Build Africa Uganda Strategy to 2018 Front cover image: Kachuru Primary School, Bukedea District
Our vision Contents Executive summary 04 People in Africa leading fulfilling, happy lives Introduction 06
Country context 07
Our mission Our programme goals 07
To partner with African communities to create lasting Build Africa’s strategic approaches to educational and livelihoods opportunities education and livelihoods 08
Our values 15
Where are we now? 15
What will we do to get there? 16
Appendices 18
Foreword
The Build Africa Uganda (BAU) Strategic Plan 2014-2018 was drafted by the executive team, with input and guidance from the Board and the CEO. The process began in October 2011 when the initial strategic planning stakeholders’ workshop was held, during which guidance was provided by an external consultant. From this an initial draft was prepared. More views and refinements to the draft document were made by the Board Programme Sub-Committee and the entire BAU Board of Governance, respectively. This was followed by the development of the implementation strategy and the monitoring and evaluation framework, with input from BAU staff.
The guiding framework for the formulation of the BAU Strategy is the 2014 to 2018 Build Africa Strategy, which defines the purpose and direction of the organisation over the next five years. Build Africa’s goal over that period is to improve the quality of education and livelihoods of more than a million people in rural Africa. In order to deliver on education and livelihoods work, the whole organisation is committed to seven key approaches as detailed in the following BAU 2014 to 2018 Strategic Plan.
We would like to thank the board members and staff of Build Africa Uganda and the Build Africa International Senior Management Team for their contributions.
Jimmy Onesmus Adiga Specioza N. Kiwanuka Chairperson Country Director Build Africa Uganda Board Build Africa Uganda
A new classroom block at Madoc Ailak Primary School
Build Africa Uganda Strategy to 2018 03 Executive summary In order to increase our impact and build on our expertise and knowledge base, Build Africa will not only continue its focus on education and livelihoods in the coming five years, it will expand upon them as well. We have also taken into consideration the integrated nature of the two sectors, especially at community level where we predominately work. The interventions and locations that we choose will be further informed by the district analyses that we commission.
Based on the education and livelihood challenges that poor and vulnerable communities in Uganda face, Build Africa Uganda (BAU)’s programme goals in the next five years (2014-2018) are to ensure that: firstly, children in BAU programme areas access quality education; and, secondly, communities in BAU programme areas have improved food security and increased incomes.
We are committed to Build Africa’s seven strategic approaches, to guide our programmes and to ensure that we give children and their families the opportunities they need to escape the cycle of poverty. These approaches are:
1. Laying the foundations for learning 2. Maximising learning 3. Including girls 4. Preparing for continuous learning 5. Supporting financial services and business development 6. Boosting harvests and increasing access to markets 7. Strengthening resilience to shocks and stresses
In order to make this happen, in the next five years BAU will address its key organisational challenges, and enhance its areas of strengths, with specific emphasis on: expansion; Monitoring, Evaluation, Accountability and Learning (MEAL); innovation; partnerships; child safeguarding and child protection; partnerships and influencing. Internally, we will concentrate on flexible and sustainable fundraising; good governance; staff development and retention, and communications. As a result BAU’s capacity to achieve its objectives will be developed and strengthened.
In this document you will find a short history of the organisation, an overview of the challenges the communities we serve face and an overview of our goals over the next five years and how we intend to achieve them. Our monitoring and evaluation framework (showing how we will measure success) is presented in a separate document.
The water pump at Kahara Primary School
04 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 05 The early learning class at Jeeja Primary School
post-2007 phase, saw the partial development of two strategies, one for education and one for livelihoods. The present Strategic Plan has therefore evolved from previous planning efforts, but it has many unique and striking features that have resulted from the formulation process as well. The guiding framework for formulation of the BAU strategy is the BA 2014-18 strategy document, which outlines our seven approaches, our values, the direction the organisation is heading in and how BA’s capacity will be strengthened and resources provided to make this happen.
