Wokober Education Foundation

WOKOBER’S VISION STATEMENT

A generation of Innovators, Entrepreneurs, and Leaders well nurtured to their full potential uplifting and accelerating the growth of their communities.

WOKOBER’S MISSION STATEMENT

To nurture young learners in creativity, innovation and leadership through leveraging the ingenuity of toy making as an approach to creative learning.

WOKOBER’S CORE VALUES (IDEAS)

1. Ingenuity- we always strive to create unique scalable solutions.
2. Daring - we challenge ourselves to try the impossible, recognizing failure as a significant process to create the new.    
3. Excellence - for the routine activities we do, we challenges ourselves to do the best and continuously improve with every opportunity.
4. Accountability - we stand for our beliefs, do what is right and take responsibilities for all that we do.
5. Social impact - with our creations, we strive to solve real problems in the society and create best experiences for our stakeholders to make the world a better place.

Ben is the Founder and Chief Executive Officer of Wokober Education Foundation and has led Wokober’s product innovation and development since 2022, testing with 15 users in 2023, and currently piloting with with 56 students at Sir Samuel Baker school in 2024.

As an innovator and entrepreneur, Ben brings strategic insight to the organization. His extensive network has allowed him to forge relationships with many local and international organizations like Save the Children, which trains its staff on child protection and safeguarding, and World Vision, with whom he is pursuing partnerships as implementation partners. Ben is also responsible for resource mobilization.

Ben also serves as an advisory board member of Roco-Paco, an initiative by Acholi (Luo elder) established spearhead the rebuilding of Acholi sub-region in northern Uganda recovery from over 20 years of conflict. Through this, Ben is currently pursuing partnership with the Dero-Kwan educational initiative to revamp six traditional schools in the Acholi sub-region, serving approximately 5,000 students.

During the LEAP Project implementation, Ben will be supported by Ocakacon Daniel, Jude Barnabas Kibwota, and Marion Akello.

Ocakacon, the Wokober Learning/Mentorship Program Team Lead, brings over six years of experience in alternative learning approach development and implementation, having worked with organizations such as World Vision. He has played a pivotal role in reshaping the Wokober approach, collaborating with the team to develop assessment tools for data collection and analysis, and planning implementation at Sir Samuel Baker School. His extensive exposure has also led to his involvement in crafting proposals in partnership with Dero-Kwan to pilot the Wokober Approach in revamping six traditional schools in the Acholi Sub-region.

Marion Akello, a recent graduate of Gulu University with a Bachelor's degree in Education, graduated as one of the top performers in her class. Her introduction to alternative learning approaches began with Educate, where she gained valuable experience and knowledge of the New Uganda curriculum, known as the Competence-Based Curriculum launched in 2022. Marion brings expertise in research design, monitoring and evaluation, crucial for measuring learning outcomes during our pilot with Sir Samuel Baker School.

Jude Barnabas Kibwota, a biomedical engineer from Gulu University, opted to pursue his passion in innovation and ICT. With experience at Oysters and Pearls Education Uganda as a software and hardware programmer, he brings skills in robotics, ICT knowledge, artificial intelligence, and effective utilization of ICT for assessments. His expertise enhances facilitators' abilities and enables effective and affordable scaling using ICT.

Our Team Lead and supporting team members are highly capable and well-positioned to effectively support the LEAP Project, despite other priorities. Beyond technical expertise, Wokober's project team is deeply reflective of the Northern Ugandan community it serves. With direct personal experiences of the region's challenges, including upbringing or significant time spent in the area, the team members understand local dynamics, cultural nuances, and build trust with the community.

An alternative learning approach that harnesses the ingenuity of toy making using scraps, to nurture children’s creativity, innovation and self-development. 

The challenges of education in Northern Uganda, particularly in the Acholi sub-region, are deeply rooted in the region's history of conflict and its aftermath. With a population of 2,450,000 people, the area is still grappling with the effects of over two decades of instability, which have left a lasting impact on the education system and the overall socio-economic landscape.

One of the most pressing challenges is the significant disparity in accessing quality education compared to other parts of Uganda and the world. The conflict has resulted in disrupted schooling, damaged infrastructure, and limited educational resources. As a result, over 1,000,000 children in the region face barriers to attending school regularly and accessing quality learning opportunities.

The traditional education system in Uganda falls short in addressing the needs of students in the post-conflict context. It often fails to nurture the human resources with the skill sets, values, and exposure necessary to thrive in a dynamic recovering world. This deficiency heightens the already high levels of unemployment and poverty in the region, with an 80% unemployment rate and a 67% poverty rate in Acholi sub-region, the highest in Uganda according to the Uganda National Planning Authority's 2022 report.

