USAGE INTERNE - N5 - INTERN GEBRUIK

Country Portfolio Uganda –

Shared with All Staff July 2023
2023-2027
Acronyms ............................................................................................................................ 4
1. Overview of Country Portfolio 2023-2027 ......................................................................... 8
2. Summary of the Uganda Country Strategy 2023-2027 ....................................................... 8
3. Content of the Portfolio ................................................................................................. 15
3.1 Pillar 1: Sustainable, green and decent jobs for youth ...........................................................15
3.1.1 Background, Framework and Structure ........................................................................................... 15
3.1.1.1 Pillar Background ......................................................................................................................................................15
3.1.1.2 Pillar Framework .......................................................................................................................................................17
3.1.1.3 Pillar Structure ..........................................................................................................................................................18

Interventions 1 and 2: Green and Decent Jobs for Youth (WeWork) in the regions of 1) Rwenzori &
Albertine; and 2) Busoga .......................................................................................................................... 19
3.1.2.1 Intervention logic ......................................................................................................................................................19
3.1.2.2 Target groups ............................................................................................................................................................36
3.1.2.3 Partnerships and Collaborations ..............................................................................................................................37
3.1.2.4 Budget and Chronogram ..........................................................................................................................................41

3.2 Pillar 2: Local access to quality education and health care for vulnerable groups.................43
3.2.1 Background, Framework and Structure ...................................................................................... 43
3.2.1.1 Pillar Background ......................................................................................................................................................43
3.2.1.2 Pillar Framework & intervention logic .....................................................................................................................48
3.2.1.3 Pillar Structure ..........................................................................................................................................................49

Intervention 3: Boosting Equal Learning Opportunities - WeLearn.......................................................... 51

3.2.2.1 Intervention Logic .....................................................................................................................................................51
3.2.2.2 Target groups ............................................................................................................................................................61
3.2.2.3 Partnerships and Collaborations ..............................................................................................................................62
3.2.2.4 Budget and Chronogram ..........................................................................................................................................65

Intervention 4: Caring for Mothers’ Lives - WeCare ................................................................................. 66

3.2.3.1 Intervention Logic .....................................................................................................................................................66
3.2.3.2 Target groups ............................................................................................................................................................76
3.2.3.3 Partnerships and Collaborations ..............................................................................................................................77
3.2.3.4 Budget and Chronogram ..........................................................................................................................................80

Intervention 5: Training for Excellent Health Care (WeTrain4Health) ..................................................... 81

3.2.4.1 Intervention logic ......................................................................................................................................................81
3.2.4.2 Target groups ............................................................................................................................................................83
3.2.4.3 Partnerships and Collaborations ..............................................................................................................................83
3.2.4.4 Budget and Chronogram ..........................................................................................................................................85

8. Indicators matrix ....................................................................................................... 86

Annexes............................................................................................................................. 89
9.1 Overview of interventions for third parties ...........................................................................89
9.2 Overview of identified implementation partnerships ............................................................91
9.3 Alignment with the National Policies......................................................................................99
9.4 Innovation approach .............................................................................................................106
9.5 Selection of Value Chains......................................................................................................108
9.6 Partner Vocational Training Institutions ......................................................................................116
Acronyms
Acronyms Full Name
AAPU The Association of Ambulance Professionals Uganda
ACODE Advocates Coalition for Development and Environment
ANC Antenatal Care
AOGU Association of Obstetricians and Gynaecologists of Uganda
AR Action-Research
ASSC Agriculture Sector Skills Council
AVSI Association of Volunteers in International Service
AZV Artsen Zonder Vakantie
BAMA Babies and Mothers Alive Foundation
BDS Business Development Services
BE Belgium
BHC British High Commission
BHR Business and Human Rights
BIO BIO Invest
BMO Business Membership Organisation
BoGs Board of Governors
BUBU Buy Ugandan, Build Uganda
CAO Chief Administrative Officer
CfPs Calls for Proposals
CoE Centres of Excellence
CPD Continuous Professional Development
CPMB Country Portfolio Management Board
CRRF Comprehensive Refugee Response Framework
CSOs Civil Society Organisations
CV Curriculum Vitae
D4D Digitalization for Development
DAC Development Assistance Committee
DEOs District Education Offices
DES Directorate of Education Standard
DHIS District Health Information system
DHMT District Health Management Team
DIT Directorate of Industrial Training
DLGs District Local Governments
E4D Education for Development
EAC East African Commission
EMHS Essential Medicines and Health Supplies
EMONC Emergency Maternal Obstetric and Neonatal care
EMS Emergency Medical Services
EOC Equal Opportunity Commission
ERP Education Response Plan for Refugees and Host Communities in Uganda
ESB Employment Service Bureau
ESSP Education Sector Strategic Plan
EU European Union
EUTF European Union Trust Fund
FAWE Forum for African Women Educationalists
FCDO Foreign, Commonwealth & Development Office
FSME Federation of Small and Medium Enterprises
FUE Federation of Uganda Employers
G4DU Gender for Development in Uganda
GBV Gender Based Violence
GCF Green Climate Fund
GEM Global Entrepreneurship Monitor
GH General Hospital
GHG Green House Gasses
HC Health centre
HIV Human Immune Virus
HR Human Resources
HRBA Human Rights Based Approach
HSIRRP Health Sector Integrated Refugee Response Plan
HSSP Health Sector Strategic Plan
HUMC Health Unity Management Committee
IA Implementation agreement
ICT Information Communication Technology
IITA International Institute of Tropical Agriculture
INBAR The International Network for Bamboo and Rattan
IPCC Intergovernmental Panel on Climate Change
ISSB Interlocking soil stabilised bricks
IT Information Technology
ITM Institute of Tropical Medicine Antwerp
JCC Joint Consultation Committee
JICA Japanese International Cooperation Agency
JLIRP Jobs and Livelihoods Integrated Refugee Plan
JSF Joint Strategic Framework
KAP Knowledge, Attitude, and Practices
KCCA Kampala Capital City Authority
KfW KfW development Bank
LG Local Government
LGAs Local Government Authorities
LLGs Lower Local Governments
LLL lifelong learning
LMS Labour market survey
MAAF Ministry of Agriculture, Animal Industry and Fisheries
MBOs Business Membership Organisations
MCH Maternal and Child Health
MCPs Master Craft Persons
MDD Music, Dance and Drama
MEET Meaningful participation; Equality, non-discrimination and inclusion of
marginalised groups; Empowerment and capacity building;
MEL Monitoring, Evaluation and Learning
MHM Menstrual Hygiene Management
MoES Ministry of Education and Sport
MoGLSD Ministry of Gender, Labour and Social Development
MoH Ministry of Health
MoLG Ministry of Local Government
MoTIC Ministry of Trade, Industry and Cooperatives
MoTWA Ministry of Tourism, Wildlife and Antiquities
MoU Memorandum of Understanding
MoWE Ministry of Water and Environment
MSME Micro, Small and Medium Enterprises
MU Management Unit
NAP National Action Plan
NAPE National Assessment of Progress in Education
NARO National Agricultural and Research Organisation
NCHE National Council of Higher Education
NDP III Third National Development Plan
NGOs Non-Governmental Organisation
NICU Neonatal Intensive Care Units
NOTU National Organization of Trade Unions
NRC Norwegian Refugee Council
NTCs National Teachers’ Colleges
NYC National Youth Council
OECD Organisation for Economic Co-operation and Development
OOP out of pocket
OPD Out Patient Department
OPM Office of Prime Minister
OVO Ondernemers voor Ondernemers
PDM Parish Development Model
PNFP Private Not For profit
PPP Public Private Partnership
PS Permanent Secretary
PSFU Private Sector Foundation of Uganda
PTA Parent-Teachers’ Association
PWD People living with Disabilities
RBF Result-based Financing
REF Refugee Engagement Forum
RJRM Regional Joint Review Missions
RRHs Regional Referral Hospitals
RWCs Refugee Welfare Committees
SA Specific Agreement
SB4U Sustainable Business for Uganda
SBCC Social and Behaviour Change Communication
SCI Save the children International
SDF Skills Development Funding
SDGs Sustainable Development Goals
SEL social and emotional learning
SESEMAT Secondary Science and Mathematics Teachers' Programme
SGBV Sexual and Gender Based violence
SMSs Small and Medium-sized Enterprises
SRHR Sexual Reproductive Health and Rights
StCom Steering Committee
STEAME Science Technology Engineering, Arts, Mathematics and Entrepreneurship
STEM Science Technology Engineering and Mathematics
TARL Teaching at the Right Level
TEI Team Europe Initiative
TETD Teacher Education Training and Development
THSSC Tourism and Hospitality Sector Skills Council
TVET Technical Vocational Education and Training
UBTEB Uganda Business and Technical Examinations Board
UCE Uganda Certificate of Education
UCPC Uganda Clean Production Centre
UG Uganda
UgIFT Uganda Intergovernmental Fiscal Transfers Program
UHOA Uganda Hotels Owners Association
UIRI Uganda Industrial Research Institute
UMA Uganda Manufacturer’s Association
UNBS Uganda National Bureau of Standards
UNESCO United Nations Educational, Scientific and Cultural Organization
UNFFE Uganda National Farmers’ Federation
UNFPA United Nation Family Planning Agency
UNHCR United Nation Human Commission for Refugees
UNICEF United Nations Children’s Fund
UNITE Uganda National Institute of Teacher Education
USAID United States Agency for International Development
USDP Uganda Skills Development Project
USEEP Uganda Secondary Education Expansion Project
USSIA Uganda Small Scale Industries Association
UTA Uganda Tourism Association
UWONET Uganda Women Network
UWPA Uganda Women Parliamentarian Association
UYONET Uganda Youth Network
VC Value Chain
VDAB Vlaamse Dienst voor Arbeidsbemiddeling en Beroepsopleiding
VET Vocational Education training
VHT Village health Team
VITO Flemish Institute for Technological Research
VLIR-UOS, VLIR-UOS
VSLAs Village Savings and Loan Associations
VTI Vocational Training Institution
VVOB Flemish Association for Development Cooperation and Technical
Assistance
WASH Water, Sanitation and Hygiene
WBL Work Based Learning
WHO World Health Organisation
WREA Women Renewable Energy Association
WSB WorldSkills Belgium
WSU WorldSkills Uganda
YADNET Youth Advocacy and Development Network
YGC Youth for Green Communities
YGC Youth for Green Communities
1. Overview of Country Portfolio 2023-2027

Intervention Period Budget

Pillar 1

Intervention 1 – Green and decent jobs for youth (WeWork) - Albertine Region 2023-2027 13.4M EUR

Intervention 2 – Green and decent jobs for youth (WeWork) - Busoga Region 8.7M EUR
Pillar 2

Intervention 3 – Boosting Equal Learning Opportunities (WeLearn) 2023-2027 14.1M EUR

Intervention 4 – Caring for Mothers’ Lives (WeCare) 16M EUR

Intervention 5 – Training for Excellent Health Care (WeTrain4Health) 4.7M EUR

Reserve 4M EUR
Expertise (int.) 7.1M EUR
Belgian government financing 68M EUR

in million euros 2023 2024 2025 2026 2027

Indicative budgetary planning (EUR) 8.6M 18M 18.5M 16.3M 6.6M

The interventions funded through Belgian government financing will be complemented by a number
of confirmed interventions funded by the EU delegation. These interventions join the priorities
defined by Belgium. The interventions are:

Intervention Period Budget

Pillar 1

EU Delegation – Sustainable Business for Uganda (SB4U) 2023-2026 25M EUR

EU Delegation – Supporting Business on Human Rights (SBHR) 2023-2025 5M EUR

Pillar 2
2023-2026 7M EUR
EU Delegation – Gender for Development Uganda (G4DU)

Total GP funding confirmed 37M EUR

2. Summary of the Uganda Country Strategy 2023-2027

The Uganda Country Strategy 2023-2027 was validated on 15th July 2022. Its Overall Objective is
that “Young people and women in Uganda develop into active, economically independent citizens in
a sustainable society that respects human rights and ensures quality basic services”.
Two general objectives have been defined, which are articulated into two main pillars:

• General Objective 1: “Young people, especially young women, acquire skills and find decent
jobs or entrepreneurship opportunities in agriculture and the green and sustainable
economy.”
• General Objective 2: “The right to safe and quality education and health care is more
transparently ensured, in particular for vulnerable groups including children, girls and
women, and refugees.”

8
The first pillar focuses on providing young people, and especially young women, with the right
vocational skills and genuine opportunities to generate an income and contribute to the economy
through sustainable, decent work. This objective will be pursued by addressing barriers both from
the supply-side (employability) and the demand-side (jobs and entrepreneurship). The pillar will
follow an economic sector logic approach, with a focus on specific value chains in agriculture and the
green economy.
The second pillar focuses specifically on i) inclusive access and completion of quality lower secondary
education; ii) reducing child and maternal mortality and increasing knowledge of and access to
Sexual and Reproductive Health and Rights (SRHR); and iii) increasing the capacities of local
authorities and communities to participate in the management and administration of social services.
A rights-based approach will be applied to the whole pillar, with a focus on both rights-holders
(demand side), and duty-bearers (supply side), as well as their interactions at the local level.
The priorities of the strategy and related general objectives (GO) and specific objectives (SO) can be
represented schematically as follows:
Fig. 1: Overall Ambitions Framework

Overall Objective: “Young people and women in Uganda develop into active, economically
independent citizens in a sustainable society that respects human rights and ensures quality basic
services”.

(GO 1) "Young people, especially young women, acquire (GO 2) “The right to safe and quality education and
skills and find decent jobs or entrepreneurship health care is more transparently ensured, in particular
opportunities in agriculture and the green and sustainable for vulnerable groups including children, girls and
economy". women, and refugees”.

(SO 1) Employability (SO 2) Employment (SO 3) Education (SO 4) Health

“Young people, at least half and Entrepreneurship “Adolescents –in “Child and maternal
of whom are women, have “Trained young people, at particular girls and mortality decreases, and
access to high-quality skills least half of whom are refugees – are accessing SRHR are better ensured,
development that offers the women, are guided and and completing four years through the training of non-
prospect of decent and supported to find decent of quality lower secondary university health personnel
green jobs.” and green jobs or to start a education”. and improved capacity of
successful business”. the meso- structure of
health centres and
hospitals”.

Green Economy in and around secondary cities (SO 5) Participatory Governance

“The capacities of local authorities and communities are
Agriculture: On and off-farm jobs enhanced to improve the management and
administration of social services in a participatory,
inclusive and transparent manner”.

HRBA, Inclusion and gender - Innovation and new technologies,

Climate change and Environment - Decent work.

9
The Country Strategy is aligned with a number of the Strategic Objectives of the National
Development Plan III (NDP III), as well as several pillars of the Parish Development Model. These
are directly linked with the results of the portfolio as indicated in annex 9.3.

NDP III Strategic Objectives Pillars of the Parish Development Model

(i) Enhance value addition in key growth (1) Production, storage, processing and
opportunities marketing
(ii) Strengthen private capacity to drive growth (4) Social services
and create jobs
(iv) Enhance productivity and social wellbeing of (5) Mindset change and cross cutting issues
the population (gender, environment, disability, etc.)
(v) Strengthen the role of the state in guiding (7) Governance and administration
and facilitating development

The Country Strategy will also contribute to the refugee sector response plans including Health
Sector Refugee Response Plan; Jobs and Livelihoods Integrated Response Plan; Sustainable Energy
Response Plan; Water and Environmental Refugee Response Plan; and Education Response Plan as
indicated in annex 9.3.
The Country Strategy will further contribute to addressing the following Global Challenges:
- Social and Economic Inequality, specifically the promotion of sustainable
entrepreneurship and creation of decent jobs; the creation of sustainable and fair value
chains; the promotion of access to quality food; health and sexual and reproductive rights,
including family planning; access to quality health and education services; as well as bridging
the digital divide.
- Peace and Security, specifically citizenship and participation.
- Climate change, specifically climate-smart and climate-resilient agriculture, as well as
green growth, renewable energy and eco-construction.
- Urbanisation, specifically the promotion of green and circular economy in and around
secondary cities, the participatory local governance and citizen engagement at the local level
- Human mobility, specifically protection and resilience.

Finally, the country portfolio will join a number of Team Europe initiatives (TEI) launched by the
EU Delegation in Uganda. The specific objectives of the Pillar 1 join a EUR 38mio EU Delegation
Action, under the Team Europe Initiative (TEI) on Sustainable Business for Uganda (SB4U), that
will be launched in 2023. Enabel will be the implementing partner for the component on “Skilling
and Decent Jobs” (EUR 25mio) and the component on “Supporting Business on Human Rights”,
with a link to the Social Protection Portfolio (EUR 5mio). The specific objective on Education (SO3)
joins the EUR 60mio EU Delegation Action “Gender for Development in Uganda” (G4DU), under
the TEI on Demography and Social Services, that will be launched in 2023. Enabel will be the
implementing partner for 2 components (total EUR 7mio) to increase the access and quality of lower-
secondary school education.

Geographic focus
In order to promote efficiency and to maximise impact, this portfolio will focus its interventions
geographically on 6 districts. However, a strategic decision was made to select districts in at least 3
regions in order to 1) reduce the risks posed by regional specific events; 2) avoid the risk of
substituting local government budgets and responsibilities if all the portfolio’s funds and efforts were
concentrated in one specific region and; and 3) cater for political considerations.

Following extensive analysis and alignment with the Embassy, 6 districts have been selected in
Rwenzori, Albertine, and Busoga. Rwenzori and Albertine have been regions of focus for Enabel and
the Belgian cooperation for the past decade, whilst Busoga, one of the poorest regions in Uganda,
will be a new region of focus for Enabel. Three major urban centres are covered through the districts:
10
Fort Portal, Hoima, and Jinja, thereby assuring a healthy urban/rural mix for the portfolio's
activities. Rwenzori is also host to the largest refugee population outside of West Nile.

Enabel’s presence in West Nile will be continued through the ongoing Belgian bridging program
(ending in Q3 2023) and EU portfolio as described below.

Focus of New Portfolio Ongoing BE Bridging

2023 & EUTF project
Rwenzori region Albertine region Busoga region West Nile region
Kasese Hoima Jinja Arua, Madi-Okollo,
Kabarole Kamuli Adjumani, Terego &
Kyegegwa (refugee Yumbe
hosting district)

*EU SB4U geographic focus further elaborated under 3.1.1.2. EU G4DU geographic focus to be finalised but includes West Nile.

Summary of activities per region

Rwenzori and Busoga region: In these regions, Enabel intends to target all results domains
under both Pillar 1 and Pillar 2. A focus will be on 5 selected districts across the 2 regions that have
a total population of 2.6m people. This includes the district of Kyegegwa in Rwenzori, which hosts
134,000 refugees. In Busoga, there will also be an EU delegation funding contribution towards the
Pillar 1 activities under the SB4U action.
Albertine region: In this region Enabel intends to target Pillar 1 results domains and complement
the activities under the Social Protection Portfolio. There will be a particular focus on Hoima district.
Under Pillar 2, the focus will be on supporting the improvement of the Hoima School of Nursing and
Midwifery.
West Nile region:
• Pillar 1 - Enabel is currently implementing a 3 million Euro skilling intervention funded by
the EU Emergency Trust Fund for Africa (EUTF) that focuses on refugees and refugee-
hosting communities. The project ends in November 2024. Enabel will leverage new EU
11
 funding under an EU Delegation Action to complement the ongoing intervention with an
additional intervention of 4 million Euro over the period of 2023-2026.
• Pillar 2 - Health: as part of the Belgian bridging programme, Enabel is implementing a 4
million Euro health intervention in West Nile and Rwenzori that focuses on strengthening
emergency services and SHRH for refugees and host communities. The intervention ends in
October 2023. An assessment will take place at the end of 2023 to measure progress and
evaluate further needs for an Enabel intervention. Education: Enabel will leverage new EU
funding under an EU Delegation Action to achieve education results domains. The
intervention will target 20-30 schools in West Nile and will be implemented in partnership
with UNICEF and KfW.

Human Rights Based Approach (HRBA)

By adopting a HRBA, the strategy aims to develop the capacities of rights-holders to effectively
exercise their inalienable, interdependent, indivisible and universal rights and participate in their
own development processes. The strategy will simultaneously strengthen the capacities of duty-
bearers to respect, protect and fulfil those rights. The HRBA involves the cross-cutting consideration
of “MEET” key principles: Meaningful participation; Equality, non-discrimination and inclusion of
marginalised groups; Empowerment and capacity building; Transparency and accountability. To the
greatest extent possible, the portfolio will integrate a “Leave No One Behind” approach and adopt
specific actions for increased inclusion of vulnerable groups.
Inclusion: gender, refugees, disabilities
Inclusion and gender equality are at the heart of the country strategy, in alignment with the HRBA.
The portfolio integrates a two-pronged approach combining: i) mainstreaming gender, inclusion and
specific vulnerabilities throughout all aspects of the portfolio with ii) targeted actions to reduce
inequalities. There will be a specific focus on women and girls (according to the OECD/DAC Gender
Marker), refugees (both in and out of settlements) and vulnerable youth (including youth with
disabilities). This will be addressed at different levels:
Systems and local governance of services - Strengthening the capacity of local actors for the
inclusion and representativity of target groups
Data on inclusion (accessibility, usage, barriers, adapted services etc.) will be collected to monitor
the inclusion performance of service providers and to inform decision-making and planning of
services in local governance. Inclusive participative governance and representation will also be
strengthened at local governance and community levels.
Service providers - Providing inclusive services, adapted to the needs of target groups
Throughout the portfolio, safe, inclusive and accessible (learning/work/health) infrastructures will
be created. Additionally, staff (teachers, trainers, health care staff, employers, enterprises) will be
sensitised to inclusive approaches. Practices will be adapted to incorporate and value the skills of
target groups (e.g., recognition of diplomas, prior learning etc.).
Communities and individuals – Promoting information-sharing and citizen engagement
Through inclusive & participatory approaches, all interventions will identify specific barriers and
vulnerabilities as part of the process of co-creation of solutions for successful social and behavioural
changes (as well as for social cohesion). The interventions will also focus on strengthening
community and district outreach mechanisms to inform vulnerable groups on their rights and the
availability of services and opportunities. Inclusive community dialogue will also be supported in
order to foster social cohesion.
Dedicated Refugee and Gender/Inclusion experts will be recruited in the Portfolio.
Deep-dive Refugees
Enabel will support duty-bearers and service providers to foster peaceful co-existence between
refugees and host communities through livelihood promotion and enhanced services in the areas of
secondary education, health, skilling and employment opportunities both in refugee-hosting and

12
refugee-affected districts.1 This focus will be integrated throughout interventions in Pillar 1 and 2 in
the region of Rwenzori. It is aligned with the objectives of the Comprehensive Refugee Response
Framework (CRRF), as well as with the sectoral refugee response plans (such as the Health Sector
Integrated Refugee Response Plan (HSIRRP), the Education Response Plan for Refugees and Host
Communities in Uganda (ERP), and the Jobs and Livelihoods Integrated Refugee Plan (JLIRP). The
alignment with refugee sector response plans is referenced under annex 9.3.

Decent Work

Enabel will actively seek to promote the creation and improvement of decent work opportunities in
the targeted districts. Promoting decent work is part of Enabel’s direct mandate within the Belgian
law to overcome inequalities and carry forward fundamental human rights on the journey towards
inclusive growth. Enabel’s approach aligns actions with the four pillars of the ILO’s Decent Work
Agenda: (1) creating decent employment, (2) strengthening standards and rights at work, (3)
increasing social protection and (4) promoting social dialogue. Uganda’s Social Protection portfolio,
which is strategically anchored to the 4 pillars of decent work, will be fully integrated in the new
country portfolio under Pillar 1.

Innovation and Technology

Innovation and technology are instrumental in designing and accelerating breakthrough solutions
towards a brighter future for Ugandans. The Enabel portfolio in Uganda will reflect Enabel’s
commitment to become a trusted innovation partner and a leading enabler of the Ugandan
innovation ecosystem. Through an ambitious innovation approach, Enabel will contribute to
accelerating the creation of new jobs and businesses, sustainably transforming existing ones and
accelerating creative problem solving to improve access and quality of education and healthcare. This
innovation approach will cut across both pillars and will:

• Combine support to adoption and scaling of (existing) innovations with early stage
innovation efforts and actions to support the innovation ecosystem in Uganda.,
thereby balancing risks and rewards;
• Focus on design-thinking to co-create innovative solutions around identified
complex societal problems;
• Focus on impact at scale, by building upon Enabel’s (existing) promising approaches
and solutions, and those of others;
• Be supported through a learning (while doing) approach based on action-research.

For Pillar 1, the focus will be on leveraging innovation and technology to lead more youth, and
especially more women and vulnerable youth (including refugees), towards self-employment and
jobs. Additionally, innovation and technology will be leveraged to support green growth of businesses
and value chains with the aim of increasing their job creation capacity.
For Pillar 2, the focus will be on piloting and scaling-up creative and impactful solutions to some of
the very complex barriers to safe and quality education and healthcare for vulnerable groups.
Around 12 million Euros of the total budget for the Uganda country portfolio will be invested in
activities and initiatives that contribute directly or indirectly to innovative solutions. This is in line
with Belgium’s ambitions in this regard. Moreover, the portfolio team will be supported by a cross-
cutting expert in innovation and (digital) technology with the (training and coaching support) of the
innovation and D4D experts in Brussels and Enabel’s innovation partners (through, e.g., an
innovation framework contract and public framework contracts with research and innovation

1 Despite Uganda’s inclusive open door policy regarding refugees, the CRRF does not capture the full complexity of the implications brought about by the presence
of people in displacement on Ugandan territory. The refugee response plans consider refugees to be living in settlements and only take into consideration the
“official” refugee hosting districts”, leaving the others without specific framework and strategy. On the one hand, this means that the increasing number of refugees
leaving their poverty situation in settlements and seeking livelihood opportunities outside settlements are not accounted for in the planning and budgeting of
service delivery. On the other hand, more and more districts that are not officially hosting refugee settlements are facing challenges related to non-registered new
arrivals of distrustful and vulnerable displaced people that are not aware of the rights granted by the refugee status nor trust that once registered they will be able
to leave settlements. These situations lead to increased pressure exerted on local service delivery and disrupted social peace.
13
partners). The approach to innovation and technology, and the related activities within the portfolio,
is further outlined in Annex 9.4 Innovation approach).

Climate and Environment

In line with its holistic, solution-oriented approach2, Enabel will effectively integrate environmental
and climate change considerations throughout the Country Portfolio. A two-pronged approach will
be applied:

Within Pillar 1, climate and environmental concerns are directly integrated through:
• promoting more sustainable, green and climate-resilient agricultural practices that foster
food and nutritional security, job creation and livelihood improvement;
• supporting the application of nature-based solutions that strengthen conservation and
sustainable/productive use of natural assets in ways that enhance Uganda’s ability to build
resilience to environmental, climatic and socio-economic shocks and stresses, and to
improve human well-being;
• introducing practices that accelerate the green transformation of the local economy (such as
the promotion of circularity and the 4Rs (Reducing, Reusing, Recycling and Recovering)
approaches; increased resource efficiency; the use of renewable energies in production
processes; the use of local and sustainable materials; and, innovations);
• developing green skills and promoting green entrepreneurship and value chains.

Across Pillar 2, environmental and climate concerns will be integrated more indirectly by ensuring,
for example, that any health or education facilities and infrastructures that are upgraded use green,
environment and climate-friendly designs, technologies, materials and equipment. In secondary
schools, Enabel will leverage its entry points with students, teachers, and school management teams
to sensitise them about green, environmental and climate concerns (e.g., by developing eco-friendly
and agro-ecological programmes in schools).

In parallel, Enabel in Uganda intends to become a pioneer and role model in reducing its own carbon
and environmental footprint at organisational and operational levels. Clear and ambitious objectives
for carbon emissions reductions and a related action plan will be created that revolve around travel,
use of renewable energy, energy efficiency, recovering and recycling waste, and behavioural change
towards environmentally friendly choices.

Food Security
Food insecurity is a growing problem in Uganda, driven by the rapid population growth. Forecasts
estimate that food demand will increase by 3.5 times by 20503. Hunger in Uganda has increased from
24% of the population in 2004, to 39% in 20154.
Tackling food insecurity requires a multi-dimensional approach. Through this portfolio and
especially Pillar 1, Enabel will contribute towards reducing food insecurity with both supply- and
demand-side measures. The latter are outlined in section 3.1.2.1.

2 See Enabel Climate and Environment Theory of Change, developed for this Global Challenge.
3 “Achieving Food Security in Uganda,” August 20218. USAID. Available [Online] https://s3-us-west-
2.amazonaws.com/drupalwebsitepardee/pardee/public/Pardee_Food_Security_report_v1.pdf
4 NPA Policy Brief – “Towards a Hunger-Free Ugandan Society”. Policy Brief No 04, Quarter 4: 2017/2018. Available [Online] http://www.npa.go.ug/wp-

content/uploads/2020/08/PB-4-TOWARDS-A-HUNGER-FREE-UGANDAN-SOCIETY.pdf
14
3. Content of the Portfolio
3.1 Pillar 1: Sustainable, green and decent jobs for youth
3.1.1 Background, Framework and Structure
3.1.1.1 Pillar Background
Assessment of the problem
The two interventions in this pillar will be based on the demand and supply side challenges identified
below.
Limited access to TVET & Agriculture programmes
• Negative perceptions and prejudices towards TVET and agriculture work against enrolment in
TVET and/or agricultural programmes. At community levels, TVET and agriculture are
perceived to involve a lot of hard work, using crude and rudimentary tools and methods and as
such, to be careers without access to “quick and easy money”.
• Insufficient and inadequate TVET provision as a result of the significant urban bias in the
location of TVET institutions, with a very limited number of public and private providers serving
rural populations.
• Financial barriers and high costs for TVET delivery i.e., TVET courses tend to be 7 to 12 times
more expensive than general education, as a result of the high cost of infrastructure, equipment,
and training materials, as well as the need for competency-based assessments. Thus,
affordability affects enrolment in TVET and results in the exclusion of youth from disadvantaged
communities.
• Gender specific barriers include stereotyping women for specific trades such as hotel and
catering, renewable energy-linked trades, green construction trades, etc. Moreover, since the
COVID-19 pandemic, over 75% of the women who enrolled in TVET had been recently pregnant.
There is a lack of services and facilities for pregnant women, breastfeeding mothers and
childcare available at formal and non-formal training centres.
Poor quality and relevance
• Lack of flexibility and responsive TVET training curricula and models that suit local labour
market contexts and learners’ diverse needs. As a result, opportunities for short-term flexible
trainings, e.g., for reskilling and upskilling as a result of technological changes or increased
employee productivity are not included in the current TVET provision.
• Instructors and trainers lack practical skills and exposure to industries (the world of work), and
often end up relying on traditional teaching-learning methods with a focus on theoretical
knowledge rather than practical skills development.
• Insufficient and inadequate infrastructure and equipment: There is a grave lack of workshops
with appropriate equipment and tools for practical teaching and learning in TVET institutions
for technical sectors, including those with potential for greening the economy and for
agriculture.
• Lack of Public-Private Partnership (PPP) and weak private sector linkages: There is inadequate
involvement of the private sector in TVET. This includes: a lack of private sector involvement
during curricula design and reviews; a lack of work-based learning opportunities; little to no in-
service training of staff in the private sector through TVET institutions, and; little financing of
TVET from the private sector.
• Existing industrial placement and internship programmes are not well organised. They are
ineffective, neither meeting basic requirements for companies nor for students and interns. This
results in an insufficient supply of skilled labour. The resulting low productivity means that the
sector is neither competitive nor attractive for future investments.
Weak TVET governance at national and TVET institutional levels
• Although Uganda has recently reformed its skills delivery system under the TVET Policy of 2019,
implementation of the policy and governance framework is extremely slow. For instance, at the

15
 start of Q4 2022, there is still no legal framework for operationalising the reforms proposed in
the policy.
• There is no system or structure (e.g., a job portal) for labour market intelligence that forecasts
current and future skills needs and that subsequently translates these into new or adapted
training programmes. As a result, there is no harmonised skills matching between the labour
market and curriculum development. A clear and coordinated quality assurance system and
approach is also lacking. There are unclear, uncoordinated and sometimes parallel assessment
and certification systems. This harms the essential skills development which takes place in the
informal sector and it remains largely unregulated.
• At TVET institutions level, most VTIs do not have fully functional governance and management
structures. Boards of Governors or Governing Councils are not fully (or objectively) constituted.
They are not well equipped to formulate policy and guidance or to provide oversight.
Management teams lack qualified and competent staff. Thus, there is an overall lack of adequate
strategic focus, operational planning and institution management.
Limited access to affordable finance
The financial sector is characterised by high interest rates (19-23%), limited bankable projects (BIO
Invest suffering too), low level of BDS services and pipeline development, high costs of doing
business, and lack of willingness to take risks and innovate. As a result, the agricultural sector (where
there are big constraints regarding collaterals e.g. land titles) and MSMEs remain the largest
underserved segments. Development partners and micro-finance institutions have responded by
promoting Village Savings and Loan Associations (VSLAs) as a useful tool for social cohesion and a
first step towards financial inclusion. However, these structures are less successful in financing
growth-oriented businesses that can impact employment.
Challenges to business development and growth
Despite their entrepreneurial spirit and appetite (Global Entrepreneurship Monitor, 2015), Ugandan
entrepreneurs often lack the right business and financial skills and tools, as well as the business
development support to sustain and grow their businesses. Both start-ups and established businesses
face difficulties accessing (reliable) markets or gaining customers, because the economy is volatile
and markets are “thin”. There is also little value addition or production differentiation between
MSMEs that could help them sustain their business. Hence, the majority of MSMEs collapse within
2-5 years. Even when businesses do succeed in growing beyond this period, they continue to suffer
from a lack of support in business growth and financial management, and experience challenges in
attracting and sustaining qualified human resources and accessing affordable finance, as well as legal
services. In addition, business support services often fail to address specific barriers to women’s
economic empowerment.
Untapped potential of innovation and technology uptake and transfer
Few support mechanisms exist for Small and Medium-sized Enterprises (SMEs) to invest and adopt
innovative technology to strengthen their businesses. Most of the current innovations of
development partners focus on the incubation of new businesses (e.g., the emergence of innovation
hubs, mainly in Kampala), but their impact on viable business and job creation remains limited.
Disempowerment of women
The African Gender Index shows that Uganda is ranked 13th out of 51 African countries and is making
progress in promoting gender equality. However, major challenges remain: only 13% of women are
in paid employment and fewer than 27% of businesses are under female ownership. The vast majority
of women remain engaged in subsistence farming and bear most responsibility for childcare, unpaid
household work, and income generation for their families. Moreover, while women undertake most
of the maintenance and harvesting work in subsistence farming, marketing and control over
agricultural income lies with men. Consequently, women have little control over the harvest proceeds
and cash.
Challenges for the green economy and agriculture in key value chains
Natural resource-based sectors such as agriculture, minerals, forestry and fisheries continue to
remain the largest job providers. Yet, natural resources, particularly forests and wetlands, are being
depleted at alarming rates, compromising the potential of these sectors to sustain inclusive economic
development and job creation in the medium to long term. Supporting the transition towards a
greener economy is thus critical and requires a rapid and sustainable transformation towards
16
greening existing businesses and jobs, accelerating viable business and value chain development and
developing the necessary green skills base and green jobs.
Sustainable agriculture and agroforestry, renewable energy, green construction, ecotourism and
hospitality, ICT and digital technology are among the key sectors to leverage in this transition.
Support is therefore needed to translate research and innovation in promising green value chains
into viable and sustainable opportunities for economic development and job creation.
Few decent job opportunities
While employment opportunities are lacking and not in line with population growth, the labour
market also suffers from a lack of productivity, which contributes to low incomes and low standards
of living. According to ILO estimates, 65% of workers in Uganda are living in poverty.

3.1.1.2 Pillar Framework

Through intervening both on the supply-side (youth employability) and the demand-side (youth
employment and entrepreneurship) of the labour market, the first pillar embraces a comprehensive
framework to achieve its general objective: "Young people, especially young women,
acquire skills and find decent jobs or entrepreneurship opportunities in agriculture
and the green and sustainable economy".

(GO 1) "Young people, especially young women, acquire skills and find decent jobs or
entrepreneurship opportunities in agriculture and the green and sustainable economy".
(SO 1) Employability (SO 2) Employment and
“Young people, at least half of whom are Entrepreneurship “Trained young people,
women, have access to high-quality skills at least half of whom are women, are guided
development that offers the prospect of and supported to find decent and green jobs
decent and green jobs”. or to start a successful business”.

17
3.1.1.3 Pillar Structure
This pillar is structured around two separate interventions, which embrace the entire pillar
framework. Both interventions share the same specific objectives and results, as well as a similar set
of activities, but each intervention focuses on a different geographical area. The first intervention
focuses on the regions of Albertine and Rwenzori, while the second focuses on the region of Busoga.
Intervention 1: Intervention 2:
Green and Decent Green and Decent
Jobs for Youth Jobs for Youth
(WeWork) - (WeWork) -
Rwenzori & Busoga
Albertine
SO 1: Result domain 1: R.1: TVET, agriculture and the green economy
Employability Young people, are better promoted as employment pathways
especially women, R.2: The provision of skills development is more
“Young people, at benefit from equitable, qualitative, innovative, and demand-
least half of whom increased driven for increased employability
are women, have employability
access to high- R.3: Work-ready youth have increased access to
quality skills general employment services that connect them
development that with decent work employers
offers the prospect of
decent and green
jobs”.
Result domain 2: R.4: Vulnerable youth, including women, have
SO 2: Employment New businesses are increased access to entrepreneurship promotion
and created offering and support to set up small businesses
Entrepreneurship decent jobs and
training
“Trained young opportunities
people, at least half Result domain 3:
R.5: Selected enterprises are supported to engage
of whom are women, The sustainability
in sustainable development for green growth and
are guided and and productivity of
decent jobs.
supported to find existing businesses is
decent and green enhanced to create R.6: The development of selected value chains in
jobs or to start a more decent jobs and agriculture and green economy is improved.
successful business”. training
opportunities.

