Learn To Play - Ithute Go Tshameka

Vision

To weave play into the fabric of African early learning for every child on the continent.

Mission

Making play-based early childhood education accessible in Africa through playgroups, training and playful parenting programmes.

Values

• Build communities of action by listening, learning and adapting.

• Prioritise learning through play by investing in people, programmes and partnerships that strengthen children’s environments.

• Cultivate mindfulness because happy and healthy humans uplift communities.

• Champion African cultures, staying rooted in Botswana.

• See through a lens of possibility: we’re bold, we’re creative and we’re willing to take risks

As the Chief Opportunities Officer (COO) and Co-Founder, Eashwar plays a crucial role in the organisation's success. He provides strategic leadership, oversees day-to-day operations, and manages partnerships with stakeholders, including government agencies and donors. Eashwar is instrumental in strategic planning, identifying growth opportunities, and fostering a positive work culture within the team. Eashwar's contributions drive Learn To Play's mission forward, ensuring efficient operations, impactful programmes, and sustainable growth in promoting early childhood education in Botswana, and with our partners across the African continent. 

Eashwar Ramesh, along with our team, is uniquely positioned to effectively support the LEAP Project within the context of our organisation’s priorities. Our strategic priority is to scale playgroups in partnership with the government and we are already partnering with the government at a local level, but now looking to amplify this at a national ministry level. Eashwar brings his experience and expertise in scaling initiatives and managing teams, making him an invaluable asset for this endeavour.

Eashwar’s experience as a COO and Co-Founder has equipped him with a deep understanding of operational challenges and the ability to navigate complex projects. He has a proven track record of driving organisational growth while maintaining a focus on quality and impact, which are critical aspects of scaling early learning playgroups effectively.

Moreover, Eashwar has a strong network and relationships with key stakeholders both within and outside the organisation. This network can be leveraged to garner support, establish partnerships, and access resources necessary for the success of the LEAP Project that is focused on scaling with the government. His ability to communicate effectively and build rapport with diverse groups of people will be instrumental in navigating the governmental landscape and fostering collaboration at a grassroots level. 

The supporting team members at Learn To Play bring a diverse set of skills and experiences that complement each other and contribute to the project's success. For instance, our CEO and Co-Founder, Priyanka Handa Ram, brings significant expertise in early childhood education, social impact and leadership. Her insights will ensure that the LEAP Project is informed by evidence-based practices and is continuously evaluated for effectiveness. Our Community Outreach Coordinators, Elizabeth Mtsambiwa and Lame Kealotswe, bring strong backgrounds in community management and logistics. Their attention to detail and organisational skills will be crucial in coordinating the implementation of playgroups across different regions in Botswana. Additionally, our Communications Team will play a vital role in creating awareness about the project, engaging stakeholders, and sharing success stories to garner support and sustain momentum.

Despite other priorities within our organisation, Eashwar and his team with diverse skill sets and strong leadership, are committed to dedicating the necessary time, resources, and expertise to ensure the success of the LEAP Project. They understand the importance of early childhood education and its long-term impact on society, which fuels their passion and dedication to this cause.

Let’s Play Botswana: Scaling early childhood education for universal access with the Government of Botswana and Learn To Play

Botswana faces a glaring lack of access to early childhood education (ECE) for a significant portion of the population, particularly children under the age of five. Despite Botswana's commitment to education,  76% of the 296,000 children under five in the country lack any form of early childhood education opportunities. This deficiency is particularly alarming given that 90% of brain development occurs by the age of five, laying the foundation for a child's future success in education and economic contribution.

Compounding this issue is the socio-economic context in which many of these children are raised. Approximately 81% of them come from single-parent, women-led households, with more than half of these households grappling with poverty. This demographic profile underscores the urgent need to provide accessible and high-quality early childhood education to not only provide key developmental opportunities for children but to allow women to seek economic opportunities.

Furthermore, the lack of early childhood education contributes to dismal educational outcomes later in life. The office of the UN in Botswana reports that only 35% of students pass junior secondary school, with this figure dropping to a mere 13% for senior secondary school. These statistics highlight the critical need to intervene early in children's development to ensure they are equipped with the foundational skills necessary for academic success and future economic participation.

Our approach focuses on establishing playgroups in partnership with local communities and uplifting women to serve as facilitators, known as Maatla Mamas (Strong Mothers). An outline of the model can be found below:

1. Community Partnerships: We collaborate with the local government and village development committees to identify areas with limited early learning opportunities. Through community consultations and engagement with local leaders, we establish playgroups in communities across the country.

