USEP Science Enterprise Innovations

Uganda’s  unemployment rate is high   for youth aged 18-30 standing at 13.3% dropout rates for lower secondary in Uganda doubled between  2013  and  2016 (UNESCO).  Girls are  under-represented in  (STEM) education. There is low enrolment, poor performance, and high numbers of dropouts(UNESCO), Majority of the leaners complete secondary school while lacking Entrepreneurial and employable  skills .  Gender constructed  stereotyping ,    and teaching science without clear applicability greatly affect  students interest in STEM especially girls . TVET a  proposed solution to post school unemployment faces skepticism from students, parents and teachers. The solution will work towards popularizing  TVET and groom leaners to be science based innovators. These will ensure that the learning outcomes  are achieved through  active engagement of  students through peer mentors. Skilling via innovations will lead to leaners being permanent inventors of solutions which can later be marketed to create  employment opportunities  for school going age  youths. 

The graduates of the primary and secondary school system leave school lacking in innovativeness and enterperneial skills relevant to  societal challenges.  Few students  can apply science to improve their  their personal or community life.  Scientific innovation  will address this . Girls and learners with disabilities are  marginalized because of  Gender  stereotyping. 30% of the world’s researchers are women. Less than a third of female students at higher institutions  choose STEM.  Science is taught amidst lack of empowered teachers and barriers to effective learning ; inadequate teaching  materials, poor   mentorship and   no career guidance ,inaccessibility to schools  during crises like the recent COVID 19,  civil, conflicts, distant schools,  reduce  the completion rates of the learners. Uganda’s unemployment rate is 9.2%  for youth aged 18-30 is 13.3% ( thepalladiumgroup.org) dropout rates for lower secondary in Uganda was  18.2 per cent in 2013 and  37.2 per cent in 2016.  Enrolment is low , dropout is high especially among the girls(UNESCO).The leading cause for girls to drop out of school is pregnancy (34%), followed by poverty (28%) (FAWE 2019).  When scaled equipping the youths with entrepreneurial  innovations , IT and e learning skills will provide opportunities and reduce youth  unemployment in Uganda and beyond

The school system should  equip the young with skills and values that they need to survive in life. Science is one of those areas of knowledge  that is pivotal in enabling students attain skills to invent solutions to the numerous challenges faced by society. The USEP solution although based on science is an integrated approach to skilling leaners with soft and hard skills, As these leaners work on their innovations  they develop and perfect soft skills like team work, problem solving , communication , IT skills and entrepreneurship. It is a system and outcome oriented solution that works through strategic  areas :motivational talks and career guidance, science innovations geared towards creating opportunities  for the youths to earn a living, a monitoring mechanism through the academic progress score card, Laboratory staff training, teacher mentorship, and advocacy for Technical Vocational Education  and Training(TVET) all these are geared towards ensuring that the leaners acquire  and access more knowledge and achieve the  the learning outcomes , the training and mentoring of teachers builds their capacity enhance equitable access and quality to leaning. while  ensuring  that vulnerable leaners eg girls and leaners with disabilities are reached  and that they have equal opportunities like their counterparts

The interventions  are aimed at children of school school going age , and have been modified to reach out to those children and  youths who are out of   school  through peer mentorship. The intervention also targets Girls and  leaners with learning disabilities and those in emergency situations like the ones  in refuge settlements. Previously our interventions  focused on empowering leaners from  across Uganda in the following categories 1. leaners in remote areas where facilities are often missing,2. Leaners in Refugee settlements ,3 Leaners in islands 4 Leaners in urban areas especially the urban poor  4  Girls who are often faced with gender stereotyping 5. Learners with disabilities. The solutions also targets teachers (these are responsible for mentoring the learners)   school managers  who are responsible for ensuring that learning is effective, Laboratory staff including  science Labs and IT labs  are responsible for backstopping the  science and ICT skills. Advocacy for TVET is aimed at ensuring that leaners  explore the  TVET side so as to acquire skills and opportunities  that can bring them an income irrespective of when they leave school. The activities help encourage  leaners especially girls  to increase interest in science , the career guidance helps leaners to make  informed decisions, USEP believes that the hurdles to effective learning are system based and  the solution will  address all the elements of the system that affect quality ,equity and access to learning. Previously the project reached  over 24000 students 150 teachers and 130 school administrators in 50 secondary schools. The plan is to reach at least  50,000 leaners 400 teachers and 200 school managers directly and indirectly . The program shall target  leaners in 50 primary and secondary schools. Science innovations are aimed at enabling this leaners turn into problem solvers with an enterperneial mind, They acquire  research skills, team work , ICT skills and entrepreneurial skills. The innovations  are made in such a way that  they focus on solving challenges in their community and can be packaged branded and marketed . This will empower the leaners to leave school with marketable skills which can help them earn a living after school hence address the rampant youth  unemployment. Even if for some reason a student drops out they will leave school with the employable skills.   The science innovations also build skills of the leaners  to research   on the various challenges as they prepare to address human challenges as and when they arise . The element of advocacy for TVET is aimed at mindset change of the leaners to embrace Technical vocational education and training, TVET skills which  will empower them with employable skills to ensure that they  earn a living after they leave school.

