Actual problems of modern science, education and training

Literature review: Various government programs have been implemented in several 
countries to fund pre-school education and a series of researches have been conducted to 
study their outcomes. Pre-school education rates in the US have significantly increased 
in the 1960s [1]. Although most preschoolers have become pre-schooling, these 
programs are funded by parents and funded by government funds. Efforts to attract more 
children to such programs often have political impediments. The Comprehensive Child 
Development Act was approved by the Senate in 1971, which could provide the 
inclusion of all children in the preschool education program, but President Nixon vetoed 

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it [2]. The rejection by the president of this legislative act has led to the increase in local 
authorities' participation in preschool education programs [3]. After almost 40 years, the 
arguments against the wide availability of public pre-school institutions remain similar. 
The most visible concerns are that governments should not get too carried away with 
such traditional family issues as caring for and caring for young children [4],[5]. The 
selection of financing mechanisms for preschool initiatives is mostly a political issue 
[6]. 
Research methodology: The research methodology in this paper is a qualitative 
method. Therefore, it uses comparative analysis method in order to find out the share of 
public expenditure in GNP of continents to pre-school education. Moreover, it collects 
data on per pupil expenditure. The data is considered to be secondary, because the paper 
uses the data in the report of the UNESCO on pre-school education. First of all, using 
the comparative analysis method, continents are compared in terms of public 
expenditure, after that across countries experiences are studied in details.