Equip Presentation at Elecu Mid Term Review Workshop in Lira 20th to 21st August 2013

7/30/2019 Equip Presentation at Elecu Mid Term Review Workshop in Lira 20th to 21st August 2013

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A PARTNERSHIP OF SOROTI CATHOLIC DIOCESE AND

CHURCH OF UGANDA SOROTI/KUMI DIOCESES

ON

EDUCATION QUALITY IMPROVEMENT PROGRAMME

(EQUIP) PHASE 11 IN TESO REGION

CHURCH OF UGANDA SOROTI DIOCESE CATHOLIC EDUCATION, RESEARCH

EDUCATION DEPARTMENT AND DEVELOPMENT RGANISATION

P.O.BOX 107 P.O.BOX 650

SOROTI UGANDA PLOT 27 SERERE ROAD SOROTI,

UGANDA

Tel: 0352280276 TEL: 0454463668

Email: [email protected] E-mail: [email protected]

PRESENTATION MADE AT ELECUMID TERM REVIEW WORKSHOP AT

MARGARITHA PALACE HOTEL FROM 20TH

TO 21ST

AUGUST 2013

Prepared by: REV SAMUEL EDIAU

THE PARTNERSHIP OF COU SOROTI DIOCESE EDUCATION DEPARTMENT

AND CEREDO


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BACKGROUND

Church of Uganda Soroti Diocese and Soroti Catholic Diocese have held a long ecumenical

relationship in the implementation of Joint Educational programmes since 1997. The good

ecumenical understanding between the two churches led to the successful implementation of

Basic Education Rehabilitation Programme (I and II) and Basic Education Support Programme

BESP (I and II) which ran through 1997 to December 2008 , the BESP bridge fundJanuary to June 2009 and EQUIP 1 Which ran from July 2009 to June 2011and EQUIP II

which runs from January 2012 to Dec 2014 with funding from Edukans Foundation, the

Netherlands.

Scope:

This partnership agreement covers the funding period of Education Quality Improvement

Programme (EQUIP II) which runs from January 2012 to December 2014 and other projects

as shall be agreed upon from time to time between the Board of Education of COU Educ

Department and CEREDO Commission. The Project will cover the Districts of Soroti, Katakwi,

Amuria, Kaberamaido, Kumi, Bukedea,Serere Ngora and d Soroti Municipality and will bebased on the project design.

Purpose:

The purpose of this agreement is to establish the working modalities for the implementation

and management of Education Quality Improvement programme (EQUIP II) in Teso sub -

region with funding from Edukans Foundation, the Netherlands.

Overall Goal

The overall goal of the Programme is to contribute to increased equitable and sustained

access to quality basic Education in Teso sub region

Purpose of the Programme

The overall objective (purpose) is to improve performance and retention in schools in Teso

sub region from 30% to 60% by 2015 through creation of friendly school environments and

teacher professional development.

Programme Objectives

1. To improve skills and knowledge of 200 teachers from 20 selected schools in Teso

sub region on curriculum interpretation and promote use of participatory methods of

teaching in the classroom to achieve high learning outcomes

2. To increase participation of parents in playing their key roles in 20 schools in Teso

sub region from 30% to 70% and support on girl child school performance and

retention.

3. To equip 540 members of PTA, SMC, PECs and Head teachers of 20 target schools

with skills motivational leadership, school monitoring and resource mobilization


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4. To strengthen district-CSO advocacy plat forms, learning and sharing among

education stakeholders in Teso sub region through increased coordination and

networking

Partnership strategy

This is an ecumenical partnership project between two Church organizations each withunique experiences and capacities, and a specific constituency of stakeholders it brings on

board. The Catholic and Anglican churches have founded most of the educational

institutions/schools in Teso sub region. They have worked together since 1997 in Basic

Education Rehabilitation Programme (BERP) (1997 2002) which later became known as

Basic Education Support Program (BESP) (2002 2008), to develop infrastructure and

participatory management systems in primary schools in Teso region.

WORKPLAN JUNE TO DECEMBER 2013


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NO. ACTIVITY Time Frame (July December 2013) Responsible

Person

June

July Aug.

Sept.

Oct. Nov.

Dec.

Objective 1: To improve teachers and pupils knowledge and skills on participatory methods of teaching andlearning for improved learning outcomes.

