Het PROUD project van vroeger tot nu (3)

Kalken Mondiaal. WORK Uganda.

Uit het leven gegrepen

 

wijdverbreid in Oeganda en ook toegepast bij ons: droogbonen kloppen

Het project vertrekt steeds van de rijkdom aan bestaande Oegandese praktijken. Wat doorgaans geleerd wordt in het gezin of in de gemeenschap wordt in het project voor jongeren met een verstandelijke beperking tot een boeiend onderwijsprogramma gemaakt. Het curriculum kreeg als titel: “uit het leven gegrepen”. Wat de kinderen/jongeren leren is direct nuttig, bevordert hun persoonlijke groei, hun participatie in het gezin en in de gemeenschap. Onze jongeren zijn fier dat ze mee tellen en wij zijn fier op hen. Vandaar de naam PROUD-project.

de nieuwste hype in het PROUD project varkens oppassen en zelfs wassen

Policy The village association

vzw The village is the Flemish association that supports the PROUD-project in Kabale. Recently, the first generation of volunteers has said goodbye to The village. We sincerely thank them for their contribution. In the field of investment in the project in Uganda, we have achieved remarkable

results in recent years.

Our association will set new accents for the future. We will integrate the operations in Flanders and Uganda more. There will be one integrated work plan vzw The village-PROUD UG CBO-WORK UG CBO. And there will be mutual participation.

We are going to explicitly distance ourselves from the charitable approach. There is as much talent and potential in Africa as there is in Europe. However, relations between the continents have been completely distorted for a long time and the members of the association must be aware of this.

Finally, we value children and young people with intellectual disabilities as other children. We want to give them full opportunities to develop and do not see them as minus variants of children without disabilities.

https//changemakers.11.be

Changemakers : Kiki, het gezicht van PROUD UG

Ga naar de volgende link:

https://changemakers.11.be/changemaker/72/KiconcoMercy 

Changemaker Kiki van PROUD UG met 3 leerlingen

In lage inkomenslanden, zelfs in vrij open landen als Oeganda, is de sociale situatie van kinderen met een beperking niet benijdenswaardig. Kinderen met een verstandelijke beperking worden vaak thuis gehouden en scholen vinden het maar niks hun tijd met deze kinderen te verliezen. Andere kinderen worden ‘ter bewaring’ naar afgelegen plaatsen gebracht...

Je moet tegen de stroom oproeien als je aan deze kinderen een toekomst wil bieden. En soms rare dingen horen -niet plezant. Maar het PROUD project wil tonen dat ook kinderen en jongeren met een verstandelijke beperking kunnen leren, werken en goede buren zijn. Door hen in plaats van geen zorg (verwaarlozing) of nutteloze ‘black bord’ activiteiten een liefdevolle omgeving en een functioneel curriculum aan te bieden.

Kiki maakte aan de Universiteit van Kabale een verhandeling over hoe zo’n curriculum er uit moet zien. Ze onderscheidde vier grote velden:

1- training in zelfredzaamheid met accenten op hygiëne (b.v. menstruatie zorg) en voorkomen;

2- deelname aan het familiale leven met een accent op huishoudelijke vaardigheden (b.v. leren klaarmaken van traditionele Oegandese gerechten);

3- deelname aan het gemeenschapsleven met accenten op communicatieve (b.v. aankopen doen op de markt) en sociale vaardigheden;

4- deelname aan het economisch leven met bijzondere aandacht voor productieve -b.v. tuinieren- en commerciële -b.v. home stay- activiteiten.

Het programma draait om functionele vaardigheden d.w.z. vaardigheden die de jongeren nu of in hun toekomstig leven nodig zullen hebben. Het programma is met andere woorden levensecht en contextgevoelig. Het krijgt een typisch Oegandese invulling.

Tegelijkertijd vindt Kiki dat partiële participatie in volwaardige economische activiteiten en omgevingen een betere strategie is om adolescenten met een verstandelijke beperking tot hun recht te laten komen dan hen in afzondering typische bezigheden voor gehandicapten te laten doen. Wil u bijvoorbeeld onthaald worden door jongeren met een verstandelijke beperking in Kiki’s homestay, dan bent u er zeker welkom!

Geschreven door Pele

Starting a community?

Arinda and Sarah

Yesterday evening I was chatting with Rose, former director of l’ Arche Uganda. And this morning with Blessed, a Reverend’s daughter. It made me think I want to explore the idea of starting a community to take the PROUD project forward. That would be a different approach from the strictly professional approach that we are adopting now.