90% of schools, particularly those in underserved communities, lack the opportunities and resources for creative learning, practical exploration of science, innovation, and technology—essential elements for today's and future development. Many schools struggle with limited infrastructure, inadequate teaching materials, and a shortage of qualified teachers, further hindering students' learning experiences and potential for academic success.

The situation is compounded by broader challenges facing education globally. Across Uganda and around the world, millions of children lack access to materials and opportunities to develop key life skills. This disparity in educational access perpetuates cycles of poverty and inequality, hindering individuals and communities from reaching their full potential and contributing to sustainable development.

Addressing the challenges of education in Northern Uganda requires a comprehensive approach that addresses both the immediate needs of students and the systemic issues within the education system. This includes investing in innovative learning approaches that empower students to succeed in the rapidly changing world, teacher training, and investments in infrastructure.

Wokober has developed an alternative learning approach that addresses the complex challenges faced by education in Northern Uganda with a holistic approach that combines creativite exploration, innovation, learners personal development and community engagement. By leveraging toy-making using scraps as a unique learning approach, Wokober aims to nurture the creativity, innovation, and self-development of learners aged 3-17 in underserved communities.

This low-cost solution is tailored to the socio-economic background of the community, recognizing the need to prepare young learners for not only a competitive global career prospects, but most importantly for them to participate in uplifting and accelerating the socio-economic growth of their communities. By fostering skills in innovation, leadership, and entrepreneurship, Wokober envisions a future where learners become creators of jobs and drivers of socio-economic development in their communities.

The cornerstone of this solution is the Wokober Learning/Mentorship Program, a one-year project-based learning initiative. The program's curriculum is structured around projects that ranges from toys (3-11 years age group ) to innovative products that meets community needs (12- 17 years age group), with modules designed to cultivate specific skills in learners as they develop their personal projects. Beginning with study tours to various industrial spaces for creative and innovative exposure, the program progresses to hands-on personal projects exploring arts, creativity, innovation, science, and technology. For learners aged 13-17 years, internships and mentorship attachments provide valuable real-world experience and guidance.

Here are some results of 2022/2023 (cohort 01);

Laker Angel: https://www.youtube.com/watch?v=8Nsn9T8XHh8

Daniel Obama: https://www.youtube.com/watch?v=Ojgsk7OVikM

The implementation of this learning program is supported by an AI-powered facilitating tool, which enhances the effectiveness and efficiency of facilitators/teachers. This comprehensive platform includes learner profiles, facilitator resources, and assessment tools, allowing for customized learning experiences tailored to each learner's needs. Real-time data collection and analysis enable continuous monitoring of learner progress, informing personalized recommendations to optimize their development journey.

Through this innovative approach, Wokober aims to empower learners to unlock their full potential, equipping them with the skills and mindset needed to thrive in a rapidly changing world. By investing in education as a catalyst for positive change, Wokober seeks to create a brighter future for Northern Uganda, where every child has the opportunity to succeed and contribute to the prosperity of their community, Uganda and the world at large.

Wokober's approach to demonstrating the effectiveness of its solutions has been informed by two forms of rigorous research and evaluation efforts conducted over a period of 21 months. These efforts have focused on gathering data from desktop research, field testing with 15 learners and various stakeholders such as parents of the learners and development partners to assess the impact of its programs and initiatives on learning outcomes.

The  research journey began with foundational research conducted during the design phase of Wokober Learning Approach. This research involved comprehensive literature reviews and desktop research, with a specific focus on underlying problems and the magnitude of educational challenges in Northern Uganda, Uganda, and sub-Saharan Africa. This research also in a broader sense explored understanding of gamification and use of toys such as Lego blocks for early childhood development, specifically cognitive development, creativity, imagination, and general social development. In parallel, the team dived deeper to specifically understand the distinctiveness of traditional toy making/creating using scraps, including the processes involved, such as imagination, material sourcing, hands-on creation, and the utilization of toys for play, storytelling, and sale or gifting. These initial research phase was instrumental in helping Wokober conceptualize its solution.

Building upon this foundational research, Wokober conducted an iterative process of program implementation and evaluation from February 2023 to March 2024.  Each of the 15 learners of cohort 01 of the Wokober Mentorship Programme underwent baseline and endline studies, with monitoring data collected through qualitative and quantitative methods in between with data collected 3 times majorly during holiday term 1, term 2 and term 3. 

The data collected from the research and studies conducted by Wokober have provided valuable insights into the effectiveness of our solution and have informed our work moving forward in several key areas.

Firstly, the data underscored the importance of building robust systems for implementation to ensure the successful delivery of our programs and for piloting with a larger audience. This prompted us to invest in capacity-building efforts, including staff training and the identification of volunteers (facilitators) from Gulu University. This allowed the team to develop facilitation guides, processes, and learning kits.

