2014
annual report
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contents
Editorial 3 About Us 4 Background 4 Areas Of Focus 6 Education 6 Kenya 2014 7 Nairobi: St. Joseph Upendo Intensive Vulnerable Care & Support Centre 7 Nairobi: St. Aloysius Gonzaga High School 9 Uganda 2014 11 Gulu: Ocer Campion Jesuit College (OCJC) 11 Tanzania 2014 13 Dodoma: St. Ignatius Preparatory and Primary School 13 Dodoma: St. Peter Claver High School 14 Dar-es-Salaam: Gonzaga Preparatory & Primary School 16 Dar-es-Salaam: Loyola High School 17 Ethiopia 2014 19 Bahir Dar: Abay Mado Catholic Academy 19 South Sudan 2014 20 Wau: Loyola Secondary School 20 Rumbek: Multi-educational and Agricultural Jesuit Institute of South Sudan 21 Rumbek: St. Peter Claver Ecological Training Centre 23 Charting Progress - Statistics of beneficiaries in AOR schools 24 Social Justice and Communication Ministries 25 Kenya: Jesuit Hakimani Centre 26 Tanzania: Dodoma: Jesuit Youth Center 28 Editor: Fr. Corbinian Kyara, SJ, Director, Development Office Ngara: Radio Kwizera 29 Compilation: Diana Karua Ethiopia: Pedro Paez Center 31 FINANCIAL REPORTING: Jeladine Barare Parish Ministries 32 Graphic Designer: Jacqueline Omutimba Kenya: St. Joseph the Worker Parish, Kangemi, Nairobi 33 Pictures: Cover Photos: Diana Karua, Jesuit Hakimani Centre and Tanzania: Blessed Maria Theresa Ledochowska (Airport Parish), Dodoma 34 St. Peter Claver Ecological Centre Tanzania: St. Francis Xavier (SFX) Parish, Mwanza 35 • Diana Karua • Jesuit Hakimani Centre, Tanzania: Nyashana/Lubango Centre, Mwanza 36 Pg 25 & 27 • Ocer Campion Jesuit College • Radio Kwizera, pg 29-30 Pg 11-12 Tanzania: St. John the Baptist, Luhanga Parish, Dar-es-Salaam 37 • Pedro Paez Centre, pg 31 • Loyola High School, pg 17 Retreats & Spiritual Renewal 38 • Fr. Josephat Kabutta, SJ pg 19 • St. Francis Xavier Parish, Kenya: Mwangaza Jesuit Spiritual Centre, Nairobi 39 • Loyola Secondary School pg 20 pg 32, 35-36 • MAJIS, pg 21-22 • Fr. Eduardo Fernandez, SJ, Ethiopia: Galilee Centre, Debre Zeit 40 • St. Peter Claver Ecological pg 33 & 39 Financial Review 41 • Michael Ochieng, SJ, pg 40 Training Centre, pg 23 Gratitude/Thank you 43
editorial
3 been able to achieve some of its priorities. The results of the National Examinations in our Secondary Schools across Eastern Africa show our determination to grow.
We are Laborers Together with God Dear Friends, As I reflect on the achievements and challenges we have had in the previous year, 2014, and the years before, I recall 1 Corinthians 3:9, “For we are laborers together with God. You are God’s husbandry, God’s building.” This is a reminder that God works with us and in us to serve Him and for His greater glory. Our part in promoting the Gospel cannot be understated. By assisting the poor, feeding the hungry, caring for the old and the sick and giving hope to those in despair, we are able to fulfill God’s desires. It is with this in mind that we are able to enhance lives and promote the well-being of all. Our role as Jesuits of Eastern Africa involves promoting the fullness of life as the family of God in Africa. Through the different ministries and the generosity and selflessness of our collaborators, friends and benefactors we are able to answer this call. One of the strides we have made in the past year is finalizing a Memorandum of Understanding (MOU) with the Catholic Diocese of Rumbek, South Sudan for taking over the management of Teachers Training College at Cueibet. The college, located in Cueibet County, aims to provide pre-service Primary teacher training for forty students for two years, and later on in-service teacher training during school holiday period. Plans to open the College are currently ongoing. Another achievement is the opening of St. Joseph Technical Secondary School in Kangemi,
Nairobi. The school was started with the aim of equipping youths with technical and theoretical vocational skills. The school started operations early 2015 and currently has a form one class of 25 students. Similarly, St. Joseph the Worker Parish started construction of a bigger church at Christ the King outstation. Located about three kilometers from the main parish, the church is estimated to accommodate more than 1,000 parishioners. Presently, the Province is revising the current Apostolic Plan with an intention of developing a new Apostolic Plan (2016 - 2020), with priorities for the next five years. We continue to build on the progress made in previous years, even as we strive to diversify and include more priorities. Looking back, the Province has
Furthermore, our formation team made progress: five Jesuit priests and two brothers took their final vows, five scholastics were ordained to the priesthood and twelve novices took their first vows. This is a great stride and a reasonable assurance of more Jesuits available for God’s mission. Human resources is, still however, one of the many challenges we continue to face. We need more men to continue carrying out God’s work. Although we have apostolates in each of the six countries of our Province, the Men working in those apostolates are few. It is with this in mind that we continue to welcome those called to serve the Lord. Nevertheless, we continue to go where the need is greatest. Finally, I would like to appreciate you, our collaborator, friend, partner and benefactor for your generous support toward the realization of our mission. This has greatly encouraged us to continue making giant strides. Thank you to all the teachers and trainers in all our institutions for all your dedication and hard work in ensuring our beneficiaries gain the most and deliver commendable results. Looking toward the future, we hope that you will continue to journey with us as we strive to attain our ambitious plans to ensure those at the margins access the most basic human rights. Keep us in your prayers as we do you in ours. May God bless you abundantly! Fr. Joseph Oduor Afulo, SJ Provincial
About us
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Background Jesuits are men who belong to a Roman Catholic religious order called the Society of Jesus, founded in 1540 by St. Ignatius of Loyola. The Eastern Africa province of the Society of Jesus was established in 1986 and consists of approximately 200 Jesuits from Kenya, Uganda, Tanzania, Ethiopia, Sudan, and South Sudan. The Province is involved in a number of ministries including education, social justice and communication, spirituality and service to the refugees. Our norm is to work where God will best be served and where people will best be helped. As we say, “we find God in all things.” We share the same values with members of the communities within which we are involved, in an effort to find the best possible method of uplifting their lives.
Mission Statement Our mission is to promote faith and justice in dialogue with other faiths and cultures. We also aim to promote the holistic reconciliation with God, creation, all women and men, and the fullness of life as the family of God in Africa.
Core Values • • • •
We are companions in Christ’s mission We embody compassion for Christ’s poor We are available for the Magis We are a discerning apostolic body
Our Work Our works in Eastern Africa include: a) Education Centres - There are 53 AOR1 Jesuits working in our education institutions across the world. These include formation centres such as Hekima and Arrupe College. • Kenya i. Upendo Orphans & Vulnerable Care Centre, Nairobi ii. St. Joseph Technical Secondary School, Nairobi iii. St. Aloysius Gonzaga Secondary School, Nairobi • Uganda i. Ocer Campion Jesuit College, Gulu • Tanzania i. Loyola High School, Dar es Salaam ii. Gonzaga Prep and Primary School, Dar es Salaam iii. St. Peter Claver High School, Dodoma iv. St. Ignatius Prep and Primary School, Dodoma • Ethiopia i. Abay Mado Catholic Academy School • South Sudan i. Loyola Secondary School, Wau ii. Cueibet Teachers Training College, South Sudan 1 AOR : Eastern Africa Province of the Society of Jesus
b) Retreat Centres – 13 AOR Jesuits work in our retreat centres: i. Mwangaza Jesuit Spiritual Centre, Karen ii. Galilee Centre, Addis Ababa c) Parish ministry –12 Jesuits work full time in our parishes including: i. St. Joseph the Worker Parish, Kangemi ii. St. Francis Xavier, Mwanza iii. Blessed Maria Theresa Ledochowska, Dodoma iv. St. John the Baptist Parish, Dar es Salaam d) Formation Centres –9 Jesuits work in our formation programs. These include: i. Gonzaga Gonza Jesuit Novitiate, Arusha, Tanzania ii. Hekima University College, Nairobi, Kenya iii. Arrupe College, Harare, Zimbabwe e) Social Justice and Communication Centres –16 Jesuits work in our Social Justice centres including: i. Jesuit Hakimani center, Nairobi, Kenya ii. Jesuit Refugee Service, Nairobi, Kenya iii. Radio Kwizera, Ngara, Tanzania iv. Pedro Paez Centre, Addis Ababa, Ethiopia f) Community Development Programs – 8 Jesuits work in our Community development programs. These include: i. Jesuit Youth Centre, Dodoma, Tanzania ii. Nyashana Centre, Mwanza, Tanzania iii. St. Peter Claver Computer & Ecological Training Centre, Rumbek, South Sudan iv. Multi-Educational & Agricultural Jesuit Institute of South Sudan, Rumbek, South Sudan v. Undugu Family, Uganda
5 The Eastern Africa Province is one of the youngest Provinces of the Society of Jesus with 192 Jesuits. The illustration below indicates the numbers in detail:
64 Priests with Final Vows
105 Scholastics (65 Non-ordained, 6 deacons, 34 Priests)
11 Brothers (6 with final vows)
ETHIOPia • • •
12 Novices (5 First years, 7 second years) SUDAN
In 2014, AOR Schools had: 19 Jesuit Scholastics
SOUTH SUDAN • •
20 Jesuit Priests 2 Jesuit Brothers
255 Lay teachers
Education Centres i. Loyola Secondary School, Wau ii. Cueibet Teachers Training College Community Development Programs i. St. Peter Claver Computer & Ecological Training Centre, Rumbek ii. Multi-Educational & Agricultural Jesuit Institute of South Sudan, Rumbek
ETHIOPIA
SOUTH SUDAN DA
AN
UG
KENYA Kenya
TANZANIA UGANDa • •
Education Centres Ocer Campion Jesuit College, Gulu Community Development Programs Undugu Family
Tanzania • • • • •
Education Centres i. Abay Mado Secondary School Retreat Centres i. Galilee Centre, Addis Ababba Social Justice and Communication Centres i. Pedro Paez Centre, Addis Ababa, Ethiopia
Education Centres i. Loyola High School, Dar es Salaam ii. Gonzaga Prep and Primary School, Dar es Salaam iii. St. Peter Claver High School, Dodoma iv. St. Ignatius Prep and Primary School, Dodoma Parish ministry i. St. Francis Xavier, Mwanza ii. Blessed Maria Theresa Ledochowska, Dodoma iii. St. John the Baptist Parish, Dar es Salaam Formation Centres i. Gonzaga Gonza Jesuit Novitiate, Arusha Social Justice and Communication Centres i. Radio Kwizera, Ngara Community Development Programs i. Jesuit Youth Centre, Dodoma ii. Nyashana Centre, Mwanza
