Assessment report



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ASSESSMENT REPORT:

ICT FOR RURAL

PRIMARY SCHOOLS

IN

UGANDA

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SEPTEMBER 2010

This document was produced for review by the United States Agency for International Development. It was prepared by Total Service Solutions Inc. (TSS) for the SAIC “Enhancing Education in Africa” program, contract number RLA-C-00-09-00060-00.

Acknowledgements

Total Service Solutions, Inc. (TSS) thanks John Wanda and his team from Arlington Academy of Hope (AAH) for the vision and commitment to primary Information and Communications Technology (ICT) to the primary schools in Uganda.

A very special note of appreciation to Jessica llomu and Natsha DeMarcken of USAID/Uganda Educational Specialist for their support and informative meeting.

Special thanks to Edwin Kwesiga, Carolyn Edlebeck, and Mariam Namono of Arlington Academy of Hope for assisting us with setting up the meeting schedules, trip logistics, and accompanying us on visits to the far reaching schools. Our work would have been very difficult without their outstanding efforts and support. We also thank the headmaster and staff of the Arlington Academy of Hope, for generously allowing us to dominate their time.

We extend our sincere gratitude to all the Bududa Ministry of Education officials and the Arlington Traditional School located in Arlington, Virginia for spending personal time to meet us and patiently respond to all my probing questions. Your cooperation and courtesy is much appreciated.

TABLE OF CONTENTS

ACRONYMS AND ABBREVIATIONS 4

1.0 SUMMARY 5

2.0 BACKGROUND 6

2.1 Introduction 6

2.2 Ministry of Education and Sports (MoES) 7

3.0 Method of Evaluation 8

4.0 Uganda Rural Infrastructure 10

4.1 Electricity 10

4.2 Internet & Communications 10

4.3 Remote Regional Readiness 12

4.4 Availability of Water 12

4.5 Solar Usage 13

5.0 School Infrastructure 13

5.1 Rural Primary Schools 13

5.1.1 Availability of Education 14

5.1.1.1 Availability of Infrastructure 14

5.1.1.2 Latrine Structures 19

6.0 Uganda Educational Policies 20

6.1 Primary sub-sector 20

6.2 Secondary sub-sector 20

6.2.1 Curriculum 20

6.2.2 Teacher education 20

6.2.3 Equipment 21

6.3 Teacher Education 21

7.0 Setting ICT Policy Principles 22

7.1 Setting a framework 22

7.2 Balance of ICT applications and computer science 22

7.3 Focus on curriculum and teachers 22

7.4 Focus on Equity 22

8.0 Current Uganda Educational Programs 23

8.1 SchoolNet Uganda 23

8.2 Connect-ED (Connectivity for Educator Development) 23

8.3 USAID/Uganda Educational Programs 24

USAID educational programs 24

8.4 CurriculumNet 26

8.5 U-Connect 26

9.0 Recommendations 27

9.1 Coordination 27

9.2 Training of trainers 27

9.3 Curriculum design 27

9.4 Monitoring and Evaluation 27

9.5 Primary Schools Computer Scheme 28

9.6 Sustainability 29

10.0 Appendix A: IDEAL TECHNICAL SPECIFICATION OF EQUIPMENTS 31

10.1 MINIMUM TECHNICAL SPECIFICATIONS 31

10.1.1 Personal Desktop Computers 31

10.1.2 Network Printers (Black and White) 31

10.1.3 Uninterruptible Power Supply Units – 0.5kVA 32

10.1.4 Microsoft Office software Kit 32

10.1.5 Technical Specifications for Solar 33

10.1.6 Option Recommended 34

10.2 Equipment 34

10.3 Other media 34

11.0 Appendix C: Contact Names 35

ACRONYMS AND ABBREVIATIONS

AAH Arlington Academy of Hope

Connect-ED Connectivity for Educator Development

DEO District Education Officers

DRC Development Research Centre

EDDI U.S. Education for Development and Democracy Initiative

EFA Education for All

EMIS Education Management Information System (EMIS)

ESA Education Standards Agency

ESIP Education Strategic Investment Plan

ETC Education Technology Centres

ICT Information and Communications Technology

IG Inspectorate of Government

IICD Information and Communication Development

ISP Internet Service Provider

MDGs Millennium Development Goals for Education

MoES Ministry of Education and Sports

NAPE National Association of Professional Environmentalists

NCDC National Curriculum Development Centre

NTC National Teachers College

PEAP Poverty Eradication Action Plan

PLE Primary Leaving Examination

PRSP Poverty Reduction Strategies Paper

PS Permanent Secretary

PTC Primary Teacher Colleges

RCDF Rural Communication Development Fund

TSS Total Service Solutions Inc.

