Thursday, 30 May 2013


     Following the training of teachers and tutors of English in innovative ICT enabled methods; Computers for Schools Uganda organized a meeting to officially hand over ICT equipment to the institutions whose teachers/tutors had been trained. The institutions that received computers were Canon Apolo Core PTC, Ruteete secondary school, Kyebambe girls’ school and St. Leos College Kyegobe. CfSU also contributed one computer for the DEO’s office for inspection purposes. The ICT equipment that was received included;
  • Laptop
  • Projector
  • Projector stand
  • Generator
  • Speakers
  • Desk tops

    Some of the equipment ready for hand over to the schools
The hand over occasion took place at Kaalya courts in Kabarole district on 24th June 2013. Heads of schools attended to receive the equipment and the DEO as a representative from the local government was present to hand over the equipment.

Mrs. Harriet Angwena(DEO) as she welcomed membe
  The ICT officer in charge of the project Nekesa Stella gave a brief about the project and reminded the schools heads about their responsibilities as project stake holders. She further on noted that teachers and learners still needed support from the school administration in order to make the project implementation more successful.   The executive director RIC-NET John Silco made a presentation on the SMS and HUDUMA platforms and also urged administration to take advantage of these platforms to connect with the rest of the of the stake holders like the parents and the local government.

      Mr.Otigo extending a token of thanks to CfSU

On behalf of all head teachers, Mr. Otigo Evans, the head teacher of St. Leos College Kyegobe thanked CfSU staff for their tremendous efforts in contributing towards the improvement of the quality of education through ICT enabled innovative methods.  He talked about the trainings, the onsite support and the ICT equipment and he pointed out how it has added value to the teaching and learning of English language within the different schools.
The executive director of RICNET invited the DEO to receive the computer on behalf of the DEO’s office and then later on hand over the rest of the equipment to the heads of schools.

    The DEO representative Kabarole district handing over the equipment

As the final activity, head teachers signed the Memorandums of Understanding as a way to ensure that the equipment will be kept in a safe and friendly environment. This was also done for the schools to handle and use the equipment with care. To have a feel of ownership of ownership of the equipment and ensure sustainability, CfSU ensured that the school heads read and understood the terms and conditions of the M.O.U before they discussed and signed it. 

Wednesday, 29 May 2013


On Monday 27th May, 2013, schools opened for second term in Uganda. The biggest question was for the working parents who decided to drop their little to school as required by law of Uganda or reporting for work. As gender based organisation, RWECO had informed the staff to drop their children to school, register and report for duty at 2:00pm local time. For those traveling long distances were given an off on Monday 27th May, 2013 to ensure the children were safe and reached school.

Development and family responsibilities must meet at some point. I read in the local papers in Uganda how the people we entrust with our children end up abusing them thus putting their lives and health at risk. In the next update, we shall show how the schools opened and the children registered.

Good luck

Jimmy B.O


Kasese District was affected by the floods on 1st May 2013 when R. Nyamwamba, Mubuku and Nyamugasani burst their banks and caused mayhem to the people living around the flood plains.
RWECO made a monitoring visit during the first two days after schools had opened on 27th May 2013.
Kasese Primary Mr. Wandambya D/Headteacher recieving Education symbosium hand book, "Uganda @50" from RWECO
Ms. Mbambu, Mulongoti Primary School Teacher of English recieving RWECO staff in her office
Mr. Laban, Headteacher Mother care Preparatory school
Manager, Uganda Redcross Kasese Branch
Rukoki Model
Rukoki Debating Club
Aisha Preparatory School
The Headteacher, Humanist Primary School
  The team that made the two day monitoring exercise visited Katiri Primary, Mulongoti Primary, Kasese Primary, Mother care Preparatory school, Aisha Preparatory School, Humanist Primary and Rukoki Model were led by Ms. Medrace Balira, the EPP focal person at RWECO. During the monitoring exercise, the team recorded the enrollment in the first two days of the term commencement, monitored sanitation in the school, teachers attendance and delivered copies of the Kasese District Education Symposium report on "Uganda @50; The past and future of Education in Kasese.

Masereka Gilbert
Joackim Baluku
Medrace Balira

Friday, 24 May 2013


Staff of RWECO and CFSU implementing the projects supporting the English Teaching and Learning aimed at improving the communication skills through innovative non conventional teaching methods  in 30 Primary Schools and ICT  in  6 Secondary Schools and 2 Primary Teachers Colleges in Kasese and Kabarole Districts held a staff  reflection  meeting from 20th to 21st May 2013 at Kalya Courts Hotel.  
Watch this space for details of the direction taken.
In the photo below left to right:
Jimmy Baluku Odyek (RWECO), M John Silco (RWECO/RICNET), Stella Nakesa (CFSU), Lydia Kamba (CFSU), Micah Muthahunga (RWECO) Joel Kamba(CFSU),Tonny(CFSU) and Medrace (RWECO)
United in improving the quality of Education in the Rwenzori Region, as in the Holy Book, "Let the little  Children come to Me" its our duty to support the teaching of English to the little children