• • • • •
Education Centres i. Upendo Orphans & Vulnerable Care Centre, Nairobi ii. St. Joseph Technical Secondary School, Nairobi iii. St. Aloysius Gonzaga Secondary School, Nairobi Retreat Centre i. Mwangaza Jesuit Spiritual Centre, Karen Parish ministry i. St. Joseph the Worker Parish, Kangemi Formation Centres i. Hekima University College Social Justice and Communication Centres i. Jesuit Hakimani center, Nairobi ii. Jesuit Refugee Service, Nairobi
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AREAS OF FOCUS
Education Overview: For more than 470 years, education has been and continues to be a cornerstone of the Jesuit tradition. In Eastern Africa Province, there are 5 secondary schools, 1 Technical secondary school and 3 primary schools. Aside from the formal primary and secondary schools, the Jesuits in AOR sponsor the education of children in slum and other marginalized areas. We also run other vocational training centers and plans are underway to open a Teachers Training College in South Sudan. Students in our schools learn compassion through contact with the real world by their involvement in the local communities. The Campus Ministry program in each school ensures that students give back to the community by such activities as tutoring children in local primary schools and visiting elderly homes. Like other Jesuit schools, our schools prioritize education for the poor and endeavor to mold young men and women into respectable well-rounded leaders. This means that we aim to bring our students beyond excellence of professional training to become well-educated and whole persons of solidarity.2 In the recently concluded National Examinations (2014), each of the Jesuit school in Eastern Africa had exemplary performance, with a Grade Point Average (GPA) of more than 3.0. We hope that students in our schools alongside the teachers continue to achieve even better results in the coming years.
2 Rev. Peter-Hans Kolvenbach, S.J., “The Service of Faith and the Promotion of Justice in American Jesuit Higher Education,� lecture at Santa Clara University, Oct. 6, 2000.
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Kenya 2014 Nairobi: St. Joseph Upendo Intensive Vulnerable Care & Support Centre Upendo Centre was started in 1995 by St. Joseph the Worker Parish, Kangemi, as a Centre for children at risk such as street children, children facing sexual and physical abuse and abandoned and neglected children. The main objective of the program is to give equal opportunities to these marginalized groups through access to education, psychosocial care and holistic support. Since its inception, more than 450 needy children have benefited from the program. Some of the ongoing activities include medical evaluation and intervention and psychosocial support.
Activities/Projects Implemented Activity 1: Children enrolment and integration • Unit Intake: through a needs assessment exercise, 22 children were identified and enrolled into the program; 18 of them qualified and were enrolled in the unit program while 4 were directly integrated into primary school. Currently, the unit program has 22 children. All the children at the Centre come from families
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with poor financial backgrounds. Through the Upendo program, they are able to attend school thereby be better placed to create better lives for themselves. • Enrolment to primary, secondary and tertiary institutions: 152 beneficiaries were enrolled in different schools; 95 children were enrolled at St. Joseph primary school, 42 enrolled in different secondary schools, while 15 post-secondary youths were integrated into various tertiary level institutions. All beneficiaries were provided with tuition fee and scholastic materials. The Centre engages in continuous monitoring to ensure retention and excellent academic performance by the students. Beneficiaries are thus able to successfully complete their schooling. Activity 2: Nutritional support • Nutritional support: children at the Unit program are offered two meals (breakfast and lunch) on a daily basis. Food items are donated by parishioners and prepared by two cooks and parents volunteering their time. The Centre runs a sack gardening project that supplements the vegetables required. Meals for students in other primary and secondary schools are also subsidized by the Centre. The nutritional support offered allows for improved nutrition in the beneficiaries and reduced malnutrition cases. Activity 3: Co-curricular activities • Life skills and sports: Play equipment were acquired thereby increasing sporting activities for the children. The youth at the Centre run a pool table project that allows outsiders to play pool at a small fee; this enables them raise funds for its maintenance and gives them a chance for enhanced group therapy and support.
Activity 4: Capacity Building • Parents/Guardians empowerment: Three training sessions on economic and social empowerment were conducted resulting in improved family welfare. The parents’ self-help group enabled parents to make savings which boosted their economic capacities. Quarterly meetings between the Centre’s staff and parents/ guardians were carried out thereby creating a better working relationship and improved monitoring and follow-up visits. Feedback from parents/guardians through stories of change and recommendations also improved the project’s planning for future interventions.
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Nairobi: St. Aloysius Gonzaga High School St. Aloysius (St. Al’s) is a Catholic day school in the Jesuit tradition, established and owned by Christian Life Community in Kenya. Located just outside Kibera Slum, St. Al’s was opened in January, 2004. The school is open to students who have lost either one or both parents due to AIDS, and are living in Kibera slum or coming from poor family backgrounds. Each year, St. Aloysius invites its graduates to perform 6 months of community service in and around Kibera. Thereafter, they proceed to tertiary education in various colleges and universities through the scholarship provided by the school. In 2014, the school had a total student population of 280 (139 boys, 141 girls). There are 19 members of staff (11 male, 8 female). Students pay an annual tuition fee of USD
1,200. However, only a handful are able to pay the tuition fee as 280 students are on full scholarship.
School Performance A total of 68 students (33boys, 35 girls) sat for the final National examinations. The school performed very well with an overall mean score of 7.128. With these results, the school was ranked the 4th best out of 38 schools in Lang’ata District, and the 2nd best mixed secondary school in the same district. The top student, Morphine Aoko attained grade A (plain). 64 students qualified for degree and diploma programs in different Universities and Colleges.
Activities/Projects Implemented • E-Readers: 300 Amazon kindles (e-readers) with digitized curriculum were purchased for students and teachers; this reduced the usage of hard copy textbooks. • E- Learning: projectors and screens were acquired and installed in all classrooms and laboratories to facilitate E-learning. As a result, teachers are able to teach better by incorporating the use of pictures and videos, and also cover more content in short time. 100 computers were also networked to enhance online learning and research by students and staff. • Capacity Building: both teaching and non-teaching staff completed a 3-day training on counseling skills in order to enable them handle students better. • Music program: musical instruments were acquired thereby allowing the school choir to have better practice and be able to compete at the Kenya National Music and Drama Festivals. The choir club won several trophies in 2014 and also released the 2nd music Album.
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• Furniture: additional furniture was acquired for students and staff for starting a third stream in Form One so as to increase enrolment. More shelves were also added in the library to facilitate the stocking of more books. • Mentorship program: the mentorship program dubbed ‘Kipawa Changu’ was carried out to empower girls and improve their academic performance and participation in decision-making. As a result, the performance and participation of girls in exams and school activities significantly improved. The top student from the school in the 2013 and 2014 National Examinations was a girl. There are now more girls in the top ten students in academics in each class than there have ever been since the school started.
• The Mustard Seed: the program was initiated to help graduates develop the required skills to find and keep jobs in the competitive job market. The main aim of the program is to reduce the obstacles that hinder graduates from securing employment, through financial or material support. In addition, the program acts as career path to the graduates by giving them necessary skills and tools they require to get an open door in the job market. This is achieved through training on developing good Curriculum vitae, and cover letters in preparation for a job search. They are also taught good interview skills. The program also supports graduates with other abilities such as entrepreneurship.
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Uganda 2014 Gulu: Ocer Campion Jesuit College (OCJC) Ocer Campion Jesuit College is the first Jesuit Secondary School in Uganda. It is a Catholic boarding school open to both boys and girls of all religious backgrounds. The school was officially opened in February 2010 with 35 students joining the pre-secondary preparatory class. Currently, 448 students (256 boys, 192 girls) are enrolled at the school, with 36 members of teaching staff (24 male, 12 female). The mission of the school is to provide quality education in Northern Uganda, especially for children from disadvantaged socio-economic backgrounds. OCJC aims to become a world class education institution producing Uganda’s best professionals. In April 2013, OCJC was registered with the Ministry of Education and Sports as a private ‘O’ level secondary school. In 2014, the school was granted an examination Centre number by the Uganda National Examinations Board (UNEB) and had its pioneer class of students sit for Uganda Certificate Examination (UCE).
School Performance A total of 42 candidates sat for the 2014 National Examinations. 22 of them (8 girls, 14 boys) attained Division One, while 20 (8 girls, 12 boys) attained Division Two. Ocer Campion was ranked 1st out of 70 schools in Gulu District. Out of 179 schools in Northern Uganda, the school was ranked 3rd and 69th out of 3,149 schools in Uganda.
