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Earning a living from beehives in Uganda
William YEKA | 27/07/2020
It is a hot January afternoon in Imvepi refugee settlement in Arua district, home to almost 80,000 South Sudanese refugees. Twenty-year-old Alison John and his fellow students, both refugees and locals, are busy making beehives out of timber. Even as they are putting the final touches, there is already a buyer for their products. A nearby apiary farm has been purchasing all the beehives produced during the training. Beekeeping is good business in this part of Uganda. Honey goes for as much as 16,000 shillings per liter. The demand is high. The honey from Arua is sold at supermarkets in Kampala and even exported abroad. Ever since John joined the training, organized by the Belgian development agency Enabel, he sees a bright future for himself and his family. His father died a few years ago and John, being the oldest son, became the head of the household. In 2017, when the war engulfed his home area of Yei, he fled with his sick mother and younger brother to Uganda. But life at the settlement was difficult. He found it hard to depend on UNHCR for basic things like food and water. “I wanted to acquire skills that would enable me to earn a living, not only here in the settlement but also after I return home,” he said. At the end of the training, John and his colleagues will receive start-up kits to enable them to set up their own business. They were also equipped with entrepreneurial skills to ensure that the businesses started are well managed. Enabel delivered the training in close partnership with Tornado, the umbrella organization coordinating the beekeeping sector in Uganda and Oxfam.
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Enabling the continuity of learning - Uganda
Dorothy KYAMAZIMA | 26/07/2020
The impact of the Covid-19 pandemic on the education system In the wake of the Covid-19 pandemic, governments around the world have ordered for the closure of schools in quick succession to contain the spread of the coronavirus. Because of this, more than 60 percent of the world’s learners, around 1.5 billion students are unable to go to school in over 107 countries, according to UNESCO. Given the grand scale of education disruption and the uncertainty of schools re-opening, this has led to a global education crisis. What this means for Uganda is that since March 20th, over 15 million learners are shut out of classrooms and confined to their homes without access to instruction and uncertain of their future.Even though Uganda, has managed to take the necessary steps to ensure that the infection rate in the country remains low, the hope for schools resuming is one that relies heavily on the ability of Education ministry to raise funds for regular testing of learners and teachers in what is termed as the phased reopening of schools. Currently, the Education Ministry’s Covid-19 response plan involves the distribution of home study kits and broadcasting lessons on both radio and television directly to learners at home. This is has created a shift from learning face to face in the classroom to adopting distance learning and virtual teaching methods. Introducing a New Normal with the TTE Sandbox With the significant change to the way learning is presently operating, teachers must inevitably re-skill at a record pace to support the continuity of learning. This means stepping away from traditional teaching methods and embracing the use of technology. A concept that Enabel has long since been supporting in the National Teachers’ Colleges (NTCs) in Uganda. Through the Teacher Training Education (TTE) project, Enabel has placed priority on “leaving no one behind” by investing in sustainable infrastructure, innovations in management and teaching practices in the NTCs that aim at producing competent secondary school teachers.It is from the latter that the distance learning strategy is now established. Dubbed as the ‘TTE Sandbox’, it serves as a testing environment for education technology (EdTech) fully utilizing the potential of teachers to respond to the current education crisis. It introduces ICT tools and educational practices aimed at facilitating and enhancing distance learning during and post Covid-19 pandemic. Through the sandbox, Enabel has organized innovative collaborations with NTC lecturers and ICT champions to introduce new ideas and technologies into the NTC ecosystem. Ensuring communication with staff and students is maintained One of the first steps of the sandbox was to ensure that communication is maintained between NTC management, staff and students. Enabel has provided support for this by using a bulk SMS system. With the availability of 8,000 messages per month, NTCs can customize information to their staff and students in preparation for distance learning and official communication. This is complemented with an annual video conference subscription for each college that allows them to host up to 100 participants and hold an unlimited number of meetings to support management and teaching.Harnessing the Power of Innovation From this sandbox, a virtual hackathon was organized to kick start the lecturers’ involvement and inspire creativity in unpacking the different technologies to plan their digital lessons. More than 70 NTC lecturers participated in this hackathon, each pitching several tools they intended to use to develop and deliver lesson content.Bolla Norbert, a music lecturer from NTC Mubende was one of the participants with a winning pitch on how lecturers could use Google classroom, YouTube, Prezi and WhatsApp to deliver lesson content. The latter being his most remarkable achievement so far. What initially started as a way to keep in touch with students via WhatsApp quickly turned into a lesson delivery tool as more students joined the social media platform. From a class of 38 students, he now has access to 29 learners and shares lessons every day at 3:00 pm.