The two interventions will form part of a wider skilling and decent work programme with 6
complementary interventions funded by Belgium and by an EU Delegation Action under the Team
Europe Initiative (TEI) on Sustainable Business for Uganda (SB4U).

18
The interventions include:

• Intervention 1: Green and Decent Jobs for Youth (WeWork) - Rwenzori &
Albertine (€15 million5). This intervention is fully funded through the new bilateral
Country Portfolio.
• Intervention 2: Green and Decent Jobs for Youth (WeWork) - Busoga (€15
million). This intervention is funded with €10 million from the new bilateral Country
Portfolio and €5 million through the EU Delegation Action.
• Intervention West Nile (€7 million). This intervention is ongoing (signed in November
2021) and is funded by the EUTF. Through the new EU Delegation Action, a further €4
million will be invested in the intervention to complement the ongoing skilling activities
(supply-side) with activities strengthening the demand-side.
• Intervention Kampala (€16 million). This intervention will be fully funded by the new
EU Delegation Action. It is aligned in terms of objectives, results, and activities with the
interventions in the new bilateral Country Portfolio.
• Intervention Social Protection (€16 million). This intervention is the Ugandan
chapter of the Thematic Portfolio Social Protection in Central Africa. One of the core
objectives will be ensuring that the expertise and best practices developed under the thematic
portfolio are applied throughout the other interventions, hence scaling the impact of the
Belgian investment in social protection.
• Business & Human Rights (€5 million). An additional intervention funded by the EU
Delegation that aims to strengthen awareness and dialogue in support of the business and
human rights agenda in Uganda. This intervention will be embedded under the Social
Protection intervention and leverage the strong links that our Belgian portfolio and
interventions will develop with the private sector, civil society, and government.
The total programme will have a budget of €74 million (BE: €41 million, EU: €33 million) over 4-5
years and will be managed by a dedicated Portfolio Manager. A team of experts working across the
interventions will ensure consistency in approach and will maximise synergies.
Interventions 1 and 2: Green and Decent Jobs for Youth (WeWork) in the regions of 1)
Rwenzori & Albertine; and 2) Busoga
As both interventions share the same results and activities, their description is presented once to
avoid repetition. Aspects specific to one intervention or the other are highlighted in the narrative.
3.1.2.1 Intervention logic
The intervention logic follows the framework structure where on the supply-side of the labour
market, the portfolio will target increased employability of youth (Result Domain 1) by: (1)
Promotion of TVET for green economy and for agriculture as employment pathways; (2) Demand-
driven formal and non-formal skills development, and; (3) General employment services ensuring
that work-ready youth actually access decent jobs. Straddling the supply and demand side, Result
Domain 2 aims to create new businesses that offer decent jobs through (4) Entrepreneurship
promotion. Finally on the demand side, the portfolio will aim to create more decent jobs and training
opportunities by enhancing the sustainability and production of existing businesses (Result Domain
3). This will be achieved through 5) Enterprise development and 6) Value chain development in
agriculture and the green economy.
Value chains
During the strategy phase, criteria for the selection of value chains were established. These were
organised in 3 clusters:

- Social benefits:
o Improving the living conditions of the population, including the most vulnerable;
o Potential for decent (self)employment for youth and, more specifically, young
women;

5 Budget includes Int’l expertise

19
 o Attractiveness to youth, focused on women’s economic empowerment and agency,
compatibility with household tasks and do not increase the risk of GBV or other
harm; Contribution to food security of targeted communities;
o Compatibility with current farming and production systems.

- Environmental benefits:
o Potential to avoid emissions or capture GHG;
o Impact on environment and natural resources, potential positive impacts in line with
renewable energy and energy efficiency, waste management and transition towards
circular economy.

- Economical and technical conditions:

o Financial sustainability for MSMEs;
o Availability of HR and skills development;
o Access to production assets for youth and, more specifically, young women;
o Engagement of private sector (presence of large off takers, lead firms, or planned
investments);
o Maturity of sector technology and availability of know-how adapted to local
production context;
o Diversity and stability of market (potential), preferably local and regional.

Using these criteria, the following value chains have been selected:

Rwenzori & Albertine (3 districts) Busoga (2 districts)

Agriculture
Small livestock (poultry, piggery) Horticulture (Tomato, Asian vegetables)
Horticulture Cage fish farming
Apiary Apiary
Barley (Rwenzori mountains)
Green economy
Sustainable Tourism Sustainable Tourism
Renewable energy Renewable energy
Green construction (incl. Bamboo, Green construction (incl. Bamboo,
Interlocking Stabilized Soil Blocks technology) Interlocking Stabilized Soil Blocks technology)
* For more details on the selection value chains, see Annex 9.5
For these value chains, the portfolio will support the creation of decent jobs and contribute to the
transition towards agro-ecology6, including an emphasis on climate smart agriculture and the green
economy by fully embedding these principles in the design of activities. In the small livestock sector
for example, this can materialise through the promotion of production itineraries including good
practices for animal health, the development of alternatives to expensive feed, and a reduction of the
negative impact on natural resources.
In the intervention areas of the portfolio, job creation will focus on both rural and urban areas.
Indeed, some of the activities in the selected value chains tend to have a more rural dimension (such
as agricultural production, although horticulture and small livestock production can also take place
in (peri) urban setting), whilst other activities such as trade, processing, and catering (for example
roasted pork and chicken) for urban consumers are more likely to take place in urban areas. In the
green economy, the construction, sustainable tourism and renewable energy sectors offer job
opportunities both in rural and urban areas, such as the confection of furniture using bamboo
material in urban setting.

6Agroecology is an integrated solution that reconciles central challenges that agriculture faces today, namely feeding a growing population while conserving
natural resources and responding to climate change.

20
Two sectors (green construction and small livestock) will be supported in-depth with a value chain
approach (R6). Organic solid waste management will be considered as a cross-cutting topic for all
selected value chains.
Notwithstanding the selection of value chains, a key lesson from engagements with stakeholders
(AVSI, GIZ, Dutch Embassy, etc.) is that the portfolio should retain some flexibility to capture
opportunities (i.e., to skill and create decent green jobs), even in value chains that are not selected.
This flexibility is provided for under the various result areas of Pillar 1.
Food insecurity
Below are the supply- and demand-side measures which will be taken in this portfolio, in particular
Pillar 1, to tackle food insecurity.
Demand-side

• Tackling poverty: Research suggests the major factor contributing to poor food access is
poverty. Poor people struggle to access food and the hungry often fail to maximise their
economic productivity. This factor has been exacerbated by the recent rising food prices. By
making it our objective to help more youth find a decent job or start a business, they and
their families will increase their purchasing power to acquire quality food and face less
hunger.

• Targeting youth and women, the majority of whom are dependent on subsistence farming
and most at risk of food insecurity.

• Investing in education and health interventions (Pillar 2) in the same communities

supported under Pillar 1. Better educated and healthier youth will lead to poverty reduction
and less food insecurity. In addition, education has proven to be one of the best strategies to
reduce the fertility rate (currently one of the highest in the world at 5.7 children per woman),
thereby reducing food insecurity3.
Supply-side

• Focusing on livestock value chains (poultry and piggery). Livestock is a source of resilience
as they can be sold during times of financial stress, and can provide quality protein to the
diet. Moreover, investments in value chain strengthening (e.g. improving the health of
livestock through veterinary services and information) can decrease hunger and poverty (R2,
R4, R6).

• Focusing on the aquaculture value chain (R2, R4, R6), which is an even more efficient food
production system than livestock and a more sustainable source of protein. Aquaculture has
been growing rapidly in Uganda (from 5,000 metric tons in 2004 to 100,000 in 2014).
Nonetheless, there remains significant potential for sustainable growth.

• Increasing yields and quality in the value chains of focus, through improved and increased
use of agricultural inputs such as organic fertilizers, better access to services (financial,
veterinary, etc.), and better training of farmers and extension workers (Result Areas 2,4,6).

Through the above measures, Pillar 1 and this portfolio as a whole, will contribute to the goal of
sustainable food security in Uganda and the benefits it brings for human health, development and
economic growth.
The next section outlines the activities under the 6 result areas.

21
Result 1: Promotion of TVET for green economy and for agriculture as employment
pathways

This result will be anchored at the district level, particularly in the department for community
development headed by the District Community Development Officer. While the community
development department is the main implementation partner, the departments of education,
production, employment and refugee desk office will also be involved.

Enabel will promote Technical, Vocational Education and Training (TVET) for the green economy
and for agriculture as decent employment pathways through social and behaviour change
communication (SBCC). This is a participatory and evidence-based communication approach. SBCC
is a bottom-up approach, emphasising the involvement of end users and targeted stakeholders from
design to the conclusion of awareness campaigns. The involvement of stakeholders ensures
sustainability through ownership and locally generated solutions to challenges.

Proposed activity
1.1 Analyse, co-create and implement integrated solutions for social, behavioural, and
gender-responsive change towards TVET, agriculture, and green economy as decent
employment paths.
This is the main activity of Result 1, and consists of audience analysis, co-creation of solutions, and
implementation of solutions. Each stage is briefly described below:
Audience analysis (KAP and baseline study) and learning approach
Enabel, working with the District Community Development Officer, will start promotion activities
by conducting a Knowledge, Attitude, and Practices (KAP) study in Albertine, Rwenzori and Busoga,
with a representative sample of the target population (incl. refugees and PWD) to establish the
baseline situation. Enabel will also put in place an agile learning approach (based on action research)
to track and measure social and behavioural change amongst targeted users/beneficiaries. The
audience study and learning approach will be developed in close collaboration and synergy with the
SBCC activities in Pillar 2.
Co-creation of solutions
Through a participatory process, Enabel will work with target populations to develop solutions for
the promotion of TVET, agriculture and the green economy as decent employment pathways. In each
of the 2 regions (Rwenzori & Albertine, and Busoga), Enabel with the district authorities will bring
together relevant stakeholders (ensuring diversity of actors/end users, rather than relying on a
representative sample) to co-create social and behavioural change communication initiatives and
campaigns that address barriers to the adoption of TVET, agriculture and green economy as decent
employment pathways. To ensure that solutions are genuinely inclusive, this process will be mindful
of the following and will ensure that representatives of these groups are included and their voices
incorporated:
• Gender: Addressing women’s potential and vulnerabilities such as time poverty so that
they can complete their training, acquire marketable skills, and work for pay outside the
household, including, by meaningfully engaging boys and men as well as women's
communities;
• Special abilities: Changing perceptions of the ability of people living with disabilities
(PWDs) to acquire skills, work and be a contributing and valued member of the
household/society (supporting necessary adjustments to facilitate this participation);
• Refugees: Supporting the recognition of skills, transferable skills, opportunities and
contributions brought by refugees.
This process will be implemented in 4 phases.
1. Setting the scene: Identify and bring together in a safe space the key stakeholders
(including refugees, girls/women and PWDs) around the main issues identified in the
KAP study. This will include sensitisation of identified stakeholders on inclusion (gender
equality, special abilities and on refugee issues);

22
 2. Design research: Participatory research on the main barriers to TVET and agriculture as
employment pathways, working with the identified stakeholders (e.g., including focus
group discussions and other participatory research tools);
3. Ideation of solutions: Working with the users to co-create impactful, inclusive and
accessible communication and/or awareness-raising campaigns, initiatives, and
products to address the (socio-cultural) barriers to TVET, agriculture and green economy
as employment pathways for all (including women, PWDs and refugees). These solutions
could include radio campaigns, theatre plays, (serious) games, posters, role-model
campaigns, brochures, etc. The content and dissemination channels will be defined at
this point.
4. Testing: The solutions are tested with the users and adapted according to their feedback.
This is followed by the development of an action plan for mass rollout.
Implementation of solutions
The implementation comprises mass production of the most impactful solutions (e.g., theatre plays,
games, radio shows, posters, or other messages through ICT channels etc.) and dissemination in each
of the six districts of implementation (Kasese, Kabarole, Kyegegwa, Hoima, Jinja, and Kamuli).
Dissemination will take place via the channels identified in the co-creation stage and working hand-
in-hand with district authorities and community development officers. The activity will leverage
stakeholders such as Vocational Training Institutes, District Education Officers, Labour Counsellors,
religious leaders, community leaders etc.) as well as the Enabel team working on Pillar 2 in the
secondary schools. Enabel will closely monitor the implementation and impact on behavioural
change to ensure that the solutions are effective.
As part of the implementation of solutions, result 1 will also mobilise and build the capacity of
stakeholders, especially community influencers/opinion leaders, in recognition of the significant
influence they command. Stakeholders may include local politicians, elders, youth leaders,
musicians, and sports personalities. The intervention will work with the district community
development department to identify these individuals, train, and work with them to implement the
SBCC campaign. Through training, this result area will also build the capacity of the six local
governments (Kasese, Kabarole, Kyegegwa, Hoima, Jinja, and Kamuli) on social and behaviour
change communication to ensure the sustainability of the initiative. Furthermore, result 1 will
develop an SBCC toolkit (preferably online) for the storage of all the awareness campaign materials,
learning, and knowledge products. The toolkit will serve as a knowledge management product for
future campaigns of this kind. The SBCC toolkit will take into account the learnings and knowledge
products of the SBCC activities of Pillar 2 (R1 Education and R1 Health). Therefore, this activity will
be implemented in close collaboration with Pillar 2.
To supplement the solutions, the intervention will support district authorities to organise each year
Skills Fairs and Skills Competitions to promote TVET, agriculture, and green economy as decent
employment pathways. Skills Fairs bring together vocational education graduates to display their
skills and products with the ultimate objective of causing perception change. Meanwhile, Skills
Competitions aim to inspire young people to develop a passion for skills and strive for excellence.
WorldSkills Uganda (WSU) will organise these competitions. The organisation is the only entity
jointly established and recognised by government and the private sector to organise skills
competitions. Enabel will therefore award WSU a direct grant to organise skills competitions at the
regional and national levels. The funds will also partially support Uganda’s participation in regional
and international skills competitions. Additionally, in close coordination with other partners, special
consideration will be made to promote the participation of young girls in traditionally male-
dominated trades, including girls-in-TVET challenges and contests attracting prizes.
In 2021, Enabel and WorldSkills Belgium (WSB) signed a cooperation agreement to raise the
technical skills levels of young people from partner countries to an international level. The
intervention will use this opportunity to strengthen the relationship between WSU and WSB – the
official mentor of Uganda. This will include: strengthening governance structures; upskilling experts
and competitors; organising local competitions and participation in international competitions, and;
promoting partnerships with local public and private sector companies.
Finally, the implementation of solutions will be supplemented by the dissemination of labour market
survey (LMS) findings. The surveys are conducted under results 2 and 3 of Pillar 1. The purpose of
23
the LMS is to identify the most in-demand skills in each region and align skills training programmes
accordingly. Aligning training with labour market needs will enhance the employability of vocational
education graduates. This result will therefore disseminate the findings of these surveys to ensure
informed decision-making by young people about which vocational education courses to pursue.
Dissemination of survey findings will take place via channels identified in the co-creation stage and
ensuring their effective reach to women, PWD, and refugees.
Result 2: The provision of skills development is more equitable, qualitative,
innovative, and demand-driven for increased employability
Activities under this result will have 2 approaches: strengthening formal skills development and
strengthening non-formal skills development.
Formal skills development strengthening will include building capacity of the selected 9
partner VTIs, especially in governance and management, teaching and learning processes, and
private sector partnerships. 8 VTIs will be supported towards attaining Centres of Excellence (CoE)
status in respective priority technical sectors, while 1 VTI (Uganda Hotel and Tourism Training
Institution) will be supported through institutional development towards becoming CoE in hotel
management.
Strengthening non-formal skills development will be mainly implemented through
partnerships with private sector players in skills development. Several Calls for Proposals (CfPs) will
be made through the Skills Development Fund (SDF) for market-driven, short-term courses of 3 to
9 months. Post-training support will be integrated in terms of awarding start-up kits (using more
efficient and sustainable utilisation models) and business support training, and support towards
access to finance, as well as overall guidance and counselling towards starting and running micro
and small businesses.

Proposed activities:

A.2.1 Institutional development for Centre of Excellence (CoE) status and business
models
Enabel will support 9 partner Vocational Training Institutions (VTIs) towards CoE status in their
respective priority sectors and running as business entities: 6 VTIs in the Rwenzori and Albertine
intervention and 3 in the Busoga intervention (see VTIs details in annex 9.6). Implementation will
be via direct grants, public procurement and technical assistance for the following activities:
- Capacity building towards autonomy, organisational and institutional development through
support in improved and inclusive leadership, participative governance and management, as
well as business modelling7 (i.e., strengthening partner VTIs capacity to introduce and
manage production centre models within the various departments, as well as designing and
implementing feasible resource mobilisation strategies).
- Support for infrastructural development and equipment for practical training with climate
and environmentally friendly designs and technologies, energy efficiency and low-energy
materials etc. This will be implemented using a phased approach: for instance, before any
infrastructure development is initiated, recommended levels of good institutional
management and governance for ownerships and sustainability must be demonstrated.
Furthermore, support will focus on case-by-case priorities in the target sectors including
themes such as gender, agriculture, disability, and the green economy. Thus, in addition to
focusing on courses with high private sector skills demand, infrastructural development will
include a thematic focus, ensuring the provision of girls’ facilities (dormitories etc..), gender-
sensitive WASH facilities, workshops and basic equipment and tools to support the inclusion
of PWDs (such as entrance ramps to improve accessibility for mobility impaired, light
switches to warn of danger in the workshop for people with hearing impairment, safety and
machine instructions boards in braille, etc.)
- Support greening of current training programmes and skilling in agriculture and green
economy courses. This will be achieved by conducting assessment/feasibility studies and
thereafter implementing the most feasible ideas. For example, under the electrical

7 In order to stimulate creative problem solving, Enabel will put forward a design thinking and co-creation approach. This approach is described in the innovation
approach in Annex 9.4.
24
 installation course, a component of solar energy (especially household) wiring and
maintenance could be integrated, enabling students to learn practical energy greening and
efficiency skills.
- Support private sector engagement and partnerships (e.g., promote Work Based Learning
(WBL) and meaningful industrial training and student placements, as well as instructors’
placement for industrial experience and skills enhancement towards industry-based
teaching). This will also include building capacity of a team of 30 Master Craft Persons
(MCPs) – 5 per target district – as trainers from industry to strengthen practical skills
training amongst partner VTIs. The target MCPs will also contribute to improved WBL
practices, student placements and industrial training.
- Promotion of eLearning and supporting digital transformation, as well as green
transformation. This will be in terms of supplying basic equipment, especially to the 4 new
VTIs (1 in the Albertine/Rwenzori intervention and 2 in the Busoga intervention), as well
further promoting the community use of the innovation hubs already installed in 5
institutions.
Partner VTIs receiving support towards achieving CoE status have been divided into 2 categories.
The first category consists of the 5 VTIs in Rwenzori and Albertine that have been partners under the
SSU programme. The focus here will be equipment utilisation for improved skilling, institutional
sustainability, and greening of the current courses as well as increased partnerships with the private
sector. The second category will include 3 new partner VTIs (excl. Uganda Hotel School in Jinja, see
below) in the new focus districts i.e., Kyegegwa in Rwenzori, and Jinja and Kamuli in Busoga region.
Performance improvement will be tracked using an existing MoES tool with parameters that
integrate the above activities dimensions. Performance is graded at 3 levels: One Star (acceptable),
Two Star (good) and Three Star (outstanding)8. As a result, the 2 categories of partner VTIs above,
will be supported differently (i.e., partner VTIs in category 1 will be supported towards achieving
Three Star status, while the new VTIs in the second category will be supported towards achieving
Two Star status.
Deep dive: Capacity building of instructors
This activity aims to develop the capacity of 200 instructors from partner VTIs to deliver high quality
teaching and training to the standards required by employers (especially private companies, relevant
communities and other stakeholders in the priority sectors). A tripartite approach will be used to
design, conduct ToTs and ensure quality assurance i.e., MoES agencies (TVET Trainers Training
department, Assessment bodies, such as DIT, UBTEB); private sector players through the respective
Sector Skills Councils; and the training providers (relevant VTI associations and the selected partner
VTIs themselves). Capacity assessments will be conducted to inform the intervention strategies for
improved pedagogy, practical skills and industry-based training as well as WBL methodologies.
Targeted support will be provided to improve pedagogical skills, for example application of the new
e-technologies and relevant Apps for improved delivery models through reskilling and CPD
approaches. It will focus on reskilling and retooling of instructors in the practical skills and industry-
based training. Lastly, the support for upskilling will be designed for the new skills areas that
instructors have not already received within the instructors training processes. For instance, skills
needed for the priority sectors of agriculture and green economy, as well as the general approach of
integrating innovation, entrepreneurship, career guidance and counselling, in addition to 21st
century skills (ICT, life skills/work readiness, lifelong learning (LLL) in TVET/non-formal training).
As the partner VTIs transform to CoE status and begin to run as business entities, their ability to
deliver successful, innovative and more flexible non-formal, short-term market-responsive
courses/programmes, will hinge on instructors’ capacity to design and deliver such
courses/programmes (both as VTIs, and in partnership with private sector organisations). In
addition to developing these skills, instructors will be supported to effectively integrate business
models and approaches into current teaching modules and curricula through life projects, life-long
skills, business, career guidance and counselling. This will be complemented by increased training

8 One Star: (Acceptable as CoE) = 65% – 74%; Two Star (Good) = 75% – 89%; Three Star (Outstanding) = 90% and above

25
and competence in inclusion, including incorporating gender equality (gender sensitivity and
intersectionality) and gender transformative approaches, as well as inclusion of PWDs and refugees.
Deep dive: Institutional development for Uganda Hotel and Tourism Training Institute (UHTTI)
through a partnership with the Koksijde Hotel and Training School
The tourism sector is one of the key drivers for promoting economic growth, alleviating poverty, and
advancing food security by providing employment and diversified livelihood opportunities through
increasing the range of economic opportunities available to individuals and households. However,
there are too few personnel working in this sector and they are typically under-skilled due to the
limited number of existing quality tourism training institutions. For instance, under the hospitality
subsector, there is only one public hotel training institution, the Uganda Hotel and Tourism Training
Institute.
As a result, skilled and experienced personnel in key hospitality sections such as front desk
management, culinary staff (including bakery and pastry chefs), as well as overall hotel management,
are sourced from Hotel Training Schools in Kenya: Over 90% of hospitality employees in hotels in
Uganda were trained in Kenya. This fundamental skills and expertise gap has adversely affected the
growth and quality of the entire tourism and hospitality sector.
The Government of Uganda through the Ministry of Tourism, Wildlife and Antiquities (MoTWA) has
made several efforts to access institutional development funding and to engage a recognised
international partner in tourism training to manage the Uganda Hotel and Tourism Training
Institute. The institution benefited from a World Bank loan that is being utilised to upgrade the old
Crested Crane Hotel to a 3-star hotel, including designing, installing and upgrading associated
instructional facilities such as classrooms, a library and computer labs. However, as this phase comes
to completion, there is need to address the soft components of management and training. This
includes capacity building for better governance and management of the hotel and training institute,
developing professional instructors with industrial experience as well as updating instructional
programmes and curricula for traditional students and continuing professional studies.
Therefore, the intervention will make a significant contribution towards quality skills development
for the tourism and hospitality sector. Key activities for institutional development towards becoming
a centre of excellence in the hotel management and training sector will include:
- Institutional capacity building – governance and management of the hotel and training
school
- Inclusive and gender transformative pedagogy training for selected instructors
- Support towards designing and teaching courses that promote ecotourism as well as
supporting the integration of other green aspects of tourism in the existing courses.
- Practical training of selected instructors and staff in key departments
- Promoting partnership through international expertise from Koksijde Hotel and Training
School in Belgium. This partnership will also benefit other partner hotel training institutions.
A.2.2 Private Sector driven non-formal skills development
Provision of flexible, demand-driven, non-formal trainings through the SDF framework will be
implemented with a renewed focus on the following areas: (1) needs of the private sector; (2) grant
duration; (3) emphasis on work-based learning; (4) integration of entrepreneurship and post
training support (e.g., start-up kits and business support training, support towards access to finance,
towards access to agricultural extension services); and (5) overall guidance and counselling to
support starting and running small businesses. There will be a deliberate focus on the integration of
green skills as well as social inclusion (gender-sensitive budgeting and procurement, refugees,
PWDs).
The non-formal trainings will predominantly focus on the selected agricultural and green-economy
value chains selected, but will also be flexible if other opportunities appear within agriculture and
the green economy.
As much as possible, Enabel’s agriculture experts will work with grantees to embed agro-ecology best
practices and guidance around measures that can be taken to enhance food security. These include
guidance on improving crop yields and stabilizing food supply with respect to the environment, but
also practical measures on building resilience for the months of March and April (just after the dry
26
season), when 40% of households in our target regions face food deficits, or for protection and
adaptation against changing weather conditions and extreme weather events due to climate change.
Implementation modality will consist of an intelligent mix of medium and larger grants, targeting
about 4,000 trainees with a target of 50% women. A labour market analysis (leveraging &
complementing the work performed under 3.1) will be conducted to identify key private sector
players and private sector skills gaps/needs (e.g., technical skills, green skills, entrepreneurial skills,
soft skills, and digital skills) within the selected value chains and the broader agriculture and green
economy sectors. The findings will be continually complemented and updated by the internal expert
and account manager for employment promotion and decent work who will be actively engaged and
in constant touch with relevant private sector players.
CfPs will take a flexible approach in order to respond to identified training needs in the Rwenzori &
Albertine and Busoga interventions. The post-training component links to results 3 and 4 of
employment support and entrepreneurship promotion respectively, in terms of start-ups and
running small businesses, coaching, job placement, business planning, and other business
development services.
As much as possible, the intervention will seek match funding from the private sector companies that
are involved in designing the curricula and providing work-based learning opportunities. Initial talks
with companies have indicated a willingness to co-invest as long as the quality of the training matches
their expectations.
Tracer studies will be conducted for both formal and non-formal skills development at intervention
and field levels to track VTI and SDF graduates in terms of employment status and progression,
application of skills acquired and changes in livelihoods as a result of the skilling process. These
tracer studies will occur in close collaboration with the “matching job centres” supported under
Activity 3.2 For the partner VTIs, student tracing will be part of capacity building towards improved
training processes that are responsive to employers’ skills needs. As a result, annual student tracing,
analysis and utilisation of findings will be carried out at VTI levels. Under the SDF, graduate tracing
at intervention level will be augmented by the internal staff in charge of skills development and
resilience tracking who, leveraging the matching services developed under result 3, will be following
up graduates for not only post-training support, but also to take a pro-active approach towards
supporting graduates, especially those that may struggle with finding jobs, etc.

Result 3: Work-ready youth have increased access to general employment services that
connect them with decent work employers

The third result aims to enhance the opportunities for youth and young women to find employment.
This will be achieved through strengthening the capacity of actors to generate and disseminate labour
market information and facilitating the transition into employment. Enabel will work closely with
the Ministry of Gender, Labour and Social Development (MoGLSD) to ensure coordination and
strengthening of actors. The result will have three broad actions, namely:
1. Mapping labour market intelligence systems and coordinating labour market actors;
2. Supporting inclusive job matching services in target regions; and,
3. Providing first employment experiences to Agriculture and TVET graduates
Proposed activities:

A.3.1 Mapping of labour market intelligence systems and coordination of labour

market actors
The first activity will be mapping existing labour market intelligence systems and/or platforms as
well as the partners promoting them to enhance coordination, build synergies and reduce
duplication. A scoping study will be conducted as well as consultative meetings organised both at
national and field level in Rwenzori & Albertine and Busoga regions to identify major promoters of
various platforms. To expand access to employment opportunities, the intervention will map key
public and private firms/companies with clear potential to employ young people. Likely anchor
players for these activities will be district and city labour offices, as well as business membership
organisations (BMOs). Efforts will also be made to ensure harmonisation of various actors
conducting job matching and strive towards a “one-stop shop” for youth.

27
The intervention will also support the capacity building of labour market actors such as Sector Skills
Councils, Regional Skills Committees and Bipartite and Tripartite Committees on skilling and
employment. These will meet regularly to discuss and address labour market issues both in target
regions and nationally as well as fostering complementarity and synergies among skilling partners.
This will empower the actors to undertake their roles in line with Uganda’s skilling agenda.
Skills and labour market scans will be conducted in priority sectors and the results will be used to
update and strengthen market intelligence system. To facilitate linkages and create opportunities for
skilling and employment, the labour market information will be disseminated to relevant
stakeholders, especially the youth/job seekers, employers and training providers.
A.3.2 Job & Skills Matching
This activity will break down barriers that limit young people’s entry into the employment space,
with an enhanced focus on the graduates from the VTIs and SDF programs. The barriers that these
graduates face largely relate to lack of employment facilitation platforms (post-graduation) and a
disconnect between employers and job seekers. Special attention will be provided to the specific
barriers that girls, PWD, and refugees face, such as the transport costs, accessibility, legal
rights/status, etc.
This intervention will work with existing structures identified in activity 3.1 (such as district and city
labour offices, youth centres, BMOs, and industry bodies) to provide information about the available
job opportunities to job seekers and match them. The definite “anchor partners” for this intervention
will depend district by district based on findings of activity 3.1. Potential partners in Rwenzori &
Albertine and Busoga regions will be supported to boost their matching capabilities through better
links with the private sector and with youth themselves, as well as better operating procedures and
systems to do the actual matching (such as databases to keep in contact with employers to facilitate
matching talents with the right job openings). The partners will also be supported to offer career
guidance and counselling and orient job seekers with work-readiness skills (e.g., cv writing,
interviews preparation; job retention etc.). Additionally, the partners/centres will provide
research/workspaces for graduates. These will be equipped with ICT facilities and internet to enable
them to compile their CV, prepare for interviews, find jobs, conduct research, continue with online
learning, etc.
Based on the profiled graduates and job seekers, the intervention will support/expand job-matching
platforms to facilitate digital job matching. Innovative approaches such as Jobs Apps and Jobs USSD
platforms (for the many youth without smartphone) will be accelerated to expand opportunities to
secure decent jobs in different geographical zones. To enhance sustainability, the intervention,
through its matching partner, will work with public, private (e.g., recruitment agencies) and civil
society partners in the target areas in the promotion and implementation of job matching services.
To enhance the capacity of the local structures providing employment facilitation initiatives, there
will be peer to peer learning in collaboration with local and international partners. There will be
opportunities for exchange visits, capacity building sessions by and with local partners like
ESB/KCCA. These centres will also be coached and supported by other experienced employment
agencies like VDAB, Forem, or Actiris, and any others that have suitable expertise.
Periodic job fairs and events between vocational training providers, business federations and other
key stakeholders will be organised. These will provide a platform for interaction between job seekers
and employers, thus opening up opportunities for employment. The fairs will include a forum
bringing together key partners to discuss issues of common interest, particularly skills and
employment. During these events, and throughout the matching process, there will be a process of
supporting access and valuing the contributions of groups that tend to be discriminated against in
recruitment processes, including youth, women, refugees and PWDs. There will be dedicated stands
showcasing their skills and contributions, and sharing success stories.
A financial sustainability plan for the matching services supported through this activity will be
developed. This will likely involve funding mechanisms via the local authorities, local private sector,
and skilling players working in the region. A results-based financing mechanism, rewarding
successful matching, will be actively investigated and piloted.
A.3.3 First Employment Experience

28
To bridge the gap between the world-of-school and world-of-work, a first employment experience
will provide an opportunity for fresh TVET graduates to acquire the work readiness skills and the
experience much desired by employers. Enabel is currently piloting this approach under an EU-
Delegation funded intervention, and aims to scale it through this activity. Although results from the
pilot are still pending, the activity targets an 80% retention rate of the graduates by the companies
offering the first employment experience. This is attributed to the work readiness skills training,
coaching and incentivisation of the employers to recruit graduates with no experience.
A total of 800 graduates (600 in Rwenzori & Albertine and 200 in Busoga) will benefit from this
intervention, which will be implemented through a direct grant to the Federation of Uganda
Employers (FUE). The activities will include:
- Promotion of Work Readiness Programme – mobilisation of beneficiaries and host
companies in close collaboration with the “matching services” supported under 3.2;
- Selection and matching of graduates;
- Placement of youth in companies – again leveraging activity 3.2;
- Salary contribution of the graduates, starting with 50% and phasing out after 4-6months
- Work readiness training and assessment.
All the above activities will leverage the experiences and materials currently developed under the
Pilot implemented by Enabel and the EU.
Result 4: Vulnerable youth, including women, have increased access to
entrepreneurship promotion and support to set up small businesses

The fourth result aims to promote and support access to self-employment and entrepreneurship as
an important pathway towards economic resilience and food security. Enabel will actively develop
synergies between result 4 and result 6, by promoting smallholder business and youth inclusion in
the selected value chains and as such create multiplier effects.

Proposed activities:

A.4.1 Support to vulnerable youth and especially young women to develop sustainable
micro- or small businesses that enable them to generate income and enhance their
economic resilience and food security
Access to self-employment will be enhanced through business development support enabling
vulnerable youth9 to start and grow their own businesses. As result 4 aims to address the resilience
needs of vulnerable groups, the targeted businesses are predominantly micro- and to some extent
small businesses10, including in the informal economy, that generate sufficient income for
beneficiaries to safeguard their livelihoods.
A mapping study will be organised in the preparation phase11 to identify local business
development/self-employment opportunities in the targeted sectors, to assess the business support
needs of newly established micro- and small businesses, and to map and analyse the potential for
upscaling existing successful business development services.
In a second step, a competitive call for proposals will be launched for each of the interventions for
business development initiatives that promote the economic integration of 1,500 vulnerable youth
and especially young women. The calls will target partnerships with local public or private non-profit
service providers (e.g., BMOs, NGOs, CSOs, incubators, cooperatives, training centres, micro-
finance institutions) with demonstrated experience and expertise in economic empowerment of
vulnerable youth and women through quality business development support in the selected value
chains. Other value chains within the broader sectors of agriculture and green economy can also be
targeted if applicants can clearly demonstrate and substantiate their relevance to the local economy,

9 Including refugees, non-skilled youth, persons with disabilities, youth Not in Employment, Education or Training, …
10 In Uganda a ‘Micro Enterprise’ is an enterprise employing up to four people, with an annual sales/revenue turnover or total assets not exceeding
Uganda shillings 10 million; and ‘Small Enterprises’ employ between 5 and 49 and have total assets between UGX: 10 million but not exceeding 100
million (Uganda Investment Authority, 2022)
11 The mapping study will build further on the findings of the value chain analysis carried out during formulation and other relevant analysis
carried out by institutional or development partners
29
self-employment opportunities for the targeted beneficiaries, and contribution to food security of the
beneficiaries.
Applicants will have the opportunity to propose actions promoting specific support services for
businesses in different stages of their lifecycle through the operation of two funding windows
managed by Enabel:
- Lot 1 aims at enabling unemployed or underemployed youth and women (both graduates of
formal or non-formal TVET courses, as well as non-skilled, secondary school drop-outs) to
start and operate micro- or small businesses through business development and
entrepreneurial soft skills trainings, as well as a group approach to technical assistance and
coaching support to help them integrate optimally in local markets, and access value chain
and business networks;
- Lot 2 aims at supporting newly established micro- or small-scale businesses owned by youth
and women to overcome start-up challenges, become resilient and grow, through tailored
technical assistance and a coaching trajectory focused on maximising their business value by
improving access to markets, financial and administrative management, marketing
strategies, etc.
Under both lots, actions are to further integrate:
1) strategies to enhance beneficiaries’ access:
• to affordable finance and capital (i.e., financial literacy development, matching beneficiaries
with finance providers and opportunities (i.e., banks and Micro Finance Institutions (MFI),
• to new funding opportunities provided by institutional actors such as those under the Parish
Development Model,
• towards enhanced access to land especially for farming and other economic activities
• to technical support towards VSLA formation and strengthening of existing community
savings or credit initiatives, start-up toolkits, etc.);
2) engagement of private sector role models and expertise;
3) integration of innovative approaches, (best-available) technologies and good practices applied in
the targeted sectors (e.g., agro-ecological approaches for enhanced sustainability and food
security, new technologies for green construction and renewable energy, etc.);
4) outreach activities to mobilise the targeted beneficiaries by engaging community representatives
and paying attention to sensitisation to gain community and household support; and
5) other strategies that help remove barriers and promote inclusion of vulnerable youth groups and
women in particular (e.g., transportation arrangements, flexible programs, facilities and
procedures that constitute safe learning and work environments, day-care services, counselling
or psychosocial support).
Selected implementing partners will benefit from capacity support by Enabel experts to 1) upgrade
the quality and enhance the effectiveness of the business development services they deliver, and 2)
increase the quality and effectiveness of activities relating to financial literacy development and
access to finance. Close and interactive operational monitoring procedures will also support the
selected partners to build their capacities in grant management, monitoring and evaluation, and
delivering results.
In addition, the interventions will further support financial inclusion of targeted beneficiaries, by
linking them with affordable financing opportunities offered by (micro-)finance
institutions/providers through social investment, credit or credit guarantee funds supported by
other development partners. To this end, the interventions will organise networking events and
engage in networking partnerships with development partners (e.g., Mastercard Foundation).
A.4.2 Support to the integration of quality Entrepreneurial Skills Development in
TVET and Business Development Service delivery
The interventions will further enhance the integration and quality of entrepreneurial learning in the
TVET system and in Business Development Service (BDS) delivery, as a key component of building
an entrepreneurship ecosystem, enabling learners to acquire the necessary technical and soft skills
to foster entrepreneurship, innovation and the development of quality business projects.

