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Direct linkSmitheram, Esther – Childhood Education, 2021
Despite the wealth of evidence that early learning opportunities are crucial for young children in crisis, little evidence shows a commensurate commitment to early childhood development (ECD) provision in refugee and humanitarian programming. The Kyaka II refugee settlement in Uganda is a case in point. Home to over 125,000 Congolese refugees,…
Descriptors: Foreign Countries, Refugees, Access to Education, Barriers
Download full textNyagwegwe C. Wango; Jane F. A. Rarieya; Omari M. Abunga; Mary Oluga; Aqeela Datoo – Educational Research and Reviews, 2024
The study examined the strategies used by teacher educators in their teaching practices and gender integration in Kenya, Uganda and Tanzania. The nature of the engagement of educational leaders and administrators in supporting teaching, learning and mainstreaming gender issues in teaching was also examined. A total of 165 sampled respondents were…
Descriptors: Teacher Education Programs, Cross Cultural Studies, Gender Issues, Public Officials
Gove, Amber; Dombrowski, Eileen; Pressley, Jennifer; King, Simon; Weatherholt, Tara – Global Education Review, 2018
The adoption of the Sustainable Development Goals (SDGs) in September 2015 marked a new milestone for early childhood education, care, and development. For the first time in the framework of global goals, preschool education was described as integral to children's school readiness. Yet with few exceptions, much of the research on the impact of…
Descriptors: Preschool Education, Early Childhood Education, Child Care, School Readiness
Jones, Shelley; Mutumba, Safina – Journal of Language, Identity, and Education, 2019
This article reports on a collaborative action research project, conducted in a pre-primary school in South Central Uganda, which explores the opportunities for children to draw upon and integrate their home and community-based knowledge and experiences through mother tongue (MT) instruction and resources. We use the funds of knowledge (Moll,…
Descriptors: Social Capital, Cultural Background, Self Concept, Teaching Methods
Malmberg, Lars-Erik; Mwaura, Peter; Sylva, Kathy – Early Childhood Research Quarterly, 2011
The aim of the study is to investigate the effects of the Madrasa Resource Center (MRC), a child-centered intervention program, on East-African (Kenya, Zanzibar, and Uganda) preschool children's cognitive development. Altogether 321 children (153 non-intervention and 168 intervention) participated in a cross-sequential study over three time-points…
Descriptors: Early Intervention, Preschool Children, Foreign Countries, Cognitive Development
Mwaura, Peter A. M.; Sylva, Kathy; Malmberg, Lars-Erik – International Journal of Early Years Education, 2008
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non-Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used…
Descriptors: Preschool Education, Intelligence Tests, Foreign Countries, Number Concepts
