International Strategic Planning in Education

Cartledge, Fish, Fitzsimmons, Woodruff 1 Jacob Cartledge, Justin Fish, Emily Fitzsimmons, Daniel Woodruff Dr. John Harris RCPL 4970 001 10 May 2019 International Strategic Planning in Education Introduction To people fortunate enough have access to education, attending school is often a dreaded activity. In the continual rush of papers to write, exams to study for, and deadlines to meet, it is generally forgotten that education is, in fact, an extraordinary privilege. Whether it is kindergarten or vocational training, education betters individuals and improves communities through molding minds, strengthening economies, empowering minorities, stimulating healthier practices, and more. However, many countries are unable to provide the quality education needed to reap those benefits. Subsequently, one of the seventeen United Nations’ Sustainable Development Goals revolves completely around combatting the issues associated with education so that more people can move forward. Though action is being taken, high numbers of people, especially children, are not receiving the schooling they need to succeed. This is due to many reasons, including gender and socioeconomic inequality, limited funding and overpopulation, the lack of scholastic supplies and basic services, as well as others.

Specifically in the cities of Gulu and Atiak, Uganda, the kindergarten, primary, and vocational schools managed by Sister Rosemary and the Sisters of the Sacred Heart of Jesus need support. This congregation has been in the South Sudanese and Ugandan region of Africa since the 1950s. Since then, the Sisters have helped individuals and communities in fields such

Cartledge, Fish, Fitzsimmons, Woodruff 2 as healthcare, childcare, and education. Sister Rosemary and the Sisters truly have stepped forward in the last twenty years to help women and children affected by conflict through education and training. Throughout the years, the Sisters of the Sacred Heart of Jesus have experienced many opportunities and challenges, from increasing visibility to war and lack of funds, and they will continue to encounter such situations, though the opportunities and difficulties will change over time. Above all, the Sisters’ schools would currently benefit most from the opportunities that arise with increased funding. With sufficient income, the schools could maintain the scholastic and technical supplies needed for learning, expand and update the complexes, ease transportation and communication between the three sites, as well as better the lives of the children living and learning with the Sisters.

Background In the field of international development, the widespread consensus affirms that education and training is a crucial element to societal growth through several impetus. For one, according to research performed by the Atlantic Council Africa Center, education is shown to cultivate economies and lessen poverty. Primary education, specifically, builds a foundation of skills in mathematics, literacy, and communication that allows for higher levels of learning and, therefore, better fiscal well-being (Newman 3). In fact, each year of education tends to increase a person’s wages by about 10%; likewise, when girls receive an education, their family’s income tends to rise (Alexander 3). Advancement of “equity and empowerment, particularly of minorities and marginalized communities,” is also correlated with education, which generates a multitude of benefits for both individuals and groups. For instance, in addition to increased family income, educating girls increases the likelihood that their own children will go to school (Newman 3, 4). Educated women also tend to utilize family planning practices that improve

Cartledge, Fish, Fitzsimmons, Woodruff 3 maternal health, such as delaying pregnancy until a more appropriate age, spacing out pregnancies, and taking advantage of proper health care services. Moreover, family size decreases while life expectancy increases, as “a child born to a literate mother is 50% more likely to survive past the age of 5.” On that note, education in communities facilitates access to medical treatment as well as challenges bigotry against those with ailments. Health of the natural world also profits from edification because “education helps people make environmentally sustainable decisions” (Alexander 3). In short, professionals of international development agree that education holistically improves the welfare of both individuals and communities; however, many issues exist that impede the full potential of widespread scholarship. Furthermore, such barriers vary from place to place. Sub-Saharan Africa, specifically the nation of Uganda, suffers from an abundance of obstacles to universal education, but recent research, policy, and philosophy have formulated possible solutions, which could stimulate the progress desired by the United Nations.