The distinguishing feature of the current Strategic Plan is the inclusion of the views and concerns of beneficiaries, relating to both the A village saver putting his business education and livelihoods sectors. ideas into practice: Jackson and his BAU has commissioned several maize milling machine project evaluations, for the EQUIP and VSLA projects for example. We have also conducted district baseline school completion rate. While this has Education provides the most important assessments for Amuria, Kaberamaido, increased slightly, the pace of progress route to future economic opportunity. Oyam and Apac primary schools has been too slow to ensure that all Children that fail to complete primary and carried out pre-project design Ugandan children complete the full school will be disadvantaged as adults, community consultations. course of primary education by 2015. and their children will in turn be less Concerns regarding education quality likely to complete their education. Only Concerns raised in the education sector and poor learning outcomes persist, 28% of 13 to 18 year olds in 2009/10 include: inadequate infrastructure, poor although basic literacy is gradually completed primary school4. Those who community attitude and participation, improving. While gender parity in fail do so because of circumstances Build Africa has a long-term we work1: a 65% average increase in low teacher motivation, poor primary education has been achieved, beyond their control rather than Introduction commitment to its country offices, enrolment in BAU-supported schools; performance of pupils and poor school progress at the secondary and tertiary because of a lack of talent or effort. providing them with the capacity a significant reduction in the drop- governance systems. In the livelihoods levels has slowed. Addressing this inequality would have Build Africa (BA) is an to manage programme design and out rate in BAU-supported schools sector they include: poor production large benefits in terms of household skills, absence of business development The share of Ugandans living in international development implementation well; and the ability to compared to non-BAU schools; an 81% prosperity and ultimate economic independently monitor, evaluate and increase in exam entry in BAU-supported skills, limited access to financial services poverty decreased from 56.4% to growth. With this context in mind, 3 organisation with 30 years’ fundraise in the most effective way schools compared to a 6% decrease in and limited access to markets2. These 24.5% between 1992/3 and 2009/10 . the education and livelihoods sectors experience working in some possible. Within this organisational non-BAU schools; and 76% of pupils in issues have informed the programmes’ However, of those that live above will continue to be our focus as we of the poorest regions of the framework, country offices develop and BAU-supported schools are now passing strategic development. the poverty line, around 13 million implement our 2014-18 Strategic Plan. world. For the last 12 years implement their own country strategies, exams in grades one to three and described as ‘insecure non poor’ remain vulnerable to falling into absolute the organisation has focused design their own programmes, manage continuing their education. their own staff and finances, and have Country context poverty. Poor and insecure households Our programme on education and livelihoods their own national boards. Besides Interventions to address gender specific lack access to coping mechanisms such opportunities in Kenya and its capacity building role, Build Africa barriers to girls’ education (for example The 2013 Uganda Millennium as savings, borrowing or support from goals Uganda. BA works through UK acts as guardian of the brand and menstrual management and life skills) Development Goal (MDG) Progress friends or family. fundraises for a significant number of have also been implemented. Through Report shows that Uganda has made Over the next five years Build Africa two country offices that share The reduction of poverty and BAU operations. our Livelihoods Programme community considerable progress in achieving the Uganda will be improving the quality a jointly developed mission, members (many of them parents) save MDGs, having already achieved two of vulnerability is an integral part of of life of the communities where we vision and set of values. In both BAU’s education and livelihoods work through their VSLAs and access loans so its 17 targets. For example, it has halved Uganda’s national development. Social work. We will do this in two important our Education and Livelihoods is concentrated in the districts of Kumi, that they can start income generating the number of people living in absolute economic transformation means programme areas: that all households are made more programmes we jointly develop Ngora, Bukedea, Masindi, Kiryandongo activities. As a result, parents have been poverty and achieved debt sustainability, and it is on track to achieve another secure and hence forward looking •• we will ensure that our models, based on our own and Buliisa, all situated in the Eastern able to provide school materials for their and North Western Regions of Uganda. children, pay school fees, pay medical eight. with a strong incentive to invest. The beneficiaries have enough food experience and that of others, The wide variety of programmes in bills, buy assets and the like. additional emphasis that the National and income at household level to which are tested and refined recent years has included support to Despite these successes, the report Development Plan places on economic meet all their basic needs; Universal Primary Education, business BAU has been