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Enabel backs launch of Uganda’s IT Consumer Protection Portal to boost digital trust
Jovia KAVULU | 13/11/2024
Uganda’s ICT sector celebrated a major milestone today with the launch of the IT Consumer Protection Portal, by Hon. Joyce Ssebugwawo, State Minister for ICT, at the Consumer Protection Conference. Developed by the National Information Technology Authority Uganda (NITA-U) with support from Enabel’s Skills and Governance Project, funded by the European Union, this platform empowers Ugandans to report issues with IT services and track complaints in real time. The portal also provides consumers with information about their rights, helping to build trust and accountability in the digital economy.In her remarks, Hon. Ssebugwawo highlighted that consumer trust is essential for increased digital adoption. “Digital transformation is no longer a choice,” she stated. “Both government and private sector service strength lies in meeting citizens' needs efficiently.” This portal aims to make reporting poor service easier and quicker, ultimately supporting a more trustworthy digital space for all Ugandans.Michael Niyitegeka, the key note speaker at the event, noted that Uganda’s digital economy heavily depends on consumer trust in the products and services available. He warned about the risks of counterfeit products, which affect the quality of life, businesses, and the environment. He pointed out that "three-quarters of global businesses will operate on shared platforms by 2030," making consumer protection and accountability even more crucial. Niyitegeka stressed the importance of empowering consumers to navigate these platforms safely and ensuring they know how to verify the authenticity of products and services.NITA-U’s Executive Director also mentioned that the portal is part of a larger network of digital solutions contributing to Uganda’s digital transformation. As Uganda continues to expand its digital reach, initiatives like this portal play an essential role in safeguarding citizens and ensuring a secure online environment for all.
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Advancing respect for human rights by businesses in Uganda Project launched
John CANDIGA | 04/11/2024
launched the Advancing Respect for Human Rights by Businesses in Uganda project in Kampala Metropolitan region, after successful regional launches in the Albertine and Busoga regions where the project will also be implemented.The project is part of the European Union's support to implement Uganda’s National Action Plan on Business and Human Rights and focuses on three thematic areas: labour rights in the agricultural sector, natural resource governance and land, and digital rights and internet governance.Speaking during the Kampala launch at Four Points by Sheraton Hotel, the state minister for gender, labour, and social development in charge of older persons, Hon. Dominic Gidudu Mafabi, acknowledged the existence of human rights violations by businesses in Uganda. “These negative occurrences include; child labour, especially in the farming and mining sectors; violation of workers’ rights, and discrimination against women and vulnerable groups in the business sector”, said Mafabi.He said that the government is committed to addressing the prevailing human rights violations to ensure that workers enjoy safe working conditions in businesses and other workplaces. “In 2021, we committed to embarking on the business and human rights agenda by adopting the National Action Plan on Business and Human Rights, whose objectives we are currently implementing as a ministry, together with organisations, state, and non-state actors.The Commissioner for Equity and Rights at the Ministry of Gender, Labour, and Social Development, Mr. Benard Mujuni said that the project has started timely. “We have conducted this launch in different regions and the complaints were overwhelming, highlighting the need for these issues to be addressed”, said Mujuni.The Uganda Human Rights Commission, one of the government agencies that will support the implementation of the project, through the chairperson, Mariam Fauzat Wangadya pledged to support the effectiveness of the project by uniting businesses communities, and Civil Society Organisations to strengthen accountability and raise human rights standards”, said Wangadya. The chairperson added that Uganda leads Africa by adopting the first National Action Plan on Business and Human Rights.Lucy Peace Nantume, a Business and Human Rights Expert for Enabel in Uganda during the Busoga region launch emphasized the significance of the project in light of the recent discovery of rare earth minerals in Busoga. "Wherever minerals are found, human rights violations tend to follow. This project will educate communities about their rights, especially as they face potential exploitation related to the new mineral discovery", Nantume noted.Hon. Sauda Kauma Alibaawo, the area Woman Member of Parliament, lauded the European Union and the implementing partners for launching the initiative at a critical time. She highlighted that communities in Busoga, now aware of their rights, will be better equipped to protect themselves from potential abuses related to mineral extraction and other business activities.Laurianne Comard, a representative from the European Union said that the EU is excited to be part of Uganda’s journey towards reducing rights abuses in businesses. “We are optimistic about the 5 million Euros Business and Human Rights project. As part of our flagship program supporting sustainable business growth, it’s timely for Uganda as the European Union works toward due diligence regulations ensuring businesses uphold human rights”, said Comard.The advancing Respect for Human Rights by Businesses in Uganda Project is funded by the European Union to the tune of 4.8 million Euros. The three-year project started in 2023 and will end in 2026. It is being implemented in three regions of Uganda, namely: Albertine (Hoima, Kikuube, Masindi, and Kiryadongo districts), Busoga (Mayuge, Iganga, Bugiri, and Bugweri districts), and Kampala Metropolitan (Mukono, Wakiso, and Kampala districts) where the national launch was held.The project will empower 6 civil society organizations to drive advocacy, dialogue, and actions that strengthen Uganda’s Business and Human Rights agenda. Additionally, 50 businesses will receive support to implement human rights due diligence aligned with both national and international standards.Other partners that Enabel and the Ministry of Gender, Labour, and Social Development will implement the project together with include; the Uganda Human Rights Commission, Equal Opportunities Commission, Businesses and Business Membership Organisations, and Civil society organizations: Initiative for Social and Economic Rights (ISER), Collaboration on International ICT Policy for East and Southern Africa (CIPESA), Resource Rights Africa (RRA), and Africa Centre for Energy and Mineral Policy (ACEMP).
