Recycling workshop at Katunguru

Empowering Schools Through Plastic Recycling in Kasese District
Dates: 5th –6th February 2026
Venue: Katunguru Primary School, Kasese District

Beneficiary schools: Katunguru Primary School, Kafuro Primary School, Rihamu Primary School
Participants: 20 trainees (teachers, parents and pupils)

Background and Purpose

Plastic waste remains one of the growing environmental challenges in rural communities across Ugandan districts and Schools, In particular, we generate a lot of plastic waste from water bottles, packaging and household materials brought by learners. Unfortunately, most of this plastic ends up being burned or dumped, causing environmental pollution and health risks.
To respond to this challenge, a two-day Plastic Recycling Skills Workshop was organised at Katunguru Primary School. The goal of the workshop was to equip teachers, parents and pupils with practical skills in plastic recycling, promote environmental awareness, and demonstrate how waste can be turned into useful products for schools and communities.

Preparations.
These were done intensively by the organisers right from UK by funding the workshop, necessary items were procured and trainers soliciting materials like sacks for collecting plastics ,gloves, face masks for protection and stationery to aid in teaching the concepts to the participants.
Participants and trainers were invited officially. Important tools like pliers, office glue, supper glue and wood glue ,paint, varnish and paraffin were all bought to aid in teaching practical lessons.
Strings, rungs, binding wire beds were bought.

Day One: Learning and Awareness
The first day focused on awareness and foundational knowledge. Participants were introduced to:

Types of plastics (especially PET and HDPE)
The environmental and health effects of plastic waste
Basic principles of waste sorting and collection
The trainers used simple, locally relevant examples to help participants understand how plastic waste travels from households to the environment, and how communities can become part of the solution instead of contributors to the problem.
Participants also shared their own experiences, including challenges of waste disposal in schools and homes. This created a strong sense of ownership and relevance.

Day Two: Practical Skills and Demonstration
The second day was highly practical. Participants engaged in hands-on recycling activities, including:
Sorting and cleaning plastic bottles
Shredding and preparing plastic materials.
Weaving baskets and making tree shades.
Demonstrating simple recycling tools and techniques.
Producing sample recycled items like necklaces, baskets and tree shades.
For many participants, this was their first time to see plastic being converted into a new usable product. The practical session generated a lot of excitement, especially among pupils, who expressed interest in starting recycling clubs in their schools.

Key Outcomes and Impact
By the end of the two days:
20 participants had gained basic recycling skills
Three schools now have trained focal persons for plastic recycling
Participants developed a new mindset: plastic is not just waste, but a resource
Schools committed to start plastic collection points
The workshop strengthened collaboration between schools and community members
One teacher shared:
“This training has changed how I look at plastic. I used to see it as useless waste, but now I see opportunity for both environmental protection and income.”

Lessons Learned
Practical demonstrations are more effective than theory alone.
Involving pupils increases long-term sustainability.
Recycling training can easily be integrated into school environmental programs.

Way Forward
Following the success of the workshop, the next steps include:
Establishing school-based recycling clubs
Scaling the training to more schools in the sub-county and districts.
Linking schools to local recycling markets to sell the items.
Supporting income-generating activities using recycled products.
The workshop organisers took a school community cleanup exercise within katunguru primary school and it’s surroundings and demonstrate the use of an incinerator as compared to not using it.

Recommendations

We highly recommended cascading this to our colleagues in our schools, but also our donors should think about expanding the training to other schools and districts.

Conclusion

The two-day Plastic Recycling Workshop at Katunguru Primary School demonstrated that community-based environmental solutions are possible when people are given the right skills and motivation. The training not only addressed plastic pollution but also empowered schools with knowledge, creativity and a sense of responsibility towards a cleaner and more sustainable future.

Ongoing conservation work at Kafuro

While the children at Liss are experiencing autumn and weather that is suddenly getting colder, at Kafuro the weather is hot and there is lots of work taking place with the conservation club.

Under the tutelage of Julius Mumbere, who runs the conservation club, the pupils have planted 40 new trees at school, pruned the existing trees and taken 449 trees into the community to be planted at their homes.

