Feb 3, 2020

Better Harvest

One of the beneficiaries in her garden
One of the beneficiaries in her garden

After a year, the intervention conducted in Bukatube, Mayuge district among 10 families has better yielded results. All the beneficiaries harvested soya, Orange Fleshed Sweet Potatoes (OFSP), maize, and beans. This is gradually reducing food insecurity in these families as explained below;

‘The first season was not good but atleast I’m happy this time I was able to harvest some soya, beans and maize. My family is now feeding on it. I'll keep some to plant this coming season so that I keep enjoying it. I'm happy because I don't have to sleep hungry. Thank you Community Concerns Uganda".

Other beneficiaries are using the project to feed their children while at school. They are able to give children maize which they require to take to their schools.

“I’m able to take maize at school sothat my other children can have food”

Although in the first season, majority of the beneficiaries didn’t get a harvest , they were happy that this season they were able get a harvest.

"All my crops dried up due to a lot of sunshine, I was not able to get anything out of my garden. Now I have harvested so far 70 Kgs and I still have some more in the garden. I also planted maize and beans on the land that Community Concerns hired for me. My family is feeding on the sweet potatoes I planted and at least for this year my family is assured of food.

The integration of the adult and financial literacy training in the Food Security and Nutrition project has strengthened the project. It has increased access to credit, and encouraged beneficiaries to start businesses as the narrative below

“At least I’m happy that CCUg brought this project here because I was able to save some money. By the end of the year, I had accumulated enough money to continue hiring my land. I can even borrow sometimes and pay school fees for some of my other children I have even learnt how to write my name. I used not to know how to write my name, I could ask someone to write for me but thanks be to CCUg I know now how to read and write."

Majority of the beneficiaries harvested the soya beans, sweet potatoes, maize, beans, groundnuts and other crops that they planted on the land that CCUg hired for them. This has reduced food insecurity.

one of the gardens for one of the beneficiary
one of the gardens for one of the beneficiary
Nov 4, 2019

Second Quarter Report

One of the care takers in her garden
One of the care takers in her garden

 

Acknowledgement

I would like to thank the entire team of Community Concerns Uganda for the great work delivered during this second quarter of the year. We thank our partners and donors who have made it possible for the projects to be implemented. Without the money that you contributed, nothing much would have been achieved, so thank you very much for your generosity and keep up with the same spirit of giving. I thank the Executive Board of Trustees for the advice and follow up on our work; we are indeed grateful. Not forgetting the members that we are serving, thank you for being available and allowing us to serve you.

Nakirya Brenda Doreen

Managing Director

 

Orphans and Vulnerable Children Sponsorship Project

We have a total of 60 children who are under our sponsorship program. 50 of these are sponsored through a partnership with Community Concerns Uganda and Waterloo foundation, and the 10 others are solely sponsored by CCUg and through Individual Donors. This program also includes empowerment of the OVC care takers through Group Saving and loaning.

Activities

  • Shopping scholastic materials for the 60 students
  • Monitoring students and their families
  • Paying school fees
  • Conducting group saving and loaning

Achievements

  • All children were taken back to school for 2nd term
  • All children’s fees  was paid and all received scholastic materials
  • The children’s performance was monitored
  • All the OVC caregiver groups have been saving and they have shown good progress.
  • Attended the meeting for OVCs assessment meeting at the district

Progress of OVC Caregiver GSP group

When you compare the two quarters, Mauta and Baitambogwe greatly improved in their savings because some members who never had businesses set up business. Bukoli declined due to consistent burials for two months which requires contributions and three members have been sick for a month and this hindered them from saving as they have been doing. Bukatube also declined because their savings were reduced due to unpaid loans.

Sexual Reproductive Health and Rights

CCUg received a donation of $200 from the Methodist Church Ruth Circle (US)for buying emergency reusable pads for 3 schools  which are, Wabulungu primary school, Nalinaibi Primary School and Lwanyama Primary School and teaching students from the same schools how to make reusable pads.

Achievements

  • Refresh training in making reusable pads
  • Training students in 3 schools how to make reusable pads
  • Adult training students learnt how to make reusable pads using sewing machines
  • Giving emergency reusable pads for the school schools

Challenges

  • The schools delayed in arranging the students which delayed the teaching.

