8Th August, 2016

Aflateen + Curriculum School Mapping Report by the Private Education Development Network (PEDN)

8th August, 2016

TABLE OF CONTENT

Executive Summary ...... 3 Acronyms ...... 4 Background ...... 5 Introduction ...... 5 About the partners ...... 5 Stage One Form: Mapping Survey Report Analysis ...... 7 Section One:- School background and the curriculum ...... 7 General Findings & Recommendations :- School background and the curriculum ...... 10 Section Two:- Engagement with teachers ...... 12 General Findings and Recommendations: - Engagement with teachers ...... 13 Section Three:- School and the curriculum ...... 16 General Findings and Recommendations: - School and the curriculum ...... 18 Section Four:- The Community around the school ...... 20 General Findings and Recommendations: - The Community around the school ...... 21 Stages of Implementation of the Aflateen Social & Financial Education by PEDN:- ...... 22 Contact Information for PEDN ...... 23

EXECUTIVE SUMMARY On the 22nd, July, 2016 the Private Education Development Network (PEDN) signed a Memorandum of Understanding with EngederHealth to share the goals of establishing a technical collaborative relationship. This relationship aims at building on the current Aflateen Social & Financial Education curriculum being implimented by PEDN in secondary across Uganda to include a component on adolescent Sexual and Reproductive Health (SRH).

As part of this MoU, PEDN joined the team from EngenderHealth led by Mrs. Tumusiime Molly,a Program Associate - Community Engagement at EngerHealth for a 5 day (1st August 2016 to 5th August, 2016) mapping and needs assesment in the districts of Jinja and Kamuli with a focus on 10 selected secondary schools. The PEDN team that was led by Mr. Nixon Ochatre included Mrs. Myria Lugwire Mutesi, Vivianne Tibaberwa and Sulaiman Magumba took lead in carrying out a school mapping survey that aimed at having a clear understanding of the school environment in relationship to the proposed Aflateen + curriculum.

The school mapping survey realized some key findings related to the school programs in relationship to school co-currricular activities, the motivation of teachers and existence of structures within and out of school that can support and justify the need for the Aflateen + curriculum. Despite of the many positive findings, EngenderHealth should closely work with the school administration, already existing clubs, other NGOs in the community and the health centers around the school to build a structure that will support the successful implimentation of the Aflateen + currriculum.

For more of the findings and recommendations from the school mapping survey, please read through this report.

ACRONYMS D.E.O - District Education Development Network (PEDN) D.I.S - District Inspector of Schools Gov’t. – Government MoU – Memorandum of Understanding PEDN – Private Education Development Network Priv. – Private SFE - Social and financial education SRH – Sexual & Reproductive Health YSFE – Youth Social & Financial Education

BACKGROUND

Introduction

On the 22nd, July, 2016 the Private Education Development Network (PEDN) signed a Memorandum of Understanding with EngederHealth to share the goals of establishing a technical collaborative relationship. This relationship aims at building on the current Aflateen Social & Financial Education curriculum being implimented by PEDN in secondary across Uganda to include a component on adolescent Sexual and Reproductive Health (SRH). The enhanced curriculum will thereafter be refered to as Aflateen+ curriculum.

About the partners

Private Education Development Network (PEDN)1 is a non-profit organization promoting and integrating entrepreneurial teaching and learning and financial education in formal and informal education systems in Uganda. Since its establishment in 2004, PEDN has contributed to financial literacy among youth in over 300 schools in Uganda, reaching over 500,000 young people in 12 districts of Uganda through its diverse curriculummes.

The mission of the organization is to empower young people in Uganda through innovative and demand led entrepreneurial interventions that enable them transform their livelihoods and communities.

EngenderHealth2 is a leading global women’s health organization committed to ensuring that every pregnancy is planned, every child is wanted, and every mother has the best chance at survival. In 20 countries around the world, we train health care professionals and partner with governments and communities to make high-quality family planning and sexual and reproductive health services available—today and for generations to come.

