(This article was first published in the New Vision on April 20, 2022)
By Moses Bikala
When Samuel Barasa was posted to Lunyo Hill Secondary School in Busia district in 2015, the dropout rate of girls was high. For example, in 2014-2015, 644 girls dropped out due to early marriage or teenage pregnancies.
“Many men had turned the school into a hunting ground for young girls for marriage,” he said.
The school also posted poor grades and indiscipline as students would sneak out of the school to hang around nearby trading centres and return in the afternoon drunk.
Engaging Community
Barasa involved the community with the intent of reducing cases of girls dropping out of school and efficient running of the institution.
With the help of the Police child family protection unit, Barasa launched an operation to sensitise bodaboda cyclists about the dangers getting involved in sexual relationships with students.
“We cautioned them that once caught, they will be arrested and prosecuted in courts of law,” he said.
He also introduced public foras in villages seeking views and sensitising parents about the importance of keeping girls in school.
During the engagements, he would be accompanied by old students holding government or high positions in non-governmental organisations who would give testimonies on how they succeeded despite the challenges they faced.
Barasa also encouraged all girls who had given birth or in marriage to return to school.
His effort paid off and by 2016, the enrolment of girls had risen to 544 up from 67 when he joined. Of these, 19 were child mothers. The numbers grew exponentially from 622 in 2017 to 689 in 2018, 779 in 2019. By 2020, the number of girls had increased to 878 and currently, it is 845 compared to boys at 533.
Improving On Eucation
In a bid to improve performance, Barasa realised there was need to provide lunch at school.
In 2016, during meetings held at the school, parents agreed to contribute sh35,000 each, which was used to buy maize flour, beans and firewood to prepare for learners.
This helped students concentrate on their studies after lunch compared to the past when students left school for lunch and returned late or not at all.
Students were also encouraged to attend remedial lessons in the evenings and over the weekends.
In 2016, the school registered three students scoring first division in O’level examinations, 34 in division two and no failures. In 2017, the school again had five students getting first division, which increased to seven in 2018 and 10 in 2019.In 2020, the school had nine students in first division out of 21 candidates.
Peter Oundo, the chairperson of the school management committee, said Barasa has always utilised funds efficiently.
“Whenever we have meetings he provides proper accountability, leaving all members satisfied,” he said.
The LC1 chairperson of Lunyo village, Peter Ouma, said Barasa, especially during weekends, sensitises parents to save their earnings to enable them clear their school dues.
The treasurer parents teachers association (PTA), Joshua Were, described Barasa as hardworking and improved relations with parents as well as the community.
“Now parents attend meetings and discuss issues that can help develop the school,” he said.
He also described Barasa as a good lobbyist, who persuaded parents to raise funds for the recruitment and payment of teachers who are not on the government payroll.
Improving Welfare Of Staff
Teachers who conduct extra lessons are paid sh10,000 per hour, while those who score distinctions in their subjects at O’level are paid sh15,000 per distinction.
After realising that teachers were moving long distances to and from school, Barasa turned one of the classroom blocks into staff quarters that accommodate 13 families.
The teachers residing at the school are able to monitor students during preps.
Fencing The School
The school lacked a fence, so some students would sneak out and return whenever they chose. To mitigate this, he mobilised funds from parents to fence the school. He says each parent contributed sh34,000 per term and in 2018, the school was fenced.
The fence has improved security and there are reduced cases of students escaping from school during class hours. “We no longer have cases of theft like it used to be in the past,” Barasa said.
Co-Curricular Activities
Using the school’s meagre resources, Barasa always ensures that the school football and netball teams have jerseys.
The school football team emerged champions for the eastern region both in 2019 and 2022 He has on several occasions used his own resources to buy refreshments for both football teams and netball during competitive games.
Relation Ship With The Community
To ensure cordial relationship with the community, Barasa invites people to attend functions at the school.
He has always offered scholastic materials such as books, pens, pencils to needy children enable them continue with their education instead of dropping out of school.
Keeping Girls In School
After realising that some girls, mostly from disadvantaged families were dropping out of school owing to lack of sanitary pads, Barasa lobbied Binance for Pink Care, a |non-governmental organisation that has been providing free re-usable sanitary pads to all girls in the school for the past three years.
The outstanding female students are also offered full bursaries, until they complete their education.
A separate bathroom was constructed at the school to provide child mothers privacy from other students.
The senior woman teacher holds counselling sessions with girls encouraging child mothers to continue with their education. She also counsels girls against engaging in early sex so as to avoid teenage pregnancies.
School Management
As a result of an increased enrolment, the classrooms were congested. To ease this, Barasa mobilised parents who raised sh200m for construction of three classroom blocks, which were opened in 2019.
At the time of Barasa’s transfer, the school had a debt of sh12.4m. He worked with the school board of governors as well as the parents’ teachers’ association and the debt was settled within four months.
COVID-19 Interventions
To ensure continuity of studies during the COVID-19-induced lockdown, Barasa opened up a WhatsApp group using the parents’ numbers and sent examination questions for each class to the group and would receive answers through the same medium.
Students who lacked access to smartphones were given questions via their parents mobile phones and would send the answers as messages which were marked.
Barasa also encouraged teachers and students via WhatsApp or phone to get vaccinated against COVID-19 to ensure schools re-open.
He also set up a vaccination centre within school premises for both students and the community.
Plans
Barasa intends to lobby for funds from parents to purchase a school bus, construct more classroom blocks and a modern kitchen reduce on fi re wood used preparing meals.
He also intends to lobby for funds from local Non-Governmental Organisations towards construction of staff quarters at the school reduce on the time they spend coming from outside.
Challenges
Reluctance by parents to clear their school dues since majority are low income earners, besides negative attitude of locals towards education.
What Local Leaders Say
Ham Mwesigwa, Busia district education offi cer He has always used funds allocated to the school from the central government effectively, leaving all concerned parties satisfied.
PAMELA AGUTI, vice chairperson Lunyo sub-county Barasa has always paid teachers allowances on time. Parents actively take part in meetings to deliberate on issues concerning the school unlike in the past.
Grace Nageri, vice chairperson board of governors Lunyo SS The cordial relationship between the headteacher and parents has enabled students excel in academics over the past few years.
Tips
- Team work in administration is important
- Always spare time to listen to advice given to you by subordinates
- Teachers should always seek to further their education
- Always trust in God during execution of duties
Who Is Samuel Barasa?
Barasa was born on January 28, 1972 and attended Mawerero Primary School in Busia, Wairaka College Jinja for O’level and Busia Secondary School for A’level.
He later went to national teachers college Nagongera in Tororo for diploma, a bachelor’s in education and a master’s degree in literature, both from Makerere University.
He was posted to Masaba College School in Busia as a teacher and St Mary’s Kapisa Butaleja as a teacher before being posted to Busalamu Secondary School in Luuka district as deputy head teacher and Lunyo Hill Secondary School in 2015 as head teacher. He is married with two children.