30
Entrepreneurship trainings are offered by a multitude of actors in Uganda, in various formats and
levels of quality. Therefore, a mapping and benchmarking study will be organised to guide
identification of training packages that are holistic (i.e., embracing generic and behavioural
competencies alongside business-creation knowledge), based on well-integrated methods or
recognised frameworks, and rendering positive results, and to analyse potential gaps in the training
offer. Based on the findings of the study and through co-creation workshops with key stakeholders12,
guidelines and indicators for entrepreneurial learning in the Ugandan TVET system and BDS
delivery will be developed, promoting harmonisation and adherence to quality standards. Through
existing framework agreements, Belgian expertise13 will be mobilised to support and facilitate the
activities. As such, the relevant institutional actors will be supported in future updating of curricula
or training packages, and designing newly planned modular training programmes. The outcomes will
feed into the capacity support for BDS to implementing partners under A4.1 and will be applied in
train-the-trainer activities under result 2.
Training materials and tools for both trainers and learners will also be developed and made
accessible via e-learning platforms or other Edtech solutions. Materials for instructors/trainers will
include tools to integrate entrepreneurial learning in existing training programmes, focusing on
effective and innovative pedagogical approaches or techniques that support student-centred and
active learning. E-learning materials for learners will centralise practical and active learning (e.g.,
“real life” projects that promote self-directed team-work to create solutions to existing business or
community challenges) and will be rolled-out as extracurricular trainings on a case-by-case basis at
the partner VTIs.
Result 5: Selected enterprises are supported to engage in sustainable development for
green growth and decent jobs.

The ultimate objective of Result area 5 is to support the Ugandan private sector in realising
sustainable development for green growth and decent jobs. The intervention will target 45-50
existing small and medium size companies across our value chains of focus, aiming to create 300
new decent & green jobs and 2500 high quality industrial placement opportunities over the next 5
years.
The concept of sustainable development consists of three pillars: economic viability, environmental
protection and social equity. This result area brings together these elements in a holistic support
package for enterprises, tailored to their needs and the context in which they operate. It assumes that
if an enterprise receives the tools to perform financially, protect the environment and grow its
workers, it is ready to thrive in terms of sustainable development.
This result will be achieved through the following activities:
• Selection of 45-50 small and medium companies from the database of companies
participating in result 2 and result 3, in both the agricultural sectors (focus on agro-
processors) and sectors of the green economy. According to Uganda Investment Authority,
Small Enterprises employ between 5 and 49 people and have total assets between 10-100
million UGX. Medium Enterprises employ between 50 and 100 people and have total assets
between 100 and 360 million UGX.
• Assessment of their holistic needs in terms of:
o Business development support (marketing, HR, sales, access to finance, risk
management, access to new markets, etc.);
o Green growth potential;
o Decent work conditions;
o Strengthening their capacity to host industrial placements.
• Support and subsidies for actions identified through assessments, including:
o BDS support, including finance through linkages with financial institutions and
investors (link with BIO Invest to be explored);
o Innovation support through linkages with Belgium, innovation actors, etc.;
o Investments in equipment and technology for green growth;
o Supporting “decency” of jobs.

12 I.e., leading BDS providers, private sector representatives, MGLSD, MoES, DIT, UBTEB
13 E.g., Syntra West
31
Enabel will implement this result through direct grants targeting 2-3 business member organisations
(BMOs) as well as a specialised organisation in clean (green) production.

Proposed activities:

A.5.1 Mapping and assessment of BMOs and member enterprises

Under this activity the project team through the Business Membership Organisations (BMOs) will
identify, assess and select 45-50 partner companies. The identification process will largely target
companies participating in skilling activities (R2) and first employment experience (R3). Preliminary
selection criteria will include:
- scope (sector and region of operation);
- official registration;
- audited statements for at least 2 years;
- minimum of 5 employees;
- adherence to decent work conditions; and
- genuine interest and buy-in to the programme objectives.
In a first instance, the BMOs themselves will receive organisational strengthening support in order
to enhance their capabilities to implement these activities. Currently, Enabel envisages to anchor this
result area with 3 BMOs that have been identified for their fit with our value chains as well as their
existing capabilities. They are Uganda Manufacturers Association (UMA), Uganda Tourism
Association (UTA) and Federation of Small and Medium Enterprises (FSME). Assessment of the
BMOs will focus on governance, financial management and their effectiveness when it comes to
service delivery to their members. They will also receive exposure and training on best practices in
the areas of decent work, green transformation, and research & innovation.
Through the BMOs, partner companies will be offered a holistic assessment comprising of:
• Business development services (marketing, business planning, HR, financial management,
etc.)
• Decent work conditions (focus on strengths and areas for improvement in policies,
procedures, practices and orientation) - leveraging our expertise under the Social Protection
intervention
• and in their capacity to offer high quality industrial placements.
In addition to the above, a direct grant will be awarded to Uganda Clean Production Centre (UCPC)
to conduct an in-depth assessment of green growth opportunities (resource efficiency, cleaner
production, etc.) for the selected enterprises. UCPC is one the national cleaner production centres
established by the United Nations Industrial Development Organisation. Its overall mandate is to act
as a lead agency for the introduction, adoption and sustainable application of recognised cleaner
production methods. It has already worked with over 350 SMEs in Uganda and trained over 2000
industrial personnel. UCPC will work closely with the BMOs to ensure a harmonised approach
towards the partner companies.
Based on these assessments, partner companies will become eligible for support to implement the
recommendations, which is the next activity.
A.5.2 Support and subsidise actions identified through assessments
In this activity, capacity needs and opportunities of partner enterprises will be addressed through
the BMOs.
Business development services
Grants to identified BMOs will finance the sourcing of experienced professionals with expertise in
business development and access to finance services to support the targeted member enterprises.
Tailored packages will be developed, including regular on-site coaching sessions over the period of a
minimum of one year, complemented by specific training, tools and networking opportunities.
Relevant business support services may include business planning, HR, financial management,
strategies to access new markets, legal assistance, digital transformation strategies, risk
management, and scenario planning etc. Financial training will include financial literacy, planning,
and pitching for funding, with the goal of preparing financially viable plans that are ready to attract
further investments.

32
The intervention will also support mapping of financial opportunities, establish linkages with
financial actors and seek to identify external funding opportunities such as BIO Invest (for the
medium enterprises), EU finance mechanisms under SB4U such as via the Euro 15.5 million Yield
Uganda Investment Fund, the Euro 6 million Danish funded grant mechanism for agriculture value
chains through the Agriculture Business Initiative, etc. Helping businesses access affordable finance
opportunities will remain the biggest challenge given the 20%+ interest rates charged by the banking
industry.
In addition to the above, the BMOs will organise peer to peer exchange sessions between executive
teams of member enterprises on selected topics (access to finance, managing growth, decent work,
green technology, etc.).
Support training opportunities for decent inclusive work
Based on assessment insights, the BMOs will sensitise and train their member enterprises on decent
work, health and safety, labour rights and gender responsive work environment. A “Decent Work”
training workshop that has been developed under the Thematic Portfolio of Social Protection will be
rolled out to all companies.
The intervention will support/expand existing Best Employer Awards to include decent inclusive
work criteria in the selection of “Best Employer of the Year”, and visibility of champions through an
award ceremony.
The selected BMOs will also be supported in providing this Decent Work training in-house, as part
of the exchange sessions as well as receive targets for the identification of placement opportunities
within its member enterprises.
Technical support for green growth
The direct grant awarded to UCPC will also finance on-site technical support for implementing the
recommendations related to resource efficiency and cleaner production for the member enterprises.
The grant by Enabel to UCPC includes funding for co-investment (between UCPC and the partner
company) in technologies and equipment for promoting green growth practices. The UCPC will also
provide technical support to the BMOs in resource efficiency technologies to ensure sustainability of
the practices within member enterprises.
Wage-support for green decent job creation
Finally, subsidies in the form of wage-support will be provided for new green decent jobs that will
have direct impact on implementing the recommendations from UCPC on greening the production
processes of enterprises and boosting green growth. Salary support will be offered for more than a
year through a phasing-out process; and post-support follow-up checks to guarantee sustainability.
Private companies benefiting from this subsidy will be required to provide some form of match-
funding, guarantee decent work conditions, and show a genuine buy-in to the programme.
As such, there will be a focus on jobs that would otherwise not be created because of funding
constraints for green initiatives. This support is especially needed as companies in Uganda are still
recovering from the economic pains cause by the COVID-19 pandemic and face the current inflation
crisis.

Result 6: The development of selected value chains in agriculture and green economy
is improved.

To complement entrepreneurship and enterprise development activities (result 4 and 5), Enabel will
contribute to the strengthening and acceleration of value chains with clear potential for: 1) generating
decent jobs for (vulnerable) youth; 2) contributing to the sustainable transformation and growth of
the Ugandan economy in the near future; and 3) food security by reducing poverty, enhancing yields/
health of livestock, building system resilience through agro-ecology, and supplying the markets with
quality food.
Enabel’s approach is based on multi-stakeholder dialogue and co-creation. Value chain development
will be approached via two angles:
• Firstly, the approach will cover value chain governance and service delivery, concentrating
on 2 to 3 value chains (6.1.).
33
 • Secondly, Enabel will deploy a pioneering approach by supporting inclusive and sustainable
supply chain development by actively collaborating with lead firms in the agricultural and
green economy sectors (6.2.)
Proposed activities:
6.1 Value chain governance and service delivery
In order to concentrate efforts and maximise impact, this activity will focus on a limited number (2
to 3 maximum) of the value chains selected for the portfolio, likely small livestock (piggery and
poultry) and bamboo (to be confirmed in the inception phase, based on added value of coordination
mechanism, interaction with Ministries etc. ).
This activity will be anchored institutionally in the relevant Ministries (Ministry of Agriculture,
Animal Industry and Fisheries for small livestock value chain, and Ministry of Water and
Environment for bamboo) and sector associations (such as Uganda Bamboo Association).
Under this activity, the Enabel approach will target 7 domains:
1. Coordination and governance
Enabel will identify and bring together the main public, private, civil society and research actors in
the selected value chains in a multi-stakeholder dialogue. Through a co-creative approach, Enabel
will support these stakeholders to assess and identify the priorities for (organisational, market and
technological) research, innovation and technology adoption in the value chain; and the main
(missing) value chain services on national and local level. These services may include market
intelligence services, structuring of the value-chains, promotion and branding, policy and advocacy
and quality assurance/standardisation/labelling, but also tackling the unavailability of affordable
quality inputs for small enterprises and farmers, processors and vendors at the district level.
2. Develop Missing services at local level
The feasibility for setting up missing VC services at the local level will be studied and youth supported
to develop sustainable business models for these services. Demonstration, training and assistance
(start-up kits) with the setup of these businesses are foreseen under 4.1. and 4.3.
3. Value chain intelligence and standardisation
Special attention will be given to strengthening or developing value chain intelligence systems.
Support will be provided to conduct (market) studies at national or regional levels and to facilitate
BMOs and LG staff to offer improved VC intelligence services to VC actors. Where relevant,
development of standards will be supported in order to harmonise improved practice in the value
chain and offer quality assurance to customers.
4. Facilitate peer to peer learning in the region
Enabel will stimulate peer-to-peer learning within countries of the EAC which have relevant
experiences with value chain development for the selected value chains. This learning will be
embedded via study tours or learning events and by bringing in (international) state-of-the-art
experts and expertise. Enabel will also explore and support the pathways for structuring the value
chain actors through strengthening existing sector associations, facilitating stakeholder consultation
and supporting the development of (new) value chain coordination structures.
5. Demonstration, research and innovation on identified value chain bottlenecks and
opportunities (innovation labs)
Through the multi-stakeholder platforms, the value chain actors will identify areas and terms of
reference for research and innovation on identified bottlenecks and opportunities for growth in the
value chains. Enabel will mobilise Ugandan, Belgian or international research and innovation actors
with specific expertise in selected VC’s for short term (market or technological) research projects,
technology demonstration or adaptation to accelerate product innovation and diversification, market
expansion, smallholder integration, entrepreneurship and job absorption, adoption of improved
operational practices, etc. in the selected value chains, with a specific focus on upscaling (near-to-
market or near to breakthrough) initiatives.
34
 6. Promotion/branding
Value chain actors will be supported in their efforts to promote and brand their products with the
aim of increasing local, national and regional market demand and market access, and enhancing
competitiveness for the selected value chain products. These initiatives can include supporting
selected studies to understand consumer preferences on local and regional market, setting up and
implementing specific sector action plans for promotion and branding, marketing or media
campaigns, participation in or organisation of (international) trade fairs, or linking to or designing
quality or marketing labels (e.g., the Buy Ugandan, Build Uganda – BUBU campaign).
7. Equipment and infrastructure
Enabel will identify, in close coordination with the relevant Ministries and in dialogue with the value
chain stakeholders, the most relevant complementary investments in equipment and infrastructure
in the selected districts. The rationale of the investments must have a proven added value to ensure
the availability of quality (food) products in local and regional markets, add or retain value, reduce
post-harvest losses, green production processes, reduce and valorise waste and contribute to a more
circular economy, as well as to decent job creation. The focus will be initially on revitalising
un(der)used existing public infrastructure, by upgrading or making it more efficient, as well as
facilitating the greening of production processes (such as sustainable (e.g., renewable energy) or
efficient (energy-use) but also valorisation of waste streams)).
Special attention will be given to proper management of the infrastructure by mandated, preferably
public actors, in order to ensure local ownership and sustainability after the end of the project. The
design of the interventions will include a component of governance, soft skills training, business
planning, and, where relevant, training on maintenance, to ensure sustainability.
Examples of infrastructure support may include:

• Constructing a shared, equipped processing unit, compliant with the requirements of the
national food safety standard for food processing (UNBS standard), to allow smaller
entrepreneurs or organised farmers to scale up and process their products;
• Improving infrastructure and establishing an effluent management facility and system for the
suburban slaughter houses;
• Supporting the composting efforts and production of energy solutions from the wet waste
materials at the slaughter houses;
• Creating of a cold room in a wet market to avoid deterioration of perishable products (meat,
horticulture);
• Establishing warehouses or logistical hubs e.g., to improve smallholder access to vendor
outlets or reduce post-harvest losses; and
• Improving infrastructure for road side vendors.
Examples of equipment for greening production processes could be a bio gas installation for organic
waste processing, an installation to treat waste water, equipment to increase renewable energy
production or energy efficiency, and equipment to process side products.
6.2 Supporting smallholder suppliers’ integration into key supply/value chains,
through an innovative lead-firm approach
In parallel with the structural support to value chain development described above, Enabel will
deploy an innovative and pioneering approach leveraging the (market) power and know-how of
selected lead firms to give more farmers and entrepreneurs, including youth, the necessary skills and
opportunities to enter and benefit from the value chains (not limited to the 2-3 selected in 6.1). The
focus of the support will be on training out-growers, suppliers/VC actors rather than employees, the
latter being in the sphere of the firms' responsibility (principle of non-substitution).
Based on a market assessment, lead firms active in the intervention areas and in the value chains of
the agricultural or green economy sector will be selected. Preference will be given (embedded in the
selection guidance) for committed lead firms that can pull an entire supply/value chain forward (at
a local or national level) and due diligence performed using the tool recently developed by Enabel for
non-commercial partnerships with private sector.
35
By enabling training providers and research institutions to team up with lead firms, Enabel aims to
support training and capacity building of (existing and future) smallholder suppliers in order to
increase their performance and help them integrate into these supply chains and hence lift them out
of poverty. By working with these lead firms, Enabel will also play a vital role in supporting and
increasing these companies’ engagements and role in inclusive and sustainable supply chain
management. Lead firms will include sugar processing companies, breweries, feed companies and
hotel/restaurant chains. AB Inbev has already submitted a proposal to upskill 4,000 barley farmers
with an offer of partial matching funding.
Through a call for proposals, NGOs, research and public actors, will be invited to team up with lead
firm(s) in the selected green or agricultural value chains, to submit a proposal on how they can create
impact on (1) creating employment opportunities, (2) poverty reduction and increasing food security,
(3) improving adoption of sustainable production practices through assessment, sensitisation,
training and, where applicable, certification of farmers, cooperatives, or enterprises downstream.
The terms of reference of the CfP will specifically require the applicants to detail the in-kind or in-
cash contributions and engagements of the lead firms (e.g., staff time to co-facilitate trainings, and
perform assessments, as well as other inputs such as equipment or infrastructure). The process will
also require to conduct due diligence checks, ascertain number of actual and potential out growers
located in the portfolio intervention areas, income generated for the out growers, commitment and
means deployed by the company to environmental and social compliance and inclusion (vision,
mission strategy) and capacity building of out growers, stability of the company in the country on the
mid-long terms, capacity to introduce new/green technology to the out growers, financial and market
stability, degree of transparency in providing information on repartition of profit margins, fair farm
& gate price setting mechanisms, level of risk for the out growers, contribution of the production to
climate change resilience, management of natural resources and food security, dependence on
inputs etc.

3.1.2.2 Target groups

Target Category Intervention Focus within category

groups Zone

Main Vulnerable Rwenzori & School (VTI) - going:

youth (girls and Albertine and - Students in the 6 partner training institutions AR
boys) aged 18- Busoga regions - Students in the 3 partner training institutions in
30 Busoga

Out of school
- School drop-out youth (especially girls) whose
livelihood is compromised because of lack of skills
for employment in AR and Busoga 15-30 years old.
Especially those affected by COVID who became
young single mothers,
- Unskilled youth 15-30 years old
- Unemployed graduates who cannot find formal or
self-employment
- TVET graduates who need placement support
(paid employment or self-employment
- Skilled graduates and workers in need of
upskilling or reskilling to increase productivity

Youth groups in the respective value chains

activities

Social inclusion
Refugees, youth with disabilities, etc.

36
 Others Partner training Rwenzori, Within those institutions, the following will benefit:
institutions Albertine and - Students
Busoga regions - Instructors/Teachers/Trainers
- Heads of departments and non-teaching staff
- Management and governors of partner
institutions
- Parents
Government Rwenzori, Political and technical leadership of:
ministries, Albertine and -MoES (Departments/agencies of BTVET, DIT,
district and Busoga regions UBTEB, Instructors Training and Research), MAAF
lower-level local (extension service; MoGLSD (youth and gender
government department)
-DLGs (departments of planning, production,
community development)
Civil Society Rwenzori, CSO will indirectly benefit through engaging
Albertine and organisations through a call for proposals
Busoga regions
Small, Medium Rwenzori, - Self-employed and entrepreneurs who need to
and large Albertine and grow or scale up their businesses
Enterprises and Busoga regions - Enterprises who need to increase productivity and
entrepreneurs growth to create more decent jobs
Private sector Rwenzori, Representative federations and organisations from
federations and Albertine and the private sector, such as UMA, PSFU, etc.
Business Busoga regions
Membership
Organisations

3.1.2.3 Partnerships and Collaborations

The partnerships and collaborations that have been identified include relevant government
ministries and agencies, international and local agencies, district local governments and authorities,
private sector players and civil society actors as well as other actors and institutions in skills
development and employment under the target sectors of green economy and agriculture.
Institutional partnerships:
Several consultations have been made to identify areas of partnerships, collaboration and synergies
with the following public institutions: (1) Ministry of Education and Sports (MoES); (2) Ministry of
Gender, Labour and Social Development (MoGLSD); (3) Ministry of Agriculture, Animal Industry
and Fisheries (MAAF); (4) Ministry of Trade, Industry and Cooperatives (MoTIC); (5) Ministry of
Tourism, Wildlife and Antiquities (MoTWA); and (6) Ministry of Water and Environment (MoWE).
Other consultations with the relevant government agencies included (1) National Agricultural and
Research Organisation (NARO); (2) Agriculture Sector Skills Council (ASSC); (3) Tourism and
Hospitality Sector Skills Council (THSSC); (4) Directorate of Industrial Training (DIT); (5) National
Curriculum Development Centre (NCDC); and (6) Uganda Business and Technical Examination
Board (UBTEB).
Among partnerships with international and local agencies/associations are: (1) United Nations
Educational, Scientific and Cultural Organization (UNESCO); (2) United Nations High
Commissioner for Refugees (UNHCR) at national and Bidibidi refugee settlement; (3) Norwegian
Refugee Council (NRC); (4) International Institute of Tropical Agriculture (IITA); (5) Flemish
Institute for Technological Research (VITO); (6) The International Network for Bamboo and Rattan
(INBAR); (7) MasterCard Foundation; (8) SWISS Contact; (9) Uganda Industrial Research Institute
(UIRI); and (10) Kampala City Council Authority (KCCA). The national associations include
Intergovernmental Panel on Climate Change (IPCC); Women Renewable Energy Association
(WREA); and Youth for Green Communities (YGC).
Partnerships with private sector
Partnerships with the private sector have been identified with the following: (1) Private Sector
Foundation of Uganda (PSFU); (2) Federation of Ugandan Employers (FUE); (3) Uganda
Manufacturers Association (UMA); (4) Federation of Small and Medium Enterprises (FSME); (5)
Uganda Small Scale Industries Association (USSIA); (6) Uganda National Farmers’ Federation
(UNFFE); (6) Uganda Cleaner Production Centre (UCPC); and (7) Brighter Monday.
37
District local governments and authorities:
Partnerships have been identified and will be developed further with the respective districts, cities
and lower-level local authorities of the selected regions. These include Arua District Local
Government and Arua City Council; Yumbe District Local Government; Jinja District Local
Government and Jinja City Council; Kabarole District Local Government and Fort Portal City
Council; Hoima District Local Government and Hoima City Council; Kamuli District Local
Government and Kasese District Local Government. Other partnerships at this level will include
partner TVET institutions and other SDF training providers, farmers’ cooperatives/societies and
farmers’ groups as well as the relevant CSOs in the green economy and agriculture sectors.

Result area Partnership

R1: • Ministry of Education and Sports
TVET, agriculture and the green • Ministry of Gender Labour and Social Development
economy are better promoted as • District Local Governments in the target areas
employment pathways • Office of the Prime Minister - District Refugee Desk
Office
• WorldSkills Uganda
• Buganda, Busoga and Tooro Kingdoms
R2: • Ministry of Education and Sports
The provision of skills • Ministry of Gender Labour and Social Development
development is more equitable, • District Local Governments in the target areas
qualitative, innovative, and • Directorate of Industrial Training (DIT);
demand-driven for increased • Partner Vocational Training Institutions (VTIs)
employability
• Private sector companies, industries and factories
in the target areas
• Agriculture Sector Skills Council (ASSC)
• Tourism and Hospitality Sector Skills Council
(THSSC)
• UNHCR for the target refugee settlements
• Norwegian Refugee Council (NRC) for the target
refugee settlements
• SWISS Contact
R3: • Ministry of Gender Labour and Social Development
Work-ready youth have increased • Umbrella Youth Organizations
access to general employment • Federation of Uganda Employers
services that connect them with • Ministry of Education and Sports
decent work employers • Sector Skills Councils
• Uganda Business and Technical Examinations
Board
• Directorate of Industrial Training
R4: • Ministry of Education and Sports (stakeholder;
Vulnerable youth, including consultative partner)
women, have increased access to • Ministry of Local Government (stakeholder;
entrepreneurship promotion and consultative partner)
support to set up small businesses • Ministry of Gender Labour and Social Development
(stakeholder; strategic partner)
• Ministry of Agriculture, Animal Industry and
Fisheries (MAAF);
• Directorate of Industrial Training (DIT)
(stakeholder; consultative partner)
• Uganda Business and Technical Examination Board
(UBTEB) (stakeholder; consultative partner)
• MasterCard Foundation (technical and operational
partner)
• Syntra West (potential implementing partner
through existing framework agreement)
R5: • Ministry of Trade Industry and Cooperatives
38
 Selected enterprises are supported • Federation of Ugandan Employers (FUE)
to engage in sustainable • Uganda Manufacturers Association (UMA)
development for green growth and • Federation of Small and Medium Enterprises
decent jobs. (FSME)
• Uganda Cleaner Production Centre (UCPC)
• Uganda Tourism Association
R6: • Ministry of Agriculture, Animal Industry and
The development of selected value Fisheries (MAAF);
chains in agriculture and green • Ministry of Trade, Industries and Cooperatives
economy is improved. (MTIC)
• Ministry of Water and Environment
• District Farmers Associations
• The International Network for Bamboo and Rattan
(INBAR)
• Uganda Bamboo association (UBA)
• Uganda Industrial Research Institute (UIRI )
• Makerere University
• Uganda National Farmers Federation
• Young Farmers Federation of Uganda
• Uganda National Bureau of Standards (public
institution).
• Food Right Alliance

Internal synergies/collaborations/complementarity
Team Belgium:
Enabel aims at close complementarity and co-creation with Belgian actors that have specific
expertise and programs in the area of training, employment and entrepreneurship related to green
economy, agriculture and sustainable economy. Such complementarities will be with:

• VVOB implementing a TVET programme through instructors training and interventions in

the agriculture sector especially preparing youth for sustainable agricultural and rural
transformation. This expertise will be further built upon and used in the portfolio for
instructors’ training in agriculture, selected value chains in agriculture and green economy.
• Belgian NGOs with activities in Uganda relevant to this pillar, such as Rikolto, Broederlijk
Delen, Bos + Tropen VZW, Trias, Join for Water and SOS Faim (together with Iles de Paix), but
also BIO and OVO (Ondernemers voor Ondernemers) as well as relevant Belgian private sector
actors established in Uganda such as AB InBev and Bamboo Uganda will be partnered with to
tap into their specific expertise and leverage impact.
• Synergies with Belgian research and academic actors have been included in the portfolio, e.g.
mobilising VITO’s expertise and experience in the circular economy in the Eastern African
region and leveraging research partnerships supported by VLIR-UOS, as well as learning
from the experienced public employment centres like VDAB, Forem, and Actiris, and public
agency for entrepreneurship training, Syntra West.
• The new Thematic Portfolio on Social Protection and Decent Work: In Uganda, the proposed
target sectors are agriculture, tourism and hospitality in the Rwenzori/Albertine region.
• WorldSkills Belgium
Team Europe:
This will mainly be the Team Europe Initiative "Sustainable Business for Uganda (SB4U)" under MIP
Priority Areas 2 - promoting sustainable and inclusive growth and jobs, with the specific objectives
of promoting sustainable investments, and promoting decent employment as well as Area 3 -
promoting democratic governance and social inclusion, through implementation of the National
Action Plan on Business and Human Rights (BHR).

39
The Support to Skilling Uganda (SSU) programme with ongoing funding from Belgium, EU, and
Ireland aims at increasing employability of youth, including refugees and displaced youth, through
better quality of instruction and learning in skills development and by making TVET more responsive
to labour market needs.
The VET Toolbox project has several activities in Uganda (EU funded). Through short term support
actions, Enabel supported the establishment of the Sector Skills Council in Tourism and Hospitality,
and their financial sustainability. Also, for the VET Toolbox, GIZ is supporting skills development
for direct employment in the rural electrification sector in Uganda.
Germany (GIZ) has been supporting formal employment in the oil and gas industry through its E4D
programme which is now focusing on green economy interventions.
The French Embassy has a small incubation programme in agroecology and tourism.
Others
Strategic alliances with other development partners in the skilling and employment intervention
with the sectoral focus of agriculture and green economy include AVSI implementing the Skilling in
Agri-preneurship for enhanced Youth Employment (SAY) project; SWISS Contact which is
supporting interventions in agriculture through the commercial agriculture for smallholders and
agribusiness programme, and the World Bank which supports the Ministry of Education and Sports
(MoES) through the Uganda Skills Development Project (USDP).

40
3.1.2.4 Budget and Chronogram
Intervention 1: Green and decent jobs for youth (WeWork) - Albertine & Rwenzori Regions

PLANNING
BUDGET TOTAL 2023 2024 2025 2026 2027
10.539.960 730.650 5.059.534 2.350.030 1.756.110 643.636
SO 1: Employability - Young people, at least half of whom are women, have access to high-quality skills development that offers the prospect of decent
7.148.250 574.850and green jobs
4.157.050 1.183.550 849.050 383.750
Result 1: TVET, agriculture and the green economy are better promoted as employment pathways 662.800 78.900 183.150 162.250 162.250 76.250
Act 1.1 Analyse, co-create and implement integrated solutions for social behavioural gender responsive change 662.800 78.900 183.150 162.250 162.250 76.250
Result 2: The provision of skills development is more equitable, qualitative, innovative, and demand-driven for increased
employability 4.887.250 386.450 3.586.600 466.600 284.600 163.000
Act 2.1 Institutional development for CoE status & Business models 1.718.000 330.000 738.000 338.000 208.000 104.000
Act 2.2 PS driven nonformal skills devt - SDF for 3,000 beneficiaries 3.169.250 56.450 2.848.600 128.600 76.600 59.000
Result 3: Work-ready youth have increased access to general employment services that connect them with decent work
employers 1.598.200 109.500 387.300 554.700 402.200 144.500
Act 3.1 Mapping of labour market intelligence systems and coordination of labour market actors 169.600 50.000 44.000 51.000 13.000 11.600
Act 3.2 Job matching 330.600 17.500 95.000 117.000 77.600 23.500
Act 3.3 First Employment Experience 1.098.000 42.000 248.300 386.700 311.600 109.400
SO 2: Employment & Entrepreneurship - Educated young people, at least half of whom are women, are guided and
3.391.710 155.800 902.484 1.166.480 907.060 259.886
supported to find decent and green jobs or to start a succesfull business
Result 4: Vulnerable youth, including women, have increased access to entrepreneurship promotion and support to set up
small businesses 1.347.250 80.400 366.996 381.896 345.672 172.286
Act 4.1 Support to vulnerable youth and women to develop sustainable micro- and small-scale businesses (resilience track) 1.295.050 76.800 351.396 350.996 343.572 172.286
Act 4.2 Support to the integration of quality entrepreneurial skills development in TVET & BDS delivery 52.200 3.600 15.600 30.900 2.100 -
Result 5: Selected enterprises are supported to engage in sustainable development for green growth and decent jobs. 1.181.560 47.800 348.588 440.184 326.988 18.000
Act 5.1 Mapping and assessment of BMOs and member enterprises 58.600 20.800 21.600 16.200 - -
Act 5.2 Support and subsidise actions identified through assessments 1.122.960 27.000 326.988 423.984 326.988 18.000
Result 6: The development of selected value chains in agriculture and green economy is improved 862.900 27.600 186.900 344.400 234.400 69.600
Act 6.1 Value chain governance and service delivery 707.900 17.600 146.900 289.400 189.400 64.600
Act 6.2 Supporting smallholder suppliers' integration into key supply/value chains, thr an innovative lead-firm approach 155.000 10.000 40.000 55.000 45.000 5.000
General Means 2.854.531 707.490 612.023 622.023 558.903 354.092
Human Resources 1.731.381 339.759 412.392 412.392 355.272 211.566
Investments 221.100 202.711 4.111 4.111 8.111 2.056
Operational costs 752.050 160.520 163.520 163.520 163.520 100.970
Audit, M&E and support 130.000 2.000 27.000 37.000 27.000 37.000
Communication & capitalization 20.000 2.500 5.000 5.000 5.000 2.500
13.394.491 1.438.140 5.671.557 2.972.053 2.315.013 997.728

41
Intervention 2: Green and decent jobs for youth (WeWork) - Busoga Region

Planning
BUDGET TOTAL 2023 2024 2025 2026 2027
6.540.806 302.950 2.675.480 1.968.171 1.295.157 299.047
SO 1: Employability - Young people, at least half of whom are women, have access to high-quality skills development that offers the189.050
4.494.452 prospect of2.155.066
decent and green jobs
1.244.871 725.666 179.800
Result 1: TVET, agriculture and the green economy are better promoted as employment pathways 392.400 70.800 108.350 87.450 82.700 43.100
Act 1.1 Analyse, co-create and implement integrated solutions for social behavioural gender responsive change 392.400 70.800 108.350 87.450 82.700 43.100
Result 2: The provision of skills development is more equitable, qualitative, innovative, and demand-driven for increased employability
2.977.550 65.350 1.725.800 729.800 334.800 121.800
Act 1.2 Institutional development for CoE status & Business models 1.195.200 27.000 626.000 221.000 241.000 80.200
Act 1.3 PS driven nonformal skills devt - SDF for 1,000 beneficiaries 1.782.350 38.350 1.099.800 508.800 93.800 41.600
Result 3: Work-ready youth have increased access to general employment services that connect them with decent work employers1.124.502 52.900 320.916 427.621 308.166 14.900
Act 3.1 Mapping of labour market intelligence systems and coordination of labour market actors 28.800 2.000 8.500 5.000 11.000 2.300
Act 3.2 Job matching 146.550 17.000 37.500 68.300 23.750 -
Act 3.3 First Employment Experience 949.152 33.900 274.916 354.321 273.416 12.600
SO 2: Employment & Entrepreneurship - Educated young people, at least half of whom are women, are guided
2.046.354 113.900 520.415 723.300 569.492 119.247
and supported to find decent and green jobs or to start a succesfull business
Result 4: Vulnerable youth, including women, have increased access to entrepreneurship promotion and support to set up small businesses66.400
677.850 178.167 189.367 162.744 81.172
Act 4.1 Support to vulnerable youth and women to develop sustainable micro- and small-scale businesses (resilience track) 643.050 64.000 167.767 168.767 161.344 81.172
Act 4. 2 Support to the integration of quality entrepreneurial skills development in TVET and BDS delivery 34.800 2.400 10.400 20.600 1.400 -
Result 5: Selected enterprises are supported to engage in sustainable development for green growth and decent jobs. 648.956 18.900 187.757 241.942 187.757 12.600
Act 5.1 Mapping and assessment of BMOs and member enterprises - - - - - -
Act 5.2 Support and subsidise actions identified through assessments 648.956 18.900 187.757 241.942 187.757 12.600
Result 6: The development of selected value chains in agriculture and green economy is improved. 719.548 28.600 154.491 291.991 218.991 25.475
Act 6.1 Value chain governance and service delivery 579.548 18.600 121.991 244.491 181.491 12.975
Act 6.2 Supporting smallholder suppliers' integration into key supply/value chains, thr an innovative lead-firm approach 140.000 10.000 32.500 47.500 37.500 12.500
General Means 2.180.452 514.154 461.807 478.527 439.787 286.178
Human Resources 1.336.869 262.773 307.476 314.196 283.956 168.468
Investments 147.050 128.661 4.111 4.111 8.111 2.056
Operational costs 546.533 118.220 118.220 118.220 118.220 73.655
Audit, M&E and support 130.000 2.000 27.000 37.000 27.000 37.000
Communication & capitalization 20.000 2.500 5.000 5.000 2.500 5.000
8.721.258 817.104 3.137.287 2.446.698 1.734.944 585.225

42
3.2 Pillar 2: Local access to quality education and health care for vulnerable
groups
3.2.1 Background, Framework and Structure
3.2.1.1 Pillar Background
Education

Education purpose and promise

Education has the power to change lives. It opens doors to better employment, more active
citizenship and well-informed health choices that benefit future generations. Each additional year
of schooling results in a 10% boost in earnings14, as human capital gains underpin a country’s
growth. Gains in girls’ education deliver significant health benefits, as educated women have fewer
– and healthier – children.15 People with more education tend to be more politically engaged and
active in seeking improvements to public services.16 Education also contributes to stability through
building a sense of shared identity and strengthens resilience by helping people adapt to shocks.17

Education in Uganda

“The quality of education in Uganda remains low, characterised by low levels of literacy and
numeracy, coupled with the high rate of school dropout”. This was the assessment of those putting
together the Third National Development Plan 2020/21-2024/25 (NDPIII)18 – before the COVID-
19 outbreak. The pandemic has significantly amplified these weaknesses, and today Uganda faces
a true education emergency for all its children after nearly two years of school closures.

Education quality in secondary schools is often poor due to poorly trained teachers, too many
students in a classroom, too few resources, and teaching methods that concentrate on lecturing and
theory rather than student-based, practical learning.

Low transition, retention and completion rate of lower secondary:

According to ASC 2017, only 61% of the learners who complete primary transit to secondary, and
only a third (33%) of the learners who join Senior 1 (S1) complete lower secondary (Senior 4). Of
the learners that join S1, only 21% transit to upper secondary. More than 40% of children of lower
secondary school age are not in school, while for upper secondary school age, 71% are out of school.
One fundamental reason for low secondary enrolment and completion could be because students
are not mastering basic literacy skills, resulting in poor achievement and drop out. Poor learning
outcomes may further cause discouragement about continuing school.

Poverty and cost of education as main barriers to access (especially for girls):
UNHS (2019/20) data show that the high cost of education is the main reason the majority (nearly
two-thirds) of children drop out of school once enrolled. In a 2014 UNICEF study, poverty was also
the main cause of drop out, as mentioned by 91% of parents.
Household poverty: A MoES 2013/2014 study sought to gain an in-depth understanding of the
causes of school dropout and non-enrolment by both girls and boys. The respondents in selected
households identified poverty as the number one cause of drop out, followed by lack of food, child
12 Montenegro, C. and Patrinos, H. (2014). Comparable Estimates of Returns to Schooling Around the World. Policy Research Working Paper. Washington DC:
World Bank. Available from: http://documents.worldbank.org/curated/en/830831468147839247/pdf/WPS7020.pdf [Accessed 3 October 2019].
15 The International Commission on Financing Global Education Opportunity. (2016). The Learning Generation: Investing in Education for a Changing World.

