WindleTrustUganda

Towards holistic education

for children and youth
affected by conflict

ANNUAL REPORT 2013

2 Windle Trust Uganda | ANNUAL REPORT 2013
 Windle Trust Uganda
ANNUAL REPORT 2013

TABLE OF CONTENTS Chapter 1 Education Management

09
Assuring quality education for refugees
across the continuum

04 Organization overview
“Education has the capacity to improve Chapter 2 Investing in Youth
lives and transform communities.”
20 The UN Joint Population Programme

07 Messages
Executive Director Chapter 3 Special Needs Education

23
Board Chair
Increasing access in low resource
settings

Chapter 7 Chapter 4 Community Technology Access

33 24 Doubling up for money and

communication
Finance and Administration
Chapter 5 The Acholi Bursary

Chapter 8 26 Scholarships for the best finalists

35 Chapter 6 The DAFI Scholars

Board of Trustees
29 Opportunities for University

ACRONYMS: IDPs: Internally Displaced Peoples WTU: Windle Trust Uganda

IP: Implementing Partner NPD: The Uganda National Development Plan
JPP: UN Joint Population Programme SDIP: Uganda Social Development Sector Strategic
UNHCR: United Nations High Commission for Investment Plan
Refugees CTA: Community Technology Access
Windle Trust Uganda | ANNUAL REPORT 2013 3
 ORGANIZATION OVERVIEW
Key activities

Scholarships: Provision of scholarships at

vocational, secondary and tertiary institutions to
young refugees in Uganda with special emphasis
on girls

English language: Increasing access to training

and employment opportunities for refugees
through English language training
Above: Pupils of Kikuura PS in Rwamwanja Refugee Settlement dance gratefully after
receiving scholastic materials from WTU
Girl child education: Encouragement to ensure
Windle Trust Uganda believes they need to stabilize their lives. refugee girls can access education at both primary
education has the capacity to We are enabling refugees, and post-secondary levels
improve lives and transform displaced people and others
communities. For refugees affected by conflict to access Vocational Skills: Increasing access to higher
whose lives have been education, vocational training and education and training at vocational level
devastated, education can employment. In 2013 Windle Trust
offer hope and empower Uganda operated in Nakivale,
students with the skills they Kampala, Rwamwanja, Oruchinga Life skills: Strategies for improved employability
need to achieve success and and Kyaka refugee settlements. of refugees.
contribute to their community. The organization is part of the
These students often have Windle Family of Trusts in Eastern
multiple and interrelated Africa with headquarters in the Entrepreneurship: Building capacity of alumni to
problems, as such, Windle Trust United Kingdom. It has sister create employment opportunities.
is committed to more holistic offices in most of the East African
service provision that connects countries: Kenya, Ethiopia and the
students to other social services Republic of South Sudan.

4 Windle Trust Uganda | ANNUAL REPORT 2013

 Focus on refugees, displaced
people and others affected by
conflict
Conflict is a major hindrance to education, with more also welcome to attend the schools,
than half of young people living in war zones unable to a practice that has increased wider
access primary education. UNHCR, the agency mandated community support for the schools.
to seek lasting and dignified solutions for refugees and Beyond classrooms, we work with
IDPs, partners with organisations on the ground such as other partners in the settlement to
WTU to increase access to education for the Persons of address nutrition, health, sanitation
Concern. Services are provided through Early Childhood and other key need areas to
Development Centres (ECDs), Primary Education, Secondary facilitate successful learning. This
Education, Vocational Training, and Special Education approach has enabled us to build
services for persons with disability. networks to enable our students to
continue on to vocational training,
Windle Trust works as an education manager providing entrepreneurship, apprenticeship,
direct support, supervision and monitoring of education university including international
services offered in Early Childhood Development Centres, education opportunities.
primary, secondary and Post-Secondary Schools in Nakivale,
Oruchinga, Kyaka II and Rwamwanja settlements. Our
mission is to ensure that children and youth whose lives
have been disrupted by conflict will have a strong academic
foundation from childhood through to adulthood. Nationals
in the proximity of ECD centres and primary schools are

Above: DRC Refugee School Children participate in a performance organized by Windle

Trust (UNHCR Education IP) at the Uganda National Level World Refugee Day Event at
Rwamwanja Refugee Settlement.

Windle Trust Uganda | ANNUAL REPORT 2013 5

 Windle Trust Uganda areas of
operation

A Holistic Approach

“Beyond classrooms,
we work with other WTU implements programs in partnership with the following agencies:
partners to address United Nation High Commission for Refugees
nutrition, health, The DAFI funded by the German Government through UNHCR
sanitation and other DFID
key need areas to Ministry of Education, Uganda
facilitate successful Office of the Prime Minister, Uganda
learning” Waterloo UK
Educate!
Embassy of the Kingdom of the Netherlands

