This paper investigates whether enrolment in early learning programmes (ELPs) is associated with improved developmental outcomes, and how programme quality and duration shape these effects.

Key findings

Enrolment is associated with measurable cognitive gains, particularly in higher-order skills and with sustained exposure. However, children in low-quality programmes show no advantage over those not enrolled.

Why this matters

Expanding access without improving quality will not close developmental gaps. Both must be addressed together.

Who this is for

Government, funders, NGOs, and early learning providers.

Authors: Jesal Kika-Mistry

Title: Cognitive Gains from Early Learning Programme Enrolment in Three South African Provinces

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