AUXILIARY PROJECTS

Windle International Uganda in Partnership with several partners implements AUXILIARY PROJECTS in the refugee settlements to improve access to quality education for Refugees and Host Communities in Uganda.

Below are the current projects being implemented:

1. Education Management Project for Refugees and Host Communities

Learners in class in Kentomi Primary School, Kyangwali Refugee Settlement

The Education Management project is funded by 2 partners, one by UNHCR and the other by Education Cannot Wait (ECW). The project funded by ECW is a three year project being implemented by Windle International Uganda in five refugee settlements: Kyaka II, Kyangwali, Kiryandongo, Palorinya and Nakivale.

Ongoing Teacher Training in Kyangwali
A learner using his scholastic material to revise in Kiryandongo

The project’s goals are delivered through infrastructure development, distribution of scholastic and instructional materials as well as school furniture, teachers’ capacity building p and the promotion of child protection and safeguarding. Over 50,579 learners and more than 200 teachers have benefited from the project.

2. Education Quality Improvement Project (EQUIP)

With Support from the Latter-Day Saint Charities (LDS), Windle International Uganda is implementing the Education Quality Improvement Project in Nakivale Refugee Settlement. The project aims to contribute to the quality of Education in Nakivale through;

Constructing 18 classrooms in 4 of the most overcrowded primary schools and 3 classrooms in Nakivale Secondary School

  • Providing Furniture for the constructed classrooms
  • Equipping the computer laboratory with desktop computers and  internet connectivity
  • Procuring text and curriculum books for teachers and students to facilitate the teaching of the newly introduced lower secondary school curriculum
  • Providing training materials for vocational skills training at Nakivale VTC to support the training of Nakivale Secondary School students to access vocational skills.

The project is intended to reach over 10,255 learners in Nakivale including 6,102 Refugees and 4,153 Nationals.

3. Skills for Employment Project (SEP)

The Skills for Employment Project is a two year project funded by EU TF (European Union Trust Fund) being implemented by Windle International Uganda in three rural districts of Koboko, Yumbe, and Obongi in West Nile Uganda. The overall objective of this project is to increase access to sustainable employment opportunities for the host community and refugee youth. This will ensure that disadvantaged youth in the target area are economically empowered to engage in viable employment for sustainable livelihoods especially the youth with limited formal or no education, young women and young people living with disabilities.

The Project will strengthen accessibility, quality, relevance, and equity of vocational skills training for marginalized youth and young women in the target area, and support young people to convert vocational education into meaningful self-employment through enterprise development.

SEP will directly target 1,000 youth aged 15-35 years (at least 50% female) who will benefit from free vocational skills training to support them in gaining marketable skills for more sustainable livelihoods. The 1,000 youth will be trained in one of the following trades;

  • Electrical/Solar wiring and maintenance
  • Cosmetology including soap and cosmetics making, and hairdressing
  • Crafts making (handcraft, shoes, bags, paper beads)
  • Electronic appliances and phone repair
  • Fashion and design, tie and die fabric making

The training will also impart soft skills such as financial literacy and record-keeping, ICT, life skills and other employability skills. Upon completion, the trainees will receive start-up toolkits to start their enterprises.

4. Reading For All Project

Aimed at providing quality education to refugee and host community learners in Rhino Camp, the Reading for All Project is implemented with support from Book Aid International.

The 13 months intervention will support learners in ECD, Primary, and secondary school with  in kind donations of 18,100 books. The project will enhance the pupil-student book ratio in the target settlement schools, and availability and access to books by learners will improve their reading culture and skills. Reading books will enhance learners confidence building through story telling will eventually lead to better learning outcomes and better grades.

The safety and storage of the books will be ensured using procured bookshelves and metal trunks. This will create a long term book usage beyond the current generation of learners.

Offloading of the cupboards procured with funding from Book Aid International, taking place at Yoro primary school on 25th August 2020.
Book shelves in the store in one of the classrooms at Yoro Primary School

Literacy levels among the learners will be improved as they will have enough time to read books on their own beyond school time.

Book stamping and Content review by WIU Education programme staff after receiving the first donation on receipt of the books from UNL

 

 

5. School Feeding Project

WIU in partnership with Convoy of Hope implements an ECD school feeding program in Rhino Camp, Palorinya and Imvepi Refugee Settlements.  [AO1] This has led to increased enrollment in ECD centres and served to improve nutrition amongst the learners.