6 Windle Trust Uganda | ANNUAL REPORT 2013

 Message from the

EXECUTIVE DIRECTOR
Dear Friends, have returned to Africa and are to post primary education and • Improving access to education
positively contributing to her training through the provision for children with special needs.
I am pleased to share with you
development. of secondary and vocational • Increasing community
our annual report for 2013.
University Undergraduate training scholarships, support to participation in education
WTU’s involvement in refugee
scholarship; settlement secondary schools management both in creating
education is motivated by the
Through the support of DAFI and investment in a vocational awareness and development of
need to give every individual the
programme through the UNHCR training facility in Nakivale school infrastructures.
opportunity to develop their full
WTU has continued enabling refugee settlement.
potential through education and
young refugee students to Education Management; Finally, a big thank you to our
training. In the case of Uganda,
access university education. Our major objectives in partners; the UNHCR, The
Windle Trust is the lead refugee
This is the largest university education sector management Government of Uganda at all
education sector implementer
programme available for are geared levels, the community and the
for UNHCR. Here are some of the
refugees in Uganda. There are towards: refugees for the wonderful
momentous achievements WTU
many amazing success stories • Ensuring quality education for working relationships. With
has been able to build on in the
that have been registered under refugees across the continuum. your continued support, we
past year:
this programme. • Supporting, testing and are committed to fulfilling our
Secondary and Vocational certification of children. primary mission: - to equip
Windle Trust- Post graduate
Training; • Enhancing provision of refugees and others affected
scholarship in the UK;
Refugee children that complete Early Childhood Development by conflict in Africa to meet
Every year, n collaboration
primary education have few education. the challenges of development
with Windle Trust International
chances of accessing secondary • Supporting quality teaching through providing access to
UK, qualifying refugees and
education or vocational training. and improving teacher morale. education and training.
Ugandan graduates are offered
Together with our partners WTU • Sustaining enrolment and
opportunities to study for post
has worked hard to provide retention of refugee children in
graduate scholarships in UK
refugee children with access schools.
universities. These scholars

James Aryam
Executive Director

Windle Trust Uganda | ANNUAL REPORT 2013 7

 Message from the

BOARD CHAIR
On behalf of the Board of Trustees, I am happy to share with your our 2013 Annual Report. We are grateful to our partners and
donors who have continuously made it possible for us to serve the Persons of Concern and conflict affected Ugandans for over three
decades.

We very much appreciate the support and encouragement from our other stakeholders, partners, both at Central and Local
Governments with whom we work very closely to deliver educational services. Many thanks to our beneficiaries, the students,
teachers and communities in and around refugee settlements.

To the people of northern Uganda who have just come out of the devastating insurgency- we have learnt many lessons from our
interactions with you and the experience has helped shape our thinking on how we plan and execute our work.

Windle Trust believes that through Education, lives are transformed, communities are developed, livelihoods are improved and
peace and harmony can be attained. In this report, we share with you our broad-based educational interventions among the refugee
communities and disadvantaged Ugandans.

We also value the cooperation and support from the other Windle Trust families working in the United Kingdom, Sudan, South
Sudan, Kenya and Ethiopia.

I commend my colleagues on the board of Trustees for the technical oversight and guidance to management. The Board is also most
grateful to the Executive Director and his team for their commitment and hard work in delivering programmes and furthering the
vision and mission of the trust, which has resulted in tremendous growth of our work in the past few years.

James Serufusa-Mukasa
Chair of the Board of Trustees

8 Windle Trust Uganda | ANNUAL REPORT 2013

 “In the ideal world,
childhood is a time
to play and be happy
under the safe watch
EDUCATION of caring adults”
CHAPTER 1

MANAGEMENT:
Assuring quality education for refugees
across the continuum

1.1 Early Childhood Counts

Early years are also an opportune time to build the right foundations
for successful academic, career and life success. Yet for refugee children
these years have been compromised by conflict; as such, providing Early
Childhood Education in refugee settlements is key in helping these children
process the trauma that often comes with the refugee experience including
war and the escape, and focus on learning and building new realities for the
future in a safe environment.
Above: Children being entertained at a
primary school

ECDs in REFUGEE SETTLEMENT

Nakivale settlement has 27 ECDCs

Oruchinga has three functional ECDs

Rwamwanja settlement has 20 ECDs (10 under

SCI implementation and 10 community ECDs
implemented by WTU/UNHCR)

Kyaka II has 15 ECDs supported by the

community

Windle Trust Uganda | ANNUAL REPORT 2013 9

 1.2 Supporting quality teaching and improved sanitation
Instructional materials for pupils’ early learning provided across all ECDs
Stationery provided for pupils
Bi- Monthly Support Supervision visits to improve quality of education and proper sanitation

Pupils of St Michael P/S in

Rwamwanja settlement jubi-
late after receiving scholastic
materials.

UNHCR 2012-2016
1.3 Improving enrolment and the quality of education for refugees
Education Strategy Goal 1:
As families struggle to adjust to refugee life, education which is a basic right is vital to restoring hope, and dignity.
Quality: Improve Quality primary education is therefore a crucial first step in the continuum of education to prepare refugees to

education access and contribute both to the rebuilding of their societies and achieving their own career success.

learning achievement
among refugee children,
focusing on the learning
environment, teaching
quality, early childhood
development and
accelerated learning
programmes.

