On the ground: Teacher Exchange comes full circle
For the last nine years, Otto Ben Kasule has been teaching at Anaka Secondary School, a school out in rural northern Uganda. Ben attended Anaka for grades S1—S4 [the equivalent of 7th—10th grade in the US] and credits the pride he felt for the school as his motivation for returning as a teacher. Since his years as a student at Anaka, Ben has spent almost a full decade passing on the same pride and respect to his students that his teachers had instilled in him.
Due to the conflict in northern Uganda, Anaka was displaced to a temporary school site in 2000. With the help of Invisible Children and other NGO’s, the school was able to return to its original site in 2008. Since then, the school appears and feels “different,” as Ben explained. Having overcome a difficult situation, everyone—teachers, students, and staff, alike—feel triumphant. “There is now a higher morale and more motivation to help the school,” he said.
On the Ground: Ugandan teacher heading to the US of A!
Ongiya Calistus Nyeko, one of the most positive, energetic teachers we work with in Uganda.
He approached me, and beaming from ear-to-ear, shook my hand and repeated, “Thank you, thank you, thank you!” After a few minutes, I finally found out what he was talking about: Calistus had just received news that he was heading to the US to participate in Invisible Children’s Reciprocal Teacher Exchange (TReX).
On the ground: meet Alice, a Ugandan teacher heading to the US
Apiyo Alice is a modern-day Julia Stiles, an Erin Brockovich of sorts. You know, that heroine who defies the odds while standing up for what she believes in. Undeniably, Alice’s focus on her career and education has guided her through life, bringing about opportunities ranging from extensive travel through east Africa to starting to write a book.
Alice will go to the US this winter through the Reciprocal Teacher Exchange (TReX), an initiative under IC’s Teacher Exchange (TeX). (more…)
On the ground: meet Grace, a Ugandan teacher heading to the US
Amono Grace is well-mannered, professional, and confident. Her English is impeccable. She is deliberate with her words, and because she’s personable, chatting with her is easy. Grace is the ideal candidate for the Reciprocal Teacher Exchange (TReX), an initiative that sends Ugandan teachers to the U.S. to team teach for one month.
Grace’s interest in cross-cultural teacher exchange dates back to 2007, when she taught alongside a U.S. teacher who came to Uganda through Invisible Children’s Teacher Exchange (TeX). Even three years later, she recalls how impressed she was by the young American teachers she met—teachers eager to learn about the people, culture, food, and education system of northern Uganda. “What they were doing was commendable,” she added. That exposure and long-lasting impression stirred Grace’s desire to participate in the TReX.
Typically confident, Grace admits she was nervous following her TReX interview. “I was hopeful, but trying to be realistic,” she explained.
It wasn’t until a week later that James, S4S’ Program Manager, rang Grace and prompted the long-awaited phone call. “Why do you think I’m calling?” he began. Grace was shocked to hear the good news. She, alongside five other Ugandan teachers, will head to the U.S. at the end of 2010.
On the ground: MEND + ModCloth
I tried to think of a word that could sum up what’s going to happen to MEND in the coming year. Metamorphosis? One thing morphing into something else, something totally different—no, that won’t work. Maturation? Makes me think of Boyz II Men—nope. Transformation? Hints at awesome change, but without the whole shedding-of-old-self quality that ‘metamorphosis’ carries. Hmmm.
Ok, done: In the coming year, MEND will undergo a transformation. Details will follow once we sort out a few things, but know that MEND is growing, transforming. Did anyone catch the ModCloth blog post the other day? ModCloth is now selling MEND bags through their site. We’re psyched. More of these types of partnerships—alternative avenues for merchandising—are what MEND is shooting for in the coming year. And then there’s the Awesome Top Secret MEND Development In Uganda Thing that we’re dying to tell folks about :) Keep your eyes peeled in the coming months for more updates on MEND’s transformation.
–Andrew
S4S update: TReX 2011 has kicked off!
Today was an exciting day for the Reciprocal Teacher Exchange (TReX). James, Invisible Children Uganda’s S4S Program Manager, had the pleasure of calling two Ugandan teachers from our 11 S4S partner schools to let them know they’ll be heading stateside at the end of 2010. They, alongside four other teachers, will be team-teaching in the US for one month with the TReX. We learned that both teachers were so excited and overwhelmed by the surprising news that James had to repeat himself almost four times before what he said actually sunk in!
