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Sustainable Development Goals and LTLT

Goal #4, target 4.7

CDRM into the
Curriculum in Uganda

By 2030, ensure that all learners acquire the

knowledge and skills needed to promote sustainable
development and sustainable life syles, human rights,
gender equality, promotion of a culture of peace and
non-violence, global citizenship and appreciation of
cultural diversity and of a culture's contribution to
sustainable development.

Goal #16

Promote just, peaceful and inclusive societies.

The Framework
Skills and Values for CDRM
in Uganda
Understanding our emotions
Empathy (caring for others)
Not stereotyping
Including others, even if
they are different

Not bullying
Cooperation and teamwork
Forgiveness and

Care for the environment

These skills and values are
featured at every level in
progressively more challeging
Linkages to the core values
of the Ugandan curriculum
SHARINGare emphasised
throughout all of the reading

Project Status
As of May, 2016 the Project
has produced advanced drafts
15 Wall Charts (P 1-3)
10 Reading Cards (P 4-5)
2 Story Books (P 6-7)
Teacher guidance notes and
activities are integrated into the
materials for easy access.
Sample materials from each
level are currently undergoing
revision, illustration and layout
in preparation for pilot testing.

Anticipated Next Steps

Pending additional funding, the
Project intends to implement a
pilot testing process in selected
urban, peri-urban and rural
schools throughout the country.
Feedback from teachers,
learners and communities will
be incorporated in the final
versions. A strategy for printing
and nationwide distribution of
the materials is currently under

Dr. Margaret Sinclair

Technical Adviser,
Protect Education in
Insecurity and Conflict

The CDRM Project in Uganda lies within

the global framework of 'Learning to Live
Together' (LTLT) and is closely tied to UN
Sustainable Goals #4 and #16 (above).
To have maximum impact, teaching and
learning materials developed under the
LTLT framework feature key topics that
generally appeal to children and young
people and their growing sense of identity.
They also help primary school learners
internalize the mental tools they need to
navigate the challenges of modern life.
This is especially important in countries
such as Uganda, where many children do
not make it as far as secondary school,
and classrooms often include a wide
range of ages.

The Approach
Materials created by the CDRM Project are designed for easy
access and use in large classes with minimal resources. Teachers
are guided to introduce the stories through 'read-alouds' and whole
class discussions. Key messages are then reinforced through
comprehension exercises, discussions and constructive learning
activities such as role-plays and small group reflection. The stories
are linked to CDRM topics embedded in the national primary
curriculum. At the same time, they explicity focus on specific sets
of knowledge, values and skills for Learning to Live Together.

"We are all human beings, and we feel the same emotions. Let's
find win-win solutions to all our problems." -- Dr. Margaret Sinclair
About the Project

Project Goal

Mainstreaming Conflict and

Disaster Risk Managment
(CDRM) into the Curriculum
was launched in August, 2016
by the National Curriculum
Development Centre (NCDC)
of the Republic of Uganda
with support and guidance
from Protect Education in
Conflict and Insecurity (PEIC),
a programme of Education
Above All. The Project
focuses on the development
of supplementary learning
materials for Primary 1-7
learners nationwide.
Additional technical support
to the Project has been
provided by Spectacle
Learning Media, an
international education
consultancy based in New
Hampshire, USA.

The overall goal of the Project

is to promote skills, values and
attitudes among Ugandan
primary school children for
living together in harmony with
others and with the country's
rich and diverse natural
environment.The Project aims
to accomplish this by
introducing new types of
content in the form of highly
motivational stories grounded
in the world of Ugandan
young people and relevant to
their everyday lives.

Why Stories?
Traditionally, story-telling has
been used in African cultures
as a powerful tool to engage
children emotionally while
transmitting important values
and behavioural norms.

Simply put, children

everywhere remember the
lessons they learn through
stories, whether oral or in
written form. In the context of
formal schooling, research has
shown that reading stories
aloud is the single most
important activity teachers can
engage in to ensure the future
success of their students.

Learner and Teacher Friendly Formats

Primary 1-3 WALL CHARTS
Primary 6-7 STORY BOOKS
+ Teacher Guidance Notes with skill building
activities and ongoing assessment tools

"I see peace coming

among the children first,
and then on to the
communities of Uganda."
-- Grace Baguma

The Curriculum Link

At every level, the stories
compiled for this Project are
linked to key points in the
existing curriculum related to
safety, peace building and
environmental protection.
Unlike 'add-ons', the stories
are easily implemented within
existing schedules.

For more about the CDRM Project, watch a

video interview with Grace Baguma, NDCC
Director at: