School Health and Reading Program Final Report May 21, 2012–October 31, 2019
Submission Date: October 31, 2019
Agreement Number: AID-617-12-00002 Activity Start Date and End Date: May 21, 2012 to October 31, 2019 AOR Name: Kay Leherr
Submitted by: Stephen Backman, Chief of Party RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194 Tel: +256 200930146 Email: [email protected]
Copied to: [email protected]
This document was produced for review by the United States Agency for International Development Uganda Mission (USAID/Uganda).
TABLE OF CONTENTS
ACRONYMS AND ABBREVIATIONS ...... IV
EXECUTIVE SUMMARY ...... 1
1. INTRODUCTION ...... 5 1.1 Overview ...... 5 1.2 Program Key Achievements ...... 9
2. PROGRAM DESCRIPTION ...... 9 2.1 R1: Improved EGR and Transition to English ...... 9 IR 1.1: National Policies to Support Literacy Developed ...... 10 IR 1.2: Materials Developed to Support EGR...... 16 IR 1.3: Teachers’ Ability to Teach Reading Improved ...... 19 IR 1.4: Advocacy and Support for Reading Increased ...... 24 IR 1.5: Reading Programs and Policies Informed by Data and Research ...... 26 2.2 R2: Improved HIV/AIDS KAP ...... 31 IR 2.1: Improved Planning of the MoES HIV Prevention Response ...... 32 IR 2.2: School-level Impact of HIV/AIDS and Health Education Improved ...... 33 IR 2.3: HIV/AIDS Education Programs and Policies Informed by Data and Research ...... 34
3. LEARNING AND ADAPTATION ...... 36
4. CONTEXTUAL CHALLENGES AND OPPORTUNITIES ...... 39 4.1 FAs: Supporting Ugandan Youth to Support Reading ...... 41 4.2 Use of Tablets by CCTs: An Information Communication Technology Innovation ...... 43
5. FINANCIAL REPORT ...... 46
ANNEX 1: PERFORMANCE INDICATOR TABLE ...... 47
ANNEX 2: PROGRAM SCHOOLS BY DISTRICT ...... 55
LIST OF FIGURES Figure 1. Learners’ Reaching Reading Benchmark Program vs. Control ...... 2 Figure 2. Ugandan Districts Receiving Early Grade Reading Support ...... 5 Figure 3. USAID/Uganda SHRP Results Framework ...... 8 Figure 4. Materials Development Chain...... 18
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Figure 5. The FAS Approach ...... 22 Figure 6. Example Advocacy Posters ...... 25 Figure 7. Percentages of P4 Learners Reading 40–59 and 60+ cwpm in English in Program vs. Control Schools Across C1 (2016), C2 (2017), and C3 (2018) ...... 27 Figure 8. Gains in English cwpm from P1 to P4 by LL ...... 28 Figure 9. Per-Teacher Costs for Residential vs. Non-Residential Training ...... 30 Figure 10. Technology-enhanced Coaching by CCTs ...... 44 Figure 11. Quality of Support Provided to Teachers Before and After the Google Grant Tablet Program ...... 45
LIST OF TABLES Table 1. Ugandan Districts Receiving Early Grade Reading Support ...... 6 Table 2. Rollout of the Reading Intervention, R1 ...... 10
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 iii
ACRONYMS AND ABBREVIATIONS
ADC Africa Development Corps ASER Annual Status of Education Report BE Basic Education (Department) BFA Books for Africa C cluster CC coordinating center CCT coordinating center tutor CDCS Country Development Cooperation Strategy CLA collaborating, learning, and adapting CPD continuous professional development CSR Center for Social Research cwpm correct words per minute DEO District Education Officer DES Directorate of Education Standards DREAMS Determined, Resilient, Empowered, AIDS-free, Mentored, and Safe EGR early grade reading EGRA early grade reading assessment EMIS education management information system ESS Education and Sports Sector FA field assistant FAS Focused, Actionable and Simple GPE Global Partnership for Education GPS Global Positioning System IBB International Book Bank ILEAP Improving the Learning and Educational Attainment in Primary IR Intermediate Result IT information technology KAP knowledge, attitudes, and practices LARA Literacy Achievement and Retention Activity LL local language LLB Local Language Board M&E monitoring and evaluation MDD music, dance, and drama
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MLA monitoring of learning achievement MoES Ministry of Education and Sports MSS monitoring and support supervision NAPE National Assessment of Progress in Education NCDC National Curriculum Development Centre NORC National Opinion Research Center P Primary (grade) PEPFAR U.S. President’s Emergency Plan for AIDS Relief PIASCY President’s Initiative on AIDS Strategy for Communication to Youth PTA parent–teacher association PTC primary teacher college PTE primary teacher education R Result RADO Rural Action Development Organisation SESIL Strengthening Education Systems for Improved Learning SFI School Family Initiative SHRP School Health and Reading Program SIL LEAD SIL Language Education and Development SMC school management committee SNE Special Needs Education (Department) SRGBV school-related gender-based violence TDMS Teacher Development Management System TIET Teacher Instructor Education and Training (Department) UNEB Uganda National Examinations Board USAID United States Agency for International Development UTSEP Uganda Teacher and School Effectiveness Project VSO Voluntary Service Overseas WEI World Education, Inc.
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USAID/UGANDA SCHOOL HEALTH AND READING PROGRAM
EXECUTIVE SUMMARY
The School Health and Reading Program (SHRP) was a United States Agency for International Development (USAID)-funded initiative designed to support the Uganda Ministry of Education and Sports (MoES) to achieve improved reading abilities for young children and improved HIV/AIDS knowledge and health-seeking behaviors among adolescents. Initially a five-year program, SHRP was extended for 27 months due to promising results and MoES support, in 2016, running from 2012–2019. SHRP was implemented by RTI International in collaboration with World Education, Inc. (WEI), SIL Language Education and Development (SIL LEAD), the Center for Social Research (CSR) Uganda, Perkins International, and Voluntary Service Overseas (VSO); RTI also collaborated with Peace Corps. Other sub-recipients who supported the program were Africa Development Corps (ADC), International Book Bank (IBB), and Books for Africa (BFA).
SHRP by the numbers During the life of the program, approximately ♦ 3.2 million learners reached with better 36,000 teachers and head teachers were trained reading materials and instruction on effective reading instruction, 13,407 were ♦ 600,000 adolescents empowered with trained on HIV/AIDS prevention education, and HIV/AIDS information and life skills 8,000 were trained on special needs education ♦ 35,984 teachers trained to teach reading (SNE). More than 3.2 million learners at 4,097 ♦ 4 million pupil books and teachers’ guides distributed to 4,097 government primary schools were reached with reading interventions, schools and over 600,000 adolescents were provided with HIV/AIDS knowledge and support for health- seeking behaviors. Instructional materials—104 separate titles in total—were developed in 12 local Ugandan languages and English, with more than 4 million books printed and distributed to program schools, along with an additional 833,500 supplementary reading books donated to school libraries. More than 65,000 girls received targeted, layered support on HIV/AIDS and school-related gender-based violence (SRGBV) prevention through the Determined, Resilient, Empowered, AIDS-free, Mentored, and Safe (DREAMS) program. Major findings from program results include the following: • By the end of Primary (P)4 (the final grade of SHRP support for reading), program learners are more than twice as likely to be reading 60 or more words per minute in English than learners from control schools. • Program learners in P4 are able to answer almost twice as many reading comprehension questions correctly in English than control learners, with program learners answering 1.3 questions correctly compared to 0.7 among control learners. • Program results are proving to be sustainable. P2 learners in subsequent cohorts are registering reading gains similar to those found in the initial cohort, and control schools that were brought into the program are also registering the expected gains. Furthermore, these gains are being maintained into P5.
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• From P1 onwards, program learners are more likely to reach reading benchmark compared to control learners (Figure 1).
Figure 1. Learners’ Reaching Reading Benchmark Program vs. Control
• Program learners’ HIV-related knowledge, attitudes, and practices (KAP) improved over and above the results observed in control schools. A key objective of SHRP was to support the Government of Uganda through the MoES in developing, implementing, and assessing a successful approach to reading instruction and HIV/AIDS education in schools. To accomplish this goal, SHRP supported the MoES to build institutional capacity, develop policies, reinforce positive education sector practices, and help institutionalize the training, support, and policies “SHRP is regarded positively for pioneering necessary for sustainability. At the national level, what is generally viewed as a promising local the program provided technical support to MoES language EGR initiative while working very counterparts on strategy, policy discussions for collaboratively with and through all elements education reform, planning, and implementation. of the MoES”. At all levels, the program used experiential and Final Performance Evaluation, NORC 2016 advisory approaches to enable national, district, and community stakeholders to design and implement activities to promote reading and good health for Ugandan school children. Working through existing systems, SHRP simultaneously implemented a large-scale reform effort and provided support and technical assistance to the Ministry and other partners to
2016 KAP Midline Survey Report Findings The results of this study showed that learners at intervention schools benefited from more HIV-relevant materials, HIV education, and HIV-related activities and had improved HIV-related KAP compared to learners from control schools. Additionally, girls showed more improvement than boys. This study, which aimed to observe midterm trends in HIV/AIDS KAP among primary and post-primary learners and teachers in 15 districts of Uganda, looked at changes in HIV-related KAP amongst school learners after two years of SHRP implementation. The study design was quasi-experimental, with randomly selected schools and learners representing the intervention and control groups. Data were collected from 11,864 learners. Although this assessment was called a midline, it was actually the final data collection effort as the program focus shifted to DREAMS districts, schools, learners, and priorities.
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scale up the early grade reading (EGR) model to an additional 61 districts, increasing the model’s reach to cover over 80% of all government schools nationwide. From the beginning, a major focus of SHRP was to ensure government ownership and sustainability of all program activities by planning and implementing within and through government systems. As such, realizing learning gains at scale took more time than originally anticipated. However, the data have shown consistent gains over the seven years of the program, especially in the later grades (P3 and P4).1 This finding indicates that it takes time for large-scale programs to take root. The successful scale-up of the program through the USAID-funded Literacy Achievement and Retention Activity (LARA) and the MoES- implemented Global Partnership for Education (GPE) program have shown that these gains can be sustained and built upon through government systems. Indeed, these programs have demonstrated similar learning gains using the same EGR model. Furthermore, SHRP built capacity at the national and local levels, with more than 1,000 trainers trained on EGR, many of whom have served as trainers under LARA and GPE. Throughout its period of performance, SHRP has supported the MoES, colleges, and districts to reflect on their current systems and capacity to identify contextual opportunities for reform and improvement. Through a series of consultation meetings with local and national stakeholders during the final months of SHRP, the MoES Top Management, which reports directly to the Minister of Education, endorsed a list of priority issues for the government to take action upon and has already made significant progress on a number of issues. Included among the priority issues are the following: • Replenishing EGR books: The MoES has included in its current budget funds to replenish approximately 500,000 EGR books and asked SHRP to provide projections for EGR book replenishment needs and costs over the next five years. Going forward, the MoES will need to continue including sufficient funds in its annual budget specifically for EGR book replenishment. • Mainstreaming the EGR addendum into the pre-service curriculum: The addendum has been approved, and tutors have been trained on its implementation. However, in future revisions, the EGR content should be incorporated directly into the content of the pre-service primary teacher education (PTE) materials. • Expanding the EGR program to the remaining districts: Some districts were not covered by SHRP, LARA, or GPE, largely because their residents do not speak any of the 12 program local languages (LLs) addressed under SHRP. The Government of Uganda will need to make decisions on how to introduce the EGR program to districts and communities that predominantly speak LLs other than the 12 SHRP languages. • Ensuring that HIV-related education and SRGBV support remain a focus in schools: Currently, these are still treated as “add-ons” to the mainstream curriculum, often occurring outside of regular school hours. There needs to be a more systemic focus to ensure these will be adequately addressed within the school timetable. • Updating the Teacher Development Management System (TDMS) to improve ongoing professional development support for teachers: The TDMS was
1 Given the high rates of learner and teacher absenteeism, it is estimated that by the end of P7, learners have received only four solid years of learning.
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developed 20 years ago and has outgrown its original design; that is, although coordinating center (CC) tutors (CCTs) are responsible for providing professional development support and supervision to teachers directly, they are no longer able to do so effectively. Therefore, the system should be updated to (1) improve coordination between primary teaching colleges and districts/municipalities, (2) better incorporate district/municipality education officials in providing professional development support to both teachers and CCTs, and (3) establish a system for guiding and developing content for school- and cluster-based continuous professional development (CPD). In the updated system, CCTs should be seen as coordinators of support, not the sole providers. • Revising the EGR materials and making the books and training available to private schools: Many lessons have been learned while using and reviewing the original drafts of the EGR materials and should be used to inform revisions of all P1– P4 materials in the 12 LLs and English. In addition, the MoES should establish a system to make the EGR books available for private schools to print or purchase and provide them an opportunity to receive training on the new EGR methodology. • Overseeing the National Literacy and Numeracy Advisory Committee: This advisory committee was established to guide the strategic implementation of EGR in Uganda moving forward. The MoES should ensure that the committee meets regularly and reports directly to the Top Management. The committee should include representatives from key ministries beyond the MoES, such as the Ministry of Local Government, to ensure that all key stakeholders are involved. • Improving the assessment, monitoring, and implementation of reading and HIV/AIDS education in schools: To measure improvement and continuously identify areas in need of improvement, the MoES should establish benchmarks for EGR and HIV/AIDS education, include key EGR and HIV/AIDS indicators in monitoring tools, and link school performance and teacher capacity to actionable rewards and sanctions.
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1. INTRODUCTION
1.1 Overview
To achieve the program’s overall objective of “Increasing Literacy and Health-Seeking Behaviors,” the United States Agency for International Development (USAID)/Uganda School Health and Reading Program (SHRP) was implemented across two key results. Result (R)1: Improved Early Grade Reading (EGR) and Transition to English and R2: Improved HIV/AIDS Knowledge, Attitudes, and Practices (KAP). R1 supported reading improvements in 4,097 schools across 43 districts (the number of schools per district can be found in Table Annex 2-1), working through established government systems. The program’s technical assistance supported key Ministry of Education and Sports (MoES) departments and institutions, including the Departments of Basic Education (BE), Teacher Instructor Education and Training (TIET), and Special Needs Education (SNE); the National Curriculum Development Centre (NCDC); Directorate of Education Standards (DES); Uganda National Examinations Board (UNEB); district and municipal education officials; and primary teacher colleges (PTCs). The program worked closely with the NCDC and Local Language Boards (LLBs) to develop orthographies for local languages (LLs) and reading materials and teachers’ guides in 12 LLs and English. It also worked with TIET to develop and implement EGR teacher training activities and with teacher training colleges and coordinating center (CC) tutors (CCTs) to support teachers in the classroom after training. UNEB, with program guidance, undertook three rounds of their own EGR assessment (EGRA) to support national-level EGR efforts. SHRP also made efforts to work with the DES to incorporate a reading rubric into national school inspection tools and to have the MoES host and share data collected on CCTs’ tablets during their support supervision visits to schools.
Targeted technical assistance was Figure 2. Ugandan Districts Receiving Early provided through three EGR scale- Grade Reading Support up interventions that emanated from the program’s EGR model (Figure 2, Table 1): • The Uganda Teacher and School Effectiveness Project (UTSEP) implemented by the MoES and funded by the Global Partnership for Education (GPE) • The USAID/Uganda Literacy Achievement and Retention Activity (LARA) • Improving the Learning and Educational Attainment in Primary (ILEAP), Build Africa Uganda in Ngora District.
