Prevent starvation among 70 families in Uganda

by Community Concerns Uganda Initiative
Prevent  starvation among 70 families in Uganda
Prevent  starvation among 70 families in Uganda
Prevent  starvation among 70 families in Uganda
Prevent  starvation among 70 families in Uganda
Prevent  starvation among 70 families in Uganda
Prevent  starvation among 70 families in Uganda

Project Report | Nov 4, 2019
Second Quarter Report

By Brenda Nakirya | Managing Director

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



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.


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


  • 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.


  • 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


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


  • 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


  • 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


  • 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.


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


  • 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.


  • 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.


  • 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


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


  • 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.


  • Unstable rains which led to very poor yields.

Group Saving Project


  • 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


  • 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.


  • They started coming late towards the end.


  • 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
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Organization Information

Community Concerns Uganda Initiative

Location: Jinja - Uganda
Facebook: Facebook Page
Project Leader:
Brenda Nakirya
Managing Director
Jinja , Uganda
$11,009 raised of $20,000 goal
131 donations
$8,991 to go
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