On the ground: America crammed into two weeks
Papito, one of our student advocates from last tour, leads a workshop during Face to Face Tour training in our Gulu office
“What items should go here?” I asked, pointing to a column on the whiteboard titled Things to Bring. “What things are most important, things you’ll definitely need during your time in the US?” We had already covered topics like American food, sexuality, government, and tipping; our workshop on packing was one of the last in our two-week training session. I faced a forest of raised arms and hands. “Yes?”
“Salt?” one student suggested straight-faced, uncertainty lightening up his voice. The group burst into laughter. I couldn’t help but smile.
On the ground: 22 goodbyes
Even though we told them they didn’t need to get to the office until 8:00 am, some of them showed up at 7:15 anyway. They were so excited, the early arrivers explained, that they couldn’t sleep.
We’re excited, too: twenty-two of the most articulate, travel-hungry, and thoughtful Ugandans we know are about to take a trip that will change their lives. As exhausting as it’s going to be, they’ve committed to keeping their eyes, ears, and minds open for months on end. Newness will pour into them day after day, and this, they’ve assured us, is something they’re ready for.
Do yourself a favor: meet these people.
–Andrew (more…)
Want 30% return on your savings? Try VSLA…
Invisible Children’s Village Savings and Loan Associations (VSLA) model is a standard one used in international development. Organizations all over the world use VSLA micro-finance initiatives to help lift people out of poverty. In this article from the Guardian’s Katine series, the author looks at how best to deal with VSLA theft. There were some amazing stats in the article:
Discuss: putting Band-Aids on the developing world…literally
photo credit: Dave Chidley
In this article from the Guardian’s Katine Chronicles, the author raises a question that is constantly on the minds of IC Uganda staff: Who is (and is not) qualified to help people in the developing world? Gulu is a hub for development in northern Uganda. As such, it attracts a wide variety of organizations and individuals aimed at helping Ugandans. Some are structured organizations led by trained development professionals; others are not.
On the ground: Teacher Exchange summer 2010…done!
Earlier in the month, we bid adieu to the teachers that participated in the 2010 summer Teacher Exchange (TeX). Undoubtedly, the teachers were a dynamic group with varied personalities and backgrounds, but ultimately, everyone bonded over the course of their six-week team teaching experience. The teachers left with a new perception of northern Uganda, armed with a slew of stories and info to be shared in their classrooms stateside.
We asked teachers to reflect on their time in Gulu. Below are excerpts of their writing.
–Jessica
On the ground: 2011, we’re ready for you
A student at Lacor Secondary School, one of our S4S partner schools
We know—it’s only August and we’re already talking about 2011. That’s because we’ve started our 2011 fiscal year (IC’s fiscal year starts in July). Below is a collection of targets IC Uganda is shooting for in the coming year.
Legacy Scholarship Program (LSP)
• Expand scholarship support by 50 scholarships, extending our program reach to 590 secondary students and 200 university students
• Face to Face Tour: LSP staff and students will travel to the US in the fall to educate Americans about the LRA and Invisible Children’s initiatives, focusing on the Schools for Schools program
• Continue providing mentoring and scholarship support to hundreds of secondary and university students
Schools for Schools (S4S)
• Finish large ongoing construction projects at S4S partner schools: three dorms, one science lab, one two-story administrative block, and one 18-classroom block
• Start new construction projects at partner schools: one library, one science lab, and one massive multi-purpose hall
• Establish computer labs in all partner schools
• Send top secondary and university students to the US to participate in the Face to Face Tour
The Teacher Exchange (TeX)
• Launch the second Reciprocal Teacher Exchange (TReX), sending a group of Ugandan teachers to the US to team teach with American teachers in January 2011
• Continue the TeX in the summer of 2011 by bringing new and returning US teachers to Uganda to team teach with Ugandans in our partner schools
Village Savings and Loan Associations (VSLA)
• Work with current group leaders to seed 30 new VSLA groups, more than doubling the current size of the program
• Launch an adult literacy initiative that will equip VSLA members with literacy and numeracy skills, as well as information about things like animal husbandry, HIV prevention, sanitation issues, and family planning
• Start an energy-efficient stove initiative for all groups
MEND
• Introduce two new product designs for MEND’s upcoming holiday campaign
• Drastically increase program capacity in 2011 to meet the growing demand for MEND products
IC Partnership: Conservation Cotton Initiative Uganda (CCIU)
• Expand CCIU’s farmer base to 3,500 farmers
• Expand extension services to various S4S secondary schools (certain schools have land available to use as demo plots)
• Construct and install two mini-ginneries
• Provide ox ploughs to farmers
• Utilize seeds (beans, peas, and chick peas) as rotation crops for local consumption and promotion of alternative organic cash crops
Stella, one of our MEND seamstresses
S4S update: St. Mary’s dorm in the final stretch
The team just got back from visiting St. Mary’s Secondary School, and we’re excited to see so much progress happening with the girls dormitory. Soon, 192 girls will be able to call this building home.
