding of how Indonesia can move beyond increasing participation rates toward ensuring equitable access to quality early childhood education for all children.