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About the Teachers
Plants of the Gulu Region Project
Agwadeko pa oyo
Englewood Springs Botanical Area Project
Plants of the Sicangu Lakota
Water Quality Mapping Project
Water Project Resources and Concept Map
Lead-Deadwood Photo Album
Life Sciences for a Global Community Projects
Keeping Girls in School
Teachers Unit Planning Space
Keeping Girls in School
In most parts of this country, more girls drop out of school than boys. There are many reasons to this. I for one would suggest the following measures to keep our girls in school
The school Environment
Many science related methods could be applied to improve the school environment so girls find the school an enjoyable place. I can say without without fear that almost 90% of schools in Uganda use pit latrine instead of flush toilets. Latrines can be very scaring at times if no proper measures are not applied to keep them tidy and appropiate for use by our youg learners. Filthy latrines, littered with human feaces, imppossible stench from such places can put one off. Girls fall prey to such insanitary places. To make matters even worse, some of ou
Cleaninig latrines frequently with disinfectants keeps away flies and bad smell. This when done could help keep our girls safe at school.Schools with changing rooms set apart for girls take a lot of advantage pf retaining the youg females there.
Another factor that leads to girls' high drop-out rate in Uganda is lack of meals in schools. Most day-schools do not provide lunch to children. This is worse in primary schools where the learners are between 6- 16 years of age. Our government is encouraging the provision of packed meals for school children by parents; but this will take some time to take roots.
just sugar-cane for lunch
Schools that encourage personal cleanliness especially for girls do a lot of good to keep girls in school.
Some schools provide pads for girls to help them during their menstrual period. This is encouraging because some parents do not think about this or do not even know them.
Sometimes materials that teachers use to reinforce their lessons make children lose interest in what they should learn. Boredoom in class can make learning impossible. In many of our schools, instructional materials include, the chalkboard, chalk, diagrams & maps drawn by the teacher, or printed pictures and maps. Audio-visual aids are rare.
Supposing some lessons were relayed on T.V screens, or played on DVD's or even if they were sent through the internet or intrane,t as in the case of BOSCO, I think more of our children would be more interested in learning. Girls would definitely like this and remain in school.
This is my second month of training children in my school on computer. In this training schedule I have 11 girls and 4 boys; but each time we have a lesson, the learners would not want it to stop!! They would want to discover more and more of the
of the computer. I guess that one day, when the deskstops will be on our desks or laptops on the laps of our kids, then retentionin schools of both boys and girls will be immense.
atim grace likes what she's doing
Our curriculum designers especially those in primary schools designed it in such that most of it concentrates on 'dry' accademics with little practical skills to be developed in our youngsters. Girls appear more likely to lose interest in such of setting than boys. In primary schools, we teach Intergrated Science which covers a wide scope of science. There is some biology, a bit of physics and chemistry, some agriculture and health science all embeded in one- Intergrated Science. Mathematics and English are taught and there is Social Studies which is a mixed pot of Goegraphy, History, Civics and Religious Education.
It is common knowledge that some of our girls drop out of school because of early pregnancy. Science is
is not applied to prevent some of these unnecessary pregnancies. In the classes however, methods of contaception are 'lectured' not really taught to the children. The girls know about oral contraceptive pill and injection. They know that foams and jellies exist. They have heard of intra-uterine device; but who bothers to let them try these out? - 'dry' accademics.
Furthermore, if the school curriculm catered for some skill training subjects like Home Economics, Catering and Special Cookery, Tailoring. Hair-dressing etc, our girls would get attracted to some of them and remain in school
I have an example of a girl, Evelyne Akello, who was nothing in accademics. She hated my science lessons; neither did she pay attention during English or Mathematics. She almost left school when the final results came. Her parents too argued that she was old enough to get married - that she was wasting time in school. I took that oppurtunity to counsell both the girl and her parents. She was allowed to join a vocational school where she picked on Special Cookery. The girl's attitude towards science changed. She didn't find any difficulties in classifying foods viz carbohydrates, Proteins etc which she once disliked in my 'dry' accademic class. After one year she knew much more about food than me, her former teacher. Why not incorporate some of these pracrical but science related subjects in our curriculum? The girl speaks some fair English now. Although disturbed by financial constraints, shehas never surrendered but hopes to become a chef.
determined to become a chef
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