10 Windle Trust Uganda | ANNUAL REPORT 2013

 Increase in primary school enrolment (6-13 years) in the 4 settlements
Total enrolment
Nakivale
26%
Total enrolment
Rwamwanja
15%
8,135
Nationals
enrolled
13,857 Nationals
enrolled
74% 85%
121%
Refugees Refugees
11% Increase in enrolled
enrolled
Male Female primary school
Increase in enrolment
6874 6,983
primary school
enrolment
Kyaka II Total enrolment
Nationals
enrolled
Oruchinga
Total enrolment
38%
Nationals
6,254
67%
3,782 enrolled

62%
32%
Refugees
Refugees enrolled
15% enrolled 21.3%
Increase in primary
Increase in primary
school enrolment
school enrolment

1.4 Supporting testing and certification

Students in Uganda are required to take a national examination at the end of Primary Level 7, and receive
Skill strengthening for
the Primary Leaving Certificate as evidence of passing and completion. Achieving the certificate requires
teachers has translated
extensive preparation including tutoring which disadvantaged children are not able to afford.Windle Trust
into improved quality supported primary schools in the settlements to prepare and take the Primary Leaving Examination.
in classroom content.
As a result of • Procurement of examinations
530 Primary 6 level pupils in Nakivale sat for the Promotional Examination in order to identify
partnerships with
readiness and plan support for their Primary Leaving Examination in the final year.
Raising Voices-teachers
are practicing positive
A total of 305 students from the four settlements sat for the Primary Leaving Examination in 2013
discipline and methods,
with 202 from Nakivale (147M, 95F), 9 from Oruchinga (5M, 4F), 94 from Kyaka II (64M, 30 F) and 1
to assure a safe
from Rwamwanja.
learning environment Windle Trust Uganda | ANNUAL REPORT 2013 11
 Testing
• 405 (209M and 196 F)students were enabled to take the Primary Leaving Exam in 2013 and are
awaiting their results
Partnership
• End of term Examinations for P.3- P6 procured and completed by students in all primary schools
In order to afford
promotional examinations Quality Service Provision
for Primary six pupils, School Supplies
WTU garnered • 4,276 assorted text books for lower primary were distributed to the 9 schools in Nakivale settlement
commitment of parents • Scholastic materials including work books and pens were procured and distributed to all students
who successfully which promoted class attendance and student participation
contributed to their • 354 copies of Monitor Excel in PLE were distributed to 9 schools in Nakivale
children’s promotional • 760 Children (M 271f 489) received Solar Lamps provided by UNHCR to help them with their
examination. homework in the evenings as there is no electricity

Child Protection- School clubs, Girl Empowerment Movement Clubs , scouting and girl guides clubs
Recruitment & Staff trained on child protection issues including their roles and responsibilities.
Support
Teachers’ Instructional Materials
4 incentive teachers
hired. • Procured and distributed in schools resulting in improvements in the quality of learning materials
and content. Materials included planning books, manila cards, marker pens to primary schools
•19 UNHCR/WTU teachers
received their salaries for Staff Salaries
this reporting period, the • 220 Teachers supported as follows:
number of WTU teachers • Monthly Salaries paid for 146 Trained UNHCR/WTU teachers,
has been maintained and • 20 incentive Teachers,
Government recruited 2 • 3 school guards
additional teachers. • 6 Government head teachers also received their monthly top up on wages for the 12 months.
• 54 Teachers are on government payroll
• Support Supervision provided regularly with the major focus on pupils’ effective learning and
teachers’ attendance.

Special Education
• School fees were paid for 34 PSNs attaining special needs education. They were also provided basic
school requirements at the beginning of every term.

12 Windle Trust Uganda | ANNUAL REPORT 2013

Results
The 2013 Secondary school enrolment in Nakivale was 388 . Salaries paid-The UNHCR/WTU teachers and Head teacher
This is an increase from 360 students representing an 8% increase at Nakivale S.S received their monthly salaries throughout the
in secondary school enrolment. This is expected to increase much year which improved teacher attendance.
further with the provision of accommodation facilities.
Laboratory equipment and reagents for Nakivale S.S procured
In Nakivale SS the girl’s dormitory has been completed and it to enable children complete chemistry courses successfully.
is expected to increase the retention of refugee girls and nationals.
Over 100 girls are expected to attend the boarding section in 2014. WTU contributed to the exam registration fees for 5 refugee
candidates in Oruchinga and 20 in Nakivale . One of the
Solar panels were installed at the secondary school in Nakivale,( candidates (girl students)in their final high school year senior
the girls dormitory, classrooms, administration block).Students will 6 was enabled to register for Uganda Advanced Certificate of
be able to study in the evening to improve their performance. Education examinations (UACE).

