African Education Program

The African Education Program unlocks the potential of African youth and adults by building and growing community-led organizations. These organizations lead local transformation through quality education, health, and community development initiatives.

We envision a thriving and prosperous African continent driven by local changemakers transforming their communities.

Ceasar Samwaka is the Academics & Scholarships Advisor for the African Education Program and the Director of Academics & Scholarships for our flagship Learning & Leadership Center in Kafue, Zambia that is named the Amos Youth Centre. He is also one of four Co-Directors that lead the daily operations of the educational resource center.

As an alumni of the program, Ceasar intimately understands the challenges faced by the children and youth in his community. He attended the Center for nine years, receiving scholarships for both high school and university.

Ceasar graduated from The University of Zambia with a degree in Bachelor's Arts with Education, majoring in Mathematics and minoring in Curriculum Studies. He joined the local team first as Academic Coordinator before being promoted to his current position. Ceasar oversees the student membership of over 700 children and youth within the ages of 5 and 25. He also oversees the alumni network, providing resources to students who have since graduated from the Center.

The Team Lead and supporting team members are well-positioned to effectively support the LEAP Project, given other priorities within our organization, because we prioritize learning and adaptation for greater impact. We have a strong team with the bandwidth to adjust to completing the LEAP Project sprint.

The African Education Program’s Learning & Leadership Center, named the Amos Youth Centre (AYC), is led by a co-directorship consisting of three female co-directors, Lumuno Chongo, Co-Founder and Director, Programs, Joy Mweemba, Director, Admin & Operations, Febby Choombe, AYC alumni and University of Zambia graduate, Director, Special Education, along with one male, our Team Lead, Ceasar Samwaka, Director, Academics & Scholarships, also an AYC alumni and University of Zambia graduate. The Co-Directors are well positioned to offer technical support as they all have experience in supervising similar projects. The Director of Programs and Director of Academics & Scholarships work closely with the Young Learners department and are committed to providing guidance during the 12-week project.  This ensures that the project receives the necessary attention and resources despite other competing priorities within the organization.

We are also well positioned for the LEAP Project because we have successfully undertaken similar research initiatives in the past. Specifically, between 2022 and 2023, our team at the Amos Youth Centre secured our inaugural research-to-change grant from USAID Youth Excel. This grant, supported by the USAID Office for Gender Equality and Women’s Empowerment (GenDev), aimed to fund local youth-led and youth-serving organizations in conducting implementation research to enhance menstrual health and hygiene (MHH) management for girls' education in Malawi and Zambia. The primary objective was to improve MHH programming with our Reproductive Health Access Initiative and reduce barriers to educational success for girls. Grantees received support in the form of implementation research tools and technical assistance from Youth Excel, empowering them to steer their own learning and adaptation based on their specific needs. Additionally, throughout the collaboration with Youth Excel, grantees were guided by a locally-based consultant with expertise in MHH and a diverse range of research methodologies. For further details on this project, please refer to: https://www.youthlead.org/resources/youth-excel-learning-products-locally-led-implementation-research-school-based-menstrual-health-and-hygiene-support.

In addition, the Amos Youth Centre, under the Global Fund for Children (GFC) Partnership to Educate All Kids (PEAK) initiative, conducted initial formative research through a case study to evaluate the effectiveness of the play-based learning curriculum currently being implemented at the Learning & Leadership Center.  Their performance has led them to be at the forefront of an 8-member consortium of GFC partnering organizations to better understand monitoring and evaluation practices and create a monitoring and evaluation data system as well as apply for grants together and create a safe space for knowledge sharing.

The Young Learners Program utilizes a play-based teaching approach to enhance children's Literacy, Math, Science and Creative Art skills.