Years ago I was reading a book of Henri Nouwen on his friendship with Adam, a resident in one of the many Arch communities. Just like Nouwen I’m convinced and I experienced that persons with intellectual disabilities are our neighbors and can teach us so many things.

They put me on the way of that community idea and I would like to find out how it can be combined with a ‘pro poor’ strategy. Many non disabled people in Uganda don’t have what to live from but you may find they have a golden heart!

Joseph and Praise

If you want to know more about l’Arche google Jean Vanier. He is the founder of l’Arche and has given many interviews.

If you want to help us with that community idea, take contact please! See page Contacts.

MISSION 13 Main objective: to make the project sustainable

Mission 13 is aimed at making the project more sustainable. In recent years the project has been expanded at a rapid pace with great external support, but sustainability requires managing capacity within the project and a budget that can be maintained over the long term.

Unit 1 of PROUD Village

In the project we work with a management scheme, annual work plans and plans for specific projects. In the working with the children, the activity schedules and the individual action plans are key instruments. We also pay a lot of attention to operational planning, in particular to the development and implementation of the curriculum. We are therefore adepts of the management and planning approach.

Financially we have set the operating budget - staff and current expenses - at 2 million Ush (500 Euro) per month for ten students. Project management must work out a balanced budget and eventually decide on saving measures. Investments, e.g. building projects, are treated separately, as specific projects with their own budget. Nevertheless the project will still remain dependent on external support. This will be the case as long as Ugandan state doesn’t provide the necessary subvention.

A part of the vegetable garden of WORK UG

Progressively, the project must generate its own income. This direction must be visible in the planning. We plan for a vegetable garden, breeding chickens and rabbits, baking ourselves, making jams, set up childcare, a home stay and a canteen with meeting, workshop and party facilities and a flower shop.

Preparatory steps have already been taken for most of the aforementioned activities. The home stay will aim at welcoming tourists. We can already make 2 double rooms with sanitary facilities available to visitors!

Translation to Dutch:

MISSIE 13 Hoofddoel: het project duurzaam maken

Missie 13 is gericht op het bestendigen van het project. De voorbije jaren is het project met veel steun van buitenaf aan een hoog tempo uitgebouwd, maar duurzaamheid vereist ‘managing capacity’ in de schoot van het project en een budget dat kan worden aangehouden over de lange termijn.

In het project werken we met een managementschema, jaarlijkse werkplannen en plannen voor specifieke projecten. In de werking met de kinderen zijn de activiteitenroosters en de individuele handelingsplannen sleutel-instrumenten. We besteden ook veel aandacht aan operationele planning, in het bijzonder aan het uitwerken en in praktijk brengen van het curriculum. We zijn dus adepten van de managements- en plannings-benadering.

Financieel hebben we het werkingsbudget -personeel en lopende uitgaven- vastgelegd op 2 miljoen Ush (500 Euro) per maand voor tien leerlingen. Het project-management moet een sluitende begroting uitwerken en waar nodig besparingsmaatregelen uitwerken. Investeringen worden apart behandeld, als specifieke projecten met een eigen budget. Het project is dan nog altijd afhankelijk van hulp van buitenaf. Dat zal zo blijven zolang de Oegandese staat geen subsidie voorziet.

Progressief moet het project voor eigen inkomsten zorgen, maar op dit ogenblik is dat nog te vroeg. Deze richting moet wel in de planning te zien zijn. We denken dan aan de eigen tuin, het kweken van kippen en konijnen, zelf bakken, confituur maken, kinderopvang, home stay, kantine, vergader-, workshop- en partyfaciliteiten en een bloemenshop.

Voor de meeste van de voornoemde activiteiten zijn al voorbereidende stappen gezet. De homestay zal vooral gericht zijn naar toeristen. We kunnen nu al 2 tweepersoonskamers met sanitair ter beschikking stellen van bezoekers!

My first day at PROUD Uganda by Tumusiime Annet

It was Monday 14/01/2019 when I arrived at Proud Uganda. I came early in the morning, I found a lady sitting in group one class. We greeted each other and she welcomed me well. I introduced myself to her and she answered me that she is called Asiimwe Apophia.

I asked her about the activities which are carried out in the project, she explained everything to me and later she took me around the project. She showed me group one class and group two which has a shop inside, she showed me bathrooms, toilets and changing room and they were so nice with uniform tiles.

