Re-enrollment of girls and young women

The majority of the girls in northern Uganda are living in extreme poverty.7 out of every 10 enrolled girls in primary one do not complete primary education. Education is a powerful driver of development and one of the strongest instruments for reducing poverty, raising incomes, promoting economic growth and shared prosperity , and for improving health, gender equality, peace and stability. Approximately 35% of girls drop out of school because of early marriage and 23% drop out due to pregnancy, (49%) are married by the age of 18. RWYC plans to provide the necessary support to enable the girls and young women get  requirements for the job markets. The support is vital for young women to receive training which is the first tool needed to create impactful and scalable solutions for their needs  and  increase women's local labour force participation and advancement in work place.

According to the ministry of education out of twelve  million pupils  enrolled in primary one, over 9 million dropout before primary five (P5).  Over 15% of married women aged 20–49 are married by the age of 15 and nearly half (49%) are married by the age of 18.Teenage pregnancy rates are high - 24% is the national average but in some regions, 34% of teenage girls from the poorest households . Data collected from 20 schools suggest that the main barrier to a girl’s education is poverty. Due to limited finances, struggling parents see their daughters as a vital source of income. Instead of studying books, their girls are brewing and selling beer, traipsing to town to sell charcoal, working in restaurants, weeding or rearing animals. In short, families simply cannot afford to send their girls to school when an extra pair of hands can bring in some money. Girls are also forced to marry young in exchange for a decent ‘bride price’. Teenagers are often sold into marriage in exchange for cattle. In addition, some are orphans as result of war or HIV/AIDS, hence they are poor and can easily be influenced by sugar daddy and other wrong people. 

 Providing women with quality education, support to secure and thrive in well-paying jobs in their economies.

 A strong focus on accelerating girls' learning outcomes so that marginalized girls who have been left behind can catch up and acquire relevant knowledge, skills and attitudes needed for life  and work, through re-enrollment in primary, secondary, vocational and life skills.

A systematic approach to addressing the causes and impact of school dropout and non-enrollment during adolescence, including tackling community attitudes and harmful social and gender norms such as child marriages, early pregnancy, sugar daddy relationship, forced domestic work or violence and other material needs that make them dropout, like lack of sanitary pads and more.

A deepening of engagement and partnership with the private sector, local government, civil society and more to sustain and scale up cost effective girls and young women's education that goes beyond the lifetime of the programme. In addition, this project will support a wide range of interventions which are locally appropriate innovative solutions to the persistent needs of out of school girls, for example; catch-up clubs, mentoring and life-skills and other training programmes, as well as technology-based solutions that may improve learning and lead to better employment options.

We target school dropout girls and women 10-19 who have never attended  or drop out of school without gaining a basic education and highly marginalised-girls ,faced by barriers  depriving them of the opportunity to attend school, or obliging them to leave school prematurely, or requiring them to attempt to combine school attendance with excessively long and heavy work. The majority of the target beneficiaries need activities and service which support children with more complex access and learning needs that involve individualized support or significant adaptation of mainstream educational provision. Objective:

to increase inclusion of girls in school and education

to improve girls literacy, numeracy and other skills relevant for life and work.

to reduce gap in labour force opportunity by re-enrollment of girls in primary, secondary, vocational and life skills.

to increase safety and participation of girls in education by implementing child protection and safety guidelines, an enabling female-friendly environments.

to offer access to education for girls through financial and materials support.

to support education and training through contributing to economic empowerment of girls and women.

to empower adolescence girls and young women and tackle harmful social and gender norms that contribute to girls being out of school.

RWYC has been empowering the out of school girls and young women to enroll in vocational training, life skill courses such as business management, social enterprises, entrepreneurship and agribusiness getting support from their family, community and school. At least 500 youth and 200 young women have benefited from the programme, and we are now looking forward to reaching tens of thousands more in the next 10 years, with the plan to re-enroll them in education and training to enable them to participate in decision making relating to their family, community and society, working in phases of three years.

This project targets and responds to the needs of girls who are educationally marginalised, face multiple layers of marginalization and have not yet benefited from any educational interventions. Educational marginalisation are where certain individuals and groups are systematically disadvantaged from accessing education learning, as a result of contextual factors where an individual lives and the physical factors that might determine their physical access to school and learning like being in remote areas, economic factors where an individual's access to economic and material resources and make time for school and learning like parental unemployment, and social factors, how society perceives and responds to an individual's socioeconomic status for example negative attitudes towards girls' education and practices such as early marriages, including life cycle and intergenerational factors, for example adolescents face a unique set of barriers related to reproductive health and social norms around early and forced marriage. The intervention would focus on preventing and addressing dropout, improving attendance and promoting transition of girls by reducing conservative gender norms that encourage girls to dropout after primary to marry, and high rates of poverty that force girls to work, as well as on re-engaging girls who have dropped out or who have never been to school. The barriers could be as above including not having facilities that address special needs, like disability or being a young mother in need of child care and more. 

