INCLUSIVE EDUCATION AND LIFE SKILLS

To ensure holistic and sustainable community development, an education system that includes all students and welcomes and helps them to learn, regardless of who they are, their skills, or their needs is essential. APPCOs inclusive education and life skills program encompasses interventions promoting the four principles of the Salamanca Statement and Framework for Action on Special Needs Education (1994) that underpin; –

  • The Right of all children, including those with temporary and permanent needs for educational adjustments to attend school.
  • The Right of all children to attend school in their home communities in inclusive classes.
  • The Right of all children to participate in a child-centred education meeting individual needs and
  • The Right of all children to participate in quality education that is meaningful for everyone.

In a similar sense, given the youth bulge and growing unemployment, APPCO has invested in youth economic empowerment programming to meet these challenges. With a substantial portfolio of interventions and strategic partnerships, APPCO’s reach into the communities and established Youth Economic Empowerment Pathway offer a clear understanding of the risks associated with poverty, exclusion, and youth not productively engaged in decent work.

Our Major Interventions

LIFE SKILLS FOR ECONOMIC EMPOWERMENT.

Our focus in imparting life skills focuses on the development of intellectual, mental, physical, emotional, and social abilities to cope with economic shocks where we render psychosocial support, vocational skills training, avenues for credit access, soft skills, business marketing, and management skills among others. Our latest efforts have alienated groups of refugees, slum dwellers, and rural communities that have been pushed by the devastating economic consequences and COVID-19. However, this necessitates scale to reach a larger number of people, given the severe dependency issues that the few empowered beneficiaries frequently face.

Provision of therapeutic services and assistive technologies.

Therapy services aim to optimize a child’s development and ability to participate in family and community life by providing structured opportunities to practice skills appropriate to the child’s current developmental level. Our Service provision includes a combination of centre- and home-based interventions with the active involvement of parents and/or other family members. APPCO explores Interventions that allow the acquisition of even basic skills, such as helping a child with a disability learn to feed or dress himself or herself, can lead to a growing sense of independence and competency and reduce the burden on other family members.


APPCO Family Based Service Model

APPCO coordinates with service providers to work closely with families to design and implement culturally appropriate interventions and meet their needs. Following early identification and assessment, many parents/caregivers of children with disabilities will require information about their child’s disability and development progress, what steps they can and should take, and the resources available for support and treatment. Recognizing that formal assessment processes are often delayed or not available, the provision of information for parents is critical during the early stages of support and intervention. Our model in information sharing with families educates parents and other family members and promotes constructive dialogue within the family and community.

Appco Inclusive Education And Early Childhood Development – ECD:

Education in Uganda is structured in phases beginning with pre-primary, primary, secondary, tertiary, and or Higher education (University). APPCOs approach to strengthening the education base by addressing factors that hinder inclusive access, enrolment, and retention of children in pre-primary and primary education as they traverse through the education ladder is paramount in developing the resilience of communities towards the poverty that characterizes many the communities within which we centre our interventions.
Our intervention approaches largely aim at increasing the number of children with disabilities enrolled in school and receiving education and thus the use of evidence-based data is contributing to increasing awareness of families, caregivers, decision-makers, and community leaders about inclusive education rights, opportunities, and the importance of school-family collaboration.

GIRLS’ EDUCATION

APPCO works to get girls into school, make sure they stay in school and support their academic success by promoting an equitable school environment that encourages learning for both girls and boys. We work with all stakeholders in a girl’s life – government, families, schools, churches, traditional leaders, boys and men, and the girls themselves – to create multi-layered, holistic, and sustainable Programs that target the barriers to girl’s access to education, retention in school and learning outcomes.

APPCO EDUCATION IN EMERGENCY

Education in emergencies is a critical, life-saving response that works to protect children in conflict and natural disasters, and preserve their right to education. APPCO’s education Programme in emergencies responds to the needs of children, parents, communities, and education officials. Before a disaster, we work with schools and families to strengthen community-based protection mechanisms through preparedness and planning, conflict education mitigation, and peacebuilding.

Our Major Achievements

  • 12,367 refugee and host community deprived children supported ensuring their retention in primary school for transition into secondary education.
11,247 adolescent girls in refugee and host communities are supported to stay in school through the provision of scholastic materials and counselling services
2,347 adolescent girls of school-going age have been supported with sanitary pads and sanitary pad-making skills thus alienating them from period poverty.
3,876 deprived children in Northern Uganda granted an opportunity to attend quality inclusive early childhood care and development through enrollment and ECD centre support promoting cognitive development.
237 girls in slum communities have been supported with vocational skills boosting their economic capability to withstand shocks.
23 primary schools in central, Northern, and North Eastern Uganda supported by activating girl clubs to promote knowledge dissemination on MHM and SRHR consecutively leading to improved MHM knowledge among the adolescent girls and reduced absenteeism due to menstrual challenges.
32 ECD centres in Northern and Northeastern Uganda supported strengthening management structures and service delivery for increased enrollment, retention, and provision of quality educations