1 Panel The status of Reading In Uganda Primary Schools:  Evidence and Way Forward

2 Introduction 10 minutes DrIntroduction 10 minutes Dr. Daniel Nkaada (chair) Commissioner Basic Education Presentations 20 minutes each Provision of Instructional Materials Dr. Robinah Kyeyune USAID/Uganda School Health and Reading Program Best Practices in Teacher Training Lydia Nakijoba and Peter Muyingo USAID/Uganda Literacy Achievement and Retention Activity UWEZO Household Level Efforts to Measure Reading Achievement Dr. Mary Goretti Nakabugo UWEZO Uganda The Role of National Assessment for Progress in Education - NAPE and EGRA Harriet Nanteza Uganda National Examinations Board Discussion minutes

3 School Health and Reading ProgramUSAID/ UGANDA School Health and Reading Program The Status of Reading Instruction in Uganda’s Schools: Provision of Instructional Materials Dr. Robinah Kyeyune

4 Issues to Discuss Low literacy (reading) achievement among primary school learners Explanation of low literacy achievement levels, with reference to home and schooling experiences Available solutions, emphasizing mother tongue reading and writing programs in lower grades Evidence of gains from systematic mother tongue reading instruction demonstrated by SHRP Recommendations for Government’s institutionalization of the observed gains

5 Problem and BackgroundNAPE (2014) : 64.2% of P3 learners proficient in English literacy and 48.6% in oral reading SHRP EGRA 2013: P1 children in Atɛsͻ, Lëblaŋo, Luganda and Runyankore-Rukiga reaing 0 – 0.3 words per minute UWEZO (2013): only 47% of 10 year olds in Uganda reading Threatens learning failure, given the critical role of reading in learning. In spite of the Thematic Curriculum’s emphasis on familiar language as LoI.

6 Classroom practice contrary to Thematic Curriculum Causes Classroom practice contrary to Thematic Curriculum Classroom practice ignores mother tongue speaking and listening competences “Vernacular stinks!” Children joining P1 are exposed to content in an unfamiliar language Few teachers equipped with knowledge of how children learn to read and EGR methods Children have had no print to read from in class, and generally no exposure to print media. Classroom practice is often contrary to the Thematic Curriculum’s emphasis on the existing speaking and listening competences of the child as a basis for early reading and writing instruction. Classroom practice often ignores the mother tongue speaking and listening competences that the child reports to school with, condemning vernacular, e.g. “Vernacular stinks!” Children joining P1 are exposed to content in an unfamiliar language, e.g. English, and are expected to know how to read in it. Few teachers are equipped with knowledge of how children learn to read and the methods of teaching reading in early grades. Children have had no print to read from in class, and generally no exposure to print media.

7 Reversing the situationRTI | Uganda MoES | USAID School Health and Reading Program Validate 12 Ugandan language orthographies with speech communities, NCDC, language boards, language panels and Department of Basic Education Primers are based on the Thematic Curriculum, featuring the themes (and sub-themes) of the entire year over the first four years of school Reading in English is introduced in P1 upon the foundation of reading in LL, emphasizing oral competences RTI and Government of Uganda MoES are jointly implementing the USAID/Uganda School Health and Reading Program to deliver early grade reading instruction in local language and transition to English, as a means of improving early literacy development. RTI has worked with speech communities, NCDC, language boards, language panels and Department of Basic Education to revise/develop and validate the orthographies of 12 Ugandan languages as affirmation of the languages as well as foundation to writing LL primers. Reading in English is introduced in P1 upon the foundation of reading in LL, emphasizing oral competences, for the child’s experience of English to be approximate with their LL experience. Primers are based on the Thematic Curriculum, featuring the themes (and sub-themes) of the entire year over the first four years of school. The child can draw on real world experiences, progressing from known to unknown.

8 Reversing the situationScope and sequence based on the highest frequency letters and sounds in each language Content reflects 5 components of reading Phonemic Awareness, Alphabetic Principle, Vocabulary, Fluency, Comprehension LL reading extended to P4, to scaffold transition to English Lessons incorporate the value of Oral Literature and News Lessons incorporate continuous assessment – in-lesson, weekly, end of term – and remedial teaching. Teachers’ guides aid understanding of the underlying philosophy and application of the EGR methodology. The scope and sequence of the reading program is based on consensus on the highest frequency letters and sounds in each language. Reading content reflects the five components of reading – Phonemic Awareness, Alphabetic Principle, Vocabulary, Fluency and Comprehension - so as to build the foundational competences that are transferable to reading in other languages, including English. LL reading is extended to P4, to scaffold transition to greater demands for reading in English and learning through the same medium. Lessons incorporate the value of Oral Literature and News for mastering listening, speaking, vocabulary, structures and critical thinking. Lessons incorporate continuous assessment – in-lesson, weekly, end of term – and remedial teaching. Teachers’ guides are provided as a prop to their understanding of the underlying philosophy and application of the EGR methodology.