We are using the internet or online technology for remote learning during covid-19 lock down which do not make in- person possible and to make access to more educational information.

surfing for e-library and more educational and learning materials

enroll girls and women in education

Inputs- for example, solve challenge funding

Outputs- get permission. launch of project. sensitization. implementation.

Intermediate outcomes- all girls attend school, vocational and life skills courses. Boys, men, families and communities increase their support and aspiration for all girls. Teachers, trainers and educators support girls' learning and progression. Active partnership with local government, key stakeholders on good practices.

Outcomes- all girls age 10-19 gain literacy, numeracy, vocational and life skills.

new evidence established on what works to educate the most margiliased girls and support their transition into adulthood.

education policies actively include all girls and systems are able to meet their needs. 

Impact- all girls re-enroll in education. all girls gain employment.all girls improve their quality of life. all girls experience improved life chances and reduced intergenerational poverty and increased opportunities for girls and women.

At least 500 youth and 200 young women have benefited from the vocational and life skills programme, and we are now looking forward to reaching tens of thousands more in the next 10 years, with the plan to enable them to participate in decision making relating to their family, community and society, working in phases of three years, in cohort of 110 .

Girls to gain basic education for jobs the job market.

The focus on educating girls ' project is based on the need to overcome the widespread marginailsation, discrimination and inequality which is experienced by girls. This impacts on girls' enjoyment of their rights, their well-being and their life chances. The goal of broader and transformative change is RWYC's core values. The contribution of education project to improving the lives of girls in not limited in itself, as girls are firmly located within a social context, and are part of the peer groups, families, communities. Therefore, this intervention would reflect a gendered approach in the project design, articulating this approach as our theory of change.

The main barrier is poverty, as all the target girls hail from poor families.Teenage pregnancy rates are high - 24% is the national average but in some regions, 34% of teenage girls from the poorest households are pregnant compared to 16% of teenagers from wealthier households. Poverty is a key barrier to schooling; Data collected from 20 schools suggest that the main barrier to a girl’s education is poverty. Due to limited finances, struggling parents see their daughters as a vital source of income.

The project targets girls and young women between 10 and 19 in Otuke district who are:

out of school-girls and women who have never attended  or drop out of school without gaining a basic education and highly marginalised-girls who have been out of school for a number of reasons, such as:

they have been affected by conflict

they are disabled or affected by long-term illness

they are married, or pregnant, young mothers

they have significant responsibilities at home, for example child headed family, have a high domestic chore burden or are carers to sick parents of siblings.

they are engaged in child labour, depriving them of the opportunity to attend school, or obliging them to leave school prematurely, or requiring them to attempt to combine school attendance with excessively long and heavy work. The majority of the target beneficiaries need activities and service which support children with more complex access and learning needs that involve individualized support or significant adaptation of mainstream educational provision.

In order to ensure that the beneficiary girls and others continue to enjoy the benefits of the interventions, to the end of a cycle of education or training and as they transition beyond the project, the sensitization programme would aim to ensure that families, communities, and schools are able to continue providing this kind of support to new generations of girls and boys to enter and progress through school, gaining a good quality education. These could be by changing attitudes and behaviour in the community and family to ensure sustained support for girls overtime, including helping families to increase their incomes, and use this to support their daughters to go to school; strengthening capacity to implement policy, systems and intervention which address the barriers faced by girls and enable girls to attend regularly and learn, changing attitudes and behaviour of school stakeholders, teachers and head teachers, as well as influencing government policy and education systems, such as inclusion and commitments to finance particular interventions, to ensure girls' needs are better met within national and local plans

We are a team of three experts and four support staff

RWYC has been empowering the out of school girls and young women to enroll in vocational training, life skill courses such as business management, social enterprises, entrepreneurship and agribusiness getting support from their family, community and school. 

We been lobbing for funds on openIDEO platform for over 4 years

RWYC  is a registered NGO with registration number LDLG/2016/091. RWYC is helping poor community , including women  and youth to improve their lives by providing support both financially and through training in business management, social enterprises, entrepreneurship and agribusiness, including supporting   formal education, vocational and life skills. We serve over 500 vulnerable children and 200 poor women in Lira district and looking forward to reach over 10,000 more vulnerable children in the next 10 years, especially out of school girls living in extreme poverty. The support  is vital for the community, without this support the girls would not have basic education to get employment nor the community be able to carry out their livelihood projects, or even send their children to receive any education, and without supporting the livelihood projects and child education, the community would not be able to transform their social economic status, get jobs and provide for their families.