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Enabel teams in Uganda and Tanzania embrace action research to enhance education
Sharon IBENU | 29/10/2024
From September 24 to 29, Enabel’s teams from Uganda and Tanzania came together at the National Teacher Training College in Kaliro, Uganda, for a specialized training on Action Research in Education. This training, led by Prof. Geert Kelchtermans and Dr. Ann Deketelaere of the Centre for Innovation and the Development of Teacher and School (CIDTS) at KU Leuven, was a significant step in strengthening our approach to innovation in educational practices.By equipping our teams with skills to assess the impact of their initiatives, action research provides a rigorous framework to refine strategies that address regional challenges while contributing to the wider discourse on effective education interventions. As one of our trainers noted, “Action research is a mindset as much as it is a method.” This mindset is essential in educational settings where ongoing reflection and critical questioning are paramount. By continuously evaluating our assumptions and adapting our strategies based on evidence, we create dynamic, responsive approaches that maximize our impact. Action research allows for this flexibility, grounding our practices in data-driven insights while helping us identify the best pathways forward. During the training, participants outlined six key questions that will steer our upcoming action research projects and address priority areas within Enabel’s educational programs: 1. What are the determining factors for the use of mobile digital toolkits in lower secondary schools in the Kigoma region? As we work to enhance digital access and learning, identifying the factors that affect the use of mobile digital toolkits is essential. This question will enable us to analyze how digital tools can most effectively contribute to learning outcomes in lower secondary schools, particularly in the Kigoma region. By better understanding these factors, we can optimize toolkit deployment to foster digital literacy and improve student engagement. 2. Does community outreach influence parents' attitudes towards education?Community involvement plays a pivotal role in shaping attitudes toward education, especially for marginalized groups. Through action research, we aim to measure how outreach initiatives impact parents’ support for their children’s education, particularly for girls, and evaluate their role in promoting sustained school attendance. 3. What is the effect of school-led projects on student access and retention in lower secondary education?School-led projects, such as the Menstrual Hygiene Management (MHM) initiatives, are critical in addressing barriers to education. These initiatives have already shown a positive effect on girls’ attendance. Through this research, we aim to assess how various school-led efforts influence student retention and contribute to a supportive educational environment. 4. How effective is our CPD delivery in practice?Investing in teachers is central to Enabel’s education initiatives. This research question focuses on evaluating our CPD program's impact on teaching practices and classroom dynamics. By examining the program’s effectiveness, we can refine training to better equip teachers with the skills needed to create inclusive and responsive classrooms. 5. How do “friends of education” contribute to the access and retention of girls, vulnerable boys, and young mothers?Community mentors, known as “friends of education,” play an influential role in supporting girls, vulnerable boys, and young mothers. This question explores how these advocates contribute to students’ educational journeys, helping them overcome obstacles and stay engaged in school. 6. How does our menstrual hygiene management (MHM) model affect attendance and classroom engagement of adolescent girl students?Access to MHM resources has proven to be transformative in keeping adolescent girls in school. By analyzing the model’s impact on attendance and engagement, we aim to refine approaches that empower girls to continue their education confidently and comfortably. The cross-border collaboration among Enabel’s WeLearn/WeTeach (Uganda), Wezesha Binti (Tanzania), and the Digital Innovation for Education scaling project (Uganda/Tanzania/Rwanda) in partnership with KU Leuven’s CIDTS is crucial for advancing these action research initiatives over the next two years. This partnership enhances our professional capacity to make informed, data-driven decisions that improve educational access and quality in East Africa. A key aspect of this initiative is fostering South-South knowledge exchange. Participants from Uganda, Tanzania, and Rwanda will act as critical friends, supporting each other in refining research approaches, learning from peer experiences, and scaling effective practices regionally. This model of mutual accountability and shared learning strengthens our collective impact, providing a foundation for sustainable, region-specific solutions. The outcomes of this work will guide policy adaptations, support the refinement of educational practices, and contribute to creating environments where all students, especially girls, vulnerable boys, and young mothers, can thrive. Our commitment to rigorous action research and regional collaboration underscores Enabel’s dedication to building inclusive, resilient education systems across East Africa, empowering the next generation of learners to realize their full potential.
