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The education system in Uganda is understandably much different than what we have in the United States. It is based off of the British system of education, as Uganda was a British colony until its independence in 1962. The national language of Uganda, and the language of education, is English. However, many people also use their own tribal language, either in the Bantu, Nilotic, or Central Sudanic language family. Swahili was also approved as the second national language, but it’s more often used in the north, as well as with the military.
The first schooling that children are enrolled in is “baby class,” which is essentially nursery school. Children attend from ages three to six.
After completion of baby class, students enroll in primary school around age five or six. They are in primary school for seven years (Primary 1—Primary 7). At the end of the seven years, the students take their first national exam, the Primary Leaving Examinations, or PLE.
After P1-P7, the student moves on to secondary school, which lasts for six years. The first four years, S1-S4, are known as the “O-level.” At the end of S-4, students sit for the Uganda Certificate of Education, the second national exam.
If students pass their O-levels, they may go on to S-5 and S-6 and sit for the Uganda Advanced Certificate of Education, or A-levels.
Students who pass their A-levels may choose to attend university or other institutions which award certificates and diplomas. Many wealthier parents choose to send their children overseas for college. Popular universities in Uganda include Makerere University, Mbarara University of Science & Technology, Uganda Christian University, Kampala International University, and Kyambogo University.
In primary and secondary schools, students can either go to day school or boarding school. Most of the students sponsored by Project Have Hope attend boarding school, which they generally prefer to day school as it gives them their own space to concentrate on their studies, distraction-free.
In addition, when a child lives at school, they are not left with the struggle of commuting, which is often an obstacle for many students across Uganda. One of our students, Oketa Jacob says “I think it is better to go to boarding school than day school because of weather changes, road accidents, [etc.]. [It is easier to concentrate] at school rather than home, where power sometimes goes off and reading can be a problem.” Another student, Obiya Solomon, says that he likes boarding school because there is more discipline there than at home, so he can become a better student.
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"I think big!" gushes Eric. "I want to be the best designer ever!"
His goals aren’t limited to fashioning clothes, but to every aspect of design. With unbridled ambition, a strong work ethic and passion, this 22 year old is unstoppable.
Thanks to Project Have Hope's scholastic sponsorship program, Eric had the opportunity to pursue a course in fashion and design, and is currently employed by a company that manufactures clothes for government contracts.
Eric’s passion for design was ignited when he was 17 years old. His uniform was too big and ill-fitting. He was determined to fix it. “ ‘Let me try,’ ” he recalls saying to himself as he sat behind a sewing machine for the first time to adjust his uniform. “From that day, I loved tailoring.
Pursuing a course in tailoring would have been an impossibility without the financial support of Project Have Hope. Susan has gained both a skill and a confidence that helps her to navigate the future and the challenges that persist.
Much of Susan’s youth was spent rising before the sun and going to bed long after the moon had risen. Her day would start at 4am, when she would rise to head to the fields to work. She’d return home as the sun was setting and begin the time-consuming task of preparing a meal. Day after day.
At 19, a young mother herself, Susan moved to the Acholi Quarter. There, she labored in the stone quarry, often with her infant baby on her back.
When Project Have Hope began, it was a welcome relief to Susan. She could work from home with her daughter seated nearby and roll paper into beads. “It was simple work, easy work,” Susan carefreely recalls. Not only was the work easy, but she’d earn twice what she earned in the quarry. “It was a very great change for me.”
Susan later enrolled in a tailoring course through Project Have Hope’s support. From the beginning, she was thrilled with the opportunity tailoring presented. “You can expect money any day, any time,” Susan beams. “If I return to the village, I can bring my tailoring machine and work from there and earn a living. I can work anywhere.”