1 To learn more about PEDN please visit www.pedn.org

2 To learn more about EngenderHealth please visit www.engenderhealth.org

Aflatoun International3 is a social franchise focusing on Social and financial education (SFE). The mission is to inspire children and youth to socially and economically empower themselves to become agents of change for a more equitable future. Aflatoun is currently working through a network of over 160 partners in more than 110 countries delivering educational curricula for different age groups: Aflatot for 3-6 years old, Aflatoun for 6-14 years old, and Aflateen for 15+. The Aflatoun curriculums are rights-based and learner-cantered, and offer a unique blend of soft skills, financial literacy and enterprise education.

As part of the MoU between PEDN and Engerhealth; PEDN has been mandated to fullfill the key tasks below:-

 Provide the version of Aflateen Youth Social and Financial Education (YSFE) curriculum which PEDN contextualized for Uganda  Provide certified Master Trainer(s) to deliver the training on the Aflateen methodology and the youth social and financial education (YSFE) component of the enhanced Aflateen+ curriculum.  Provide training plan, agenda and train 20 teachers on the Aflateen methodology and YSFE component of the enhanced Aflateen+ curriculum.  Provide input on the draft of enhanced Aflateen+ curriculum.  As relevant and feasible, participate in Supportive Supervision of Aflateen+ activities conducted by EngenderHealth staff in Jinja district.

To be able to successful facilitate the above mandate, PEDN joined EngerderHealth for a 5 day school mapping and needs assesment from 1st August 2016 to 5th August, 2016. The school mapping and needs assesment was carried out in the districts of Jinja and Kamuli covering 10 schools as well as the offices of the District Education Officers in the two districts.

3 To learn more about Aflatoun International please visit www.aflatoun.org

Stage One Form: Mapping Survey Report Analysis Section One:- School background and the curriculum

s/ Name of District Number of students School nature Interest in the Time & day for n school curriculum project activities

S.1 S.2 S.3 Total Urban Semi- Rural Priv Gov Not Fairly Very Day Time Urban M F M F M F M F /Rural

1 Mpumudde Jinja 45 42 43 41 50 41 138 128 Friday 4-7pm High School 2 Royal Jinja 42 45 32 46 25 45 99 136 Wednesday 4-7pm College Buwenge Campus 3 Mutai Jinja 27 36 24 32 24 20 75 88 Friday 4-7pm Secondary School 4 Nakabango Jinja 43 34 42 34 48 40 133 108 Thursday 1-4 pm SS 5 Jinja Parents Jinja 15 14 13 18 16 20 44 52 Wednesday 1-4pm School- Kagoma

6 St Paul SS Kamuli 144 127 151 115 148 112 443 354 Friday & 4-7 pm Mbulamuti Saturday 7 Kamuli Kamuli 293 265 285 206 212 179 790 650 Friday 4-7pm College 8 Busoga High Kamuli 115 115 46 56 40 33 201 204 Thursday & 1-4pm School Saturday 9 St Peters Kamuli 162 176 155 156 123 120 440 452 Wednesday 1-4pm Namwendw

a 10 Kamuli Girls Kamuli 83 78 78 239 Wednesday 1-4pm College School

General Findings and Recommendations: - School background and the curriculum

The first level of mapping aimed at having a clear understanding of the school in relationship to the project targets (number of students in specific classes), it also provided for assessing the level of interest of the school administration in the project and time allocation of the project activities in the schools for easier allocation of the work plans during the project implementation.

From the mapping results summarized in the table above it was realized that:- 1. Number of students - All the 10 schools mapped had over 70 students within the classes of S.1, S.2 and S.3 with the numbers more for the girls as compared to the boys. This is within the project target of 70 students per school. - There are more numbers in government schools as compared to the private schools and we should consider this when looking at the particular schools we shall be bringing on board for the project.

2. School nature - All the schools mapped are located in a rural setting with the private schools in semi- rural community and government schools in rural communities. The project objectives are more effective in rural communities where the youth do not have exposure to age appropriate information and where the rates of teenage pregnancy and obstetric fistula are higher. - The mapping process included 5 private schools and 5 government aided schools. It’s important to know the nature of the school for planning purposes during the project implementation. Private schools usually have busy schedules for the students unlike government schools which always provide some time for school co-curricular activities. Government schools also usually have full time teachers yet private schools at times have a big percentage of part time teachers.

3. Interest in the curriculum - 9 out of 10 of the schools mapped were highly interested in the curriculum with only one school that was fairly interested. Despite of this response, it will be important for EngenderHealth to organize a stakeholder’s meeting in which they will be briefed about the project and expected to make commitments during the project implementation.

4. Time & day for project activities - Friday between 4pm to 7pm is the most popular time in which the Aflateen + activities can be implemented in the mapped schools. - Wednesday from 1pm to 4 pm is the second popular time for the curriculum activities - Saturday from 1pm to 4pm comes in third and Thursday at 1pm- 4pm in the fourth position. - It should be noted that Monday and Tuesday are not popular days for school curriculum activities. - Each school provides for at least 90 minutes for the school curriculum activities and this should be noted when designing the school live in school activities.

Section Two:- Engagement with teachers

Name of Relationship of Motivation of Engagements Monetary Interest in further S.N school teachers teachers to support in motivation for training with students after class school co- other clubs or teachers to engage curricular activities school in co-curricular curriculums activities Good Fair Poor Good Fair Poor YES No High Medium Low High Medium Low

1 Mpumudde High School 2 Royal College Buwenge Campus 3 Mutai Secondary School 4 Nakabango SS 5 Jinja Parents School- Kagoma 6 St Paul SS Mbulamuti 7 Kamuli college 8 Busoga High School 9 St Peters Namwendwa SS 10 Kamuli Girls College

General Findings and Recommendations: - Engagement with teachers

Extra-curricular school curriculums such as Aflateen + usually need the support of the school administration especially the teachers in mobilizing the students during the curriculum activities as well as facilitating some of these activities where possible. Experience has taught PEDN that the teachers involved in such curriculums need to be well motivated and also trained for curriculum sustainability.

The following Findings and Recommendations have been prepared from the mapping results as in the table above:-

1. Relationship of teachers with students - 8 out of the 10 schools mapped indicated a very good relationship between the teachers and the students with Mpummude High School indicating a fair relationship and St Paul SS Mbulamuti which indicated a poor relationship. - At the time of identifying teachers to be directly involved in the project; EngenderHealth should request the school head teachers to bring on board teachers who are friendly to the children.

2. Motivation of teachers to support after class school co-curricular activities - 8 out of 10 schools mapped had teachers who are motivated to support school co- curricular activities. - Mutai Secondary School and Mpummude High School had teachers whose attitude towards co-curricular activities in schools was fair. This is common in private schools as they usually teach on a part time basis and co-curricular activities are not part of their mandate unlike in the government schools. - To be able to motivate teachers to support after class co-curricular activities; the school directors and head teachers should be made to commit and appreciate the curriculum through stakeholder sensitizations since they have a big role to motivate the teachers to support after class school co-curricular activities.

3. Engagements in other clubs - All the 10 schools mapped indicated that there are teachers are already engaged in other school clubs and curriculums. This could be a challenge to the curriculum implementation - EngenderHealth should ensure that the key school stakeholders (School Director and Head teacher) appreciate the curriculum and are committed to its success.

4. Monetary motivation for teachers to engage in co-curricular activities. - St Peters Namwendwa SS and Kamuli S.S indicate that the teachers are highly motivated by money if they are to support after class school activities, with Mpumudde High School, Royal College Buwenge Campus, Mutai Secondary School, Nakabango SS, Jinja Parents School- Kagoma, Busoga High School and Kamuli Girls College indicating a medium level of monetary motivation. - Experience has taught us that teachers need some form of motivation to support school activities especially those that are being implemented by other organizations. - EngenderHealth should take into consideration motivation of teachers in their budgets. This can be inform of providing them with certificates, training opportunities, t-shirts or even money for facilitating or mobilization of the students for the curriculum wherever the opportunity arises.

5. Interest in further training - All the mapped schools indicated a high level of interest in training opportunities hence this can be used to motivate the teachers as well. - Teacher training is an opportunity to build the capacity of the teachers in supporting the curriculum but also as a strategy for curriculum sustainability in the schools. - Experience has taught us that wherever teachers are trained they never empower their fellow teachers or give back to the school administration on what they have been taught. EngenderHealth should ensure that they follow up the teachers who will be trained up to the school level.

