Despite the importance of early childhood education in improving academic achievements in subsequent years and also in social development, it remains out of reach for majority of children in developing countries. This leaves informal education as the main preparation children in rural areas receive before entry into primary schools. This paper focuses on contributions of informal early childhood education to pupils learning in lower primary schools. Data was drawn from a three-year longitudinal study of children who had benefitted from the informal early childhood education provided by a nongovernmental organization (LABE), in Uganda. Findings show that attendance of informal home based learning improves pupils' performance in literacy and numeracy by primary three. Children who attend the informal early childhood education performed better than those who start school direct from home. Informal early childhood education also increases children readiness for schools and helps them cope better with school. The paper recommends adaptation of the LABE model in rural areas with inadequate formal ECCE provisions. In addition, for improved supervision, linking HLC and primary schools is critical.

The need to promote adoption of technology in general and Information and Communication Technologies, computers, and the internet in specific terms has increasingly become of interest. Observation is that while some potential users take on the innovation with much ease, others remain less enthusiastic, and some do not uptake at all. In addition, there are differences noted between male and female users. The reasons influencing the differences are not yet well explained but could be as a result of gender symbolism. The objective of this chapter is to review literature on gender symbolism and cite explanations supporting the influence of GS on differences in uptake.