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
RWECO
Wednesday, 29 May 2013
KASESE DISTRICT SCHOOLS OPENS FOR SECOND TERM DESPITE OF THE FLOODS
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.
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
RWECO made a monitoring visit during the first two days after schools had opened on 27th May 2013.
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| Kasese Primary Mr. Wandambya D/Headteacher recieving Education symbosium hand book, "Uganda @50" from RWECO |
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| Ms. Mbambu, Mulongoti Primary School Teacher of English recieving RWECO staff in her office |
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| Mr. Laban, Headteacher Mother care Preparatory school |
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| Manager, Uganda Redcross Kasese Branch |
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| Rukoki Model |
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| Rukoki Debating Club |
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| Aisha Preparatory School |
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| The Headteacher, Humanist Primary School |
Masereka Gilbert
Joackim Baluku
Medrace Balira
Friday, 24 May 2013
RWECO- CFSU STAFF AT A REFLECTION MEETING AT KALYA COURTS FORT PORTAL MUNICIPALITY
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)
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| 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 |
IMPROVING LITERACY AND PROFICIENCY IN ENGLISH IN THE RWENZORI REGION
Project brief for
the EPP- implemented by RWECO and CfSU in 30 Primary Schools in Kasese and
Kabarole districts
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| 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.
Objectives
} 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.
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| 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 |
Target
} 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
Stakeholders
} 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
Roles
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
Innovations
} 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
} http://www.observer.ug/index.php?option=com_content&view=article&id=20199:dutch-to-improve-literacy-levels-in-kasese-&catid=85:education&Itemid=106
} http:www.youtube.com/watch?v=n10t7xlnfWw&feature=player_detailpage
Conclusion
} 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
RWECO
RWECO
Thursday, 18 April 2013
KAMWENGE DISTRICT ROOTS FOR SPECIAL NEEDS EDUCATION
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| Mr. George Mainja Kasese DEO talking to Mr. Eric Kamwenge DEO who had led a team to learn from Kasese 9th April, 2013 |
As a plan of Action from the district
consultative for vulnerable groups and the district Education stakeholders
meeting 7 Kamwenge district leaders participated in a two days learning visit
in Kasese district on inclusive Special Needs Education from 9th -10th
, April, 2013. The team from Kamwenge
included the Hon. Gerald Twebaze District speaker, Mr. Eric Tumwiringire the District
Education Officer, Inspector of schools (SNE), District councilor for PWD, a teacher
from St. Anthony P/S that is catering for the vulnerable and a youth counselor
representing the secretary for education.
The Mr.George
Mainja Kasese District Education
Officer, started by giving the history of special needs education that started
at Rukoki Model P/s which was later extended to Kinyamaseke P/S. Without any secondary education to cater for
special needs Education, most children would drop out after P.7 which made the
district to earmark Saad Memorial SS in 2012
that currently secures funding from the ministry to the tune 2.500.000 on the
quarterly basis and NUDIPU which facilitated them with a latrine 10 million
shillings for ramps ad latrine to cater for the PWD. Organizations like BTC
have greatly contributed to realization of special needs education by
constructing a dormitory at Kinyamaseke Primary School as well as facilitating
trainings for teachers during Holidays.
In his
key note address the district Education Officer, Kasese emphasized that for
special needs education to be realized the Local government needs to have
interest in the intervention which will attract other stakeholders to give a
helping hand therefore Kasese district
initiated special needs education and the development patterns followed as it
was a priority for the district. The district has also involved PWDs in
district functions so that they are exposed to people for support.
