SUUBI SECONDARY AND VOCATIONAL COLLEGE Integrated for meaningful education Concept paper 2013 Developed by Ssemwogerere David - Suubi Complex Director

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1 SUUBI SECONDARY AND VOCATIONAL COLLEGE Integrated for meaningful education Concept paper 2013 Developed by Ssemwogerere David - Suubi Complex Director 1.0 Introduction: Education is one of the long lasting poverty alleviating strategy. There is a growing body of evidence suggesting that spending time in school is an effective strategy for promoting development including improved family health, nutrition, and reduced fertility rates. Its also further noted that the role of education in poverty eradication and social transformation, in close co-operation with other social sectors, is very crucial; it is one of the key factors in wealth creation and improved livelihoods. In line of the above, Suubi Centre and HUG-Australia is seeking to construct a purpose-built school to provide practical vocational and secondary education for students from within Lubanda Village and neighborhoods in Kisekka Sub-County and Lwengo District, South Western Uganda. In additional to vocational and conventional academic subjects, the school shall also provide community-based projects/training development programs, outside of school hours, all of which can be attended by parents and older family members to enrich their education and skills in various areas, thus bringing some cohesiveness into the community. The school project fits right in Suubi Centre s mission, which is To create an empowering environment for the rural people of Lubanda village and the neighboring communities through strategic planning, hands on training, education and appropriate sustainable livelihoods. Currently HUG and Suubi Centre are running a number of community based development projects focusing on sustainable livelihoods, and improving social-economic situations. (See information at Since its inception in 2008, Suubi Centre has been supported by HUG-Australia. Together we are excited by the prospect of adding a seconadary school to the already very successful achievement of the Suubi Development. In fact, HUG has shown a great willingness to continue to raise funds through its networks, friends, fundraiser events, grant applications and sale of calendars to achieve this goal. 2.0 Background: As mentioned above, Suubi Centre and HUG-Australia have, over the past 5 years, successfully been running a number of community based development projects focusing on improved sustainable livelihoods, social and economic situations. These projects include, provision of rainwater tanks and garden tools to partner schools, Tailoring, Knitting, Crafts making, Coffee seedlings raising, Computer Training, Agriculture and promotion of Sports and Music, Dance and Drama talents. In addition to this the Suubi Comunity Health Clinic was 1

2 constructed and now serves a far wider area beyond Lubanda village, by providing much needed improved health service. We believe that, with better health services and meaningful education, coupled with other the social services Suubi Centre and HUG are currently promoting in the community, we will contiue to move towards the holistic transformation and empowerment of Lubanda village and surrounding neighborhoods. Learning from the past five years experience of working with the wider community we have come to realize that there very few quality secondary schools in the area and they are focusing almost enirely on the conventional academic subjects. This leaves no options for students to try out other potential skills, which may infact be very benefitial in their adult lives. It is our belief that every one/child is has different talents and interest. We also believe that every one may not necessarily continue with academic education up to the University level, but they will still need skills to enable him/her to live a better life, no matter what level of education they stop at. The current model of education in the area see many students leave school without any practical skills to use in their adut lives as way of supporting themsleves and their families in the future. This has accelerated the levels of poverty, not only in Lwengo District but also in many other parts of the country. This happens because without any hands on practical, vocational skills these girls and boys will always depend on their families, who also have little means of getting an income to support everyone. Its from this background that Suubi Centre and HUG, are proposing to set up a Secondary and Vocational College that will work as a demonstrational Centre in providing meaningful education to the rest of the schools in the District and Uganda as a country. We strongly believe that conventional academic education can be integrated with vocational skills training, a component that is largely missing in many schools around the country and Lwengo District in particular. 3.0 Problem analysis: Quality education and conducive learning environment in the area is still lacking. Currently, the existing secondary schools, which are also sparsely scattered in the area, mainly focus on the conventional academic subjects that leave students with no vocational skills acquired for the entire period of four or six years spent at school. Vocational skills would help them create their own jobs and improve livelihoods after secondary school, even with out University education. Secondary schools in the area are also currently challeged in providing a well rounded acedemic education. The inadequacy of laboratory science equipment in the existing schools makes it difficult for the students to perform well in science subjects. This eventually denies them a chance to pursue science related courses in their careers such as medicine or engineering. In fact, it was after HUG was able to provide Suubi Centre with a Nursing 2

