(1)Complutense University of Madrid
(2)Luigi Giussani Institute of Higher Education (Kampala, Uganda)
Keywords: BORDON, Reading Skills, Teaching Methods, Refugees, Professional Development
Reading levels in Uganda’s refugee and host communities are way below the national average. For instance, the Uwezo Annual Learning Assessment data showed that, only 28% of assessed refugee pupils in Primary 3 to Primary 7 could read and comprehend a Primary 2 story and only 2 out of 10 refugee pupils (21%) had attained full competences in literacy. In addition, it was revealed that learning outcomes are equally low for refugee and host community children where more than 90% are unable to read and comprehend a story (Uwezo, 2018). These findings imply that a substantial number of children continue to complete primary education without having ever acquired the basic reading competencies critical to their further learning, day-to-day communication and therefore more likely to struggle with life in the future. Adding to the magnitude of this tragedy is the fact that Uganda is the third largest refugee hosting country in the world, after Turkey and Pakistan, receiving refugees from South Sudan, Democratic Republic of the Congo, Burundi, Ethiopia, Eritrea, Rwanda, Somalia and Sudan, among others (UNHCR, 2019).