Ejoka Foundation seeks to support education in the Karamoja region of Uganda. The foundation’s mission is to respond to Karamojong educational needs by implementing solutions based on rigorous educational and anthropological research.
In supporting education, the foundation focuses on providing student support services inside and beyond the boarding school environment. Ejoka Foundation also supports teacher training initiatives for local teachers to improve pedagogy, respond to student needs with cultural sensitivity and empathy. The foundation would like to position itself to bid and win contracts with foreign aid agencies to improve implementation and effectiveness of school supports.
Additionally, Ejoka plans to create a student mentoring programme to connect current secondary school students with trained alumni who will help guide them along their educational journey. We plan to expand our work with entrepreneurial endeavours such as the exportation of local crafts, allowing Karamojong artisans an opportunity to access the global market and providing job opportunities for formerly educated Karamojong to run the business operations.
Ejoka Foundation, technologically, seeks to introduce computer and internet access to students and community members. The technology programme will introduce computers and smartphone devices to the local student and non-student population, provide essential skills training, internet safety training, and support students in completing school scholarship and tertiary admissions applications to alleviate the cost burden of traveling to tertiary institutions to complete applications. The technology centre additionally seeks to become a safe, non-alcoholic space for young people to socialise and access the internet. The technology centre will support job training and business management opportunities for Karamojong students needing internship experiences during tertiary studies.
The technology centre aims to be a hub in the region for schools (the vast majority of schools do not have computers) across the region to come for technology introduction and training. Jacqueline Gallo is a doctoral candidate at the Faculty of Education, University of Cambridge. She spent fifteen months conducting and educational ethnography at a Catholic girls’ secondary school in the agro-pastoralist region of Karamoja, Uganda. She earned a second Master’s Degree in Education Research Design and Methodology at the University of Oxford. Her Master’s dissertation at Oxford explores, through ethnographic methods and writing, one American Catholic missionary orphanage in Kenya that provides safe community living and opportunity to attend school. Jacqueline’s research with marginalised girls focuses on the capabilities and skills needed to live a dignified life once school is completed.
Jacqueline is a co-ordinator of HDCA’s Graduate Student Network and an editorial review board member of CORERJ, the Cambridge Open-Review Educational Research E-Journal. She has consulted for University of Cambridge/Makerere University’s Uganda Academy for Health Innovation and Impact multi-disciplinary research project on Aging in Uganda and for Pamoja Education researching STEM education and digital platforms to improve student access and learning.
Previous to attending Oxford, Jacqueline was a school administrator, teacher trainer, secondary curricular designer and secondary teacher of special education and social studies; she has worked in public, charter, and private schools in the United States, United Kingdom, and Italy. She also assistant directed a small NGO for a Catholic women’s congregation providing social services to marginalised women on the US/Mexican border.