Before the scourge of colonialism in Africa, the region practiced robust ways of teaching and learning. Such education encompassed both practical training, such as farming and hunting, as well as the “transfer of knowledge” (Newman 6). Teachers’ methods were vivacious, incorporating songs, storytelling, dances, and rituals. Additionally, traditional African education assumed a prevalent role in households as well as in entire communities, for children were taught and trained with the expectation that they would flourish into productive and respectful members of society. With assimilation, however, colonists remade the community-based, African education from the artistic, practical, and personal learning experience into a selective and prestigious educational system that damaged societal relations and traditional ties. Subsequently, once many developing countries gained independence during the 1960s, these new governments

Cartledge, Fish, Fitzsimmons, Woodruff 4 began establishing more inclusive education policies (7).

Even so, the sector faces rampant challenges still today that yield low-quality education and training (Newman 7). Sub-Saharan Africa as a whole pours about 5% of its gross domestic product into education, which amounts to around $1.5 trillion. For comparison, North America and Europe spend 5.3% of their gross domestic product on education; likewise, sub-Saharan Africa actually allocates more than the world average expenditure on education, which is 4.7% of gross domestic product (15). Nonetheless, such spending is not enough to provide for the massive population in need of education in the region. In Uganda alone, there are 9,180,010 children between the ages of six and twelve who should be attending primary school, but education is of poor quality for various reasons, discouraging families from seeking out schooling (“Uganda”). The inadequacies in primary education are particularly prevalent because, according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), research confirms that “primary education has the most significant impact on economic growth at the national level” in low-income states (4).

With such a large youth population, sub-Saharan countries have considerable potential to thrive from education, but lack of resources simply prevents that giant demand for education from being satisfied. Rather, sub-Saharan Africa has the lowest rates of education for all age groups: One-fifth of children between the ages of six and eleven do not attend school, and this fraction only increases with the age. As much as one-third of 12-, 13-, and 14-year-olds are not receiving an education while only 40% of 15-, 16-, and 17-year-olds go to school. In all age groups, the number of males dominates that of the females (“Education”). Furthermore, even those who do attend school often do not attain adequate edification; as a result, less than 10% of sixth grade students can read at grade level (Newman 10). Governments and organizations have

Cartledge, Fish, Fitzsimmons, Woodruff 5 hosted major meetings and constituted promises in response to these shortcomings, such as the World Declaration for Education for All, the Addis Ababa Action Agenda, and the Millennium Development Goals, but these have not been met (Newman 8, 9; “Women”). A replacement for the Millennium Development Goals, the current Sustainable Development Goals (SDGs) pledge to universal primary as well as secondary schooling in the fourth SDG. So far, this goal has made “no progress in reducing the global number of out-of-school children adolescents, and youth,” continuing the stagnant trend of school enrollment in sub-Saharan Africa that has persisted since 2008 (“One” 1).

Compared to its predecessor, the SDGs prioritize a “people-centered approach to developing the SDGs”; such a strategy includes governments, citizens, scientists, and private companies in the conversation about the state of our world (Newman 9). Additionally, SDG Four focuses most on providing quality education, as opposed to the Millennium Development Goals’ emphasis on high enrollment and attendance statistics (10). The main idea of SDG Four is free, quality education for both boys and girls that will prepare them for higher levels of learning throughout and even after formal school. The goal also calls for equal access to affordable technical and vocational education and training (TVET) to increase employment opportunities for adults, especially women. Moreover, SDG Four urges for effective and inclusive learning environments that will elicit literacy and numeracy in all children and most adults. Lastly, the SDG’s main objectives also include increased funding, especially for TVET, as well as increased numbers of qualified teachers (“Sustainable”). The SDGs have been operating for three years now with little evidence of improvement in TVET or early education (“One” 1).

