The Price of Stones: Formal and Informal Education

Chapter 1:

6: Education was unaffordable for most

9: High school seniors’ final exam grades determined if they could go to college for free the next year

9: Education was a way to escape the poverty of the village

10: Taata always sent Twesigye (TJK) to primary schools close to their home, so he would have time for chores and he also sent him to a high school closer to home, rather than one with better funding, so that he could come home on weekends to work

10: Taata would see TJK going to college as an act of defiance

 

Chapter 2:

11: TJK heard about human rights (more specifically, the United Nations Universal Declaration of Human Rights) for the first time in an extracurricular seminar while studying social sciences at a university

12: After graduation, TJK and two of his friends tried to educate others on gender equality and encourage freedom in education and job choice

13: Many Ugandans believed HIV/AIDS (slim) to be a curse, rather than a disease and went to shamans for treatment even though effective drugs were available

13: “Education could save us, but if the government did not realize that fact soon, more were doomed to die.”

15: Under Museveni, HIV/AIDS and its prevention was publicized on billboards and explained in brochures, but progress was too slow

 

Chapter 3:

20: Even though Taata adopted Julius mostly to help with chores, he made sure he attended school

20: Poor farmers who need their children to help at home don’t care much about education

 

Chapter 4:
No discussion of education

 

Chapter 5:

42: Thanks to his Mukaaka walking miles in the dark every night to visit TJK in the hospital, he began to see his suffering as a lesson rather than a punishment.

 

Chapter 6:

49: Primary school tuition only costs a few dollars in American money, but supplies and uniforms are also required.

51: Uganda had some government-run schools, but most were privately run by churches or other organizations.

 

Chapter 7:

54: Taata did not believe that building a school for orphans would help Nyakagyezi.

56: As a boy, TJK could not wait to start school.

60: Students at the local school practiced addition.

 

Chapter 8:

63: Parents of one religion would not send their children to a school of another religion

 

Chapter 9:

No discussion of education

 

Chapter 10:

83-84: TJK’s childhood teacher, Freda, read the Bible to him, inspiring him to work hard in school.

84: Minister Professor Mondo Kagonyera grew up in poverty, but excelled in school and worked hard to pay for the fees. He became a hero and a role model for many students living in poverty-stricken communities.

 

Chapter 11:

No discussion of education

 

Chapter 12:

94: Nyaka hosted several interns to help with the school.

 

Chapter 13:

101: Taata did not want TJK to play soccer after school because he said, “school is for book learning.”

104: Some students walked miles every day just to realize their dreams of attending school.

 

Chapter 14:

107: Due to the Universal Primary Education plan (requiring all students to attend primary school for free), schools became overcrowded with student-to-teacher ratios of upwards of 100:1 and lacked proper funding.

 

Chapter 15:

111: Chores often interfered with school for many students.

112: Many girls quit school once they start menstruating due to lack of sanitary products and embarrassment.

112: Families would rather spend money to educate their sons rather than their daughters because once the girls get married they leave their family and support their husband’s family. Educating girls is considered a waste of resources.

116: At the age of 32 and with two kids at home, a woman named Olivia returned to school to receive her education.

 

Chapter 16:

No discussion of education

 

Chapter 17:

131: In Uganda, there are 7 years of primary school, 4 years of secondary school, and 2 years of high school. This is sometimes followed with 2-5 years of higher education in technical institutes, teacher-training instructions, colleges of commerce, or universities.

131: The Ugandan literacy rate is at 42%.

 

Chapter 18:

No discussion of education

 

Chapter 19:

142: Brijati, a fourteen-year-old student had her books stolen by her teacher.

143: Sharon, another young student, was uninterested in her sponsors’ offer to send her to boarding school.

 

Chapter 20:

151: Younger students learn in both Rukiga and English.

151: The students at Nyaka had a passion for learning and were specifically curious about cows in America when talking to TJK.

155: Families need to be taught that while their filtered water is safe, the containers they are using are contaminated, causing illness.

 

Chapter 21:

164: At a school near his village, TJK promoted the ABCD program (Abstinence, Be faithful, use Condoms, or Death) for preventing AIDS and handed out informational brochures.

167: It is difficult to teach the sciences due to the lack of lab supplies.

 

Chapter 22:

169: Trying to spread knowledge of AIDS, Nyaka held an essay competition on the topic “What has been the impact of HIV/AIDS on your community?”

170: In rural areas where most are illiterate, there are many ridiculous superstitions about AIDS.

 

Chapter 23:

No discussion of education

 

Chapter 24:

No discussion of education

 

Chapter 25:

No discussion of education

 

Chapter 26:

197: The Kanungu Distric chairperson, Josephine Kasya, was very supportive of TJK and his goals.

200: TJK wanted to start tailoring and brick-making classes for the students of Nyaka

 

Chapter 27:

No discussion of education

 

Chapter 28:

212: TJK brought the writing competition winners, Izidol and Fortunate on a trip to represent Nyaka at the Kampala banquet.

218: When it came to national exams, rural children were at a disadvantage, not understanding the technology of the cities.

 

Chapter 29:

222: TJK held the Kampala event to raise money for Nyaka.

 

Chapter 30:

No discussion of education

 

Chapter 31:

241: Freda and Leonarda, two grandmothers from TJK’s village, travelled to Canada with him for the Grandmothers’ Gathering, an event designed to unite African and Canadian grandmothers, and were shocked and terrified by the technology.

244: The grandmothers supported orphans and provided schooling for them despite the fact that it was the grandmothers’ time in life to be taken care of.

 

Chapter 32:

249: The first class of Nyaka students graduated in December 2008.

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