UCC Uganda Communications Commission

UNEB Uganda National Examinations Board

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children's Fund

UPE Universal Primary Education

USAID United States Agency for International Development

SUMMARY

This report documents the findings of a technology assessment and the overall infrastructure of the primary schools located within the four districts of Bududa, Manafwa, Mbale and Sironko in Uganda. This report also attempted to evaluate the electrical power, telecommunications and Internet Service Providers (ISP) within the four districts. The assessment was conducted at the request of Arlington Academy of Hope (AAH) and United States Agency for International Development (USAID) to determine the technology infrastructure within these areas to support installation of Computer Labs and capacity building of Information and Communications Technology (ICT) within the primary schools.

The objective focused on assessing conditions on the ground so that a clear baseline of the current state of technical competencies and institutional capacity for teaching-learning technologies and quality management could be determined. The purpose of the assessment is to evaluate the computer integration of the surrounding AAH primary schools that will strengthen the access to ICT and will bring new and innovative ways of sharing learning tools and concepts through school linkages.

The assessment was led by John Chandler, Joseph Capito, and James Jackson with additional assistance from John Wanda of AAH. The team conducted interviews and site visits with the primary schools within the four Uganda districts.

This assessment found multiple barriers and fundamental infrastructural gaps spanning a broad range of issues that affect improved delivery of ICT-based capacity building. There are major challenges, especially in remote areas where power generation is unreliable or nonexistent. The absence or bad conditions of roads, the scarcity of clean water and security issues are key factors impeding development. Most of the staff and teachers have limited information technology subject knowledge – of the rudimentary aspects of ICT and its practical applications and benefits. Teachers need computer awareness training to build their capacity to use computer technology resources. The Ministry of Education and Sports (MoES) has launched an ICT Program partnered with Uganda Communication Commission (UCC) to install computer labs in all the secondary schools in Uganda. This clearly shows that the MoES recognizes and understands the importance computerizing the schools. There are many challenges, however the mindset of the all the students, parents and teachers interviewed was one of great interest and excitement for the possibilities.

The discussions and supporting documents collected, coupled with the positive attitudes and interests of the supporting communities and regional stakeholders, demonstrate an increased awareness of poverty reduction by the introduction of information technology tools and applications within the educational system throughout Uganda. The educational sector in Uganda has adapted an ICT policy that responds to these educational challenges and this policy has clear goals for incorporating ICT in every aspect of learning for teachers, students and faculty. Unfortunately it will take quite some time before they reach the schools in the remote area such as where AAH is located.

BACKGROUND

1 Introduction

Arlington Academy of Hope is a model community school with a primary purpose to help other schools in the community to improve their education standards. The AAH outreach network consists of 18 schools in the four districts of Bududa, Manafwa, Mbale and Sironko, an orphanage and vocational center in Bududa, and a school for disabled children in Kampala.

Some of AAH’s outreach program activities have provided:

a. School supplies, including pens, pencils, books, crayons, erasers, etc.

b. Teacher training in partner schools

c. Field trips for schools participating in the outreach program

d. Soccer balls and other play equipment

e. Organized joint music and drama programs with other schools

f. Nutritional meals to students at outreach schools

g. Entertainment including movies to outreach schools

h. Support to local communities including churches in support of initiatives

As a result of AAH’s model education structure and outreach program, many local schools have formed Parent Teacher Associations (PTAs) and parents are challenging teachers at other schools to employ the AAH model. The local government has designated AAH as a model school for the district.

The 18 outreach schools require better coordination. Due to high costs of transportation, outreach school students and teachers are unable to travel to AAH regularly. While AAH has an advanced academic program, it is difficult to deliver these quality programs to the schools in their network. One solution is to take advantage of technological advances to deliver learning to these schools through a shared network since the total area where the schools are located is within a 20 mile radius. AAH currently employs computer literate staff that can manage any information and communication technology network that would be developed to meet the needs of AAH’s outreach program.

