In Agojo sub county in Adjumani district, rain is a blessing, for it not only freshens the hot weather, but also brings hope for the farmers. When the fields get water, expectations for bumper harvest rise.

Yet, at Agojo Early Childhood Development (ECD) Centre, rain is a nightmare. The centre, which has over 175 children from Agojo refugee settlement and the host community, grapples with insufficient classrooms for teaching and learning activities.

It has a temporary tent, provided by UNHCR, which serves as a classroom for some classes. But whenever it rains, the tent leaks and the flowing water cannot allow lessons to continue.

The Resident District Commissioner of Adjumani, Taban Peter Data speaking to parents and teachers during the commssioning of the classrrom block. (Photo by Denis Nsubuga)

Irene Anzoa, a parent, says whenever it rains, caregivers send the children back home even before breakoff time, which affects their learning outcomes, especially in the rainy seasons.

“Weary of such occasions, we – parents in the community—mobilized to set up a classroom block. However, besides the bricks which we made from local materials, we couldn’t put up a fully-fledged modern classroom,” she says.

They sought help from development partners, to which Plan International responded with the construction of a two-classroom block.

Today, the lead caregiver, Grace Affo, says the classroom block has boosted the prospects of the ‘learning with play’ method of instruction that is used at the centre.

She says well-constructed classrooms not only attract learners and improve enrolment at the school, but also offer protective environments for their learning.

Grace Affo, the lead caregievr at Agojo ECD center in Adjumani.(Photo by Denis Nsubuga)

Agojo ECD Centre, which started in 2018, attracts mostly children from refugees who fled insecurity in South Sudan in 2017.

Play matters

Education is integrated with play, thanks to Play Matters, a five-year programme that aims to strengthen children’s resilience and build their social, emotional, cognitive, physical, and creative skills through play-based learning.

In Uganda, it is implemented in 28 ECD centres in nine refugee hosting districts, including Kyegegwa, Isingiro, Kikuube, Lamwo, Madi Okollo, Terego, Obongi, Yumbe, and Adjumani.

“Children find learning through play less stressful, participatory, and improves their social skills, well-being and growth. The concepts learnt stay with the children for a lifetime,” says Affo.

While commissioning the block last week, the resident district commissioner, Taban Peter Data, encouraged the parents to take advantage of government’s open-door policy on refugees and ensure their children access education.

Grace Affo, the lead caregievr at Agojo ECD center in Adjumani.(Photo by Denis Nsubuga)

He also encouraged the parents to collaborate in maintaining the school because “such environments promote peace co-existence between the refugees and host communities" and that "children build relations that go beyond the classroom and school, to their homes".

Ronald Kazibwe, the project manager of Play Matters at Plan International Uganda, said the sh85m classroom block was constructed to improve the quality of learning through play.

“We need to ensure that learning is at a place which is inclusive and safe for the children to learn well. As we push for both indoor and outdoor learning, the interaction between the caregivers and learners in classrooms should not be interrupted,” he said.

Maiko Mawadri Kizito, the senior assistant chief administration officer of Adjumani district, also requested the residents to take care of the built structures to ensure continuity of education in the community.

“A good learning environment is key in achieving sustainable goal four of inclusive and equitable education for all. Decent structures create a safe haven for enabling strong foundation for the children’s lifelong learning,” he said.

Representing the LCV chairperson, the council secretary, Irene Api, encouraged development partners to collaborate and coordinate their interventions to avoid duplication of work within the refugee settlements.