African Storybook Initiative

Total Page:16

File Type:pdf, Size:1020Kb

African Storybook Initiative “When I express myself in the language of my heart I’m sure of what is coming out. Their hearts – their culture - is being opened up by reading these stories so they find they are going much deeper in their learning. This is what the African Storybook helps us do.” African Storybook Initiative External ‘accountability’ evaluation: 2013 - 2016 John Gultig 1 Table of Contents Executive Summary ................................................................................................................................. 5 Summary of the summary ............................................................................................................................... 5 The longer summary ........................................................................................................................................ 7 Overview .............................................................................................................................................. 20 The Project ..................................................................................................................................................... 20 The Evaluation ............................................................................................................................................... 21 1. Purpose .................................................................................................................................... 21 2. The evaluation questions........................................................................................................... 21 3. Desired Outcomes and indicators .............................................................................................. 22 4. A future-focused lens ................................................................................................................ 22 5. Audience & scope ..................................................................................................................... 23 6. Methodology ............................................................................................................................ 23 Outcome 1: Users find, create, use, translate or adapt African storybooks. .............................................. 25 Evaluation Focus ............................................................................................................................................ 25 Findings snapshot .......................................................................................................................................... 26 Discussion ...................................................................................................................................................... 27 1. ASb storybooks have been made available ................................................................................ 27 How many stories and illustrations have been uploaded? ........................................................................... 27 How African is the ASb website? ................................................................................................................... 29 How many openly licensed illustrations have been uploaded? .................................................................... 32 Proving the concept? .................................................................................................................................... 32 2. The ASb website is accessible and engaging ............................................................................... 33 How many people visit the ASb website? ..................................................................................................... 33 Are registered users increasing? ................................................................................................................... 35 How many of these visitors and users are from Africa? ............................................................................... 35 What does the website data tell us about visitor engagement? .................................................................. 38 How many storybooks have been downloaded from the website? ............................................................. 40 A more responsive website? ......................................................................................................................... 41 3. ASb users are productive: they create, translate, or adapt .......................................................... 41 Is independent storybook production increasing?........................................................................................ 42 Are storybook producers using ASb templates and the Website? ................................................................ 44 Outcome 2: Stories are used in a variety of ways for early literacy development ..................................... 46 Evaluation focus ............................................................................................................................................ 46 Findings snapshot .......................................................................................................................................... 47 Discussion ...................................................................................................................................................... 49 1. ASb’s pilot sites achieve the desired outcome ............................................................................ 49 What do the numbers say? ........................................................................................................................... 49 What kinds of pedagogic change is evident? ................................................................................................ 52 How successful have libraries been as pilot sites? ........................................................................................ 61 How important is ASb’s support? .................................................................................................................. 66 2. ASb’s structured partnerships .................................................................................................... 68 What do the numbers say? ........................................................................................................................... 69 2 What is the quality of these partnerships? ................................................................................................... 70 3. Independent engagement is growing, but is largely unknown ..................................................... 72 What is the level of independent use?.......................................................................................................... 72 What impact are these independent partners having? ................................................................................ 75 Outcome 3: Recognition that openly licensed stories can support early literacy ....................................... 78 Evaluation focus ............................................................................................................................................ 78 Findings snapshot .......................................................................................................................................... 79 Discussion ...................................................................................................................................................... 81 1. ASb has influenced the OER debate, in Africa and globally .......................................................... 81 What do the numbers say? ........................................................................................................................... 81 Have influencers been influenced? ............................................................................................................... 82 Have the minds of implementers been changed? ......................................................................................... 83 How significant has ASb’s ‘knowledge production’ been? ............................................................................ 84 2. ASb’s systemic initiatives are taking off ...................................................................................... 86 What do the numbers say? ........................................................................................................................... 86 What is the quality of ASb’s systemic engagement?..................................................................................... 87 3. ASb is expanding into new African countries .............................................................................. 93 What progress has been made? .................................................................................................................... 93 How do ASb decide about expansion? .......................................................................................................... 94 Outcome 4: Are Saide’s change and project management processes more rigorous? ............................... 96 Evaluation focus ............................................................................................................................................ 96 Findings snapshot .......................................................................................................................................... 96 Discussion .....................................................................................................................................................
