LEGO Foundation Play Accelerator Rwanda Endline Report

The goal of this report is to provide comprehensive endline estimates for the Scaling LtP program in Rwanda. These results will serve two purposes: (1) to provide an estimate of variations in program impact between different implementation approaches since baseline and (2) to provide the LEGO Foundation with data-driven recommendations on program design and implementation to inform future activities. The endline study comprises two datasets: longitudinal, quantitative data collected at three timepoints (2021, 2022, and 2023); and qualitative data collected at endline only. While the study design began with a dedicated control group, the program began implementing in these schools prior to midline. As such, the study now compares full roll-out to delayed implementation (in the former control schools). The quantitative analysis presented in this report focuses on three main comparisons, addressing the following research questions: 1. Change in attitudes and practice among Grade 1 teachers from baseline to endline, across treatment and control groups. 2. Change in reading, math and social and emotional learning (SEL) outcomes of students in Grade 4 at endline, compared to Grade 1 (baseline), across treatment and control groups. 3. Changes in the teaching and learning environment from baseline to endline, across treatment and control groups.

LEGO Foundation Play Accelerator Ghana Endline Report

The Play Accelerator grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (LtP) in Bangladesh, Ghana, Kenya, Rwanda, and Vietnam, respectively. One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholder and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This in turn will generate much-needed rigorous evidence on implementing playful pedagogies successfully through government teacher professional development systems at scale. This report presents detailed endline findings from the Partners in Play program (P3) implemented by Right to Play (RtP) in Ghana, based on data collected in February and May 2024.