Activities/Projects Implemented The following activities were implemented in 2014: Activity 1: Infrastructure Development • Installation of Water tanks: Work started in December 2014 and was completed in January 2015. The 60,000 liter steel water tank
has been installed to provide water in addition to the already existing 36,000 liter tank. • Construction of toilets for students: Two outdoor toilets were constructed for boys and girls at the classroom and dorm sites. • Acquisition of Land: 18.5 acres of additional land was acquired 25 kilometers from the school campus. The land will be used for agriculture, in an effort to supplement the ongoing food program for the students and staff. Activity 2: Equipment and Furniture • Provision of Furniture: An assortment of furniture including student chairs, lockers, teachers’ tables, chairs and bookshelves were purchased for use by Senior 1 students and their teachers. Senior 1 classes are set to begin in May 2015. • Purchase of computers and accessories for the lab: 20 computers and their accessories were purchased and installed in the lab. The computers are run using N-computing technology, which allows multiple users to simultaneously share a single operating system.
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• Internet Connection: A new internet connection was installed, in addition to the existing connection of BOSCO Uganda to provide more reliable internet services. This enables students and teachers alike to carry out research via the internet. Activity 3: Scholarships • Scholarships: Through collaboration with local and international partners, 97 needy students received scholarships for partial and full tuition fees as well as scholastic materials. This enabled them to complete the school year without interruptions. Activity 4: Transport and Maintenance works • Transport: 3 vehicles; a 26 seat coaster bus, a 62 seat bus and a 4 tons tipper lorry, were purchased to improve transportation of students and ferrying of items such as construction materials, firewood and food items. This has greatly cut down transportation costs. • Maintenances: these include rehabilitation of the boys’ dormitory which involved flooring and cementing, solar batteries replacement, and leveling of walking paths. Activity 6: Strategic Planning and Capacity Building • Capacity building workshop: one (1) teacher attended a 4 day capacity building workshop on ‘Needs Assessment and Project Proposal Writing Skills’ organized by the Jesuit Development Office in Nairobi, in November 2014. • Strategic planning: a strategic plan for 2015 – 2018 was formulated and awaits approval. The plan aims to earmark the development priorities of the institution over the next 2 to 4 years. Activity 7: Partnerships & Collaboration • School Visits: 8 pupils and 3 teachers from St. Ignatius Preparatory School, San Francisco, USA, spent 3 weeks at the school in
September. They donated an assortment of items ranging from sports, uniforms, equipment, cloths and scholastic materials. 4 representatives from Bainbridge Graduate Institute (BGI) also spent 3 weeks assessing potential areas of collaboration with the school. The joint visit also saw 2 delegates from Johnson County Community College (JCCC) and 4 student interns from Rockhurst University spend 6 weeks, climaxing to the visit of the President of Rockhurst University. • Monitoring visit: 2 Misean Cara staff conducted a 2 day monitoring visit for the 2 buildings they co-funded: the boys’ dormitory and classroom block. Prior to their visit, a pre-monitoring visit was done by the Education Coordinator, Jesuit Irish Missions. • Students Peace Camp: the yearly peace camp facilitated and supported by American Peace Corp volunteers took place in May. Several schools from northern Uganda attended the one week camp.
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Tanzania 2014 Dodoma: St. Ignatius Preparatory and Primary School St. Ignatius Preparatory and Primary School is the first preparatory and primary school to be established by Jesuits in Tanzania. The construction of the school started in the year 2000 and the first batch of students (45 in Kindergarten and 45 in grade one) enrolled in the year 2003. The school strives to impart education that evokes balanced and critical thinking and thus form the whole person intellectually, socially, emotionally, physically and spiritually.
examinations. All attained ‘A’ and ‘B’ grades, thereby qualifying for Secondary School education.
Students pay an annual fee of TShs. 1,300,000 an equivalent of USD 764.70. Despite an increase in the number of needy pupils, 30 pupils (15 boys, 15 girls) receive scholarships yearly: 10 of these pupils receive full scholarship while 20 receive half. There are currently 494 pupils (245 boys, 249 girls) and 25 teaching staff (14 male, 11 female) at the school.
• Big Results Policy: As stipulated by the education authorities in Tanzania, our school is implementing the ‘Big Results Now’ policy and other cross-cutting issues related to education. As a result all the pupils performed exceptionally well in their examinations.
Academic Performance 50 standard seven pupils (23 boys, 27 girls) sat for their final Primary
Projects and Activities Implemented • National Examinations: In 2014, 50 pupils (23 boys, 27 girls) sat for national standard seven examinations. The school was ranked 3rd out of 107 schools in the district. The best performing student was a boy.
• Sport for Social Impact training: teachers and pupils received training in games focusing on social impact. This was carried out in collaboration with Dodoma Stars Sports Club and Coaches Across Continents (U.S.A)
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Dodoma: St. Peter Claver High School Located in Ihumwa, Dodoma, St Peter Claver High School was established in 2011 by the Jesuits of Eastern Africa Province. The construction of the school has been mainly supported by the Our Lady Queen of Peace Foundation, Canada. Currently, the school has 675 students (450 boys, 225 girls), 35 members of teaching staff (10 female, 25 male) and 3 volunteers from the United States of America. The school aims to form young men and women committed to doing justice, fostering good relationships in the world, and recognize the God-given dignity of all people.
School Performance St. Peter Claver High School had its first batch of students sit for their National Examinations in 2014. A total of 140 students sat for the examinations; 38 attained Distinction, 60 Merit, 32 Credit, while 10 attained the Pass mark. Regionally, the school was ranked 5th out of 70 schools and was position 80 out of 2,322 schools in Tanzania. 130 students (80 boys, 50 girls) qualified for tertiary education.
Activities/Projects Implemented • Scholarship program: each year, approximately USD 10,000 is raised for sponsoring students; 15 students (5 boys, 10 girls) benefited from the program in 2014. • Community Service Program: to give back to the community, each Saturday the campus ministry picks one class that goes out into the local primary schools to teach English and
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Mathematics. The students also visit elderly homes to clean and distribute clothes. In addition, the school committee picks at least 1 bright student from the local primary schools to join the school. Likewise, the local community contributes in-kind to the school through casual labor. • Seminars: the school held seminars on self-awareness, relationships, gender issues and career choices. The seminars, held through the campus ministry office, are aimed at training the students how to make better choices. • Furniture: student chairs, desks and 150 beds were made to accommodate form 5 students who are to start their studies in
2015. Presently, there is ongoing construction for the form 6 classes which are set to begin in 2016. • Water Tanks: due to an increase in the number of students, the amount of water used on a daily basis has increased. The water from the school borehole cannot be used in the laboratories because it is salty; therefore water has to be purchased for use in the labs. Thus, eight 5,000 liter water tanks were acquired to ensure that there is constant water supply for use in the school. • Fenced dormitories: Previously, the dormitories have been inappropriately accessed by outsiders. With support from the parents, the school fenced off the dormitories as a security measure.
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Dar es Salaam: Gonzaga Prep & Primary school Gonzaga Preparatory and Primary is a Catholic school established by the Jesuits in 2008. 200 students were initially enrolled in Kindergarten and Standard one to three classes. . The school currently has 557 students (332 boys, 225 girls), enrolled in pre-standard one to standard seven, with 22 teachers (9 male, 13 female). Gonzaga Primary offers education based on the Ignatian Pedagogy to both boys and girls in Mabibo area and beyond. Students are encouraged to strive for good spiritual morals and academic excellence within and outside the school. Pupils are prepared to have a sense of responsibility and are assisted to develop various skills for the common good. The school continues to face a myriad of challenges including floods during the rainy season, and the persistent power outages. This causes a lot of destruction especially when it happens in the course of learning. The school is currently looking for possible opportunities for installing a solar system.
School Performance A total of 42 students (14 girls and 28 boys) sat for the 2014 primary school national examinations. Out of 110 schools in the district, the School was ranked 3rd and 163rd position out of 15,867 primary schools in Tanzania.
Activities/Programs Implemented • Endowment fund: An endowment fund to cater for pupils who are unable to pay the full tuition fees was initiated in response to the increasing cases of needy children who, despite their good academic performance, come from families whose parents cannot raise the whole amount of tuition fees.
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Dar es Salaam: Loyola High School Loyola High School is a Jesuit school located at Mabibo Farasi, in Dar es Salaam, and is a coeducation school. It was established in 1989 and officially opened in 1995, with 140 students (70 boys and 70 girls). Presently, Loyola has a total of 1,149 students (713 boys, 436 girls) with 68 teachers. Under the guidance of the school staff, students are formed intellectually, spiritually and emotionally. Whereas students are challenged to strive for academic excellence, the goal held out to all is integral personal development as individuals and as members of the larger society.
Academic Performance In 2014, a total of 156 students graduated from Form 4 (83 boys, 73 girls), while 154 graduated from Form 6 (106 boys, 48 girls). In Form 6, 24 students (7 boys, 17 girls) attained Distinction, 48 (28 boys, 20 girls) got Merit, 79 (46 boys, 33 girls) got Credit and 3 (1 boy, 2 girls) achieved Pass marks. Two of the students emerged among the top ten (4th and 5th position) students in the country in Business Studies. All the students with a Merit qualified for Tertiary education. The school was ranked position 9 out of 27 schools in Dar es Salaam, and position 99 out of 268 schools in Tanzania.