Children in Liss may be surprised to know that in Kafuro, the pupils are responsible for maintaining the school compound and, on several occasions, Mr Stanley has seen pupils cutting the grass or cleaning classrooms.

Many thanks to the pupils at Liss Junior School who have donated a watering can so that the conservation club can water seedlings more easily.

At Liss, we hope for Year 5 pupils to do some tree planting in the spring.

Kafuro Update

Regular readers of this blog may be wondering why their has been so little activity over the seven weeks. The answer is very simple – there has been a teachers’ strike in Uganda and most government teachers have not been at work. Only private schools have been fully open and private teachers (funded by parental contributions) have been teaching a minority of pupils at state schools. Happily, there has been some resolution and children are now back at school.

The first news to communicate is about Kafuro’s conservation club which is run by Julius Mumbere, who is in charge of conservation at the school. The pupils have been growing aubergines (known as eggplants in Uganda) while also trying to keep the various seedlings around the school well hydrated (unlike the UK it is very hot there at the moment).

In the spring term, we are planning for Yr 5 to carry out some tree planting – watch this space!

Liss communication to Kafuro on the new term

Greetings to all our friends in Kafuro and thank you to to Moris for organising the Kafuro blog post with all the details of what is happening at Kafuro this term.

We started our new term at Liss on September 5th. Fortunately for Liss pupils, they did not have to clean the school compound as our site manager, Mr Haycock, does a brilliant job of doing this – the children came back in September to a clean and sparkling school. Our first few days at school were spent on a specific area of study under a scheme known as Commando Joe. Year 6 studied a woman called Nancy Wake, who help British troops escape from occupied France during the Second World War and also sabotaged German operations. Year 5 studied a British astronaut called Tim Peake who went in to space for six months three years ago.

This term our focus is on history throughout the school. Year 6 are studying the Ancient Greeks; Year 5 – other Ancient civilizations, Year 4 are learning about the Anglo-Saxons; and Year 3 are studying Britain from the Iron Age to the Bronze Age. From January, Year 6 will be studying Uganda and will be learning about the geography of Uganda as well as a specific focus on Kafuro Primary School. Mr Stanley will be sharing a film on this blog that he made when he visited Semuliki National Park, and will gave some questions for children in both schools to answer.

The children at Liss are busy fundraising towards either draining the existing latrines at Kafuro or enabling the school to buy some more. We have already raised nearly 500,000UGX and many of our pupils are organising cake sales to raise further funds.

Mr Stanley has also arranged for a replacement rain gauge to be sent to Kafuro in the next couple of weeks so that both schools can accurately share their weather data.

We look forward to receiving questions from our friends at Kafuro about hotels, dictionaries and security. We are also very interested to hear about your environmental studies as Liss Junior School has just set up an eco – council and has some big plans to improve our school environment.

Finally, our harvest festival takes place on Friday and we will share with you some of the topics that we are presenting in the coming days. We were shocked at the results of some of our research!

Yr 5 girls raised money for Ecosan toilet project

More musings from Henry

Kafuro Day 2

I started the day by encountering a herd of elephants. The herd included a few babies. This gave an exciting start to the day. As we arrived in Kafuro School, we were warmly greeted by the pupils and Mahudi (P6 teacher). Work then started on building the Cob Oven. Throughout the day children helped to build it and were extremely enthusiastic to help with anything that they could. Myself and Mum (Mrs Green), took a trip down to the local lake where all the villagers collect water from. Wilbur (Senior, and one of the pupils in P7) guided us down to the lake accompanied by seven other pupils. When we got down to the lake, Wilbur explained that there was a dead Hippo. He then went on to say that the adult villagers killed the Hippo to stop it destroying their crops. When asked about the issue, Wilbur stated that he doesn’t agree with this at all and neither do his fellow peers. It was great to see young adults being conscientious about conservation and the impact of issues like this has on their environment and well-being. At this point, I was extremely impressed to see that although the adults are bigger and have more experience, Wilbur and his crew stick by what they think is right. I hope they are successful in teaching their elders more about conservation.

A day in the life of a ranger at Queen Elizabeth Country Park

Today, the children at Liss Junior School were visited again by Joe Williams, the ranger from Queen Elizabeth Country Park. Joe’s assembly focused on a typical day in the life of a ranger at Queen Elizabeth Country Park.