Recommendations

  • To write more propoals in this area because many schools are still asking for our help in this area.

Menstrual Health Management

CCUg won a renewal strengthening grant from Amplify Change to continue with the menstrual Health Management project in 20 schools in Jinja and Mayuge districts. Schools that had been in the old menstrual health Management project were retained and the surrounding communities will also benefit from this project. Five schools were added on the 15 schools to make 20 schools. However there were a few schools that were replaced due to resistance challenges

Activities

  • Training of the program director in the Menstrual Hygiene project
  • Conducting of interviews for the  research assistants who had been selected
  • Seeking permission from the district for the menstrual health project to commence
  • Seeking permission from the selected schools for the menstrual health management project
  • Research Assistants were trained in data collection, entry and analysis

Achievements

  • Gained more knowledge on Project design and Management
  • Permission from the districts was granted to go ahead with the Menstrual Health Management Project
  • Schools granted permission to CCUg to continue with the MHM project in their schools and also new schools were selected.
  • Data Collection was conducted in 20 schools
  • Research assistant gained skills in data collection, entry and analysis
  • The programs Director Michael Nangulu attended a follow up virtual seminar. This was to help build stronger partnerships to develop the evidence base for menstrual health. The workshop was a collaboration between Irise International, Makerere University, University of Leeds and Conventry University who were working together on a research agenda to end Menstrual Stigma. He learnt how a community based participatory approach can be applied to menstrual health research and programming. He also learnt how to use the replace methodology for research.

 

Literacy Development through Community Capacity Building Project

This project was initiated and spear headed by an intern ( Hannah Patterson ) who was given to us by Foundation for Sustainable Development (FSD) an organization we have been in partnership with since the last two years. She came from Adelaide University in Australia and she has been with us from end of 28th March to 7th July 2019

This project was conducted at Wabulungu Primary School, it aimed to address low literacy levels by improving relationships between parents, teachers and students, whilst increasing their capacity to contribute to literacy development inside and outside of school. When this project began in early April, Wabulungu had 1895 students enrolled, and only 26 teachers.

Activities

  • Community Assesement
  • Data Collection of both quantitative and qualitative data
  • Data entry and analysis
  • Transcribing qualitative Data

Achievements

  • The community assessment was successfully completed:  This  found that poor student performance in exams was due to low literacy levels amongst students. Students could not read or write satisfactorily, and this was compromising their ability to comprehend the questions and communicate the answers in a written format. For example, during exams conducted in the first term, 50% of student in P5 failed; when later tested, it was found that many of them had challenges with reading comprehension and cohesive written communication. Therefore, the limited literacy skills of P5 students was impacting their capacity to interpret and answer exam questions.  These challenges were also impacting the retention of the school’s enrolled population. In 2018, Wabulungu lost over 10% of its enrolled population. When observing the correlations between dropouts per class, large class sizes and low academic performance, there are obvious trends. However, public schools have limited access to funding and resources, as the Ministry of Education and Sports is the primary source of their finance, staff and curriculum. Therefore, the project aimed to address challenges in student literacy (reading, writing, speaking, listening and comprehension) by utilizing existing resources and relationships within the school. The project engaged both literate and illiterate parents, as well as student and teachers to conduct activities that target literacy development.
  • Designed Strategic policies: The project worked with the school’s leadership bodies and teacher to design strategic policies that would assist in maintaining good relationships in the school community and provide clear direction for teachers in how to continue to contribute to the literacy development of students.
  • Strengthened relationships between parents, students and teachers: This showed that they are all valuable stakeholders and contributors in primary education. This involved empowering students to have more agency in school decision-making and activities.
  • Formation of a student council: By doing this, students could be better represented in school leadership. This was also implemented to help encourage positive relationships between teachers and students, so that students did not feel as though they were being subjected to education, but rather that they were contributors to their own learning. The Student Council has been a great addition to the school, allowing students to represent their opinions and needs and empowering them to contribute to changes in the school.
  • Implementation of Literacy day activities which was a success: One of the key strategies of this project was to place more emphasis on how caregivers of students interact with the school and participate in their child’s learning inside and outside of school. One of the major challenges to parent participation in student literacy development was their own illiteracy or limited education. Teachers and caregivers felt that caregivers did not have the knowledge or skills to engage in assisting with their child’s literacy development, and therefore they were not valuable stakeholders in school activities. In situations where schools are under-resourced, parents pay a crucial role in compensating for the deficiencies through donations of finance, time and expertise or physical resources. However, this is unrealistic if there is not a positive relationship between caregivers and the school. Therefore, through capacity building, writing policies, forming committees and conducting activities that direct engage parents as participants in their child’s literacy development, this project began to bridge the gap between the school and caregivers. Also, Literacy Days have been thoroughly enjoyed by staff and students alike, and we are looking forward to having more parents participating in the future.
  • Many of the results from this project are yet to be visible, as these changes are gradual. However, the community shows much promise and if there is continued consistency in the implementation of the objectives, they shall see great improvements in student performance and stakeholder relationships.
  • Report was written out of the data collected and the results were disseminated to the school and it’s stakeholders involved.