undergoing a process notes that there are a number of growth and structural transformation through constant learning •• we will make certain that children skills and enterprise development, of steady growth and development. areas where progress remains slow, requires that more attention be paid and improvement; while are able to access a good quality Village Savings and Loans Associations This process has been underpinned stagnant or is in reverse. One of the to inequality. Unfortunately Inequality common financial controls and education. and HIV prevention amongst youth. by two phases of systematic planning. areas for which MDG progress has is perceived to be rising in Uganda, as operating procedures ensure The first phase, covering the period been below expectations is the primary is resentment about unequal access to maximum efficiency across our We have had the following impact on 2004 to 2007, was characterised by economic opportunities. programmes. primary education in the areas where small project planning. The second, 2 BAU Needs assess report in Amuria, Kiryandongo 2011, EQUIP evaluation report 3 MOFPED, Uganda Poverty Status Report, 4 MOFPED, Uganda Poverty Status Report, 2011, VSLA Evaluation Report, 2013. May 2012 May 2012 1 BAU Study Reports 2011-2013
06 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 07 Laying the foundations Build Africa’s strategic approaches to Amugagara Primary School for learning education and livelihoods Officially, in Uganda children aged three to five years are expected to be enrolled Justification for the In this strategy Build Africa focuses on We will also provide access to credit in pre-school so that by the age of six four areas that enable children and their facilities and help households use they proceed to primary one. In reality focus on education and families in Uganda to reap the rewards their loans properly for economic there is a wide gap between pre-school livelihoods of an improved education. These are: development. Finally, proper agricultural enrolment and the population of three laying the foundations for learning; practices and the building of community to five year-olds. Currently, only 9% Uganda’s National Development Plan maximising learning; including girls resilience to shocks and stresses will are enrolled in pre-school (leaving 91% (NDP) highlights education as one of and preparing for continuous learning. be encouraged to ensure that available excluded). the instruments for enhancing the These four approaches will help us land is used for the maximum benefit quality of life of the poor. Education is provide early childhood development, of the communities, especially in regard The distribution of Early Childhood perceived to benefit the poor directly by an improved quality of education, to economic empowerment. In this Development (ECD) centres is highly bringing higher incomes, better health girls’ education, better transition to strategic plan, three approaches to driven by income levels. Areas where and empowerment. The government secondary school and vocational skills. livelihoods are highlighted: financial the population earns a high income of Uganda (GoU) introduced Universal services and business development; tend to attract ECD classes because Free Primary Education in 1996, Evidence suggests that diversification agricultural production, value addition there is an assumption that the parents and school enrolment has tripled of income and livelihoods strategies and market access; and resilience to and guardians can afford the fees. since then. However, the increase in play a central role in raising incomes, shocks and stresses. The integrated This pattern of setting up ECD centres enrolment has not been matched by a savings, investment in human capital, nature of livelihoods and education is eliminates the majority of the rural water and sanitation facilities. Most the number of children reaching the corresponding increase in Government productivity and the inclusiveness of also taken into consideration. children from benefiting in pre-school. primary schools face overcrowding, end of primary school. We will do this 5 investment in the sector. Even though the development process . We will particularly in lower primary, with by improving the quality of teaching, the Government allocates about 31% of therefore help communities accumulate The key issues underlying the seven Although the quality has slightly an average pupil to classroom ratio increasing access to clean water and its annual expenditure towards primary income from their various enterprises approaches, what we want to do in the improved following the introduction of of 123:1 (three times the amount food, increasing the engagement education, the sector still struggles to by putting them in touch with existing coming five years and the expected guidelines by the Ministry of Education recommended by the Government). For of parents in the education of their fully meet the basic requirements of markets and providing information so outcomes are discussed in the following and Sports (MOES), the quality of example, in Buliisa the pupil to latrine children, improving the management a holistic, quality driven, efficient and that they can make informed decisions. sections. learning in most of the schools leaves a stance ratio is over 120:1 and about and governance of schools, expanding lot to be desired. This is compounded equitable primary education system. 