Recommended publications
  • Uganda Gazette 2“
    11 0St0w The THr REPWL'C OF IX1ASDA THE KEKW (JF I'GANDA Newspaper—-Uganda Gazette 2“ Vol. CVI No. 4 18th January, 2013 Price: Shs. 5,000 CONTENTS Page General Notice No. 19 of 2013. The Advocates Act— Notices ... ... 11-12 THE ADVOCATES ACT, CAP. 267. The Companies Act—Notices ... ... 12 NOTICE OF APPLICATION FOR A CERTIFICATE The Electoral Commission Act—Notices ... 12-14 OF ELIGIBILITY. The Trademarks Act— Registration of Applications 15-19 Advertisements........................................ ... 19-22 It is hereby notified that an application has been presented to the Law Council by Akantorana Yvonne who is SUPPLEMENTS Acr stated to be a holder of a Bachelor of I^aws Degree from No. 1—The Uganda Communications Act, 2013. Makerere University, Kampala, having been awarded on the 21st day of January, 2011 and a Diploma in Legal Practice Statutory Instrument awarded by the Law Development Centre on the 27th day of No. 2—The Electoral Commission (Appointment of Date of July, 2012, for the issue of a Certificate of Eligibility for Completion of Update of Voters’ Register in the entry of her name on the Roll of Advocates for Uganda. Specified Local Government Council Electoral Areas Kampala, MARGARET APINY, in Butaleja District) Instrument, 2013. 20th December, 2012. Ag. Secretary, Law Council. General Notice No. 17 of 2013. General Notice No. 20 of 2013. THE ADVOCATES ACT, CAP. 267. THE ADVOCATES ACT, CAP. 267. NOTICE OF APPLICATION FOR A CERTIFICATE NOTICE OF APPLICATION FOR A CERTIFICATE OF ELIGIBILITY. OF ELIGIBILITY. It is hereby
    [Show full text]
  • Downloading As Pdfs (Print-Ready New Translations and Adaptations of Any Storybook
    PAN-AFRICAN nxiety about technology is nothing new among Atraditional intellectuals. The Greek philosopher Plato worried that ©Shutterstock.com writing would produce forgetfulness – if you can write things down there is no need to remember them – while the English poet Alexander Pope described the invention of printing as a ‘scourge for the sins of the learned.’ Narratives about literature being shunted aside by other media go back to the advent of visual media such as movies or television, long before the rise of the internet. Digital media, Then as now, the view of a present where deep thinking and reading are literacies and relegated to the margins of cultural life by new technologies is overstated. African literature Firstly because reading, and especially the reading of high literary forms, has always been an activity for a minority In this article, we explore the impact of digital with a particular set of literacy skills, media on African literacy practices and surplus money and the leisure time literature. As our starting point, we want to to pursue it. As US media scholar Kathleen Fitzpatrick notes, narratives problematise the notion that digital media of cultural decay have more or less spell doom for reading generally and for overt ideological motivations. The African literature in particular. Versions of this subtext of recent statements about argument include perturbations that ‘African the decline of a reading culture in readerships are under siege’ by ‘the cost of the age of digital and social media is usually something like: ‘No one reads books, varying degrees of general literacy, [anything (I think is) good] anymore’ inadequate library services and the seductions (Fitzpatrick, 2012, p.