Secondly, the research revealed the need to refine our approach to improve outcomes. While our initial timeline for delivering the concept/learning approach was 8 months, we realized it wasn’t sufficient, especially for the upper age group of 13-17 years who were engaged in more complex innovations. This allowed the team to adjust the structure of the curriculum to have 2 phases, both with an 8-month period of implementation. Phase 2 shall focus on design thinking, identification of problems in society, developing innovative solutions, and exploring entrepreneurial opportunities.

Thirdly, we discovered that each learner's project being unique required research by facilitators ahead of time before sessions. Additionally, each learner had a different pace of learning. These required not only prior research but also needed the sessions to be customized per project and per learner’s strengths or weaknesses. This prompted the team to initiate the development of an AI-powered tool that can assist the facilitators in research, data collection, assessments, and lesson plan development customized to the needs of the learner. Wokober shall leverage this ICT infrastructure to scale its pilot and implementation.

Finally, the data collected from our research studies informed our decision to pilot our solution with a larger audience in a school or classroom setting. By scaling up our pilot program, we aim to reach a broader range of learners and gather more comprehensive data on the efficacy of our approach in a school environment where this approach would have the optimum impact. This allowed the team lead to engage Sir Samuel Baker School and has come to an agreement to implement the Wokober approach in its school, specifically supporting the implementation of CBC projects at a fee of $20 per student, per term. 

Wokober Education recognizes the critical importance of strengthening the evidence base of our solution to effectively address the complex challenges faced by education in Northern Uganda. As we continue to innovate and refine our approach, engaging in a LEAP Project presents an opportune moment to accelerate our research efforts and deepen our understanding of the educational benefits of Wokober Learning Approach that leverages the uniqueness of toy making using scraps.

The timing is ideal for Wokober to embark on a LEAP Project for several reasons. Firstly, our organization has gained momentum and recognition for our innovative approach to education, creating a strong foundation upon which to build and expand our research initiatives. By leveraging the support and resources provided through the LEAP Project, we can amplify our research efforts, exploring new methodologies to strengthen the evidence base of our solution.

Secondly, One key aspect that requires attention is the refinement of our learning approach for scale. Partnering with Sir Samuel Baker School to pilot our solution with 56 learners in S1 presents a valuable opportunity to gather data and insights in a classroom setting. This pilot program will allow us to assess the effectiveness of our approach in a real-world educational environment, identify areas for improvement, and refine our methods accordingly.

Thirdly, Wokober has initiated a partnership with Dero-Kwan under the Roco-Paco initiative to pilot our learning approach in 6 traditional schools in Northern Uganda. These schools have experienced a decline in academic performance and enrollment due to the war, making them ideal candidates for testing our solution. Through this partnership, we aim to revitalize these schools and improve educational outcomes for their students, further strengthening the evidence base of our approach. As the schools emerge as beacons of light, it shall inspire scaling to all the schools in Northern Uganda.

Additionally, collaborating with the Roco-Paco Acholi initiative aligns with our commitment to community engagement and empowerment. By partnering with local organizations and stakeholders, we can ensure that our research efforts are contextually relevant and responsive to the needs of the communities we serve.

1. How effective is toy making using scraps as an alternative learning approach to nurture creativity, innovation and self-development?
2. What are the most effective strategies for engaging teachers, parents, and community stakeholders in supporting and sustaining the integration of Wokober's innovative approach into existing educational systems in a post war context?
3. How can AI-powered tools be optimized to support and empower teachers and facilitators to effectively implement Wokober project based learning approach while catering for the needs of individual learner?

During the 12-week LEAP Project sprint, our desired outputs would focus on producing research recommendations and tools that strengthen the evidence base of Wokober's solution. These outputs would be aimed at addressing each of the research questions outlined:

1. Effectiveness of toy making using scraps as an alternative learning approach to nurture creativity, innovation and self-development.

Desired outputs;

• A comprehensive study design, including methodologies for data collection (such as surveys, assessment tools, interviews, and observations) and analysis to measure the effectiveness of toy making using scraps as an alternative learning approach.
• Design of monitoring and evaluation tools to systematically track and assess changes in creativity, innovation, and self-development before, during, and after engaging in toy-making activities.

2. Optimisation of AI-powered tools to support and empower facilitators to effectively implement Wokober project based learning approach while catering for the needs of individual learner.

Desired outputs;

• Evaluated existing AI-powered tools in education with potential applications for supporting project-based learning.
• A developed framework for utilizing AI to customize lesson plans, assessments, and learning materials based on individual learner needs, preferences, and progress.
• Identified effective strategies for integrating AI-powered tools into teacher training programs to enhance their capacity to implement Wokober's project-based learning approach.

3. Strategies for effective engagements of teachers, parents, and community stakeholders in supporting and sustaining the integration of Wokober's innovative approach into existing educational systems in a post war context.

