FICH to Empower 24,000 Learners with Literacy and Numeracy Skills in Northern Uganda

Oyam, (UG):- The Foundation for Inclusive Community Help (FICH) has launched a transformative education initiative aimed at enhancing literacy and numeracy skills among 24,000 learners in Northern Uganda.

The project, dubbed “Equal Foundations, Empowered Futures,” will be implemented in 32 public primary schools across Oyam, Kole, Alebtong, and Arua districts, focusing on learners in Primary Three to Five.

The initiative seeks to equip teachers with modern teaching methodologies, with an emphasis on play-based learning.

Speaking at the launch event held at Rainbow Hotel in Oyam District, Emmy Zoomlamai Okello, the Executive Director of FICH, highlighted the project’s goal of strengthening education outcomes while influencing policy reforms in the sector.

“Our core objectives include improving literacy and numeracy competencies, enhancing teaching practices, fostering parental involvement, and advocating for gender-sensitive education policies,” Okello stated.

Local leaders have welcomed the initiative, underscoring the urgent need to address disparities in education.

Beatrice Hellen Auma, the Oyam District Secretary for Education, lauded FICH’s continued support in education and health, pledging the district’s political and technical backing for the program.

“This program is a timely intervention. I urge all stakeholders to support its implementation to tackle challenges such as low school turnout, which negatively affects performance,” Auma emphasized.

The issue of attendance disparities between urban and rural schools was also raised. Joel Osedra, the Deputy Chief Administrative Officer of Oyam District, noted that while urban schools in cities like Lira, Gulu, and Kampala achieve nearly 100% attendance, rural schools still struggle with rates between 65-80%.

Similarly, Janeth Achol, Senior Inspector of Schools for Oyam District, pointed out that despite parents willingly paying for private education, government schools continue to experience poor attendance. She called for collective action from teachers, parents, and the community to improve learning outcomes in rural areas.

Patrick Ocen, the Assistant Resident District Commissioner of Oyam, questioned why government-aided schools consistently underperform despite significant investments in the sector.

“It is concerning that out of 159 pupils who scored first grades, only 38 were from government-aided schools. This raises serious questions about the challenges affecting public education, and we must work together to identify and address them,” Ocen remarked.

The “Equal Foundations, Empowered Futures” project is expected to play a crucial role in bridging the education gap and improving learning outcomes for thousands of children in Northern Uganda.