    [Show full text]
  • Emergency Health Fiscal and Growth Stabilization and Development
    LIST OF COVID-19 QUARANTINE CENTRES IN WATER AND POWER UTILITIES OPERATION AREAS WATER S/N QUARANTINE CENTRE LOCATION POWER UTILITY UTILITY 1 MASAFU GENERAL HOSPITAL BUSIA UWS-E UMEME LTD 2 BUSWALE SECONDARY SCHOOL NAMAYINGO UWS-E UMEME LTD 3 KATAKWI ISOLATION CENTRE KATAKWI UWS-E UMEME LTD 4 BUKWO HC IV BUKWO UWS-E UMEME LTD 5 AMANANG SECONDARY SCHOOL BUKWO UWS-E UMEME LTD 6 BUKIGAI HC III BUDUDA UWS-E UMEME LTD 7 BULUCHEKE SECONDARY SCHOOL BUDUDA UWS-E UMEME LTD 8 KATIKIT P/S-AMUDAT DISTRICT KATIKIT UWS-K UEDCL 9 NAMALU P/S- NAKAPIRIPIRIT DISTRICT NAMALU UWS-K UEDCL 10 ARENGESIEP S.S-NABILATUK DISTRICT ARENGESIEP UWS-K UEDCL 11 ABIM S.S- ABIM DISTRICT ABIM UWS-K UEDCL 12 KARENGA GIRLS P/S-KARENGA DISTRICT KARENGA UWS-K UMEME LTD 13 NAKAPELIMORU P/S- KOTIDO DISTRICT NAKAPELIMORU UWS-K UEDCL KOBULIN VOCATIONAL TRAINING CENTER- 14 NAPAK UWS-K UEDCL NAPAK DISTRICT 15 NADUNGET HCIII -MOROTO DISTRICT NADUNGET UWS-K UEDCL 16 AMOLATAR SS AMOLATAR UWS-N UEDCL 17 OYAM OYAM UWS-N UMEME LTD 18 PADIBE IN LAMWO DISTRICT LAMWO UWS-N UMEME LTD 19 OPIT IN OMORO OMORO UWS-N UMEME LTD 20 PABBO SS IN AMURU AMURU UWS-N UEDCL 21 DOUGLAS VILLA HOSTELS MAKERERE NWSC UMEME LTD 22 OLIMPIA HOSTEL KIKONI NWSC UMEME LTD 23 LUTAYA GEOFREY NAJJANANKUMBI NWSC UMEME LTD 24 SEKYETE SHEM KIKONI NWSC UMEME LTD PLOT 27 BLKS A-F AKII 25 THE EMIN PASHA HOTEL NWSC UMEME LTD BUA RD 26 ARCH APARTMENTS LTD KIWATULE NWSC UMEME LTD 27 ARCH APARTMENTS LTD KIGOWA NTINDA NWSC UMEME LTD 28 MARIUM S SANTA KYEYUNE KIWATULE NWSC UMEME LTD JINJA SCHOOL OF NURSING AND CLIVE ROAD JINJA 29 MIDWIFERY A/C UNDER MIN.OF P.O.BOX 43, JINJA, NWSC UMEME LTD EDUCATION& SPORTS UGANDA BUGONGA ROAD FTI 30 MAAIF(FISHERIES TRAINING INSTITUTE) NWSC UMEME LTD SCHOOL PLOT 4 GOWERS 31 CENTRAL INN LIMITED NWSC UMEME LTD ROAD PLOT 2 GOWERS 32 CENTRAL INN LIMITED NWSC UMEME LTD ROAD PLOT 45/47 CHURCH 33 CENTRAL INN LIMITED NWSC UMEME LTD RD CENTRAL I INSTITUTE OF SURVEY & LAND PLOT B 2-5 STEVEN 34 NWSC 0 MANAGEMENT KABUYE CLOSE 35 SURVEY TRAINING SCHOOL GOWERS PARK NWSC 0 DIVISION B - 36 DR.
    [Show full text]
  • Provider Readiness to Offer Programmes
    African Storybook Guides Using African Storybooks with children The activities and resources on these pages have been tried by our education partners or ourselves when using African Storybooks with children. They include oral work with storybooks, asking questions and working with new words, linking reading and writing activities, talking about storybook pictures, and lots of ideas from successful reading lessons. We also give a detailed example of how to use African Storybooks for literacy activities in a multi-grade classroom with children of different ages. See also the other guides in this series: Preparing to use African Storybooks with children Developing, translating and adapting African Storybooks Using African Storybooks with children Contents Activity 1: Preparing to use an African Storybook with children .................................... 1 Resource 1: Types of reading activities ........................................................................... 1 Activity 2: Re-telling the story ......................................................................................... 2 Activity 3: Making your own colour copies of printed books.......................................... 3 Activity 4: Learning from other teachers ........................................................................ 3 Resource 2: Learning from our experiences .................................................................... 5 Activity 5: Talking about pictures ...................................................................................
