SSSS PROPOSAL FOR PROPOSAL FORfecucharity.org/images/st_joseph_hs.pdf · present-day Bunyoro, Buganda, Ankole and Toro were organized as Kingdoms each with a central leadership under

PROPOSAL FOR PROPOSAL FOR PROPOSAL FOR PROPOSAL FOR

SSSS t. JOSEPH HIGH t. JOSEPH HIGH t. JOSEPH HIGH t. JOSEPH HIGH

SSSS CHOOL CHOOL CHOOL CHOOL ———— the school with a differencethe school with a differencethe school with a differencethe school with a difference

Initiated by: FR. DAVID KIYINGIFR. DAVID KIYINGIFR. DAVID KIYINGIFR. DAVID KIYINGI

Article by: Miriam KisakyeMiriam KisakyeMiriam KisakyeMiriam Kisakye

1.1 Background of project1.1 Background of project1.1 Background of project1.1 Background of project

1.2 A Brief history of Uganda1.2 A Brief history of Uganda1.2 A Brief history of Uganda1.2 A Brief history of Uganda

Education has played a big role in the economic development of many third

world countries including Uganda.

However it has become very expensive for many to get a decent education

at an affordable cost.

It is even worse for children whose parents died of AIDS and were left in

the hands of the eldest child or living grand parent. For them, all they have

is primary school education offered by the Government of Uganda. Secon-

dary and high school education is something they just hear about and cannot

go for because they cannot afford it.

The present-day Uganda as shown

was forged by the British between

1890 and 1926. The name Uganda

was derived from the Buganda

Kingdom.

Before colonialism, present-day

Uganda was made up of

Kingdoms and societies that were

headed by chiefs

or clan leaders.

Proposed by: FR. DAVID KIYINGIFR. DAVID KIYINGIFR. DAVID KIYINGIFR. DAVID KIYINGI

St.Joseph High St.Joseph High St.Joseph High St.Joseph High School ProjectSchool ProjectSchool ProjectSchool Project

INTRODUCTIONINTRODUCTIONINTRODUCTIONINTRODUCTION

Land was owned communally under clan leaderships. On the other hand, societies of the

present-day Bunyoro, Buganda, Ankole and Toro were organized as Kingdoms each with a

central leadership under a king who exercised power through chiefs and clan leaders.

This state of affairs was to change with the arrival of foreigners.

The first foreigners to arrive in Uganda were Arab traders in 1845. In 1862, John Hanning-

ton Speke arrived in Buganda followed by Grant in 1865, and by Henry Morton Stanley in

1865.

In his letter of March 24 1876, inviting missionaries, Kabaka Mutesa explained that he

wanted to be "a friend to the white man”. This letter was published in London in the Daily

Telegraph.

After the publication of the letter, a follow up article was published a week later in the

same paper enjoining missionaries who might respond to Mutesa's invitation to "teach the

natives to wear clothes" and design such clothing to be "slightly longer than the normal"

with the assertion that "if the Africans increase their clothing by even two inches longer

than the normal that would keep the Lancaster Mills in operation for a full year."

The two extra inches on African clothes showed how colonialism was the battering ram for

the expansion of European economic interests in the search for markets.

The colonization of Africa took different forms and different methods were used in differ-

ent places. These included the use of anthropology, the Bible and the gun.

The gun, assisted by the Bible and the Koran were the most effective means through which

Uganda was colonized.

With the coming of the missionaries and their idea of a supreme God, the influence of the

Kabaka started waning and the 'readers' (abasomi) were gaining ground.

Religion started spreading to the entire kingdom; this marked the decline in the traditional

system of governance.




Religious affiliation with the missionaries became more of a source of political power

than a source of faith, and more disorder awaited the kingdom.

The religious frictions that affected the politics of the country also affected the rest of

society and the education sector was not spared. The first schools in Uganda were built

by the missionaries: Gayaza High School and Kings College Buddo were the first to be

established by the Protestants; St. Mary's College Kisubi by Catholic White Fathers;

and Namilyango College by the Mill Hill Mission from London.

Wherever there was a Catholic school, there was a Protestant one of the same level

nearby, and these institutions were hostile to each other.

Colonial and later post-colonial education did not set out to teach people to acquire pro-

ductive skills. There was little or no vocationalisation of education and this lack of tech-

nical skills affected the development of a middle class in Uganda.

A skilled middle class would have been job creators rather than job seekers. No child

was allowed to attend a school if it belonged to a denomination different from the one

its parents subscribed to. Muslim children were not able to receive education since both

Catholic and Protestant founded schools mostly refused to accept them; and no funding

was available from outside to establish Muslim schools since they had lost their bene-

factor, Turkey, in the First World War.

The colonial government did not participate in the establishment of formal education

until 1925, when they started giving grants and facilitating the already established

schools. They did not enter the education sector formally.

