Version 1
: Received: 7 April 2023 / Approved: 10 April 2023 / Online: 10 April 2023 (05:48:21 CEST)
How to cite:
Abbott, P.; Sapsford, R. Health, Child Development and Education in Rwanda: Understanding and Working with Contextual Complexity. Preprints2023, 2023040154. https://doi.org/10.20944/preprints202304.0154.v1
Abbott, P.; Sapsford, R. Health, Child Development and Education in Rwanda: Understanding and Working with Contextual Complexity. Preprints 2023, 2023040154. https://doi.org/10.20944/preprints202304.0154.v1
Abbott, P.; Sapsford, R. Health, Child Development and Education in Rwanda: Understanding and Working with Contextual Complexity. Preprints2023, 2023040154. https://doi.org/10.20944/preprints202304.0154.v1
APA Style
Abbott, P., & Sapsford, R. (2023). Health, Child Development and Education in Rwanda: Understanding and Working with Contextual Complexity. Preprints. https://doi.org/10.20944/preprints202304.0154.v1
Chicago/Turabian Style
Abbott, P. and Roger Sapsford. 2023 "Health, Child Development and Education in Rwanda: Understanding and Working with Contextual Complexity" Preprints. https://doi.org/10.20944/preprints202304.0154.v1
Abstract
Children’s health, development and education cannot be handled separated; they form one process and are profoundly interrelated. This article considers how to ensure children’s physical and mental fitness for school and maintain it once they are there. Rwanda Is a case study of health and development issues which render children unreceptive to education. This is not news to Rwanda’s government, but until recently the donor community was not interested in supporting implementation. The story of Rwanda illustrates the need to think about changes of policy and practice in their context of structures and culture – how they interact and how they are facilitated or constrained by structures and by cultural understandings. To grasp what is going on and for successful implementation of policy, it is necessary to look at situations as a whole and consider human and governmental agency as real influences rather than just consequences of causal mechanisms.
Keywords
School health policy; educational attainment; early child development; stunting; causal models; critical realism
Subject
Social Sciences, Sociology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