    [Show full text]
  • 1 the African Storybook, Multilingual Literacy, and Social Change
    The African Storybook, multilingual literacy, and social change in Ugandan classrooms Bonny Norton (UBC) and Juliet Tembe (Saide) In press: Applied Linguistics Review. Abstract For over a decade, the authors have worked collaboratively to better understand and address the challenges and possibilities of promoting multilingual literacy in Uganda, which has over 40 African languages, and where English is the official language. We begin the paper with a description of our current work on the African Storybook, a groundbreaking initiative of the South African Institute for Distance Education (Saide), which is promoting multilingual literacy for African children through the provision of hundreds of open-access stories on a powerful interactive website (www.africanstorybook.org). We draw on data from two Ugandan classrooms, one rural and one urban, to illustrate the challenges Ugandan teachers face in promoting literacy in both the mother tongue and English. We analyse the data with reference to the possibilities provided by the African Storybook website, focusing on mother tongue as resource, multimodality, translanguaging, and classroom management. We then draw on a 2015 teacher education workshop in eastern Uganda, as well as Darvin and Norton’s (2015) model of identity and investment, to illustrate how the African Storybook can help Ugandan teachers navigate classroom challenges and build on existing innovative practices. We conclude that the African Storybook can help implement the United Nations’ Sustainable Development Goals. 1 Introduction We were not trained to teach reading and writing in Lunyole yet we are now forced to teach these skills in the mother tongue … They tell us instead to make our level best and yet there are no textbooks, not trained, so we just gamble.
    [Show full text]
  • Lunyole Grammar; It Does Not Attempt to Make a Statement for Or Against a Particular Formal Linguistic Theory
    A PARTIAL GRAMMAR SKETCH OF LUNYOLE WITH EMPHASIS ON THE APPLICATIVE CONSTRUCTION(S) _______________________ A Thesis Presented to The Faculty of the School of Intercultural Studies Department of Applied Linguistics & TESOL Biola University _______________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Applied Linguistics _______________________ by Douglas Allen Wicks May 2006 ABSTRACT A PARTIAL GRAMMAR SKETCH OF LUNYOLE WITH EMPHASIS ON THE APPLICATIVE CONSTRUCTION(S) Douglas Allen Wicks This thesis provides a general grammatical description of Lunyole, a Bantu language of Eastern Uganda. After a brief description of the phonology, it describes the morphology and basic syntax of Lunyole, following Payne’s (1997) functional approach. This thesis then more deeply describes Lunyole’s applicative constructions in which an argument is added to the verb complex. Lunyole has two applicative marking constructions. The more productive one uses the -ir suffix on verbs of any valence in conjunction with a wide range of semantic roles. The other applicative construction is formed from a locative class prefix and is used only for locative arguments on unaccusative intransitive verbs. Similar locative morphemes may co-occur with the -ir applicative morpheme, but not as applicative markers; instead they clarify the relationship between arguments. TABLE OF CONTENTS PAGE List of Tables ..................................................................................................................... ix List of Figures......................................................................................................................x
    [Show full text]
  • CV March 2020
    THE UNIVERSITY OF BRITISH COLUMBIA Curriculum Vitae http://www.educ.ubc.ca/faculty/norton/ Date: July, 2020 1. PERSONAL DATA Name: Dr. Bonny Norton, FRSC Department/Faculty: Language and Literacy Education Department (LLED), Faculty of Education Present Rank: Professor and Distinguished University Scholar 2. POST-SECONDARY EDUCATION University or Institution Degree Subject Area Dates Ontario Institute for Studies in PhD Education 1988 - 1993 Education, University of Toronto Reading University, England MA Linguistics 1983 - 1984 University of the Witwatersrand, BA Honours Applied Linguistics 1981 - 1982 Johannesburg, South Africa University of the Witwatersrand, Higher Diploma in Education English and History 1979 Johannesburg, South Africa University of the Witwatersrand, BA English and History 1974 - 1978 Johannesburg, South Africa 3. EMPLOYMENT RECORD At UBC Rank or Title Dates Professor and Distinguished University Scholar July 2004 - present Associate Professor (with tenure) July 2000 - June 2004 Assistant Professor July 1996 - June 2000 Prior to coming to UBC University, Company or Organization Rank or Title Dates McMaster University, Canada Spencer Postdoctoral Fellow July 1995 - June 1996 OISE/University of Toronto, Canada SSHRC Postdoctoral Fellow July 1994 - July 1995 University of the Witwatersrand (WITS), SSHRC Postdoctoral July 1993 - June 1994 Johannesburg, South Africa Fellow/Visiting Scholar Educational Testing Service, USA Assistant Examiner Nov. 1984 - Aug. 1987 Linguistics Dept./Academic Support Program, Language Tutor
