Through the Education programming, Save the Children secures quality basic education for all children.
Sub-themes: Early Childhood Care and Development (ECCD) and Basic Education
The programme covers basic quality education (both formal and informal), early childhood care and development (ECCD) and Education in Emergencies. Our programme aims at creating opportunity for deprived young children to attend quality inclusive early childhood care and development and transition successfully into basic education. The Education in Emergencies intervention creates access to education for children affected by emergencies and living in refugee camps.
We do this through training of teachers, community mobilization, coaching and mentoring of teachers/instructors, research and documentation, advocacy and working in partnerships.
The Education Programme is hinged on five pillars:
- Access – All school-age going children have access to education. Sustained access to meaningful learning is critical to long term productivity
Quality – We consider Quality a fundamental condition for learning and participation. We encourage schools to create effective systems intended to improve children’s learning outcomes.
Participation – We guide teachers to change their pedagogical processes in the classroom in order to accommodate participatory & active learning by creating learning environments where participation & contribution by all learners is sought.
Equity – Through our Non- Formal Education programmes we emphasize the need for equal opportunities to access education for all children
Relevance – We support teachers to recognize children’s individual strengths and learning needs. This enables learners to apply new knowledge and skills in real situations. All the services are in line with the Ministry of Education and Sports' (MoES) strategic plan, which focuses on improving access to quality inclusive education for all children, especially the less privileged.
To date (July 2017), Save the Children is working in 124 government-aided primary schools, 43 ECCD centres in the emergency response, 48 ECCD centres in Karamoja and Nakasongola, 24 Accelerated Learning Programme (ALP) centres in western and northern region and 25 ALP centres in the emergency response. The total reach is 41,744 children (20,862 girls, 20,882 boys). Of these, basic education accounts for 31,624 children (15,622 girls, 16,002 boys) while ECCD accounts for 10,120 children (5,240 girls, 4,880 boys)
1. Overall, there has been a significant increase in enrolment and retention of children, especially girls, due to training in re-usable sanitary pads, which has helped girls to effectively manage their menstrual periods.
2. Story writing- Teachers and children have been trained in story writing. This has resulted in teachers and children writing story books in both their local languages and in English. The story books have been published and distributed to the intervention schools. This has greatly improved access to reading materials that are age appropriate and context specific.
3. Joint support supervision- the field education staff have on an on-going basis planned joint support supervision visits to schools with district local government education teams. This has led to the local education teams understanding the projects and providing mentorship and support as required. This has increased local government ownership of the projects.
4. Development and use of non- book teaching materials- All teachers in the intervention schools have been trained to develop non- book materials from locally available materials. This has resulted in the creation of print rich learning environments that promote independent learning for the children
5. Provision of play materials for both in- door and outdoor play activities for children in the ECCD centres. This has led to holistic development of children through play.
6. Teacher planning and preparation for teaching has improved. Up to 85% of the teachers according to monitoring reports have schemes of work and lesson plans
7. 86% of intervention schools have handwashing facilities. This has improved children’s hygiene practices as they are taught to use the handwashing facilities after using the latrines and/or cleaning the compounds