Right To Play and Education

Why Education?

Education is critically important for ensuring the well-being of children and youth, empowers women and girls; lifts people out of poverty; and improves the health of mothers, children, and entire communities.

  

General Assembly in September 2015, officially adopted the Sustainable Development Goals (SDGs) as the new guiding framework for global development. With SDG #4 “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all,”

RTP believe that it can contribute to achieving this goal by working towards improving the teaching and learning process in disadvantaged communities and to benefit the most vulnerable groups and mainly children and youth.

Enhancing Education Quality

Enhancing Education Quality (Ages 2-14)

• Improved academic achievement

• Improved school readiness

• Improved teaching methodologies • Improved attendance

• Positive associations with school

Long term outcomes could be reached through:

Play-Based Learning Methodology

Short term outcomes could be reached through:

Positive Learning Environment

Continuum of Teacher Training

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It is a series of professional development trainings that provide teachers with the knowledge, attitudes and skills to create a child-centered, play-based and positive learning environment for children to grow and develop to their fullest potential and to achieve expected national curriculum outcomes.

| What is Continuum of Teacher training?

# Foundational training1. Welcome and Introductions2. Building Community3. Child Development 4. Right To Play and Play-based Learning5. The experiential learning cycle- Discussion strategy RCA6. Practical Experience7. Observation and Assessment8. Engaging Children9. Core Principles of a Positive Learning Environment10.. Program Goals11. Building Community (Closing)

# Play- based Learning training sessions- 1st year1. Building Community & Community of Practice2. Experiential Learning Refresher3. Play-Based Learning Refresher4. Universal Truths of Learning5. Knowing your Curriculum6. Literacy & Numeracy (play-based learning for subject matter)7. Introduction to Lesson Planning8. Advanced RCA9. Practical Experience on modifying Games and RCA for Subject Matter10. Observation and Assessment11. Working with Large Groups12. Reflective Practice

# Play based learning 2nd year – 1st training

1. Building Community & Community of Practice

2. RCA Refresher

3. Other Teaching Methods: Think-Pair Share

Group Work Role Play

4. Practical Experience - Teaching Methodology and RCA

5. RCA for Teachable Moments/Informal RCA

6. Observation and Assessment

7. Lesson Planning

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| LEARNING OUTCOMES

 By the end of the Continuum of Teacher Training, teachers will:

Have a strengthened understanding of child-centered pedagogy in order to engage the full participation of children in their own learning

Have enhanced their knowledge and skills in the use of play-based learning methodologies to teach life-skills and curriculum

Have increased their capacity and confidence to promote positive learning environments so that children have more positive associations with school

Have strengthened systems of peer support and fostered communities of practice for experience sharing

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Year 1 Year 2 Year 3

Foundational Training

Play-Based Learning Methodology(RCA, Games & Learning Experiences for Curriculum,

Community of Practice, Observation & Assessment, Lesson Planning)

Positive Learning Environment(Child Safeguarding & Positive Discipline,

Gender Equality, Inclusion, Family Engagement)

Partnerships

Gender

Inclusion Child Safeguardin

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Family Engageme

nt

Continuum of Teacher Training I Why?, How? and What?

Why?Enhancing Education Quality

• Improved academic achievement• Improved school readiness• Improved teaching methodologies• Improved attendance• Positive associations with school

How?

Continuum of Teacher Training• Each teacher will receive 30 days of training over a 3 year period on key

concepts linked to child-centred and play-based learning, positive learning environment and positive child and youth development (PCYD)

• Trainings will be planned, lead and assessed in close collaboration between Right To Play and Partner Organisations

• Partnership with Ministry of Education, District Education Authorities, Teacher Training Institutes, Colleges of Education and Civil Society Organisations to ensure contextualisation and local ownership to the continuum

• Partner Organisations will slowly take over the responsibility of both training teachers and conduct regular follow-up and support visits

• In-between trainings teachers will receive monthly followed-up and support visits by both Right To Play and Partner Organisations

• Teachers will build Communities of Practice for the sharing of experiences and peer support

What?

Child-Centred Learning• Play-based learning, experiential learning and active learning through

educational games and activities• Positive learning environment that is child friendly, safe, healthy, creates sense

of belonging and encourages life long learning• Positive child and youth development through regular sport and play activities to

develop children’s social, emotional, cognitive and physical skills.,

Continuum of Teacher Training

The Why, How and What of Continuum of Teacher Training for Enhancing Education Quality

with Partners

Partnership Model

Enhancing Education QualityImproved academic achievement Improved school readiness Improved teaching methodologies Improved attendance Positive

associations with school . . . .

Child-Centred LearningPlay-Based Experiential Active Child Friendly Safe Caring Participatory Engaging Inclusive

Gender Equality. . . . . .

Continuumof Teacher Training

Play-Based Learning Methodology

Positive Learning EnvironmentWith Partners

Continuum of Teacher Training I Partnership Model

Why?

How?

What?

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Partnership with Civil Society:INGO’s, NGO’s, CSO’s, Networks, Associations, Groups, Child Clubs etc.

Individual

SocialStructural

Education Partners Capacity Building

Civil Society Partners

Positive Child and Youth Development

Continuum of Teacher Training I Partnership with Education Sector and Civil Society

How?

Teachers, Children and Youth

Staff from Education Partners train teachers in Positive Child and Youth Development (PCYD) and Play-Based Learning Methodology and conduct regular follow-up and support visits

Enhancing Education QualityImproved academic achievement Improved school readiness Improved teaching methodologies Improved attendance Positive

associations with school . . . .Why?

Child-Centred LearningPlay-Based Experiential Active Child Friendly Safe Caring Participatory Engaging Inclusive

Gender Equality. . . . . .What?

. . .

Staff from Civil Society Partners train teachers in Positive Learning Environment and conduct regular follow-up and support visits

*Example Partner Model when working with both Education Partners and Civil Society Organisations, this is the model where Education Authorities allow for Civil Society Organisation to interact with schools. (Preferred Partnership Model)

Right To Play in close collaboration with Civil Society Partners such as:INGONGOCSOCBO Positive Learning Environment

Child Protection Community Engagement Inclusion Gender Equality

Positive Child and Youth DevelopmentRegular Sport and Play Activities

To teach physical education and life skills (curriculum related?)

To enhance the learning environment

Before, during or after schools hours - 1-2 times per week Play-Based Learning

MethodologyTo teach subject matter - including health (curriculum related - HIV/AIDS, SRH, etc.)

On a daily basis

NetworksAssociationsGroupsChild Clubs

For example:• Positive

Discipline• Child Right

Clubs• Referral System

For example:• Teachers build

Communities of Practice

• Parent - Teacher Association

• School - Home Collaboration

For example:• Abilities First

Right To Play in close collaboration with Education Partners such as:Ministry of EducationDistrict Education AuthoritiesTeacher Training InstitutesColleges of Education

For example:• Child Girl Clubs• Gender-based

discrimination and violence in school

• Sanitary Pads• Latrines