9 P1 to P4 learners with Primers and teacher guides in 12 languagesMaterials Reach 2 million P1 to P4 learners with Primers and teacher guides in 12 languages 3,476 Over 2 million primers and teachers’ guides have been printed and distributed since program start in 2012 to 3,476 schools in 31 districts to support reading instruction in English; Atɛsͻ, Lëblaŋo, Luganda and Runyankore-Rukiga; LëbAcoli, Lύgbàràti, Lumasaaba, Runyoro-Rutooro; Lhükonzo, Lugwere, Lusoga and Ƞakarɨmͻjͻŋ in P1, P2, P3 and P4. RTI has distributed copies of orthography guides, alphabet charts and quick reference guides of the 12 program languages for use in schools. Over 20,000 teachers have been trained to deliver EGR instruction, together with head teachers, deputy head teachers, pre-service tutors and CCTs who will support teacher training and classroom practice. Over 2 MILLION learners in P1 to P4 have been reached with SHRP’s early grade reading methodology and each has a copy of a primer in their language as well as one in English. 20,000+ Schools receiving alphabet charts, orthography guides and quick referenece guides Teachers, head teachers, deputies and CCTs trained to deliver EGR instruction

10 Benefits: Reading Comprehension

11 Challenges Institutionalizing development and production of quality EGR instruction materials mandates, expectations and requirements specializations don’t necessarily account for the way children learn demand has not become a priority. Shifting enrolment data and random transfer of teachers and head teachers discrepancies in provision of materials. Migration of children to program-supported schools places unreasonable demands on implementing teachers Unreliable head teachers who do not provide curriculum leadership and teachers who refuse to teach reading Schools reject the methodology, emphasis on examination grades, belief that LL is backward, poor resource management Institutionalizing development and production of quality EGR instruction materials mandates, expectations and requirements specializations don’t necessarily account for the way children learn demand has not become a priority. Shifting enrolment data, coupled with the random transfer of teachers and, though to a smaller extent, head teachers, often means discrepancies in provision of materials. Migration of children from other schools to program-supported schools throughout the year places unreasonable demands on implementing teachers since the new-comers lack exposure to reading instruction and cannot make sense of the content. Unreliable school level implementers, e.g. head teachers who do not provide curriculum leadership and teachers who refuse to teach reading – are shortchanging the children by laying the materials to waste in schools that reject the methodology, due to either emphasis on examination grades, or belief that LL is backward, or simply poor management of the resource.

12 Government’s responsibility to institutionalizeIntegrate EGR reading methodology into teacher education curriculum Blend the phonics approach into the Thematic Curriculum. Provide adequate primers (1:1) and teachers’ guides Make continuous assessment an express requirement Provide classroom support for reading teachers EGRA to scale for feedback and feed forward into teaching Make district local governments structure supervision and inspection to cater for reading Institutionalize the EGR reading methodology by integrating it into the initial teacher education curriculum, for teachers to change classroom practices and teach reading from print. Blend the phonic approach into the Thematic Curriculum. Provide adequate primers (1:1) and teachers’ guides. Make continuous assessment an express requirement. Provide classroom support for reading teachers, involving head teachers, CCTs, district education officers, and other technical persons. Conduct EGRA to scale for feedback and feed forward into teaching. Make district local governments structure supervision and inspection to cater for reading

13 Best Practices in Teacher TrainingUSAID/ UGANDA Literacy Achievement and Retention Activity Best Practices in Teacher Training Lydia Nakijoba and Peter Muyingo

14 USAID funded Education Expansion Activity 2015-2020Project Overview LARA USAID funded Education Expansion Activity 3352 school in 28 districts 1.3 million children in 3 local languages Support the MoES to: improve the literacy of early primary grade learners Improve retention by reducing incidents of School Related Gender-Based Violence (SRGBV) in schools.

15 Learners at Baseline: P1 LARA

16 Learners at Baseline: P2 LARA

17 Wapwoyo bino. Tin wa be pwonyo kit me kwan ki coc. Can you read this? LARA Wapwoyo bino. Tin wa be pwonyo kit me kwan ki coc.   

18 Making Meaning out of Text LARATEACHING READING is not as simple as sounding out the words “My learners are reading but they don’t understand” Teachers must be able to guide learners to both read with fluency AND make meaning (comprehension) out of what they are reading So… How are we training teachers to do this?

