School Readiness Initiative (SRI)
The main goal of the Roger Federer Foundation’s School Readiness Initiative, which started in May 2019, is to provide a good start in kindergarten for vulnerable children by providing access to quality pre-schooling in community schools. School readiness refers to the skills, knowledge, attitudes and other competencies required for children to succeed in school or for later learning and living. This means that the children are ready for school, the families are also ready to support their children’s learning and the schools are ready for the children.
The school readiness initiative will reach at least 228,000 disadvantaged children in 2,000 community schools. The focus is on strengthening family and community systems by focusing on promoting positive and supportive attitudes and increasing parental involvement in early learning and child development. The Roger Federer Foundation also focuses on preparing children for school by focusing on their education and development. Finally, the schools must be prepared for the children. Therefore, our focus is on improving the school environment as well as on measures that encourage and support a smooth transition of children into elementary school.
For the School Readiness Initiative, the Roger Federer Foundation has developed an Early Learning Kiosk, which is an offline tablet with several tools and apps to capacitate, in a comprehensive manner, teachers in early childhood education. The Early Learning Kiosk was received everywhere with great enthusiasm because of its cost-efficiency and flexible access to know-how and learning, allowing an easy scale to the large number of unqualified teachers. Read more about the Early Learning Kiosk here.
Scaled School Readiness Initiative SSRI
This project is intended to build on the lessons learnt from the SRI and its overall objective is to strengthen the capacities of schools, communities, and early education systems to adopt play-based learning to promote children’s holistic development and prepare them for their smooth transition from preschool to primary education.
Objective of the project are;
ECDE curriculum frameworks
Generate knowledge and evidence to strengthen the ECDE curriculum frameworks of Uganda and Zambia with a focus on play-based learning and the development of play-based learning materials.
Systemic support for PBL
Strengthen the capacity of teacher educators, teachers, parents, education leaders, and community members to support play-based learning for effective school readiness and transition from pre-school to primary school.
Strengthen support and coordination structures for ECDE at national, provincial, district, and zonal levels for effective support to play-based learning in Uganda and Zambia.