Food Items being delivered at TIKA 1 ECD in Rhino Camp, Arua                      
Energy saving cooking stoves installed at Budri Primary School in Palorinya

 

6. Sanitation for All Project (SAP)

The Sanitation for All Project (SAP) and the Sanitation for All Learners Project (SALP) are one-year project implemented by WIU in partnership with InTouch Global Foundation in Rhino Camp and Oruchinga. The project aims at ensuring protection and safeguarding of children by supporting the establishment of appropriate health, safety and sanitation measures are in place before the reopening of schools amidst the Corona Virus pandemic. The SAP projects will benefit 79 schools in Rhino Camp including 44 ECD, 29 Primary and 6 Secondary schools and 14 schools in Oruchinga. The schools were furnished with foot operated hand washing equipment, temperature guns and liquid soap

Some of the items procured and sent to the refugee settlement schools

7. Adolescent Girls’ Education in Crisis Initiative (AGENCI)

Adolescent Girls’ Education in Crisis Initiative (AGENCI) is a Global Affairs Canada (GAC) funded consortium project delivered in partnership with the World University Service of Canada (WUSC) and the Aga Khan Foundation Canada (AKFC). It will be implemented in South Sudan, Syria and Uganda. AGENCI is a four-year project focused on enhancing the ability of vulnerable adolescent girls living in refugee and host communities, to have the abilities and opportunities to learn and actively participate in and contribute to a pluralistic society.

AGENCI’s ultimate goal is to enhance the empowerment of adolescent girls and female youth pursuing educational pathways in crisis-affected areas in South Sudan, Syria and Uganda. As per the United Nations Girls’ Education Initiative, gender responsive education is essential for their empowerment (The United Nations Girls’ Education Initiative (UNGEI) 2016)

In Uganda, the project will be implemented by Windle International Uganda (WIU) in Moyo and Obongi Districts.  The project intends to empower the adolescent girls through addressing the gender, social, cultural and economic barriers girls face in accessing education, making life decisions and improving their equitable learning outcomes in formal or non-formal upper primary school, secondary school, and skills training programs.

This will be achieved through in and out of school learning and life skills interventions, peer mentorship, and broader support to reduce socio-economic barriers that serve to marginalise and exclude girls and women in society. Adolescent girls and female youth will consequently be empowered to reach their full potential and contribute to the advancement of gender equality and sustainable development by entering, transitioning through and completing a full cycle of quality education, achieving the learning outcomes necessary to succeed in their lives.  The project is intended to reach over 68,834 adolescent girls, female youth aged between 13-24 years directly, and about 19,667 male and female youth indirectly.

Below are the past projects that have implemented:

Arizona University – Online University Study (2019)

WIU in partnership with Arizona State University (ASU) implemented the Education for Humanity project: Powered by SolarSPELL. It was a 12 week pilot that aimed to provide optimal access to a quality tertiary education course to refugee, asylum seeker, displaced and host community learners.

The project targeted 25-30 learners in Nakivale Settlement of whom a percentage were members from the host communities. The project intended to create access to a tertiary education course (AGB250 Agribusiness: Economics of the Allocation of Resources) through an off-line Wi-Fi connection in a low resource area.

The pilot study assessed the effectiveness of the SolarSPELL technology to deliver an offline college-level course in an under-resourced setting, with the intent to increase access to tertiary education for refugee, displaced and marginalized learners in settlements in Uganda.

Some of the graduates with their family members, WIU staff and a representative from ASU during the AGB graduation ceremony.

ENABEL – Market Oriented Skills Development Project (2019)

Market Oriented Skills Development for Refugees and Host Communities in Kiryandongo and Adjumani is a project that was implemented by Windle International Uganda, in partnership with Uganda Manufacturer’s Association (UMA) and Young Women’s Christian Association (YWCA), with funding from European Union Trust Fund-Skills Development Fund (SDF) through ENABEL. The project was conducted through mobile vocational skills training for refugees and host Community youth in Kiryandongo and Adjumani (Ayilo I, Agojo, Maaji II) refugee settlements.

Jubilant graduates of the Market Oriented Skill Development for Refugees and Host Community Project celebrating their achievement.

A total of 360 youth from the four settlements of operation were trained, assessed and certified by the Directorate of Industrial Training, Ministry of Education and Sports in trades including metal fabrication, cookery, bakery, tailoring and garment cutting and hair dressing. The Objective of the training was to enhance the productivity and entrepreneurial competitiveness of youth, women, and girls’ in the area of vocational practice within 9 months.

Tailoring class of the just concluded Mobile Vocational Skills Training in Agoojo South Primary School.

The graduates were also handed business start-up kits to start their enterprises and positively uplift their communities through job creation and economic empowerment.

Beneficiaries of the tailoring training just after receiving their start-up kits including sewing machines, fabric, and other items.

