Sycamore Development Foundation



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School Rural Schools Project

Schools in rural Africa face many development challenges. Poor infrastructure, lack of learning resources and equipment are particularly challenging. The basic structures in which pupils learn pose physical and environmental risk for teachers and pupils. While the cost of basic education may be non existent for pupils in many cases, actual costs per pupil is higher; parents who cannot afford the extra cost of keeping the child in school engage them in other activities like farming and hawking. For girls, their plight is worsened with extra chores till they can be married off.

SDF School’s project enables boys and girls to attend and remain in school. We strive to ensure that schools in needy rural communities are provided with appropriate learning resources to augment teaching and learning.

Konge School Library – Sironko District, Eastern Uganda
Konge School Library – Sironko District, Eastern Uganda

Schools’ learning resource is the starting point to examine the relationship between teaching and learning. There is potential value in equipping pupils from their early stages of learning the importance of learning resources such as libraries. In 21st Century rural areas what passes for a library is beyond intellectual imagination. This means that the quality of learning in schools naturally shifts the emphasis from measuring outputs. This must not be the case. Rural children, we believe that aspirations of teaching and learning must be related to educational goals. This can not happen in resource centres like those found in Sironko District of Uganda.

Nabooti Primary School, Bududa, Uganda
Nabooti Primary School, Bududa, Uganda

Bunamubi primary School in session
Bunamubi primary School in session

Where pupils outnumber available resources, teaching and learning becomes inefficient. More classroom spaces are needed; teacher-pupil contact need to be improved and pupil’s health and safety needs must be in place for the total development of mind, soul and body.

Bunandalo Primary School – Sironko District, East Uganda
Bunandalo Primary School – Sironko District, East Uganda

This risk-laden school is untypical of some rural communities. They barely see the risk until catastrophe strikes but we need not wait for this to happen to children. SDF first step is to identify the challenge and then help to address them. Through community partnership we seek to create the appropriate environment where children can learn and be assured of their growth and development. It is only by so doing that we can begin to talk about sustainable development.

Bwikasa Primary School – Sironko District, East Uganda
Bwikasa Primary School – Sironko District, East Uganda

The infrastructure may be basic but children in this rural school are cheerful knowing that if they are given little more support their role as future adults and in nation building can be guaranteed. They need a solid foundation for this to happen; to be included and not to be excluded.

Konge Secondary School – Sironko District
Konge Secondary School – Sironko District.

This school block made of basic material may never be completed. Here, a sister organisation, Child Development Foundation sponsors children to study. For many pupils secondary education is a luxury. Children who have the opportunity to enter schools like Konge Secondary School have very high ambition to further their education. Helping children in this direction, building capacity of teachers and helping to improve the services in this school will be promoting community education and well-being.

Past Beneficiaries from the SDF Schools Project:

Past Beneficiaries from the SDF Schools Project

Past Beneficiaries from the SDF Schools Project

    SDF approaches its Education Programme in a holistic way:

  • Support the developing and equipping of school infrastructure e.g. school building, equipment, Teachers' Association, Libraries, Sports facilities and equipment
  • Curriculum Development
  • Youth Skills and Training
  • Support the development of early education centres, primary and secondary schools
  • Support the training of teachers, school governing bodies and to improve the use of resources.
  • Support the development of sports, music, drama, other after school activities
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