The Amos Youth Centre started the Young Learners Program at the Learning & Leadership Center in Kafue, Zambia as a club seven years ago after seeing a large number of primary school-aged children from the local community come to the Center every morning to color and read or play with puzzles and games. After a thorough assessment of the children, it was discovered that 80-90% of them lacked basic reading, writing and mathematics skills. The local community that Amos Youth Centre serves is a low-income community in a peri-urban setting whose families cannot afford to send their children to private school where they have a chance to receive an excellent education. As a result, their children are sent to one of the three public schools that offer primary school education. These public schools have a very high teacher to student ratio with some classes having up to 60 children taught by one teacher who teaches all six mandatory subjects. Due to this, teachers are forced to complete the syllabus by the end of the school year by using the teacher exposition where the teacher is the only one standing in front talking while the rest of the class is seated and children are only allowed to talk when pointed at. This has greatly affected the academic performance of the children as they cannot get that one-to-one interaction with the teacher to help meet their individual learning needs.

In addition, these public schools are understaffed and have very few or no resources to use in the classroom. Coupled with the fact that they have limited space and furniture to properly accommodate the huge numbers of students attending, schools have resulted in reducing the amount of interaction time with the children from 6 hours a day to 4 hours a day for each class. This has allowed schools to be able to have more classes each day but this has compromised the quality of the education the children are receiving. Hence, the poor language skills as well as low cognitive, literacy, and mathematics skills amongst children in the community.

The Amos Youth Centre has been working on different methods to effectively meet the needs of the children in the community through various teaching methods. We have observed that by understanding the cultural traditions operating in our local community, we can play a vital role in creating teaching methods that support child development.

Play-based learning using Zambian Native Games is the new method of teaching which the Amos Youth Centre has implemented and embraced. In previous years, we have worked hard to move away from teaching methods like teacher exposition where the teacher is the only one standing in front of the class talking while the rest of the class is seated and children are only allowed to talk when pointed at. We observed that such methods did not allow learners to enjoy learning or engage with the teacher or their peers while learning. We are continuously working on building strong relationships between the students and the teacher. 

We have structured the Young Learners Program to help children with Literacy, Math, Science and Creative Art skills by incorporating Zambian Native Games in the children’s daily teachings. One example of a Native Game used to help children improve their mathematical skills is called “Chiyato” where learners are in groups of five, draw a medium-sized circle and place a number of small stones in it. The teacher will then ask the learners to throw one stone in the air, then take out as many stones from the circle as possible and leave out only the numbers to be subtracted outside the circle while catching the stone that was earlier thrown up. As the learners are playing, the teacher will be asking a random question like three minus one (3-1), and the learners will have to remove three stones from the circle and take back one. They soon learn that whatever remains outside will be the answer.

The play-based approach promotes children learning in extracurricular activities in clubs, too. Children learn how to spell, read and write through different games in clubs such as the Spelling Bee Club. Attendance in these activities provides a channel for reinforcing the lessons learned in the classroom, offering learners the opportunity to apply academic skills to real world context and boost their academic performance. 

The Amos Youth Centre, under the Global Fund for Children Partnership to Educate All Kids (PEAK) initiative, conducted formative research through a case study to evaluate the effectiveness of the play-based learning curriculum currently being implemented in the Young Learners Program at the Learning & Leadership Center. For the study, Amos Youth Centre was interested in learning the impact of play-based learning on the cognitive development, social skills and academic performance of the children in the program.

The Young Learners Program provides girls and boys ages 5 to 14 with access to daily sessions including basic Literacy, Math, Science, Creative Arts and team building. Play-based learning and native games are incorporated as much as possible. This is our newest and fastest growing program at the center.

Amos Youth Centre identified the groups of participants for the case study and these groups included a random selection of the learners in the program, parents of the learners in the program and teachers at the Learning & Leadership Center. The parents were selected from different categories including parents of children with visual, hearing, and physical impairments in our Read for Rose Special Education Program. Many parents appreciated having the opportunity to ask their own questions.

The Amos Youth Centre used three data collection methods during this case study. These methods included Observations, Interviews and Surveys/Questionnaires.

The Amos Youth Centre teachers observed the participants/children during the daily morning and afternoon play-based learning sessions at the Learning & Leadership Center. They noted and recorded changes in behaviors, interactions, engagement levels, and any notable patterns displayed by the children during the play-based learning sessions.

