The policy of the government of Uganda has been to enable all learners at the Ordinary level to acquire scientific literacy and skills to effectively contribute to the personal, community, and national development of the country. Despite the government’s efforts to improve science education in the country, through projects like SESEMAT, the construction and equipping of laboratories, and increasing the salaries for teachers of science, the quality of science education remains wanting. Performance in science has been poor over the years as evidenced by the Primary Leaving Exam (PLE), Uganda Certificate of Education (UCE), Uganda Advanced Certificate of Education (UACE) results, and National Association for Professional Environmentalists (NAPE) reports. This was to a great extent due to poor teaching, demonstrated by theoretical handling of science concepts which makes science abstract and difficult for learners. Studies have highlighted obstacles that have contributed to this situation which include but are not limited to;

• Poor foundation for science education right from the primary education level.
• • Poor instruction methodologies.
  • Lack of sufficient and relevant instructional materials.

To bridge this gap, RIFI has resorted to projects like PPAS to develop practical teaching/learning materials, Capacity Building (CB) to retool teachers in the practical teaching methodology, 3Ls to improve literacy skills among the young learners and a Teacher Support Center (TSC) for teachers to get timely assistance from education specialists.