2014 Annual Report

Prepared by Pan-Education Network Uganda (PEN)

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Executive SummaryPan Education Network (PEN) Uganda has come at a time when it is overly acknowledged by Global Thematic Consultation on Education, ‘Making Education a Priority in the Post-2015 Development Agenda’ that there is still a long road to travel in fulfilling the commitments made in the EFA goals and the Millennium Declaration in 2000, despite unprecedented progress in education (The Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013).

Relatedly, although Uganda made great strides in the expansion of access to education at all levels after introducing the Universal Primary Education (UPE) in 1997 intake and completion rates fluctuated. This could have been contributed by non-comprehension which, very often, is a result of failure to acquire basic literacy and numeracy skills. For instance, in 2011 enrolment was 8,098,177 pupils with 86.9% (43.4% male and 43.5% female) belonging to government schools and 13.1% (6.5% male and 6.6% female) belonged to private schools (Uganda Education Statistical Abstract, 2011); in 2012 it was 8,337,069 (4,168,939 boys; 4,168,130 girls) and 8,390,674 (4,205,388 boys; 4185,286 girls) in 2013 (The Education and Sports Sector Annual Performance Report FY2012/2013). While there was a drop in enrollment by 3.95% between 2010 and 2011, the total enrolment increased by 2.95% in 2012 and by 0.64% in 2013.

Good-quality, equitable education and learning emerges at the heart of the post-2015 education agenda. This could be expressed in broad terms, for example: ensuring that all children, particularly marginalized and vulnerable groups, are prepared for school entry and leave school with measurable learning and the skills, knowledge and values to become responsible, active and productive members of society and the world (The Global Thematic Consultation on Education in the Post-2015 Development Agenda, 2013). This concurs with the organisation’s vision ‘a society in which every child has access to quality education, enjoys a full range of human rights, is free from poverty & lives a healthy and productive life’.

To achieve its vision, the founders of PEN have continued to support the organisation, solicited support from World Vision, Tororo Programme Area and its talks with Plan Tororo Programme Unit for support is in advanced stages.

With such generous support PEN has successfully achieved two major bench marks: 1) Trained ECCD Caregivers of Nabuyoga Sub-county in Early Learning and Development Standards for Children 3-6 Years, 2) Trained Senior Women Teachers and Senior Men Teachers of Nabuyoga Sub-county in the Basics of Guidance and Counselling for Primary School Child, 3) Conducted Learning and Play Materials Needs Assessing of ECCD Centres in Nabuyoga Sub-County, and 4) Worked with Children to Create Reading Materials in local language (Dhopadhola).

PEN will work to strengthen its capacity to promote the participation of all stakeholders, including teachers, pupils, parents, multilateral agencies, corporate entities, civil society and advocacy groups. These stakeholders shall be part of ongoing dialogue around issues of education and development, and they shall be involved in monitoring and analysing progress and identifying best practices and standards.

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Message from the ChairApparently, Pan Education Network Uganda has come at an opportune time to advocate quality education for all children. As her founders rightly envisioned, a society in which every child has access to quality education, enjoys a full range of human rights, is free from poverty & lives a healthy and productive life. Since 1997 the Universal Primary Education policy largely ended such bottle-necks hindering access, other than quality to education. It is therefore PEN Uganda’s focus on quality education that makes it unique.

With kind support from World Vision Uganda PEN Uganda successfully achieved two major bench marks: 1) a needs assessment for key selected schools and, 2) trained primary one and two teachers. Teachers who accessed these training confess to have gained greater understanding of their pupils and feel better equipped to support their learning needs.

PEN Uganda will now couple training with mass community sensitization to build rapport between community and schools particularly parents and school management. It is this of kind lovely working relationship that will result into perfect quality education.

The Board of Directors of PEN Uganda owes much gratitude to World Vision Tororo, the authorities of Nabuyoga Sub-county, and the management of the primary schools and ECCD Centres in the Sub-county. I also thank and encourage the staff of PEN Uganda to work harder because a journey a thousand miles starts with one step.