The Amos Youth Centre administrators conducted interviews with the teachers, parents, and the children themselves. Qualitative data on perceptions, experiences, and any observed changes in behavior, engagement, motivation and interests displayed by the children both in the classroom and at their homes that might be attributed to play-based learning was collected.

Results of the case study have revealed that the play-based learning approach is very effective and beneficial to the students in the Young Learners Program. For example, at the onset of the program it was observed that most of the learners (80-90%) who were in 4th grade were unable to read or spell their names in English and didn't understand the English phonetics; they were only proficient in Chinyanja, the language taught at their schools. Having only Chinyanja taught at the primary schools until 5th grade, many children fail their exams in 7th grade because they are expected to be proficient in the English language, which is Zambia’s official language. Although Chinyanja is the local language of the central part of the country, children may have other languages as their mother tongue since Zambia has over 70 “local” languages.

Through play-based learning, the teachers at the Learning & Leadership Center introduced a local spelling game at the beginning of each session. Additionally, they scheduled a story time reading session every morning where the teachers read the stories in English and then read the same book in Chinyanja. The same book was used until the children understood the meaning. Teachers used physical objects and activities to support the learners to understand the meaning of the words. The teachers also asked the children to share folk tales and helped the students to write them in English.

From the discussions with the parent group, one parent said that her deaf child, who came to Amos Youth Centre with very little communication skills at the age of three, learned how to read and write her own name and the names of her friends through activities at the center, even though her older siblings had not been able to read and write. After three years in the program, she was able to read, write and communicate in sign language and she finally learned her mother’s name.

One of the teachers shared the story of a blind girl, who came to the center when she was in 5th grade and now is in 9th grade, who learned how to use braille and can read and write through playing games. The mother said that the child now has friends and is playing with others, which did not happen before. The blind student is also now participating in the Paralympic Games at the national level. At home, she teaches her father and brother, who are both blind, to read and write braille and at the center, she teaches braille to her peers living with visual impairments.

The results of the study facilitated the formalization of the Young Learners Program using play-based learning by modifying and improving existing methods and strategies on how to effectively deliver content that better suits and addresses the individual needs of the learners. Formalizing the Young Learners Program using play-based learning not only enhances the quality of education but also sets children on a positive trajectory for lifelong learning.

By the end of the year 2022, the Amos Youth Centre designed and developed a three-year strategic plan that was aimed at completing the Learning & Leadership Center model in readiness for replication at year three. The Amos Youth Centre is currently in its second year of this three-year strategic plan.

The goal for year two of the three-year strategic plan is packaging the Learning & Leadership Center model for replication. This involves tracking, evaluation, modification and adaptations of the programs to maximize their effectiveness and impact to the members of the community that the Learning & Leadership Center serves.

Once the model has been packaged in year three, the Amos Youth Centre will replicate this model at its first outpost to be located in one of the surrounding rural areas of Kafue and the goal for this outpost will be to serve 500 youth.

Therefore, Amos Youth Centre’s need to strengthen the evidence base for using play-based learning approaches in teaching basic Literacy, Math, Science and Creative Art skills to children ages 5 to 14 stems from the above-mentioned factor amongst others. Additional factors influencing the need to strengthen the evidence base are as follows:

1. While play-based learning is gaining recognition as an effective educational approach, there is skepticism among stakeholders regarding its alignment with curriculum standards and learning objectives. Evidence demonstrating the positive outcomes of play-based approaches can help garner buy-in and support from parents, community leaders, school administrators and other stakeholders who may have concerns about the academic rigor and effectiveness of play-based learning compared to more traditional instructional methods. 

2. There is a growing body of research indicating that play-based learning enhances children's engagement, motivation, and retention of academic concepts. Play-based learning is thought to align well with the developmental needs of young children, allowing them to explore and understand abstract concepts in a concrete, hands-on manner. While there is anecdotal evidence supporting the long-term benefits of play-based learning, such as fostering creativity, critical thinking, and socio-emotional skills, there is a need for more rigorous longitudinal studies to assess the sustained impact on academic achievement and overall development. Strengthening the evidence base can help demonstrate how play-based approaches can foster holistic development.