Joe talked about some of the jobs he might do during his working day. Some of them are very unpleasant such as examining badger poo, so that they can track a badger’s movements and what it is eating. Others, such as fitting adders with receivers and tracking them, sound fascinating.  The children found out that exactly the same equipment is used for tracking adders in the UK as is used for tracking mongooses and lions in Uganda.

Joe also answered the children’s questions and explained why he wanted to become a ranger in the first place as well as explaining the differences between the three species of snake that can be found in England.

Joe explained to the children what he did on a typical day.
Joe explained to the children what he did on a typical day.

 

Bees and Primary Six

On Saturday, our bees expert Mr. Bitwababo Solomon and some selected children from primary six class with our teacher Mr. Byaruhanga Yowasi went to check on our bees at the park boundaries.
Solomon was very happy meeting us all in the park as we did not set out together only we had the program of finding him at the edge of the park.
Solomon started checking bee hive per bee hive to make sure all existing ones are in good mood.
He reported to us that among all the six hives, only two hives had serious colonies and this made him get a sad look at the face as he was targeting harvests over the period from May to July basing on the next check for productivity.
As a class we suggested to clean the position on which the hives are located. We were curious looking at Solomon cut empty honey combs that the bees had left within the hives.
Some bee hives will need new popes and more installation of new colonies.
Solomon handed some of the combs to us as we have been keeping combs to compare if any changes would happen in the way the combs are made.

On our bee check, we were happy to meet our Community Conservation ranger Ms Elinah who was just on her way to Kashaka fishing site, she greeted us in general and then held a simple chat to Yowasi as Solomon was busy cleaning the bee hives as we also cleaned the busy area.
In a minute Mr. Byaruhanga joined us and we saw Elinah take off on a bodaboda. Yowasi continued to tell us that they were planning a ranger visit to the school mainly to carry out talks in visits at least once every month.

We ended our activities by mid day and set to go home.
Thanks to all who joined us for the morning and hope to catch up in the next check.

Water Diaries: The results and some conclusions

At the end of last term pupils in Kafuro and Liss kept water usage diaries for a week to see how much water they consumed. All the data was submitted to Mr Stanley at the end of the Easter holidays and he has now compiled it. The results are fascinating.

At Liss Junior School the diaries were completed by 167 pupils. The average amount of water used per pupil per day is listed below by class:

KR  191.1526 litres

AS  135.1179 litres

MG  164.4218 litres

KB  116.6968 litres

DC  113.875 litres

NL  160.7535 litres

BM  174.4305 litres

JA  146.3571 litres

At Kafuro Primary School the diaries were completed by 27 pupils in classes P6 & P7. The average amount of water used per pupil per day is listed below by class:

P7  9.5275 litres

P6  7.237 litres

 

The average water use per pupil at Liss is: 150.35 litres of water per pupil per day

The average water use per pupil at Kafuro is: 8.38 litres of water per pupil per day

A Liss pupil uses nearly 18 times as much water in one day than a Kafuro pupil.

So why is water consumption so much higher at Liss than at Kafuro? Here are some ideas:

•There is very little running water in Kafuro. There is one pipe that runs through the village but that works inconsistently.

•People have to go and fetch water from the crater lake. This can often be a long walk.

•Jerry cans full of water are very heavy (Mr Stanley has first hand experience of this) and it takes a lot of effort to carry them any distance.

•Before drinking the water it must be boiled otherwise the children risk getting very ill from untreated water.

 

•In Liss clean treated water is piped into our houses and is available to drink 24 hours a day

•The water is also used in baths, sinks, washing machines, dishwashers and watering gardens.

•There is no effort needed to obtain the water. Simply turn on a tap.

 

Mr Stanley picked two children at random to compare their water usage:

On a typical day:

Liss pupil

Brushing teeth (tap switched on): 10 litres

Washing hands and face: 15 litres

Bath: 80 litres

Flushing toilet: 14 litres

Drinking: 0.9 litres

Washing machine load: 70 litres

Dishwasher: 60 litres

Total: 249.9 litres

 

Kafuro pupil

Bathing: 14 litres

Drinking: 2 litres

Washing: 12 litres

Total: 28 litres

 

 

So how can more water be conserved at Liss. Here are some suggestions:

 

•Whenever you wash your hands, don’t leave the water running. Wet your hands and turn the water off. Use soap and lather your hands well, then turn the water on to rinse. Turn off the water and make sure it is off completely. Then dry your hands.