3 Course scholarship opportunity in 2013, that we discovered almost no-one from the surrounding villages qualifed to apply. This was because they did not have the prerequisite requirements for the nursing course of having passed all science subjects. In the current settings, schools are also seen as only for students. Parents can only interact with their children during the official visitation days. At Suubi Secondary and Vocational College, we intend to create an place where students and parents will be incouraged to interact during the community based project trainings. In this way we will be providing an environment where students, parents and elder members of the community will be able to learn from each other. In view of all the above, for meaningful education, we are proposing an integrated conventional- vocational school that places equal importance on both academic and vocational skills. Ultimately we believe this will allow everyone to reach their full potential in various life skills. 4.0 The Suubi Secondary and Vocational School will: Enable students to reach their full potential by providing them with practical integrated education and an opportunity to develop and promote their other non-academic potential skills. Sports, Music, Dance and Drama, Baking, Tailoring, Knitting, Mechanical repairing, Onfarm agricultural skills, Wood work, Metal fabrication, Brick making, among others, will available subjects for students to be involved in. This in turn will help students to mature psychologically, emotionally and develop good social, economic and vocational skills. Keep families together in a community based context, as the school is targeting students working together with their parents and elders in the community to find solutions for locally faced challenges. This will impact positively on the wider district and help create a supportive community environment. Provide local employment and market for various products /produce in the surrounding communities. For example, builders and building materials are expected to be sourced from within the village, Suubi Centre ladies will be able to make school jumpers and uniforms for the school and staff and students will buy produce from the local trading centres. Assist in the reduction of illiteracy, violence and crime by keeping particulary the youth occupied rather than sitting idle. Community-based projects, established to engage community members outside of school hours, will coninue to improved the livelihoods of household in the surrounding area. 5.0 Time scale: The timescale for constructing the school shall be in phases (see the plan). We beleive that everything we have included on this plan will ultimately enable the school, and therefore the 3

4 students, to reach their full potential but we obviously understand that construction will need to be done as funding and resources become available. 6.0 Nature of operational set up: Once the school is open, it will run indefinitely. However, in the first year of operation, the school will start with Senior one which will roll on to Senior two, three and four up to senior six in the subsequent years. A maximum of 50 students per class (six classes) is expected to be appropriate in order to allow effective interactions with the teachers for meaningful education. The school will target students from Lubanda Village and its neighborhoods that we think will use the acquired skills and knowledge to develop their own communities. At full operation it is expected that we will to provide education to 350 students and employ approximately 25 trained/qualified teachers and 4 administrative staff. 7.0 Sustainability of the School: The long term sustainablitly of the purposed school is something we have given much consideration to. With this in mind we propose to start operation with five teachers, each recieving a monthly salary of 500,000UGX. This will therefore require 2,500,000 per month to cover these wages. The first year intake of students will be 50 in number, each of which will be required to pay 100,000UGX per term. This will give us a total of 5,000,000 available over the three month period of each school term, therefore leaving a shortfall of 2,500,000 per term, of which there are 3 in total. During this initial first year HUG will source support to cover the shortfall in teachers wages and for day to day matrials that will enable the school to run effectively. Over the 5 years since HUG and Suubi Centre have been working together a number of individuals have approached HUG in the hope to supporting individual children in Uganda. Although this is not something HUG has been keen to facilitate in the past we now see this an opportunity whereby these people may wish to support a teachers wage. Their support would then positively impact on many lives rather than one individual. However our aim is for Suubi Secondary and Vocational College to ultimately become self sustainable in the future. So in the 2nd year of operation 100 student will be enrolled at the school, each paying 100,000 UGX giving us 10,000,000UGX available each term. This will therfore be able to cover teachers wages etc during this year. As subsequent year levels are added more funds from school fees will become avaliable therefore allowing us to add additional teachers as they are required. 8.0 School Location: The school will be situated in a rural area of Lubanda Village, Kikenene parish,kisekka Subcouty, Lwengo District and will be part of the wider extension of Suubi Centres Community development projects. 4

5 9.0 Budget estimates: Please see attached excel sheets Conclusion: After 5 years of successfully integrating Suubi Education and Community Centre in to the day-to-day lives of people in Lubanda Village we see this as an opportune time to capitalize on the communities keenness to be involved. They have shown a great willingness to learn and a desire to work towards a better life for themselves. To this end we see a community Secondary and Vocational School as the next logical step in providing a holistic project that truly provides hope (Suubi) and empowerment to the local community. 5

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