Strategic Planning: Education

Strategic Planning: Education Jacob Cartledge Justin Fish Emily Fitzsimmons Daniel Woodruff

Background â—? â—? â—?

Colonists remade existing educational style into a highly prestigious system that degraded social relations and traditional ties (Newman 6) 1960s: Many countries began regaining independence; new governments wanted more inclusive education policies (7) There have been major meetings held and promises made, such as the World Declaration for Education for All, the Millenium Development Goals, and the Sustainable Development Goals (8, 9)

Background ● ●

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Issues with the quality of education exist still today All of sub-Saharan Africa spends 5% of its GDP on education, which is roughly the same as that of North America (Newman 15). Still not enough for the massive youth population in need of education; sub-Saharan Africa has the lowest education rates for all age groups Since 2008, enrollment rates have become stagnant, and the Sustainable Development Goal for universal education has made little progress (“Education”)

Background ●

Sustainable Development Goals (SDG) ○

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Compared to its predecessor, the Millennium Development Goals, the SDG are more people-centered in its formation and application. The SDG also focus more on the quality of education (Newman 9) SDG 4-Education ■ Free, quality education for boys and girls that will prepare them for higher levels of learning ■ Equal access to affordable technical and vocational training to increase likelihood of employment ■ Effective and inclusive learning environments for all people ■ Literacy and numeracy in all children and most adults ■ Increased funding for vocational schooling ■ Increased number of trained teachers (“Sustainable”)

Background ●

Current issues in sub-Saharan African education include: ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Lack of scholastic materials and equipment (“School” 5; Eshun) Large class sizes, especially in primary grades (“School” 5) Access to basic services (gender-specific bathrooms, sanitation, drinkable water, electricity, etc.

(11-19) Organized pedagogy Qualified and dedicated teachers (Newman 3) Limited funding due to donor priorities, lack of visible impact, few creative fundraising strategies (14) Hidden costs on families (uniforms, school lunches, scholastic materials, loss of labor) (Mwesigwa) Gender and socioeconomic discrimination (Newman 10) Misalignment between the TVET curriculum and industry demands and government priorities Poor efficiency, communication, and collaboration (Eshun)

Background ● ●

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No one-size-fits-all solution, but some elements could be replicated (Newman 4) The UNESCO Institute for Statistics (UIS) contributes to SDG 4 by collecting data about education; based on this data, the UIS consensus is that “business as usual” will not achieve the SDG 4 of universal education (“One” 12,13) Key Strategies: ○ ○ ○ ○ ○ ○ ○ ○ ○

Teach the basics well so that students can be properly prepared for further schooling Teach in the mother tongue to facilitate understanding Train teachers Arrange transparent and capable leadership in education sector, especially regarding the budget Complement curriculum with technology Involve parents and community leaders Actively ensure equality and gender inclusivity in the classroom and in industries (Newman 3) Improve curriculum and relationships between stakeholders Seek multiple, flexible, and reliable sources of funding (Aring 3)

Background ●

Current action in Uganda ○ ○ ○

Ministry of Education and Sports has raised the District Teachers’ ceiling, so more instructors can no be hired. Now 10,000 additional teachers, lowering student:teacher ratio to 53:1 The Ministry has also implemented a 15% raise in teacher pay and created an official curriculum District and municipal authorities acting against ghost schools, teachers, and students (“Pre-Primary”)

History ● ● ●

Founded in 1954 by bishop Sixutus Massoldi in South Sudan.

They were expelled by the government and took refuge in Northern Uganda in 1964.

The sisters came with Massoldi to Uganda and got established in Moyo, Uganda.

Governing council â—? â—?

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1 superior general and 4 councilors and 1 moderator. The council discuss and plan the operation of the congregation.

Using chapters to define their plans, they include the previous 6 years of history and propose new plans for the next 6 years into the future. A moderator and assistant moderator are used in guiding along the discussions.

New superiors are elected every 6 years.

The maximum amount of time one person can run is 12 years. 33 members are responsible for deciding the 6 members who are to be in power.

Operations ● ● ● ●

The sisters teach in all different forms, including medical, educational schools, orphans, and women only vocational schools.

They work with hospitals, health centers, and clinics where healthcare is of poor quality, where they help in providing maternity related healthcare.

They also assist with the primary schools, and kindergartens where they provide assistance with infrastructure, teachers, and supplies.

The Moyo orphanage is for young girls to bring their babies to if they are not ready to raise their children and can be reunited with them when the time comes.

Vocational school ● ● ● ● ● ● ●

For women only.

Open for any woman but is made up primarily for dropouts.

The women who achieve their education get jobs in the community.

Max capacity is 450.