•Do the same when you brush your teeth. Turn the faucet on to get your toothbrush and toothpaste wet, and then again to rinse your mouth and toothbrush. Don’t leave the water running while you’re brushing.

•Since baths use a lot of water (about 37 gallons on average), take short showers instead and use only about 20 gallons of water, instead.

•Use a wastebasket for used tissues, or things like gum wrappers, paper towels, or even dead bugs or goldfish. Don’t flush them – the average flush uses as much as 5 gallons of water! Even if the toilets in your house are “low-flow” toilets, using them for trash still uses 1.5 gallons of water unnecessarily.

•Do you have plants in your house? When meals are prepared and vegetables or other fresh produce are washed, collect that water and use it to water the plants.

•Do you like a drink of cold water now and then? Rather than running the kitchen faucet for several minutes to get cold water, keep a pitcher of water in the refrigerator.

•Put a barrel outdoors to catch rain water, then use that water for things like watering plants or flushing toilets and save hundreds of gallons of water a year!

•If the adults in your home occasionally water the lawn, encourage them to water in the cooler parts of the day (early morning, or at or after sunset), and never on windy days. This keeps in the soil all the water being sprayed instead of most of the water being lost to evaporation.

•If there is a dishwasher in your house, encourage everyone to scrape their plates rather than rinse them before loading them into the machine. It should always be full before turning it on.

 

We would like to invite pupils and parents at both Liss and Kafuro to post comments with other ideas how to conserve water.

 

Stu the ranger’s trip to Uganda – Day 3

After a couple of quiet days, things are starting to happen.

More unforgiving temperatures in Entebbe coupled with Dutch and Irish tourists checking into my guest house and chatting into the small hours combine to make it another endless night.

I forgo breakfast, check out and head down to Lake Victoria to catch a boat to Chimp Island – Ngamba, a sanctuary for orphaned chimps (http://en.m.wikipedia.org/wiki/Ngamba_Island_Chimpanzee_Sanctuary). Lake Victoria is one of the largest in the world at 210 x 160 miles and the coastline is shared by Kenya (12 percent), Tanzania (50 percent) and Uganda (38 percent). It is home to over 3000 islands, some of which are the subject to territorial disputes and I’m heading to one 45 mins out from Uganda, on a fast boat with Bruce, one of the chimp’s care-givers and Ronnie. Its an exhilarating ride over the choppy waters at speed, leaping off the crest of the waves and belly flopping back down. The pilot kills the engines about 30 minutes in to journey to point out the equator and we are off again, I look back and Kampala and any sign of land has disappeared over the horizon.

Ahead is our destination, to the left a cluster of islands, some are inhabited, the evidence are the patches of beige amongst the green, fishing villages with the men drifting through the surrounding waters in two man canoes. There are strict quotas on how much fishing you they can do and where the can land their catch. The women don’t fish but since the creation of the chimp sanctuary they have sold their crafts on the island. There is a weekly game of football between the islands, unfortunately (or perhaps on purpose) the sanctuary lose “always by 3 goals or more”. Also each Sunday the people of the islands are entitled to visit the chimps for free to encourage cooperation. It is tempting for the fishermen to fish within the waters of Chimp Island but it very dangerous, for example 2 fishermen paddled close to the island and one of the chimps managed to get the boat. Knowing that chimps are 5 times stronger than humans and aggressive when threatened they jumped into the water. This is the best thing you can do because chimps cannot swim due to their low body fat, muscle mass and high bone density (just like me really!). The canoe continued to drift with the chimp, out into the lake when fortunately 2 of the care-givers on their way back from a routine trip to the mainland questioned what they were seeing. Now the fishermen always look for this chimp when they visit the sanctuary.

