Policy Brief: Enhancing Holistic Child Development in Uganda 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).
Uganda’s commitment to ECD is evident in its national policies (e.g., the Early Childhood Care and Education [ECCE] Policy and the National Integrated Early Childhood Development Policy Action Plan) 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).
According to Uganda’s most recent census data, approximately 15.8% of the population are children aged below five years who are of pre-primary school-going age (Uganda Bureau of Statistics, 2024). Despite this significant demographic presence, there are a myriad of associated challenges. Notably, among children aged 3-5 years, enrolment rates in pre-primary education remain alarmingly low, with recent data indicating a pre-primary net-enrolment rate of 9.1% (UNICEF, 2023; UBOS, 2021). Young children lack safe and adequate home learning environments (Muhoozi et al., 2018; Strachan et al., 2020). Data from the 2016 Household Demographics Survey showed that 29% of children under five years were stunted and 11% underweight (Nalwanga et al., 2020).
To improve ECD outcomes, there is a pressing need for locally grounded, evidence-based policies that reflect Uganda’s unique context. Local researchers, with their contextual understanding of the local challenges and systems, are well-positioned to generate knowledge that can inform policy, investment, and practice (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 Uganda as a focus country.
This policy brief synthesises key findings from a comprehensive review of ECD research by authors from Uganda (Apio et al., 2024). It compares outputs and trends of ECD research from Uganda 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 Uganda.
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