AAH’s goal will be to utilize ICT to deliver effective learning not just at AAH, but to the entire AAH outreach network. Computers will enhance learning at the school through the use of educational CDs, internet training, webcam usage, printing, overhead projection, and sound. Any ICT services would also provide internet connection, either through satellite connection, or mobile phone link up and a local or wireless network that can connect the schools to each other. AAH has been pursuing opportunities for satellite link up with schools in the U.S.A. and other organizations.

2 Ministry of Education and Sports (MoES)

Uganda’s education structure runs on a four level single-track system namely pre primary, primary, secondary and tertiary levels. Whereas Uganda is successful in improving access to education, quality remains low. Teaching methods are outdated and books are not always used effectively. Moreover, high teacher and pupil absenteeism as well as high dropout rates undermine the effectiveness of investments in the education sector. Progression rates are low and even tend to fall as a result of increasing dropout rates. Low progression rates are especially a problem at the primary 1 and primary 6 levels. On average, approximately 27% of the primary aged children are not in school. Second, the quality of education remains an enormous problem. Although there seems to be a slight improvement in learning achievement, the quality of education remains low. Examination and test results are gradually improving, but still far below satisfactory levels. Average scores on tests and primary leaving examinations are below 40%. In 2008, the average result of the primary leaving examination in mathematics was below 30%. Many children leave school without having mastered literacy and numeracy. Additionally, regional disparities remain high. Classrooms are overcrowded; students sit on the floor and lack basic learning materials. Extra attention is needed in poor and underdeveloped regions such as; Bududa, Manafwa, Mbale and Sironko.

In the districts assessed, many of the schools pupil teacher ratios remain very high and there is substantial misallocation of resources. Even though many schools have very high pupil teacher ratios, it is common practice to have two or even three teachers in one classroom at the same time. The main (related) reasons are management problems, lack of training and high absenteeism of teachers and pupils. The MoES needs to deal with these problems in order to obtain the full benefits of the investments in primary education.

Due to the focus on aggregated average figures, underlying inequalities tend to be disregarded. With an eye to the conditions attached to agreed and aggregated targets, the MoES has no incentive to invest in remote areas like Bududa, Manafwa, and the like. Development partners see the need to invest in remote areas, but these investments are relatively expensive and sometimes have a negative impact on the realization of aggregated (average) targets. The monitoring function still focuses heavily on input and process indicators and aggregated Millennium Development Goals (MDGs). The scope of the monitoring and evaluation functions needs to be extended so that they become instruments for the improvement of the quality of education. Information of the annual school census should be linked to information from Uganda National Education Board (UNEB)(NAPE and PLE) and ESA (inspection reports). Although Uganda has, together with its development partners, achieved remarkable results in primary education, massive investments will still be needed to realize sustainable improvement of the quality of education, especially in the remote areas where there is a large population of primary school aged children.

Documents from many Africa analyses show that investments in teachers, classrooms and books are effective in raising the quality of education. In Uganda these investments would be more effective, if the MoES succeeds in simultaneously raising the quality of school and district management.

Mr. John Wanda of AAH realized long ago, that improving school and district management is vital to improving the quality of schools not only in his districts but everywhere. The improvement of management confirms the most cost-effective measure for improving learning and learning achievement. Investments in books, classrooms, teachers and teacher training are much more effective if the school is well-managed and investing in the quality of management means training, establishing an effective support structure at the district level and an effective inspection apparatus. A good manager is a leader for other teachers and pupils. A head teacher with well-developed management skills creates a stimulating learning environment, holds teachers accountable and reduces teacher and pupil absenteeism. Investments in ICT that promote teacher training can lead to higher attendance rates (for teachers as well as pupils), lower dropout and better examination results. Nevertheless, teacher training must be improved in order to ensure effective teaching and effective use of books. The example of AAH shows that technical assistance can be very effective in improving the quality of the school and the quality of learning achievements.

The broad aim of the review was to identify strengths and weaknesses of the AAH surrounding schools and make recommendations for improving equitable access, quality, efficiency, and how ICT would assist in improving the quality of education.