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Enabel in Uganda moves to champion secondary education for every child through the 'My School, My Friend' campaign.
Sharon IBENU | 29/10/2024
Achieving equitable access to quality education for every child is a pressing challenge that demands immediate attention from everyone. In West Nile Uganda, the region is currently facing high rates of low enrolment in government-aided secondary schools, which reflects a deeper societal issue. With many families prioritizing the immediate economic contributions of their children over the long-term benefits of education, this short-sighted approach is not only undermining the future of children but also hampering the overall development of the community and the nation. In response to this critical situation, Enabel, through its WeTeach project, launched the “My School, My Friend” initiative, aimed to foster community engagement and raise awareness about the transformative power of secondary education. By emphasizing the importance of education, the initiative seeks to shift perceptions and encourage families to invest in their children's futures. Community leaders play a pivotal role in shaping attitudes and behaviours, and Enabel has positioned them as champions of education. These leaders are not only influential figures but also trusted voices within their communities. By engaging them in the outreach efforts, the project aims to create a ripple effect of positive change. Mr. Ronald Ndungu principal education officer in charge of West Nile echoed these sentiments, urging parents to take an active interest in their children's education. He noted that Community engagement is a critical activity, and schools need to continue doing it to reawaken the minds of leaders to encourage parents to take children to school. “I encourage secondary schools to interact with primary schools and as well undertake projects that focus on sensitization regarding drug abuse and introduce computers to primary learners to foster innovation.” Mr. Lawot Anthony, the District Education Officer in Kitgum and Mr. OVUA SHEM District inspector of schools in Madi-Okollo pointed out several socio-economic challenges contributing to low enrolment rates, including early marriages, teenage pregnancies, and high poverty levels. They both stressed the importance of awareness creation to combat these issues, saying, "We need to host radio talk shows with leaders and engage in dialogue with community and clan leaders.This approach aims to foster a supportive environment for education and encourage families to prioritize schooling" says Mr. Lawot The 'My School, My Friend' initiative is not merely about increasing enrollment; it seeks to change perceptions and build a culture of education. According to Ms. Clare Atuhaire, the WeTeach project Coordinator in West Nile, the "My School, My Friend" campaign is designed as an action research initiative to tackle these challenges head-on. By organizing school-based meetings and awareness campaigns, the project seeks to engage parents and local leaders in meaningful dialogue about the importance of secondary education. Mr. Okot Freddy, the headmaster of Omiya Anyima Seed Secondary School in Kitgum district, emphasized the effectiveness of community engagement, stating, "This initiative is effective, and when communities are engaged, the better." He also highlighted the urgent need for adequate teachers to support the growing demand for secondary education. Ms. Latigi Mary a parent from Lopur primary school in Kitgum district expressed a powerful sentiment: “Education is the key to a better future for our children. We must work together to ensure they have every opportunity to succeed.” This perspective summarizes the collective hope and determination of the community to uplift their children through education. As the communities’ rally towards this initiative, the question remains: Are we fully harnessing the potential of every child? The answer lies in our collective commitment to education, community engagement, and the belief that every child deserves the chance to excel.