Project brief for the EPP- implemented by RWECO and CfSU in 30 Primary Schools in Kasese and Kabarole districts

Our Environment, Pupils at Rukoki Model Primary School, Kasese District

Project title
}  Improving literacy and proficiency levels in English Language by enhancing communication skills in 30 primary school pupils in the Rwenzori Region
}   At the end of the project it is expected that 40% of the participating pupils will have improved in proficiency of the English Language and hence demonstrate improved performance in all the 4Rs specifically in literacy and numeracy and use of English language in class and  co-curricular activities including debating, handwork, games and sports.
Problem statement
}  Primary school pupils in the Rwenzori region are faced with challenges including low competence in numeracy and literacy which negatively impacts on their mastery of the 4 basic communication skills of reading, writing, listening and speaking.
}  The transition from mother tongue to English is a challenge to the learners and teachers especially in Primary 4;
}  Low literacy levels resulting into low mastery of the 4 basic communication skills;
}  The poor reading culture among the learners/teachers coupled with inadequate  reading materials and limited support from parents and guardians;
}  The teacher pupil ratio in class;
}  Low participation of parents in the learning and teaching processes at schools. 
}  Project goal: Improved literacy and proficiency in English language of 9000 primary school pupils and 450 teachers by 2014.
}  SO1: Train and support 450 teachers in 30 primary schools and 30 Tutors from 2 PTCs in the application of innovative methodology in the teaching and usage of English language;
}  SO2: Enable 9000 pupils in 30 primary schools to improve their basic communication skills (reading, writing, speaking and listening) in using English language.
}  SO3: Encourage participation of the parents and other stakeholders in the learning-teaching process in the 30 primary schools.

Promoting the 4 basic communication skills of Speaking, Listening, Reading and Writing: A young girl  expressing  speaking  skills  during an interclass debate at Rukiko Model Primary school

}  Pupils – P 3-P. 4, but can spill over to other classes ( 9000)
}  Teachers of English ( 450)- were trained and more refresher trainings to be conducted
}  Parents through the PTAs ( 30 sch x 9 + 30 x 11)- through meetings, sms and case by case
}  Schools were mapped: low land, mountain schools, Pastoral communities, Fishing and Business community
}  Care taken for urban, peri urban and rural communities
}  The Local government- The District Council, The Chief Administrative Officer, the District Education Officer  and the District Inspector of Schools
}  The schools-Pupils, teachers and Parents (SMC/PTA)
}  MoES- to give technical support and supervision in material development
Lessons from 2012
}  a training manual on non conventional methodologies was developed, local materials used as teaching-learning aids by teachers
}  4 meetings were held, with guest speakers from Primary teacher Colleges to inspire the teachers
}  A writing competitions was held attracting 225 pupils
}  30 debating clubs, 30 MDD formed and supported to present. Inter class debates held on weekly basis
}  atleast 60% of the teachers trained were observed to integrating  non conventional methodologies during the joint monitoring and reports from head teachers
}  Atleast 50% of pupils in the target schools struggle to use English during the debating and in other co-curricular activities
}  -30 primary schools supported in supports, speech days and public events to show case their skills in poetry, MDD, debating and reading
}  Tutors of English from Conan Apollo core PTC and Bwera PTC were trained, 6 CCTs facilitated the orientation of teachers in non conventional methodologies
}  PTA/SCM meetings held on all 30 target school attended by 3600 parents.
}  4 lobby meetings were held throughout the year. Other events like education  symposium and the teachers day were used to present the project briefing paper
}  head teachers teamed up and attended PTA/SMC meetings of neighboring schools, that action boosted the host school to share experiences from other schools;
}  improving English literacy requires a multi-stakeholder approach other then using one approach of ‘one size fits all’ approach.
}  the integration of Information technology has proved to be a success story especially use of blogs and online search for information. During the trainings, the teachers were exposed to basic ICT tools like computer, smartphone, internet-social media-facebook;
}  Private schools had shunned the thematic curriculum instead focus on preparing children to pass PLE. The project targeted 4 private schools from which government aided schools are picking a lesson .
}  capacity building for teachers was un common, with the focus on English language, the project has opened a new chapter of retooling teachers and adopting to non conventional curriculum
}   Use of ICT tools to compliment the traditional methods of communication: blog stories, youtube, twitter and facebook

Working with the media
}  Consolidating the achievements of 2012
}  Building a stronger teacher-learner relation through use of innovative methods
}  RWECO and CfSU strengthening the relationship through shared learning
}  Timely reporting is a pre-requisite to the success of the project
}  Donor relationship- ICCO Cooperation, ELEC

Jimmy B.O