Gender-responsive education and transformation: early childhood education through play for scale in Mozambique and Rwanda
Research evidence suggests that pre-primary learning using a play-based approach benefits children and helps them to succeed in school. While both Mozambique and Rwanda have set ambitious targets for pre-primary education, enrolments continue to be low. Right To Play’s (RTP) Learning Through Play (LTP) method that is being implemented in primary schools in Ghana, Mozambique and Rwanda shows positive changes in teachers, parents and children. Its implementation at pre-primary level in Ghana also shows promising signs.
This research will gather robust evidence on LTP use in early-childhood education (ECE) settings in Mozambique and Rwanda to assess its benefits and potential as a low-cost and contextually appropriate solution for scale-up. This project will use action research and pre- and post-assessment of the implementation of the LTP in ECE centers. Data will be collected using focus group discussions with teachers, in-depth interviews with school leaders, observations of program activities, surveys administered to parents and/or primary caregivers, and learning assessments of children. It will inform how gender-responsive and play-based learning approaches can be introduced in pre-primary education and how this contributes to shaping gender norms, life skills and learning outcomes.
This project is one of the five projects selected through a Global Partnership for Education Knowledge and Innovation Exchange call for proposals for early learning in East, West and Southern Africa: Generating and mobilizing innovative knowledge for regional education challenges.