SNV Uganda 2009 Annual Report

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Education Portfolio District governments we work with Other partners Central Kiboga, Mpigi, Rakai Link Community Development, Flora Family Foundation, Makerere University, Economic Policy and Research Centre, Oxford University North East Rwenzori Bukedea, Kapchorwa, Mbale, Soroti Bundibugyo, Kabarole, Kamwenge, Kasese, Kyenjojo World Vision International, Uganda Wildlife Authority, IUCN, Islamic University in Uganda, EDUKANS, Kapchorwa Civil Society Organisation World Vision, KRC, Save the Children, Pentecostal and Mountains of the Moon Universities, The United Nations Children’s Fund-(UNICEF), Bundibugyo NGO Forum, KADIVDO, KANCA West Nile Adjumani, Arua, Yumbe YODEO National level partners include World Vision Uganda, LINK, Embassy of the Kingdom of the Netherlands, MOES - [Ministry of Education & Sports], EDUKANS, IUCN – [World Conservation Union], KADIVDO – [Kamwenge District Indigenous Voluntary Organisations], KANCA – [Kabarole NGO and CBO Association], UNICEF – [United Nations Children’s Fund], YODEO – [Youth Development Organisation] We have greatly emphasised strengthening the structural systems mandated to deliver education services and we have worked specifically with district local governments and local civil society organisations to Group work in a primary school in Soroti 4
ensure that their practices positively affect enrolment, retention and quality of education services. “With this knowledge, my wish is that illiteracy The Uganda Constitution (1995) stipulates education as a right for all stops with me“, SMC and subscribes to both the Education for All goal and the Millennium member Yumbe Development Goals. Actually realising these goals, though, is still uncertain. In many districts access to primary education and the quality of it are hindered by high pupil and teacher absenteeism, gender disparity in completing the education, inadequate infrastructure and human resource issues. Underpinning all these structural challenges are issues of accountability, transparency and efficient use of resources. SNV Uganda’s support to primary education aims to • increase enrolment and retention, especially of girls, in primary schools • improve the quality of service provided to promote holistic learning To achieve these aims, SNV initiated forums that brought all major players together to identify issues, seek solutions, manage them with the aim of improving coordination and collaboration, and ultimately promote efficiency and transparency. Throughout the year, a number of districts addressed district-specific issues: In Mpigi District, parents volunteered to mobilise fellow parents to send children to school and support them to complete primary 7, while in Kiboga District, functional adult literacy was introduced for parents so that they would learn to read and write and could then help their children with their homework. Radio programmes were used to mobilise community support for universal primary education. Further positive outcomes noted from these meetings include the favourable environment created for all parties to harness their roles and responsibilities. Leaders in districts, sub counties and schools strove to “SNV has shown us the way! Now, we can take up our responsibility create innovative strategies to improve service delivery. to improve the efficiency and Support to school management committees resulted in effectiveness of primary education better handling of school affairs. Most have instituted in our district,” District Education mechanisms for improving school affairs and monitoring Officer, Kyenjojo District. pupil learning. In Rakai, 25% of schools now have school feeding programmes as a result of active school management committees. In Kyenjojo, teacher and pupil absenteeism decreased by 50% while in Rwenzori, rates of completing primary school improved from 35.6% in 2007 to 51.5% in 2008. In Kiboga, the district education officer invites head teachers for peer- to-peer support in charting improved teaching and management practices for the district. This participatory approach has resulted in improved management at all education levels in the district. Improved collaboration among head teachers has improved the sharing of resources and has motivated teachers. By the end of 2009, Kiboga registered that 90% of teachers had attended the beginning of the term compared with only 50% at the beginning of 2009. In Bundibugyo, the district education officer met with others to agree on an education road map for the district, providing a framework for collaboration and investments and stipulating interventions that would promote education for all. The accuracy of available data to enable proper planning and decision making continues to be a challenge 5
Page 1 and 2: SNV Uganda 2009 Annual Report 1
Page 3 and 4: From the Country Director I am plea
Page 5: SNV in Uganda In which sectors do w
Page 9 and 10: Water, Sanitation and Hygiene Portf
Page 11 and 12: Renewable energy A student prepares
Page 13 and 14: Agriculture Some 80% of Uganda’s
Page 15 and 16: • • • increase access to adeq
Page 17 and 18: Dairy Exploring opportunities in th
Page 19 and 20: SNV Uganda team Country Office Plot
Page 21 and 22: West Nile Portfolio Plot 2, Ociba L
Page 23 and 24: List Of Abbreviations BTC CABCS DAN

SNV Uganda 2009 Annual Report

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