Longitudinal research on the efficacy of diverse Early Childhood Development (ECD) programme models in sub-Saharan Africa remains limited. This gap is particularly acute in post-conflict contexts where such interventions are critical for human capital development. This study comparatively analyses the longitudinal educational outcomes associated with two predominant ECD programme models implemented in Rwanda: centre-based formal programmes and community-based, caregiver-led initiatives. A mixed-methods, comparative cohort design was employed. Quantitative data on academic attainment and school attendance were gathered from administrative records for cohorts exposed to each model. These were supplemented by qualitative data from semi-structured interviews with educators and caregivers to elucidate mechanisms behind observed trends. Participants from centre-based programmes demonstrated a 15% higher rate of on-time primary school completion. Qualitative analysis revealed that structured pedagogical training for facilitators in the centre-based model was a key differentiator, linked to more consistent development of foundational literacy and numeracy. The structural and pedagogical design of ECD programmes significantly influences long-term educational trajectories, with centre-based models showing stronger longitudinal outcomes in this context. Policymakers should prioritise investment in standardised facilitator training and structured learning frameworks within ECD provision. Further research should investigate cost-benefit analyses to inform scalable implementation. Early childhood education, longitudinal outcomes, comparative education, programme evaluation, Rwanda This paper provides novel empirical evidence on the differential long-term impacts of distinct ECD delivery models, offering a critical evidence base for national strategy in a post-conflict setting.
Uwimana et al. (Thu,) studied this question.