As of 2016, 96.9 million children between primary and upper-secondary school age were out of school in sub-Saharan Africa (“One” 5). Reasons for this exist both inside and outside the

Cartledge, Fish, Fitzsimmons, Woodruff 6 classroom. Two of the greatest influences on education in the classroom include class size and the availability of scholastic materials, particularly textbooks and technical equipment (“School” 5; Eshun). Pre-primary and primary schooling is arguably the most important of all the grade levels because it establishes a foundation of academic skills. Accordingly, the youngest classes have highest number of students in a single classroom (“School” 7). In one sense, this is good because more children are going to school; however, these classrooms with sometimes sixty or eighty children create an ineffective learning space. Furthermore, these schools often lack the necessary materials needed to learn; in Uganda, there is an average of two to three students for every reading or mathematics textbook (8). Access to basic services is also a serious hindrance to education. Sanitation, toilets, drinking water, and electricity are vital components to the learning environment, but many countries in sub-Saharan Africa lack these basic services in their schools, which discourages children, especially girls, from coming to school in the first place. When schools do offer these services, they are often unreliable, which causes class cancellation (1119). Additionally, the region lacks both an organized pedagogy to facilitate widespread education as well as an adequate supply of qualified teachers willing to work in such conditions, which are typically worse in rural areas (Newman 3).

In Uganda, the Ministry of Education and Sports has reacted to several of these issues through various strategies. Recently, the Ministry raised the District Teachers’ ceilings so that more instructors could be hired; as a result, Uganda now has an additional 10,000 teachers, which has lowered the student to teacher ratio from 85:1 to 53:1. Fewer students in each classroom will establish a more conducive learning environment and allow teachers to work with individuals more. Additionally, the Ministry has implemented a 15% raise in teacher pay while simultaneously penalizing teachers who accept a salary without performing their jobs. These

Cartledge, Fish, Fitzsimmons, Woodruff 7 actions increase incentive for talented teachers to work in Uganda as well as strengthen the quality of education. Additionally, the Ministry has developed curriculums for school grades preprimary through TVET (“Pre-Primary”). Such organization should help ensure educational continuity and value.

Equally important are the negative forces outside the physical classroom, from funding to societal inequality. According to a 2010 study performed by Steer and Baudienville of the Overseas Development Institute, funding for education is limited by “donor priorities, a lack of evidence of the positive impact of funding basic education programs, and a dearth of innovative approaches to raising and delivering financing” (Newman 14). The absence of outside funding incites a critical weakness in the idea of universal education in sub-Saharan Africa because the unmet costs are then imposed on students and their families. As a result, enrollment is high, but many students drop out due to these hidden costs, which can include scholastic materials, uniforms, and school lunches (Mwesigwa). In fact, as of 2016, only 35.5% of students that began primary school, completed it (“Uganda”). Education in the region also often fails to be inclusive due to gender, socioeconomic, and similar inequalities (Newman 10). For instance, lack of sanitary pads and gender-exclusive restrooms in schools keep girls from education in addition to the existing issues of child marriage and gender discrimination (Mwesigwa). Regarding socioeconomic class, many families cannot afford the hidden costs, nor can they afford to lose the gains produced by child labor either at home or in the workforce. As an example, data collected by the World Bank indicates that 72% of girls in the wealthiest quintile of households finish primary school; whereas, just 34% of girls in the most destitute quintile can (Newman 13).

Additionally, in many African countries, there is a misalignment between the TVET curriculum, industry demands, and government priorities due to poor communication and collaboration. This

Cartledge, Fish, Fitzsimmons, Woodruff 8 disconnect results in an inefficient educational system (Eshun).

Based on data the UNESCO Institute for Statistics (UIS) has collected, the consensus is that “business as usual” will not be sufficient for achieving universal education (“One” 12, 13).

Naturally, a one-size-fits-all plan to combat these concerns also does not exist: Culture, location, government, and other factors coordinate so that agendas should be arranged locally in order to be most effective. However, certain facets can apply to many places and are able to be replicated (Newman 4). This includes thoroughly teaching the basics in early education so that children are prepared for higher levels of schooling. For this reason, primary school is considered the most essential of all the grades, for students must have a solid foundation of knowledge and learning strategies to fully reap the benefits of education. Additionally, lessons should be taught in the mother tongue in order to ease understanding; only once the student has a firm grasp on the material should a second language be introduced (18). Thirdly, more teachers must be trained to meet the shortage of qualified instructors, especially for vocational and technical education (19).