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This expansion widened the program’s literacy work to more than Designed as a five-year pilot of a large-scale 10,000 government primary schools, representing more than 80% reading reform, as early as of all government primary schools nationwide. In total, these four the second year of the EGR programs have reached more than 6 million Primary (P)1– program, plans were underway to replicate the P4 learners, trained nearly 66,000 teachers and head teachers, EGR methodology through and provided over 8.4 million pupil books and teachers’ guides in GPE and LARA 12 LLs and English throughout the country. Table 1. Ugandan Districts Receiving Early Grade Reading Support SHRP Districts LARA Districts DREAMS Districts ILEAP District Apac Kumi Bukomansimbi Albetong Ngora Arua Kwania Buvuma Bugiri Budaka Kyenjojo Hoima Ibanda Bugweri Lira Isingiro Iganga Buikwe Manafwa Kalangala Kagadi Bunyangabo Masindi Kalungu Kakumiro Bushenyi Mbale Kanungu Kamuli Butebo Moroto Kayunga Kole Gomba Nabilatuk Kiboga Kotido Gulu Nakapiripirit Kibuube Kyenjojo Ibanda Namisindwa Buhwejo Masindi Iganga Napak Kyegegwa Mayuge Kaabong Omoro Luwero Kabale Otuke Masaka Kabarole Pader Mbarara Kamuli Pallisa Mitooma Kasese Rubanda Mityana Katakwi Rukiga Mpigi Kibuku Serere Mukono Kiruhura Sironko Nakaseke Kitgum Wakiso Ntungamo Kole Rakai Rubrizi Runkungiri Sembabbule Sheema Lyantonde Lwengo Butambala
R2 supported the MoES to establish sustainable mechanisms for a meaningful HIV/AIDS response within the education system and to implement effective HIV and AIDS prevention education in primary and post-primary schools and institutions. Thus, the program provided
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technical support to the MoES to enhance the President’s Initiative on AIDS Strategy for Communication to Youth (PIASCY) curriculum. In doing so, SHRP established a minimum package of HIV education interventions in schools through the School Family Initiative (SFI), supported the MoES in more actively engaging districts in HIV education initiatives, and trained teachers to teach about and become champions for HIV prevention and the promotion of positive health-seeking behaviors. Over 600,000 learners have been reached with HIV/AIDs education by the program. Starting at the end of Year 4, the program became part of the Determined, Resilient, Empowered, AIDS-free, Mentored, and Safe (DREAMS) initiative, which aims to reduce the incidences of new HIV cases among girls aged 10–24. Over two years of DREAMS implementation, the program supported 65,524 girls across 252 schools in 15 districts. DREAMS was established to help provide expanded access to the continuum of HIV services for in-school adolescent girls, young women, and orphans and vulnerable children. It focuses on a series of protective “layered” interventions offered within school settings to adolescent girls and young women to foster their skills and confidence, with the goal of retaining them in school and enabling them to decrease their risk of HIV infection. During the final year of SHRP, the program continued implementing DREAMS-like programming in non- DREAMS districts, operating in in 325 schools in 12 districts across Uganda. The number of primary and secondary schools per district can be found in Annex 2-2. The overall program objective has two key Results and eight Intermediate Results (IRs), as shown in the results framework below (Figure 3). Each of the IRs represents a major programmatic focal area.
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Figure 3. USAID/Uganda SHRP Results Framework Program Objective: Increased Literacy and Health-Seeking Behavior
R1: Improved EGR and transition to English R2: Improved HIV/AIDS KAP
IR 2.1: Improved planning of the MoES HIV prevention response IR 2.2: School-level impact of HIV/AIDS, SRGBV, and health education improved IR 1.1: National policies to support literacy developed *DREAMS IR 2.2.1: School-level HIV/AIDS and IR 1.2: Materials developed to support EGR health education supported IR 1.3: Teachers’ ability to teach reading improved *DREAMS IR 2.2.2: SRGBV prevention supported IR 1.4: Advocacy and support for reading increased *DREAMS IR 2.2.3: Linkages between schools, IR 1.5: Reading programs and policies informed communities, health providers, social service by data and research providers, and the justice sector supported
IR 2.3: HIV/AIDS education programs and policies informed by data and research
Working through and supporting existing MoES systems Note: SRGBV = school-related gender-based violence. *DREAMS results have been inserted into the program results framework for illustrative purposes.
SHRP supported the USAID/Uganda Country Development Cooperation Strategy (CDCS) and Project Logical Frameworks in several areas. Under CDCS Development Objective 2, the program acts as a driver of demographic change through the following links: ♦ IR 2.1: Adoption of health reproductive behaviors and practices increased as BE empower girls to make healthier choices (IR 2.1.1) for themselves and their (future) families. ♦ IR 2.2: Child well-being improved by improving the quality and relevance of primary education for all children (IR 2.2.5). ♦ IR 2.3: Girls’ education improved by improving learning environments for girls (IR 2.3.1) and making schools safe and supportive spaces. ♦ SHRP also supports the following: ♦ IR 2.3.2: Community participation increased, focusing on community and parent support for reading. ♦ IR 3.3: Key elements of systems strengthened to increase the capacity of the Ministry of Education, affiliated institutions, teacher training colleges, and district offices. ♦ IR 3.4.2: Policy-making process and capacity strengthened to develop and promote reading-related policies ♦ IR 3.3.1: Availability of skilled and motivated workforce increased, as literacy is one of the most fundamental skills needed in the workforce today.
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1.2 Program Key Achievements
. 4,097 schools in 43 3.2 million learners districts received EGR interventions supported to improve their reading achievement . 104 instructional material titles developed in 12 LLs and English . 4.0 million pupil books and teachers’ guides distributed . 35,984 teachers and 600,000 adolescents head teachers provided with trained in the EGR knowledge about HIV methodology and AIDS prevention and . 833,500 library skills to make healthier choices books distributed
. 65,524 girls received DREAMS HIV/SRGBV interventions . 603,647 adolescents received HIV/AIDS education . 13,407 teachers and head teachers trained in HIV/AIDS and SRGBV prevention . 39,069 PIASCY manuals distributed to teachers
2. PROGRAM DESCRIPTION
2.1 R1: Improved EGR and Transition to English
Learning to read is a complex process requiring LLs Supported and When They Entered the direct and continual instruction. The program was Program built on the premise that significant, measurable Cluster 1 (C1), 2013: Atɛsɔ, Lëblaŋo, Luganda, Runyankore-Rukiga improvements in children’s reading abilities can be made by focusing on strengthening key elements Cluster 2 (C2), 2014: Lëb Acoli, Lʉ́ gbàràti, Lumasaaba, Runyoro-Rutooro of the classroom environment, specifically through more effective instructional techniques, increased Cluster 3 (C3), 2015: Lhükonzo, Lugwere, Lusoga, Ŋakarɨmɔjɔŋ access to appropriate printed materials, increased and improved time on task, use of mother tongue for instruction, and use of assessments to inform teaching strategies. Over the past seven years, SHRP has advised, guided, and supported the MoES to develop a pedagogically effective, evidence-based EGR program in 12 LLs and English. This program was subsequently scaled to 80% of all primary schools in Uganda. In Year 1, guided by a language readiness analysis conducted by SHRP, the MoES selected the 12 target languages and assigned them into one of three clusters based largely on
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orthographic readiness for materials development, the existence of instructional materials in that language, and population size (with the aim of reaching as many children as possible). The phasing of the rollout of the three clusters is shown in Table 2. Table 2. Rollout of the Reading Intervention, R1
Direct Program-Supported Schools
Cluster Languages Calendar Year
2013 2014 2015 2016 2017 2018 2019
Atɛsɔ C1 Lëblaŋo 2013 430 903 1,434 1,433 1,505 1,506 1,506 14 Luganda districts Runyankore- Rukiga Runyoro- C2 Rutooro 2014 Development Lëb Acoli 413 876 1,167 1,316 1,310 1,310 13 Phase districts Lʉ́ gbàràti Lumasaaba Lugwere C3 2015 Ŋakarɨmɔjɔŋ Development Phase 460 874 873 945 945 12 Lhükonzo districts Lusoga
Former control districts 336 (4) Number of Schools in 430 1,315 2,770 3,474 3,694 3,761 4,097 the Program
In addition to rolling out EGR programming by cluster, SHRP maintained a group of control schools to facilitate making comparisons of the reading gains in EGR intervention schools. In 2017, SHRP began phasing in the control schools, and by 2019, all 286 control schools in program districts and 336 from the four external evaluation control districts (Ngora,2 Otuke, Ibanda, and Buikwe) were engaged in SHRP, bringing the total number of program schools to 4,097 in 433 districts. As illustrated in the results framework, SHRP provided support for reading reform through its five IRs under R1, which are discussed in detail below. IR 1.1: National Policies to Support Literacy Developed Capacity development and systems strengthening across all levels of the MoES have been at the center of the program’s technical approach from the beginning. The program developed an effective approach to support the MoES, working through national, regional, and district-level institutions. This process included joint planning, implementation, monitoring, and supervision of EGR policies and activities at all levels. Support for the
2 Build Africa began providing EGR support to Ngora district in 2016 through its ILEAP program 3 The Government of Uganda created new districts from existing districts throughout the duration of SHRP; as a result, the number of SHRP-supported districts increased from the original 30 districts to 43 by 2019.
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strengthening and development of national education policies and strategies, especially in the area of reading, has been crucial to SHRP’s success. The policy and systemic support that the program has focused on includes the following: • Supporting the development of a national literacy framework • Developing an addendum to the primary teacher education (PTE) curriculum to ensure that EGR and HIV/AIDS education are addressed at PTCs • Helping establish and strengthen LLBs and writing panels to put in place standard orthographies and learning materials (see IR 1.2 for more details) • Harmonizing reading assessment efforts and building the capacity of the MoES to conduct its own national EGRAs • Incorporating EGR indicators into national and district-level inspection processes • Conducting educational research to inform policy and strategy development • Holding local, regional, and national stakeholder meetings, seminars, workshops, and symposiums to ensure coordination and sustainability at all levels.
The Deeper Challenge: Implementing LL Reading Instruction The desire for LL instruction in the early grades and the relevant policy framework have been in place for years, and the Thematic Curriculum itself established the LL as the medium of instruction in P1–P3. Unfortunately, because of the lack of appropriate materials and guidance on how to realize LL instruction in the classroom, teachers and schools found it difficult to implement this policy. This difficulty was further complicated by the lack of content specific to the teaching of reading for teachers to follow. Recognizing the low levels of reading, non-existent reading instruction during literacy lessons, and the lack of LL reading materials, the MoES partnered with USAID to address these gaps. SHRP was designed to provide technical and financial support for the MoES to enable teachers and schools to effectively teach teachers how to teach reading in the LL and prepare learners to transition to English as the medium of instruction beginning in P4. The focus of this program was on teaching children how to read and write first in a familiar LL and then to transfer their skills to English. Along the way, children would progress from learning how to read to reading to learn. These goals were achieved by developing teaching and learning materials in 12 LLs and English and providing training and pedagogical support to teachers.
National literacy framework During national-level stakeholder discussions in Year 1, the MoES requested support in developing a national literacy strategy to articulate overarching objectives and strategies for improving literacy and numeracy4 in Uganda. Over the subsequent years, through numerous consultations and collaboration with MoES departments and education partners, the National Literacy and Numeracy Improvement Framework was developed, reviewed, and finally approved by the MoES Top Management Team, chaired by the Minister of Education, in April 2017. The framework was subsequently disseminated to implementing partners and members of the Basic Education Working Group in October 2017. An important aspect of the literacy framework was the call for the establishment of a national-level committee to provide direction and monitor progress in early literacy. SHRP and LARA supported the MoES to set up an EGR Advisory Committee, which later changed its name to the National Literacy and Numeracy Advisory Committee. Both SHRP and LARA
4 The MoES requested that numeracy be included in the same framework document.
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have provided logistical support to ensure the committee Although the thematic meets regularly to review progress in implementing EGR curriculum called for LL activities and identify key policy and systems issues that need instruction in P1–P3, no LL reading materials were available to be addressed by the government and its partners to before SHRP, so enhance the quality of EGR implementation and ensure its operationalizing this policy in sustainability in the future. literacy lessons was difficult. For many schools, even the LL to Although a literacy hour was part of the daily early grade be used for instruction had not been established. timetable, the thematic curriculum did not provide enough specifics on the mechanics of teaching reading. This lack of information, combined with the absence of reading materials, meant that teachers had no understanding of what literacy is or how they might teach it. For example, learner outcomes for a particular lesson might be stated as “learner can read 2 words,” with no guidance for teachers about the milestones learners would need to meet to achieve this outcome. Thus, it is not surprising that teachers admitted to being at a loss when it came to developing teaching content for the literacy hour.
Classroom observations undertaken by SHRP at baseline found virtually no use of printed materials during the reading lesson in any classroom observed. Additionally, in some instances, the length of reading lessons was much shorter than the 30 minutes allotted in the timetable; in one case, the observed lesson lasted just 16 minutes. Furthermore, it was very common for teachers to start the lesson by writing out the vowels (AEIOU) on the board, followed by saying each vowel name out loud and having the learners repeat again and again in chorus as a drill. These observations clearly demonstrated that teachers lacked a systematic plan for teaching specific letters A girl participating in a reading lesson at and instilling the basic components of reading, which baseline, drilling of vowels. Image credit: are essential building blocks for reading fluency and RTI International comprehension.
EGR in pre-service teacher training As important as it was to train currently practicing teachers how to teach reading, to ensure that future teachers also have the necessary skills to teach EGR, the next generation of teachers, who are now or will be enrolled in teacher training colleges, must also be trained. As the MoES rolled out the EGR program in SHRP districts and began to see its impact on teaching and learning, they realized the importance of ensuring that EGR methods are covered in PTCs. Thus, the MoES Helping a child to read. Image credit: RTI collaborated with SHRP and stakeholders to International ensure that the PTE curriculum incorporated the new EGR and HIV/AIDS education content and methodologies. Although a full revision of the PTE curriculum was not planned or budgeted for during SHRP’s implementation, SHRP and the MoES agreed that an addendum to the curriculum would be developed and
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disseminated across all PTCs to ensure that the new content and methodologies would be incorporated into their current courses. Under the direction of Kyambogo University, the institution mandated by the MoES to develop and certify the PTE curriculum, the addendum process started in July 2016 by identifying EGR and other content missing from the existing PTE curriculum materials. The addendum integrated EGR into identified areas in the existing curriculum. The learning areas included in the PTE addendum included professional education studies, early childhood development, science education, social studies, and mathematics. The addendum also incorporated content and methodologies that promoted HIV/AIDS and SRGBV prevention education. Through this collaborative and consultative process, the addendum was finalized and approved by Kyambogo University in September 2017. SHRP supported the rollout of the addendum to all PTCs by conducting a dissemination workshop at regional PTCs in September 2017. The purpose of this workshop was to orient all PTC principals, deputy principals, and tutors on the rationale for and process of addendum development. Another focal area was sensitizing stakeholders on the content of the addendum, which was to be infused into the regular teaching of several learning areas given that it was not in the plans, at that time, to modify the curriculum itself. Near the end of SHRP, the program organized a research activity in 12 PTCs to determine the extent to which the EGR methodology was being implemented in accordance with the PTE curriculum. Using information gleaned from the teacher trainees, SHRP conducted an additional round of training support for the colleges to help them incorporate the addendum content into their regular teaching and supported GPE to roll out EGR to all PTC tutors in UTSEP districts. Harmonizing reading assessment efforts and building the capacity of the MoES to conduct its own national EGRAs The program monitoring and evaluation (M&E) team worked with UNEB staff to plan for the incorporation of EGRA into Ministry-led reading activities under GPE. UNEB had previously been working with the program on EGRA (i.e., attending training and overseeing assessors) and developed a similar early grade, oral reading assessment tool in LLs. To lay the groundwork for this assessment, the program supported UNEB to bring together partners who had conducted reading assessments (e.g., Annual Status of Education Report [ASER]/UWEZO, EGRA, monitoring of learning achievement [MLA], National Assessment of Progress in Education [NAPE]) in Uganda to discuss what is currently being implemented on the ground, what is feasible, and best practices for assessment efforts under GPE. Stakeholders from non-governmental organizations and all arms of the Ministry attended the meeting, which was planned and hosted by UNEB. One outcome of the meeting was the provision of guidance to UNEB, to be followed when developing the UTSEP EGRA. This guidance included the need for the assessment to focus on EGR in the LL and English and to be an oral, one-on-one type of assessment. Additional guidance was as follows: The EGRA should not include control schools, should track achievement among girls and boys separately, and should include teacher and head teacher interviews. Furthermore, rigorous training of assessors is crucial, and UNEB should strive for electronic data collection. Using this guidance, UNEB successfully collected and analyzed EGRA, wrote reports, and disseminated results, on their own under UTSEP for three years.
