TaRL: Ugandan Teachers Commence Learner Assessment in Partner Schools

Before the actual teaching begins using the Teaching at the Right Level (TaRL) methodology, a proven approach to help learners catch up with their peers, 14 schools in Uganda are assessing their Learners to determine their current learning levels. This initial step ensures learners are grouped appropriately for effective class instruction. The schools involved include three from the Arua Youth Development Initiative (AYDI), three from Community Focus International (CFI), two from Development Path for Community Transformation (DEPCOT), and six from FICH.

TaRL organizes learners into three groups based on their literacy skills: Group 1 (Beginner/Letter Level), Group 2 (Word/Paragraph Level), and Group 3 (Story Level). This year, the program focuses on literacy improvement. Learners will participate in a 60-day program, split into two phases: 30 days until the mid-line evaluation, followed by another 30 days. By the end, each learner is expected to reach the level of their peers. Daily sessions will last one hour.

Kandi Alum, a TaRL master trainer, emphasizes the importance of teachers taking ownership of the assessment process. “Teachers must accurately assess learners to place them at the right level based on their competencies before classes begin,” she says. This ensures the program meets each student’s specific needs.

Originally developed by the Pratham Institute in India, TaRL is a catch-up curriculum designed to address learning gaps, particularly those widened by the impact of COVID-19. Now implemented in Uganda, it offers a structured solution to help learners regain lost academic performance and thrive academically.

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