The playground and the school compound was leveled and grass In Oruchinga, the enrolment at the secondary school was at
will beplanted in the rainy season, the old water tank was reinstalled 204 by end of 2013 (54 Refugees and 150 Nationals)
to be used by the girls in boarding section.
School clubs like PIASCY, Action for Child rights clubs,
School fees and pocket money has been paid for all the 81 secondary Debating Clubs, Reading clubs, Health/Sanitation Clubs,
school students on scholarship in Nakivale and Oruchinga (F33, M GEM clubs and Scouts have enhanced children’s self-esteem
48) which will support their staying in school. and self-confidence, Clubs keep the children busy and active
and healthy after school. The children are safe, they are engaged
78 secondary school –scholarship students participated in the in learning and they are supervised by an adult
annual students seminar in Mbarara at catholic social centre.Topics
included drug abuse, exam multi practice, and the effects of SGBV
on studies among others.

Windle Trust Uganda | ANNUAL REPORT 2013 13

Winning Community
Partnerships

Community involvement
In face of minimal resources;
parent involvement is key in
ensuring school operations.

Improving classroom ratios

Nakivale settlement
Parents built a three classroom block in Ruhoko up to roofing level and WTU hopes to support their efforts by roofing the building in 2014.
WTU supported them in the roofing, this is expected to bring the classroom Parents contributed towards teachers’ lunch in 3 schools.
ratio of P1-P3 which was 1:150 to approximately 1:55 in 2014.
3 stakeholders meetings were conducted in both Nakivale and Oruchinga in
In Nakivale P/S the plastering of a three classroom block was initiated by each term to share achievements and review challenges. The stakeholders
parents. In Rubondo and Kabazana Primary schools, parents have also included district officials, RWCs, head teachers, IPs, SMCs and PTAs. This
started making bricks and plans are underway to put up 2 temporary coordination mechanism helped in the implementation as challenges could
classroom structures at the beginning of 2014 in each of the schools. easily be addressed.
Parents continue to contribute towards teachers’ lunch in 8 schools. Rwamwanja Settlement
In Rwamwanja settlement, parents constructed a kitchen for the school to
At the secondary school in Nakivale teachers get additional allowance
support the feeding program , in Mhani 3 ,one of the sections at the settlement
from PTA collection of 60,000 to 90,000 depending on their position.
temporary classrooms were constructed by parents; a barbed wire fence was
Formation of Village Education Committees in Nakivale helped in also built by parents. In Kyempango parents contributed one million shillings
community sensitization and follow ups of school drop outs. They are also to purchase items for the school feeding program.
very active in PTA meetings and linking the community with the schools.
In Rwamwanja, secondary school enrolment has increased from one student
WTU will continue to work with these committees in 2014, however there
(PoC) in 2012 to 25 students (PoC) in 2013.
is need to motivate them through provision of non-monetary materials
like T/Shirts, Caps to increase their sense of belonging and recognition in Kyaka Settlement
the community. In Kyaka the parents in Bukere, Byabakoora have continued to support 5
teachers by contributing to their salaries. In Mukondo Primary school, parents
Oruchinga- Kayenje II
pay for 1 additional teacher and in Angel care P/S, all the 10 teachers are paid
Parents constructed a 2 classroom block which is now at roofing level, and
by the community.

14 Windle Trust Uganda | ANNUAL REPORT 2013

 Enrolment from September 2012 to December 2013

WTU sent 37
certificates to the
UNHCR for translation
and equating to
Ugandan Education
system. This is a
Facing the impossibilities: Secondary School for Refugees process that has
Refugee children that complete primary education have very few chances of accessing secondary education to be done every
or post primary vocational training. Those that complete lower secondary education may not afford higher
year especially to
secondary education or post-secondary vocational training due to limited resources compared to the costs
at this level of education. Reports from the refugee settlements country wide indicate that about 2000
register refugees for
refugee children complete primary school every year but only 30% of them study and complete lower Uganda Certificate of
secondary level. Only 20% of these complete higher secondary with even fewer able to afford and attend Education (UCE) and
post-secondary institutions. Ugandan Advanced
Refugees with foreign certificates face additional cost hindrances, as they have to pay for their documents Certificate of
to be both translated and equated to the Uganda education system. Even after getting these translated, Education (UACE)
however, students have to rely on the discretion of the respective institutions to either accept or reject their
application.

Windle Trust Uganda | ANNUAL REPORT 2013 15

 81
All students on scholarship from

students
Nakivale and Oruchinga were
provided An oldwater tank
was installed, near the girls’
from Nakivale and Oruchinga on transport dormitory, to improve hygiene,
sanitation and reduce on time
secondary school scholarship,
most of them OVC and UAMs
allowances spent on fetching water outside
school
UGX 40,000/= per term

WTU staff 349 students attended a In Nakivale, the

visited students in boarding school twice a
career playground and
month. During the visits school progress is
discussed and students are counseled
guidance the school compound was
and supported to succeed at school. session at Nakivale S.S. graded and paspulum grass will
be planted

In Nakivale SS the girl’s dormitory has been

completed and it is expected to increase the
retention of refugee girls and the nationals.
Out of 54 refugees students
in Oruchinga 21 received
Solar panels
were installed at the secondary
Over 200 girls solar lamps
to help them with their school
school in Nakivale,( the
girls dormitory, classrooms,
are expected to attend the boarding section administration block) to help
in 2014. The current enrolment is 349. students study and improve
their performance.

