In March 2020, the government of Uganda closed all schools and other educational institutions to mitigate the wide spread of COVID-19. This exposed significant risk especially to rural areas where there is limited access to reading materials or virtual learning platforms to continue learning. Ministry of Education and Sports’ (MoES) Preparedness and Response Plan for COVID-19 (April 2020) outlined measures of continuing learning through radio, take home packages and digital learning. MoES also decided to provide psychosocial support to minimize the adverse effects of COVID-19 on pupils, teachers and the education system at large, through support from USAID/Uganda Literacy Achievement and Retention Activity (LARA).The project planned to support MoES to enhance capacity of Primary Teachers college tutors and administrators to cascade psychosocial support training to head teachers and teachers in 43 districts. The objective of the training was to i) equip participants with knowledge and skills on psychosocial support, ii) identify psychosocial needs and discuss appropriate interventions and iii) apply psychosocial support intervention skills. The Facilitator guide provides information which will help reduce COVID-19 related stress, anxiety and prepare teachers for school reopening. In addition, teachers will be able to protect and provide counselling to pupils.

The idea of the literacy and numeracy advisory committee started with “literacy” specifically, to offer advisory support on sustainability of EGR activities of Projects funded by USAID. During Basic Education Working Group meetings, members agreed to add numeracy, on the premise that developing children’s foundation skills of both literacy and numeracy is vital during the formative years. The purpose of the advisory committee is to ensure that organizational, systemic, and institutional capacity gaps and needs are identified and relevant organs receive guidance to act on measures to fill the gaps and ensure cost effective EGR/Numeracy activities are sustained. It is composed of senior and mid-level MoES official responsible for successful implementation of primary curriculum, with a specific focus on EGR and numeracy, drawn from BE and SE, DES, NCDC, TIET, SNE, Districts, Kyambogo University and development partners. The committee reports to the MoES PS and has authority to make recommendations for policy review and formulation of a new set of policy documents contributing to a new Sector Strategic Plan, including EGR and Numeracy. It also monitors programming, provides oversight and offers related guidance on interventions and strategies. The project supported MoES to develop a Terms of Reference to create a structure for the work of the Advisory Committee.

LARA developed a set of qualitative tools to learn about the successes and challenges related to the implementation of Journeys and to understand what changes staff and pupils had observed since Journeys started in the program schools. The qualitative tools include individual interviews and focus group discussion (FGD) guides with head teachers, teaching and non-teaching staff, change agents and students. There are two individual interviews, one for the teachers and another for the head teachers. The individual interview for teachers investigates the value the Journeys program has brought to the teachers personally, to the school and the classroom, for example changes in the way teachers relate and interact with pupils and changes in disciplinary practices at the school. The individual interview for head teachers on the other hand investigate what has gone well and what the head teachers are struggling with regarding the implementation of Journeys for School Staff and Journeys for Pupils (the Uganda Kids Unite [UKU] Program). There are three FGD guides; (i) FGD guide for teaching and non-teaching staff provides information about the changes (for example interactions among students, teacher attendance, extent of SRGBV) in the school as a result of Journeys, initiatives undertaken by the school to make the school safe and positive and how the initiatives improved the school and/or reduced violence; (ii) FGD guide for head Teachers and school change agents (SCA) that gathers feedback on the successes and challenges associated with the implementation of Journeys program for the school staff and Journeys program for pupils as well as improvements needed to for the continuity of the Journeys program in the schools; and (iii) FGD guide for students that focuses mainly on what pupils enjoyed most about the UKU program and the specific UKU activities they loved. It also asks about what pupils did not enjoy in the UKU meetings, initiatives that UKU teams developed to improve the school, what pupils learned through the UKU program and how the school and classroom have changed since Journeys began.