By the same token, capable leaders are needed in education administration. In particular, employees and policy managing the budget must be ethical and transparent. Furthermore, the curriculum should be complemented by technology in order to assist in teaching and to expand communication (20). Integration of technology is especially necessary in technical and vocational schools because the students should have hands-on experience with up-to-date equipment in order to be competitive in the job market. Moreover, members of the community as well as students’ families should be involved with the school; this fosters appreciation for education in the community, encouraging students to complete their studies (21, 22).

Additionally, relationships with other stakeholders, such as employers and the government, should be strengthened to ensure that the curriculum matches the skills currently in demand.

Cartledge, Fish, Fitzsimmons, Woodruff 9 Schools and their administrators should also seek multiple flexible but reliable sources of funding to not only improve but also maintain the quality of education (Aring 3). Lastly and most importantly, the administrators, community, teachers, and students should all actively ensure equality in the classroom, especially gender equality (3).

Sisters of the Sacred Heart of Jesus In 1954, bishop Sixutus Massoldi founded a congregation in South Sudan for the Catholic order the Sisters of the Sacred Heart of Jesus, which would eventually become a beacon of equality, acceptance, and hope for women and their children through education. Amidst the First Sudanese Civil War, the group was expelled by the South Sudanese government and subsequently sought refuge in Northern Uganda in 1964. The Sisters came with Massoldi to Uganda and established themselves in Moyo. The Sisters of the Sacred Heart of Jesus organization has a governing council with a superior general and four councilors; this council discusses and plans the operation of the congregation. Using chapters to define their plans, they include the previous six years of history and propose plans for the next six years into the future.

A moderator and assistant moderator guide the discussions during this planning processes. New superiors are elected every six years, and the maximum amount of time one person can run is twelve years. Thirty-three members decide which members are to be in power. The government of Uganda is involved in supplying electricity, infrastructure, and roadways, but it is, otherwise, not involved with the program.

The Sisters engage in many different areas, including medicine, early education, school administration, orphan care, farming, husbandry, and women-only vocational schooling. They work with hospitals, health centers, and clinics where healthcare is of poor quality. In such cases, the Sisters typically help by providing maternity-related healthcare. The Sisters also assist with

Cartledge, Fish, Fitzsimmons, Woodruff 10 the primary schools and kindergartens in the area, where they provide assistance with infrastructure, teachers, administration, and supplies. In 1948, the Moyo orphanage was established for children ranging in age from newborn to five years. The Moyo orphanage serves as a place for young girls to bring their babies to if they are not ready or able to raise the child; later, the mother and child can be reunited if the parent’s situation has improved so that she is capable of caring for her child. Meanwhile, the Moyo Redeemer Children’s Home is for children age five to eighteen. The Mothers who manage this children’s village help make the children feel as if they are at home again.

In Gulu and Atiak, the Sisters operate vocational schools, both of which are open for all women, but they are primarily occupied by women who have suffered by the hands of Joseph Kony and the Lord’s Resistance Army. Many of the women were abducted as children and forced to become soldiers and sex slaves for the rebels. Subsequently, these girls were rejected upon returning to their communities because of the crimes they were coerced into committing as well as their new babies, born from rape. The emotional scarring from abduction, violence, and rejection left many young women without hope and without love, but the Sisters of the Sacred Heart of Jesus seek not only to teach these girls skills so that they may become independent and care for their families but also to show them that they are, in fact, loved and accepted. Therefore, the grades in the Sisters’ schools don’t matter but rather the success of the women after they leave the vocational school. Some examples of this success include the girls finding employment in the community as seamstresses, cooks, bakers, farmers, hairdressers, and weavers. The women also learn business skills so that they may eventually open their own companies. Even though the school is strictly for female students, some of the teachers are men so that the girls can have a positive male presence in their lives and learn to be around men again.

Cartledge, Fish, Fitzsimmons, Woodruff 11 In both Gulu and Atiak, there are kindergarten schools available to the children of those studying in the vocational school as well as to children in the surrounding communities, especially those of low-income families. The children who successfully attend kindergarten are then given the chance to achieve higher education by transferring to the primary school in Atiak.

