Research and Impact
Measuring our progress in creating inclusive educational opportunities
Explore how our evidence-based programs are transforming education for girls and children with disabilities in rural Uganda.
Innovating for Inclusion
How Embrace International Foundation Uganda is Transforming Education for Girls and Children with Disabilities
In the rural classrooms of Western Uganda, a quiet revolution is underway, one powered not by internet access or international fanfare, but by offline servers, local innovation, and the voices of children with disabilities. Embrace International Foundation Uganda, a registered NGO affiliated with Embrace Canada, is rewriting what education looks like in underserved schools.
From Pilot to Promise: Our Journey
Back in 2020, Embrace began its work in Uganda in collaboration with Kyaninga Child Development Centre (KCDC). Funded by Global Affairs Canada's Fund for Innovation & Transformation (FIT) with over $213,000, our pilot focused on a bold question:
Can self-directed e-learning improve learning outcomes for rural students, especially girls and those with disabilities?
The answer, backed by research across 10 primary schools and over 1,200 students, was a resounding yes. Math and literacy scores rose dramatically. Enrollment for children with disabilities jumped from 4% to 11%, and dropout rates significantly fell. Students weren't just passing,they were thriving.
How We Do It: The Innovation Behind the Impact
Offline E-Learning Labs (E-LLs)
In 15 rural schools, Embrace International Foundation Uganda has now deployed RACHEL (Remote Area Community Hotspot for Education and Learning) servers. These small devices host a rich digital library, videos, games, interactive exercises, all accessible without internet. Tablets connect wirelessly to the server, offering offline access to curriculum content tailored to learners with hearing, visual, and intellectual disabilities.
A standout result: the number of students with hearing impairments who scored in the top tier rose from 6% to 60% in just one year.
Inclusion by Design: Workshops Led by Disabled Professionals
Inclusion isn't just a value at Embrace, it's a strategy. In 2024, we received $169,335 from the Fund for Innovation & Transformation (FIT) to launch a groundbreaking inclusion project in 5 more schools (Mugusu, Kazingo, Christ Aid, Buhundu, and Rukoki).
What if people living with disabilities led the inclusion work themselves?
This innovative initiative specifically aims to benefit girls and students with disabilities in rural Western Uganda. Research shows that in Uganda, the dropout rate for girls from primary school is significantly higher than for boys. The intersection of gender and disability creates an even greater obstacle for girl students with disabilities.
Our approach is based on the belief that those with personal experience of disability can and should become leaders in resolving the needs of those living with disabilities. Workshops and mentorship sessions are facilitated by professionals with disabilities who serve as role models and change agents.
The team is conducting both qualitative and quantitative research using the Community-Based Participatory Research methodology, which includes participants in the research design and implementation. Early results show a 91% participation rate among girls with disabilities in class activities—a promising sign of growing inclusion.
Girls, Gender & the Right to Stay in School
Our work recognizes the double discrimination faced by girls with disabilities. Through menstrual hygiene programs, dignity kits, and confidence-building mentorship circles, Embrace International Foundation Uganda supports girls to stay in school, feel safe, and be seen.
Baseline studies showed that:
- 27% of girls with disabilities agreed that girls should attend school only when they are not needed at home.
- 60% of girls with disabilities said classmates "feel sorry for them."
These perceptions are what our inclusion workshops and community engagement sessions aim to change,from pity to power, from tokenism to leadership.
Real Data, Real Change
Here's what our combined efforts have achieved:
30% improvement
in girls' math scores
23% gain
in literacy scores
76%
of children with disabilities reached top tier
80%+
lab participation rate
Improved attitudes
toward disability and gender equality
Leave No Learner Behind Project: Endline Evaluation Results
Our one-year project (January 2025 – October 2025) across 5 schools in 3 districts (Kabarole, Kasese, Bundibugyo) underwent rigorous evaluation using OECD-DAC criteria. The findings demonstrate significant progress in advancing inclusive education.