19 Similar training model with SHRP:TRAINING LARA Similar training model with SHRP: Lead Facilitator training Training of EGR Trainers Teacher Training However, USAID Uganda Literacy Achievement and Retention Activity rolled out EGR methodology to P.1 and P.2 at the same time To date, over 5,400 P1 and P2 teachers trained in the EGR methodology

20 Evidence of Best Practice: Teachers as TrainersIn addition to CCTs and Inspectors, LARA is using competent P1 and P2 teachers as trainers Convincing to the teachers being trained. Teachers as trainers can testify that the methods they are sharing have worked in their own classrooms Deep understanding of the methodology- use it day in and day out in their own classrooms Adaptation- teachers as trainers also know best how the methodology can be adapted in small ways to meet the needs of the learners in that context

21 Support supervision LARAAfter training, teachers are supported first by a team of MoES staff, LARA staff, FAs and district staff. Teachers working as Field Assistants then go to a different school to support P1 and P2 teachers every two days, with the CCT whenever possible

22 Evidence of Best Practice: Support SupervisionFollow up visits to trained teachers are critical to reinforcing the skills learned When in groups at training, teachers will not always share what they have not understood. They will share in a one-on-one support meeting. Some people don’t know what they don’t know! Sometimes it takes a lesson observation to identify where teachers are struggling. We see a difference between teachers modeling at the training, and how they actually teach in front of learners Its easy for teachers to fall back to their regular approach- they need in class support to keep trying the new methodology.

23 Challenges Teacher deployment and management General lack of leadership support Underage learners Pupil-teacher ratios Selection and replacement of teachers for EGR training transfers of trained teachers

24 Strategies for mitigationContinued liaison with district education officials so that the program is owned and supported Continue working through FAs and PCs to offer support to teachers Engage head teachers in support supervision so that they learn more about the program and own continued work with and through MoES to ensure ownership of program activities

25 Uwezo household level efforts to measure reading achievementMary Goretti Nakabugo, Uwezo at Twaweza National Annual Literacy Conference Kampala, July , 2016

26 Context and Purpose Enrolments are high in primary schoolsEducation budget considerably high Quite often government and communities preoccupied with visible challenges in education: inputs, access and provisions Learning outcomes low, many children struggling with reading: how do me make this visible for citizens to take action? Uwezo means ‘capability’ in Kiswahili. It is an initiative that is housed and managed by Twaweza East Africa and aims to improve competencies in literacy and numeracy by using an innovative approach to social change that is citizen driven and accountable to the public.

27 Uwezo: Making the Invisible VisibleDrawing lessons from ASER India, Uwezo developed a simple tool, which could be used to measure and enhance literacy [and numeracy] by ordinary citizens. We have assessed learning outcomes (reading and numeracy) of children aged 6-16 since 2010 Uwezo means ‘capability’ in Kiswahili. It is an initiative that is housed and managed by Twaweza East Africa and aims to improve competencies in literacy and numeracy by using an innovative approach to social change that is citizen driven and accountable to the public.

28 What do we assess? Needed to define learning, especially early grades and make it visible e.g. importance of basic reading: Without the basics, children cannot progress. Reading assessment: Foundation skills for literacy acquisition in early grades such as letters, words and connected text are of central focus.

29 Test Design Tests developed by a panel of expertsTests have distinct levels Level of difficulty increases in each subsequent level Easy to define the specific competency level: easy to implement by ordinary people Test Development panel composed of experts drawn from ministry of education (subject specialists) curriculum institutions the national examining institution Other panel members include practicing teacher, book authors and specialists.

30 Literacy Test Letter/Sound Word Paragraph Story Comprehension

31 PERCENTAGE DISTRIBUTION OF CHILDREN’S COMPETENCIES IN PRIMARY 2 LEVEL ENGLISH, BY GRADE, 2013NOTHING LETTER WORD PARAGRAPH STORY COMPREHENSION TOTAL P1 46.8 33.2 9.0 2.3 0.2 8.6 100 P2 25.3 38.0 19.4 5.4 0.6 11.2 P3 13.4 30.1 27.1 11.6 1.0 16.8 P4 7.1 20.5 25.6 18.3 1.9 26.6 P5 3.7 11.3 17.0 46.1 P6 2.0 5.2 8.5 13.1 67.6 P7 1.2 3.6 7.4 3.2 82.7 18.2 24.0 17.2 10.4 1.6 28.6 Are Our Children Learning? | Literacy and numeracy in Uganda | 2014

32 Benefits of assessing reading at household levelReaching ALL children, including the most excluded. Children relax from the tensions linked with school Engaging with parents and communities to discuss learning: The benefits of instant feedback Volunteers find greater purpose in developing their skills and engaging meaningfully with their communities: example shared Example of winnie Bakyekose, Wakiso district

