Are our children learning

Uganda: are our children learning?

A new study reveals that very few children in Primary 3 and higher are able to do basic reading and mathematics. In Primary 3, nine out of ten children (or 88%) are unable to both read and solve division at Primary 2 level, while in Primary 7, almost three out of ten pupils (or 26%) are unable to complete the same tasks. On average, among all children tested in Primary 3 to Primary 7, two out of three pupils (67%) are unable to read and solve division at Primary 2 level.

These findings were released by Karambi Action for Life Improvement (KALI) in partnership with Uwezo at Twaweza, an East African initiative, in its fourth Annual Learning Assessment report. The findings are based on East Africa’s largest scale household assessment to test children’s basic literacy and numeracy skills. The assessment was carried out nationally in August 2014; involving 87,339 children aged 6-16 years in 34,013 households in 2,372 enumeration areas in 80 districts of Uganda Kasese inclusive.

The differences between government and private schools at the lower levels of education are stark at the start of the primary school, but this gap appears to close substantially by the end of primary school.

English literacy

• Primary 3: one out of ten pupils in government schools against three out of ten pupils in private schools can read a Primary 2 level story
• Primary 7: nine out of ten pupils in government schools and nine out of ten pupils in private schools can read a Primary 2 level story

Numeracy

• Primary 3: two out of ten pupils in government schools against four out of ten pupils in private schools can solve Primary 2 division.
• Primary 7: nine out of ten pupils in government schools and nine out of ten pupils in private schools can solve Primary 2 division.

However these are basic tests set at Primary 2 level and so do not capture any additional skills children may acquire as they go through school. In addition, one would expect that many more children in private schools, whether at Primary 3 or 7 level, should have these skills. The data still show that three out of ten pupils nationally, whether in government or private schools, complete primary school without having mastered basic literacy and numeracy.

 Above  is  KALI training agents of change(volunteers) and the CAO Kasese district giving a send off massage  in Kasese District

 Participants actively listening to KALI staff during the training at Rwenzori International Hotel -Kasese

Education is meant to be a ticket to a better life. The rude realization is that sending your child to school is not enough; that indeed schooling is not the same as learning; and that the majority of children in school do not have the competencies they require.

Contrary to popular perception, this is not because the government or society does not value education.

Ample government pronouncements and public opinion polls show that education is a key priority for both the state and parents. They also put money where their mouths are. Both invest heavily;

Government education budgets have tripled in the last decade and parents incur significant costs to send children to, and keep them in school.

So why is this goodwill and money not bringing positive results? Why do learning outcomes not improve?

All the time keeping our eyes focused on the prize: can our children count, read and write?

The truth remains that if we want our children to learn, we need to look in the mirror. For change will not just come, unless we make it happen.

Change is me. It’s you. It’s all of us.

Kule Obed

Project Officer @ KALI