3. Play-based learning has the potential to address disparities in educational outcomes by providing a more inclusive and accessible learning environment. However, it's essential to ensure that the evidence base accounts for diverse populations and contexts to promote equity and inclusivity in education.

By strengthening the evidence base for using play-based learning approaches in teaching Literacy, Math, Science and Creative Art skills to children aged 5 to 14, the Amos Youth Centre can enhance the credibility, effectiveness, and adoption of this innovative educational approach at the Learning & Leadership Center as well as its replication for use at the rural outposts. This can ultimately lead to improved learning outcomes, increased engagement, and better preparation of children for academic success and lifelong learning in the communities of Kafue.

1. What specific play-based learning activities are most effective in fostering Literacy, Math, Science and Creative Art skills in children aged 5 to 14?

2. How does the implementation of play-based learning approaches impact children's motivation, engagement, and attitudes at home and also towards Literacy, Math, Science and Creative Art skills?

3. What are the long-term academic and socio-emotional outcomes of children who receive instruction through play-based learning approaches compared to traditional instructional methods?

The African Education Program’s desired outputs of the 12-week LEAP Project sprint focuses on the use of play-based learning approaches in teaching basic Literacy, Math, Science and Creative Art skills to children in the Young Learners Program at the Amos Youth Centre Learning & Leadership Center are as follows:

1. Recommendation on either formative or summative study designs to employ that will produce comprehensive reports summarizing the findings, methodologies, and implications of the LEAP Project's investigations into the effectiveness of play-based learning approaches. This study will provide a detailed analysis of the impact of play-based methods on children's Literacy, Math, Science and Creative Art skills, as well as their socio-emotional development. Through the LEAP Project, Amos Youth Centre teachers will be able to find out what games/activities the children play/do at their homes which will allow them to select culturally appropriate but educational games that will deliver the required content. Amos Youth Centre teachers also hope to use the LEAP Project research findings to help them learn how play-based learning can be used to help the children (including those with disabilities) deal with their mental health.

2. A research-informed implementation roadmap that outlines best practices for integrating play-based learning approaches into Literacy, Math, Science and Creative Art instruction for children. These practical guidelines, recommendations and strategies will offer actionable strategies, activity ideas, as well as monitoring and evaluation tools (assessment techniques) for the Amos Youth Centre teachers to implement in their classrooms.

3. Development of curriculum resources and lesson plans that incorporate play-based learning activities aligned with Literacy, Math, Science and Creative Art standards and objectives. These resources will provide Amos Youth Centre teachers with ready-to-use materials and ideas for designing engaging effective play-based lessons tailored to the needs of young learners in the program.

4. Participation in engagement events such as conferences, seminars, or community forums, to share the experiences of using the play-based approach of learning with a broader audience and receive feedback. These events will facilitate knowledge exchange, networking, and collaboration among Amos Youth Centre staff and teachers and other stakeholders interested in promoting play-based learning.

By producing these desired outputs, the LEAP Project will contribute to the advancement of play-based learning approaches at the Learning & Leadership Center, empowering the Amos Youth Centre teachers with evidence-based resources and strategies, and ultimately improve learning outcomes and experiences for children in the program.

The African Education Program will put these outputs into action by implementing recommendations from the LEAP Project at the Amos Youth Centre and conducting research based on the recommended study design. This will ensure the methodological rigor, validity, reliability, comparability, replicability, ethical integrity, and utility of research findings. By adhering to the established methodologies and best practices of the recommended study design, the Learning & Leadership Center will generate high-quality evidence that informs theory, practice, and policy, ultimately contributing to the advancement of the implementation of the play-based learning approach.

After conducting a thorough review of the research findings from the recommended study design, the Amos Youth Centre intends to develop a detailed implementation roadmap that outlines the specific steps, milestones, timelines, responsibilities, and resources required for each initiative, using visual tools such as timelines, or project management software, to map out the roadmap clearly. Setting clear and measurable objectives for the implementation roadmap will ensure that these objectives are aligned with the organization's overall mission, vision, and strategic priorities.

