Effective and Scalable Approaches to Early Childhood Education in Rwanda and Mozambique

Project overview

The Effective and Scalable Approaches to Early Childhood Education (GREAT-ECE) project was a pilot research initiative implemented between 2021 and 2024 in Rwanda and Mozambique. The project was designed to generate evidence on the effectiveness of adapting Gender-Responsive Play-Based Learning (GR-PBL) approaches to Early Childhood Education (ECE). It built upon lessons learned from the GREAT (Gender-Responsive Education and Transformation) programme previously implemented by Right To Play in Ghana, Rwanda, and Mozambique between 2018 and 2023, which had demonstrated positive results in primary education settings. However, limited evidence existed regarding the application of GR-PBL in pre-primary education, creating the need for this study. The project was implemented in two phases. The first phase focused on adapting training materials, teaching approaches, and learning resources to suit the developmental needs of young children in ECE settings. The second phase involved piloting the adapted intervention in selected schools and assessing its impact on classroom practices, child learning outcomes, parental engagement, and school readiness.

Project objective

The main objectives of the project were to strengthen the capacity of teachers, school leaders, parents, caregivers, and other education stakeholders to implement gender-responsive and play-based learning approaches. The project also aimed to generate evidence on the influence of these approaches on children's social-emotional development, school readiness, learning outcomes, and parental engagement. Additionally, it sought to identify practical strategies for scaling and mainstreaming play-based learning within national education systems.

Target Beneficiaries

The target beneficiaries included pre-primary school children, ECE teachers, school leaders, parents, caregivers, and government education stakeholders. Children were expected to benefit from more engaging, inclusive, and developmentally appropriate learning environments. Teachers received specialized training to improve their pedagogical skills, while parents and caregivers were encouraged to become active partners in supporting children's learning at home.

Geographic Scope and Methodology

Geographically, the project was implemented in Ruhango District in Rwanda and Namaacha District in Mozambique. The study covered a total of 19 schools, including 10 schools in Rwanda and 9 schools in Mozambique, reaching approximately 869 children. A mixed-methods research design was employed, including a randomized controlled trial using the International Development and Early Learning Assessment (IDELA), focus group discussions with parents and teachers, classroom observations, and interviews with school leaders.

Key Outcomes

Qualitative evidence suggested improvements in teaching practices and parental engagement. In contrast, Mozambique demonstrated strong and statistically significant improvements in both child learning outcomes and classroom quality, indicating that the intervention had a substantial positive impact.

Key Learnings

Several important lessons emerged from the project. First, effective implementation of play-based learning depends heavily on contextual factors, which may explain the differing results between Rwanda and Mozambique. Second, teacher-to-child ratios significantly influence the ability of teachers to implement quality play-based activities. Third, strong parental engagement is critical for reinforcing children's learning beyond the classroom. Finally, teacher experience and ongoing support from school leadership play a vital role in sustaining innovative teaching approaches. These findings provide valuable insights for policymakers and education practitioners seeking to strengthen Early Childhood Education and contribute to the goals of Rwanda's Education Sector Strategic Plan (ESSP) through evidence-based, child-centered learning approaches.