How
will the exchange visit address the challenges
of Kamwenge District in implementing inclusive education where the only school that had
started offering special needs educated was diverted from Kamwenge P/s and
taken up as a church project which is now private. Even when development partners
like UNICEF and FINLAND plan to provide beds and build a dormitory they
have no teachers to teach sign language and brail. The children with special
needs education drop out in P.4 because they do not see a future after P7. The
DEO advised the team from Kamwenge that if they are to succeed in implementing
special needs education they need to establish a district management team as in
the case of Kasese district which is composed of 13 members and Chaired by the
CAO to guide implementation. Advocacy by children with special needs themselves
and a case in point was when the children with special needs after P.7 went to
the District Chairperson and the Chief Administrative
to ask about their future after P.7. Also most important, the team was advised
to consider special needs education in the District Development plans and
Budget. On the part of teachers the district should register and deploy
teachers according to special needs in the schools as well as encourage more teachers
training in SNE. The SMC and PTA could also be a target as Kasese district is
also trying to influence the school management committees and PTA to consider
having Special Needs Education representative. What about the consideration of
special allowances for SNE teachers as for science teachers this was food for
thought for the team. The other key
consideration is how much of the local revenue goes to Special Needs Education
Kasese district provides at least 20% of its local revenue. Most important to
note for the team was that Special Needs Education is a multi-sectoral approach
where all departments have to be involved.
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| The Kamwenge Team and KALI team bidding farewell at KALI Office, |
The
team was taken to four schools to learn practical experience to Rukoki Model Primary School, Saad Memorial SS, Kiyamaseke Primary School and Mpondwe Primary School the schools implementing Inclusive special
needs education. Together with the visiting team, the DEO representative, the
staff of KALI, Mr. Katemba Douglas a
retired Kasese DEO and the media headed to
Rukoki primary school we were briefed about by the Headmistress of the school. The
school has a total enrollment of 530 pupils of which 116 are children with
special needs and 6 special needs Education teachers. She noted that she has
registered process in special needs education since the unit opened as majority
of the children was able to complete primary education; others joined Secondary schools while three of them are integrated into formal
employment. Three children with special needs education were enrolled on
tailoring with in the school after completing P.7. Nine Children with special needs education with
facilitated with 9 tailoring machines, and 5 braille machines, power, a second
hand computer, a gate but one cannot all is smooth for Rukoki P/s as they have
no accommodation for some children since the dormitory is small, lack of
materials to use for vocational training and parents contribution of 100,000
per pupil by parents and guardians has remained a challenge.
At saad memorial SS the school started
integrating special needs education in 2012 with one girl with visual
impairment and a boy with hearing impairment and with sensitization of students
in appreciating and working with children with special needs the number increased
to 21 students with special needs education.
No in their doubted their capacity as it was noted that all the 4
students who sat for Uganda Advanced Certificate in Education, 3 of them passed
in grade 3 while one passed in grade 4. The schools authorities have received
capacity building from civil society like Handicap, KADIPPU/ NUDIPPu that has
trained staff in sign language and continuous support from the government. The
school has introduced sign language for all pupils in S.1 for communication to
the dumb and deaf. The also has a board
that seats every quarter to assess the progress of special needs education. The head teacher of the school advised the
team from Kamwenge that special needs education needs the intervention of all
the stakeholders as well as train their own manpower in special needs education.
Other schools visited were Kinyamaseke P/s and Mpondwe primary school which had
136 and 87 pupils with DNE respectively.
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| Talking class room that works for all pupils, what about those with visual impairment? |
The
leaders left Kasese district with a commitment that they will establish SNE
management committee by end June 2013, establish a district special Needs
education unit as well as identify and assess the situation of special needs
education as well as share the learning visit report with other departments of
the district. Thanks for the generous support from HIVOS.
By
Sheila
Kengingo
RWECO
Wednesday, 17 April 2013
RWECO HOSTS CAPACITY ENHANCEMENT WORKSHOP FOR THE ICCO COOPERATION MEMBERS
" I have gained from this training in communication especially on
writing impact stories and taking strategic photos" Ms. Medrace Balira
said at the ICCO Cooperation members capacity building workshop hosted
by RWECO at Rwenzori International Hotel, Kasese Municipaltiy from
4th-5th April, 2013. The training was facilitated by Rieneke de Man,
Liana Hoornweg and Connie. The training came as a result of the gaps in
impact story writing that the 16 partners of ICCO Cooperation in Uganda
expressed during the project implementation in 2012.
