From 21st to 23rd February 2022, VVOB Zambia in collaboration with the Zambian Ministry of Education hosted a three-day regional study visit on Early Childhood Education (ECE) for Uganda, Rwanda and Zambia. Delegates from the participating countries were drawn from the Ministries of Eucation, teacher training institutions and VVOB colleagues from the 3 countries. The activity was aimed at strengthening the understanding of the Learning through Play (LtP) pedagogical approach which is being implemented in Zambia, Uganda and Rwanda, through the ''Improving Teaching Skills in Playful Learning amongst Africa's Youngest'' (IT'S PLAY) Project.
The regional visit was characterized by field visits to ECE centers to observe lessons followed by reflection meetings and workshops in Siavonga and Lusaka respectively. During the visits the participants observed full literacy and numeracy classes and they had an opportunity to interact with teachers to better understand the teaching methods being used. The workshops which were officiated by the Ministry of Education Permanent Secretary in charge of Technical Services, Mr. Joel Kamoko encouraged the participants to share experiences and best practices on the implementation of ECE in the areas of policy, curriculum, standards, pedagogy, teacher professional development and monitoring and evaluation. As a result of the exposure and exchange visit the teams came up with resolutions to further their work on ECE.
Uganda will pilot training of teachers in 8 ECE Teacher Training Centres (both government and private), with the intention of scaling up and moving away from only private-led provision of ECE. Uganda has also committed to integrating Learning through Play in the curriculum. Rwanda participants will recommend the approach of free education provision already in ECE to relevant policy makers. The team will also work towards institutionalizing Learning through Play. Zambian representatives committed to work more closely with private sector and will revist the curriculum to make it more competence based than knowledge-based, as it is now.