5 MOFPED, Uganda Poverty Status Report, May 16% of the existing toilet facilities are the availability of appropriate books 6 2012 by a poor learning environment, poor in a very poor physical state . The acute and equipment, and by providing a hygiene, poor infrastructure and shortage in teacher housing (estimated conducive learning environment for unqualified teachers, all the result of at over 60,0007 units) has impacted both genders. As a result teaching and inadequate resources. The state of negatively on teachers’ morale. This has learning methods will be better, as will pre-primary education in the country resulted in staffing problems, especially governance and management. Children under-scores its value and calls for in rural areas where there has been a will also enjoy a more conducive immediate action from all the concerned 12% increase in teacher absenteeism8. environment because of improved authorities. There is evidence that with infrastructure and because their rights a good early childhood development Other issues like failure to meet the will be better protected and promoted. foundation, children perform better at immediate needs of children also cause primary school and are more prepared a serious challenge for primary school Including girls for life, work and secondary school. education. In a 2009 report by the Makarere Institute of Social Research Gender disparity in Uganda’s education Build Africa Uganda will improve the 70% of the children surveyed in the system manifests itself in both school-readiness of girls and boys by Northern, West Nile and Eastern regions enrolment and retention. This situation using innovative approaches to working of Uganda were found to lack enough exists for a number of reasons. Firstly, at pre-primary level, changing parental exercise books and/or something to parents have different aspirations for attitudes to early learning and increasing write with; 56% of pupils did not eat boys and girls. Girls are educated so they the resources available for young anything at school; while over 65% know how to read and write or be better children to aid their development. As a of pupils didn’t eat anything before mothers, rather than for employment. result there will be increased pre-school leaving their homes. While good Secondly, married daughters are enrolment for children aged 3-5 years school governance and community believed to be less likely than married and a better quality of ECD education. participation directly impacts on sons to remit cash income to their education attainments under Universal parents.9 Of the pupils who enter Maximising learning Primary Education (UPE), primary primary school, 48% of boys and 29% schools are still challenged by poor of girls complete the cycle.10 Recent While more children than ever access management structures with leaders studies11 carried out on the causes of primary school, the quality of teaching who lack vision. children dropping out of primary school and learning has gone down, with that show that multiple socio-economic in rural areas being far below that in Build Africa Uganda will develop the factors in the community and in the urban areas. There is a vast range of skills and competencies of children in all problems and challenges impeding the areas we work in so as to increase 9 Atekyereza/Educating Girls and Women in primary education service delivery in Uganda, July 2001 10 Atekyereza/Educating Girls and Women in rural areas. Many of the schools still 6 MISER, Baseline Survey for Quality Uganda, July 2001 lack appropriate infrastructure such as 11 Nyakibete Primary School Enhancement Initiative, 2009 (Nakanyike, Kasente & Balihuta, 2002, DHS classrooms, staff houses and proper 7 National School Census Data 2005 EdData Survey, 2001, Save the Children Fund, 8 Uwezo National Assessment, 2010 2002)
08 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 09 school cause pupils to drop out, and per annum20. Financial exclusion plays these are location specific and different a significant role in preventing the for boys and girls. The costs of schooling development of reliable incomes and continue to lead reasons for dropout, limits investment in urgent household even with UPE12. The cost of uniforms needs or Income Generating Activities and school materials may be high for (IGAs). Community consultations by a poor family who then choose to BAU in Amuria district confirm that this keep their girls at home while sending limits wealth creation and traps people their boys to school. The Uganda in poverty. In the sampled areas, 35% of Demographic and Health EdData Survey the people did not have any IGAs. The (2001) indicates that marriage and/or main reason was lack of capital to invest pregnancy are common reasons for girls (54%). Additionally, 56% of people aged 13 to 18 years dropping out of consulted had never accessed business primary school, especially in the Eastern skills training, limiting opportunities and Northern regions. In addition, girls to expand their IGAs and increase experiencing menstruation without incomes.21 For individuals to become adequate preparation or facilities are more financially secure they need to be regularly absent or even drop out of able to save money, or have access to it primary school (Education for All, 2003). in times of need. Investing in gender at rural schools can halve girls’ absenteeism and drop out Build Africa Uganda will improve the rates and increase girls’ confidence and income generating abilities of rural self-esteem.13 people by providing them with better access to financial services and improved We will increase the number of girls business skills. We will make this who benefit from a quality education by possible by providing people with the changing attitudes, building self-esteem, opportunity to save and access credit giving girls more say in the decisions through savings and loans groups, and that affect their education, introducing by giving them the skills and knowledge teaching styles