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| Rieneke (Second left) demonstration how to take strategic photos to the ICCO Cooperation members during the training at Rwenzori International Hotel, Kasese District on 4th April, 2013 |
The 16 ICCO/Edukans Cooperation members who attended the workshop appreciated the facilitators for the new knowledge and skills acquired.
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| S.2 Students at Kilembe SS, Kasese distict, demontrating their skills in digital learning |
The participants went for field work at Kilembe SS and Rukoki Model Primary School all in Kasese District to apply the knowledge and skills gained during the training.
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| Ms. Riziki (second left) sharing with the ICCO Alliance participants at Kilembe SS |
The team that went to Kilembe SS, shared with the students the experiences of participating in digital learning.
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| S.2 Students of St.Theresa Girls SS-Nsenyi, Kasese district in digital learning class, 7th April, 2013. |
RWECO and her partners in the Netherlands are working on a program of
digital learning in three secondary Schools that will facilitate
South-North knowledge sharing amongst students.
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| Children at Rukoki Model Primary School, Kasese Municipaltiy debating- 4th April, 2013 |
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| ICCO Cooperation team at the Equator crossing at Kikorongo, Kasese District, 5th April, 2013. |
After a heavy days work, the participants went for a game drive in Queen Elizabeth National Park.
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| Let us walk the talk, Rieneke ( third left(, leading the participants at the Equator Crossing, Kasese District, 5th April, 2013 |
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| Brains at work! S.6 Students of Kilembe SS catching up with the evening lessons |
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| Tracking the wild animals in Queen Elizabeth National Park |
At RWECO we believe in sharing information with an aim of reaching out
to the wider public as a best practice in all our interventions.
RWECO members have worked with the communities to ensure revenue sharing from the National Park reaches its final destination.
Watch this space for more impact stories
Jimmy Odyek
RWECO
RWECO members have worked with the communities to ensure revenue sharing from the National Park reaches its final destination.
Watch this space for more impact stories
Jimmy Odyek
RWECO
Friday, 12 April 2013
KAMWENGE DISTRICT LEADERS EMBRACE SPECIAL NEEDS EDUCATION
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| Mr. George Mainja ( right), Kasese DEO with the Mr.Eric T, Kamwenge DEO after meeting and discussions on SNE |
KALI
is a member of Rwenzori Consortium for
Civic Competence (RWECO) working and implementing a project on Enhancing
Civic Competence on Social Accountability in the Rwenzori Region. KALI operates
in 18 Sub counties of Kasese district and 10 Sub counties of Kamwenge district.
Under education sector we look at how we can promote and improve service
delivery in the education sector together without compromising on the quality
of education despite the meagre resource envelope.
RWECO-KALI
held an education stakeholders meeting on 5th December, 2012 in
Kamwenge District. The aim of the meeting was to discuss the plight of
education status in Kamwenge District.
During
the meeting one of the action point was to have exposure visit for the Kamwenge
District officials from the Education department with emphasis on Special Needs
Education implementation as an inclusive package under the UPE programme.
It
was upon this background that on KALI organised a two day learning exposure
visit from 9th to 10th April, 2013 for a seven (7) people
team comprising of DEO, DIS, SNE, Director St. Anthony, Speaker, Secretary for
Education and PWDs representatives.
Their
interest was on how to improve on the inclusiveness of SNE in the UPE programme
basing on the following objectives:
·
Sharing good practices and experiences in the
implementation of SNE in Kasese District.
·
Gain knowledge, skills and appreciate how the
Education Department has underscored the SNE implementation amidst the meager
resources.
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| Teachers of Rukoki Model Primary School, talking with Mr.Eric T, Kamwenge DEO during their visit 9th April, 203 |
Participants
The visiting
team was led by the DEO Kamwenge Mr. Tumwiringire Eric and accompanied by the District
Speaker Hon. Gerald Twebaze, the Secretary for Education Hon.