She explained to me about the big building that it was to be used as a restaurant. We went to the kitchen and it was so smart with sinks, tiles from top to bottom. She told me that small buildings which were unfinished were to be used as bakery and home stay.

She took me to the garden and told me that Immaculate is responsible for the gardens. I found sugarcane, vegetables for example sukumawick and cabbages.

Later other skills trainers came and the children also. I introduced myself to them and they also introduced themselves to me. The assistant manager who is called Madam Twesigyemukama Josephine showed me the children I will be teaching. The staff was so cooperative.

What surprised me were the lessons which are done at Proud Uganda and I had never seen them for example cognitive games, watering, serving food by children from group 2, setting tables and gardening.

My first day at Proud Uganda was so interesting and it ended well, I went home at 5:00 pm.

I remain Tumusiime Annet.

WORK UG Training centre

WORK UG Training centre is situated in Kabale, Kekubo Cell. We offer training on curriculum for children with intellectual disabilities.

At this time the following training is available:

-Training 1: The education situation of CwID

We look with you at the education situation of children with intellectual disabilities (CwID) in Uganda. From there we find an answer at the question what CwID should learn and how we can create a learning environment that is suitable for them. At the end of the process you will feel empowered as a teacher.

This training is for professionals in education: teachers, inspectors etc.

-Training 2: Curriculum for CwID: self care

A curriculum for CwID starts with self care. Children need to become as independent as possible in toilet behavior, personal hygiene (including menstrual hygiene), dressing, eating, moving around and develop good health habits. We discuss with you the basics of toilet training, how to organize the meal situation etc. etc.

This training is for parents or teachers.

Training is given by:
-Peeters Leon (°1953), Master in Special Education of the University of Louvain (Belgium) and
-Kiconco Marcey (°1994), holder of a Diploma in Education from Kabale University (Uganda). Both have a leading position in PROUD project for children and adolescents with intellectual disabilities in Kabale.

For each training we discuss the formula with you, depending on your time, means and interests. We can accommodate small groups.

Broad curriculum for CwID

A broad curriculum is a curriculum targeting a specific group. We want to make a curriculum at project level (or school level) for children with mild, moderate and severe intellectual disabilities who are in primary and secondary school age.

The final work will be published as

Peeters Leon & Kiconco Marcey, True to life. Skilling children with intellectual disabilities.

Curriculum brochures

Since beginning 2019 parts of the curriculum are becoming available in the form of brochures. At this time the following brochures are available:

THEORY

1. Curriculum issues. 24 pages

SELF CARE

2. Toilet training. 9 pages

3. Personal hygiene. 16 pages

4. Menstrual hygiene. 30 pages

5. Dress and appearance. 22 pages

6. Eating habits. 9 pages

7. Health habits. 10 pages

8. Moving around. 7 pages

PARTICIPATION IN FAMILY LIFE

9. Respecting parents. 13 pages

Electronic versions of brochures can be ordered from kiconcomarcey2018@gmail.com
or leonpeeters53@gmail.com

Curriculum development

Since 2016 we are developing a curriculum for children and youngsters with intellectual disabilities. We got financial help from The Province of East Flanders (Belgium).

In 2016 we studied on how to make a curriculum.

A curriculum for children and youngsters with intellectual disabilities needs to be functional for the actual and future situation of the children. So: focus is not on academics, but on life skills!

In 2017 we wrote down the core curriculum.

The curriculum for CwID is divided in 4 parts:

1. Self care;

2. Participation in family life;

3. Participation in community life;

4. Economic participation.


Some examples of each section:

-self care: toilet training; menstrual hygiene; eating habits; dress and appearance…

-participation in family life: respecting parents; cooking; cleaning; sexual education…

-participation in community life: expressing yourself; use of mobile phone; shopping; church attendance…

-economic participation: gardening; animal keeping; baking; flower shop…

In total more then 60 subjects!


For more details look in the brochure ‘Curriculum issues’ from WORK UG Training centre.

Mission 12: in service training PROUD UG staff

Team PROUD UG: Apophia, Josephine, Mercy, Immaculate, Annet

We have been much more explicit than before with the training of staff. In the month of May there was training every day from 4 to 5 p.m.

We organized trainings on "curriculum issues", "toilet training", "personal hygiene" including "menstrual hygiene" and "dress and appearance".

Each topic took approximately one week (five times one hour). For each topic, we also looked at the practice in the project and improvements we can make.

Mission 11 Workshop with local committee members: welcome to PROUD Village

PROUD UG invited all local committee members to visit the project and get informed. The seven female members of the committee responded to the invitation, the three male members were absent.