that are sensitive to they need to get their businesses up girls’ needs, and giving girls positive role and running and diversify their sources models. In this way we are addressing of income. We will also support them the barriers to girls’ education and poor as they develop their businesses. These retention at school, ensuring that girls opportunities are mostly taken up by receive a quality education in schools women since it is women who are most and communities where their rights are involved in household responsibilities upheld and respected and where they and who tend to invest more in learn life-skills that improve their self- children’s education, health, access to confidence and capabilities. food and nutrition. As a result there will be increased financial literacy, access to Preparing for a broader and more affordable range of financial services and improved business continuous learning skills among communities where Build Although Universal Secondary Education Africa works. The resulting business (USE) was introduced in 2007, transition ventures will increase incomes and in Uganda remains low with only 68.6% improve the quality of life in households. of children continuing to secondary Lunchtime at Obosoi Primary School school.14 A variety of factors form Boosting harvests barriers that prevent children making and increasing access the transition to secondary school. These rate); attitudes towards education (the Low transition to secondary school, a variety of skills and experience to be Supporting financial include financial reasons (household views of both parents and children combined with a high drop-out rate at employable. to markets income, financial circumstances and the have a significant impact); access and primary school, results in a significant services and business We will increase the number of children An overwhelming 86% of the relative affordability of the direct and quality of education (the quality and number of young people leaving school who have the relevant skills and abilities development communities that we support are farmers indirect costs of school such as boarding, availability of schools varies according early without qualifications, needing 17 to make the successful transition to involved in small scale subsistence travel and materials); and missed to location); well-being and exclusion support to help them get a job. Low Although data shows that a 10% secondary school or work. We will do farming who sell their surplus at market. opportunities through child labour. Other (health, pregnancy, disability, gender school completion rates and limited increase in access to money reduces this by improving vocational skills, 18 Four main challenges face the agricultural factors include household composition and the needs of other disadvantaged capacities in vocational and technical poverty by 3% , financial services in 15 ensuring parents and communities 19 sector in Uganda: low production (circumstances such as bereavement or groups affect drop-out rates ); and education are ultimately reflected in Uganda are inaccessible and expensive. support the post primary education and productivity, low value addition orphanhood can increase the dropout pupil readiness (pupils can leave primary the low productivity of Uganda’s labour The nominal lending interest rates school without the skills they need to do force. Youth unemployment and under- of their children and ensuring children range from 17% to 23%. In the formal to agricultural produce and limited well at secondary school).16 employment is a growing concern in are receiving a good quality education. micro finance sector, the rates are market access, weak implementation of 12 Education for All (EFA) Gender and Education As a result children will be adequately agricultural laws and policies, and weak 15 the country. It is estimated that the even higher, ranging from 24% to 36% in Uganda, A Case Study for EFA Monitoring CREATE 2009 Dropping Out of School, prepared for secondary education and public agricultural institutions. Report, 2003 Policy Brief No 8, CREATE, University of Sussex, current job market can only absorb 20% 13 Impact of Providing Sanitary Pads to Poor Girls Brighton, UK of the youth. The youth therefore need they will acquire vocational skills as part 18 Operational Plan 2011-2015, DFID Uganda, in Africa, University of Oxford, November 2009 16 Uganda National Examinations Board, of their basic education. May 2011 20 National Development Plan – 2010 – 2015 14 World Data on Education 2010/11, United National Assessment of Progress in Education, 17 Handbook on Career Guidance for Policy 19 Operational Plan 2011 – 2015, Dfid Uganda, 21 BAU ACOLIP Baseline Survey Report in Amuria Nations 2011 Makers, OECD, 2004 May 2011 District, December 2011
10 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 11 Ugandan agriculture is characterised by low yields and a low application of Aipecitoi savings group modern technology. Whilst communities produce surplus for sale, there is a general lack of access to markets. This situation is aggravated by the lack of organised marketing structures for farmers and price fluctuations.22 According to a rapid livelihoods assessment carried out by BAU in Kiryandongo District, the low prices are partly due to limited access to market information and middle men taking advantage of the farmers’ need to sell their produce immediately.23 To make it worse, 95% of the farmers interviewed were unaware of the existence of any marketing cooperatives that could help them get better prices for their produce.24 In addition, communities lack evidence-based guidance on enterprises with ready markets suitable for investment and which promise quick returns.
