The literacy hour, started in 2011, and aims at supporting the extension of school activities in communities. The hour is held twice a week in community centres. “We have introduced basic education where we equip children with basic education skills so that they are able to read and write.
Life skills are abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life. Described in this way, skills that can be said to be life skills are innumerable, and the nature and definition of life skills are likely to differ across cultures and settings. However, analysis of the life skills field suggests that there is a core set of skills that are at the heart of skills-based initiatives for the promotion of the health and well-being of children and adolescents. These are listed below:
- Decision making
- Problem solving
- Creative thinking
- Critical thinking
- Effective communication
- Interpersonal relationship skills
- Coping with emotions
- Coping with stress
Life skills education, children are actively involved in a dynamic teaching and
Learning process. The methods used to facilitate this active involvement include working in
Small groups and pairs, brainstorming, role play, games and debates.
Mentorship Program brings enthusiastic, dedicated, caring adult members of our community and unites them with children in foster care and/or young people at risk in our community. Providing someone who can be a friend, who will encourage and support them through the various transitions in their life, help instill independence, confidence and everyday life skills they will need.
How Do Mentors Help?
Children guided by positive role models are more likely to improve their academic performance, make better decisions, have more self-confidence, and a sense of belonging. Foster children with a mentor tend to have better relationships with parents/caregivers, teachers and peers. They are also more likely to attend and graduate from school.
- Connect children with positive members of their community to build friendships and have role models..
- To provide children with someone who may provide support and guidance
- To provide support and connection for children and help those transitions they may experience (transition back home, transition to adulthood, etc.)
- Teach independent living/life skills, instill creativity, and promote the youth's self esteem.
Our major aim is to help children beginning from primary schools through providing them with information about the different issues in life and also empower children with tangible life skills, health and wellness, communication skills, counseling and career guidance that can help round out a comprehensive education which makes it easier for the children to make it in life.
This program designed to help children develop as whole individuals as they embark on their academic work. The aim is to equip children with the knowledge of spiritual and social values. The program consists of topics such as knowing God (spiritual disciplines), identity, child abuse/neglect, relationships, sexuality, drug abuse, internet, and media.
We would love to implement new program on girls, to help them discover and usetheir abilities, we need to empower them with life skills to work against their challenges that push them back.
Many girls face it rough at home, school and in the community; it takes a lot of their energy just to cope up with the challenges that push them back.
Developing a reading culture… Through organizing reading tents
The exercise is described as massive due to the switch from Luganda to English as a language of instruction.
This created a surge in the need for English language textbooks which are very few and non-existent. This exercise will definitely go a long way in addressing the problem of scarce reading and teaching materials in this project.
Apart from text books, the problem of a reading culture remains one of the biggest challenges faced by the education sector in Uganda. To address this problem a concerted effort from various stakeholders is needed. There have been several campaigns and efforts to this end but more needs to be done.
No amount of investment in the education sector can replace the value of loving to read. Precisely, the love for reading is actually the love to seek knowledge. Children read because they wish to know more. It is a waste to teach those who do not love knowing. We have to start by teaching them to love seeking knowledge through reading.
The problem of a vibrant reading culture is not unique to Uganda and we ought to find out how other countries are trying to deal with it directly or indirectly. For example, in some countries, street booksellers are given space and tax incentives in order to boost the reading culture.
Even without a public library, there is a lot that can be done to improve the situation especially if several small steps are taken. About two weeks ago, I had an interesting discussion with an American friend called Heather who is so determined to help by gathering used books in the US and sending them to Uganda.
Her objective is to have the books in the hands of random Uganda children that love to read as opposed to sending them to libraries where they more often than not, just end up on shelves gathering dust. She strongly believes that the move will go a long way in making reading a cool hobby and thus endear it to more Uganda children with time.
It is also a proven fact that parents and guardians stand the best chance when it comes to nurturing a reading culture. Most of the adults who love reading will point to their parents as the source for that love. Personally, I am grateful to my mother who always asked me to read to her stories that appeared in the newspapers she brought home each day.
Parents with young children should start by reading them bedtime stories and asking them a few questions to ensure they are following and showing interest. Regularly buying easy-to-read books (as opposed to text books) for your children can also help a lot. The non-academic books help to inculcate the culture of reading as a hobby as opposed to reading for the sake of exams.
And by the way, efforts to develop a reading culture need not be only about books. For example, if you are driving with your children, why not ask them to read the various sign posts and billboards by the roadside and explain the messages where possible. Such a small step can mean so much in developing what I call ‘micro reading.’ This to me is the urge to read anything written like notices and billboards.