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Valuing Teachers' Voices in Uganda: A Call for Inclusion and Recognition
Sharon IBENU | 21/10/2024
For years, teachers have been viewed as secondary stakeholders, often overlooked in discussions that directly impact their profession. This marginalization is evident in the disparities in their compensation compared to other professionals, despite their significant contributions to society. Teachers are frequently subjected to policies imposed without their input, leaving them to implement changes they neither understand nor agree with. As the primary implementers of educational policies, their insights and experiences are invaluable. By including teachers in the decision-making process, Uganda's education system could see substantial improvements, benefiting both educators and students. Teachers spend a significant amount of time with children, often more than the children's own parents. This positions them as vital stakeholders in the educational sector, whose voices should be heard and respected.By valuing and incorporating teachers' perspectives, Uganda can create a more effective and inclusive education system that truly reflects the needs and aspirations of its educators and students alike. Enabel Uganda's commitment to supporting teachers is a testament to the power of collaboration and the positive impact of valuing educators' voices.
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Enabel trains over 1000 teachers in active teaching methods in Uganda
Sharon IBENU | 21/10/2024
Picture a classroom where curiosity thrives, and every student's potential is tapped and fulfilled. This vision is becoming reality across Uganda, in the districts of Kasese, Kabarole, Kyegegwa to Busoga region, in the districts of Jinja & Kamuli, and West Nile in the district of Yumbe, Madi Okollo, Adjumani. The WeLearn-WeTeach project is sparking an educational revolution, enhancing capacity of over 1000 teachers who are inspiring young minds by adopting innovative techniques, and not just teach—but create pathways to a world of opportunities, ensuring that every adolescent, regardless of background, has an equal chance to education.Recognizing that well-trained teachers are essential for effective learning, Enabel conducted an assessment to identify areas where teachers needed support. The results highlighted a clear need for teachers to better understand and implement the competence-based curriculum, which focuses on practical learning and student engagement. To address these needs, Enabel launched a series of training sessions designed to support teachers develop their skills. These sessions focused on active teaching methods that encouraged practical learning. For instance, teachers learnt how to use project-based and problem-based learning techniques, as well as collaborative methods like brainstorming and group work. They were also being encouraged to continue using various resources, such as maps, charts, and multimedia tools, to make their lessons more engaging. For many teachers, this training has been a game-changer. Mr. Isaac Waiswa, a teacher at Balawoli Senior Secondary School, Kamuli district notes, “Before the trainings, I was a traditional teacher. I thought I was the master of knowledge and would walk to class and just talk to students and go away. But now with the trainings I have received, I am able to incorporate videos in my teachings and different Microsoft tools. The class sessions are now more interactive” Additionally, the initiative promotes the continuous professional development of teachers through self-paced online courses. In General Teaching Methods (GTM), 32 teachers have completed the course under WeLearn, while 31 teachers have participated in Technology Enhanced Learning (TEL). Furthermore, 232 teachers have been trained in Competence Based Assessment (CBA) under WeLearn. For Competence Based Curriculum (CBC) and Active Teaching and Learning (ATL), a total of 602 teachers have been trained under WeLearn, with 644 teachers participating in CBC training under WeTeach. Judith Achiro Kibwota, a teacher at St Mary’s College Madi-ope, Lamwo district reiterated that the classes are now livelier. “Before I could only go to class and teach and was worried about adapting to the new changes. I enrolled for the online courses, and I have been able facilitate students through videos and this brings students together to engage more during the lessons” Scheldeman Mitte, the Intervention Officer for Materials Development and Innovation at Enabel noted that the trainings seek to help teachers understand the competence-based curriculum better and clarify challenging concepts related to project work and assessments. “Coping with the new curriculum was difficult for me. But when Enabel started training us and brought in the online courses, I have been able to use videos for teaching my students. The class is now very interactive and engaging. Students attitude is gradually changing and their interest in learning has also gone higher” concludes Mr. Ariaka Sam, teacher from Odravu senior secondary school, Yumbe district.