We will work with rural farmers to increase the returns achieved on their agricultural enterprises, resulting in improved incomes and food security. We will help them to do this by looking at new ways of increasing the value of their produce, by training them in ways of improving productivity, and by exploring opportunities to provide access to wider markets with better prices. As a result, communities supported by Build Africa will have relevant skills in improving the productivity of their agricultural enterprises and the capacity to compete in relevant markets with quality products and services. Combined with the creation of a conducive environment for production and competitive market access, households will have diversified sources of income that will improve their quality of life. Strengthening resilience to shocks and stresses In Uganda rain-fed smallholder agriculture is particularly vulnerable to unpredictable weather, pest attacks, livestock epidemics and poor seed quality. According to the Poverty Status agriculture-related shocks.25 Because ecosystem health so they are able to engagement, ownership of resources, BAU will help individuals prepare for secure more income from diversified Report 2012, half of all the households of their inability to respond even avoid problems in the future. and the capacity to organise are also and withstand environmental and activities. In addition, the communities surveyed had suffered from extreme relatively mild stresses (such as delayed critical for building resilience. When economic shocks and stresses. We will will have the capacity to demand and weather over the previous years (mainly or inadequate rains) can lead to major This means not only helping people people are able to draw on their own continue to develop new approaches realise their rights and entitlements and drought), while 17% had experienced livelihood shocks. Building the resilience directly but also developing good capacities, strengths, and values, instead and work in collaboration with others to they will have better access to publicly of affected people so they can respond policies, plans and programmes to of viewing themselves as hopelessly build community resilience, focusing on provided goods and services. 22 Kiryandongo District Development Plan, 2011 positively to these changes requires that support wider development. In order to poor, resilience is strengthened.26 measures such as income diversification, – 2017 we help them cope with current change, positively impact people’s lives, projects water and land management, and 23 Build Africa Kiryandongo Rapid Livelihood must be implemented at sufficient scale Assessment Report, Nov 2011 adapt their livelihoods, and improve conservation. As a result communities 26 24 Build Africa Kiryandongo Rapid Livelihood and over a long enough period to have USAID, UKAID Discussion note, “Building will have the capacity to plan, adapt Assessment Report, Nov 2011 25 MOFPED, Poverty Status Report, May 2012 lasting benefits. Community solidarity, Resilience to Food Security Shocks in the Horn of and respond to shocks and stresses and Africa”, March 2012
12 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 13 Our values The garden at Kooki Primary School.
To be successful we must be an organisation made up of people who share a set of key values, embedded in all our activities. Five core values will shape the actions of everyone who works for us, and determine our responses to the challenges we meet:
Putting the well-being of children first, in everything we do. We will focus on ensuring that the child’s well- being is a priority for all our people, in all our projects, and throughout our organisation’s culture, informing how we act and respond.
Reflect, learn and share to develop highly effective ways of working. We can be proud of our culture of striving to achieve high standards in everything we do. We aim to be an organisation that constantly learns from our partners, from the communities we work with, and from external agencies. We monitor and evaluate our work to measure the differences we are making and actively share the results with others.
Pushing the boundaries of development. We actively encourage creativity and innovation to identify Where are we now? new and improved ways of tackling the causes and consequences of poverty. Organisational Health refers to an at all levels of the organisation. This will ensure we can deliver a much organisation’s ability to achieve its Lastly, stable funding from BAUK has wider range of projects at a greater goals based on an environment that contributed to the organisation’s scale and quality. seeks to improve its performance and sustainability over the years. support employee well-being.27 A self- But there are also areas of weakness Empowering our people. Strong assessment of BAU through two internal leadership will help empower every processes has revealed key strengths that will need to be addressed during member of staff, encouraging them to and weaknesses that will inform our implementation of the strategic plan. act with integrity at all times, be open to capacity building priorities for the next While BAU is strong in programme new methods of working, and to make five years. Results from the BAU SWOT design, a lack of harmonisation best use of opportunities for personal analysis and Bond health check are between the programme strategy and and professional development. We attached in Appendix One. monitoring and evaluation system has will only achieve our goals by raising been a challenge. The organisation also expectations and helping our people We have a strong programme design, needs to complete the development to meet them. Every member of staff, with an accumulated wealth of of its fundraising strategy in order to trustee and partner is an ambassador for experience in income and educational boost its programme funding. There Build Africa, whether answering a phone programmes. Our programmes promote is inadequate engagement with the call or running a project. community participation and feedback media, private sector and the research and staff are strong in community community. A communication strategy Inspire people to work with us. We mobilisation. Community engagement that will enhance the organisation’s may work with small savings and loans is enhanced by good collaboration national visibility therefore needs to be groups or multinational agencies to and partnering with key stakeholders put in place. Low partner capacity has deliver change, but they must all be at the local level. The organisation been a challenge and there is no partner inspired by Build Africa and by what we has competent staff and an inspiring development strategy. More resources are trying to achieve. leadership, with a skilled and supportive also need to be invested in staff learning board of directors. Organisational and development and the organisation’s policies and systems are well capacity in policy influencing must be developed and a good monitoring and developed as well. communication culture is maintained