A deliberate effort to enable refugees access secondary school is essential in

preparing them for a successful and productive life.

Windle Trust places scholarship students in Community schools so that the

scholars can benefit the larger community. For example fees for beneficiaries
are paid promptly enable the beneficiary schools to pay teachers’ salaries on
time.

16 Windle Trust Uganda | ANNUAL REPORT 2013

 Bricklaying is one of the key skills
taught at the Nakivale Vocational
Training Centre

Investing in Vocational Training

Many refugees lack the education and skill set necessary to successfully engage in formal
employment or entrepreneurial opportunities. Asylum seekers in particular, have very Emerging Concerns:
limited access to post primary scholarships because their status is not yet determined. In 2012 for example WTU received 367
In both asylum seeker and refugee communities the most common problem identified is applications for scholarship at secondary
the lack of opportunities for adolescents to continue their education beyond the primary level country wide. 90% of these qualified
level. The current education programmes focus on primary education with limited to join secondary level but only 100
secondary school and post-secondary scholarships. There are no specific programmes scholarships were awarded. Most of the
designed to provide vocational and life skills training for young people. settlements have community secondary
Where opportunities for secondary education and vocational training are available, schools which offer education at relatively
students must meet all related financial costs including school fees and training affordable costs including Nakivale S.S
equipment. Since this remains unaffordable many young refugees are idle and therefore in Nakivale, Rwamurunga Community
are both at high risk of engaging in risky behavior and are vulnerable to those who would school in Oruchinga. These schools do
like to exploit them. not operate to capacity because of lack of
boarding facilities for students who come
from distant places, inadequate science
Encouraging outcomes from Nakivale Vocational Training Institute
laboratories, and insufficient reagents,
Nakivale VTC, enrolled 160 youth in 2013 in four courses:
low number of teaching staff, insufficient
Carpentry and joinery 20 classrooms, lack of accommodation for
teachers and low remuneration which have
compromised the delivery of education
Tailoring and cutting garments 60 service by these schools and continue to
perpetrate low enrolment.
Brick laying and concrete practice 29

Agronomy 51

Windle Trust Uganda | ANNUAL REPORT 2013 17

Students who complete vocational
training, now have the opportunity
Preparation for career success
to quickly earn a living right in their
Language classes in English, Swahili, communication, life skills building, business
community.
development and Occupational health are important in helping students succeed
both at the center and later in their careers.
In Juru trading centre, the second
batch of students who completed National Certifications
Carpentry and Joinery course in The first group of trainees from 2012 (69 Students) sat for DIT Modular exams in
January 2013 were able to access a January 2013
loan to start a carpentry business.
The group is already earning UGX Second group enrolled in 2013, 79 Students in July 2013 and were awarded
30,000/= to 60,000/= weekly in National certificates. The third group of 81 students sat for DIT in December 2013.
profit.
Resource Mobilisation:
“I came to Nakivale in 2010 but I We build linkages with Ministry of Education to obtain scholarships and receive
could not continue with my studies subsidies for students.
as I was unable to communicate
in English. I was told to start from The Centre also generates income from renting out its facilities, sale of agricultural
products and other supplies from the Carpentry department. To date the center
P.5 in Nakivale Primary School yet
has accrued almost 30 Million UGX. The VTC Carpentry department also generated
I was supposed to be in senior 1.
money from contracts to supply furniture – at the end of the year the department
I lost interest in studies but I was
was contracted to supply 100 desks to a school.
happy when the VTC started, I knew
I could achieve my dream with the Building good will
skills I would gain. Because of the WTU is intentional about maximising ventures that also benefits the host
VTC I earn a living and feed my community (nationals).
children. My fellow Burundian youth For example, both nationals and refugees enjoy equal opportunities for training;
now look at me and admire my out of the 81 who sat for DIT examination in December, 25 were nationals. This
achievements’’– Group member has gone along way in building good will in the host community where the center
is located.

18 Windle Trust Uganda | ANNUAL REPORT 2013

 Emerging Concerns:
More than 20,000 children living
in the camps do not make it to
secondary school. While vocational
training through the Nakivale VTC
provides opportunities to equip those
who are not able to complete the
mainstream education system, the
center capacity is only 100. In the last
school session only 81 enrolled largely
due to cost prohibitions especially
accommodation, meals, negative
attitudes to vocational training and
Above: World Refugee Day, Rwamanja Settlement. Picture © Bureau of populations,
refugees and migration
limited course options for female
students.for example who were the
Empowering vulnerable women majority of applicants interested in
The tailoring course has enabled teenage mothers who dropped out of school and SGBV tailoring the maximum for this is 30
survivors return to school to gain a new lease on life. Plans are also underway to introduce
students.
other courses including hair dressing, catering and motor vehicle mechanics which Congolese
refugees have expressed great interest in.

