Kampala, Uganda – October 30, 2025
The PlayMatters Consortium brought together over 70 education stakeholders, government representatives, development partners and the PlayMatters teams at the Serena Kigo Resort to celebrate five years of transforming learning through play across the project implementing region. The Evidence Summit showcased research findings, success stories, and policy discussions highlighting the project’s lasting impact in Uganda, Tanzania, and Ethiopia.

A Five-Year Journey of Impact
Opening the summit, Mr. Martin Omukuba, Regional Project Director for PlayMatters, reflected on the consortium’s progress and the evidence gathered over the years. He noted that the initiative has successfully demonstrated how play-based, learner-centred teaching transformed classrooms into spaces of joy, curiosity, confidence, and creativity.

“There is clear evidence that children are learning, and teachers are growing in confidence,” he said. “We’ve seen teachers who once hesitated now lead with passion. Children are more expressive, and classrooms are full of joy and curiosity.”

Partnerships Driving Change
In his remarks, Mr. Elijah Okeyo, Country Director of the International Rescue Committee (IRC) Uganda and chair of the Project Steering Committee, commended the strong collaboration between governments, development partners, and learning institutions that made PlayMatters a success.

He noted that the project’s results demonstrate the value of long-term partnership, innovation, and adaptability in delivering quality learning for all children. “Play-based learning is not just joyful, it is transformative.”

Government Leadership in Action
Representing the Ministry of Education and Sports (MoES), Mr. Andrew Tabura, Assistant Commissioner for Teacher Education Training and Development (TETD), reaffirmed the government’s commitment to integrating Learning Through Play within Uganda’s education system.

He noted that co-creation and close collaboration between MoES and the consortium ensured the project’s alignment with the national curriculum and teacher training programs. “Our joint monitoring visits, the teaching and learning material development, and continuous reviews have been key to sustaining impact.”

In addition, Mr. Ikwap Robert, Assistant Commissioner, Primary Education Division, Department of Basic Education at the Ministry of Education and Sports - Uganda, lauded PlayMatters Consortium for revitalizing the classroom experience.

“We have seen that the Learning Through Play approach works, not only through lessons but in real classrooms,” he said. “It has transformed the learning environment and brought life back to school. Children now love to learn again.” He emphasized the importance of policy reform, digital support, and regional collaboration to sustain the project’s achievements.

Development Partners Reaffirm Commitment
Mr. Adam Sparre Spliid, Deputy Ambassador of the Royal Danish Embassy, commended Uganda’s leadership in inclusive education and the consortium’s work in ensuring access to quality learning for children in refugee and host communities. “Uganda continues to be a global example of solidarity,” he said. “PlayMatters has redefined what quality education in crisis settings can look like. Even in the most challenging environments, learning becomes engaging, inclusive, and transformative.”

Speaking on behalf of the LEGO Foundation, Ms. Mary Winters reiterated the organization’s commitment to supporting play-based learning as a proven pathway to improving foundational literacy, numeracy, and social-emotional skills. She praised the consortium’s evidence-driven approach and encouraged continued investment in teacher development and systems strengthening.

Showcasing Research and Innovation

Throughout the day, participants shared research findings and innovations that highlighted the power of the Whole School Approach, targeting all stakeholders within a child’s learning ecosystem and School-Based Continuous Professional Development (CPD) models that empower teachers to mentor and learn from one another.

Other discussions emphasized the role of virtual communities of practice and peer learning platforms in sustaining professional growth, while sessions on Learning Through Play in Emergencies underlined the importance of adaptability, preparedness, and teacher well-being in crisis settings. Stakeholders agreed that when teachers are confident and supported, they create joyful classrooms where children can thrive regardless of context. The summit reaffirmed the value of engaging the entire education ecosystem, from teachers and school leaders to parents, policymakers, and community members. 



A Shared Commitment to the Future 

The summit included a symbolic signing of a commitment board, where partners pledged to continue promoting play-based learning approaches that are effective, lasting, and scalable. As the curtains drew closer, the Project Director expressed gratitude to all partners, governments, and field teams who contributed to the project’s success. He called on stakeholders to sustain the spirit of partnership and innovation that has defined PlayMatters from the start.



“Children are born to play, to feel happy, and to learn. Let us continue creating that space for them,” he concluded.



In his closing remarks, the Assistant Commissioner, Primary Education Division, Department of Basic Education at the Ministry of Education and Sports - Uganda, commended the PlayMatters Consortium and partners for championing a teaching and learning methodology that has brought “life back to schools.” He encouraged partner countries to continue integrating the Learning Through Play Methodology into their national curricula and teacher development frameworks. “We are speaking the same language,” he said. “What Uganda does well can benefit Tanzania, and what Ethiopia has achieved can inform us all. Collaboration is key to improving foundational learning for every child.”



About PlayMatters - https://www.playmatters.org/en

The PlayMatters project is a five-year initiative launched in 2020, funded by the LEGO Foundation. It is being implemented in Ethiopia, Uganda, and Tanzania, and is led by the International Rescue Committee (IRC) in partnership with Plan International, War Child Holland, Innovations for Poverty Action (IPA), and the Behavioural Insights Team (BIT).