Relevance & Participation
- 97% of respondents attended inclusion workshops (57% female, 40% male)
- 84% demonstrated understanding of how to include learners with disabilities
- 98% of learners aware of their right to education
- 64% understand how disabilities affect learners in school
Effectiveness & Impact
- 8% reduction in bullying cases (43% → 35%)
- 10% reduction in bullying of boys with disabilities (40% → 30%)
- 97% support inclusive education
- 92% of all learners feel confident speaking in class
Confidence Among Learners with Disabilities
83%
Girls with disabilities confident speaking in class
78%
Boys with disabilities confident speaking in class
82%
Can easily talk to new peers
94%
Feel good working with other children
Positive Attitude Shifts (CATCH Assessment)
Learners without disabilities showed remarkable attitude improvements toward peers with disabilities:
92%
Don't mind sitting next to a child with a disability
95%
Would stand up for a child with disability being bullied
98%
Talk to children with disabilities
96%
Feel good doing schoolwork together
94%
Happy to have a child with disability as a close friend
92%
Not afraid of children with disabilities
E-Learning Lab Effectiveness
Teachers reported significant improvements through the E-Learning Labs:
- High participation of girls in class activities
- Improvement in subject scores, especially mathematics
- Building confidence as learners use digital devices independently
- Alternative learning pathways through visual content for hearing impaired and audio content for visually impaired
- Students acquired better attitude for revision without being entirely dependent on teachers
"Children with visual and hearing impairments faced significant challenges understanding teachers. The E-learning tablets provided alternative learning pathways that made learning easier." — Teacher
Sustainability Measures
Key measures ensuring long-term project sustainability:
- Comprehensive teacher training on tablet use, care, and maintenance
- Dedicated focal staff trained to troubleshoot digital issues
- Secure metallic storage boxes provided to each school
- E-Learning integrated into school timetables
- Village Health Teams (VHTs) and Local Councillors trained on disability inclusion
- Strong local ownership and community involvement
The e-learning model proved cost-effective with tablets serving 5+ years, eliminating recurring costs for physical materials.
Voices from the Community
"Inclusive education helps girls, especially those with disabilities, to stay in school. In this way they are not prone to rape, early pregnancies and marriage. When they are in school, they are more aware of their right to education and they focus more on their future." — Teacher, Rukooki Primary School
"Inclusive education improves self-esteem in a way that girls develop confidence through education and enables them to reach their full potential and promotes equality." — Parent
Challenges Identified
The evaluation identified several challenges that continue to affect inclusive education:
Teacher Challenges
- Overcrowded classrooms (up to 70 pupils per class)
- Rigid curriculum not adequately structured for learners with disabilities
- Limited special needs education (SNE) trained teachers
- High workload making individualized attention difficult
- Girls with disabilities frequently absent from school
Community & Family Challenges
- Persistent community stigma and negative attitudes toward disability
- Cultural beliefs viewing disability as a curse or punishment
- Low parental awareness on supporting children with disabilities
- Poverty limiting access to assistive devices and transportation
- Domestic violence and family rejection of children with disabilities
These challenges inform our ongoing efforts to strengthen teacher capacity, community engagement, and family support systems.
Effective Strategies Identified
Parents and teachers shared strategies that have proven effective in fostering inclusive classrooms:
Group Seating
Arranging learners in groups rather than rows enables peer support and peer teaching for children with disabilities.
E-Learning Integration
Tablets with audio and visual content provide self-paced learning for learners who cannot communicate verbally.
Role Models
Disability champions and professionals with disabilities encourage learners and shift attitudes among peers.
Parent Involvement
Parents accompanying children to school, explaining disability history to teachers, and including children in domestic work.
Home-School Communication
Open dialogue between parents and teachers to jointly support children with disabilities.
Community Education
Educating family members and neighbors to love children with disabilities and reduce discrimination.
Lessons Learned from the Evaluation
- Multi-Stakeholder Approach is Essential: Collaboration among teachers, parents, community leaders, and Village Health Teams (VHTs) proved critical for identifying, enrolling, and supporting learners with disabilities. Where these actors worked together, stigma was reduced and attendance improved.
- Community Acceptance Must Accompany School Inclusion: Targeted awareness campaigns, parent dialogues, and role modeling by persons with disabilities proved effective in shifting mindsets. Social inclusion and education outcomes are closely linked.
- Teachers are Pivotal: When teachers are trained in inclusive pedagogy, provided with digital tools, and supported through peer collaboration, they become more confident and effective in teaching diverse learners.
- Digital Inclusion is Transformative: E-learning labs significantly improved engagement among learners with visual and hearing impairments. Assistive technologies provided self-paced learning opportunities and reduced dependence on teacher-led instruction.
- Gender Sensitivity Must Be Integrated: Training girls to make reusable sanitary pads and promoting menstrual hygiene management helped reduce absenteeism. Engaging boys in these activities promoted empathy and gender equality.
- Parent Engagement Matters: Parents actively engaged through workshops, school visits, and home support reported improved learner confidence and participation.
- Institutionalization Sustains Gains: Schools that integrated e-learning and inclusion into their daily timetables and policies were more likely to continue activities after project closure.