Challenges

  • Bringing different stakeholders together to discuss school issues: Even after successfully calling a meeting, we found that many stakeholders were not confident in expressing their views and concerns within such a formal environment, or in front of the school leadership. This was also when we began to witness first-hand the challenges that the school faces in regard to leadership. Unfortunately, the school administration had failed to cultivate an inclusive, collaborative relationship with its other stakeholders, which impacted the implementation of the project. In order for the project to progress, we had to address some of the issues with stakeholder relationships, which cost us significant time. Furthermore, ongoing resource restrictions (readers, textbooks, classrooms and staff) impacted how Literacy Days were structured. Unfortunately, the limited finances allocated to this project meant that additional resources could not be procured. However, we have left a fund for the Student Council, enabling them to fundraise for the purchase of additional school resources.

Recommendations

  • Continued monitoring of teachers and the student council inorder to ensure that what was implemented can continue.
  • Enrolling literacy projects to other rural primary schools
  • Project be tested in other schools under different leadership, that further meetings explaining the project and its outcomes be conducted btn CCug, school staff and parents that make mnore of an effort to increase the accessibility and use of the resources in the bookstore.

Food Security Project

Activities

  • Distribution of seeds to the 10 women
  • Monitoring their gardens to ensure that the seeds distributed were planted

Achievements

  • They were able to put into practice the agronomical practices that they learnt from the training
  • They were able to plant groundnuts, soya and maize.

Challenges

  • Unstable rains which led to very poor yields.

Group Saving Project

Achievements

  • All the three groups increased in returning loans which shows good progress in their businesses.
  • Their interest on their savings has increased due to the increase in the loans returned.

Community Resource Centre

Achievements

  • Students involved in the tailoring group were trained on how to make reusable pads
  • Students who studied computer were trained in data collection and entry and they participated in collection and entry of MHM data and this enabled them earn some income. Those who had not completed their training fees were able to complete it. This also benefited their household incomes.
  • Tailoring students were able to learn more skills in making more fashions of making dresses, making skirts.
  • Tailoring students were also taught on how to make craft bags and this got them another skill. They can now make bags and sell them.
  • Parenting skills were completed and by the time this ended, the students were more knowledgedable on different aspects involved around parenting and SRHR
  • They were also taught business skills. As we train the, we want them to be able to set up their personal businesses.

Challenges

  • They started coming late towards the end.

Recommendations

  • Being strict on the time students are meant to come and those who come 2 hours later after lessons have started be sent back home.

 

Another care taker in her garden
Another care taker in her garden
Aug 5, 2019

First Quarter Activity Report with other activities

Training in better gastronomical practices
Training in better gastronomical practices

 

Acknowledgement

I would like to thank the entire team of Community Concerns Uganda for the great work delivered during this first quarter of the year. We thank our partners and donors who have made it possible for the projects to be implemented. Without the money that you contributed, nothing much would have been achieved, so thank you very much for your generosity and keep up with the spirit of giving. I thank the Executive Board of Trustees for the advice and follow up on our work; we are indeed grateful. Not forgetting the members that we are serving, thank you for being available and allowing us to serve you.