New York: The International Commission on Financing Global Education Opportunity. Available from: http://report.educationcommission.org/downloads/
[Accessed 3 October 2019].
16 Chzhen, Y. (2013). Education and Democratisation: Tolerance of Diversity, Political Engagement, and Understanding of Democracy. Background Paper. Paris:

UNESCO. Available from: http://unesdoc.unesco.org/images/0022/002259/225926e.pdf [Accessed 3 October 2019]. See also Larreguy, H. and Marshall, J.
(2017). The Effect of Education on Civic and Political Engagement in Non-Consolidated Democracies: Evidence from Nigeria. Review of Economics and Statistics,
99(3), 387-401.
17 Orazem, P., King, E. and Montenegro, C. (2012). Economic Freedom, Human Rights and the Returns to Human Capital: An Evaluation of the Schultz

Hypothesis. Economic Development and Cultural Change, 61(1), 37-39. Also available from:
https://lib.dr.iastate.edu/cgi/viewcontent.cgi?referer=https://www.google.co.uk/andhttpsredir=1andarticle=1269andcontext=econ_las_pubs [Accessed 3
October 2019].
18 NPA (2020), Third National Development Plan (NDP III) 2020/21 – 2024/25,Uganda National Planning Authority, Kampala, p.xvii

43
labour, disability, distance, forced repetition, school environment, early marriage, menstruation,
orphanhood, parent attitudes towards education and domestic violence. Poor households lack
money to pay for schooling and other associated costs (textbooks, uniforms, school supplies, and
transportation). Studies consistently show that girls who face multiple disadvantages, such as low
family income, are farthest behind in terms of access to and completion of education. The World
Bank identifies poverty as one of the most important factors for determining whether a girl can
access and complete her education19. Girls who face multiple sources of disadvantage such as low
family income level, living in remote or underserved locations, and/or minority ethno-linguistic
backgrounds remain farthest behind in terms of enrolment and learning.
Barriers and constraints driving poor learning
Secondary students take mostly academic classes with a focus on theory rather than practical skills
or vocations. After drop out or graduation, they have academic knowledge about a variety of
subjects, but mostly lack the ability to apply their knowledge to be successful in a job. In response
MoES reviewed the lower secondary curriculum to reduce content overload, foster learner-centred
pedagogy, competence-based approach and criterion-referenced assessment. The overall purpose
of this review20 is to produce secondary school graduates with employable skills that are
competitive in the job market.
Today, although the majority of S4 candidates pass their final exam, their performance is relatively
poor. This means that after their family’s huge financial sacrifice to put them through primary and
lower secondary, many are still performing below average. However, for the small fraction of
students who transition successfully through primary, lower secondary and upper secondary, the
majority, especially girls, perform well and are eligible for admission to higher education
institutions.
Barriers and constraints driving poor learning relate to large class sizes (lower grades are
overcrowded, with class sizes often exceeding 100 pupils); teacher absenteeism and irregular
student attendance; low teacher competence (both on subject knowledge and pedagogy) to support
learning; and limited access to quality teacher professional development.
Barriers for girls and vulnerable groups
Although enrolment of girls and boys is about even in secondary overall, girls are more likely to
drop out. Cultural norms, early pregnancy and marriage disproportionately affect girls at secondary
level. In 2017, the total student population in lower secondary education (S1 to S4) was 716,118
males and 654,465 female students.21 According to UNICEF, secondary education in Uganda is still
inaccessible to most adolescents, and less than 24 percent of adolescents are enrolled at this level.22
The long COVID-19 school closures have only exacerbated the situation. In addition, over the past
year, in Busoga region there has been a gradual shift towards a decreasing number of boys
completing school, attributed in part to the presence of NGOs and CSOs that focus on girls’
education and employment, as well as to the COVID-19 lockdown resulting in high numbers of
seeking additional sources of income to support their families, and then struggling to resume their
education.
A significantly lower number of refugees or children with disabilities manage to enrol in or
complete secondary school. Only 2%23 of children with disabilities will reach secondary level
education24. Only 11% of refugees and 18% of host community children are enrolled in secondary
school. Of the refugees enrolled, only 33% are girls.25
Participatory governance and shared responsibility

19 Snapshot (2016): Reaching Grils, Transforming lives.

https://documents1.worldbank.org/curated/en/212341467999691082/pdf/98450-REVISED-PUBLIC-WB-EGP-Reaching-Girls-040816-final6-
web.pdf
20 DIT lower secondary vocational guidelines
21 NPA (2020), Third National Development Plan (NDP III) 2020/21 – 2024/25,Uganda National Planning Authority, Kampala, p.xvii
22 UNICEF. https://www.unicef.org/uganda/what-we-do/education
23 Uganda's Education Sector Strategic Plan does not include sufficient analysis of vulnerability or vulnerable groups, such as children with

disabilities, child mothers, or IDPs.

24 Uganda Society for Disabled Children (2017). ‘Education for all’, Available at: https://www.usdc.or.ug/education.html

25 Ministry of Education and Sports (2018). Education Response Plan for Refugees and Host Communities in Uganda. Kampala: MoES.
44
Secondary schools are overseen by the MoES. The rapid increase in the number of districts and low
funding have weakened the ability of district education departments to provide effective oversight,
meaning that the system relies heavily on internal school management and particularly on the head
teacher. The system also requires a lot of direct personal interaction, requiring many visits by
school principals and teachers to government offices, thus adding to already low student contact
time.
Board of Governors (BOG) are responsible for the management and supervision of the school in
partnership with DEOs and the MoES. However, many BOGs are inactive and many DEOs are
seriously understaffed, underfunded – and thus ineffective.

Health

Overall disease burden challenges the health system

The challenges caused by the COVID-19 pandemic have severely affected the country, disrupting
access to basic services, including essential health services. As a result, the indirect health impact of
the crisis is substantial, with disruptions to suspected malaria case management, routine check-ups,
child immunisation (12.5% drop in measles vaccine coverage in 2020/21 attributed mainly to
COVID-19 lock-down restrictions), maternal and child health care, and HIV treatment26, as well as
an increase in reported mental health conditions.

There has been a rapid increase in the population in Uganda, placing further pressure on existing
health services: every year, an additional 1.2 - 1.4 million people need to be served by the health
system. This population growth has not been matched with expansion and investments in the health
system.

While deaths from communicable diseases have decreased in recent years, Uganda is still
experiencing a high burden of maternal, child and adolescent health and nutrition-related
complications, infectious diseases, and non-communicable diseases. Malaria is still the leading cause
of morbidity (29.1% OPD cases and 39.5% admissions) and mortality (10.9%), followed by
pneumonia and other neonatal conditions27.

An estimated 1,000 teenage pregnancies occur every day across Uganda. The vast majority of these
girls drop out of school (see Education section). Sexual and Gender Based Violence is often under-
reported and there is often no comprehensive care for the survivors. Many teenage mothers face
stigma when they access health services28.

Maternal and child mortality: remains high

Maternal mortality in Uganda has steadily declined in the past twenty years, from 578/100,000 live
births in 2000 to 375/100,000 in 2017. Uganda, however, remains in 158th position on maternal
mortality. The main cause of maternal mortality is haemorrhage (42%) followed by hypertension
(15%) and indirect causes such as malaria, HIV, anaemia (12%)29. Maternal mortality is recorded
mainly at Regional Referral Hospitals (34%) and General Hospitals (41%), likely due to late referrals,
inadequate early care before referrals and lack of emergency care during referral and at hospital level.
Only 50% of Health Centres IV (108/218) provide Comprehensive Emergency Maternal Obstetric
and Neonatal Care (EMONC).

26 Partnership for Evidence-Based Response to COVID-19 (PERC) (2020, August). Data Deck of Polling Results: Uganda. Available
at:https://www.ipsos.com/sites/default/files/ct/publication/documents/2020-09/uganda-data-deck.pdf

27 Annual Health sector Performance Report 2020/21.

28 UBOS Nation Survey on violence against women and girls, Nov 2021.
29 Source DHIS2, 2020/21.

45
Delays in accessing health facilities lead to high numbers of emergencies, in
particular obstetric and neonatal emergencies
Obstetric and neonatal emergencies significantly contribute to the burden of emergencies with an
estimated 16 maternal deaths per day30. UNFPA estimates that 70% of maternal deaths in Uganda
are a result of delay in seeking care (WHO Delay 1) and delay in reaching care (WHO Delay 2).
Unsurprisingly, ambulance coverage in Uganda is very poor – only around 1 vehicle per 100,000
population and unevenly distributed. Furthermore, the vast majority of ambulances have no medical
equipment and therefore fall under type A (patient transport only with no means to stabilise the
patient).

Other key emergency care system gaps include: lack of emergency care system at the scene, with
delays in detection and reporting; ineffective emergency medical transportation; non-functioning
emergency department or units in receiving hospitals and health facilities (delay 3), with only 36%
having dedicated emergency areas; and insufficiently organized, staffed, skilled or equipped OPD to
receive emergency cases.

Inadequate quality of care due to lack of essential medicines, supplies, equipment, and
infrastructure:

Health facilities continue to encounter medicine stockouts, despite an increase in the budget for
Essential Medicines and Health Supplies (EMHS). The availability of a basket of 41 tracer
commodities was effective only on 73 of the expected 90 days (81%) in 4,198 health facilities31.

Medical equipment in health facilities is a cornerstone for diagnostic and quality case management.
For example, many hospitals do not have adequate Neonatal Intensive Care Units (NICU) equipment
to provide quality care to premature babies. Only 50% of Health Centres IV have a blood transfusion
service, despite the fact that post-partum haemorrhage is the leading cause of maternal mortality[11].
Severe challenges are faced in the structured maintenance of equipment, as well as keeping up the
quality and quantity of infrastructure for health care delivery as the population increases.

Health Financing: far from the Abuja Declaration target of 15% (African Union, 2001)

The health sector budget as a proportion of the national budget dropped to 6.1 % (from 7.2 % in 2019-
20), and this includes a contribution from the World Bank estimated at close to 50% of the budget.
The current level of financing for the health sector is about US$ 51 per capita, far less than the US$
72 required to promote universal access and achieve health-related sustainable development goals.
This hinders provision of essential medicines, health supplies, as well as achieving adequate staffing
levels. As a result, patient satisfaction is low (32%) and many patients are obliged to go to private
facilities despite the high cost. Out of pocket (OOP) financing accounts for about 37 percent of the
total health expenditure in Uganda, but it can negatively affect the welfare of households (WHO
recommends a maximum of 15% OOP).

Teaching in Nursing and midwifery schools is challenged by a number of factors

Nursing and midwifery schools fall under MOES with some contribution from MOH in terms of
curriculum content and practical experience in hospitals. Observations in Arua School of
Comprehensive Nursing during Enabel’s April 2022 visit identified inadequate infrastructure,
necessitating the school to set up classrooms under tents and to rent accommodation for the students
outside the campus. Library books are old and not up to date when it comes to case management.
The computer lab has 43 computers for 890 students. Tutors need continuous professional
development and opportunities to update their skills and knowledge. Findings were similar in Hoima
School of Nursing and Midwifery and only slightly better at Fort Portal College of Health Sciences.

30 McCue, A et al. “Failures in the emergency obstetric and neonatal care referral chain lead to high rates of intrapartum stillbirth in Southwestern Uganda.”
Annals of Global Health 83.1 (2017): 108.
31 Annual Health sector Performance Report 2020/21.

46
Participatory Local governance

Political devolution has been an important milestone of the decentralisation process in Uganda, as
well as the transition from centrally driven planning and budgeting to area-based planning.
Nevertheless, inadequate financing (and also a trend towards re-centralisation as illustrated by the
Public Finance Management Act 32 ), inadequate investment in human resources and facilities, and
weak coordination skills undermine local government ability to plan and monitor the
implementation of devolved local social services.
Higher Local Government Councils (districts and cities) are legally empowered to prepare
comprehensive and integrated development plans incorporating the plans of lower-level local
governments for submission to the National Planning Authority. The planning process is expected
to be participatory and utilise a bottom-up approach involving the various stakeholders. However,
lower local government levels tend to have inadequate resources and skills to carry out
comprehensive consultations and participation of the key actors. In addition, the skills for data
collection, analysis and utilisation are weak in LGs, especially below the district or city level, to enable
informed policy decisions. District/Cities Technical Planning Committees comprising of all technical
heads of department and Senior Assistant Secretaries from LLGs meet monthly and discuss pertinent
issues that arise for planning and execution of both health and education programmes or activities.
Meetings at the lower level are far more difficult to organise because of the lack of resources, as well
as weak coordination, reporting and feedback structures.
With regard to the political wing , the Standing Committees of the LG councils are responsible for
the monitoring of social services (including education and health). These bodies deliberate on health
and education issues and report to the respective LG Council. They often lack adequate
understanding of their role, as well as strategic planning and monitoring skills.
On the other hand, awareness among community members and their leaders of the right of citizens
to participate in decision-making processes remains low. This attests to the need to improve
community and leaders’ sensitisation on the right to health, education, including the right to
participate in programme planning, monitoring and decision-making. It also points to the need to
enhance capacities among the local authorities’ political and technical staff to be more accountable
and responsive to citizens’ feedback and control.
Local communities are represented in hospital boards and Health Unit Management Committees
(HUMC). They need capacity building in planning and financial management, as well as
understanding of health priority needs. They would benefit from mentoring to accomplish their role
and contribute to meaningful community participation in health. District and health sub-districts
require strong, well-informed teams, who are capable of using health data for decision making and
interacting effectively with community members and all health actors.
More efforts are needed to strengthen community participation, to increase community sensitisation
and people’s rights, in particular for groups that tend to be excluded from local representation
mechanisms (such as out-of-settlement refugees). Community participation should not be limited to
patient satisfaction surveys (only 10% of HC have a functioning patient satisfaction survey system)
or being a member of health management committee. People’s participation is not the same as
people’s rights. It includes ensuring engaging in health decision-making for all to ensure access to
quality services, including for girls (and boys).
In education, it is critical to engage parents and communities in supporting girls’ education. To have
a positive impact on school performance, it is important that community members are (i) aware of
the local education situation and of what they can do to influence it; (ii) have sufficient capacity to
effectively engage in education decision-making; and (iii) are accepted as important stakeholders by
the teachers, school leaders and education services. So far there are no deliberate and sustained
efforts to ensure that representatives of all constituencies in the community have opportunities to
engage in education, either through Parent-Teacher Associations or School Governing Boards.
Representatives in management committees are often politically influenced. Additionally, there are

32 The Public Finance Management Act (PFMA), 2015,mandated local governments to remit their local revenue collections to the CG Consolidated Fund Account.
LGs must seek approval from the Ministry of Finance, Planning and Economic Development (MoFPED) to withdraw funds and implement planned activities.
47
insufficient opportunities for the management committees to fully function and deliver their
mandates of supervision and monitoring.
3.2.1.2 Pillar Framework & intervention logic
Through intervening on the demand (focus on rights-holders), the supply (focus on duty-bearers)
and the participatory management and administration of social services (focus on rights-holders and
duty-bearers), the second pillar embraces a comprehensive framework to achieve its general
objective: “The right to safe and quality education and health care is more
transparently ensured, in particular for vulnerable groups including children, girls
and women, and refugees”.

GO 2: “The right to safe and quality education and health care is more transparently ensured, in
particular for vulnerable groups including children, girls and women, and refugees”.

SO 3: Education SO 4: Health
“Adolescents – in particular girls and refugees – are “Child and maternal mortality decreases, and SRHR are
accessing and completing four years of quality lower better ensured, through the training of non-university
secondary education”. health personnel and improved capacity of the meso-
structure of health centres and hospitals”.

SO 5: Participatory Governance
“The capacities of local authorities and communities are enhanced to improve the management and administration
of social services in a participatory, inclusive and transparent manner”.

Demand side Supply side Rights-holders and Duty-bearers

Focus on Rights-holders Focus on Duty-bearers
Promoting participatory management
Organising demand and promoting Increasing inclusive access and administration of social services
social services to quality social services

The overall intervention logic of Pillar 2 is to ensure the right to safe and quality education and health
services. To achieve this, three complementary dimensions must be strengthened: supply, demand
and governance of services. At the demand-side, the focus will be on strengthening capacities of
rights-holders to claim their rights: assuring adequate representation (for young girls and other
vulnerable groups), providing access to information, organising capacity building and supporting
effective awareness and advocacy. On the supply-side, the focus will be on duty-bearers. The change
process will focus on the equity, accessibility, affordability and acceptability of education and health
services (in particular at decentralised level) as well as their (holistic) quality. This implies working
through available, competent and motivated human resources and also with functional equipment
and other material resources, embedded in sustainable (management) systems. The governance of
services will focus on both rights-holders and duty-bearers, taking into consideration leadership
valuing the contribution of different stakeholders; building technical capacities of staff; organising
the dialogue between duty-bearers and rights-holders to ensure responsiveness to needs and
accountability; supporting the (digitalised where possible) management-systems of human,
material, financial resources and data; and finally, scaling up lessons learnt and evidence to the
strategic decision-making level for sustainability reasons.
There are three overarching principles for the implementation of Pillar 2:
(1) a people-centred approach;
(2) a systemic approach;
(3) a learning mode with action-research as the main instrument.

48
3.2.1.3 Pillar Structure
The pillar is structured around 4 interventions: 3 funded by BE under this portfolio and 1
intervention in Education funded by the EU Delegation Action “Gender for Development in Uganda”
(G4DU), under the TEI on Demography and Social Services that will be launched in 2023. Enabel
will be the implementing partner of the EU intervention (total EUR 7 million) aiming to increase the
access and quality of lower-secondary school education – further supporting the objectives of our
Belgian Portfolio.

The interventions under this Belgian Portfolio include: Interventions 3 (Boosting Equal Learning
Opportunities - WeLearn) and 4 (Caring for Mothers’ Lives - WeCare) respectively contribute to
Specific Objectives 3 and 4, but share the Specific Objective on the participatory governance of social
services (SO5). More specifically, these two interventions also share the approaches and resources
linked to the following results domains:

- Results domain 1: Rights-holders increase their autonomy and demand equitable and timely
access to health care and lower secondary education; and
- Results domain 3: Rights-holders and duty-bearers adopt participatory governance mechanisms
and shared accountability for managing their local health services and lower secondary schools.
Intervention 5 (Training for Excellent Health Care - WeTrain4Health) contributes to SO4, with a
dedicated focus on Nurse Training Schools.
As well as sector specific activities, the rationale behind SO 5 is to incrementally develop a multi-
sectoral approach for inclusive service delivery by adopting the following joint strategic approach:

• Supporting the improvement of operational planning and monitoring of the local plans for
social services, by strengthening existing key actors and bodies of the local governance
system (both administrative and political wings) where health and education officers and
dedicated staff meet regularly (e.g., the technical planning committee of the district
administration, the Standing Committees for social services which are organised under the
local governments councils etc. );
• Focusing on concrete projects and synergies between the sectors (e.g., health at school,
adolescent health including SRHR, HIV, the specific challenges encountered by the refugee
population etc.)
• Taking into account current gaps and assets of local capacities and the distinct situation of
devolution of services and decision-making processes, when it comes to health and secondary
education, through quick scans at district levels (and the main levels they relate to), self -
assessment and targeted capacity building;
• Developing formal and informal spaces for collaboration between public actors and civil
society at the local level, (from simple improvements in information flows and more
transparent institutions, to the full co-creation process). This will include consultation
mechanisms adapted for each context, as well as boosting innovative ideas (and
consolidating existing ones) for direct citizen engagement and participation.
This joint strategic approach will also be implemented through some activities (mainly 5.1 and 6.1)
conducted jointly by both sectors and relying on the same transversal expertise on inclusive local
governance & accountability.
49
 GO 2: “The right to safe and quality education and health care is more transparently ensured, in particular for vulnerable groups including children, girls
and women, and refugees”.
SO 3: “Adolescents – in particular girls and refugees – SO4: “Child and maternal mortality decreases, and SRHR are better ensured, through the training
access and complete four years of quality lower of non-university health personnel and improved capacity of the meso structure of health centres
secondary education”. and hospitals”.
INTERVENTION 3: WeLearn INTERVENTION 4: WeCare INTERVENTION 5: WeTrain4Health
Results domain 1: ‘Rights-holders increase their autonomy and demand equitable and timely access to health care and lower secondary education’.
R1. Active parental and community involvement in addressing R1. People’s capacities to enhance their autonomy and make
socio-cultural barriers and gender norms is strengthened. informed choices about their health are reinforced (addressing
delay 1).
Result Domain 2: ‘Supply side Focus on duty-bearers Increasing inclusive access to quality health services and lower secondary schools.

R2. The cost of education at school and household level as pathway R2. The quality of emergency medical services and referral R1. The learning environment, quality of teaching, and
towards equitable access to education is transparent and more services is improved (addressing delay 2) participative management are improved in selected
affordable. health training institutions
R3. Learning environments in lower secondary schools are more R3. The acceptability and quality of selected HC III and HC IV is
conducive and secure for learners. improved (with attention to SRHR)
R4. Academic outcomes, health and well-being of lower secondary
students has improved.
SO 5: “The capacities of local authorities and communities are enhanced to improve the management and administration of social services in a
participatory, inclusive and transparent manner”.
Result Domain 3: ‘Rights-holders and duty-bearers adopt participatory governance and shared accountability for managing their local health services and lower secondary schools’.
R5. Local Government capacities and stewardship for inclusive, R4. The local authorities’ capacity and stewardship to promote
participatory and accountable education management and leadership a participatory and accountable leadership and management of
is strengthened the local health system are improved

R6. School management and leadership and citizen participation is R5. Communities are empowered to participate and take
more inclusive, participatory and accountable ownership in health

50
Intervention 3: Boosting Equal Learning Opportunities - WeLearn
3.2.2.1 Intervention Logic
Results will be achieved through three pathways aiming at improving access to and successful
completion of four years of quality lower secondary education as indicated below:
On the demand side, the objective is that the rights-holders increase their demand for
equitable access to and completion of quality, inclusive lower secondary education
(Result 1).
This result will ensure that rights-holders (households, communities and adolescents) are aware of,
demand access to, have equitable access to and complete a quality, inclusive lower secondary
education.
On the supply side, the aim is that duty-bearers provide access to an increased supply
of quality, inclusive lower secondary education services (Results 2, 3 and 4). These
results will ensure that duty-bearers (local education officials, school leaders and teachers) are able
to provide an increased range of quality education services and resources, more equitable and
inclusive learning environments, and higher quality, more relevant teaching and instruction for
secondary students.
On the governance side, the objective is that the rights-holders and Duty-bearers adopt
participatory governance and shared accountability for managing their local
education services and secondary schools (results 5 and 6). These results will strengthen
local government and governing structures to promote more participatory and accountable
education management and leadership, that is inclusive of socially excluded groups including girls,
refugees, and people living with disabilities.
Generally, performance, accountability for results and quality of public services in the local
government and governance structures are considered sub-optimal and undermine responsiveness
to the needs of citizens . Capacities for strategic planning, budgeting, programme management, and
monitoring and evaluation are insufficient. Additionally, there are perceived weaknesses in
coordination, inefficient government systems and processes, and individual competencies and skills
are lacking. These challenges have proven to be significant obstacles to the effective delivery of public
services and socio-economic development as a whole.
This intervention will support an incremental approach to multi-actor participatory planning and
monitoring of social services, while building the capacity of local government actors (from both the
administrative and the Local council wing). It will also build stewardship and management capacities
within secondary schools.
Result 1: Active parental and community involvement in addressing socio-cultural
barriers and gender norms is strengthened.
This result will ensure that rights-holders (households, communities and adolescents) are aware of,
demand access to, have equitable access to and complete a quality, inclusive lower secondary
education. Economic and socio-cultural factors affect decision-making in poorer families with many
children. For example, deciding whether or not to send their daughters to school will depend partly
on any perceived economic benefit and social pressures from others. For this reason, initiating a
dialogue on the right to education (rights and duties) and gender equality with parents and
communities is essential. Particular attention will be given to non-registered (juvenile) refugees
present in refugee-affected districts (Kabarole) on the rights granted to registered refugees and
asylum seekers in terms of access to education. Due to their irregular status and responsibilities as
heads of households, this at-risk group is often exposed to crime-related activities and prostitution.
These activities will be developed in close collaboration with Local Government authorities (District
Education Office), local committees at lower local government levels (Sub-county, parish and
village), and school communities for sustainability.

51
Proposed activities:
A.1.1. Strengthen local and school communities to analyse, co-create and deliver
community and school-led activities for social, behavioural and gender-responsive
change.
Similar to result one of pillar one, this activity will be anchored at the district level, particularly in
the office of the District Community Development Office. The district community development
department is therefore the leading implementation partner supported by the District Education
Office. Given the similarity of approach, the activity will be implemented in close collaboration and
synergy with result 1 of the health intervention of pillar 2, and result 1 of pillar 1 which focuses on the
promotion of Technical, Vocational Education and Training (TVET), agriculture and the green
economy as a decent employment pathway. Promotional activities for both pillars are guided by
social and behaviour change communication (SBCC), a participatory and bottom-up communication
approach, emphasising the involvement of end users and targeted stakeholders from design to the
conclusion of an awareness-raising campaign. This includes:

- Audience analysis comprising baseline, impact and Knowledge, Attitude and Practices (KAP)
studies.

- Co-creating solutions to address barriers to education (and citizen participation – Act. 6.2):
o Setting the scene: Identifying and bringing together the key stakeholders around the
main issues identified in the KAP study; this includes organising learning events on
current experiences and good practices in Uganda relating to (local and school)
community involvement to address barriers to education
o Designing research: Participatory research on the main barriers to education with
the identified stakeholders (e.g., including focus group discussions and other
participatory research tools);
o Ideation of solutions: Working with end users to co-create creative and impactful
communication and/or awareness-raising campaigns, initiatives, products – and,
ultimately, solutions – to address the (socio-cultural) barriers to education. The
SBCC may include radio campaigns, theatre plays, (serious) games, posters, role-
model campaigns, brochures, etc. The content and dissemination channels will be
defined at this point.
o Testing: Testing solutions with users and adapting according to their feedback. This
is followed by the development of an action plan for mass rollout.
- Implement and monitor (local) solutions to barriers to education. This will include the
creation of an SBCC toolkit as a capitalisation/knowledge management product.
This cluster of activities will target parents, local councils and religious leaders and communities on
the importance of enrolling and keeping their children in school (i.e., providing financing) until
completion. Particular attention will be paid to influencing girls’, boys’ and parents’ perceptions
about the benefits of education and training, increasing aspirations, tackling negative gender norms
and harmful stereotypes, working on positive and transformative masculinity, and addressing GBV
prevention. There will also be a focus on the sensitisation of refugees and, in particular non-
registered displaced people.
A.1.2. Strengthen local and school community capacities on outreach and support:

- Build capacity of PTA representatives and head teachers to reach out to communities (for
information sharing, awareness raising, and advocacy to send all children to school,
including children with disabilities).

- Develop and maintain a (digital) system to monitor and track student attendance alongside
communities and schools, as well participation of vulnerable groups (children with
disabilities, juvenile refugees);

- Initiate peer-support networks among students and develop activities promoting healthy
relationships between boys and girls.

52
 - Build capacity of senior men and women teachers in: student counselling; menstrual health
and hygiene management; healthy relationships (including sexuality education and HIV
awareness).

- Strengthen community and district outreach mechanisms to inform refugees and non-
registered displaced people, on the rights of (registered) refugees and availability of
education services and training.
In addition to the community-based initiatives, this cluster of activities will focus on the school
community itself to address internal barriers, negative gender norms and harmful stereotypes. As
part of this, this activity will also conduct a study on gender-related violence in secondary education
(which does not exist in Uganda, where the focus has been predominantly on GBV in primary
education). This study will generate data on the prevalence of violence in secondary schools and
propose actions on what works to eliminate violence. The study will provide baseline on the
incidences of GBV upon which the impact of actions taken by the intervention will be measured.
In addition, the intervention will provide awareness-raising campaign, training on GBV in secondary
schools and referral pathways for victims of GBV (link with Health component Result 3/ A3.3). Tools
like U-report and the Uganda Child Helpline will be popularized in the targeted secondary schools
to provide avenues for students, teachers, parents and the community to report cases of violence in
real time.
Lastly, in addition to the role played by senior women and men teachers in addressing issue that keep
learners out of schools (including GBV), the intervention intends to support establishment
designated Gender Focal Point in the targeted districts and secondary schools to enhance the GBV
reporting system.
For this activity, partnerships with Mbarara university and Ghent University with relevant expertise
and research experiences in GBV will be explored. They both have previous experience with
implementing similar activities within the Enabel supported National Teachers Colleges (NTCs) and
Vocational Training institutes (VTIs).
Result 2. The cost of education at the school and household level as a pathway towards
equitable access is transparent and more affordable.
Inadequate government expenditure on education places a high burden on poor families. The known
and hidden costs of education are considered the main barriers to access and retention. The
underinvestment also affects the quality of learning due to poor infrastructure and understaffed
schools. The intervention will first map out and known and hidden costs of education as well
strengthen capacities at school level on planning and financing for more transparent accountability
(2.1). Options to the increase the income base of schools and pilot (school-based) support models for
the most vulnerable students (2.2)
Proposed activities:
A.2.1. Map out known and hidden costs of education for households, communities and
schools and build capacity at local and school level
Analysis of costs of education
In Uganda, education financing is experiencing a downward trend, whereby schools rely more on
parents other than government for financing their budgets. Education financing data by Uganda
National Education Accounts indicate that the government contributes 16% and 11% for lower and
upper secondary respectively, while households contribute 63% and 78% for the same (UNESCO,
2015). The increasing cost of education, high cost of living and household income-poverty, means
that many secondary schools struggle to provide education with the already limited resources.
There is therefore a need to analyse and understand the actual cost of secondary education and
propose possible ways to reduce these costs. This intervention will therefore initiate a study to map
out and analyse:

• the typical cost and income structure of a secondary school;

53
 • the typical budget structure of a capitation grant;
• the average cost of education at household level.
Strengthen local and school capacity on planning and financing (head teacher, accountant, BoG)
that is transparent, inclusive and promotes accountability
Operational and Financial Planning is a vital component of effective school administration. Financial
management skills induction courses and support for secondary school headteachers are usually
limited2. Moreover, in Uganda, secondary school head teachers are typically appointed on the basis
of their past teaching records rather than their competence to handle financial resources adequately
to achieve school goals (Nyamwea, 2006). This has greatly affected the performance of headteachers
in relation to the management of finances in the school they are entrusted to manage by the Ministry
of Education. To address this skills gap, the intervention proposes to:

- Build the capacities of school leaders (headteachers, accountants and members of the Board
of Governors) in target schools through trainings delivered in collaboration with result
6/A6.1;
- Provide job coaching and mentorship by experienced peers and experts;
Provide access to resource materials to a wider group of school leaders (beyond the target schools)
through digital platforms.
A.2.2. Analyse, develop and pilot the potential for a school-based, sustainable, income
generating projects model to increase income for schools and to reduce the cost of
education for vulnerable groups
Most government aided secondary schools in rural areas are dependent on small, intermittent,
government grants and the limited funds collected from students as school fees. There is
overwhelming evidence of parents’ incapability to pay the specified tuition as the conventional form
of school financing. The outcome, in addition to the inadequate distribution of financial resources
within individual schools, curtails school effectiveness and improvement (Kiwanuka, 2001).
Schools are therefore continuously seeking alternative financing mechanisms to attempt to overcome
the perennial budgetary inadequacies in the schools. Building on a design thinking and co-creation
approach33, this intervention proposes to:

- Support beneficiary schools and relevant stakeholders to identify potential resources and
opportunities for generating incoming in schools (e.g., school farms linked to school
canteens)
- Co-create and pilot school-based income generating projects run by students to offset costs
of education (e.g., vocational skills training linked to the curriculum or management of
menstrual health, instant skills training for mothers of school-going girls). Lessons learnt
will be documented and a pathway to scale for successful pilot projects will be outlined;
- Establish links between practical skills training and projects (as part of the curriculum) and
entrepreneurship amongst the learners as agents for the improvement of household incomes;
- Reinforce the potential of self-help groups to prioritise savings for education purposes while
also initiating community engagement on issues of education-related social protection for
the most vulnerable students or households.
In addition to school-based projects, the intervention will also support school management teams in
seeking grants and donations from other NGAs, faith-based organisations, and private sectors
players in the region. Concretely, management teams will be equipped with the “pitch documents”
and financial plans to make a business case to potential donors.
These projects, if successful, will result in increasing the income base of schools and
students/households, and may contribute to offsetting some of the costs of education (depending on
the priorities set by the school leadership and the students/households).

33 The key stages and aspects of the design thinking approach can be found in Annex 9.4.
54
Result 3. Learning environments in lower secondary schools are more conducive and
secure.
This intervention will support targeted schools in extending, transforming and upgrading
infrastructure and facilities to ensure that they are fully ready to offer quality education, with special
attention to education for girls and students with disabilities. Specific support will help keep them in
schools and thus reduce dropout rates. Any infrastructure investment will be part of a participatory
and inclusive school development exercise and plan, and adapted to the management capacity and
commitment of the school leadership. Moreover, the construction of infrastructure will happen in a
phased approach, based on improvements observed in the institutional management and governance
of the school (to be developed under R6).
Proposed activities:
A.3.1. Conduct infrastructure needs assessment, develop minimum standards, and
design facilities
This intervention will use a holistic approach to reflect on the school as a learning community,
transcending technical standards and norms. The focus will be shifted from the physical
characteristics of classrooms (that remain important) to the process of engaging with students,
teachers and the school community throughout the process in order to turn the school buildings into
a living community, which is responsive to the climate and to environment.
The intervention will build on lessons learnt and best practices of past interventions, especially the
Climate Responsive Design Manifesto published by Enabel. This inspirational guide outlines how to
engage stakeholders and the school community in a practical learning process before, during and
after construction. Priority will be given to adapting secondary school design, in order to support the
vision of how students should learn today, and to be better prepared for tomorrow’s (learning)
challenges and opportunities. It will be important to initiate country-specific and regional reflection
processes, ultimately resulting in a set of principles, standards and norms presented in an interactive
knowledge product. The process will accompany and underpin the design and construction activities
of school infrastructure. To unpack the process, the following activities could be implemented:

- Organise learning events on current experiences and good practices relating to creating safe
and inclusive learning environments (e.g., removing infrastructure barriers, by, for example
building ramps for children with mobility issues);
- Define criteria, set parameters, and develop tools relating to a safe and inclusive learning
environment;
- Assess the status of selected schools against the criteria;
- Define a standard, fixed minimum package for all participating schools prioritising actions
related to quality teaching and learning (e.g., equipped resource centre (library/ICT), labs,
WASH facilities, power, water; accessibility of infrastructures);
- Identify specific, additional needs from each school strategic plan. These will vary from
school to school but may include classrooms, security fencing, kitchen, etc.
- Monitor progress of schools towards the creation of a safe and inclusive learning
environment.

- Implement the design process using a co-creation approach, which will incorporate the
contributions of the school and local community, as well as institutional partners into the
design, resulting in better adapted and more inclusive learning environments.
A.3.2. Rehabilitation and construction, including equipment and furniture
The quality and quantity of infrastructure facilities in secondary schools strongly varies among
schools. Many core facilities are dysfunctional, inadequate or simply not in place. The school
environment (e.g., outdoor space, furniture, equipment, ICT resource centre) is often neither
conducive to learning nor safe. Many schools lack access control mechanisms (access to the
premises) and have no fences to create a secure environment, especially for girls. The intervention
will therefore prioritise putting in place facilities that create a healthy, safe and gender responsive

55
environment, meeting digital needs for hybrid education, and responding to climate change
challenges.
The intervention will include constructing new and extending existing buildings, facilities (including
furniture and equipment), digital infrastructure, e-libraries, solar lighting, dormitories and gender-
sensitive WASH/MHM facilities. Infrastructures design will take into account specific requirements
for learners with special needs or disabilities. Infrastructure and facilities will also facilitate access
to learning support (e.g., homework support, translators and interpreters for refugees etc.).
A robust follow-up mechanism of the works by end users (local supervision committees), Enabel
infrastructure unit, Construction Management Unit of MoES and Health Infrastructure Department
of MoH, local authorities and partner agencies will be deployed to guarantee value for money.
The intervention intends to:
- Organise the tender process (in packages and lots);
- Implement and follow-up on infrastructure works;
- Develop a digital maintenance reporting tool.
A.3.3. Strengthen capacity for facility and asset management, maintenance and
repairs
Maintenance of facilities is a critical management function in an organisation and can have a direct
impact on the performance of the organisation. Operations and maintenance normally account for a
large part of the institutional expenditure (second only to human resources expenditure).
Additionally, infrastructure facilities will account for a significant portion of the asset base at almost
40-60% and must be protected and sustained. Links will be established with activity clusters 2 and
5.
Maintenance, or rather the lack of it, and the absence of curative repairs has been identified as a clear
problem in visited schools. Much of the required rehabilitation works are due to a lack of
maintenance. Sustainable infrastructure also means planning for maintenance during the building’s
life cycle. This will be addressed during the design period. Buildings will be designed in such a way
that they can last for a long time, without expensive and frequent maintenance.
The capacities of the host institution will need to be developed and encouraged in the use of simple
tools to organise building and equipment inspection. The staff working at many of the schools do not
have a technical background. Therefore, the focus will be on low-cost preventive maintenance, which
can reduce the high costs of corrective maintenance in the long run. The purpose is to foster a culture
of maintenance that will enable sustainable use of assets in these institutions. This intervention will
address these aspects through building capacity for facility and asset management; and building
capacity for maintenance and repairs.
Result 4. Academic outcomes, health and well-being of lower secondary students has
improved.
This intervention aims to improve the quality of teaching and learning in secondary schools with a
particular focus on the professional competencies of teachers. This will be achieved through ensuring
continuous professional development (CPD).
To improve and ensure quality, the intervention could invest in:

- Identifying and developing CPD models (including exploring recognising existing

skills/qualifications amongst refugees) (4.1);
- Rolling out, monitor and ensure learning of the CPD models which have been developed
(4.2);
- Strengthening innovation in secondary schools (4.3); and
As part of CPD, a pilot activity will involve exploring and testing options to recognise and utilise the
skills of adult refugees (in Kyaka II) who have a background in education with diploma equivalence.
This would allow them to support their communities and hold a profession for which they are
qualified.
56
Lessons will be drawn from the National Teachers Colleges as centres of continuous Professional
Development under the guidance of the Teacher Education Training and Development (TETD)
Department and the Uganda National Institute of Teacher Education (UNITE).
Proposed activities:
A.4.1. Identify and develop CPD delivery modalities to test tools, models and methods
Overall, in Uganda, teacher competency levels are extremely low with only 19% having the minimum
acceptable knowledge on S4 English and Mathematics tests. Teachers also score very poorly in
pedagogical knowledge with an average score of just 28%. Only 7% of tested teachers score 50% or
higher.
Numerous studies recommend providing teachers with quality professional development – both pre-
service and in-service – but support to teachers countrywide is limited and of varying quality.
Improved Continuous Professional Development (CPD) and in-service training opportunities as well
as regular coaching and mentoring sessions are urgently required. Teachers play an essential role in
delivering effective quality education as well as modelling inclusive behaviour. Continuous support
and professional development are of vital importance to bring about sustainable improvements in
the quality of education and the delivery of Uganda’s curriculum.
Therefore, the intervention intends to:

- Organise learning events on current experiences and good practices in district or school-
based teacher professional development in Uganda;
- Identify training needs in participating schools (incl. special needs/needs of vulnerable
groups) in relation to roll-out of curriculum to date, experiences and perceptions to date, as
well as scope and delivery of support materials;
- Identify and map adult refugees who hold a teaching degree and support them in obtaining
diploma equivalence or conversion;
- Co-create appropriate designs for different regions using hybrid modalities;
- Set-up a monitoring and learning process allowing value for money comparison and impact
comparison of different approaches and models (academic partnership).
A.4.2. Roll out, monitor and ensure learning from the CPD process
Continuous Professional Development is an integral part of teacher education, impacting the quality
of learning and performance. Independent of the model(s) developed, it will be critical for teachers
to interact with colleagues and continue deepening their knowledge. New models of CPDs have the
potential to improve the performance of the entire education system. It will therefore be critical to
identify challenges resulting from reforms and innovations in teaching and learning; and key success
factors for adoption and scaling of promising CPD models.
Therefore, this intervention could specifically:

- Strengthen capacity at (central and) district level to: provide professional school-based
training and supervision to teachers; and monitor effective change (engaging teachers, head
teachers, district officials, and national trainers in delivering and monitoring the process,
outputs and outcomes);
- Train teachers using various modalities, initiating quick wins by building on TTE experience
and learning materials, unpacking the national training modules at school level and
facilitating the application in different subject areas;
- Develop and deliver additional modules based on teachers’ needs (STEM, entrepreneurship,
agriculture, school-related gender-based violence, school health, sexuality (leveraging
USAID curriculum));
- Develop roadmaps/guidelines for adoption and scaling of promising CPD pilots (link with
A5.3);
- Provide teacher guidebooks, textbooks, reference, learning and research materials to
teachers and students to support learning.

