Adapting, testing and scaling a proven summer pre-primary education model in Cambodia, Lao PDR and Tanzania

Adapting, testing and scaling
Credit
Robin Baptista

Project Abstract

This project explored how governments in Cambodia, Lao PDR, and Tanzania can adopt and scale an accelerated summer pre-primary education model to improve school readiness for children in underserved communities. The model—known as the Summer Pre-Primary Program (SPP), Eight-Week Pre-Primary Program (8WPP), and Enhanced School Readiness Program (ESRP) in the respective countries—was designed to reach children without access to formal early childhood education (ECE), including girls, children with disabilities, and those in remote areas.

Evidence showed that the model improved school readiness, increased on-time enrollment, and strengthened inclusive teaching practices. The project emphasized gender-responsive pedagogy, parental engagement, and policy integration to support long-term sustainability. 

Project Details

Completed

Implementing Countries:

Main Theme:

Duration:

36 months

End Date:

Dec 2024

Project Impacts: Policy and Practice

The project led to policy and practice changes across all three countries, with strong evidence uptake by ministries of education and national education systems.

Lao PDR

  • The 10-week SPP model was integrated into the Education and Sports Sector Development Plan (2021–2025).
  • The Ministry of Education and Sports allocated $1.4 million USD from the GPE System Transformation Grant to support national scale-up.
  • The model was included in mobile teaching initiatives and endorsed by the Education and Sports Sector Working Group.

Cambodia

  • The Ministry of Education, Youth and Sport institutionalized the 8WPP model through its Technical Working Group.
  • A national manual was developed and endorsed, supporting scale-up and alignment with SDG 4.2.
  • Parental engagement sessions promoted gender-equal caregiving and positive parenting practices.

Tanzania

  • The ESRP model was integrated into national education plans, with the Ministry of Education forming a task force to harmonize accelerated ECE programs.
  • Plan International was appointed to lead the development of national guidelines and manuals for ESRP integration.
  • Community-led satellite schools emerged as sustainable delivery mechanisms for early learning.

Across all three countries, success was driven by early and sustained collaboration with ministries, communities, and technical partners. The project’s inclusive design and strong knowledge mobilization efforts supported policy uptake and long-term impact. 

“This model is not just about preparing children for school—it’s about equity, inclusion, and giving every child a fair start.”
— Dr. Hawa Suleiman, ECE Coordinator, Ministry of Education, Tanzania

Updates and Activities

Research Outputs