In Tuvalu early childhood care and education targets children aged 3-5 years. Preschools are not compulsory and mainly funded and operated by the local communities (UNICEF 2001). Although participation is high, the absence of coordinated management efforts has had a negative effect on quality of education. The sub-sector is mainly facing issues such as unqualified teachers and insufficient standardization due to the lack of an official curriculum.

In Tuvalu 90.5% of children aged 3-5 attend preschool between six and ten hours per week. There are only 17 preschools in Tuvalu: Eight preschools on Funafuti Atoll located throughout the populated area, 2 preschools on Vaitupu Island and 1 preschool each on the other small atolls and islands (UNICEF 2001).

Since most preschools are privately operated, there has been little coordination and standardization of an official curriculum and preschool teachers currently devise their own curricula and programmes of activities. A curriculum guide has been provided by the Basic Education and Literacy Support (BELS) Programme (an intergovernmental initiative in the Pacific), but has not yet been implemented (UNICEF 2001). 

In addition, there are only a few qualified ECCE teachers and it appears that many of those who do obtain formal certification move into the primary education system. Moreover, due to the administrative constraints of not having complete jurisdiction over early childhood care and education, the Department of Education faces difficulties in administering ECCE policies and communicating to the community (UNICEF 2001). 

The Education for All 2000 Assessment: Tuvalu Country Report made the recommendation that early childhood education should be brought under the Ministry of Education, Sports and Culture. The Government has taken positive steps to assume some responsibility for early childhood care and education, such as extending financial assistance to preschools (1992) and thereby removing a major obstacle for sustained programming. However, at this time, early childhood care and education is considered a non-government activity, and it is under the auspices of the non-governmental organizations of the National Preschool Council and the Preschool Teachers Association (UNICEF 2001).

It has been recognized in Tuvalu that positive early childhood education experiences can benefit society, both economically and socially. The Tuvalu Department of Education Strategic Plan 2006-2010 highlighted the goal to “Establish national curriculum guidelines for Early Childhood Education”. However the Strategic Plan 2006-2010 did not mention any specific objectives related to increasing student participation’ and improving the quality and efficiency of management’ (DoE 2005).

The work of the government with the National Preschool Council, the Preschool Teachers Association and international partners over the past two decades has established strong foundations for the early childhood care and education sub-sector. However there is still a lack of strategies to effectively coordinate, manage and deliver quality early childhood care and education (UNICEF 2001).