Nabugabo Community Learning Centre

Where is Nabugabo?

Uganda is a landlocked country located in East Africa. It is bordered on the east by Kenya, on the north by South Sudan, on the west by the Democratic Republic of Congo, on the south west by Rwanda and on the south by Tanzania.

Nabugabo is a small rural community situated in South West Uganda on the shores of Lake Nabugabo. It is made up of three villages; Bbale, Bukumbula and Kayugi which together have a population of around 1500 people.

The nearest shops and proper medical facilities are located 20 kilometres away in Masaka. The nearest health clinic is a little closer, in Ssunga, 7km away, but this clinic lacks funding and has minimal medical resources.

A few Facts about Nabugabo:

• Subsistence farming is the main source of income
• As many as 40% of the adult population may be HIV positive.
• A limited number of homes have access to either mains or solar electricity.
• In the dry season, the majority of the population depend upon water carried from the lake in 23 litre jerrycans. The water is not clean and can be a major cause of disease.
• Children are an important contributor to the family unit. All of the children at NCLC have to do jobs in the home after school and some before coming to school.
• A considerable number of children have complex home environments and some lack any parental support

Nabugabo Community Primary School

The primary school opened in February 2012, under a private NGO set up by David and Judy Batten, known as the Nabugabo Community Learning Centre (NCLC). Today it has:

• 136 children in 7 classes from Primary 1 to Primary 7.
• Developed over a period as the school grew, the site now houses seven classrooms, a sick bay, a library, an office, a computer room (for both Primary and secondary), an examination/amenity hall, two toilet blocks for boys and girls, kitchen, playground, storerooms and on-site staff accommodation.
• In addition, there are two safe houses, known as the Ark and Beatrice House, for a small number of vulnerable young and older girls respectively, who have very difficult home environments.
• The school is very much part of the local community and entry to the school is determined entirely by need. These decisions are made by the head teacher, community officer and the village chairperson.

Teaching at Nabugabo Community Primary School

• There are 13 staff comprising a head teacher, a community officer, 6 class teachers, 3 class assistants, a cook and handyman.
• All of the teachers are Ugandan but teaching is in English.
• Teaching follows closely the Ugandan curricula which covers the core subjects of English, Maths, Science and Social Science. Teachers are encouraged to teach in a creative and dynamic way in contrast to the traditional method of rote teaching.
• Daily reading is encouraged with the children and a number of generous donors have contributed African reading material.
• In addition, regular time is given to extra curricula activities including sport, drumming, traditional dance and recreational play.
• There is an overriding ethos of teaching the children in a happy, fun and safe environment.
• Above all, the welfare of the child is paramount.

Life at Nabugabo Community Primary School

The school day at Nabugabo is very different from a typical Ugandan school:

• Children sit around small tables to encourage sharing and interaction.
• The classrooms are inspiring spaces, decorated with children's work and educational posters.
• The exterior of the school is painted white, interspersed with vividly coloured African animals. Central to the layout is an open sided rondavel for assemblies, dance, drumming and staff meetings.
• The school benefits from good quality resources, all donated, including white boards, stationary, text books, geometry sets, play material and sports equipment.
• The children receive a uniform (recycled from schools in the UK and Spain), shoes again recycled, two meals a day and access to basic health facilities.
• When possible, home clothes are provided (recycled from the UK and Spain) together with underwear and socks.
• Good health and hygiene is taught and practised at the school with water stations in each class.
• The child's school day is from 8.00 am to 4 pm. With the exception of the Ark and Beatrice House, there is no additional boarding at the school. The Ark and Beatrice House operates under the supervision of the Ugandan Probationary Service.
• The School is registered and licensed with the Department of Uganda Education and Support and follows all guidelines and procedures laid down by the Education Department.

Secondary Education Fund

Children in Uganda are in primary school for 7 years (P1 - P7), and then in theory continue through to secondary school for the next 4 - 6 years:

• Primary 7 - All children must take leaving exams which will determine whether they are eligible for secondary school. Exams are in English, Maths, Science and Social Science.
• Senior 1 - Children who are eligible and whose parents/guardians can afford secondary school, attend for 4 years culminating in O levels which are equivalent to GCSE's in the UK.
• Senior 6 - A reduced number of children stay for a further 2 years to take A levels.

HUGE was set up to support vulnerable children with the aim of providing them with both a primary and secondary education. Once children have successfully completed their Primary 7 year at Nabugabo Community Primary School and passed their Primary Leaving Exam, the charity funds each child to go to a local private secondary school, St Kizito Secondary School, which has been carefully chosen because it is in the community and provides academic and vocational teaching in a safe environment. Nabugabo Community Primary school is now in its 11th year and three class years have successfully progressed to this secondary school. There are currently 42 children ranging from S1 - S3, (25 are girls). The aim is to support them throughout their educational journey with a minimum prerequisite of attaining qualifications by the end of S4 (O levels) but ideally beyond - A levels and University.

Why the need for NCLC?

There are very few free government schools in rural Uganda. Unfortunately, the demand for free education massively outstrips the availability of places. It is not uncommon for classes to have well over 75 students in one class with nothing in the way of facilities and resources. For the majority of the population, the only option is a private school and in Uganda these vary enormously.

In rural, remote areas where many families are totally reliant on small scale subsistence farming as their only source of income, poverty is high. Paying school fees is beyond many families especially where they have a lot of children, which is often the case, or when one or both parents have died and the child is cared for by the wider family group. Matters are exacerbated by the fact that on top of school fees there are other requirements including school books, uniform and shoes. A child is sent home if they cannot fulfil these requirements. In respect of children in many schools, if the fees remain unpaid for a term they are unable to return.

Teachers in private schools are disillusioned as they are faced with large class sizes and limited resources or teaching aids. They are poorly paid and if the school fees are not paid, they in turn suffer.

HUGE aims to deliver a range of life changing outcomes:

• Providing children most at need with a primary and secondary education. Without NCLC, these children would not be attending school and would most likely be forced to work in potentially dangerous environments and would be at a high risk of physical and mental abuse.
• Ensuring girls have an equal status with boys and supporting them, in a variety of ways, to reach their full potential.
• Encouraging all to remain in education by emphasizing the benefits of learning and the opportunities this will provide, which is particularly important for girls who are more susceptible and vulnerable to certain pressures which lead them to drop out especially in relation to the secondary educational system.
• There is a far greater chance of building a sustainable community whereby through a proper education, the children will be able to become independent, resilient young people who are able to support and provide for themselves and others in the long term.