Nakirya Brenda Doreen

Managing Director

 Orphans and Vulnerable Children Sponsorship Project

We have a total of 60 children who are under our sponsorship program. 50 of these are sponsored through a partnership with Community Concerns Uganda and Waterloo foundation, and the 10 others are solely sponsored by CCUg and through Individual Donors. This program also includes empowerment of the OVC care takers through Group Saving and loaning.

Achievements

  • Out of the 60 children who are sponsored, 8 completed their Primary level and these all passed well, 2 with first grade and 6 with second grade results.
  • Those who received 1st grade results were taken to the best secondary school in Jinja; Busoga College, Mwiri. Others were taken to good schools in Iganga and Mayuge Districts.
  • All the OVC caregiver groups have been saving and they have shown good progress.

Group Saving for OVC caregivers.

Group saving programs are conducted among 5 communities that host sponsored children. This project empowers caregivers to save, borrow and earn interest. Money loaned to members is used to provide for their children and invest in their businesses to increase their household income potential.

Challenges                                                                                                                                         

  • Decline in performance for some students in their first tests due to the long holiday and the fact that they have joined new classes and others are in new schools.
  • Change of schools without Notification.
  • Parents are still very slow in checking on the academic progress of their children.

Solutions to the Challenges

  • Continue to monitor the children and encourage them to increase their effort. Also encourage parents to help their children perform better.
  • Encourage the parents to improve their communication skills.
  • Continue to stress to parents that the children are their full responsibility and they need to be available to provide for their support and encourage them to perform well in school.
  • Continue to reinforce the idea that the role of CCUg is to assist – not replace – the role and responsibility of the parent.

Sexual Reproductive Health and Rights

Last year in November, CCUg was given an opportunity to have two of our staff members attend a 5-week training program in Sexual Reproductive Health and Rights at Nsamizi Training Institute. the goal of this training was to strengthen the knowledge of SRHR and augment our ability to train others in this key area of concern.

The Managing Director was the first to attend followed by the Programs Associate, who completed the course in early March.

The training was organized by Nsamizi Training Institute of Social Development, Rutgers and Makerere University-School of Public Health, among others. This training will be very beneficial to CCUg in improving our programming and implementation of SRHR projects.

Menstrual Health Management Project

During 2017, CCUg conducted a baseline MHM survey in 18 schools in Mayuge and Jinja District with support from Amplify change. Most schools (15 out of 18) did not have Washrooms where girls could change used pads and clean themselves during menstruation. A considerable number of girls (11.8%) were not cleaning themselves, while (15.6%) were not changing pads. Less than half (41.6%) or 4 out of every 10 adolescent girls missed school due to menstruation. One of the reasons was lack of a place to change used menstrual sanitary materials and clean (34.2%) during menstruation. Based on the above evidence, we wrote a proposal to Associated Country Women of the World (ACWW) who funded construction of 6 sanitary facilities for three schools in Mayuge District and Jinja. The schools selected were Wabulungu Primary School, Mayuge District, Nalinaibi Primary School and St. Matia Mulumba Primary School, both in Jinja district. Funding became available in late 2018.

With support from ACWW, we completed the construction of the 6 washrooms in each of the schools. These will be used by 940 girls.

Afterwards, a 9-member Sanitation Committee was established, comprised of 2 pupils (including the female sanitation prefect), 4 parents from the Parent Teacher Association (PTA) and School Management Committee (SMC), and 3 teachers, including the Senior Woman and Senior Man Teachers.

The main aim of this Committee is to ensure proper maintenance of the constructed washrooms, whilst advocating for more resources at home and school to ensure proper MHM.

Later, we educated pupils about MHM and implored girls to properly use the constructed washrooms to support proper MHM.

Pupils, teachers, PTA and SMC members were very thankful to CCUg for constructing the washrooms and educating pupils about MHM.

Achievements

  • Six washrooms were constructed in 3 schools which are Wabulungu Primary School in Mayuge District, Nalinaibi Primary School and St Matia Mulumba Primary School in Jinja District. These washrooms will help the female students in maintaining proper menstrual health and hygiene.
  • We conducted Sexual Reproductive Health and Rights education with an emphasis on menstrual health management among 1,500 students in Wabulungu Primary School, St Matia Mulumba Primary School and Nalinaibi Primary school.
  • Senior women and men teachers from the three schools were trained in proper management of menstrual health among the students at school.