TVET is at times down played by parents  who often influence their children to opt for the non vocational courses. The non vocational courses often end up with graduates who are unemployed, our solution will have an element of creating TVET advocacy materials, a website for TVET related information including TVET institutions  and talks and benchmarking for parents to enlighten them on the potential of TVET in creating an employable youth school graduate population

Another element is the use of ICT for learning, access to learning and  for marketing and enterprise. The present day challenges have shifted the shop from a physical building to an online platform. Without these e commerce skills many youths are bound to be left out of the present day opportunities.  The teachers are mentored to use best practices to nurture effective science learning, integrate ICT to support teaching  and learning and harness e learning   as a vehicle for reaching  leaners while in school or even when they are unable to interact face to face  like in the recent Global COVID 19  Pandemic.  Learners and teachers will be trained on how to effectively use e learning for teaching and learning. Laboratory staff shall be  equipped with skills to backstop the science learning process, School managers are trained on how to manage the science teaching and learning process, promote science based innovation skills and  influence policy.    They also lead the monitoring  and evaluation  the science learning through the use of a tracing tool designed by the program known as  the academic progress score card.

The purpose of school is to build skills and competences of learners. The problem is that teaching especially in sciences is not effective and many times the leaners have reduced or no interest in learning sciences . This is partly due to the lack of applicability  of what is taught in school to real life. There is no gender parity  as far as science is concerned  Girls are under represented in schools and in science based courses, this leads to fewer women in science professions . There is high unemployment among youths.  The solution focuses on making  science  a visible  solution to day to day challenges and enhancing employability of Secondary school age leaners in Ugandan schools

Since  2009 USEP focused on addressing challenges to effective teaching and learning of sciences in 65 schools. Our goal is to double this number.  we have reached over 24000 students 150 teachers and 130 school administrators . We have registered an increase in Girls opting for science subjects at higher levels of education. The performance of girls has  improved. similarly boys have also testified an improvement  in STEM scores. The students have created over 200 innovations  addressing challenges in their community eg, pumping water, making Bricks , reducing pollution, recycling, agricultural marketing, e health etc. The element of branding , packaging and marketing the products of innovation has been integrated into the process. The learners  attain skills that they can use to create employment for themselves when they  leave school. we need to reach more students and empower more girls to choose and enroll for science based courses and professions.   

 The innovation takes the school beyond  being a place for learning facts to a place  for nurturing  marketable skills . It links what is taught at school with what the community needs to address challenges like youth  unemployment, Gender discrimination especially of girls and women. The approach has a component of technology integration that addresses challenges including leaners not being easily accessible. During the recent COVID 19 Global pandemic  schools were closed. Leaning had to continue mainly through e learning. Our interventions  focus on building the capacity of students and teachers to use e-learning . Science leaners will find relevance and applicability in what they learn at school. Many interventions aimed at improving performance in sciences focus on improving the grades, this one focuses on the impact and learning outcomes where  learners become life long learners using science to address challenges in their community. Technology integration helps to skill learners  to collaborate remotely  and to network. This helps them broaden their employability chances. This approach also takes care of the marginalized and less empowered learners eg those in remote hard to reach schools, those affected by cultural stereotyping. Demystifying sciences for girls will lead to more women science professionals. Advocacy for TVET especially through the use of ICT  has the potential of empowering learners make choices that will lead to employment opportunities . The element of science and ICT innovations for Entrepreneurship will lead to a batch of youths who innovate with the element of the market in mind

over 20000 students 150 teachers and 130 school administrators presently  9n 51  secondary schools in one year we project to have reached 40000 students 300 teachers and 360 headteachers 

Our project addresses learners with special challenges  like those in Refuge settlements( 4 schools with a population of over 3000 students ) Students in fishing communities( Kalangala Islands in Lake Victoria , 3 schools with a population of over 3000 students) where education is not prioritized and drop out is high

