Uganda

Our Learning Journey

  • First regional meeting Kenya in 2017
  • Thematic groups formed later in 2017, and planning for the country, and collaborative work as a country and thematic group.
  • Communication channels and methods of information sharing created.
  • Links forged with education policy makers. RELI introduced to the Ministry of Education and Sports.
  • MEL mentor for Uganda recruited and working in 2018.
  • Participation in the second regional and in country meetings, which provided opportunities to learn and re-strategise.
  • Policy engagement on the National Inclusive Education Policy
  • Engagement with the TIET department of the Ministry of Education on life skills
  • Engagement with the Department of Education standards and National Curriculum Development Centre in Uganda.
  • Individual organisations learning MEL from each other and transforming the way they work.
  • Capacities enhanced in advocacy and policy engagement as well as communication of their work.
  • The RELI platform has enabled members to work towards ensuring inclusion of learners from war ravaged areas.
  • MEL support has been a key avenue for creating synergies among individual organisations that have come up with common initiatives around MEL and in their areas of work.
  • Many member organisations are now working together to engage government agencies and departments on policy and other aspects.
  • RELI supported training and capacity building on communication and advocacy among members and have been working with the TIET department of the MOES, NCDC, DES and other agencies to advocate for policy reforms, curriculum review and other issues of interest.
  • Members of the Equity and Inclusion group visited each other and learnt about child friendly methodologies. Individual organisations have enhanced their methodologies and this is impacting learning outcomes in the schools they work with.
  • The recruitment of the MEL mentor and the MEL training and support has enhanced the MEL systems and processes of individual organisations. Data collection and management systems have improved drastically and some organisations like ISER that didn’t have MEL units and personnel have initiat-ed these and recruited the MEL staff.
  • Several member organisations were not initially involved in any advocacy work. However, with their involvement in RELI, many of these have been engaged in advocacy work and have transformed their systems and operations to include advocacy and communication.