Method of Evaluation

This assessment was conducted by the TSS team over a period of three weeks, employing the qualitative methods of on-site visits, interviews and document analysis.

The team conducted background research, document collection and review of reports, local print media, maps, photos, and other relevant data and information. Face-to-face interviews were held with government officials at the national level, senior government officials at the regional level, representatives from private sector energy and telecommunications firms, and primary schools in the Bududa, Manafwa, Mbale and Sironko regions. The team interviewed and held meetings with key informants and stakeholders for information and to validate the situation on the ground.

The team reviewed most of the 18 outreach schools that are distributed in the districts of Bududa, Manafwa, Mbale and Sironko. There are 7 schools in Bududa district, with a school in each of its 6 subcounties of Bubita, Bududa, Bukibokolo, Bulucheke, Bumayoka and Bushika and the one in the Town Council of Bududa. (see figure 1 below). Four schools are in the neighboring Manafwa District, one in Mbale district, and one in Sironko district. The number of schools in the Outreach program fluctuate frequently, and it is possible new schools will be added in the near future.

Figure 1: Bududa School District

Uganda Rural Infrastructure

1 Electricity

In Bududa and the three other districts, the Uganda electrical grid is limited to some residential, commercially viable areas, and urban centers. For some reason the electrical power lines bypasses most of the primary schools, which are in the rural areas. During the site visits, regular power outages were observed, which were attributed to recent major breakdowns and load shedding. Most of the educational facilities had no electricity except for a couple with solar power and generators for backing up the solar. The local government buildings in the remote areas have electrical power, although the school classrooms structures adjacent to the government buildings never had electricity. One of the vocational schools had a well designed computer lab with solar power for backup when the electricity went down.

Most of the homes, stores, and office buildings in these districts had no power either due to connectivity issues, wiring for locations on the mountains, or due to lack of money. Those that do have access to power do not always have sufficiently electrical wiring stable enough for the installation of computers and supportive equipment planned for any ICT rollout.

2 Internet & Communications

The cost of connectivity is high, and many of the schools with computers have no access to the resources of the Internet. In recognition of the importance of the Internet in education, three specific actions must be taken to encourage connectivity:

• The Ministry should negotiate with the Uganda Communications Commission (UCC) to develop a low cost rate of access to the Internet for schools. This model of an e-rate has been successfully used in other countries to facilitate Internet connectivity and sustainability.

• The Ministry should authorize schools to allow members of the community to use their computer facilities after school hours. This will provide a service to the wider community, and allow the schools to generate income that can be used to reduce the cost of Internet connectivity and support sustainability goals.

• Where schools are located in rural areas and are prepared to make their facilities available to the community, the program should seek to direct funds from the Rural Connectivity Development Fund (RCDF) of the UCC to provide connectivity at reduced cost.

Fortunately, most of the AAH districts (Bududa, Manafwa, MBale, Sironko) have a line of sight to the MTN Wireless Antenna Towers. This makes it very easy to bring the Internet into the schools with solar powered computers. Even though the cost of bandwidth is a sustainable issue for many schools, there are ways of reducing the cost by setting up one of the computers as a Wifi, which gives the other computers access without paying additional costs.

The MTN representatives have towers throughout Uganda that are set up to deliver a cadre of services even in remote areas. The following chart 1 is a list of schools in the four districts that the MTN services will reach. Based on a survey that we had MTN conduct, they tested their antennas and service capabilities and established the capability to provide WIMAX services to 16 of the schools in the AAH district.

|ARLINGTON PROJECT SITE SURVEY REPORT |

| |SCHOOL NAME |

|Equipment | |

|10 computers, one heavy duty printer, networking and software licenses |23,000,000 |