Further, necessary resources such as funding, staff, technology, and other support will be allocated to support the implementation of the roadmap. This will ensure that resources are allocated effectively to support the prioritized initiatives.

The Amos Youth Centre will establish mechanisms for monitoring and tracking progress against the implementation roadmap, continuously monitoring the implementation of recommendations and evaluating their effectiveness. This will involve tracking key performance indicators (KPIs), milestones, and metrics and gathering feedback to assess whether the desired outcomes are being achieved. Based on the evaluation, Amos Youth Centre will iterate on the recommendations and strategies as needed. Continuous improvement ensures that the Learning & Leadership Center remains responsive to changing circumstances and continuously optimizes its implementation of play-based learning.

The research findings will serve as the cornerstone for effective development of curriculum resources as it will provide evidence-based insights into best practices, learning theories, and instructional strategies. Research-based curriculum resources promote innovation and continuous improvement, allowing the teachers to adapt to changing educational trends and emerging technologies.

The comprehensive review of the research findings will kick start the process of creating curriculum resources which begins with identifying key insights, trends, and evidence-based strategies related to play-based learning. Amos Youth Centre teachers will then use this information to develop/select curriculum resources such as textbooks, worksheets, multimedia presentations, and online modules that reflect current best practices and address the diverse needs of the children.

Furthermore, by integrating evidence-based insights when developing lesson plans, these teachers will be able to incorporate strategies for differentiation and accessibility to accommodate diverse learning styles, abilities, and cultural backgrounds. This will ultimately enhance student engagement, motivation, and achievement

Finally, the Amos Youth Centre plans to communicate the implementation roadmap as well as the research findings and results clearly and consistently to all stakeholders including its peer organizations. Stakeholders will be engaged throughout the process, providing updates, soliciting input, and addressing concerns to maintain support and momentum.

The long-term goals after the LEAP Project sprint for the African Education Program’s Amos Youth Centre Learning & Leadership Center are:

The Amos Youth Centre aims to build upon its expertise in educational research and program development, particularly in the area of play-based learning. Through the LEAP Project sprint, the Learning & Leadership Center seeks to deepen its understanding of effective instructional strategies, assessment methods, and professional development approaches related to play-based learning.

The Amos Youth Centre intends to forge stronger partnerships with stakeholders in the education community, including schools, educational institutions, government agencies, and non-profit organizations. Collaborating with these partners after the LEAP Project sprint can facilitate knowledge sharing, resource mobilization, and collective action to promote the use of play-based learning approaches.

The Amos Youth Centre seeks to achieve sustainable impact by institutionalizing the findings and recommendations of the project within its ongoing programs and initiatives. By integrating play-based learning principles into its organizational culture and practices, the Learning & Leadership Center aims to continue advancing the Young Learners Program and improving learning outcomes for children.

The long-term goals after the LEAP Project sprint for the use of play-based learning approaches with the Young Learners Program are:

• Improve educational outcomes for children at the Learning & Leadership Center by promoting the use of play-based learning approaches. By providing teachers with evidence-based strategies and resources, the play-based learning approaches will enhance children's academic achievement, critical thinking skills, and socio-emotional development.
• Increase adoption and acceptance of play-based learning approaches among the different stakeholders. By demonstrating the effectiveness and feasibility of these approaches through research and practice, this will help overcome barriers and misconceptions and foster a culture of innovation and experimentation in teaching and learning.
• Promote equity and inclusion in education by ensuring that play-based learning approaches are accessible and beneficial to all children, regardless of their background or abilities. By addressing the diverse needs and interests of learners, the project seeks to create more inclusive and supportive learning environments where every child can thrive.
• Support the professional development of the Amos Youth Centre’s teachers by providing them with the knowledge, skills, and resources needed to effectively implement play-based learning approaches. By offering training workshops, coaching sessions, and online resources, the Amos Youth Centre’s teachers will be empowered to transform their teaching practices and meet the diverse needs of their students.