Rural schools in hard to reach areas of Kanungu and Kabale in SW Uganda ( 2 schools with close to 2000 students, one of the schools does not have a science lab nor any computer in the school yet computer studies is offered in the school though theoretically   

in 5 years   60000 students 500 teachers  and 500 headteachers 

Number of schools where motivational talks are held

Number of students engaged in  motivational talks

Number of schools participating in career guidance talks

Number of schools and number of students participating in school science , regional and national science innovations symposiums

Number of science innovations  created by the participating schools

Number of teachers trained in improved methods for teaching sciences

Number of science laboratory staff  trained in management of school science labs

Number of school managers eneged in science management trainings

Number of science innovations  that turn into viable businesses

Number of teachers mentored during the science teacher mentorship programme 

Percentage of beneficiary students opting/ applying for science based courses 

Percentage increase in passes at national and local exams in sciences 

Number of students applying for TVET based courses  after attending the TVET advocacy talks

Percentage of students beneficiaries of USEP interventions who are girls/Boys 

Percentage of teachers of science participating in USEP activities by gender 

Number ,percentage and gender of students who apply for Science oriented TVET courses

 Number ,percentage and gender of students who  are selected and join  Science oriented TVET courses

Full time staff 3 part time staff 5  contractors and other workers 5, Board 9 Teachers in collaborating schools 5 per school (250 in 50 schools) and science laboratory staff  in the supported schools ( varies between 50 and 150

The team is constituted of professional educators and other professionals     Educators have  average working experience of over 20 years whose work is overseen by a 9 member Board with wide experience in education, finance ,higher education institutions  and science & technology. One of the Board members is a Vice Chancellor of a university. The team has as part of it  5  experts known as the tutorial team  with expertise in the science subject areas and IT expertise. The tutorial team members have spearheaded the engagement of schools reaching out to the learners . they have supported the teacher mentorship programme and the learner science based innovations .They offer technical expertise while ensuring that the programme ingredients interface with the national curriculum, The main drivers of the project are teachers who are in actual practice , they participate in the project design and delivery. The school level coordination is spearheaded by a teacher and 2 school managers (150 onsite teachers) work with the secretariat to implement the project

The beneficiary schools in the USEP programme are spread across the country reaching some marginalized  communities eg some schools are in fishing communities(3 in Islands in lake Victoria, others are in refugee hosting communities(Kyangwali Refugee settlement and Nakivale Refugee settlement, others are rural communities( Kabale) More than 50% of our beneficiaries are girls this is aimed at correcting the situation where Girls are often left out of many programmes and science is no exception. Our Board is unique in that we have a project beneficiary  who was eventually appointed to the Board, representing the Youths. Majority of the supported schools are in rural areas. the beneficiaries are diversified geographically and in characteristics. One of our beneficially schools was established to educate Orphans  of HIV AIDS affected parents. our board has both women and men and has a youth representative 

 As a programme that needs and uses financial and human  resources our staff  still need a lot of mentoring as far as resource mobilization.  Solve links  participants to networks ,USEP science  innovations can benefit from private sector support through networks  enhanced by MIT Solve  The  project needs resources to scale it up Since MIT solve can offer this to a Solver . The project also needs Monitoring and evaluation support and  in kind support including publicity so as to reach more potential beneficiaries and  funders .  Being a project that promotes the use of ICT software is a challenge to USEP and our beneficiaries, the prospect of being supported with software licenses  can be very helpful in ensuring success of the project. Publicity is another need we have, the possibility of receiving publicity and being connected to publicity networks will improve the visibility of the project

1.Human Capital (e.g. sourcing talent, board development, etc.)

we need to improve our resource mobilisation and governance skills

2.Business model (e.g. product-market fit, strategy & development)

We need a lot of support in this area  towards a strategy that can market our project

3 Financial (e.g. improving accounting practices, pitching to investors)

We have need for resources and wish to get potential investors to help further our project to reach its dream goals

4 Legal or Regulatory Matters

We know that the sustainability of the project  involves being legally compliant and we need to conform to national regulatory requirements and the legal requirements of potential partners  

5.Public Relations (e.g. branding/marketing strategy, social and global media)

 We need a strategy to market and publicize our work

Monitoring & Evaluation (e.g. collecting/using data, measuring impact)''

This is an integral part of our progeramme that informs the implementation process and helps measure impact

Product / Service Distribution (e.g. expanding client base)
Technology (e.g. software or hardware, web development/design, data analysis, etc.)

