1. Program Description
Ready! for S.O.U.L. Language and Economic Skills Pilot Project is a partnership between
myself and two dynamic organizations,​ ​People-Places-Things​ ​and​ ​S.O.U.L. Foundation​, to
bring English language and cultural skills to women in rural southeastern Uganda. P-P-T
trains English speakers to use real world materials to teach language and build community.
S.O.U.L. fosters communities through partnerships focused on education, women's
empowerment, food security, and health, with the majority of beneficiaries being rural
Ugandan women and girls. Together, we are developing a teacher training program that will
develop the classroom management and leadership skills of several women, while providing
relevant, engaging language and cultural skills development for participants who want to
improve their English. I'll be on the ground for one month, teaching classes and training
Ugandans to teach their neighbors, with the intention of establishing a sustainable program
that will continue after I leave.
Although the classes and the teacher-training program will be open to the entire community,
my focus will be economic empowerment for women and girls. Even though English is an
official language in Uganda, girls, especially in rural areas, tend to leave school earlier than
boys, and therefore, may lack strong language skills. Improving English skills will give the
women the tools and the confidence to succeed in business and in life. And, because
Ugandans will teach and learn from each other, we’ll strengthen community bonds and give
the people ownership of the local program.
Teacher Training Program
Since the goal of this project is sustainability, the core of the program is teacher training.
- Identify and train four Facilitator Trainees (possibly recent secondary school
graduates)
- Trainees will shadow four classes within the first week
- Take Facilitator Trainees to Jinja to gather materials for class
- Plan and prep for "dress rehearsal" (first practice teaching experience)
- Trainee teaches first class (I may or may not attend dress rehearsal)
- After the first class, we work together to create lesson plans
-​ ​Leave laminated copies of Basic Lesson Plan, Lesson Plan Template, and Attendance
Record, and Alphabet Sheet at S.O.U.L. Office
- Identify someone to track Facilitator Trainee success after I leave the ground
Timeline
Week I: Get the word out about the classes; Identify Facilitator Trainees
Week II: Dress rehearsals with Facilitator Trainees
Week III & IV: Nurture and model

3. Curriculum Module: Economic Empowerment
This program is as much about building confidence as it is about language learning. We are
designing an English language curriculum specific for the women in S.O.U.L.'s business
cooperatives. Our goal is to improve women’s English skills, helping them to thrive in the
marketplace.
Real world competencies:
- Counting money
- Purchasing supplies
- Identify common plants and animals
- Agriculture and Livestock care
- Marketing products
- Sales (phone and in person)
- Documentation and profit tracking
-​ ​Group leadership
Focal vocabulary: currency; animal names and parts; plant names; tailoring supplies;
shopping; action verbs for sewing, cutting, measuring, farming
Materials: notebooks, pencils, tailoring supplies (cloth, thread, scissors, measuring tape,
needle, sewing machine), currency, Economic Empowerment graphs/posters
Basic Lesson Plan ​(see attachment)
Bujagali: ​We expect to reach over 100 women currently participating in S.O.U.L.’s tailoring
program. Tailoring Group A meets Monday and Wednesday. Group B meets Tuesday and
Thursday. Both groups meet on Friday. Classes for the Tailoring Groups will be Monday,
Tuesday, and Friday, 2:30-3:30. The women in the Tailoring Groups have beginner to
intermediate English skills. The curriculum focus is economic empowerment, and the lesson
plans will be built around vocabulary and materials related to tailoring. We hope to take five
top learners on a shopping trip to Jinja market to practice English in a real world setting.
Participants will complete communication and navigation tasks, both individually and as a
group. This excursion will be thoroughly documented to identify hidden communication gaps
and shape future materials and activities.
Butagaya: ​The classes in Butagaya will most likely start with 10-20 learners. We anticipate
this will be a mixed group of low-level learners. Classes will be on Wednesday and Thursday
(1.5-2hrs). This is a new community for S.O.U.L., and we expect the classes will grow in size

5. as time progresses. The curriculum for Butagaya is economic empowerment, and the lesson
plans will focus on vocabulary and materials related to farming and raising livestock.
Outcomes
As stated above, we expect to reach over 100 women in S.O.U.L.’s tailoring program in
Bujagali. The classes in Butagaya will most likely start with 10-20 learners, and will increase
in size over time. Since S.O.U.L. has only recently begun to work in Butagaya, no business
co-ops have yet been established. The potential exists to reach a large number of learners
who are new to S.O.U.L.’s programs. We expect to teach a minumum of 110 rural Ugandan
women.
Why is English important to the people of Bujagali and Butagaya?
- Improving English will facilitate better communication between host families and
volunteers.
- Increasing women and girls’ education contributes to higher economic growth. (UN
Women)
- Many rural women didn’t have the opportunity to learn English in school, putting them
at a disadvantage in comparison with their urban counterparts. Improving English
language skills can lead to better economic and social opportunities.
- Improving language skills can bring a sense of pride and self-confidence.
How we’ll track and measure outcomes:
- Record attendance for each class
- Track repeat learners
- Identify how far learners travel to class
- Identify how many learners are new to S.O.U.L.
- Identify the age and education level of learners
- Note increased attendance
-​ ​Facilitator Trainee progress reports