Beyond the Classroom: Why Early Childhood Education Research Deserves More Investment in Africa
Early Childhood Education (ECE) is the foundation upon which all future learning is built. Its importance for school readiness and future life opportunities is recognised in both global and regional development agendas. Yet, despite this, ECE remains a significant area of neglect within the African education research landscape, creating a critical knowledge gap that hinders progress.
When early learning is understood through research, every child gains the chance to thrive beyond the classroom. -Daniel Rivers
At a Glance
◎ Early Childhood Education (ECE) is a priority in global and regional agendas but is a comparatively neglected area of research by scholars in sub-Saharan Africa, representing only 4% of studies in a major database.
◎ Only 2% of funded research analysed in the African Education Research Database (AERD) addresses this crucial phase of education.
◎ A key finding from existing research is a significant “implementation gap” between ECE policy intentions and the reality of classroom practices.
◎ The African Union warns that pre-primary education is “severely underdeveloped,” plagued by poor management and a lack of coherent curriculum.
◎ Increased, targeted funding is essential to strengthen the evidence base and support researchers focused on improving ECE across the continent.
It is a critical moment for education across sub-Saharan Africa. The African Union has identified pre-primary education as a priority sub-sector for development, acknowledging it as “the pillar on which future learning and training are grounded“. However, the reality on the ground often tells a different story.
A Landscape of Neglect
The “Mapping the landscape of education research” report from the REAL Centre at the University of Cambridge and Education Sub-Saharan Africa (ESSA) highlights a stark misalignment. Despite its importance, ECE receives very little research attention from scholars based in sub-Saharan Africa. An analysis of 1650 articles published between 2010 and 2018 found that ECE accounted for just 4% of the studies. The funding picture is even more concerning, with only 2% of funded research in the analysis focused on this vital stage.
This research scarcity exists alongside low enrolment rates. In Sub Saharan Africa, only 28% of children are enrolled in early childhood education.
The “Implementation Gap”: Good Policies, Challenging Realities
Where research on ECE does exist, it frequently identifies a troubling “implementation gap” between policy intentions and what actually happens in pre-primary settings. For example, a study in Nigeria reported a “discrepancy between policy guidelines and pre-school practices,” particularly concerning class size, teaching methods, and resources. This gap is often caused by inadequate infrastructure, a lack of resources, and under-trained teachers.
This disconnect means that even well-intentioned policies fail to deliver on their promise. The broader challenges of insufficient research funding across Africa and a scarcity of researchers in many countries exacerbate this problem, leaving the ECE sector without the robust, context-specific evidence needed to overcome these barriers.
Actionable Insights
What This Means for Policymakers?
🗣️ Promote Policy Dialogue: Foster structured dialogue with researchers based within sub-Saharan Africa to identify policy-relevant research priorities for ECE.
💡 Invest in Closing the Gap: Fund implementation research that investigates why policies are not working on the ground and identifies practical solutions to bridge the gap between policy and practice.
📊 Use the Evidence: Utilise resources like the African Education Research Database to inform the development of coherent curricula and teacher training frameworks for pre-primary education.
How Funders Can Support This?
🎯 Increase Targeted Funding: Directly increase funding for education research focused on ECE, as it is a clear area of under-investment.
🤝 Support Local Researchers: Direct funding towards equitable partnerships that empower African researchers and institutions to set and pursue ECE research agendas relevant to their own contexts.
📚 Build Capacity: Invest in training and capacity development for ECE researchers, helping them to apply for competitive grants and publish their findings in reputable journals.
What Teachers and Practitioners Can Do?
📝 Document Classroom Realities: Your experiences are vital data. Document the challenges you face in implementing ECE curricula and share these insights with school leaders and local education authorities.
🔬 Engage in Action Research: Partner with local universities or research organisations to participate in action research projects that can generate practical, school-level evidence on “what works” in your context.
📢 Advocate for Resources: Use the evidence of ECE’s importance to advocate for better resources, materials, and professional development opportunities to improve your practice.
