- Since 2005:
- 340 Schools Supported
- 121,200 Beneficiary Children
- 260 New Classrooms
- 32,100 Books Distributed
- 1,000 Teachers Trained
Our approach
Connected challenges need a connected response.
Children learn best when the conditions around them work together—from skilled and supported teachers to safe, inclusive schools and engaged communities.
We are developing a whole-school improvement model that connects these elements, strengthening each school as a system so more children can learn, belong and thrive.
What the evidence tells us
Evidence identifies structured teaching combined with teacher development and appropriate learning materials as a cost-effective approach.
A Ugandan evaluation found facilities grants improved enrolment and attendance, while learning effects were smaller and mixed. Infrastructure works best alongside teaching, safeguarding and management.
In a trial across 42 Ugandan primary schools, the Good School Toolkit reduced the risk of recent physical violence from school staff by 42%.
Our developing model
We are developing plans to work with an intended cohort of ten rural primary schools for longer, providing a shared educational and safeguarding core while responding to each school’s assessed strengths and priorities.
School leaders, teachers, pupils, parents, communities and local government would help shape improvement plans grounded in local realities.
Our whole-school model
Our emerging model brings together the parts of school life that influence whether children attend, feel safe and learn. The balance of support would be shaped by assessment, evidence and regular review.
Practical teacher development, mentoring, school leadership and support for consistent attendance.
Safe learning spaces, water and sanitation, inclusive facilities and maintenance planning.
Structured literacy support, appropriate books and materials, and measurement of learning progress.
Shared improvement plans, local ownership and realistic pathways for recurrent costs and sustainability.
Schools where every child feels safe, valued, supported and able to learn.
Baseline assessment, regular monitoring and honest learning to refine the approach.
Evidence and honest learning
Research supports several elements of whole-school improvement, but it does not prove that every broad programme is automatically more effective than a targeted intervention. We intend to establish baselines, track learning, attendance, safety, inclusion and school functionality, and adapt as we learn.
Technology and other inputs are most effective when schools also strengthen teaching and management.
Summary of Global Education Evidence Advisory Panel, Smart Buys
Evidence and stories
How teaching, infrastructure, safeguarding and community partnership reinforce one another.
How schools, communities and funders can work towards shared goals.
Related programmes: Rural primary education in Uganda | Teacher training | School infrastructure | Literacy and learning | Girls’ education
Your support can help schools create safer, stronger and more effective learning environments for children in rural Uganda.
Improving access to and quality of education in sub-Saharan Africa.
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