Mixed methods study supporting the piloting and scaling of a Gender-Responsive Play-Based Learning training package for pre-primary teachers in Rwanda and Mozambique

Abstract

Despite significant investments to increase access to and improve the quality of primary school education, fewer than half of the world's primary-level pupils have gained grade-level literacy and numeracy skills. While the learning crisis is complex, high-quality early childhood education (ECE) can be a critical piece of this puzzle. Integrating the use of gender equitable, gender responsive and play-based pedagogies into ECE curricula can be an important step towards enhancing the quality of ECE and supporting the school readiness of girls and boys, also in low-income contexts. This study explored the effectiveness of a Gender-Responsive Play-Based Learning (GRPBL) training package for ECE teachers Rwanda and Mozambique on classroom environment and child early learning and development. The study was mixed methods and used Focus Group Discussions, in-depth interviews and standardized classroom and child assessments using the globally validated International Development Early Learning Assessment (IDELA) toolkit. The study showed that in Mozambique, the training had positive effects on classroom environment and consequently on child early learning outcomes, with the strongest effect found on emergent literacy. The training did not succeed at improving the same outcomes in Rwanda. Contextual factors such as high student to teacher ratios, lack of teaching experience and limited support by school leaders and parents, likely constrained teachers in Rwanda to make deep changes to their instructional practices while we did see evidence of such changes in Mozambique. A training on GRPBL, can thus have powerful effects on classroom and child outcomes, even in low resource settings. However, effects may vary depending on the implementation context. To support policymakers, local and international implementers in their journey to improve the quality of ECE, more time needs to go into understanding what type of Continuous Professional Development (CPD) aligns with the existing ECE context and systems so that teachers, children and parents can optimally benefit from CPD opportunities.

Keywords

• Early childhood education
• Continuous professional development (CPD)
• Gender
• Sub-Saharan Africa
• Low and middle income countries