To support accelerated learning outcomes and bridge the digital learning divide between urban and rural learners in Uganda, we launched a digital learning program in 8 rural and under-served UPE schools in Mayuge District.
This was possible in partnership with War Child Holland, The Ministry of Education and Sports, and the Student Change Makers.
At the height of the COVID19 pandemic in 2020, Teach For Uganda created Community Cluster Learning Pods (CCLPs) to support learning continuity in rural and underserved Ugandan schools.
During CCLPs, a Teach For Uganda Fellow worked with their placement community to identify a central location where learning pods of five to ten students meet while following prescribed COVID-19 prevention procedures.
Fellows made daily home visits in the morning to mobilize children to attend lessons and monitor their well-being against all forms of abuses, including child labor, sexual violence, etc. before heading to the meeting location to prepare for lessons that are aligned to the Ugandan curriculum.
The emphasis was on improving reading and comprehension skills, while also imparting employability skills, promoting menstrual hygiene with skills on making reusable sanitary pads, or making masks to prevent COVID-19 from spreading within the community.
Between 2020 and 2021, Uganda has undergone several nationwide lockdowns as a strategy to curb down the spread of the COVID 19 pandemic. All educational institutions have been closed since March 2020 at the height of the pandemic. Even with phased opening happening, lower primary has never been reopened. It is against this background that Teach For Uganda developed several initiatives including the Tele-Learning Initiative to support the learning continuity of all the children regardless of the lockdown.
The TELI is delivered by Fellows and lasts 15 to 30 minutes targeting 10 learners per day. The parents or caregivers are required to have their phones charged and supervise the learning process for their children. TELI has reached over 800 learners and over 500 parents in Luweero and Mayuge districts. The TELI with parents' involvement plays a major role in supporting the education progress of their children during this period.
Financial literacy is an essential skill for personal and professional development. However, many girls in rural Uganda lack access to financial education and opportunities due to poverty, gender discrimination, social norms, and cultural barriers. As a result, they face challenges such as low self-esteem, early marriage, teenage pregnancy, domestic violence, and limited career prospects. To address this issue, Teach for Uganda has partnered with Credit Suisse, a global financial services firm, to provide financial education to girls in rural Ugandan public schools.
The Financial Education project aims to provide relevant and timely financial literacy skills to girls in 33 rural Ugandan public schools in Kayunga and Mayuge. The project covers topics such as budgeting, saving, investing, entrepreneurship, and career planning. The project uses a participatory and learner-centred approach that engages girls in interactive and fun activities, such as games, role plays, simulations, and group discussions.
Knowledge and Attitude: The project seeks to increase the knowledge and attitude of girls towards financial matters. .
Behaviour and Practice: The project seeks to influence the behaviour and practice of girls in relation to financial matters.
Empowerment and Impact: The project seeks to empower girls and create a positive impact on their lives and communities. The project aims to improve the self-esteem, agency, and leadership of girls, as well as their academic performance, health outcomes, and social well-being.
The Financial Education project is not just an educational program; it’s an empowerment opportunity for rural girls. Together, we can equip them with the financial literacy skills they need to achieve their dreams and become agents of change in their communities.