Activities/Projects Implemented • Committed Youth for the Poor (CYP): Committed Youth for the Poor is a program started by students to support the poor, particularly fellow students. The program, which has been running for 11 years, employs a variety of activities such as raffles. The money generated from such activities goes toward tuition fees of those unable to raise the tuition fee. Aside from fundraising, members of CYP also engage in community service by visiting children and elderly homes. In 2014, 142 (70 boys and 72 girls) orphans benefitted from the program.
• Community Service: Each class takes turn in visiting children’s orphanages, remand prisons for children, homes of the sick and elderly. The Community service program is compulsory for all students. Different classes take turns to visit a different program at least six times in a year. Students are encouraged to bring along items such as books or clothes as a way of sharing their resources with those who are less privileged. • Loyola Charity Fund (LCF): this is another initiative of the students. Under the supervision of the school counselor, students undertake to solicit contributions from fellow students in order to supplement the needs of students whose needs are not catered for by Grants in Aid, Committed Youth for the Poor, or Parent Teachers Association Orphans’ Fund. LCF leaders collect money from students every month through class prefects. LCF has also supported ex-Loyola students who, after completing their studies and joining the university, still needed assistance. About 50 students benefited from the fund in 2014.
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• Grant in Aid (GIA): Each year the school supports a number of students through an endowment fund. Students from poor financial backgrounds receive partial or full sponsorship. Aside from school fees, they are all integrated into the feeding program, which the rest of students pay. A total of 92 students benefited from the program in 2014. • Enrichment Program: This program was designed to enhance the relationship between Loyola High School and its neighborhood. The School provides remedial classes to Standard VII pupils from neighboring public primary schools. The pupils attend classes in English and Mathematics (free of charge) at Loyola on a weekly basis during school holidays. The aim is to make them capable of competing with pupils from English-medium schools in entrance exams to join Form One at Loyola High School. In 2014, 120 pupils (68 boys, 52 girls) benefited from the program. 19 of them were selected to join Form One at Loyola High School. • Loyola Alumni Association (LAA): LAA is an association of former students of Loyola who wish to continue living in accordance with the school motto of being Men and Women for Others even after they have graduated from Loyola. LAA also commits itself to support Loyola High School through the provision of quality education to current students. LAA supported a number of activities at Loyola High School including; Loyola Girls Day – a day when female students meet to reflect on, and address issues that affect them. The program also supported the Education Enrichment Program – In a bid to ensure sustainability once the funding period for the Enrichment Program expires, LAA volunteered to support the program. A total of 1.7 million Tanzania shillings (about 1,060 USD) has so far been contributed by LAA to fund the program. LAA members and their friends also spent a day at Loyola High School and engaged in sporting activities with students at the Loyola Family and Friends’ Day.
• PTA Orphans’ Fund: This fund is designed to support children who become orphaned after joining the school, as well as those under GIA who fail to meet other needs after school fees have been paid for them. The aim was to ensure that no student drops out of school simply because his or her parents have passed away. In 2014, there was a fundraising organized by PTA in its October general meeting. The fundraising was able to collect a total of 14 million Tanzanian shillings which supported 56 students (26 boys, 30 girls). • Pedagogical Institute: The Pedagogical Institute is a workshop initiated as a joint effort between Loyola High School and the Fairfield University in Connecticut, USA. The program allows teachers to explore and share pedagogical strategies and ways to assess student learning for the benefit of their students. This program was also initiated to strengthen the existing partnership between the two institutions. Through the program, all teachers of Loyola High School and representative teachers from six other schools are given training. 73 participants, 59 of whom from Loyola High School attended the workshop in 2014. • Campus Ministry: This program is mandated to support the spiritual formation of all members of Loyola High School. It also oversees an ongoing leadership program for student leaders, as well as community service program. In addition, it coordinates foreign immersion programs for Loyola students, and organizes ongoing seminars for the Campus Ministry’s Staff. Campus Ministry has also been mandated to cultivate faith and justice in the lives of Loyola family. To this end, students and teachers engage in days of recollection and retreats. 1,149 students (713 boys, 436 girls), 68 teachers, 44 Support Staff and 4 Administration staff benefited from the program in 2014.
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Ethiopia 2014 Bahir Dar: Abay Mado Catholic Academy Abay Mado Catholic Academy, established in 2012, is located in Bahir Dar City, Amhara State, Ethiopia. It is in one of the areas where the first Jesuits in Ethiopia worked in the 16th Century. The main objective of the school is to uplift the local population through education. The school initially accepted pupils into the Kindergarten; currently both kindergarten and primary levels are operational. Presently, the school has 16 teachers (2 male, 14 female) and 375 pupils (195 boys, 180 girls) in grade one. Pupils pay 180 Ethiopian Birr for Tuition fee.
Activities/Projects Implemented • School expansion: the primary level started toward the end of 2013. The school managed to stock the new classrooms with furniture and secured furniture and equipment for laboratory and library. Plans are underway to start a Secondary school in 3-5 years’ time. The expansion project also allowed for the playground to be increased to allow more students to access the play area. • Staff capacity building: staff enrolled for one year training in Montessori educational system • Sponsorship program: 50 students were sponsored by the school. Some of the students received full scholarship while others were partially sponsored.
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South Sudan 2014 Wau: Loyola Secondary School Loyola Secondary School (LSS) is a mixed day school established in the year 1982. The first intake of students was done in the year 1984. Unfortunately, due to the civil wars and turmoil in South Sudan, the school had to close down 2 years after opening. It was re-opened in April, 2008 with 180 students admitted to Senior One and Preparatory class. Currently, LSS has a student population of 574 (306 boys, 268 girls) with 30 part time teachers (29 male and 1 female), and 6 Jesuits working full time.
School Performance A total of 9 candidates (4 boys, 5 girls) sat for the South Sudan Certificate of Secondary Education Examination, 2014/2015. Two of
them attained grade A minus (-), six had B plus (+) and one had B plain. Bocop Obac Thabo Ajameng’ was the candidate with the highest score, and she was among the top candidates in the whole country. Loyola Secondary School was ranked position 1, in the whole of South Sudan.
Projects and Activities Implemented • Agriculture Project: initiated to ensure sustainable feeding program for the school. Students are being trained on sustainable agriculture and food security. Maize, ground nuts and beans are some of the crops currently planted in the school farm. • Sponsorship program: mainly supports deserving needy students and ensures stability of education for young adults in South Sudan. 50 students (15 boys, 35 girls) received full scholarship. The program also ensured that each month, 100 girls were supplied with sanitary towels, while 50 more students received stationary. This has helped to significantly reduce the number of students dropping out of school, mostly girls. Through the program, the school paid tuition fee for 5 students (2 girls, 3 boys) studying at the Catholic University of South Sudan.
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Rumbek: Multi-educational and Agricultural Jesuit Institute of South Sudan (MAJIS) MAJIS was set up in 2010 to provide basic education and training in agriculture for the people of Rumbek through the use of shortterm courses. It aims to become a national institution for agriculture through the provision of certificate and diploma programs. The main objective of the project is to improve crop productivity and livestock management/productivity in Rumbek for 1,000 households (500 male, 500 female headed-households) by 2018. The project also intends to assist in providing 1,000 households in Rumbek with access to markets.
Activities/Projects Implemented • Farming Project: participants took part in making compost, preparing nursery beds for different types of vegetables and preparing demonstration gardens for tomato, eggplants, carrot, lettuce, cabbage, garlic and onions. New maize, sunflower, watermelon, eggplant seeds were also planted. Cassava and bananas were planted along the fence and after ploughing, sorghum, millet and potatoes were planted in the field. In June, participants took part in planting an orchard (Lemon trees, Wild custard apple, Mango, Papaya, Cashewnut, Guava and Melat (local vegetable). Other crops planted during the year include 10 Comfrey plants for feeding chickens. Most participants are women and children. • Equipment: 2 oxen and ox plough were purchased to assist in tilling the land. 2 greenhouses were also set up and the soil prepared for the greenhouses. Furthermore, 4 beehives and beekeeping equipment were purchased. A large chicken house was constructed in December.
• Workshop: 44 participants (40 female, 4 male) took part in a training workshop on Animal husbandry. Other workshops held were on Vegetable & Fruit Cultivation and Poultry and Egg Production, each with 46 beneficiaries (40 female, 6 male) in attendance. • Health: the program partnered with Rumbek Diagnostic Clinic to provide medical support to the participants. 80 beneficiaries, including expectant mothers, children under 5 years of age and widows and widowers, were provided with medical treatment for malaria, typhoid and diarrhoea.
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Challenges The main challenges include: • Insecurity: Due to civil clashes, majority of families moved from the outlying villages into Rumbek. As a result, very few crops were planted at the start of the rainy season leading to a severe shortage of staple foods such as maize, millet and sorghum. • Transport and Logistics: Rumbek was completely cut off from Juba by road due to severe flooding caused by exceptionally heavy seasonal rainfall for almost 4 months from mid-August to mid-
December. These floods made it impossible to transport materials and food by road leading to steep increases in the prices of food and materials. In addition, bringing any type of equipment or supplies from Uganda and Kenya to Rumbek presents a serious logistical problem as the road from Juba to Rumbek is unpaved and very little maintenance has been carried over recent years. As a result, trucks have to move very slowly, consuming a lot of fuel and experiencing damage due to numerous potholes and general extremely poor road conditions.
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Rumbek: St. Peter Claver Ecological Training Centre The Centre was instituted in 2008 with the aim of offering students basic computer, electricity and solar, and basic construction, water and sanitation training. In addition to the technical subjects, all students are trained in Mathematics, Physics, English and Computers. The training are divided into 2 semesters, each lasting 6 months, with 2 months break in between the semesters. The program mainly targets members of the local community offering them both theory and practical training. 18 students completed their course in May of 2015. More than 70 technicians have been trained over the five years of the project. In addition, the Centre, in collaboration with Archangelo Ali Association (a local NGO running a network of hospitals and health centers in
the region) is running a short training program for car mechanics. A Technical Advisor delivers on-the-job training for two local carmechanics.