OGUT AthanasiusCHAIR

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Message from the Executive DirectorAlthough education is central to human survival, significant challenges remain. The current global education agenda remains unfinished, and there is still a long way to go in meeting the Education for All goals agreed on at the World Education Forum in 2000 and affirmed in the Millennium Declaration, particularly in extending opportunities for marginalized and vulnerable groups.

While there has been significant progress, many of the commitments made in 2000, including access for all, are far from being fulfilled. The gaps point to vast

disparities between and within communities concerning access to schooling, equity and quality of education, and levels of learning achievement. And there are millions of children who are not in school. People from remote communities, ethnic minorities, and women and girls still face barriers to accessing good-quality education. Despite considerable progress in improving youth and adult literacy, both youth employability and adult literacy have not been adequately advanced.

For these reasons, Pan Education Network works to support the need to accelerate progress on the current education goals. Any education agenda must concentrate and continue efforts to meet the commitments made in 2000, as well as subsequent goals and targets. Continuing the focus on fulfilling these promises will strengthen confidence in setting future global goals and sustain concern for those who have not been well served by the current global education agenda. “We cannot continue to tell young people that they are the future, if we don’t provide them with the tools and resources they need to be successful in that future.” - Jamira Burley, Executive Director, City of Philadelphia Youth Commission (Youth Advocacy Group member, Global Education First Initiative)

It is against this background that Pan Education Network works in concert with experts, partners in education, and other interests in education, particularly in lobbying and influencing education policy and improving inclusive, quality education. We shall, in this regard, actively support governments in meeting their national and international commitments to fulfill the right to education. This will include: (a) disseminating and supporting best practices for improving education quality, and increasing access, equity and sustainability; and (b) providing technical assistance to schools, civil society and communities when implementing education policies, reforms and programmes.

OGOT Owino J.A.Founder/Executive Director

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Table of Contents1.0 Background........................................................................................................................6

1.1 Office..............................................................................................................................6

1.2 Contact...........................................................................................................................6

1.3 Vision..............................................................................................................................6

1.4 Mission...........................................................................................................................6

1.5 Objectives.......................................................................................................................6

1.6 Values.............................................................................................................................7

1.7 Organisation Account.....................................................................................................7

1.8 Our Commitment............................................................................................................7

1.9 Our Model.......................................................................................................................7

2.0 Key Achievements............................................................................................................8

2.1     Activities Conducted in 2014/2015..................................................................................8

2.1.1 Trained pupils and patrons in schools sanitation and hygiene improvement...............8

2.1.2 Trained Teachers, SMC and Selected Community Leaders in Schools Sanitation and Hygiene Improvement............................................................................................................9

2.1.3 Conducted baseline survey on schools sanitation and hygiene improvement...........10

2.1.4 Trained ECCD Caregivers in Early Learning and Development Standards for Children 3-6 Years.............................................................................................................................11

2.1.5 Trained Senior Women Teachers and Senior Men Teachers in the Basics of          Guidance and Counselling for Primary School Child...........................................................12

2.1.6 Conducted Learning and Play Materials Needs Assessing of ECCD Centres in Nabuyoga Sub-County........................................................................................................13

2.1.7 Worked with Children to Create Reading Materials in Dhopadhola..........................14

3.0 Constraints.......................................................................................................................163.1 Suggestions..................................................................................................................16

3.2 Future plans..................................................................................................................16

4.0 Governance and Administration.......................................................................................174.1 Board of Directors.........................................................................................................17

4.2 Staffing.........................................................................................................................18

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1.0 BackgroundPan Education Network Uganda (PEN) is an independent, non profit, non partisan, non governmental child-focused organization. PEN was founded in 2009 by a group of educators who shared a common passion for education and a strong belief that a child can learn successfully regardless of circumstance. Therefore, the organisation was formed to provide a platform for supporting the realisation of quality and equity in education at all levels so that all children can enrol and complete a full course of primary education with the minimum learning standards. PEN Uganda was registered and incorporated without share capital by the Uganda National NGO Board in May 2012.

1.1 OfficePEN office is located behind Majanga and Co. Advocates; Plot 5 Nagongera Road in the centre of Tororo town.

1.2 ContactP.O Box 217, Tororo – UgandaMob: +256-772210422/+256-711550350/+256-777266657 E-mail: paneduc01@gmail.com | paneducnet@outlook.com

1.3 VisionA world in which all children, both girls and boys, irrespective of location or socio-economic status realise their full potential in societies that respect people’s rights and dignity.