Check out some photos of recent work.
Enjoy!
–The S4S Team
On the ground: MEND + VSLA = impact
Gathered around the group’s lockbox and leaning against stacks of MEND bags, seamstresses meet to save and loan money together
Invisible Children’s Village Savings and Loan Associations (VSLA) initiative isn’t limited to the 400 people who directly participate in VSLA. Our 13 MEND seamstresses also save and loan money together using VSLA methodology. Meeting weekly to save money and take small loans, the MEND women are better able to support their families and start small business ventures.
Along with the 13 seamstresses, MEND’s VSLA group is also comprised of three additional MEND staff and six Invisible Children Uganda staff. Named Tii Ki-Kumi (meaning ‘Do it yourself’), the group is now halfway through their second savings cycle.
Check out some of their stats:
S4S update: Sacred Heart home to IC’s biggest academic building
Part of an 18-classroom IC-built structure taking shape at Sacred Heart Secondary School
Earlier in the year, we blogged about one of our biggest projects for Round 4: an 18-classroom block at Sacred Heart Secondary School. The project first kicked-off through the assistance of the Japanese government and was later put on hold after the ground floor was complete. Last year, S4S stepped in to finish the project, tackling the two additional floors consisting of six classrooms each.
This is a brand new project for us, but one that will definitely be a huge improvement for the students at Sacred Heart. Building these new classroom blocks will help the school achieve its target student-to-classroom ratio of 60 students to one. As of now, the school’s classroom ratio currently stands at 80 students to one.
Spending almost $150,000 USD, the team, along with selected contractors, will spend a majority of the project focusing on the following aspects: installing structures to support the ground floor, setting the concrete for the first floor, and adding the external framework and roof. The external aspects of the building will be completed in December.
Stay tuned for more updates and photos!
- The S4S team
On the ground: teaching in Uganda for six weeks is ________________.
Harriet and Lisa, teaching partners and friends
This article is part of a summer series highlighting the stories and experiences of our American teachers in Gulu, Uganda. As participants in the Teacher Exchange, 27 different teachers from the US spent six weeks team teaching in our 11 Ugandan S4S partner schools.
The article below was written by Lisa Ellis, a teacher from North Carolina, and it details her experiences team teaching in Uganda.
*****
Imagine the following:
An open-air classroom constructed of wood slats and a dirt floor that is connected to an adjacent classroom by a thin, tattered tarp. Teachers addressing more than 60 students—all crammed into 40 desks—using only a worn chalkboard propped up against the wall. When it rains, it is nearly impossible to teach as raindrops bounce off the tin roof. Water running off from the tin roof then flows into the class, turning the dirt floor into a muddy pit. On a sunny day, teachers must fight off the noise from adjoining classrooms, as well as the heat from the blazing sun.
This is the daily battle for Acan Harriet, my co-teacher at Keyo Secondary School.
***
I am in northern Uganda as part of the Teacher Exchange (TeX), a program that allows me to collaborate with Harriet and offer teaching strategies that may help in the classroom. Without a doubt, Harriet is the expert in the curriculum; while English is my primary language, I have not taken a grammar class since college, nor does my grammar follow the British guidelines in Uganda, so often students will laugh politely when I spell a word with the “American” spelling (theater vs. theatre, for example). The teaching strategies we practice here are simple, given the lack of technology or supplies.
Throughout my six weeks in Uganda, I’ve often wondered the impact I’ve made at Keyo. Although the answer is still unclear, I know this for sure: the impact Harriet has had on me will last not only the rest of my teaching career, but also the rest of my life. I have learned to speak softly as the students will stop to listen to hear what I am saying; I have learned that complete strangers can become friends instantly; I have learned that competition is good, and it is okay to be a female and articulate. Harriet has taught me that if classroom material is not covered today, it is okay because we’ll get to it tomorrow. She has reminded me that taking time to relax during the school day for a couple of minutes is necessary to maintain sanity.
Most importantly, I have learned that being an educator, no matter whether in Uganda or the United States, is the answer to making the world a better place.