2. Maatla Mamas: These playgroups are facilitated by Maatla Mamas, women nominated by their communities and selected by LTP. “Maatla” means strength as these women become true life force energy in their communities. They receive two weeks of training in early childhood education from LTP and are equipped with the knowledge, skills and resources on how to lead the playgroups. They receive a stipend as community volunteers, lifting them above the poverty line and providing them with economic opportunities.

3. Play-Based Learning: The playgroups cater to children aged 2-5 who lack access to formal early childhood education settings. Through stimulating play-based activities, children engage in holistic development, laying a strong foundation for lifelong learning. Learn To Play has designed a play-based curriculum with activities to promote cognitive, social & emotional, gross motor, fine motor, language & literacy and creativity skills necessary for academic success and overall wellbeing.

4. Mindful Play Approach: Central to our approach is the integration of mindfulness practices with playful activities. Children are encouraged to engage in activities such as deep breathing, positive affirmations, gratitude reflections, sensory awareness, and yoga. By fostering mindfulness alongside play, children develop crucial skills such as self-regulation, empathy, and resilience, enhancing their ability to navigate challenges and thrive in their educational journey.

5. Educator Training & Partnerships: Recognizing that collaborative efforts are essential to achieving universal access to quality early learning, LTP’s educator training is broken down into modules available to be delivered as professional development or full training to other educators across the country. 

6. Evidence-Based Approach: Our programs are grounded in evidence, informed by extensive research on early childhood development and education. We continuously engage in community consultation to gain feedback and have developed a play-based program assessment tool which is being validated by the University of Chichester. The tool is used to evaluate the quality of play-based programming through direct child assessments and environmental assessments.

By uplifting Maatla Mamas, integrating mindfulness practices with play-based learning, and fostering partnerships for scalability, we are working towards achieving universal access to early childhood education in Botswana and beyond, laying the groundwork for a brighter future for all children.

Learn To Play (LTP) has used a combination of foundational and formative research to develop and refine its approach to early childhood education (ECE) in Botswana. Our research efforts have contributed to demonstrating the effectiveness of our solution in the following ways:

Foundational Research:

• Literature Reviews and Desktop Research: LTP conducted comprehensive literature reviews and desktop research to gather existing global knowledge on early childhood education, including frameworks such as the nurturing care framework. This foundational research provided insights into best practices and informed the development of our model and curriculum for play-based early learning in Botswana.

Formative Research:

• Stakeholder Engagement and Data Collection: Priyanka, the founder of LTP, leveraged her over 10 years of experience in early learning in Botswana to engage with government officials, community stakeholders, and private practitioners. Through these engagements, initial data and understanding on the needs and challenges of early learning in the country were gathered. This formative research served as the basis for tailoring our programs to the country's needs and cultural context.

• Focus Group Discussions and Feedback: LTP conducted focus group discussions with parents, community stakeholders, and government officials to gather feedback on the successes and challenges of our programs. This iterative process allowed us to refine our approaches and ensure alignment with community needs and expectations.

• Process and Outcome Evaluation Tools: LTP has utilised tools such as the MELQO developed by UNICEF and the World Bank, as well as creating its own process and outcome evaluation tool, to assess the effectiveness of our programs. These tools enable us to measure and track progress, identify areas for improvement, and inform decision-making.

• Learning by Doing and Adaptation: Recognizing the overwhelming evidence globally on the importance of early childhood education and play-based learning, LTP focused on learning by doing and adapting to the local context. This iterative approach allowed us to develop a program that is culturally and contextually relevant, maximising effectiveness and impact.

Before implementing, our findings from research and consultations informed our program in the following ways: 

1. Women as Key Change Agents:

Data and discussions highlighted the lack of economic opportunities for women, particularly as single breadwinners of households. Through consultations with community stakeholders and local government, it became evident that women were committed to the upliftment of their communities and were more likely to stay in their communities compared to men. This informed the creation of the Maatla Mamas model, where women without economic opportunities were trained and empowered to become educators within their communities. This approach not only addressed the economic empowerment of women but also ensured sustainability and community ownership of the solution.

2. Utilization of Local Resources:

The data revealed that access to learning materials was scarce and costly. Consequently, it was essential to train Maatla Mamas to create and utilize materials from their natural environment and recyclable materials. This approach ensured that learning resources were accessible, sustainable, and aligned with the local context, enhancing the effectiveness of our programs.

3. Language and Curriculum Adaptation:

Considering literacy rates and school completion rates across the country, it was evident that the solution could not rely solely on English as a language of training or instruction. Instead, all training was conducted in Setswana, with the curriculum utilising pictures and basic English to explain concepts. 