1.4 MissionTo work in concert with all stakeholders to advocate good quality education for all Ugandan children irrespective of sex, location or socio-economic status so that they can be productive and progressive citizens in their respective societies and in this world that is more and more becoming a global village as well as a knowledge society.

1.5 Objectives To improve on enrolment, retention and learning achievement through research; To raise community awareness and involvement in education of the poor and vulnerable

children; To train and/or retrain teachers to improve on their professional skills and to adapt to

resource limited setting; To support in-school girls and boys to acquire learning skills; To support the provision of pre-school education of good quality to the rural and

vulnerable communities; To provide out-of-school girls and boys with non-formal educations and/or job skills; To lobby for scholastic materials and facilities support for schools serving the poor and

vulnerable communities; To promote a sense of responsibility among the in-school and out-of-school youth by

providing them with accurate and age-appropriate information on HIV/AIDS and life skills;

To support the participation of schools and communities in policy and actions aimed at caring for the environment and adapting to the eminent impacts of climate change;

To coordinate and/or manage education sponsorship for the poor and vulnerable children;

To provide professional services and consultancy.

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1.6 ValuesIntegrity - unwavering commitment in promoting quality learning and education opportunities for all vulnerable people based on the principles of human rights;

Innovation – encouraging the exploration of new ideas and developing workable approaches to teaching and learning that benefit the vulnerable communities;

Effectiveness & responsiveness – using resources in a considered, appropriate and transparent manner for maximum benefit of vulnerable people;

Inclusiveness - embracing gender equality and eliminating disparities of all kinds to improve the quality of life of vulnerable communities;

Engagement & empowerment - uniting with the vulnerable communities, local, national, and international partners to build an equitable and sustainable approach to educational process.

1.7 Organisation AccountNAME AND ADDRESS OF : DEUTSCHE BANK AG FRANKFURT AM MAIN DE, GERMANYACCOUNT NUMBER : EUR (EURO)SWIFT ADRESS : 50070010/95802670000 (EURO ACCOUNT)IBAN : DEUTDEFFTITLE OF ACCOUNT : CENTENARY RURAL DEVELOPMENT BANK LTD

OUR SWIFT ADRESS : CERBUGKAFOR FINAL BENEFICIARY : BENEFICIARY NAME: Pan Education Network UgandaIN CENTENARY BANK : BENEFICIARY A/C NUMBER: 9510600220UGANDA : BRANCH NAMES: Tororo

1.8 Our CommitmentPan Education Network Uganda (PEN) is committed to working with vunerable communities because even when overall education coverage is high, the most disadvantaged are often left out. Aware that if today’s child does not get educated his/her child will not either, PEN-U is commited to supporting every child, including the poorest and most disadvantaged, to be both in school and learn. In this way children will be enabled to play their roles as productive members of their societies and to fit in this world which is more and more becoming a global village as well as a knowledge society. Our commitment will be achieved by (1) adopting a comprehensive, multi-sectoral and multi-level stakeholder approach to get children into school, (2) improving the overall quality of schooling and (3) addressing threats to full participation in education so that children who are enrolled in primary school can continue, complete the full cycle, achieve expected learning outcomes and successfully transition to secondary school.

1.9 Our ModelWe have a learning crisis in our hands– thousands of children are now in school but simply not learning. For example, 90% of grade 3 children are unable to read and understand an English story text of grade 2 level difficulty; 70% of grade 3 children are unable to solve numerical written division sums of grade 2 level difficulty (Uwezo, 2012). This absence of learning threatens the opportunity for the next generation of young people to escape poverty and benefit from economic growth.

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Researches suggest that committed, open-minded, capable teachers could make the single biggest difference to addressing this learning crisis. But in practice teachers are demotivated, disempowered, pathetic and underequipped.

Majority of the primary teachers in government schools have indicated an urgency to leave the profession in the next two years, a latest ministry of Education survey has shown.