The curriculum is still undecided and is currently left in the hands of the teachers to determine what is best for the students. It would take a lot of time and consideration, but the provision of a consistent curriculum has been proven to help students progress in their education. This would be a good programming opportunity for the future.

Opportunities and challenges Like many other educational programs around the world, the schools managed by the Sisters of the Sacred Heart of Jesus in northern Uganda face challenges that arise with the opportunities they are offering women, children, and communities. Namely, the future of the available programs and services over the next five years must be considered; furthermore, the plans for progress and potential setbacks should be grounded in reality as well as Sister Rosemary’s knowledge of the operation. In five years, the programs offered by the Sisters of the Sacred Heart of Jesus should not change much. The reason for this is that, rather than adding new programs to the existing roster, the Sisters want to keep what they already have and simply improve upon each program.

The opportunities that the Sisters of the Sacred Heart of Jesus offer to people affected by hardship clearly have an incredibly positive impact on the students’ lives. The education and training they receive allow them to provide not only for themselves but also for their families by applying the skills they mastered in the vocational school. Despite the indisputable benefits of the organization on students and others around them, the Sisters face a challenge regarding their

Cartledge, Fish, Fitzsimmons, Woodruff 12 visibility. Sister Rosemary has emphasized the message that the school needs to be viewed as making a difference in terms of adding quality provision to the poor. The school must ensure that local communities and the people attending the school realize the constructive influence that the program has had in improving the quality of life of everyone involved. Specifically, the Sisters of the Sacred Heart of Jesus have implemented many opportunities to better the lives of women affected by conflict; however, with these great strides for change comes operational challenges that must be overcome, including issues of capacity, transportation, sustainability, and finances.

Transportation persists as an important issue for the kindergarten, primary, and vocational schools. The school currently owns a bus, but the vehicle doesn’t always run. Sister Rosemary also reported that the bus is a problem because it is too expensive and difficult to maintain. To combat this issue, the sisters would rather have the bus replaced by two vans that are easier and cheaper to upkeep; the two vans would also provide about the same amount of potential transportation space as the one bus provided. The two vans would allow the students of the school and vocational programs to go on trips, if needed, and the vans would facilitate transportation between the schools and the farm. Furthermore, the money saved from replacing the bus with vans could be spent on other areas.

As mentioned above, capacity also remains a challenge for the Sisters of the Sacred Heart of Jesus at the vocational school because space is limited. At the moment, the capacity for the vocational schools are about 450. During the Ugandan civil war, of swathes of children would seek asylum with the Sisters in order to avoid abduction during the night. Though those days are over, war in Uganda is welcoming refugees from other war-torn nations. As more refugees, children, and women come to the school, capacity will start to become a serious challenge to overcome, and the need for space will only increase as time goes on. That is why it is important

Cartledge, Fish, Fitzsimmons, Woodruff 13 that this issue of capacity be taken seriously now, so precautions can be put into place that will allow the addition of more living spaces for students over time. In the next five years, I predict that this will be one of the issues that are greatly improved upon because the Sisters already recognize the need for more dormitories. Additionally, the Sisters have recently invested in a brick-making machine, so they can build structures with fewer costs. This would be beneficial to both the organization and the surrounding areas because the Sisters could produce bricks to increase the size of the school and its facilities or generate profit by selling the materials. With more space being made for students in the form of dormitories, the overall experience of students at the vocational and early education schools will be improved.

According to Sister Rosemary, sufficient funding is a recurring problem in this enterprise as well as the most important challenge that the Sisters of the Sacred Heart of Jesus face. As a result of this, the ability to grow and expand is limited and makes reaching sustainability a challenge. To work around this difficulty, focusing on the programs that are currently offered is the best choice financially. Funding is the most important issue because without money, none of the programs offered at the schools would even be possible. Money is necessary to the success and the future of the education programs that the Sisters offer in many ways. For one, funding is critical to the success of the schools because it is needed to support the flow of people coming into the programs. Money allows for growth to happen. Funds can also support the costs of building new dormitories or purchasing the two vans that would replace the old bus. According Sister Rosemary, money is also essential because it is needed to train instructors for the vocational programs. Moreover, having funds on hand is imperative in order to pay the teachers of the vocational programs in a timely manner. Without regular pay, the teachers would be forced to leave the schools and find opportunities elsewhere.