Activities/Projects Implemented • Student Graduation: In May 2015, 18 students (12 from Solar and electricity, 6 from basic Construction, Water and Sanitation) • Equipment: solar powered computers were purchased allowing for energy saving. A total of 82 people (60 male, 22 women) benefited directly from the Centre’s program.
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Charting Progress Statistics of beneficiaries in AOR schools A total of 4,417 students were enrolled at our primary and secondary schools in the different countries of the Province. Approximately 660 students benefited from scholarship programs run by the respective schools. The pie chart indicates the number of male and female students, while the bar graph indicates the number of students enrolled in the schools between 2013 and 2014.
Number of students Enrolled in AOR schools in 2014 2,564 male and 1,853 female students were enrolled at our schools in 2014. Out of these, 413 sat for their Final Secondary School Examinations attaining the required entry marks for universities and colleges in East Africa.
42%
58% Male Female
Statistics of Beneficiaries in AOR schools 1400 1200 1000 800 600 400
Loyola Secondary School
Abay Mado Academy
St. Peter Claver High
St. Ignatius Primary
Gonzaga Primary
Loyola High School
2014
Ocer Campion
0
St. Aloysius Gonzaga
2013 Upendo
200
AREAS OF FOCUS
Social Justice and Communication Ministries Overview: “In this global world marked by such profound changes, we now want to deepen our understanding of the call to serve faith, promote justice, and dialogue with culture and other religions in the light of the apostolic mandate to establish right relationships with God, with one another, and with creation.�3 As Jesuits, we are called to serve, accompany, advocate and work with the vulnerable and those at the margins of Society. Through our Social Justice and Communications apostolates - Jesuit Hakimani Centre, Radio Kwizera, Pedro Paez Centre in Ethiopia and Jesuit Refugee Service- we respond to the needs of the Church by, amongst other activities, advocating for refugee rights and fostering interreligious dialogue. We continue to collaborate with the laity and other religious, governments and likeminded organizations to support those at the margins of Society. Our Social Justice and Communication Ministries are currently located in Kenya, Tanzania and Ethiopia, but are involved in all the 6 countries of our Province. 3 Compendium of the social Doctrine of the Church, 575, as quoted in the 35th General Congregation, Decree 3;
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Kenya: Jesuit Hakimani Centre Jesuit Hakimani Centre (JHC) is a research, formation and social action organization in Eastern Africa that works to promote the study and action on issues linking faith and justice in Kenya, Ethiopia, South Sudan, Tanzania and Uganda. Initiated in 2001 as a program of the Jesuits of Eastern Africa, the Centre is a visible expression of the social justice dimension of the Jesuit identity and mission. The Centre’s mission is to ensure that both men and women, structurally marginalized, have a voice in decision making process, effectively participate in their development, and ultimately live in a socially just society. Hakimani envisions a just society governed by informed conscience, with a preferential option for the poor and marginalized. Hakimani’s strategic niche derives from the justice motive of the Catholic Social Teaching and the Ignatian tradition, which aims to combat factors that combine to undermine human dignity; these include poverty, lack of education, lack of access to natural resources, bad governance, lack of economic opportunities and HIV/AIDS. The strategic position of JHC in the Church enables it to have direct and indirect influence to the governance agenda by providing support to the “House of Bishops,” the local church and other partner organizations.
Activities/Projects Implemented • Economic Empowerment: the project dubbed “Think Positive Alternatives, Exist: Innovation Challenge” mobilized a variety of ideas from across the country that will be nurtured, exhibited and outstanding ones piloted. The project, initiated in 2013, also
carried out a study “Youth, Innovation and Creativity Research (January 2014)4: The results of a “Youth, Development and Creativity research.” The project is currently in its second phase with a reach of 300 youths between 22 and 30 years of age.
In Tanzania, JHC in collaboration with Radio Kwizera, a Jesuit radio, implemented an economic empowerment project for small scale traders and farmers. On its part, JHC undertook a study on the trends and impact of Tanzania’s transitioning from Ujamaa to liberal economy on Self-help Groups, Markets and Household Subsistence. The study, dubbed ‘The impact of Tanzania’s transition from Ujamaa to open market economy on small scale traders and farmers, was conducted in May 2014.5 Two regional forums to deliberate the outcome of the study were later on carried out by JHC.
• Open Data Research: an in depth research was carried out to examine Kenya’s Open Data Government Initiative. The project, titled “Investigating the Impact of Kenya’s Open Data Initiative on Marginalized Communities: Case Study of Urban Slums and Rural Settlements” examined the extent the initiative had in reaching people in urban slums and rural settlements. It focused on how far the open data initiative has increased public access to information on key social policies and services. The project is part of a wider study by the Open Data Research Network and The Web Foundation global project exploring the emerging impacts of open data in the global South. 3 Visit www.jesuithakimani.net for the report 4 Visit www.jesuithakimani.net for the report
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• Farming & Food Security Research: JHC undertook a two nation research project dubbed “A Pro-Small –scale Farmer Advocacy Campaign: “Fill My Basic Needs Basket.” The two year project undertakes to study the changing land use in Kenya and Uganda, as well as climate change and how it affects small-scale farmers and food security. The results are to inform policy and how to arrest drivers of conflicts in the region. • Peace Building and Community Reconciliation: this was implemented under the Mpeketoni Emergency Relief Project. Firstly, the aim was to provide emergency relief and support to the affected families. Secondly, it was the beginning of a series of inter-religious conversations, reconciliation forums, peace building and healing sessions, and community trauma with the displaced alongside the local leadership. This was a pilot three to four month activity in collaboration with Caritas Malindi and
Catholic Justice and Peace Commission (CJPC). Beneficiaries were provided with relief food, scholastic materials while women and children provided with safety nets. Consultative meetings with the displaced have been held, and solidarity groups/initiatives set up strategies for future engagement and monitoring. 140 community members benefited from the project. • On-going grassroots projects: these include formation of solidarity groups among marginalized communities in semi-arid areas of Kenya; formation of social action grassroots groups. These projects seek to conduct civic education workshops, trainings on the Constitution and conduct participatory learning exercises within counties that Hakimani operates. The aim is to harness opportunities resulting from these group conversations and encourage civically disposed citizens to actively participate in their social and political life.
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Tanzania: Dodoma: Jesuit Youth Center The Jesuits have always esteemed the ministry and service to the youth as one of the ever urgent and concrete transformative alternatives for the development of the future human society. In line with this, the Jesuits founded a Youth Centre in Dodoma, in 1978, as one of the means of contributing to the integral formation of the youth. Located half a kilometer from the Blessed Maria Theresa Ledochowska Parish, the Centre is non-religious affiliated and non-profit making and caters for the different needs of the youth within Dodoma municipality. Currently, the center serves both as an educational and recreational venue reaching out to more than 3,000 youths in the municipality. The objective of the Youth Center is to bring together the youth from the neighborhood and help them create and foster a mutual relationship, discover and develop their natural talents, develop their intellectual capacities, help them inculcate and foster the value of peace amongst themselves and help them face daily challenges with conscientious and maturity.
Activities/Projects Implemented The Centre has an educational section that has the following facilities and activities: • An open library with reading rooms • English Language Program for students from neighboring Primary & Secondary schools. The ongoing program runs from September through December and intends to improve the language and skills of students preparing to join English medium schools
• A Computer learning class that offers general knowledge in computer applications • A tailoring school offering sewing skills to young men and women (mostly school drop-outs) • Ongoing First-aid seminars and trainings facilitated by Red Cross Tanzania. The trainings are mainly three month short courses with 30 to 45 beneficiaries per intake. • A Scouts group that has 25 to 35 beneficiaries mostly boys • Catholic Charismatic Renewal Groups from both the parish and the diocese The Recreational section has the following facilities and programs: • Outdoor games that include football, basketball, beach volleyball and netball. Participants in these games form teams which took part in regional competitions. The basketball and netball teams emerged winners at the Regional competitions in 2014. The Centre is currently looking to have indoor games equipment to cater for more youth. • A hall that allows for seminars, weddings and send-off parties, graduations, baptismal & confirmation parties, etc. • Martial arts youth group that carries out its practice sessions in the hall
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Ngara: Radio Kwizera Radio Kwizera is a Jesuit non-commercial regional radio founded in 1995 as an initiative of the Jesuit Refugee Service (JRS), the United Nations High Commission for Refugees (UNHCR) and the Catholic Diocese of Rulenge-Ngara (formally Rulenge).
mainly broadcasts its programs to the local population (approximately 6 million) in Kagera, Kigoma and Geita regions of the North-Western Tanzania and the Eastern part of Rwanda, Burundi and DRC along Lake Tanganyika.
The Radio station was established to accompany the refugees in the locality by providing a bridge between them and the local communities, government of Tanzania and agencies working with them. The station
In addition to broadcasting news programs for the local communities, it provides a podium for the refugees to be informed and educated as they voice their concerns on important issues. The radio station
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endeavors to continue ‘sowing the seeds of hope’ among refugees and the local population in general by building a culture of peace and tolerance. It also seeks to restore hope and socio-economic prosperity in North-Western Tanzania and its environs that recurrently host refugees from the Great Lakes Region of Africa. Through peace, reconciliation, education, and development programs, Radio Kwizera empowers its audience with the values, knowledge, and skills they need to lead a peaceful and prosperous life. The station supports and helps to build community based organizations engaged in education, Income Generating Activities (IGA), health and sanitation, and Agriculture and environmental conservation through campaigns, contests and other social services. Overall, Radio Kwizera accompanies, empowers, educates, serves and advocates for the right of refugees, the marginalized and the vulnerable in the spirit of justice for all.
