Policy Management in Early Childhood Development in Intercultural Bilingual Schools of Manu National Park – 2024, Seeking Quality Education (SDG 4)

Introduction: This research aimed to identify the impact of policy management on early childhood development in Intercultural Bilingual Schools (EIB) in Manu National Park during 2024. A basic study with a qualitative approach and phenomenological design was conducted. The sample consisted of 10 officials from the UGEL Manu. Validation by 3 expert judges was used and a Cronbach's Alpha of 0.984 was obtained. The results show mixed opinions on policy management. Progress is highlighted in the creation of welcoming environments and the use of pedagogical strategies that promote memory, but deficiencies are also identified in teacher training, lack of resources and the need to improve infrastructure. Although the school organization shows a defined structure with the participation of the educational community, there is a gap between educational policies and the reality of the schools. It is concluded that policy management in early childhood development in EIBs in Manu has a significant impact on its implementation, but requires improvements in teacher training, resource allocation and infrastructure adequacy for greater effectiveness. Objective: Identify the impact of policy management on early childhood development in Intercultural Bilingual Schools (EIB) in Manu National Park during 2024. Theoretical Framework: This study draws upon two key theoretical frameworks: Human Capital Theory: Emphasizes the importance of investing in early childhood development as it yields significant economic and social benefits. Social Justice Theory: Highlights the necessity of equitable access to early childhood development programs, ensuring that all children, irrespective of their background, have equal opportunities. Method: The research employs a basic, qualitative approach with a phenomenological design. Data was collected through in-depth interviews with 10 officials from the UGEL Manu, including teachers, directors, and specialists. Results and Discussion: The findings reveal mixed perspectives on policy management in early childhood development within the EIBs of Manu National Park. While there are notable advancements in creating welcoming learning environments and implementing pedagogical strategies that enhance memory, there are also significant challenges, including: Teacher training deficiencies, Lack of resources, Need for infrastructure improvement. Research Implications: Policy Enhancement: The study underscores the need for policies that better align with the unique needs of the EIBs in Manu National Park. Resource Allocation: Highlights the importance of adequate resource allocation to support effective early childhood development programs. Teacher Development: Emphasizes the necessity of continuous teacher training to address the specific challenges and opportunities within the intercultural and bilingual context. Originality/Value: This research provides valuable insights into the complexities of policy management in early childhood development within the unique context of intercultural and bilingual schools. By highlighting both achievements and challenges, it contributes to the body of knowledge in this field and offers guidance for policymakers, educators, and other stakeholders.