|Connectivity |8,000,000 |

|Solar Panels |16,000,000 |

|Solar Batteries |13,500,000 |

|Internet Subscription |6,000,000 |

|Training cost |3,200,000 |

|Computer Software |6,600,000 |

|Educational Software/ Curriculum |11,000,000 |

|Total |77,300,000 |

|Total in USD |$35,136.36 |

Note

This is the ideal situation, but there is always a recurrent expenditure of Six million (6,000,000) Uganda Shillings every year on connectivity. The other option is to use the dial up at one hundred (100) Uganda Shillings per minute but it’s very slow and it will defeat the purpose for improved learning and teaching processes at these institutions. The cost maybe reduced by setting one of the machines as a WiFi, thus allowing the other 9 machines to gain access from the one WiFi machine. The computer equipment cost can also be reduced by utilizing products such as, Ncomputing. Ncomputing allows you to take one Computer’s CPU and create it as a Server for 10 monitors; this gives the effect of having 10 CPUs performing with 10 monitors. The benefit of this is that you only have to buy 1 Computer Server and 10 monitors. This would reduce the overall price of the computers by more than 75 percent.

3 Sustainability

The sustainable model within rural primary schools is very complex and requires much consideration. The lack of technical resources with no continued funding once the computer labs with internet access are set up makes sustainability very difficult. Funds must be in place to provide maintenance for the computer equipment, internet connectivity, solar technology, along with a host of other support issues.

Outreach to stakeholders and donors at all levels will not only improve the reputation of the computer labs and but also create sustainability as well as awareness. In addition, outreach for sustainability might create self-sustaining programs sponsored by public private partnerships. Outreach for parental participation within the school management structure, providing information to parents and communities to enable them to effectively contribute to school management; through a sustained multi-media and communication campaign and using incentive grants to strengthen successful school-community initiatives would also contribute to long term sustainability of the school’s computer labs.

As a first step in tackling this challenge, this report present four different conceptual models of sustained service delivery and public access that involve varying degrees of pooling resources:

Pure Enterprise Model: Individual school can operate independently, sustaining themselves through user fees from computer lab access, training services, use of space by third parties, and other revenue generating services.

Pure Service Model: Individual schools can operate independently, sustaining themselves through fund-raising efforts (can be annual fund or capital campaigns/endowment-building efforts) so that users receive a subsidy of costs for access and training.

“Affinity Group” Model: Small clusters of schools (clusters can be based on local geography or similar service populations). The individual schools in an “affinity group” deliver services, perform some outreach and fund-raising on their own, but relying on a central umbrella organization for major fund-raising, purchasing, staff recruitment and technical assistance.

“Association” Model: A larger association, perhaps encompassing many local schools, which emphasize building access- and service-related branding identity; centralized assistance for training or smaller “affinity groups” based on a program within the school itself.

These are just a few models for sustaining the computer labs at the primary schools, however the real challenge with printing consumables such as toner, ink, and paper, servers, departmental IT services, research computing including multi-million shilling hardware and intricate relationships with other institutions, technology classrooms, projection systems, physical as well as data security systems, and computer centers with their massive energy consumption and complicated back-up systems. This partial list of what might be included in “school computer labs” provides one with an idea of just how large a project it is to make such a system “sustainable”.