    [Show full text]
  • The African Storybook and Teacher Identity
    THE AFRICAN STORYBOOK AND TEACHER IDENTITY by Espen Stranger-Johannessen A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Language & Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2017 © Espen Stranger-Johannessen, 2017 Abstract The African Storybook (ASb) is a digital initiative that promotes multilingual literacy for African children by providing openly licenced children’s stories in multiple African languages, as well as English, French, and Portuguese. One of the ASb pilot sites, a primary school in Uganda, served as the focal case in this research, while two other schools and libraries were also included. Data was collected from June to December 2014 in the form of field notes, classroom observations, interview transcripts, and questionnaires, which were coded using retroductive coding. Based on Darvin and Norton’s (2015) model of identity and investment, and drawing on the Douglas Fir Group’s (2016) framework for second language acquisition, this study investigates Ugandan primary school teachers’ investment in the ASb and how their identities change through the process of using the stories and technology provided by the ASb. The findings indicate that the use of stories expands the repertoire of teaching methods and topics, and that this use is influenced by teachers’ social capital as well as financial factors and policies. Through the ASb initiative and its stories, the teachers began to imagine themselves as writers and translators; change agents; multimodal, multiliterate educators; and digital educators, reframing what it means to be a reading teacher. Teachers’ shifts of identity were indexical of their enhanced social and cultural capital as they engaged with the ASb, notwithstanding ideological constraints associated with mother tongue usage, assessment practices, and teacher supervision.
    [Show full text]
  • Butaleja District Hazard, Risk and Vulnerability Profi Le
    Butaleja District Hazard, Risk and Vulnerability Profi le 2016 BUTALEJA HAZARD, RISK AND VULNERABILITY PROFILE a Acknowledgement On behalf of Office of the Prime Minister, I wish to express my sincere appreciation to all of the key stakeholders who provided their valuable inputs and support to this Multi-Hazard, Risk and Vulnerability mapping exercise that led to the production of comprehensive district Hazard, Risk and Vulnerability (HRV) profiles. I extend my sincere thanks to the Department of Relief, Disaster Preparedness and Management, under the leadership of the Commissioner, Mr. Martin Owor, for the oversight and management of the entire exercise. The HRV assessment team was led by Ms. Ahimbisibwe Catherine, Senior Disaster Preparedness Officer supported by Ogwang Jimmy, Disaster Preparedness Officer and the team of consultants (GIS/DRR specialists); Dr. Bernard Barasa, and Mr. Nsiimire Peter, who provided technical support. Our gratitude goes to UNDP for providing funds to support the Hazard, Risk and Vulnerability Mapping. The team comprised of Mr. Steven Goldfinch – Disaster Risk Management Advisor, Mr. Gilbert Anguyo - Disaster Risk Reduction Analyst, and Mr. Ongom Alfred- Early Warning system Database programmer. My appreciation also goes to Butaleja District Team. The entire body of stakeholders who in one way or another yielded valuable ideas and time to support the completion of this exercise. Hon. Hilary O. Onek Minister for Relief, Disaster Preparedness and Refugees BUTALEJA HAZARD, RISK AND VULNERABILITY PROFILE i EXECUTIVE SUMMARY The multi-hazard vulnerability profile outputs from this assessment was a combination of spatial modeling using socio-ecological spatial layers (i.e. DEM, Slope, Aspect, Flow Accumulation, Land use, vegetation cover, hydrology, soil types and soil moisture content, population, socio-economic, health facilities, accessibility, and meteorological data) and information captured from District Key Informant interviews and sub-county FGDs using a participatory approach.
