Link Community Development

Improving the quality of education in Africa

Literacy Teacher Training

Link Community Development Uganda delivered literacy teacher training in 8 selected schools in Hoima and Buliisa districts as part of the wider TOLSIP project supported by Tullow Oil in the region.



Funder: Sutasoma Trust

Total Funding: £2,000

Date: 2012

The Challenge

The performance of pupils across the primary cycle is negatively affected by pupils’ low levels of literacy and numeracy skills. Studies on Uganda’s education sector e.g. UWEZO and NAPE reports, have consistently reported low levels of learner achievements in upper primary affected by proficiencies in literacy and numeracy. 

A survey of teachers prior to the training revealed that:

  • 47% of the participants had received some level of training on literacy since they started teaching.
  • 72% of the participants could only mention one method of learner assessment in literacy
  • 20% teachers reported giving individual attention to slow learners
  • 20% teachers did not know the alphabet sounds  

Project Aims

The objectives of the training programme were to:

  1. Review the teachers’ knowledge and understanding of the Thematic Curriculum, specifically the Literacy Strand;
  2. Support teachers to interpret the Thematic Curriculum with regard to the Literacy hour, Library and  news lessons;
  3. Demonstrate effective use of methods for teaching Literacy;
  4. Optimise pupils’ learning through effective classroom organisation and management;
  5. Explore methods of regular assessment of literacy skills amongst pupils.

Project Activities

In order to impact on literacy levels, Link Uganda delivered a one-day literacy training to infant teachers focusing on improving school capacities in teaching of literacy. The training took place on 2nd October 2012 in Masindi and 4th October 2012 in Kiryandongo District. 

The training used participatory learning approaches with role play. The workshops involved participants sharing their experiences and good practices in teaching literacy. The Workshop Facilitators (Trainers) were drawn from Coordinating Centre Tutors (CCTs) and LCD staff.

Headline Achievements

95 literacy teachers were selected from primary schools in the two districts of Masindi and Kiryandogo. Teachers increased their knowledge of:

  • The Thematic Curriculum Interpretation
  • Assessment of Literacy Classes
  • Good Practices in the Teaching/Learning of Literacy Skills
  • Management of a literacy class to maximize learning
  • Making and using teaching and learning aids
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