ABSTRACT
This chapter examines intersections between prescribed systems, policies and pedagogies in England and the Kingdom of Morocco. Starting from the premise that quality in early childhood education and care is relational and contextual, it draws on the 2018 International Conference on Education Quality. Issues are raised around disparities between strategic vision and reality, lack of clear infrastructure and lack of continuity between non-statutory early years provision and schools. Case studies illustrate impacts of curriculum documents and regulatory frameworks on pedagogies in both education systems. In England, the government recognises the importance of the early years (Department for Children, Schools and Families, 2008, p. 7), whilst significantly reducing investment in the sector. In Morocco, Aourraz (2017) suggests that the government’s main institutions, economic and political policies must be reviewed before lasting positive changes can be implemented in the education sector. The chapter concludes that radical overhaul is needed in order to establish congruent intersections between systems and pedagogies, in both emerging and established early education contexts.