Inputs- for example, solve 2020 Global challenges funding

Outputs- get permission from government. launch of project. sensitization. implementation by recruiting beneficiaries and providing scholastic materials and sanitary pads .Monitoring and evaluation. Reporting

 Because to overcome Poverty as a key barrier to schooling; Data collected from 20 schools suggest that the main barrier to a girl’s education is poverty. Due to limited finances, struggling parents see their daughters as a vital source of income.

Instead of studying books, their girls are brewing and selling beer, traipsing to town to sell charcoal, working in restaurants, weeding or rearing animals. In short, families simply cannot afford to send their girls to school when an extra pair of hands can bring in some money.

Girls are also forced to marry young in exchange for a decent ‘bride price’. Teenagers are often sold into marriage in exchange for cattle. In addition, some are orphans as result of war or HIV/AIDS, hence they are poor and can easily be influenced by sugar daddy .

to increase inclusion of girls in school and education

to improve girls literacy, numeracy and other skills relevant for life and work.

to reduce the gap in labour force opportunity by re-enrollment of girls in primary, secondary, vocational and life skills.

to increase safety and participation of girls in education by implementing child protection and safety guidelines, and  an enabling female-friendly environments.

to offer access to education for girls through financial and materials support.

to encourage education and training that aim at reducing impoverishment and marginalization of girls and women.

to empower adolescence girls and young women and tackle harmful social and gender norms that contribute to girls being out of school

We need collaborative networking, and mentoring to help us get the right ideas, guidelines to carry out girls' and women's education project and the means to get funding support or finances to support education of the poor girls who cannot afford to stay in school and learn so to enable them gain basic education and skills for the job market.

Girls'education support, women empowerment partners and community ICTs/ internet access support donors

RWYC IS Providing functional Adult training on small farm management that can help refugees to grow some food crops in the surrounding areas, to enable them get some food supplements. Functional training on small farm management can help refugees to grow some food crops in the surrounding areas, to enable them get some food supplements. a brief implementation guideline below:

1.set work plan and get training materials/requirements ready, identify the groups in need, 2. get permission or corporate with local authority and partners, select training areas/ locations, and recruit trainers 3.implement trainings, mentor, monitor trainings and test or assess impact; evaluate and make recommendations, write reports and share reports.

We provide internet services to community, the model for bringing ICTs to rural areas to achieve this we establish village internet cafe. The intention is to provide remote communities with the communication and information facilities they need for increased income generation, and to offer access to financial, educational, health and other services that are more readily available in urban areas. we provide:

Internet usage                                    

Overdue books

Printing and Photocopying

Computer Training (Basic)

Computer Training (Advanced)

Basic Computer Usage

Word Processing

Using Email

Using the Internet

Using computers and the Internet to search for jobs/write resumes

Specialized Internet search classes on specific topics such as health care, agriculture, and more.

RWYC has been empowering the out of school girls and young women to enroll in vocational training, life skill courses such as business management, social enterprises, entrepreneurship and agribusiness getting support from their family, community and school. At least 500 youth and 200 young women have benefited from the programme, and we are now looking forward to reaching tens of thousands more in the next 10 years, with the plan to enable them to participate in decision making relating to their family, community and society, working in phases of three years.

RWYC IS Providing functional Adult training on small farm management to adults in conflict and emergency areas that can help both host and refugees to grow some food crops in the surrounding areas, to enable them get some food supplements. Functional training on small farm management can help refugees to grow some food crops in the surrounding areas, to enable them get some food supplements. a brief implementation guideline below:

1.set work plan and get training materials/requirements ready, identify the groups in need, 2. get permission or corporate with local authority and partners, select training areas/ locations, and recruit trainers 3.implement training, mentor, monitor training and test or assess impact; evaluate and make recommendations, write reports and share reports.

RWYC is promoting the use of computers and the Internet as they are powerful tools that provide opportunities for people to improve their safety, social and economic well-being. They can help individuals, regardless of age, race, income or geography, find emergency help, pursue education and employment, access government services, learn about valuable health information, conduct business online, and exchange information and ideas. This project’s initiative is dedicated to opening a world of knowledge and opportunity for crisis children and women for safety, human rights and economic welfare by providing free access to computers and the Internet. So far this project is helping people in the most remote and poverty-stricken areas live healthier, more productive lives. We are now looking forward to expanding this project to provide more and better services to people in need and aims to promote development and replication of new ways to increase public access to information technology in northern Uganda in the next two years.