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Incorporating EGR indicators into national and district-level inspection processes
Suggested Reading Indicators for the DES Tool: Incorporating reading into the DES ♦ Language of instruction inspection tool was an important step in ♦ Learners reading from printed materials during institutionalizing the school-level of reading lessons monitoring of reading-related activities. The ♦ Records of learner reading assessment program spearheaded discussions with the ♦ Support for teachers in teaching reading DES around this issue, and it was agreed ♦ Duration of reading lessons that five reading-related indicators should be included in the DES inspection tool. Thus, five indicators were identified that related to the language of instruction, reading from printed material, records of reading assessment, support to teachers in teaching reading, and the duration of the reading lesson. Although the DES agreed to incorporate these reading-related indicators into their general inspection tool, this activity was put on hold as they worked with the Strengthening Education Systems for Improved Learning (SESIL) project to revise the DES inspection tool overall to focus more on instructional quality indicators, including similar reading-related indicators. Work remains to be done to operationalize the integration of the indicators into the existing tool and follow up on their continued use. At the district level, SHRP worked with district teams to develop a tool to focus school visits on a few actionable issues, as discussed in more detail under IR 1.3. Promoting SNE policies and awareness in the education sector
SHRP was driven by the philosophy that every “Truly inclusive education means that children are embraced in a classroom that values the child can learn to read. Through technical potential of all and that strives to meet the assistance provided by our sub-partners Voluntary needs of all. Over 20 years of research on inclusive education has proven that there are Service Overseas (VSO) and Perkins far reaching benefits that can positively affect International, SHRP worked with the MoES’s SNE an entire society.” Department to promote policies and awareness Source: A Guide for Promoting Inclusive around SNE and inclusive education. The MoES, Education for Children with Disabilities; Kyambogo University, special schools, and NCDC International Education, RTI International. worked with VSO to refine the Functional Assessment Resource book, which covers the functional assessment of visual, hearing, and intellectual impairment; deafness and blindness; autism; and dyslexia, as well as guidance and counseling. VSO and Perkins provided technical support throughout the materials development process to ensure that SNE and inclusive education were incorporated throughout the materials. In Year 2, the program conducted inclusive education pilot training of 40 schools in Ibanda and Lira districts on functional assessment and strategies for supporting learners with special needs in mainstream classrooms. The results of this pilot helped inform future trainings and materials development efforts. Throughout its period of performance, SHRP conducted several activities to enhance the MoES’s ability to support learners with special needs: • Perkins conducted a technology assessment study in 2015 and subsequently provided assistive devices and technologies, including braillers, to targeted schools and trained teachers on how to use, maintain, and repair the devices. • In 2016, the program supported the DES to pilot and finalize the national Special Needs Addendum to the Inspectors Handbook, which is now being used in monitoring special needs activities in schools.
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• With support from the Brien Holden Vision Institute, an eye screening camp was held in Lira and Soroti districts in April 2016. Nearly 1,100 learners and 11 adults were assessed, and more than 570 received visual aid devices, such as eye glasses. • A national braille literacy competition—“The Braille Cup Uganda”—was held on June 23–24, 2016, and brought together schools and stakeholders to enhance awareness and promote braille literacy. • Perkins worked with the SNE Department to pilot a braille version of the Lëblaŋo pupil book in two schools and trained 17 teachers on how to use the books with the EGR methodology. The ultimate goal of these activities was to improve the policy environment to support and guide the development and adaptation of EGR materials and to embed disability as a core component of the education system. Conducting educational research to inform policy and strategy development: CCT remapping and other support
The MoES and partners have strongly In 2017, SHRP conducted research with 40 CCTs in Northern Region. One finding of this study was that in desired to “remap” CCs and ease CCT the two months prior, the CCTs had spent, on average, school allocations for years. Under the 25 days attending partner meetings and providing original Teacher Development partner-directed support (from, e.g., STiR Education, Mango Tree, SHRP, Save the Children). Furthermore, Management System (TDMS) plan, CCTs six CCTs were actively teaching at the college. were to be responsible for, on average, 25 Remapping cannot do much to resolve these issues, schools. However, before research began but these issues should be addressed when implementing the remapping exercises, to ensure that under the program, the actual school load all involved agree on realistic priorities and work plans. per CCT was unknown. In fact, SHRP found that only 30% of program CCTs had 25 or fewer schools and that at least 12% were responsible for more than 80 schools, including half of the CCTs in Wakiso district. Although remapping CCs had some potential to alleviate the CCTs’ caseloads, SHRP emphasized to the MoES that geographic remapping alone would not improve support to teachers in schools. In fact, the program stressed that it would be crucial to look at considerations beyond geographic remapping, including revising the system’s expectations and roles for CCTs; that is, the MoES needed to consider what CCTs do, not just how many schools they serve. With TIET and colleges, SHRP held a series of consultative meetings that brought together leaders from core PTCs and districts to develop a low-tech remapping protocol. During the development of the tool, CCTs identified several key factors that impact their ability to reach schools: distance from the CC, whether district lines must be crossed, physical barriers (e.g., mountains, seasonal roads, swamps, unbridged rivers), available means of transport (e.g., taxi, boda, lorry, on foot), and the time and cost to reach the schools from the CC. SHRP worked with the MoES’s TIET Department to analyze the data submitted by colleges on the numbers and locations of schools, to help inform the remapping guidelines being developed. The CCTs and deputy principals outreach worked jointly with district and municipal officials to make data-based recommendations for remapping CCs, and colleges started working with local government education offices to implement the new CC boundaries. In addition to the CC remapping exercise, SHRP supported other research efforts to help the MoES gain a better understanding of the various factors influencing quality EGR instruction and learning in Uganda. Included among these efforts was a repetition study conducted by
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RTI, which revealed that many parents send their under-aged children to P1 because there are no pre-primary schooling opportunities available. This practice has a large impact on the quality of instruction and learning in the classroom because it leads to oversized classes with children who are not ready to learn EGR. SHRP staff supported writing articles on EGR, which have been published in academic journals and other publications, including an article on the fact that a language’s linguistic complexity has the largest influence on reading fluency scores among influencing factors. In 2018, RTI presented the findings from its multi- country study on the structure and use of teachers’ guides to the NCDC, which was influential in the NCDC deciding to conduct a study on the use of its own teachers’ guides (see IR 1.2 for further details). In addition, SHRP conducted action research to better understand the variation in EGRA scores across languages, the cost-effectiveness of residential vs. non-residential teacher trainings, and other topics, which will be discussed in more detail under IR 1.5. IR 1.2: Materials Developed to Support EGR Since the 2007 revision of the Uganda primary school curriculum, the use of the LL as the medium of instruction in the early grades has been institutionalized through the implementation of the Thematic Curriculum. However, as mentioned above, teachers struggled to implement the new policy because the requisite materials and training to support LL instruction were not provided. A foundational component of SHRP was to support the MoES through the NCDC to develop teaching and learning materials in 12 LLs and English based on the Thematic Curriculum and transition to English in P4. This process required first working through Local Language Boards (LLBs) to establish recognized and agreed-upon orthographies in 12 LLs and then developing teaching and learning materials in the LLs and English, which were rolled out in three clusters, as described previously. Eight of the 12 program languages required extensive orthography work. As discussed above, at the beginning of the program, SHRP conducted a language readiness study through its sub-partner SIL Language Education and Development (SIL LEAD), which was used as the basis for the MoES to determine the specific 12 LLs that would be included under SHRP. Subsequently, the materials were developed in phases, beginning with P1 and P2 books for the four C1 languages. Each subsequent year, materials for additional cluster languages and grades (P3 and P4) were developed on a rolling basis. English books were developed for each grade at the same time as the C1 languages. • Aspects of the materials development and use include the following: The creation of and capacity building for language boards and writing panels and the development of orthography guides • The materials development process • The provision of supplementary readers and provision of library training. Language boards, orthographies, and writing panels Although the NCDC is mandated to work with language boards in promoting the use of LLs in school, when SHRP started, there was only one active language board, for Lëblaŋo. Language boards are crucial to the materials development process as they are speech community members elected by the larger speech community (i.e., speakers of the language) to serve as custodians of their languages and bring legitimacy and ownership to the process and outcomes. The program supported the NCDC to establish boards for the 12 LLs under SHRP, in addition to 12 writing panels.
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“The orthography development process has empowered us. We The language boards contributed have revised and internalized the new orthography and we will to orthography review and develop all of our new materials using it. We know this is development and have been something our local people will easily understand and accept.” advocates of the use of LLs in CCT at Kyenjojo PTC and Chairperson of the Runyoro-Rutooro school. The writing panel members Language Panel were elected to write the “Marking for tone has changed our whole orthography and writing system! Reading our language before was hard because curriculum content and were of tone, because we did not mark for it. At first writing was predominantly teachers. These difficult for us in the new orthography, and even now it is still panels developed the reading difficult. But we are committed to putting our language into writing, so we sat together and solved the problems and moved content for inclusion in the EGR forward. Our challenge now is to take this to community materials by participating in writing members and to our teachers to have it used daily in homes and workshops facilitated by SIL LEAD classrooms. But, we know this was the right thing, and we are sure we have discovered new aspects of our language which consultants. The involvement of must be represented in our orthography and writing!” the LLBs and writing panels in the CCT at Lodonga PTC and Chairperson of the Lʉ́ gbàràti development process ensured that Language Panel the EGR materials were acceptable to the speech communities. SHRP worked with the language boards and writing panels to build their capacity to ensure that they would be able to sustain themselves and continue to contribute to EGR and LL development and use. Training for the boards covered advocacy and public relations, basic accounting, resource mobilization and management, proposal development, and the use of basic computer packages in writing. Language boards have become active and trusted advocates of the use of LLs in education, with some taking the initiative to speak on local FM stations (Acholi, Lumasaaba, Lʉ́ gbàràti), making use of the free airtime dedicated to educational purposes. SHRP supported the NCDC to develop EGR teachers’ guides and pupil books for P1–P4 classes. These teachers’ guides provide teachers with much-needed content on the principles of the literacy model and the core components of reading, and they offer step-by- step procedures for teaching LL and English lessons to support the implementation of the Thematic and Transition Curricula. Under SHRP, 104 separate EGR titles were developed, including teachers’ guides and pupil books for P1–P4 in each of the 12 LLs, in addition to English teachers’ guides and pupil books for each grade.
Over the course of 6 years, over 60 writers worked Before scoping and sequencing the instructional content for each language, the with the NCDC each year to design and lay out the orthography (i.e., the conventions and rules materials, write stories, and draw illustrations for as of the language) had to be agreed upon by many as 24 titles a year Figure 4 highlights the the speech community. This task was led by the language boards, who spoke on materials development chain. SHRP worked with behalf of their speech communities when SIL LEAD consultants who supported the writing establishing the orthography. panels to develop the materials with the NCDC. Based on the agreed-upon 500 highest-frequency words in each of the 12 LLs, the writers developed a “scope and sequence” of sounds, which determined the content and order of the content and guided the writing process. The focus of the content was on the five components of reading, and the content was designed to follow the sequence of themes in the curriculum for each grade. Pilot tests of early versions of the materials were conducted in sample schools during the writing of each book, and the observations were used to guide the refinement of the materials based on the users’ experiences. Conception to printing takes
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about 8.5 months; a typical book production schedule calls for 23 months. Currently, NCDC is planning to follow the same process to develop materials in three more languages.
Figure 4. Materials Development Chain
Materials were produced at the NCDC by graphics consultants hired and supervised by SHRP. To prepare them for printing, these materials were then reviewed by SHRP staff responsible for coordinating the development and production of the materials. After being piloted in the classroom and finalized, the materials were reviewed according to the NCDC’s internal processes and ultimately submitted to the NCDC’s Governing Council for official approval to be used in all Ugandan schools. The materials have now been rolled out, are being used in all LARA and GPE schools, and are being made available for private schools and other districts to use in their classrooms. The materials have been printed both in Uganda and in other countries. Each year, the program considered available printing options and worked through the required procurement processes. Although SHRP preferred to support the local printing industry, ultimately, Ugandan printers had insufficient capacity to produce quality products and/or achieve timely delivery, and as a result, SHRP used international printing firms. SHRP’s sharing of information on cost, quality, and efficiency has enabled the MoES-implemented GPE/UTSEP to make informed choices regarding which printing firm to use for printing other EGR materials. Furthermore, to facilitate planning and budgeting for the replenishment of EGR materials in future years, SHRP provided the MoES with the projected numbers and costs to print and replenish books for SHRP and LARA districts. SHRP distributed the printed books to program schools to ensure a one-to-one ratio of books to pupils so that all learners have a book in their hands during the reading lesson. Each year, this distribution represented an enormous logistical undertaking, with more than 960,000 books being delivered in some years. During the first five years of the program, SHRP distributed the books by contracting a local logistics firm to deliver the books directly to every program school. Subsequently, as part of SHRP’s ongoing learning and adapting, the program tested a different approach during the final years of implementation, in which the books were delivered to district headquarters, and head teachers were facilitated to pick up their schools’ books. This method proved to be a much more cost-efficient and timely way to distribute books, which is more likely to be sustained through government systems.
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Supplementary reading materials and instructional videos SHRP also distributed supplementary reading materials to programs schools. These supplementary materials comprised a wide variety of English reading books donated through our partners International Book Bank (IBB) and Books for Africa (BFA). These books help provide learners with a selection of materials for reading beyond the classroom pupil books to enhance their reading skills and develop a greater love for reading. To ensure the books were utilized and managed well, the book distribution was accompanied by training of school staff on library management services. In total, SHRP distributed 933,748 supplementary reading materials to 17 districts and 27 colleges in Uganda and established or upgraded 950 school libraries, each with two trained teacher librarians. To support our teacher training efforts, SHRP developed videos of teachers implementing the program’s reading methodology in the classroom. Altogether, 10 short videos were developed that modeled the teaching and learning of P1 content in Literacy 1, Literacy 2, Oral Literacy, News, and English lessons. The videos were used during initial teacher trainings and were loaded onto the CCTs’ tablets to be used during support supervision visits to teachers. IR 1.3: Teachers’ Ability to Teach Reading Improved Teacher training As SHRP supported the NCDC to develop EGR teachers’ guides and pupil books for P1–P4, teachers needed to be oriented and trained on how to use the new methodology and materials in their classrooms. In coordination with the MoES, SHRP trained 35,984 teachers and head teachers to use these guides through a three-level supervised cascade approach: (1) a training of master trainers, (2) training of trainers, and (3) teacher training. As the trainings were rolled out in different phases each year, following the cluster approach, SHRP was constantly reflecting and learning with the MoES on how to improve the effectiveness and sustainability of teacher trainings. Over the course of the program, the focus of teacher trainings evolved from initially trying to make sure that teachers received all of the necessary knowledge about EGR methodology and materials at once in large residential trainings to a greater emphasis in the final years on providing teachers with practical experiential learning of a few essential EGR instructional skills through hands-on training and providing teachers ample opportunities to practice new methods during shorter, more frequent trainings held closer to the schools. Furthermore, SHRP determined that ensuring teachers receive regular, continued support through support supervision and continuous professional development (CPD) opportunities in their classrooms and schools is critical for teacher training to be effective.
