Gender Analysis of Early Childhood Education in Rwanda and Mozambique

Attention and support for advancing gender equity in education has led to important achievements in recent decades. Linked to the traditional period of schooling in LMICs, this work has historically been focused on primary-aged children and older – with a particular emphasis on enrollment, completion of and transition to schooling cycles, and academic performance. Notably less attention has been paid to the importance of gender equity and sensitivity in early childhood education (ECE), though this is changing as governments and donors increasingly recognize the years before primary school as critical window of learning and development.