The Muslims, therefore, as a result of lack of Muslim schools and neglect by the colo-

nial government, were not able even to find clerical jobs, join the civil service, or even

work as office messengers. These Ugandans ended up in petty business, such as butch-

ery, driving trucks and generally lagged behind other religious denominations. The new

religions not only divided people on who should go to which school, but the people also

started discarding their cultural identities.

Today the situation is different; of course the missionary established schools still do

exist and are very popular for the quality education they offer from way back. Along

side these schools are competing privately owned schools that offer relatively high qual-

ity education with much better facilities; but parents have to part with extremely huge

sums of money.

1.3. Education in Uganda1.3. Education in Uganda1.3. Education in Uganda1.3. Education in Uganda





1.4 Problem Statement1.4 Problem Statement1.4 Problem Statement1.4 Problem Statement

The Government of Uganda has a scheme called Universal Primary Education

(U.P.E) that was established by the His Excellency President Yoweri K. Museveni.

U.P.E. provides free primary education for only four children from every family.

The package includes only teaching services to each child. Parents must provide the

other items such school uniforms, food and stationery.

With the increasing rate of orphans in Uganda due to the AIDS epidemic, U.P.E has

been such a blessing for many children. However, there is still a problem of further-

ing education for some extremely bright students as well as others that might still

have the desire to go school. This is a very pressing problem to “child headed fami-

lies” and “single grand parent headed families”. In both situations, the head of the

family has almost nothing to offer as far as education is concerned.

Fr. David's proposed type of school is good news for children from poor

families; it'll give hope particularly to AIDS orphaned children. In many

cases such children end up being looked after by old grandparents who cannot

afford the exorbitant fees in high schools.

This project will address the problem of lack of continuity of education for AIDS or-

phaned children from “child headed” and “single grand parent headed families”

whose studies have been terminated at the end of the U.P.E. contract.

The kind of education to be offered is vocation based so as to produce job creators

who can then easily earn some income while employing other young members of the

family.

For example, a child educated from this school in a particular field such as carpentry

can teach and employ his/her siblings in future.

Many family visits were done to get a feel of the situation, to know the children’s

needs and dreams and to gauge the cost implications and feasibility of transformation

of the lives of these children. It is interesting to note that every family that was visited

welcomed the idea and are looking forward to having this dream come true.

1.5 Relevance of the project1.5 Relevance of the project1.5 Relevance of the project1.5 Relevance of the project

Sustainability in Architecture.

INRODUCTION




1.6.1 Geographical scope

The school project is to be established on a 14 acre piece of land inherited by Fr. David

Kiyingi from his father Mr. Joseph Bampadde (R.I.P)

Fig.2 Proposed site for the school project

Fig.3 Proposed site for the school project

1.6.2. In take scope

The school (if built) will admit students of all backgrounds, age and religion; from all parts

of the country depending on the criterion of selection.



1.6 Scope of project1.6 Scope of project1.6 Scope of project1.6 Scope of project

Again visiting one of the orphans - grand-

mother families in a rural area.

This is very typical of child headed families.

The children are not yet mature enough to

look after each other with great care and full

responsibility.

A widow suffering from AIDS standing

next to one of her children. In the back

ground is a house she’s struggling to

complete for her children before she

dies.

The old lady takes care of 10 grandchildren

whose parents died of AIDS. When the chil-

dren go to school during the day she collects

water for her neighbors to sustain the family.

A widow suffering from AIDS with her

eldest and youngest children. The big

girl is already prepared for what lies a

head - taking over mum’s role when she’s

gone.

A house being renovated to

let so as to raise money for

school fees.

A family in where the grandmother is

raising orphans whose parents died of

AIDS.

Another group of orphans with a

grand mother.

Visiting another group of AIDS or-

phaned children that were at the

moment out of school because their

grandparents could not afford it.

Another family in a similar situation

where orphaned children are being raised

by a grand mother in a rural area.

A child in one of the child headed fami-

lies is left at home alone. His brothers

and sisters are at school.

Looking at items made by the girls that

are ready for sale.

Some girls at the vocational training

school. They opted not to go to high

school because their parents could not

afford it.

A vocational training school for widows

and orphan girls in a rural area.

Two young friends; they attend the

parochial elementary day school.

Shoes are not an obligatory at the

school some families just can’t af-

ford them.

Some of the lucky orphans that qualified

for free primary school education - cour-

tesy of the Govt. of Uganda. We found them

on their way home from school.

Children from the neighborhood

in a semi urban area of Kampala

city. They attend the village day

school.

Visiting a coffee plantation. Coffee is

grown mainly by peasant farmers in

the countryside. However, exported to

Europe and Asia, it us the main source

of foreign income for the country.

Banana is one of the staple foods in

the region around lake Victoria.

Other foods are sweet potato, yams

(cassava), maize, and millet.

Other crops grown for both domestic con-

sumption and for sale in local market are:

peanuts, kidney beans, soya beans, sor-

ghum and maize.

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SSSS PROPOSAL FOR PROPOSAL FORfecucharity.org/images/st_joseph_hs.pdf · present-day Bunyoro, Buganda, Ankole and Toro were organized as Kingdoms each with a central leadership under