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The Work Readiness Programme is shaping Jimmy's career in Uganda
Jovia KAVULU | 16/10/2024
Jimmy, a mechanical engineering graduate from Makerere University, has been working at Pearl Dairies for three months. He learned about the job through a friend, a former classmate who had participated in the Work Readiness Programme (WRP). The friend shared a WhatsApp link, and seeing his success with the WRP motivated Jimmy to apply. "I was looking for a graduate trainee program to gain practical skills, and this opportunity came at the right time," he says. At Pearl Dairy, Jimmy works in the mechanical department. "My main tasks are maintenance, repair, and servicing of machines," he explains. He also does welding and fabrication—skills he didn’t fully acquire during his university studies. "The only welding we did at university was during recess, and we weren’t given real guidance. So, we didn’t learn much." When Jimmy started at Pearl Dairies, it was his first time working with stainless steel and using TIG (Tungsten Inert Gas) welding. Although it was new to him, he’s now improving with the help of a specialist.Jimmy's confidence has grown significantly since joining Pearl Dairies. At first, he was hesitant to ask questions or speak up, but the support from his department has made him more comfortable. He also had to adjust to moving from Kampala to Mbarara for the job. "I have a friend who turned down the opportunity to move because he found it difficult to adapt. But I was determined to take this chance to improve my skills, so I overcame all the challenges to move here," Jimmy shares. Coming from a different region, Jimmy initially found both the work and environment challenging. "I used to be scared to admit that I was a graduate because I felt incompetent, but now my confidence is improving," he says. Since starting, he has learned how to operate welding machines and is now trusted with measuring and cutting pieces for fabrication.Jimmy strongly recommends the Work Readiness Programme to other graduates. "At university, we don’t get enough practical skills. When we graduate, we realize we’re not skilled enough to get a job, and we waste time feeling like we’re still young. But reality hits when you start attending interviews and don’t get offers. With the WRP, you don’t have to worry about lacking skills," he explains. Jimmy is particularly excited about learning TIG welding, saying, "With this TIG technology, I’m going to be marketable because very few people know it. That’s why I’m putting in a lot of effort to learn it." He hopes to be retained at Pearl Dairies to continue building his skills but feels confident that even if he isn’t, the hands-on experience will help him secure another job. "The Work Readiness Programme is a stepping stone for graduates. I can now proudly say I’m a step ahead of many of my former classmates," Jimmy says.
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How Agaba turned education into hands-on experience at Pearl Dairy Limited in Uganda
Jovia KAVULU | 16/10/2024
Agaba Atumanya, 26, graduated with a degree in Industrial Engineering and Management from Kyambogo University. He learned about the Work Readiness Programme (WRP) through a friend who shared a link via WhatsApp. Since manufacturing was one of the focus areas of the programme, and it aligned with his field of study, he decided to apply. Though it seemed too good to be true, his positive attitude pushed him to give it a shot, and he was accepted to work at Pearl Dairy Farm Limited in Mbarara. Agaba was assigned to the UHT (Ultra Heat Treatment) department, where milk is processed and packaged. While he was familiar with designing and producing finished products, he suggested to his supervisor that he could be more effective as a machine operator, learning the process from the ground up. After some training, he was put on shift to operate the first machine in the cold plant, which packs milk. His job is to ensure the machine runs smoothly by feeding in packaging materials and making sure the final product meets quality standards.Agaba has found that his education is now directly relevant to his work. He can easily link the theory he learned in class to the practical tasks he's doing, which has boosted his confidence. He has also improved his problem-solving skills, as he regularly has to fix issues with the machines. His teamwork, communication, and time management skills have grown since he must be on time every day to start production. Agaba has even come up with ideas to improve processes, which his colleagues have adopted on several occasions. One of his key contributions has been reducing waste during production by minimizing rejects. He prepares the machines carefully before production and ensures maintenance is done properly, which has helped reduce bad products that can't be sold. Agaba faced some stigma from older co-workers, who felt threatened by a new graduate. "When you're fresh from school, some people worry you'll take their place or get promoted before them," he says. But over time, he focused on his work and eventually built good relationships with his colleagues.Agaba believes in following opportunities wherever they lead. "I spent seven years in Kampala, but that doesn’t mean my future is there. That's why I took this job in Mbarara. It’s preparing me for the future, and when I return to Kampala, I’ll be more competitive because of what I've learned here." He highly recommends the WRP to recent graduates, saying it gave him a direct path from school to employment in his field. "The programme is about getting ready for work, but for me, it's also about optimization and effectiveness. I’ve learned to work within limits, add value to the company, and grow as an employee." Agaba feels lucky to have been part of the programme and hopes others will take advantage of similar opportunities.