The first step in the training cascade was to identify and As early as Year 3, SHRP’s master trainer pool was expanded to cover train master trainers to subsequently train teacher training for LARA and GPE as the trainers, who were then responsible for directly training trainings had to occur during the same teachers. Master trainers included select university and time period (i.e., during school breaks). training college staff and consultants. These master trainers were responsible for training trainers, including CCTs, pre-service tutors, principals, deputy principals, district officials, champion teachers, and head teachers. For each cohort of teachers, SHRP conducted an initial training before the beginning of the school year and a subsequent refresher training during a holiday break between the terms later in the school year.
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Now, there is a cadre of EGR trainers in Uganda that comprises a range of stakeholders— CCTs, pre-service tutors, district officials, champion teachers, and zonal leaders—from which the best facilitators for master training and teacher training can be drawn at any given time. Partners such as GPE and SESIL are using SHRP-trained facilitators during their training workshops; for example, during the rollout of EGR by GPE, several SHRP facilitators trained tutors. By the end of SHRP, more than 1,000 individuals had been trained as EGR facilitators across SHRP, LARA, and GPE who will be able to continue to provide training and support to teachers in years to come. During the first few years of SHRP, teacher trainings were residential affairs, with teachers traveling to and staying at a regional PTC for the duration of the training. In contrast, in its later years, the program adopted a hybrid training model that introduced non-residential trainings in which teachers traveled daily to their CC to be trained. SHRP conducted action research to compare the efficiency and effectiveness of both approaches and found that non-residential trainings cost less but produced results that were equivalent to, if not better, than those achieved through residential trainings. Furthermore, the non-residential training model can be more readily replicated and sustained through government systems and resources. Another innovation SHRP adopted in its later years was the use of over 200 “champion teachers” as teacher trainers. During the initial trainings, the MoES identified model teachers who demonstrated strong skills in teaching EGR to serve as champion teachers. Many of these champion teachers subsequently proved to be among the most effective trainers in demonstrating EGR methods to their peers. The MoES has now adopted the practice of using champion teachers, recognizing them with certificates and utilizing them for other trainings under GPE and LARA. In addition, SHRP collaborated with and learned from other education partners in Uganda, including Red Earth Education, STiR Education, Mango Tree, and Aga Khan Foundation, to learn and adopt best practices for trainings. As a result, the trainings are now more practical, interactive, and effective, and the content has been streamlined to include only the most crucial information that can be practically absorbed by teachers. This pared-down content allows more time for demonstrations and pair practice among teachers. As mentioned under IR 1.2, instructional videos have been used during trainings and support visits to provide model examples of key EGR methods and skills.
Efforts to support teachers in the Adult learning theory emphasizes the value of introducing classroom evolved from focusing on head teachers and CCTs, to new information and skills in an interactive manner, with including zonal head teachers, skills practiced between training events. SHRP transitioned champion teachers, district to building in one or even two refresher trainings throughout officials, and other viable source of support for schools. the year to reinforce the information provided to teachers during initial trainings. During these refresher trainings, teachers were encouraged to share their experiences implementing the strategies and content taught during the initial training, and trainers reinforced skills and information that teachers were struggling with. Ongoing support to teachers in the classroom To improve their classroom teaching, teachers benefit from receiving regular support supervision and CPD workshops, both of which help teachers address challenges they encounter in implementing the reading methodology. To provide the best possible in-class support supervision to teachers, SHRP trained CCTs—who are responsible for coaching and mentoring teachers—and zonal head teachers in all intervention districts on implementing the EGR methodology, applying general leadership skills, making and using instructional
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materials, conducting CPD workshops, and undertaking support visits to schools. These SHRP-trained CCTs and zonal head teachers then trained other head teachers in their zones with support from champion teachers, CCTs, and school inspectors. During the program, more than 500 zonal head teachers were trained on the EGR methodology and support and developed their own action plans to provide support to fellow head teachers and schools in their zone, using local government resources. A key innovation that emerged during EGR implementation was to use champion teachers— who were identified by training teams, field assistants (FAs), district officials, and MoES monitors as having mastered the EGR approach—as teacher trainers These champion teachers were then trained as trainers and paired with senior trainers to demonstrate lessons during teacher training. Champion teachers have proven to be effective facilitators at all levels of the cascade and have exhibited exceptional skills in making instructional materials and using them in teaching. Throughout the life of the program, SHRP has worked closely with the MoES, colleges, and districts/municipalities to enhance the quality and frequency of support visits and CPD sessions for teachers. One of these efforts was the remapping of CCs, as described under IR 1.1. However, it became evident that the geographic remapping of CCs would not be sufficient to ensure that all teachers receive regular professional support. Therefore, SHRP worked closely with the MoES and partners to redefine the role of CCTs so that they are not the sole providers of professional support to teachers. Additionally, efforts were made to enhance coordination between PTCs and districts/municipalities to ensure that CCTs utilize and coordinate with zonal head teachers, head teachers, and champion teachers to provide additional, more frequent support to teachers in classrooms. CPD is key in refreshing teachers’ knowledge and skills and equipping them with the know- how to implement new ways of teaching in the classroom. Previously, CCTs would identify issues via monitoring and support supervision (MSS) and organize CPD sessions at either the CC or school level without systematic guidance on how to address the identified needs. To fill this gap, SHRP and partners developed and distributed sample structured CPD sessions designed to help champion teachers, zonal head teachers, and CCTs conduct 1–2- hour afternoon CPD sessions at their school, zone, or CC. The structured CPD sessions were field tested at the school, CC, and college levels and were received with great appreciation by teachers and tutors as the structured sessions provided guidance on what type of training to deliver during school- or cluster-based CPD workshops. SHRP worked with the MoES and colleges to build capacity and identify how additional structured CPD sessions can be periodically developed through government systems to address emerging needs at the national, college, and school levels. The ultimate goal is for teachers to receive CPD trainings along with support visits on a regular basis. Prior to SHRP, district officials’ school visits took the form of inspections and were focused on writing up the shortcomings of the facilities and basic school operations. SHRP helped to pilot and refine a method for support that eventually evolved into visits that brought together district and college staff with a new focus on assessing what was happening in the classroom and identifying actions to support teaching and learning directly. The program developed an MSS model that ensures regular contact among head teachers, CCTs, inspectors, PTC tutors, and teachers to provide constructive feedback on strengths and areas for improvement in classroom teaching. In the original model, college and district teams spent a week in each district, first planning the weekly program and then distributing it to schools to undertake support supervision. This support supervision included reviewing lesson plans, observing reading lessons, and providing constructive feedback to teachers. It
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also included visiting with the school management committee (SMC). This model generated substantial buy-in and support at all levels of the system, as diverse teams working together at schools came together to discuss challenges. During the first few years, SHRP helped organize and fund these MSS activities. By the final years of the program, MSS visits were fully planned and funded by the districts themselves, who would invite SHRP to participate and provide technical support. The intention was never Figure 5. The FAS Approach
to reach all teachers or schools • Brainstorming—What do you want to know more about in your District? • Guided Discussion—What is most important to learning? What can the District through MSS (especially not take action on? Initial District • Generate Questions—Simple, Y/N to check on priority areas program-led MSS) but to institute Meeting • Determine what "Yes" and "No" mean—What are our minimum standards? a model process that could be implemented by the districts • Use SIMPLE tool with few questions, where Yes=1, No=2 themselves to oversee and • NOT a representative sample (need to be clear on this) Go to supervise their schools. Schools The practice of district-led MSS is • On spot analysis—Everyone reports what they found for each question— in line with our intention to bridge document. • Discussion—What does this mean for learning in our District? What can be program-led and supported done to address gaps? Debrief • activities to the local systems and Action Points is directly aligned with the districts’ pledge to plan for this ongoing support using their own funding. To this end, every district has nominated a “focal person” to be responsible for planning MSS visits.
To support the districts and colleges to maximize the usefulness of their MSS visits, SHRP and LARA developed the Focused, Actionable and Simple (FAS) approach (Figure 5) to empower districts to develop their own lists of questions, generate evidence during school visits, and come up with doable actions. Many districts have taken up this methodology and found it useful in conducting meaningful MSS visits to their schools that will lead to action at the district level. In the field of SNE, several activities were conducted under the program, including a specialized skills training on SNE for teachers and college officials that was attended by 148 principals, deputy principals, and CCTs. In turn, these lead facilitators trained more than 8,000 EGR teachers on basic skills related to special needs to enhance the teaching of learners with special learning needs.
• Through our partner VSO, SHRP Brien Holden Vision Institute staff conducting an eye worked with the MoES to develop screening exercise at a SHRP-supported camp where a support manual to help teachers nearly 1,100 learners were assessed. Image credit: RTI International better support special needs learners in the classroom.
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• 56 special needs teachers trained by Perkins on specialized skills received training on the EGR methodology. The goal of this training was to better familiarize them with the methods of teaching children reading and writing. • SHRP supported an eye screening camp that served 1,100 learners. • With our partner Perkins and in partnership with the MoES, we launched a national braille literacy competition in Uganda—“The Braille Cup Uganda”—to enhance awareness and promote braille literacy while inspiring a love of reading among students who are blind. Using technology to support teachers to teach reading As program data indicated that most teachers were not receiving regular support visits from CCTs or other instructional coaching, SHRP took advantage of a grant from Google.org to increase the quality and quantity of support supervision and the accountability of CCTs to teachers, schools, and the system. With this grant, SHRP provided tablets to all CCTs, with customized lesson observation instruments to support instruction and a dashboard to track their visits. After piloting the tablets with a small number of CCTs, the program was rolled out to all SHRP-supported core PTCs, and all CCTs, college administrators, and district inspectors were provided with a tablet and training on how to use it for effective teacher support visits. In addition to the TangerineTM:Coach application with the observation instruments, the tablets were loaded with digital copies of the EGR teachers’ guides and pupil books, the Papaya application with letter sounds, instructional videos, and other relevant resources. The tablets are Global Positioning System (GPS) enabled so that school visits can be tracked, and the data are uploaded to a server and can be displayed on a web-based dashboard to allow district, college, and MoES leadership to monitor how often schools are visited by CCTs. Comparing baseline data collected in Term 1 of 2017 to data from Term 1 of 2019 revealed virtually no difference in the percentage of schools visited by a CCT during the term. Notably, however, although the quantity of CCT visits remained static, the quality of the visits increased. In Term 1 of 2019, CCTs were more likely to leave written feedback for teachers at the schools they visited, and their feedback focused more specifically on teaching, learning, and reading. That is, at baseline, in 2017, 22% of CCTs left written feedback for teachers in the “blue book”; in 2019, this figure doubled to 44%. Additionally, the percentage of general feedback (i.e., feedback that was not directly related to teaching and learning) decreased from 41% at baseline to 17% in 2019, and the percentage of reading-specific guidance increased from 16% to 30%. Although the tablets were introduced in the final years of the program, the DES had agreed to use their information technology (IT) server to host the Tangerine data from the tablets, and the data have already been migrated so that they and the dashboard are now supported by the MoES. However, achieving the intended effects (including closely monitoring visits to increase the number of visits) will require additional support and attention. That is, although the hardware and software are now owned by MoES, more work is still needed to ensure that the use of tablets and dashboard for support visits and monitoring is embedded within the colleges’ and districts’ regular processes. FAs’ support to schools and teachers One of the greatest challenges in providing access to quality education is reaching the most remote schools in Uganda. Before SHRP, teachers received support from their line
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 23
supervisors (CCTs and inspectors of schools). However, this support was irregular for a number of reasons, including the large number of schools, supervisors’ other duties, distance, and inaccessible roads. Thus, the support provided to teachers was the subject of substantial criticism, and receiving this support was not something teachers looked forward to because their supervisors rarely gave formative feedback. In 2013, SHRP adopted the FA initiative as part of support supervision in schools to fill the long gaps in teacher support. Under this initiative, FAs regularly visited schools to provide support to teachers on the EGR methodology, monitor program implementation, collect data to inform program operations, and communicate critical information on trainings and assessments. The FAs also attended parent–teacher association (PTA) and SMC meetings and advocated for literacy and health education in line with the program’s approach. The FA initiative helped to ensure that SHRP trained the right teachers, that EGR materials were delivered to the right schools, and that teachers were supported to implement the reading methodology. Teachers looked forward to FAs’ next visits because they valued FAs highly, like the CCTs and inspectors. Furthermore, FAs became so helpful to the district education departments that District Education Officers (DEOs) often sent them to schools to perform assigned duties. See section 4.2 for more details. IR 1.4: Advocacy and Support for Reading Increased For improved reading instruction and achievement to take hold, there must be demand for literacy and support for reading not only in the classroom but also within the broader community. Initially, the use of LL instruction was met with skepticism among central Ministry staff, district officials, teachers, and parents as they saw English as the ticket to success and observed its use in private schools. To promote the importance of reading in general and learning to read in LLs, the program applied various strategies at the national, district, community, and household levels, which are described below: National and district levels: Although the national symposiums and meetings that brought MoES, district, and PTC staff together created national exposure for EGR, the real work in raising awareness about the importance of learning to read in LLs occurred via the day-to- day, face-to-face interactions and meetings with these stakeholders. SHRP regularly engaged in MoES technical working groups, school visits with district staff, and “as requested” technical support on areas important to the Ministry (e.g., remapping, private schools). This engagement helped to create a sense of mutual trust, promoted the notion that “we’re in this together,” and signaled that SHRP respected and believed in the issues important to the MoES and the processes established for discussing issues. Community and household levels: Local community mobilization activities were implemented, aimed at increasing knowledge of the importance of EGR and parental involvement in home and school reading activities and local and national campaigns. Several public promotional drives were also undertaken, including radio talk shows on local radio stations, newspaper advertisements, reading competitions, and advocacy poster distributions. In addition, SHRP piloted a social behavior change communication campaign in Karamoja to address low enrollment and attendance among learners and inadequate parental support for learners in the region. SHRP partnered with a rural-based organization—Rural Action Development Organisation (RADO)—and selected 75 volunteers from three sub-counties in each program district to disseminate advocacy messages to the communities. In addition, to supplement the volunteers’ efforts, 12 schools across the 12 sub-counties in which the volunteers worked organized music, dance, and drama (MDD) activities.
24 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019
The messages conveyed by community volunteers’ home visits and MDD included the following: • Take time to read to and with your children and listen to your children read every day. • Education is a basic right of every child and will enable him/her to support our families and community. • Parents should create a safe and secure, conducive environment for learning at home. The volunteers reached communities with activities in many different venues, including hospitals, Manyatas (groups of homes/homesteads), shrine areas (where animals are slaughtered and shared among community members), trading areas, and places of worship. Through the efforts of the districts and RADO, the advocacy messages reached a wide audience, including youth, parents, representatives of women’s groups, local leaders, head teachers, community elders, and village health teams. Teachers specifically credited the MDD initiative with increasing attendance and enrollment in schools. Additionally, SHRP oriented faith-based organizations on EGR, and the program met with 71 faith leaders and shared with them advocacy messages to be disseminated at their places of worship. More than 10,000 advocacy posters were distributed to program districts, municipalities, schools, and PTCs to promote the important role that communities, parents, and schools have in children’s education. These posters were used to initiate discussions about the importance of EGR, LLs, and HIV prevention at school and community meetings. Initially printed in English, these posters were reprinted in the 12 LLs and distributed to schools during the final year of implementation. Figure 6 presents two sample advocacy posters.
Figure 6. Example Advocacy Posters
FAs’ mobilization of parents and communities: Working though school management structures and PTAs and with the support of head teachers, FAs and CCTs worked to sensitize parents and community members on the importance of education, EGR, and learning to read in the LL and their role in promoting reading in their communities and at home. Important health messages were also shared at these meetings. Program-developed advocacy posters were used to guide the discussions. Each year, more than 18,000 parents and community members were reached through community mobilization and engagement meetings, which were held in the afternoons during MSS visits, and FA-supported meetings.
