A Meta-Analysis of Early Childhood Development Programs and Their Long-Term Educational and Social Impacts in Rwanda

Abstract

This meta-analysis synthesizes empirical research on Early Childhood Development (ECD) programs in Rwanda to evaluate their long-term educational and social impacts. Despite Rwanda's significant national investments in ECD as part of its Vision 2050 strategy, a fragmented evidence base exists regarding the sustainability of these benefits into primary school and beyond. The objective of this study is to systematically review and quantify the enduring effects of these interventions. Employing the PRISMA framework, a comprehensive search identified 18 qualifying longitudinal and quasi-experimental studies published between 2005 and 2023. The analysis focused on outcomes including primary school readiness, academic achievement, and key social competencies. Findings reveal a statistically significant, positive correlation between participation in structured ECD programs and improved long-term outcomes. Specifically, children who attended ECD programs demonstrated markedly higher literacy and numeracy scores in lower primary and exhibited enhanced social integration and problem-solving skills compared to their non-participating peers. These results underscore the critical role of investing in quality ECD as a foundational pillar for Rwanda’s human capital development and its broader socio-economic transformation agenda. The study concludes that sustained policy commitment and increased funding for ECD are imperative for securing long-term educational attainment and fostering a resilient, skilled citizenry, offering a replicable model for other African nations.