As we gained experience from implementing our playgroups, LTP had to adapt its delivery models and programming in a number of ways:

4. Integration of Mindful Play Curriculum:

Feedback from child assessments and focus group discussions with caregivers and Maatla Mamas highlighted the need for additional social and emotional support for children. This led to the development and integration of LTP's Mindful play curriculum into all programs, aimed at building resilience, confidence, self-regulation, and happiness among children. This adaptation addressed crucial developmental needs and enhanced the overall effectiveness of our programs.

5. Curriculum Redesign and Parenting Program Development:

Despite the careful consideration taken when developing our curriculum, following implementation and feedback from Maatla Mamas and child development evaluations, the curriculum had to be completely redesigned to make it easier for Mamas to understand. While the concepts, methodology and activities in the lesson plans were largely sound, the curriculum was changed to be much more picture base with more thorough demonstrations of activities. Additionally, during the COVID-19 pandemic, the pivot to home visits revealed a lack of knowledge, resources, and confidence among caregivers on how to engage with their children at home. In response, LTP developed a parenting program aimed at equipping parents with the necessary knowledge, resources, and confidence to support their child's development at home. This adaptation addressed emerging needs and reinforced the importance of caregiver engagement in early childhood development.

Overall, the data-driven insights obtained through research and studies have been instrumental in shaping and refining Learn To Play's approach, ensuring that our programs are contextually relevant, effective, and responsive to the needs of children, caregivers, and communities.

Firstly, while LTP has demonstrated effectiveness in expanding access to quality ECE through our playgroup model, there is a lack of comprehensive data and documentation on the quality and delivery mechanisms of early childhood education for children under five across the country. The existing data collected by the government on early childhood education is primarily in relation to access alone (and is limited to primary school provision in Reception classes i.e. age 5 and above) and is still not complete, hindering efforts to develop standardised approaches and frameworks for early learning. As such, there is a need to gather further information of the early learning landscape, training levels and methods of facilitators and outcomes related to children's development and caregiver engagement.

Secondly, as local governments express interest in partnering with LTP to further improve access and quality of early learning, there is a growing demand for evidence-based strategies and operational models. The Ministry of Local Government and Rural Development, responsible for early childhood development, is seeking to enhance both access and quality of play-based early learning but lacks the expertise on operational models and capacity to develop and execute training programs for facilitators. 

Furthermore, the government will soon be releasing early learning developmental standards which will create the need to improve training and delivery of early learning programs, and along with this, legislation to support and regulate home-based childcare. 

As a result, engaging in a LEAP Project presents an opportunity for LTP to leverage external expertise and resources to address these challenges. A LEAP Project would provide us with the support and guidance needed to put together a strategy that considers the current state of early learning, existing local and global data, potential solutions given the new policies and standards, and a case study of LTP’s model and outcomes to present to the government. By doing so, we hope to engage government and other local partners to achieve the goal of universal access to early learning and create a blueprint for how partnerships between nonprofits and government can do this across the continent.

1. What is current access to early childhood care and education for children aged 0-5 in Botswana?

2. Given the new policies coming into play, what would be the most cost-effective delivery method to scale quality early learning in the country (e.g. playgroups, parenting programmes, home-based childcare, one-room schoolhouses etc.)?

The third research question would be informed by the previous two:

3. How can Learn To Play leverage its existing programmes to provide early learning at scale in partnership with the government of Botswana, and other stakeholders, to achieve universal access to quality early learning in the most cost-effective manner?

The desired outputs required both foundational or formative research for the LEAP Project to be successful, and are geared towards generating evidence-based insights, fostering collaboration, and developing practical strategies that can drive meaningful impact in early childhood education access and quality in Botswana. These outputs serve as the foundation for informed decision-making, effective programme design, and successful implementation during the sprint and beyond.

1. Current Level of Access Assessment: The first desired output would be a comprehensive assessment of the current level of access to early childhood care and education for children aged 0-5 in Botswana. This assessment would include gathering data on the availability of existing programs, geographical coverage, enrollment rates, quality of services, barriers to access (such as financial, geographic, cultural), and demographic considerations (e.g., rural vs. urban areas, vulnerable populations).

2. Policy Analysis and Landscape Review: Another crucial output would involve conducting a thorough analysis of new policies and initiatives related to early childhood education in Botswana. This would include reviewing policy documents, engaging with policymakers and stakeholders to understand the objectives and implications of these policies, and identifying opportunities and challenges in aligning with these policies to scale access to quality early learning.

