ECD Baseline Assessment of ELM Programming in Rwanda

Rwanda | 2016 | Save the Children

This dataset includes data from 675 children and caregivers in Burera and Gicumbi districts in Rwanda. This data was collected in 2016 as a part of a baseline assessment of an implementation of Save the Children's Early Literacy & Math program. The average age of children was 4.3.

Explore the Data: IDELA Domains and Equity

IDELA Domains and Equity

Average learning and development scores in IDELA domains

On average, children scored 24% correct on the IDELA assessment.

Distribution of Total IDELA scores

Scores were fairly low, with the most common category 21-30% correct. Around 14% of the children scored less than 10% in the total IDELA score.

Distribution of children’s ages

Most children in the sample were 4 or 5 years old.

Average IDELA scores by child’s age

There was a significant relationship between IDELA scores and age. On average, one additional year of age was associated with an additional five percentage points correct in overall IDELA score.

Distribution of children’s gender

48% of children in the sample were female. There were no differences in IDELA scores by gender.

Home Learning Activities

Caregivers are asked about the types of learning activities they engaged in with their children in the past week. For example, caregivers are asked questions about whether they read stories to their child, taught letters or numbers, and/or sang songs with their child. Home learning activities provide stimulation which can help children reach their full developmental potential.

How many types of learning activities did caregivers engage in with children in the last week?

The majority of caregivers reported engaging in more than four types of learning activities with their children.

Do children who engage in more types of learning activities have stronger early learning and development?

Home learning activities were significantly associated with total IDELA score. An additional learning activity was associated with a 0.7 percentage point increase in Total IDELA score.

Learning Materials in the Home

Caregivers are asked about the types of reading materials and toys they have in the home. For example, caregivers are asked if they have storybooks, puzzles, and/or toys that children can practice counting with. Toys and reading material provide a stimulating environment for children to explore, which can help boost early learning and development.

How many types of reading materials and toys do children have at home?

While 57% of the caregivers reported having less than three learning materials at home, 42% reported having more than four reading materials and toys.

Do children with more types of learning materials have stronger early learning?

The number of home learning materials was significantly related to Total IDELA score. An increase of 1.4 percentage points is associated with an additional learning material.


Caregivers are asked about the types of possessions that they own. The exact types of possessions asked about is contextual. For example, caregivers may be asked if they have a mobile phone, a bicycle, and/or electricity in the home. While not directly impacting early learning and development, children from wealthier families often have more opportunities.

How many types of possessions do families own?

On average, 48% of caregivers reported owning at least four types of common household possessions, and 48% owned one to three possessions.

Do children from wealthier families have stronger early learning and developmental outcomes?

The number of possessions was significantly associated with Total IDELA score. An additional possession was associated with a 0.7 percentage point increase in overall IDELA score.