27 David Alman, Organisation Health –Improving Organisation Performance and Employee Aipecitoi Village Savings and Loans group, Kumi wellbeing, 2010
14 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 15 Partnerships Strategy will be within the framework of the overall BA Communication Lillian Papayi, a village saver from We will develop partnerships with Kahara, selling tomatoes and silver fish Strategy and tie in carefully with at her ‘kibanda’ (market stall) organisations that have the skills, BAU’s Fundraising Strategy in order to experiences and ideas that will help us gain maximum benefits for BAU and tackle common problems beyond our BA as a whole. BAU will collaborate capacity. Different types of partnerships with colleagues in BAK and BAUK to will be promoted, including cooperation, produce regional communications coordination, networking and coalition where necessary. Partners with building. Relationships will be built with communication skills will also be peer organisations (e.g. PEAS), with local exploited for experience sharing and organisations (e.g. KACE, RDP), with joint communication gains. The ultimate larger INGOS (e.g. WaterAid, CARE) and objective of our Communication Strategy with district and national government will be to create brand awareness among bodies. A partnership development the national and international donor strategy will therefore be developed and community and relevant government implemented to streamline partnership departments. building approaches within BAU. Flexible and sustainable Influencing fundraising We believe that we can better deliver proposals), and donor agencies; explore our mission and vision if we employ Supplementary to the Communication creative projects that demonstrate policy influencing as one of our work Strategy proposed in the last section, innovation and Value for Money (VfM); strategies. We can build on our strengths BAU needs to cultivate potential submit high quality proposals and donor in community mobilisation, in evidence donors. Target donor audiences will reports; and strengthen internal systems based needs assessment and research range from institutional donors, to track impact and sustainability. and in the distinctive contributions international individuals, trusts and we have been able to make in the foundations, corporates and local Good governance areas where we work, to provide vital individuals. These donors have different While BAU has got a strong and insights for influencing policy. We characteristics that we will need to diverse governance body, its guidance have a good understanding of our key take into consideration. For example, and advisory role will have to be policy making aims and in some cases while institutional donors are highly strengthened if we are to achieve we have made contact with relevant competitive, they tend to have long What will we do to get there? more self-sufficiency. We will do this government officials and other key term funding relationships (rather like trusts and foundations whose funding by increasing board exposure to our In the next five years BAU will address community needs. Programme locations players on selected advocacy issues. is relatively smaller). International programmes, ensuring that they interact the key organisational weaknesses, Monitoring, Evaluation, will be chosen on the basis of desk Building on these experiences, BAU will individuals have volatile interests and with staff, engaging them in strategy and enhance those areas of strength, Accountability and research that utilises relevant published develop and implement an organisation small funding potential, but they can development processes and resource that have been identified by the SWOT data, and community consultations strategy for policy influencing in the provide links to bigger funding sources. mobilisation and making certain that analysis and Bond Health check. We will Learning (MEAL) will inform the project design. We will next five years, with particular emphasis While we do not have highly developed they actively consider risks and ways to focus on the following areas: Expansion, There is a need to acquire more continuously engage with beneficiaries, on well researched advocacy issues corporate social responsibility (CSR) mitigate these risks. We will continually Monitoring, Evaluation, Accountability internal evidence of what works and build relationships, welcome feedback that promote our mission and strategic commitments in the country, corporates assess where skills and knowledge need and Learning (MEAL); innovation; to strengthen our internal capacity and be accountable for results, all of objectives. are able to provide free visibility, and improving and recruit to fill these gaps partnerships; influencing and child in undertaking reviews, evaluations which are necessary if we are to learn we should exploit this. Despite their on our board. rights. Internally, we will concentrate and consultations. We will therefore and improve on the road to achieving Child Safeguarding and low funding potential local individuals on flexible and sustainable fundraising; maintain a monitoring and evaluation our mission. can also get more people to learn about good governance; staff development system that is aligned to the Strategic Child Protection Staff development BAU nationally. and retention; and communications. Plan. This will enable the organisation to Innovation BAU will design and implement actions and retention provide regular information on project to ensure that children are listened Our fundraising focus will be on securing The expected organisational outcome We will identify and explore innovative Staff capacity to deliver on this and programme performance in order to, safeguarded and protected. diversified funding to enable fulfilment is