“My desire to learn more about ICT has given me the ability to stay relevant and support my students. I have been sending learning content through WhatsApp and when I realised my students were responsive; I resorted to starting lessons on a regular basis. Now I look forward to using tools that are more sophisticated like Google Classroom. ” Bolla Norbert, NTC Mubende. Realising the potential of teachers Borrowing from this collaborative effort, Enabel also introduced a series of Community of Practice (CoP) sessions taking place every Thursday at 2:30 pm via ZOOM video conferencing. Through these knowledge-sharing events, college lecturers attend virtual meetings where they learn how to use the different digital tools for lesson delivery such as tutorials on screen-casting, podcasting, video conferencing, E-books and padlet among others. These sessions have gained popularity in the teacher colleges as the numbers of participating lecturers have steadily grown from 82 to 160 over a period of 2 months. Esther Katate a female lecturer from NTC Kaliro shares her experience in participating in the CoPs. “I find the demonstrations for each of these digital tools quite fascinating. Because of these sessions, I have been able to introduce lessons using podcasts.” While the concept of CoP sessions is intended for the benefit of lecturers in the teachers’ colleges, the idea has also trickled down to secondary schools. So far, teachers in the network of partner secondary schools surrounding the NTCs have expressed interest and are taking part in these virtual meetings aimed at gaining new skills. Ojok Simon Stephen, a teacher from Ocer Campion Jesuit College, a secondary school in Gulu had this to say.“I have attended four Community of Practice sessions and my favourite tool is PowerPoint because it doesn’t require constant use of the internet. I can work on my laptop and later share work with my students online. It is something am happy to use even when schools resume.”The colleges are also each provided with a 2,000-euro package to support the continuous professional development of their staff by undertaking several online courses. Making sure students access educational resources Aside from the hackathon and the Community of practice sessions, Enabel has invested in setting up a number of interventions to make sure students have access to educational resources during the closing of their NTC. One of these is the ‘Help-desk’; a peer-to-peer support system that consists of lecturers from each of the NTCs. Through the help-desk, lecturers provide support to each other across the colleges to undertake distance learning by developing lesson content with the appropriate ICT tools. When the lesson content is developed, it is then uploaded to a one-stop portal for easy access to both lecturers and students in the teachers’ colleges. Created through Padlet, this portal hosts all teaching and learning resources such as tutorials on ICT for distance learning, lessons developed by lecturers on different subjects and open education resources for secondary education. From lessons learnt to policy development In July, Enabel, organised a high-level eDialogue which brought together participants from the public and private sectors as well as development partners to feed the development of an ICT in education policy. Enabel has supported Uganda’s education sector for about 20 years with a focus on teacher training and vocational education. Even during these times of Covid-19, learning should not wait. The organisation is offering various forms of technical and financial support to ensure learning continuity including engaging authorities about the need to align education with advances in technology.
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Covid-19 au Burkina Faso : Remise de matériel médical à la Direction régionale de la santé du Centre-Est
Kader TAPSOBA | 24/07/2020
Le chef du projet Santé et Droits Sexuels et Reproductifs (SDSR) a procédé le 24 juillet 2020 à Tenkodogo à la remise d’un important lot de matériel et de médicaments au Directeur régional de la santé du Centre-Est.Dès l’annonce officielle du premier cas de Covid-19 le 9 mars 2020 au Burkina Faso, Enabel a réadapté ses différents projets notamment du portefeuille Centre-Est, afin d’appuyer le pays à faire face à la pandémie. Les appuis se sont orientés vers les différents secteurs d’intervention dont celui de la santé. Dans ce cadre, deux respirateurs et des équipements de protection individuelle et du matériel de prise en charge ont été remis respectivement en avril et en juin 2020. Pour le présent lot remis ce lundi, en plus des médicaments, le matériel est composé de : -extracteurs d’oxygène ; -manodétendeurs ; -lunettes pédiatriques ; -masques à oxygène pédiatrique et adulte ;-sondes d’aspiration ; -aspirateurs mécaniques et électriques chirurgical ; -oxymètres de pouls.
