OUR WORK
We work with communities in Uganda to expand access to quality early childhood education, strengthen foundational skills and use evidence to improve how children learn.
Building strong foundations for lifelong learning.
Every child deserves the opportunity to learn, grow and fulfil their potential. At Tusome Africa, we work with communities, educators and local education partners in Uganda to strengthen the foundations that make this possible — from the earliest years through the first stages of formal schooling.
for life Strong foundations
Getting children into school is only the beginning.
Across Uganda and much of sub-Saharan Africa, too many children reach school age without access to quality early learning, and too many move through primary school without developing the reading, numeracy and wider skills they need to progress.
The reasons are interconnected. Families face financial pressures. Learning environments may lack books, materials and space. Educators often work with large classes and limited support. And the information needed to understand whether children are learning is not always used to guide what happens next.
These challenges cannot be addressed through access alone. Children need environments that help them learn, educators who are equipped to support them, and education systems that respond to what children need.
Attendance is important, but meaningful progress depends on what children experience in the classroom — and whether they develop the foundations they need for the next stage.
Tusome Africa works at these connected points: strengthening early childhood education, supporting foundational literacy and learning environments, and helping educators and partners use evidence to improve learning.
Three connected ways to strengthen learning.
Strong foundations are built over time. Our work connects the earliest learning experiences with the skills children need as they progress through school, while using evidence to understand what is working and where support is needed.
Early Childhood Education
The early years shape how children approach learning long before they enter Primary One. We work with communities and local educators to create welcoming, play-based learning environments where children can develop language, early numeracy, confidence and the social skills needed for school.
Our approach supports women paraeducators, engages parents and communities, and builds stronger links between community-based early learning and the wider education system.
Explore early childhood education →
Foundational Skills for Learning
Children need opportunities to practise reading, develop comprehension and discover the pleasure of books. We work with schools and communities to improve access to books and create child-friendly spaces that make reading a more active part of school life.
Through libraries, reading clubs, storytelling, guided reading and peer learning, we help children build the confidence and skills to learn independently and with others.
Explore foundational skills →
Data on Learning
Improving education requires a clear understanding of what children know, what they find difficult and what support will help them progress. We support the use of learning assessment and evidence to inform decisions about teaching and learning.
By helping educators and partners interpret information and respond to children's needs, we aim to make assessment more useful — not simply as a record of performance, but as a tool for improvement.
Explore data on learning →Start with people. Strengthen what works.
We believe lasting improvements in learning begin with the people closest to it. Parents, educators, school leaders and community members understand their own context. Working alongside them helps ensure that solutions respond to real needs and can be sustained over time.
Our work combines practical support with a commitment to learning and improvement. We pay attention to the quality of children's experiences, listen to educators and communities, and use evidence to understand what is changing and what needs to change next.
We also recognise that children do not all begin from the same place. Household income, location, gender, disability and access to learning materials can shape the opportunities available to them. Equity must therefore be part of how education is designed and delivered.
Community ownership
Work with families, educators and local partners from the outset.
Evidence-led practice
Use learning and reflection to guide decisions and improve quality.
Equity and inclusion
Pay attention to who is participating, who is being left out and why.
Sustainability
Build local skills, relationships and systems that can continue to grow.
Children learn through experience, exploration and connection.
Learning is not simply about being present in a classroom or repeating information. Children need opportunities to ask questions, handle materials, practise new skills, talk with others and make sense of what they discover.
In early childhood settings, play creates opportunities to develop language, early mathematics, coordination, problem-solving and confidence. In primary school, access to books, guided reading and collaborative activities helps children practise and extend their skills.
These experiences depend on educators having the support, materials and practical knowledge to make learning meaningful. That is why we work not only with children, but also with the adults and communities who shape their learning environments.
From starting well to sustaining progress.
Good work should leave behind more than a project. It should strengthen the people, practices and relationships that make quality learning possible beyond a period of external support.
Tusome's approach recognises that change takes time. Centres, schools and communities begin from different positions, so support should respond to their stage of development rather than assume that one model fits everyone.
Our Build → Embed → Sustain approach helps us think about how practices are introduced, strengthened and increasingly carried forward by local educators, school leaders and communities.
Build
Establish the foundations: learning spaces, materials, educator skills, community relationships and the practical support needed to begin well.
Embed
Strengthen everyday practice through coaching, reinforcement, reflection, parent engagement and continued attention to the quality of learning.
Sustain
Support local ownership, established routines and connections with the wider education system so that progress has a stronger chance of continuing.
Stronger foundations create opportunities at every level.
When children have better early learning experiences, access to books and meaningful support as they learn, the benefits extend beyond an individual classroom. They can strengthen the confidence of educators, the readiness of schools and the capacity of communities to support learning.
For a child
Entering Primary One having experienced books, numbers, play and group learning — with greater confidence to participate and continue learning.
For an educator
Developing practical skills, meaningful work and opportunities for professional growth within her own community.
For a school
Being better prepared to welcome young learners and support the development of foundational skills.
For a community
Building greater capacity to support and sustain quality early learning within its own education system.
Every child deserves a strong start — and the opportunity to keep learning.
We work with people who share our belief that quality foundational education can change the opportunities available to children. Together, we can strengthen the environments, skills and relationships that help learning take root.