According to Dr Yusuf Nsubuga, the director Basic Education at the ministry of Education and Sports, only 16 per cent of their primary school teachers want to remain in the profession. This means that 84 per cent, representing 113,400 out of 135,000 primary teachers on government payroll want to quit their job (editorial@ug.nationmedia.com, October 2, 2013)

To this end, PEN creates a model that empowers teachers to fundamentally re-imagine their role in leading change in their classrooms, schools and the wider education system. PEN Ug adopts a four-stepped approach to bring about a teacher-led movement for change. We start with the  ‘bright spots’ – identifying teachers who have even a  small, initial spark of commitment and innovation – and use recognition, peer pressure, soft incentives, certification, social networking and cross-sector partnerships to bring about a teacher-led movement for change within the existing system.

2.0 Key AchievementsWe have delivered the following activities in Nabuyoga Sub-county.

2.1 Activities Conducted in 2014/20152.1.1 Trained pupils and patrons in schools sanitation and hygiene improvementMain Objective of the trainingTo improve on the level of knowledge and skills of primary school children in Nabuyoga Sub-county on healthy and safe hygiene and sanitation.

Specific Objectives of the training To improve on life skills and hygiene practices among school children. To increase access to quality and age appropriate hygiene and sanitation facilities in

schools.

Description of Activities/Strategies What is a sanitation and hygiene -friendly school? Enabling environment for sanitation and hygiene -friendly schools Why it is important to have sanitation and hygiene -friendly schools. Menstrual hygiene The critical elements of a sanitation and hygiene -friendly school. The process for becoming sanitation and hygiene –friendly. How to evaluate schools to receive “sanitation and hygiene -friendly” status and rewards. Staying sanitation and hygiene -friendly: What happens after the celebrations? Action plan

Benefits of the knowledge and skills gained from the workshop to the hygiene, sanitation and health of schools in Nabuyoga. The knowledge and skills gained from this workshop is expected to enable the pupils to work as a whole school or as clubs to assure: (i) adequate hygienic toilets for boys and girls,

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(ii) a place or places to wash hands with soap (or ash), (iii) safe drinking water supply for school community, (iv) a clean and welcoming school environment; and (v) carry out in-class and after school activities to teach and practice improved hygiene.

2.1.2 Trained Teachers, SMC and Selected Community Leaders in Schools Sanitation and Hygiene ImprovementMain Objective of the TrainingTo improve on the level of knowledge and skills of primary school children in Nabuyoga Sub-county on healthy and safe hygiene and sanitation.

Specific Objectives of the training To improve on life skills and hygiene practices among school children. To increase access to quality and age appropriate hygiene and sanitation facilities in

schools.

Description of Activities/Strategies A sanitation and hygiene -friendly school Enabling environment for sanitation and hygiene -friendly schools The importance of sanitation and hygiene -friendly schools Menstrual hygiene The critical elements of a sanitation and hygiene -friendly school The process for becoming sanitation and hygiene –friendly How to evaluate schools to receive “sanitation and hygiene -friendly” status and rewards Staying sanitation and hygiene -friendly: what happens after the celebrations? Integrating sanitation and hygiene themes into classroom teaching Action planning

Benefits of the knowledge and skills gained from the workshop to the hygiene, sanitation and health of schools in Nabuyoga.

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Aidah presents a session on WASH in schools Bernadette presents a session on WASH in schools

Participants work in groups during a WASH sessionA participant presents in plenary during a WASH session

The knowledge and skills gained from this workshop is expected to enable the teachers, school management committees and PTAs to assure: (i) adequate hygienic toilets for boys and girls, (ii) a place or places to wash hands with soap (or ash), (iii) safe drinking water supply for school community, (iv) a clean and welcoming school environment; and (v) carry out in-class and after school activities to teach and practice improved hygiene.

2.1.3 Conducted baseline survey on schools sanitation and hygiene improvementObjectives of the baseline survey To establish the current knowledge, attitudes and practices amongst pupils, teachers and

school community in relation to sanitation and hygiene in schools; To identify a starting level for all indicators of interest, against which future measurements

will be compared; To contribute to increased access to quality and age appropriate hygiene and sanitation

facilities in primary schools.

