Promote girls’ education as an integral part of efforts to create gender equity and equality in the education system in Uganda. The purpose of the is to establish a clear framework for identification, implementation and coordination of interventions designed to achieve promote girls’ education in Uganda.TAG aims to promote girls’ education, reduce barriers to girls’ academic success, and ensure girls’ safety and equal opportunity. Workshops are organised as part of the programme. Teachers animate them, and teachers, school heads, and district education officers attend. It performs training and empowering school leaders and teachers to make changes in classrooms, schools, and communities to address barriers to girls’ education
Gender-based violence and defilement, which Ugandan law defines as having sex with a girl under the age of 18, are common in Ugandan schools. According to a recent study, nearly 78 percent of primary school children have experienced sexual abuse at school. Girls’ education in Uganda, particularly in rural areas, is plagued by issues such as a lack of sanitation facilities, gender bias and stereotypes, teacher attitudes, low expectations of girls’ intellectual abilities, and others.
TAG has evolved as a programme to meet changing societal realities and has benefited from lessons learned. Initially, the program’s in-service training prioritised breadth in order to raise awareness across the country by reaching as many teachers in as many districts as possible. In 2016, in-service training is more focused, emphasizing whole-school change and community involvement, and is designed to provide teachers and school leaders with the skills and resources they need to effect change in their schools. It connects the social justice of gender equality with teachers’ professional obligation to provide the best education possible for all students.
Teacher welfare issues include a lack of female teachers in rural schools as well as transfers out of project schools. TAG advocates for better working and teaching conditions, as well as fair treatment during transfers, as part of its ongoing work. Collaboration with district education officers may also be beneficial in these situations.
Teachers’ Action for Girls (TAG) has demonstrated success in motivating teachers and school administrators to transform schools in support of girls.
•Because of their direct contact with teachers and school heads, teacher organisations are important partners in improving girls’ school safety and success.
TAG coordinators have discovered that a teacher-led program is the most effective because teachers have more confidence in the potential effectiveness of a new practice when the facilitators demonstrate a practical understanding of what they are teaching.
