At the heart of this transformation is Hajj Abdul Mahmoud Mutalib, the District Chairperson of Yumbe District Local Government, with years of experience in both classroom teaching and public leadership. Mahmoud has become a passionate advocate for child-centred education, championing the Learning through Play (LtP) approach. LtP is implemented by the PlayMatters consortium of partners led by the International Rescue Committee, in partnership with Plan International and the War Child Alliance, with support from the LEGO Foundation.

What began as a pilot has now grown into a district-wide movement. From cautious scepticism to full-scale adoption, Mahmoud's leadership has been instrumental in reshaping mindsets, inspiring educators, and embedding learning through play into the very fabric of Yumbe's education system.

“This isn't just about education reform, it’s about giving our children a reason to love school again,” he says. “And it’s working.”

As Chairperson of Yumbe District local government, “I have seen many Non-Governmental-led initiatives come and go over the years. But the PlayMatters project, through its Learning through Play (LtP) approach, has stood out as truly different,” he recalls the inception meeting. When the team introduced the concept of Learning through Play, some of my colleagues were sceptical. The approach seemed complex and unfamiliar. Questions were raised: “How could playing improve learning outcomes?” Would this methodology work in our context?” But as a former teacher myself, I had a strong conviction that this could be transformative, and I was right.”

A Visible Shift in Learning and Engagement

Before PlayMatters, many of our schools, especially in remote areas, struggled with low enrolment and poor learner engagement. Learners were reluctant to attend school, and the traditional teaching methods did little to spark their interest. In 2023, PlayMatters supported 20 schools in Yumbe District. In Yumbe District, in the PlayMatters-supported schools, we have witnessed a remarkable increase in learner enrolment and attendance. At the beginning of the year, 2024 (Term I), enrolment in the district stood at 18,747 learners, 8,971 girls and 9,776 boys. By Term III, enrolment had increased to 19,126 learners, with 9,424 girls and 9,702 boys. Today, the story has changed dramatically, reflecting growing community trust and engagement in education.

“Parents now tell me that their children wake up excited for school; they no longer dread it. Learning has become an adventure, not a chore.”

The classroom sessions have become lively, joyful environments filled with movement, creativity, and collaboration. Children are not only learning academic content but also developing confidence, communication skills, and a sense of belonging.

Empowered Teachers, Energized Classrooms

The transformation has extended beyond learners. Our teachers, many of whom were initially hesitant, are now some of the strongest advocates for the LtP approach. With LtP foundational training, refresher training, and continuous support supervision for the CPDs, 12 ECDs and 46 primary schools have embraced the Learning Through Play methodology. What’s most inspiring is their renewed sense of purpose. Teachers are no longer just delivering lessons, they are facilitating discovery. They feel empowered and effective, and that energy flows directly into their classrooms. Morale has soared, and creativity is thriving.

Leadership, Systems, and Sustainability

Mahmoud states that what makes him most proud is that this change is not just happening in a few schools; it is now being embedded into district systems and structures. As a district, we’ve gone beyond passive endorsement. We have institutionalized Learning through Play as a core pedagogical approach in Yumbe. It is now reflected in our education sector plans, budgets, and development priorities. Securing the national council's support was not always easy. We had to engage in robust discussions, present data, share stories from the field, and demonstrate tangible impact. But once the results became clear, increased attendance, developmental gains, and improved teacher satisfaction, we were able to allocate resources for teacher training and materials, and prioritise the creation of vibrant, playful learning spaces across the district. This is proof that when leadership commits, real change happens in the education sector.

A Call to Leaders Across Uganda and Beyond

To fellow leaders, whether in Uganda or elsewhere, “I say this with conviction. Learning through Play is not a luxury; it’s a strategic investment in our children’s future.” This is not about being soft on education; it’s about being smart. It’s about recognizing how children truly learn, play, engage, and thrive. Look at our results in Yumbe: empowered teachers, excited learners, engaged communities, and strong government backing. We continue to collaborate with communities to create an environment where every child has the opportunity to learn, grow, and flourish through the power and joy of play.