1.1 Training of 200 selected teachers on itemwriting, syllabi and curriculum interpretation anddelivery and use of improved participatorymethods of teaching and learning.

ProgrammeOfficers

1.2 To set and print midterm examinations/assessments for 7,500 pupils from upper primary(P.5, P.6 and P.7.)

ProgrammeOfficers andHead teachers

1.3 Coordinate inter-country skills and experiencesharing between teachers in the Netherlands andTeso (MOSIQUE and World Teacher)

ELECU

1.4 Link with edukans to engage the pupils in theNetherlands and Ugandan counter parts.

ELECU

Objective 2: To enhance parents participation in addressing key school issues undermining performance andretention of girls in 20 schools in Teso sub region

2.1 Consultations and meetings with; parents, PTAs,SMCs on specific key issues affecting retentionand performance in schools

ProgrammeOfficers

2.2 To facilitate role models to conductlearning/sharing experiences for learners in 20Satellite schools

ProgrammeOfficers

2.3 Establish/Strengthen GEM clubs in 20 schools andtrain 600 of its members s on child rights and girlchild promotion

ProgrammeOfficers

2.4 Provide drama costumes to 20 GEM clubs andfacilitate their patrons to organize communitysensitization out reaches emphasizing theimportance of girl child education termly

ProgrammeOfficers

Objective 3: To equip 540 members of SMC, PTA, PECs and Head teachers of 20 target schools with skills on

motivational leadership, school monitoring and resource mobilization

3.1 Train 420 SMCs, PTAs & Htrs to effectively carryout their roles, responsibilities & use ofparticipatory methods.

3.2 Train 100 Parish Education Committees tosupervise management of schools, monitorteachers' and pupils' attendance

3.3 Develop monitoring tools for 100 PECs andprovide termly facilitation allowance for datacollection

Objective 4: To strengthen District and Sub County level CSO platforms on policy dialogue, lobby and

advocacy at District and Sub County level in Teso sub region through increased coordination

4.1 Conduct quarterly Education reflection meetingsat sub county level with School Inspectors, CCTs,SMCs, PTAs and political and technicalleadership

4.2 Conduct Global Education Week (GEW)celebrations

4.3 Conduct annual regional education forum

Objective 5: To facilitate efficient and effective Programme Monitoring, supervision and documentation byPartner Organizations

5.1 Monthly programme planning, monitoring andevaluation and documentation


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ACTIVITIES IMPLEMENTED

1. BASELINE SURVEY

Introduction:

The above activity was jointly carried out by Church of Uganda Education Department (CoUEduc) and Catholic Research and Development Organization (CEREDO) ProgrammeImplementation Team. The exercise was conducted in preparation for the implementation ofEQUIP II with the data collection serving as baseline. All the 18 EQUIP target weresuccessfully covered within a period of four days as planned. The initial plan of bringing onboard two schools (Madera Girls and Kumi Girls boarding primary schools) which are underWorld Teacher program was not successful because the program is now run by TransformUganda.

Findings:In all the schools visited, learners had turned up for lessons and teachers were available and

attended to them. Upon looking at the records, enrolment figures did not match actual daysattendance of the learners, and this was contributed to by various factors (localized to eachschool).

Over of the schools visited saw teachers adhering to the required practice of using lessonplans and schemes of work. These could easily be seen as concrete evidence. In the other of the schools visited, some teachers claimed to be standing in for their colleagues who wereaway, while others found conducting lessons claimed that they were helping the learnersrevise the past lesson content.

The schools too had a record of special needs learners spelling out varying needs (physical,visual, hearing, mental, multiple, speech impairments among others) respective to each

learner. A handful of schools had teachers trained to help/support learners with specialneeds a move which is very important. Rumps where constructed in practically all the schoolsto cater for learners who could be crippled and help them access offices and classes in theschools.

The staffing in the schools EQUIP II is supporting was not matching the required teacher pupil ratio especially for lower primary including P.4. The congestion witnessed in theclasses (4 5 learners sharing a desk) is testimony to this. So one can conclude that even thepupil class room expected ratio of 1:40, remains wanting. Government and developmentpartners ought to strive to solve this scenario, and revisit the teacher ceiling in the schools.Nonetheless, PLE performance records for the previous year were readily availed to theteam and findings showed acceptable improvement.

