September 23, 2020
"The eyes do not carry the load but they know what the head can carry." Gambian proverb
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Country Updates
Uganda:
The Teacher Development and Support cluster met to review their work plan with the group keen to adjust and accommodate innovative pathways by members to ensure continuity of learning during this COVID-19 period as schools remain closed. Members also shared reflections from the 5-day (August 17-21) Refresher Training for National Trainers on the new Lower Secondary School Curriculum. These include the opportunity to collectively support teachers nationwide in the roll out of the new curriculum that integrates a practical approach to learning within the classroom – an issue of mutual interest and concern across the three thematic groups (Teacher Support and Development, Life skills, Equity & Inclusion). There was an observation that representation from the Uganda National Examination Board (UNEB) in the meeting was minimal and the component of school leadership and management seemed to have been overlooked. A webinar to brief members on the key takeaways of the training is underway.
Uganda Convening 2020: The RELI Uganda leadership team has commenced preparations for their 2020 country convening themed Advancing Learning in Challenging Times that will tentatively take place during the week of November 16. The main purpose of this convening is to share, explore learning opportunities and celebrate successes of what RELI members are doing to enhance continuity of learning even during these challenging times. 
Tanzania:
RELI Tanzania is making strides to ensure that all children including those living in the poorest and most remote areas of the country have access to quality education. The Organization for Community Development (OCODE), the host organization for the Accountability thematic group coordinated the implementation of the Social Accountability Monitoring (SAM) in four regions (Mtwara, Dar es Salaam, Morogoro and Mbeya) of Tanzania mainland in 2019. The exercise that targeted analysis of inclusive learning in schools produced findings that led to the production of a working paper, which is being used to influence policies and practices such as the current Tanzania National Strategy for Inclusive Education. 
Pastoral Women Council (PWC), a member of the TDS conducted the assessment on the impact of the COVID 19 pandemic on their project schools in partnership with OCODE in Longido and Ngorongoro district in Arusha Region between August and September 2020. In an effort to promote sustainability and ensure the long-term impact on learning continuity, PWC has been supporting improvement for school learning infrastructure since March 2020. PWC has constructed school fences, schools toilets, repaired schools’ dormitories, supplied and developed solar power systems for schools in Lokisale, Kipok, Lowasa , Nanja secondary Schools in Monduli district and Emanyata, Arash, Lake Natron, Soitsambu secondary schools in Ngorongoro district. The improved infrastructure has helped to improve safety and security of the learning environment. .
Kenya
The leadership team held a monthly meeting with WPF on September 3 to share updates on the progress of ongoing thematic and country activities. The main objective was to seek clarification on the administration of the year 2020-2021 funds. A draft TOR between WPF and the leadership team which aims at enhancing accountability was also discussed. The focus is on strengthening RELI through organizational buy-in. With registration envisioned to happen in six months, the network will sign contractual agreements with organizations/networks/prospective development partners thus strengthening RELI as a regional entity capable of moving policy discussions. The team appointed Sylvia Njaaga as the hub manager. They also conducted written interviews to facilitate shortlisting of an Administrative Assistant for the RELI Hub.
Look out for this:

The CIES 2021 proposal Submissions platform is now open! We encourage proposals that address the conference themeSocial Responsibility Within Changing Contexts, as well as broader issues with the fields of comparative and international education. CIES 2021 is being planned for maximum flexibility during this unpredictable era, with both on-site and virtual options (and a plan should we need to move to an all-virtual format). The detailed Call for Submissions is here. Please submit your proposals for CIES 2021 before the October 1, 2020, submission deadline.
What we're reading this week:

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