Desired outputs;

• A developed comprehensive plan outlining strategies for engaging teachers, parents, and community stakeholders in supporting and sustaining the integration of Wokober's innovative approach into existing educational systems.
• Design communication and outreach strategies tailored to the needs and preferences of different stakeholder groups.

Overall, these outputs will provide actionable recommendations, frameworks, and tools to enhance the evidence base of Wokober's solution and support its implementation and scalability in educational settings. Each output will be designed to be practical, user-friendly, and adaptable to the context and needs of different stakeholders involved in the education ecosystem.

Following the conclusion of the LEAP Project sprint, Wokober organization plans to put the desired outputs into action through a series of strategic steps aimed at maximizing the impact of our solution and strengthening its evidence base.

For the first desired output focused on assessing the effectiveness of toy making using scraps as an alternative learning approach, Wokober will utilize the comprehensive study design and monitoring tools developed during the LEAP Project sprint to conduct rigorous research and data collection. This will involve implementing the designed methodologies, including surveys, assessments, interviews, and observations, to measure the impact of toy making on creativity, innovation, and self-development among learners. The organization will closely track and analyze changes in these outcomes before, during, and after engaging in toy-making activities. The insights gained from this research will inform future program development and implementation, allowing Wokober to refine and optimize its approach to better meet the needs of learners.

For the second desired output focused on optimizing AI-powered tools to support facilitators in implementing Wokober's project-based learning approach, Wokober will evaluate existing AI-powered tools in education and identify potential applications for supporting project-based learning. The organization will then develop a framework for utilizing AI to customize lesson plans, assessments, and learning materials based on individual learner needs. This framework will be integrated into teacher training programs to enhance facilitators' capacity to implement Wokober's approach effectively. By leveraging AI technology, Wokober aims to provide personalized learning experiences tailored to the unique needs and preferences of each learner, ultimately improving learning outcomes and engagement.

For the third desired output focused on strategies for engaging teachers, parents, and community stakeholders in supporting and sustaining Wokober's innovative approach, Wokober will develop a comprehensive engagement plan outlining strategies for effectively reaching and mobilizing stakeholders. This plan will include targeted communication and outreach strategies tailored to the specific needs and preferences of different stakeholder groups. Wokober will work closely with local schools, community organizations, and leaders to build support and advocacy for the integration of its approach into existing educational systems. By fostering strong partnerships and relationships with stakeholders, Wokober aims to create a supportive ecosystem conducive to the long-term sustainability of its innovative educational solution.

Overall, Wokober organization is committed to translating the outputs of the LEAP Project sprint into tangible actions that drive positive change and improve educational outcomes for learners in Northern Uganda. Through strategic implementation and collaboration with stakeholders, Wokober will continue to refine and scale its solution, ultimately creating lasting impact in the communities it serves.

The desired long-term outcomes of the 12-week LEAP Project sprint for Wokober organization and its solution are multifaceted and aimed at driving positive change and sustainable impact in the educational landscape of Northern Uganda.

For Wokober organization:

• Enhanced Evidence Base: The LEAP Project sprint will contribute to building a robust evidence base for Wokober's solution through the production of research recommendations and tools. This will strengthen the organization's credibility and effectiveness in advocating for innovative educational approaches.
• Improved Program Effectiveness: By implementing the recommended strategies and frameworks developed during the LEAP Project sprint, Wokober will enhance the effectiveness of its programs in nurturing creativity, innovation, and self-development among learners. This will lead to better learning outcomes and increased engagement among students.
• Strengthened Partnerships: The engagement with stakeholders and community members during the LEAP Project sprint will foster stronger partnerships and collaborations, enabling Wokober to mobilize support for its initiatives and scale its impact more effectively.
• Capacity Building: Through the training and capacity-building efforts undertaken as part of the LEAP Project sprint, Wokober organization will enhance the skills and expertise of its team members, empowering them to drive continuous improvement and innovation in the organization's work.

For Wokober's solution:

• Enhanced Scalability: The insights and recommendations generated during the LEAP Project sprint will inform the refinement and optimization of Wokober's educational solution, making it more scalable and adaptable to different contexts and settings.
• Improved Learning Outcomes: By leveraging AI-powered tools and personalized learning approaches, Wokober's solution will lead to improved learning outcomes among students, including enhanced cognitive development, creativity, and social skills.
• Sustainable Integration: The strategies and frameworks developed during the LEAP Project sprint will facilitate the effective engagement of teachers, parents, and community stakeholders in supporting and sustaining Wokober's innovative approach. This will ensure the long-term integration and sustainability of the solution within existing educational systems in Northern Uganda.
• Greater Impact: Ultimately, the desired long-term outcome of the LEAP Project sprint for Wokober's solution is to achieve greater impact and reach among learners in Northern Uganda. By continuously refining and scaling its solution based on the outputs produced during the sprint, Wokober aims to create lasting change and transformation in the educational landscape of the region.