Accommodation Improvement
The dormitory was constructed under EU and WTU procured 55 Decker beds and 110 Mattresses
for the Dormitory which will start operating in 2014.

School Board and Regulations

A fully fledged functional Board of Governors was formed; school rules and regulations were
drafted and confirmed in a BOG Meetings in 2013. Center operations have been streamlined
under the established guidelines.

School Equipment Maintenance

School machines are maintained through ongoing servicing across center departments with
the support of WTU. Windle Trust Uganda | ANNUAL REPORT 2013 19
 “Before I joined St
Peters Vocational
Institute in Mubende,
I was surviving at the
mercy of friends”-
INVESTING
CHAPTER 2

Ashanti
IN YOUTH:
The UN Joint Population Programme increases
Ashanti , below, has learned the
skill building through vocational training basics of electrical installations
and provides services within the
For the last two years the UN Joint Population Programme community
(UNJPP) has enabled young people attend vocational training
through a scholarship program, participate in apprenticeships
“Being an orphan I had no one
and at graduation benefit from startup kits to help them
to turn to”, says Ashanti- “but
establish their own enterprises.The program targets youth in
luckily I was among the JPP
their prime years of productivity between age 16 to 35.
beneficiaries and now I can earn
between UGX 50,000-250,000
Results
in a month from repairing
In 2 years-158 youth accessed vocational skills training-98 are household items and minor
refugees and 60 are nationals installation in staff houses at the
base camp in Kyaka II Refugee
In Arua 100 scholarships benefited 60 nationals and 40 refugees settlement. I do not regret
starting in 2012 doing this course. My biggest
victory is becoming self-reliant
In the South western region 58 students are already in their 2nd that at 21 years I am able to pay
year of vocational skills training. my younger brothers fees in
Bujubuli Vocational Secondary
45 out of the first 58 graduates of the vocational skills school and ensure that he is well
training under UNJPP were given start up kits and have found taken care of.”
employment. Their families and dependants enjoy better living
standards.

20 Windle Trust Uganda | ANNUAL REPORT 2013

 Popular courses: nursing,
primary teacher training, lab
technicians, motor vehicle
mechanics, carpentry and
joinery, electrical installation,
catering, tailoring and
garment cutting Dress
making and Tailoring, Building
and Concrete Practice, among
others.

Vocational skills are acquired Promising careers

in a short period and with the Between 2007 and 2009, UNHCR had not been able to fund
right support including start up vocational training which meant that many refugee youth who
kits young people can quickly did not fit in the mainstream education system, and could not
earn meaningful income. For afford to pay for their training found themselves stranded
refugees, vocational training can .Without anything to do many young people were at risk of
expedite local integration in the involvement with crime, addiction- alcoholism, prohibited drug
community which is desirable. use and trade. The situation changed in 2009 when vocational
scholarships became available.
Graduates receive qualifications
from accredited institutions
Baguma (right) is one of the young people, who participated
which not only builds their
in the vocational training and apprenticeship project in 2009.
confidence, it opens doors
After he completed the training he became an apprentice in
for additional training,
Motor Vehicle and Mechanics. Baguma obtained a bank loan
specialization and more
(UGX 500,000) and has been able to start up his own business-
employment opportunities.
Baguma and Brothers, a repair and hardware workshop. He
earns between UGX300,000-500,000/= a month.

Top: Building and concrete practice is a popular

vocational course Windle Trust Uganda | ANNUAL REPORT 2013 21
 Right: refugees from DRC dance
during World Refugee day at
Rwamwanja

What we have learnt

• Vocational training projects are more successful when they start with a needs assessment of market niches and growth prospects
to avoid already saturated markets.

• Girls are often left out of traditional apprenticeship programmes so efforts for inclusion should be intentional and strategic.

• While most of the graduates are given start up kits; they are the non- typical vocational professions that do not have a start-up kit
including Primary Teacher training and Psychiatric nursing that require more relevant start up support.

• Given the increase in youth (refugees, asylum seekers and nationals) that are completing primary and secondary school in the
refugee settlements the need for additional funding for vocational training is important as these young people will most likely not
all be absorbed in the system.

• Opportunities for training upgrade for those interested in them should be considered.

22 Windle Trust Uganda | ANNUAL REPORT 2013

 SPECIAL NEEDS
EDUCATION:
CHAPTER 3

Increasing access in low resource settings

The Uganda national education policy promotes inclusive education that fully supports the successful education of students with special
needs. Some of the primary schools in the refugee settlements practice inclusive education for all children.Teachers in these schools are
trained in special needs education with skills such as sign language.
These schools promote a non-discriminatory school environment however the need remains great. Windle Trust Uganda assessed 85
refugee children with disabilities but only 49 PSNS were enrolled. There were some disabilities which require special services( such as
visual and hearing aides/supports) which are only available in some Kampala schools that WTU does not fund.

