Practitioner perspectives on the challenges of implementing ‘alternative’ early childhood education (ECE) provision for nomadic children in Mongolia

Investment in early childhood education (ECE) is seen as key to improving life chances for children from economically disadvantaged backgrounds. Children nomadic backgrounds often face difficulties accessing ECE services because of geography, lack and the mobility families. However, provision these important reducing educational inequalities between non-nomadic well school readiness. Mongolia’s alternative policy presented a case study how can be provided peoples. there little no literature on this experienced ground by practitioners subsequent impact front line staff children. This research explored perspectives Mongolia, who are engaged providing children, understand their views was experienced. Semi-structured interviews with 24 informants were undertaken 4 areas Mongolia over period 2019–2020. Practitioners highlighted issues around funding which impacted not only sustainability programs but also access programs, resources available, duration quality programs. Moreover, factors such qualifications teachers highlighted. We conclude that appropriate ensuring effective implementation identify need relation practitioner training related terms conditions require attention. Furthermore, some rethinking ‘one child one type provision’ needs it leads equity