This 2024 report captures the results of the study by the ADEA Inter-Country Quality Node on Mathematics and Science Education (ICQN-MSE), which examined the adoption of innovative pedagogical approaches to improve STEM education in primary schools across 10 African countries. The study highlights opportunities, challenges, and strategies for integrating play-based learning, which promotes holistic development through active, joyful, and engaging methodologies.

It reveals that stakeholders have varying levels of understanding and readiness for play-based STEM education, with many educators facing barriers due to limited training or overloaded curricula. Some countries have integrated play-based STEM education into their curricula, while others lack structured approaches.

Challenges include inadequate teacher training, poor foundational skills, large class sizes, and limited STEM-specific resources.

Among the recommendations are  establishing comprehensive STEM education policies; increasing investment in laboratories, ICT infrastructure, and teaching resources; providing regular professional development and improving working conditions for educators; encouraging parental support and community involvement in STEM initiatives; and developing a robust monitoring and evaluation system with clear performance indicators to track progress and inform future strategies.

These measures are crucial for effective STEM delivery and widespread integration of play-based STEM education in African primary schools to support holistic child development.