Results
• 49 children with special needs were enrolled in school and their tuition was paid. Some of the students were provided school supplies
like hygiene items, exercise books, tooth paste, tooth brushes, Vaseline, pens, Pencils, Toilet papers, and Always sanitary pads while
others were provided with solar lamps.

• A total of 39 children with special needs accessed education in schools with special needs facilities. They all had their second term
school fees paid.

• In Oruchinga, a parents’ meeting for all children with special needs was conducted to address concerns and promote positive parenting.

• Transport to and from boarding school provided

• 15 Children with special needs in Oruchinga received solar lamps provided by UNHCR.

Windle Trust Uganda | ANNUAL REPORT 2013 23

 “ Refugees are
entitled to both
education and
Communication Technology Access communication”
CHAPTER 4

Doubling up for money and communication

Success
Internet cafe is popular with many refugees and asylum seekers
communicating with their friends and families back home and all over the world.
720 people internet services user
...............................
The CTA enables students to connect /network across the globe
A Skype session was conducted in which 14 pupils from Ruhoko P/S were able to communicate
to pupils in Australia and share life experiences both at home and at school.
............................................
Secretarial services are popular and generate profits to run the CTA
688 customers used secretarial services including; photo copying, printing,
scanning and typing services.
...................................
Students were trained in basic computer skills
377 students graduated- 200 turned up mainly because others had returned to
their home countries, largest number since the CTA first started in 2012.

87 students completed their course and sat monthly examinations. They all passed
and qualified for certificates of attendance.

15 CTA Staff and management were trained on curriculum development,reporting

skills,advocacy and resource mobilization .
........................................................

24 Windle Trust Uganda | ANNUAL REPORT 2013

CTA maintenance
Software updates and equipment(computers, printers, projectors) serviced,this ensured
maintenance of the CTA computers
.........................................................
Accreditation
Working with Management commitees at the settlement, we initiated the accreditation
process for the CTA.The district officals were invited to inspect and the team advised that
the CTA be affiliated the Vocational Training Centre to formalise its operations. WTU plans
to start the registraion process in 2014.
The management commitees are also planning to start a moblie money buisiness which
will also generate income for the CTA.

Windle Trust Uganda | ANNUAL REPORT 2013 25

 CHAPTER 5

ACHOLI BURSARY:
Scholarships for the best finalists

As the Acholi people started to rebuild their lives after the LRA war, education became a priorityhig on the agenda. UNICEF indicated that by 2006,
250,000 children in northern Uganda had received no education at all and there were up to a quarter of a million orphans.The Acholi Bursary Scheme
(ABS) project funded by the Royal Netherlands Kingdom implemented by Windle Trust sought to address these problems by providing scholarships
for post-secondary and vocational training to equip these young adults with professional skills.

The ABS scholarship ended in 2010 but at the time there were some students starting their final year either at ordinary level or advanced level where
they would qualify for a nationally recognized certificate.Windle Trust Uganda in 2011 decided to provide limited scholarship to some students who
had performed very well in senior six and senior four in the national examination of 2010 to access vocational studies, secondary school education as
well as pursue diploma and degree programmes.

Total number of beneficiaries sponsored in various programmes and

completed their studies by 2014

Institution /School Female Male Total

Secondary Education ( A’L) 1 24 25
Vocational ( Certificate ) 10 3 13
Diploma courses 10 11 21
Degree students 10 14 24
Total 31 53 83

26 Windle Trust Uganda | ANNUAL REPORT 2013 Windle Trust Uganda | ANNUAL REPORT 2013 26
Pope Paul II Secondary School in Anaka was built by Windle Trust Uganda under the Acholi
Bursary Scheme, complete with staff accomodation and student dormitories shown above.

Results
• 3 women are working as agriculture extension workers in Amuru, Nwoya and Gulu District respectively
• 1 currently works as laboratory technician in a clinic in Gulu district
• 3 are teaching in private schools in northern Uganda
• 1 works as electrician in a factory Kampala
• 1 works as a farm manager in a private farm in Gulu
• Others are volunteering with organisations in and around Gulu and other districts

22 out of 24 2 students
university students on 4 year engineering courses
will have completed their hall remain on programme up to June 2015.
studies by mid June 2014 .

Windle Trust Uganda | ANNUAL REPORT 2013 27

CHAPTER 6

THE DAFI SCHOLARS

Opportunities for University
DAFI scholars graduate from Bugema University October 28th 2013.

The DAFI scholarship is the Albert Einstein German Academic Refugee

Initiative that supports young refugees aged 18–36years who are
academically competent butare unable to pay university fees.

The DAFI scholarship programme in Uganda has

supported more than

350 students since 1997

DAFI fits within the broader UNHCR strategy to empower refugees for self-
reliance, work preparedness and leadership preferably in their country of
origin and where not possible, the host country. Through the support of the
DAFI project under UNHCR, Windle Trust is enabling young refugees from
DRC, Somalia,Burundi,Rwanda,Eritrea,Ethiopia, Kenya and South Sudan access
university education.

