Free Access | 2024-04-12

Bridging the Learning Gap: Reforming Teacher Training in Uganda

Authors/Editors: Linda Nakato

Abstract:

There is evidence of a glaring learning crisis globally. In Uganda, over 25% of primary three students struggle with reading proficiency, while 10.8% struggle with basic numeracy. Teachers have a critical and direct role in averting this learning crisis. Yet, evidence reveals significant shortfalls in teacher training for the primary education sub-sector. In-service training is often inconsistent and in response to a central change and follows a cascade model. Pre-service training faces challenges, including inadequate practical training, which leads to poorly prepared graduates and a broad curriculum that neglects specialisation. To improve teacher training and promote learning in schools, there is a need to adopt a classroom-based approach for in-service training and ensure continuous review visits. Further, it is crucial to dedicate more time to teaching practice to improve the quality of pre-service training.