Schools established by ABC Children´s Aid
ABC Children´s Aid has established schools in Wakiso district, Central Uganda, in the villages of Kitetika and Kasangati. It has built there two nursery, two primary schools and one secondary college. The schools were built in response to a perceived need as a result of the high incidence of children orphaned through the HIV/AIDS pandemic.
It has also built schools in Pader district, Northern Uganda, in the village of Rackoko. It has built there a nursery, primary, secondary and a vocational school. Northern Uganda was in war for about 25 years and many children suffered horrific, cruelty, poverty, and abysmal conditions as a result of it.
All schools are registered and approved by the Ministry of Education (MoE) in Uganda and have examination centers approved by the Uganda National Examination Board.
The system of education in Uganda is as follows:
a) All schools must be registered and approved by the Ministry of Education.
b) All schools must employ teachers that are qualified and registered by the above ministry.
c) The school buildings must meet the required standards if they are to operate according to the MoE.
Children may enter at the age of three and a half for duration of no more than three years.
The primary schools begin in primary one and complete primary seven with an external the primary 7 leaving examination set, monitored and supervised by the MoE.
Secondary Education is from senior one to senior four “O-level” followed by senior five and six “A-level”. If the student scores the required marks they can then proceed to the university or other tertiary institution.
Central Uganda, Wakiso District:
Nursery and Primary:
The initial children that were sponsored in 1994 by friends attended other surrounding primary schools at a considerable cost and also extreme early and late hours. Some of the children were HIV positive and it seemed ludicrous to put them under the pressure that was being demanded from the schools.
An opportunity came to purchase a nearby property with an unfinished five roomed house on a six acre plot. Unfortunately the organization did not have the money that the owner was demanding but with financial diligence and God´s blessing we were eventually able to purchase it. So the school commenced in 1995 in an unfinished sitting room with initially 19 children which soon increased when an NGO in Australia asked to sponsor 200 children. They were able to advance some money to build a five classroom block. Within a short period of time more offers to help children came from different parts of the world and hence more buildings were built and more children helped. The school has had an enrollment of over a 1000 children. Currently the enrollment stands at about 1,100. The original house is the administration block and the first building of five classrooms was converted to a teachers´ staff room.
The school guarantees quality education for each child regardless of tribe, religion or status in the community. All are provided with basic health care, nutrition, textbooks, sports, music, dance and drama, and they have access to various clubs.
Since the inception of the school no child has ever failed the external primary 7 examination exam. And we have come close to equaling the best schools in the country in terms of results. This tells its own story and the school is proud of its record.
Comprehensive College Kitetika:
With students getting good results in our primary school many selected poor quality secondary education due to financial difficulties. Others who could not even afford poor quality education sat at home not being able to access further education. In Uganda, as in other countries, getting only a primary 7 certificate is not enough. And thus we felt compelled in 2002 to continue the building process by providing quality secondary education. This was done through prayer and faith believing that God would provide the finances for the building and the payment for the teachers. He has been faithful and as you can see by the photos the buildings are good and are still a work in progress. The college currently has an enrollment of 980 students in both O- and A-levels. We are gratified with the results, no students fails, many are in universities and other institutions of learning and the college now employs some of its former students.
The vision to commence the working education was to produce employable young people of disciplined character who in turn would be in a position to help their families come out of the poverty cycle.
The nursery school opened in 2004. The purpose for starting the school is similar to the above. It is now fully fledged primary school and the students sat their first primary 7 leaving examination in 2012 with excellent results.
Northern Uganda, Pader District:
The need to begin helping children with education was perceived and formulated in 1992. During this period only people who were tagged mad could travel to the north and to think about building schools was out of the question due to the danger of the Lord Resistance Army who regularly mined roads, abducted children and teachers so we faced an uphill battle. War does not only destroy buildings but destroys the moral of people. Parents were loath to send their children to school for fear of abduction or killings. The stories we could relate about this are too horrific to mention on this website but some of the Mother Child stories can be found here.
The work began in six villages by building schools for the Ugandan Government. This was done with the help of an NGO in the Netherlands who were brave enough to believe that it was possible. Though the buildings were successfully built we struggled to get the standard of education to an acceptable level in these schools. This was due to the fact that teachers also were the target of the rebels and home brewed drunkenness was the order of the day. It was eventually decided if the level of education was to be raised in the district then ABC Children´s Aid would have to build its own schools to help raise the standards of education through healthy competition in relation to other schools. This was effective and we do see the role of an NGO is to raise standards in the surrounding communities.
The school has been effective and is mostly first or second in the external examination results for primary 7 in the district.