Yesterday, the Evidence-Based Summit on Learning Through Play (LTP) was held at Four Points by Sheraton, bringing together key stakeholders from the Ministry of Education and Sports, development partners, and education experts. The summit focused on strategies to enhance teacher professional development through play-based learning and how to scale these interventions effectively within Uganda’s education system.

Learning Through Play is a proven educational approach that capitalizes on a child’s natural inclination to explore, interact, and engage with their environment. Studies indicate that children who learn through play demonstrate a 25% increase in social-emotional skills, a 20% improvement in cognitive flexibility, and are four times more likely to demonstrate creativity compared to those in traditional rote-learning settings. A 2022 formative research study conducted in East African refugee and host country schools highlighted the effectiveness of guided play games, storytelling, and structured play in improving learning outcomes. The research further emphasized that play-based learning leads to a 33% improvement in literacy and numeracy skills compared to passive learning approaches.

During the summit, discussions revolved around shifting from a teacher-centered approach to a learner-centered approach by embedding LTP in daily classroom activities. Practical demonstrations showcased different learning zones: the Red Zone, where passive, traditional learning dominates; the Yellow Zone, where some elements of active learning are present but not fully inclusive; and the Green Zone, where LTP is fully integrated, ensuring all children actively participate and engage with learning objectives. Participants engaged in an activity where they analyzed video clips of different teaching methods and classified them into these zones, further reinforcing the importance of LTP.

One of the major themes of the summit was the scalability of LTP in teacher professional development. Evidence from ongoing partner initiatives showed that play-based approaches lead to higher student engagement, foster independent learning, and boost teacher confidence in adopting innovative techniques. Successful strategies identified for scaling up LTP included using model schools in different regions to allow teachers to observe and learn best practices, leveraging WhatsApp groups for peer support and knowledge-sharing, and exploring radio-based programs to provide structured play-based lessons to educators nationwide. Additionally, participants emphasized the need for technological support, such as providing teachers with data bundles for research and using digital projection methods to demonstrate play-based techniques in classrooms.

Despite the promising evidence, key challenges were highlighted, particularly the lack of buy-in from some schools and teachers due to limited understanding of LTP’s long-term benefits. Leadership gaps at the school level also pose a significant barrier, if head teachers lack knowledge of LTP, sustaining its implementation becomes difficult. To address this, experts recommended embedding LTP within Uganda’s national education framework, ensuring schools recognize it as an essential teaching strategy rather than an optional approach. Stronger government engagement and regular interaction between the Ministry of Education and teachers were also emphasized to provide continuous support.

The government reaffirmed its commitment to working closely with partners to expand Learning Through Play initiatives across the country, ensuring that every child has access to an education that fosters creativity, problem-solving, and social skills. The summit concluded with a call to action to move beyond discussions and put strategies into practice, reinforcing the idea that play is not just a pastime, it is a powerful tool for learning.