How Learning Through Play Is Transforming Education In Rwanda: Through A VSO Volunteers Perspective

June 11th marks International Day for Play, and 71% of children say play is important because it makes them happy, while 58% say that it helps them make friends and have a good time with others. This is important for any child's development, and play is something we are proud to have implemented through VSO's Let's Learn Through Play project in Rwanda.

Our volunteers, and the schools that they work alongside, are actively using play-based learning techniques to support children in learning problem solving, strategic thinking and inter-personal skills, all while enjoying the learning process. In this article, we learn more about what volunteers like Celestin are doing to create lasting change.

Meet Celestin

Celestin Karekezi is a volunteer from Rwanda who is supporting early childhood educators to adopt play-based learning techniques in classroom.

"My passion for education first started when I attended teacher training college, where I studied social studies education. After graduating from college, I became a teacher and worked in public schools for four years. Later, I went to university to further my studies, focusing on early childhood education. 

After graduating from university, I returned to teaching for another four years. Then came the COVID-19 pandemic. Towards the end of the pandemic, I found the opportunity to join VSO and began volunteering on the "Read, Learn Through Play" project, part of VSO's Let's Learn Through Play initiative." 

What made you interested in joining VSO?

"I had colleagues who joined VSO before me, and they shared the positive impact they experienced through their service with the organisation. As a recent university graduate, I wanted an opportunity to apply my knowledge in practice. VSO offered the perfect platform to improve my skills while working to make a meaningful impact.

Volunteering is an excellent way to contribute to Rwanda's development. By serving the community, I am helping to create change and support progress. Joining VSO gave me the opportunity to continue my journey in education and community service while building a strong foundation for my professional growth. 

As I learned more about VSO and the project, I was particularly intrigued by the organisation's approach to pairing volunteers with community volunteers. The expectation of working as a blended team, where collaboration, knowledge exchange, and shared ideas are at the forefront, was fascinating to me.

This model not only enhances the impact of the work we do but also creates an environment where everyone learns from one another. It’s an approach that promotes growth, mutual respect, and a strong sense of teamwork, which I found very appealing."

What stood out to you about the Let’s Learn Through Play project? 

"I joined VSO without prior experience working within a large team. My previous experience was mostly with children and parents. During the orientation, I remember they told us we would be heading into the field to work with a variety of people from different backgrounds and levels. This was eye-opening for me.

For example, we worked with teachers who had varying levels of experience, head teachers with different educational qualifications — sometimes even higher than mine — and education officials at the district level. Learning how to engage and collaborate with them to achieve the project’s outcomes was invaluable. 

I recall interacting with district leaders, including mayors, and engaging them in discussions about the project’s goals and activities. When you join a district, you need to involve local leaders and decision-makers to ensure the project's success. Gaining the skills to engage with such a wide range of stakeholders was a fantastic learning experience for me. 

Additionally, I learned a lot from my colleagues. The project covered the entire country, meaning there were 30 districts in Rwanda with 30 volunteers working in different areas. We shared experiences, challenges, and best practices, which was incredibly enriching.

When I joined, I also had the chance to work with colleagues who had been part of previous VSO projects. These colleagues already had field experience and knowledge about how projects worked. Collaborating with them allowed me to learn from their expertise and apply that to my work, helping me serve my community more effectively. 

Another significant aspect was engaging with the community, especially parents. Apart from working with teachers and local leaders, we often mobilised parents.

This was an amazing experience where I was able to interact with them, hear their stories, and discuss how they could support their children’s learning through play, both at school and at home. It was incredible to see parents sharing their experiences and for us to provide them with practical tools and ideas to encourage learning through play."

Could you share a specific story about an individual or group you think you impacted the most through this project?

"When I introduced play-based learning at a particular school, I noticed something concerning. Teachers were using a very rigid approach — teaching older students (around 12 years and above) in a way that left them sitting in class all day. They would stare at the same letter, "A," from morning until they went home.

Through play-based learning, we created learning corners where children could engage in activities. I trained teachers on how to set up these corners and prepare interactive activities. 

The results were remarkable. Instead of sitting passively from 8 AM to 12 PM, children were now actively participating. Before, many lost attention quickly. Some got tired, some fell asleep, others became restless or even fought in class.

Once teachers started engaging students in play-based activities, everything changed.

For instance, when teaching counting, we introduced bottle tops and empty boxes for hands-on activities for exploration. Instead of just writing numbers on the chalkboard and expecting students to memorize them, they were now learning by doing. 

After lesson observations, I would ask teachers, "If you were the student, would you really understand this?" Gradually, teachers became more engaged, and today, they are much more active in implementing play-based learning compared to before.

Beyond my work in play-based learning, I also played a dual role. I started as a literature and professional tutor, but I was also involved in the EdTech (education technology) aspect of the project. 

We introduced digital content using the VSOSCHOOL app, which is widely used here in Rwanda. At first, teachers were hesitant about using technology. I remember how some were afraid of even navigating a tablet, but over time, they became more comfortable.

We provided tablets at the schools, and I trained teachers on how to log in, navigate content, and troubleshoot basic issues.

If the app malfunctions, they know how to uninstall and reinstall it again and log in. If they accidentally delete their accounts, they can log back in without help. Today, these teachers are much more tech-skilled compared to when we first introduced the digital tools. That, for me, is a huge success."

If someone reading your story is considering volunteering with VSO, what would you tell them? 

"As I always encourage my colleagues, VSO provides a lot of opportunities for its people to grow professionally, I would tell them to join VSO to develop their skills.

I often ask myself, if I hadn’t joined VSO, where would I be now? Probably somewhere else, but I wouldn’t have gained the same experiences and skills as I do. I encourage people to join VSO they will see the change."