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Bibiana’s Growth in Human Resources at Pearl Dairies in Uganda
Jovia KAVULU | 16/10/2024
Bibiana, a 25-year-old Human Resource professional at Pearl Dairies Farm Limited, holds a Bachelor’s degree in Business Administration, majoring in Human Resource Management, from Makerere University. Sponsored by the MasterCard Foundation during her studies, she first encountered the Work Readiness Programme (WRP) while at university. After participating in a WRP under MasterCard, officials from the Private Sector Foundation Uganda (PSFU) introduced her to the Enabel WRP. She registered through the PSFU portal and, after successful interviews, secured a position at Pearl Dairies. Bibiana found the physical skills training immensely beneficial and is grateful for the exposure to work life, allowing her to practice what she studied. Her role includes recruitment, attendance tracking, and supervising the canteen staff, among other duties. She has gained confidence through participating in interview panels and organizing workplace events, such as celebrating staff birthdays. Supervising a predominantly male workforce has sharpened her problem-solving skills, especially in conflict resolution, a challenge she initially found daunting but has since mastered. Her most notable achievement at Pearl Dairies is the transformation of the staff canteen, where she introduced order and improved hygiene standards. Bibiana acknowledges the challenges recent graduates, particularly women, face, including the threat of exploitation, and she highly recommends the WRP for all recent graduates in Uganda.
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Turning challenges into opportunities as an Agronomist in Uganda
Jovia KAVULU | 16/10/2024
Meet Kato Tumusime, a 25-year-old agronomist with a passion for agriculture. Working with Ankole Coffee Producers’ Cooperative Union (ACPCU) in Kabwohe, he spends his days supporting coffee farmers in Mbarara as part of the Rwampara Growers Cooperative. But Kato’s journey to this point wasn’t easy. After graduating in March 2023 with a degree in Agri-Business Management and Community Development, Kato faced a tough job market. “Looking for a job had become a job itself,” he recalls. Employers often preferred diploma holders over graduates, making it hard for Kato to get his foot in the door. But things changed when a friend shared a link on WhatsApp for the Work Readiness Programme (WRP), implemented by Enabel and PSFU. “Once I landed on the link, I applied to join the WRP,” Kato says. Despite the long application process, he was determined and kept checking his email daily, hoping for good news. His perseverance paid off when he was offered a role at ACPCU. In his role, Kato inspects coffee farms, registers farmers using online tools, and guides them on maintaining organic control to produce high-quality coffee. He also educates farmers about proper post-harvest handling and ensures that they comply with fair trade standards. Kato faces challenges, from convincing farmers of ACPCU’s credibility to navigating tough terrains. “Some of the trainees gave up, but I am not going to give up because I have a goal,” he says. Despite the hurdles, Kato’s confidence has soared since joining the WRP. “I have to up my game because some farmers are even more knowledgeable than me,” he admits. Learning from farmers, supervisors, and regular trainings keeps him motivated. With the support he’s received, Kato has even started saving money. He used his salary to launch a poultry farm with 40 layers and bought a motorcycle, which brings in daily income as a boda boda. Kato is grateful to Enabel and PSFU for providing safety gear, which makes his work safer and easier, especially in remote areas. “I recommend this programme to other graduates because it is the best,” he says. “Even if you are just shortlisted for a job and not offered, it still gives graduates hope that they can get a job one day.”
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Enabel Uganda strengthens health and teamwork after work
Claire BALUNGI | 15/10/2024
At Enabel, our passion for enabling change does not end when the workday ends. It’s coming to a year since the "after-work exercise" program was born at our Rwenzori office in Fort Portal. Emmanuel Muhumuza, the Intervention Officer, Skills Development Fund spearheaded the initiative which has brilliantly shaped the team’s fitness endeavors and supported building networks with other corporate teams to whom we have had the absolute pleasure of proving both fit and fierce. Every Thursday evening, the atmosphere is charged with colour and good vibes as the team gathers for a friendly football match. Wednesdays are reserved for aerobics and volleyball, which is Martin Okoed’s favorite. The Nursing School Pedagogy Field Officer is happy to have been reintroduced to the game after school where junior students were mostly restricted, making him lose interest in playing. “Glad I can now play,” says a cheery Okoed. The goal isn't just to win the game but to relieve the strains of office work as Nicholas Basaija, a fitness and dance instructor who has been training the Enabel team for five months emphasizes. "Many people in offices deal with back and nerve issues due to sitting for long hours. Aerobics sessions help stretch the muscles, improve nerve function and act as a great stress reliever," he explains.For Helen Mbabazi, Enterprise Development and Decent Jobs Officer, who recently joined Enabel, the games have helped her settle in. "I've been here three months, playing and cheering at these games has helped me get to know people faster. It’s easier to connect with colleagues on the court than behind computers or in meetings. I now feel more comfortable walking up to my teammates and calling them by name because that is what we do on court," she shares.The impact of the after-work exercise stretches beyond the Enabel team. Bright Beyongyera, a student at Fins Medical University, was drawn to Enabel after hearing about our involvement in the community. He shared a touching story of how he got to come for the game that day, He had learnt of Enabel’s skilling program the previous night from a caretaker whose girl was a beneficiary, "I coincidentally read about the volleyball match with Enabel in a WhatsApp group and decided to see for myself what this group was all about," says Beyongyera.Beyond bonding, Helen also highlights the mental health benefits of engaging in sports. "When you step away from the computer and play, you release stress. By the time I get home, I’m less stressed, and that benefits both my work and my family life. It’s important for more people to be involved in these kinds of activities to maintain a healthy work-life balance."The team has come to know each other better and now work more closely. "Previously, we worked in silos, but now we are working as one Enabel," says Muhumuza. Seeing the success of these internal activities, he decided to extend the invitation to external partners. Every week or two, partners like Rotaract, students from Mountain of the Moon University, Phaneroo and other teams are invited for football or volleyball matches. “During and after the games, we talk, collaborate, and build a bond beyond work. Sometimes, solutions come up outside of work, and in the future, we hope this can scale into interregional matches, perhaps a Busoga region vs. Albertine Rwenzori game," envisions Muhumuza, who hopes that Enabel can register for corporate league, for the competition, but to also boost the team’s mental capacity and to grow our network.