57
A.4.3 Strengthen innovation to facilitate exchange and peer learning (e.g., sandbox,
engaging schools, NTCs, TETD, UNITE, NCDC, NCHE)
During school closures in 2020 and 2021, there was no or insufficient access to digitals means for
both teachers and learners, as well as a lack of basic knowledge and teaching skills relating to online
or distance teaching and learning methodologies. Thus, the majority of students were denied access
to education during this period. This especially affected children from poor households (particularly
girls, who were saddled with domestic work and other household production activities). The COVID-
19 pandemic highlighted the need for investment in remote learning options at all levels of education.
In addition, the 21st century learning space requires that learners are exposed to a variety of
innovations in both digital and non-digital formats. Learners must be at the centre of the teaching
and learning process. In fact, Uganda through the Ministry of ICT, is in the process of
operationalising the Digital Uganda Vision; the Ministry of Education and Sports will roll out the
digital agenda for education. In this context the intervention intends to:

- Analyse and understand the context and user-needs, and validate assumptions related to
developing an exchange and peer learning digital platform (to be hosted by UNITE);
- Hold design-thinking workshops to co-create an exchange and peer learning digital platform
with all stakeholders/users;
- Develop a new (or adapt an existing) exchange and peer learning digital platform with all
stakeholders and users, test it and implement feedback;
- Train all stakeholders/users on the use of an exchange and peer learning digital platform;
- Promote the exchange and peer learning digital platform and prepare a roadmap for further
adoption and scaling.

Result 5. Local Government capacity and stewardship for inclusive, participatory and
accountable education management and leadership is strengthened
As stated in the intervention logic, the intervention will support an incremental approach of multi-
actor participatory planning and monitoring of social services. This includes both strengthening
capacities of the local government actors on multisectoral planning and monitoring (5.1) as well as
District Education Offices and Schools on monitoring, support supervision and inspection (5.2).
Feedback loops between national policies and field practices will be strengthened to inform policy
discussions at national level. This includes learning and capitalization within and across the different
result areas (5.3). In refugee-affected districts areas, additional activities targeting the coordination
of the refugee response and long-term inclusion of refugees in planning, implementation and
monitoring of service delivery will be developed.
Proposed activities:
A.5.1 - Strengthen capacities for multisectoral participatory planning and monitoring
of social services at the local level
Capacity Development - Administrative/Technical wing
Activities will include:
- Quick scan: Conduct a joint analysis of current practices of multi-actor planning,
implementation and monitoring of services at district level including stakeholder mapping
and capacity assessment to help identify barriers in existing multi-actor planning platforms.
- Targeted capacity building support: Working with stakeholder groups conduct self-
assessments (identifying the current assets and gaps in capacities and developing
improvement plans) as a basis for targeted capacity building and coaching to District
Education Offices, District Community Development Offices, District Planning
Departments, and CAO, supporting the development of annual operational plans,
strengthening synergies between sectors and enabling mutual learning.
- Create peer-to-peer learning platforms and online training to reinforce skills and capacities
of managers and stakeholders in transparent, participative planning, learning and
monitoring, as well as the adaptation of those plans to accommodate changing needs and
context.
58
 - In refugee-affected areas, strengthen multi-actor coordination, as well as planning and
monitoring inclusion of refugee needs and opportunities to nourish local programming and
services. This will include supporting data collection on out-of-settlement and non-
registered displaced persons. Focus will be on fostering peaceful coexistence between
refugees and host communities through capturing the implications of the presence of out-of-
settlement registered refugees and enhancing service delivery (Kyegegwa) and on enhancing
knowledge about newly arrived urban (non-registered) displaced people to counter the rising
pressure on the service delivery (health, education) and foster social cohesion (Kabarole
District and Fort Portal City).
Capacity Development – Local council wing
- Strengthen LG councils in improving social services provision: support the Standing
Committee for Social Services at district, city, and sub-county level to fully assume its role.
- Provide tailor-made capacity building support to sub-county and parish councils on
understanding and practising their role.
A.5.2. Strengthen capacities for secondary schools in monitoring, support supervision
and inspection
The governing structures of secondary schools are not sufficiently familiar with methodologies and
tools for monitoring, supervision or inspection. Therefore, this intervention intends to co-create (via
a design-thinking approach), innovative methodologies to support the governing structures to
perform their roles and responsibilities more effectively.
A new support supervision system will be set-up involving not only supervisors from the central level
through the regional offices (Directorate of Education Standards) but also college-based mentorship
committees that can provide in-house pedagogic support to teachers. In addition, a Supportive
Supervision Manual will be produced as a knowledge product for wider use and capitalisation. In
addition, the roles of the BoGs, PTAs and the head teacher in the school-based supervision and
monitoring process will be clarified and strengthened.
The development and implementation of a technology-enabled inspection management system, the
training of head teachers as the first inspectors to improve teachers’ time on task, and the training of
head teachers for developing and implementing School Improvement Plans will ultimately result in
a better performing school.
This intervention will:
- Analyse and understand stakeholder-needs and develop models for secondary school
monitoring, support supervision and inspection at school, district, regional and national
levels (with a focus on school and district level);
- Build capacities on monitoring, supportive supervision and inspection at school, district,
regional and national levels (with a focus on school and district level);
- Co-create, implement and test technology-enabled management mechanisms to monitor
school performance and teachers’ time-on-task and develop pathways for adoption and
scaling of successful solutions.
- Provide transport for local government staff to visit sites and supervise activities (including
in the settlement of Kyaka II)34.
A.5.3. Strengthen the link between national policies and field practices, and feed best
practices to policy discussions at national level
National Education Policies affecting the rights of citizens, teachers and learners are often unfamiliar
to lower local government or governing structures due lack of means and dissemination mechanisms.
Special emphasis will be given to disseminating these policies building local capacity to translate
them into local strategies and action plans. Effective programming and planning to implement the

34

A negotiated agreement will be found with the partner in order to address the sustainability of the transport means.
59
policies, as well as detailed action plans with clear roles, responsibilities, timeframe and resources
are needed to bring them to life.
Secondly, throughout the intervention, learning events will be organised in each result area to ensure
that best practices from grassroots levels inform decision-making and policies at district and central
levels. This could be achieved by:

• Unpacking and operationalising specific national policies affecting the rights of learners (and
helping us achieve our objective of keeping more girls in school) by building capacity at
district and school levels.
• Evaluating, documenting, and sharing lessons learnt from each result area in order to feed
best practices and models into policy discussions at a national level.
Result 6. School management and leadership and citizen participation is more
inclusive, participatory and accountable
In order to increase accountability, inclusion, and management of the local education system and its
secondary schools, the intervention will strengthen the capacities of Board of governors (BoGs),
Parent-Teachers associations (PTAs) and head teachers (6.1). The intervention will also look into
options to co-create and test innovative ways and tools for citizen participation and feedback on the
quality of public social services (6.2) .
Proposed activities:
A.6.1 Build capacity and mentor school management, BoGs and PTAs to play their roles
Whereas the Board of Governors is responsible for overall governing of the school (including
administration, welfare and discipline of students, and staff management), the parent-teacher
association’s (PTA) main role is to mobilise parents to support the school and get involved in school
activities, as well as bringing parents and teachers together to develop the school. The BoG and PTAs,
however, have limited capacity to perform these roles and responsibilities. Most schools have
developed a strategic school development plan of some kind, but the quality is highly variable and
the document is in most cases not used as a monitoring or management tool.
Therefore, the intervention intends to:

- Design six training modules and a support package on participatory and accountable result-
based and inclusive planning, budgeting and monitoring;
- Build the capacity of school management teams to formulate development plans in a
participatory manner with the meaningful involvement of teachers, PTAs, BoGs, students
and communities;
- Build the capacity of school leaders, BoGs, PTA representatives in 84 schools (across 5
districts) to assume their respective roles and responsibilities (as defined by the Education
Act);
- Empower and enable school management, BoGs and PTAs to integrate an inclusive and
gender-transformative approach throughout the implementation of their respective roles.
A.6.2 Boost innovative initiatives for integrating citizen feedback and influence on
services
Management decisions relating to secondary education and the functioning of secondary schools are
primarily taken at central level, making it difficult for LG structures and community decision-makers
to be involved. Models applied by local lower governments (LLGs) tapping into Village Health Teams
(VHTs) and para-social workers for community mobilisation, community dialogue and decision
monitoring have proven successful. This practice of using existing structures can therefore be
explored and emulated in all LLGs to ensure improved delivery of lower secondary education. The
intervention will therefore:

- Conduct an inventory of existing practices and spaces for dialogue and collaboration between
local authorities and citizens. This may include improving information sharing (transparent
institutions), consultation mechanisms, collaboration, complaints mechanisms, citizen
feedback and influence;

60
 - Conduct workshops using design-thinking and co-creation approaches to identify the main
barriers and challenges to citizen participation in health and education; and design solutions
to foster participatory community engagement and feedback systems. (This activity will be
closely coordinated with activities developed under A.1.1.);
- Support innovative projects for citizen participation and engagement, including the use of
technologies, e.g., smart phone scorecards, designing and establishing a digital feedback
mechanism to support reporting and resolving complaints, digital platforms etc.) and
consolidating and scaling up existing successful projects. (This activity will also be closely
coordinated with activities developed under A.1.1.);
- Establish a system for using quantitative and qualitative data to track effective public service
performance at the local level (results dashboard) to inform decision-making.
- Organise sharing of practices of citizen participation and feedback mechanisms within and
between LGs (in collaboration with activity A5.3);
- Support local governance actors in the development and roll-out of social mobilisation
activities (e.g., Radio involvement), to revitalise community meetings and dialogues with the
participation of the Refugee Engagement Forum (REF) and Refugee Welfare Committees
(RWCs) and thereby foster social cohesion/community dialogues between host and refugee
communities. (This activity will also be closely coordinated with activities developed under
A.1.1.).

3.2.2.2 Target groups

The intervention will focus on Busoga region (Jinja and Kamuli districts) and Rwenzori region
(Kabarole, Kasese and Kyegegwa districts). A total of 84 secondary schools in these 5 districts will
participate in all or part of the activities. Including the feeder communities, this intervention could
reach over 1.000 local communities.
The intervention will reach out to over 2,000 head teachers and teachers (and the supporting
management structures). Each year a minimum of 40,000 lower secondary school students (boys
and girls) will benefit from improved access to quality education. Equal access, retention and
completion for boys and girls is at the core of the intervention. Efforts will be made to increase access,
retention and completion rates for vulnerable youth, including youth living with disabilities, youth
affected by HIV and registered refugees or displaced youth.

Target Category Intervention Focus within category

groups Zone

Main Adolescents Rwenzori and Mainly students in lower secondary schools

Busoga regions (Senior 1-4)
(12-19)
- Students in 84 secondary schools in
Rwenzori and Busoga regions
- Refugees in Kyegegwa (Kyaka II
settlement) and out of settlement
refugees in Kabarole.
- Students living with disabilities
- Victims of violence/GBV

Others Government Rwenzori and - Local council and technical

ministries and Busoga regions leadership of MoES
agencies (Departments/agencies of
secondary Education Department,
TETD, UNITE, NTC), Directorate of
Educational Standards, MoGLSD
(Gender Department)

61
 Local Rwenzori and - DLGs (Education, Planning and
government Busoga regions Community Development
and lower local Departments)
governments - Subcounty, parish and village
technical, Local council, religious
and cultural leaders.

Secondary Rwenzori and - Students (as above)

Schools Busoga regions - Head teachers and teachers
- Heads of departments and non-
teaching staff
- Board of Governors (BoGs)
- Parent-Teachers Association (PTAs)
- Parents/guardians

Academic and Rwenzori and Within academic institutions such as

research Busoga regions UNITE, National Teachers Colleges
institutions

3.2.2.3 Partnerships and Collaborations

Partnerships will be developed first of all with the Ugandan actors in the selected regions, including
the LGAs, and representatives of civil society.
Ugandan Institutional Partners
The intervention will be anchored within the Directorate of Basic and Secondary Education,
Secondary School Department, of the Ministry of Education and Sports. MoES is responsible for the
development and implementation of policies for secondary schools.
Other government ministries and agencies who will be key partners in implementing the portfolio
include:

- Teacher Education and Training Department (TETD), National Teachers Colleges (NTCs),
and Uganda National Institute for Teacher Education (UNITE) are responsible for pre-
service and in-service training of teachers. The intervention will partner with them to ensure
that the quality of teaching and learning in secondary schools is improved by strengthening
the professional competencies of teachers;
- Directorate of Education Standard (DES) and targeted district education offices (DEOs) will
be supported in performing supportive supervision, monitoring and inspecting secondary
schools as part of quality assurance;
- MOES Gender Unit and Ministry of Gender, Labour and Social Development will be
supported to customise and implement existing gender policies across the intervention;
- Local governments: The Ministry of Local Government is responsible for the technical and
administrative operation of Local Governments. The ministry, alongside district teams will
ensure capacity-building for local government, CSOs, community representatives and
communities to ensure inclusive, participatory and accountable education management and
leadership.
Key NGOs/CSOs within the regions
Porticus: Network of local NGOs working on STEAM, social and emotional learning (SEL) and
pedagogical initiatives to improve literacy and numeracy. Porticus is a potential partner to engage
local organisations during the implementation of the portfolio.
PEAS: Areas of experience include: whole-school model, inclusive of health, GBV/safety, and WASH
(especially for secondary school girls); EdTech models for school inspection and support supervision;
initiatives to help families afford the costs of education – soft skills, direct provision of fees and health

62
and nutrition; school-based entrepreneurship projects; curricula development and delivery: life
skills, literacy, entrepreneurship etc.
Raising Voices: They have developed and implemented a number of initiatives such as: Impactful
model for involving schools, communities, governments in creating violence-free, safe and inclusive
schools (including work on facility safety and access as part of this model). Collaboration with
Raising voices during implementation of Results 1 and 3 of this portfolio will be an added value in
the targeted districts.
Development partners
World Bank – supports the Ministry of Finance, Planning and Economic Development through
the Uganda Intergovernmental Fiscal Transfers Program (UgIFT) to ensure equitable fiscal transfers
and management of resources by Local Governments for health and education services. Additionally,
the World Bank supports the Ministry of Education and Sports through Uganda Secondary
Education Expansion Project (USEEP) to implement interventions that focus on expansion of Lower
Secondary Education, support to hosting community and refugee education and improving teachers’
development. Synergies will be developed with the World Bank to ensure that interventions are
complementary.
USAID - works on sexuality education in the curriculum (also for pre-service and in-service teacher
training). The ICYD country programme, which links primary to secondary transition, quality
education, social protection and health, will be a learning experience for the implementation of the
intervention.
NORAD – Stromme Foundation - Experience with bursaries and cash transfers, school level support
to offset costs; community-led school financing, targeting families and local community
stakeholders, psychosocial support and gender. Also supporting teacher training in English, maths,
music and general education.
Irish Aid – Significant experience with grants, bursaries and scholarships, as well as community
engagement for education.
KOICA – teacher training
UNHCR and UNICEF – supporting girls, health, programmes for promoting primary and lower
secondary basic education cycles.
Potential university partnerships
Partnerships with universities with relevant expertise and research experience will be explored
further during the implementation of the portfolio. Examples include:

- Gender Based Violence: Ghent University in Belgium and Mbarara Universities in Uganda;
- Continuous Professional Development: The Centre for Innovation and the Development of
Teacher and School, KULeuven in Belgium, Mbarara and Makerere Universities in Uganda;
- A regional exchange with the education and teacher development initiatives to be developed
in the framework of the Tanzania Country Portfolio.
Global Partnership projects

- Edukans Foundation - Edukans Education Services (EES) is implementing a

WeHubit supported project with objective to provide schools with skills and knowledge for
self-assessment to generate a process of continuous education quality improvement by using
a digital tool for evidence-based feedback of quality assurance officers, discussion on
outcomes of assessment and joint action planning. Through this support, Edukans
developed and implemented a (digital) 5-star school model assessment, strategic planning
and school improvement model. The model and the school leadership training package can
inspire the approach for implementing Results 5 and 6 of this intervention.
- Save the children Fund - Save the children International (SCI) is implementing a
WeHubit supported project with the objective to support the Ugandan education system to
ensure continuity of quality learning through direct support to teachers during and after the
63
 lockdown period, improving learning outcomes for students, and the delivery of lessons
and the school environment. Through the project, SCI is helping schools integrate
Adolescent Sexual and Reproductive Health (ASRHR) and linking education with health and
nutrition interventions. The Peer Education Model is widely recognised, as well as their
approach to promoting positive masculinity practices and healthy relationships among
girls/boys and teachers/students. Save the Children initiatives will be explored and they
could be potential partner for Result 1.
Team Belgium

• VVOB’s extensive experience in teacher trainer capacity development; curricula and

materials; evaluating teacher professional skills development; teacher wellbeing models;
Teaching at the Right Level (TARL); and digital training and support will be instrumental
during the implementation of the portfolio.
• Experiences of Humanity Inclusion in working with people with disabilities (PWD) will also
be explored and included.
Team Europe Initiatives
There will be collaboration with the EU Action on Gender for Development Uganda (G4DU) under
the TEI Demography and Social Services in areas related to access and quality of lower-secondary
school education. This will contribute to outputs 4, 5 and 6 of this intervention.

64
 3.2.2.4 Budget and Chronogram

Planning
BUDGET TOTAL 2023 2024 2025 2026 2027
SO: Adolescents – in particular girls and refugees – are accessing and completing four years of quality lower
10.966.400 1.133.476 1.689.826 1.906.947 5.378.470 857.681
secondary education
Result 1 Active parental and community involvement in addressing socio-cultural barriers and gender norms is strengthened 781.516 142.950 170.600 165.600 145.600 156.766
Act 1.1 Strengthen local and school communities to analyse, co-create and deliver community and school-led activities
411.644 122.950 70.600 80.600 60.600 76.894
for social, behavioural and gender-responsive change
Act 1.2 Strengthen community capacities on outreach and support 369.872 20.000 100.000 85.000 85.000 79.872
Result 2The cost of education at the school and household level as a pathway towards equitable access is
1.466.000 314.000 366.000 398.000 323.000 65.000
transparent and more affordable
Act 2.1 Map out known and hidden costs of education for households, communities and schools 304.000 154.000 50.000 50.000 35.000 15.000
Act 2.2 Analyse, develop and pilot the potential for a school-based, sustainable, income generating projects model 1.162.000 160.000 316.000 348.000 288.000 50.000
Result 3 Learning environments in lower secondary schools are more conducive and secure 4.864.884 65.906 152.226 332.000 3.989.903 324.849
Act 3.1 Conduct infrastructure needs assessment, develop minimum standards, and design facilities 492.132 11.906 80.226 200.000 200.000 -
Act 3.2 Rehabilitation and construction, including equipment and furniture 4.187.361 54.000 72.000 97.000 3.654.512 309.849
Act 3.3 Strengthen capacity for facility and asset management, maintenance and repairs 185.391 - - 35.000 135.391 15.000
Result 4 Academic outcomes, health and well-being of lower secondary students has improved 2.707.400 426.600 636.800 725.467 729.467 189.066
Act 4.1 Identify and develop CPD delivery modalities to test tools, models and methods 465.000 205.000 70.000 70.000 100.000 20.000
Act 4.2 Roll out, monitor and ensure learning from the CPD process 1.907.400 211.600 403.800 595.467 530.467 166.066
Act 4.3 Strengthen innovation to facilitate exchange and peer learning 335.000 10.000 163.000 60.000 99.000 3.000
Result 5 Local Government capacity and stewardship for inclusive, participatory and accountable education
792.500 102.000 227.500 212.000 151.500 99.500
management and leadership is strengthened
Act 5.1 Strengthen capacities for multisectoral participatory planning and monitoring of social services at the local level 130.000 35.000 25.000 35.000 20.000 15.000
Act 5.2 Strengthen capacities for secondary schools in monitoring, support supervision and inspection 520.000 62.000 195.000 120.000 96.000 47.000
Act 5.3 Strengthen the link between national policies and field practices, and feed best practices to policy discussions
142.500 5.000 7.500 57.000 35.500 37.500
at national level
Result 6 School management and leadership and citizen participation is more inclusive, participatory and
354.100 82.020 136.700 73.880 39.000 22.500
accountable
Act 6.1 Build capacity and mentor school management, BoGs and PTAs to play their roles 174.100 55.520 47.200 34.380 24.500 12.500
Act 6.2 Boost innovative initiatives for integrating citizen feedback and control on services 180.000 26.500 89.500 39.500 14.500 10.000
General Means 3.139.162 821.294 602.657 644.577 634.577 436.058
Human Resources 1.771.220 343.630 369.880 401.800 401.800 254.110
Investments 288.387 273.998 4.111 4.111 4.111 2.056
Operational costs 929.555 197.665 197.665 197.665 197.665 138.893
Audit, M&E and support 130.000 2.000 27.000 37.000 27.000 37.000
Communication & capitalization 20.000 4.000 4.000 4.000 4.000 4.000
14.105.562 1.954.770 2.292.483 2.551.524 6.013.047 1.293.739

65
Intervention 4: Caring for Mothers’ Lives - WeCare
3.2.3.1 Intervention Logic
The health intervention will strengthen 3 complementary dimensions: demand, supply and
governance of services.
On the demand side, the objective is that rights-holders increase their autonomy and
demand equitable and timely access to health care. (Result 1)
Everyone, without exception, must have access to adequate health care in order to support physical,
mental and social well-being. Healthy people and communities are in a better position to achieve
their goals and a higher quality of life for all. Rights- holders are not passive recipients of health
services but must be pro-active in ensuring they access adequate health care. The demand for
healthcare comes from the desire to gain good health. Access to care must be equitable to ensure that
the whole community is served according to their needs and to avoid vulnerable people being
neglected or left out of the health services. Access to healthcare must be timely to support prompt
recovery, limit complications and contain advanced disease development that is more difficult and
costly to manage (and brings higher morbidity and mortality).
Health, however is more than seeking health care. It is influenced by many determinants. This
intervention will provide multidisciplinary support to communities and schools to i) make informed
decisions about their health; ii) work towards healthy lifestyles; and, iii) to advocate around health
issues and defending health rights.
On the supply side, the aim is that duty-bearers ensure increasing inclusive access to
quality health services (in particular SRHR) (Results 2 and 3)
All people have the right to receive quality health services. To achieve this, the 5A Model of
Penchansky and Thomas35 provides an effective framework, focussing on i) Availability (necessary
resources on the provider’s side); ii) Accessibility (geographical access/qualified workforce/financial
accessibility/ % of women with access to the nearest maternity service; iii) Accommodation
(operational organisation of provider to meet preferences and constraints of the client; iv)
Affordability (client’s ability and willingness to pay); iv) Acceptability (client’s comfort, regardless of
age, gender, social class, ethnicity, civil status, disability, health status).
A key aspect to ensure quality and contribute to achieving the 5 As is the availability of competent
and motivated staff. Therefore, health training institutions for nurses and clinical officers in the
target areas will be supported. There will be a focus on both technical and inter-personal care, and
on both theoretical and practical knowledge of the students in a conducive training environment.
On the governance side, the objective is that rights-holders and duty-bearers adopt
participatory governance and shared accountability for managing their local health
services (Results 4 and 5).
The focus will be on the decentralised level, i.e., the local health system. The traditional principles of
WHO in relation to the district remain valid. The context in which health districts’ function has
evolved over many years. The pluralistic nature of local health systems, the need for a multi-sectoral
approach, and the health rights perspective must be carefully managed, through stewardship and
participatory leadership, in order for the health districts to function effectively. The Dakar
Declaration36 on the Local Health System (2013) has made 12 recommendations which will guide
this intervention. The capacities of the DHO, health managers and local authorities at different levels
(region, district, sub-county, parish) will therefore be reinforced in relation to stewardship,
participative leadership, coaching and supervision style.

35 “The concept of access: definition and relationship to consumer satisfaction.” Med Care. 1981 Feb;19(2):127-40. doi: 10.1097/00005650-198102000-00001
36 https://www.health4africa.net/wp-content/uploads/Dakar-Conference-Final-Report.pdf

66
Community engagement in the local health system will be reinforced by boosting the organisation
and initiatives of existing community platforms and interfaces.
R1. People’s capacities to enhance their autonomy and make informed choices about
their health are reinforced
People’s autonomy and demand for equitable and timely access to healthcare requires adequate
knowledge and information to assist in meaningful health seeking decision-making. Enabel, working
with national partners, has identified two main entry points which will be strengthened through
direct support by the Enabel intervention team:

• Working with local governance structures (up to district level) to mobilise community leaders
with the aim of: increasing their knowledge about healthy lifestyles and barriers; co-creating
solutions to address identified barriers; and, developing a comprehensive community
support system working in synergy with the health care system.
• Working with selected schools to strengthen health promotion and prevention in schools to
encourage healthy lifestyles amongst school-going children, develop peer support networks
and the strengthen school health services.

Proposed activities:
A.1.1: Reinforce health seeking behaviour and healthy lifestyles at community level
This activity will be implemented in close collaboration with Result 1 of Pillar 1 and Result 1 of the
education components of Pillar 2. The same approach will guide the implementation of social and
behaviour change communication (SBCC) activities of both pillars. Regarding institutional
anchorage, the office of the District Community Development Officer supported by the District
Health Department will be the leading implementation partner.

Conduct an audience study on barriers to adopt healthy lifestyles using a learning approach:
A KAP-study on healthy lifestyles will be conducted. Knowledge and attitudes will be assessed to
identify barriers to healthy lifestyles. Community diagnosis is one of the methods to define existing
problems and their causes, identify resources, set priorities, and monitor the implementation, by and
for the community. The intervention will engage with the community in this process. Since there may
be specific barriers37 (and related interventions) for non-registered displaced people and the refugee
community, specific efforts will be made to include them in the process. Linkages will be established
with the implementation of solutions to ensure monitoring of solutions through action research.

Co-create solutions for healthy lifestyles:

Stakeholders will be brought together via action-research to co-design solutions to address identified
barriers to health-related decision-making.
Local council, religious, and cultural leaders have a significant influence on communities. They can
be actors of change provided they are well informed and sensitised on community needs and possible
responses. This allows for increased understanding and ownership of the needs and solutions. It
fosters co-creation of solutions that are adapted to the context and community needs.
An SBCC strategy (and related toolkit) will be developed. Particular focus will be on health seeking
behaviour, Sexual Reproductive Health and Rights, gender issues, mental health, access to care,
nutrition, WASH, immunisation, early detection of impaired eyesight, chronic respiratory diseases
and environmental health.

Implement solutions for healthy lifestyles

Advocacy sessions (contextualised to the needs of vulnerable groups in each district), training of
leaders as peer educators and change agents, provision of toolkits and awareness materials for
leaders, support to community sensitisation sessions by leaders, etc. are among the tools that will be
used to empower leaders with knowledge and facilitate the implementation and dissemination of
37 See study on vulnerable groups (refugees) during the formulation phase
67
solutions. This may include the support of community champions or role models as well as
identification of specific coaching support to target groups, the use of social media, etc. Actions will
be carefully monitored. Successful actions will be documented and scaled up where applicable, in
coordination with partners at local and district levels, where applicable, and recommended for
national scale-up. There will be a specific focus on strengthening community and district outreach
mechanisms to inform refugees and non-registered displaced people, on the rights of (registered)
refugees and availability of health services.

Support and reinforce the dynamic of community self-help groups

There are a number of existing village associations, women’s groups, youth groups, income
generating and savings groups, etc. in the community. These may or may not have a health agenda.
The project will map the existing groups, identify their capacities and suitability for including a
health agenda. Training and mentoring modules will be developed and implemented. Where
relevant, groups may be mandated to have a stronger voice on issues pertaining to access to health
services and health seeking behaviour.

A.1.2: Reinforce health promotion and prevention in secondary schools

Reinforce the implementation of existing guidelines for schools on healthy lifestyles
Education on healthy lifestyles is usually implemented by science teachers with further sensitisation
about menstrual health offered by senior women. These staff need to be supported to identify
initiatives and tools that can promote and motivate students for the actual implementation of healthy
lifestyles. Students with healthy lifestyles tend to develop early cognitive abilities and perform better
at school. The focus will be on SRHR, prevention and fight against HIV and HIV-related stigma,
gender equality and the fight against gender-based violence, nutrition, asthma and environment and
other contextually relevant health promotion aspects.

Strengthen peer-support networks amongst students in relation to SRHR and gender equality and
GBV prevention, nutrition and asthma and environment
The team identify existing networks (if any) and assess ways to strengthen them and make them
more attractive to the youth. Initiatives such as boys' groups and girls' groups on SRHR and GBV
prevention may be promoted where relevant, learning through games, debates, etc. Existing
successful networks in schools will be used, documented and scaled up where applicable.

Work on ‘healthy lifestyle’ role models amongst parents and teachers

Role models can be highly inspiring to the youth and provide real life experience of what is possible.
The project will engage with schools and parents to support advocacy sessions, debates, activity
games, coaching toolkits, etc. to mobilise parents and teachers in the schools to act as role models.
Existing good practices will be identified and promoted.

Support school health programme implementation

A number of ‘quick wins’ can make a substantial difference in ensuring better health for students.
Immunisation against Hep B and Human Papillomavirus will strengthen SRHR. Systematic eyesight
checks can help identify pupils who need corrective glasses or treatment and this can be a
gamechanger for them. Screening for asthma should also be promoted.

R.2 The quality of emergency medical services and referral services is improved
(addressing delay 2)
The chain of emergency referral will be strengthened from community up to regional level. For the
community component of the referral system Mama Rescue will be an implementing partner (under
the conceptual and technical lead of the Enabel intervention team) through a grant. For the health
system chain of referral, the Enabel intervention team will provide direct support to the referral
68
services of different health institutions (selected HC III and HC IV) to the regional hospital. For the
call centre in particular, the experience of Malteser will be leveraged through a consultancy contract.

Proposed activities:
A.2.1 Develop a model (based on the Mama Rescue model) of a comprehensive and
timely community health referral system
Sensitise the population on their role in supporting timely transfer to health facilities Under this
activity, community mobilisation will result in a community plan for action that supports the transfer
to an appropriate health facility of seriously ill people at any hour of the day or night. Health services
will be informed and involved where necessary.
Establish a sustainable early referral system at the community level: The system should be inspired
by the WeHubit project Mama Rescue model, which was successfully implemented in Uganda, but
should be scaled-up and extended to any emergency case, including but not limited to obstetric care.
Sustainability will be a particular point of attention, e.g., local ownership by the community,
collaboration with the private sector for sponsoring and sustaining an appropriate transport-system
e.g boda boda (motorcycle).
A.2.2: Strengthen the capacity of the regional and district coordination of emergency
referrals
Establish an emergency referral system from lower-level facilities to higher-level facilities, including
a sustainable financing mechanism for the ambulance service: This activity should result in a
comprehensive action plan, clearly defining a financial and logistical plan and determining (and
discussing with the relevant stakeholders) the division of labour for all staff, from drivers to medical
doctors. Bridges should be built between public and PNFP health facilities, as these have (so far)
been poorly coordinated. A specific mechanism should be created to ensure sustainable financing for
the ambulance to operate.
Organise, equip and operationalise the regional call and dispatch system: The operational structure
of call centres and the degree of decentralisation should depend on the population to be covered,
maximum distances to travel, and the number of health facilities in the catchment area. The focus
will be on strengthening the coordination function of the district health management teams (even
where the current policy refers to regional call centres). Malteser could be among the consultants to
be mobilised for this activity.
Training of ambulance personnel after determining the procedures for safe transportation of
patients: Many personnel are involved in setting up ambulance services. Drivers must be aware of
their responsibilities regarding patient safety, in addition to their driving role. Duty schedules must
be established and implemented. In some cases, midwives or nurses may be needed to accompany
ambulances and provide transit care. Staff receiving phone calls in the hospital emergency unit
should be trained in order to ask the right questions and record precise information. These
procedures should be defined, and stakeholders should be trained and organised accordingly.
Both the literature and Enabel’s experience in Uganda show that ambulance drivers cause accidents
and put lives in danger because of reckless driving, especially when they receive new vehicles or when
they are inexperienced. Efforts to strengthen their skills through relevant training such as defensive
driving will be prioritised under this initiative.
Develop and implement a sustainability model for ambulance services: Depending on road
conditions and distances, population size and the number of health facilities, the need for
ambulances and the number of call centres required will be identified and acted upon accordingly.
These ambulances must be adequately equipped according to realistic needs and norms.
A comprehensive sustainability plan for the purchase, management, maintenance and replacement
of ambulances will be developed.
A.2.3: Ensure functional and qualitative emergency units 24/7 at regional and district
referral hospitals:
69
Evaluate actual functioning of emergency services: All hospitals receive emergencies from time to
time. Some have special emergency rooms; others have to improvise. Some have dedicated
personnel, others don’t and have to decide on how to respond on a case-by-case basis.
A formal but participative evaluation through observation and group discussions will provide local
identification of operational weaknesses, and thus, needs. Needs are not simply linked to material
and technical gaps, but to the organisation of health staff.
Develop sustainable plan of action for EMS staff and services: A detailed plan, clearly defining the
responsibilities of each category of health personnel involved in EMS, and explicitly assigning duties
will enable gaps in technical capacity and organisational capacity to be identified and addressed.
Train health staff in those technical skills which are found to be weak: According to the above plan,
in-service trainings should be organised to respond to direct skills gaps.
Provide emergency equipment and supplies: Equipment and supplies should be provided according
to the needs identified in the evaluation studies. Special attention should be paid to blood supplies
and the organisation of blood bank at district or regional levels. Methods for renewing supplies
(which are not reliant on donor initiatives) should be identified.
R.3 The acceptability and quality of selected HC III and HC IV is improved (with
attention to SRHR)
Quality of health care in general should be strengthened. The intervention team will provide direct
support to some selected HC III to respect the chain of care, but the main focus will be on HC IV.
Proposed activities:
A.3.1 Strengthen the technical package at selected HC III and HC IV (equipment,
supplies, infrastructure, training and supervision - focusing on SRHR services):
A comprehensive plan for each health facility is needed. Implementation will follow a modular and
phased approach, based on milestones linked to improved institutional management and governance
(including participative governance, incorporation of citizen feedback, etc.).
In this portfolio the focus will be on the SRHR package (with emergency and surgical obstetrical and
neonatal care as the first priority), GBV care, malaria care (because of the high morbidity and
mortality in children and pregnant women), and complementary services related to school health
(such a pilot on eye-care and asthma care). Strengthening the existing best practice guidelines related
to this package will be a priority in order to improve and standardise service provision, taking into
account the specific needs of vulnerable groups such as women and girls, refugees and people with
disabilities.
In HC III, the comprehensive package of sexual and reproductive health rights includes family
planning, antenatal care, delivery services, post-natal care, gender-based violence care, prevention
and treatment of sexually transmitted diseases and youth-friendly services. At this level, early
detection and correct care (or referral) are crucial to save lives or to prevent that health complications
and avoidable health care expenses.
This is not different for HC IV, but the technical skills and equipment are more sophisticated. Blood
transfusion services have already been mentioned, but care units for severe malaria or malnutrition,
functional operating theatres for surgery and C-sections, adequate and quality human resources etc
are key services for quality health facilities at this level. Neonatal intensive care is another example
where very little progress seems to be made in recent years. Lessons learnt to improve the quality of
health services and specifically MCH using a district health systems approach will be taken from the
USAID project Saving Mothers, Saving Life.
As not all HC III and HC IV can be upgraded within the foreseen budget, a choice of ~15 facilities will
be made based on RBF’s performance analysis and an institutional management and governance
improvement plan indicating readiness to transform management (in particular at HC IV). Where
infrastructure is needed or improved, a maintenance plan will be required prior to construction.

