For 18-year-old Justine Namukasa, the realisation that students in Europe study the same mathematics as she studies at Lubiri High School in Kampala was almost implausible.
Namukasa, who is about to sit for her O-level-leaving exams later in October/November this year, is one of the select student beneficiaries of the ongoing Active Learning EV mentorship program, which has been running since November last year. Tutors based in Germany and the Netherlands mentor at least 15 students of Lubiri High School online every Friday in English and mathematics.
Clearly, the mentorship program has benefited way more than the select 15 students, as the mentored students also become mentors to other students. Namukasa is part of the initial group of Ugandan students slated for national examinations under the new competence-based curriculum (CBC), a curriculum that prioritizes rational and critical thinking over the learner-centred approach. She says the mentorship couldn’t have come at a better time.
“Although there are some minor differences, particularly in the exam structure, the mathematics taught in Germany and Uganda are similar. In Germany, the exams are more scenario-based than our curriculum, but since our country has implemented the new curriculum, I now kind of understand the German way of setting,” she says.
Adding: “Our mentor, Leo, has been giving us questions that require critical thinking, and now I can easily answer mathematics exams. In the past, during examinations, I would only look out for the key points without realizing what the question really requires, but since I joined the mentorship, I now think about the question before I write down the answers.”
She asserts that the program has significantly improved her mathematics grades, but more importantly, she has acquired the soft skills of confidence, communication, teamwork and collaboration. Fahim Lubega, another beneficiary of the mentorship program, shares Namukasa’s sentiments. Lubega says he has now been able to master the algorithms topic better and has learnt how to integrate his answers.
“Recently, we had a mathematics test, but since I’ve been practising regularly due to the program, I’m now confident. I now have the confidence to tackle an exam and understand that it’s just simple math. The experience of interacting with people from a different world is also something I will forever cherish. My mentor is in the Netherlands, and I’m in Uganda. Speaking to her, I’m learning how to have relations with international people. Additionally, the mentorship program requires me to collaborate with others, which has enhanced my teamwork skills,” Lubega stated.
Lubega aspires for the program to extend beyond the initial 15 beneficiaries, as he believes the benefits should extend beyond Lubiri High School. Gloria Mirembe, who is receiving mentorship in the English language, cites the program’s highlights as the opportunity to learn various creative writing styles.
She notes that at her previous school, the program provided a deep dive into the fundamentals of writing and how to enhance our writing skills for the audience’s enjoyment. She says she learnt how to communicate and write for different audiences because previously, she would just write generally without minding about the different attributes, such as the age of her audience.
“Our coach Lara, even though she is an English tutor, coaches us on how to deal with societal problems and gives them a new positive meaning. We had the music and drama competition, and she mentored us on how to be exceptional in our performances. Despite the fact that we were doing it as a group, she shared techniques on how we can stand out.”
Mirembe, like Lubega, would also like to see the program extended to more students. Most intriguing to note is that this mentorship program ‘accidentally’ came out of a 2023 class discussion at Geschwister-Scholl-Schule, the largest secondary school in the university town of Bensheim, Germany.
During the class discussion, 14-year-old Jolyn Babirye Chanel Magoola, a Ugandan-born German student, spoke about the stark differences between Ugandan and German students. She says that her classmates were “extremely shocked” to learn that Ugandan students face beatings as a form of punishment, must wake up as early as 4 am and study until 5 pm or even beyond, and are required to wear school uniforms throughout.
Similarly, while education is free in Germany, several Ugandan students are unable to complete school due to high tuition fees, despite the presence of Universal Primary Education (UPE) and Universal Secondary Education (USE) programs. Unknown to Babirye as she narrated her home country’s education struggles, her tutors were at the time looking to expand the Active Learning EV mentorship program outside Europe.
Months later, she was shocked to know that her discussion had resulted in an education project for Lubiri High School students.
“There is no way! Oh my God! Me? I started a project for my home country, me? At 14?! Mind you, I’m 14 years old and have started a project to help children. I have been dreaming of helping children in Uganda in whatever way I can,” she said.
Adding: “Initially, I believed that the day would come when I was in my 20s, working a 9-5 job and participating in the WNBA [Women’s National Basketball Association], but it arrived when I was just 14 years old. I was so shocked that I immediately had to inform my friends and inquire, ‘Have you started projects in your home countries?’ Of course not; I did. I was really shocked but at the same time proud of myself. Babirye Jolyn Chanel Magoola. I did it, nobody else.”
HOW DIFFERENT?
Coach Lara explained that coaching/ mentoring offers a more personalized and interactive learning experience compared to general classroom learning, where students adhere to a set curriculum and pace.
In contrast, coaching tailors lessons to each student’s needs and interests. This helps them understand concepts better and learn at their own speed.
“I believe that since the student-teacher (student-coach) ratio is much lower, lessons can be more adjusted to what students want to learn, while I, as a tutor, can focus on single students in case I believe they need some extra help,” said Leo when asked the same question.
Although interviewed separately, both coaches and students say that beyond classroom knowledge, the students have inadvertently gained other skills such as critical thinking, communication skills, and cultural awareness. Lara says her students are particularly motivated and more eager to learn than her students at home in Germany.
According to her, the Ugandan students are very interested in German traditions, European culture, and important political topics, so she tries to include these topics in the lessons and make the most of the opportunities presented to them. Leo notes that it has also been a learning experience for the coaches, particularly in understanding other cultures and habits and gaining a fresh global perspective. Leo’s satisfaction comes from seeing students understand a new topic.
“It feels very rewarding… The students have already improved a lot; they’re very motivated, and I believe they will be well prepared in October for their final exams,” he says.
Through regular feedback and evaluations, the coaches are able to track the students’ growth and identify areas that need more attention.
Since 1985, Germany, through DVV International, has supported various non-governmental organisations (NGOs) and the Uganda Adult Education Network (UGAADEN) in lobbying and implementing literacy initiatives and non-formal vocational training programmes.
fkisakye@observer.ug