About Our Schools
Uganda Rural Development and Training (URDT) Institute is a vocational training institution based in Kagadi District. It was established in 1993 to train in vocational skills and youth leadership development using the Visionary Approach. This leads to a critical mass of all-round male and female young entrepreneurs who have integrity and the capacity to improve their economic situation, become responsible citizens, and contribute to the national development agenda. The institute is registered with the Ministry of Education and Sports as a Vocational Training Institution, Certificate number MOES / BTVET. 075.
This document is the Project Implementation Manual (PIM). The project documents have been studied to extract key information for the PIM and this is the basic tool for the Young Africa Works Uganda project at URDT Institute. An understanding of what the PIM does and how to use it, the confidence to implement is what is needed to start producing dignified and fulfilling work opportunities.
The purpose of this PIM is to explain the implementation process and reporting requirements of URDT Institute and the project funder; Mastercard Foundation to ensure effective and efficient system and procedures guiding the implementation of this project. The document will also be used for reference purposes. It provides implementation requirements and step by step guidance to implementers at URDT Institute and the strategic collaborators contributing to the attainment of the desired results and the overall success of the project.
Please note that the PIM is subject to revisions by URDT Institute as deemed necessary. URDT Institute will engage and inform all strategic collaborators of any revisions and the latest version will always be made available to key parties.
The URDT Institute overall riding philosophy, mission and vision are based on the foundation of the mother institution Uganda Rural Development and Training Programme (URDT) presented below;
Visionary approach using the creative process.
URDT believes that:
- Using the creative rather than the responsive orientation in the development process can bring about lasting change. In the latter, people react or adapt to circumstances. Often, the level of emotions determine action. On the other hand, in the creative orientation, the aspirations or visions one holds are motivating force behind change; people create their own circumstances through consciously taking action to realize that which truly matters to them.
- In the context of popular participation, URDT mobilizes people at the individual or collective levels to look at what they want to create for themselves, analyze the processes, think through the processes which will enable them to attain their goals and commit themselves to work together irrespective of their differences and to evaluate the impact of their actions.
A learning organization and centre for reflection and development that has participatory and interactive professional management that also enhances support from communities, volunteers, professionals, donors, government and partners. It has creative, committed and technically competent staff. It delivers quality training in humanities, social sciences, development studies and artisanship for community members, leaders of voluntary organizations, government staff and other development practitioners. It creates and offers extension services, modern rural communication facilities, mediation and operates resource centres for information exchange and learning. It has a firm support/resource base both within and without the organization.
Our vision for Uganda is buttressed in the African saying “You are because I am and since you are, I am”. This vision for Uganda is captured in the three critical areas below:
Heritage: Abundant natural resources including prised minerals, water, forest products, genetic potential, hydrocarbon fuels and the potential for solar energy. Above all, its people – intelligent, resilient, ready to transform their lot. When these are well harnessed and distributed, Uganda becomes a social and economic giant.
Culture: Very rich in creativity – poetry, drama, music, dance, philosophy; food, dress, the traditional hospitality of the extended family. People with the same language separated by arbitrarily set national boarders can share alike. Now crossing of food to the tribe’s person across the border is called smuggling and is punishable by law. The time-tested methods of conflict resolution, societal management, social cohesiveness, spirituality and respect for Mother Nature are in place. Uganda is a country of hope and social revival and creativity in creating a new world order.
Aspirations: equal opportunities – access by all to education, health services, justice and security, peace, freedom (including movement, by whom ad how to be enlightened), prosperity and comradeship across the continent. Uganda has enlightened, active people participating as equal partners in global events.
Enable the people of Uganda to recognize and embody common vision, values and work together to create for themselves peace, prosperity, freedom, health and happiness as they discover that they are key to their own development. In addition, tap the innate power and wisdom of the people to create an environment that fosters personal and communal growth.
To cultivate the spirit of self-reliance to build integrated training, education and information sharing in development activities and using local and available resources and technologies as an example of what is possible for national development.
To enable the people to recognize and utilize the interrelationship between development concerns in health, nutrition, sanitation, agriculture, water management, rural technologies, income generation and environment so that they have a holistic approach to their development.
URDT’s development interventions are based on the following premises:
- The people of Uganda, like all people of the world, are a key to their own development.
- People have innate power and wisdom which they can tap to transform the quality of their life and that of their communities.
- Lasting change comes only as people shift from reacting to circumstances to being creators of their own desired circumstances.
- Training, education and information sharing are integral components in development as gained knowledge allows people to meet their exigencies of rural life.
- People with common vision can transcend traditional barriers caused by tribal, religious, gender and political differences and work together to achieve their common goals.
URDT INSTITUTE YOUNG AFRICA WORKS (YAW) PROJECT
In partnership with the Mastercard Foundation Young Africa Works Uganda Strategy, URDT Institute is aiming at skilling 70,000 young women and men with market-relevant vocational, technical, soft and employable skills and enable them to access dignified and fulfilling work by 2025. This target includes 49,000 young women (70%), 21,000 young refugees (30%), and 3,500 (5%) young people living with disabilities between 15 – 35 years of age. The overriding goal of this intervention is to enable young women and men to improve the quality of their lives during and after training. A total of 56,000 (80%) of graduates will create enterprises while 14,000 (20%) will be linked to dignified and fulfilling work with each graduate earning at least $ 1,000 annually.