70
Architectural plans will also include eco-friendly solutions and criteria to ensure access and
reasonable adjustments to care provision for people with disabilities.
Finally, in order to reinforce the technical and inter-personal skills of staff at HC IV, this activity will
support the regional supportive supervision and coordination structures based at the regional
hospital and district. Barriers and gaps hampering the performance of supervision teams will be
explored and addressed. This will be done by linking up with existing quality improvement
mechanisms and RBF verification tools developed to influence the quality of care at HC IV.
A.3.2: Reinforce primary and secondary maintenance at the selected HC III and HC IV
supported by a functional regional maintenance system
Well-functioning and maintained medical equipment (tools, equipment, spares, capacity, inventory
system) are key to ensuring quality of healthcare and services. The responsibility for this falls with
regional medical maintenance workshops that are based at the Regional Hospital. Their mandate is
to work directly with Hospitals and HC IVs in the region, whilst leveraging the coordination function
of the district to identify, collect, and return equipment requiring maintenance from HC IIIs and
others. The regional maintenance workshops in Rwenzori and Busoga each support over 100 heath
facilities. In the case of Rwenzori, the workshop had a backlog of 75 machines to repair, including 14
anaesthesia machines, 5 autoclaves, and 3 ultrasound machines (all used for emergency obstetric
care).
The activities under this intervention will seek to address the main gaps that these maintenance
centres face:
1. Human resource gap: through Result area 4, the intervention will lobby for adequate staffing
levels at the centres, which are currently under-staffed. In this activity however, we will focus
on enhancing the technical and people-related skills of existing staff through practical
trainings, apprenticeships, and other innovative methods such as the digital trainings offered
by equipment manufacturers. Specialised trainings will be provided, especially for
equipment used for safe deliveries (such as anaesthesia machines, autoclaves, ultrasound, C-
section instrument kits etc.).
2. Poor operating procedures: the intervention will strengthen the operating procedures of the
maintenance workshops to ensure they fulfil their mandate. These range from preventive
maintenance routines, equipment and instrument care training for healthcare personnel, as
well as streamlining the logistical processes to identify, collect, diagnose, repair, and return
broken equipment and instruments.
3. Lack of spare parts: a key challenge is that workshops lack the spare parts required to repair
equipment. This has a number of causes, including poor inventory management, inadequate
planning and forecasting, as well as lack of financial resources. The problem is exacerbated
by a lack of standardisation of equipment across the region. The intervention will seek to
address these challenges through training modules for staff, direct purchasing of critical
spare parts, and intensive work at district and health unit levels to ensure adequate financing
for maintenance work, as well as the standardisation of equipment and instruments. Under
this activity, we will also invest in ensuring the workshops have the right tools and
infrastructure to carry out the needed repairs.
A.3.3 Establish initiatives to prevent and fight gender-based violence (GBV)
The 2016 Uganda Demographic and Health Survey revealed that more than 1 in 5 women aged 15 to
49 in the country had experienced some form of sexual violence. The report also revealed that
annually, 13% of women aged 15 to 49 report experiencing sexual violence. This equates to more than
1 million women exposed to sexual violence every year in Uganda38. Busoga is the region that
reported the third most cases of GBV in 2020 (8,643 in total39).
Health services are among the first places survivors of violence seek assistance. The intervention will
establish initiatives to fight GBV through two key activities which will be piloted in 1 district.

38 UN [https://www.un.org/africarenewal/news/uganda-violence-against-women-unabated-despite-laws-and-policies]
39 UNFPA [https://uganda.unfpa.org/sites/default/files/pub-pdf/gbv_factsheet._final.pdf]
71
Develop a community network (including refugees) to ensure a comprehensive support strategy for
preventing and fighting sexual violence
Social support in the community (also in refugee communities) is essential to complement health
facility services for people who experience sexual violence. Violence decreases where social ties
within neighbourhoods are strong, and residents are willing to intervene. Family and friends often
provide material and emotional support to people subjected to abuse. Social support from family
members is linked to both a lower likelihood of being subjected to intimate partner violence and a
lower frequency of abuse. Collective efficacy reflects a community’s belief in its capacity to act to end
violence and a resulting active engagement by community residents. Men’s involvement is another
key component. The project will identify and support initiatives to strengthen the community
network to ensure that people who experience sexual violence are well taken care of over time, and
that their needs are being addressed in a compassionate and effective manner. This may include ways
to shelter people who experience sexual violence and support their psychosocial, physical and mental
health, as well as access to legal assistance
Pilot a comprehensive, decentralised model of services addressing sexual violence
Services to take care of victims of sexual violence are scarce and the health system invests very little
in terms of manpower for providing the necessary skills mix at facility level. Health facilities should
provide not only the immediate medical care (diagnosis, HIV or Hepatitis B prevention and
prevention of pregnancy) but should also provide psychosocial and legal support to the victim and
her/his immediate environment: parents, partners and villagers. This support is important to
prevent psychological distress as well as social stigmatisation of victims and fight impunity.
The project will select one district in which a comprehensive, decentralised model, involving different
types of facilities and with a multi-disciplinary approach is will be tested. It will be connected to the
district authorities’ gender officer. Communities, health facilities, justice and police services should
be united in the approach. The support should be offered as close as possible to the persons, families
and communities affected.
This activity will leverage and complement the approaches and tools developed by the Spotlight
initiative of the UN and the Dutch/Swedish/Danish projects tackling GBV.
Result 4: The local authorities’ capacity and stewardship to promote a participatory,
inclusive and accountable leadership and management of the local health system are
improved
This result will principally work with the health district (and sub-district) authorities and local
governance structures in the five selected districts, to build stewardship and management capacities
of the local health system and the health facilities concerned. The Enabel health intervention team
will directly oversee the implementation (in close collaboration with the education team in order to
ensure a harmonised approach). In selected areas (such as HR), the establishment of an MoU may
be explored.
This result will reinforce the processes, tools and capacities of bottom-up, multi-actor, participative
problem-analysis, planning and monitoring for health by ensuring adequate participation by key
stakeholders (including demand-side actors) in the health planning platforms, and linking up the
different levels of planning. The experiences from planning tools developed in the context of past
Enabel interventions should be incorporated. The intervention will ensure actions for health are well
integrated in the overall multisectoral plans of the selected districts, sub-counties and parishes.
Furthermore, management functions at the decentralised level will be reinforced. Scaling up of
documented experiences to the central level will be facilitated for sustainability purposes.
Proposed activities:
A.4.1 Strengthen capacities for multisectoral participatory planning, and monitoring
of social services at the local level
A quick scan will be conducted: This intervention, alongside the education intervention, will conduct
an analysis of current practices of multi-actor planning, implementation and monitoring of services
72
at district level. This analysis will include stakeholder mapping and capacity assessments to identify
the barriers within existing multi-actor, health planning platforms in the districts, sub-counties and
parishes targeted by this intervention.
Targeted capacity building support will be ensured: Based on the findings of the quick scan, self-
assessment exercises will be conducted with groups of stakeholders. The intervention will support
them in identifying the current assets and gaps in capacities and developing improvement plans. This
will help to orient targeted capacity building and coaching to the technical level of the Local
Government (including the District Health Office, District Education Office, District Community
Development Office, District Planning Department, and CAO). They will be supported to develop
their annual operational plan to strengthen synergies between sectors, learn from each other, and
provide tailor-made capacity building to the technical planning committee.
This will also aim to reinforce the skills and capacities of managers and stakeholders to support a
transparent, participative planning process, as well as adapting plans according to changing needs
and context. Peer-to-peer learning platforms and online training will be strengthened.
As well as the administrative/technical wing of the local government system, the intervention will
also build capacity at the level of the local council wing by strengthening LG councils in their role of
improving social services provision. It will support, in particular, the Standing Committee for Social
Services at the level of councils (at least at district, city and sub-county level) to play its role, and
provide tailor-made support in the knowledge and practice of their role to the lower levels of local
government (especially sub-county and parish councils).
In refugee affected areas, there will also be a focus on strengthening multi-actor coordination, as well
as planning and monitoring on inclusion of refugees’ needs and opportunities to nourish local
programming and services. This will include supporting data collection on out-of-settlement and
non-registered displaced persons.
A.4.2 Strengthen management, stewardship and leadership skills at all levels (district
and health facility)
Firstly, Enabel will focus on strengthening participative data performance analysis and use, and
monitoring and learning at all sub-national health system levels. Evidence-based planning is
essential for targeted implementation of high impact interventions.
The quality of the data collection, visualisation, data-analysis and use, will be assessed and challenges
identified. A district plan of action using tailored data management solutions will be developed, with
the support of the district biostatistician. This plan will strengthen the capacities of health managers,
providers and demand-side actors in selected districts to utilise the data for analysis, planning, and
MEL at the decentralised level.
There will be particular focus on strengthening the digitalisation of the data management process.
Visualisation of data will be a priority, in order to facilitate access to clear, high-quality data for all
users, and to reinforce downward accountability and community monitoring. Existing digital district
coverage maps (developed some years ago with the support of Enabel) will be incorporated, as well
as existing platforms such as NOMAD (at regional level). Additional dashboards and other visual
tools will be developed according to need. The D4D group within Enabel and Be-cause Health can
support this process.
Secondly, strengthening financial management capacities of DHMT and health facilities is key under
the decentralisation of health services arrangement. Health facilities are receiving substantial RBF
funding. Spending these funds efficiently is a major challenge for both HC III and HC IV. Under
current staffing norms, HC III have only clinical staff. These staff need capacity building in planning,
problem analysis, designing a workplan and financial management. Once the new district-based
management manual (developed by MoH and UNICEF with the support of other partners) is
developed, this intervention should support its implementation.
Thirdly, Human Resource (HR) management capacities will be supported, especially at district level,
to identify gaps and devise ways of addressing them. The district service commission is responsible
for staff recruitment. The possibility of establishing an MoU between Enabel and the district
73
management will be explored to address identified HR gaps. This intervention will train staff to
identify human resource gaps, support recruitment processes, and incorporate training (online or
face-to-face), coaching and supervision into district strategies.
Our research on refugees reveals there are refugees with a professional background in health who
could be mobilised if their qualifications were recognised. A small pilot will be set-up to identify these
professionals, select a number of them and support them in the process of conversion and
recognition of diplomas.
Finally, stewardship and leadership skills at district and health facility level will be reinforced. The
capacity needs of the DHO, health managers and local authorities at different levels (region, district,
subcounty, parish) in relation to stewardship, participative, gender-responsive and inclusive
leadership, coaching and supervision style will be identified. Their capacities will be strengthened,
using the Dakar Declaration as a reference. A tailored, practical mentoring package will be developed
with both face-to-face and online sessions and peer-to-peer meetings.
To exercise all these management functions, support will be provided in terms of mobility of LGs and
districts to go on location and supervise their activities (including in the settlement of Kyaka II).
A.4.3 Strengthen the link between national policies and field practices, and feed best
practices into policy discussions at national level
This output is not specific to Result 4 but is relevant for each result area of this intervention. Action-
Research (AR) will used as an approach to foster innovation and to implement results in complex
development programmes using a learning approach.
During the kick-off workshop of the implementation phase, concrete action-research issues related
to the objectives of the portfolio will be identified and translated into working hypotheses. For each
AR theme, a focused team, involving relevant actors, will be created.
The progress of the AR themes will be followed up through the support and learning missions. The
Regional Joint Review Missions (RJRM) will be consulted at regular intervals.
The operational strategies developed through AR will be shared nationally for advocacy regarding
system gaps, feedback, quality checks, validation and scaling-up. Ultimately, the goal is to integrate
adapted operational strategies into national strategies for sustainability purposes.
Result 5: Communities are empowered to participate and take ownership in health
The target groups of this result will be community representatives in health institutions and the
existing community health structures from village to district level. Implementation will be through
direct support by the Enabel intervention team.
Proposed activities:
A.5.1: Ensure training and coaching of health unit management committees and
hospital boards to enable them to play their community roles
MoH designates community representation on hospital boards and health unit management
committees. However, awareness of community leaders and representatives about their roles
remains low. To execute these duties, they need capacity building and mentorship regarding their
role, knowledge on the priority setting processes within the health sector, as well as competences in
participatory planning, monitoring, decision-making and financial management.
There is also a need to enhance capacities among local politicians and technical personnel to be more
accountable and responsive to citizen feedback.
Therefore, the intervention intends to:

- Work with management committees to ensure they have adequate, effective and inclusive
representation from their committees, including women, refugees, PWDs etc. ;
- Design training modules and a support package on participatory and accountable,
gender-responsive result-based planning, budgeting and monitoring;

74
 - Build capacities of representatives on the committees to assume their respective roles
and responsibilities.
A.5.2: Boost innovative initiatives for integrating citizen feedback
Health is not just about health services but also about social determinants and the right to health. In
addition to formal community representation in boards and management structures related to health
institutions, people are engaged in other forums which play a role in the broader health issues. As
much as possible, a joint approach with education will be prioritised.
Existing community structures at different levels (e.g., VHTs, Health educator/extension services,
cultural and religious groups, parishes, self-help groups) offer a strong platform to inform people
about health services and health rights, as well as to mobilise and support them to take meaningful
actions towards improved health. This will enhance ownership and autonomy.
Firstly, existing community groups and structures involved in health in the supported districts will
be mapped:

• Identify existing community groups and structures involved in health in the supported
districts;
• Conduct an inventory of existing practices and spaces for dialogue and collaboration
between local authorities and citizens. This can be at the level of improving information
(transparent institutions), consultation mechanisms, collaboration, complaints
mechanisms, citizen feedback and control;
• Conduct workshops using co-creation approaches to 1. discuss needs and expectations of
the community group; 2. identify barriers to citizen participation in both sectors; and, 3.
design solutions to foster participatory community engagement and feedback systems;
• Support innovative projects for citizen participation and engagement: This could include
the use of technologies (e.g., smart phone scorecards, designing and establishing a digital
feedback mechanism to support in reporting and resolving complaints, digital platforms
etc.) as well as consolidating and scaling up existing successful projects. Organising calls
for proposals to stimulate innovative projects may be explored.
Capacities of these groups need to be reinforced in the following areas:

• Ensuring inclusive representation with a particular attention on groups that tend to be

excluded from local representation (such as the refugees dwelling outside gazetted
settlements);
• Mentoring these groups so they are empowered to effectively exercise rights, their role and
initiatives in health. A learning approach will be used whereby people systematically
reflect on their actions;
• Organising dialogue with local authorities and health services;
• Exploring the opportunity of linking up (or possibly creating a federation of) these groups
to have a stronger voice in dialogues with duty-bearers. Capacity building should tap into
existing capacities within communities and thus promote peer-to-peer learning and
support, reinforcing the community confidence and autonomy.
• Organising sharing of examples of citizen participation and feedback mechanisms within
and between the LGs.
• Supporting local governance actors in the development and roll out of social mobilisation
activities to revitalise community meetings and dialogues with the participation of Refugee
Engagement Forum (REF) and Refugee Welfare Committees (RWCs) (e.g., radio
involvement) and thereby foster social cohesion/community dialogues between host and
refugee communities.
Finally, this demand-side perspective should be integrated in the performance assessment of the
health system. Several models have been tried in the past. RBF (which has been supported by Enabel
interventions for many years), could be a good entry point to restore this balance. Although RBF has
been scaled-up, continuous refinements are required. Bringing in the demand-side perspective in

75
the RBF performance assessment could improve the overall quality of services and empower local
communities to contribute to performance assessments of the health systems.
In a practical sense, this requires:

• Developing specific demand-side indicators in RBF and/or community scorecards for both
duty-bearers (including the central level) and rights- holders;
• Establishing regular joint data analysis and monitoring of RBF indicators, resulting in
actions responsive to the needs and expectations of both rights-holders and duty-bearers.
This would include monitoring and data analysis of the health-seeking behaviour, effective
participation and inclusion of vulnerable groups (e.g., refugees and PWDs);
• Using the community feedback loop to streamline and reinforce the existing complaint
management system (linked to data analysis) and developing community digital feedback;
• Reinforcing the skills of rights- holders in terms of i) better understanding of the functioning
and challenges of the health system, ii) analysis and use of data, iii) giving constructive
feedback (also digital).

3.2.3.2 Target groups

Target Category Intervention Focus within category

groups Zone

Main Mothers Rwenzori and - Mothers of reproductive age (12yrs +)

Busoga regions
- Neonates (0-28 days)

Neonates - Children and adolescents (6-19) (in

particular, girls)

Children and

Adolescents

Vulnerable Rwenzori and special attention to the following categories

Busoga regions
children, - Refugees in Kyegegwa (Kyaka II
adolescents, settlement) and out of settlement
youth and refugees in Kabarole.
women - People living with disabilities (PWD)
- victims of violence/GBV

Others Government Rwenzori and Local council and technical leadership of:
ministries and Busoga regions
agencies, -MoH (Departments/agencies of quality
assurance, infrastructure, EMS, planning and
policy, Health promotion and
Communication), MoGLSD ( department of
gender and women affairs)

Local Rwenzori and - Technical and local council teams:

government and Busoga regions - DLGs (departments of Health,
lower local planning, community development).
governments - local councils
- Health sub-districts management
teams
- -Subcounty, parish and village
technical, local councils, religious and
cultural leaders.

76
 - VHTs

Health Rwenzori and - Patients

Institutions Busoga regions - management of the health facilities
(HCIVs, HCIIIs, - Head of departments, medical and
GHs, RRHs; support staff
Equipment - Board of Governors (BoGs) of
maintenance hospitals
centres) - Health Unit Management committee
(HUMC)

Academic and Rwenzori and Within academic institutions:

research Busoga regions
institutions -Makerere School of Public Health

Civil Society Rwenzori and Civil society platforms up to district level will
platforms Busoga regions be targeted.

3.2.3.3 Partnerships and Collaborations

Synergies and partnerships will be promoted with the key actors involved in the related areas of the
intervention.
Partnerships will be developed with the stakeholders in the selected regions, including local
governments, health authorities, health facilities and representatives of civil society and the private
sector.
Ugandan Institutional Partners:
The portfolio will be anchored within the Directorate of Strategy, Policy and Development,
specifically the Planning, Financing and Policy department, of the Ministry of Health. The
Directorate is responsible for the development of policies, plans, actions and strategies related to
quality health care services, EMS and ensuring that the SRHR are taken into consideration.
Other government ministries and agencies who will be important partners in implementing the
intervention include:
- Department of Quality Assurance: responsible for ensuring the delivery of quality health
services by the facilities (Result 3);
- Department of Infrastructure and Maintenance: formulate policies, provide technical
support and supervision in relation to infrastructure needs and equipment maintenance
(Result 3);
- Department of Emergency Medical Services (EMS): development of policies and guidelines
related to emergency medical services (Result 2) and planning;
- Department of Health Promotion and Communication (Results 1 and 5);
- Ministry of Gender, Labour and Social Development will be supported to ensure gender
mainstreaming and targeted actions and implement existing gender policies in the targeted
areas of the intervention (Result 3);
- Ministry of Local Government: responsible for technical and administrative operation of the
Local Governments. The ministry, working with districts will ensure capacity building for
local government, CSOs, community representatives and communities to ensure inclusive,
participatory, gender-sensitive and accountable health management and leadership for
quality health services (R5);
- The District Health Office, the Health sub-districts and regional structures will have their
capacities built to ensure that the citizen are able to access quality health services (Result 4).

77
Important NGOs/ CSOs within the regions
Below are NGOs, CSOs, and association active in the field of emergency medical services, health
system strengthening, quality of health care at health facility levels, preservation of rights and
opportunities in SRH:
- Association of Ambulance Professional Uganda (AAPU) is an umbrella organisation bringing
together all key national actors in provision and improvement of emergency medical and
referral services. Track record in training, service provision and advocacy for improved
emergency medical and referral services. The intervention will collaborate with AAPU in
areas of: Strengthening coordination and building network of actors for emergency services;
operationalise coordination of emergency medical and referral services; and re-hospital
emergency care and transition care trainings under result 2 Pre-Hospital Emergency services
and Training) of the intervention.
- Malteser International has been at the centre of improving emergency medical services in
Uganda through training EMS personnel and capacity building. Their experience of
engagement in humanitarian rescue in refugee settings is a unique advantage for creating
synergies with Malteser. Malteser experience is important partner for collaboration for
Result 2 provision of emergency medical services and capacity building training.
- USAID intervention on Saving Mothers Giving Life (SMGL) was a project implemented in
Rwenzori region to improve the quality of health services and specifically MCH using a
district health systems approach. Although it ended, the mentors within that programme
could still advise on service delivery specifically responding to Results 1, 3, 4, and 5 of the
intervention.
- Advocates Coalition for Development and Environment (ACODE) have used scorecards to
assess the performance of leaders in their elected roles entrusted by the public, specifically
district councillors. Their current experience with the use of scorecards could inspire the
implementation intervention under Result 5 to support the demand-side perspective in
performance assessment of the health system.
- Association of Obstetricians and Gynaecologists of Uganda (AOGU): as an umbrella
association for all Obstetricians and Gynaecologists of Uganda, they form an important
partner for the intervention. They are strong advocacy groups on issues around policy and
has been involved in advising MoH and supporting direct implementation of policies around
MCH (result 3).
- The National NGO Forum is a network of NGOs in Uganda who could potentially be partners
to provide space to engage with local organisations. There are a number of CSOs working
within the health space in the two regions who could bring complementarity within Results
4 & 5 of the intervention. These include: PEAS, Straight Talk Foundation, MUCOBADI, Save
the Children and Raising Voices.
- UGent and UCL are Belgian universities with existing Enabel framework-contract and they
could be mobilized for the action research and capitalization on SRHR/GBV.
- ITM Antwerp and ULB are Belgian academic institutions also have a framework-contract
with Enabel. They could support action-research and capitalization, as well as evaluations
with regard to health system’s strengthening and quality of health care services.
- AZV is a Belgian NGO which has a large experience in maintenance of medical equipment
and infrastructure. They have developed theoretical modules and provide practical coaching
on the field or at distance. A collaboration with them for the maintenance component could
be explored.
- Humatem is a French NGO which also has a strong expertise in maintenance of health
facilities and equipment. A collaboration with them for the maintenance component could
be explored.
Other potential development partners include: Embassies of Ireland and the Netherlands (SRHR,
programmes with UNFPA), WHO, UNHCR, the World Bank, Foreign, Commonwealth &
Development Office (FCDO), UNFPA, UN Women and UNICEF.
Potential cooperation and grants
Makerere University School of Public Health (MakSPH) is experienced in health systems
strengthening, public health and has developed a strong portfolio of research, monitoring,
documentation, advocacy and learning experience. They could potentially support areas of action
research, evaluations, documentation of best practices and capitalisation studies throughout the

78
intervention results. Potential cooperation could be explored with Makerere’s School of Gender
Studies on GBV-related research.
Babies and Mothers Alive (BAMA) Foundation project aim to reduce the barriers preventing women
in rural areas from receiving quality obstetric care in health care facilities. BAMA Foundation
developed Mama Rescue model which is being supported through WeHubit programme (an Enabel
intervention) in provision of emergency medical services (transportation systems) for mothers in
labour (maternal new-born and child health). They have experience with improving health systems
through voucher schemes for mothers completing 4 ANC visits. They are a potential organisation for
future collaboration in the intervention Result 2 on provision of community emergency referral
services.

79
3.2.3.4 Budget and Chronogram

PLANNING
BUDGET TOTAL 2023 2024 2025 2026 2027
SO 1:The right to safe and quality education and health care is more transparently ensured, in particular for
vulnerable groups including children, girls and women, and refugees 12.542.000 1.293.600 3.306.400 3.282.200 2.845.250 1.814.550

Result 1: People’s capacities to enhance their autonomy and make informed choices about their health are reinforced 1.045.600 168.500 276.600 227.600 216.600 156.300
Act 1.1 Reinforce health seeking behaviour and healthy lifestyles at community level 815.600 138.500 200.600 170.600 170.600 135.300
Act 1.2 Reinforce health promotion and prevention in secondary schools 230.000 30.000 76.000 57.000 46.000 21.000
Result 2: The quality of emergency medical services and referral services is improved (addressing delay 2) 3.033.700 242.500 1.035.500 1.135.300 449.350 171.050
Act 2.1 Develop a model (based on the Maama Rescue model) of a comprehensive and timely community health referral system 509.200 70.000 113.500 128.300 122.350 75.050
Act 2.2 Strengthen the capacity of the regional and district coordination of emergency referrals 1.974.500 137.500 642.000 847.000 272.000 76.000
Act 2.3 Ensure functional and qualitative emergency units 24/7 at regional and district referral hospitals 550.000 35.000 280.000 160.000 55.000 20.000
Result 3: The acceptability and quality of selected HC III and HC IV is improved (with attention to SRHR) 5.632.700 498.600 1.074.800 1.239.800 1.609.800 1.209.700
Act 3.1 Strengthen the technical package at selected HC3 and HC4 in terms of equipment, supplies, infrastructure and training4.208.500
focusing on SRHR services: 714.400
345.800 794.400 1.314.400 1.039.500
Act 3.2 Reinforce primary and secondary maintenance at the selected HC3 and HC4 backed by a functional regional maintenance system
1.139.200 152.800 350.400 270.400 220.400 145.200
Act 3.3 Establish initiatives to prevent and fight gender-based violence (GBV) 285.000 - 10.000 175.000 75.000 25.000
Result 4:The local authorities capacity and stewardship to promote a participatory, inclusive and accountable leadership and1.490.000
management of 104.000
the local health472.000
system are improved
377.000 357.000 180.000
Act 4.1 Strengthen capacities for multisectoral participatory planning, and monitoring of social services at the local level 558.000 54.000 217.000 132.000 112.000 43.000
Act 4.2 Strengthen management, stewardship and leadership skills at all levels (district and health facility) 742.000 50.000 205.000 190.000 185.000 112.000
Act 4.3 Strengthen the link between national policies and field practices, and feed best practices into policy discussions at national level
190.000 - 50.000 55.000 60.000 25.000
Result 5:Communities are empowered to participate and take ownership in health 1.340.000 280.000 447.500 302.500 212.500 97.500
Act 5.1 Ensure training and coaching of health unit management committees and hospital boards to enable them to play their community425.000roles 165.000 80.000 85.000 75.000 20.000
Act 5.2 Boost innovative initiatives for integrating citizen feedback 915.000 115.000 367.500 217.500 137.500 77.500
General Means 3.406.509 864.909 680.203 715.403 702.683 443.309
Human Resources 2.005.820 395.950 436.000 461.200 454.480 258.190
Investments 272.056 253.823 4.067 4.067 8.067 2.033
Operational cost 978.633 209.137 209.137 209.137 209.137 142.086
Audit, M&E and support 130.000 2.000 27.000 37.000 27.000 37.000
Communication & capitalization 20.000 4.000 4.000 4.000 4.000 4.000
15.948.509 2.158.509 3.986.603 3.997.603 3.547.933 2.257.859

80
Intervention 5: Training for Excellent Health Care (WeTrain4Health)
3.2.4.1 Intervention logic
Result 1: The learning environment, quality of teaching, and participative
management are improved in selected health training institutions
The focus will be on the training of nurses and clinical officers. The intervention will be based on
three principles; 1) people-centred approach, 2) systemic approach, and 3) learning and action-
research. Three schools have been selected within the intervention area of the project: Fort Portal
College of Health Sciences, Jinja School of Nursing and Midwifery, Hoima School of Nursing and
Midwifery in Albertine region. The schools will receive a comprehensive package of support,
including both “soft” components like pedagogical and institutional support, as well as
infrastructure.
This intervention will be implemented directly by the Enabel training school intervention team in
support of the management bodies of the schools.
Proposed activities:
A.1.1 Improve the teaching skills of the pedagogic personnel
In addition to mastering the content of the subject areas, staff in training institutes must also develop
strong pedagogical skills in order to effectively hand-over knowledge and skills to students. The
project will invest in these skills through:

• Upgrading the pedagogical skills of teachers of selected paramedical schools: Existing

expertise within Uganda (health practitioners, tutors, other health training schools like
Virika) will be mobilised as consultants in order to create a pedagogical training team. This
team should be empowered to upgrade pedagogics of the teaching personnel.

• Improving mentorship skills during practical training at hospitals: The same team will pay
special attention to the skills of health professionals who are engaged in mentoring practical
trainings (bedside teaching). Most of the time these are medical or paramedical staff without
any formal training on how to mentor students.

• Reinforcing digitalisation of the trainings: Many opportunities exist to apply digital solutions
to improve (para-)medical training; there often also reduce costs for the teaching institutes.
Online courses and digital access to libraries are well-known digital solutions. Teachers as
well as students should develop stronger digital skills including familiarisation with digital
registrations of patients, digital clinical (best practice) protocols, planning and budgeting
tools, etc.
A consultancy (preferably through the Enabel D4D framework contracts) at the start of the
project should create an inventory of which digital applications should be introduced as
subjects in the curriculum. Students should have access to the internet and learn how to use
a PC correctly.
A.1.2 Provide institutional support (management) to 3 health training institutions
Develop and implement strategic plans for the selected schools: Schools need a comprehensive vision
for their future. They need to know their immediate needs but also the longer term needs for
investments in infrastructure, maintenance, equipment and logistics. Activities will include:

• An architectural masterplan to maintain the coherence and functionality of the school as new
buildings are added; as well as required adjustments for inclusive new buildings.
• Planning of financial income and expenses to ensure funds remain for bigger investments
(such as replacement of vehicles);
• Training of teachers, managers, economists, architects, etc. In the overall vision and long-
term planning skills.

81
Improve operational management of the selected schools: In addition to the pedagogical mandate,
schools must also be run as a public enterprise. This means that:

• School management should have the necessary operational and planning skills;
• Schools should have a transparent, digital accounting system, allowing tracking of the
financial status of the schools, to forecast investments and running costs and to make
timely payments;
• Human resource planning should ensure the availability of teachers, drivers, clinical staff,
cleaning personnel, etc.;
• Detailed day-to-day logistics should be carefully planned and managed, especially for
boarding schools (food preparation and catering, dormitory management etc.).
Reinforce participatory governance of the schools: In order to ensure the quality of services and tailor
these services to the needs of the health sector, health practitioners, students, parents and teachers,
the intervention will support participatory governance of the schools. This concerns both the long-
term vision and strategy of the schools as well as the operational management of the schools. This
will require:

• Ensuring inclusive representation in advisory and decision-making bodies of the schools,

as well as mentoring all stakeholders so they understand their role in relation to
governance;
• Supporting clear structures within the participatory process, with a good flow from advice
to decision-making. This includes introducing a feedback and complaints mechanism for
students (leveraging what has been created in the Health and Education interventions);
• Digitalising data processes to enable the governance bodies to make informed decisions;
• Involving stakeholders in the advocacy of schools on issues which depend on decisions of
external actors.
A.1.3 Improve the learning environment (infrastructure, equipment, maintenance)
Accessible, inclusive, eco-friendly and well-maintained infrastructure is beneficial for
apprenticeship. The intervention will invest in infrastructure (skills labs), furniture and teaching
equipment. Digital blackboards, projectors, but also mannequins for practical trainings should be
invested in. This will be done in a phased manner as improvement milestones are achieved in the
institutional management and governance of the nurse training schools.
Rehabilitate and equip schools, including providing for green (solar) energy

• Decide on the level of investment in infrastructure (construction and rehabilitative) and

equipment/materials, following an architectural/pedagogical assessment
• Explore possibilities (such as solar panels combined with batteries) for alternative energy
for electricity for lights and cooking facilities (if boarding schools). Where possible. wood
should be excluded as an energy source for cooking or heating.
• Mainstream inclusion and gender-sensitiveness within infrastructure rehabilitation and
equipment (safety, accessibility, systematization of appropriate WASH equipment etc...)
Implement a local maintenance plan
Cleaning and maintenance services should be organised. Maintenance in particular is often
neglected. Areas to explore include:

• Providing a small workshop equipped with basic tools

• Supporting mentors to accompany and regularly (weekly) supervise the maintenance team
• Hiring a polyvalent maintenance agent (equivalent to maintenance agents for general
hospitals for instance). Individual schools cannot finance high-skilled staff for
maintenance, but funding for polyvalent technical staff is within their reach and would
support preventive maintenance and early repairs (secondary prevention).

82
3.2.4.2 Target groups
Target Category Intervention Focus within category
groups Zone

Main Youth (18-35 Rwenzori, Busoga, - Students (Nurses and Clinical

years) Albertine, officers) in 3 Health Training Schools
(Jinja, Fort Portal, Hoima)
-Students living with disabilities

Others Government Rwenzori, Busoga, local councils and technical leadership

ministries and Albertine, of:
agencies,
West Nile - MoH (Departments/agencies of
quality assurance, planning),
regions
- MoES (TVET directorate, Health
Education and training department)

Local Rwenzori, Busoga, - Technical and local council

government Albertine, teams:
- DLGs (Departments of Health,
West Nile
Education, Planning).
regions - local councils

Health Training Rwenzori, Busoga, -Nurses and Clinical Officers

Schools Albertine,
- Management of the schools
West Nile
- Head of departments, tutors and
regions support staff
- Board of Governors (BoGs) of schools
- Specific staff that have leverage on
inclusion and gender equality

Academic and Rwenzori, Busoga, Within academic institutions such as

research Albertine, Mulago Tutors College
institutions
West Nile
regions

3.2.4.3 Partnerships and Collaborations

Ugandan Institutional Partners:
This intervention will be anchored within the Technical, Vocational Education and Training (TVET)
Directorate, Health Education and Training Department, of the Ministry of Education and Sports.
MoES is responsible for the management and operation of the Health Training Schools including
Nursing and Allied Professional schools. They develop policies and liaise with other ministries such
as the Ministry of Health to ensure a quality and accessible learning environment.
Other government ministries and agencies who will be important partners in implementing the
portfolio include:

83
 - Ministry of Health (in collaboration with the Ministry of Education and Sports and the
National Curriculum Development and Centre (NCDC)) is responsible for curriculum
development and practicum of the Health Training Schools. The intervention will therefore
ensure that there is inter-ministerial collaboration between the two ministries to support the
successful implementation of activities.
- Mulago Tutors College is responsible for training and capacity building of tutors who teach
in the Health training schools. They will be engaged during the implementation of the
intervention to improve the teaching skills of the pedagogic personnel.
Synergies and partnerships will be promoted with the key actors involved in the related areas of the
intervention, such as:

- Health[e] Foundation is experienced in curriculum development and blended e-learning

with health workers in the maternal and child health (MCH) space. The intervention could
explore synergies for continuous medical education, Health Training using blended learning
and e-platforms in Health training schools.
- Association of Principals of Nurse Training Schools is an umbrella association for all heads
of nurse training institutions. It advances the interests of actors involved in improving nurses
training institutions. As there are few development actors in health training schools, this
could be a good entry point as we gather more information on other stakeholders for health
training schools.