We land at the beautiful island covered in thick rainforest just 5% of the 100 acres devoted to visitors and staff. This area is comprised of bandas (round, thatched buildings), luxury tents looking out onto the lake and named after the chimps, staff quarters and the gigantic steel cage the chimps sleep in at night. We are told a bit of the history of the island and the chimps. All but one of them are orphaned, some from Uganda and the rest from the surrounding countries, either rescued from lives in entertainment or as pets or from troubled areas.

The island is run by a charity and has many sponsors and trustees. I was pleased to see that the Ugandan Wildlife Authority is a trustee and our partner, Great Primate Handshake are a sponsor. It was very interesting to learn how Joseph, the keeper, got involved in conservation. He was always a member of his school’s wildlife club and this gave him the motivation and knowledge to know that he wanted to work in conservation no matter what. Having been to schools and interacted with pupils in their club’s I know how passionate these kids are about conserving their environment.

Chimps can live to 50 in the wild and if lucky, another 10 years in captivity and this is a young group of 47, with all the elders under 30. They have social structures like humans and you can consider them to use a combination democratic and military styles to choose an alpha male. Currently they are operating without an alpha, because he was discovered dead, in the forest, cause of death unknown. Tests have been completed in Uganda, German and the UK, and their best guess is that he fell from a height. Miki was a very respected leader was very politically smart. He came to power when another big chimp who liked to disrupt the group challenged the previous alpha. He sided with this chimp and waited until he took power and after three weeks of chaos he stepped in and his friend allowed him to become the alpha. Now he has left a vacuum it is time for a new leader and initially there were 10 candidates, now they have just two left that have the power to win. First they use democracy to find out how everyone in the group will vote, doing favours, forging alliances and forgetting rivalries then the military action where they challenge the opponent. If they have done the first bit right then their backers will follow them into the fight.

To introduce a new member the zoo keepers pick the most accepting and social females from the existing group. It is their job to spend time close to the new member but in separate cages and based on the reactions, the team can work out if they will be compatible with the larger group. All the females are given implanted contraception and this stops them breeding. Unfortunately, just as with human contraception, this can fail and they have a small female called Surprise, born to Kate. It will be the job of a sub group of females with maternal instincts to help raise her. Some bully her so she has formed a friendship with another and won’t go anywhere without her new guardian.

Their day starts in the cage where they sleep in hammocks 20 ft off the ground. They rarely sleep in the same one twice in row and the big guys get first pick. Then it is time to queue up to get into the rainforest. They come back to the edge of the forest for their meals and have a vegetarian diet on the island, slightly different from the wild where they would take some monkeys, birds etc but they only take meat when they feel they are low on protein and in the sanctuary they get boiled eggs once a week to correct this.

There are plans to reintroduce some of the chimp back into the wild, a virgin forest in Uganda. Each of the keepers have put together a list of the 10 chimps they think would be best suited. These lists are then merged by the management and the programme to prepare them will being.

While we are taking our complementary tea Ronnie has spotted two nile monitor lizards and a number of species of birds. Then in the background we hear the calls of the chimps that signifies they are back in town for their lunch. Joseph, the keeper, takes us past the quantine area where three chimps are waiting for illness to leave them and on to the viewing platform for the feeding area. On front of us is a tall fence with power running through it, which the chimps know but they check it in the morning (looking for sparks). They are making a lot of noise and sitting spread out over about 200 metres on the end edge of the trees, one female always sits to the extreme left of the group as she has learned that she will be guaranteed food without competition from the others. Some look like wise old men with thick square heads and grey head hair, some have pink faces but most have black, some are socialising or play fighting, one of two are up trees and the rest are patiently waiting for their reward.

Three members of staff come forward and start through food through the fence. Near the front a big male stands up in a star pose, with his head back looking to receive. A couple of hands go up but most wait for the food to come their way. Some fruit falls short, no doubt on purpose, giving two of the females the opportunity to show their ability to use tools. They quickly find a long branch and with more skill than the keeper they hook the fruit and draw it towards their side of the fence. As it is nearly there a juvenile male sits on the female’s lap waiting for the fruit to reach striking distance, so tries to reposition him but he braves the electricity and runs off with his prize. Joseph went through the names of the chimps and Ronnie was impressed to find one of them was his namesake (“Second Born”) which is odd because all the chimps are orphans.

