Strategic management of equity in early childhood education: A mathematical framework with clustering, inequality metrics, and system dynamics

International Journal of Research Studies in Management
CollabWritive Special Issue
2025 Volume 13 Issue 6

Available Online: 12 September 2025

Author/s:

Lo, Tsai-Hsin*
Department of Education, National Chengchi University, Taiwan (tsaihsinlotw@gmail.com)

Lo, Wei-Hang
Master of Education in School Administration, National Chengchi University, Taiwan (aoefifa@gmail.com)

Abstract:

This study develops a mathematical and managerial framework to analyze global equity in early childhood education (ECE) by combining statistical typologies, inequality metrics, and dynamical modeling. Drawing on UNESCO indicators from 1998 to 2024, we focus on 16 countries with complete data to ensure robust longitudinal and comparative inference. The analysis integrates three components. First, hierarchical clustering (Ward’s method) generates typologies of ECE systems, revealing three profiles: (1) high access with moderate parity gaps, (2) low access with relatively balanced participation, and (3) moderate access with strong parity across indicators. Second, formal inequality indices, including the Gini coefficient and Theil index, are applied to gender gaps in net enrollment rates, producing values of Gini ≈ 0.18 and Theil ≈ 0.09, which confirm that disparities are moderate, but systematically concentrated in certain regions. Third, global enrollment dynamics are modeled using an autoregressive process with a structural break for the COVID-19 pandemic. Results show high persistence (φ ≈ 0.9), a significant negative pandemic shock (δ < 0), and steady-state equilibria that provide long-run benchmarks for system recovery. By integrating clustering, inequality indices, and time-series modeling, this study establishes a typological–temporal framework that not only diagnoses disparities but also offers policy-relevant insights. For managers and policymakers, the findings suggest differentiated strategies: countries with low access but high parity require capacity expansion, while those with high access, but persistent disparities need inclusive reforms. The framework is replicable for monitoring Sustainable Development Goal 4.2 and extends to broader management challenges where equity, resource allocation, and systemic resilience intersect.

Keywords: mathematical modelling in equation, UNESCO indicators, inequality indices (Gini, Theil), cluster analysis, dynamical systems, gender parity

PDF

DOI: https://doi.org/10.5861/ijrsm.2025.25095

Cite this article:
Lo, T.-H., & Lo, W.-H. (2025). Strategic management of equity in early childhood education: A mathematical framework with clustering, inequality metrics, and system dynamics. International Journal of Research Studies in Management, 13(6), 263-280. https://doi.org/10.5861/ijrsm.2025.25095

* Corresponding Author