Activities/Projects Implemented The following are short-term projects undertaken in 2014: • Kazi Ni Kazi: this was a joint project with the Jesuit Hakimani Centre (JHC) that focused on ways to improve the economic conditions of small scale traders and farmers. The information was disseminated through the radio while JHC conducted the research. Two regional forums were held in Ngara and Dodoma, Tanzania, to share the research findings. The public is now more aware of the opportunities, skills and legal ways of doing local business within the borders of the East African countries including Eastern Part of the Democratic Republic of Congo. • HIV & AIDS Awareness: this mainly involves addressing, informing and educating the public on HIV/AIDS related issues, through the radio. The Public is increasingly aware and take part in voluntary
health checking, self-acceptance and care for the infected and the affected. • Service to Refugees: this program is implemented in collaboration with UNHCR to inform and educate the remaining Congolese refugees in Kigoma, Tanzania on refugee related issues and concerns. Refugees are gradually becoming more informed on their rights, obligations and all the activities taking place within the camps. They are also able to address issues and concerns through the radio to the governments, UN, NGOs and to the general public. • Health Desk: this was a one year program that sought to address health concerns such as inaccessibility of medicines in the regions of Kagera and Kigoma in North-West Tanzania. There is however an improvement in the drug supply and services in the health centers. There is also increasing accountability of the health officials in the region.
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Ethiopia: Pedro Paez Center Pedro Paez Centre was initiated in 2012 to facilitate collaboration with other institutions that work for peace, justice and social development, through research, pilot projects, networking and training. Given the unique and sensitive social and political situation in Ethiopia, Pedro Paez Center opted to start small and in close collaboration with established organizations. The Center started by collaborating with the Addis Ababa Archdiocesan Catholic Justice and Peace Desk on a program dubbed ‘Building a Culture of Peace and Non-violence.’ The main objective of the Centre is to promote a philosophical and theological reflection, study, research, policy, and strategic approach to leadership, peace and social development. The Centre also provides academic resources for researchers, University students, policy makers, NGOs and other interested individuals.
Activities/Projects Implemented: • JPEB Newsletter: the 4th issue of the Justice, Peace and Environment Bulletin (JPEB) was published in September 2014. • Advocacy: the distribution of the Justice, Peace and Environment Bulletin to different target groups (schools, parishes, religious communities and international organizations) allowed for more awareness creation on Justice, Peace and Environment issues. The Jesuit Refugee Service has developed interest in training refugees on matters of Peace and Justice though the bulletin. • Workshop: a Peace Building Movement Workshop was held in October, 2014.
I believe in peace and so should you As a result of the Justice, Peace and Environment Bulletin that is distributed in Secondary Schools, some students have picked interest in writing articles for the bulletin. Such is the story of Maereg Medhin, who is in 11th Grade at Nazareth School in Addis Ababa. In the September 2014 Issue she wrote an article ‘Emancipate Yourself’ which is filled with compelling quotes that demonstrate a deep passion for peace. Such quotes include: “Peace comes from within. Do not seek it without;” “But I am only writing what I think as honestly as I can. I believe in peace and so should you.” Hers is a story of a student peace advocate. For a young school girl to be so passionate about peace and to put her thoughts on paper for others is the best advocacy tool.
AREAS OF FOCUS
Parish Ministries
Overview: Approximately 2,000 parishes throughout the world are run by Jesuits. In Eastern Africa, we run 3 parishes; 1 in Kenya and 3 in Tanzania. The parish ministry is an integral part of our mission as it allows us to serve God and to be in solidarity with the people whom we serve. Our parishes are based on Ignatian Spirituality and provide catechism and formation programs for both individuals and families. We are also involved in various community outreach programs.
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Kenya: St. Joseph the Worker Parish, Kangemi, Nairobi Established in 1985, St. Joseph the Worker Parish is located in Kangemi, which is one of the slums in Nairobi City. Currently, the Parish has approximately 4,000 parishioners with 28 active Small Christian Communities. It also has an outstation, Christ the King Church, which is currently under construction. The Parish works to support the spiritual and social needs of the local community.
Programs under the Parish • Upendo Intensive Vulnerable Care & Support Program
• St. Joseph Nursery and Primary School • St. Joseph Technical Secondary School • St. Joseph the Worker Dispensary • St. Joseph the Worker Dolly craft Women and Sewing Projects • Uzima - Home Based Care for People Living With HIV/AIDS (PLWHAs)
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Tanzania: Dodoma: Blessed Maria Theresa Ledochowska (Airport Parish) The Jesuits of Eastern African Province have been working in Dodoma since 1976 when they established the Blessed Maria-Theresa Ledochowska Parish popularly known as ‘Airport Parish,’ due to its proximity to the Dodoma Airport. In Kiswahili it is popularly known as “Parokia ya Kiwanja Cha Ndege.” Dodoma, the political capital of Tanzania, has a population of approximately 700,000 people. The parish serves about 9,000 Catholics, 40% of whom are the youth. It has a sub-parish, St. Ignatius Sub Parish (in Miyuji South), with more than 1,700 Catholics. Currently, the parish is served with 3 Jesuit priests (two of whom are full time working in the Parish, and one involved in the University apostolate and vocation promotions). The parish takes credit as the mother to other Jesuit Apostolates in Dodoma, namely the Jesuit Youth Centre, St. Ignatius Prep and Primary School and St. Peter Claver High School.
The main objective of the Parish is to tend to the socio-spiritual needs of the people such as the celebration of the Eucharist and other sacramental needs for parishioners. The Parish strives to form people into good, moral and responsible Christians and members of the society. Other goals include promotion of civic education, fighting for justice and peace (human rights) and advocating for education for marginalized children.
Activities/Projects Implemented The following outline the main activities/projects implemented in 2014: • Rehabilitation: Parishioners actively contributed and were engaged in the laying of pavement around the parish compound. This has reduced mud during the rainy season and improved the parking area. New benches were also added in the main church and currently, fencing of the church compound is ongoing. • Seminars: to empower the local people, seminars on social issues and matters of faith and justice were held. • Education for the marginalized: The parish continued to support nursery education for poor children in Chang’ombe and Miyuji South • Construction of the rectory: Roofing and plastering, and setting the floor of the rectory was done at the sub-parish. Construction is entering the final phase; which will include laying tiles, painting, fitting doors and windows, putting the ceiling, electrification and waste water disposal system. The Parish is now looking into constructing its own rectory.
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Mwanza: St. Francis Xavier (SFX) Parish St. Francis Xavier Parish was established more than 50 years ago with the intention of responding to the needs of the people of God in Mwanza, primarily through preaching the gospel. The parish currently has 3,000 parishioners with 28 Small Christian Communities. It also has an outstation, Nyashana, a few kilometers from the Parish. Nyashana outstation runs an education Centre that includes a nursery, tailoring, cookery and computer classes. Conversations are ongoing over the initiation of a primary school in the same area. Some of the activities that took place in 2014 include: • Pastoral visit: The Archbishop, Jude Thaddaeus Ruwa’ichi, O.F.M. Cap. visited the Parish in early October 2014, during which he confirmed 104 parishioners. • Parish activities: The parish received 85 new members in the Church, while 206 received First Holy Communion. The parish oversaw the officiating of 41 weddings. • Youth Program: Every third Sunday of the month, the youth have their own mass. They also have days of recollection and take part in sporting activities. In addition, they visit the sick in different hospitals and also teach catechism. All these programs are overseen by the Parish priest.
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Mwanza: Nyashana/Lubango Centre As an initiative of St. Francis Xavier Parish (SFX), Lubango Centre was established in 2008 with the aim of providing a meeting venue for the youth, a place to learn and a women empowerment program through education. The Centre runs a nursery school, a library and Home craft training on tailoring, cookery and craft jewelry making, as well as computer lessons. The main beneficiaries of the Centre’s programs are disadvantaged youth and women from the local community. The vision of the Centre is guided by the Society of Jesus’ Dictum, ‘the preferential option for the poor.’
Activities/Programs Implemented • Kindergarten: a total of 74 children (44 girls, 30 boys) attended classes in 2014; out of which, 37 (21 girls, 16 boys) graduated. The children attend different primary schools after completing kindergarten. The parish is however having discussions over the possibility of initiating a primary school in the same area. • Home Craft Training: a restaurant for the community women (Wawata) was initiated by the Centre as an income generating activity. A Life Skills Program was also initiated for the Home Craft students. 13 beneficiaries graduated in 2014 • Other Activities: an internet café and secretarial services were introduced as new classes for the beneficiaries.
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Dar es Salaam: St. John the Baptist, Luhanga Parish The parish, founded in 2000 by Polycarp Cardinal Pengo, has approximately 7,500 faithful in 65 Small Christian Communities. As a social outreach program, the parish runs a kindergarten, primary school (Memkwa Tumaini) and a Secondary School.