84
3.2.4.4 Budget and Chronogram

Planning
BUDGET TOTAL 2023 2024 2025 2026 2027
SO: Child and maternal mortality decreases, and SRHR are better ensured, through the training of non-
3.270.345 410.300 764.200 769.200 974.200 352.445
university health personnel and improved capacity of the meso structure of health centres and hospitals
Result 1 Improve the learning environment, quality of teaching, and participative management in selected health training
institutions 3.270.345 410.300 764.200 769.200 974.200 352.445
Act 1.1 Improve the teaching skills of the pedagogic personnel 871.300 166.700 223.100 213.100 185.600 82.800
Act 1.2 Provide institutional support (management) to 3 health training institutions 420.000 85.000 107.500 112.500 80.000 35.000
Act 1.3 Improve the learning environment (infrastructure, equipment, maintenance…) 1.979.045 158.600 433.600 443.600 708.600 234.645
General Means 1.451.036 308.010 305.675 322.395 312.395 202.562
Human Resources 1.010.220 199.830 221.880 228.600 228.600 131.310
Investments 31.960 26.068 1.683 1.683 1.683 842
Operational expenses 308.856 66.112 66.112 66.112 66.112 44.410
Audit, M&E and monitoring 80.000 12.000 12.000 22.000 12.000 22.000
Communication & capitalization 20.000 4.000 4.000 4.000 4.000 4.000
4.721.381 718.310 1.069.875 1.091.595 1.286.595 555.007

85
8. Indicators matrix
Portfolio Impact Indicators
Source of
Targeted changes IMPACT Indicators Baseline
verification
General Objective 1: Young people, especially young women, acquire skills and find decent jobs or entrepreneurship opportunities in agriculture and the green and sustainable
economy
Percentage of individuals estimated to be living in households with real private consumption per adult BUS: 29.4% UBOS
SDG 8: Decent Work and equivalent below the poverty line of their region (disaggregated by sex, age, refugee status, vulnerability), by RW: 12.8%
Economic Growth district or region (linked to SDG 1.2.1) ALB: 9.8%
Proportion of youth (aged 15-30 years) not in education, employment or training (SDG 8.6.1, EU, UBOS) 11.6% average UBOS
(disaggregated by sex, age, refugee status, vulnerability), by district
General Objective 2: The right to safe and quality education and health care is more transparently ensured, in particular for vulnerable groups including children, girls and women,
and refugees
SDG 3: Good Health & Well Being Maternal mortality ratio (NDP III, HSSP, SDG 3.1) 336 UDHS,
2016
Neonatal mortality rate (NDP III, HSSP, SDG 3.2.2) 27 UDHS, 2016
SDG 4: Quality Education Secondary 1 to Secondary 4 survival rate (disaggregated by sex, age, refugee status, vulnerability) 20% ESSP
SDG 5: Gender Equality Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or RW: 16% UBOS
psychological violence by a current or former intimate partner in the previous 12 months, by form of violence BUS: 13%
and by age (SDG 5.2.1)
Overall to the portfolio
SDG 10: Reduce inequalities - NOTE: all the above indicators will be disaggregated by sex, age, refugee status, and vulnerability to the extent possible.
SDG 16: Peace, Justice and Strong Proportion of population who believe decision-making is inclusive and responsive (disaggregated by sex, age 29% UBOS
Institutions refugee status, vulnerability) (SDG, 16.7.2) NGPSS

86
PILLAR 1 - Green and Decent Work for Youth (WeWork) in the regions of 1) Rwenzori & Albertine; and 2) Busoga - Outcome indicators
Source of
Targeted changes OUTCOME Indicators Baseline Target
verification
Specific Objective 1: Young people, at least half of whom are women, have access to high-quality skills development that offers the prospect of decent and green jobs
R1, R2 # of youth that have successfully completed training and received a certificate in N/A40 17,50041 Registration
SDG 4 & 8 accordance with employer needs through a recognised technical and vocational data base
certification body (disaggregated by sex, age, vulnerability) (KOBO tool)
R2 # partner training institutions that have achieved targeted STAR grades of Centre 5 VTIs are at STAR 1 3 VTIs for 2 STAR Annual COVE
SDG 4& 8 of Excellence (CoE). while 3 are at STAR 0 grade and 5 VTIs for assessment
3 STAR grade reports
R2 Amount of investment (in Euros) match funded by the private sector through the 0 15% of investment Enabel annual
SDG 4 Skills Development Fund for youth into SDF by Enabel financial report
Specific Objective 2: Trained young people, at least half of whom are women, are guided and supported to find decent and green jobs or to start a successful business
R2, R3, R4 % of youth in paid employment 6 & 12 months after completion of training 3 16%44 30% Tracer studies
SDG 8 (disaggregated by sex, age, vulnerability, sector, decency of job 42, and green
impact43)
R2, R4 % of youth self-employed 6 & 12 months after training45 and /or starting a micro- 49%46 60% Tracer studies
SDG 2, 8 or small business (disaggregated per sex, vulnerability, type of business, decency
of self-employment, and green impact)
R2, R3, R5, R6 # of decent direct jobs supported and/or created and/or strengthened and/or N/A1 Tot: 5,89047 Tracer studies
SDG 2, 8, 13 sustained (KDI Enabel/DGD/SDG/TEI/OPSYS), disaggregated for decency of job
and green impact.
SDG 13, 8 Euros co-invested by partner enterprises (through match-funding) into green N/A1 15% match-funding Enabel Finance
technologies for greening production and catalysing green growth based on of investment by
assessment carried out by Enabel Enabel
Overall % change in the prevalence of moderate or severe food insecurity amongst our 39%48 2/3rd reduction Pre-
SDG 2 beneficiaries 6 & 12 months after graduation/certification (SDG indicator 2.1.2) intervention &
tracer studies

40 N/A (Not applicable) is mentioned when formulating a baseline value for the indicator is not relevant (b.i. when the indicator can only be measured after activities have been carried out).
41 SDF: 4,000 ; VTIs: 13,500
42 A measure for the decency of the job and self-employment is being developed by Enabel

43 A measure for the green impact of the job is being developed by Enabel

44 Based on tracer study at the end of 2019 of 4949 SDF beneficiaries: 3,216 entered labour market (self)employed, 791 into paid jobs

45 This includes SDF training, VTI training, Entrepreneurship training

46 Based om tracer study at the end of 2019 of 4949 SDF beneficiaries: 2,425 self employed

47 SDF: 30% * 4000 = 1200 ; SG+: 80% * 800 = 640 ; VTIs: 30% of graduates 13,500: 4050
48 NPA Policy Brief – “Towards a Hunger-Free Ugandan Society”. Policy Brief No 04, Quarter 4: 2017/2018. Available [Online] http://www.npa.go.ug/wp-content/uploads/2020/08/PB-4-TOWARDS-A-HUNGER-FREE-UGANDAN-SOCIETY.pdf

87
PILLAR 2 - Outcome indicators
Source of
Targeted changes OUTCOME Indicators Baseline Target
verification
Specific Objective 3: Adolescents – in particular girls and refugees – access and complete four years of quality lower secondary education
R1, R2, R3, R4 Lower Secondary completion rate in 84 schools and 5 districts (disaggregated by sex , 34.8% (Boys=36.2%, 40.6%49 and EMIS, UCE 2017,
SDGs 4,5 & 10 age, refugee status, vulnerability), by district or region (SDG 4.1.2) Girls=33.5%) gender UBOS report
equality
% of learners passing the final year of lower secondary education (in 84 schools / 5 92% (91% Female, 93% EMIS & UNEB 95%
districts covered by the Portfolio) (disaggregated by sex, age, refugee status, Male)
vulnerability), by district or region
Specific Objective 4: Child and maternal mortality decreases, and SRHR are better ensured, through the training of non-university health personnel and improved capacity of the
meso structure of health centres and hospitals
R1, R2, R3 Institutional maternal mortality rate in districts of focus (DHIS, SDG 3.1) 110/100,00050
DHIS2/HMIS 30% better51
SDGs 3,5 & 10 Institutional under-5 mortality rate in districts of focus (DHIS, SDG 3.2.1) 6452 per 1,000
DHIS2 30% better
% institutional deliveries in districts of focus (DHIS) 78.1%
DHIS2 90% average
Annual Health
sector
performance
report 2020/21
% of clients satisfied with health services ((disaggregated by sex, age, refugee status, 29.8% + 25% Satisfaction
vulnerability), by district or region compared to survey
baseline MoH
Satisfaction
report of 2019
Specific Objective 5: The capacities of local authorities and communities are enhanced to improve the management and administration of social services in a participatory,
inclusive and transparent manner.
WeLearn- R5 & R6 # citizens/member (M/F - disability status, refugee status)) of communities involved in N/A1 100% Project
WeCare-R4 &R5 direct participation activities at the local government level (Enabel KDI) increase monitoring
SDG 16 report

49 ESSP Target for 2020 (pre-covid). Enabel will aim to do 20% better.
50 Based on data from 3 district of Rwenzori region, to be updated once data from the 2 districts of Busoga are available.
51 DHIS2 system is undergoing maintenance, hence accessing latest data is not accessible. We aim to achieve 30% better outcomes in our districts of focus.

52 Based on national data, to be updated with district specific data once data is available (currently DHIS2 is blocked for update).

88
Annexes
9.1 Overview of interventions for third parties
A number of Team Europe Initiatives join the objectives of the Belgian-Uganda Country Portfolio,
notably with regards to education, skilling and employment.
The objectives of the Pillar 1 join a EUR 38mio EU Delegation Action, under the Team Europe
Initiative (TEI) on Sustainable Business for Uganda (SB4U), that will be launched in 2023. Enabel
will be the implementing partner for the component on “Skilling and Decent Jobs” (EUR 25mio) and
the component on “Human Rights in Business”, with a link to the Social Protection Portfolio (EUR
5mio). The EU Action will not be implemented as a separate intervention to Pillar 1, but as one large
“skilling and decent jobs programme”. The objectives of both interventions are described below:
Skilling and Decent Jobs in Uganda (Euro 25mio)

Objectives Enabel’s component “TVET and Skilling” in the Action document

focuses on
1. increasing the supply of qualified workers,
2. increasing the employability of youth and
3. creating job opportunities.
This will be achieved through 4 key outputs:
1. Improved quality, relevance and access to formal & non-
formal technical, vocational education and training; including
for youth, women and people living in vulnerable situations,
such as persons with disabilities and refugees
2. (Job and entrepreneurship promotion through) increased
access to business development, financial, incubation services
and opportunities for self-employed individuals and MSMEs
in green economy sectors; including youth and women led
enterprises
3. (Employment support through) increased job placement
opportunities in companies, civil society and public sector,
and enhanced provision of employment and skilling services
for graduates and employees; including for youth and women
4. Strengthened stakeholders’ capacities for design and
implementation of TVET and employment policies to address
specific employment barriers

Business and Human Rights (BHR) in Uganda (Euro 5mio)

Objectives General Objective

Awareness of human rights responsibilities of business is increased
and human rights abuses connected to business activities in Uganda
are reduced.

Specific objectives of the Action

1. Support to the GoU’s NAP implementation: earmarked
support for implementation of selected aspects of the plan by
Ministry of Gender, Labour and Social Development. These
could include:
a. Empowerment of communities
b. Compliance with human rights obligations
c. Free, Prior and Informed Consent
d. Remedy Mechanisms
2. Support to increasing business sector awareness and
engagement in the BHR agenda: support to a number of
communities of practice or working groups of businesses in
the following suggested areas:
89
 a. Labour rights (including decent work, combatting
child labour etc)
b. Natural resource governances and land
(encompassing oil sector, mining sector,
agribusinesses)
c. Digital rights and internet governance
3. Support to civil society advocacy, dialogue and
implementation of activities in support of the BHR
agenda: through a suggested call for proposals or other
competitive process to support a range of organisations and
approaches, same sectors as above:
a. Labour rights
b. Natural resource governance and land
c. Digital rights and internet governance
The imperative for businesses to respect human rights has gained
increased attention in recent years. In the decade since the adoption of
the UN Guiding Principles on Business and Human Rights (UNGPs),
thirty countries have adopted national action plans on BHR. The
UNGPs seek to (1) strengthen observance of the state’s duty to protect
rights, (2) enhance business responsibility to ensure there is no human
rights harm caused by their activities and (3) ensure effective access to
remedies by affected communities. Some countries have gone further
than the UNGPs to make it mandatory for their companies to carry out
human rights’ due diligence, including where they have operations in
third countries. In February 2022, the European Commission joined
this trend by publishing its own proposal for a Directive on Sustainable
Corporate Governance, including mandatory HR due diligence
requirements and enhanced director-level requirements on human
rights for EU companies. Recent years have also seen increasing
support for a binding UN treaty on the human rights obligations of
transnational corporations.

The specific objective on Education (SO3) joins the EUR 60mio EU Delegation Action “Gender for
Development in Uganda” (G4DU), under the TEI on Demography and Social Services, that will be
launched in 2023. Enabel will be the implementing partner for 2 components (total EUR 7mio) to
increase the access and quality of lower-secondary school education. The components developed
under the EU Action will be fully leveraged to achieve SO3 of the Uganda Country Portfolio.
Gender for Development Uganda (G4DU) - Girls’ Education – Euro 7mio

Objectives General Objective

Improved management of schools and provision of services to ensure safer
and more conducive, quality teaching and inclusive learning environment
for adolescent girls.

Specific objectives of the Action

SO1: Reduced drop out and improved completion of primary education for
adolescent girls, including girls with disabilities and their improved
transition to and progression through secondary school or other learning
pathways.
SO2 : Improved management of schools and provision of services to ensure
safer and more conducive, quality teaching and inclusive learning
environment for adolescent girls.
SO3 : Increased access to SRHR and reduced incidence of SGBV
Enabel will focus on SO2, and in particular on:
S02.1 : Quality teaching and inclusive learning, developing CPD
(Continuous Professional Development)
➢ Cascade approach: training of trainers, who then train teachers

90
 ➢ Use of NTCs & UNITE campuses to train in-service
➢ Digital modules completion
➢ School-based approach to CPD
➢ Regional/district based communities of practices
SO2.2 : Improved management of school
➢ Participatory planning & budgeting
➢ Introducing tools to track teacher & student attendance
➢ Capacity building of PTA on roles & responsibilities
➢ Capacity of head teacher to support teachers
➢ Sensitization on key gender-related topics
➢ Leverage modules created for in-service teachers

9.2 Overview of identified implementation partnerships

IMPLEMENTATION ACTOR SUBJECT-MATTER ARGUMENTS
Budget GRANT / SPEC COOP AGR
Activities
GRANTS (direct award)
WorldSkills Uganda - Promotion of TVET through - Entity jointly established and
Skills Competitions recognized by GoU and the private
- Institutional support to sector with exclusive mandate to
Budget: 100,000 EUR
WorldSkills Uganda secretariat organise skills competitions.
including collaboration with - It has specific capacities and
Green and Decent Work for WSB methodologies in this field and draws
Youth (WeWork) - Organizing regional, national a lot of expertise as an affiliate of the
and participating in WorldSkills International, a global
UGA2100311 & UGA2100411 International Skills movement that raises standards and
Competitions recognition of TVET.
R1 / A1.1
- Enabel will benefit from a signed
cooperative agreement with
WorldSkills Belgium to support
partner countries (see list of
ACC/ASC below)
Kasese Youth Polytechnic, - Institutional development to - This is a public institution that will
Kasese attain CoE Star 3 level and ensure continuity of the skilling and
running as a business employment action that has been
- Support greening and supported under the SSU project
Budget: 100,000 EUR
promotion of solar as a where substantial investment has
sustainable renewable energy been made and needs further
Green and Decent Work for under the green economy value support for increased utilisation
Youth (WeWork) chain towards impact of the entire process
UGA2100311 - Support implementation of of skilling. Thus, consolidation and
R2 /A2.1 eLearning initiatives – continuity for increased intervention
promotion of transition of sustainability.
digital hubs to - The institution is building strong
innovation/incubation centres partnerships with relevant private
and as well as instructors’ sector actors and other local
capacity building community-based organisations to
ensure increased appropriation in
terms of local participation,
proximity to beneficiary especially
women and girls, refugees and other
vulnerable groups.
St. Joseph Technical Institute, - Institutional development to This is a private-not-for-profit
Virika – Fort Portal attain CoE Star 3 level and institution belonging to a Catholic
running as a business diocese with a shared vision towards
- Support greening of the empowering the vulnerable youth
Budget: 100,000 EUR through skilling.
priority courses/programme
(construction, solar energy, The institution will ensure continuity of
Green and Decent Work for etc) under the green economy the skilling and employment action that
Youth (WeWork) value chain has been supported under the SSU
- Support implementation of project where substantial investment
eLearning initiatives – has been made and needs further
promotion of transition of support for increased utilisation for
91
UGA2100311 digital hubs to impact towards the entire process of
R2/A2.1 innovation/incubation centres skilling. Thus, consolidation and
and as well as instructors’ continuity for increased intervention
capacity building sustainability.

Millennium Business School, - Institutional development to This is a private-not-for-profit

Hoima attain CoE Star 3 level and institution belonging to a Catholic
running as a business diocese with a shared vision towards
- Support greening of the empowering the vulnerable young girls
Budget: 100,000 EUR and women through skilling.
priority courses/programme
(hospitality and tourism etc) The institution will ensure continuity of
Green and Decent Work for under the green economy value the skilling and employment action that
Youth (WeWork) chain has been supported under the SSU
- Support implementation of project where substantial investment
eLearning initiatives – has been made and needs further
promotion of transition of support for increased utilisation for
UGA2100311 impact towards the entire process of
digital hubs to
R2/A2.1 innovation/incubation centres skilling. Thus, consolidation and
and as well as instructors’ continuity for increased intervention
capacity building sustainability.
St. Simon Peter’s Vocational - Institutional development to - This is a private-not-for-profit
Training Centre, Hoima attain CoE Star 3 level and institution belonging to a Catholic
running as a business diocese with a shared vision towards
- Support greening of the empowering the vulnerable youth
Budget: 100,000 EUR through skilling.
priority courses/programme
(construction, solar energy, -The institution will ensure continuity
Green and Decent Work for etc) under the green economy of the skilling and employment action
Youth (WeWork) value chain that has been supported under the SSU
- Support implementation of project where substantial investment
eLearning initiatives – has been made and needs further
promotion of transition of support for increased utilisation for
UGA2100311 impact towards the entire process of
digital hubs to
R2/A2.1 innovation/incubation centres skilling. Thus, consolidation and
and as well as instructors’ continuity for increased intervention
capacity building sustainability.
The institution is building strong
partnerships with relevant private
sector actors and other local
community-based organisations to
ensure increased appropriation in
terms of local participation, proximity
to beneficiary especially women and
girls, refugees and other vulnerable
groups.

-
Uganda Technical College Kyema - Institutional development to This is a public institution that will
– Masindi attain CoE Star 3 level and ensure continuity of the skilling and
running as a business employment action that has been
- Support greening of the supported under the SSU project where
construction training substantial investment has been made
Budget: 100,000 EUR programme/courses under the and needs further support for increased
green economy value chain utilisation for impact towards the entire
Green and Decent Work for - Support implementation of process of skilling. Thus, consolidation
Youth (WeWork) eLearning initiatives – and continuity for increased
promotion of transition of intervention sustainability.
digital hubs to The institution is building strong
innovation/incubation centres partnerships with relevant private
UGA2100311 and sector actors and other local
R2/A2.1 - Instructors’ capacity building community-based organisations to
ensure increased appropriation in
terms of local participation, proximity
to beneficiary especially women and
girls, refugees and other vulnerable
groups.

Wekomiire Technical Institute - - Priority infrastructure & - A strategic institution for skilling
Kyegegwa equipment support (priority refugees in Kyaka refugee settlement
sectors and themes as well as as well as being appropriation to
local roots, to local participation, and
Budget: 550,000 EUR
92
 response to the labour market proximity to other categories of
Green and Decent Work for demands) beneficiaries.
Youth (WeWork) - Institutional development to - Wekomiire is the only credible
technical institution in the district
attain CoE Star 2 level and
and has been offering skilling to the
running as a business youth for over 20 years, although
UGA2100311 - Support greening of the with very limited capacities in terms
R2/A2.1 priority training practical trainings because of lack of
programme/courses under the appropriate equipment and tools.
green economy value chain Nevertheless, it has a good
- Support implementation of reputation because of the above
eLearning initiatives results achieved.
- Instructors’ capacity building - Furthermore, this intervention will
strengthen the support from the
district and other local initiatives
thus improving existing relations
with all stakeholders
Kakira Technical Institute - Priority infrastructure & - This is the only public technical
equipment support (priority institution in Jinja district; thus, this
Budget: 562,200 EUR sectors and themes as well as intervention will result into increased
accessibility and opportunities for
response to the labour market
skilling more youths' especially girls
Green and Decent Work for demands) who are currently locked out to
Youth (WeWork) - Institutional development to adequate access to skilling
attain CoE Star 2 level and opportunities because of lack of
running as a business accommodation facilities
UGA2100411 - Support greening of the - It is a public institution with a
R2/A2.1 priority training mandate to provide technical and
programme/courses under the vocational training with a fair
green economy value chain management and technical expertise
- Support implementation of in skilling albeit with limited
eLearning initiatives capacities in offering practical
- Instructors’ capacity building trainings because of lack of
appropriate equipment and tools.
- With its limitations, it has
demonstrated the capacity to play an
important role of skilling the youth,
so it comes in as a key player that
needs institutional and operational
strengthening.
Nawanyago Technical Institute - Priority is improving the - It is the only public technical training
teaching and learning institution in Kamuli district; thus,
processes to be responsive to this intervention will result into
Budget: 100,000 EUR increased accessibility for youth
the labour market needs
skills development programmes that
Green and Decent Work for - Instructors’ capacity building will contribute to their improved
Youth (WeWork) - Institutional development to employability
attain CoE Star 2 level and - It has a mandate to provide technical
running as a business and vocational training with fair
- Support greening of the infrastructure although it lacks
priority training relevant equipment and tools for
UGA2100411 technical training as well as with
programme/courses under the
R2/A2.1 green economy value chain grave limitations in governance,
- Support implementation of management and skilled instructors.
eLearning initiatives - This intervention will augment the
meagre support from the district,
local authorities and other
stakeholders for increased
sustainability initiatives.
Jinja Hotel and Tourism - Capacity building in leadership, - This is the only public institute under
Training Institute. governance and management the Ministry of Trade and Tourism.
towards a successful merger Government’s focus is to build its
between the Training School capacity towards becoming a CoE in
Budget: 300,000 EUR
and the Hotel. hotel and tourism. World Bank has
- Capacity building of instructors supported the infrastructure
Green and Decent Work for will include upskilling and development and the missing link is
Youth (WeWork) retooling of the current staff as the software components. Apparently
well as international expertise key skills in this sector are sourced
(Koksijde) for coaching and from Kenya. So once this capacity
mentoring local staff at this has comprehensively been achieved,
UGA2100411
the national wide skills gaps in this
93
R2/2.1. institute as well as to other sector will be addressed and thus
hospitality training institutions improved sector performance.
under the Enabel partnership - Therefore, it is a national strategic
- Support partnership between partner to cause remarkable impact
this institute and Koksijde at macro sector levels.
School
Federation of Uganda Employers - First Employment Experience: - This public Business membership
UGA2100311 & UGA2100411 promotion, selection and organisation has adequate
placement of 1,000 graduates employment support methodologies
in companies and capacities as well as extensive
- Training assessment and field presence as a strong employer
Budget:~1,500,000 EUR (TBC) certification membership organization with over
600 members
Green and Decent Work for - It has solid experiences and
Youth (WeWork) expertise and impeccable reputation
arising from similar support i.e.
conducts similar soft skills training
R3 /A3.3 - Has implemented various donor
projects including ILO, EU etc
Uganda Clean Productivity - Resource efficiency and cleaner - Private non-profit entity (limited by
Center (UCPC) production support track: guarantee), established by UNIDO
➢ Enterprise mapping and and overseen by the Ugandan
assessment Ministry of Water and Environment
Budget: 424,700 EUR( both AR and ➢ Technical support for - Mandate is to act as a lead agency for
Busoga) implementation the introduction, adoption and
➢ Evaluation of impact and sustainable application of recognised
results cleaner production methods.
Green and Decent Work for ➢ Introduction of eco- - Green economy is a new sector with
Youth (WeWork) innovation limited expertise so the organisation
➢ Support for the wages of brings on board tis experience as a
UGA2100311 & UGA2100411 staff employed to lead agency with 15 years' experience
implement green actions in supporting company assessments
and adoption and implementation of
Resource Efficiency and Cleaner
R5 / A5.2 Production (RECP) measures, and
related concepts like eco-innovation
- Their activities supporting
implementation of RECP measures
have generated substantial private
sector investments in greening
production processes as well as
creation of new jobs
- Good relationship with private sector
actors (manufacturing)
- Reliable and competent technical
staff (12)
- Previous donor funding (grants
of400k - 800k USD) indicates
sufficient absorption capacity
Federation of small medium - Promotion and awareness - This Business membership
enterprises raising Organisation as demonstrated
- Assessment of member capacity as a non-profit umbrella
Budget 397,300Eur enterprises body of small and medium
- Capacity building for BDS, Enterprises in Uganda with a
Green and Decent Work for decent work etc membership of over 112,500 with
Youth (WeWork) - Peer to peer exchanges national in nature.
- Support women empowerment - It has local presence and
initiatives participation thus having adequate
UGA2100311 & UGA2100411 - Networking events proximity with beneficiaries because
- Follow up and monitoring of its membership and activities in
R5 / A 5.2 the Kampala, Busoga, Mbale and
Albertine/Rwenzori. (the portfolio
target areas)
- They exclusive expertise and
reputation i.e. have a strong BDS
component that is adapted to the
needs of the SMEs as opposed to the
generic models. They have a BDS
curriculum as well as digital
curriculum for various skills.
94
Uganda Tourism Association - Promotion and awareness - As the apex body of all private sector
raising tourism and hospitality associations,
Budget 300,000 EUR
- Assessment of member this public association has a very
enterprises good reputation and the required
Green and Decent Work for - Capacity building for BDS, capacities
Youth (WeWork) decent work etc - It enjoys exclusivity in terms
- Support women empowerment methodology, field experience as well
initiatives as specific capacities of BDS to its
UGA2100311 & UGA2100411
- Peer to peer exchanges membership enterprises and
- Networking events organisations.
- Follow up and monitoring
R5 / A 5.2 -
Uganda Manufacturers - Promotion and awareness - Uganda Manufacturing Association
Association raising (UMA) has membership in the
- Assessment of member portfolio target areas of Kampala,
Budget 494,600EUR enterprises Busoga and Rwenzori & Albertine
- Capacity building for BDS, thus has local roots, local
Green and Decent Work for decent work etc participation and proximity with
Youth (WeWork) - Support women empowerment beneficiaries
initiatives - It has a demonstrated capacity and
- Peer to peer exchanges the portfolio action is coherent with
- Networking events their mandate and thus their
UGA2100311 & UGA2100411 - Follow up and monitoring participation enhances sustainability
of the intervention.

R5 / A5.2

International Institute of - Research and demonstration - The IITA-Uganda station in Kampala

Tropical Agriculture -IITA on bamboo small holder has extensive expertise and
production economic viability experience on shade crops like coffee
Budget: 65,600 EUR (40000) and smallholder production systems
- Strengthen initiatives for in Uganda which could offer large
coordination: Identify and potential to be
Green and Decent Work for bring together the main public, combined/intercropped with
Youth (WeWork) private, civil society and bamboo.
research actors in the selected - Capacity to implement the activities
value chains in multi-
stakeholder platforms. (8
workshops, 2 days: 9600)
UGA2100311 & UGA2100411
- Assessment of the missing
services and of feasibility (for
individual youth, for
R6 / A 6.1 cooperatives, clusters, for
SME's), design of the business
and technical set up (6000)
- Stimulating (peer-to-peer)
learning via study tours or
learning events and bringing in
(international) state-of-the-art
experts and expertise. (10000)
Uganda Industrial Research - Demonstration of technology: - The Uganda Industrial Research
Institute (UIRI) 40000 Institute’s mandate is to support the
- Stimulating (peer-to-peer) rapid industrialization of Uganda. As
Budget: 50,000 EUR learning via study tours or such UIRI is to be strengthened in its
learning events and bringing in
(international) state-of-the-art role as centre of excellence for
Green and Decent Work for
Youth (WeWork) experts and expertise: 10000 accelerating technology transfer and
valorisation through demonstration,
skilling and incubation.
UGA2100311 & UGA2100411
- Capacity to implement the activities
R6/ A 6.1
Vétérinaires Sans Frontières - Research and demonstration - Vétérinaires Sans Frontières
International (VSF) on poultry and piggery International is a network of non-
production and processing profit organizations, with head office
Budget: 174,000 EUR (50000) in Belgium working all over the
world with hundreds of projects in
95
Green and Decent Work for - Strengthen initiatives for the field of agriculture and livestock
Youth (WeWork) coordination: Identify and production, animal health and
bring together the main public, welfare, to support small scale
private, civil society and farmers. VSF offers specific technical
research actors in the selected and methodological support in
value chains in multi- animal health, welfare and
UGA2100311 & UGA2100411 stakeholder platforms. (10 production, development of small-
workshops, 2 days: 12000) scale (livestock) farming and
R6/ A.6.1. A.6.2. - Assessment of the missing agroecological systems and value
services and of feasibility (for chain development. VSF has an office
R5. A.5.2. in Uganda where VSF Belgium and
individual youth, for
cooperatives, clusters, for VSF Germany are already
SME's), design of the business implementing programmes.
and technical set up (12000) - Network of partnership amongst
- Stimulating (peer-to-peer) others with Belgian Universities
learning via study tours or (UGhent)
learning events and bringing in - Specific experience in the sectors
(international) state-of-the-art selected in this portfolio
experts and expertise. (10000) - Capacity to implement the activities
- Cluster approach
implementation for poultry and
piggery (30000)
- Resource efficiency and agro
ecological/support track
(60000):
- Enterprise mapping and
assessment
- Technical support for
implementation
- Evaluation of impact
and results
- - Introduction of agro
ecological-innovation
-
-
- Stimulating (peer-to-peer) - INBAR is the largest specialised
The International Bamboo learning via study tours or bamboo organization worldwide
and Rattan Organisation- learning events and bringing in regrouping global experts and
(INBAR) (international) state-of-the-art expertise on technology and market
experts and expertise. ( development of bamboo value
Budget 40,000 chains. INBAR has an office and
representation in Uganda (as well as
Green and Decent Work for in Kenya and Ethiopia)
Youth (WeWork)

UGA2100311 & UGA2100411

R6 A.6.1.
Babies and Mothers Alive Support and expertise in the -Previous experience working with
Foundation (Mama Rescue following areas under “A.2.1 support from Enabel under WeHubit
Program) Develop a model (benchmark
Mama Rescue model) of a -Exposure and experience working with
Budget: 335,400 comprehensive and timely the Uganda health systems
community health referral
system” -Provision of emergency medical
Pillar 2 /Intervention 4 /Result 2 - Development of community services (transportation systems) for
/Activity.2.1
model for emergency medical mothers in labour (maternal new-born
and referral services and child health).
- -support to early referral
systems for MCH services -Experience with improving health
systems through voucher schemes for
mothers completing 4 ANC visits

-Experience working in rural and

limited resource settings.

96
 - Possible need to conduct capacity
assessment to confirm potential to
manage grant before final decision.

Makerere University School of Strengthen learning, • Dully registered as a public

Public Health (MakSPH) documentation, advocacy and institution of higher education
WeCare /Result 4/Activity: dissemination of best practices training and compliant with
activity 3 (ensure scaling up of national regulatory mechanism
and statutes.
operational activities)
• Public university with a track
record in public health training,
Budget: 100 000 euro research and community services.
• Track record in supporting
national level policy processes and
health systems strengthening.
• Over 200 Human resource capacity
with permanent and contract staff
all experienced in health systems
strengthening, public health
• a strong and sound portfolio of
research, monitoring,
documentation, advocacy and
learning experience
• sufficient and sound organisational
(and absorption) capacity.
• Sound financial, grants
management with a track record of
successfully implementing big
grants to the satisfaction of the
clients.

Mbarara University of Science Support and expertise in the • MUST is public university which
and Technology, Faculty of following areas under “A.1.3. has sufficient management
Interdisciplinary Studies Collect, analyse and feedback autonomy to commit for a grant
data and evidence into local agreement and independently
WeLearn /Result 1 /Activity.1.3 manage the funds.
and institutional decision-
• A preliminary analysis and
making": In collaboration with organisation assessment was
Budget 92,300 Ghent University conducted in 2021 which gave
positive report that form the basis
for the current grant with Enabel.
A review on performance of this
grant may be necessary before
future agreement is signed.
Possibility to conduct another
capacity assessment to confirm
potential to manage grant.
• MUST, specifically Faculty of
interdisciplinary Studies (FIS) a
track record in academic and
action-oriented research and
training from an interdisciplinary
perspective. It therefore has the
mandate to conduct research on
gender related themes and has
intensive expertise in this area.
• FIS has sufficient organizations
capacity as is part of Mbarara
University of Science and
Technology, a public institution of
higher learning.
• They have sufficient human
resource capacity with qualified
and experienced personnel.
• sufficient and sound organisational
(and absorption) capacity.

COOPERATION AGREEMENTS (‘ASCs’)

97
VITO: budget to be determined International expertise on Similar relevant Experience in
R6 activity 6.1. Research and demonstration on supporting value chains of circular
Budget estimated at 50,000 green and circular construction construction materials in Rwanda
Capacity to implement
Green and Decent Work for
Youth (WeWork)

UGA2100311 & UGA2100411

UGent : budget to be determined Expertise Research on Similar collaboration in Rwanda

R6 activity 6.1. alternatives for animal fodder for Capacity to implement
Budget estimated at 25,000 small livestock in collaboration
with VSF

Green and Decent Work for

Youth (WeWork)

UGA2100311 & UGA2100411

Syntra West Potential partner to support Expertise in the TVET &

Budget to be determined - development of guidelines and entrepreneurship system:
quality standards for • Strengthening relationship
Green and Decent Work for entrepreneurial learning and with the private sector
Youth (WeWork) development of entrepreneurial
• Digitization of evaluation
training materials (A4.2)
- capacity support to partner VTI systems and ensuring
UGA2100311 & UGA2100411 to strengthen partnerships with participation of the private
private sector in TVET (A2.2) sector
• Accompanying start-ups and
young enterprises in acquiring
business skills via
entrepreneurship programmes
and business support services

VDAB/Actiris/Forem • Peer to peer learning Expertise in Public Employment

Budget to be determined between Employment Services and TVET system:
Service centres and • Accompanying youth and women
Green and Decent Work for Belgian actors in employment pathways
Youth (WeWork) • Coaching and mentoring • Job matching services and
in management of public
systems
UGA2100311 & UGA2100411 employment
• Technical assistance in • Career guidance and counselling
priority areas services
• Supporting online job • Strengthening relationship with
matching platforms and the private sector in TVET
Jobs App • Digitization of evaluation system
and ensure participation of the
private sector

Ghent University Support and expertise in the • Belgian public University

WeLearn /Result 1 /Activity.1.3 following areas under “A.1.3. specialised in research including
Collect, analyse and feedback the areas of GBV in the
Budget 40,000 data and evidence into local intervention areas.
and institutional decision- • Have technical staff with wealth
making": In collaboration with of experiences
Mbarara University • Have technical/education tools of
high quality
• Ghent University will technically
support the realisation of this
result and ensure quality of the

98
 products delivered by Mbarara
University.
• Leverage on a team of
universities, which are used to
collaborate together;
• Delivery of high quality product
of previous assignment with
Enabel.

KU Leuven – Faculty of Continuous Professional CIDTS supports research and

Psychology and Educational Development : guidance on practitioners in 3 main areas :
Sciences - Centre for Innovation and innovative models, monitoring, (Inter)national education policy in
relation to social developments ;
the Development of Teacher and evaluation, change and impact,
Processes of educational innovation
School (CIDTS) value for money of CPD and professionalisation within the
school as an organization ; and
WeLearn (Result 4) Didactics of teacher training.

Budget estimated at 70.000 EUR

VVOB – Instructors training Building on their expertise of Expertise in instructors’ training in
programme instructors training and agriculture, selected value chains in
interventions in the agriculture agriculture and green economy
Green and Decent Work for sector especially preparing youth
Youth (WeWork) for sustainable agricultural and
rural transformation
UGA2100311 & UGA2100411

Budget to be determined

WorldSkills Belgium • Strengthen the relationship • In 2021, Enabel and WorldSkills

between WSU and WSB Belgium (WSB) signed a
Green and Decent Work for • Strengthening WSU - cooperation agreement to raise the
Youth (WeWork) governance structures; technical skills levels of young
upskilling experts and people from partner countries to an
competitors; organising local international level
competitions and participation • WSB is the official mentor of WSU
UGA2100311 & UGA2100411 in international competitions,
and; promoting partnerships
Budget to be determined with local public and private
sector companies.

9.3 Alignment with the National Policies

National Development Plan (NDP) III
NDP III Strategic Pillar 1 Pillar2 Pillar 2 Pillar 2
Objectives Skilling and Education Health Health
Employment Schools

(i) Enhance value R4:

addition in key growth Entrepreneurshi
opportunities p promotion and
support
R5: Enterprises
development for
green growth
and decent jobs

99
 R6: Value chain
development

(ii) Strengthen private R3: Employment

capacity to drive services and
growth and create jobs support
R4:
Entrepreneurshi
p promotion and
support
R5: Enterprises
development for
green growth
and decent jobs

(iv) Enhance R2: Skilling – R1: Active R1: Improved

productivity and social formal & involvement and learning
wellbeing of the nonformal Education environment,
population R3: Employment barriers quality of
services and R2: Cost of teaching, and
support education participative
R3: Safe and management in
inclusive selected health
learning training
environment institutions
R4: Teaching
and learning

(v) Strengthen the role R5: Local R4: Local

of the state in guiding government authority’s
and facilitating capacity & capacity &
development stewardship stewardship
R6: School R5: Community
management & participation &
citizen ownership in
participation health

The Parish Development Model (PDM)

PDM Pillars Pillar 1 Pillar 2 Pillar 2 Health Pillar 2 Health

Skilling & Education Schools
Employment
(1) Production, R6: Value chain
storage, processing development
and marketing
(4) Social services R1: Active R2: Emergency R1: Improved
involvement and medical & learning
Education referral services environment,
barriers R3: Acceptability quality of
R2: Cost of & quality of teaching, and
education selected HCIII & participative
R3: Safe and HC IV management in
inclusive selected health
learning training
environment institutions
R4: Teaching
and learning

100
(5) Mindset change R1: TVET, R1: Active R1: Capacities
and cross cutting agriculture and involvement and for informed
issues (gender, the green Education decision making
environment, economy barriers
disability, etc.) promotion

(7) Governance and R5: Local R4: Local

administration government authority’s
capacity & capacity &
stewardship stewardship
R6: School R5: Community
management & participation &
citizen ownership in
participation health

101
Refugee Sector Response Plans
Result domains & Activities Ugandan Government Strategies and associated
Strategic Objectives
Cross-pillars: Overall refugee inclusion approach Jobs and Livelihoods Integrated Refugee Plan (JLIRP)
• Support to duty-bearers and service providers to foster peaceful co-existence • JLIRP, SO 1. Peaceful coexistence and socio-
between refugees and host communities through livelihood promotion and economic interaction fostered and strengthened
enhanced services in the areas of skilling and employment opportunities between refugees and host communities by 2025.
both in refugee-hosting and refugee-affected districts. • JLIRP, SO 4. Skilled refugees and host
communities capable of harnessing employment
opportunities in the country by 2025.
Education Response Plan for Refugees and Host
Communities in Uganda (ERP), referring to the ESSP
2017-2020:
• SO. 1 “Achieve Equitable Access to Education and
Training”
• SO. 2“Enhanced Quality and Relevant Education
and Training”
Health Sector Integrated Refugee Response Plan
(HSIRRP) 2019-2024:
• Objective 1. To increase equitable access to and
utilisation of quality health services for refugees
and host communities.
• Objective 3. To strengthen governance,
coordination, leadership and management of the
Integrated Refugee Health Response (IRHR).
Pillar I. Result domain 1: Young people, especially women, benefit from increased Jobs and Livelihoods Integrated Refugee Plan (JLIRP)
Sustainable, employability • JLIRP, SO 3. Food, nutrition and income security
green and • Support to duty-bearers and service providers to foster peaceful co-existence of 486,861 refugees and 1,152,087 host
decent jobs between refugees and host communities through livelihood promotion and community households improved by 2025.
for youth enhanced services in the areas of skilling and employment opportunities • JLIRP, SO 4. Skilled refugees and host
both in refugee-hosting and refugee-affected districts. communities capable of harnessing employment
R.1: TVET, agriculture and the green economy are better promoted as opportunities in the country by 2025.
employment pathways
• Inclusive & participatory approaches (including refugees) to identify
specific barriers & vulnerabilities as part of the process of co-creation of
solutions for successful social and behavioural changes (as well as for social
cohesion).
• Solutions will contribute to supporting recognition of the skills, opportunities and
contributions brought by refugees.
R.2: The provision of skills development is more equitable, qualitative,
innovative, and demand-driven for increased employability

102
 • Instructors will be trained in inclusion, including incorporating gender equality
(gender sensitivity and intersectionality) and gender transformative approaches,
as well as inclusion of PWDs and refugees.
• Deliberate focus of non-formal trainings (through SDF) on funding modalities for
the integration of green skills as well as social inclusion (gender-sensitive
budgeting and procurement, refugees, PWDs).
R.3: Work-ready youth have increased access to general employment services
that connect them with decent work employers.
• Special attention will be provided to the specific barriers that girls, PWD, and
refugees face, such as the transport costs, accessibility, legal rights/status, etc.
• Supporting access and valuing the contributions of groups that tend to be
discriminated against in recruitment processes, including youth, women,
refugees and PWDs.
Result domain 2: New businesses are created offering decent jobs and Jobs and Livelihoods Integrated Refugee Plan (JLIRP)
training opportunities • JLIRP, SO 4. Skilled refugees and host
R.4: Vulnerable youth, including women, have increased access to communities capable of harnessing employment
entrepreneurship promotion and support to set up small businesses Sustainable Energy Response Plan for Refugees and Host
• Business development initiatives to be upscaled will target those with Communities in Uganda (2021-2025) :
demonstrated experience and expertise in economic empowerment of vulnerable • SO. 1. Development of sustainable and effective
youth and women (amongst which refugees) through quality business energy solutions that lead directly to increased
development support in the selected value chains. Support services will integrate access to clean, affordable and reliable energy for
integration of innovative approaches, (best-available) technologies and good refugee and host communities.
practices applied in the targeted sectors (e.g., agro-ecological approaches for
enhanced sustainability and food security, new technologies for green
construction and renewable energy)
Result domain 3: The sustainability and productivity of existing businesses is Jobs and Livelihoods Integrated Refugee Plan (JLIRP)
enhanced to create more decent jobs and training opportunities. • JLIRP, SO 2. Sustainable economic
R.5: Selected enterprises are supported to engage in sustainable development opportunities created in 13 refugee hosting
for green growth and decent jobs. districts for improved competitiveness and
• Support training opportunities for decent inclusive work (decent inclusive work inclusive growth of refugees and host
criteria in the selection of “Best Employer of the Year”) communities by 2025.
R.6: The development of selected value chains in agriculture and green
economy is improved.
• Pioneering approach by supporting inclusive and sustainable supply chain
development by actively collaborating with lead firms in the agricultural and
green economy sectors
Pillar II. Local Results domain 1: Rights-holders increase their autonomy and demand Education Response Plan for Refugees and Host
access to equitable and timely access to health care and lower secondary education. Communities in Uganda (ERP),
quality Intervention 3., R1. Active parental and community involvement in addressing • referring to the SO. 1 of the Education and Sports
education and socio-cultural barriers and gender norms is strengthened. & Intervention 4., Sector Strategic Plan (ESSP) 2017-2020:
healthcare for R1. People’s capacities to enhance their autonomy and make informed choices “Achieve Equitable Access to Education and
vulnerable about their health are reinforced (addressing delay 1). Training”.
groups Health Sector Integrated Refugee Response Plan
(HSIRRP) 2019-2024:

103
 • Inclusive & participatory approaches (including refugees) to identify • Objective 1. To increase equitable access to and
specific barriers & vulnerabilities as part of the process of co-creation of utilisation of quality health services for refugees
solutions for successful social and behavioural changes (as well as for social and host communities.
cohesion).
• Strengthening community and district outreach mechanisms to inform vulnerable
groups on their rights and the availability of services and opportunities.