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Alex develops his interpersonal skills through regular interactions with farmers
Jovia KAVULU | 12/09/2024
Alex Tumukunde, a 25-year-old agricultural scientist, graduated from Makerere University in 2024 with a Bachelor of Science degree. Right after graduation, he stumbled upon the Work Readiness Programme (WRP) through a link sent to him on WhatsApp. “Although it sounded like a fraud, having been sent through WhatsApp, I decided to take a chance and apply,” Alex recalls. He was drawn to the programme because it targeted sectors like agro-processing, which matched his field of study, giving him hope that he would be a good fit. Now, Alex works as a Dairy Development Executive at Pearl Dairy Farm, where he has been for the past three months. His role is similar to that of an extension worker. He collaborates with farmers who supply milk, providing them with agricultural extension services and guiding them on how to mechanize their farms to increase the quantity and quality of their milk. Part of his job is also to mobilize more farmers to supply milk to the company and encourage them to take on projects that improve their farms.Pearl Dairies also offers loans to farmers, which can be repaid in milk, and Alex helps explain these opportunities to the farmers. In his short time at Pear Dairies, Alex has recruited two new farmers to supply milk and convinced one farmer to take up a loan. He’s proud of maintaining the farmers who were already partnering with the company when he joined, all thanks to the skills and confidence he’s built along the way. University taught Alex a lot of theory, but there weren’t enough practical lessons, leaving him with low confidence when he first joined the company. “Since joining the WRP, I have become more hands-on, dealing directly with farmers in areas like feed formulation, silage making, animal handling, and training on cost-benefit analysis,” he says. His interpersonal skills have also grown, thanks to his frequent interactions with farmers. Alex is willing to embrace opportunities, even if they come from unexpected places. He didn’t hesitate to move from Kampala to Mbarara for the job, believing that a breakthrough can happen anywhere. He feels that many young people miss out on such chances due to their reluctance to work outside the city. “It’s their poor attitude,” he says about those who turned down jobs outside Kampala. When asked if he would recommend the WRP to other graduates, Alex responds enthusiastically: “Absolutely, because this programme is magic for the graduates.” He hopes that more graduates will join, even if they are not retained in their roles; the experience alone makes them more competitive for future jobs. For Alex, the biggest takeaway from the Work Readiness Programme is simple: “Hands-on.” The practical experience has transformed his confidence, skills, and career outlook, showing the true impact of turning education into real-world action.
