DHIS2

Transforming education for learners with special needs in Uganda: The GPE-KIX DHIS2 Project

Duration: 4:15 569 transcript words EN summary

Video summary

The GPE-KIX DHIS2 Project, launched in 2019 with initial support from NORAD and continued backing from the Global Partnership for Education Knowledge Exchange Initiative, aims to transform education for learners with special needs across Uganda. The initiative is currently active in ten implementation sites, including Mayuge District, which comprises twelve sub-counties and four town councils hosting a mix of private primary schools and government-aided institutions. With an enrollment that includes approximately 1,746 students categorized under various disabilities, the project addresses a critical gap where these learners were previously dispersed across all local schools without adequate specialized support or trained personnel to assist them effectively. A major achievement of this initiative has been the implementation of robust data collection tools provided by KISP Uganda using the DHIS2 platform, which fundamentally changed how special needs education is monitored and managed. Prior to the project, reporting on these students lacked specific categorization regarding their types of disabilities, making it difficult for authorities to allocate resources accurately; now, both district offices and individual schools can precisely identify each learner's condition and advocate for necessary aid. This comprehensive data tool ensured that no student with special needs was overlooked during enrollment processes, thereby encouraging institutions to actively include more learners who require specific accommodations rather than treating them as generic students without tailored interventions. The availability of accurate, categorized data has directly empowered local education officials to make informed decisions that improve infrastructure and staffing for inclusive education. For instance, Ikwerere Primary School utilized the collected information to establish a dedicated special needs unit equipped with ramps, braille machines, and trained teachers specifically designed to support students with visual impairments and other challenges. This shift in data-driven decision-making even influenced recruitment policies at the district level, leading officials to prioritize hiring educators capable of handling special education needs during recent staffing cycles, ensuring that schools have the human resources required to provide quality instruction to these vulnerable children. The ultimate impact of this transformation is vividly illustrated through the personal story of a parent named Abokezia and his son, Master Job, who struggled to find an inclusive school environment where he was previously treated like any other child without receiving appropriate care. After being referred to Ikwerere Primary School based on the project's efforts, Master Job experienced significant improvements in his handwriting, writing skills, and overall happiness at school, proving that targeted support makes a tangible difference in student outcomes. The project has successfully demonstrated that high-quality data systems are not just administrative tools but powerful mechanisms for transforming lives when used to guide actionable changes that strengthen education infrastructure and ensure every learner receives the dignity and attention they deserve.

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This project started in 2019 with support from NORAD and is currently being supported by the GPE KIX and we are implementing in 10 implementation sites of which Mayuge District is part of the [music] implementation districts. >> This district is having about 12 sub-counties and four town [music] councils. Private schools are like 852 private primary. Then we have 143 primary government aided. Looking at the number of schools that we have and enrollment, surely we have so many learners who are in special needs category. For that [music] we have got 1,746 learners with various categories of special needs. But remember, the government policy says inclusion. All those learners, the 1,746 learners, were now in all those schools. They needed people who are trained to handle them. >> [music] >> Before the project, we found that reporting on special needs learners was not categorized [music] into the level of disability that these learners have. With collection of data using the DHIS2 for education, now the districts are able to see how many special needs learners they have and which learners have which type of disability. And not only the district, even the schools are able to identify [music] those learners and advocate for additional resources to support these special needs learners. [music] >> We started giving data about the children with disabilities. Every year we could do send them the data every year. So this >> [music] >> project encouraged us to enroll more learners with disabilities. >> The data collection tool supported us a lot, which was introduced by KISP Uganda, DHIS2. It supported us very much. That tool would not leave out learners with various special needs. That tool was really comprehensive. >> [music] >> The district was able to use this data that was being collected in DHIS2 system for decision-making. For example, at Ikwerere Primary School, they were able to establish a special needs unit that was categorically supporting these learners [music] with special needs and also put in place classrooms that had ramps and also supported these learners with braille machines and ensuring that they have trained special needs teachers to support these learners. >> I and my district education officer went and faced the district service commission. [music] When we faced those people, he said, "No, this recruitment this time round, let us give some opportunity for teachers who can handle learners with special education needs." >> I was [music] sent here by the district to help these children of special needs, [music] particularly visual impairment. >> My name is Abokezia, [music] a parent to Master Job, who is a special needs child. He was born with that special need [music] and I'd been getting challenges where to get a school to take him. >> Before I was >> [music] >> taking him to a private school, but he wasn't getting anything because I couldn't see any change. They used to treat him like any other child. Through a friend who referred me to Ikwerere Primary School, I took him there. [music] His performance improved, his handwriting improved, his writing skills [music] improved. He's even happy. He comes back happy. And when I ask him, he says the teachers are good. >> The project has demonstrated [music] that quality data can transform lives when it's used to guide [music] action. That is the real value of strengthening education [music] data systems.