Internet connections have been successfully established by EPAfrica at schools in the past, and could have been implemented in St John’s, in order to enable students to access sites such as the Khan Academy online. What has proved successful with the other millions of users of Khan Academy made sense to share with the students at St John’s. In particular, websites such as Khan Academy were invaluable, as they provided videos that explained topics in a different way and walked users through questions. This under utilisation of school resources has a negative impact on students’ revision strategies and study skills, and is a factor in their below-potential academic performance.ĭuring my own A-level experience, I remember desperately making use of online resources to supplement my notes. St John’s clearly had the necessary paper resources, but students were neglecting them. Secondly, the beauty of the books themselves. Firstly, the difficulty in locating the key to the computer lab. Two clues helped to indicate potential areas for investment.
Our challenge was to imagine a creative solution thankfully, EPAfrica has a ‘central pot’ of money from donors aside from the money that PWs fundraise, part of which is reserved for ‘innovative’ projects. For us, this means that the room for improvement is harder to recognise. The obstacles St John’s faces are not stark, and unlike many Ugandan schools, it is not lacking in traditional educational resources. Arriving at St John’s Rutsya, Sus, Kate and I were surprised to be met by a high-tech computer lab and library stocked with some of the most pristine textbooks to ever survive life in a secondary school.
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