Activities/Projects Implemented • Parish activities: 535 children were baptized in 2014, a slight increase from the 507 children baptized in 2013. The number of first communions received also increased from 221, in 2013, to 399, in 2014. A bigger increase in the number of confirmations was realized from 161 in 2013, to 361 in 2014. 70 weddings were also carried out in 2014. • Kindergarten: currently 77 children from the surrounding area are enrolled at the school. The kindergarten has 4 teachers that teach
3 groups of pupils. The pupils pay a monthly tuition fee of Tshs10, 000, which most families can afford. • Primary School: a total of 40 students (22girls, 18 boys) were enrolled at the school, which has 3 teachers (2 male, 1 female). Students pay Tshs35, 000 per month. • Secondary School: 83 students (35 girls, 48 boys) sat for the National examinations in 2014. 80% passed; for the first time, one of the students (a boy) attained Division 2, while 4 (boys) attained Division 3. 48 of the candidates attained pass grade. • Sponsorship: Many of the students are orphans and or from poor background. Therefore, the parish tries to support whenever possible. In 2014, 20 students (11 girls, 9boys) at the primary school received sponsorship courtesy of well-wishers and a partner parish in Germany.
AREAS OF FOCUS
Retreats & Spiritual Renewal Overview: Jesuit retreat centers are founded on the Spiritual Exercises of St. Ignatius of Loyola. “The Exercises are, in the last analysis, a method in the pedagogy of love - the pedagogy, that is, of the most pure charity toward God and toward one’s neighbor...”6 Our retreat centers, in Kenya and Ethiopia, also offer training programs on retreat direction and spiritual renewal to both lay and other religious congregations. 5 Pedro Arrupe: Essential Writings, Kevin Burke, Maryknoll, NY: Orbis Books 2004, p. 136-137
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Kenya: Mwangaza Jesuit Spiritual Centre Mwangaza Jesuit Spiritual Centre was founded in 1979 as a house of prayer. The Centre mainly specializes in guided retreat programs and formation courses based on Ignatian Spirituality. The Centre puts a strong emphasis on the integral human formation and empowerment of church personnel especially laity. To this end, Mwangaza has increased the number of full-time qualified Jesuit staff and engaged in the formation of associate staff members who assist the Centre in guiding retreats and formation programs. Furthermore, the Centre liaises with ZAIDI Centre and the Christian Life Community; these two organizations share Ignatian Spirituality
as well as the Jesuit mission in Africa, and are mainly concerned with the empowerment of the laity in the Catholic Church and civil society. The Centre’s mission is to help people discover the living God present and active in their daily lives. Set in a serene location, the Centre offers one-on-one accompaniment and guide people in prayer. Programs aim at facilitating a direct encounter with Jesus, in the Scriptures, who calls each one to share in His mission of love, justice and reconciliation in the African context. Due to limited space, the Centre is only able to accommodate a limited number of retreatants at a time, i.e. maximum of 53 retreatants at once. It is however looking for support to expand the facilities.
Activities/Projects Implemented • Certificate Program: The Centre created a close working partnership with Hekima University College and its Institute for Peace Studies and International Relations, so as to offer joint Certificate Programs for courses on Spiritual Guides and Ignatian Retreat Guides. The first students started in 2014. • Retreats: the Centre had 25 eight-day guided retreats, 6 eight-day thematic retreats and 1 six-day preached retreat in Italian. It also offered one week-end thematic retreat, two 30-day personally guided retreats and hosted the AOR Tertianship program participants from January to July. A total of 1,144 participants took part in the retreat and formation programs.
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Objective To offer Ignatian retreats, formation programs and seminars, as well as weekend retreats.
Ethiopia: Debre Zeit: Galilee Centre Galilee Centre is located in the small town of Debre Zeit, which is about 45 kilometers from Addis Ababa. The Centre is on the edge of a beautiful crater lake facing a magnificent mountain. Its surroundings are inviting and very conducive to silence, study and reflection. Galilee’s location in the geographical Centre of the country and its vicinity to the capital makes it an easy meeting point for pastoral agents coming from different regions of the country. Established by the Society of Jesus in 1975, the Centre has been rendering its services to the Catholic Church and non-confessional groups in Ethiopia. It is run in collaboration with the Franciscan Missionaries of Our Lady Sisters, who are in charge of the daily administration. Galilee Centre is the only institution of its kind in Ethiopia. Although it is canonically dependent on the Archdiocese of Addis Ababa, the Centre is considered by the Bishops of Ethiopia as a Catholic national institution at the service of the whole Church in the country. Religious congregations and vicariates have yearly retreats for their religious and diocesan priests at the Centre, and other Christian Churches use the Centre for their prayer and seminars.
Activities/Projects Implemented In total, 1,641 persons came for different retreats and workshops at Galilee Centre, in 2014. The following are Programs organized by the Centre in the same year: • Spiritual Directors Course: Eleven weekend workshops for spiritual directors were implemented, including on¬going supervision for the new spiritual directors. Four participants finished the course in January 2014. • Formation for the Youth: 159 youths took part in 7 weekends of Christian formation for the Youth and University Students. The initiative, started in 2001, is well received by the youth and their parish priests as it gives them a taste of inner prayer and to enjoy the possibility of the gift of silence. • Weekend Retreats: 74 seminarians and Sisters studying Theology took part in 5 weekend retreats. The program, started in 2005, helps the seminarians to discover personal prayer and the benefits of being accompanied in prayer and later on, in spiritual direction. 14 other religious took part in a 1 weekend retreat based on the same model for the Seminarians and Sisters. 74 other religious, priests and novices took part in different retreats during the year. • Ignatian Spirituality Prayer Groups: 6 weekend retreats were held for the Christian Life Communities, Magis and Eucharistic Youth Movement and for Apostleship of prayer. • Thirty Day Ignatian Retreat: 4 religious took part in the 30 day Ignatian retreat. This, however, is only offered on demand. • Other programs: the Conference of Major Religious Superiors held an 8 day retreat and one workshop for formators. The yearly retreats for the priests of the Archdiocese of Addis Ababa were also held at the Centre. The Lutheran, Anglicans, Meseret Christos, the Kal Hiwot and the Mekane Yesus held several seminars and weekend retreats as well.
AREAS OF FOCUS
Financial Review Introduction: In line with the Province’s role of supporting its Apostolates, the Development Office works to ensure that this goal is met. In 2013, a total of EUR 1,514,506 was raised towards supporting projects under the different apostolates. This figure increased to EUR 1,880,639 in 2014. The report outlined below indicates grants received through the Jesuit Development Office. Grants sent directly to the projects are therefore not captured herein. Education remains a key priority for the Province and as a result, majority of the grants received are allocated to our education apostolates. These funds are used in construction of facilities such as classrooms, laboratories, libraries and dormitories. Grants are also allocated toward equipping such facilities with furniture, reading materials and laboratory equipment.
• Figure 1.1 shows the main sources of grants received between 2013 and 2014. As indicated in the bar graph, there was a great increase in grants (11.39% in 2013 to 37.41% in 2014) received from independent/ private sources. These grants are usually allocated to specific projects as requested by the benefactor. If not indicated, the grants are allocated to an Apostolate with the greatest need. • Funding from Jesuit Mission offices (11% of the total grants received) and Misean Cara (6%of the total grants received) reduced by more than 30% compared to 2013. However, the two sources remain to be the most consistent sources of funding to the mission in Eastern Africa province. One
of our recent partners, Biomin supported the Province for the first time in 2014. The comparable percentages for 2014 to 2013 have been illustrated in the chart below: Grant Distribution by Source 2014
2013
40.00% 35.00% 30.00%
Percentages
Funding Sources
25.00% 20.00% 15.00% 10.00% 5.00% 0.00%
Electric Entreculturas Aid
ERKO
Biomin
FACSI
Funding Sources
Fig. 1.1
Gifts
Independent
Jesuit Misean Cara Mission Offices
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Grant Distribution by Country • Figure 1.2 highlights how the grants were distributed among the countries of the Province. Note that the pie chart below does not include Sudan as the Province only operates there through the Jesuit Refugee Service. • Being the main administrative Centre for the Jesuits in Eastern Africa, Kenya received the highest allocation (37%) of the grants. These went toward the new St. Joseph Technical Secondary School in Kangemi, as well as formation, spiritual ministry, monitoring and evaluation of the projects and administration purposes.
received (a 20% decrease in grants received in 2013) were allocated for education related activities in each of the 5 countries of the Province. • Compared to 2013, Spirituality, peace & justice received a 1.07% and 5.84%, respectively, increase in funding in 2014. This is due to the expansion of spirituality, peace and justice activities in other AOR countries. Grant Distribution by Source 2%
• Uganda received 29% of the grants for education purposes, specifically for Ocer Campion Jesuit College in Gulu. In Tanzania, majority of the funds received (11%) were allocated for education purposes. Part of the funds were also allocated for pastoral work, peace and justice ministry, and Monitoring and Evaluation, and administrative purposes of the projects. • 21% of the total grants were allocated to South Sudan for education purposes, sustainable agriculture and pastoral work. Lastly, 2% of the total grants were allocated to Ethiopia for purposes of education and monitoring and evaluation and administrative functions.
29% 37% 11%
Kenya South Sudan
21%
Tanzania Uganda
Fig. 1.2 Chart Title 2.09%
Grant Distribution by Apostolate/ Mission • Figure 1.3 indicates how the grants were allocated with regard to the apostolates run by the Province. These include sectors in education, pastoral work, social justice, sustainable agriculture and spirituality. Part of the grants received are also allocated for monitoring and evaluation and administrative works and other similar projects. 52.35% of the total grants
Ethiopia
Education
10.63%
M&E and Administration
8.16% 9.03%
2.11%
9.69%
58.29%
Pastoral Spirituality Sustainable Agriculture Peace & Social Justice Other Missions
Fig. 1.3
GRATITUDE
Thank You We would like to thank you, our friend, partner, collaborator and benefactor for your generosity, prayers and ongoing support towards the realization of our mission in Eastern Africa. Your invaluable contribution has brought change to the lives of students, parents, parishioners and communities alike. If you are interested in supporting our ministries, kindly use the contact or donation form provided in this publication.