–Lisa Ellis
On the ground: IC Uganda stats 2010
Invisible Children Uganda is implementing five programs on the ground in Uganda: 
4. Village Savings and Loan Associations
5. MEND
These programs directly support 10,291 beneficiaries as follows: 9,048 students attend our 11 Schools for Schools partner schools, 90 teachers have participated in the Teacher Exchange, 559 secondary students and 181 university students are in our Legacy Scholarship Program, 400 villagers are participating in our Village Savings and Loan Associations, and 13 seamstresses are employed by MEND.
In addition to our five programs, ICU has cultivated a close partnership with Conservation Cotton Initiative Uganda.
CURRENT PROGRAM STATS FOR 2010
Legacy Scholarship Program (LSP)
559 Secondary students
181 University students (143 female; 38 male)
24 Mentors, all full-time ICU staff
25 Partner secondary schools
14 Partner post-secondary institutions
4 Main home districts for scholarship students (Gulu, Amuru, Pader, Kitgum)
Schools for Schools (S4S)
11 Partner secondary schools
9,048 Secondary students attend the 11 schools (65% male, 35% female)
316 Local teachers teach in the 11 schools
4 Districts of operation (Amuru, Gulu, Nwoya, and Pader)
2 Areas of implementation in Uganda—hardware and software
The Teacher Exchange (TeX)
2007: 16 international teachers worked with 18 Ugandan teachers in three S4S partner schools
2008: 27 international teachers worked with 32 Ugandan teachers in nine S4S partner schools
2009: 43 international teachers worked with 54 Ugandan teachers in all 11 S4S partner schools, and, in December, six Ugandan teachers flew to the US to work with six American teachers
2010: 27 international teachers worked with 32 Ugandan teachers in nine S4S partner schools
Village Savings and Loan Associations (VSLA)
20 Savings groups of 20 members each
87 Members are former bracelet makers
8 Groups are in Amuru District
12 Groups are in Gulu District
MEND
13 Seamstresses, all are former abductees and 5 were child mothers (moms before age 18)
4,000+ Bags produced in fiscal year 2010 (all styles)
2,430 Cinch bags
1,127 Messenger bags
PARTNERSHIP STATS FOR CCIU
Conservation Cotton Initiative Uganda (CCIU)
1,000 Farmers grew organic cotton with CCIU in fiscal year 2010
3,500 Farmers are expected to grow organic cotton with CCIU in FY 2011
30 Plows were used by farmers, provided by CCIU
60 Oxen were used by farmers, provided by CCIU
82,444 Kilograms of seed cotton was harvested by farmers
29,789 Kilograms of cotton lint was extracted from harvested seed cotton
70,000 T-shirts were produced with CCIU cotton
5 Secondary schools in northern Uganda are working with CCIU to grow cotton as an income generating activity
On the ground: Teacher Exchange impressions from a visiting teacher
Jenni, center, poses with her fellow teachers at Pabo Secondary School
This article is part of a summer series highlighting the stories and experiences of our American teachers in Gulu, Uganda. As participants in the Teacher Exchange, 27 different teachers from the US spent six weeks team teaching at our 11 Ugandan S4S partner schools.
The update below was written by Jenni Peters, a teacher from Florida, and details her experiences team-teaching in Uganda.
*****
In our first week in Uganda, Charles, the Head Teacher of the English department at Pabo Secondary School, one of the partner schools for Schools for Schools (S4S), gave us a tour of what would be our home and teaching facility for the next six weeks.
Given the town and school’s small size, we thought the tour at Pabo would be simple. With the tour, however, came photos and stories that gave us insight into the town’s troubled past.
We learned that Pabo was the biggest IDP (Internally Displaced Persons) camp in northern Uganda at the height of the war. The town housed 70,000 displaced Ugandans at one point. Now Pabo is trying to turn itself from a displacement camp to a village.
As we toured the area, I was able to see traces of this painful history. What was more apparent, however, was a beautiful landscape filled with families reconstructing their lives and children playing and smiling. Throughout our walk, elders would greet us and invite us into their homes. What was remarkable was thinking of people back home in the US who would often let bitterness alter their interactions with strangers. In this area, locals have seen more evil than I would ever encounter, and so it seems justified for them to lose faith in people and the outside world. Yet, somehow, they still manage to greet strangers with a smile and welcome them into their lives. Their resilience is incredible. Seeing this type of behavior taught me that no matter the situation, I should never lose faith in those around me.
*****
My role at Pabo saw me working with Sarah, the school’s English teacher, and focusing on Senior 1 classes [the equivalent of 7th grade classes in the US]. Since our focus at Pabo was to exchange teaching practices and ideas, we spent our school days working on a creating student-centered learning environments, keeping in mind the limited resources that were available.