Monday Wilson, PWDs
representative Hon. Ngazoire David, Education Officers in charge of SNE
Mr. Mugisha Mulinde Apolo for Kitagwenda County, Mr. Nuwamanya John for Kibale
County and the head teacher St. Anthony primary school Mr. Kisembo Francis.
The hosting team
included the DEO Mr. George Mayinja, DIS Mr. Koliko Musa Saadallah, Retired DEO
Mr. Katemba C. Douglas, KALI-RWECO staff M&E Ms Sheila Kengingo, Programme
Officer Mr. Muhesi Nicholas and Driver Mr. Baguma Augustine.
PLANNING
Before the field
visit we had a brief meeting at the DEO’s office in Kasese district to plan on
how we can orient the visiting team and to get what their expectation and fears
so as to forge the way forward for the SNE implementation.
After the briefing
the participants agreed on the sites to be visited and the following schools were
selected Rukoki Model Primary School, Saad Memorial SSS, Kinyamaseke Primary
School and Mpondwe Primary School that implement the SNE programme.
FINDINGS
Rukoki Model Primary school caters for the UPE
inclusive programme with 636 pupils with about 116 pupils identified having
multiple disabilities and impairments. Kasese DLG chose the school to be a
model to cater for all the people with Special needs in education.
In Saad Memorial
SSS, the Head teacher Mr. Nkutu K.Asuman revealed that the school is a model in
the western Uganda. In 2012 the school had 21 students of SNE 9 were females
and 12 males in the following categories:
Totally blind
(1), deaf (1), physical disability (8), partial hearing ability (4) and visual
impairment (7). The head teacher Mr. Nkutu told the participants that out of 21
students 4 students were in S.4 and all sat for UCE and got certificate awards.
We opened the
year 2013 with 18 students having different disabilities as shown below:
Blind (1), deaf
(1), severe disability (1), physical disabilities (4), partial hearing (6),
visual impairment (5).
Out of 18
students 10 are girls and 8 are boys.
In Kinyamaseke
Primary School the enrolment is 410 boys where 76 are SNE
466 girls where
60 are SNE totaling to 876 pupils where 136 are SNE. The school is the centre
for Bukonzo County accommodating 26 pupils of
SNE as boarders and the rest are day scholars.
The degree of
disabilities of children ranges from mild to moderate to severe to profound.
The categories include hearing impairment-deaf, vision impairment-blind, mental
retardation-Hydrocephalus, physical –brittle bones, stunted growth, sinal
bifida
Challenges
The head teachers
for all the sites visited gave the following challenges:
·
Lack of permanent and qualified staff posted by
government
·
Lack of funds to support the locally recruited
staff.
·
Need to carry out renovation of incomplete block
·
Needs to support the children with disabilities
in the day to day maintenance
·
Lack of care giver and the corresponding
financial support
·
Lack of scholastic materials to promote leisure
activities for inclusive games and sports.
·
Lack of ramps to access classes and other
facilities
·
Lack of resource room and its equipment such as Braille
machines, wheel chairs
·
Lack of medication services.
Lesson learnt
·
SNE is still lacks support from both the central
and local governments
·
Kamwenge DLG has the opportunities to start SNE
centres at any cost and use the opportunity as spring board.
·
The participants learnt that in order to succeed
in the implementation of SNE programme, a multiple approach should be used such
as dealing with the stakeholders that are able to support the programme.
·
The parents should be sensitized on the UPE –SNE
inclusiveness programme
·
The peer to peer approach should be employed.
i.e child centred approach, parent centred approach, co-teaching and team teaching.
·
Differentiated learning is the best approach.
·
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| Let us see if this will work for you in Kamwenge district! Kamwenge DEO listening to Mr.Katemba ( in brown treasure former Kasese DEO |
ACTION PLAN
·
Compile a field exchange visit report by DEO
·
Establish a district SNE management Committee by
DEO
·
Advocating for establishing SNE centre/unit by DEO
·
Identify, assess and placement of SNE children
by in charge of SNE
Nicholas Muhesi
KALI
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