Financing for equity in pre-primary education
1. Education resources to subnational governments
2. Education resources to institutions
3. Education resources to students and families
4. Social policies and family support programmes
Introduction
Key financing indicators (UIS Data)
The official entrance age to pre-primary education in 2023 is 4 years old. In 2023, the number of years of free pre-primary education granted in legal frameworks and the number of years of compulsory pre-primary education granted in legal frameworks were 3. For 2022, the net enrolment rate for pre-primary for both sexeswas 64.74%.
Governance
The MINEDUCYT, Science, and Technology (MINEDUCYT), regulates, finances, evaluates, supervises, and controls national education resources. The new law "Crecer Juntos" mandates that the State ensure children and adolescents with disabilities have universal access to inclusive educational services at all levels. It requires the removal of barriers in both public and private educational centres and promotes flexible options that support the personal development of vulnerable individuals. The Institute for “Crecer Juntos” oversees efforts for early childhood as an autonomous organization that coordinates with MINEDUCYT. The Institute is financed through development bank loans and the central government´s budget.
Tuition-free status
Pre-primary education is tuition-free, according to laws and policies.
1. Education resources to subnational governments
El Salvador’s educational financing operates under a centralised system, with the MINEDUCYT directly paying teachers and allocating resources to school administration agencies, with subnational education offices acting as administrative channels. For pre-primary, primary, and secondary education, the Ministry of Education, Science and Technology (MINEDUCYT) transfers resources to public schools through local school governance bodies, such as the School Board of Directors (CDE) and as subsidies to the Catholic School Education Council (CECE).
2. Education resources to institutions
MINEDUCYT allocates specific budget lines for pre-primary education, including, for 2025, infrastructure investments and Language and Identity Immersion Nests. Support is also provided for students at risk of exclusion. Additionally, psycho-pedagogical support has been extended to Guidance and Resource Centres (COR) across the territory.
For activities related to pre-primary under the Crecer Juntos policy, funding is channeled through a cooperative agreement with administrative entities who manage and provide free services of Child Wellbeing Centres (CBI) and Family Circles (CDF). The MINEDUCYT provides the technical assistance for these programmes.
The Growing and Learning Together, Comprehensive Early Childhood Development project, with BIRF loan financing, is designed for children aged 0–7, focusing on developing a quality early childhood model, training in-service teachers and public education administrators, and improving infrastructure through interventions in facilities serving the target population. This includes equipping them with furniture, recreational equipment, and age-appropriate technology, as well as supporting institutional strengthening aligned with transformation processes for better organisational efficiency. The project promotes inclusivity based on social equity principles, ensuring access for indigenous communities, Afro-descendant communities, and people with disabilities.
3. Education resources to students and families
The MINEDUCYT, alongside the Instituto Crecer Juntos, provides financial support mechanisms for pre-primary education, primarily through the Crecer y Aprender Juntos (Growing and Learning Together, Comprehensive Early Childhood Development) project. It supports new curriculum activities to enhance early literacy, social-emotional skills, and empower girls by providing selected textbooks and materials to vulnerable households with children aged 3-7 nationwide. Main activities include: i) designing or selecting children's books that promote socio-emotional skills and girls' empowerment; ii) creating materials for caregivers to engage in reading with children; iii) printing books and materials; iv) delivering packages to homes; v) adapting literature for various formats; and vi) strengthening national capacities for gender-focused children's literature design.
4. Social policies and family support programmes
No programme or social policy has been identified.
This profile has been reviewed by Pauline Martin, Adjunct Professor and Professional Tutor, Reading Area Community College, Reading, PA.
