Building Scalable Early Childhood Development Programmes in Southern Africa: A Practical Model for Teacher Training and Early Childhood Education

A Scalable, Low-Cost Model for Strengthening Early Learning Outcomes Through Teacher Training and Practical Classroom Support throughout Southern & Eastern Africa

Across Southern and Eastern Africa, the need for high-quality early childhood development (ECD) is clear. In Namibia, national assessments suggest that over 70% of Grade 3 learners are unable to read or perform basic arithmetic at the expected level, while in Malawi, the majority of primary-aged children struggle to achieve even minimum proficiency in literacy and numeracy. For governments, NGOs, and education partners, the challenge is not only access but delivering effective, scalable and high-impact education models that strengthen systems, build teacher capacity, and create lasting impact beyond programme delivery. At Perivoli Schools Trust, our approach focuses on teacher training for nursery school teachers. We combine theoretical underpinnings of early childhood development with practical engagement in the classroom. We use recycled waste as a resource to create stimulating activities and learning materials, and class visits as a mechanism to follow up on progress. Equipping teachers with knowledge and the skills to deliver effective child-centred lesson plans has shown in several of the communities we work within that sustained impact is tangible long-term.

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A Two-Year Model for Building Capacity in ECD Organisations

Our programme is designed as a two-year, in-service training model that enables nursery school teachers to continue teaching while developing their skills.

Teachers are identified and grouped locally in groups of 30-40 by our qualified Trainers, in keeping with accessibility for teachers to attend module delivery and to provide a peer support network. Perivoli Trainers work closely with these groups, delivering modules through structured sessions, follow-up support groups and ongoing engagement. Class visits occur once every month during the module delivery phase. Upon graduation, following the 2-year programme, visits take place on a quarterly basis.

This model has proven to work well in different location types – spanning from urban, peri-urban to rural. Allowing for trainer outreach instils a culture of leaving no teacher behind. This system also means that we can create trusted relationships between trainers and their teachers over a long, intimate period. In many cases, the trainer is invariably the only visitor to many of the nursery schools we work with, and research shows that having a mentoring programme in place considerably improves classroom and learning outcomes.

Child pointing to circular handmade alphabet cards on the floor during a play-based learning activity with Perivoli Schools Trust in Southern Africa.
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Handmade alphabet cards used during a play-based learning activity

A Structured Curriculum Grounded in ECD: Best Practice

The training programme is built around 16 modules, aligned with core early learning interventions and global ECD principles.

The first eight modules focus on equipping teachers with the tools to organise and stimulate learning environments:

  • Introduction and Making Books
  • Planning – Classroom and Curriculum
  • Communication and Working with Parents
  • Language and Communication
  • Perceptual Skills – Auditory
  • Perceptual Skills – Visual
  • Body Image, Space and Movement
  • Inclusion and Classroom Management

These modules work together to create classrooms that are structured, engaging, and responsive to children’s developmental needs. Teachers are supported to plan purposeful daily routines, use locally made learning materials, and create language-rich environments where children are constantly talking, listening, and interacting. As a result, children develop stronger vocabulary, early literacy skills, and the ability to follow instructions and express themselves clearly.

The focus on auditory and visual perceptual skills strengthens the foundations for reading and numeracy, helping children recognise sounds, patterns, shapes, and symbols, while activities linked to movement and body awareness improve coordination, spatial understanding, and readiness for writing. Overall, children become more confident, attentive, and actively engaged in learning.

At the same time, these modules strengthen the quality of teaching and the classroom environment. Teachers are better able to manage their classrooms calmly, create inclusive spaces where all children can participate, and adapt activities to different learning needs. Improved communication with parents also extends learning beyond the classroom, reinforcing children’s development at home. Classrooms become more predictable, safe, and stimulating, with children actively using materials rather than passively observing. This leads to higher levels of participation, cooperation, and emotional security among children, while teachers demonstrate greater confidence, intentionality, and consistency in their practice – hallmarks of strong ECD quality.

The second set of modules reinforces key concepts and introduces broader developmental themes:

  • Activity Areas in the Classroom
  • Developmentally Appropriate Learning
  • Hygiene
  • Environmental Education
  • Safety and Wellness
  • Gender and Inclusion
  • Preparation for School 1
  • Preparation for School 2

These modules delivered in Year 2 help shape classrooms that are organised, stimulating, and aligned with how young children naturally learn. By introducing clearly defined activity areas, teachers create spaces where children can explore different types of play – building, reading, role play, art – in a structured but flexible way. Combined with a focus on developmentally appropriate learning, this ensures activities match children’s ages and abilities, supporting steady progress rather than frustration or disengagement. Children develop stronger independence, problem-solving skills, and concentration as they move between areas and choose activities.

At the same time, modules on hygiene, safety, and wellness ensure that classrooms are clean, secure, and supportive of children’s physical health, while environmental education builds early awareness of nature and responsible behaviour. Together, this leads to children who are more confident, curious, and able to engage meaningfully with their surroundings.

For teachers, these modules strengthen day-to-day practice and classroom management. They provide practical guidance on setting up environments that are safe, inclusive, and well-organised, while also promoting gender equity and ensuring all children, regardless of background or ability, can participate fully. The preparation for school modules brings these elements together by focusing on school readiness, helping teachers support children in developing early literacy, numeracy, social skills, and self-regulation. As a result, classrooms become more purposeful and consistent, with children demonstrating improved cooperation, independence, and readiness for formal schooling. Teachers, in turn, become more confident in how they structure learning, support well-being, and guide children toward the next stage of their education.

Perivoli Schools Trust trainers at a primary school in Namibia, supporting early childhood development, teacher training and play-based learning.
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Perivoli Schools Trust trainers at a primary school in Namibia

Play-Based Learning in Practice

A central aspect of the programme is its focus on play-based learning interventions. Teachers receive support to develop activity centres within their classrooms, utilising locally sourced recycled materials adapted for educational purposes. Examples include using bottle tops and yoghurt cartons for arts or arithmetic activities, transforming cardboard boxes into role-play environments such as shops or kitchens, and repurposing wire to create educational toys.

Learning “corners” are established in the classroom; we promote the creation of 12 corners. These might include:

  • Literacy and storytelling spaces
  • Numeracy and problem-solving areas
  • Creative and imaginative play zones
  • Outdoor play areas
  • Classroom routines and children’s work showcased

This practical, hands-on approach ensures that ECD training materials are not only understood but actively used throughout lessons, bridging the gap between theory and classroom practice.

When trainers conduct their class visits, they check in on the quality and use of the corners. Trainers record in our online App when teachers have populated their corners with fun and engaging activities for the children to use.

A teacher leading a play-based counting activity with children in an early childhood classroom supported by Perivoli Schools Trust in Southern Africa.
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A Perivoli teacher leading a play-based counting activity

Celebrating Achievement: Graduation and Recognition

At the end of the two-year programme, teachers receive a Perivoli Certificate at a formal graduation ceremony.

These events are often attended by government representatives who showcase their support for the programme and recognise teachers as agents of change in communities. Trainers are also there to support and congratulate their graduating teachers.

Graduations are a joyous and powerful moment. We not only celebrate individual achievement, but we also show what can be achieved when waste products are repurposed to create stimulating classroom environments; teachers speak about each corner and how it contributes to child development and corners are displayed for the attendees to admire. It’s a highlight of the programme, and a day that will go down in the teachers’ memories forever.

A joyful group of Perivoli Schools Trust teachers celebrate their graduation, recognising their commitment to early childhood education and child-centred learning in Southern Africa.
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A joyful group of Perivoli Schools Trust teachers celebrate their graduation