During our downtime, I would meet with teachers and share stories about life in the US. One of the teachers, Geoffrey, participated in the Reciprocal Teacher Exchange in January, and was therefore able to contribute to our discussions. The Ugandan teachers’ willingness and enthusiasm to learn from us, coupled with our excitement to learn from them, made chatting memorable for everyone.
Thanks to S4S, over the years Pabo has received new classrooms that are helping foster its students’ education. Not only is this apparent through hardware upgrades, but as teachers, we are witnessing the improvements within the classrooms. We are also seeing first-hand the benefit of working with Ugandan teachers that are focused on developing professionally and striving to achieve academic excellence for their students.
–Jenni Peters
S4S update: spending money on schools’ administrative buildings?
The admin building rising at Atanga
Half a teacher’s job happens outside the classroom. After all, planning lessons is as important as teaching them. Because of this, and because S4S aims for holistic improvement at its 11 Ugandan partner schools, we’re building a new two-story administrative building for the teachers of Atanga Secondary School. The building will contain a few private offices for Atanga’s Head Teacher (think: principal) and other administrators, as well as a large, open-plan staff room. Not cheap by any means—the building costs about $100,000 US—the admin. building at Atanga is a major investment in one crucial component of the education equation: teacher motivation. If our annual summer Teacher Exchange has taught us anything year after year, it’s that motivated teachers are better teachers. Providing a safe, clean, well-lit space where teachers can plan classes and grade papers lays the groundwork for good teaching.
The second story of the building is being built with Round 4 funds. Contractors are adding a roof to the structure next week. We’ll let you know when things wrap up.
–S4S team
On the ground: meet Brenda, scholarship student-turned-Head Girl
Brenda (left) poses with Grace, her mentor, and her school’s outgoing Head Girl
Being elected a high school’s Head Girl is no small thing in Uganda—especially at all-girls schools. Elections are competitive; the stakes are high. Earlier this month, 200 students and staff of Stella Matutina Secondary School attended a ceremony to acknowledge the election of the school’s new Head Girl, Ayat Brenda, and other new members of student government. Brenda, a student in our Legacy Scholarship Program (LSP), was chosen by her peers to be their primary representative and advocate for the coming year.
In the front-row of a sea of students and teachers sat Grace, Brenda’s LSP mentor. “There is an immense amount of respect for the Head Girl,” Grace leaned over and explained to me. “She is the school’s leader.”
For a student to receive such a prestigious title, she has to be well-rounded; in nominations, people consider factors like extra-curricular involvement, academic standing, and leadership skills. Once elected, the Head Girl must start advocating on behalf of the student body when meeting with school administrators. Naturally, students will only elect an articulate, extremely bright student to fill the role.
At the ceremony, I was impressed with what Brenda had managed to achieve, but after learning about her past, her position as Head Girl seemed even more remarkable. Years ago, Brenda struggled with many disciplinary issues at school. “Academically and emotionally, she was a bit unstable,” Grace explained. “She did not have a strong support system at home and as a result, did not see her schooling as a high priority.” It wasn’t until she joined the LSP and began working with her mentor that her demeanor began to change.
Hearing about Brenda’s past and seeing how well she’s doing in the present was awe-inspiring. With Grace’s help, Brenda underwent a metamorphosis, changing from an uninspired young girl to a leader who is respected by her peers.
Brenda, all of us at Invisible Children are so proud of you! Congrats!
–Jessica
New members of Matutina SS’ student government get sworn in
On the ground: Ugandan teachers heading to the US this winter!
Lydia strikes a pose in NYC!
For the last four years, the Teacher Exchange has been sending North American teachers to northern Uganda. For six weeks each summer, the visiting teachers team teach with their Ugandan counterparts at our 11 Schools for Schools partner schools. As they plan lessons, lead classes, and get to know their Ugandan students, visiting teachers spend as much time learning as they do teaching.
Last December the Teacher Exchange took a bold first step: the program sent six Ugandan teachers to teach for one month in America. Yes, it was a small logistical nightmare: applying for passports and visas, weeks of cultural training, teaching people how to navigate airports and ride subways. In the end though, everything worked out. Spread across the United States, the visiting Ugandan teachers prepped lessons, graded papers, and gave captivating presentations about life in East Africa. They fell in love with hamburgers, stood in awe of surfers gliding down the faces of waves, and threw snowballs. They came back to Uganda with fresh perspectives on education and travel, excited to share their experiences (and their energy) with their Ugandan students.
