fields of expertise
Information and Communication Technology (ICT)
I turned 18 on November 4, 2013. I had just started writing my final Uganda Advanced-Level Certificate of Education exams. From December 2, 2013, to January 28, 2014 I held the second session of my flagship activity under ISSUE-EDUCATION – the ICT Boot Camp. Like I had done a year before, I attracted a motley collection of 9-20 year olds ranging from primary 4 to year one university undergraduates on the same program. ICT Boot Camp is quickly becoming a key holiday activity in Mbarara Municipality in Uganda. The 2014-2015 sessions will be held simultaneously in four municipalities of Fort Portal (Western), Mbale (Eastern), Kabale (South western) and Gulu (Northern), and in the city of Kampala.
I was born on November 4, 1995 at Mbarara University Teaching Hospital, to Charles and Miriam Malingu. At 3 years of age I was put in Kabateraine Kindergarten until I was 7 years old, and in primary 2. I was then taken to Namilyango Junior Boys School, a premier school for boys in Central Uganda until I was 10 years old. During my December holidays in 2006, I found a group of primary 6 pupils desperately studying in preparation for their primary leaving examinations (PLE) the coming year. Their grades had been so poor that they were in a panic. I joined the group and was soon helping out with Mathematics and English Language.
At the beginning of 2007, I explained to my parents why I was not going to study primary 6. I was ready for PLE. I passed with aggregate 8 (distinctions only). Since then I have never quit teaching other children during December holidays. In 2011, I sat my Uganda Certificate of Education Exams and also conceptualized a number of Education and Health projects, one of which is ISSUE-EDUCATION.
First name / Last name
Charles Lwanga Malingu Jr.
In Internet-based Support Services for Universal Education (ISSUE-EDUCATION), we propose a computer-based instruction system to provide an interactive e-teacher in municipal areas to mitigate classroom congestion and improve learning outcomes. Uganda National Examinations Board (UNEB) estimates that 30% of the children who complete primary school through the Universal Education Scheme will not have achieved the expected arithmetic, literary or deductive skills for their level (UNEB, 2008; 2009; 2010). This problem is caused by over-congestion in classrooms where as many as 100 pupils are taught by one teacher, giving the teacher no chance to engage in a one-on-one interaction with a pupil (MALIBS Baseline Survey, 2011). There are about 350,000 Universal Primary Education and 150,000 Universal Secondary Education school children in the 22 Municipalities of Uganda. In ISSUE-EDUCATION, 30 to 50 Pentium IV desktop computers are connected on an intranet with a web server to enable learners study more effectively. The main hub of the intranet is in one location of the municipality, called the Municipal Community Library, connected over secure Internet to a few workstations in participating schools. Lessons are in form of web pages with content based on the Ugandan formal school curriculum. Young learners are taught to use the computer and access lessons and each urban family with a participating learner is encouraged to own a computer. Computer games designed to be unlocked through achievement milestones motivate the young learners to attend lessons. School teachers monitor progress of their pupils and provide feedback through Internet connections at their respective schools. Every participant pays a nominal administrative fee of US$ 4.00 (roughly UGX 10,000) a term. The entrepreneurial dividends are enormous and the benefits for the education system and the national economy are limitless.View More