Going to school in Uganda

In our September Southern home group we have discussed the situation in rural schools in Uganda. We were inspired by the trip, pictures and experiences that Jean came back with. We have looked at how children sit under the trees instead of proper classrooms, use the soil to practise their ABC and maths and then run inside a shed kind of school building if it rains. Jean also explained how little equipped the teachers are to use their creativity and imagination to make the learning a meaningful experience. As a result there may be only about 15 – 20 children finishing their elementary education out of maybe 200 that originally started. Lessons are boring and hard to follow and then other domestic duties take over most of the children’s time and attention.

What does that have to do with us? How can we help? How can we identify the right way of support/help? How to see their needs in the correct context? How to make a difference that would prove effective and constructive in a long run?

These and many other questions were asked by everyone in the group. There were many ideas and suggestions; some of them immediately challenged and discussed from many different angles.

We mention here just one idea that seemed to underlie this issue all along. It is not exactly material support that is the key solution in this (and perhaps in many other) instance. It is rather ‘empowering’ local teachers and other involved parties to learn how to develop and eventually develop their own resources. In conclusion we more or less agreed that the support that would make a difference in long run is the training or ‘know-how’, which seems to be missing when Ugandan teachers are preparing for their difficult occupation. It would certainly be an invaluable asset for people in Uganda to be able to see how to make use of things they have available and turn them into practical teaching instruments and props.

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