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 25
FAs were trained on and supplied with parent– learner checks to use during PTA/SMC meetings. These learner checks were used to engage parents in their children’s LL reading in a fun and interactive way. The learner checks were also used to spark dialogue with parents about their expectations for their children’s reading. The program facilitated a partnership with Toyota Uganda. As part of its corporate social responsibility, Toyota Uganda supported Uganda’s reading culture by providing funding to reproduce the EGR materials needed by schools A parent assesses his child’s reading ability using the parent learner check. Image credit: RTI in Mbale district. International Several public promotional drives, such as radio talk shows on local radio stations, newspaper advertisements, reading competitions, and advocacy posters, were implemented. These were aimed at increasing community awareness and engagement in children’s education and general wellbeing.
For example, in 2015, reading competitions were held for P1–P3 learners in six districts, and almost 1,000 children from 96 schools participated. Monitoring data collected in Year 5 showed that 77% of schools These experiences visibly promoted children’s interest participated in community activities to in reading using LL stories and showcased their reading support reading that year. This rate was an increase from 0 at the abilities among their families, friends, and teachers. The beginning of the program and 50% in success of these events motivated districts to organize Year 3. their own school reading competitions to build learners’ confidence and instill a love of reading among children who are emerging readers. IR 1.5: Reading Programs and Policies Informed by Data and Research A central feature of SHRP was ensuring that monitoring and other sources of information and data were utilized to improve program implementation and impact and inform the national scale up of reading efforts. In response to USAID/Uganda’s early support for Collaboration, Learning and Adaption, SHRP also became an early adopter among implementing partners, ensuring that learning was intentional and resourced and that the program stayed flexible to respond to the learning and changing realities.
Four radio stations aired 1-hour talk shows in Atɛsɔ, Lëblaŋo, Luganda, and Runyankore-Rukiga to promote the use of LLs in the early grades and HIV prevention. District officials were hosted at the shows to discuss these issues and interact with callers. Image credit: RTI International
26 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019
EGRA: Randomized controlled trials to monitor impact
One hallmark of SHRP was the annual collection of EGRA data from program and control
Although there were no significant differences at baseline, schools, which was done to satisfy the program learners in P4 read, on average, 13 more correct need for external impact evaluation. words per minute (cwpm) than control learners (31 SHRP developed EGRA tools in its 12 compared to 18). This gain is demonstrated below, where the blue text represents the additional words read by LLs and English and collected baseline program learners. data at the beginning of P1 in each of Sam lives on a farm. He has goats. the three clusters and at the end of every school year through 2018. This Sam likes the goats. They are funny. They eat anything! process entailed training over 140 18 words read by program and control learners assessors and assessing over 13,000 He feeds the goats after school. learners for each round of data Sam puts his homework near the goats. collection. Teacher interviews and 13 additional words read by program learners. classroom observations were also The program supported the MoES policy of local language undertaken, and data from these were reading instruction in Primary 1 to Primary 3. Learners used to inform important aspects of the build upon the reading skills they develop in their local program and the reading reform in the languages to learn to read in English. areas of teacher absenteeism, transfers, and support and to track changes in reading instruction and the use of materials during reading lessons. Sentinel findings are discussed below. P4 oral reading fluency in English: EGRA data demonstrate that SHRP program schools made significant improvements in reading achievement compared to control schools. EGRAs were conducted at the beginning of P1 and at the end of every school year through P4 (the last year of direct program support). The results showed equal achievement between boys and girls. Thirty-eight percent of P4 program learners could read 40 or correct words per minute (cwpm) in English compared to 22% of control learners, and 18% of P4 program learners could read 60 or more cwpm compared to 7% of control learners.
During their school-level meetings, FAs sensitized Figure 7 compares the percentages of P4 over 18,000 parents and community members annually on the importance of EGR, learning in the learners who could read 40–59 and 60 or LL, and basic HIV information. more cwpm in English in program schools (gray and black bars) and control schools (blue bars). The overall height of the gray bars is higher than that of the blue bars, demonstrating that learners in program schools were more likely to read 40 or more cwpm in English than learners in control schools in all 12 program language cohorts.
Figure 7. Percentages of P4 Learners Reading 40–59 and 60+ cwpm in English in Program vs. Control Schools Across C1 (2016), C2 (2017), and C3 (2018)
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 27
Significant differences were found in nine of the 12 languages (Luganda, Atɛsɔ, Runyankore-Rukiga, Lëb Acoli, Runyoro-Rutooro, Lhükonzo, Lusoga, Lugwere, and Ŋakarɨmɔjɔŋ). The largest differences were found in Ŋakarɨmɔjɔŋ: 71% of P4 learners in program schools are reading 40 or more cwpm (20% reading 40–59 and 51% reading 60 or more) compared to only 30% in control schools. Few significant differences were found by gender.5
Though significant gains have been achieved, there are still too many learners not reading: at the end of P4, approximately 30% of program learners could not read a single word in English; in control schools, this figure was 42%. In LLs, the trends of differences between program and control are similar, with 37% of program learners unable to read a single word in the LL, compared to 53% in control schools. There are many systemic and economic factors that contribute to the low levels of reading achievement observed including the following: Overcrowded and under-resourced classrooms: Although the program ensured that all learners had printed reading material to use during literacy lessons, many classes are large and have few desks making it difficult for learners to have the space they need to rest their books and follow with their fingers. High teacher and learner absenteeism: Recent reports indicate that teacher and learner absenteeism is so high that learners receive the equivalent of one third of a school year of instruction each school year. Low initial reading levels: Government primary schools in Uganda cater to the least-well-off students and families in the country, as those with the means to do so opt to send their children to private schools. Indeed, 27% of the learners assessed came to school with no shoes. Furthermore, preschool attendance is low. At baseline, at the beginning of P1, virtually no learners could read even one word in the LL. For comparison, in neighboring Kenya, a baseline assessment for a similar large-scale reading effort found that 30% of learners could read at least one word. Gains in English reading fluency from baseline to the end of P4: Program schools achieved significantly higher learner gains in reading fluency by the end of P4 than control schools. Figure 8 compares the differences in gains in English cwpm between program and control schools. For example, Luganda speakers in program schools were reading 21 more words in English than those in control schools (52 cwpm vs. 31 cwpm) at the end of P4. Although there was little difference in English cwpm at the end of P1, differences started to emerge at the end of P2. By the end of P3, significant positive differences were found in eight of the 12 languages. The most notable gains were observed from P2 to P3 in Ŋakarɨmɔjɔŋ, Lusoga, Lhükonzo, Runyoro-Rutooro, and Atɛsɔ schools and from P3 to P4 were found in Luganda, Lëb Acoli, and Lʉ́ gbàràti schools.
Figure 8. Gains in English cwpm from P1 to P4 by LL
Support to the UNEB Initially, UNEB did not feature prominently in the programmatic vision or work plans. In fact, our assigned SHRP liaison for UNEB was from the secondary education department. As the
5 Girls outperformed boys in Lhükonzo program schools and in Lusoga, Runyoro-Rutooro, and Luganda control schools, and boys outperformed girls in Lëblaŋo program schools and Lhükonzo control schools.
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program began to realize that UNEB could be an important ally for tasks related to assessment, SHRP began to meet with NAPE staff to learn about their ongoing assessment efforts. These modest beginnings led to a six-year partnership that saw UNEB staff attending SHRP EGRA training and overseeing data collection. Furthermore, when GPE/UTSEP needed support to conduct their own EGRA to monitor progress, UNEB was ready. Indeed, SHRP had facilitated a stakeholder meeting to harmonize the EGRA efforts taking place nationwide and distilled the best thinking and lessons learned to inform UNEB’s EGRA. In the end, UNEB undertook three rounds of EGRA data collection entirely on their own. Recently, UNEB was tapped by the Minister of Education to conduct research on the continuing impacts of SHRP into P7. The evolution of learner assessments Assessing learner reading achievement is a crucial component of reading reform, and for SHRP, assessment efforts took many different forms. For example, we regularly discussed the annual impact EGRA mentioned above, which we used to monitor the impact of SHRP on the system itself by returning to the same randomly selected schools year after year to assess randomly selected learners. Assessment was also built into the EGR methods and materials: teachers were expected to continually assess learner uptake using various methods (e.g., surveying the class, calling on learners, undertaking individual skills checks, reviewing written work). Beyond this, the program employed learner assessments at schools as another way to monitor achievement. Learner checks were introduced for use during school visits by FAs and MSS teams as a means to allow teachers, district officials, CCTs, and PTC staff to gage learner reading achievement. For these checks, the assessment teams would randomly select learners and assess their ability to sound out letters and read words and sentences selected from grade- appropriate reading materials. These checks were often eye-opening, revealing that learners could not read as well as expected based on the choral reading that was frequently mistaken for individual learner reading in the classroom. The assessments were done on paper, and the instruments were left with teachers or district staff to allow them to continue the practice. For a short time, SHRP transitioned to electronic learner checks, which facilitated accessing the data for analysis from the program office. However, because the program was not able to respond in real time to the real-time collection of data (we did not have the resources to provide additional support the schools identified in need of extra support), it was determined that the paper learner checks were more effective for the purpose of raising awareness about the need to stay vigilant in tracking reading achievement. Parent–learner checks were introduced next. These checks consisted of SHRP-developed flash cards with a picture on one side and the LL name for the item shown in the picture on the other. To implement this check, parents simply had to hold the side of each card showing the word to their learner and then determine if the learner read the word correctly by reviewing the picture on the back of the card. It was exciting to see parents, including those who could not read themselves, assessing their learners and engaging in their children’s reading. In fact, some parents went on to train other parents in their community. This tool helped parents determine if their children could read, giving them information they could take back to the school to advocate for more support for their children. Collaborating, learning, and adapting (CLA) and action research to inform implementation and impact M&E efforts focused on ensuring that teams took time to “pause and reflect” on program activities and think about ways to improve effectiveness and, ultimately, impact. This
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 29
included monthly technical meetings to review the work plan and Gantt chart to ensure that all activities were on track and that the plans still made the most sense, given changing realities. We also developed a method of collecting information from FAs, who acted as our eyes and ears at the schools, and routing this information through supervisors to the appropriate staff to rectify the situation (e.g., too few reading books delivered or the absence of a head teacher). After-action debriefs were implemented after major activities, including teacher training and EGRA data collection, to review what went well and where we could improve next time. We included both technical staff and the MoES in the research process to better ensure that the results would be used to make changes. By the end of the program, the technical teams themselves were setting the learning agenda. Examples of the research performed include the Lumasaaba study undertaken with the MoES and the evaluation of different modes of teacher training led by the teacher training team, which is discussed in more detail below.
Research on the Figure 9. Per-Teacher Costs for Residential vs. Non- Residential Training effectiveness of and perceptions about residential vs. non- residential training led to the expansion of the non- residential training, which was found to be both equally effective and less expensive than residential training. As a result, almost half of the teachers trained in the final program year were trained in these smaller, local settings. One of the benefits
of non-residential training is that this model make it possible to provide more frequent, shorter trainings, a strategy that has been shown to be more beneficial to ongoing teacher learning.
As mentioned above, the non-residential model was found to be less expensive—just over $60 per participant, 25% less than the $80 per participant cost of residential training (Figure 9)—and to deliver content just as effectively. Furthermore, teachers and other stakeholders appreciated the smaller, local settings used under this model, and non-residential training is a more sustainable model for the MoES, districts, and colleges to implement. Other action research studies incorporated in the program’s learning agenda included the following: • A study on how EGR was being taken up and sustained by schools no longer directly supported by SHRP
• A teachers’ guide study led by the NCDC Working paper on Primary 1 Repetition Report. Image credit: RTI International • Monitoring of the use of tablets by CCTs
30 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019
• A study on language complexity • A repetition study • A study on the fidelity of implementation. Two of these studies are presented in more detail below:
P1 repetition study: The M&E The Impact of Mother Tongue Reading Instruction in Twelve Ugandan Languages and the Role of Language Complexity, team, with RTI’s home office, Socioeconomic Factors, and Program Implementation published a working paper on the Abstract: In Uganda and other low-resource settings, too few study of repetition in P1, along with children are learning to read in the early grades. In response, a corresponding four-page briefer countries have embarked on reading reform programs, often with external support. Unfortunately, rigorous evidence of these to inform policy. These findings programs’ impact remains limited. This article presents the were discussed through MoES causal impact on reading outcomes of the US Agency for working groups and a national International Development/School Health and Reading Program (SHRP), a mother tongue reading program that used clustered dialogue held in 2017. The major randomized controlled trials in 12 language communities. The finding of this research was that findings suggest that significant reading gains are possible in the low rate of primary school complex, large-scale mother tongue reading programs, but their magnitude may vary by language. SHRP significantly positively completion (60%) can be traced affected literacy achievement in 9 of the 12 languages, an back to problems in the first few encouraging sign of such interventions’ overall potential for years of primary school and that impact. Language characteristics, including complexity, were more predictive of impact than implementation fidelity or high repetition in P1 is attributable socioeconomic factors. We recommend that literacy (at least in part) to a lack of access improvement program designs consider language complexity to early childhood development and characteristics, among other factors, to maximize impact. opportunities. Differences in reading achievement by language: A paper examining the differences in reading achievement by language was submitted to the journal Comparative Education Review and will be published in its November 2019 edition. The major findings presented were the significant improvements in oral reading in program schools compared to control schools in almost all languages and that linguistics seem to be a stronger predictor of differences in achievement between languages than implementation fidelity or socioeconomic factors. Therefore, in languages with complex orthographies, gains in reading may be more difficult to achieve (or may take longer).
2.2 R2: Improved HIV/AIDS KAP
To improve learners’ health and HIV knowledge and outcomes, it is imperative that national ministries, districts, and schools have the capacity and will to make regular, effective, and data-driven HIV education a part of their operations.
“The impact evaluation on SHRP’s HIV/AIDS and health SHRP hypothesized that, if the interventions, which primarily consists of the School Family Initiative (SFI), showed positive but moderate gains in general program engaged the MoES to knowledge. Respondents with knowledge of SHRP’s health develop and roll out a standard and HIV/AIDS activities perceive that SFI programming minimum PIASCY package and to creates a much more open and supportive school environment that better supports learning and reading outcomes.” train and support teachers to build a protective environment for children Impact evaluation, NORC, 2016 through the SFI, then HIV education and life skills would take root in primary and secondary schools and translate into meaningful behavior changes and children’s knowledge and practices around HIV and AIDS will improve, leading to healthier lives. SHRP supported the MoES to put in place sustainable
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 31
mechanisms to implement effective HIV/AIDS education in both primary and post-primary schools. In particular, SHRP supported the MoES to enhance the PIASCY curriculum, trained teachers to teach about HIV prevention, established a minimum package of HIV education interventions, and supported the national level to more actively engage district- level staff in HIV education initiatives. IR 2.1: Improved Planning of the MoES HIV Prevention Response In our efforts to strengthen the government’s response to HIV prevention in schools, under R2, we supported the MoES to establish sustainable mechanisms to implement effective HIV and AIDS prevention education in both primary and post-primary institutions in targeted districts and to develop the necessary processes and skill sets to ensure long-term government ownership of HIV and AIDS education and support in schools. The program initially pursued this goal, but in year 3, the strategy shifted to providing more direct support to fewer schools to help implement the DREAMS mandate and vision. From the start of the program, the focus was on establishing systemic support for an HIV prevention response within the MoES. One major area of support comprised developing HIV-related data collection and monitoring systems. To this end, SHRP facilitated a participatory rapid examination of the national Assessment and Reporting System to support the MoES in strengthening the education management information system (EMIS) by integrating HIV/AIDS indicators and data collection into the existing system. A key step in this process was evaluating the existing EMIS and other HIV/AIDS data collected by the MoES at the national, district, and school levels. Based on the outcomes of this exercise, an action plan was developed with the following recommendations: strengthen linkages between the MoES’s HIV/AIDS Unit and its Policy and Planning Unit, strengthen the capacity of district HIV/AIDS focal persons to collect and analyze data, and develop HIV/AIDS indicators for the EMIS and a technical indicator reference guide for the MoES. As recommended, a technical indicator reference guide for the EMIS was produced through a series of consultative workshops with government and civil society stakeholders to strengthen the HIV/AIDS Education Assessment and Reporting System by unifying data collection and reporting efforts across the country. The following eight HIV/AIDS output indicators were identified for national M&E: • Proportion of teachers trained to deliver the HIV/AIDS integrated curriculum • Number of schools with adequate and appropriate HIV/AIDS instructional materials • Proportion of schools with peer educators trained to support HIV/AIDS education in the Education and Sports Sector (ESS) • Number of schools with physical education and sports teachers trained to integrate HIV/AIDS into physical education activities • Proportion of ESS institutions with access to medical human resource persons to provide HIV/AIDS-related health services • Number of schools with designated staff trained to provide psycho-social support relating to HIV/AIDS • Number of schools receiving support supervision and monitoring visits to track HIV/AIDS-related activities • Number of schools maintaining records on HIV/AIDS-related activities.
