This theoretical article proposes a framework for analysing the long-term impacts of Early Childhood Development (ECD) programmes in Rwanda through a contextually relevant, African-centred lens. It critiques the prevailing reliance on imported, often decontextualised, evaluation models, arguing they frequently overlook indigenous epistemologies and socio-cultural dynamics essential for sustainable outcomes. To address this gap, the framework synthesises contemporary global evidence on ECD efficacy with foundational African philosophical concepts, notably Ubuntu, and Rwanda's specific policy landscape, including the National Strategy for Transformation. Methodologically, it employs a rigorous, desk-based conceptual analysis to construct an integrative model. This model positions community interdependence, holistic wellbeing, and cultural continuity as central analytical pillars for assessing longitudinal outcomes. The core argument posits that the true measure of programme success must extend beyond conventional metrics of school readiness to encompass the cultivation of socially responsible citizens aligned with national development visions. Consequently, the framework offers policymakers and practitioners a structured, culturally resonant tool for designing and evaluating ECD interventions. Its significance lies in facilitating a more authentic understanding of how early investments translate into long-term educational attainment, community resilience, and contribution to Rwanda's knowledge-based economy, thereby decolonising evaluation paradigms and foregrounding African agency in human development discourse.
Mukamana et al. (Fri,) studied this question.