Over the past two weekends, Uwezo National Assessment teams have been collecting crucial data that will shape the 2024 report in their “Are Our Children Learning?” series. Emotions ran high among some parents as they watched their children grapple with seemingly simple questions.
Despite this, the children remained eager and responded to the voluntary questions with enthusiasm, revealing the stark realities of their academic abilities. As part of this assessment, children aged 4 to 16 from 20 households in each of 15 villages across 29 districts were given two standardized questions, regardless of their school attendance.
In one village in Wakiso, the scene was particularly heart-wrenching. A mother, visibly upset, watched as her primary four children struggled with basic addition. Tears welled in her eyes as she urged, “Fred, nusu binna bw’ogattako endala mukaaga ofuna meka?” roughly translated to “Fred, what do you get if you add 400 and 600?”
Despite her attempts to help, the more she intervened, the more confused her child seemed to become. In a different household, a younger child in primary one answered questions swiftly, much to the astonishment of their parent. Yet, the older sibling, despite being in a higher class (senior one), struggled with the same questions. This discrepancy in performance highlighted the varied educational experiences within the same family.
Another parent, grappling with shock and frustration, questioned whether his child was truly learning anything at school. “These are simple questions. How can you not answer them?” the parent lamented, his disbelief evident in their voice. This parent was on the brink of losing his temper and nearly slapped the child.
However, the situation was diffused by a calm and compassionate young female volunteer, who quickly stepped in to defend the child. “He may have just forgotten the concept,” she gently suggested. “It’s not a big deal; he’ll recall it.” The volunteer’s intervention prevented several other children from facing similar outbursts across different households.
In one instance, her reassuring words helped the child regain composure and correctly answer a numeracy question. Despite this, the child struggled with the story reading section, expressing that it was difficult and not covered in their school curriculum.
Dr. Mary Goreti Nakabugo, the Executive Director Uwezo and the lead investigator in the assessment views these emotional responses as a positive aspect of the assessment process. She explains that such reactions can reveal discrepancies between parents’ perceptions and their children’s actual abilities, which may be masked by misleading school reports.
Dr. Nakabugo adds that during the assessment they added simple, proactive steps for parents, such as regularly checking their children’s books, interacting with teachers outside of official visiting days, and collaborating with other parents to stay informed and involved.
Another key observation from our reporter was the diverse range of parental reactions. Some parents demonstrated a clear understanding of their children’s strengths and weaknesses, whereas others attributed their children’s poor performance to ineffective schooling. While some parents acknowledged that their children’s struggles were due to skipping school or other factors, others were quick to criticize the school system itself.
Meanwhile, while many parents, particularly mothers, showed great interest in the assessment and welcomed the enumerators into their homes with enthusiasm, misconceptions about the assessment’s purpose were widespread across many villages. Several households hoped the assessment would lead to scholarships or bursaries for their children.
Upon realizing that the assessment’s primary aim was to evaluate educational progress rather than provide financial support, some parents felt disappointed. Dr. Nakabugo acknowledges that high expectations from parents are common. Based on experience, she has learned that managing these expectations requires clear communication and transparency about the assessment’s goals and benefits. She stresses that the assessment is not only intended to generate data for experts but also to raise public awareness about the significance of children’s education and to address broader educational issues.
Before the household assessments on Saturdays and Sundays, volunteers visited pre-selected schools on Friday, based on where most local children were enrolled. While at schools, they collected data on teachers, enrollment, textbooks, learners-to-teacher ratios, and feeding programs among others, using interviews and verified other details through direct observation.
Scope of Assessment Expanded
Dr. Nakabugo explains that while the national assessment was initially conducted annually, it has since shifted to a biennial or triennial schedule. She emphasizes that each time they carry out the assessment, their goal is not only to evaluate literacy and numeracy but also to review the entire education system to identify new issues that require data.
Some elements are added or removed based on these insights. The focus has expanded beyond just measuring basic literacy and numeracy skills to include various factors that help understand the underlying reasons for children’s academic abilities or challenges.
Dr. Nakabugo notes that the development of assessment tools involves extensive consultation with a technical advisory committee. This committee includes representatives from UBOS, NCDC, academia, the Ministry of Education, and other education stakeholders, who frequently suggest new elements to be incorporated into the assessment.
This year, Uwezo added questions on school feeding, pregnancy, learner return post-COVID-19, disability issues, corporal punishment, and parental involvement in learning, among others.
Observers invited to appreciate the data-collecting level
In the same breadth during the conduct of the assessment, Uwezo allowed observers from the ministry of Education, teachers’ unions, academia, local government, and media among others who went to see how the exercise was conducted.
One notable participant who visited several areas in Wakiso district was Professor Lutalo Bbosa, a seasoned educationist. He emphasized that such assessments are crucial for the education sector, as the data collected can significantly contribute to improving the educational system.
“I believe these assessments are fundamental. The insights gained from this data will help us understand where we stand and identify areas for improvement. Only with accurate information can we make informed decisions to enhance our educational system and ensure that every child receives the quality education they deserve,” Professor Bbosa remarked.
In an interview with our reporter, Professor Bbosa criticized the government for failing to allocate sufficient funds to research areas that are crucial for educational assessments. He highlighted that data from these assessments are vital for informing policymakers about the effectiveness of educational programs, guiding decisions on resource allocation, policy adjustments, and program development.
Professor Bbosa has served for years as the chairperson of UNEB’s National Assessment of Progress in Education – NAPE report, which also is carried to determine the levels of learners’ achievement in Numeracy and Literacy in English.
Filbert B. Baguma General Secretary Uganda National Teachers Union (UNATU) was also in the field to see the activity first hand. Baguma, observed that exercise not only gives crucial opportunity for participating households to gain a clearer understanding of their children’s learning progress but also encourages self-reflection among parents regarding their children’s academic development.
“The data serves as a mirror, reflecting the true state of educational progress. This is essential for fostering a deeper understanding of educational needs and areas for improvement. Despite the potential uncertainty about how the government might utilize the data, the exercise helps bridge the gap between perceived and actual learning outcomes,” he noted.
How Valuable Is the Generated Data?
Dr. Nakabugo highlights the immense value of the assessment data. Initially shared with the Ministry of Education and national departments, it is crucial for planning and decision-making. At the district level, the insights help schools pinpoint areas that need more focus in their curricula.
She adds that recent reports emphasize investing in early-grade learning to enhance outcomes, particularly in numeracy and literacy. Using Uwezo data, the Ministry of Education, Finance, and development partners have developed new programs and guided budget allocations, gaining clear insights into educational needs.
With the 2024 assessment now complete at the data collection stage, the country awaits results from this highly regarded research. The previous report which was released in 2021 showed a troubling trend: a staggering 50.7 percent of children who were in primary three could not identify letters of the alphabet and therefore were categorized as non-readers, while 31.3 percent of the same group of learners could not attempt simple numeracy tasks.
The report also points to another big monster in the room is over-age learners. According to the said report, the pandemic aggravated the over-age problem that was already considerable. For example, 39 percent of P1 children surveyed were aged eight years old, compared to 33 percent in 2018. The right age for P1 is six years.
