We were able to go back to the local communities in Masindi Pakanyi and review and refine several areas of our idea. Below are some improvements and strategies we have incorporated in our proposal.
1. Is this idea human-centered? In order to build and encourage "enthusiasm and interest from those who will be teaching the new style of lesson" we have introduced several points of motivation. - the teachers are to be further involved in the program development cycle - the teachers stand to benefit from the proceeds of revenues both from the parent fees and sales from some of the artifacts made during the program. - the teachers will be regionally recognised with awards and special mention, - when students' performance in exams improves, the teachers stand to gain credit for the success.
2. Revised Model: Secondly we have revised our model, into a format where we are developing modularised lesson plans that can easily be adapted to different regions during the time of scaling up. This will me, we will do more ground work now, to include flexibility in the lesson delivery. We are also allowing for changes and adaptation in the content depending on the region and the aptitude of the children in the various regions.
3. Funding and Sustainability: Currently most of our funding is through modest school fees paid by the parents. In order to extend this program's reach to disadvantaged families that may not be able to afford, we have the following strategies: - artifacts made during the program, can be sold for a revenue - We are building partnerships with the local universities, potential employers and the professionals from the affected regions, in order to generate extra scholarships for students.
Likewise, we are stripping the costs down by using free locally available resources and natural materials from the gardens and fields, to make the cultural artifacts for teaching. In the Scaling-Up phase are also seeking participation of teachers at a subsidised cost, and using learning venues that are donated by the communities.
4. Measuring impact: We use the following tools. - Qualitative Assessment with surveys and interviews on children, teachers and parents at the start, mid-way and end of the 3 month program. - Review of maths performance results in national exams.
Long term KPI +3 years and social indicators on progress: - Number of school dropouts - Number of secondary school admissions - Number of university admissions - Number of employed youth
Some of the indicators of our impact has been, the growth in our student numbers by 350% over the last 3 years. Performance of the students has greatly improved: Our School was the best in the County in the last academic year. We now send over 50% of our students to institutions of higher learning.