Advancing Early Childhood Development in Sub-Saharan Africa: Ten Key Insights from Researchers

Early Childhood Development (ECD) plays a significant role in shaping the future of individuals and societies, especially in sub-Saharan Africa (SSA), where challenges like limited resources, systemic inequalities and learning poverty demand innovative and contextualised solutions. Local researchers, who have a deep understanding of these challenges, are uniquely positioned to drive impactful research. However, their potential often goes untapped due to limited funding and professional development opportunities.

To address this, Education Sub Saharan Africa (ESSA) and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, with funding from the Conrad N. Hilton Foundation, are strengthening the capacity of SSA researchers to lead transformative ECD research. This initiative builds on the success of an earlier project, which mapped the ECD research landscape and identified key needs in Ghana, Kenya, Mozambique, Tanzania and Uganda. Recognising the importance of visibility and collaboration, ten outstanding researchers were fully sponsored to present their work at the Eastern Africa Regional Early Childhood Conference (EARECC) in Tanzania in March 2024. 

This blog highlights insights from the sponsored researchers’ blogs — each shedding light on critical ECD themes and innovative approaches in their respective countries. 

Key insights from sponsored researchers 

• Professor Efua Amenyah Sarr (Senegal) highlights a concerning issue in teacher education: the combination of pre-school and primary teacher training, which results in a lack of focus on children under 3 years old, despite the developmental significance attached to early learning and play. She advocates for separate training programmes for pre-school and primary teachers. 

• Dr Deborah Rebecca Kyazze (Uganda) discusses how integrating implementation science principles such as interactive teaching methods and parent engagement can enhance early childhood learning. However, she notes that inadequate funding, socioeconomic disparities and limited awareness of implementation science hinder the quality of Early Childhood Education (ECE). 

• Dr Pambas Tandika (Tanzania) emphasises the role of home environments in addressing learning poverty. His research reveals low parental engagement and limited access to play and reading materials. He recommends increasing parental involvement, using household materials for learning, and improving access to books and toys. 

• Maggie Kuchonde (Malawi) explores the impact of locally-relevant literacy materials on foundational literacy for children aged 2-5. She identifies poor-quality resources and lack of parental involvement as major barriers. 

• Rose Chikopela and Daniel L. Mpolomoka (Zambia), collaborating with Grant M. Mwinsa (not sponsored by ESSA and REAL Centre), examine Zambia’s ECE sector. They highlight that despite progress, over two million children aged 3-6 still lack access to ECE. They emphasise Chalimbana University’s Bachelor of ECE programme as a game-changer, equipping teachers with skills in literacy, numeracy and play-based pedagogy. 

• In a separate blog, Daniel L. Mpolomoka and Rose Chikopela, along with four additional contributors (not sponsored by ESSA and REAL Centre), highlight health risks in Zambia’s ECE centres, including poor hygiene practices and a lack of trained personnel. They recommend implementing stricter health regulations, increased staff training, and better hygiene education. 

• Farida Katunzi (Tanzania) examines Tanzania’s National Multisectoral ECD Programme, identifying gaps in aligning policies with the Nurturing Care Framework. She calls for stronger inter-ministerial coordination and a comprehensive approach to early learning, caregiving and mental health. 

• Meinrad Lembuka (Tanzania) introduces the Mama Mkubwa Model, an Ubuntu-inspired community-driven ECD approach rooted in African values of solidarity and collective responsibility. 

• Naison Bhunhu (Zimbabwe) exposes critical gaps in ECD financing across Eswatini, Lesotho, Malawi, Mozambique, Zambia and Zimbabwe. He reveals that while donor aid supports key areas like nutrition and education, infrastructure remains severely underfunded. He advocates for integrating ECD into national budgets, adopting multisectoral strategies, and improving data collection for equitable funding. 

• Isàlia Gabriel Licença Mate (Mozambique) reflects on the EARECC conference, emphasising the need for greater investment in ECD to empower future generations and combat poverty. She highlights key priorities, including inclusive policymaking, caregiver support and community involvement. 

These blogs provide valuable insights into the diverse challenges and opportunities in ECD across SSA. From advocating policy reforms and specialised teacher training to promoting community engagement, indigenous pedagogies and sustainable practices, these narratives emphasise the urgent need for multisectoral collaboration and evidence-based interventions. By addressing gaps in funding, enhancing teacher preparedness, and fostering parental involvement, ECD in SSA can be transformed to ensure equitable and holistic development for young children.