Description of Activities/StrategiesSchool Sanitation and Hygiene Improvement Survey Tools:Part 1: School InformationPart 2: Water (Water Source and Water quality)Part 3: SanitationPart 4: HygienePart 5: water, sanitation and hygiene Part 6: Operation and Maintenance

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Mr. Ogot interviews Ms. Athieno, head teacher, Nyamalogo Primary School during WASH survey.

Bernadette interviews Mr. Owor Okor, head teacher, Pawanga Primary School during WASH survey.

One of the youngest children stretch to access water from a tank in Nyamalogo primary school.

One of the youngest children stretch to access water from a tank in Pawanga primary school.

Benefits of the outcome of the exercise to the hygiene, sanitation and health of schools in Nabuyoga.

The outcome of this exercise is expected to enable the teachers, school management committees and PTAs to assure improved health, desired learning achievement and gender equity.

2.1.4 Trained ECCD Caregivers in Early Learning and Development Standards for Children 3-6 YearsObjectives of the Training: To describe realistic expectations from children under their care with regard to what they are

able to achieve To ensure timely learning while taking into consideration the individual needs of each child

and their different backgrounds. To stimulate and promote early learning and development of young children.

Description of Activities/Strategies Through participatory and experiential methodologies, the facilitators exposed the teachers to the different aspects of a child’s personality development domains, namely: physical health and motor development; socio-emotional development; development of approaches to learning; language development, literacy and communication; and cognitive development and general knowledge acquisition.

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Boys’ latrine in Nyamalogo primary school Girls’’ latrine in Nyamalogo primary school

Boys’ latrine in Mawele primary school Girls’ latrine in Mawele primary school

Boys’ latrine in Pawanga primary school Girls’ latrine in Pawanga primary school

Benefits of the knowledge and skills gained from the workshop to the ECCD programme in Nabuyoga.The knowledge and skills gained from this workshop is expected to enable the caregivers to: ensure timely learning while taking into consideration the individual needs of each child and

their different backgrounds. support the individual development of each child regardless of his/her abilities, cultural

background and socio-economic status. improve and stimulate early learning and development of young children.

2.1.5 Trained Senior Women Teachers and Senior Men Teachers in the Basics of Guidance and Counselling for Primary School ChildObjectives of the Training: To review the current of HIV/AIDS in Uganda generally and in Tororo in particular To help participants pass accurate information about sexuality, abstinence, and the risks of

HIV to the pupils. To enhance awareness on the influence of gender on behaviour and on the risk of infection

with HIV To explore the concept of life skills in day-to-day life and for protection against HIV/AIDS and

STDs.

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Participants make learning aidsA participant demonstrates a gross motor development activity

Participants demonstrate using puppets to teach dialogue

Participants practice setting a rich ECCD classroom environment

Description of Activities/Strategies The following contents were delivered over of HIV/AIDS, Adolescent Sexual Reproductive Health (ASRH), Gender, Children’s Rights and Responsibilities, Stigma and Discrimination, Life Skills, Career Guidance, and Guidance and Counseling in an interactive and participatory manner.

Benefits of the knowledge and skills gained from the workshop to Guidance and Counseling for Primary School Child in Nabuyoga.The knowledge and skills gained in this workshop is expected to enable teachers to: better tap individual pupil's ability, interest and aptitude at the initial stages of life. to provide special help for the numerous primary school children to stem the rise of

maladaptive behaviours in the school system and in the general public. hunt for gifted children in the society with a view to helping them develop their talents fully. meet the demand for counselling and the counselors due to the present pressure of the

society. embark on outreach counselling. provide the child with a sound foundation for future academic, psychological, and personal

growth.

2.1.6 Conducted Learning and Play Materials Needs Assessing of ECCD Centres in Nabuyoga Sub-County

Objective(s): To assess the instructional materials needs of the 15 ECCD Centres in Nabuyoga Sub-county.