Barnabas Fund – Construction of 10 Tukuls at Rhino High School (2018)

Completed Teachers Tukuls

In a bid to support secondary education, WIU in partnership with Barnabas Fund constructed teachers’ accommodation for teacher to enhance their performance in the teaching-learning process.

This project addressed the challenge of long distance daily travel for at least 10 out of the 16 teaching staff members in Rhino Camp High School. Rhino Camp Refugee Settlement only had 2 secondary schools at the time (Rhino Camp High School and Ofua Secondary School) both established and run by WIU with support from UNHCR.

Additionally, in 2019, Barnabas Fund supported WIU to construct a 4 classroom block at Ofua Secondary School in Rhino Camp.

Better World Uganda – Construction of Budri Primary School in Palorinya Refugee Settlement (2018)

14 Classroom block in Budri Primary School

Due to the increased enrolment in the existing primary schools in Palorinya Refugee Settlement, a new school was established however the existing structures at that time were not suitable for children to learn in. To bridge the gap, WIU in partnership with Better World started a project to construct standard classrooms (14 in total), a staff room, 2 administration offices and 2 blocks of 3 latrine stances each for Boys and Girls.

Three latrine stances for girls

Three Stances Latrine for Boys

The main aim was to jointly contribute towards improved quality of education by reducing classroom to pupil and latrine to pupil ratios. This increased school enrolment and learners attendance, improved the quality of learning because of efficient ratios, improved hygiene and sanitation and promoted in-class concentration and performance of the learners.

St. Pauls’ Cheam UK – Construction of Girls Dormitory in Rhino High School (2019)

Girls’ dormitory in Rhino High School

In Rhino Camp Refugee settlement, there are only 2 secondary schools (Rhino Camp High School and Ofua Secondary School). However they are located far from many of the learners homes, making it difficult for majority of them to access secondary education, especially females. This constantly led to the drop out of girls.

WIU in partnership with St. Pauls’ Cheam UK constructed a girl’s dormitory with a latrine with 3 stances and wash facilities. In the first term of 2020, 108 girls were able to join the boarding section. The construction of the dormitory has enabled the girls to be proud of being at school and they now feel secure when they stay at school. Before the commissioning of the girls dormitory the school had only 132 girls and only after one month of the dormitory being in use, 216 girls joined the school.

Learners outside their dormitory with WIU staff

Bathing shelter & incinerator                        The drainable latrine after construction and currently in use.

ECHO – Emergency intervention project for South Sudanese Refugees and Host Communities in West Nile (2017-2018)

Learners with their school uniform and bags received under the ECHO project

WIU in partnership with European Civil Protection and Humanitarian Aid Operations (ECHO) started the Emergency intervention project for South Sudanese refugees and host communities in West Nile, during the 2018 influx of refugees from South Sudan in Uganda.

The projects main objective was to address the immediate basic needs and increase the resilience of refugees and host communities. The action was conducted in three settlements of Adjumani, Palorinya (Obongi) and Rhino Camp. A total of 74,921(35,044 F, 39,877M) boys and girls between the age of 6-13 years were reached in providing access to safe quality primary education. This was over and above the target of 69,750 at a percentage of 107% achievement level as per the indicator. Through go back to school campaigns children of the right school age were mobilized to enrol in school, WIU was able to recruit and deploy the right teachers with the right professional skills and competences.

Teachers were equipped with psychosocial skills through training conducted across the 63 schools were the action was implemented. Through skills acquired the teachers were able to build resilience among learners. It is important to note that provision of psychosocial support to the learners especially of refugee status with trauma from conflict background cannot be over emphasized. Failure to provide it negatively affects learning outcomes among learners because the learners are usually withdrawn, do not freely socialize with their peers and in many occasions violent and therefore there was need to address displacement-related psychosocial issues in children aimed at improving retention in school. A total of 627(270F, 357M) teachers were trained in this area.

To further enhance learning outcomes, teachers were trained on provision of life skills. This was premised on the need for teachers to have skills and competences in order for them to provide quality education. A 5 day trainings conducted by Social workers from district level was conducted at school level mainly to equip the teachers with skills and approaches on how to teach children in emergency with a view to stress learner centred approaches for better learning outcomes. In order to promote participatory approach in school management and also strengthening management systems at school and community level, all the 260 SMC and with about 693 and 819 memberships respectively were trained. The committee members were trained on their roles and responsibilities in school development and management, budgeting among other aspects. This was aimed at strengthening supervision by the committee members and involving the parents and community in direct management of schools to enhance the sustainability of the intervention.

Education advocacy campaigns were conducted in the 63 schools of Rhino Camp, Adjumani and Palorinya Settlement. 54 wall murals with education advocacy messages were put in place as part of education advocacy campaigns. 15 mini billboards with education advocacy messages were procurement with 9 of which installed in 9 schools without permanent classrooms during wall painting. The rest where installed at strategic locations in the community. These supported dissemination of information on education advocacy.

