Evaluation of Right to Play’s Enhancing Quality and Inclusive Education Programme (EQIE 2.0)
Client: Right to Play
Duration: 2025 - Present
Geography: Ethiopia, Tanzania, Lebanon and Palestine
Solutions: Evaluation, Organisational Learning and Growth
Partners: SART Consult
EQIE 2.0 is a professional development programme aiming to strengthen adults’ abilities to use play-based learning (PBL) pedagogy to support and enhance children’s foundational literacy skills and socio-emotional learning (SEL). It will be implemented by Right to Play (RTP) in Ethiopia, Lebanon, Palestine and Tanzania between 2025 and 2029.
In Ethiopia, EQIE 2.0 is an in-service teacher professional development programme. Teachers, head teachers (school directors) and the District Education Officials who support them will be trained and provided with ongoing coaching to help them transform classroom practice and support Grade 1-4 students’ literacy and socio-emotional skills.
Oxford MeasurEd is conducting an impact evaluation and implementation and process evaluation to assess whether the programme leads to improved literacy and SEL skills (specifically creativity, collaboration and growth-oriented confidence) among primary school learners. We are also providing expert advice to RTP to support them to strengthen their internal monitoring, evaluation and learning (MEL) processes across all four programme countries and at the global level.
Key Activities:
Randomised controlled trial (RCT) to evaluate the impact of EQIE 2.0 on literacy and SEL outcomes in Oromia, Ethiopia.
Implementation and process evaluation (IPE) to evaluate the relevance, coherence, effectiveness, efficiency and sustainability of the programme, and pathways to impact.
Research to inform the evidence base on what works in teacher professional development and play-based learning in low-resource contexts.
Support to RTP to strengthen their internal MEL process throughout the programme.
Publications:
The following outputs will be published here:
Evaluation protocol (expected mid-2025)
Baseline report (expected early 2026)
Report on early implementation and teacher professional development (expected late 2026)
Final evaluation report (expected late 2028)
Costs and sustainability annex (expected late 2029)
