General Report
Project Title: THE BRIGHT FUTURE: Access to inclusion learning for children with disabilities.
Objective1: Strengthen inclusive, quality education for children with disabilities in refugees hosting areas of Uganda.
Outcome 1: Parents are actively engaged in strengthening inclusive, quality education for children with disabilities in refugee hosting areas of Uganda.
Activity 1.1: Deliver training in Instant skills (Income generation skills) for 75 caregivers of children with disabilities.
Activity 1.2: Provide material support for business start-up for 75 caregivers and in developing context-specific business sustainability plans.
Objective2: To enable refugee children with target conditions access quality education delivered in an inclusive and safe environment.
Outcome 2: Refugee children with target conditions access quality education delivered in an inclusive and safe environment.
Activity 2.2: Organize weekly play sessions at the mobile play centers.
MEAL Activities.
Conduct Monitoring, Evaluation and Learning (MEL)
activities (Baseline and needs assessment, Annual progress assessments and End
of project assessment)
Our most recent project highlights including the targets reached.
Conducted One (1) base line assessment through individual interviews using questioners designed on kobo collect. The assessment was able to provide us with basis for selection of 15 beneficiaries for year one of the project, before situation for understanding impact after the intervention.
One (1) progress Assessment was conducted with an objective of tracking changes in terms of access to mainstream education for children with disabilities, Home base, communication skills, Self-care, chores, referral, and general body improvement. It was done for two (2) days with the technical support of specialists from 3 stars. A total of 31 (F=17, M=14) children were assessed on the above different skills and learning progress. During the assessment one change story was documented and shared on re-frame.Instant skills training placement. Enrolled 5 caregivers on specialized tailoring (bag making), 4 female and 1 male They have attended the training for 1 month. During the training they were able to learn about tailoring machine and its parts, peddling, measurement and cutting and actual sewing of bags.
Identified 10 caregivers through a needs and vulnerability assessment for business support. Apparently they are developing individual business plans with support of outreach workers.
Trained 9 (F=8, M=1) care givers as champions and 3 project staff on care and management of the identified disability conditions. The training was for 1 day and facilitated by specialists from 3 stars rehabilitation initiatives on 15th/11/2024.
Organized weekly inclusive community based play sessions in three (3) mobile play centers in zone 1. Each center has one (1) play session per week led by outreach workers and caregivers.
As a result; the play sessions were able to attract cumulatively 285 (Male 145, Female 140) non-disabled children who were able to play together with 39 (F=23, M=16) children with disabilities.
Cumulatively Fifteen 15 (M=6, F=9) caregivers of children with disabilities were able to participate together with the children during the play sessions organized.
- Lessons learned and best practices emerging from this project
- When children are home for holidays, the turn up for play sessions is higher compared to when during school learning terms.
- Most parents tend to express interest for tailoring when the number of tailoring trainees by different partners is so high with little market. This is highly attributed to lack of knowledge on other earning initiatives. Borrowing experience from the OSF funded tailoring trainees who were trained on bag making, they happens to be few of the tailors who have this skill and have reported high demand for the products. We decided to train those enrolled in tailoring specifically on bag making whereby one of the former trainees is the Trainer.