Rwamwanja BTVET Training Centre–Finn Church Aid (FCA)
The project was implemented by Finn Church Aid (FCA) in Rwamwanja Refugee Settlement, Western Uganda. The refugee settlement is mainly home to Congolese Refugees, mainly from Eastern Democratic Republic of Congo (DRC).
How students were selected: The project begun in February 2021 with identification of students to participate in project activities. A simple criterion was used to aid the selection process. Through this criteria, the project targeted youths aged 15-25 years, living in Rwamwanja refugee settlement (refugees), youths of the Rwamwanja ‘host community’, and former trainee of the Rwamwanja BTVET Training Center with demonstrated interest and commitment to the training program. In total, 16 students were selected including 10M, 6F; 13 refugees and 3 ‘host community’ youths.
Orientation on project activities: Orientation for all selected youths was held for one day. It focused on explaining what NGO Mondo is / what it does, explaining the project objectives and activities, agreeing on how to align the new activities within the BTVET Center IT Lab program, and scheduling meeting and training days. Engaging students in climate change related activities: The students were engaged every Mondays, Wednesdays and Thursdays in class workshops and related field study excursions basing on the lesson plan provided by Mondo as a guide. In addition, the students were engaged in the following activities:
- During the first week, students were introduced to NGO Mondo School Network Project; they were also introduced to the School Linking Blog(https://foodforthoughtmondo.wordpress.com/). Consequently, the students were able to use the school linking blog, and throughout the project period, the students used the blog to interact with their peers and learn more about global climate issues. The students, with support by trainers, were engaged in 3 groups to write three short introductions about themselves and selected one story that was shared on the school network linking blog.
- During week three, the students were introduced to Climate Change and related issues using the USAID Climate Change Fact Sheet as a guide to the discussion. In two groups of eight, the students discussed the fact sheet trying to relate it to personal experiences on local climate change issues and phenomena. A Cartoon Video (MAN by Steve Cutts: https://youtu.be/WfGMYdalClU) assisted the students to understand better the linkage between human activity, environmental destruction and climate change. In their groups of eight, the students wrote their own reflection, what they understood and thought after the Cartoon Video and their insights on the video were shared through the school network linking blog.
- For weeks four to six, students participated in creative writing and video editing. These were held using the workshop approach. Each student composed a small ‘climate and me’ story also remembered as a ‘life changing event’ they experienced, and shared with the group, while recording each story. Consequently, three short ‘climate and me’ videos were recorded and edited by the students themselves using smartphones. The three short videos were later merged into one video, giving the students the video-editing skills to edit separate video clips into one larger video. Since the videos were recorded in local languages, interpreters assisted to translate the students’ words into (by adding subtitles to the videos). Finally, the students themselves created a group YouTube channel (https://www.youtube.com/channel/UCskxTYek5lU1bt1yLtmn8-g, where they shared their climate change video stories.
- Through week 8 and 10, the project supported students in collecting climate change stories from their communities. The students, supported by the BTVET Training Centre Instructors (teachers) visited different communities around the refugee settlement in Base Camp 1 and Base Camp 2 and shared with the communities on their experience and understanding of climate change and its effects. Students also recorded some videos with some of the community members as they shared their climate change stories.
- Lastly, a number of field workshops were conducted with groups of students engaging the local communities to find a number of climate change-related stories /events and/or phenomena. Consequently, two stories were chosen by the students for sharing on the school network blog. The stories were edited by students themselves. Since they were recorded in the local languages, the project engaged interpreters to provide subtitles in English so that the stories can be understood by other students around the world. The stories were shared on the group’s YouTube channel (https://www.youtube.com/channel/UCskxTYek5lU1bt1yLtmn8-g)