Key Recommendations
Teacher Capacity Building
- Regular refresher trainings on inclusive pedagogy
- Deploy teachers with SNE skills in each school
- Establish teacher learning circles across schools
- Engage teachers with disabilities as mentors
Community & Parent Engagement
- Strengthen awareness programs to address stigma
- Train parents on supporting learning at home
- Form parent peer groups for mutual support
- Involve VHTs in continuous follow-up
Infrastructure & Technology
- Increase variety of assistive devices
- Improve physical accessibility (ramps, wide doorways)
- Partner with digital content developers
- Promote peer-to-peer learning for digital literacy
Policy & Monitoring
- Develop school inclusive education policies
- Embed inclusion in school improvement plans
- Introduce data tracking by gender and disability
- Establish inclusive education committees
Evaluation Conclusions
The evaluation findings demonstrate that the project made significant progress in advancing inclusive education within the five target schools. The interventions effectively addressed barriers to participation faced by girls and boys with disabilities and created a more equitable and supportive learning environment.
The project was highly relevant to the needs of marginalized learners, responding to existing gaps through e-learning labs, teacher training, and inclusion workshops that enhanced awareness of disability rights.
The e-learning model proved to be a cost-effective and sustainable approach to improving educational access. Strong local ownership, capacity building, and stakeholder engagement have positioned the project for long-term sustainability.
The project successfully demonstrated that inclusive education is achievable and beneficial when supported by well-designed interventions, community involvement, and digital innovation.
Looking Ahead
Now operating as an independent NGO, Embrace International Foundation Uganda is scaling its vision. With your support, we aim to:
- Replicate the e-learning lab model in additional schools, prioritizing those with high numbers of learners with disabilities
- Strengthen collaboration with government agencies and teacher training institutions
- Expand gender-responsive education programs including menstrual hygiene management
- Continue evidence-based research using OECD-DAC evaluation criteria
- Establish community e-learning hubs at local government offices
- Partner with organizations of persons with disabilities for monitoring and support
By the Numbers
Funded by Global Affairs Canada's FIT (Fund for Innovation & Transformation), our programs have grown from 10 schools in 2020 to 20 schools in 2025. The Leave No Learner Behind Project (2025) conducted rigorous evaluation across 5 schools in 3 districts with 478 survey respondents.
Schools Reached by Year
2025 Survey Demographics (478 Respondents)
97%
Workshop Participation
8%
Bullying Reduction
92%
Confident Speaking
98%
Rights Awareness
Learners with Disabilities by Type (2025 Survey)
14
Visual Impairment
11
Intellectual
10
Multiple/Other
7
Deaf/Hard of Hearing
7
Physical
4
Speech
Total: 53 learners with disabilities (11% of survey respondents)
Our Journey
Key milestones in our mission to improve inclusive education in rural Uganda.
FIT Grant Secured
Received $200,000 from Global Affairs Canada's Fund for Innovation & Transformation.
Pilot Implementation
Successfully implemented pilot project via Kyaninga Child Development Centre across 10 schools reaching 1,200+ learners.
Official Registration
Embrace International Foundation Uganda officially registered as an independent NGO.
Program Expansion
Expanded E-Learning Labs to 15 schools across the Rwenzori region, now reaching 5,000+ learners.
Luke Four Foundation Project
Implemented project funded by Luke Four Foundation focusing on E-Learning training for teachers and inclusion workshops.
FIT Funding - Leave No Learner Behind
Received $169,335 from FIT to implement the Leave No Learner Behind Project in five schools (January - October 2025).
Leave No Learner Behind Completed
Successfully completed one-year inclusion project across 5 schools in 3 districts (Kabarole, Kasese, Bundibugyo) with 97% workshop participation and 8% reduction in bullying.
Voices from the Community
Hear from the teachers and parents in our target schools about the impact of inclusive education programs. These quotes were collected during the 2025 Leave No Learner Behind Project evaluation.
Inclusive education helps girls, especially those with disabilities, to stay in school. In this way they are not prone to rape, early pregnancies and marriage. When they are in school, they are more aware of their right to education and they focus more on their future.
Teacher
Rukooki Primary School
Inclusive education improves self-esteem in a way that girls develop confidence through education and enables them to reach their full potential and promotes equality.
Parent
FIT Target School
When my child told me that she was learning how to make her own pads at school - I could see the excitement in her eyes and a sense of freedom finally. Before boys used to laugh at girls whenever they were in periods making them lose self-esteem but now boys see it as a normal thing and have become more supportive.
Parent
Female, FIT Target School
Children with visual and hearing impairments faced significant challenges in understanding teachers in class. The E-learning tablets provided alternative learning pathways through visual content and readily available audio content. Majority of the learners with disabilities greatly benefitted from the E-learning labs which made their learning easier.
Teacher
FIT Target School
We are using tablets that Embrace provided us with. A learner who is unable to communicate can still use it for learning through the audio and visual content. Use of role models who have disability has helped to encourage our learners with disability to become more active pupils.
Teacher
Female, FIT Target School
Inclusive education means the child with a disability and the one without a disability studying together in the same school and class.
Parent
Male, FIT Target School
Help Us Expand Our Research and Impact
With your support, we can reach more schools and empower more children with inclusive education.