Capacity Building for School Leaders, Teachers, Students and Community in Uganda

Uganda

This grant supported the initiative of the NGO Varkey Gems Foundation (VGF). The OFID-supported project was part of a broader ongoing VGF initiative aimed at raising education standards and improving educational outcomes in Sub-Saharan Africa through a continuous teachers' professional development scheme. Specific project objectives included developing improved teaching practice through more interactive, student-led teaching and learning, as well as professional, self-sustaining learning networks. This created equity in the classroom and a better environment for learning through practice. The project directly benefited nearly 6,000 school leaders and teachers and indirectly benefit about 300,000 students.With OFID funding, VF sought to train over 5,860 teachers and reach 250,000 learners, which VF exceeded the teacher training target and also exceeded the learners training target. OFID funding has directly enabled the training of over 6,000 teachers through different training models, impacting over 250,000 students. The project made a considerable impact on the quality of teaching and learning in classrooms, including improved uptake of student-centred teacher pedagogies and improved learning environments. To ensure continuous monitoring and ‘buy-into’ the programme, VF developed a relationship with the Ministry of Education and Sports (MoES), along with local government education officials including the Centre Coordinating Tutors, who supported school selection and ‘light touch’ monitoring of the implementation of the programme in the schools. VF designed an intensive 5-day Instructional Leadership Course which was delivered over 6 cohorts in 2 districts. The training focuses on student-centred teaching methodologies along with the skills and knowledge required to implement that approach effectively in large classes with limited access to technology and resources. The training supported the Ugandan MoES to improve the quality and relevance of primary education. Over the course of the six cohorts of training, over 479 head teachers and senior leaders and district education officials from 239 schools were directly trained by VF trainers. The trainings were implemented with support from the District Education Officer (DEO) who sent personal letters of invitation to each participant, and supported by the Head Teachers Associations who mobilised participants for the training and made it mandatory for the head teacher to attend. The DEOs officiated each training, signed and awarded certificates of attendance to participants and ensured that the education officials, especially the Centre Coordinating Tutors and the District Inspector of Schools, supported the follow up process. Additional materials were included at the end of each training module which provided the participants with more detailed theoretical knowledge for those trainees that wished to take any particular topic further. Up to 68% of schools that had been through the Varkey Foundation programme were able to demonstrate improvements in the quality of teaching and assessment. The teachers used better methods in lesson planning, sequencing, exhibited good practices in teaching, used learner centered activities, and promoted peer and self-support. Building on the success of the Instructional Leadership course, and to maximise the sustainability and embed the impact of our interventions, VF broadened the scope of the project in January 2015 into four Satellite Schools and one Primary Teacher Training College. The Satellite Schools acted as model learning environments and spaces for teachers to practice and gain confidence in new skills. The project was operationally and financially completed and the overall assessment of the project implementation was highly satisfactory and achieved all its objectives as had been planned.