    [Show full text]
  • African Storybook Initiative to Content Development for Multilingual Literacy Development in Africa
    The contribution of the African Storybook initiative to content development for multilingual literacy development in Africa PALFA 2017, Abuja Presenters • Dorcas Wepukhulu (Partner Development Coordinator for the African Storybook initiative) • Dr John Ng’asike (Mount Kenya University, Thika) • Dr Cornelius Gulere (Uganda Christian University) • Tessa Welch (African Storybook Project Leader) African Storybook • An initiative of Saide (a South African NGO involved in open education projects across sub-Saharan Africa). • Addressing the question: “How can children learn to read without books? It’s like trying to learn soccer without a ball.” • Funded by Comic Relief since 2013, but now diversifying its funding strategy – Comic Relief 1/5th; other funders/projects 4/5ths. ASb publishing model Provides digital open access to children’s picture storybooks, with creation and translation tools for users to create and publish their own storybooks. A publishing solution ASb storybooks are licensed under a Creative Commons Attribution (CC-BY 4.0) licence. You are free to download, copy, translate or adapt this story and use the illustrations as long as you attribute or credit the original author/s and illustrator/s. ASb’s main achievement 2013 to 2017 An African initiative by African people: almost all storybooks written by the African communities that use the storybooks. Story development workshops with educators and partner organizations where storybooks with local content are produced Rwanda Ghana Expansion into new countries Ethiopia Zambia Ethiopia
    [Show full text]
  • Provider Readiness to Offer Programmes
    African Storybook Guides Developing, translating and adapting African Storybooks There are different ways of making storybooks for the African Storybook website. You can translate or adapt a storybook, and publish a new version of that storybook. You can develop and create your own storybooks. We share some ideas that have helped us to develop storybooks, as well as what we have learned about translation and adaptation. See also the other guides in this series: Preparing to use African Storybooks with children Using African Storybooks with children 1 Developing, translating and adapting African Storybooks Contents Developing stories .............................................................................................................................. 1 Activity 1: What kinds of stories do children enjoy? ............................................................. 1 Activity 2: Different ways of developing stories .................................................................... 2 Idea 1: Drama and role-play ..................................................................................................... 2 Idea 2: Developing stories from your childhood experiences ............................................. 2 Idea 3: Developing stories from pictures ................................................................................ 2 Idea 4: Developing stories that relate to most primary school curricula ........................... 4 Idea 5: Gathering stories from elders in the community ....................................................
    [Show full text]
  • Covid-19 Vaccination Sites by District In
    COVID-19 VACCINATION SITES BY DISTRICT IN UGANDA Serial Number District/Division Service point Abim hospital Alerek HCIII 1 Abim Marulem HCIII Nyakwae HCIII Orwamuge HCIII Adjumani Hospital Dzaipi HCII 2 Adjumani Mungula HC IV Pakele HCIII Ukusijoni HC III Kalongo Hospital Lirakato HC III 3 Agago Lirapalwo HCIII Patongo HC III Wol HC III Abako HCIII Alebtong HCIV 4 Alebtong Amogo HCIII Apala HCIII Omoro HCIII Amolatar HC IV Aputi HCIII 5 Amolatar Etam HCIII Namasale HCIII Amai Hosp Amudat General Hospital Kalita HCIV 6 Amudat Loroo HCIII Cheptapoyo HC II Alakas HC II Abarilela HCIII Amuria general hospital 7 Amuria Morungatuny HCIII Orungo HCIII Wera HCIII Atiak HC IV Kaladima HC III 8 Amuru Labobngogali HC III Otwee HC III Pabo HC III Akokoro HCIII Apac Hospital 9 Apac Apoi HCIII Ibuje HCIII Page 1 of 16 COVID-19 VACCINATION SITES BY DISTRICT IN UGANDA Serial Number District/Division Service point Teboke HCIII AJIA HCIII Bondo HCIII 10 Arua Logiri HCIII Kuluva Hosp Vurra HCIII Iki-Iki HC III Kamonkoli HC III 11 Budaka Lyama HC III Budaka HC IV Kerekerene HCIII Bududa Hospital Bukalasi HCIII 12 Bududa Bukilokolo HC III Bulucheke HCIII Bushika HC III Bugiri Hospital BULESA HC III 13 Bugiri MUTERERE HC III NABUKALU HC III NANKOMA HC IV BUSEMBATYA HCIII BUSESA HC IV 14 Bugweri IGOMBE HC III LUBIRA HCIII MAKUUTU HC III Bihanga HC III Burere HC III 15 Buhweju Karungu HC III Nganju HC III Nsiika HC IV Buikwe HC III Kawolo Hospital 16 Buikwe Njeru HCIII Nkokonjeru Hospital Wakisi HC III Bukedea HC IV Kabarwa HCIII 17 Bukedea Kachumbala HCIII
    [Show full text]