Isabirye 4 education
This program seeks to provide access to information, education and training for over 10,000
depressed young people living in slums communities cross Uganda.
Youths in urban slum communities in the country have experienced endemic and social
problems. The economic problem is lack of employment opportunities. Even though youth
population is dominant in those areas, there are no jobs to absorb them as a result; there is
very high unemployment rate among them, leading them into the involvement of illegal
activities such as theft, gangster, gambling and so on to sustain their lives. Common social
problems are lack of recreational centers, inadequate social facilities (health, education, and
housing), etc. The lack of recreation center has led to engagement of youth in bad habits such
as drug abuse and drinking alcohol. To observe the problems of youth one can easily go to
various ghettos of those slum communities and observe the army of youth wondering
joylessly. In every corner of those slum communities, it is common to see them in a very large
number crowding the communities without any work. If those are mobilized in organized
manner, they can really bring about great change in their lives and in the society. Youths at
present are being scorched by HIV/AIDS. The youths are one of the prime victims of the
pandemic. Thus, it is essential to act as soon as possible to reverse the deteriorating situation
of the youth at least to maintain the sustenance of our generation. Their potentials could be
used for the development of the nation if attention is paid to them. They could also contribute
to attainment of our development agenda that we are hoping to attain. Recognizing this, we
do present this proposal to the development partners to fund this project so that the youth
can contribute to the betterment of their own life and of their respective communities. This
project focuses on alleviating or finding remedies for the following problems: poverty, youth
unemployment, growing inequality among young people, high school and university dropouts of young people. When these above-mentioned problems of young people are tackled,
youths that have been excluded from the main-stream society will achieve or realize their
full potentials, and will be able to contribute to society positively. And so, it is against this
backdrop, that ISABIRYE FOUNDATION had deemed it necessary to formulate a program;
youth empowerment through education. In conclusion, fellow partners or sponsors, these
stated problems that are confronting the young people of our society are very alarming, and
need serious attention, before they overwhelm the society and the world at large.
Introduction
Isabirye foundation’s Isabirye 4 education program ensures that the children who are
vulnerable in our communities are identified and provided with the resources necessary for
them to attend school and attain an education.
Why Education and Community Empowerment?

We view education as the key to stabilization, peace and sustainable development.

It is the young generation’s right to receive education and to be protected from child
recruitment and labor. It is their right to acquire skills in a safe and productive
environment, to grow and develop, to laugh and learn.

Children and youth need safe spaces where they can openly speak and deal with the
trauma of war.
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Bridges between communities have to be built for unity and peaceful coexistence.

We want to create enjoyable moments beyond the war through the engagement of
communities in social, cultural and civic activities. Thereby, we also foster a sense of
rights and citizenship.
Our Approach

Rehabilitation of schools and quality formal education on primary and secondary
levels.
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Informal education outside of regular school hours, filled with extracurricular
activities, awareness sessions, games and other activities.

Child-friendly spaces and psychosocial support in our schools and community
centers, to mitigate the psychological impact of war on children and the youth.

Risk education for civilians of all age groups in our risk education centers to raise
awareness for the unexploded remnants of war.

Community engagement in our community centers through different activities, such
as vocational training, language classes and psychosocial support.

Youth and women empowerment through life skills training, peacebuilding and
cultural activities.
Curricula that promote critical thinking and problem-solving skills play an important
role in empowerment processes for girls and boys. These skills build self-confidence and
are valuable in adolescence and adulthood to address personal as well as livelihood
challenges. There are fewer reports on curricula that help students develop vocational skills,
but such skills are valued by women particularly where they underpin economic success and
allow them to be financially independent.
Efforts to promote gender-responsiveness among teachers (ensuring equal attention to
girls and boys, use of classroom practices that encourage active learning among girls and
boys, and challenging gender stereotypes in classroom practices and discourse) have led to
improved learning outcomes for girls and boys alike. These need to be accompanied by
efforts to enhance the quality of teaching so that educational outcomes for girls and boys are
not equally low.
Extra-curricular life skills clubs – whether open to girls only, or also to boys – help
students develop greater aspirations and commitment to study. They also build selfconfidence and communication skills, which can enable girls to participate more fully in
class.
The review identifies a number of key knowledge gaps for effective policy and practice, both
to support effective learning and to realize the empowering potential of girls’ education:

Evidence on the impact of key strategies to enhance quality of education: relatively
few studies of effective learning and teaching strategies disaggregate their findings
by sex.

The cost-effectiveness of different approaches to enhancing the quality of education
in general and girls’ learning outcomes in particular.

The impact of investments in infrastructure on learning outcomes: most evidence
focuses on enrolment, retention or attendance.

