Pader Headteachers and deputies trained on collaborative learning to improve classroom engagement

10 March 2026, 16:34

By Ekel Bonny Daniel

Head teachers and their deputies from several primary schools in Pader District have undergone training aimed at improving teaching methods and boosting learner participation in classrooms.

The training, organized under the Ministry of Education and Sports’ mindset change programme held on Tuesday 10th March 2026 at the district headquarters, focused on equipping school leaders with modern teaching approaches that they will later pass on to teachers in their respective schools.

According to Okwonga Lambert, the Centre Coordinating Tutor (CCT) for the Agora Coordinating Centre in Pader, the training brought together all the head teachers and their deputy in both the government and private school.

He explained that the purpose of the training was to strengthen teachers’ ability to engage learners more effectively in the learning process.

“We are conducting this training to equip head teachers and deputy head teachers with knowledge and skills that they will later cascade to other teachers through network meetings in their respective schools,” Okwonga said.

While previous trainings emphasized mindset change and engaging all learners, the current session focused mainly on collaborative learning, a teaching approach that encourages learners to actively participate in their lessons.

Under collaborative learning, pupils are encouraged to take part in discussions, share ideas, and contribute to their own learning rather than remaining passive listeners in class.

Okwonga said the approach is particularly important because it helps include learners who are often left behind, such as slow learners, shy pupils, and those who rarely participate in classroom activities.

“Our aim is to make sure every learner feels included and supported in the learning environment,” he said.

During the training, participants were introduced to several practical teaching strategies, including Think–Pair–Share, peer teaching, and project work through group activities.

In the Think–Pair–Share method, learners first think about a problem individually, then discuss their ideas with a partner before sharing them with the whole class.

“These strategies help make learners active participants in their lessons,” Okwonga added.

The Chairperson of the Headteachers’ Association in Pader District, Okello Justin Abolo, said the training would play a key role in improving academic performance in the district.

He noted that performance has been affected partly because many learners reach upper primary classes without strong foundational learning from lower classes.

“Currently, when you look at the results in the district, the number of learners scoring first grade is usually less than 100,” Okello said.

He explained that the new teaching methods will help ensure that learners in lower classes such as Primary One, Two, and Three are actively engaged so they can better understand concepts before progressing to higher classes.

“When learners participate actively in class activities, they understand the concepts better and the knowledge stays with them longer,” he said.

Okello also revealed that the district is planning additional training sessions, including science kit training, which will involve both government-aided and private primary schools.

However, Okello expressed concern that participation from private schools in such trainings remains low.

“I would like to encourage private schools to participate and send their teachers to attend these trainings,” he said.

He added that children studying in private schools are not “private children” but Ugandan children, and therefore all schools should participate in education policies and training opportunities to collectively improve the quality of education.

The District Inspector of Schools in Pader, Lumonyakol Oyet Dicken, said the training is part of a government initiative aimed at transforming how teaching and learning take place in schools.

Under the programme, selected teachers and deputy head teachers are trained as facilitators who later share the knowledge with other teachers at school level.

“This ensures that the new teaching approaches reach all classroom teachers and eventually benefit the learners,” he said.

He added that the current training term is focusing on collaborative learning methods such as Think–Pair–Share, peer learning, and group work.

“These approaches make learning more practical and engaging because learners use multiple senses during the learning process, which improves understanding and retention,” Lumonyakol said.

Education authorities will also conduct follow-up inspections to ensure that the teaching methods introduced during the training are implemented in classrooms.

“If gaps are identified, schools may organize additional trainings at school, cluster, or sub-county level to address those challenges,” Lumonyakol explained.

Pader District currently has about 107 government-aided primary schools, most of which participated in the programme.

A few private schools also joined the training, bringing the total number of participating schools to about 110.

The training is expected to help teachers adopt more learner-centered teaching approaches, ultimately improving learning outcomes across schools in Pader District.