The condition of the class rooms where lessons are administered varied from school to school.While some schools had good class rooms, others had class rooms poorly constructedleading the pealing off of the floors, falling away of windows and shutters. This poorworkmanship has caused the schools additional expenditure i.e. fix back fallen off doors,windows and repair desks. Sanitary facilities were in all the schools though the two inKalengo P/S did not have shutters and one meant for boys had its roof blown off, and has


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not been replaced. In the same school, teachers lacked a pit latrine for their separate use,as well as accommodation.

Water for use by both teachers and the learners while at school was not a big problem inat least 70% of the schools visited. In Ogelak P/S, the school suffered a problem ofreplacing borehole pipes after every three months. The salty nature of water in the lakeaxis causes pipes to rust and hence affect the water quality. Again in Kalengo P/S, learnersand teachers rely on rain harvested water. Once the water is exhausted from the tank andit takes long to rain, the school automatically faces water constraints. The school boreholedried up and efforts to get another one have since failed.

On their part, parents have responded to governments call to have children fed at school.Where not all learners are fed in some cases, efforts are made to cater for candidate class.In the same vain, some schools have initiated boarding sections for P.6 & P.7 as one way ofimproving performance.

All the schools visited have the SMC and PTA establishment though in a few cases, these are

new. These management structures however badly need to be trained on a cross section ofissues: - roles and responsibilities; planning and budgeting; book keeping; reporting;communication among others. The two bodies from submission of the school managementswork closely with the school administration. The only exception was Agu P/S where the PTAand SMC was reported to have absconded from their duties since the start of 2013.

Challenges:Getting some records was a task especially in schools where the head teachers happened tobe away (Agu and Okunguro P/S). The element/requirement of delegation missed out inthese schools. In Agu P/S records of vital information required were missing and the taskwas placed on the teachers in the absence of the head teacher.

In some of the schools visited in the afternoons, the pupils were not fully attended to as wasthe case in Agule primary school in Serere and Bululu primary school in Kaberamaido. Lowschool attendance by pupils on Fridays and Mondays was also reported in Akolodongprimary school in Soroti District.

Kachilo primary school in Kaberamaido District has only one female teacher and herabsence means no person attending to the needs of the girl child and a heavy work loadfor the teacher.

Recommendations

Encourage the head teachers to display basic information about the school in theiroffices and school notice boards.

Continuous sensitization of parents on their roles and responsibilities in education (havingchildren attending classes fully on all school days).

The Ngora District Education office and the sub county leadership should initiatedialogue with the SMC and PTA members of Agu primary school.

Constitute proactive SMC and PTA committees.

Sensitize and encourage all parents to support school feeding initiates.


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The District Education offices and parents should consider increasing the number offemale teachers in a school where there is need.

