Bodmando works with school systems both primary and secondary to understand the approaches and  impact of the education methods. We also identify better opportunities for improvement that ensure that all categories of students realise educational benefits.

Early Childhood Development: Building Strong Foundations for Lifelong Learning Early Childhood Development Early Childhood Development Early Childhood Development (ECD) is one of the most critical stages in a child’s life, shaping cognitive, social, emotional, and physical development (UNICEF, 2022). The early years lay the foundation for lifelong learning, behavior, and wellbeing, making investment in early childhood not only a social priority but also a strategic development imperative (World Bank, 2021). Evidence consistently shows that quality early childhood education and care lead to improved learning outcomes, smoother transitions into formal schooling, and better long-term life trajectories (UNESCO, 2020). Effective Early Childhood Development goes beyond academic readiness. It must holistically address children’s learning needs while also supporting their health, nutrition, safety, and emotional wellbeing (Shonkoff & Phillips, 2000)   Early Childhood Development Why Early Childhood Development Matters The early years are a period of rapid brain development, during which children acquire foundational skills that influence their ability to learn, adapt, and thrive (Heckman, 2010). For example, research in Uganda has shown that children who participate in structured early learning programs demonstrate higher literacy and numeracy scores by the end of primary one compared to children without such exposure (Ministry of Education Uganda, 2021). Gaps in early learning and wellbeing often widen over time, leading to poor educational outcomes and reduced life opportunities (Engle et al., 2017). Strengthening ECD systems is therefore essential for reducing inequality, improving education system efficiency, and supporting inclusive development. Early Childhood Development: Integrating Learning and Wellbeing in Early Childhood Education Effective Early Childhood Education (ECE) must balance structured learning with holistic child development (NAEYC, 2021). Academic skills such as early literacy and numeracy are important, but they must be delivered in ways that are age-appropriate, play-based, and responsive to children’s developmental stages (Pianta et al., 2010). Equally important is attention to children’s overall wellbeing. Nutrition, health, psychosocial support, and safe learning environments directly influence a child’s ability to learn (Black et al., 2013). For example, incorporating daily nutrition programs alongside literacy and play activities in preschools in Kenya improved attendance and concentration levels (Kenya Ministry of Education, 2020). A child-centered ECD approach therefore integrates education, health, protection, and family engagement to support the whole child (Britto et al., 2017). Early Childhood Development: Supporting Smooth Transitions to Primary and Secondary Education One of the key objectives of Early Childhood Development is to ensure that children are well prepared to transition into primary education and progress successfully through secondary schooling (National Institute of Child Health and Human Development, 2019). Strong ECD programs help children develop foundational competencies such as curiosity, confidence, communication, and self-regulation (Yoshikawa et al., 2013). These competencies ease the transition into formal education systems, reduce repetition and dropout rates, and improve overall system performance (UNICEF, 2021). Early Childhood Development: Technical Support, Research, and Achieving Target Outcomes in Early Childhood Development Bodmando Consulting Group has a strong pool of experienced education consultants with deep expertise in Early Childhood Development, ready to support institutions through hands-on technical assistance, capacity strengthening, and applied research. Our support includes conducting needs assessments, developing ECD strategies, strengthening curricula, training educators and caregivers, and supporting monitoring, evaluation, and learning systems. By grounding interventions in research and local context, and through collaboration, commitment, and continuous learning, Bodmando helps institutions achieve measurable and sustainable outcomes, deliver rapid improvements in learning outcomes, and safeguard children’s wellbeing. Early Childhood Development: Conclusion Early Childhood Development is a powerful lever for improving education systems and advancing inclusive development (Pianta et al., 2010). By addressing children’s learning needs alongside their overall wellbeing, ECD programs lay strong foundations for success in primary, secondary, and lifelong learning (Britto et al., 2017). Early Childhood Development: References UNICEF, “Early Childhood Development: The Foundation of Sustainable Development,” UNICEF, 2022. World Bank, “The Importance of Early Childhood Development,” Washington, DC: World Bank, 2021. UNESCO, “Global Education Monitoring Report: Early Learning,” Paris: UNESCO, 2020. Shonkoff, J. & Phillips, D., From Neurons to Neighborhoods: The Science of Early Childhood Development, National Academy Press, 2000. Heckman, J., “The Economics of Inequality: The Value of Early Childhood Education,” American Educator, vol. 34, no. 1, pp. 31-47, 2010. Ministry of Education Uganda, “Early Learning Outcomes Report,” Kampala, Uganda, 2021. Engle, P., et al., “Strategies for Reducing Inequalities in Early Childhood Development,” The Lancet, vol. 389, pp. 1450-1460, 2017. NAEYC, “Developmentally Appropriate Practice in Early Childhood Programs,” Washington, DC, 2021. Pianta, R. et al., “Classroom Assessment Scoring System for Pre-K: Instructional Quality and Child Outcomes,” Early Childhood Research Quarterly, vol. 25, pp. 157-173, 2010. Black, M. et al., “Maternal and Child Nutrition and Child Development,” The Lancet, vol. 382, pp. 424-427, 2013. Kenya Ministry of Education, “Impact of Integrated Nutrition and Early Learning Programs,” Nairobi, 2020. Britto, P. et al., “Nurturing Care Framework for Early Childhood Development,” The Lancet, vol. 389, pp. 91-102, 2017. National Institute of Child Health and Human Development, “Transitions to School: Preparing Young Children,” 2019. Yoshikawa, H., et al., “Investing in the Early Years: The Evidence Base,” Society for Research in Child Development, 2013. UNICEF, “Education Systems Strengthening through Early Childhood Development,” 2021.

Global health addresses prevalent global health vulnerabilities that transcend national borders. Global health is a multidimensional issue, which elicits an interdisciplinary, multi-agency and multidimensional response. Various organizations and actors are in search of theoretical frameworks, and practice methodologies to allow them meet global health needs. The need for health workers to critically engage and solve health inequities within social, economic, cultural, and political contexts internationally is essential to bring change in the lives of those impacted by global health inequities. Bodmando is well positioned to address these needs through international health research  practice and the dissemination of professional global standards to advocate for just policies, practices and to promote equity and inclusiveness of all social groups. Education is noted to be a social determinant of health and advancement in the quality of education is key to social economic development. Our consultants lead multiple on-site engagements in all education segments: Early Childhood Education, Primary, Secondary and Higher Education. We combine primary research with advanced analytics and strategy consulting to assist clients achieve growth opportunities and the intended education outcomes including the developing countries. We work with education institutions, governments, investors and vocational training providers and carry out original research to better understand the toughest challenges, and build new capabilities that ensure that the target educational outcomes are realized.