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 3 years old. In 2023, the number of years of free pre-primary education granted in legal frameworks was 3 and the number of years of compulsory pre-primary education granted in legal frameworks was 1. For 2022, the net enrolment rate for pre-primary for both sexeswas 77,67%.
Governance
Resource allocation is centralised in the Ministry of Public Education. Article 78 of the Constitution, which establishes compulsory preschool, basic, and diversified education, also states that public spending shall not be less than 5% of GDP.
Tuition-free status
Pre-primary education is tuition-free, according to laws and policies.
1. Education resources to subnational governments
The distribution of financial resources takes place at a decentralised level, bypassing subnational governments and going directly to educational institutions. The Ministry of Public Education administers this process by allocating a portion of the national budget to the Boards of Education and Administrative Boards, which then manage the resources in coordination with the institutions. Pre-primary education institutions have independent Boards when separate from primary institutions. When schools offer both pre-primary and primary levels, the Board manages a single budget for both programmes. No transfer of funds is made to regional entities.
Regional Education Directorates (DRE) act as the central authority’s territorial link within the ministerial structure. Each education board and institution must annually present its budget proposal to the DRE. The DRE's budget department is responsible for approving both annual and extraordinary budgets for these institutions. Without this approval, funds will not be allocated from centralised sources. Additionally, the DRE organizes the provision of education services by geographic area and ensures that the needs of educational communities are addressed. In total, 27 DREs have been established across the provinces of the country.
2. Education resources to institutions
Central-line items pay all teachers directly, while transfers fund school-level expenses (materials, maintenance, lunchrooms, etc.) through Juntas de Educación (school boards established under Law 6746 of 1982). Each public pre-primary school has an elected Junta (along with a parallel Junta Administrativa) that manages these funds when it operates independently from a primary school. Additional resources are targeted to specific territories or populations based on the socioeconomic indicators of the canton or zone where each school is located. They operate under MEP policies and guidelines, but are not hierarchically subordinated to the Ministry.
There are two types of preschool centres. Independent centres, commonly known as kindergartens, have their own infrastructure and are managed by a principal, meaning they do not share resources with other institutions or school levels. In contrast, dependent centres are located within elementary schools, sharing infrastructure and management with the school's principal. Another difference is in budgeting: independent kindergartens have their own budget code, allowing financial resources to be transferred directly to their Board of Education. In contrast, dependent centres are part of the school's budget structure and do not receive direct financial resources; instead, the school's Board of Education allocates a portion of money for their use.
3. Education resources to students and families
No financial support mechanisms for pre-primary education (by the ministry in charge of pre-primary education) have been identified.
4. Social policies and family support programmes
The REDCUDI network, established in Costa Rica in 2010 and managed by Mixed Institute for Social Assistance (IMAS), aims to enhance coordination among public and private childcare providers. Institutionalized by law in 2014, it includes care centers funded by the government, NGOs, religious groups, and private businesses. REDCUDI ensures children's right to childcare, allowing parents to work or study, and promotes gender equality by supporting mothers in balancing employment and childcare. Its services primarily assist poor and vulnerable families, enabling mothers to work when their children are cared for.
The Education and Nutrition Centers (CEN) primarily serve children living in poverty or at social risk, providing basic preschool education and nutrition services to support overall development. The Comprehensive Child Care Centers (CINAI) cater to children aged 0 to 6 years, offering education, nutrition, daily care, early stimulation, and family support. These centers are designed for children of working mothers in vulnerable situations, ensuring access to early education, food, and supervision while parents work. Both CEN and CINAI are managed by the National Directorate of CEN-CINAI, attached to the Ministry of Health.
Funding comes mainly from the Social Development and Family Allowances Fund (FODESAF), from which the centers receive at least 26% by law, along with central government transfers to maintain operations and food services. According to Law 8809, CEN-CINAI must receive at least 15% of FODESAF resources and national budget allocations. Central government funds are channelled through the Office of Health Cooperation to cover food, educational materials, and maintenance. These centers operate alongside the Ministry of Education, managing their own budgets and complementing formal preschool education.
This profile has been reviewed by Jose Mario Achoy Sánchez, Researcher.