that BAU’s capacity to achieve its ways of working that will improve our Strategic Plan will be improved when to promote their efficient and effective Children’s rights and protection will be of strategic goals and objectives, objectives will be developed and effectiveness, and we will proactively we implement our comprehensive Staff implementation and operation. We strengthened through various project in addition to ensuring effective strengthened. This will be achieved share with NGO’s and others the lessons Development Plan, based on a skills will also assess our own capacity in activities. We will explore partnerships stewardship of existing relationships through investing in the following areas we have learned from our work. We analysis. The organisation will aim at monitoring and evaluation and identify with various agencies with expertise and current donor funds. We will aim and interventions. will enhance creativity and innovation retaining highly talented and motivated areas for improvement. BAU recognises in child safeguarding and protection to raise flexible funding that covers in programme design by increasing staff, so that we can implement quality the importance of learning from its own interventions. In order to do this we will the core costs of the organisation and our research capacity, and promote a programmes in alignment with the BAU Programme experience and that of others. Through have to develop the knowledge and allows BAU to invest in growth. This culture that encourages good ideas overall resources strategy. We will also interactive MEAL systems involving Build skills of the BAU team. will be achieved through developing Expansion and supports small scale projects that examine how we can free up senior Africa-UK (BAUK), Build Africa Kenya and implementing BAU’s Fundraising try out new ideas. Staff capacity will management time to concentrate By 2018 we will have expanded (BAK) and its partners, we will be able Strategy by the end of 2014, in close also be built into the new approaches Communications on strategic issues. A comprehensive strategically into at least three new to share and use this knowledge to collaboration with the BAUK and BAU (for example in the Early Learning health, safety and security plan will districts and communities where there increase organisational effectiveness BAU will develop and implement an boards. The key focus of the Fundraising and Resilience to Shocks and Stresses be developed and implemented and are poor education and livelihoods and to inform new work. organisational Communication Strategy Strategy will be to build BAU staff’s strategic approaches) in order to aspects of HIV and AIDS and gender will outcomes. This will follow completion of that is realistic, affordable and within the fundraising capacity; proactively BAU is committed to developing support new project designs. be mainstreamed within the HR policy. district selection based on clear criteria financial and human resource capacity of develop relations with local partners, in programmes and projects that meet and transparent process. the organisation. BAU’s Communication particular US based vendors (for joint
16 Build Africa Uganda Strategy to 2018 Build Africa Uganda Strategy to 2018 17 Appendix 1: SWOT ANALYSIS RESULTS
Strengths Weaknesses •• Creativity & innovativeness in programme design •• A lack of harmony between the programme strategy and the monitoring and evaluation system •• Appropriate & relevant programmes Lack of a Uganda fundraising strategy •• Good collaboration and partnerships with stakeholders •• Weak partnerships that don’t compliment BA’s work •• Skilled and competent staff •• Limited national visibility and weak PR strategy •• Strong organisational policies and systems •• Limited formal staff training opportunities •• Skilled, experienced and supportive Board of Directors •• Internal Lack of a partner development strategy •• Accumulated knowledge and experience in provision of •• income and educational programmes •• Stable funding from BAUK
Opportunities Threats •• Good Government policies that support young people •• Falling school attendance due to emigration •• Modern technologies (radio, internet) •• High levels of poverty in operating areas •• Availability of skilled labour in the country •• Coalition funding trends could disadvantage BAU •• Political stability •• Change of donor funding policies following the discovery of oil in Uganda •• Willingness of communities and leaders to work with BAU •• Negative cultural practices/beliefs (such as early marriage) that threaten our education goals •• Existence of structures to use as entry points in External communities •• Vibrant and visible corporate sector (corporate social responsibility) •• Existence of financial institutions to work with VSLAs
Source: BAU SWOT Analysis Results, 2011
Appendix 2: BOND HEALTH CHECK RESULTS
Strengths Weaknesses •• Identity and Integrity: shared values and vision, distinctive •• Programmes: inadequate programme and monitoring contributions, good beneficiary voice and evaluation resources •• Leadership and Strategy: strong and diverse governance, •• People: inadequate learning and development, internship inspiring leadership, a developing organisational strategy programmes lacking, and a lack of health, safety and •• Beneficiaries: good community participation and security plans feedback, staff are good a mobilising communities •• Partners: undefined roles and responsibilities, low •• Monitoring: innovative, good monitoring culture, able to partner capacity and sustainability communicate results, adequate knowledge management •• External Relations: lack of a communication strategy, •• Internal Communications: good internal communication inadequate engagement with the media, private sector and staff participation and collaboration is well and the research community developed, adequate communication between BAUK and •• Influencing: lack of an advocacy strategy and low staff BAU capacity and experience in policy influencing •• Money Issues: value for money, we maintain a risk management register, strong staff capacity, good accounting systems and financial reporting
Source: Build Africa Bond Health check, 2014
18 Build Africa Uganda Strategy to 2018 Build Africa Uganda Block 245 Plot 431 & 424 Kabalagala Central Zone, off Gaba Road PO Box 7224 Kampala, Uganda T +256 (0)414 267828/9 E [email protected]
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