Since 2020, VVOB in Uganda has been supporting the Ministry of Education and Sports (MoES) in implementing Teaching at the Right Level (TaRL) in select government-aided primary schools, with the aim of accelerating foundational learning outcomes in literacy and numeracy. The intervention now reaches 232 schools in five districts namely Adjumani, Isingiro, Kasese, Madi-Okollo, and Terego. Results from the pilot programmes have been promising, and discussions are ongoing with the MoES on institutionalising and scaling a contextualised, government-led TaRL model in Uganda through the public education system.
One of the steps outlined in the draft TaRL scaling strategy is to increase the observability of the intervention. This is aimed at bringing key stakeholders from MoES and its departments and agencies, particularly the National Curriculum Development Centre (NCDC), to observe a government-led TaRL programme in action. TaRL Africa, VVOB, UNICEF, and the Zambian Ministry of Education (MoE) hosted the Multi-County Learning Journey to enable government officials from Angola, Eritrea, Somaliland, and Uganda to observe and learn from Catch Up – Zambia’s government-led TaRL programme. The exchange was set up to facilitate learning from the Zambian MoE on their experiences in scaling Catch Up within the public education system in eight out of ten provinces in Zambia.
The Ugandan delegation comprised of Dr. Cleophus Mugenyi (Commissioner – Basic Education Department, MoES), Patrice Ssembirige (Manager – Primary Department, NCDC), Night Stella Candiru (Education Specialist, UNICEF Uganda), and Kakula Wandi (Education Advisor – Research and Learning, VVOB Uganda). The visit commenced with a courtesy call with Joel Kamoko (Permanent Secretary – Educational Services, MoE Zambia), before a workshop on foundational literacy and numeracy initiatives in the participating countries, and an introduction to the TaRL methodology. The workshop also included an exhibition of Catch Up materials, and demonstrations of key aspects and activities including material development and data management process.
On the second and third day, the delegates visited schools within Lusaka district to observe Catch Up classes and interact with teachers and school leaders. The delegates noted the importance of effective school leadership in the success of the intervention at school level. Additionally, the consistent monitoring and mentoring from national, provincial and district-level MoE staff, and the provision of continuous teacher professional development, have contributed to the success of the programme.
The TaRL Multi-Country Learning Journey was a good example of south-to-south flow of expertise, as the visiting delegations were able to draw from the Zambian MoE’s experiences in implementing Catch Up and apply them to their own contexts.