The beneficiaries and our project office  need hardware and software which we don't have but are trying to find 

MIT faculty can help us mentor the potential scientists that we have in our beneficiary schools and communities.  We would like to lobby for  scholarship opportunities  for teachers and outstanding students .

we also believe GM motors can help mentor the engineering oriented leaners 

There are MIT solve members whose goals and activities are similar to those of USEP, this can lead to formation of partnerships to jointly implement our interventions

Our activities are partly aimed at supporting leaners in refugee hosting communities we would cherish a partnership with UNHCR and other organizations that provide education in emergencies

Women and Girls are a focus group for our interventions   networking with organizations that promote women and girls affairs like UN Women, and UNFPA which addresses issues relating to sexual reproductive rights of girls and women especially those that have lead to girls dropping out out of school especially due to early pregnancy  

The ideals ASA stands for are similar to the ones  USEP is  nurturing under the inspirational talks and the career guidance where we lobby the leaners to know themselves, know and stand for what they want, know their goals and seek to enrich the knowledge that will propel them to their goals. The interventions also involve stakeholder engagement especially parents in supporting science education  this is one of the areas ASA supports . USEP innovations involve learners in project based learning, The funding from ASA will help USEP reach more students and also transform the prototypes they create into business solutions that can make the participating youths employable

 We shall use the proceeds in career mentorship and in advocacy for science related professions and in  nurturing  Girl learners towards turning into science oriented professional and TVET graduates 

Uganda is one of the countries with the largest refugee populations, this leads to a large number of scholars that are hosted in the communities that we serve. Our project is active in 4 refugee hosting areas, Nakivale, Bidi Bidi, Ajumani and Kampala(urban Refugees)

Refugee hosting communities need support in order to ensure that there is quality assurance in teaching and learning for both refuges and their hosts.

Part of the resources will be used to establish a mechanism where  teachers shall  reach the learners through e learning solutions and building the competence of teachers and learners to utilize e learning as a solution to challenges like school closures during lockdowns

Refugees  sometimes find it hard to fit into the local school system. we need to establish a programme that helps them to adjust  from their home  system to the Uganda system. We also plan to establish  skilling centers  which will equip them with the various skills which can lead to eventual employment

Our programme  is rooted in ensuring that the science that learners learn is translated into a platform for creating solutions to societal problems. In our experience we noted that there is a tendency of under representation of Girls, Refugees and learners with disabilities in the learning of science, we want to intensify  training and methods that encourage girls participation and career guidance towards girls selecting science and TVET courses so as to increase their representation in science professions 

Refugee hosting communities need support in order to ensure that there is quality assurance in teaching and learning for both refuges and their hosts.

part of the resources will be used to establish a mechanism where  teachers in 3 Refugee hosting communities where we serve  shall  reach the leaners through e learning solutions and building the competence of teachers and learners to utilize e learning as a solution to challenges like school closures during lockdowns

The funding will be helpful in creating communities that can find local solutions to local challenges designed by the beneficiaries themselves 

One of our flagship innovation products is an electric bus created by one of our student beneficiaries way back in 2013  GM prize resources will help us nurture such innovators who are mostly rural leaners in resource constrained schools  

One of the reasons USEP was formed was to address gender disparities in the uptake and interest in science and the under representation of girls and women in STEM based courses. We target at an  increase the number of science teachers who are women so as to have role models for the girls. we also want to encourage girls to overcome Gender stereotyping through establishing s girls role model programme and to Cary out Role model days in schools and communities, Girls are also under represented in the TVET (Technical Vocational education and training, we intend to use the prize to promote Girls interest in TVET.  our programme has helped many girls to change their  negative attitude towards active participation and interest in STEM . we need to reach more girls and eventually gain more women science professionals this prize will help us establish a Girls science role model programme

The science innovations that we are encouraging the learners to develop include robotics and artificial intelligence. this prize will be very helpful in promoting this at school and community level and in nurturing the innovative spirt among leaners when they are still in the lower classes so that by the time they complete school they are fully fledge innovators

Our beneficiaries have often come up with AI oriented solutions which need farther development. we plan to use the resources to improve the prototypes to marketable solutions , we also want to help the  beneficiaries to  address patent and standards so that their products are patented and also comply with manufacturing standards.

Some years ago one of our students developed a prototype of an electric bus, we need resources to further develop such into marketable solutions. see video on you tube

One of the Goals of USEP is to mentor students utilize the science they learn to find solutions to local challenges in their communities. Our model is designed in such a way that the participating learners can use the skills and products they develop to create enterperneial solutions that they can later sell and earn living while at the same time having solved a local problem some of the students innovations promote digital and financial  inclusion

 The USEP beneficiary learners designed a prototype Tele medicine interface to help rural people access medical services and a digitised  medical diagnostic solution   the students created the solutions basing on the challenges they experience in their communities, The prize will help USEP reach , nurture and enable more students to  initiate such solutions and to turn them into commercially viable products.

The use of Video as an instruction aid is another area USEP practices  to address the lack of equipment compared to the large number of students