Appendix A: IDEAL TECHNICAL SPECIFICATION OF EQUIPMENTS

1 MINIMUM TECHNICAL SPECIFICATIONS

1 Personal Desktop Computers

|ITEM |SPECIFICATIONS |

|Main Processor |Min: Pentium IV Processor (Mandatory Requirement) |

|Clock Speed |Min: 2.8 GHz (Mandatory Requirement) |

|Cache |Pipeline Burst 256K L2 Cache |

|Memory |Min: 512 MB SD RAM (Mandatory Requirement) |

|Mother Board |Bios Year 2000 compatible |

| |1 serial and 2 USB ports |

|Chasis |Tower |

|CD ROM/DVD R/W Drive |52X (Minimum) |

|Hard Disks |Qty: 1 Hard Disk |

| |Minimum Capacity: 40GB (Mandatory Requirement) |

|Floppy Disk Drive |1.44 MB, 3.5 inch drive |

|Network Interface Card |10/100 mbps (Mandatory Requirement) |

|Monitor |17 Inch Color (Mandatory Requirement) |

| |Digital, 0.26mm Dot Pitch, with internal glare protection |

|Graphics |AGP Card, 320 MB RAM (Mandatory Requirement) |

|Keyboard |Windows 95 Keyboard, English |

|Accessories |1 Mouse with Mouse Pad |

| |1 ECP/EPP Parallel Port, 1 serial and 2 USB ports |

|Operating System |Windows XP pre-loaded or Open Source Software |

|Minimum Warranty |2 years |

2 Network Printers (Black and White)

|ITEM |SPECIFICATIONS |

|Printing Colors (Min) |Black and White |

|Printing Speed (Min) |17 Pages per Minute (Mandatory Requirement) |

|Printing Technology |Laser |

|Memory (Min) |MB RAM (Mandatory Requirement) |

|Resolution (Min) |1200 DPI (Mandatory Requirement) |

|Paper Handling Capabilities | |

|Paper Input Trays (Min) |1 Manual feed tray |

| |Paper trays with a total min capacity of 400 A4, 80gsm sheets |

|Paper output Tray |Capacity 100 sheets of 80g/m2 |

|Paper size (Min) |Letter, Legal, A4, A3 |

|Paper Weight |Paper tray: 75 – 90 g/m2 |

| |Manual Feed: 70 – 120 g/m2 |

|Operating Environment |Temperature: 20oC – 40oC |

| |Relative Humidity: 30% - 60% |

|Power Requirements |220 – 240 V |

|Accessories and supplies |1 Printer cartridge 1 Power cable |

| |I bi-directional parallel port cable IEEE-1284 compliant |

|Connectivity |Bi-directional IEEE 1284-compliant parallel; 10/100 |

| |Base-TX network card |

|Minimum Warranty |1 Year |

3 Uninterruptible Power Supply Units – 0.5kVA

|ITEM |MINIMUM REQUIREMENT |

|Output power capacity (Min) |500 VA (Mandatory Requirement) |

|Output power capacity |300 Watts (Mandatory Requirement) |

|Nominal output voltage |220 – 240 V |

|Nominal input voltage |220 – 240 V (Mandatory Requirement) |

|Input frequency |50Hz (Mandatory Requirement) |

|Minimum battery backup time at half load |20 Minutes (Mandatory Requirement) |

|Overload Capacity | |

|Battery type |Maintenance Free |

|Maximum Recharge Time |13 HOURS |

|Audible alarm Utility |Utility fail/Overload/Replace Battery |

|Indicators |On Line/Utility Fail/Overload/Replace battery |

|Surge Energy Capacity |300 Joules |

|Others |UPS must have inbuilt stabilizers |

|Minimum Warranty |1 Year |

4 Microsoft Office software Kit

|ITEM |Specification /Requirement |

|Version |Microsoft Office 2000/XP or Open Source Software |

|Edition |Professional |

|Licenses |User license |

|Others |Must be Original CD With full set of manuals |

5 Technical Specifications for Solar

|Solar with Battery Bank Sizing Sheet |

|Watt Hrs |DOA |DOD | |StmVotg |AH |No. of Batteries |

|10343.3 |1.5 |0.5 |31029.9 |12 |265 |9.76 |

|System Characteristics |

|Nominal Voltage: 12VDC |Operating Voltage: 240VAC |System Type |

|No |Item |Specification-Make |Qty |Rate |Amount |

|1 |Solar Panel(s) |Multi/MonoCrystalline,120W 25Yrs – USA |10 Pc |1,600,000 |16,000,000 |

|2 |Solar Battery(ies) |Deka Sealed Gel 265Ah/12V – USA |10Pc |1,350,000 |13,500,000 |

|3 |C/Regulator |Morningstar 60A 12/24V - USA |1Pc |920,000 |920,000 |

|4 |Inverter(s) |Victron Pure Sine 5000W – Holland | | | |

|5 |Solar Lights |Phillips ESL E27, 11W – Holland |54Pc |20,000 |1,080,000 |

|6 |Mounting Frame |Galvanised Steel Angles & Flats – Uganda |1 Set |600,000 |600,000 |

|7 |Battery Box |Varnished HardWood, Lockable – Uganda |1Pc |600,000 |600,000 |

|8 |Wires & Cables |LL 2.5mm, Single & Twin, M/Strand – UK |1 Set |1,400,000 |1,400,000 |

