The Kulu Opal project is moving along well, as we are almost to the handover ceremony and the end of my time in Uganda. It seems like almost overnight, the latrine pit became a building with walls! Once the walls were constructed, the building truly started coming together.

Kulu Opal project progress on July 16.

Kulu Opal project progress on July 19.

Kulu Opal project progress on July 25.

Kulu Opal project progress on July 27.

As part of the WASH Program, GDPU offers two trainings to Kulu Opal: Hygiene and Sanitation Training for the students and a Disability Inclusion Training for teachers, the School Management Committee, and the Parent Teacher Association. Last week, we held the Hygiene and Sanitation Training, which evolved quickly from only P4-P7 students, to all P1-P7 students outside by the central mango tree on the campus, to however many students we could fit in two classrooms because it started thunderstorming.

The original training set-up under a tree.

Emma, Joe, and Daniel led the trainings in Acholi. I helped a little at the end in English, which Daniel kindly translated for me. The training covered what a germ is, the importance of proper sanitation and hygiene, and handwashing demonstrations. They spoke about the “Four F’s” (Fingers, Flies, Food, Feces) of how germs can spread, which is core curriculum in Uganda public schools.

The new training set-up, with as many students a possible squeezed into a classroom.

The GDPU team and Head Teacher did a great job engaging the students and making the demonstrations lighthearted – the Head Teacher even mimicked how not to use toilet paper, which made everyone giggle for the rest of the day. I was super impressed by how attentive the students were, especially since it was right before lunch!

Daniel and Emma leading one classroom of learners at the WASH training.

Even though this training was in good faith, I can’t help but wonder how impactful it is. We can encourage students to change behaviors and tell them washing their hands with soap is important, but in reality, the school does not have adequate funds to buy soap on a regular basis and most students likely do not have soap at home. This is a core challenge of meaningful development – not just behavioral change or resource provision, but efforts that can be financially and logistically sustained in communities long after the funding and support is gone.