Primary 2 Pupil Book - English

Primary 1 Teacher's Guide - English

Primary 1 Pupil Book - English

For use during the USAID/LARA National Stakeholders Conference (July 17-19, 2018). In December 2018, LARA and SHRP together with GPE and Build Africa supported MoES BE department to plan and conduct a one day top management seminar for MoES leaders to envision the future of EGR. This learning event informed the MoES about the requirements for sustaining EGR and other initiatives meant to improve children’s learning outcomes. The focus was on the logistical, technical, and financial requirements to ensure children entering P1 after the end of the donor-funded EGR programs will continue to benefit from the investments made. MoES officials drew a roadmap with key milestones to manage the needed EGR initiatives. The objectives of the seminar were to: • Develop an actionable and practical road map to build on and sustain gains in EGR and school quality including short term and long term priorities • Identify specific measures needed to sustain key EGR activities through MoES and government systems • Guide evidence-based discussion by Top Management based on data from MOES experience and EGR projects The Evidence to action pack details how the day run and the information shared that culminated the Ministry coming up with measures for sustaining EGR in Uganda.

For use with the Uganda LARA Reading Symposium event. The National Literacy Symposium targeted a range of policy makers at the national and district levels who are key to the planning and execution of Government’s basic education programs. The main objectives of the Symposium were; i) to reflect on the challenges and successes identified by the districts during EGR implementation, ii) to discuss policy and systems level solutions to better sustain and enhance EGR throughout Uganda. The Symposium explored international best practices and research that illustrated key components for successful large scale EGR interventions and discussed how Uganda’s systems can incorporate these best practices into effective policies and systems. The symposium was guided by two key documents namely; facilitators’ guide and information pack. A) The facilitators’ guide guided the smooth running of the sessions and it is a good document that can be adapted when planning for big learning events. B) The information pack included data on reading assessments, teacher uptake of the early grade reading methodology, instructional support, approaches to teacher growth and development at school, college and district level and improved performance management, accountability and financing efficiency. Generally the information pack helped participants to reflect on the following questions: • Are children learning to read? • Do we have quality reading instruction? • Are teachers supported to teach reading? • Are primary schools positive and supportive for teaching and learning? • Are there clearly communicated performance expectations and monitoring and accountability systems in place? • What are the resources required and the necessary decisions for the future of early grade reading?

This information pack is based on the data pack developed and used by the MoES, UKAID and Cambride Education for their design confultation workshop held in April 2018. Many of the slides here were taken directly from that pack, with permission from Cambridge Education. We sincely appreciate being able to use their data pack as a starting point for this information pack. Selection of Data and Resources for the UKAID/Cambridge Education SESIL slides Data sources have been taken from a variety of sources and are referenced on each slide in the bottom left-hand corner. The dates referenced in the source information relate to when the data was collected (rather than published) to provide the most accurate picture possible of currently available and accessible information. Only data that was externally collected, validated from multiple sources and nationally or internationally published was included. Data for the USAID/RTI and GPE slides Data are from program monitoring records and other evaluative and survey efforts and provide more Uganda specific data to support and provide more depth to the national and international data.

A personal resource given to children with a summary of HIV and SRGBV prevention messages. This a daily reference material for children with a pledge to stay safe and support their peers prevent HIV and violence at home, community and schools.

This a graphic and easy to understand summary of the Ministry of Education and Sports Reporting, Tracking, Referral and Response (RTRR) Guidelines. This briefer was produced under the Uganda Literacy Achievement and Retention Activity (LARA) and in collaboration with United States Agency for International Development and The Republic of Uganda Ministry of Education and Sports.

DREAMS registers are used to register and track all children participating in Journeys Plus activities and dialogue meetings to determine the number of activities attended over a given period. The registers are used also to track DREAMS girls attendance before updating their service records in the DREAMS tracker

Community Change Agents (CCA) Register is a tool used by community change agents to register community members attending Journeys community dialogue meeting to prevent violence and protect children in their communities. The register has a section where all cases of child abuse are recorded and referred to the sub county for attention