Rwanda is seeking ways to improve play-based learning, including making it more inclusive, particularly for children with disabilities, by providing age-appropriate and accessible resources and equipping teachers with the tools and training to implement this approach effectively, according to the Rwanda Basic Education Board (REB). As the world marks the International Day of Play on June 11, Flora Mutezigaju, Deputy Director General at REB, told The New Times that the board is committed to mainstreaming play into all aspects of the learning process, especially in pre-primary and lower primary, to make learning more engaging and enjoyable for all children. ALSO READ: Right To Play launches ECD project to increase pre-primary enrollment by 2029 She explained that play-based learning was introduced alongside the Competence-Based Curriculum (CBC) in 2016. Since then, schools have adopted it in varying degrees, depending on the availability of trained teachers. “We are planning to mainstream learning through play in all teaching and learning materials, train more teachers in play-based approaches, and continue sensitising parents and stakeholders on its importance,” Mutezigaju said. “The children have built important skills like focus, teamwork, and resilience, which lay a strong foundation for their future success and social interaction,” she added. Persistent challenges Despite these gains, Mutezigaju acknowledged that misconceptions remain. Some parents and teachers still view play as amusement rather than a key learning method, overlooking the fact that learning is embedded in play, and that play is a teaching approach, not merely content. ALSO READ: Rwanda set to increase pre-primary enrolment to 65% Another issue is that some teachers lack sufficient methodology or awareness of how to incorporate play into their lessons. Mutezigaju emphasised that play-based learning is not limited to early childhood. “It is a key pedagogical approach in primary and secondary schools as well. It encourages learner-centred, active learning, where students learn better when they are allowed to move, explore, imagine, and solve problems while having fun, unlike traditional methods that focus solely on passive listening.” Regis Mitali, a parent whose child is enrolled at École Primaire de Kavumu in Bugesera District, said the shift to play-based learning has accelerated his child's understanding. “My older children learned through static images. Now, my five-year-old creates tools like microphones and uses play to grasp concepts, like learning addition by counting stones instead of just looking at pictures,” he said. ALSO READ: ECD experts enlisted to assess autistic children “I was amazed when he solved ‘8 ÷ 2’ by relating it to games they had played. That encouraged me to play with him, and now we use those games as learning tools at home.” Marie Rose Ntaganyira, a nursery teacher at École Primaire de Mayange in the same district, said her school adopted play-based learning two years ago. “Before, I had 69 students in my middle nursery class (ages 4–5), and many were disengaged, came late or missed school,” she said. “Now, enrollment has risen to 92. Programmes like play-based learning and school feeding have made a clear difference.” She highlighted the increase while the government’s target to increase pre-primary enrolment from 35 per cent in 2024 to 65 per cent by 2029, under the second National Strategy for Transformation (NST2). Ntaganyira reported improved academic performance. Using a three-tier grading system, the number of pupils scoring between 90–100 per cent rose from around 30 to over 60. Others also showed marked progress across the board, she said. She urged the government to provide more teaching materials. “We lack toys, educational tools, and other resources to fully implement the programme,” she said. Pontien Nizeyimana, Play-Based Learning Coordinator at Voluntary Service Overseas (VSO) Rwanda, the government’s partner in the programme implementation, said the approach is transforming early childhood education. “We’re seeing children enter primary school more confidently and with stronger communication and language skills, thanks to play-based learning,” he said. “Our next step is to work with REB and the Ministry of Education to expand the initiative nationwide. We’re deploying national volunteers with Early Childhood Development qualifications to support teachers in both methodology and material development using local resources.” ALSO READ: Govt, churches join hands to scale up pre-primary education According to Pravda Mfurankunda, a lecturer in Arts, Languages and Communication Studies at the University of Rwanda, play-based learning benefits both young and adult learners by promoting creativity, active engagement, and critical thinking. “For young learners, it supports foundational literacy and numeracy through culturally relevant games and storytelling,” he said. “For adults, especially in community settings, it enhances collaboration and information retention.” He cited research in Rwanda showing that play-based learning improves attendance, motivation, and classroom participation. Programmes such as Learning Through Play, supported by UNICEF and REB, are already demonstrating better learner engagement and outcomes. However, there still challenges, such as limited resources, rigid curricula, large class sizes, and cultural perceptions that dismiss play as unserious often hinder adoption, Mfurankunda noted. “There’s also pressure to meet academic benchmarks that may discourage playful methods,” he said. He called on policymakers to integrate play into national curricula, invest in teacher training, and create flexible, inclusive classroom environments that encourage creativity. At the University of Rwanda’s College of Education, play-based learning is gaining ground. Through partnerships with organisations like Right To Play, the university is training both pre-service and in-service teachers. It also supports Continuing Professional Development (CPD) through national e-learning platforms. Early results point to improved student confidence and engagement. “In my experience, play is a powerful driver of learning and development, said Mfurankunda. It fosters creativity, problem-solving, and social skills. It provides a safe space to experiment, helping students learn from mistakes without fear,” “Through play, children develop cognitive abilities like memory and attention, while also growing emotionally, building empathy and resilience. Overall, it makes learning more engaging, meaningful, and appropriate to their developmental stage,” he said. Free play in schools REB’s Deputy Director General confirmed that beyond formal lessons, pre-primary pupils have two daily sessions for free play, where children engage in unstructured activities to build creativity and problem-solving skills. In primary and secondary schools, two weekly periods are dedicated to physical education and sports. These activities are designed to enhance motor skills, spatial awareness, and teamwork. “Games that involve instructions help students develop strategy, collaboration, and focus,” she said. She noted that while every school is expected to have a playground, not all have adequate facilities. Schools are advised to partner with local communities, using playgrounds in villages or sectors, at least once a week, for example on Wednesdays, so that all students can take part in them. “Play fosters negotiation skills, exploration, collaboration, and emotional development. Parents should engage in various types of play, including structured games and unstructured activities” Mutezigaju said.