PUPIL TOTAL ENROLMENT IN EQUIP SATELLITE SCHOOLS 2013

NO. SCHOOL P.1 P.2 P.3 P.4 P.5 P.6 P.7 TO

1 AOJAKITOI P.S 62 88 34 63 34 44 58 68 55 81 46 50 21 15

2 ANGOROM P.S 120 98 91 99 94 92 105 104 65 47 40 34 27 26 1

3 BULULU P.S 65 78 51 44 58 80 99 84 60 78 54 58 36 20

4 KACHILO P.S 120 100 63 70 81 64 99 100 70 65 60 55 29 11

5 ATUITUI P.S 75 60 43 51 62 55 46 72 73 52 63 65 27 21

6 ADESSO P.S 81 79 77 70 98 83 92 66 47 56 39 37 40 23

7 BUKEDEA P.S 54 46 58 54 51 56 67 66 47 47 45 56 27 21

8 OKUNGURO P.S 46 33 37 30 32 30 34 29 50 34 26 18 11 11

9 AGU P.S 76 80 60 68 60 72 51 63 59 66 45 47 19 19

10 KALENGO 74 74 48 60 60 58 58 62 38 40 20 19 17 17

11 NAKATUNYA P.S 66 62 53 62 70 91 100 117 122 156 84 109 50 52 1

12 FR. HILDERS P.S 38 37 23 32 36 56 40 51 54 88 43 48 22 32

13 OKOLIMO P.S 72 62 22 30 55 35 26 31 58 38 56 55 19 17

14 USUK BOYS P.S 168 0 76 0 119 0 128 0 102 0 103 0 52 0

15 OGELAK P.S 98 84 60 46 72 74 49 56 53 50 37 39 26 19

16 AGULE P.S 80 78 80 65 97 70 76 70 68 54 50 45 20 12

17 AKOLODONG P.S 88 76 65 48 62 56 103 92 79 74 39 56 41 31

18 ASURET 75 57 59 60 84 77 146 136 55 74 40 51 33 39

TOTAL 1,458 1,192 1,000 952 1,225 1,093 1,377 1,267 1,155 1,100 890 842 517 386 14


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2. MOBILISATION OF TEACHERS FOR TRAININGActivity report for mobilization of schools and teachers for training;

This activity which was planned to be conducted in four days was successfully implemented in two

days. The project implementation team was divided into two groups; one group carried out

mobilization in Katakwi, Amuria, Soroti Municipality and Kaberamaido covering eight (8) schools

while the other group conducted mobilization in Bukedea, Kumi, Ngora, Serere and Soroti District

covering a ten (10) schools. This activity helped in the selection of teachers to participate in the

training and the heads of subjects and respective head teachers were identified in each school so

as to help roll out the skills acquired to other teachers. The head teachers, coordinating centre

tutors (CCTs) and District inspectors of schools were strategically mobilized so as to help them to

supervise their teachers from an informed point of view.

The mobilization exercise helped in the selection of training venues and the schools selected were

facilitated with funds for provision of meals to the participants. The following were the schools

selected as training venues in each District;

NO. DISTRICT TARGET SCHOOLS TRAINING VENUE

1. Bukedea Bukedea primary school

Okunguro primary school

Bukedea primary school

2. Kumi Adeso primary school

Atuitui primary school

Atuitui primary school

3. Ngora Agu primary school

Kalengo primary school

Kalengo primary school

4. Serere Agule primary school

Ogelak primary school

Ogelak primary school

5. Soroti Akolodong primary school

Asuret primary school

Asuret primary school

6. Katakwi Okolimo primary school

Usuk Boys primary school

Usuk Boys primary school

7. Kaberamaido Kachilo primary school

Bululu primary school

Bululu primary school


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8. Soroti

Municipality

Nakatunya primary school

Fr. Hilders primary school

Nakatunya primary

school

9. Amuria Aojakitoi primary school

Angorom primary school

Angorom primary school

Challenges identified

Some schools were distant apart e.g. Agule and Ogelak in Serere District, Agu and Kalengo

in Ngora District, Angorom and Aojakitoi in Amuria District and Kachilo and Bululu in

Kaberamaido District.

The training of teachers may affect the teaching and learning processes in the schools.

Suggested solutions

The EQUIP staff to transport participants from the distant schools to the training venues.

Conduct the training of teachers in phases and limit the training to one day in each phase.

Teachers affected to provide remedial lessons to the affected classes.

TRAINING OF TEACHERS ON ITEM WRITING, SYLLABI/CURRICULUM INTERPRETATION AND

DELIVERY AND USE OF PARTICIPATORY METHODS OF TEACHING AND LEARNING

FACILITATOR: MS. ANGELA AKWI (0772 683492)

Expectations by the participants

New knowledge and skills.

Attendance certificate.

Hand outs.

Lunch and transport refund.

Good deliberations.

Good time management.

Reasons given by the participants for persistent poor performance

The teachers from the 18 EQUIP target satellite schools identified a number of cross cutting

issues that negatively affect the performance of pupils and teachers in most of the schools in

Teso. These include;

Teachers in most schools do not have schemes of work and lesson plans e.g. some teachers

had no schemes of work for two months.

Inadequate systematic assessment of pupils. e.g. marking was not done.


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Negative attitude by some teachers and poor motivation of both teachers and pupils.

Poor syllabus coverage e.g. most of the pupils who sit PLE in Teso are P.5 standard because

of the loopholes in syllabus coverage, interpretation and delivery.

Poor teaching methods and limited content by teachers due to inadequate knowledge and

skills as a result of poor reading culture.

Limited innovation and creativity on the part of the teachers e.g. on the use of localteaching aids and proper application of thematic curriculum.