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Inauguration des bâtiments réhabilités de l’hôpital de district de Loga au Niger
Halissa HASSAN DAN AZOUMI | 22/07/2020
La Belgique et le Niger ont convenu d’améliorer l'offre et la demande de soins et des services de santé à travers un programme Santé intégré par trois projets : le PARSS (projet de renforcement du système de santé) terminé depuis juin 2019, et les actuels PASS (Programme d’Appui au Système de Santé) et IRC (Intervention pour le Renforcement des Capacités). Le PASS couvre la période 2018-2021 avec un budget de 14 millions d’euros, et il vise à avancer de façon pratique vers la couverture sanitaire universelle en se concentrant sur l’amélioration de la qualité des soins dans deux districts sanitaires. Pour cela, divers appuis sont mis en œuvre dont le financement basé sur les résultats: FBR. Le PASS a, par ailleurs, assuré la continuité des travaux inachevés du PARSS, dont la finalisation de la réhabilitation de l’Hôpital de Distict de Loga dans la région de Dosso.L’inauguration officielle des bâtiments réhabilités s’est déroulée le mardi 21 juillet 2020 à Loga, en présence du maire et du préfet de Loga, du Gouverneur de la région de Dosso, de SEM l’ambassadeur du Royaume de #Belgique au #Niger et du Ministre de la Santé Publique. Le total (travaux + équipements) apportés par la Belgique pour l’Hôpital de District de Loga est de 464.325.200 FCFA, soit 707.561 €uros. Ces travaux comprennent la construction de 10 bâtiments neufs (dont les Urgences/consultations, hospitalisation Médecine, Radiologie, bureaux Administration,) et de 10 bâtiments réhabilités dont le bloc opératoire, les services de gynécologie et pédiatrie.Ces résultats permettront d’améliorer les conditions d’accueil et de prise en charge des patients et de réorganiser les services pour fluidifier le parcours du patient.Ces locaux offrent également de meilleures conditions de travail au personnel de santé.
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Consultez la 2éme newsletter trimestrielle de l’intervention e-TAMKEEN - Maroc
Bassam ALAOUI MDAGHRI | 20/07/2020
Cette édition s’intéresse particulièrement aux nouvelles méthodologies de travail à distance adoptés par l’administration marocaine. Elle informe également sur l’actualité digitale dans le secteur public et des outils digitaux les plus utiles en cette période de Covid-19. Consultez la newsletter via ce lien : https://bit.ly/2E1viEt
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Projet PALIM au Maroc: la parole est aux jeunes!
Meriem HILALI | 15/07/2020
Doter les jeunes de compétences, notamment techniques et professionnelles, nécessaires à l’emploi, à l’obtention d’un travail décent et à l’entrepreneuriat tel était l’un des objectifs principaux du projet PALIM. Tout au long de la formation, les jeunes n’ont pas cessé de montrer leur motivation, rapidité d’apprentissage et surtout leur flexibilité et leur adaptabilité face à ces conditions exceptionnelles du Covid19. En cette #journéemondialedescompétencesdesjeunes, découvrez leurs témoignages en vidéo !
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How skilling has turned Emmanuel from a casual worker to an entrepreneur - Uganda
Joseph BASOGA | 14/07/2020
Onoit Emmanuel, has been through a lot to become the experienced welder that he is today. He has done many odd jobs. Emmanuel started off as a casual laborer offering manual labor in his community for pay as little as UGX 10,000 ($2) a day. He then served as a worker at many construction sites and later as a security guard under G4C security group, providing free services in the company’s electronic shop in Jinja in exchange for food and shelter. The young skilled welder from Nakapiripirit Vocation Institute in Karamoja is happy to be a professional welder and metal fabricator. “This skill is my life, it puts food at my table and has earned me respect in this place” he affirms, adding that the youth in the area have now given the titles “Ekapolon” (to mean boss in local dialect) Luck came his way when an advert was pinned on a mango tree at the Uganda Technical College Elgon, where he had dropped out of school because he could not afford fees. Enable with funding from Ireland Embassy was recruiting Karamajongs willing to acquire practical skills for development. Onoit who had earlier attended technical training in a non-registered school in Mbarara, had spent all his little savings to give him an education only to get a fake certificate. “This opportunity wiped all the tears I had cried after losing my money to a fake institute” he speaks with emotion. “I could not let this opportunity by-pass me” he says. After acquiring this skill, he was offered a job at a welding workshop in Nakapiripirit. Later the owner wanted to close the workshop because it was not making businesses sense. He pleaded with him and slowly by slowly he revived it, acquired equipment and moved location to set up his own. He can now afford rental space worth UGX 80, 000 per month and has built capacity of up to UGX 4,000,000 worth of assets over time. He is grateful that the programme has facilitated him to attend capacity building workshops to improve his skill.Recently he even signed up memorandum of understanding with the Nakapiripirit Vocational Institute to help train fellow students. Born to Mr. and Mrs. Among Phoebe and Onoit Michael both peasants, Onoit attended Alengot Primary school, Sajik royal college and Serere High school before joining the institute.
