All posts from 2018

A new cohort at Fontes Youth Centre

by Anbjorg Tovsrud on 24/10/2018 No comments

Fontes Youth Centre recently welcomed around 50 new students to our premises. The majority of the students are enrolled in the newly developed catering and business course, while others will be attending short courses in either ICT or English.The courses kicked off 24 September; the first week was then dedicated to orientation week, giving the students an opportunity to get to know each other and the facilitators, and to get introduced to the subjects.

Denis, manager of Fontes Youth Centre, holding an introduction session the first day of the courses.

FYC has for a number of years offered courses in applied business skills, which also has included modules in business English, ICT and personal development. Catering was introduced as a separate course in February 2018, after Julius Kamukama, FK Norway/NOREC exchange participant from Amizero Training Center in Rwanda, started working at FYC. Julius has a degree in hotel management and experience from working as a professional chef. He is also passionate about empowering others, and enjoys passing on his skills. Julius was therefore asked to develop a course in catering for the FYC. This course was running as a separate course during the previous cohort. The course proved successful; the demand was high, and 23 students graduated in catering.

Catering students during one of their first classes

Many of the students taking the catering course also wanted to benefit from what was being taught in the applied business skills course, as many of them were aiming to start their own businesses. The soft skills training provided in the applied business skills course was also deemed relevant for the catering students. This, in combination with the high demand for the catering course, made it reasonable to merge the two courses, including the modules in business English, ICT and personal development. All the course components are feeding into each other and are providing the students with a holistic education that includes the soft skills needed to make use of their practical catering skills in a meaningful way, either as entrepreneurs or as employees.


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Anbjorg TovsrudA new cohort at Fontes Youth Centre

Graduation at Fontes Youth Centre

by Anbjorg Tovsrud on 20/08/2018 No comments

The Fontes Foundation Youth Centre graduation took place on Friday 9 August. 70 students graduated, after having finalized either the core course in applied business skills, the catering course, or one of the short courses in English or ICT.

These courses constitute a central part of Fontes Foundation’s activities. They take place at the Fontes Foundation Youth Centre, and target youth from the local community. The overall aims of the courses are to equip the students with both practical and soft skills, and to empower them to enter the job market or to start a small business.

Among the Ugandan youth, there is a high demand for courses offering practical skills. However, Fontes Foundation has identified that a more holistic approach is needed in order to equip the students for the future as either business owners or successful employees. The courses are responding to a dire need in Ugandan society, with every second person being below the age of 15, and a youth unemployment rate of 32.2 %.

The six-month core course in applied business skills also included classes in English, ICT, and personal development. Towards the end of the course, each student prepared a business plan. Students wishing to establish their own business could therefore develop their real-life business ideas as a part of the course, thus being able to benefit from guidance from the facilitators. In the business plans, the students developed their ideas, performed a market analysis, and examined the financial and personnel related aspects of their businesses. This has given the students a concrete starting point for the setting up of their businesses.

Graduates with catering facilitator Julius

A variety of business plans were developed, ranging from establishing a farm to writing plays for the movie industry. Here are two examples:

A rabbit farm

The idea of establishing a rabbit farm has come to the surface through a careful examination of various aspects of the market; such as high-end restaurants and hotels that serve rabbits on their menus, schools that would like to teach their students about rabbit keeping, and people who would like to keep rabbits as pets. The student has identified that this is a growing market. He has already partnered with a friend that has experience with rabbits. Adding in his own skills learned at the course, many of the needed competencies will be covered.

A traditional Ugandan cultural troupe

One of the students is planning to start up a dance troupe that can entertain at various events, such as weddings and corporate parties. She has identified that, although the competition is fierce, most of the other dance troupes in her area are only dancing one type of dance. This dance troupe will be performing a variety of dances, and she believe they will reach out to a bigger market this way.  Once they have become an established troupe, a long-term goal is to do shows that helps raise money for the needy, thus adding a layer of social responsibility to the business idea.

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Anbjorg TovsrudGraduation at Fontes Youth Centre

The Fontes Catering Course from a Facilitator’s and Student’s Perspective

by Belinda Von Aesch on 06/08/2018 No comments

The art of eating is continuously being changed by a number of professional and creative chefs, which has in turn increased the demand for excellent services in food production. This trend was concretised by the management of Fontes Foundation through the launch of the catering course on the 5th of February 2018. This course aims to benefit the single mothers and youth of the local community.