Lack of effective and in-depth teaching in most of the schools.

Lack of peer teaching and learning by teachers and pupils respectively.

Lack of teaching and learning materials as well as reference materials.

Delayed salaries and disbursement of UPE funds.

High pupil teacher ratio.

Lack of commitment by teachers and pupils.

Poor school community relations.

Absenteeism of pupils and teachers.

Lack of midday meals for pupils and teachers. Few contact hours and lack of adherence to the time table.

Reading and writing. In most cases, teachers teach English and not reading.

TRAINING OBJECTIVE

To improve teachers and pupils knowledge and skills on participatory methods of teaching and

learning for improved learning outcomes.

Target: Teachers from 18 EQUIP satellite schools in Teso trained on item writing, syllabi and

curriculum interpretation and delivery and use of improved participatory methods of teaching

and learning.

Achieved:

A total of 99 teachers (76 males and 23 females) from 18 EQUIP satellite schools in Teso

participated in the continuous professional development refresher course on item writing,

syllabi and curriculum interpretation, delivery and use of participatory methods of teaching and

learning. One teacher from EQUIP target schools in Kumi had this to say;

We have learnt a number of new concepts and tips on item writing and question

interpretation and we have also learnt that zero (0) is not an even number.


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Training of teachers at Bukedea primary school

While passing a vote of thanks, the Head teacher of Usuk Boys had this to say;

We very much appreciate EQUIP for the continued support to our schools. My son

who is now in secondary school attributes his love for mathematics to madam Angelawhom EQUIP brought to support them while still in primary seven (P.7). The coming of

EQUIP also helped us to obtain first grades.

Training of teachers at Usuk Boys primary school

Table 1: Summary of teachers trained from each target Districts by Gender.

NO. DISTRICT TARGET SATELLITE SCHOOLS

NO. OF TEACHERS TRAINED

MALE FEMALE TOTAL

1. Bukedea Bukedea primary school

Okunguro primary school 08 03 11

2. Kumi Adeso primary school

Atuitui primary school 05 05 10

3. Ngora Agu primary school

Kalengo primary school 08 02 10

4. Serere Agule primary school

Ogelak primary school 11 02 13


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5. Soroti Akolodong P.S

Asuret primary school 06 04 10

6. Kaberamaido Kachilo primary school

Bululu primary school 09 03 12

7. Katakwi Okolimo primary school

Usuk Boys primary school 11 03 14

8. Soroti

Municipality

Nakatunya P.S

Fr. Hilders primary school 09 01 10

9. Amuria Aojakitoi primary school

Angorom primary school 09 00 09

TOTAL 76 23 99

Recommendations and way forward

1. Teachers should be encouraged to follow the curriculum and use text books for cross

referencing. This will help them build up content, language and subject competencies.

2. There is need for close support supervision to encourage teachers scheme and lesson planand to improve on their innovativeness, creativity and search for knowledge e.g. use of

environment as a source of teaching aids.

3. Assessment of pupils needs to be improved e.g. when exercises and home works are given,

pupils books should be marked and this should be accompanied with feed back i.e.

Teachers should always communicate to pupils about their performance.

4. Reading was one of the gaps identified by the facilitator and the participants and it was

attributed to teachers teaching English Language but not reading.

5. Consultation and cooperation by teachers is very important because people who work

together will always achieve much. Teachers should be encouraged to perform peer

reviews, joint scheming and lesson planning at the start of the term.6. The schools should be encouraged to initiate school savings and loan associations so as to

support teachers in times of delayed salary releases and reduce their movements to process

loans in Financial Institutions.

7. On the issue of absenteeism and dropout of particularly the girl child, the schools should

embrace the concept of Girl Education Movement through establishment/ strengthening of

these clubs in the target satellite primary schools.


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Training of teachers at Kalengo primary school in Ngora District

PENDING/ ON GOING ACTIVITIESI. Conduct quarterly Education reflection meetings at sub county level with School Inspectors,CCTs, SMCs, PTAs and political and technical leadership

II. Conduct Global Education Week (GEW) celebrationsIII. Conduct annual regional education forumIV. Train 420 SMCs, PTAs & Htrs to effectively carry out their roles, responsibilities & use of

participatory methods.V. Establish/Strengthen GEM clubs in 20 schools and train 600 of its members s on child

rights and girl child promotionVI. To set and print mid term examinations/ assessments for 7,500 pupils from upper primary

(P.5, P.6 and P.7.)