All too soon the unit move off into the forest again and it is time to jump back on the boat. This time, true to Twinning Project luck, one of the two big outboard motors fails halfway back from the island. We had a tight schedule to pickup the rest of the team from the airport at 1.15pm so there were a few tense moments watching the pilot swapping fuel cables around. Then it came back from the dead and he started thumping the water hard again as we sped across. The only casualty was Ronnie’s hat, an offering to the lake for allowing us to make progress again. I should mention that I have managed to Scottish tan myself on the boat trip – so that i have two nuclear arms, buzzing away.

We stop at the zoo to organise the booking – something that has been immeasurably more difficult that you would expect. It started when they hadn’t reserved them for the night we initially needed them, before the flight problems. Luckily we could have accommodation on the rescheduled date and I said I needed 2 bandas to sleep 5 people, 3 women and 2 men. I knew this wouldn’t be a problem as I have stayed there a few times. I was told i would need 3 bandas (60 dollars each). I said no and we went in circles for 30 minutes. They have changed the sleeping arrangements so there is a double bed in the rooms instead of two singles. They resisted my suggestion that the two men sleep in the same bed, some that is a sensitive subject in Uganda, There are another kind of accommodation, Side Rooms, which are nothing more than a dorm room with two single beds and a centralised shower and toilet block and one of these rooms is a third of the price of a bandas but fortunately I didn’t book these as I wasn’t sure the women would be comfortable with this arrangement and I was proved right. So I finally won and we got 2 bandas, each with a single and a double though Ronnie and I lose the battle for a discount for being a UWA-related project.

Off to the airport then right on time when we hit traffic on the way into the airport, where they take their security very seriously. One lane of the dual carriageway is at a standstill and the other is completely empty and Ronnie is driving past 20, 30, 40 vehicles when we realise they are checking every car through – removing the passengers and searching them. Our strategy works and we’ve cut through half the traffic and will be there almost perfectly on time, except the car park is full, probably related to the number of delayed flights from the emirates. While we were waiting a number of Asian businessmen came out looking for their driver (all holding up passenger names). The guy next to me had obviously copied his sheet of A4 from somewhere else and when his passenger came out he looked non-plussed for a moment then walked up to the African and took the sign from him and turned it around so it was the right way up. We knew it is going to take 20 mins for them to get through customs, so I was relieved when an hour into the wait I get a text to say they are getting their visas, strangely it still took another hour before they are finally on Ugandan soil. They looked very relieved but I will let them tell their own story.

We jammed all the luggage into the van, not easy and still minus my bags and went to the zoo to drop it off, went to town and got money and water then headed back to the zoo for a wander around the zoo where we saw crocodiles, chimps, lions (Ronnie asked if they have these in QE Country Park), ostriches (maya), buffalo (mbogo), elephants (njojo), Ugandan cob, sea eagles, cranes, monkeys and rhino. Tony was lucky enough to touch the rhino’s horn and can report back on the believe that it brings power to a man. We saved a lost kids

A quick meal at the restaurant with almost everyone trying the tilapia and Nile special (5.6 percent) and enjoying both. Especially impressed that the Nile Special cost less than bottled water or soft drinks.

Back to the bandas, where everyone had a bad nights sleep in the humid heat, the PA of a party, crickets, mozzies and lake fly buzzing your head and if you made the mistake of flushing the toilet, the hour it takes the water to trickle into the cistern.

We are driving along the Fort Portal Road at the moment so pictures and videos will have to wait until I have better access.

Ugandan resource boxes

In Class AS this week we have been beginning to look at conservation, in particular how we could conserve the resources we have at the school. The children toured the school and wrote down all the things they feel could be improved prior to writing a report next week.

 

We also had a look at the contents of our Ugandan boxes. Mr Stanley, Mrs Buckle (Clanfield)  and Mrs Johnson (Hartplain) used some of the money raised by the children to buy artefacts from Uganda. The children particularly liked the Kafuro school uniform and Tom and Sophie modelled them for the class. George particularly liked an exam paper written in the local language and he is going to ask Yowasi to teach him this so he can attempt the exam.