Equal Learn Initiative

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Equal Learn Initiative Equalizing Education.

A child with a book in their hands is a child who has stopped waiting for permission to dream. Thanks to our supporters,...
02/10/2026

A child with a book in their hands is a child who has stopped waiting for permission to dream. Thanks to our supporters, these children now have books of their own, and they are already eager to explore the new worlds these books will open.

Ask a parent in a rural village why they send their child to school, and you tend to get the same answer. So this one ca...
28/09/2026

Ask a parent in a rural village why they send their child to school, and you tend to get the same answer. So this one can have a better life than I did.

Behind that answer is sacrifice. A mother sells part of her harvest for the uniform. A father goes without something he needs so there is money for books. Even under free education, school still costs a family plenty, and they pay it because they believe school will turn into a future.

Then the child reaches Primary Five and cannot read a page. Years of that sacrifice, and the one thing school was meant to give, the ability to read, never came. The parent did everything right and still got let down.

What gives me hope is where the answer lies. The same village that scraped together those school fees already has what it takes to begin fixing this itself.

That village has parents who want more for their children. It has people who finished school and now have time on their hands. It has a church hall, or a mango tree, where children can gather in the afternoon. Give that community a simple, proven way to teach reading, and it can start turning this around on its own.

This is what we do at Equal Learn Initiative. We train people from the village to teach children to read, group the children by the level they have actually reached, and keep it to a short session each day. The people teaching are the children's own neighbours, which is exactly why it works and why it lasts.

A parent's sacrifice should end with a child who can read. When a whole community decides to make that true, it does.

Yesterday was the first of three days of our Community Education Volunteers training in Lyantonde District. Every one of...
16/09/2026

Yesterday was the first of three days of our Community Education Volunteers training in Lyantonde District. Every one of our volunteers comes from the villages these camps will serve, and each of them knows their community well.

By the end of the day, we were certain we had chosen the right people. We started at 9AM and trained until 4PM. That is a long time, yet the five of them kept their focus the whole way. They asked questions, argued over the tricky parts, practised the sounds out loud, and by the time we reached the end they still wanted to keep going. A few things went wrong here and there, the way a first day tends to, but none of it threw us off.

Four of the five volunteers are women. We did not plan it that way, but it matches what we keep seeing in these villages. When the work is about changing a whole community for the better, it is the women who put themselves forward and ask what they can do.

One of them got through the whole day with her baby wrapped on her back and never missed a beat. She was the most active of the five, even though she had to step out now and then to calm the baby, who was clearly not amused about spending a whole day in a strange hall.

They say the first day sets the pace, and if that holds, these camps are in good hands. In less than an hour we begin day two, and every one of us is eager to get back in that room.

This week in Lyantonde, people from the village are learning to teach reading and writing. When the ELI Literacy Volunte...
15/09/2026

This week in Lyantonde, people from the village are learning to teach reading and writing. When the ELI Literacy Volunteer Training ends, the children's camps will then begin.

In the camps, children who cannot read a single word will start sounding out letters, then words, then whole sentences. Sounds will become stories. A child who arrives unable to read a word will leave reading a story on their own.

Our volunteers are ready, and they could not be more excited. From the 15th to the 17th of September, they begin their T...
11/09/2026

Our volunteers are ready, and they could not be more excited. From the 15th to the 17th of September, they begin their Teaching at the Right Level training, and it marks the start of the work in their community.

Teaching at the Right Level, or TaRL, is a globally recognised approach that does the one thing conventional schooling so often fails to do. Instead of teaching children according to their class or age, it meets each child at the level they have actually reached and moves them forward from there. A P5 child who cannot yet read is taught as the reader they are today, not the P5 pupil the curriculum assumes, and that single shift is what turns a struggling learner into a reading one. It is the heart of how we work at Equal Learn Initiative.

The people going through this training are not outsiders. They are members of the community, some retired teachers, who agreed to give their time to help close the learning gaps among their own children. We are bringing a TaRL expert into our rural community to train these good people, so that they can advance education and learning where they live long after we are gone.

Today, we recognise them as our heroes for accepting the challenge. The question we leave you with is simple. Will you accept the challenge too, and support this work?

Today the world marked sixty years of International Literacy Day, and this year’s theme, “Literacy for people, the plane...
08/09/2026

Today the world marked sixty years of International Literacy Day, and this year’s theme, “Literacy for people, the planet and prosperity,” connects reading to almost everything a person needs to build a good life. It is a fitting theme, because literacy has never really been about books alone. It is how a farmer reads the instructions on a bag of seed, how a mother understands a prescription, how a young voter weighs a promise before believing it etc.

Today, we are reminded that the gap is still wide. UNESCO estimates that four in ten children in the world are not reaching minimum reading proficiency, and here at home in Uganda, only about one in ten of our Primary Three pupils able to read a simple story. At Equal Learn Initiative we spend our days closing that gap one child at a time, training people from the community to teach children to read in the language they already think in. Sixty years into this global day, the work is far from finished, which is exactly why we keep showing up. Happy

Help us train the volunteers who will teach Nakisajja's children to readNakisajja is full of people who want their child...
17/07/2026

Help us train the volunteers who will teach Nakisajja's children to read

Nakisajja is full of people who want their children to read well, and we have found five of them who are ready to make it happen. We identified the volunteers from within the community itself, assessed each one to be sure they were suited to the work, and they agreed to take it on.

