Right To Play in Ethiopia

Right To Play has been working in Ethiopia since 2005 to deliver high-quality programs that increase access to quality education, especially for children experiencing displacement.

We work to ensure that all children, including children with disabilities, girls, and children living in fragile contexts can access play-based early childhood care and quality primary education that builds their literacy and holistic skills, and psychosocial support that helps them cope with trauma.

In 2023, we reached more than 26,000 children, including more than 11,800 girls and 5,000 children experiencing displacement.

Right To Play Ethiopia's 2024-26 program priorities

• Empowering parents and caregivers to support young children’s learning and well-being through play;
• Ensuring more pre-primary and primary school students can access quality play-based learning that builds their academic and holistic skills;
• Providing psychosocial support to children coping with the effects of conflict and marginalization;
• Building strong partnerships with donors, government, educational institutions, and local organizations to reach more children and young people;
• Generating evidence on the impact of play on children’s social development and learning;

Challenges and Opportunities in Ethiopia

Ethiopia has the second-largest youth population in Africa, with approximately 37.4 million children and youth aged 10 to 24.

Many Early Childhood Care and Education (ECCE) programs in Ethiopia suffer from a lack of resources, including developmentally appropriate curricula and proper facilities. Though the Ethiopian government has developed a National Early Childhood Development and Education Policy Framework to improve access and quality of early childhood education, the country is faced with low enrollment rates, especially in rural areas, and a shortage of trained early childhood educators and caregivers.

While primary school enrollment rates in Ethiopia have increased significantly over the past years, access remains limited in rural areas where schools are often underfunded and understaffed.

There is a high pupil-teacher ratio, and many teachers lack proper training, especially in rural areas. Many children do not progress to secondary school, and the quality of learning is a major issue, with a high percentage of children unable to read or understand simple texts.

Several years of conflict and displacement have severely affected children's psychosocial well-being. Mental health and psychosocial support services are limited, especially in rural and conflict-affected areas. Girls face additional challenges, particularly in conflict settings, where they are at higher risk of gender-based violence and disruption to their education. The conflict in the Tigray, Amhara, and Oromia regions has had a devastating impact especially on girls, leading to widespread displacement, destruction of infrastructure, and significant damage to the education, health and other public service system

There are opportunities to improve early childhood and primary education in Ethiopia through community- and school-based programs that equip parents, caregivers, and teachers with the tools and knowledge to support children's development in a playful way. Additionally, programs that focus on providing safe spaces for children to express their feelings and receive emotional support can help children affected by conflict and displacement to develop the resilience and emotional strength they need to learn and thrive.

Key Statistics:

• Ethiopia hosts almost one million refugees. 81% are women and children. (UNHCR)
• In 2012, fewer than 1 in 25 children were enrolled in pre-primary education. By 2018/19, nearly 1 in 2 children were enrolled, showing significant progress. (Education Statistics Annual Abstract - ESAA, 2018/19)
• Approximately 90% of 10-year-olds can’t read or understand a simple text. (UNICEF)
• Only 33.1% of children who complete primary school progress to secondary school. (UNICEF)

Key Activities and Impact

In central Ethiopia, we supported children in enrolling in school and improving their literacy skills through the Enhancing Quality and Inclusive Education (EQIE) project. This included children in fragile and conflict-affected communities, as well as children with disabilities, particularly those in lower primary Grades 1-4. With support from the Government of Norway, we trained teachers and education officials to create safe, inclusive, and active learning environments. These efforts helped children succeed both academically and socially.

The Building Back Better program, funded by the LEGO Foundation, helped to improve children's education and psychosocial well-being in crisis-affected areas. In Ethiopia's Benishangul-Gumuz region, the program supported internally displaced persons children and youth, especially girls, to catch up on their education, cope with trauma, and integrate into their new communities. The program incorporated the Play Opportunities for Wellness and Education Resource (P.O.W.E.R), which equips caregivers and educators with activities to support children’s emotional well-being.

“Learning here is fun. I'm happy when we play games. It relaxes me and helps me concentrate on my studies.” – Hayat, Grade 4 student

Key Supporters and Partners

We collaborate with the Government of Ethiopia through the Ministry of Women and Social Affairs; the Ministry of Education; and the Ministry of Health to implement our programs. Our work is made possible with generous support from donors, including the LEGO Foundation and the Government of Norway. We also work closely with key implementing partners such as Birhan Lehitsanat, Ethiopia Kalehiwot Church Development Commission (EKHCDC), and Oromia Broadcasting Network (OBN) to deliver impactful programs that create lasting change.

Country Office Address

Kirkos Sub-city, Woreda 07

1st Floor, Zefco Building, Near Lanchia Train Station, Addis Ababa

Tel: +251 11 467 0002