On our first visit to Uganda in 2007 for the dedication of JPSS we were awed by how impressive this sparkling new school was in the middle of the barren field that greeted us. At the same time, we were faced with indisputable factors that severely challenged the building of a self-sustaining school delivering a quality education to area children.
We knew Chelekura was a small village (you couldn’t even Google it) but we had no idea of its extreme poverty. The village center is a mere 8 to 10 dilapidated buildings, framed by scattered groupings of mud huts with thatched roofs where the villagers live. There is no running water (a community pump), no electricity and no toilet facilities. With virtually no viable businesses or paying jobs, this is a remote area of subsistence farming.
Could we ever attract qualified teachers or students who could afford even a very modest tuition?
This extreme poverty exacts challenges on the Ugandan educational system. It is constantly facing inadequate infrastructure in its schools, limited technological and scientific capabilities and, more critically, a shortage of accredited teachers who are adequately compensated. For us, it was a rude awakening with no easy path forward. Nevertheless, it intensified our commitment to work through the challenges and do our part to affect positive changes.
We determined that the definitive characteristics of the John Paul Secondary School would be premier and sustainable. This meant the school would need to far surpass current Ugandan educational capabilities and thus support the school system’s goal of improving its capabilities. Premier indicated well-built and functional structures, highly qualified teachers and a curriculum with a specific emphasis that fostered proficiency in technology and science. It is important to note that after the initial classroom building the next structures added were the Science and Computer Lab and teacher housing – a significant draw for both students and teachers.
Recognizing that students from the village and the surrounding area could not alone support the school, we determined the need to attract and retain boarders from the broader region. Fortunately, the high standards and reputation of John Paul Secondary School has more than accomplished that basis for sustainability. Along with the prerequisites of water, power, waste disposal, shower and latrines, the Campus now contains dormitories to house its many male and female students.
The most significant factor governing our Vision is the continued success of John Paul Secondary School. From its initial 14 students in 2007, the school has grown to over 650 students. The school now offers total college prep (S-1 to S-6) curriculum, has low fail scores and in scholastics is highly ranked in the region.
It is imperative that future development plans accommodate expansion based on reasonable estimates of student growth. This growth will require additional classroom space, expanded computer technology, science support and supplies for ongoing curriculum development. Additionally, accommodations for boarders must be premier by Ugandan standards, safe and clean. An ongoing quest for degreed teachers who can balance discipline with encouragement and reinforcement requires premier faculty housing. Safety and well-being are critical factors in maintaining an environment that is conducive for learning; therefore, our Vision includes the provision of basic food and healthcare services for students and staff.
Finally, we are ever cognizant of our dependence on the generosity of our many patrons. We proudly acclaim that 97% of donations go toward facilities and services for the children and teachers of JPSS. We also attest to the fact that every task, plan element or physical structure is handled in a fiscally responsible manner with full Board approval and careful supervision