In some countries school uniforms are a usual practice while in others there are ongoing discussions about introducing them or not. The following article is offering a participatory solution for introducing or revising school uniform practice making it possible for students and parents to develop and exercise their active citizenship skills in a few simple steps.

Step 1 – Sense of belonging

As a first step organise a survey among students and parents finding our why they are proud of the school of their choice, what they like (and dislike) about it, whether they feel good if they discover somebody went or goes to the same school. In case the school already has a uniform you can include questions about the likes and dislikes around that. The dislikes can always be used for improvements later on.

Step 2 – Discussion about school uniforms

Organise for a (on school level, class level, online, after school) to discuss the benefits of and problems with school uniform. Prepare facilitators to evaluate current practice, also to discuss partial solutions (eg. uniform for celebrations only, uniform for practical lessons to protect clothes, uniform for outings, etc.)

Step 3 – Finding ways of flagging that you belong

Announce a design competition for students of any piece of clothing and/or accessory they would like to wear to show others that they belong to your school. In the announcement tell them they have to think about material, price, production possibilities.

Step 4 – Create ownership of the new uniform

Once the proposals are collected, make a virtual or real exhibition and make it possible for all students to evaluate them. The evaluation should be based on whether you would like to wear the given item on a daily basis or for celebratory events.

Meanwhile have a similar vote among parents who should state if they were willing to buy the exhibited items.

Assessing the results of the competition, organise a second, similar round with the sets most popular with both parents and students – this is to ensure that children like and are ready to wear the chosen pieces, while parents are also happy about the looks and are likely to be able to afford it.

Step 5 – Make a joint decision

Use whatever democratic means you have to make a final decision on

• whether there is a consensus or convincing majority to introduce (new) uniform
• what is the scope of the new uniform (everyday or celebratory, for the whole schoolday or for special lessons)

involving school staff, students and teachers. If there is no consensus, be prepared to work on convincing the minority to ensure their ownership, too.

(Source of cover picture: WikiHow)

The global learning crisis is leaving millions of children behind. Despite attending school, many struggle not only with mastering knowledge of their school subjects, but also to acquire essential skills. This has a direct impact on their future opportunities. The problem is complext and multi-faceted. While reports from the World Economic Forum and the World Bank emphasize the urgency of addressing these gaps, meaningful progress remains slow. Playful learning is emerging as a one of the best solutions available to make education more engaging, inclusive, and effective.

What is Playful Learning?

Simply put, playful learning is an educational approach that recognises the power of play-based activities to enhance cognitive, social, and emotional development. Children are encouraged to learn through exploration, creativity, and problem-solving, rather than passive memorization. In doing so, they develop skills like critical thinking, collaboration, and adaptability—which are essential skills for success in the 21st century- while having fun.

Research shows that children learn best when they are actively participate in their own learning. Playful learning blends structured educational goals with hands-on, interactive experiences, making learning both enjoyable and impactful: engagement and curiosity drive deeper understanding.

Key principles of playful learning

• Active participation – Learning happens through doing, experimenting, and exploring.
• Collaboration – Encourages teamwork and communication skills.
• Intrinsic motivation – Play fosters a love for learning by making it enjoyable.
• Problem-solving focus – Encourages critical thinking and resilience through trial and error.

Understanding the Global Learning Crisis

It is no surprise that education systems worldwide are struggling to equip students with even basic skills. Nearly half of all children lack proficiency in reading, and over half struggle with mathematics. Excessive reliance on rote learning and curricula in need of a vigorous update are two contributing factors to the problem. Students often end up feeling disengaged and objectively ill-prepared for the future.

The challenge is not just about access to education but also about the quality of learning. Many students attend school but fail to develop the skills necessary to guarantee access to the labour market and lifelong success. The gap between what is taught and what is needed is widening, particularly in those communities who are struggling the most and are in need of greater support.

How Playful Learning Can Drive Change

Rebecca Winthrop of the Brookings Institution advocates for “leapfrogging” in education—bypassing slow, incremental reforms in favor of transformative, scalable solutions. While 75% of countries aim to expand skill development in education, only 13% have clear plans to do so. Immediate action is needed to implement strategies that truly give learners agency over their own learning and make them protagonists of their own education.

Playful learning is one such solution. Focussing on learning through play transforms the classroom experience by making education dynamic and relevant, . Rather than memorizing facts, students engage in activities that encourage inquiry, discussion, and problem-solving, integrating skills with modern competencies. When applied correctly and consistently, this approach has the potential to support diverse learning needs and help students retain knowledge more effectively.

Real-World Examples of Playful Learning

The LEGO Idea Conference: Advancing Education Through Play

One of the leading advocates of this approach is the LEGO Idea Conference, an event which brings together professional educators, policymakers, and innovators to explore how play-based learning can be leverage to elevate education standards. The conference highlights real-world applications of learning through play, demonstrating how hands-on activities can boost student motivation and academic performance.