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Mise en place d’une salle de supervision des plateformes unifiées Covid-19 au Burkina Faso
Kader TAPSOBA | 08/07/2020
Le Représentant Résident d'Enabel au Burkina et la Ministre du développement de l’économie numérique et des postes ont procédé ce vendredi 3 juillet 2020 à l’inauguration d’une salle de supervision et de monitoring Covid-19.Cet espace permettra d’offrir un cadre de partage entre le ministère et les acteurs de l’écosystème digital et de créer ainsi les conditions pour un renforcement des capacités. Les équipements sont composés de :-4 ordinateurs portables avec sac de protection HP ;-1 climatiseur avec télécommande et accessoire d’installation;-1 téléviseur avec support mural ;-mobilier de bureau ;-24 imprimantes 3D avec leurs accessoires qui seront livrées dans les prochains jours.Cet appui Enabel entre dans le cadre de la mise en œuvre du programme de développement économique et social inclusif et durable de la région du Centre-Est à travers l’intervention « formations, études, expertises ».Découvrez-en plus en vidéo.
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Covid-19, les fondamentaux du télétravail au sein de l’Administration publique au Maroc
Meriem HILALI | 08/07/2020
Le projet e-TAMKEEN a organisé ce mercredi 8 Juillet 2020 un Webinaire sur la thématique « Les Fondamentaux du télétravail au sein de l’Administration publique dans un contexte de crise sanitaire liée à la pandémie de Covid-19 ». Cet événement de plus de 300 participants est le coup d'envoi à une série de formations destinées aux fonctionnaires marocains de 44 organismes ministériels différents.Les formations planifiées concernent les modules suivants : - Fondamentaux du télétravail - Outils de visioconférences - Outils de collaboration à distance - Plan de continuité d’activité et gestion de crises
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Time on Task Improving Teacher Attendance - Uganda
Dorothy KYAMAZIMA | 07/07/2020
Paper is now a thing of the past and digitalization is the in thing now. Teachers’ colleges have embraced the move to digitize their record keeping by using an attendance management system dubbed ‘Time-on-task’ to fight absenteeism of both teaching and non-teaching staff. To know more, watch this testimonial video from college staff on the impact of the Time-on-Task towards improving management and staff attendance.
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Le projet Wehubit sélectionne 5 projets innovants visant à réduire la fracture numérique par l'éducation,la formation et le monde du travail
Thibaut MONNIER | 06/07/2020
Avec ce nouvel appel à propositions, environ 1,5 million d'euros ont été attribués à cinq initiatives en Palestine, au Moroc, au Rwanda, en Ouganda et au Burkina Faso qui visent toutes à réduire la fracture numérique en favorisant la culture et les compétences numériques par l'éducation, la formation et le monde du travail.Lisez le communiqué de presse et découvrez ces beaux projets: https://www.wehubit.be/fr/projets
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The program Wehubit selects 5 innovative projects aiming at closing the digital divide through education, training and the world of work
Thibaut MONNIER | 06/07/2020
With this new Call for proposals, approximately 1,5 million euros have been awarded to five initiatives in Palestine, Morocco, Rwanda, Uganda and Burkina Faso, all of which aim to close the digital divide by fostering the digital culture and skills through education, training and the world of work. Read the press release and discover these great projects: https://www.wehubit.be/en/projects
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Professionnalisation des organisations professionnelles au Maroc - Vidéo
Meriem HILALI | 04/07/2020
Enabel et ses partenaires ont adopté un accompagnement de proximité au profit des organisations professionnelles (coopératives, Groupement d’Intérêt Économique et fédérations) pour la professionnalisation et l’autonomisation de leur structure. Découvrez en plus dans la vidéo jointe.
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Réunion du 2ème comité technique d'orientation et de suivi du programme e-TAMKEEN - Maroc
Bassam ALAOUI MDAGHRI | 03/07/2020
Le 30 Juin 2020, le programme e-TAMKEEN de renforcement des compétences des fonctionnaires femmes et hommes au niveau central et local en matière de digitalisation, a tenu son deuxième Comité Technique d'Orientation et de Suivi de l'année 2020 de manière digitale. En effet compte tenu de la présence d'une trentaine de représentants des 14 ministères et départements partenaires du projet, il était important de maintenir le respect de la distanciation sociale et du travail à distance. Lors de cette réunion plusieurs chantiers ont été actés et validés par l'ensemble des partenaires du programme, ateliers créatifs, formations, webinaires et plusieurs autres activités seront au rendez-vous lors des prochaines semaines. Traduisant la mobilisation des conditions nécessaires qui permettent l'acquisition et la maitrise de compétences en lien avec le numérique et le digital, l’intervention "e-TAMKEEN", est centrée sur l'impulsion d'un processus de changement au sein des administrations publiques, en s'appuyant sur le levier des ressources humaines, pour une gestion plus efficace et efficiente du service public.
