Inclusive, locally driven community engagement for sustaining play-based learning and peacebuilding in divided contexts. Evidence from Uganda, Ethiopia and Tanzania

• In Event: Reimagining Education in Complex Contexts: Curriculum, Community, and Teacher Capacity

Proposal

In a world increasingly defined by conflict, displacement and division, education remains one of the most powerful tools for fostering peace and rebuilding fractured societies. However, in fragile contexts, externally driven interventions often weaken once donor support ends, raising concerns about sustainability. This paper argues that inclusive, locally driven community engagement is essential for sustaining community involvement in Learning through Play (LtP) activities and for promoting peace in conflict-affected settings. Evidence is drawn from PlayMatters, a six-year initiative implemented in Ethiopia, Tanzania, and Uganda by the International Rescue Committee, Plan International, and War Child Holland in partnership with the LEGO Foundation. Understanding that sustainability depends on community ownership, the program conducted a multi-country study to investigate why some schools continued LtP activities after direct support ceased, while others experienced a decline.

The study employed a comparative design, selecting 24 pre-primary and primary schools across the three countries, categorizing the schools into two groups: those that were able to sustain community engagement activities and those that did not. Key informant interviews with headteachers, school governance structure (School/Center Management Committees and Parent-Teacher-Student Associations), focus group discussions with teachers and parents, and a review of school records were conducted, with thematic content analysis guiding interpretation.

The findings revealed that schools that sustained community engagement activities shared three key characteristics: strong leadership, functional governance structures, and parental recognition of the value of LtP for children’s learning and well-being. Parents in these schools observed improvements in children’s cooperation, attendance, and enthusiasm for learning, which reinforced their involvement. Low-cost practices such as parent-led home visits, learner invitations to parents to PTA meetings, and public recognition of parent champions proved particularly effective in promoting ownership and continuity. In contrast, schools with weaker governance structures and limited leadership commitment struggled to mobilize communities once external support ended.

The study also discovered that play-based learning created unique opportunities for peacebuilding. In refugee-host schools, joint LtP activities brought together families from different ethnic, linguistic, and social backgrounds. Parents expressed pride in seeing children learn and play together, while school while governance structures noted these inclusive practices extending into homes and communities. Play thus became a neutral, joyful space that encouraged cooperation, empathy, and trust. Resource-intensive activities, such as play festivals, were valued but found expensive and unsustainable, highlighting the importance of aligning interventions with community capacities and cultural norms. Schools hosting only refugees often depended on external support and incentives due to prolonged aid reliance and limited income opportunities, while host community schools demonstrated greater innovation in mobilizing resources, highlighting the importance of context-specific strategies that respond to distinct challenges and opportunities.

Overall, the study confirms that LtP interventions in fragile contexts must be designed to prioritize relational and low-cost community engagement strategies. Schools should be viewed not only as educational institutions but also as spaces for peacebuilding and social cohesion. This presentation will share findings that support the notion that prioritizing locally driven approaches to community engagement in LtP can help interventions transcend dependency on donor funding, ultimately promoting lasting cooperation and unity.

Authors

• Joseph Opondo, Plan International Denmark

• Esther Nanyiri, Plan International

• Rekik Beyene Getahun

• Ronald Kazibwe, Plan International Uganda