Tusobola

Location and general information

Context

Kampala has an estimated population of over 1.5 million according to the 2014 national census. It has 62 informal settlements that are home to 560,000 families, most of which do not meet minimum humanitarian standards for access to water, shelter and sanitation facilities. The impact of poor sanitation, coupled with the lack of hygiene knowledge and bad practices, is evident in Kampala, especially among low-income households.

According to a Right To Play assessment report, Kamwokya is one of the most poorly planned and congested settlements in Kampala. The quality of public sanitation is still poor and there is a serious lack of sewer systems. It is estimated that fewer than 10% of the residents make use of these systems, while the rest use on-site or collective sanitation facilities with a few well-maintained public toilets. Kamwokya has both public and private health service providers, public and private education services at primary and secondary level, and no public tertiary education institution. The teacher-to-pupil ratio remains as high as 1:110, reducing access to effective and quality teaching that caters for children’s needs, especially girls and vulnerable children, contributing to the high youth unemployment rate in the city.

Based on studies carried out by the Uganda Youth Development Link and other organisations, the key challenges in Kamwokya include child prostitution, high school drop-out rates, high teenage pregnancies, child labour, drug abuse, youth unemployment, absolute poverty, poor health services, child abuse and limited education opportunities for most children and teenagers. These challenges also negatively affect overall community development.

Project content

The Tusobola (Improving Quality Education through Sport and Play) project aims to enhance the quality of children’s education in Kamwokya. In a series of training courses, school teachers and community coaches from youth associations will be equipped with the tools to run regular, good-quality sport and play-activities. These activities will enhance the life skills of the child beneficiaries, and address issues of child protection, gender equality and health. The project will take a proactive approach towards engaging community stakeholders (parents, caregivers, education authorities, community-based organisation, local leadership) to address barriers to education and positive youth development in Kamwokya.

Objectives

Right To Play uses sport and play as a way to develop life skills and increase knowledge in children and teenagers, so that they are well equipped to rise above their challenges. The Right To Play methodology comprises several manuals of football for development, positive child and youth development and play-based learning. This approach ensures that:

• • children and teenagers learn football skills through age- and developmentally appropriate activities while gaining important life skills;
  • they learn how to make better life choices;
  • positive attitudes, values, and behaviours are promoted;
  • children have access to good quality education in a supportive environment, using play-based learning.

Project activities

The project will comprise the following key activities:

• Train 40 teachers in gender-responsive play-based methodologies. Teachers will attend a series of courses, be monitored continuously, and take part in themed workshops to meet specific needs. This professional development approach contributes to the project’s sustainability;
• Train young people to become football coaches in partnership with the Ugandan Football Federation (FUFA);
• Build networks of teachers so they can exchange information about good practices;
• Raise parents’ awareness of the benefits of play-based learning;
• Teach girls about menstrual health and reusable sanitary pads;
• Organise regular sports and play activities in schools and communities to give children the opportunity to learn life skills, such as self-confidence, communication and leadership outside the classroom;
• Organise stakeholder and community review meetings to share best practices and project progress;
• Advocate for healthy and positive learning environments by ensuring that environment-related health risks are minimised or avoided altogether.