Challenges

During the construction, water was a challenge since it was a dry season. This delayed the work somewhat and may keep the tanks without water some days.

Food Security Program

Achievements

  • We received additional donations and another community (Bukatube) was able to benefit from this project.
  • We were able to hire land for growing food in the new community.
  • The Bukatube community beneficiaries were trained in proper agricultural practice especially in regards to growing soya and ground nuts.
  • The Bukatube beneficiaries also received seeds which will be planted.

Challenges

  • Delayed rains led to a delayed start of the first season for planting, which will result in delayed income earnings.
  • Change in seasons also affected the yieds
  • Imbalance of seasons where there was alot of rain and alot sun shine yielding to poor crop yields

Group Saving

This project consists of 3 groups from Nakalanga (80), Magamaga (26) and Wairaka (20). All these groups are comprised of women only. They save and are able to borrow from their savings to provide support for their families and fund small loans to inject into their businesses. Their savings earn interest and at the end of the year, they are able to withdraw these savings and interest.

Achievements

  • The groups added more members, Nakalanga had 70 members and grew to 80 members, Magamaga group had 15 members and grew to 26 members and Wairaka group increased to 20 members from 10.

Challenges

  • A few members are not able to save the maximum monthly amount of 5,000 UgX.
  • The farmers in these groups have been affected by the changes in seasons so their savings have also been affected.

Recommendation

  • Encourage members to engage in other income generating activities to spread financial risk and improve cash flows.
  • Provide further training on financial management.

Community Resource Centre

The Community Resource Centre enrolled 18 students this year for the first intake. Among these, 9 enrolled in hair dressing, 7 enrolled in tailoring and 2 enrolled in computer studies. As of the end of the first quarter, 12 students are enrolled: 5 in computer, 6 in hairdressing and 6 in tailoring (some students are participating in more than one course of study).

English and Math

Of the 18 students, 13 needed to improve their knowledge of Math and English and 4 didn’t know Math or English at all. By the end of the two months, 3 of these were able to improve in English and Math, however, one student failed to make progress and eventually elected to drop out. Math and English skills are needed to help students understand training in computer and tailoring skills.

Computer

Initially 2 students enrolled for computer classes. However, one dropped out after failing the first test. One remained and was later joined by 7 students from the other classes who were also interested. Later, two of these students dropped out because they feared assessments leaving 6 students who are consistent in their attendance and are making progress in learning the skills.

Hairdressing

Nine students initially enrolled in hair dressing, however 4 subsequently dropped out due to indiscipline and lack of commitment. The remaining five students are making progress in their studies.

Achievements

  • Students have learnt how to wash hair.
  • They can retouch and do treatment of hair.
  • They can plait braids and weaves.
  • They are perfecting pencil styles and learning hair styling for brides-to-be.

Tailoring

Seven students enrolled for this class, however, 1 dropped out because she didn’t want to study personally, and was being forced by her guardian.

Achievements

  • This class is very committed, and even after they are taught, they come back when they have time to keep practicing.
  • They have learnt measurement of different clothes.
  • They have learnt how to sew a dress, skirt, nickers, blouse and a pair of shorts.

Parenting

All 12 students are studying parenting. It’s an interesting class that no one ever wants to miss. They would like to have more classes, but time will not allow.

Achievements

  • Students have finished classes on anger management, menstruation, sexual intercourse and sexual dysfunctional.
  • They are very active and ask questions.

Challenges

  • Late arrivals
  • Inconsistency in attending their classes especially computer due to personal issues.
  • Low levels of literacy

Recommendation

  • Continue to encourage them to be consistent in attending their classes for better learning.
One beneficiary in his garden
One beneficiary in his garden
Another beneficiary in her garden
Another beneficiary in her garden
 
WARNING: Javascript is currently disabled or is not available in your browser. GlobalGiving makes extensive use of Javascript and will not function properly with Javascript disabled. Please enable Javascript and refresh this page.