Early Childhood Development

The British Department for International Development (DFID) has partnered with the Ugandan Ministry of Education and Sports (MoES) to conduct empirical research on inefficiencies in the Ugandan education system.

Executive Function (EF) refers to a range of cognitive skills that are key to problem solving and a child's ability to “learn how to learn.” These skills experience an important growth period during early childhood; thus, between 2005 and 2010, researches at the University of North Carolina designed

Success story about a recent kindergarten initiative under USAID's Early Grade Reading and Mathematics Project to help children and parents prepare to enter school.

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education.

As a result of Universal Primary Education (UPE) and reform efforts, primary school enrollment in Uganda doubled from 2.9 million in 1995 to 5.8 million by 1998. By 2016, enrollment had reached 8.3 million.

Midterm evaluation of longitudinal study conducted through the Tayari Early Childhood Development and Education Programme.

Presentation at CIES March 2017 (Atlanta).

Presentation delivered at CIES 2017 (Atlanta). The Tayari intervention’s randomized controlled trial design is structured to allow for causal inference of Tayari’s impact on school readiness.

[Presentation delivered at CIES 2017]. Education system data has indicated a pattern of over-enrollment in the early grades in some low-income countries.

Measurement of learning is central to the Sustainable Development Goals for education, both in early primary (grade 2/3) and in early childhood (under the age of 5) (IAEG 2016).