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Innovation: Cluster Learning Model

A cost-effective, replicable solution that ensures access to Early Childhood Education for thousands of 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

HOW IT BEGAN

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

Lessons were arranged in small groups - in homes, compounds and shady 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. We took buildings out of the equation, and began to scale.

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 to ensure provision is inclusive, 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 Assessment for Play-based Early Childhood Education . 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 play-based 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 and 'Parent Champions'. 

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

"
As a Parent Champion, I will always encourage others and advocate for all parents to take part in the cluster learning journey. I will keep holding this programme with both hands. Together, we can create the brightest future for our beloved children.
"

Parent Champion Furaha Zabayo

THE IMPACT

86% of children meeting development goals
10% increase in primary enrolment
2,500 parents saving for their children’s early education

  • 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. 

  • We expanded our reach to five more zones of the camp in 2026, where children demonstrated a jump in independence within just five months, moving into top-tier development ratings. Beyond academic progress, children are showing greater motivation, improved behaviour, better social skills, and increased confidence in seeking support.

  • 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 and increasing access to early years education.

  • By 2024, 81% of children met their standardised development goals within the challenging refugee context, representing a 16% overall increase since 2023. Results have been so good that we caught the attention of the Ugandan government, which invited us to shape the new national Early Years framework.  

  • 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. 

  • The Assessment for Play-based Early Childhood Education co-created by Children on the Edge, Learn to Play Botswana and the University of Chichester is designed to help early years programmes see what’s going well, what could be improved, and how to make learning through play even better for every child.

  • The community’s commitment to lasting quality is proven by their willingness to build shelters, create learning materials and fund education; with families at one point able to cover an average of 38% of teacher salaries.

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

Solomon Mutumba

Chief Operating Officer - Children on the Edge Africa

Solomon oversees the implementation of the Cluster Learning project in Kyaka II Refugee Settlement, working closely with partners and communities to expand access to quality early childhood education. He has also supported Children on the Edge Africa teams in Napak and Jinja, contributing to a range of education, livelihood and child protection initiatives.

Solomon holds a Master of Statistics and a PGD in Monitoring and Evaluation.

Connect with me on LinkedIn
Email: solomon@coteafrica.org

Winfred (Winnie) Biira

Chief Executive Officer - Children on the Edge Africa

Winnie leads the development and execution of the long term strategy of Children on the Edge Africa (COTEA). She leads a team of 52 staff, 260 members in our community structures and 217 community teachers.

Winnie represented us in the fight against child sacrifice by supporting a private members bill on the Prevention and Prohibition of Human Sacrifice in Uganda - now an act of Parliament.

She has an MBA in Business Administration and Management from Uganda Martyrs University, a BA in Business Administration majoring in Finance, a Diploma in accountancy and certificate in Child Protection from Makerere University, Uganda.

Email: winnie@coteafrica.org

Debra Laxton

Early Childhood Education Consultant

Debra has spent the whole of her career, spanning over thirty years, involved in the care and education of young children. She works at the University of Chichester as Early Childhood Lead & Senior Lecturer, and with Children on the Edge as a Early Childhood Education Consultant.

Debra is passionate about the importance of reflective practice and supporting trainees to develop the knowledge, skills and experience to develop practice and improve the experiences and outcomes for children in their care. She takes a keen interest in areas of attachment theory and engaging all parents and carers.

Connect with me on LinkedIn

YOU MIGHT LIKE

How Congolese refugee communities have - quite literally - ripped up the rulebook on early years learning

Three years since her first visit to Kyaka II refugee settlement in Uganda Early years education specialist Judith Gallimore reflects on the cluster learning journey and how the programme in Uganda has changed over the past three years.

Free Play: Building Resilience and Inspiring Learning in Uganda

Last month I went to catch up with our colleagues in Kyaka II Refugee Settlement, Uganda. It was an absolute privilege to be with the team again, to see how our Cluster Learning Programme is going and, more specifically, how they’re getting on with the Play-Based Programme Assessment Toolbox (PPAT) we’ve all co-created.

Assessment for Play-based Early Childhood Development

The Assessment for Play-based Early Childhood Development, co-created by Children on the Edge, Learn to Play Botswana and the University of Chichester, is designed to help early years programmes see what’s going well, what could be improved, and how to make learning through play even better for every child.

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