In 2021, Uwezo Uganda, in partnership with FICH, conducted a Learning Assessment in 15 villages in Oyam district to evaluate children’s literacy and numeracy competencies. The key findings for Oyam district are alarming: only 5% of children in Primary 3 are able to perform Primary 2 level work, and less than half of the learners can read and comprehend a P2 text or perform basic division. Among P3 students, who are expected to learn in the local language, 76% are non-readers. Even by P6, 56% of the children cannot read and comprehend a text in the local language. The assessment, which tested 440 pupils across 29 districts, revealed that less than 50% of learners in P3-P7 could read a Primary 2 (P2) story in English or perform basic division, placing Oyam District at number 24 out of 29 districts evaluated.
The Uwezo assessment, conducted in August 2021, focused on literacy and numeracy based on the P2 curriculum.
Jennet Acol, the District Inspector of Schools for Oyam, attributed the poor performance to a lack of focus on foundational learning in the lower grades, which significantly impacts outcomes in higher grades. During a policy dialogue organized by the Foundation for Inclusive Community Help (FICH), Acol emphasized the need for better training and capacity-building initiatives for teachers in lower primary classes, as well as regular refresher courses to ensure teachers remain effective and focused on early childhood education.
Nommy Otyeno, the Oyam District Council Speaker, revealed that the district has initiated a regular school monitoring team to address these issues. He urged the government to create conducive learning environments and to revise Universal Primary Education (UPE) policies.
Chris Ongom, Oyam District Vice Chairperson, highlighted the disparity in performance between private and government schools, questioning why teachers in private schools, often paid less, achieve better results. Ongom called for ongoing dialogues with lower primary teachers, recognizing their critical role in the educational journey of pupils. He also urged development partners to support education more robustly, noting that currently, only a few partners like FICH and World Vision are involved.
Victoria Harriet Anyango, Programs Manager on Education at FICH, stressed the importance of collaborative efforts to address the root causes of poor performance. She called for a unified approach involving parents, district leaders, teachers, and the government to tackle the various factors contributing to the district’s educational challenges.
Rev. Teddy Akello Omara, Chairperson of the School Management Committee at Iyanyi Primary School, pointed out the lack of parental support as a significant factor in poor student performance. She noted that many pupils attend school without necessary supplies and that parents are often unwilling to pay school fees. Omara expressed optimism that collaborative efforts among all stakeholders could lead to improved educational outcomes in Oyam.
Francis Odongo Ali, Chairperson for Persons Living with Disabilities in Oyam district, attributed poor performance in most UPE schools to the constant chasing of learners for unpaid school dues. He called upon school administrators to find amicable ways of collecting school fees without sending learners home.
Uwezo plans to conduct similar assessment in Oyam district in July/August 2024