Section Three:- School and the curriculum

Name of school Support of School can Does school Most active clubs in Does school Does school Does school have S.N co-curricular attach two have senior the school have a school have a medical school health activities teachers to woman/man dispensary/sic attendant days focussed on the teacher k bay? attached to SRH? curriculum school?

Yes No Yes No YES No Yes No Yes No Yes No

1 Mpumudde - GEC High School - Sanitary & Water Club - Scripture Union 2 Royal College Buwenge - GEC Campus 3 Mutai - GEC Secondary - Dance4Life School - Scripture Union 4 Nakabango SS - GEC - RED CROSS - Patriotism Club - Scripture Union 5 Jinja Parents - Educate! School- Kagoma - PEDN 6 St Paul SS - Scouting Mbulumati - Youth alive - FAWE - PLAN 7 Kamuli College - Debating club - Straight Talk - FAWE

8 Busoga High - Debating club School - Writers club - Scripture union - patriotism

9 St Peters - Scripture Namwendwa SS Union - Super Girls Club 10 Kamuli Girls Adolescent Schools Sexual Reproductive Health Interact club

General Findings and Recommendations: - School and the curriculum

The Aflateen + curriculum aims at focusing on sexual & reproductive health among young people with a target of working in the classes of S.1, S.2 and S.3. Sexual & Reproductive health is a key focus to the growth and development of young people but also an issue of controversy amongst parents, religious institutions, schools and the youth.

This section of the mapping process aimed at providing a clear background of the school directly related to the needs that can be covered by the curriculum as well as information of the existing structures in the school that EngenderHealth can work with during implementation of the proposed curriculum.

Following the summarized results from the mapping exercise; please find attached the key findings and Recommendations.

1. Support of co-curricular activities - All the mapped schools indicated that they support co-curricular activities that are beneficial to the students - It will be important for EngenderHealth to agree with the schools so as to have a particular time and day when the Aflateen + activities can be implemented in the schools following the Time & day for project activities schedule provided in Section One.

2. School can attach two teachers to the curriculum - All schools agreed that they can attach at least two teachers to the curriculum. - It’s important for EngenderHealth to work with at least two teachers per school. In case one teacher is not available or leaves the school, the other teacher will be able to continue with the curriculum - EngenderHealth should also endeavour to sensitize the rest of the teacher who might not be aware of the curriculum. The other teachers if not aware of the curriculum will have a wrong perception towards it hence discouraging the other teachers who are committed to it. This will also make it easier for the other teachers to release their students to take part in the activities related to the curriculum.

3. Does school have senior woman/man teacher - 8 of the selected schools indicate that they have a senior woman or male teacher attached to the students with only two schools indicating that they don’t have. - During the needs assessment it was found out that most of the students interviewed

indicated that they do not have a senior woman or male teacher. This is a sign that most of the senior woman/male teachers do not have a close engagement with the students or their roles are not clearly known by all key stakeholders. - The curriculum or teacher training in the program should look into the role of the senior woman/male teacher and seek to strengthen this role at school level.

4. Most active clubs in the school - It was noted that all the schools already have active clubs though only one of these schools (Kamuli Girls Schools) had a club that was dealing in adolescent sexual & reproductive health issues. - EngenderHealth should work with the already established school clubs to implement the curriculum. The curriculum should be used as an avenue to empower these clubs to adopt the curriculum in the normal club activities. - St. Paul Kamuli S.S , Mbulamuti and Kamuli Girls School seems to have many curriculums on board including EDUCATE and Junior Achievers which haven’t been captured on the mapping tool, experience has it that such schools with many curriculums rarely give time considering the fact that we have a weekly live in school. Need to replace them ie map other schools.

5. Does school have a school dispensary/sick bay? - 6 out of the 10 schools mapped indicated that they do not have sick bays at school with 5 of them among the private schools. This is not a good learning as some of the schools are boarding. - EngenderHealth should advocate for the partner schools to have a provision for a health center which can take care of minor health issues of the students for instance the provision of first aid services.

6. Does school have school health days focussed on SRH? - Only 3 out of the 10 schools indicated that they have school health days focussed on sexual and reproductive health. - This result indicates a big gap that the Aflateen + curriculum can cover. - EngenderHealth should closely work with the 7 schools that do not have the health days to ensure that they are part of the school program. For the schools which have school health days; EngenderHealth should align their activities within these days.

