UCatchUp Midline Assessment Shows Progress Amidst Challenges

Since 2022, the UCatchUp programme has set out to help children in Primary three to Primary five recover learning losses as reported in the recent assessments.  In its second phase, launched last year, the programme expanded to 184 additional schools, building on the 80 schools reached in phase one. The midline assessment results show that learners are indeed catching up. There has been an obvious improvement in reading proficiency, with more children now able to read full paragraphs and stories in both English and local languages. Numeracy has also improved, particularly in subtraction, where learners demonstrated stronger problem-solving abilities

The impact is being felt in classrooms. Biira Meresi, a teacher at St John’s Rukangara Primary School, one of the 184 schools onboarded in phase two this year, shared her experience with us. She shared how her learners were now able to recognise letters and recall sounds. She was especially impressed by their ability to read stories fluently in both the local language and English. Numeracy, she said, was the best-performing area, thanks to consistent practice and the use of number charts.

However, she also pointed out that beginner-level learners in local language literacy were still struggling. “They are new to the system,” she explained, “and as we continue teaching them, they’ll also come up.”

Mr. Kamala Neriko, Head Teacher at St John’s Rukangara Primary School, observed a slight but meaningful improvement from the baseline. Learners at the story level had begun reading more confidently, and he credited this progress to the motivation provided by mentors and the structure of the programme.

Yet, challenges remain. Kamala pointed out persistent difficulties in division and beginner literacy levels. He also pointed to absenteeism and limited time for sessions as key barriers to learning. “We need to push up and give learners enough time for this programme,” he said, adding that involving all staff members, not just instructors, would help sustain the gains.

The proportion of learners at the beginner level in literacy dropped significantly, while those reading full stories increased. In numeracy, subtraction proficiency rose from 15% at baseline to 33% at midline. Division, however, remains a challenge, with only 8% of learners demonstrating competence.

Despite these gains, the assessment revealed some implementation challenges. In some schools, headteachers did not actively support UCatchUp. Time constraints were a recurring issue, with teachers struggling to fit UCatchUp sessions into their already packed schedules. Learner absenteeism, particularly during harvest seasons, also disrupted continuity and progress.

Teachers and school leaders offered practical suggestions to address these challenges. They called for more time to conduct sessions, better integration of UCatchUp into regular classroom hours, and additional teaching materials. They also emphasised the importance of engaging parents and showcasing learner progress to build community support. Meresi explained her approach: “For those who are still weak, I’ll make sure I make remedies. Where they don’t understand, I repeat for them.”

The UCatchUp programme has demonstrated its potential to improve foundational learning outcomes. As it moves toward its endline phase, the focus will be on consolidating gains, addressing persistent gaps, and ensuring that learners continue to progress.

Kamala Neriko summed it up best when he said, “If a learner doesn’t know how to read and write, however much we concentrate on other things, they come to fail. Now, when I see my children beginning to read words in their own local language and in English, I ask why not extend this to the whole school?”

With continued support from the Hempel Foundation, the Ministry of Education and Sports, mentors, district officials, and educators, UCatchUp is poised to make a lasting impact on Uganda’s education landscape.