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OUR PROJECTS  |  CPD PROGRAMME

CONTINUED PROFESSIONAL DEVELOPMENT TRAINING FOR UGANDAN EDUCATORS

TEACHING AND PEDAGOGY IN EASTERN UGANDA

Primary teachers in UPE (Universal Primary Education) schools face huge challenges in the form in limited staffing, training and resources. Studies have revealed learning achievement in literacy and numeracy at primary level remains alarmingly low in Uganda (see UWEZO 2012), and this situation demands close attention to the quality of teaching. 

 

Learning approaches in eastern Tororo district remain dominated by teacher-centred practices, often characterised by rote learning, memorisation and ritual mass production of knowledge. Adequate spaces and opportunities are rarely provided to enable pupils to become active learners through asking questions and sharing ideas with peers. Poor quality of teaching is again exacerbated by staffing gaps and congested classrooms, as well as the limited reach and depth of in-service training (INSET) systems.

OUR ROLE

TEP is working to address teacher development in Tororo district through developing free continued professional development (CPD), enabling primary educators to update and improve their classroom practices.

 

Through offering in-service training we are endeavouring to develop local networks for sharing effective pedagogies in schools. As our name suggests, we advocate for more 'talk' in primary classrooms. This means building positive learning environments where pupils are free to share and express their ideas, and engage in more active learning driven by inquiry. 

ONGOING WORK

PHONICS PROJECT (2017 - present)

In response to poor reading attainment among primary learners and high levels of demand among Ugandan primary teachers for assistance in phonics teaching, during September 2017 we began working to introduce a phonics curriculum in 10 partner schools in Tororo district. This work has involved a collaborative effort to adapt UK models for phonics learning for use in an eastern Ugandan setting. Key local educators were trained as phonics instructors, and are continuing to provide ongoing training and support through supplying sample lessons, flash cards, and assisting in long term planning.

We are currently searching for experienced primary educators to provide continued support and training to local phonics instructors and teachers.

If you can help, please email us at

contact@talkeducationpartnership.org

TALK PHILOSOPHY (2015 - present)

We are working to upgrade and refine primary teaching in eastern Uganda through sharing research on best practices and enabling teachers to move away from rote learning towards more inquiry driven practices. Training focuses on rich and open questioning that provides pupils with an opportunity to verbalise their learning, construct new ideas and consider different perspectives. This approach encourages leaner collaboration and utilising large class sizes to enhance learning rather than reduce it.

POSITIVE LEARNING ENVIRONMENTS

(2015 - present)

To encourage pupils to talk about their ideas, we are also offering training on fostering more positive learning environments in primary classrooms. Pupils require a safe space to make mistakes and an understanding that this is a normal and necessary part of the learning process. Training focuses on aspects such as the use of language in class to ensure all pupils feel encouraged to participate. This has a huge impact on learning as pupils develop more confident to discuss issues, ask questions and explore concepts in greater depth.

PAST PROJECTS

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The Talk Education Partnership is a Charitable Incorporated Organisation

Registered Charity in England and Wales (No. 1170858)

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