This longitudinal study investigates the sustained effects of Rwanda's national Early Childhood Development (ECD) programme on long-term educational outcomes, addressing a critical evidence gap within sub-Saharan Africa. The objective was to assess the impact of high-quality ECD exposure on children's cognitive development, school readiness, and primary school progression. Employing an explanatory sequential mixed-methods design, the research tracked a cohort of 500 children from 2021 to 2024. Participants were matched using propensity score matching, comparing children from accredited, government-supported ECD centres with a control group without formal access. Quantitative data from standardised assessments (e.g., MELQO) and administrative school records were analysed longitudinally and triangulated with qualitative insights from semi-structured interviews with caregivers and teachers. Key findings reveal that children who participated in structured ECD programmes demonstrated significantly higher literacy and numeracy scores at primary school entry. This cohort maintained a marked advantage in academic performance and retention rates through to Year 3. Thematic analysis identified trained facilitators and play-based pedagogy as critical programme components driving these outcomes. This study provides robust, locally generated evidence on the transformative potential of sustained ECD investment for human capital development. The findings offer policymakers a replicable model for scaling and refining national ECD strategies to meet education sector goals in Rwanda and similar contexts.
Uwase et al. (Tue,) studied this question.