Result Domain 2: Supply side Focus on duty-bearers Increasing inclusive Education Response Plan for Refugees and Host
access to quality health services and lower secondary schools. Communities in Uganda (ERP), referring to the ESSP
Intervention 3., R2. The cost of education at school and household level as 2017-2020:
pathway towards equitable access is transparent and more affordable. • SO. 1 “Achieve Equitable Access to Education and
• Strengthen local and school capacity on planning and financing (head teacher, Training”
accountant, BoG) that is transparent, inclusive and promotes accountability • SO. 2“Enhanced Quality and Relevant Education and
• Analyse, develop and pilot the potential for a school-based, sustainable, income Training”
generating projects model to increase income for schools and to reduce the cost of Health Sector Integrated Refugee Response Plan
education for vulnerable groups (HSIRRP) 2019-2024:
Intervention 3., R3. Learning environments in lower secondary schools are • Objective 1. To increase equitable access to and
more conducive and secure. & Intervention 4. R.3 The acceptability and quality utilisation of quality health services for refugees
of selected HC III and HC IV is improved (with attention to SRHR). & and host communities.
Intervention 5., R1. The learning environment, quality of teaching, and • Objective 2. To mobilise and manage health
participative management are improved in selected health training resources towards building a resilient health
institutions. system to cope with the increased demand on
• Safe, inclusive and accessible (learning) infrastructures will be created. health services
• Strengthen the technical package at selected HC III and HC IV (equipment, Jobs and Livelihoods Integrated Refugee Plan (JLIRP)
supplies, infrastructure, training and supervision - focusing on SRHR services): • JLIRP, SO 4. Skilled refugees and host
Intervention 3., R4. Academic outcomes, health and well-being of lower communities capable of harnessing employment
secondary students has improved. & Intervention 4., Result 4: The local
authorities' capacity and stewardship to promote a participatory, inclusive and
accountable leadership and management of the local health system are
improved & Intervention 5., R1. The learning environment, quality of teaching,
and participative management are improved in selected health training
institutions.
• Pilot activity exploring and testing options to recognise and utilise the skills of
adult refugees (in Kyaka II) who have a background in education & health
with diploma equivalence.
• Staff (teachers, trainers, health care staff) will be sensitised to inclusive
approaches.
Intervention 4. R2. The quality of emergency medical services and referral
services is improved (addressing delay 2). / R3. The acceptability and quality of
selected HC III and HC IV is improved (with attention to SRHR)
• Strengthening the existing best practice guidelines related to this package will be a
priority in order to improve and standardise service provision, taking into account

104
 the specific needs of vulnerable groups such as women and girls, refugees and
people with disabilities.

Result Domain 3: Rights-holders and duty-bearers adopt participatory Health Sector Integrated Refugee Response Plan
governance and shared accountability for managing their local health services (HSIRRP) 2019-2024:
and lower secondary schools. • Objective 3. To strengthen governance,
Intervention 3. R5. Local Government capacities and stewardship for inclusive, coordination, leadership and management of the
participatory and accountable education management and leadership is Integrated Refugee Health Response (IRHR).
strengthened. & Intervention 4. R4. The local authorities’ capacity and Education Response Plan for Refugees and Host
stewardship to promote a participatory and accountable leadership and Communities in Uganda (ERP)
management of the local health system are improved. • Output 3: Strengthened system for effective
• Data on inclusion (accessibility, usage, barriers, adapted services etc.) will be delivery – “Community engagement (including
collected to monitor the inclusion performance of service providers and to inform community sensitization on Home Grown School
decision-making and planning of services in local governance. Feeding and school participation) is also
necessary, as parents and the community
• Strengthening of multi-actor coordination of the refugee response and long-term members have an essential role in determining
inclusion of refugees in planning, and monitoring inclusion of refugee needs and the demand for education. The positive
opportunities to nourish local programming and services. engagement of community members, including
Intervention 3. R5/ R6. School management and leadership and citizen women, will not only enhance the participation to
participation is more inclusive, participatory and accountable & Intervention education and lead to good maintenance of the
4. R5. Communities are empowered to participate and take ownership in schools, but will also pave the way to mitigate the
health. tension among the refugee and host community
• Strengthening of local government and governing structures to promote more and enhance social cohesion”
participatory and accountable education management and leadership, that is
inclusive of socially excluded groups including girls, refugees, and people living
with disabilities
• Supporting local governance actors in the development and roll-out of social
mobilisation activities to revitalise community meetings and dialogues with the
participation of the Refugee Engagement Forum (REF) and Refugee Welfare
Committees (RWCs) and thereby foster social cohesion/community dialogues
between host and refugee communities
• The intervention intends to work with management committees to ensure they
have adequate, effective and inclusive representation from their committees,
including women, refugees, PWDs etc.

105
9.4 Innovation approach

An ambitious and balanced innovation portfolio

The new Enabel portfolio in Uganda will reflect Enabel’s commitment to accelerate impact through
innovative solutions and to become a leading enabler of innovation ecosystems. As such Enabel will
structure its efforts and investments in Uganda around an ambitious innovation portfolio that
balance risks and rewards, by combining support to adopt or scale (existing) innovations with early
stage innovation efforts and actions to support the innovation ecosystem in Uganda.
For pillar 1, the focus will be on leveraging innovation and technology to lead more youth, and
especially more women and vulnerable youth (including refugees) towards a self-employment and
jobs and to support green growth of businesses and value chains with the aim of increasing their job
absorption capacity. For pillar 2, the focus will be on piloting and scaling-up creative and impactful
solutions to some of the very complex barriers to safe and quality education and health care for
vulnerable groups. Wherever possible, we will scale-up initiatives that have been piloted in the
existing education and health programme in Uganda, such as e-health and e-learning solutions,
innovative infrastructure design, etc.,
A transversal focus on Design Thinking and Action-Research to co-create innovative
solutions around identified complex societal problems.
Design Thinking and Action Research both rely on human-centeredness, iterations and a learning
while doing approach. Design Thinking places emphasis on human-centred problem solving and
(rapid) prototyping, while Action-Research integrates a more systemic perspective and continuous
learning approach in its iterative approach. Both approaches have proven their merits and are widely
used to stimulate innovation and learning.
Design thinking is a creative process to solve complex problems: it starts from a clearly defined
problem (not the solution) and real insights about the users, leveraging creative methods to co-create
innovative solutions and testing them in an iterative process with the stakeholders in which agile
implementation and learning are key (the 4 key stages described below).

Action-Research is an approach to implement the intervention results framework in a complex

environment in a flexible way. It’s about local stakeholders jointly reflecting on their actions,
acquiring knowledge and taking decisions towards social change. Enabel has tools and templates to
guide this reflective action process and document experiences in a continuous way. It helps to
structure capitalization knowledge management of the intervention.
Scaling-up promising innovations
Enabel will build upon its own successful experiences and those of others, to scale up promising
innovative approaches and solutions. Amongst others, Enabel will be able to capitalize on its
experiences in D4D and EdTech, job placements and job matching facilities (e.g. First Employment

106
Facility) or on the digital social innovations financed by WeHubit, like the Mama Rescue model to
support emergency referrals. Where relevant, links will be made with the Wehubit-financed projects
in other countries (in education, access to legal support, health, etc.): for adoption, scaling-up or
adapting the innovations as solutions to the identified problems in health, education or skilling.
A (non-exhaustive) selection of the intended investments in innovative solutions and approaches are
highlighted below.

- Strengthening entrepreneurial and innovation skills and competences of youth

(especially vulnerable youth, including refugees), through non-formal skilling
- Creating a pipeline for business ideas with high growth potential in agri-
business or the green economy, through linking Enabel’s self-employment track to the
incubators, accelerators, and other innovation ecosystem actors in Uganda (through the link
with the EU-funded SB4U programme)
- Accelerating green technology adoption in selected companies through ‘green’
company audits and follow-up support and de-risking investments to implement state-of-
the-art technologies and solutions.
- Research & innovation to accelerate growth of promising ‘green’ value chains
with a large potential for job absorption in the near future: e.g. bamboo and small livestock.
- A pioneering approach on supply chain development and job creation via lead
firms like sugar processing companies, breweries, feed companies or hotel/restaurant
chains, ...
- Promoting the use of digital technologies (EdTech) to digitalize and improve teaching in
secondary and nursing schools
- Co-creating alternative modalities for continuous professional development
(CPD) of teachers, involving at least 1.500 teachers and prepare best-practices for scale-up
- Develop and implement (digital) creative and effective mechanisms to monitor teachers’
time on task, building on Enabel’s previous pilot experiences
- Strengthen innovation capacities and innovative solutions to facilitate exchange and peer
learning in schools
- Boosting innovative solutions and participatory governance mechanisms for integrating
citizen feedback and control on services and service delivery in education and health
- Co-creating (digital) solutions to strengthen local governments’ role to monitor, supervise
and inspect performance in education
- A transversal, evidence-based approach for Social and Behavioural Change
communication (SBCC) (e.g. through theatre plays, serious games, radio programmes,
etc. ). to tackle socio-cultural barriers to agriculture and TVET as employment pathways for
youth, to safe and quality education for vulnerable youth and to healthy lifestyles in schools
and the community.
- Applying design thinking and/or action research to design, pilot and scale creative
and impactful solutions: to increase the financial resilience of VTIs through value/income
generating activities, tackle the cost of education through school-based income generating
projects in 20 selected schools, boost creative solutions to improve the emergency referral
system and the operationalisation of ambulance services building further on the Wehubit
financed Mama Rescue model, find impactful solutions to fight Gender Based Violence
(GBV).
- Implement Enabel’s pioneering approach on job placements (First Employment
Facilities) to create a larger evidence base for further scaling-up of this innovative solution
to lead more youth, faster, to a job.
- Designing, rehabilitating and constructing future-proof and green school
infrastructure by building on Enabel’s inspiring track record (cf. National Teachers
College Infrastructure project winning 2022 Architizer A+ Award for the renovations of NTC
Mubende and Kaliro).

107
Innovation support
Around 12M of the budget of the Uganda country portfolio will be invested in activities and initiatives
that contribute directly or indirectly to innovative solutions. This is well in line with Enabel’s
ambition to dedicate 20% of its resources in new portfolios to impactful innovation.
An expert in innovation and (digital) technology will have the mandate and the responsibility to
accompany the Enabel staff in implementing the innovation-labeled (above-mentioned) activities
across the portfolio by supporting in designing and implementing the innovation approaches,
backstopping, (digital)technology scouting and offering support in monitoring and learning.
A social and behavioral change expert will support the SBCC activities transversally, will build local
stakeholders’ (districts, schools, community leaders, etc.) capacities on SBC initiatives and will be in
charge of developing an SBCC toolkit based on Enabel’s learnings across the 3 domains (TVET/Agri,
education and health).
Enabel Uganda will be supported by Enabel HQ and its innovation partners to train, coach and
support the implementing teams with innovation and (action-) learning approaches. Trainings will
be organized at the start-up phase of the portfolio and methodological support and coaching will be
assured all along the implementation phase.

9.5 Selection of Value Chains

1. Agriculture value chains:

Table A: Analysis and Scoring of Shortlisted Sub-sectors in JInja District

Criteria Cage Fish Horticulture Apiculture Poultry
Potential Social benefits:
To improve living It is a major source of High income Low impact due to Low impact due
conditions livelihood improves standard poor yields and to limited scale
of living quality
For decent (self) High income for High due to high Moderate - high Moderate - due
employment by youth male farmers and value value but poor to low scale
women traders yields and quality
Attractiveness to youth High interest due to High due to Low - few women Low - few youth
(less demanding, fast high value and less organized farmers involved; initial groups found;
income, fast, 21st century drudgery than crop and earns fast long period to expensive feeds
tools) production income colonization
Compatibility with Clear gender roles - Many females in Not well accepted Compatible with
household tasks / Low men fish and women farming already near homes home activities
GBV trade
For contribution to food Good for nutrition - Good for nutrition Good for nutrition Good for
security protein - vitamins – vitamins and nutrition -
minerals protein
For compatibility with Jinja is a traditional Compatible with Quality affected by Farmers used to
current farming and fishing community farming system sugarcane free range not
production systems with 15 years of cage molasses, agro- intensive system
fish farming chemicals and
declining forage
Score by Consultant 5 5 3 3
Potential environmental benefits:
To avoid emissions or Have smaller carbon High - for High potential to Low pollution,
capture GHG foot print than other capturing GHG capture GHG if droppings are
livestock trees are planted used as fertilizer
For positive impacts- Better source of Crop residues Promotes tree Droppings used
renewable energy, protein than red reused for mulch planting for soil fertility
efficiency, waste meat sources and soil improvement
management, etc improvement.

108
 To positively impact on Risk of For chemical High impact on High impact to
the environment and environmental pollution of water pollination of trees improve soil
natural resources pollution from using if not well BUT timber for fertility
sinking feeds managed hives cause
deforestation
Score by Consultant 4 4 5 5
Economical and technical conditions:
For financial High - income High - it is a high Negative effect on Low - Farmers
sustainability of MSMEs generation spans a value enterprise sustainability by discouraged by
long period BUT very poor yield due to diseases and
high initial rudimentary cost of feeds
investment technology
Availability of HR / skills High – government High – Low - few available Low - few skills
development support to government skills support e.g support
opportunities experienced supports ASEU
companies e.g. Son exporters on
fish policy
Access to production High - water Youth able to hire Low – limited Medium –
assets by male and female accessible to youth land due to high access to land by accessible to
youth BUT high initial value enterprise youth, scarce youth
capital timber
For private sector High - large lead High - many Low - limited Low - few
engagement (large off firms available e.g export companies private sector private sector
takers, lead firms, or SON fish as drivers involvement e.g. and no market
planned investments) ASEU lead firms

Maturity of sector Large firms can Export companies Poor technology- Poor technology
technology, available support youth with providing training traditional hives and farming
know-how adapted to know-how and used and practice-free
local context technology rudimentary skills range
Diverse and stable High and diverse Diverse and high High Potential Mostly domestic
market (potential), export and domestic export and regional and market
preferably local and market demand domestic market domestic markets
regional. demand
Score by Consultant 4 5 3 3
Score by DLG 5 4 3 2
Overall score 19 18 15 13

Table B: Analysis and Scoring of Shortlisted Sub-sectors in Hoima District

Criteria Poultry Piggery Cage/Pond Horticultur Apiary
Fish farming e
Social benefit – potential:
To improve living High potential - for High - due to Low – both Low impact low impact
conditions SASSO chicken due high and Cage and pond due to few due to poor
to high value continued fish farming in actors and yields
market infancy and is low scale
demand expensive
For decent (self) High - due to high High - due to Low potential – Moderate - Moderate -
employment by value especially for high value for few ponds due due to high value
youth SASSO pork to high pond limited water but poor
and feed costs access for yields,
irrigation quality
Attractiveness to High - youth High - both few youth Very few Few women
youth (less interested in male and interested in young involved;
demanding, fast SASSO / local female youth fish due to high organized Long period
income, fast, 21st breeds, easy to keep pig, high cost of farmers initial colony
century tools) keep and fast investment found
income
Compatibility with Compatible with Compatible No women were Compatible May not be
household tasks / home activities with home involved in the with home acceptable
Low GBV BUT less women in activities BUT groups activities near homes
retail trade less women in
retail trade
For contribution to Good for nutrition Good for Good for Good for Good for
food security nutrition nutrition nutrition nutrition

109
 For compatibility Farmers prefer Availability of Little-Farmers Compatible Can be
with current sasso chicken feeds from are interested in with farming produced
farming and which can be kept farm residues open water system with crops
production systems semi-free used for feed fishing
pigs
Score by 5 5 2 3 3
Consultant
Potential environmental benefit:
To avoid emissions Low pollution, Very low low pollution High High
or capture GHG waste used in emissions Potential to potential
fertilizer/ feeds capture GHG through tree
planting
To avoid emissions Waste used to Waste used for Pond fish Crop Trees cut to
or capture GHG improve soil BUT soil alternative for residues make hives
charcoal for heating improvement overfishing BUT reused for
destroys trees risk of waste mulching,
build up soil
improvement
.
For positive Improves soil Wastes used Low due to Can cause High impact
impacts- renewable fertility BUT use of for soil possible waste chemical -Improves
energy, efficiency, charcoal destroys improvement build up water pollination
waste management, trees pollution of trees
etc.
Score by 4 4 4 3 4
Consultant
Economical and technical conditions – potential:
For financial SASSO chicken is High value, High High value Sustainabilit
sustainability of high value BUT low initial investment and enterprise y affected by
MSMEs scale is still low investment management with poor yield
BUT scale is costs for ponds irrigation.
low
Availability of HR / Limited skills to for Limited skills Very few- No trainers Few
skills development commercial to meet market generally low found except Available
opportunities production BUT demand BUT skills DLG skills
UZIMA, GUDIE Devenish, developers
provide skills Guddie
providing
Access to Low initial Better access Youth do not Lack Limited
production assets by investment; high to improved own land for irrigation access to
women and boys cost of feeds; few breeds through pond fish facilities land by
youth women Devenish youth
downstream
For private sector Many private Private actors No private No private No private
engagement (large poultry breeders; e.g. Devenish; sector actor sector actor sector actor
off takers, lead GCC is a market pork joints, identified identified identified
firms, or planned lead firm hotels and
investments) GCC
Maturity of sector Subsistence Subsistence In infancy, immature Poor hive
technology , production BUT production; limited technology
availability of know- UZIMA & Guddie technology and response by and
how adapted to local training in know-how youth to LG rudimentary
production context improved limited; local initiative skills
technology and feeds used
GAP
Diverse and stable Mostly domestic Huge market High and Local market High
market (potential), market; huge oil in oil industry, diverse export in Hoima potential
preferably local and and gas industry Kampala and domestic town regional and
regional. market markets domestic
markets
Score by 4 4 2 2 3
Consultant
Score by DLG 4 5 3 3 3
Score by 17 18 11 11 13
Consultant
Source: Authors’ compilation from interviews and literature review.

110
Table C: Analysis and Scoring of Shortlisted Sub-sectors in Kyegegwa District
Criteria and Description Poultry Piggery Apiary
Social Benefit
To improve living High potential esp. for Fairly High potential: good low impact due to
conditions SASSO chicken due to and continued market poor yields
high value demand but low
mobilization
For decent (self) High potential due to high High potential due to high Moderate- high
employment by youth value esp. for SASSO value value but poor yields
Attractiveness to youth (less -Many youth interested in -High and fast income; few -high value; Youth
demanding, fast income, SASSO ; high income and youth due to poor not organized and
fast, 21st century tools) easy to keep esp. local and mobilization not skilled; Long
Sasso breeds -youth lack initial capital initial colonization
-youth not organized period
Compatibility with Compatible with home Compatible with home Not be acceptable
household tasks / Low GBV activities; females in activities near homes
groups
For contribution to food Good for nutrition Good for nutrition Good for nutrition
security
For compatibility with Farmers use free range Availability of Feeds from Can be produced
current farming and and prefer Sasso chicken farm residues used to feed with crops
production systems which can be kept semi- pigs
free
Score 5 3 3
Environmental benefit
To avoid emissions or Low pollution, wastes Very low emissions High potential from
capture GHG used as fertilizer/making trees planting
feeds
For positive impacts- Droppings Improves Wastes used for soil Trees cut to make
renewable energy, fertility/ used to make improvement hives
efficiency, waste feeds; use of charcoal
management, etc destroys trees
To positively impact on the High impact-Improves Wastes used for soil Good impact if trees
environment and natural soil fertility; charcoal improvement are planted
resources destroys trees
Score 4 4 4
Economical and technical conditions
Financial sustainability for Improved SASSO chicken High value--initial Sustainability
MSMEs is high value but scale is investment not afforded by affected by poor
still low youth; scale still very low yield
Availability of HR / skills Low skills to meet market Low skills Very Few Available
development needs; production -Very few skills providers – skills developers –
improving; UZIMA, others DLG/ send a cow for DLG/ send a cow -
providing skills business skills-more needed more needed
Access to production assets Low initial investment Very limited access. E.g. Area is dry, many
for youth and, more BUT high feed cost; -few lack of access to improved trees cut, affecting
specifically, young women women in breeds/ no suppliers bee keeping; poor
trade/processing hives
Engagement of private Few but active private No private sector lead actors No noticeable
sector (presence of large off poultry breeders private sector
takers, lead firms, or promoting poultry-mostly
planned investments) Uzima; no lead marketing
firms
Maturity of sector Subsistence production; Subsistence production; Poor technology-
technology and availability Improvements in Limited technology and traditional hives
of know-how adapted to technology /farming know-how; local feed used and
local production context practices guided by supplementation rudimentary skills
UZIMA
Diverse and stable market Mostly domestic market. High local market demand High Potential
(potential), local and high demand but low for pork regional and
regional. supply domestic markets
111
 Score 4 3 3
Score by DLG 5 4 3
Overall score 18 14 13
Source: Authors’ compilation from interviews and literature review.

2. Green economy value chains: Analysis and scoring of shortlisted value chains /
sub-sectors for the green economy

Criteria and Tourism and Green construction Renewable energy Municipal solid
description hospitality sector (incl. Bamboo, ISSB / solar energy waste management
technology)
Social Benefit
Improving High (4): The Very high (5): Very high (5): High (4): improved
living incomes / benefits contributes to access increases access to waste management
conditions generated through to descent housing and clean / modern improves the quality
community tourism, decent living. It energy and of life and health of
crafts and benefit improves air and water reduction in indoor urban residents. It is a
sharing schemes can quality that translate air pollution caused source of livelihood
be used to improve into better health and by use of biomass for those employed in
the living conditions well wellbeing. energy for cooking; waste recovery, reuse
of communities and Incomes generated improves health and and recycling.
work force. from construction jobs well-being.
improve standard of
living.
Decent (self) Very high (5): Many Very high (5): Very high (5): Moderate (3): many
employment jobs and Provides descent jobs employment in the jobs exist in recovery
by youth entrepreneurship for architects, design, production, and recycling but
potentials exist in engineers, surveyors, assembling, youth view some jobs
tour and travel masons, construction maintenance and in waste management
business, eco- managers, artisans, repair of solar as “dirty jobs”. For
tourism, community carpenters, energy systems those engaged, the
tourism, hotel and electricians. health and safety risks
accommodation, Entrepreneurships / are still high.
food and beverages SMEs potential exists
etc for construction
companies, production
of construction
materials.
Attractiveness High (4), some jobs Very high (5): High (4): not Low (2): some waste
to youth (less e.g. tour guides are professional jobs exist physically management jobs are
demanding, very attractive and and some of them demanding and very viewed as dirty and
fast income, well paying, but highly paying, high attractive to youth. physically demanding
21st century those in hotels are potential of using Self-employment in (e.g. waste picking /
tools) not well paying. digital tools in the sale, installation recovery, composting
There is a high planning and design and maintenance is etc)
potential of use of and construction of high.
digital tools/skills buildings and
e.g. marketing,
virtual tourism.
Compatibility Moderate (3): Low High (5): the design, Very high (5): Low (2): Waste
with risk of GBV. construction and access to clean recovery is largely
household operation of green energy facilitates informal, and the
tasks / Low building considers the lighting and majority of waste
GBV quality of life of cooking tasks at pickers are women
occupants (well household level, and children who are
ventilated, clean which turn reduces cheated by
energy, water etc) GBV.

112
 which improve the middlemen and are
health and comfort of exposed to GBV.
occupants).
Compatibility High (4): Moderate (3): linked High (4): solar Very high (5): highly
with current compatible with with production and powered irrigation compatible to
farming and agriculture i.e. processing systems facilitate manufacturing and
production tourists / hotels manufacturing of modern agriculture, agriculture.
systems provide market for construction materials access to electricity Recovered materials
food / agricultural (industry, is a driver to agro- are used as raw
products. processing. materials in the
recycling. Compost
from waste is an input
/ manure for
agriculture.
Score 4 4.6 4.6 3.4
(average
score by
consultant)
Environmental benefit
Avoid Moderate (3): High (4): conventional Very high (5): solar Very high (5): A
emissions or nature-based construction is a major energy is a circular economy of
capture of tourism / ecotourism source of GHG renewable energy waste management
GHG (especially in the emissions but source with zero i.e. the 4R mitigate
Rwenzori region) fostering Green emissions. methane emissions.
promotes promotion buildings will mitigate
of biodiversity GHG emissions by
reducing energy and
(forests) that
water consumption,
sequester carbon. use of eco-friendly
However, air travel building materials and
by international protection of
tourists is a driver of ecosystems.
GHG emissions.
Positive High (4): green / High (4): Green High (4): Solar Very high (5),
impacts- sustainable tourism buildings reduce energy is a improved waste
renewable fosters energy and wastage of energy and renewable energy management through
energy, water efficiency and water when compared source. However, 4Rs, can be a source
efficiency, sustainable waste to conventional waste management of energy e.g. biogas
waste management buildings. Green may be a challenge production from
management, practices. Hotel and building can be e.g. for wastes like organic manure or
etc accommodation can installed with old batteries, solar briquets.
install renewable renewable energy panels and e-waste
energy systems e.g. systems e.g. solar. in general and need
solar. to well managed.
Positively Very high (5) High (4) Green Very high (5): Use High (5): waste
impact on the Nature-based building conserves of solar energy for recovery and
environment tourism / ecotourism natural resources and lighting and recycling reduce the
and natural promotes protection protects biodiversity cooking reduces the extraction of virgin
resources and wise use of and ecosystems. They use of kerosene for resources and thus
ecosystems and use eco-friendly and biomass in protects natural
biodiversity construction materials households. This resources. Waste
translates in reduced management
deforestation and air improves the quality
pollution. of environment
(aesthetic value) in
urban areas, it reduces
water, air and soil
pollution.
Score 4 4 4.7 5
(average
113
score by
consultant)
Economical and technical conditions
Financial Moderate (3): High (4): Reduces Moderate (3): High (4): MSMEs in
sustainability MSMEs for tour construction costs and MSMEs are only in waste management
for MSMEs operators, crafts and increases value, distribution/sales have a high potential
small restaurants, creates a market for viability because
but tourism is a green product and waste to be recovered
seasonal and services exists and market for
sensitive industry recoverable is high.
The challenge is not
separating waste at
source which reduces
the quality of
recoverable.
Availability Moderate (3): TVET High (4) Many TVET Low (4) Solar Low (2): people
of HR / skills institutions that institutions offer energy is an engaged in waste
development offer hotel and building and emerging area and management are not
catering. And construction trainings. many TVET skilled and health and
raining of tour Skills gaps exists institutions are still safety risks are high.
guides. Skills gaps grappling with solar No training / skilling
exits energy trainings. A is being offered. No
significant gap in TVET on waste
skilling. management.
Access to Low (2): Requires Low (2): Requires Low (2): Requires Very low (1): Its
production significant significant significant largely an informal
assets for investments /skills investments / skills investments / skills activity and the youth
youth and, that many youths do that many youths do that many youths do have no access to
more not have not have not have finance or skilling.
specifically,
young women
Engagement Very high (5): Very high (5): High (5): Solar High (4): there quite a
of private tourism is construction is energy is dominated number of private
sector dominated by dominated by private by private sector firms engaged in
(presence of private sector sector (international (international and collection, recovery
large off (international and and domestic firms), domestic firms), and recycling of
takers, lead domestic firms), include large however domestic organic waste and
firms, or include large companies but also companies (many of plastics
planned companies but also SMEs and community them SMEs) are still
investments) SMEs and tourism. few and only
community tourism. engaged in sales.
Maturity of High (4): Tourism is High (4): Construction Moderate (5): A still Low (2): no mature
sector an old industry, and is a mature industry. relatively young technology or know
technology technologies that are Some types of value chain, with how. No source
and locally adapted buildings and few domestic separation of waste
availability of exists e.g. each infrastructures are companies that have and no skilling in
know-how region has specific constructed to adapt to adequate skills and recovery and
adapted to tourist products and local conditions financing. recycling.
local facilities. (including the
production materials used.
context
Diverse and High (4): The Very high (5). Huge Very high (4): High (4): the market
stable market number of demand for housing Electricity for recoverable
(potential), international tourists due to rapid penetration is low (plastics and food
local and is rising and population growth and especially in rural waste) is high.
regional. domestic tourism is urbanisation. A areas that creates Agriculture is a
on the rise. housing deficit exists. demand for solar potential market for
However, domestic Government spends energy. compost manure.
tourism is not yet about a third of budget
114
 adequate to sustain on construction of
the industry. infrastructure.
Score 3.6 4 3.8 2.8
(average
score by
consultant)
Total score 11.6 12.6 13.1 11.2
(sum) by
Consultant
Score by key 5 4 5 2
stakeholders
consulted
Overall score 16.6 16.6 18.1 13.2
Source: Authors’ compilation from expert opinion, interviews and literature review

Weights/scores for each criterion: 5 = very high; 4 = high; 3 = moderate; 2 = low; 1 = very low

115
9.6 Partner Vocational Training Institutions
S/N Intervention Partner VTIs Courses offered Certification level
and district
1. Rwenzori & St. Francis Formal (UBTEB-National
Albertine Technical Institute Agriculture Certificate)
Intervention – Wekomiire Motor Vehicle “
Building and Construction “
Electrical Installation “
Kyegegwa Welding and Fabrication “
District
Plumbing “
Carpentry and Joinery “
Non formal (DIT-
Tailoring and Cutting of Garments Certificate) “
Hair Dressing “
2. Rwenzori & Kasese Youth Building and construction Formal (UBTEB-National
Albertine Polytechnic Certificate)
Intervention Plumbing “
Electrical installation, “
maintenance system and
Kasese renewable energy
District Automotive Mechanics. “
Hair dressing, Non formal (DIT-
Certificate)
Carpentry and joinery “
3. Rwenzori & St. Joseph Agriculture Formal (UBTEB-National
Albertine Technical Institute Certificate)
Intervention Virika Automotive Mechanics “
Building and construction “
Plumbing “
Kabarole Fitting and Machining “
District Welding and Fabrication “
Woodwork Technology “
Fashion and Design “
Electrical Installation, “
Maintenance system and “
renewable energy
Hair dressing, Non formal (DIT-
Certificate)
Electrical Installation “
Solar systems and maintenance, “
Tailoring and Knitting “
4. Rwenzori & St. Simon Peter’s Mechanical Engineering. Formal (UBTEB-National
Albertine Vocational Diploma)
Intervention Training Centre Electrical Engineering. “
Civil Engineering. “
Electrical Installation systems and Formal (UBTEB-National
Hoima District maintenance. Certificate)
Automotive mechanics. “
Building and construction. “
Welding and Fabrication. “
Agricultural production. “
Plumbing. “
Woodwork Technology. “
Hair dressing, Nonformal (DIT-Certificate)
116
 Tailoring, “
Building and construction “
Motorcycle Repair, “
Catering, Welding, “
plumbing “
Electrical and solar installation, “
Carpentry and joinery, “
Motor vehicle Mechanics “
5. Rwenzori & Millennium Institutional Catering and Hotel Formal (UBTEB-National
Albertine Business School - management. Certificate)
Intervention Hoima Cosmetology and saloon “
management.
Tailoring, cloth cutting and “
Hoima District design.
Secretarial and computer studies. “
Business administration “
(Marketing, Entrepreneurship)
Cookery, Nonformal (DIT-Certificate)
Computer packages, “
Knitting, “
Hair dressing, “
Modern Housekeeping, “
Waitron, “
Front office management “
6. Rwenzori & UTC Kyema Civil and building engineering Formal (UBTEB-National
Albertine Diploma)
Intervention Mechanical engineering, “
Electrical engineering, “
Architecture, and “
Hoima/Masin Water and sanitation “
di District engineering.
Building and Construction, Formal (UBTEB-National
Certificate)
Plumbing “
Carpentry and joinery, “
Motor vehicle mechanics, and “
Electrical installation. “
7. Busoga Nawanyago Agriculture Formal (UBTEB-National
Intervention Technical Institute Certificate)
- Kamuli Building and construction “
Welding and Fabrication “
Kamuli Plumbing “
District Fashion and Design. “
Catering “
Cosmetology “
Electrical installation “
Agriculture Nonformal (DIT-Certificate)
Building and construction “
Welding and Fabrication “
Plumbing_ “
Fashion and Design. “
Catering “
Cosmetology “
Electrical installation “
8. Busoga Kakira Technical Automotive Mechanics: Formal (UBTEB-National
Intervention Institute Certificate)
117
 Agriculture (crop & livestock) “
Building & construction “
Jinja District
Electrical installation “
Plumbing “
Fashion and Design “
Catering “
9. Busoga Uganda Hotel and Hotel Management Formal (UBTEB-National
Intervention Tourism Training Diploma)
Institute - Jinja Pastry and Bakery Management “
Tourism Management “
Jinja District Hotel Operations Formal (UBTEB-National
Certificate)
Pastry and Bakery “
Tour guiding and Driving “

ENABEL GLOSSARY
Beneficiaries: individuals, groups of people or organisations that benefit from the action, directly or
indirectly, intentionally or unintentionally (direct beneficiaries versus indirect beneficiaries). According
to DGD, direct beneficiaries which are also called target groups are in the sphere of control of the
intervention, while indirect or final beneficiaries are in the sphere of interest.
Complementarity: the action of building an intervention on the specific features and added value of an
organisation, while avoiding overlaps with interventions of other actors/organisations, as part of a clear
division of tasks. Complementarity can be passive and does not imply an active collaboration.
Global Challenges (GCs): Global challenges on which Enabel focuses in its 2030 Strategy (Human
mobility, Climate, Inequality, Urbanisation, Peace and Security), each of which will dispose of a Macro-
ToC.
General/Overall Objective: the general objective can be defined as the long-term expected effect to which
the intervention/portfolio contributes at country, regional or sector level in the global context. It related
to the impact level and is in the sphere of influence of the intervention.
Specific Objective (or outcome): it related to the main medium-term effect of the intervention focusing on
behavioural and institutional changes beneficial to the target groups and resulting from the related
outputs and/or intermediate outcomes of the action. It is good practice to limit the number of specific
objectives.
Outputs: are the direct products (infrastructure, goods, services) generated by the action. They may also
include changes resulting from the action (improved capacities, skills, systems…).
Pillar: Component of a Country Portfolio.
Priority theme: Theme advanced by Belgian and/or partner country authorities (decent work, innovation,
digitalisation)
Strategic axes (building blocks/major components): A consistent ‘set of actions’ constituting Enabel’s
chosen positions at strategy level (e.g., structural investments, financial support, non-financial support,
strengthening of the legal framework…).
Target groups: the direct beneficiaries intentionally target by the intervention.
ToC (Enabel): the Theory of Change substantiates the how (and why) of assumed change over time in an
area of (social) intervention, taking into account the influence of the context, actor features, evidence from
the change process and underlying assumptions.
Transversal theme: Defined in the Belgian cooperation Law: 1) Gender and 2) the Environment and
Climate.

118