PlayMatters Tanzania Implementation Research Findings

• In Event: Improving Quality Implementation of Learning through Play Across East African Refugee Contexts: Implementation Research Findings from PlayMatters

Proposal

Global evidence reveals that teachers are a critical factor for student learning outcomes. However, teachers are often undertrained and under-supported, especially in crisis areas like in refugee contexts. Moreover, teachers face few opportunities for professional development, few teaching and learning materials, and, in cases where the host country’s policy stance on refugees is one of repatriation, limited access to national institutions and resources.

To support the holistic learning and well-being of refugee and host community children, PlayMatters Tanzania takes a whole school approach in refugee and host community schools in the Kasulu and Kibondo districts to strengthen their knowledge and capacity to integrate active teaching and learning methods through play into their daily practice. The project utilizes face-to-face in-service training opportunities and school-based continuous professional development structures to support teachers and their educational leaders (headteachers and supervisors). PlayMatters co-developed training content with the Tanzania Institute of Education and the Agency for the Development of Educational Management, two agencies in charge of teacher and school leadership training content, respectively. A cascade model of professional development was used for its implementation whereby Master Trainers trained Lead Trainers who then trained Trainers of Teachers who then trained teachers.


This implementation research study was conducted in six Congolese primary schools participating in the PlayMatters intervention located in the Nyarugusu refugee camp in the Kigoma region of Tanzania. Nyarugusu Refugee Camp is home to both Congolese and Burundian refugees, however, this study draws data from Congolese refugee teachers who teach Congolese children the curriculum of their country of origin, the Democratic Republic of the Congo, in French, the Congolese medium of instruction. Teachers come from a range of backgrounds and have been hired and managed through UNHCR and its partner, the International Rescue Committee. This sequential mixed-methods study began in September 2023 and concluded in June 2024, including observations and interviews during the face-to-face training cascade, classroom observations at multiple time points during the academic year, focus group discussions with students and teachers, and surveys with teachers themselves.


This study investigates participants’ experiences with the PlayMatters trainings, including their expectations, perceived value gained, and engagement. Findings from the training model are triangulated with quantitative data, particularly a survey on knowledge gained, changes in participants’ perceptions of Learning through Play (LtP), and classroom instructional practices. Findings reveal that the trainings enhanced teachers’ and education supervisors’ knowledge, perceptions, and capacity for LtP. These were critical factors that facilitated the integration of LtP teaching methods into teachers’ classroom practices. Additionally, this study elucidates the factors contributing to this uptake of new teaching approaches through continuous professional development opportunities. We conclude that there is a high chance for the uptake of LtP as the community and system support it. Challenges such as overcrowded classrooms impacted teachers’ efforts to integrate LtP. This study offers recommendations for strengthening teachers’ uptake of LtP in their classrooms through mechanisms like teacher learning circles and engaging parents and community members for the sustainability of LtP.

Authors

• Pambas Basil Tandika, The University of Dodoma

• JULIANA DYEGURA, IRC -TANZANIA