ECCD Centres Assessed God is Able Nursery School Joy Learning Centre Wawoya Nursery School

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Facilitator, Aidah, teaches through musicFacilitator, Okado, guides participants during group work

Ogot, facilitates during a sessionFacilitator, Aidah, uses role play during counseling skill training

Eyes On Child Top Care New Vision Liging Community Learning Centre Kiyeyi Preparatory Nursery and Primary School Mama Top - Nursery And Primary School Don & Ruth Nursery School

2.1.7 Worked with Children to Create Reading Materials IN Local Language (Dhopadhola)

Expected outcome(s): Improved quality primary schooling, with recognized and measurable learning outcomes, especially in literacy and numeracy

Objectives of the activity To narrate a story with all the elements

(character, setting, plot, problem and resolution and conclusion) properly treated.

To write a story legibly and in socially acceptable Dhopadhola language and dialect.

To illustrate a story so depict summary of the story.

Description of Activities/Strategies Briefing your story teller to the best stories. The best stories have a definitive beginning,

middle, and end. They teach a lesson and make the audience laugh or cry with their powerful message.

Briefing your story teller on ways to be expressive: Verbal storytelling techniques use a combination of gestures, facial expressions, volume, pacing, and eye contact. Tell a story with these techniques and invite your kids to mimic your method when telling their own stories.

Using other sounds, for example, weather sounds, like wind or rain; happening sounds, like explosions or rustling; animal sounds; emotional sounds, like sighs, sobs, yawns. Help the story teller by making the sounds.

Role-play, dialogue and/or illustrations after the first telling to sharpen the story. Being a good and encouraging listener.

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Bernadette interviews a caregiver at Joy Learning Centre

A caregiver at Wawoya Nursery conducts outdoor lesson Caregivers in class at Joy Learning Centre

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Ogot trains selected teachers in story writingMr. Okello writes a story as a child dictates

Immaculate writes a story as a child dictatesChildren draw pictures to illustrate their stories

3.0 Constraints(i) Finding sufficient funds to safeguard the organisation's financial vitality while working

toward a progressive and stable future(ii) Finding people to take on core leadership responsibilities and the challenges of moving the

organization to the next level in its lifecycle so that we can hire staff & get an office(iii) Finding capable, committed board members. Those with the most time may not have the

expertise to advise the director on how to run an organization(iv) Even though we are addressing a critical issue of our society, education quality and equity,

there are many misconceptions that education is exclusively a government domain.(v) Restricted areas of operation and competition for funding

3.1 SuggestionsSuch challenges can be overcome, in part, through proper management of the organisation; a dedicated staff, a strong organizational vision, and a deep sense our mission. Specifically, we shall work at:(i) Diversifying our source of funding, including, providing professional services/ consultancy

and engaging in economic activities such as the sale of goods or services to the public or to any other organization for fundraising purposes.

(ii) Promoting interactive dialogue among members of the community to enhance understanding and acceptance of our NGO’s work. For instance, we shall arrange public meetings to explain our organization, outline its intentions, and answer any questions from the community.

(iii) Increasing the level of strategic partnerships with other NGOS, CBOs, government and potential funders.

(iv) Developing and promoting evidence based case studies of the impact of our interventions.

3.2 Future plans(i) Launching the Organisation(ii) Signing memorandum of understanding with districts where we operate(iii) Developing thorough fundraising plans and key messages about our work that we want to

share with prospective donors.(iv) Identifying our community resources by identifying and listing the range of financial and

non-financial resources of community members and local institutions.(v) Organizational development(vi) Strengthening networking and partnership with other NGOs and the public sector to build

on the great progress Uganda has made in expanding access to education in the last decade.

(vii) Expanding to operate nationwide(viii) Mobilizing resources, in the form of donor supported project fund, membership fees,

income from professional services and consultancy assignments undertaken by the organisation, grants donations from philanthropic organisations, business fraternity and individuals financial donations, materials or volunteer labour.

(ix) Strengthening headquarters structure, in addition to the operational staff.(x) Enhancing expertise in our sector of intervention.(xi) Acquiring website

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4.0 Governance and Administration4.1 Board of Directors

Chairperson: Mr. OGUTI AthanasiusA Human Rights Activist with long experience in project designing, implementation and evaluation. He holds a Bachelor of Philosophy degree from the Pontifical Urban University of Rome and post graduate studies in Human Rights. His passion is protecting women and children from violence and all other forms of Human Rights abuse. He currently works with MIFUMI Uganda as Senior Programmes Manager.

