Policy Brief: Enhancing Holistic Child Development in Kenya through Context-Relevant Research
The early childhood period is recognised as a crucial stage to invest in children to help them survive, thrive and achieve their full potential. Evidence shows the importance of ECD for lifelong health, productivity, and well-being (Black et al., 2017; Yoshikawa & Kabay, 2015). It involves the creation of favourable conditions to facilitate the cognitive, social, emotional, linguistic, and physical development of young children (World Health Organisation [WHO] et al., 2018).
Kenya’s commitment to ECD is evident in its national policies (e.g., ECD policy in 2006, National Pre-Primary Education [NPE] policy in 2017, Integrated Early Childhood Development [IECD] policy framework in 2017) and aligned with global and regional frameworks. For instance, the Sustainable Development Goals (SDGs) emphasise equitable access to quality ECD and early learning opportunities by 2030 (United Nations, 2015). At the regional level, the Continental Education Strategy for Africa (CESA 2016–2025; 2026-2035) recognises early childhood education as the foundation for future learning and training, positioning it as a key priority for achieving sustained quality education across Africa (African Union, 2016; 2025).
The country has implemented several initiatives to promote holistic care and development for children aged 0–8 years, addressing critical areas such as early learning, health, nutrition, responsive caregiving, safety, and protection. Notably, Kenya has made important steps in increasing access to pre-primary education. The Basic Education Act (2013) mandates two years of pre-primary education as part of the basic education cycle, resulting in growing enrolment rates across the country.
Despite these gains, challenges including policy gaps, limited funding, and inadequate infrastructure persist. Although the health and the nutrition components of ECD receive some policy attention, there are major gaps in policies and implementation for early learning, responsive caregiving, and safety, particularly for children aged zero to three (Abboah-Offei et al., 2022). Again, ECD services remain underfunded relative to their importance, limiting efforts to ensure equitable access and quality service delivery. Analysis of the 2021 budget showed that Kenya invests just 1.8% of its education budget on pre-primary (UNICEF, 2021). This is much lower than the recommended international target of 10% (UNICEF, 2022). As such, financing of ECD is largely left to households, with the prohibitive cost being a big challenge to access (Piper et al., 2018). Children with disabilities, special needs, and children from poor households are among the most marginalised and most likely to be left behind (Jeyam et al., 2022; Wickenden et al., 2023; Walioli, 2025). Additionally, many ECD centres lack adequate infrastructure, teaching materials, and qualified teachers, all of which adversely affect ECD outcomes (Kariuki & Ndani, 2019).
To enhance ECD outcomes, there is a need for evidence-based policies that are locally relevant and contextually grounded. Local ECD researchers, with their deep understanding of local systems and challenges, are well-placed to generate evidence that informs policy, investment, and practice; yet, they often remain underutilised (McLean & Sen, 2019). In response, 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 aiming to increase the visibility of researchers in SSA, with Kenya as a focus country.
This policy brief synthesises key findings from a comprehensive review of ECD research by Kenyan authors (Williams et al., 2024). It compares outputs and trends of ECD research from Kenya that are published in international databases (Dimensions, Scopus, and Web of Science) and those disseminated through local sources that are available online (institutional repositories, journals, and websites). Based on this analysis, actionable recommendations are offered to strengthen ECD research in Kenya.
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