Sorry, you need to enable JavaScript to visit this website.
United Nations Department of Economic and Social Affairs Sustainable Development

Educational Support to Orphans and other Disadvantaged Children.

HOPE FOR THE RURAL CHILD FOUNDATION (
Civil society organization
)
#SDGAction52565
    Description
    Description

    The overall goal of the project is to fight poverty in Namasagali sub -county in Kamuli District in Uganda through empowering orphans and other vulnerable children by offering them support to attain basic education, health care and life skills.

    Implementation of the Project/Activity

    The Education and Livelihood Support for Orphans and other Vulnerable Children Project will be implemented in Namasagali sub-county in Kamuli District in Uganda. The project is targeting 100 orphans and other vulnerable children, the households where the 100 students come from, 50 orphaned needy child mothers and the entire local community in Namasagali sub-county.

    The overall goal of the project is to fight poverty in Namasagali sub -county in Kamuli District in Uganda through empowering orphans and other vulnerable children by offering them support to attain basic education, health care and life skills. Specifically the project will offer educational support to 100 identified orphans and other vulnerable children, improve the household incomes of the households where the identified orphans and other vulnerable children come from through provision of skills and inputs to enable them carry out vegetable growing as a business, support 50 teenage mothers by training them in tailoring in order to enable them to start their own businesses to earn a living and raise awareness among the local community members on the preventive measures of HIV AIDS so as to have a healthy and productive community.

    The proposed project will to support the education of the identified OVCs by paying their school fees and providing them with scholaristic requirements and basic health needs. While selecting the 100 beneficiaries for education sponsorship 60% shall be girls for purposes of fostering affirmative action to the girl child. The project will further support the 100 households where the identified 100 OVCs come from to overcome poverty by equipping them by skilling them and afterwards provide them with inputs, tomatoe seeds, egg plants, sprayers such that they can grow vegetables like tomatoes, egg plants and cabbages which have a short gestation period and can easily be sold in trading centres and village markets such that they can take on the education of the OVCs under their care after the end of the project. Each family will also be given 500 trees to plant as a step towards environment conservation. Regular meetings shall be held with members of the beneficiary households and the rest of the community members to raise awareness of the dangers of HIV AIDS and also address other issues that keep local communities in poverty.

    Every holiday meetings for all the supported children will be organized to create awareness on critical issues like how the HIV AIDS is spread and how it can be avoided. Children will also be inducted on issues of sexual reproductive health and other health issues essential for a child in school. Individual and group counseling sessions shall be organized for the sponsored children to gain psychosocial and spiritual support.

    The project will also empower 50 teenage mothers with skills in tailoring. For purposes of ensuring that the community owns the project the trainers will be identified in the project area. The 50 identified child mothers will be divided in two groups each consisting of 25 members. The identified trainers will train the first batch of 25 child mothers who will afterwards train the second batch of 25. At the end of the training the beneficiaries shall be provided with sewing machines to enable them to start their own tailoring businesses so as to earn a living and support themselves, their families and the child/children under their care. 10 sewing machines shall be retained by the organization to facilitate the continuous training of other needy child mothers after the lapse of the project.

    In all the awareness meetings held in the community, workshops and trainings the project will adhere to the Standard Operating Procedures (SOPs) put up by the Government of Uganda and the Ministry of Health to curb the spread of Covid 19 and Ebola. Venues for meetings, workshops and trainings shall have hand washing facilities and sanitizer and every participant shall be required to wear a face mask as required by the guidelines. Also, the project has a component of tree planting in order to fulfill the provisions of the Environment Act cap 153 which implores all Ugandans to contribute towards the maintenance of the environment.

    Hope for the Rural Child Foundation is a best suited organization to implement this project. We are grassroot based and also have successfully implemented projects of a similar nature. Also given the fact that the leaders of the project steering Committee are professional teachers and born and live in the project area the project is in the right hands.

    The project will benefit orphans and other vulnerable children and the community in many ways such as; preparing a generation of hopeful and productive young people in the community through sponsoring 100 OVCs to attain basic education, health care and life skills, improvement of the livelihood of 50 orphaned child mothers through skilling them in tailoring and afterwards support them with sewing machines to start their own tailoring business, change of the economic status quo of the families where the beneficiary OVCs come from through the provision of skills and inputs for vegetable growing as a business, mitigation of diseases due to continuous awareness on HIV AIDS thereby opening doors for the economic prosperity of the local community and the continuous training of OVCs in tailoring after the end of the project which will enable the community to get several youth entrepreneurs in the tailoring business.

    Coordination mechanisms

    Hope for the Rural Child Foundation which is implementing this project is governed by a Board of Directors consisting of 5 members who are born and also live in the community where the program is implemented. A Project Management Committee has also been put in place to manage the implementation of the project. The committee consists of Hope for the Rural Child Foundation Board of Directors, 4 teachers, 2 representatives of the local community, 2 representatives of children and youth and the Community Development officer of Namasagali sub-county Local Government.

    Evaluation

    The project shall be subject to evaluation on a quarterly basis. However the day to day monitoring of its progress will be carried out throughout the project life time. Monitoring shall be done by the project Steering Committee, head teachers of the schools where OVCs attend in consultation with the beneficiary OVCs and the beneficiary community members so as to ensure the attainment of the project goal. The community leaders will be involved in the monitoring of the vegetable growing enterprises established in the households where the 100 OVCs in school come from. The same will apply to the skilling of the 50 orphaned teenage mothers in tailoring. Quarterly reports are to be made to the donor agency to confirm proper and effective use of resources received. All the necessary information and photographs concerning the project activities will be available on request.

    The annual evaluation process will include surveys and interviews with beneficiaries. The interviewees will describe their experiences. Summative evaluation will be conducted by an external expert and will primarily focus on the project impact on beneficiaries.

    Partners

    Namasagali Sub-County Local Government.

    Goal 4

    Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

    Goal 4

    4.1

    By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

    4.1.1

    Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

    4.1.2

    Completion rate (primary education, lower secondary education, upper secondary education)

    4.2

    By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

    4.2.1

    Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

    4.2.2

    Participation rate in organized learning (one year before the official primary entry age), by sex

    4.3

    By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

    4.3.1

    Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

    4.4

    By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

    4.4.1

    Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

    4.5

    By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
    4.5.1

    Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

    4.6

    By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

    4.6.1

    Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

    4.7

    By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

    4.7.1

    Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

    4.a

    Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

    4.a.1

    Proportion of schools offering basic services, by type of service

    4.b

    By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    4.b.1

    Volume of official development assistance flows for scholarships by sector and type of study

    4.c

    By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

    4.c.1

    Proportion of teachers with the minimum required qualifications, by education level

    Name Description
    Payment of school fees
    Provision of scholaristic materials: uniforms, books, pens, mathematical sets and others
    Staff / Technical expertise
    We have got a an affiliate secondary school with qualified and committed teaching staff and primary schools we have been partnering with to support the children we support.
    No progress reports have been submitted. Please sign in and click here to submit one.
    partnerships banner
    False
    This initiative does not yet fulfil the SMART criteria.
    Share
    FacebookTwitterLinkedIn
    Timeline
    05 February 2023 (start date)
    31 December 2026 (date of completion)
    Entity
    N/A
    SDGs
    Geographical coverage
    Namasagali Sub-County, Kamuli District, Uganda.
    Other beneficiaries

    Orphans, child mothers, children with disabilities, children from needy households.

    More information
    Countries
    Uganda
    Uganda
    Contact Information

    KABAALE MOSES, EXECUTIVE DIRECTOR