River Flow International (RIFI) is strengthening efforts to promote practical, learner-centered science education in primary schools, following a teacher training session in Nakapiripirit District that highlighted the need for increased utilization of science kits distributed to schools.
The training, held on Monday, 12 October 2026, at Nakapiripirit Council Hall, brought together 28 participants from 12 schools to enhance teachers’ understanding of how to use primary science kits to make science lessons more practical, interactive and engaging for learners.
The session focused on encouraging teachers to move beyond theoretical instruction and embrace hands-on learning experiences that enable pupils to explore scientific concepts through experiments, observation and practical activities.
Bridging the Gap Between Science Kits and Classroom Practice
Despite receiving science kits during Phase Six of the distribution programme in January 2026, many schools had not yet put the resources to use. Findings from the training report revealed that only 13 of the 28 respondents (46.4%) had used their science kits, while 15 (53.6%) reported that they had not used them.
The findings highlight a critical gap between the provision of learning resources and their actual use in classrooms, underscoring the importance of continuous teacher support, practical demonstrations and follow-up engagement to ensure that the kits contribute to improved science teaching and learning.
Through practical engagement with the science materials, participating teachers had an opportunity to explore how the kits can support classroom demonstrations and help learners develop scientific inquiry, critical thinking and problem-solving skills.
Strengthening Teacher Support and Follow-Up
The training also highlighted the importance of effective coordination among schools and education stakeholders in ensuring that teachers participate in professional development activities and apply the skills gained in their classrooms.
Poor mobilisation, late arrival of participants and low attendance were among the challenges identified during the session. The report recommended strengthening communication with headteachers through direct contact and working with District Education Officers (DEOs) to obtain contacts for inspectors and District Inspectors of Schools (DIS), where possible.
These measures are expected to improve mobilisation for future training sessions and strengthen follow-up support for schools that have received science kits.
Advanced Practical Science Education
River Flow International continues to support efforts to improve science education through practical learning resources and teacher capacity-building initiatives. By equipping teachers with the knowledge and skills to use science kits effectively, the organization seeks to help schools create more engaging learning environments where pupils can learn science by doing.
The experience in Nakapiripirit reinforces the need to complement the distribution of science kits with sustained teacher support, effective school-level coordination and monitoring of resource utilisation.
Ultimately, the goal is to ensure that science kits do not remain unused in school stores but become active learning tools that help learners understand scientific concepts, build confidence and develop the skills needed to solve real-life problems.
River Flow International remains committed to working with education stakeholders to promote practical science teaching and improve learning experiences for children across Uganda.
