Early Grades Reading in Uganda: Contextual Factors that Impact Reading Achievement

This report presents key findings of the 2018 national assessment of early grade reading skills in Chichewa, a core language for reading and language development in Malawi. This early grade reading assessment (EGRA) for Standards 1 and 3 was conducted in June 2018 in a nationally representative sample of 86 Ministry of Education, Science and Technology (MoEST) primary schools. The 1,720 tested students—860 Standard 1 and 860 Standard 3 learners, half boys and half girls in each standard from each school—were randomly selected during visits to each school. The results are nationally representative of Standard 1 and 3 learners of MoEST primary schools in Malawi.

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.

This presentation describes results from the 2019 National EGRA study, comparing it to the same study that was done in 2013. It was presented at the International Mother Languages Conference and Festival, organized in the Philippines in 2021.

An overview of the results of a nationally-representative Early Grade Reading Study conducted in 2019 in the Philippines. The full report is available.

This study explores the extent to which mother-tongue-based multilingual education (MTB-MLE), as implemented at scale in the Philippines, is having an impact on students’ reading and writing skills in English and Filipino at the end of Grade 3. This 2019 study repeats a 2013 study that evaluated the reading skills of a representative sample of students from across the Philippines using an Early Grade Reading Assessment (EGRA) carried out by RTI, the Philippines Department of Education (DepEd), and a local research firm. In both cases, the study was administered by RTI-trained assessors made up of local education authorities and professional survey researchers. For the 2013 study, the Grade 3 students assessed had completed lower primary under the pre-MTB-MLE curriculum, which used only English and Filipino as the medium of instruction. For this 2019 study, the Grade 3 students had 3 years of learning under the MTB-MLE curriculum, which was designed to teach lower primary students in their mother-tongue language before transitioning into learning in Filipino and English as mediums of instruction in upper primary. [508 Compliant version to be updated].

The Early Grade Reading Assessment (EGRA) is a diagnostic instrument designed to quickly assess foundational skills for literacy acquisition of pupils in Early Grades of primary school. This diagnostic tool, whose content has been adapted for Uganda and Ugandan local languages, can include a number of subtasks depending on the grade being assessed. EGRA is administered to pupils both in their local language and in English via tablets using a software application (for example Tangerine) designed specifically to collect data on mobile devices. EGRA data can also be gathered manually using paper forms. Each instrument is administered by trained assessors in one-on-one sessions with individual pupils, and requires approximately fifteen minutes. The sub tasks in the English EGRA tools used by LARA include letter sound knowledge, oral passage reading, reading comprehension and vocabulary. LARA administers the English sub-tasks mainly to the P3 and P4 pupils. The subtasks in the local language (Luganda, Runyankore/Rukiga and Runyoro/Rutooro) EGRA tools include orientation to print, letter sound knowledge, segmenting, oral passage reading, reading comprehension, and listening comprehension. Apart from orientation to print that is administered to only P1 pupils, the rest of the local language sub-tasks are administered to P1-P4 pupils. The EGRA tools are accompanied by a pupil stimuli packet used to administer the letter sound knowledge and oral passage reading sub tasks. The subtasks used by LARA were adopted from the EGRA tools developed for the School Health and Reading Program (SHRP). SHRP adapted and vetted the tools to the three languages during a series of weeklong workshops that included researchers, primary school teachers, language board members, Coordinating Center Tutors (CCTs) and MoES staff. The adaptation workshop for Luganda was held in December, 2012, Runyankore/Rukiga tools were adapted in January, 2013 and Runyoro/Rutooro tools were adapted in August 2013. The tools were also piloted in each of the three language areas during the workshops. As part of EGRA data collection, LARA administers supplementary data collection tools to assess pupil context and instructional leadership. The tools also provide important contextual information on the teachers and schools participating in EGRA. These tools include; the pupil context interview, a head teacher interview, teacher interview and school inventory. The following provides a summary of each of the tool. Pupil context interview: Used to gather information on pupils’ preschool attendance, language spoken at home, possessions in the household, and support for reading in the home. Head Teacher Questionnaire: Used to gather information from head teachers regarding their instructional leadership, including their training and education background and their support to the teaching of reading at lower grades. Data from this instrument is used to inform training and targeted corrective actions intended to improve the managerial skills of head teachers and their support to the teaching of reading. Teacher Questionnaire: Used to gather information on the teachers’ education and experience and demographics, support and supervision received, and the availability of teaching materials. The information provides the basis of training and the provision of teaching materials to teachers to help them improve their pedagogical skills. School Inventory Form: Used to gather information on school basic infrastructure (for example water source, latrines and electricity) as well as the presence and use of a school library.

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?

Research shows that mother tongue-based education in the early years improves reading and learning outcomes. Participating pupils begin learning to read in their local language in Primary 1. They also begin to learn oral English in Primary 1 and gradually read in English in Primary 2 and Primary 3. This prepares them for transition to learning in English in Primary 4.