“I think it was a trick to fail Eastern”: A multi-level analysis of teachers’ views on the implementation of the SHRP Program in Uganda |
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| Institution: | 1. Martin Buber Society of Fellows, Hebrew University, Israel;2. Department of African Languages, Makerere University, Uganda;3. Department of General Linguistics, Stellenbosch University, South Africa;1. Centre for Educational and Social Studies, Mexico City, Mexico;2. The World Bank, 1818 H Street N.W., Washington DC 20433, USA;1. 167 Ferry Street, School of Social Work, University of Windsor, Windsor, Ontario, N9A0C5, Canada;2. University of Windsor, Ontario, Canada;1. UCL (University College London), IoE (Institute of Education), CEID (Centre for Education and International Development), United Kingdom;2. UvA (University of Amsterdam), Department of Child Development and Education, the Netherlands |
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| Abstract: | This article is possibly the first qualitative research on the USAID-funded School Health and Reading Program (SHRP), implemented in Uganda since 2012. The SHRP program is aimed at scaling up the Thematic Curriculum (TC) reform, which was the first attempt to standardize the use of mother tongues in lower primary schools through child-centred pedagogical practices. SHRP has expanded the TC to additional local languages and districts, providing new learning materials – including specific teaching techniques – and teacher training to support it. However, the implementation of SHRP is marked by the fact that it is a donor-led reform that is perceived by teachers as an external intervention not well suited for Ugandan classroom realities. Our research is a multi-layered analysis of how teachers perceive the reform as its grassroots implementers. We ask how SHRP’s pedagogical emphasis on child-centred pedagogy is linked to it being donor-funded, and how teachers translate this perceived link into their classroom practices. We trace the links between the policy, classroom, and community levels to make concrete suggestions on how the SHRP program can benefit from teachers’ resources and creativity, while highlighting which aspects of mother tongue education the Ugandan Government needs to prioritize on a national level, and which aspects need to be better adjusted on a regional basis. |
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| Keywords: | Uganda Bilingual education Aid to education Mother tongue education Child-centred pedagogy Learner-centred education School Health and Reading Program (SHRP) |
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