URDT Girls’ School uses the 2 generation approach whereby students and their parents learn together, develop a shared vision for their home, analyze their current situation, apply systems thinking, team learning, plan together and learn new skills.
Alongside the national curriculum, the students get ‘change agent’ training to generate sustainable income, health, family cooperation, and peace at home while they study. The students transfer their newly gained skills through back-home projects; educative theatre, workshops and radio programmes.
The URDTGS aims to develop a pool of value-driven, visionary leaders who are committed to taking up transformation roles in their homes and communities.
Many children are only consumers of resources, for URDT the child is a resource waiting to be unleashed.
The school started in 2000 to fill a need for education that is linked to development and women empowerment. URDT beliefs that educated young women are key to transforming rural poor communities into vibrant, sustainable rural economies.
The URDT students come from poor backgrounds and are committed to developing their homes while she studies and gets prepared for future leadership.
Although the Ugandan Government provides universal primary and secondary education, their schools are poorly equipped to produce functionally literate, principled, entrepreneurial and responsible citizens and to take care of girl specific needs.
Besides the Ugandan National Curriculum, the school offers a comprehensive programme that enhances a diverse range of skills and shapes the learners’ character to become all-round and value-driven transformational leaders. Below more details:
1) Students are trained to provide leadership in back home projects such as sustainable agricultural practices, commercial farming, agro-processing, environmental protection, use of appropriate technologies and community development. This is done through workshops, debates, essay writing, sports competitions, various clubs, science fairs, music, dance, and drama.
2) Students transfer their newly gained competencies through tailor-made parents workshops, back-home projects; popular theatre, radio programmes on URDT’ community radio and collaborative projects with URDT’s other educational institutions.
3) The school emphasizes the importance of science subjects and fine arts because it enhances analytical thinking, discipline, and creativity.
4) The school also supports students to develop model farm enterprises that act as centers of learning in the villages and to participate in local governance practices.
The Headteachers of the Primary and Secondary school sections are responsible for the day to day running of the school. They work with a team of about 20 teaching and non-teaching staff. URDT’s Board of Governors oversees the operations and set policies.
The school has good working relationships with the local authorities, Foundation for African Women Educationists Uganda chapter (FAWE-U), KSCON, NOGAMU, Straight Talk Foundation, Uganda Red Cross and UNICEF-U. It gets more financial support from Charities based in Uganda, the Netherlands, and the USA.
At the organizational level:
1) URDT has established a fully-fledged primary and secondary school;
2) A co-curriculum that enables the girl-child to become a change agent. The students learned to do self-discovery, they have self-confidence and a broad range of technical skills;
3) The school started with 60 students. Now each academic year it educates 250 students from upper primary (P5) to secondary advanced level (S6) and works with about 1500 home members and over 200 communities;
4) The school is working out modalities to integrated the 2-generation approach in the 2 URDT community schools;
5) In 2003, the District Inspector of School declared URDTGS a model school of Kibaale district due to its quality and relevant education;
6) The school won awards from FAWE-U (2002); European Commission-U (2006); National Book Trust (2003/5/7) and Tumaini Award (2011) and Teach A Man to Fish Award (2012).
7) The school has won most annual netball and volleyball competitions of Kibaale District (2004/13).
At student and home level:
1) The students and parents appreciate that education is linked to action necessary to organize her home and build partnerships with her parents for economic and social transformation;
2) The girls’ academic results in national exams are good compared to local and Kampala based school
3) The students caused visible changes at home and community level:
- Over 75% improved their incomes, farms, health and nutrition status. Most of the students’ siblings are now going to school;
- The family members have a shared vision, plan together and are working towards long term prosperity and peace;
- Family cooperation has improved, gender equality is addressed and domestic violence has reduced;
- The school’s outreach programme reached over 12.000 community members and 1 million listeners.
- By actively involving the parents, we have limited the knowledge gap between the 2 generations
The school was established in 2003 by a committed member of the Nkondo community. Sadly the founder passed away and the school had to close in 2005 due to managerial and financial problems. In 2006, thanks to the stamina of the students who remained teaching each other, the URDT decided to transform the school into a community school that will use the 2-generation approach to education and development.
On annual basis, it educates 130 students from Secondary 1 to Secondary 4 (O-level).
The school’s mission is to provide disadvantaged children with relevant secondary education that shapes their character, develops their leadership and other talents to grow up as responsible, healthy and successful citizens willing to contribute to community development.
The school aims at academic excellence and functional literacy of the pupils and their parents. Therefore, besides the compulsory curriculum endorsed by the Ministry of Education and Sports, the school is developing a skills-based co-curriculum that aims at improving the standard of living in the students’ homes through mastery of the principles of the creative process (visionary life orientation) and developing understanding of the mastery of sustainable development and systems thinking.
This school was started by a community member who desired to see community children accessing education. However in 2008, he could not run the school any more as the parent were to poor to pay for good educational standards.In 2008 URDT got a request to manage the school while the parents were part of the school management committee.
The school’s mission is to provide disadvantaged children with relevant primary education that shapes their character and develops their talents to grow up as healthy and responsible citizens.
The school aims at academic excellence and functional literacy of the pupils and their parents. Therefore, besides the compulsory curriculum, the school is developing a skills-based co-curriculum that aims at improving the standard of living in the pupils’ homes.
On annual basis it educates 150 students from Primary 1 to Primary 7.