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Digitalization the solution to Teacher Absenteeism - Uganda
Dorothy KYAMAZIMA | 03/07/2020
Teacher absenteeism is still one of the major challenges facing the education sector across the African continent and according to the World Bank, one the top factors leading to poor academic performance in many schools across sub-Saharan Africa. Uganda is no exception. Research puts Uganda at the second-highest country with teacher absenteeism ranking at 27% in a study conducted among 21 countries. This has trickled down to the National Teachers’ Colleges, institutions responsible for producing out qualified and competent teachers to secondary schools in Uganda. Management within the colleges has long since relied on a paper format of record-keeping to monitor the attendance of teaching staff. This meant that each teacher would have to physically sign into a book usually available in the staff room. The problem with this method is that it proved to be challenging when analysing teacher attendance as data was manually extracted and easily misused.But paper is now a thing of the past. The Teachers’ colleges have embraced the move to digitize their record keeping by using an attendance management system dubbed ‘Time-on-task’ to fight absenteeism of both teaching and non-teaching staff. The Time-on-task tool is designed to monitor NTC staff’s daily attendance through registration and results compilation with focus on their hours and days in the colleges. It uses free and open-source software to collect data known as KoBoToolbox that is easily installed on any android mobile device. Moving from paper attendance sheets to a digital format has simplified the collection, analysis and the ability to share data on teacher attendance, making it easy to monitor teacher attendance within the colleges. The time on task tool currently captures teacher attendance data daily. Both teaching and non-teaching staff sign in and out using a tablet installed within the college. The sign-in process is quite brief as the application takes a selfie as a form of signature and registers the time of the selfie. Once staff have complied with this step, the data collected is then uploaded to the server every month where it is analysed in Excel. Once the analysis is finalized, results are then shared with both staff and management of the colleges including the Ministry of Education-TIET department. This type of monitoring provides greater assurance to the colleges’ administrators that their teaching staffs are where they should be and at the right time. “Before the introduction of Time-on-task, staff absenteeism rate was very high because as management, we did not have a strong system in place to monitor staff.” Evelyn Lanyero Principal NTC Kaliro. This simple tool has had a huge impact. Since its introduction in May 2019, more and more staff are accepting the tool and using it to register their attendance during school hours. In the first month of its implementation, 26% of the staff across the five National Teachers’ Colleges registered using the digital tool in June 2019 and this number grew to 85% in December 2019. “Time-on-task has made us move to 21st-century technology and acquainted to using digital tools in everyday life.” David Physical Education Lecturer NTC Kaliro.The Time-on-task digital tool has contributed to a positive mind shift towards digitalization. Due to its efficiency and effectiveness in curbing teacher absenteeism, it has stimulated digital literacy and acceptance of more digital tools in management and in teaching & learning. This includes the use of quick-books for financial management, koha for library management and ICT tools (padlet, Google Drive) for teaching and learning within the college. Other institutions in Uganda, both public and private in education and non-education sectors are showing high interest in the tool and have requested to have it installed to track the attendance of their staff. One of these is the Muni University that is located a stone through away from National Teachers’ College Muni. After witnessing the impact of the Time-on-task in Muni Teachers’ College, they expressed interest in adopting the tool to monitor attendance within the university. The TIET department of the Ministry of Education and Sports has also embraced this tool to monitor the attendance of staff within the Ministry. Dr Jane Egau the Commissioner TIET had to say about the tool.“When we saw what was happening in the NTCs, we also requested to get this tool for the department and have noted an improvement in staff attendance. In addition to what we have seen and experienced, it is also our plan to extend it to other institutions because within teaching, time is so important and I think as we train teachers, we need to instil this character in them and this is a perfect tool to provide the example.” Even though the tool seems to stand out in curbing teacher absenteeism, the project intends to upgrade the application beyond tracking attendance to measure the quality of teaching by providing feedback forms to students. This is part of the digital transformation of National Teachers’ Colleges by the Enabel Teacher Training Education Project in partnership with the Ministry of Education and sports. It is also in line with the strategic priorities of the Digital for Development (D4D) policy by the Belgian development cooperation.
