The PlayMatters consortium, led by the International Rescue Committee (IRC) in partnership with Plan International and War Child Alliance, convened a Donor Visit Breakfast Meeting at Skyz Hotel in Kampala on 24th October 2025 to reflect on progress, strengthen collaboration, and engage the LEGO Foundation delegation visiting Uganda. The meeting brought together key stakeholders from the Ministry of Education and Sports (MoES) and consortium partners and the Playmatters Steering Committee to discuss achievements, emerging challenges, and the way forward for sustaining the “Learning through Play” (LtP) approach in Uganda’s education sector. 

A United Vision for Learning Through Play

Speaking during the session, Elijah Okeyo, the Country Director - IRC Uganda, representing the PlayMatters Steering Committee, underscored the value of strong governance and collective identity within the consortium. “Our goal from the onset was to ensure that PlayMatters stands as a unified project identity, beyond the implementing partners,” he noted. “Across the districts where we work, communities recognize PlayMatters and associate it with positive change in education quality and child engagement.”

Elijah commended the LEGO Foundation for its continued trust and support, highlighting that nearly all districts’ leadership in the project areas are aware of the PlayMatters Project’s impact. “The results are visible: improved learner performance, teacher enthusiasm, and community ownership of the initiative. In some implementing districts, leaders are already advocating to scale up the approach beyond project scope,” he added. 

Navigating Emerging Humanitarian and Funding Challenges

Setting the broader context, the consortium emphasized the shifting humanitarian landscape that threatens educational gains. They noted the growing challenge of donor fatigue and resource redirection due to global crises. “We are witnessing a humanitarian reset. Several development partners, including Education Cannot Wait (ECW), have deprioritized Uganda, leaving gaps in teacher support and recurrent costs,” Phoebe Kasoga, Country Director - Plan International, said.

Phoebe further cautioned that the winding down of ECW support by December 2025 could see the withdrawal of over 2,000 teachers from refugee-hosting districts. “This will directly affect children’s access to quality learning, especially in settlements where teacher-learner ratios already exceed 1:200,” she added, calling for collaborative efforts from development partners to address the crisis.

Pawerz Anis, Country Director, War Child Alliance, lifted the discussion with optimism, reiterating that the project’s success lies in strong stakeholder ownership. “Despite challenges, the positivity of teachers and learners in the field is inspiring. Even in classrooms of over 100 pupils, the use of the Learning through Play approach is transforming the learning experience,” he said. He also stressed the importance of embedding the LtP approach within local and national systems for long-term sustainability.

Government Commitment to Institutionalizing Learning Through Play

Representing the Teacher Education Training and Development (TETD) - Ministry of Education and Sports, Mr Andrew Tabura reaffirmed the government’s deep appreciation of the PlayMatters Project and its alignment with Uganda’s education strategy. “Our education framework rests on three pillars - access, quality, and effectiveness. PlayMatters directly contributes to all three,” he said.

He highlighted how the program’s training and capacity-building components for teachers have strengthened teachers’ ability to apply active learning methods. “School is not meant to be a place of suffering but a joyful experience. PlayMatters has supported teachers to make learning interactive and enjoyable,” he added. The Ministry also acknowledged the program’s contribution to developing Continuous Professional Development (CPD) materials, governance tools, and research-based decision-making. “We are already integrating the LtP methodology into the national teacher training curriculum through UNITE,” he said, noting that this institutionalization is key to sustaining the gains made. In their remarks, Dr. Safina Mutumba and Constance Alezuyo from MoES emphasized the need for continued dissemination of the Early Childhood Care and Education (ECCE) policy and digital tools to support teachers. “Supporting teachers with digital teaching aids will improve the learner engagement,” they proposed, calling on the LEGO Foundation for continued partnership. 

LEGO Foundation Commends Collaboration and Local Leadership

On behalf of the LEGO Foundation, the visiting delegation - Mary Winters expressed gratitude for Uganda’s leadership and the PlayMatters consortium’s unified approach. “When the project began in 2019, our belief was that every child, even in crisis, deserves the chance to learn through play,” said the LEGO Foundation representative. “Five years later, it’s inspiring to see that belief realized - in classrooms, teachers, and systems across Uganda.” The Foundation acknowledged the consortium’s achievements, the Ministry’s strong partnership, and the need to collectively address the humanitarian and funding challenges ahead. “We are here to listen, learn, and celebrate the meaningful impact made in children’s lives through collaboration,” Mary Winters concluded.  

Charting the Way Forward

The meeting closed with reflections from consortium leaders emphasizing the importance of continued dialogue, feedback, and collective problem-solving. Participants agreed to reconvene after field visits to share observations and explore strategies for sustaining PlayMatters’ gains amid changing funding and humanitarian contexts. 

As Uganda continues to champion play-based learning as a cornerstone of quality education, the PlayMatters consortium’s partnership with the LEGO Foundation and the Ministry of Education stands as a model of effective collaboration, driving systemic learning through play, partnership, and purpose.