Cartledge, Fish, Fitzsimmons, Woodruff 14 Over the span of five years, the Sisters of the Sacred Heart of Jesus do not plan on adding more programs to the existing roster but rather to improve on the current ones and tackle the challenges already present. Replacing the bus with two vans will help solve the transportation issues. Meanwhile, the Sisters can use their brick-making machine to construct dormitories, helping resolve the issues with capacity. Challenges with funding can prove to be difficult, but if the Sisters of the Sacred Heart of Jesus can show the positive impacts the classes have on the community and lives of those who attend the school, some donors or organizations may be attracted to the program and help fund the cause.

Priority Funding Areas The areas of highest priority regarding funding include scholastic materials, vocational equipment, building construction, and renovations. Specifically in Atiak, the school is in need of dormitories, transportation, a playground, and learning materials and equipment. The most significant of these projects is the dormitories; funding will be needed to go towards constructing dorms for both boys and girls as well as indoor and outdoor restrooms. These rooms are needed for the girls and boys that are attending the school but are not residing in the children’s village, which is reserved for orphans and other children whose parents are unable to care for them. For comparison, a previously built dormitory for women cost about $30,000. The next priority in funding is transportation. As discussed above, two vans are needed at Atiak. These vans would help with transporting students between the sites, specifically to the farm, or on field trips. The vans could also be used to transport food and supplies between the three locations. The third priority for funding is scholastic and vocational supplies and equipment. The scholastic materials they need most include books, paper, and writing utensils. Additionally, the vocational schools require sewing supplies and equipment -- like needles, machines, fabric, and thread -- as well as

Cartledge, Fish, Fitzsimmons, Woodruff 15 agriculture equipment, such as a tractor, hoes, and other tools. Lastly, Atiak would also benefit from a playground, which would be helpful to the well-being and safety of the school children attending the kindergarten and primary school.

Similarly, the Sisters’ second site at Gulu has some of the same priority funding areas but still a few different ones as well. Gulu’s priority funding areas consist of transportation, updates, and school materials. Just as at Atiak, the funding for transportation would go towards buying two vans because the only van they currently have is to be set aside for volunteers any time they need to travel anywhere, unless public transportation is available. A priority unique to Gulu is the need for updating the buildings. Atiak is a new site that is still under construction, but Gulu has the oldest buildings of all three sites. They have not been updated, so they would benefit from some renovations. Finally, the schools in Gulu also need funding to buy educational supplies for the kindergarten and the vocational school. Like Atiak, these supplies include books, pencils, pens, paper, needles, machines, fabric, thread, and agricultural tools.

Concluding Thoughts In conclusion, education, without a doubt, develops individuals, families, communities, and even entire nations. An edified population is a healthier population in more ways than one.

Despite the efforts of governments, non-profits, and others to achieve the universal education reasonably desired by many, including the United Nations, educational progress is at an impasse due to a multitude of issues, especially in sub-Saharan Africa. Inequality, overpopulation, conflict, and lack of supplies, basic services, and funds all prevent the robust potential of education from developing society to its fullest. Even the educational programs operated by the Sisters of the Sacred Heart of Jesus struggle with these problems, despite their clear and unparalleled success in helping the destitute, the scarred, and their children. Through challenges,

Cartledge, Fish, Fitzsimmons, Woodruff 16 Sister Rosemary and the Sisters have found opportunities to spark hope, inspire love, and encourage independence. With more support, the Sisters could not only continue this mission but enhance it, amplify it, and eventually weave a tapestry of knowledge, wealth, health, and love in Uganda.

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