Section Four:- The Community around the school

Name of school Nearest Health Centre around Role models in the community Other NGOs operating in the S.N the school community

1 Mpumudde High - Mpumudde Division - School Director - PEDN School Dispensary - Division Chairperson - Restless Development - N.W.SC - Goal Achievements Project 2 Royal College - Buwenge Hospital - Mr. Kasedhe Richard ( - None Buwenge Campus - Buwenge Health Center Director- Royal College) Four 3 Mutai Secondary School - Mutai Health Center - Mr. Kulazikulabe Patrick - PEDN - Dr. Frank Nabwiso - Jinja Education Trust 4 Nakabango SS - St. Joseph Health Center - Religious leaders - PEDN - Local leaders - RED CROSS 5 Jinja Parents School- - Muguluka Health Centre II - Teachers - None Kagoma - Doctors 6 St Paul SS Mbulamuti - Mbulamuti - Rt Hon Rebecca - PLAN-KAMULI Kadaga - FAWE-UGANDA

7 Kamuli College - Kamuli Government - Mr &Mrs Tabulwane - Plan Uganda-child sponsorship Hospital Kitimbo - Supporting needy families - Mr & Mrs Mulenezi 8 Busoga High School - Lubaga Mission Hospital - Rt Hon Rebecca - Plan International-pay fees Kadaga - Kasozi Orphange Home-pay fees - Headmistress (Busoga High School)

9 St Peters Namwendwa - Namwendwa Health - RT HON Rebecca - FAWE-encourage girl child to SS Centre IV Alitwala Kadaga stay in school - Night salaamu - Plan-self-esteem among students Musumba 10 Kamuli Girls School - Nawanyago Health Centre - RT HON Rebecca - PLAN-UGANDA Alitwala Kadaga - Professor Kagoda Alice

General Findings and Recommendations: - The Community around the school

Understanding the community around the target schools is a key component of the success of the Aflateen + curriculum as it will support with information that will be used to identify partners that will be engaged in the activity.

The information that the mapping exercise aimed at getting included information about the nearest health centre around the school, role models in the community and other NGOs operating in the community. The results and Recommendations from the mapping exercise included the following:-

1. Nearest Health Centre around the school - All schools provided a list of the health centres around their schools. - EngenderHealth should go ahead and engage with them if possible to figure out a referral system that can be used by the students in the schools in which EngenderHealth is proposing to operate.

2. Role models in the community - Most of the role models identified where the school proprietors and political leaders. It’s important that EngenderHealth uses the students to identify role models that are within the community.

3. Other NGOs operating in the community - It was found out that there are already other NGOs operating around the schools but none of the schools indicated any adolescent sexual & reproductive health related activities being implemented by some of these NGOs. - EngenderHealth should closely work with the identified NGOs as it looks at implementation of the Aflateen + curriculum.

Stages of Implementation of the Aflateen Social & Financial Education by PEDN:-

1. Introduction of the Aflateen program to District Stakeholders (District Education Officer, District Inspector of Schools) earmarked to benefit from the program. 2. Carrying out a needs assessment with the support of the district officials and school head teachers and youth. 3. Seeking for recommendations for a list of schools in the district to benefit from the Aflateen Social & Financial Education Program from the D.E.O. 4. Carrying out a school mapping survey to select schools to benefit from the program. 5. Giving feedback to the schools selected and those not selected 6. Stakeholder sensitization ( District officials, School Directors and School Head teachers) 7. Training of Trainers for the school liaison teachers that will be involved in the program. 8. General school sensitization about the program during general assembly. 9. Mobilization and profiling of the direct beneficiaries in the program. 10. Carrying out a baseline survey in a few randomly selected schools and students. 11. Club formation and election of the club leaders 12. Implementation of the school live in school activities (sessions, exposure visits, social activities etc.) 13. Routine Monitoring & Evaluation 14. End line Survey

The Private Education Development Network (PEDN) Plot 1618, Kisaasi- Bukoto Road P.O BOX 5099 KAMPALA, UGANDA TEL: +256 312 291 750 EMAIL: [email protected] or [email protected] FACEBOOK: www.facebook.com/pednuganda/ TWITTER:- @pednuganda Web:- www.pedn.org