SESIL Overview

Strengthening Education Systems for Improved Learning (SESIL) is a four-and-a-half-year programme under the Ministry of Education and Sports (MoES), aimed at improving the equity and quality of measurable learning outcomes for girls and boys in Uganda at the lower primary school level. The programme is funded by the U.K. Department for International Development and implemented by Cambridge Education, part of the Mott MacDonald Group.

SESIL is structured around three main components geared towards achieving the Education Strategic Sector Plan (ESSP) 2017-2020. These include;

  1. Building strong foundations – Improving early grade learning outcomes for girls and boys in government primary schools.
  2. Enhancing assessment and exams – Incentivising teachers to teach what’s important for children to learn
  3. Supporting cost-effective education expansion – Supporting government to work effectively with non-state actors.

Components 1 and 2 are delivered through Cambridge Education with Oxford Management Policy (OPM) supporting on data, evidence and learning and with assessment reform.

SESIL adopts a systems-strengthening approach called Managing for Results (M4R) which aims to use data to drive active and effective management at all levels – from school to ministry and vice versa. This includes building the capacity of education sector stakeholders at the central, district and school level to analyse and use data effectively.

However, data alone is not enough to succeed and doesn’t translate into improved learning outcomes. SESIL works with the MoES, MoLG and other institutions to integrate the following approach into how the primary education sector operates:

  • Use data and evidence to set up management and monitoring routines which prioritise, analyse problems & develop solutions
  • Ensure accountability through clear roles and responsibilities
  • Link budgets and resources to desired results
  • Develop and implement timebound delivery plans and reflect on progress.

SESIL’s expectations for the education stakeholders are founded on the programme’s five drivers (also known as MoES priorities) which are;

  • Increased pupil attendance
  • Increased teacher time in school
  • Children are safe in and around school
  • Increased time spent by pupils in learning
  • Schools are effectively led as places of learning

SESIL supports education sector stakeholders through the M4R approach to analyse and unblock problems that hinder the above drivers. Clear and time-bound plans with defined roles/responsibilities and accountability are then developed and implemented, focusing on accelerating progress towards better learning outcomes.

TOP