In many refugee settlements, young children have limited or no access to early learning at a vital stage of their development. Kyaka II is home to around 117,500 largely Congolese refugees spread over 81km2, with an exceptionally young population where 42% are children under 11. Early learning services are extremely limited and often distant, and there is a significant shortage of trained teachers. As a result, most young children have no realistic opportunity to access early learning during the years when it matters most.
The Cluster Learning Approach was created in direct response to this gap. Some communities were already using shared spaces, supporting one another and creating safe environments for children to meet. Communities were interested in providing early childhood education and in building skills of community members to support young children’s learning. What was missing was an approach that could bring these strengths together and create consistent, play based early learning close to home.
Cluster Learning offers a practical, community led way for young children to learn through play in small groups within their own neighbourhoods. It trains teachers and teacher trainers to lead quality, play-based sessions and to support community groups to take responsibility for the provision. It strengthens local ownership, builds on existing capacity and reduces reliance on formal infrastructure. Crucially, it provides a transferable approach to early childhood education.
Cluster Learning takes place directly within refugee settlements, removing barriers e.g. lack of provision, distance and cost by bringing education to local communities. In practice, local communities, with support from Children on the Edge, manage these 'clusters' constructing simple, weather-proof shelters from local materials.
Children attend sessions for three hours, three days a week, engaging in a play-based curriculum developed by Children on the Edge. This curriculum aligns with the Ugandan National Early Childhood Education framework while remaining optimised for low-resource settings, prioritising social, emotional, physical and linguistic development. The Cluster Learning Approach includes a vital training system where qualified Ugandan nationals, UK ECE experts and local teacher trainers support refugee teachers, ensuring children learn in their mother tongue with familiar community members.
To ensure quality and sustainability, teachers participate in weekly peer planning, and communities are supported by business training and loans that improve professional retention and programme sustainability. Continuous improvement is enabled through the annual Assessment for Play-based Early Childhood Education tool, assessing child development, provision and practice.
By integrating parent 'Play Days' the innovation extends learning beyond the classroom, creating a holistic, community-owned solution that is both culturally grounded and evidence-based.
Cluster Learning has expanded steadily across Kyaka II. After successful implementation in Zones 1 to 5, the approach was extended to Zones 6 to 10 in 2024, now reaching 4500 children aged 3 to 6 years. Communities in all ten zones are taking increasing responsibility for managing Cluster Learning, strengthening sustainability and enabling Children on the Edge to gradually reduce direct support, whilst providing it as needed to ensure children continue to thrive.
Endemic poverty in the remote Karamoja region of north eastern Uganda means communities have very limited access to early childhood education. This year, Cluster Learning will be introduced in selected communities, starting small to adapt the model to local routines, spaces and cultural practices. Beginning with a focused group of communities allows learning from the first phase to shape a wider scale up across the region.
The Assessment for Play based Early Childhood Education, developed by Children on the Edge, is now used annually to review children’s development and guide improvements across Cluster Learning. Evidence from Kyaka II shows that teacher trainers become competent assessors, accurate in identifying strengths and areas for development and using this information to support continuous improvement. This has strengthened the consistency of Cluster Learning sessions, with children participating confidently, parents engaging actively and teachers delivering effective, play based learning.
Over the last two years, Children on the Edge has strengthened and expanded the tools and practices that underpin Cluster Learning. Building on the effectiveness of the Assessment for Play based Early Childhood Education, several new resources and routines have been developed and embedded in everyday practice to support continuous improvement. These include:
Ten Reasons Early Childhood Education Matters, used to build shared understanding of the importance of early learning across communities.
Ten Principles of Playful Learning, which guide cluster learning sessions and support teachers and communities to create active, child centred experiences.
Inclusion: From Principles to Practice, which builds a shared understanding of why inclusion matters and sets clear expectations for ensuring every child can participate meaningfully..
An adapted Peer Planning routine, with clearer guidance to encourage deeper reflection on practice, weekly discussion of child protection and flexible time for training where needed.
A new Cluster Learning Quality Review, led by the teacher trainer with teachers and community representatives, to explore environment, provision and practice and agree priorities for development.
A reviewed Teaching and Learning Observation (TALO), designed to support teacher trainers and teachers through a developmental, non judgemental process that builds confidence, encourages reflection and strengthens everyday practice. Teachers’ voices are central to this approach.
We are keen to share this simple and cost effective innovation so it can continue to break down barriers to vital early learning and ensure education for all. By sharing the approach, we hope others can use and adapt it to implement in other contexts within and beyond Uganda. If you are interested in finding out more about Cluster Learning please contact Children on the Edge for information, to discuss access to various tools and explore how the approach could work in your context. Email debralaxton@childrenontheedge.org