The potential and limitations of alternative learning environments for girls such as
open learning, flexible learning or distance learning. This could be particularly
important for girls (and boys) in remote areas and for those with restricted access to
education, such as young married girls.
Despite major increases in girls’ access to education and
improvement in girls’ learning outcomes over the past decade, gender inequalities persist,
and are particularly stark in many low-income countries. Given the developmental benefits
of education for individual girls, their families and communities, and wider society these
inequalities represent significant lost opportunities. In addition to its effects on economic
development and public health, education contributes to women’s empowerment through
the following pathways:

Developing skills and capabilities such as critical thinking, literacy and numeracy, and
communication skills, which lay the foundations for decent livelihoods and equitable
relationships in adulthood.

Increasing girls’ self-confidence, agency, and ability to express their hopes and make
decisions about their own lives.

Increasing women’s likelihood of obtaining better-paid work.

Developing gender-egalitarian attitudes among girls and boys.
Although these pathways are widely recognized, there is little synthesized knowledge on
how schooling can be organized to maximize empowerment. This review therefore brings
together evidence on two key questions:

What kinds of school environments and pedagogical approaches are most effective in
promoting girls’ learning?

How does school-based learning contribute to girls’ and women’s empowerment, and
are there minimum levels of education necessary for empowerment processes?
When you become a child sponsor, you will start to build a relationship with one special child
with whom you can connect by writing letters, emails or sending cards and gifts. The greatest
encouragement for a sponsored child is knowing that someone far away cares about them
and their future.
Education is a strong building block in building stronger and healthier communities. It all
starts with putting emphasis on the importance of educating children. And to do this, they
need to be availed the necessary scholastic materials they need to aid learning.
In Uganda many parents can barely afford school suppliers some parents said their children
to school without books and school uniforms.
Isabirye 4 education has helped more than 1000 children in and around jinja, Kamuli and
Kampala with a way to continue attending school by providing basic school supplies.
We design our programs to address the different needs of the youth and their communities,
creating long-term partnerships with local and international organizations and institutions.
We also provide financial scholarships for education and empowerment through training
and mentorship, including increased access to educational and IT programs which enhance
their long-term development and growth.
Future of tomorrow
Today’s youth will build the future of tomorrow. We are investing heavily in young people
to equip them with the skills and tools they need to enter and thrive in the job market and
prepare for tomorrow. Our development programs include scholarships, training and
internships and specific skills development programs within particular industries.
Conclusion
Empowering girls to excel at school and beyond is key to community social and economic
development. Girls are often unable to attend school regularly due to a lack of easily available
menstruation products and/or private bathrooms, putting them at a disadvantage when it
comes to their education. Additionally, a lack of age-appropriate comprehensive life skills
education leaves girls vulnerable to unintended pregnancy and gender-based violence.
The Education Activity aims to empower girls to become their own health advocates, bring
more nurses to schools on a consistent basis, and improve school sanitation facilities by
making them functional and responsive to gender and adolescent barriers. This initiative will
work to increase adolescent girls' knowledge of and access to health services so they can
adopt positive health behaviors. Through water, sanitation, and hygiene (WASH) initiatives,
the project will reduce health barriers to education.
Project initiatives
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Orient thought leaders on the importance of adolescents receiving a comprehensive
life skills curriculum.
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Expand the reach of youth ambassador messages into primary schools through the
support of peer educators.
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Facilitate formal cooperation between community health centers and schools.
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Improve health facilities’ responsiveness to gender and adolescent barriers to health
service quality, access and use.
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Empower girls to advocate for full implementation of the MEN policy (including
separate latrines for girls and boys, freedom for girls to visit latrines as needed, and
availability of hygiene supplies on site).

Explore with the local private sector ways to sustainably and locally manufacture
low-cost menstrual hygiene items.
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Train and coach community actors in the use of intergenerational approaches to
positive change.
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Link with other WASH-implementing partners who are working toward ending open
defecation activities and providing maintenance, rehabilitation, and construction of
water points and latrines.

Assess project schools’ current state regarding WASH facilities’ appropriateness and
functionality.
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Subcontract with local businesses to build, restore, or renovate urgently needed
WASH facilities.
Suggestions

Awareness of daughter’s education is essential. It is said that “educated mothers
educate family which results in educated population of a nation which builds strong
nation”
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Inculcate in women the confidence that change is possible, if women work
collectively.
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Encourage and ensure socio-economic participation of women in local and
international forums.

Encourage participation of women in income generating activities. Proper
implementation of schemes provided by the government should be done by
respective agencies.

Change the approach towards women based on sex discrimination.
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To induce the feeling of self-dependence amongst women.
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Child bearing at young ages should be prevented by preventing early marriages.
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Removal of gender inequality.
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Women should actively participate in social and political moves. Fifty % seats should
be reserved for women in all the governments
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Spread the message that education of women is a pre-condition for fighting against
their oppression

Awareness needs to be generated regarding the necessity of educating girls so as to
prepare them to contribute effectively to the socio-economic development of the
nation
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Eliminating all forms of discrimination in employment specially to eliminate wage
differentials between men and women

In order to change the attitudes towards female education and to raise the social
consciousness of the country, a conscious strategic change is required in national
media and communication effort

Education is capable of increasing women’s sense of analysing which will support
wider reforms in support of gender equality