Perivoli Schools Trust Featured in University of Namibia and University of Bristol Study on Early Childhood Education in Namibia
Perivoli Schools Trust (PST) was delighted to be featured in a three-year research study led by the University of Namibia (UNAM) and the University of Bristol.
The study explores the lived experiences and wider social impact of the Perivoli Schools Trust Early Child Care and Education model in Namibia. Researchers included Dr Leonard, Dr Ngololo, and Dr Ananias from the University of Namibia and Dr Sharley from the University of Bristol. The study, conducted between 2022 and 2025, focused on Perivoli Schools Trust’s approach to training nursery teachers, known as Educarers in the report, who care for and educate children aged 0-6 years. It took place across three regions of Namibia - Kavango West, Otjozondjupa, and //Kharas - and explored how the PST model is experienced by children, Educarers, families, communities, and programme staff. The study was designed to contribute evidence to strengthen Early Childhood Development policy and programming in Namibia.
Perivoli Schools use of play-based learning in Early Childhood Education
The research team quickly identified the underlying principle of PST’s model: effective early childhood education does not need to depend on expensive toys or imported classroom materials. Instead, Educarers are trained to use locally available and recycled waste materials to create meaningful, play-based learning activities that support children’s development.
The research highlights this as one of the model’s defining strengths. The study found that the PST approach supports innovation, creativity, and applied learning by helping Educarers create activity centres, or “corners”, using everyday materials such as bottle tops, yoghurt cartons, cardboard, newspapers, and egg boxes. These resources help children practise early skills such as counting, colour recognition, social interaction, imagination, and problem-solving.
A group of researchers from the University of Namibia and the University of Bristol gather in Namibia to discuss research methods
Sustainable Early Childhood Education through recycling and local learning resources
The University of Bristol article also emphasised the environmental value of the model, noting that the approach uses waste materials to build sustainable educational activities and resources that support children’s learning and development in their formative years.
Beyond using recycled materials in the classroom, the PST approach introduces young children to ideas of environmental care, recycling, and stewardship. In communities where formal resources may be limited, the use of free, locally available materials offers a practical and sustainable route to improving learning environments.
The study also found that parents, educarers, community members, and primary school teachers recognised the positive contribution of the PST approach to children’s readiness for school. Participants described children who had experienced PST-supported activities as more independent, confident, and better prepared for pre-primary and primary education.
A child moulds people out of clay in a nursery school in Namibia, developing his fine motor skills.
Building local teacher networks and Early Childhood Education communities in Namibia
Another important theme was the way the PST model supports local capacity. Rather than focusing primarily on infrastructure, the programme invests in people through their Trainers.
The report describes the programme as helping to create “communities of teachers”, where Educarers are supported through training, peer networks, support groups, and post-graduation engagement.
A child plays with a caterpillar made of recycled egg cartons in a nursery school classroom.
Strengthening Early Childhood Development policy and programming in Namibia
The findings of the research were shared at a presentation hosted at the UNAM Leisure Centre, UNAM Main Campus in Windhoek, in July 2025. The event brought together approximately 60 attendees, including representatives from education, research, policy, and diplomatic sectors. Notable attendees included Dr Panduleni Itula, President of the Independent Patriots for Change and University of Bristol alumnus; Mr Ben Stride, Deputy High Commissioner of the United Kingdom to Namibia; Mr Eino Haifidi, Senior Education Officer at the National Institute for Educational Development; and Ms Bertha Haimbodi, Senior Education Officer at the National Institute for Educational Development.
The presentation provided an important opportunity to share the study’s findings with key stakeholders and to reflect collectively on the role of early childhood education, Educarer training, play-based learning, and sustainable classroom practice in Namibia.
Perivoli Schools Trust is grateful to the University of Namibia and the University of Bristol research team for their thoughtful work, and to the children, Educarers, parents, carers, community members, Trainers, and PST staff who contributed their time and experiences to the study.
Photo credit: All photographs included in this blog are courtesy of the University of Namibia and University of Bristol research team.
Perivoli Schools Trust trainers attend the University of Namibia research findings presentation