List of Partners & Collaborators N/B: Includes donations received directly to in-country projects, via the Development office and the AOR Province. List also includes material, financial and in-kind donations. Individuals
Organizations 1. African Jesuits Aids Network (AJAN) 2. Aid to the Church in Need 3. BBM 4. Biomin 5. Boston College 6. Caritas (Italiana & Austria) 7. Catholic Agency for Overseas Development(CAFOD) 8. Catholic Near East Welfare Association (CNEWA) 9. DKA Austria 10. Electric Aid 11. Entreculturas 12. ERKO 13. FACSI 14. Holy Trinity Parish, Washington DC 15. Hubeje
16. Jesuit Provinces : Wisconsin, Chicago – Detroit, Spain, North Belgian & Irish 17. Jesuit Mission Offices 18. Magis-Italia 19. Mensen Met een Missie- Netherlands 20. Misean Cara 21. MISSIO-Aachen 22. MISSIO-Munich 23. Slovakaid 24. Stem Van Afrika (SVA) 25. Tanzania Media Fund (TMF) 26. Trocaire 27. United Nations High Commission for Refugees (UNHCR) 28. United Stated Agency For International Development (USAID/ASHA) 29. Volunteer Missionary Movement (MMM)
1. 2. 3. 4. 5. 6. 7.
Aline O’Connor Chris Lowney Doherty family in Canada Independent & Private donors Local Parish community Mr. Patel Kirit Parents of students & partners of AOR schools
Donations in kind 1. Franz Xavier - Zurich 2. San Gallen Diocese Switzerland 3. Small Christian Communities 4. St. Laurentius Parish - Flawil 5. St. Joseph parish community
OUR publications
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Publications by AOR Jesuits The Church We Want: Foundations, Theology and Mission of the Church in Africa: Conversations on Ecclesiology, edited by Agbonkhianmeghe E. Orobator SJ (Nairobi: Paulines Publications Africa, 2015), 342 pages, ISBN: 9966-08-933-0. The output of research and scholarship on the theology of the church in Africa has not matched the mandate of the synod to “work out the theology of the Church-as-family with all the riches contained in this concept” (Ecclesia in Africa no. 63). This volume fills this gap by presenting incisive analyses, models, and portraits of the church in Africa from diverse historical, theological, ecumenical, cultural, and contemporary perspectives and contexts. African Land Rights Systems, by Aquiline Tarimo (Bamenda: Langaa Research and Publishing CIG, 2014), 163 pages, ISBN 978-9956-792-60-3. This book, from ethical, interdisciplinary, and African perspectives, unveils the root causes of the increasing land disputes. Its significance lies upon the effort of presenting a broad overview founded upon a critical analysis of the existing land-related disputes. It is a perspective that attempts to evaluate the renewed interest in evolving theories of land rights by raising questions that can help us to understand better differences underlying land ownership systems, conflict between customary and statutory land rights systems, and the politics of land reform. Other dimensions explored in the book include the market influence on landgrabbing and challenges accompanying trends of migration, resettlement, and integration. The methodology applied in the study provides a perspective that raises questions intended to identify areas of contention, dispute, and conflict. The study, which could also be categorized as a critical assessment of the African land rights systems, is intended to be a resource for scholars, activists, and organizations working to resolve land-related disputes.
Jesuits to the Frontiers: Reflections on Vocation and Mission, by multiple authors (Nairobi: Jesuits of Eastern Africa Province, 2013). 38 pages, with images in color. This is a collection of short reflections by twenty-three Jesuits on their personal vocations to the Society of Jesus, each between one paragraph and two pages long. Fr A. E. Orobator SJ, summarizes its content highlighting that; “the stories in this book narrate the journey that we have taken as individuals and as Jesuits of the Eastern Africa Province of the Society of Jesus to achieve the magis [an Ignatian term meaning more]. They highlight the challenges we have faced and how we continuously strive to overcome them...The book will speak particularly beautifully to those seeking to know the Jesuits more and those who might be considering to join their Society and mission, who may not have time for weightier and less personal academic tones. Jackson Otto Mosha, SJ: A life of Love, Hope and Faith, by Raymond Ngaiza and Fr. Gustave Lobunda, SJ, (Nairobi: Paulines Publications Africa, 2013), 294 pages, ISBN: 9966-08-704-4. “Jackson Otto Mosha, SJ: A life of love, hope and faith” is a biography of a courageous young Jesuit from Tanzania, who died after battling with cancer of the colon. Jackson had a strong conviction that the greatest miracle that everyone was capable of performing was love. Even though he lived a short life, he was full of hope – a fruitful manifestation of this belief. He believed that the most profound experience in his prayer life was that God is love and that God was calling him to love.
become a jesuit
In the Footsteps of Jesus Do you feel called to serve? Join the Jesuits. Jesuits Jesuits are sinners yet called by God to love and to serve. Jesuits are companions of Jesus who find God in all things. Jesuits are men for others laboring for the greater glory of God at the Frontiers. Stages of Becoming Jesuits To become a Jesuit priest or brother is a long and grace-filled journey of rigorous probation, formation, training and prayer leading to holistic growth, integrity and maturity for the greater Glory of God. Initial Encounter Becoming a Jesuit begins with initial encounters with Jesuits through our apostolic ministries, communities, writings and through people who have interacted and worked with Jesuits. 1. Jesuit Candidacy Program A well-designed program in which the Vocation Promoter accompanies candidates in their vocation discernment journey. The candidates glimpse the richness of Ignatian spirituality, Jesuit history, apostolic ministries and communities. It takes at least one year for a candidate to be ready to be considered for admission in the Jesuit novitiate. 2. Novitiate Probation and Training For two years novices are probed and inducted into learning and living our Ignatian way, do a 30-day retreat following the Spiritual Exercises of St. Ignatius, studying Jesuit Constitutions and history, and engaging in reflective apostolic experiments, sports and chores.
3. Philosophy and Special studies The vowed scholastics and brothers are missioned to appropriate studies in philosophy, humanities and special studies for a period of 2 to 4 years. This is to intellectually and spiritually prepare them to actively engage in Jesuit apostolic ministries. 4. Regency This is a period for young Jesuits to deepen their Jesuit religious vocation and to collaborate with the laity. They are missioned to different apostolates and communities where they put their human and spiritual gifts, talents and skills at the larger service of the Church. 5. Theological Formation At the completion of regency, the young Jesuits, now scholastics, proceed to Theological studies where they are prepared for ordination to priesthood. However, some scholastics are sent for special studies before they proceed to theology. Jesuit Brothers can also be sent to study theology. 6. Tertianship After a period of active life in apostolic ministries and advanced studies, Jesuits go through the final step. Tertianship is a period to deepen understanding of the spirit of the Society of Jesus,
Constitutions, Jesuit history and documents, do a 30-day retreat, and apostolic experiments. Afterwards Jesuits take the final vows to be fully incorporated into the apostolic, universal body of the Society of Jesus. Contact Addresses Are you a young man above 18 years? Have you attained university entry requirements Are you in university or in college? Do you feel called to become a Jesuit priest of brother? Contact a Vocations Director near you today: Kenya (+254) 726 210 035/ 734 707 040 jesuitvocations.ken@gmail.com S. Sudan (+211) 955 444 990 jesuitvocationsross@gmail.com Sudan (+249) 918 113 290 jossie2448@yahoo.com Uganda (+256) 793 128 395 jesuitvocationsug@gmail.com Tanzania (+255) 920 428 197/ 785 366 702 jesuitvocationstz@gmail.com Ethiopia (+251) 920 428 197 Jesuitvocationsethio@gmail.com
be part OF OUR MISSION
Support our work Please make a charitable donation to support our schools, Social Justice Projects or the formation and training of Jesuits. (Kindly cut out this form and mail it back to us)
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Please make Cheques payable to:
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Tanzania Account name: Jesuit Development Office Account Number: 0104032003 Bank Name: Commercial Bank of Africa (CBA) Bank Branch: Samora Branch, Dar-es Salaam
I would like to support: (Please tick preferred box)
Uganda Account Name: Jesuit Development Office Account Account Number: 3010610080 Bank Name: Centenary Bank Bank Branch: Corporate Kenya & Other Countries Account name: Jesuit Development Office Account Number: 6517490068 Bank Name: Commercial Bank of Africa (CBA) Bank Branch: Upper Hill Branch, Nairobi SWIFT: CBAFKENX
Education
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Using your phone: You can send your gift through M-pesa to the following numbers: Kenya: +254 713 387 252 Tanzania: (+255)787824816/765914276 On-line donations: For online donations, please visit www.easternafricajesuits.org Thank you for your generous contribution!
Kenya: Jesuit Development Office, Loyola House P.O. Box 21399, 00505, Ngong’ Road, Nairobi Telephone: (+254 20) 387 0436 Info.aor@gmail.com www.easternafricajesuits.org
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contacts
Kenya: Jesuit Development Office Loyola House P.O. Box 21399, 00505, Ngong’ Road, Nairobi (+254 20) 387 0436 Info.aor@gmail.com www.easternafricajesuits.org
Uganda: Jesuit Development Office Xavier House P.O. Box 7310, Kampala, Uganda (+256) 414 510 340 Info.aor@gmail.com www.easternafricajesuits.org
Tanzania: Jesuit Development Office P.O. Box 1140, Dar-es Salaam (+255)787824816/765914276 Info.aor@gmail.com www.easternafricajesuits.org
Ethiopia: Jesuit Development Office P.O. Box 30105, Addis Ababa, Ethiopia (+251)11 123 6650 Info.aor@gmail.com www.easternafricajesuits.org
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