The mission of Amani, which means “peace” in Swahili, is to improve educational opportunities for African children in schools in rural communities
We were instantly engaged by the teachers and students who were eager to share the story of their school with us. We quickly learned that the students were singing songs about environmental conservation because the teachers wanted them to understand that the future of their village, and of all mankind, is intertwined with the survival of the earth’s precious natural resources.
The teachers told us that the songs teach the children that burning down the forest and hunting local animals is wrong, and that planting trees and conserving nature and animals has long term benefits and that the school’s students are also being taught that the best path to a bright future is through education, the acquisition of valuable life skills and self-sufficiency.
We learned about the origin of the school, that its first structure was built by hand by a small group of local craftswomen who wanted to make life better for the children in their village through education. The women raised the funds to start the school by making handicrafts which they sold to tourists, and then donating a portion of each sale back to the school.
The first mud and brick classroom was built by the women with their own hands in 1992. The present school grounds contain two poorly constructed mud and stick structures, two dilapidated latrines and one permanent concrete building that was provided some years ago by an NGO that is no longer working in the area. The beautiful piece of land for the school was donated by the Ugandan government, but the school is lacking funds for further development of the grounds.
Two hundred and thirty local students in kindergarten through Primary 7 (commonly referred to as P7 in Uganda and equivalent to grade 7 in the US) attend the school. Working with a local healthcare program, the school offers an annual free HIV detection and treatment program for all students.
There are no classrooms for kindergarten students, so those students must meet outside. The year 2013 gave way for Bigodi’s first successful Primary 7 curriculum being offered! The school is currently unable to provide free lunches for its students. Many students who do not bring their own lunch to school must simply go hungry. Two of the teachers are volunteers in need of a salary and formal training.
The more we learned, the more our interest and passion for the school, its staff and its students grew. We were so touched and inspired by the school that we changed our itinerary to spend the following day there as well.
Although today the school is dilapidated and in dire need of infrastructure improvements and all school supplies, the women are proud of what they have achieved and told us that, on average, the performance of their students on national primary school grade advancement tests is much higher than that of students at the government school. The teachers would like to be able to serve more students and still have big dreams for the future growth and improvement of the education and services offered at the school.
The school teaches the required Ugandan national curriculum in English, Math, Science and all academic fundamentals, and also provides crucial life skills and knowledge for improving its students future and quality of life, such as farming, basic hygiene and AIDS awareness. Moreover, education is provided to orphans and HIV positive children living within the community at no charge.
We felt fortunate to meet some of the inspiring and courageous women that made BWPPS possible. One of its founders, Stella Kajumba, like so many women in Uganda, had received only a 4th grade education, but dreamt of providing more for her own children and the children of Bigodi. Stella envisioned a school where local youth would be inspired from an early age to become educated and to accept their responsibility as stewards of their native environment.
Determined to make her dream a reality, Stella went back to school and became a certified teacher, then organized the Bigodi’s Women Group and led them in the establishment of the school. Stella explained to us how the support of the entire community, particularly its men, has grown over time. The local men originally doubted that it could be done, but now they are very supportive of the school.
Unfortunately, although Stella is now a teacher, she teaches at the far away government school because she cannot afford to work at BWPPS, where the teachers work for so little money that they consider themselves volunteers. Stella earns $125USD a month at the government school, while teachers at BWPPS earn only $25USD per month. Currently, the school’s only income comes from the continued donations of the craftswomen in the Bigodi Women’s Group and a small amount of school fees paid by local parents.
We also met an 18 year old woman named Lillian Tumusiime who is employed at the school. Both of Lillian’s parents died of AIDS when she was younger and she was forced to quit school to care for her four siblings and their elderly grandparents. Lillian is now married and expecting a child of her own, while still raising her younger siblings, one of which is HIV positive and student at BWPPS. Upon leaving we vowed to do what we could to help Stella, Lillian and the students at BWPPS.
The women within this community have already demonstrated their commitment to education through the years. There is no doubt that with continued investment in this community, new leaders will raise to the top
Although Bigodi Village is surrounded by natural beauty and wildlife that attracts international tourists to the area, it remains an impoverished community where local children lack access to quality education and are falling behind as Uganda is increasingly thrust into the new global economy and traditional ways of life become more difficult and impractical. The locally based Kibale Association for Rural and Environmental Development (KAFRED) has made great strides in educating villagers about the importance of environmental conservation and how much their future is dependent on the natural resources.
The nearest government school is severely overcrowded, under-performing and located a long distance away. Bigodi children who attend the public school must walk in the early morning darkness for several hours along dangerous dirt roads to reach the school. The school is in need of almost everything except enthusiastic children with a desire for knowledge.
One of the first things we did to help this school was the purchase of new books and a locking cabinet to keep them secure. We recently funded the construction of new above ground water cisterns in partnership with ‘UNITE for the Environment,’ a program that is funded by the North Carolina Zoo, to supply fresh, clean water for the children’s needs throughout the day. The next phase of our project will be to build new permanent classrooms for the children and community. Bigodi Primary Progressive School currently has no permanent classroom for their nursery school children, so their class currently meets outside. Other students are currently being taught in a mud hut. We will work with the village leadership and community members to develop a sustainable plan for permanent classrooms. Our goal is to help the school meet its goal of offering a full primary education from nursery school to Primary 7 to the youth of this rural village
As we look forward to the future, we will continue to work directly with school and community leaders to enhance classroom learning conditions for students and to engage the support and commitment of the surrounding community. Our Amani Program generates revenue through public fundraising efforts and private donations to provide for infrastructure improvements, books, school supplies, clean drinking water, sustainable lunch programs, teacher’s salaries and other needs with the goal of making high-quality education accessible to all children within the community. We aim to improve school performance and enhance life skills among the students we serve, and to encourage their pursuit of higher education and community leadership positions. Whenever possible, we will use our resources to create self-sufficient, long-term strategic partnerships and programs within the schools and communities we serve.
Through our thoughtful and compassionate work we will strive to provide resources and guidance that will enable our partner schools to provide educational opportunities that meet or exceed the national standard. Our efforts will result in improved student achievement and advancement as well as increased community pride and support to ensure the ongoing growth of both the school and community.