Founder/Vice Chairperson: Ms. ADONGO CatherineAn Educationist with vast experience in Primary Education and Administration. She holds B.Ed English and Religious Education from Uganda Martyrs University and Dip. Primary Education from Kyambogo University, among others.

Founder/Director Finance: Ms. ADONGO BernadetteA social worker with vast experience in working with rural communities. She holds a Diploma in Social Works from Nsamizi Training Institute of Social Development.

Founder/ Immediate Past Chair Person: Nandudu EstherEducation Expatriate with skills in counseling, inclusion and general primary and nursery education management. Holds an MA in Educational Psychology of Uganda Christian University, B.ED, Diploma in Special Needs Education & Diploma in Counseling from Kyambogo University and student MSA in Project management of Andrews University.

Founder/Director: Mr. Omalla FrancisA teacher newly graduated from Gulu University with Bachelors in Science with Education.

Founder/Director: Ms. Akello TerezaA tourism manager. Tereza holds a Diploma in Tourism Management from Institute of Tourism Jinja. She works with Mburo National Game Park.

Founder/Executive Director: Mr. OGOT Owino J.A. Educationist and Development Worker who has worked as a primary school teacher, pre-service and in-service teacher educator, curriculum developer, HIV/AIDS counselor, and literacy specialist. Ogot holds MA Development Studies from Uganda Martyrs University, B.Ed English and Curriculum Studies from Makerere University, Dip. Teacher Education from Kyambogo University, and Certificate HIV/AIDS Counseling from TASO Ltd, among others.

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4.2 StaffingS/N Name and Contact Position Qualifications Work Experience1. OGOT Owino J.A.

0772210422/0711550350

Executive Director

MA Development Studies;

B. Ed (English and Curriculum Studies);

Diploma Teacher Education

Cert. HIV/AIDS Counselling

Grade III Teacher Certificate

Grade II Teacher Certificate

Executive Director - Pan Education Network: 2012 to Present;

Senior Officer, Literacy Project – Save the Children International: March 2013 to March, 2015;

Pre-service Teacher Development Promoter – Ministry of Education, Rwanda: March 2009 to May 2012;

Coordinating Centre Tutor - Mukuju Core Primary Teachers College, Tororo: 05/1997 to 02/2009

English Language Visiting Instructor - Islamic University in Uganda, Mbale: 2003 to 2007;

Pre-Service Tutor - Nyondo Primary Teachers College, Mbale: June 1992 to April 1997

HIV/AIDS Counselor (Volunteer) – Friends of Christ Revival Ministries, Busia: 2006-2009

Primary School – Tororo District: 1981 to 1990

2. MUSHYCOMA Aidah Nabirye0772314807

Project Coordinator, Education (Volunteer)

B.Ed Diploma Teacher

Education Grade III Teacher

Certificate

Project Coordinator, Education - Pan Education Network, Tororo: 2013 to Present.

Coordinating Centre Tutor, Mukuju Core PTC, Tororo: 1997- to Date;

Head of Department Physical Education - Nyondo PTC, Mbale: 1989-1996;

Class Teacher, Iganga District: 1977-1984

3. OWERE Francis Ogwondo0775429161

Accounts Assistant (Volunteer)

Diploma in Accountancy

Accounts Assistant – Pan Education Network, Tororo: 2013 to PresentAssistant Commercial Manager, Bika: 2008-2010Commercial Manager, Kagulu: 2010 – 2012

4. ADONGO Bernadette0777266657/0717263024

Administrative Assistant (Volunteer)

Diploma in Social Works

Social Worker/Administrative Assistant – Pan Education Network: 2012 to Present

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4.3 ORGANIZATIONAL CHART

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General Assembly

Board of Directors

Executive Director

Programme Manager

Finance and Administrative Officer

Monitoring Evaluation Officer

AccountantAdministrative

Assistant

Cashier

Driver Security Guard

Office Attendant

Project Coordinator: Sexual Health & WASH in Schools

Project Coordinator: Child Rights & Child

Protection

Project Coordinator:

Education

Project Officers

Project Officers

Project Officers