Tusomere Wamu Luganda Talking Points

Tushomere Hamwe Runyankore-Rukiga Talking Points

Tusomere Hamu Runyoro Rutooro Talking Points

Tusomere Hamu Runyooro Rutooro Flash Cards

Between April and June 2016, the Literacy Achievement and Retention Activity conducted a School-Related Gender-Based Violence (SRGBV) baseline study with the purpose of establishing a snapshot of gender-based violence in primary schools in Uganda. The SRGBV baseline was carried out in a sample of 216 schools. The study population included male and female pupils from P3 and P5 in treatment and control schools. The sample also included school staff (teaching and nonteaching) as well as parents/guardians of children in the study schools. Baseline findings, embedded in the same report with the EGRA baseline, show a challenging environment for many pupils, for example, corporal punishment is still rampant in schools although the government banned it in 2006. On as positive side, less sexual violence was reported by the pupils.

In 2020, LARA undertook an analytic research into the contextual factors impacting reading outcomes. This research involved a review of the existing literature on the contextual factors affecting reading outcomes and a secondary analysis of existing datasets collected as part of the monitoring and evaluation activities of LARA and SHRP. The study team conducted multi-variate analyses to determine what contextual factors predict student learning outcomes. These were grouped into the three categories: (1) school, classroom, and system; (2) teacher characteristics and instructional practices; and (3) learners and home environment. Although the analyses included demographic factors, such as socioeconomic status, the focus in the report is on predictors of learning outcomes that could be controlled by education programs. The report also provides implications of the findings and recommendations for future education programming.

The LARA SRGBV Formative Assessment conducted in November and December of 2015 highlighted the need for school personnel, pupils, and community members to understand how a positive and supportive school can serve to reduce VACiS. Recommendations from the Formative Assessment emphasized the need for a training program that would support the teachers, pupil groups, and community members to address issues of gender norms, imbalance in power relations, child protection policies, and most importantly to work together to create a positive and supportive school climate that is free from violence.

The purpose of the facilitator’s Guide for Remedial Instruction Program for School Pupils is to provide guidance to facilitators during the teacher training to make it more practical and active, and ensure that the training meets participants’ needs. As trainers you must familiarize yourself with the facilitator’s Guide, and ensure that you review the session’s plans before every session. This guide provides you with a time table and session plans for all days of training. There are a variety of activities, including demonstrations and pair practice. The guide was developed to provide opportunities for participants to practice skills, and the emphasis throughout the training should always be participants practice.

This tool kit is a reference guide. It includes information on the following: • Ideas to start a remedial program, • Assessment guidelines and tools, and • Suggested remedial activities.

This guide provides you with activity plans for three days of intensive coaching training. Some activities require participants to work individually, in pairs or in small groups to prepare and make presentations thereafter. Others are led by a trainer and provide the content needed for successful small group work.