Inclusive child to child learning approach: Scaling up inclusive play based learning for smooth transition from pre-primary to primary school
panel
Credit
GPE/Alexandra Humme

Project Abstract

This project explored how governments and communities in Uganda, Ethiopia, and Malawi can adopt and scale the Child-to-Child learning model—an inclusive, play-based approach that empowers older children to support younger peers in developing school readiness, social-emotional skills, and literacy. The model was implemented in 32 centres across 8 districts, targeting communities with limited access to formal early childhood education. Evidence from the project demonstrated that peer-led play activities improved children's transition from pre-primary to primary school, especially for marginalized groups including children with disabilities. 

Project Details

Completed

Implementing Countries:

Main Theme:

Duration:

22 months

End Date:

Nov 2023

Project Impacts: Policy and Practice

The project led to policy and practice changes across all three countries, with strong evidence uptake by national and district-level education authorities.

Uganda

  • The National Curriculum Development Centre approved the Child-to-Child activity pack and caregiver guide as official curriculum support materials.
  • District officials in Kalaki, Kaliro, Kalungu, and Buikwe integrated the model into local supervision systems and supported infrastructure development, including water purification and transport access for remote centres.
  • A multi-stakeholder partnership enabled the provision of a boat for children in island communities to access play centres.

Malawi

  • The ECD Technical Working Committee endorsed the model, and district-level Area Development Committees supported implementation.
  • NGOs such as CRECCOM and Positive Steps contributed to renovating classrooms and installing play materials.
  • Child-to-Child play spaces were developed with district support, enhancing continuity between early learning centres and primary schools.

Ethiopia

  • Despite security challenges, district officials in East and West Dembiya supported site selection, infrastructure development, and translation of materials into Amharic.
  • Local authorities mobilized communities to construct shelters and toilets for play centres.
  • Policy briefs were submitted to the Amhara Regional Education Office to support future scale-up.

Across all three countries, success was driven by early and sustained collaboration with government stakeholders, including the formation of district-level committees and the integration of safeguarding policies. The project also leveraged community-led livelihood initiatives (e.g., soap-making) to increase male participation and promote sustainability. 

“This initiative helped us see that children can be leaders in their own learning. We now have parents and district officials working together to support inclusive education.”
— District Education Officer, Uganda

Updates and Activities

Research Outputs