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Innovation: Cluster Learning Model

We support local communities to provide Early Childhood Education for over 5,000 young Congolese refugee children in Uganda. 

"
The quality of these learners is different. They are very active and interested in learning compared to previous years. The Cluster Learning Approach coupled with teacher training is a ‘game changer’.
"

Local Primary Headteacher, Kyaka II Refugee Settlement

The Cluster Learning Programme is a cost-effective, replicable, scalable solution that ensures access to Early Childhood Education for thousands of Congolese refugee children in the Kyaka II refugee settlement.

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HOW IT BEGAN

When Covid lockdown was announced in Uganda, and our Early Childhood Development Centres were closed, we pivoted our approach using ‘Cluster Learning’ to ensure children in Kyaka II refugee camp could continue their education.

Lessons were arranged in small groups, wherever the children were, in homes, compounds and shady communal spots under trees. We soon realised this approach could be used beyond lockdown to meet the needs of thousands of young children who cannot access early years learning. So, we took buildings out of the equation, and began to replicate and scale the programme.

Over the years it has developed into a model that transforms perceptions of early education and play, encouraging self-sufficient communities capable of sustaining learning provision for the long term.

HOW IT WORKS: FIVE CLUSTER COMPONENTS

1. TRUE COMMUNITY OWNERSHIP

Cluster Learning is led, owned and managed by parents and community members, ensuring long-term sustainability long after NGOs have moved on. 

Refugees are trained as teachers, trainers, and organisers, collaborating on a culturally relevant curriculum and working with parents to change attitudes toward learning and play.  Local management committees support learning provision, while savings groups invest in resources and build financial resilience.

2. ACCESS FOR ALL 

Sessions are situated close to children’s homes enabling short journeys and easy home visits. Annual surveys identify children with additional needs, and refugee teachers ensure familiarity, contextual understanding and language accessibility. With an informal approach, fees, uniforms and lunch costs are avoided.

In short, the model surmounts barriers of finance, language, culture, ethnicity, disability and location, and increases children’s ability to access primary school when they turn six.

3. PLAY-BASED, CHILD CENTRED LEARNING

The model uses child centred, playful learning methods, developed alongside the refugee community. The curriculum is linked to the Ugandan ECD Framework and teachers are trained to incorporate free play and locally sourced materials. 

Frustrated at the existing international assessment tools, we created a new play-based assessment tool. This gives children the confidence to express themselves and demonstrate where they are at on their learning journey, through play.

4. PARENT ENGAGEMENT

Teachers work closely with parents, raising awareness of the importance of early learning and involving them as much as possible. This gives children the best opportunities, both at cluster learning sessions and at home. 

Termly family fun days bring parents together to engage in play, highlighting its link to learning. With an ‘open door’ policy, parents are encouraged to join cluster sessions, often supporting teachers as volunteers. 

5. UNIQUE TEACHER TRAINING

We train refugee teacher trainers, who provide an intensive course for new teachers covering Early Childhood Education, first aid, and child protection, followed by hands-on practice and feedback. Teachers are paired with experienced mentors for a term, working as teaching assistants and have regular gatherings for feedback, planning and support. 

Local teachers relate naturally with the children, families and local community, helping improve enrolment and attendance, as well as the children's overall learning outcomes. 

"
You can clearly tell the difference between those that attended this early learning and those that didn’t.
"

Ninsiima Evelyne - primary teacher, Kyaka II refugee settlement

THE IMPACT

Through the Cluster Learning Model, by 2024 Congolese communities were  covering over 70% of early learning needs across 5 zones of the refugee settlement, compared to 13% coverage in 2019. 

Winning innovation awards from Theirworld and iF Design, the model has also been recognised by the Ugandan National Education Response Plan for ‘tremendous work’ training early years teachers, decongesting overcrowded learning centres and increasing access to early years education.

For the first time, hundreds of 6 years olds are transitioning from cluster learning to primary school every year. Regular feedback from primary teachers has shown children are engaged, skilled, confident and out performing many older children at their new schools.  

Beyond academic progress, children are showing greater motivation, improved behaviour, better social skills, and increased confidence in seeking support. We are pleased to have been invited to share our learnings with a large array of forums, organisations and practitioners. If you want to find out more, get in touch below. 

GET IN TOUCH

Speak to our Education Specialist, Sarah Ndlovu if you'd like to find out more about this programme, or how your organisation might be able to use our model.

+44 (0) 1243 538530
sarahndlovu@childrenontheedge.org

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Meet the Superteachers

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Breaking the Mould: Redefining Early Years Assessment with Play-Based Tools

Guest blog from Sarah Ndlovu, our International Education Specialist about how we’re breaking the mould, and using play to create an effective early years assessment tool in Uganda.

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