The Teacher Exchange experience—both in Uganda and the US—has consistently received overwhelmingly positive feedback from teachers and students alike. So, without further ado: Ladies and gentleman, we’re excited to announce the launching the 2011 reciprocal Teacher Exchange (TReX)!
After hearing first-hand how much the Ugandan teachers were inspired by their time in American classrooms, and after learning how beneficial the program was for the hosting US schools, we knew TReX had to roar…er…happen again.
With enough fundraising, we’ll be able to send six new teachers to the US this winter. If this sort of cultural exchange floats your boat and is the type of thing you’d be interested in supporting financially, check out www.active.com/donate/teacherexchange.
Thank you to everyone who contributed to the first reciprocal Teacher Exchange! Your support, advocacy, and belief in teaching helped us pull the trigger for this upcoming winter’s adventure.
*****
To get a glimpse of what’s to come in 2011, check out what some of the TReX 2010 teachers had to say about their one-month teaching experiences in America: Lydia, Geoffrey, and Robert.
John leads a class in the U S of A
On the ground: Teacher Exchange conference a success
Left: Amanda, a TeX teacher, works with her Ugandan counterpart, Samuel, during the conference
This article is part of a summer series highlighting the stories and experiences of our American teachers in Gulu, Uganda. As participants in the Teacher Exchange, 27 different teachers from the US are currently spending six weeks team teaching in our 11 Ugandan S4S partner schools.
The article below was written by the Teacher Exchange Coordinator, Catherine Hanna, who is now in her fourth year with the program. Here she writes about the TeX’s annual conference. Enjoy!
On the ground: necklaces–>$$$–>teaching in Uganda
This article is part of a summer series highlighting the stories and experiences of our American teachers in Gulu, Uganda. As participants in the Teacher Exchange Program, 27 different teachers from the US are currently spending six weeks team teaching in our 11 Ugandan S4S partner schools.
The article below was written by Mandy Jankus, a teacher from Indiana, who fundraised for her first TeX experience by selling necklaces to folks in her community back home. Enjoy!
*****
Teaching has helped me realize that knowledge is not only power, but also a vehicle for raising awareness and igniting passion. Teaching Fundamentals of Speech Communication at Purdue University Calumet gave me the opportunity to share my passion with students and to watch them thrive with new knowledge and understanding.
In my first semester teaching speech communication, a student introduced me to Invisible Children and later lent me ‘The Rough Cut.’ Watching the documentary encouraged me to conduct further research into northern Uganda, while also incorporating the media into my classes to raise awareness about the conflict. Using that media created a groundswell of support at my school, and those newly-founded advocates later became my cheerleaders as I applied for the Teacher Exchange Program (TeX).
Upon being accepted to the TeX program, I instantly yearned for a creative way to both fundraise and raise awareness. I was inspired by a former co-worker that made beautiful pendants out of clay and began my search for the right design. A necklace shaped like Africa seemed like the perfect idea to spark interest and conversation. I began the process by making 50 necklaces, all of which fell into the hands of loved ones, clients, and friends. My motivation gained momentum as I realized people were eager to hear the story of Invisible Children; people were keen to support a familiar face with a name that wanted to make a change.
Within a couple weeks of selling my new artwork, I realized production had to become more efficient. I invested in a pasta machine to roll out the clay and scoured local craft stores for unique beads and new rubber stamps. Motivation turned into faith and creative energy as I began taking special orders with specific color and stamp imprints. I was able to raise more than half of the funds for my Teacher Exchange journey by selling these necklaces. More importantly, however, I created a piece of art that holds both purpose and promise for my journey and an organization that I believe in.
More beautifully, this art has bonded an entire group of strangers that happened to meet for the same purpose, partnering with Ugandan teachers to create positive change in the school system.
–Mandy
S4S update: girls dorm in the home stretch at Lacor
The new IC-built girls dormitory at Lacor
The girls dormitory at Lacor Secondary School has been one of our biggest projects to date. No joke. We began construction during Round 2, and since then, have invested almost $255,000 USD into the structure. Over the last year we’ve blogged about progress that’s been made on the dorm. Now, we’re happy to report that the second floor should be completed in the next couple of months. Girls are already living in rooms on the first floor, but when the second story is finished, the structure will comfortably accommodate 192 girls. Next project for St. Mary’s: a small, adjacent laundry facility and set of shower stalls for the girls.
To those of you who fundraised to help bring this building to fruition: thank you!
–The S4S Team