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Prossy gains confidence as a field agronomist in Uganda
Jovia KAVULU | 12/09/2024
22 year-old Prossy Kyalimpa is a proud graduate of Agribusiness Management and Rural Development from Vare University in Sheema District.Just a week after her graduation, she heard about the Work Readiness Programme (WRP) from a friend who sent her a link. She spent almost the whole day filling out the application form. Four days later, she received an email from Ankole Coffee Producers’ Cooperative Union (ACPCU) inviting her for an interview. Soon after, she got a call from ACPCU requesting her to pick up her appointment letter. “I thank PSFU and Enabel for granting us an opportunity to work because it is very difficult to find a job in Uganda as a recent graduate,” she says. She was deployed to Kyangundu Cooperative Society in Sheema, where she works as a field agronomist alongside two other experts. The cooperative is large, with over 900 farmers. Her job involves inspecting coffee fields, sharing agricultural knowledge, and training farmers on mulching, trenching, pruning, and environmental conservation. She helps farmers get certified in organic, fair trade, and the Green Forest Alliance, ensuring they meet ACPCU’s standards. Her confidence has grown a lot since starting the job. “The more I train farmers, the more I get confident,” she says. Her interactions with farmers help her gain more knowledge, making her feel stronger in her role and in life. Reaching farmers in remote areas is often a challenge, but thanks to the safety gear provided by PSFU and Enabel, she can navigate these tough terrains. Her youth and energy also help her handle the physical demands of the job. She reports her findings to ACPCU every month, and her supervisors help confirm her work with the farmers, which builds trust. This support from supervisors reassures farmers that they are receiving quality guidance, even from young agronomists. She feels proud that she can now put her university education into real action, making a difference in the farming community. “I would recommend this programme to recent graduates because I never thought I could get such an opportunity,” she says. “This programme is very helpful, and every recent graduate should enroll in it because it does not look at experience, which employers usually ask for, yet one can’t have experience before working.” Her story shows how the Work Readiness Programme can open doors for young graduates, turning their education into meaningful work.
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Enabel enhances digital literacy for health educators in Uganda through ICDL training
Claire BALUNGI | 12/09/2024
Attaining comprehensive education and training for health service delivery has invariably been a long game. One of the numerous hiccups has been the lack of a policy hence no framework for sufficient training of students at certificate and diploma levels. This insufficient skilling has often manifested in the rough-hewn healthcare afforded by nurses, midwives and clinical officers to patients. The WeTrain4Health project implemented by the Ministry of Education & Sport and Enabel in Uganda, which seeks to improve the training of students in health institutions, is a one of the responses to the challenge of inadequate healthcare service delivery, targeting the issue at its root. In March this year, we conducted an ICT and pedagogy needs assessment which highlighted a clear gap in digital literacy among tutors. Many were experts in the content area but less confident with digital tools and delivery of training to students. Of the 43 tutors assessed, only 1 tutor in our health training institutions was competent in use of ICT for teaching/learning whereas 6 could not find required information online and the tutor required support on how to make a PowerPoint presentation. As part of the project actions, a four-day training to boost digital skills among health educators in the fundamental International Computer Driving Licence (ICDL) course was conducted at St. Simon Peter Vocational Training Institute, Hoima. Participants were from the three partner institutions - Hoima School of Nursing and Midwifery, Jinja School of Nursing and Midwifery and Fort Portal College of Health Sciences. The training specially aimed to equip the HTI (Health Training Institutions) staff with skills in online collaboration, teamwork, cyber security, ICT in Education among others. With the training of these staff representatives, they will cascade the training to their different institutions. Steve Mwanje, the trainer from St Simon VTI, considers this training essential and is confident that the technology will help the educators provide better education to their teams. “It’s exciting to see them gain confidence as they learn. This training is just the beginning, the real impact will be seen when they take these skills back to their classrooms,” says Steve. Haron Omara from Jinja School of Nursing confesses that from the training, he learnt that Computer was more practical than what he thought and that the training added to knowledge he thought he already knew. “This training is a game-changer. It’s not just about using computers; it is about improving how we teach and prepare our students. When our tutors are comfortable with digital tools, they can make learning more interesting and relevant,” said Loy Katali, a participant from Hoima School of Nursing and Midwifery. The optimism among the participants was palpable, and Ambrose Okello, the activity lead at Enabel noted that the tutors are good at their work but emphasized that digital skills are critical and that the tutors need the tools to integrate technology into their teaching, which this training will equip them with. Going forward, further trainings will be conducted to ensure that tutors in the respective health training institutions are equipped with digital skills which will be cascaded down to nursing and midwifery students to ensure sustainability of skills transfer within the institutions.
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Documentary on the support programme for refugee settlements in Uganda
Jovia KAVULU | 20/08/2024
Explore how the ‘Support Programme to the Refugee Settlements and Host communities in Northern Uganda’, funded by the European Union and implemented by Enabel, is transforming lives in Uganda’s West Nile region. Since 2016, over 6,000 refugees and locals have gained vital vocational skills, driving job creation and community development. Witness their inspiring journey toward a brighter future: https://youtu.be/_F6s_wepAMs
