A Case Study on School-based Learning Communities in Public Primary Schools in Northern Uganda

[Purpose] This study aims to deeply analyze the cases of public primary schools in Northern Uganda, East Africa, focusing on the operation of the School-based Learning Community. [Methods] Employing a case study approach, this study selected two public primary schools and mainly collected data through interviews with headteachers, teachers and parents. Data from various sources were analyzed. [Results] First, despite varying levels of participants’ understanding, teachers in both public schools share a vision of the School-based Learning Community, with collaborative learning and critical reflection taking place. Second, several outcomes were identified, including improved pupil participation, teacher learning and professional development, restored parental trust, and better school functionality. Third, factors facilitating or inhibiting the School-based Learning Community include teacher and headteacher leadership, parental support, and financial and technical support from HOIE. [Conclusion] Teachers need ongoing guidance and support to deepen their understanding of the School-based Learning Community. Building trustful partnerships among teachers, headteachers, parents, and District Education Officers is crucial. The duration of financial and technical support from external experts should be carefully considered, and localized models of teacher learning communities should be adapted to fit the Ugandan context.