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The eight HIV indicators were approved by Education Sector Coordination Committee. However, because of contractual issues that affected the ability to make changes to the EMIS system itself, the indicators were not officially incorporated. However, the groundwork required for revising the system in the future has been completed. IR 2.2: School-level Impact of HIV/AIDS and Health Education Improved PIASCY In the first year of the program, SHRP developed a minimum standard package of PIASCY6 interventions for primary and post-primary schools/institutions with explicit guidelines on priority HIV learning within the curriculum. This standard curriculum package would be the minimum that schools would be required to cover and it would be covered as part of the SFI content. Before activities were implemented, existing PIASCY materials were revised to make them more comprehensive and age-appropriate, to incorporate emerging issues related to HIV/AIDS, and to make the content suitable for Ugandan teachers and classrooms using participatory methods for instruction. A supplementary information booklet was created to provide updated information on HIV/AIDS prevention, care, and treatment and skills to help teachers educate students about HIV/AIDS in primary and post-primary institutions. Following revision of PIASCY materials, SHRP engaged the MoES HIV/AIDS Unit to develop content and provided trainings to roll out a standard, minimum PIASCY package in primary schools and post-primary institutions. SHRP also implemented a range of coordination and capacity building activities at the school, district, and national levels to ensure the replicability and sustainability of interventions within MoES resources and budgets. SHRP followed on a five-pronged strategy to achieve this result: 1. Training teachers to effectively deliver HIV/AIDS education to young people in schools 2. Rolling out the minimum PIASCY package of interventions in program target schools 3. Improving support, supervision, and collaboration with teachers to deliver the enhanced PIASCY program 4. Strengthening and supporting the establishment of the SFI as the most optimal mechanism to reach a large number of young people in primary schools with a quality HIV and AIDS education intervention 5. Increasing and institutionalizing parental and community involvement in HIV and AIDS education at the school level to promote sustainability. Through SHRP support, over 13,000 teachers were trained on HIV and SRGBV prevention education, and more than 600,000 learners were reached with HIV/AIDS and health education, including practical life skills for preventing HIV/AIDS and living a healthy life. The implementation of these activities at the school level have already resulted in improvements in teacher and student HIV/AIDS prevention knowledge, attitudes, and skills, which in turn have contributed to better health-seeking behaviors.
6 PIASCY is an HIV/AIDS education curriculum developed for Ugandan primary and secondary schools.
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SFI—School-based HIV education
SHRP supported the implementation of the SFI as the ideal mechanism to reach large numbers of young people in primary schools with quality HIV and AIDS education interventions. To ensure that SFI was understood by teachers and implemented by target primary schools, a module on SFI was included in the PIASCY training for teachers. Teachers were supported in SFI implementation through supervision and monitoring activities. In post-primary institutions, school clubs were identified as a key mechanism to deliver HIV/AIDS education to young people. The continued success of school families and school clubs depended on effective capacity building of teachers, adequate access to information on HIV/AIDS services for learners, and appropriate advocacy targeting “SFI is a very cost effective way to create stakeholders and decision makers. HIV/AIDS and health awareness, if taken seriously, and can yield very good results. A Later, when DREAMS came on board, the positive Head Teacher can also disseminate the same knowledge throughout the community, as messages included both HIV and SRGBV can the child, as ambassadors to the community. prevention. The SFI was improved to make it SFI is the best approach to get the most reach. easier to implement for teachers and easier for Teachers get knowledge from the PIASCY and SFI materials, and translate it to local situations. the program to collect data on the children The Secondary Education Department is now reached in schools. using this approach elsewhere, e.g., in sciences, mathematics, training in PTCs.” –MoES Official The small SFI groups supported by teachers Final Performance Evaluation, NORC, 2016 have been very successful, and teachers have improved their relationships with students exponentially. As a result of this initiative, schools have shared stories of reductions in pregnancies and dropouts and improvements in school attendance. According to information gathered from interviews with head teachers and teachers, violence between learners and between learners and teachers has decreased, and teachers have reported that children are increasingly disclosing their personal problems to adults at the school. Participatory training with support supervision at all participating schools has been a hallmark of successful programming, and the use of FAs for data collection and monitoring was also identified as a very important factor. IR 2.3: HIV/AIDS Education Programs and Policies Informed by Data and Research Under R2, data and research efforts led to major adaptions of important materials in the school-based HIV/AIDS and SRGBV prevention efforts PIASCY and SFI. Updating PIASCY materials: PIASCY was designed to prevent the spread of HIV/AIDS and mitigate its impact on primary and post-primary education institutions in Uganda. When SHRP started, PIASCY and its manuals had been in existence for over a decade. Because the materials did not include the most up to date thinking on HIV/AIDS, SHRP was tasked with reviewing and validating the PIASCY books for both primary and post-primary to ensure their accuracy and make them easier to use during SFI-like meetings to facilitate teachers’ implementation of the SFI. To this end, a group of writers was hired by the program to review the PIASCY materials and identify areas that needed improvement, including the following: • Ensuring that the materials supported the curriculum • Assuring and safeguarding the quality and standards of the materials • Building the capacity of the review team for similar tasks in the future
34 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019
• Creating awareness within key ministry departments about the PIASCY support materials to be introduced in schools. The enhanced PIASCY teacher reference manuals for both primary and post-primary were cleared by the instructional materials unit and are now in use for training and in schools as reference materials. SFI handbooks: The initial SFI handbooks included only an attendance register, and teachers were expected to develop their own plans and content for the various pre- determined sessions. Over the years, these handbooks were improved and expanded to include teaching content, incorporate SRGBV more explicitly, and include an annex to give teachers more information to support referrals and linkages, once the program started implementing DREAMS. In 2019, based on recommendation from the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR), SHRP engaged in a process of reviewing and improving the SFI materials to ensure that they were based on research and evidence and to include additional sessions on life skills, HIV prevention, and SRGBV prevention. This work was undertaken by staff from LARA, a Makerere University lecturer from the Institute of Public Health, three MoES officials, and program staff. As a result of this process, the SFI handbooks were improved and approved by the MoES HIV technical working group and USAID/Uganda, and the revised SFI materials were printed and distributed to schools. The distribution of the materials included an orientation for all teachers on the changes in the SFI handbooks. KAP surveys To assess the impact of SHRP on HIV/AIDS KAP, SHRP worked with the MoES and an external evaluation team to create comprehensive HIV/AIDS KAP surveys for learners and teachers. The KAP surveys were developed in close coordination with the MoES to build capacity and promote the institutionalization of research functions within relevant Ministry departments. The findings from these surveys were used to tailor the content of both PIASCY and SFI materials and the training associated with the use of the materials.
2016 KAP Midline Survey Report Findings This study, which examined midterm trends in KAP relating to HIV/AIDS among primary and post-primary learners and teachers in 15 districts of Uganda, looked at changes in HIV-related KAP amongst school learners after two years of SHRP implementation. The study design was quasi-experimental, with randomly selected schools and learners representing the intervention and control groups. Data were collected from 11,864 learners. Although this data collection was called a midline, it was actually the final data collection effort as the program focus shifted to DREAMS districts, schools, learners, and priorities. HIV-related knowledge showed overall improvement, and misconceptions about HIV transmission improved significantly among learners in intervention schools. Improvements were also identified in terms of understanding who can be HIV positive and who can contract HIV. However, either little or no improvement was observed among learners about the possibility of HIV transmission through sexual intercourse with many partners, the possibility of mothers with HIV transmitting HIV to their babies, knowledge about HIV prevention through sexual abstinence or condom use, and the use of antiretroviral medicine. A significant improvement was found in attitudes about being tested for HIV, avoiding transactional sex, discussing HIV-related topics with adults (including teachers), and interacting with someone with HIV. The program also helped to enhance learners’ positive attitudes about discussing HIV issues with others, getting tested for HIV, disclosing HIV test results, and seeking HIV treatment and improved learners’ attitudes about the harm associated with engaging in discriminatory or stigmatizing practices relating to HIV. The improvement in learners’ attitudes about these issues was greater among learners in primary schools. In practice, more learners in intervention schools participated in school-based activities related to HIV education compared to control schools. Additionally, learners in intervention schools were more likely to form peer support groups; participate in music, drama, and sports events; talk about issues during the school assembly; and read printed HIV materials at school. Indeed, more students in program schools reported that they had discussed HIV/AIDS with their teachers and their parents/guardians. Learners in intervention schools
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 35
showed improved rates of being tested for HIV but decreased rates of obtaining their HIV test results and of sharing the results with others. Finally, the proportions of learners who engaged in “risky behaviour” (i.e., drinking alcohol, using substances like marijuana, and having sexual intercourse or unprotected sex) and “risky friendships” did not change from baseline in either the intervention or control group.
3. LEARNING AND ADAPTATION
Learning from experiences and observations and then translating these lessons into meaningful changes to maximize program effectiveness remained a program priority focus throughout implementation. In the spirit of CLA, new activities and modifications to existing activities were undertaken in each result area, with the ultimate aim of increasing reading achievement. Examples of major adaptations made based on evidence and learning include the following: A localized, less expensive model for teacher training: Developing a less expensive, more sustainable approach to teacher training was a key priority for SHRP. To this end, the program piloted trainings at the CC-level, for which teachers traveled to the training from home each day. Action research during the trainings showed that teachers’ attendance and uptake were at least as good, and in some cases better, than for the traditional residential training approach and that significant cost savings were achieved. By the end of the program, over 40% of trainings were taking place in the smaller, non-residential venues. More hands-on, practical teacher training: The training timetable has shifted over the years, with ensuring that teachers practice their skills individually and in pairs becoming a major focus. It is important that all teachers have a chance to practice, rather than limiting this opportunity to one or two teachers while the others observe. Revised teaching materials: Based on extensive user feedback and classroom observations, the teachers’ guides (P1–P4) were revised to be more user-friendly, and the revisions were incorporated into future book development and printing. More efficient book distribution: In its final years of operation, SHRP worked through “local” systems to deliver books to schools. That is, rather than having the transport company deliver books directly to every school, as was done in the past, books were delivered to district centers, and head teachers received transport reimbursements to pick up the books and take them back to their schools. This process not only reduced costs but also decreased the delivery time significantly, with nearly all schools receiving their books by the first week of the school year. Increased local system support to teachers: Support supervision was previously led by the program rather than the districts. After receiving the necessary support and guidance, districts are now taking on this activity on their own and, in many cases, incorporating it into their budgets. Joint research with the MoES: Based on a recommendation from the MoES, the program conducted research investigating low learner performance in Lumasaaba, which revealed that teachers were not completing all the necessary steps in the teaching methodology (e.g., having children read on their own). These results demonstrated that more emphasis should be placed on individual learner reading in all languages and regions.
36 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019
Teacher transfers addressed: Teacher tracking revealed that teacher transfer rates remained high. To address this issue, the program provided districts with lists of all trained teachers. Subsequently, SHRP observed lower teacher transfer rates in program schools than in control schools. Despite this intervention, however, recent SHRP action research revealed that 20% of teachers in SHRP-supported classrooms were not trained. Appropriate CCT support for teachers: After finding that CCTs were not visiting schools as regularly as envisioned or providing teachers with enough support, the program designed a pilot using electronic tablets to increase both the quantity and quality of CCT visits. Aligned with this goal, SHRP supported the MoES to develop a low-tech method of remapping CCTs and ensuring that they are responsible for reasonable numbers of schools. Teachers supported in LL lesson planning: Teachers may find the steps involved in LL lesson planning complicated and challenging. Thus, the program worked to make the steps easier and to support teachers to perform basic lesson planning in a way that does not place excessive demands on them. New ways of building a reading culture around students: The program developed a new way of creating a reading culture around students by producing a picture-based learner check that was shared with parents and community stakeholders during SMC/PTA meetings. Parents can administer this check to their children as a means of engaging in their learning. Streamlined weekly field reporting: To make sure that issues are reported by FAs, a system was put in place to ensure that any issues needing action are routed to the correct staff member. District-led FAS MSS: To help program districts improve the effectiveness of monitoring and support to their schools, SHRP developed and piloted the FAS methodology to help increase dialogue around identifying key focus areas during school visits, generate simple but informative data during visits, and finally, focus on how to turn findings into action that will lead to change. Many districts have taken up this methodology and found it useful in conducting meaningful monitoring and support visits to their schools that lead to action at the district level. Modifications to EGRA administration: To make EGRA better suited to the Ugandan context, the program instituted many modifications over the years, including the following: • Pre-reading skills assessment: Given the very low level of baseline reading in Ugandan government schools, sub-tasks, including orientation to print and letter identification, were added to facilitate monitoring changes in reading-related skills in P1. • A better measure of reading comprehension: SHRP introduced the “look back” activity to the EGRA to disentangle assessing learners’ recall and memory from their actual understanding of what they read. This updated approach to assessing comprehension has revealed greater reading comprehension by learners than previously recorded. Learning from other programs and stakeholders: SHRP was an active participant in other MoES and partner activities. Examples of this include working with STiR on teacher motivation and organizing a consortium of partners (including STiR and Red Earth) to support the development of CPD modules to use in training at the coordinating center and school levels.
