From March 3–5, 2026, PlayMatters teams from Uganda, Ethiopia, and South Sudan gathered in Entebbe, Uganda for the PlayMatters 3.0 Inception Workshop, a critical milestone in preparing for the next phase of Learning through Play programming across the region.  

Bringing together regional technical leads, research and learning specialists, country implementation teams, and partner representatives, the workshop focused on aligning priorities, strengthening collaboration, and laying the groundwork for Year 1 implementation ahead of the July 2026 project launch. 

Under the theme “Inception of PlayMatters 3.0,” participants explored how Learning through Play can continue to strengthen foundational learning, teacher practice, inclusion, and systems strengthening across diverse education contexts in East Africa.  

The three-day workshop provided space for collaborative planning, technical adaptation discussions, evidence sharing, and strategic reflection. Sessions explored key focus areas including: 

• country inception planning, 

• technical adaptation pathways, 

• disability inclusion, 

• crisis-modifier

• RMEAL systems, 

• and sustainable scale through national systems integration.  

A key highlight of the workshop was the presentation and discussion of emerging evidence from PlayMatters implementation, including findings from Uganda’s Randomized Control Trial (RCT), cohort cycle assessments, and implementation research activities. These discussions reinforced the importance of grounding Learning through Play approaches in evidence while adapting interventions to local realities and education priorities.  

Participants also engaged in deep-dive discussions on Education in Emergencies (EiE) enhancements and contextual adaptations across the three countries. Country teams worked collaboratively to explore how PlayMatters 3.0 can respond to evolving educational needs through tailored approaches such as Teaching at the Right Level (TaRL), disability inclusion, and crisis-responsive learning support.  

Another major focus of the workshop was sustainability and scale

Discussions emphasized the importance of strengthening partnerships with Ministries of Education, teacher training institutions, district education structures, and national partners to ensure Learning through Play approaches can be integrated into existing systems and sustained beyond direct project implementation. 

The workshop also highlighted the growing role of digital learning and peer collaboration mechanisms, including Communities of Practice (VCoPs), e-learning platforms, and teacher support networks that can help extend professional development opportunities for educators across the region. 

Throughout the workshop, participants reflected on the broader vision of PlayMatters 3.0, not only to reach more learners and teachers, but to strengthen systems that enable children to learn, thrive, and develop through play. 

As country teams finalized Year 1 inception plans and implementation priorities, the workshop reinforced a shared commitment to collaboration, evidence-driven programming, and locally grounded approaches to education transformation. 

PlayMatters 3.0 continues to build on years of regional learning and partnership, working alongside governments, educators, communities, and national partners to advance inclusive, engaging, and resilient learning experiences for children across East Africa.