3. Cost-Effective Delivery Method Identification:  Desired outputs would include evaluating different delivery models such as playgroups, parenting programs, home-based childcare, and one classroom schools. This assessment would consider factors such as scalability, affordability, effectiveness in promoting learning outcomes, community acceptance, sustainability, and alignment with policy priorities.

4. Actionable Recommendations and Roadmap: The final output would be a set of actionable recommendations and a roadmap for implementing cost-effective strategies to achieve universal access to quality early learning. This roadmap would outline specific interventions, timelines, resource requirements, roles and responsibilities of stakeholders, monitoring and evaluation mechanisms, and strategies for sustainability and scalability.

1. Strengthen Partnerships: LTP will leverage its existing networks and collaborative efforts to strengthen partnerships with key stakeholders, including the government of Botswana, relevant ministries, local authorities, and community leaders along with donors. These partnerships will be crucial in co-designing and implementing strategies identified through the research outputs.

2. Utilising Research Outputs: LTP will utilize the research outputs, including the assessment of current access levels, policy analysis, and cost-effective delivery method identification, as foundational pillars for action. The scale strategy developed will serve as a comprehensive roadmap that incorporates findings from LTP's implementation experience, existing evidence, and stakeholder insights.

3. Capacity Building and Training: LTP will conduct targeted trainings with key personnel such as Home Econimics officers, Social & Community Development (S&CD) officers, and other relevant stakeholder as well as existing ECE teachers in government centres and home based childcare providers. These trainings will focus on promoting the agenda of play-based learning while developing a deep understanding of how these approaches can be effectively implemented in low-resource areas. The goal is to standardize and streamline implementation processes, ensuring quality and consistency across different contexts.

4. Pilot Project with Government: LTP will work closely with the government to identify a priority area for conducting a pilot project. This pilot will serve as a practical testing ground to evaluate the effectiveness and feasibility of the proposed model in real-world settings. Key metrics will be monitored and evaluated to assess the success of the pilot, including access levels,  financial models, learning outcomes, parent/community engagement, and sustainability factors.

5. Proposal of Next Steps: Based on the learnings and outcomes from the pilot, LTP will propose next steps and recommendations for scaling up the model. This includes advocating for policy changes or enhancements based on evidence gathered, proposing scalable implementation strategies, resource allocation plans, and strategies for broader community engagement and ownership.

6. Continuous Monitoring and Evaluation: Throughout the implementation process, LTP will prioritise continuous monitoring and evaluation. This includes tracking progress against predefined milestones, gathering feedback from stakeholders, conducting periodic assessments of program effectiveness, and making data-driven adjustments to ensure ongoing success and impact.

The 12-week LEAP Project sprint aims to achieve transformative outcomes for both Learn To Play (LTP) and the solution implemented, contributing to a more inclusive, effective, and sustainable early childhood education landscape in Botswana. These are the desired long-term outcomes:

1. A pathway for universal access to Early Childhood Education in Botswana: The LEAP Project will culminate in the development and validation of a tried and tested model to scale early learning in Botswana so gthat every child can access quality care and education. It will include strategies for partnership development, training of educators, parents and civil servants, and capacity building of low-fee-paying pre-schools, home-based childcare providers and playgroups to ensure widespread adoption and sustainability.

2. Improved Early Learning Outcomes: A primary outcome of the LEAP Project is the significant improvement in early learning outcomes for children aged 0-5. By implementing evidence-based play-based learning approaches, targeted interventions, and quality standards, children will experience enhanced cognitive, social, emotional, and physical development. This improvement in early learning outcomes will translate into greater retention rates and improved pass rates at the primary and secondary school levels, laying a strong foundation for lifelong learning and success.

3. Socio-Economic Wellbeing for Women: This LEAP Project will have a direct impact on the socio-economic wellbeing of women, particularly those in single breadwinner families. Through initiatives like the Maatla Mamas programme, women will receive training, support, and economic opportunities as educators and leaders in early childhood development. This empowerment will lead to increased financial independence, improved livelihoods, and a positive ripple effect on family stability and community resilience.

4. Partnership with Government: A key long-term outcome is the establishment of a robust partnership built on credibility and trust between Learn To Play and the government of Botswana as knowledge and implementing partners in early childhood education. This partnership will ensure that the insights, strategies, and best practices developed during the LEAP Project are integrated into national policies, programmes, and initiatives. It will also facilitate ongoing collaboration, resource mobilization, and capacity building to sustain and scale the impact of early learning interventions across the country.

By achieving these long-term outcomes, the LEAP Project will not only create immediate positive changes in early childhood education access and quality but also lay the groundwork for enduring systemic improvements that benefit children, families, educators, and communities in Botswana for years to come.