Grades don’t matter but their success does.

Classes include: Cooking, baking, sewing, agriculture, hairdressing, weaving, and embroidering.

Located in Gulu

Kindergarten and Primary â—? â—?

The children who are able to attend kindergarten are given the chance to achieve higher education by transferring to primary school.

The curriculum is still undecided and is left to the teachers to determine what is best for the students.

Government involvement â—?

Supplying electricity, roads, and infrastructure.

Opportunities and Challenges ●

Where do we see the education program in 5 years? ○

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The programs will likely remain the same subject wise, but have an increase in the amount of people taking the program which may lead to new challenges.

Not much change is anticipated for potential changes to priorities in the near future.

The opportunity for growth and expanded programs will come as priorities are met.

Opportunities and Challenges ●

New Challenges ○

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Capacity Transportation ○

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As more children and refugees come to the program new challenges are presented.

Transportation from the school and farm

Finances ○ ○

Finances keep the program going Finances to train, pay, and keep the teachers

Priority Funding Areas-Atiak ●

Dormitories ○ ○

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Transportation ○ ○

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2 vans that could be used to transport children on field trips Transporting food from the farm to the schools.

Playground ○

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Needed for girls and boys that are attending the school (Orphan village is only for orphans) The one that was built for the women cost $30,000

Playground would be very helpful for the school children

Vocational School Materials ○ ○ ○

Scholastic materials (Books, pencils, pens, paper, etc.)

Sewing supplies and equipment (needles, machines, fabric, thread) Agriculture equipment, including a tractor, hoes, etc

Priority Funding Areas-Gulu ●

Transportation ○ ○

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Update buildings ○ ○

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2 vans for transporting people and food between the schools and the farm Easier to maintain than a bus.

The oldest buildings that haven’t been updated Could use some renovations

Vocational Schools ○ ○ ○

Scholastic materials (Books, pencils, pens, paper, etc.)

Sewing supplies and equipment (needles, machines, fabric, thread) Agriculture equipment, including a tractor, hoes, etc

Works Cited ●

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Aring, Monika and Robin DePietro-Jurand. “Technical and Vocational Education and Training.” Promising Youth Development Strategies. Contributors Nancy Chervin and Ann Hershkowitz, Education Development Center, Inc., March 2012, http://idd.edc.org/sites/idd.edc.org/files/Technical%20and%20Vocational%20Education%20and%20Training%20-%2 0Report.pdf. Accessed 24 April 2019.

“Education in Africa.” UNESCO UIS. 2019 UNESCO Institute of Statistics, 2019, http://uis.unesco.org/en/topic/education-africa. Accessed 23 April 2019.

Eshun, Maame Esi. “Skilling Africa’s Informal Sector for Growth: The Role of Technical and Vocational Education and Training.” Africa Up Close. Wilson Center, 11 June 2018, https://africaupclose.wilsoncenter.org/skilling-africas-informal-sector-for-growth-the-role-of-technical-and-vocational-e ducation-and-training/. Accessed 23 April 2019.

Mwesigwa, Alon. “Uganda’s Success in Universal Primary Education Falling Apart.” The Guardian. 2019 Guardian News & Media Limited, 23 April 2015. https://www.theguardian.com/global-development/2015/apr/23/uganda-success-universal-primary-education-falling-a part-upe. Accessed 23 April 2019.

Works Cited ●

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Newman, Constance Berry. Equipping Africa’s Primary Learners for the Future. Atlantic Council Africa Center, Nov. 2017, https://www.atlanticcouncil.org/publications/reports/equipping-africa-s-primary-school-learners-for-the-futur e. Accessed 23 April 2019.

“One in Five Children, Adolescents, and Youth is Out of School.” UNESCO Institute for Statistics, Feb. 2018, http://uis.unesco.org/sites/default/files/documents/fs48-one-five-children-adolescents-youth-out-school-20 18-en.pdf. Accessed 23 April 2019.

“Pre-Primary and Primary Education Department.” Ministry of Education and Sports. The Republic of Uganda, n.d., http://www.education.go.ug/data/smenu/11/Pre-Primary%20and%20Primary.html. Accessed 24 April 2019.

“School Resources and Learning Environment in Africa.” UNESCO Institute for Statistics, August 2016, http://uis.unesco.org/sites/default/files/school-resources-and-learning-environment-in-africa-2016-en/scho ol-resources-and-learning-environment-in-africa-2016-en.pdf. Accessed 23 April 2019.

“Sustainable Development Goal 4.” Sustainable Development Goals Knowledge Platform. United Nations, 2018, https://sustainabledevelopment.un.org/sdg4. Accessed 25 April 2019.