These volunteers will run our literacy camps at Nakisajja Primary School. They were not brought in from elsewhere; they live in these villages, they know these children by name, and they understand this community in a way no outsider ever could.

A literacy camp begins where every sound teaching decision begins, with an honest picture of what each learner can already do.

Using an oral reading assessment called EGRA, the volunteer works with each child individually to establish their reading level, whether they can follow a short paragraph, manage a few words, or recognise only a handful of letters.

We then set class and age aside altogether and group the children by their actual reading ability, since a P5 learner who cannot read is not a P5 reader, whatever the register says.

After the assessment and grouping are done, these volunteers start meeting and carrying out the activities with the groups.

Much of the learning takes place outdoors after school and on the weekends. The children gather on the ground, which doubles as the writing surface, with boards reserved for rainy days.

We move them away from the classroom on purpose, since that is the very space where they first fell behind and lost interest in learning. Out in the open, through songs, games, and plenty of practice, a child who has never once raised a hand in class sounds out a first word, then reads it aloud, then works up to creating syllables, words, sentences, and full stories that they can retell in their own words.

Every two weeks, the volunteer reassesses the whole group. Learners who have progressed move up to the next level, those who have mastered reading up to full stories graduate out, and new children from the community step in to take their places. In this way, the camp keeps producing new readers right through the term.

This is the Teaching at the Right Level (TaRL) approach, a methodology recognised across Africa and Asia for doing the one thing conventional schooling so often fails to do. It meets learners at the level they have genuinely reached, rather than the level the curriculum assumes they should have reached, and it builds their foundational literacy from there.

Even though we have identified new volunteers willing to be part of this community-changing work, good intentions alone will not teach a child to read, which is where the training comes in.

Two experienced TaRL trainers, both of whom have spent years in Uganda's rural communities, will spend three full days with our volunteers.

These trainers will take our volunteers through the phonics sequence that moves a learner from letter sounds to fluent storytelling, the EGRA assessment itself, and the practical skill of reaching every kind of learner, including the child who is too shy to speak up, the child with a learning disability, and the child who has been told far too often that they are simply not clever.

The training will cost UGX 2,177,000, roughly USD 589. This covers the trainers' transport and accommodation, the volunteers' transport to the venue and back, meals for everyone across the three days, the venue itself, and the printed manuals and assessment tools.

It is a lean and honest budget, and every shilling of it puts these trained volunteers under the trees at Nakisajja, ready to begin teaching.

How to contribute
By MTN Mobile Money, use our MoMoPay code 32607875, followed by the amount you wish to give.

By bank, we are with Centenary Bank, Lyantonde Branch, under the account name Equal Learn Initiative Uganda Limited and account number 3100125309.

From outside Uganda, the simplest and most affordable option is Wise, at wise.com or on the Wise app. You convert your own currency to Ugandan shillings and send to Equal Learn Initiative Uganda Limited, account 3100125309, with the bank listed as Centenary Rural Development Bank, Uganda. The transfer arrives within a day or two, and Wise can even schedule a monthly gift for you if you would prefer to give regularly.

Those who would rather use their own bank can wire to the same account with the SWIFT code CERBUGKA###, though the charges tend to be higher than if you use wise.com.

Every contribution moves this work forward, and even sharing this post with others makes a genuine difference.

For any enquiries, write to us here or send an email to [email protected].

Walk into a Primary Five classroom in a rural school in Uganda and you will likely find children who cannot read a simpl...
24/03/2026

Walk into a Primary Five classroom in a rural school in Uganda and you will likely find children who cannot read a simple sentence. This is not because they are absent or inattentive. Many of them have been in school for years. The problem is that they missed the foundational steps in their first years of school, and the system promoted them anyway.

National assessments put numbers to what teachers already know. Uwezo found that only 3 out of 10 Primary Three children in Uganda can read a Primary Two level story. NAPE data shows that many learners in upper primary cannot interpret basic written sentences, which means they cannot follow instructions, cannot understand exam questions, and cannot keep up in any subject, not just English.

Learning should look different. A child who completes Primary Three should be able to read a short story, understand what it says, and retell it in their own words. That one skill carries them through mathematics, science, social studies, and every other subject that depends on reading to make sense of written questions and instructions. Without it, school becomes a place where children sit for years without learning.

At Equal Learn Initiative, we address this directly. We run literacy camps in rural schools in Lyantonde District. We begin by assessing each child to find their actual reading level, then place them in small groups at Level 1, 2, or 3.

Volunteers work with them daily using structured guides and simple activities. Children who arrive unable to read a single word begin to catch up within two weeks. After camps end, reading clubs in schools keep children practicing so the progress holds.

The gap is real, and it is not inevitable. When children are assessed at their actual reading level, placed in a group that matches where they are, and supported daily by a trained volunteer with the right tools, they catch up. Within two weeks of joining a literacy camp, children who could not read a single word begin reading short words on their own.

That is not a promise. It is what we have seen in all the communities where we have worked, and it is why we are doing everything possible to bring this approach to as many rural schools as possible.

Join the work, get in touch today.

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Lyantonde Town
Lyantonde

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