By KT Reporter
Oyam District has launched Teaching at the Right Level (TaRL) – Learning for Every Child, an initiative designed to enhance teachers’ capacity to address foundational learning challenges in schools. TaRL is a remedial learning methodology that groups learners according to their skill levels rather than age, enabling them to catch up on literacy and numeracy through targeted instruction.
Oyam, a district in Northern Uganda, has long struggled with poor academic performance, with many schools failing to register a single first-grade pass in recent Primary Leaving Examinations (PLE). A 2024 Learning Assessment report by Uwezo reveals a decline in foundational learning outcomes. Combined literacy and numeracy skills among pupils from P3 to P7 have dropped from 30% in 2021 to 20% in 2024.
Godfrey Angole, a primary school teacher and TaRL facilitator, believes many teachers lack the necessary skills, tools, and methodologies to deliver quality lessons effectively. He said critical approaches like the play-way method are often ignored, and a shortage of instructional materials further hampers learning progress.
Recently, the Foundation for Inclusive Community Help (FICH), a non-governmental organization, sponsored 180 teachers from 30 primary schools in Oyam, Kole, and Alebtong to participate in a capacity-building program focused on the TaRL methodology and gender-responsive pedagogy. Emmy Zoomlamai Okello, the organization’s Executive Director, explained that gender-responsive pedagogy seeks to eliminate classroom inequalities, such as boys occupying desks while girls sit on the floor.
The TaRL approach helps children learn based on their actual skill levels rather than their assigned grade. Harriet Adong, head teacher of Acokara Primary School, acknowledged her school’s poor PLE performance but expressed optimism that the new teaching methods would lead to better results.
Benson Ongom, the District Inspector of Schools in Oyam, emphasized that head teachers, as first-line inspectors, play a critical role in ensuring quality content delivery in classrooms. He urged teachers to implement the new teaching methods to bring out the best in children.
Meanwhile, Patrick Okada Opito, Principal of Loro Core Primary Teacher’s College (PTC), noted that while training colleges equip teachers with the right skills, they are often influenced by their peers upon entering the workforce.
He stressed the need for continuous support, supervision, and teamwork.
While Oyam District has seen slight improvements in PLE results, challenges such as high teacher-to-pupil ratios and limited resources persist. However, district leaders remain optimistic that focused teacher training will help close the learning gap-URN. Give us feedback on this story through our email: kamwokyatimes@gmail.com
