13th - 14th July, 2022
He welcomed the participants to Gulu University and hoped that the participants would have a good time while disseminating the findings of the DRIVE.
The DRIVE project is the key, since it is dealing with two (2) levels of marginalization that is refugees and also disability
It is a unique program since it is one of a kind. The outcome should lead to policies that will see inclusiveness of refugees and persons with disability and also develop a curriculum for PWDs.
The curriculum has excluded some sections of the population including the learning materials and it is the key to bridge the gap.
All of you are key stakeholders and so you play a key role, therefore play a key role in improving your service delivery.
Education is the key in improving the livelihoods of households as well as their SOL.
There is a need for infrastructural integration for PWDs in education institutions. There is also a need to integrate the livelihoods as well.
In today’s meeting we shall discuss what universities are doing to improve the institution; we shall train teachers to be prepared.
The outcome of the discussion shall provide a leaving for other Universities as well.
He appreciated the program teams for the work they are doing
Appreciated NCDC for being part and hoped for NCHE participation as well.
Welcomed the member of council Ali representative for PWDs and added that his participation is the key in approving the curriculum,
Encouraged the members to take up the activity seriously since it aligns with Gulu University’s motto “For Community Transformation”
More programs shall be brought to improve livelihoods of marginalized groups.
Recognized the Chief of Patiko
Highlights from the Rwot Patiko's Address
Thanked Prof. Openjuru and the participants
Welcomed the participants to Gulu
Acholi are the luo group. The Luo increased by assimilation and have become welcoming to people who come to the area.
The Acholi’s migrated from Egypt to East Africa, Central Africa and West Africa and have spread all over the place.
The traditional systems are welcoming and have over time grown by assimilation. This means we are welcoming to even refugees.
Regarding PWDs, with the war there has been neglect of the PWDs and they have been left behind. Especially the disabled children have not been treated with respect.
The government through its interventions has helped in bringing out their issues. This has been a driving force to make the PWDs to become more productive and have taken several professions.
The research should be given priority to support the PWDs.
The refuges whether disabled or not should be given opportunities in education systems and we can only unlock their potential by integrating tem in the best possible ways
I was in the United States and the infrastructures are inclusive for the PWDs and that has helped in the progress of their country and we need to learn and adopt their approaches.
Unfortunately a lot of our PWDs are not being productive and not supported and now we need to spread our wings and also incorporate our own
Our research should be solution oriented
Thanking the VC for his leadership to the University and the University has been helpful.
Encouraged the University to collaborate with other Universities as well
He pledged his support for the program
DRIVE Research Description and Responses
Appreciated the VC and representative of Paramount chief
Highlighted that the participants shall actively participate
The component of the research is to provide opportunities for further research and encouraged the team to share their experiences
He introduced the program team; Julius (KYU), Roscette (NCDC), Prof. George Geoffrey Ocira (GDPU), Salome
The advisory team has been actively participating in the program and has been very key throughout the process of the research and curriculum development
Thanked the faculty of Education for the support.
Giving an overview of the DRIVE Research Project findings
Thanked the participants for coming
Appreciated the participants in the study for coming for the dissemination of the finding
The DRIVE Research Project is in crisis. British Academy funded and was carried out in South Africa, Uganda and in Zimbabwe.
The study was a comparative study and adopted
In Uganda, there have been several parties News, OPM who have been key in the study
The key objective was to understand the dynamics of educational curriculum exclusion of refugee students in the three host countries
We share the findings and also the discussions should help in sharing thoughts of key areas for advocacy.
There were three research questions that guided the study.
To know data availability and need for refugee education
To know experiences of refugee stents and their families
To know how the educational parties perceive challenges faced by refugees
The methodologies included;
FGDs with refugee children
KII with parents, stakeholders in three (3) settlements; Palabek, Adjumani and Palompya in Obonpi
From literature review, Uganda is one of the largest refugee hosts country;
54% of refugee households have a disability
32% of the families are single headed under the care of children
2% of the households are feed secure
45% of the refugees have never entered primary school.
From literature refugees response programs have been challenged because of unavailability of data on disability i.e. how many and what kind of disability. From the UNHCR portal a lump sum of Shs. 60,000 but was categorize
Some of the key findings;
Children wanted to go to school and want to help others in their communities but they dropped out because of multiple barriers, some of which were distance, impassable roads
Girls face more challenges than boys
Parents face intersectional challenges relating to wealth, poverty and others
Teachers lack skills and support for inclusive learning
Schools are vital spaces for socialization but are over grounded and not accessible
NGOs interventions help but are too few
The district play important works in coordination but resources are not enough
Many families are left out
Feedback on Mrs. Salome’s Presentation on the Research findings of the DRIVE Project
I would like to give you an overview of the experiences of students with PWD
Accessibility to some spaces; in Gulu High, we don’t have access to the computer rooms
We also do not have scholastic materials and mobility aids like wheelchair
In public places PWDs are stigmatized e.g. in our school they say we are not in their category. They need to organize debates/ events that will engage the PWDs that helped in sensitization
Affirmative action needs to be placed at the forefront. Some learners with PWD have dropped out so they can transition to higher education
Anena Peace
Mama Hope (JANETH)
Generally PWD are not given attention in schools and communities because of their appearances, when attention is given even in class, they perform very well
When a child is guided, he/she becomes friendly and intellectual and learns better
Children with PWDs are seen as children who are left behind. A child who can do something with time will be left behind teachers need to pay attention to them
Some of the children lack scholastic materials needed for their learning, when provided to them they can be able to learn.
Children with PWDs need to be given love just like normal children so they can do what the other children do
Children with disability need not to be criticized, they needed to be supported so they can be in school and participate with others
The changes in schools are not available, especially the girl child. They need to be provided such spaces to give them comfort and develop well
Appreciated the organizes for the training
Ali Geoffrey - People With Disabilities' Representative to University Council
The biggest concern with inclusive education, it has not catered for all disabilities. Much as it has been mainstreamed to the highest level they cannot access education e.g. the blind
They can only access education in annexed schools which are not easily accessible and have made many children drop out
While carrying out research on disability let's cater to all categories
There are few teachers
Access to mobility appliances is a challenge, government needs to subsidize such gadgets
There are attitudinal banners parents are leaving their children with PWDs, even when it comes to managing PWDs are left out.
Refugee children are even more vulnerable. Interventions are more on hardware and not software
Gulu University has advocated for at least a virtually impaired child attending lectures.