This tool is used by school support actors (e.g., DEOS, DIS, MEOs, DIS, MIS, IS, CCTs, head teachers, project staff) to monitor and support implementation of Journeys for school staff and Journeys for pupils. The tool serves two purposes: (i) to gather monitoring data to understand how well schools are organized and supported to implement the Journeys program. Monitoring data is also used for reporting purposes. With regard to Journeys for school staff, the type of monitoring data gathered using the MSS tool include the number of school change agents (SCAs) in the school, number of SCAs that have Journeys handbooks, number of Journeys for staff activities that the school conducted, evidence that SCAs receive support from support actors, number of SRGBV cases that have been resolved out of the total cases reported. For UKU, monitoring data gathered include the number of UKU teams in the school, number of UKU teams that have attendance registers, whether UKU attendance registers are updated regularly and whether UKU teams have work plans; (ii) to supervise and support SCAs and Teacher Patrons. SCAs lead Journeys sessions for Schools Staff while Teacher Patrons lead Journeys sessions for Pupils/UKU. The MSS tool has an observation checklist for School Staff Journeys sessions and an observation checklist for UKU sessions. The checklists are used by the school support actors to record key information about the Journeys session they observed, including whether the SCA/Teacher Patron applied Journeys facilitation approaches, followed the rights steps to conduct the session and used the planning form and evaluation form correctly to initiate and appraise the session respectively. Each checklist is complemented with a feedback section where the school support actors document the positive things (areas of strength) the SCA/Teacher Patron demonstrated during the Journeys activity and area of improvement.

LARA developed action research tools to measure the level of fidelity of implementation of the EGR methods and generate lessons learned to inform adaptations in EGR programming. The action research tools gather both historical and real-time data at the school. They include the EGR core methodologies action research tool; the remedial instruction action research tool and the intensive coaching action research tool (subdivided into two tools i.e. head teacher coaching event log and school based community of practice event log). The EGR core methodologies action research tool assesses the teacher’s perception of the Teacher Guide usability, level of macro pacing, implementation of lesson plan elements, implementation of core EGR methodologies and tracking of instructional adaptations by the teacher. The remedial instruction research tool tracks the teacher’s perception to remedial instruction, the implementation of group-based instruction as well as in-class assessment. The intensive coaching action research tool tracks teacher’s perception of intensive coaching and keeps a log of head teacher instructional coaching events in addition to school-based community of practice activities. The action research tools are designed to be deployed electronically in order to seamlessly incorporate extra data quality standards and innovations like the Stalling’s classroom observation snapshot (Stallings and Kaskowitz, 1974 ). The project also developed the action research process flow guidelines to guide data collection activities.

There are two sets of monitoring and support supervision (MSS) tools that the project has been using throughout the implementation period. These are; (i) the Lesson Observation Tools; and (ii) the Head teacher/CCT Coaching Tool. The lesson observation tools are used by the support supervision actors (e.g., school inspectors, CCTs, head teachers and project staff) during support supervision visits to schools. Specifically, the tools gather monitoring data on the uptake of EGR instructional methods by teachers to understand what teachers are doing well and areas where they need support. LARA developed a lesson observation tool for every grade (P1 – P4). Each tool has a section to assess the teacher’s preparedness for the lesson they are going to teach; a check list to assess the teacher’s instructional practices during the lesson; and the post observation section where the support supervision actor summarizes what the teacher did well and areas that the teacher needs to improve. The lesson observation tool for each grade is accompanied by a learner check which is administered to a sample of 4-6 learners per grade. The purpose of a learner check is to quickly show the classroom teacher and or head teacher the reading abilities of the learners present in the observed EGR lesson. The learner checks are designed from the content of the previous weeks and the teacher is able to gauge and determine the areas to prioritize when carrying out revision or remedial sessions. The Head teacher/CCT Coaching Tool is used by the zonal head teachers and CCTs to support head teachers so that they can in turn effectively support teachers in their schools. The zonal head teachers and CCTs observe and support head teachers to provide effective instructional support to teachers. The tool has a pre-observation section which assesses how the head teacher is prepared to support the teacher in class; a lesson observation section used by the zonal head teachers and CCTs to evaluate the actions of the head teacher while in the class observing the lesson; and post observation section to appraise how the head teacher conducts the post observation discussion with the teacher.

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?

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.