|9 |Accessories |Assorted Wiring Materials – UK/EU |1 Set |200,000 |200,000 |

|10 |Earthling System |Pure/Coated 1.2m Earth Rod with Accessory |Set |00 |00 |

|11 |Main Switch |Hagar 4Way with Breakers –France |Pc |00 |00 |

|12 |Sockets |Hagar 13 Amp Stylish Single Pole – France |Pc |00 |00 |

|13 |Light Switches |Hagar 6 Amp Stylish Single Pole – France |20Pc |5,000 |100,000 |

|14 |Lamp Holders |Porcelain Glazed Clay/Hard Plastic Model E27 |20Pc |5,000 |100,000 |

| | |Subtotal – Equipment and Materials Only |34,500,000 |

| | |Installation fees for the System |800,000 |

| | |Transportation of Technicians and Equipment |600,000 |

| | |Grand Total |35,900,000 |

6 Option Recommended

|Unit American Power Conversion | |

|Line-R12501 with voltage regulator | |

2 Equipment

Computers, printers and other peripherals should be serviced and maintained regularly preferably quarterly. These services should include preventive and remedial maintenance. All computer equipment should be replaced after every four or five years for proper sustainability and overall performance of the systems.

3 Other media

Other media other than computers should be used in the process of teaching and learning of ICTs. For instance the radios could be used in this case either by putting in place a studio were you will have to outsource subject specialists to broadcast their areas of specialization on radio. You must also either distribute radios or encourage education institutions to purchase radios and tune in to these programs.

Appendix C: Contact Names

|Name |Position |Organization |

|Mr. John Wanda |Founder |Arlington Academy of Hope |

|Ms. Marion Namono |Accountant |Arlington Academy of Hope |

|Ms. Carolyn Edlebeck |Volunteer Worker |Arlington Academy of Hope |

|Mr. David Gelvin |Volunteer Worker |Arlington Academy of Hope |

|Micahael Nyero |Business Solutions Manager |MTN Uganda |

|Aloysius Mulilra |Data Network Planner |MTN Uganda |

|Stephan Owari |Account Manager |MTN Uganda |

|Mr. Siibi Samuel |Headmaster |Bubitta Primary School |

|Ms. Betty Bigala |Principal |Bududa Vocational School |

|Mr. Watira Wilson |District Chairperson |Bududa Local Government Office |

|Mrs. Nambale Ester |Teacher |Bukauka School |

|Mr. Mubuya Fred |Headmaster |Bukiga Primary School |

|Mr. Kuloba Masa |Headmaster |Bukigai Primary School |

|Mr. Locaah Alpheus |Deputy Headmaster |Bukigai Primary School |

|Mrs. Bukawa Hamida |Headmistress |Bumalukani Primary School |

|Mr. Wanambwa Daris |Head of Department of Mathematics |Bunamutoro Nursery and Primary School |

|Mr. Kutosi Juma |Science Teacher |Bunamutoro Nursery and Primary School |

|Mr. Wabuna Modson |Teacher |Bunandutu Primary School |

|Ms. Alice Basemara |Headmistress |Bupoto Primary School |

|Mr. Daniel Todd |Dean of Studies and Admissions |International School of Uganda |

|Mr. Kamal Jahanbein |Founder |Kamal Foundation |

|Mr. Bwayo James |Headmaster |Lwandubi Primary School |

|Mr. Bikala Omukota |Mathematics Teacher |Lwandubi Primary School |

|Mr. Charles Walimbwa |District Chairperson |Manafwa Local Government Office |

|Mr. Otule David |Principal Personnel Officer |Manafwa Local Government Office |

|Mr. Wanzala Abass Wanaba |Headmaster |Manjiya Primary School |

|Mrs. Watima Kana |Headmistress |Matuwa Primary School |

|Mr. Elijah Tumusiime |Sales Engineer |MTN Uganda |

|Mrs. Grace |Headmistress |Nsangi Secondary School |

|Mr. Edward Wamono |Science and Mathematics Teacher |Toma Butta Church of Uganda Primary School |

|Mr. Bob H. Lyazi |Director |Uganda Communications Commission for Rural Communication |

| | |Development Fund |

|Ms. Jessica Liomu |Educational Specialist |USAID Primary Educational Department |

|Ms. Natasha DeMarcken |Educational Advisor |USAID Primary Educational Department |

| | | |

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AAH

Graph 3: Adequate Seating & Writing Space

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