Other Applications of Playful Learning

• Project-Based Learning – Encourages students to apply knowledge by solving real-world challenges.
• Gamification in Education – Uses game elements to reinforce concepts in subjects like math, science, and language.
• Makerspaces in Schools – Provides students with hands-on opportunities to build, create, and experiment.
• Outdoor and Experiential Learning – Engages students in real-world settings, enhancing understanding and retention.

A Call to Action: Scaling Playful Learning

The global learning crisis will only be solved by an active, strategic collaboration between educators, policymakers, and families. Schools should find the courage to integrate playful learning strategies, governments should display the will to support true systemic change, and parents should step forward and claim their role as educators, fostering exploration beyond the classroom.

Platforms like PlayFutures provide valuable insights and tools for those committed to improving education through play and innovation. By incorporating playful learning at scale, we can make education more accessible, engaging, and meaningful for future generations.

For more information on implementing playful learning strategies, visit PlayFutures

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Key principles and methodology

Starting points:

• In VET and apprenticeships there is a need to differentiate approaches according to the age of learners (minors or adults);
• Parents play a fundamental role in guiding decisions and supporting learning of all students, regardless their age, so the guidelines apply to all parents regardless the age of the student;
• Parents are solely responsible^[1] for educating their children in the format of their choice, to become lifelong learners and active citizens, helping them in the harmonious development physically, morally and intellectually, this responsibility is often voluntarily extended after the 18^th birthday of children while parents are still providing for their children in all aspects of their lives while they are doing their full-time training – thus parents of minors have a legal basis for being engaged in the training process;
• Parents need information and support in their parenting for the best interest of their children;

• Education and training systems should be providing equitable learning environments for all children/young people and their parents, a free and informed choice for parents of the education of their children. This choice should never be restricted by the financial capacity of the family.

• Challenges of the 21^st century in the field of employability on an individual level necessitate an aptitude for learning, the ability to embrace change and entrepreneurial/intrapreneurial skills
• Teachers and parents alike need information, training and incentives to embrace new approaches to education including the importance of their own lifelong learning.

Parental involvement in VET and apprenticeships needs to be

• asset based (and not deficit-based) – building on the strengths of what parents are doing well
• structured in order to reach all parents to support full engagement and peer-to-peer impact
• positive to instil confidence of parents in themselves and their ability to trust in their child
• responsive, tailored to the needs and realities (circumstances, social and cultural norms, and environment) of parents and caregivers
• sensitive by recognising the full scope of responsibility of parents and their constraints with regards to time and access to materials and information
• holistic by taking lifelong and life-wide learning approach, focusing on a breadth of skills and competences to support learning across domains and throughout life.

Key principles of collaboration between parents and VET/apprenticeship providers[2]:

1. School/workplace staff and parents participate in supporting the learning of the student
   1. Learning objectives are to be defined together (within curricula)
   2. Teaching methodology needs to be introduced to the parents beforehand
   3. There needs to be a clarification of what is necessary for future success and what is taught for tests
   4. There should be a preliminary agreement on timing and amount of homework, breaks are observed as well as reasonable family requests
   5. Teachers should help parents to find ways of encouraging school-related learning other than overseeing homework
2. School/workplace staff and parents value the knowledge that each brings to the partnership.
   1. The relationship should be built on mutual curiosity
   2. The school/workplace should create a non-frightening environment for communication for all
   3. The school/workplace needs to understand parents’ ‚backstory’
   4. Collaboration should start by building trust
   5. The school/workplace should openly acknowledge the educational work of parents
   6. There is a need to explore reasons for mistrust and animosity
3. School/workplace staff and parents engage in dialogue around and with the learning of the student
   1. The principle of ‘Nothing about them without them’ should be rigorously implanted for both students and parents
   2. Parties should adjust timing, communication channels, culture and language
   3. Rules should be set at the beginning, together
   4. Professionals should be ready to leave their comfort zone
   5. Priorities and emphasis should be set together
   6. Collaboration of school/workplace staff (other than teachers/instructors) is essential for success
4. School/workplace staff and parents act in partnership to support the learning of the student and each other
   1. There is a need to assess the level of engagement of each parent – no one size fits all solution for any class
   2. Build partnership according to engagement level
   3. Create opportunities to empower parents and professional educators
   4. Create opportunities for mutual learning
   5. The school/workplace should openly seek help from parents in teaching – go beyond the fundraising and formal participation tradition
5. School/workplace staff and parents respect the legitimate authority of each other’s roles and contributions to supporting learning
   1. The school/workplace should openly acknowledge the parents’ primary role as educators and their sole responsibility for bringing up their children
   2. No position, as teacher or parent will create respect l’art pour l’art, so you need to make your case
   3. All partners should make an effort to highlight contribution to learning
   4. It may seem to be a lot of effort, but at the end of the day it will make your life easier

^[1] UN Convention on the Rights of the Child Articles 3, 5 & 18

[2] based on Janet Goodall, 2017