Dr. Safina Mutumba from the Ministry of Education and Sports has raised concerns over the lack of adequate teacher training for effectively implementing Learning through Play (LtP) in Uganda’s early childhood education.
Speaking at the Learning Through Play Summit in Kampala, she also highlighted the challenge of limited space in most pre-primary schools, which hampers the execution of play-based learning strategies.
The summit, which brought together over 30 partners, focused on identifying best practices for scaling LtP, addressing key evidence gaps, and disseminating research findings to influence policy.
It also aimed to raise awareness among education stakeholders about the importance of play-based learning in early childhood care and education (ECCE).
Dr. Brighton Barugahare, Commissioner of Policy & Research at the Ministry of Education and Sports, emphasized the role of research and evidence in shaping policy.
“Learning through Play has emerged as a key strategy in ECCE, and this summit provides deeper insights into its effectiveness, challenges, and opportunities for scaling,” he said.
A key point of discussion at the summit was the need for a holistic approach to LtP, involving teachers, parents, and school leadership.
Experts stressed that teachers should integrate LtP methodologies to make learning more engaging and learner-centered.
However, many still lack the necessary training to effectively incorporate play-based strategies into their teaching.
This year, the PlayMatters project led discussions on LtP typology, sharing insights on how best to scale teacher training programs.
Various partners, including UNICEF, IRC, War Child Holland, Luigi Gussani, Red Earth, Izere Education, and VVOB, shared their experiences on training educators and expanding LtP programs.
Stakeholders urged the Ministry to ensure that teacher professional development programs prioritize LtP methodologies.
The Ministry of Education confirmed that Learning through Play has been integrated into the upcoming ECCE policy, marking a step towards institutionalizing play-based learning in Uganda’s education system.