Inclusive Early Childhood Care and Education Project Launched Across Bangladesh, Nepal and Tanzania
ECE project launch
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Multi-country launch events to advance inclusive school readiness programs were held in Bangladesh (Gaibandha district), Nepal (Golden Community partnerships), and Tanzania (Muhimbili University of Health and Allied Sciences).

The "Bridging Gaps and Scaling Up a School Readiness Program for the Child-Parent-Teacher Triad in Bangladesh, Nepal and Tanzania" project was officially launched across all three countries between February and May 2025. This milestone marks a significant advancement toward inclusive, research-driven early childhood care and education (ECCE). The applied research project builds upon the earlier Every Newborn–Reach Up Early Education Intervention for All Children (EN-REACH) parent initiative, which focused on preparing both children and caregivers for entry into preschool education. 

"Every child, including those with disabilities, deserves the opportunity to thrive from the start," said Dr. Jena Hamadani, Emeritus Scientist of icddr,b, during the Bangladesh launch. "Our evidence shows that integrated support across home and school environments creates lasting developmental gains." 

In Tanzania, Prof. Emeritus Karim Manji stated, "The EN-REACH model isn't just about early education—it's about early transformation. We've seen how children blossom when families and educators grow together." 

Key Themes from Launch Events 

Launch events across the three countries brought together education leaders, government officials, researchers, teachers, and caregivers. Several key themes emerged from discussions: 

  • Shared commitment to inclusive, quality early learning for all children
  • Emphasis on engaging the child-parent-teacher triad for school readiness
  • Strong government support and calls for multi-sectoral collaboration
  • Active community participation, reflecting local ownership and enthusiasm

Country-Specific Highlights 

Stakeholders discussed how evidence-based and adaptive implementation can strengthen early learning outcomes, with each country bringing unique perspectives to the collaborative effort. 

Bangladesh 

District-level launches in Gaibandha and Kushtia in February 2025 featured presentations by Dr. Jena Hamadani and Mr. Mohammad Abdul Awal Miah, underscoring icddr,b’s, long-standing commitment to early childhood research. Local education officers actively engaged in implementation discussions and were committed to cross-sector collaboration. Government officials pledged support to scale up the project within national Early Childhood Care and Development (ECCD) frameworks. 

Mr. Mohammad Abdul Awal Miah, Project Lead, Bangladesh: "We now have the evidence-based tools, the partnerships, and the momentum to bring about real change in ECCE across systems." 

Nepal 

Events held in Dhading and Nuwakot, organized by Golden Community with the Centre for Education and Human Resource Development (CEHRD), showcased policy alignment and enthusiasm for research-based approaches. Despite logistical challenges in Dhading, the experience helped refine outreach strategies in Nuwakot, enhancing stakeholder engagement. 

Dr. Rejina Gurung, Principal Investigator, Nepal: "Holistic child development must begin from pregnancy, and this project reflects our commitment to inclusive, research-based solutions for Nepal's most vulnerable communities."

Tanzania 

The launch at Muhimbili University of Health and Allied Sciences (MUHAS) was marked by powerful personal stories from parents and teachers, complemented by vibrant performances by schoolchildren. Mr. Gift Kyando, Regional Education Officer, officially launched the initiative and advocated for national scale-up.

Prof. Nahya Salim, Principal Investigator, Tanzania: "Structured parenting and teacher training are not just complementary—they are essential to inclusive learning." 

Looking forward 

The EN-REACH Education Project will now move into full-scale implementation, featuring structured parenting sessions, teacher training, and monitoring systems as key components. Project outputs will include a comprehensive training package, school readiness tools, stakeholder engagement resources, and a cost evaluation framework. The anticipated outcomes are improved teacher competence, enhanced parental capacity, and better school readiness for children. Backed by strong government support and integrated into local education systems, the project holds promise for a lasting and scalable impact. 

Acknowledgments 

This project is supported by the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX), a joint endeavour with the International Development Research Centre (IDRC). The project team extends heartfelt thanks to the national and local governments of Bangladesh, Nepal, and Tanzania, as well as the dedicated educators, caregivers, and implementing partners who are helping to turn this shared vision into an everyday reality.