33 Uganda National Examinations Board Harriet nanteza examinations officerTHE ROLE OF NATIONAL ASSESSMENT FOR PROGRESS IN EDUCATION (NAPE-UNEB) ASSESSMENT OF LITERACY ACHIEVEMENT/ORAL READING PROFIENCY: NAPE SURVEYS NAPE INVOLVEMENT IN IMPROVING CLASSROOM - BASED PRACTICES REPORTING FOR EVALUATION AND STAKEHOLDER ROAD MAPS: NAPE DISSEMINATION UTSEP INTERVENTIONS: EGRA – UNEB

34 NAPE – UNEB (Background)Uganda National Examinations Board (UNEB) is mandated to conduct and manage examinations at Primary and Secondary School level. UNEB hosts National Assessment for Progress in Education (NAPE) and Continuous Assessment NAPE has been used to assess Numeracy, Literacy and Oral Reading at the Primary Education Level in P.3 and P.6 from 1996 to 2015 Since 2003, NAPE assesses oral reading in P.3 in English and Local Languages by testing letter sounds, words, sentences and a short story Assessment in Oral Reading is done every three years. In 2014, P.3 learners were assessed in English Language.

35 Oral Reading Proficiency: NAPE SurveysBUT LESS THAN HALF OF P3 LEARNERS ARE READING WITH PROFICIENCY WE ARE SEEING IMPROVEMENT 2003 – 23.4%, 2007 – 34.6%, 2011 – 46.2%. Oral Reading in English in 2014 registered 48.6% proficiency. The figures reveal that the proficiency levels improved over the years. However, less than half of the population of learners are still below the basic minimum.

36 The above scenario was attributed to the following:-learners have less contact with teachers -inappropriate approaches to the teaching of reading - lack of guidance to independent reading and writing -lack of appropriate reading materials. teachers usually devote the time for the reading lesson to other activities

37 UNEB PLE performance trends are assumed to be indicators to the literacy levels. Learners who have not attained the desired levels of proficiency are likely to find it difficult to read and interpret the tasks across all subjects.

38 UNEB IN ACTION: HOW WE RESPONDEDThe NAPE 2011 report revealed the LOWEST performing districts – these became the basis of Uganda Teacher and School Effectiveness Project (UTSEP). NAPE 2011 classroom observation was used to inform policy about the teacher practices especially in regard to adherence to the timetable and methodology for reading. NAPE 2014 Contextual instruments were applied to monitor teachers’ performance and efforts made to plan for lessons and ability to develop tests independently. NAPE 2015 Contextual instruments to monitor availability, storage and accessibility of textbooks

39 UNEB IN ACTION: HOW WE RESPONDED(continued) NAPE 2015 assessors had Focus Group Discussion (FGD) with P.3 pupils about pupils’ involvement in the learning process. NAPE 2015 (FGD) stakeholders’ workshop to generate the action-oriented recommendations for primary school teachers and PTC tutors. NAPE 2015 observation checklist for monitoring the learning environment and support supervision in primary schools and PTCs. Training of PTC tutors in assessment skills during dissemination.

40 DISSEMINATION ROAD MAPSRoad maps are generated for school-based and cost-neutral interventions at each district. Intensive dissemination of NAPE 2015 report in primary schools and Primary Teachers’ Colleges (PTCs) Target: Teachers, Head Teachers, School Management Committee representative, Parents’ representative and Centre Coordinating tutors. Training of PTC staff in assessment skills during dissemination NAPE has engaged NCDC, TIET and DES who have participated in the development of an effective dissemination plan and training materials such as brochures and charts. According to the objectives of NAPE, dissemination is a focal point in influencing policy reforms. NAPE engages stakeholders through national and district level dissemination. Stakeholders are guided to identify the problems and extract action points.

41 UTSEP INTERVENTIONS: EGRA – UNEBThe NAPE 2011 findings indicated that 74% of the districts were performing below the desirable proficiency level in literacy and oral reading. MOES in collaboration with GPE developed a strategy known as UTSEP to address the reading gaps in the worst performing districts. Teachers are to be trained and materials for early grade reading are to be provided.

42 UTSEP INTERVENTIONS: EGRA – UNEBUnder UTSEP, UNEB is to streamline EGRA into the assessment system. EGRA for English and local languages is to become an established program under NAPE – UNEB even beyond the UTSEP life span. NAPE received technical support from RTI/SHRP in preparation for EGRA. This included assessment tools for English and local languages, training of assessors and field conduct. EGRA tools have been developed and pre-tested. The base-line surveys for P.1 and P.3 will be conducted in September-October 2016

43 Reflection Promote reading by instituting reading into the “homework” concept instead of the dominance of writing tasks. This will ensure that learners have more time to read independently.

44 DISCUSSION