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 37 Collaborating with other RTI-implemented education programs: One of SHRP’s most important partnerships was with the RTI-implemented “sister” activity LARA. In designing and implementing SHRP and LARA, teams worked closely to ensure that lessons were shared between the two programs to ensure greater efficiency and effectiveness. Major programmatic shifts were made in the areas of teacher training and materials development based on learning from both programs and international research efforts led by RTI in the areas of teacher training and teacher guide development. Although SHRP started implementation by focusing teacher training on a wide array of skills—including Literacy 1, Literacy 2, News Oral Literature, and English—it became clear that the content was too much for initial teacher trainings. Consequently, SHRP adjusted future initial trainings to cover less content, and this practice was adopted by LARA. Similarly, LARA’s focus on experiential and adult learning methods was adopted by SHRP, and both programs streamlined the training content and transitioned to shorter, more frequent trainings. Training guides were also revised across projects with an eye toward decreasing the amount of content and including more hands-on practice. The aim of the teacher support provided under both programs also shifted, from prioritizing large trainings to looking at the continuum of professional development for teachers and varying events to strengthen capacity (including local CPD opportunities and peer group mentoring). The SHRP and LARA M&E teams also worked in close coordination, holding annual M&E retreats, developing a joint learning agenda, and forming “affinity groups” around technical topics, such as data quality and database development. In addition, SHRP and LARA developed EGRA instruments collaboratively and conducted joint assessor trainings. Learning on how best to support HIV/AIDS- and SRGBV-related activities has flowed between SHRP and LARA, the MoES, and other partners involved in these issues, notably Raising Voices. LARA built upon the SFI model used in SHRP programming, which involved having groups of children come together in a club atmosphere facilitated by a teacher and the use of registers and reporting forms. LARA also drew directly from SHRP/SFI activities in the area of HIV/AIDS. SHRP adapted SFI based on LARA’s experience and integrated into SFI several activities introduced in the Journeys programs for school staff and communities, including Mapping Danger Zones, Images of Violence, Vote with your Feet, Power Relations and the Status Game, and Power and Consent. CLA and the genesis of early grade reading in Uganda: When SHRP began in 2012, the state of early grade reading was very different than it is now. Although the timetable in 2012 called for Literacy 1 and Literacy 2 (reading and writing), the teachers had no content to teach from (this is discussed in more detail in section 2.1). Furthermore, there were no local language reading materials linked to teacher guides and training. When materials were first handed to learners, teachers spent time teaching how to right the books and find a page. The following example illustrates the status of reading instruction: the Ministry was firm that finger pointing while reading should not be allowed. After discussion and observation, they came to realize the importance of learners pointing at text with their fingers while they are becoming familiar with and sounding out letters; this observation also highlighted the importance of each learner having their own reading primer. Another major shift in thinking related to how teachers were supported in the classroom, from an inspection-like model that focused on finding fault to a positive, clinical supervision model that focused on what was going right and what could be improved in carrying out a reading lesson. Although SHRP did organize and conduct structured learning events with the Ministry and stakeholders—most notably, the Evidence to Action retreat with the MoES Top Management in December 2018, which brought together current evidence in areas such as teacher
38 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 training and materials provision for EGR and provided a forum for discussing the status and future actions to get more children reading—most CLA was achieved through unstructured interactions and activities. This strategy allowed SHRP to be responsive to the changing landscape and follow the MoES’s lead. For example, UNEB’s implementation of EGRA, its integration of the EGR methodology in pre-service teacher training, and the CCT remapping exercise were not in SHRP’s original scope but arose from this type of unstructured collaboration. In our experience, when there is true collaboration around the learning areas and implementation of the learning (often experientially), adaptations are more likely to occur. As mentioned in other sections of the report, the following are examples of structured programmatic support that illustrate system-wide CLA in Uganda: • Development of the National Literacy and Numeracy Improvement Framework (section 2.1) • Technical assistance and day-to-day support for existing systems, including key MoES departments (BE, TIET, Special Needs and Inclusive Education, NCDC, DES, and UNEB), as well as district and municipal education officials and primary teacher colleges (section 1.1) • Technical assistance to revise the PIASCY curriculum (section 2.2) • Development of the addendum to the PTE curriculum to ensure that EGR and HIV/AIDS are addressed (section 2.1) • Establishment and strengthening of LLBs and writing panels (section 2.1) • Collaboration with UNEB to harmonize reading assessment efforts (section 2.1) • Incorporation of EGR indicators into the national inspection process (section 2.1).
4. Contextual Challenges and Opportunities
Working through government systems to implement a reading and HIV/AIDS education intervention at scale presented numerous challenges to achieving program objectives. However, with these challenges came multiple opportunities to collaborate, learn, and adapt within government systems, as illustrated in the previous section. Out of necessity, the program worked continually with government counterparts and systems to identify where structural and systemic changes could be made to improve teaching and learning in schools. Thus, rather than creating parallel systems, the program worked within existing systems to make necessary adjustments and build the required capacity to sustain the intervention beyond the life of the project. Some major challenges the program faced have resulted in improved systems and capacity to address issues into the future. A few of these are described below: Developing EGR materials and methods in a multilingual context: The program worked closely with the NCDC and MoES to establish language boards to formalize the orthographies for 12 Ugandan languages and to provide support to writing panels for each of the 12 LLs and English, thereby building local capacity to write and revise similar materials for other languages as needed. The necessary systems and structures are now in place for developing similar literacy instructional materials in the future, with dozens of experts within the government who can guide the process. Although the program was designed to be a
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 39 five-year pilot of a large-scale reading reform, as early as the second year, plans were underway to replicate the methodology through GPE and LARA, and materials were taken as “final” before they had undergone sufficient testing and revision. Therefore, a thorough review and revision of the materials is warranted to incorporate lessons learned and make improvements that will lead to greater learning gains and sustainability of the reading program. Maintaining a LL teaching and learning system is a massive undertaking. Indeed, operating in a multilingual context makes materials development and distribution and teacher training, placement, and support more complicated as issues of language must be taken into consideration. The results—that learners in program schools were more likely to be able to read in their LL and, subsequently, in English—seem to justify the complexity, but this is a crucial issue that should be revisited by the MoES and partners. Providing quality and consistent professional development support to teachers: As discussed previously, when the TDMS was developed over 20 years ago to provide professional development support to teachers, the context was very different than it is today. However, necessary changes had not been made to keep up with these contextual changes. Therefore, SHRP and other EGR programs have worked with the MoES to identify how the system can be improved to provide more frequent and relevant training and support to teachers. Examples of these improvements include remapping CCTs, identifying and training other education officials closer to schools (e.g., zonal leaders of head teachers, champion teachers) to provide coaching and support supervision to teachers, and developing a process for creating CPD modules to address emerging needs, including the development and testing of nine example modules. In addition, the MoES worked on policy changes to improve teacher support and professional development, including the recently approved Teacher Policy and the Teacher Incentive Framework, which is being finalized. Lesson observations by MSS teams, FAs, and assessors revealed that teachers continue to struggle with cross-referencing between the teachers’ guides and pupil books and often skip the learner-centered “You Do” steps outlined in the “How to Teach” sections of the teachers’ guides. This issue persisted throughout the program and was recently cited in the LARA external evaluation. This issue represents one of the most crucial teacher behavior changes that should be targeted as the “You Do” step differentiates the EGR methodology from traditional “chalk and talk” methods. The lack of follow-up “coaching” support and large class sizes that necessitate many learners sitting on the floor further contribute to the challenge posed by this type of learner-centered instruction. Printing and replenishing teaching and learning materials: Although the program was able to print the initial round of books for all program schools at a 1:1 pupil:book ratio, the MoES has encountered challenges in replenishing the books as needed. The shelf life of the books is three to five years; thus, many of the books printed in the early years of the program are now worn and tattered, often beyond use. During SHRP’s final year, the MoES was able to include enough funds in its annual budget to print nearly 500,000 books and asked SHRP to provide projections for the numbers and costs required to replenish all EGR books over the next five years. We hope that the MoES will be able to continue to provide the necessary budget to replenish the books as needed, as it is crucial for children to have books in their hands if they are to learn how to read. Addressing management issues, including teacher and pupil absenteeism, teacher transfers, unstaffed positions, teacher performance, and large classrooms: There are many issues beyond the scope and control of the program that have exerted major
40 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 influences on what happens in the classroom and pose major challenges to children learning to read. These challenges include the following: • Learner and teacher absenteeism: Learner and teacher absenteeism hovers around 30%. Teachers are absent for various reasons, including lack of payment, which makes it necessary for them to look for financial support elsewhere. Overall, absenteeism among learners and teachers is a complicated issue: teachers blame parents for not sending their learners to school, but teachers also often contribute to the problem. Indeed, when teachers do not come to school, learners also fail to come. In general, there is a tremendous lack of accountability for what does and does not (often actual learning) take place at schools. A recent UK Department for International Development analysis calculated that at the end of P7, learners have only had approximately four years of instruction because of widespread absenteeism. • Teacher transfers: Teachers who have been trained in the methodology are often transferred to different classes or schools and replaced with teachers who have not been trained to use the new materials. To determine the extent of this problem, SHRP did a survey of all trained teachers still in the classroom and found that 20% of teachers in program classrooms had not been trained. This represents a substantial waste of resources, as these new teachers must then be provided with the proper training. • Large class sizes: Large class sizes that are a persistent problem in Uganda and make it difficult for teachers to teach effectively and reach all learners with the expected learner centered methods. A part of the method that teachers have particular challenge in delivering is “You Do” where learners read on their own or in groups. This is where the methodology ventures into learner centered methods which are challenging in large classes. • Underage learners in P1: We conducted a study in two districts that found that the repetition rate and the number of underage learners are much higher than documented in the EMIS and school records. That study also confirmed what we saw in practice that repetition in the earliest grade is associated with a lack of access to preschool because parents enroll their children in P1 as a (free) substitute. These results highlight the need for greater access to preschool. • Expectation of per diem: Although the participation of government staff in program activities has increased since the program started, it continues to fluctuate and remains unreliable because of their expectations of per diems and allowances. This is especially true among district officials, who are particularly vocal about not being paid a per diem while supporting the program in their districts. We expect that government officials will continue to prefer attending activities that provide financial facilitation.
4.1 FAs: Supporting Ugandan Youth to Support Reading
Why FAs? Our FA initiative, which began in 2013 as an opportunity for young Ugandans to gain work experience and on-the-job training in development work, lasted through the end of the program in 2019 because of the high value FAs brought to the program. Indeed, FAs helped to ensure we trained the right teachers, got books to the right schools (in the right numbers), supported teachers to implement the reading methodology, and were the program’s eyes and ears in the districts and communities. At its peak, the program supported 86 FAs.
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 41 Who were the FAs? Our FAs were mostly young university graduates. The program required them to be fluent in English and the LL of the district where they would be based, to ensure that they could support teachers to teach reading in the LL and to interact and engage with district and school communities who are key program stakeholders. In fact, virtually all FAs came from the areas where they worked, and the LL was their first language. The FAs were managed by Program Field Supervisors who, in turn, reported to the head of M&E. They also reported to the DEO to coordinate work plans and kept DEOs informed of the work they did; that is, most FAs were stationed at the DEO’s office and became an integral part of the district education team.
What did FAs do? FAs When asked to share their favorite success stories, many FAs talked about changing the minds of parents, teachers, and district officials to support the use had a range of of the LL to teach reading. responsibilities, mostly Other stories shared included the following: centered around program coordination at the district ♦ Supporting teachers to implement learner checks and then watching these teachers encourage others to do the same level, school monitoring ♦ Seeing a P1 learner reading at church and support visits with ♦ Suggesting to parents that wedding invitations and budgets be used as no- CCTs and district cost reading materials officials, materials ♦ Reading a story with a special needs learner, whose appreciation showed distribution and through their smile. monitoring of their use, and most importantly, school-level data collection. FAs’ daily work schedule involved school visits—on foot or motor bike, through muddy roads, over mountains, and across rivers. They successfully cultivated relationships with both DEOs and school staff and helped coordinate the program at different levels: district, Core PTC, CC, and school. They reported any matter that may have needed attention, such as book shortages or high teacher absenteeism. Additionally, FAs collected learner enrollment and teacher data by class to ensure that SHRP could order the right number of books and invite the right teachers to trainings. FAs shared weekly updates with supervisors, who consolidated issues and shared them with the technical teams, who then assigned responsible staff to follow up. Champion FAs were recognized weekly.
To take advantage of the presence of FAs in schools, the role evolved over time to provide more support to teachers teaching reading. To prepare FAs for this responsibility, they were Virtually all FAs surveyed at the end of the program trained on elements of good teaching practice reported that they had increased their knowledge and teaching reading specifically. FAs shared and skills in the use of technology, EGR and that they used their knowledge of reading classroom teaching, local government, and communication. Unprompted, FAs reported acquisition to support reading with their own increases in their “work-readiness skills,” including children. During our large teacher training motivation, time management, reliability, events, FAs originally helped to organize and confidence, listening, and problem solving, as well as their interpersonal skills, such as working with pack training materials and register and diverse groups of people and teamwork. Many also maintain participant records. More recently, reported increased concrete work skills, including some FAs also oversaw training sites and report writing and budgeting. managed all aspects of training. Investing in people: To increase the FAs’ effectiveness, we invested in building their capacity. Much of this investment took the form of on-the-job training (i.e., learning by doing), but some was achieved by bringing all FAs to Kampala before the start of each school term to share field experiences and learning and discuss the activities planned for the term. During these meetings, they were also trained on relevant topics related to their day-to-day
42 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 work, such as supporting teachers to teach reading and engaging in tablet-based data collection. Their last meeting, held while the program was winding up, focused on resume building and networking to prepare for them for future employment.
The FAs served as a vital link between the program, districts, schools, and communities. They belong in the communities they serve and utilized this opportunity to develop their skills and build their career paths. During the course of the program, six FAs were promoted within the program to positions in M&E, finance, and teacher training and support. Furthermore, many FAs left to take advantage of other career opportunities, An adult helping a P2 learner in Butsongola Primary School to read, including working for other Mbale District. Image credit: RTI International non-governmental organizations. One FA was hired by the district in which he worked to continue the support provided to teachers, and another is considering running for public office.
4.2 Use of Tablets by CCTs: An Information Communication Technology Innovation
The program began working with CCTs in 2013, and in that time, challenges were encountered in terms of both getting CCTs to schools and ensuring that the support they provided to schools and teachers was meaningful and specific enough for teachers to use to improve their teaching of reading. In 2017, we took advantage of a grant from Google.org and piloted a model of technology- enhanced coaching using Tangerine:Coach with the aim of increasing both the quantity and quality of CCT school visits. The idea was simple, as shown in Figure 10.
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 43 Figure 10. Technology-enhanced Coaching by CCTs
CCTs follow a Tangerine:Coach As a result, teachers guide children to lesson step-by- automatically CCTs use this actively read (rather than repeat from step using the generates feedback to guide the board), assess learning, and follow Tangerine:Coach feedback on discussions with the steps in the teachers’ guides for lesson reading-related teachers. reading lessons. observation tool. actions.
CCTs can refer to past visits and use the camera, Electronic data are uploaded to a coaching videos, dashboard to increase oversight, and Papaya letter accountability, and the number of visits sounds app to help teachers.
After a pilot and iterative redesign process involving 70 CCTs in 2017, the tablet program was rolled out to all 154 SHRP CCTs in 2018. The tool we created used Yes/No questions for observable behaviors, making it easy to use (e.g., Did the teacher guide learners to read silently when the methodology called for them to do so?). We worked with ICT staff based at the colleges to provide IT support, communicating over a WhatsApp group. We also worked with the MoES and local government to design a dashboard to display the information they most wanted. Lastly, we incorporated our research questions on the frequency and quality of CCT visits into ongoing, routine monitoring to provide fast, actionable data at no extra cost. Action research was conducted to track the quantity and quality of CCT visits and gauge how these aspects changed since the tablets were introduced. Comparing baseline data collected in Term 1 of 2017 (February–April 2017) to data from Term 1 of 20197 revealed
7 Data source: SHRP FA monitoring data from school visit reviews of records (i.e., the visitor’s book and blue books).
44 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 virtually no difference in the percentage of schools visited by a CCT during the three months of the term. Notably, however, although the quantity of CCT visits remained static, the quality of the visits increased. Comparing the two data sets demonstrated that in Term 1 of 2019, CCTs were more likely to leave written feedback for teachers at the schools they visited, and their feedback focused more specifically on teaching, learning, and reading (Figure 11). That is, at baseline, in 2017, 22% of CCTs left written feedback for teachers in the “blue book”; in 2019, this figure doubled to 44%. Additionally, the percentage of general feedback (i.e., feedback that was not directly related to teaching and learning) decreased from 41% at baseline to 17% in 2019, and the percentage of reading-specific guidance increased from 16% to 30%.
