School Priorities - SNV

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Community Participation The pupil mentorship scheme paired P7 students with community members, who gave them career guidance and encourage them to study. The first Butiiti MSP produced concrete resolutions. Using participatory methods like SWOT (Strengths, Weaknesses, Opportunities, Threats) & PEST (Political, Economic, Social, Technological) analyses and priority ranking, the stakeholders effectively identified problems, as well as their causes and effects. The MSP participants were dismayed that for several years Butiiti had the best performing schools in Kyenjojo District but was now lagging behind other subcounties. Something had gone wrong; parents had abdicated their responsibilities. How then to mobilise parents and community members and revitalise school leadership? Realising that a package of interventions would yield better results than a big onetime intervention, MSP participants initiated several community-driven solutions: The Butiiti community-based incentive scheme An initiative to reverse schools’ deteriorating standards by rewarding pupil, teacher, headteacher and school performance for good practices like punctuality, use of teaching aids and preparations of lesson plans, participation in co-curricular activities, PLE results and leadership. Awards ranged from certificates to special study outings and recognition at school parades. “The Butiiti Academia” newsletter An initiative to improve literacy by 40
Community Participation encouraging pupils to write articles about various themes. 100 copies are distributed to each of the schools once a term. Many schools use it as a teaching aid. The Butiiti scholarship fund An initiative to establish a database of potential donors from Butiiti subcounty. School community garden An initiative being piloted in four schools to boost school incomes while also establishing a learning site for increased household food security and child nutrition. The harvested crops are eaten by the pupils and teachers at lunch. The teachers also utilise the garden as a teaching aid for lessons on agriculture. One school has created a herb garden that can be used for first aid supplies. Parents weed the garden together, then hold meetings to talk about school issues. Pupil mentorship scheme An initiative to improve pass grades for the Primary Leaving Examination (PLE). Mentors are chosen from parents, teachers and other volunteers. Primary seven students were selected and attached to the mentors for two months. The mentors gave career guidance and worked to instil confidence in the students, showing extra concern. Since last year’s pilot, more students have been able to join the mentoring programme, including primary six pupils. The 10 household cluster system An initiative to quickly mobilise the community. Different parents are organised according to village or neighbourhood in groups of 10 households. Each group of 10 homes elects a representative who serves as a liaison between that cluster of homes and the school, taking the group’s concerns to the general parents meeting and sharing resolutions afterward. The combined force of these communityled projects is slowly creating child-friendly learning environments and encouraging further parent participation. At Makerere Primary School, for instance, more parents are attending school meetings and are also interacting more with their children’s teachers. Although expanding the projects to other schools in the district has been hampered by low revenue—over 80% of school revenue comes from the central government and is usually tied to specific budgets—Butiiti community members can no doubt develop a homegrown solution to that as well. For more information, contact Ms. Getrude Tibakanya, District Education Officer, Kyenjojo Lessons learnt • The SNV approach works because it not only strengthens the schools, but also the local capacity builder it works with, in this case Bringing Hope to the Family (BHF). Due in part to SNV’s mentoring, BHF has been able to incorporate community participation more fully into its programmes. • High-quality MSPs require an LCB that has a strong knowledge of the local environment, expertise in community mobilisation and good facilitation skills. 41
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