Friday, 24 May 2013


Staff of RWECO and CFSU implementing the projects supporting the English Teaching and Learning aimed at improving the communication skills through innovative non conventional teaching methods  in 30 Primary Schools and ICT  in  6 Secondary Schools and 2 Primary Teachers Colleges in Kasese and Kabarole Districts held a staff  reflection  meeting from 20th to 21st May 2013 at Kalya Courts Hotel.  
Watch this space for details of the direction taken.
In the photo below left to right:
Jimmy Baluku Odyek (RWECO), M John Silco (RWECO/RICNET), Stella Nakesa (CFSU), Lydia Kamba (CFSU), Micah Muthahunga (RWECO) Joel Kamba(CFSU),Tonny(CFSU) and Medrace (RWECO)
United in improving the quality of Education in the Rwenzori Region, as in the Holy Book, "Let the little  Children come to Me" its our duty to support the teaching of English to the little children


Project brief for the EPP- implemented by RWECO and CfSU in 30 Primary Schools in Kasese and Kabarole districts

Our Environment, Pupils at Rukoki Model Primary School, Kasese District

Project title
}  Improving literacy and proficiency levels in English Language by enhancing communication skills in 30 primary school pupils in the Rwenzori Region
}   At the end of the project it is expected that 40% of the participating pupils will have improved in proficiency of the English Language and hence demonstrate improved performance in all the 4Rs specifically in literacy and numeracy and use of English language in class and  co-curricular activities including debating, handwork, games and sports.
Problem statement
}  Primary school pupils in the Rwenzori region are faced with challenges including low competence in numeracy and literacy which negatively impacts on their mastery of the 4 basic communication skills of reading, writing, listening and speaking.
}  The transition from mother tongue to English is a challenge to the learners and teachers especially in Primary 4;
}  Low literacy levels resulting into low mastery of the 4 basic communication skills;
}  The poor reading culture among the learners/teachers coupled with inadequate  reading materials and limited support from parents and guardians;
}  The teacher pupil ratio in class;
}  Low participation of parents in the learning and teaching processes at schools. 
}  Project goal: Improved literacy and proficiency in English language of 9000 primary school pupils and 450 teachers by 2014.
}  SO1: Train and support 450 teachers in 30 primary schools and 30 Tutors from 2 PTCs in the application of innovative methodology in the teaching and usage of English language;
}  SO2: Enable 9000 pupils in 30 primary schools to improve their basic communication skills (reading, writing, speaking and listening) in using English language.
}  SO3: Encourage participation of the parents and other stakeholders in the learning-teaching process in the 30 primary schools.

Promoting the 4 basic communication skills of Speaking, Listening, Reading and Writing: A young girl  expressing  speaking  skills  during an interclass debate at Rukiko Model Primary school

}  Pupils – P 3-P. 4, but can spill over to other classes ( 9000)
}  Teachers of English ( 450)- were trained and more refresher trainings to be conducted
}  Parents through the PTAs ( 30 sch x 9 + 30 x 11)- through meetings, sms and case by case
}  Schools were mapped: low land, mountain schools, Pastoral communities, Fishing and Business community
}  Care taken for urban, peri urban and rural communities
}  The Local government- The District Council, The Chief Administrative Officer, the District Education Officer  and the District Inspector of Schools
}  The schools-Pupils, teachers and Parents (SMC/PTA)
}  MoES- to give technical support and supervision in material development
Lessons from 2012
}  a training manual on non conventional methodologies was developed, local materials used as teaching-learning aids by teachers
}  4 meetings were held, with guest speakers from Primary teacher Colleges to inspire the teachers
}  A writing competitions was held attracting 225 pupils
}  30 debating clubs, 30 MDD formed and supported to present. Inter class debates held on weekly basis
}  atleast 60% of the teachers trained were observed to integrating  non conventional methodologies during the joint monitoring and reports from head teachers
}  Atleast 50% of pupils in the target schools struggle to use English during the debating and in other co-curricular activities
}  -30 primary schools supported in supports, speech days and public events to show case their skills in poetry, MDD, debating and reading
}  Tutors of English from Conan Apollo core PTC and Bwera PTC were trained, 6 CCTs facilitated the orientation of teachers in non conventional methodologies
}  PTA/SCM meetings held on all 30 target school attended by 3600 parents.
}  4 lobby meetings were held throughout the year. Other events like education  symposium and the teachers day were used to present the project briefing paper
}  head teachers teamed up and attended PTA/SMC meetings of neighboring schools, that action boosted the host school to share experiences from other schools;
}  improving English literacy requires a multi-stakeholder approach other then using one approach of ‘one size fits all’ approach.
}  the integration of Information technology has proved to be a success story especially use of blogs and online search for information. During the trainings, the teachers were exposed to basic ICT tools like computer, smartphone, internet-social media-facebook;
}  Private schools had shunned the thematic curriculum instead focus on preparing children to pass PLE. The project targeted 4 private schools from which government aided schools are picking a lesson .
}  capacity building for teachers was un common, with the focus on English language, the project has opened a new chapter of retooling teachers and adopting to non conventional curriculum
}   Use of ICT tools to compliment the traditional methods of communication: blog stories, youtube, twitter and facebook

Working with the media
}  Consolidating the achievements of 2012
}  Building a stronger teacher-learner relation through use of innovative methods
}  RWECO and CfSU strengthening the relationship through shared learning
}  Timely reporting is a pre-requisite to the success of the project
}  Donor relationship- ICCO Cooperation, ELEC

Jimmy B.O