Play to Learn: Advancing equitable access to pre-primary education in Djibouti

• In Event: Play-based early childhood Interventions: Transformative pathways to equitable and inclusive ECCE

Proposal

In the Republic of Djibouti, pre-primary education has historically been limited to privileged social classes due to its fee-based nature. However, recent societal demands for access to pre-primary education have led to policy shifts towards more equitable access to high-quality pre-primary. The Ministry of National Education and Vocational Training plans to extend schooling for children aged 4 to 5 for one pre-primary year by 2030, while the Ministry of Women and the Family is developing community pre-primary education structures for children aged 2 to 4. Despite goodwill and efforts, various obstacles, including space limitations, lack of appropriate equipment and curriculum, scarcity of specialized educators, and low community and parental engagement, hinder progress. To address these challenges, the Play to Learn project, funded by USAID and implemented by Cambridge, was initiated in February 2023. This project aims to enhance early childhood education in Djibouti by adapting and reinventing strategies to support the country's goals for pre-primary education. We will present the project's implemented strategies, share valuable lessons learned, and discuss their impact on project evolution. Additionally, we will highlight the persistent challenges that demand further attention and resolution.

Author

• Romain Babagbeto, Mott Macdonald, Inc.