1,360 (651F, 709M) vulnerable refugee children in 63 school received school bags procured by WIU. The bags helped in proper storage of exercise books, pens, pencils and other scholastic materials of the beneficiaries on the way to and from school.

School uniforms were procured and distributed to 2,244(1024F, 1220M) most vulnerable pupils in the 63 schools. Uniforms promote identification of the learners with school and encourage good discipline among learners. In addition, 63 community awareness meetings on education were conducted in all the schools in the three settlements. The meetings promoted awareness of stakeholders on education and encouraged school retention.

Artolution – Youth Engagement for lifelong learning (2016-2019)

Learners with a wall mural painted during the artolution program in Alaba Primary School

WIU continues to put youth at the helm of its programming. In partnership with Artolution, WIU implemented an art project aimed at talent development in Bidibidi, Yumbe for which learners between 14-25 years were trained.

Alongside the Artoultion program, WIU engaged the youth in several other activities listed below;

Cultural Gala Festivals for peaceful coexistence

UNHCR through WIU engaged youth cultural gala festivals in Bidibidi refugee settlement zone 1-5 and also in the host communities. At least 10 cultural groups were registered in each of the zones to participate in the event. These included; Acholi, Madi, Nuer, Shiruk, Pojuru, Kakwa, keriko, kuku, lango, Aringa and Peri. After the competition the overall winners were rewarded as a way to make the communities eat and work together to bring out a peaceful coexistence.

Games and Sports tournaments

As a way to foster and increase girl’s empowerment in the refugee settlement, UNHCR/WIU through its youth engagement activities facilitated sports tournaments as holiday programs with special focus on girls’ netball in zone 3. This was because young girls between the age of 14-35 were at high risk of early marriages and alcohol and drug abuse.

Yoyo (zone 3) is composed of 11 villages and at least each village came up with a netball team. Therefore, 11 girls’ netball teams were formed with at least 15 players per team .These teams were named according to their villages. One hundred and sixty five  girls participated in the tournaments and the best team was rewarded with a goat as a way to eat together and build a peaceful coexistence.

The girls’ participation in sports and inclusion of the local community fought against gender inequality and helped control issues of child marriage.

Therefore sports have been used as a tool for social norm change and also for child protection as this will ensure community ownership and sustainability.

BidiBidi Got Talent competition (2017-2018)

The “Bidibidi’s got talent Season 1and 2” project was used as a platform to continue identifying the talent of the youth within the settlement and neighbouring communities. The target was children and youth aged from 15 to 30 year old.

It encouraged the children and youth to voice their problems as well as their dreams through 4 categories of art: drama, dance and music, Art, Fashion and design. The groups that emerged winners were encouraged to submit proposals of their project for funding opportunities to use their art as a powerful tool to educate communities on protection issues.

Topical Debates in and out schools

WIU in partnership with UNHCR conducted debate session in each of the 5 zones of Bidibidi. At least 605 Youth 401M and 204F youth participated in these debates. These debates targeted youth in and out of school.

The use of debates presented an effective and culturally accepted tool for outreach activities that engaged the communities and, thus initiate broader dialogue and debate on specific issues of concern, including gender roles, social issues, non-violent behaviour, etc.

Debates contributed to the prevention and mitigation of risk through engagement of the wider community per Zone, including on issues of general concern for PoCs with a particular focus on access to Education for girls , early marriage and early pregnancy, SGBV, child to child sex, alcohol and substance abuse, intimate partner violence, HIV/Aids, sexual exploitation, etc.

Music Dance and Drama Festivals

As a way to demonstrate the technical and interpretive skills necessary for artistic self-expression in a variety of repertory through ensemble performance in the student’s primary area of vocal or instrumental performance, WIU in partnership with UNHCR engaged youth in music festivals to create opportunities for the youth to be able to explore their skills and talent in music, dance and drama. This engagement primarily help clients improve their health in several domains, such as cognitive functioning, motor skills, emotional development, social skills, and quality of life, by using music experiences such as free improvisation, singing, and listening to, discussing, and moving to music to achieve treatment .

Participation in school clubs

School Clubs ensured that every child who was capable of forming their own views and given the right to express those views freely in all matters affecting them.

School clubs also enhanced child protection through education by assuring children their right to a safe learning environment and quality education is essential. Education is not only a basic human right but also important for protecting children of concern and enhancing self-esteem.

This activity introduced at least 10 clubs in each of the primary and secondary schools in Bidibidi Refugee Settlement, and each club consisted of at least 50 students.