Project staff explained the time table of our children and all learning activities they become involved in. As local committee members knew some of the children but did not know very well what they were studying, many times they were surprised. The reactions were very positive what made us think that women understand better about project matters, daily activities and vulnerable children than men. 

Anyway, additionally visitors got the opportunity to visit all project infrastructures and asked questions about all project activities. We ended up with taking some snacks and drinks and making an original group picture!

Mission 11 Bringing power to PROUD Village

Last year we brought a water line to the project; this year we got a power line. We asked for advice at a private company how we should act and followed their recommendations. They also negotiated the necessary admissions with neighboring land owners and authorities. This appeared to be more difficult than expected but finally the pole and power line were legally installed and in the mean time earthing is done. In the near future we plan to finalize connections underground. We prefer underground cables as we don’t want to take risks with our children who may not understand fully the danger of fallen power lines.

Mission 11 Construction of unit 3

Unit 3 Hall

During third term of 2018 we finished the rough structure of the main building of Proud Village (unit 3). It is here that our children will welcome you in the coming years. In our business “Delicious” they will serve you fine drinks and delicious snacks. As one of the main aims of the project is to engage our youngsters with intellectual disabilities in real jobs in real economic environments we are constructing a nice place to welcome you. We invite all people of good will -builders, painters, carpenters, artists, gardeners, bakers, chefs- to help us to prepare the place and the future personnel to make it excellent. Soon we will start up the skills training of our girls (see other post about program 2019 ‘transition from school to work’ to come).

Mission 11 Curriculum research

2018 was booked as the year of curriculum research. In the project we are very busy to write down the curriculum “True of life” for our children and youngsters. The theoretical part is ready. Also all topics of self care are finalized. We have first writings for all other topics: participation in family, community and economic life. But they need also extensive research. In total we address around 70 topics ranging from eating with a spoon, over cooking current meals to end up with serving in our (future) business DELICIOUS (see other post).

In the mean time our project manager Mercy graduated for Diploma in Education at Kabale University with a research entitled: Development of a promising curriculum for children with intellectual disabilities. Case study PROUD Uganda.

Mercy's birthday party

Arinda-Mercy serving popcorn to teacher Immaculate

Arinda Mercy had birth day party on 10/10/2018. Mercy was making twelve (12) years old.

The project prepared her a good party where she enjoyed the good meal with her fellow children at the project. She was given a cape for birth day and other children started to sing for her “Happy birth day song”.

Written by Kiki

Basket weaving at PROUD Uganda

Mary, Arinda-Mercy, Sarah and Bridget

Basket weaving is one of the activities children learn at PROUD Uganda. They are taught by Tindibasa Mary. The children who does basket weaving are: Arinda Mercy, Bridget and Sarah. These students are in group two and they enjoy making the baskets. Sarah felt happy when she completed her basket.

Sarah posing after finishing her basket

Written by Kiki

Irish potato growing at PROUD Village

Irish potatoes are grown at PROUD Village by the children together with their skills trainers. They practice all the activities concerning the care of the Irish potatoes such as weeding, spraying, cutting the stems and harvesting. After harvesting the children carry the Irish potatoes to the store with their skills trainers.

After putting them in the store they spread them on the ground to avoid getting rotten. They sort the big potatoes for eating and leave the small potatoes for planting.

By Kiki

Individual action plans

An individual action plan starts with observations about the performance of the child in different activities that are on the time table of the group.

The individual action plan committee is composed of the teacher of the child, the project manager and the director. They write the action plan. It is important to discuss the action plan with the children themselves (if possible) and with the parents (or caregivers).

A plan contains most of the time 2 or 3 topics to work on within one year. It gives the topic to work on, the method to use, the expected outcome and specifies who is responsible for teaching the child.

My first day at Proud Uganda by Twesigyemukama Josephine

Twesigyemukana Josephine

I am called Twesigyemukama Josephine. I came in the morning at 7:30 am at the project. I reached the place it was calm and good. I went to the office where the director and the manager were present. It was a holiday of first term. They welcomed me with happy face; this gave me courage to stay at Proud Uganda.

Director gave me the topics to write about for example I wrote about sexual education. At 10:00 we enjoyed the break together and lunch. I continued to work till evening at 5:00. It was a busy day of writing on those topics and reading other notice about curriculum from the office department. I found it good because many activities are to use hands while training the children.

By Twesigyemukama Josephine