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Hi Ashley, thank you for taking your time and efforts to read my contribution.
Please, also find some additional notes below, I can not see edit contribution,or attach a file, so I have added it here.

The key elements which we consider when designing vocational training interventions for the marginalised children are:
•market analysis and matching opportunities with market requirements. engaging and supporting hard to reach children with disabilities project is be based on current information which indicates a clear link between the training being provided and the potential use of the new skills in the local context. It is important that this analysis considers disabilities and or gender dynamics in local economies.
•involvement of potential employers in the project design and implementation, as appropriate. Where possible, we consider this is important, as it might also include a commitment to provide work placements or employment opportunities after training.
•the range and combination of technical and soft skills which are relevant for the target group.
•the incorporation of literacy and numeracy skills into the intervention
•health and safety aspects, including child protection and protection against sexual exploitation for older girls
•ensuring a gender-friendly and supportive training and working environment
•community-based support for the new vocational pathways being created and for older girls’ entry into the workplace.

Life skills –skills necessary or desirable for full participation in everyday life
-are often grouped and categorised as:
•cognitive skills for analysing and using information
•personal skills for developing personal agency and managing oneself
•inter-personal skills for communicating and interacting effectively with others.
Within our approach in this project, the promotion and acquisition of life skills are understood to be a key element of equipping and preparing adolescent marginalised children like disabled for adulthood, and can play a vital role in repairing damage that vulnerable children have suffered as a result of their marginalisation. As well as having intrinsic practical value, life skills are linked to psychosocial wellbeing and mental health; in post-conflict contexts, as in Northern Uganda here, we have often promoted as an integral part of the response to post-traumatic stress.

We train the disable children to acquire and use life skills alongside education or training which also equips them with levels of literacy and numeracy which are relevant and meaningful for their particular situation.
The focus on reaching children with disabilities and girls through this projects is based on the need to overcome the widespread cultural norms and attitudes such as marginalisation, discrimination and inequality which is experienced by most vulnerable and hard to reach children, especially disabilities. This impacts on disables’ enjoyment of their rights, their wellbeing and their life chances. The goal of broader, transformative change has always been and continues to be part of our project for marginalised/vulnerable people.
Please keep them coming.

Godfrey Obua.

Thank you Trust for your appreciation!
Yes, in most African culture, the disabled children are not taken as human beings, hence they lack and missed a lot of family benefits, let alone education and economic activities.
Godfrey Obua

Who is RWYC?
RWYC is registered as a Community -Based Orgainsation/NGO in November 2016, founded by women and youth being marginalised groups in the society. Its headquarters are in Lira Town, Northern Uganda.
What does RWYC do?
RWYC‘s mandate is to improve access to economic opportunities and education/vocational and life skills for marginalised groups, provide environmental education, knowledge sharing, participate in peacebuilding and rural development. RWYC works in the field of social enterprise and agribusiness training for marginalised groups, women, girls, disables/vulnerable groups, including unemployed youth, provide education supports to out school girls and children with dis abilities, including vocational training. In addition, RWYC provide environmental education to the general public and work with communities in afforestation, reforestation of degraded, deforested and barren lands, to restore biodiversity, water sources and more.
Who does RWYC work for?
RWYC works for disabled people,women, girls and other vuknerable groups to transition from poverty, deprivation and marginalisation and improve their lives through skills in social enterprises/ agribusinesses, environmental conservation and rural development community which also include: unemployed youth, farmers, fieldworkers, teachers, students, and more.
How does RWYC improve access to information?
RWYC shares information from researchers, international and local publishers, with her clients in addition to handouts given during workshops and seminars.
How does RWYC facilitate knowledge sharing?
RWYC provides various trainings to different clients at the centre, including workshops, seminars, study visits for the various groups at different locations.
How does RWYC strengthen capacity?
RWYC provides training in information management, communication practices, information and communication technology (ICT).
How many countries/regions does RWYC work in?
RWYC works in Uganda, 10 districts in northern Uganda.
Additional notes.
We are introducing new approach:
We are working out an approach which encompasses coexistence, socioeconomic activities, and environmental conservation. Why? This is because each of them is interrelated in nature. When we want peace, we need to work with community, improving economic opportunities affects the environment and poverty leads to conflict in the society
1. Describing unmet needs:
The unmet needs we are working on include unemployment, lack of access to productive resources like education,health,employment, knowledge, and skills to acquire basic needs, and improve their life.
2. Explaining our initiative, product or service:
An initiative we are working on three areas, including women, girls, vulnerable groups and unemployed youth in social enterprises/agribusiness and vocational, skills and knowledge to improve their family life. 2. Environmental education to the community to enable them to conserve and protect the environment, and tree planting, and 3. Human rights and advocacy
3. Describing specific community of your target:
This project targets women, girls, vulnerable groups and youth for social enterprises/agribusiness training, and environmental education, tree planting, including peacebuilding, for the general community.
    4. Immediate action to test assumption.
We are part of the community we serve, we interact with our clients to find out their needs and what they like us to do to help them, within our areas of service provision or supporting others through our partner orgainsations.
5. How others can help.
All community service providers, let’s train people to become self reliance through social enterprises, agribusiness/climate smart agriculture, environmental education, support tree planting, water and sanitation management, to help them become occupied, healthy and happy, protecting their own environment.