The USAID/ Uganda Literacy Achievement and Retention Activity will implement an eight-week Social Behavior Change Communication (SBCC) pilot in Ssekanyonyi Coordinating Centre in Mityana district. The purpose of the SBCC pilot is to increase parental engagement in their children’s reading practice at home. USAID/ Uganda Literacy Achievement and Retention Activity contracted Development Links Consult (DLC) to undertake the baseline survey for the pilot with the purpose of establishing the pre-intervention status of the parents and teachers regarding early grade literacy attitudes, norms, perceptions of self-efficacy and behaviors.

What impact can a social and behavior change communication (SBCC) campaign have on parental engagement in their children’s reading practice at home? RTI International began exploring this question in 2014 by reviewing SBCC theory and how it could apply to the education sector. RTI implemented a proof-of concept study in Senegal in 2015, followed by a pilot study in Malawi in 2016 (Schmidt, 2014). Because the results were promising, the USAID/Uganda Literacy Achievement and Retention Activity chose to include SBCC in its implementation to encourage parents and guardians of early grade (Primary [P]1 to P4) learners in government-aided schools to read with their children at home. This document summarizes the results of the 2017 SBCC pilot evaluation in Uganda.

Story Cards - English

"Read With Us!" Tusomere Wamu Forum Theatre Drama

"No School Today!" Tusomere Wamu Forum Theatre Drama

"We Need to Talk to our Children!" Tusomere Wamu Forum Theatre Drama

"Go Work!" Tusomere Wamu Forum Theatre Drama

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 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.