The contribution of the EQUIP to increased partnership and cooperation between thestakeholders

The EQUIP process is believed to have created a new impetus for partnership through itsemphasis on a collaborative rather than a fragmented approach to human development issues.Indeed, the most outstanding outcomes of EQUIPs partnership process in Teso is the developmentand sustenance of joint reviews of its performance. Joint reviews have broadened the scope for:

(i) Ensuring commonality of interest between the EQUIP and implementing partnersbecause such reviews provide a clear framework for their cooperation;

(ii) Regular consultation among the partners;(iii) Transparency and accountability. This is being achieved through quarterly progress

reporting, regular audits and joint decision-making;(iv) Expedited implementation of jointly planned activities e.g. M&E; strengthened process

of dialogue, coordination and support for basic education;(v) Putting the school communities in the drivers seat; and reduction of transactional costs


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EQUIPS Good Practice

(i) Uniquely effective but simple management structures of the church which cascadedown from the diocesan level to family units. This promotes inclusiveness and helps toexpedite operations through minimization of bureaucratic procedures;

(ii) Free from any bureaucratic restrictions, churches have the potential for flexibility andresponsiveness;

(iii) Participatory programming approach;(iv) Churches invariably enjoy good rapport with their client communities and this allows

them to adapt to the local situations and build on the real needs and priorities asexpressed by the target groups;

(v) Churches tend to run timely small-scale educational interventions requiring relativelysmall amounts of initial operating capital;

(vi) Introduction of innovative educational methodologies and practices with great appealamong the target beneficiaries, especially collaborative learning and joint supervision;

(vii) The EQUIP process achieved institutional buy in by choosing not to employ parallelpolicy and management frameworks. Instead, it utilizes existing government structures

and follows established guidelines and procedures. This promotes harmony with otherstakeholders, revamps the managerial capacity of the government institutions andreduces overall transaction costs

Challenges

Despite the impressive gains of the EQUIP and our previous projects in the Teso sub-region, thereare a host of challenges and constraints which have undermined the full realization of theintended benefits. These, inter alia, include the continued prevalence of poverty in Teso, disease(including HIV/AIDS), civil strife as well as the disempowering consequences of rapid population

growth and the lingering inferior valuation of formal education particularly among the remotelylocated rural communities.

There are a number of EQUIP-specific shortfalls which ought to be addressed if the programmehas to accomplish the intended outcomes. These include the fact that:

(i) The EQUIP still has limited service reach. Out of over 710 primary schools housed in thesub-region, the EQUIP has a direct presence in only 18 of them scattered in 9 districts.

(ii) It has largely remained confined to the primary sub-sector and it is almost invisible atthe post primary level. Yet there is need for EQUIP to appreciate the interconnectednessand dual nature of the linkage between primary and post primary education andtraining.

(iii) The popular appeal of the EQUIP has stimulated an enrollment bulge that is

overwhelming the existing capacity especially in the target schools(iv) There is also an acute shortage of instructional materials suitable for delivering the new

thematic curriculum in almost all the schools; worse when it comes to books in Ateso(v) The special learning needs of children with disabilities are not explicitly included in

EQUIPs educational agenda;(vi) There is a persistent problem of school drop outs, high repetition rates and poor

performance in the UNEB examinations particularly among the girls;


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(vii) The Teso sub-region is prone to the destabilizing effects of wars, cattle rustling andnatural hazards (e.g. 2007 floods), now famine

(viii) The EQUIP clientele is primarily comprised of a traumatized population and therestoration of its psyche to a pre-conflict status calls for a lot of patience; there is alsomuch dependency syndrome

(ix) EQUIPs resource envelope is limited and this together with the unpredictability ofexpected resource inflows leads to underperformance or non-performance of someplanned programme activities; also we have not mainstreamed DRR into ourprogrammes.

THANK YOU FOR YOUR ATTENTION. WISHING YOU A BLESSED WORKSHOP

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Equip Presentation at Elecu Mid Term Review Workshop in Lira 20th to 21st August 2013

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