Figure 11. Quality of Support Provided to Teachers Before and After the Google Grant Tablet Program
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 45 5. FINANCIAL REPORT
Actual Actual Actual Expenses Actual Actual Total Expenses Expenses (Jan 2019 Expenses Expenses Expenses Total Budget USAID (May 2012 (Oct 2018 through (April 2019 (Jul 2019 Est. (Oct 2018 Expenses less Approved through Sep through March through through Expenses through (through Expenses Expense Type Budget 2018) Dec 2018) 2019) June 2019) Sep 2019) Oct 2019 Oct 2019) Oct 2019) (Oct 2019) LINE ITEMS
LABOR $ $ $ $ $ $ $ $ $ $
FRINGE BENEFITS $ $ $ $ $ $ $ $ $ $
EQUIPMENT & SUPPLIES $ $ $ $ $ $ $ $ $ -$
OTHER DIRECT COSTS $ $ $ $ $ $ $ $ $ -$
SUBRECIPIENTS $ $ $ $ $ $ $ $ $ $
TOTAL INDIRECT COSTS $ $ $ $ $ $ $ $ $
TOTAL ESTIMATED COST (Excluding cost share) $ $ $ $ $ $ $ $ $
Cost Share $ $ - $ - - - $ $ -
Basic Education $ $ $ $ $ $ $ $ $ $
PEPFAR (Health) / DREAMS—Original Approved: $ $ $ $ $ $ $ $ $ $ $15,565,859
TOTAL PROGRAM COSTS $ $ $ $ $ $ $ $ $ $
46 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 ANNEX 1: PERFORMANCE INDICATOR TABLE
Table Annex 1-1. Indicator Performance Tracking Table (ES=USAID Standard Indicator)
2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Program objective: Increased literacy and health-seeking behavior ES 1-1: Percent of Luganda Luganda Lëb Acoli Lëb Acoli Lugwere Lugwere Luganda 15% Luganda 30% M, learners who 15% M = 17% M = 10% M = 9.5% M = 5% M = 1% Lëblaŋo 5% 28% F demonstrate reading Lëblaŋo F = 18% F = 10% F = 3.8% F = 5% F = 0% Lëblaŋo 5% M, fluency and Atɛsɔ 5% 5% Lëblaŋo Lʉ́ gbàràti Lʉ́ gbàràti Lusoga Lusoga 0% F comprehension of M = 4% M = 10% M = 2.1% M = 8% M = 1% Runyankore- grade-level text at the Atɛsɔ Rukiga 15% Atɛsɔ 1% M, 7% 5% F = 4% F = 10% F = 0.9% F = 8% F = 0% F end of grade 2 with USG Lëb Acoli 10% assistance Runyankore- Atɛsɔ Lumasaaba Lumasaaba Ŋakarɨmɔjɔŋ Ŋakarɨmɔjɔŋ Runyankore- Rukiga M = 3% M = 10% M = 0% M = 10% M = 10% Lʉ́ gbàràti 10% Rukiga 11% M, The minimum cut off F = 2% F = 10% F = 0% F = 10% F = 2% point is 20 words per 15% Lumasaaba 10% 20% F minute. Runyankore- Runyoro- Runyoro- Lhükonzo Lhükonzo Runyoro- Lëb Acoli 13% M, Rukiga Rutooro Rutooro M = 8% M = 3% Rutooro 15% 6% F M = 12% M = 15% M = 15.4% F = 8% F = 5% Lugwere 5% Lʉ́ gbàràti 3% M, F = 21% F = 15% F = 17.4% Lusoga 8% 3% F Ŋakarɨmɔjɔŋ Lumasaaba 8% 10% M, 3% F Lhükonzo 8% Runyoro- Rutooro19% M, 15% F Lugwere 0% M, 0% F Lusoga 1% M, 1% F Ŋakarɨmɔjɔŋ 24% M, 9% F Lhükonzo 6% M, 5% F
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 47 2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual ES 1-5: Number of 84,050 95,380 184,388 186,236 461,088 503,320 742,988 794,247 1,099,667 1,116,901 1,269,502 1,513,092 1,611,510 1,734,738 learners reached in M = 47,172 M = 93,333 M = 250,512 M = 396,901 M = 561,141 M = 762,514 M = 875,461 reading programs at the F = 48,208 F = 92,903 F = 252,808 F = 397,346 F = 555,760 F = 750,578 F = 859,277 primary level 8
SHR 1.4: Proportion of Baseline M = 35% M = 29% KAPS learners with M = 24% F = 35% F = 24% endline 2015 comprehensive 1,358/5,575 knowledge about F = 21% HIV/AIDS 1,132/5,506 SHR 1.5: Proportion of Baseline Primary Primary KAPS teachers with Primary M = 71 M = 66% endline 2015 comprehensive M = 65% F = 66 F = 60% knowledge about F = 60% Post-Primary Post-Primary HIV/AIDS Post-Primary M = 74 M = 73% M = 68% F = 67 F = 61% F = 61% SHR 1.6: Percentage of Baseline M = 75% M = 58% KAPS learners who know M = 60% F = 75% F = 55% endline 2015 about the three main 3,411/5,657 HIV prevention methods F = 56% 3,114/5,609 SHR 1.7: Proportion of Baseline M = 80% M = 72% KAPS learners aged 15–19 M = 71% F = 85% F = 83% endline 2015 years who have never 1,664/2,355 had sex (abstinence) F = 80% 1,819/2,272
8 This is an annual measure.
48 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Result 1: Improved EGR and Transition to English SHR 1.2.1: Proportion of Baseline Baseline M = 80% M = 71% KAPS primary and post- M = 67% F = 80% F = 70% endline 2015 primary learners who 3,526/5,265 correctly answer at least F = 64% 75% of HIV and AIDS 3,269/5,118 questions ES. 1-12 Number of 50 165 212 370 190 496 84 172 55 506 55 94 20 109 education administrators M = 81 M = 229 M = 301 M = 83 M = 324 M = 38 M=49 and officials who F = 84 F = 141 F = 195 F = 89 F = 56 complete professional F = 182 F=60 development activities with USG assistance IR 1.1: National policies to support literacy developed SHR 1.1.1.1: Number of 2 1 2 1 1 1 1 4 2 2 2 2 1 2 laws, policies, or guidelines developed or modified to improve EGR IR 1.2: Materials developed to support EGR SHR 1.1.2.1: Number of 4 9 8 13 26 21 18 4 primers and teachers’ *ahead of guides developed schedule ES 1-10: Number of 84,510 0 348,814 448,120 758,597 962,182 780,886 793,355 675,642 695,512 371.891 518,586 547,997 597,679 primary school textbooks 433,324 1,191,921 1,972,807 2,203,657 2,648,449 2,899,169 3,020,340 3,417,755 and other teaching and (cumulative learning materials target) provided with USG assistance
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 49
2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual ES.1-11: Number of 3,265 2,042 2,379 1,532 1,061 1,796 primary school classrooms that receive a complete set of essential reading instructional materials with USG assistance IR 1.3: Teachers’ ability to teach reading improved SHR 1.1.3.1*: Number of T = 1,025 T = 1,701 T = 2,600 T= 4,197 T = 6,300 T= 3,652 T = 2,890 T= 4,965 teachers/educators who HT = 410 (M = 692; HT = 1,300 (M = 2,023; HT = 2,000 (M = 957; HT = N/A (M = 1,624; have successfully CCT = 30 F = 1,009) CCT = 60 F = 2,174) F = 2,695) F = 3,341) CCT = 100 CCT = 50 completed in-service HT = 837 HT = 2,201 HT = 2,821 HT= 3,370 training trained with (M = 636; (M = 1,673; (M = 2,046, (M = 2,425, USG support F = 199) F = 528) F = 775) F = 945) T=teacher CCT = 20 CCTs = 76 CCTs = 416 CCTs = 147 HT=head teacher (M = 13; (M = 57; (M = 257; (100 M; C=CCT F = 7) F = 19) F = 159) *Note that SHRP 47 F) discontinued reporting on this indicator and now reports these data under ES 1-7. SHR 1.1.3.2: % of 50% 68% 75% 27% 75% 52% 75% 67% 75% 79% 80% 46% 80% 68% observed teachers who (44/65) (163/606) (408/611) (182/229) (79/172) are conducting reading lessons in accordance with set standards. ES.1-7: Number of 5546 5,484 3,473 4,629 4463 4,593 primary school (M = 2451; (M = 2182 educators who complete F=3378 F = 2,447 professional development activities on implementing evidence-based reading instruction with USG assistance
50 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual ES 1-6: Number of 5546 5,484 3,473 4,629 4463 4,593 primary school (M = 2451; (M = 2182 educators who complete F=3378 F = 2,447 professional development activities with USG assistance IR 1.4: Advocacy and support for reading increased ES 1-13: Number of 410 0 389 60 840 1,045 990 940 544 540 0 106 100 71 PTAs or community governance structures engaged in primary or secondary education supported with USG assistance SHR 1.1.4.2: # of 1 1 2 2 2 2 2 2 2 3 2 2 2 2 activities to promote reading at the national level SHR 1.1.4.3: Proportion 50% 0 20% 0 40% 51% 60% 71% 75% 77% 85% 66% 40% 30% of schools participating in community activities supporting reading SHR 1.1.4.4: Number of 4 4 8 12 12 12 12 12 12 12 12 12 12 12 LLBs supported IR 1.5: Reading programs and policies informed by data and research SHR 1.1.5.1: EGRAs in EGRA EGRA EGRA EGRA EGRA EGRA EGRA EGRA EGRA EGRA EGRA EGRA LL and English 4 LL 4 LL 8 LL 8 LL 8 LL 8 LL 4 LL 12 LL 12 LL 12 LL 12 LL 12 LL conducted ENG ENG ENG ENG ENG ENG ENG ENG ENG ENG ENG ENG SHR 1.1.5.2: EGRA data 1 1 1 1 1 1 1 2 2 5 2 2 2 2 used to inform education policy, programming and implementation
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 51 2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Other relevant USAID Standard Indicators ES 1-3: Number of 164,000 272,263 520,000 731,127 1,023,809 1,659,922 536,797 1,987,103 1,978,586 2,147,964 1,997,290 2,437,524 2,859,226 2,552,642 learners in primary M = 134,785 M = 364,072 Direct = Direct = Direct = Direct = Direct = Direct = Direct = Direct = Direct = Direct = schools or equivalent F = 137,478 F = 367,055 326,032 503,320 363,240 794,247 1,099,667 1,116,901 1,269,502 1,513,092 1,611,510 M = 875,461 non-school based M = 163,761 M = 252,808 M = 182,486 M = 396,901 Indirect = M = 561,141 Indirect = M = 762,514 Indirect = F = 859,277 settings reached with F = 162, 271 F = 250,512 F = 180,754 F = 397,346 F = 555,760 727,788 F = 750,578 USG education 878,919 1,247,716 Indirect = assistance Indirect = Indirect = Indirect = Indirect = Indirect= Indirect = 817,904 697,777 1,156,602 173,557 1,192,856 1,031,063 924,432 M = 399,477 Direct: P1 to P4 reached M = 348,096 M = 826,206 M = 87,381 M = 589,504 M = 505,596 M = 454,695 F = 418,217 with reading intervention F = 349, 681 F = 833,716 F = 86,176 F = 603,352 F = 525,467 F = 469,737 Indirect: P5 to P7 in program schools SHR 1.1.5.4: Number of 5 5 9 9 13 13 13 13 13 13 13 13 standardized learning 4 LL 4 LL 8 LL 8 LL 12 LL 12 LL 12 LL 12 LL 12 LL 12 LL 12 LL 12 LL assessments supported by USAID 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG 1 ENG R2: Improved HIV/AIDS KAP IR 2.1: Improved planning of MoES HIV prevention response SHR 1.2.1.1: No. of 4 0 5 0 2 of 5 2 5 of 5 5 elements of the HIV and AIDS assessment and reporting system operational in the existing EMIS SHR 1.2.1.2: Proportion 50% 0 60% 44% 80% 81% 87% 87% of MoES departments (8/16) (7/16) (13/16) (14/16) (14/16) with demonstrated use of HI/AIDS information for decisions about HIV/AIDS
52 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual IR 2.2: School-level impact of HIV/AIDS, SRGBV, and health education improved SHR 2.2.1: Number of 250,000 240,192 500,000 481,172 500,000 393,475 200,000 R2 DREAMS 31,226 10-19 F = DREAMS 148,664 122,475 individuals from priority M = M = 117,017 M = 235,340 M = 191,974 140,050 F = 34,207 Primary 40,928 10-19 F: 34,298 (10-19) M=61,876 populations who 121,795 F = 123,175 F = 245,832 F = 201,501 M = 67,793 F = 22,715 completed a F = 128,205 F = 72,257 F=60,599 standardized HIV Post-Primary DREAMS F = 8,511 prevention intervention, additional 8,668 below including the specified 10-14 F = districts: 23,117 age of 10 minimum components, F = 15,378 also reached during the reporting 15-19 F = period by age &sex. 8,109 PEPFAR SHR 2.2.2: Proportion 80% 0 90% 83% 95% 87% 100% 100% 100% 92% 100% 79% 100% 86% of schools implementing (658/822) (1,486/ (156/187) (1,568/ (1,024/1,174) (1,651/1,651) (588/588) (164/164) (151/164) (252/252) (200/252) (325/325) 279/325) minimum package 1,651) 1,651) DREAMS approved by MOES in delivering HIV education SHR 2.2.3: No. of 4,010 4,055 4,131 3,876 4,010 0 2,000 2,440 R2 492 468 756 749 975 973 teachers trained to M = 2,691 M = 2,721 M = 2,456 M = 1,404 DREAMS M = 266 M = 440 M=582 deliver HIV education in F = 1,319 F = 1,334 F = 1,420 F = 1,036 F = 202 F= 309 F=391 schools with USG 631 DREAMS DREAMS DREAMS support (PEPFAR) M = 357 F = 274 SHR 2.2.4: Proportion of 50% 9.1% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% (204/204) 100% 100% program schools that (411/822) (75/822) (1,651/1,651) (1,651/1,651) (1,651/1,651) (164/164) (164/164) (325/325) have HIV/AIDS service Primary Primary Primary DREAMS directory to enhance (1,557/1,557) (1,557/1,557) (1,557/1,557) service linkages Post-Primary Post-Primary Post-Primary (94/94) (94/94) (94/94)
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 53
2013 2014 2015 2016 2017 2018 2019
Indicator
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual SHR 2.2.5:: No. of 8,220 12,823 16,510 11,327 24,765 14,393 4,704 R2 984 1,267 5,040 2,093 6,500 1,067 learners receiving M = 3,882 M = 5,963 M = 5,228 M = 6,864 3,357 DREAMS M = 451 M = 1,051 M=529 HIV/AIDS-related F = 4,398 F = 6,860 F = 6,099 F = 7,529 M = 1,648 F = 816 F = 1,042 counseling, care, and F = 1,709 F=538 support per year DREAMS: 628 M = 307 F = 321 SHR 2.2.6: Number of 8,020 8,170 4,187 8,512 1651 0 0 0 752 5,091 1,512 1,498 975 987 HIV/AIDS textbooks and DREAMS other teaching and learning materials provided with USG assistance (USAID Standard Indicator) IR 2.3: HIV/AIDS education programs and policies informed by data and research SHR 1.2.3.1: # of 1 1 3 3 1 1 0 0 research studies conducted on HIV/AIDS in the MoES sector to inform policy, planning, and decision making SHR 1.2.3.2: # of 1 1 1 1 1 1 strategies, policies, or DREAMS interventions developed or improved upon based on research findings
54 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019
ANNEX 2: PROGRAM SCHOOLS BY DISTRICT
Table Annex 2-1. Program Primary Schools by District—Early Grade Reading District Number of Schools District Number of Schools Apac 74 Kumi 91
Arua 211 Kwania 63
Budaka 59 Kyenjojo 128
Bugweri 53 Lira 86
Buikwe 163 Manafwa 61
Bunyangabo 61 Masindi 74
Bushenyi 149 Mbale 132
Butebo 31 Moroto 20
Gomba 91 Nabilatuk 16
Gulu 82 Nakapiripirit 24
Ibanda 124 Namisindwa 95
Iganga 104 Napak 31
Kaabong 52 Omoro 68
Kabale 139 Otuke 45
Kabarole 78 Pader 110
Kamuli 183 Pallisa 76
Kasese 253 Rubanda 114
Katakwi 74 Rukiga 67
Kibuku 45 Serere 95
Kiruhura 138 Sironko 111
Kitgum 99 Wakiso 272
Kole 55 Total 4,097
USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019 55
Table Annex 2-2. Program Schools by District—Result 2, DREAMS HIV/AIDS District Number of Schools District Number of Schools Primary Secondary Primary Secondary
Albetong 13 3 Kole 12 2
Bugiri 27 2 Kotido 12 2
Ibanda 28 2 Kyenjojo 30 3
Iganga 28 3 Masindi 19 2
Kagadi 36 2 Mayuge 22 2
Kakumiro 39 2 Total 297 28
Kamuli 31 3
56 USAID/Uganda School Health and Reading Program Final Report, May 2012–October 2019