The DAFI scholarship remains the largest university scholarship program

available to refugees in Uganda, enabling qualifying refugees access tertiary
(post secondary/para professional) and university education at the same rates
as residents. Uganda allows refugees to attend Government funded institutions
at the same cost as residents as well as permits them to take any course they
qualify for an advantage which is not common in other countries in the region.
In 2013 there was an influx in the refugee population which led to an increase
in the number of potential candidates for the DAFI university scholarship
programme.

28 Windle Trust Uganda | ANNUAL REPORT 2013

 Celina with her newborn daughter, below, Epa with bronze medal from the first
competition

A BRONZE MEDAL
FOR EPA NDAHIMANA

‘A DAFI HEROINE’: CELINA’S STORY

Epa is in his second year studying Ethics and Human rights at
Although Celina was disabled as a child due to
Makerere University, Kampala, Uganda. From Rwanda, heis
polio she was determined to study and became
one of the outstanding DAFI recipients. Epa was selected to
a DAFI scholar from 2000 until 2003 when she
represent his university at the Uganda National/International
graduated with a second class upper degree
Humanitarian law Moot Court competition of October 2013
from Makerere University Business School. In
where he emerged second runner up and was awarded a
2009 she was awarded a scholarship to pursue
Bronze medal. At a subsequent competition in an inter-
a Masters degree in Finance from the Glasgow
university Human Rights and Ethics debate, Epa was selected
Caledonian University, UK.
to participate in a fully sponsored global conference on Human
Rights in Budapest Hungary in June 2014.
When she graduated, Celina was employed as an
accountant at Oxfam GB (South Sudan). However,
while on maternity leave she lost the job. Celina
decided to start up a bakery in Juba and today
she employs up to 20 people. Celina is a mother
with a mission and her plan is to open up a chain
of bakeries in Juba.
29 Windle Trust Uganda | ANNUAL REPORT 2013 29
 The Windle Trust DAFI scholarship selection process
Inspiring
1 Publicizing 2 Partnering Education
scholarship with other Role models in the refugee
through community
stakeholders
(Government, community at university
partners and alumni Community Service
in the settlements and partners, funders level have inspired those in
providing requirements (UNHCR), education
specialists, secondary school to work hard
list for the representatives
application and qualify to attend university
Windle Trust from both
rural with the DAFI scholarship.
maintains a
This is in line with theMinistry
transparent
and fair of Education campaign “stay
process in the 3 inschoolandcomplete school”to
selection of 4 encourageyoungerrefugee
scholars by: Orientation
at WTU Offices
and university
faculties to ensure fair
Successful candidate
treatment and safety
selection and Notice of
of DAFI scholars and
award
regular review
meetings to

of DAFI scholars
75%
from South Sudan find employment in their home
country within 6 months after graduation.

30 Windle Trust Uganda | ANNUAL REPORT 2013

Diverse Opportunities
Scholarships are distributed across all the refugee settlements basing on population percentage vis a vis total
refugee population. In addition we work on ensuring that all nationalities are represented equally as long as they
meet the qualification criteria.

“… we work to
ensure that all
nationalities are
represented”

DAFI scholars by country

and gender 2013

Windle Trust Uganda | ANNUAL REPORT 2013 31

 WTU Officer Joyce Akujo during a visit in Nkumba University October 2013 A training on performing a job search, provided by Wilson Wanyama, a consultant in
Institutional and Business Development

Career preparation
Student support services
WTU helps students prepare for their professional career including
Visits to the universities are carried out twice every semester, where
seminars on“CV writing and job search skills” which are not necessarily
we meet the student in a group to discuss academic performance,
offered at university.
social issues and university experiences.

Annual students seminar

All DAFI scholars attend an annual meeting,
which is an opportunity to learn and share
experiences. The December2013 meeting
focused on three areas:“Cessation Clause
under refugee Laws”; “Stress Management”;
and“Addressing a new health threat–cancer”.
Speakers from UNHCR, Government and the
public health sector were present to answer
student queries. The seminar was attended
by more than80%of the students which was
commendable as most of the students were
working on their end of semester exams.
DAFI beneficiaries in a group photo after the Annual Students Seminar in December 2013

32 Windle Trust Uganda | ANNUAL REPORT 2013

 FINANCE AND ADMINISTRATION
CHAPTER 7

Windle Trust Uganda | ANNUAL REPORT 2013 33

34 Windle Trust Uganda | ANNUAL REPORT 2013
BOARD OF TRUSTEES

L-R: James Aryam-Executive Director, Roger Northcott-Chairman Windle Trust International, Kedrace Turyagyenda-Member, Pius Mungoma Mwalye-Chairman
Programme Committee, Joyce Butele-Member, James Serufusa Mukasa-Chairman Board of Trustees, Joel Dralega Anguyo, Jannet Opio-Chairperson Finance and HR
Committee

Windle Trust Uganda | ANNUAL REPORT 2013 35

WINDLE TRUST UGANDA
P.O.Box 24230
Kampala, Uganda
Plot 726 Mawanda Road, Kamwokya
Kampala, Uganda
Tel:+256 414 531142/312 260951

www.windletrust.