SRGBV Baseline Addendum Report

The US Agency for International Development (USAID)/Uganda Literacy Achievement and Retention Activity (herein referred to as the Literacy Achievement and Retention Activity or Activity) is designed to support the Government of Uganda, through the Ministry of Education and Sports (MoES), to improve early grade reading (EGR) skills and retention by strengthening reading instruction, building a positive and supportive school climate for learning, and reducing school-related gender-based violence (SRGBV). Between March and June 2016, the Activity conducted baseline studies for the purpose of testing this hypothesis. Result 1 of the Activity focuses on improved delivery of EGR instruction, while Result 2 focuses on improving the quality of the school climate and eliminating violence in schools. To establish a baseline for Result 1, the Activity carried out Early Grade Reading Assessments (EGRAs) for Grade 1 and Grade 2 pupils. For Result 2, the baseline included Grade 3 and Grade 5 pupils’ experience of SRGBV; pupils’ perception of the school climate; and pupil, school staff, and parent attitudes about gender norms. The EGR study was conducted in March 2016, while the SRGBV assessment and related mediating factors of school climate and gender attitude was conducted between April and June 2016. At the time of the Baseline Report in September 2016 (RTI International), findings from the Result 2 study were not yet fully available. The purpose of this addendum is to report on the Result 2 findings, thus completing the 2016 Baseline Report, which focused primarily on Result 1. In this addendum there are selected summaries of information that are also provided in the 2016 Baseline Report but refer the reader to the 2016 Baseline Study Report for more detailed information on these topics, as needed.

Social and Behavior Change Communication to Increase Parental Engagement in Children's Reading Practice

The USAID/Uganda Literacy Achievement and Retention Activity (LARA) undertook an assessment of an eight-week social and behavior change communication (SBCC) pilot campaign in the Ssekanyonyi Coordinating Center, Mityana district. The purpose of the communication campaign was to improve parent’s engagement in their children’s reading practice at home. To evaluate the campaign’s impact, DLC Consult collected data for the baseline survey in June 2017 and for the endline survey in August 2017. The survey team interviewed 906 parents at baseline and 936 parents at endline.

Social and Emotional Learning (SEL) Survey of School-related Gender-based Violence (SRGBV) Experiences

Social and Emotional Learning Survey of School-related Gender-based Violence (SRGBV) Experiences; developed by RTI under the Uganda LARA project in May 16 2018

Social and Emotional Learning Survey of Student Perceptions of School Climate

Social and Emotional Learning (SEL) Survey of Student Perceptions of School Climate; developed by RTI under the Uganda LARA project in May 16 2018

Social and Emotional Learning (SEL) Survey of Student Social Emotional Learning and Agency

Social and Emotional Learning (SEL) Survey of Student Social Emotional Learning and Agency; developed by RTI under the Uganda LARA project in May 2018

Social and Emotional Learning (SEL) Survey of Gender Attitudes

Social and Emotional Learning (SEL) Survey of Gender Attitudes May 16 2018; developed by RTI under the Uganda LARA project

One-page Brief on Rapid Automatic Naming (RAN) and Phonological Awareness

In Malawi, a context where many students do not learn to read, we wanted a way to distinguish those who might struggle with reading acquisition regardless of instruction. Specifically, we wanted to know if students with deficits in both rapid automatic naming (RAN) and phonological awareness in Chichewa experience more difficulty with reading growth than students with single or no deficits. Prior to our study, the double deficit had been shown in opaque and transparent orthographies but had yet to be explored in Chichewa or other Bantu languages.

One-page Brief on Audio Computer-Assisted Self Interviewing

For many children in low-income countries, schools are danger zones and places to be feared. Policy makers, funders and implementers lack accurate information regarding the prevalence of school-related genderbased violence (SRGBV) and the way it manifests in the lives of children. RTI funded a study in March 2018 in Uganda that tested a new model of SRGBV data collection—the ACASI method—that shows promise in generating more accurate data.

One Page Brief on Executive Functioning (EF) Touch

EF Touch is a tablet-administered assessment designed to measure children’s three key executive function skills: working memory, inhibitory control, and cognitive flexibility. These functions are important for organizing information, planning, solving problems, sustaining attention, and coordinating action and thoughts in support of goal-directed behaviors. Consequently, these functions are integral to children’s ability to learn how to learn. Most of what we know about executive functions has been gathered from studies in high-income countries. However, EF Touch is now being adapted and tested with young children living in LMICs, including Kenya and Liberia.

One-page Brief on Social and Emotional Learning Assessment Tools

Students’ experiences of school life play an important role in their ability to benefit from their education. When children feel safe and welcome at school, are encouraged in the classroom and have the confidence to seek assistance when challenged socially or academically, they will be in a good position to reach their potential. Unfortunately, many schools around the world are not positive or encouraging. Bullying, corporal punishment, sexual harassment and assault are the norm. Until recently, the measurement tools to assess many of the non-cognitive factors that mediate learning have not existed for the international education context. Since 2014, RTI has been working to fill these gaps and has developed valid and reliable instruments for measuring school climate and culture, gender norms, social and emotional learning competencies and school related gender-based violence (SRGBV) in low- and middle-income countries.

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