In rural areas, accessing books has long been a challenge due to limited funds and resources. However, Community Focus International (CFI) has partnered with Read to Learn (NGO) to launch the innovative “Literacy on Wheels project”. This groundbreaking initiative brings mobile libraries, staffed by trained Literacy Champions, directly into communities, fostering a love for reading among children and their families.

The Literacy on Wheels project has already started making waves in Barapwo primary school and Omito primary school (Lira city), and Otwal P.7 and Anyomolyec Primary school (Oyam district). By integrating this project into CFI’s Alternative Basic Education (ABE) program, the aim is to create a holistic approach to education, focusing on foundational skills, life skills, and early childhood development.

The success of past projects has shown that community-centered education, with continuous support from families and local leaders, is key to sustainable learning environments. By engaging parents, teachers, and community volunteers, CFI can promote confident, capable learners within supportive communities.

With Literacy on Wheels, the possibilities are endless. It’s time to put the wheels in motion and bring the joy of reading to every child, no matter where they live.

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Teaching at the Right Level is a transformative, evidence-based approach designed to help educators tailor their teaching strategies to meet the diverse learning needs of students. This model ensures that every child, regardless of their starting point, has the opportunity to succeed. Rather than focusing solely on grade level, TaRL emphasizes teaching students according to their individual learning levels.

The model specifically addresses the issue of grade-level learning gaps, especially in early education. By focusing on mastery of foundational skills before advancing to more complex concepts, TaRL helps students build the strong educational foundation they need for future success.

Teachers from Abunga Primary School, Otwal Primary School, and Abilinino Primary School (Lango) as well as Ombaci Primary School and Ozuu Primary School (Arua City) participated in the three-day workshop. The training empowered 27 teachers (21 female, 9 male) to implement targeted instruction that accommodates each learner’s unique learning journey.

The TaRL method encourages a shift away from traditional, one-size-fits-all teaching practices and promotes personalized learning. This approach leads to improved student understanding, higher engagement, and better long-term academic outcomes. As the TaRL model gains traction in more schools, it is expected to foster greater educational equity, empowering learners at every stage of their development.

What is Teaching at the Right Level?

Teaching at the Right Level (TaRL) is an evidence-based educational model designed to address grade-level learning gaps, particularly in early education. The approach emphasizes assessing each student’s current learning level and providing targeted instruction based on their individual needs, rather than adhering strictly to their chronological grade level.

By helping learners master foundational skills before moving on to more complex concepts, TaRL ensures that learners progress at their own pace. This personalized learning model not only boosts understanding and engagement but also promotes long-term academic success. As more schools adopt TaRL, the potential for positive, community-wide educational transformation is vast, contributing to greater equity and better outcomes for students across the board.

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In 2018, a community mobiliser for CFI approached and informed her about CFI interventions

supporting persons with disability with assistive mobility devices. Through this occasion, Sharon eventually got registered, assessed and was provided with a tricycle at no cost.

She narrates how she did not expect to complete her primary studies since it was difficult for her to attend school. Her brother would carry her to school but on days that he was not available, she would have to miss school, and on other days, she would not be able to go to the market to sell bread she would make.

Upon receiving the wheelchairs, she was then able to continue and complete her primary level education and go further to the secondary level (O-Level). She explains how the wheelchair made it possible to move to different schools – some far from home to help her complete her secondary school.

Today, Sharon is a councillor representing persons with disability in the Otwal sub-county and she attributes this success to the ability to move and canvass votes in her locality. She also owns and runs a hairdressing business.

Talking about her dreams for the future, Sharon lays out her plans to progress in her political career and business and be an inspiration for other persons with disability who may not have the courage, will or ambition to achieve their dreams due to the stigma and odds against them.

Sharon is one of the hundreds of individuals in northern Uganda who have been beneficiaries of assistive technology devices that include wheelchairs, tricycles, crutches, walkers and Eyeglasses among others since the inception of Community Focus International in 2017.

On 19th August 2023, the CFI team that comprised of mobility technicians, project and field officers visited Otwal to distribute repaired wheelchairs and tricycles to 14 beneficiaries in Oyam district to ensure that the existing beneficiaries are supported to maintain their wheelchairs as many are not able to afford to repair their devices in case of any breakdown.

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These parents, who are mostly peasants, spent most of the day last Wednesday cutting wood and digging holes for the building of swings, seesaws, slides, and roundabouts on the school’s invitation.

These schools which have populations of about 800 and 1000 pupils for Orem and Abunga, respectively, are government-funded schools under the Universal Secondary Education (UPE) that have constrained budgets to run and put up play facilities.

However, studies indicate that pupils who often play have higher chances of scoring good grades because children’s brains grow and increase faster when engaged in play. Playing helps to increase the “neurotrophic factor,” a molecule manufactured in our brain cells that helps neurons grow, survive and form synapses.

The twenty-three (23) parents, thirteen (13) of Orem and ten (10) of Abunga primary schools had turned up to participate in two synchronized activities “Strengthening recreation play centers being funded by Global Fund for Children (GFC); and engaging parents and youth in the production of play learning materials being funded by Grassroots Nest for Innovation and Change (GRIC), and Foundation for Inclusive Community Health (FICH).” both projects implemented by Community Focus International(CFI) in four schools of Oyam and Lira districts.

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