TESO Integrated Rural Education Project

The final goal which Hadefo has is to improve the socio-economic situation of the rural people of Teso area in eastern Uganda. We want to reach that goal by organizing good qualified education. As well for children as for adults. In a later stage we want to organize also vocational education for both groups. During this phase III from our project the adult learners will get the opportunity to improve their lives allready. After they did learn how to read, write and count, they will get information and support how to practice better healthcare, better farming, fishing and how to start a small business.

Soroti- and Ngora district are located in eastern Uganda. As part of the government’s plan to rebuild Uganda and empower its workforce, the Universal Primary Education Policy was adopted in 1997. Under this policy, the government supported the education of up to four children per family, which has now been modified to all eligible children in the family. With its introduction, primary school enrolment rose from about 2.5 million to about 7 million children [Ministry of Education and Sports 2001b:3].

Now, across Uganda, schools have been overwhelmed by this influx. In 2003, during the LRA wars, many school buildings were destroyed and others suffered neglect due to unavailable resources for maintenance of structures. As a result, most schools are overcrowded, with as many as 120 pupils per class, while others are conducted under trees, weather permitting. Overcrowding and the inadequacy of resources to provide school furniture and instructional materials have led to the erosion of Ugandan Education system quality.

Soroti Sub-county is one of the communities in Soroti district characterized by very poor socio-economic indicators such are poor education facilities, high drop-out rates especially among the girl-child and poor performance at national examination, all of which are emanating from inadequate access to quality education facilities. The high illiteracy levels especially among women, is evident which has perpetuated a lot of desperation as most of them lack employable skills. The situation was further worsened by the recent attack of LRA led by Joseph Kony in mid 2003 in which, most of the infrastructure including home and schools were destroyed, hence forcing people into IDP camps in Soroti town and Ngora (former Kumi) district. As a result, it has perpetuated high manifestation of poverty, hence increasing vulnerability of women to various vagaries. The beneficiaries are also optimistic towards community development programs geared towards reducing vulnerability due to illiteracy and will therefore actively participate in its construction. A good example is that most parents have already sent their children to Mama Teresa Global Nursery and Primary school, now with a population of over 200 pupils. This is a good gesture that they know the benefit of education though they are resourcefully limited.

Ngora sub-county on the other hand, almost has the same socio-economic indicators as Soroti Sub-county. The communities here also live in dear poverty and moreover with a lot water scarcity problem, hence exposing them to waterborne related diseases, extreme poverty and high vulnerability. Though some people try to make ends meet, the majority is in a very desperate situation to the levels of not being able to access UGX 1000 in a week. Micro enterprises are also limited due to lack of financial resources. This had led to many young girls in early marriages, dropping out of school in their tender age, while others cannot continue schooling due to lack of school fees or money to pay for the required uniform and scholastic materials. Such desperation has also increased HIV prevention as most girls try to fend for themselves through indulging in early and risky sex behaviours.

Current status

Teso Rural Education project is now seeking funds for its phase III activities in her 5 year plan. Phases I & II involving initial construction and equiping classrooms blocks and office were funded by Impulsis, Hadefo and the Teso community. Therefore, planning activities of the project have been on-going. We've also did establish 7 FAL classes in phases I & II.

For this particular phase III, the following major planning activities have been initiated and on-going:
- Collection of locally available construction materials such as bricks, sand stones is going on.
- Identification of contractors is done as we shall use the current contractor.
- Mobilization of communities to identify FAL learners, instructors and FAL training sites is being done in collaboration with Soroti and Ngora district Comminity development offices. Therefore, by the time funds are availed, the project will be ready to take off with minimal delays.

Target group:
Direct Beneficiaries: 803 broken down as follows:

- Pupils - 525 to benefit from dormitory construction & poultry farm
- Teaching staff - 4 teachers to use the proposed staff duplex and will be closer to pupils.
- Adult women and men - 217 to benefit from Functional Adult Literacy roll out.
- 57 teachers and non-teaching staff, PTA, SMC and board to benefit from capacity building.

Indirect Beneficiaries:
35,150 people (includes children, adults men and women in the neighbourhood).

This project is gender senstive in that it targets both men and women, girls and boys. Emphasis though is put on the vulnerable girl-child to facilitate her competition with boys at school, and the women because of their gender inequalitues especially inability to get employed in strategic position in various offices due to lack or inadequate employable skills. This project is poised to empower the illiterate women with functional skills of reading, writing, counting, business enterpreneurship among others. This will afford them opportunity to favourably compete with men for local contracts, jobs and politica positions such local council chairpersons among others.

The project had initially planned to use Hydraform machine for making environmentally friendly blocks. This was not possible due to lack of a machine, hence reverting to tradional small bricks and morter for construction. As for community activities, community dialogue and group pressure strategies are used. The groups which act as CARE groups will be established in the target communities to facilitate FAL leaning.

We have learnt and realised that previous project phases I&II have already instigated the neighbouring sub-counties to Soroti Sub-county where Hadefo operates to start mobilizing their communities for FAL classes, introduction of the Improved farming methods such as "MADALA" kitchen gardening already introduced in our classes. Therefore, it has relatively high opportunity of spin off effects.

1. To construct dormitory, staff duplex, poultry farm for 525 beneficiaries at Mama Teresa Global school in Soroti by June 2012. Hall - February 2013

2. To reduce illiteracy and gender inequalities among 220 women and men in Soroti and Ngora district though rolling out Functional Adult Literacy program (FAL) by June 2012.

3. To build capacity of school community members (26 teachers, 12 SMC members, 12 Board members, 7 PTA members) to effectively and efficiently manage the school -June 2012/13.

Goals

• A fully equipped dormitory constructed
• A staff duplex and multipurpose hall constructed
• A school garden and poultry farm established
• Teachers & non-teaching staff and management trained
• 7 new FAL classes and 11 trained instructors

Sustainability of the project results is a crucial issue that Hadefo considered during planning of their project. the following has been done:
- Being a community owned school, Hadefo established a school management committee (SMC) and Parents Teachers Association (PTA) to spearhead the leadership and ownership of the school. This will ensure sustainability of the school beyond the project end.
- The SMC and PTA have established a functional fee for every child as away of generating some funds for maintaining building, 26 school teachers and running costs as advocacy for government support is being done.
- As the school is being runned by qualified and experienced team, issues of environment protection are embedded in the goverment school management rules and guidelines. This aspect is being promoted at school and surrounding communities as well.
- The school regulations require that each school opens a special school account to manage the school finances. Mana Teresa Global Nursery and primary school has a collection and operational accounts each with 3 signatories to ensure proper management of school funds. Finances are only spent according to the approved school termly work plans.
- A school bursor is employed to manage all financial errands including keeping books of accounts.
- Audits are also planned annually to ensure school funds are well managed. School audit is therefore planned for next year 2012 when the school makes its first year of operation.