How we work
Redearth Education is a volunteer-led organisation delivering teacher training directly to government primary schools. Working closely with the District Education Office, our education programmes focus on positive pupil outcomes, sustainability, collaboration and local governance.
The Redearth Education model is designed to be entirely sustainable so that in the future the programmes can be continued by a Ugandan team and local government without external intervention.
Our Theory of Change is developed around a grassroots approach which builds from the training of teachers upwards to Ministry level. The model provides local stakeholders with opportunities to maximize resources and get positive results for children who might otherwise miss out.
District Education Officer, Kyomuhendo Francis, discusses the sustainable elements at the heart of Redearth Education's programmes in Uganda.
Modelling of sustained good practice
To help translate training into classroom practice, Redearth Education provide teachers with models of good teaching and learning practice to emulate.
Redearth Education have developed a Model Nursery School in Masindi District delivering child-centred, interactive education. The nursery serves as a model of good teaching and learning practices, which educators can visit and learn from through first-hand experience. We have also helped develop model classrooms (such as in the Bulera Primary Teacher Training College) and demonstration lessons.
In 2017, Redearth Education began working with the Masindi District Education Office to develop 2 government primary schools into Model Schools, serving as national examples of good teaching and learning practices for others to emulate.
Our programmes not only train teachers in good practice but also train and equip them to become trainers and mentors themselves in schools in their own districts. These trainers are the future of Redearth.
By empowering Ugandan teachers with the skills they need to train and support other teachers, we can ensure that this knowledge is firmly rooted within local teaching communities, and is passed on to future generations of educators. This has proven to be a highly cost-effective approach to achieving far-reaching and long-lasting impact.
We are continuously exploring the possibilities of collaboration as it is our belief that no single organisation can manage to spread good practice by working alone.
Our strategic aim is to improve the quality of teaching of all government primary teachers in the country and subsequently impact positively on pupil outcomes.
To this end, over the past 14 years, we have worked closely with the Ministry and have developed good partnerships with a number of NGOs, all of whom have approached us to train their staff in our programmes. Examples are STiR Education, Child Aid Uganda, A-Z Child Care, World Vision, Nurture Africa
The Redearth model for Continuing Professional Development is intended to be sustainable over time, so that the programmes can, in the future, be run without external intervention.
We have helped develop a local organisation, Redearth Education Uganda Ltd which is an independent, Ugandan NGO. It is planned that the capacity of the Redearth Education Uganda team will gradually be built to take over the Redearth Centre and the running of all programmes, into the future.
This is to ensure that Redearth Education's programmes remain rooted in the local context and that local people, with the skills and abilities to provide high-quality programmes, continue to run an exemplary organisation.
Short‐term, single‐intervention strategies do not appear to be successful in enhancing education systems.
Teachers, and the children in their classrooms, need long‐term, consistent interaction with a programme that builds their competence, enjoyment and engagement within the system.
Redearth work to equip all teachers with the skills to adapt to evolving pedagogical developments throughout their careers, ensuring that schools become resilient to staff and other changes, and preparing the next generation of educators for the challenges of the future classroom.