As an Fredskorpset (FK) exchange participant, I am privileged to be in charge of the catering course at the Youth Centre. On the FK exchange I have not only gained skills and new experiences but I have also been able to share these experiences and skills with the youth of FYC. I am on exchange from AMIZERO institute in Rwanda. The exchange aims to share experiences and best practices between the two institutions. This exchange is between the Amizero Institute of Technology and Hospitality in Rwanda and Fontes Foundation Uganda.

Since the introduction of the catering course, a number of single mothers and youth have enrolled. Through the course, they have gained cooking skills which now can be applied in any hospitality business, thus enabling them to earn a living. The first intake started on the 5th of February 2018 and ended on the 5th of July 2018. A industry attachment will follow, giving the students the opportunity to add expert practical experience to their skills acquired at the Youth Centre.

Eve Nakito

“Catering is a course that teaches someone how to cook or prepare different types of dishes. Thanks to Fontes, we have been able to take part in this course giving us the opportunity to become chefs in hotels and restaurants or even be self employed. The benefit of such a course is that it is easy to start and begin to earn a living, as all you need are the necessary skills. Through this course, many from outside and within the Bunga area have been able to improve on our standards of living. We are now capable of setting up small pastry and snack businesses as we now have the required skills to do so. Catering businesses have low start-up costs, meaning that capital is not the main challenge as in other businesses. Previously I had the capital but not the skills to start my own business, now thanks to Fontes I can begin my own catering business. Additionally, through the certificates which we will receive on successfully completing the course, we will be able to find jobs in already established restaurants and hotels. Many of us also hope to begin our own restaurants.”

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Belinda Von AeschThe Fontes Catering Course from a Facilitator’s and Student’s Perspective

Student Job Placement Updates

by Belinda Von Aesch on 06/08/2018 No comments

The Job Placement Programme (JPP) was launched in January 2017 and places Fontes Youth Centre graduates with businesses who are looking for trained local talent trained. As the Catering Course curriculum includes an industrial attachment, the students are being placed with restaurants and hotels around Kampala to complete their training. Two of the placed students are Christine Mukonda and Sam Mugisha. They have been placed at Pachino’s restaurant where the manager was so pleased with their performance that he hired both of them just one week into their internship. Together Christine and Sam have developed a new menu for the restaurant including the new very popular ‘Three Little Pigs Burger’.

The JPP Coordinator Gary Agaba checking on the students at their placement

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Belinda Von AeschStudent Job Placement Updates

Farewell from Apiyo

by Belinda Von Aesch on 06/08/2018 No comments

I started out at Fontes Foundation as a Youth Programme Coordinator in January 2013 following the inception of the Youth Programme and Youth Centre in July 2012. Before that I worked with Mara Foundation Uganda running a mentoring programme and incubation space for young entrepreneurs who were mainly University graduates. What intrigued me about Fontes Foundation at the time was two things;

1. The target group
2. Their unique approach to solving unemployment issues affecting youth in Uganda today.

Fontes Foundation targeted out-ofschool youth, most of whom had dropped out in early secondary school due to a plethora of reasons including; lack of finances to continue with school, early teenage pregnancies and a lack of interest in the formal education system. Having worked with a more privileged group of University graduates with fancy start-up ideas backed by a formal education, I was intrigued to see how youth who didn’t have the same opportunities could be transformed and also prosper. It seemed like an uphill task but the rewards also appeared greater in terms of transformation gaps.

Fontes Foundation also has the unique approach of working to transform attitudes and providing soft skills which are ignored or down played by other organisations. Soft skills are not as easily measurable as the hard skills and takes time also to realise tangible changes in the beneficiaries. Fontes designed a Personal Development course aimed at promoting problems solving analytical skills, logical thinking and assisting students in thinking outside the box and being open minded. At the time I joined, the facilitator for this course was a chain smoking, atheist, Dutch hippie who pushed the envelope just by being different from what the students were normally used to. He challenged them to accept other beliefs, to read widely and not limit themselves to what was familiar. Having been nurtured by the same flawed formal education system that this country has, I was curious to see what a different approach could do to change the mind-set of the youth we were working with.

For almost 6 years now I have been at the helm of this transformation, watching some students excel to unexpected heights and others well, not so much. Realising that transformation cannot be pegged to one thing but an amalgam of influences. I have learnt in practice the difference between teaching and facilitating. I have learnt what it is like to encourage without imposing and achieve excellent results.

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Belinda Von AeschFarewell from Apiyo

The Fontes Career Day 2018

by Belinda Von Aesch on 20/06/2018 No comments

As part of our holistic education approach, Fontes organizes an annual Career Day event for the students of our youth centre and other community youth. The Career Day acts as a platform to connect Kampala businesses with talented out of school youth. For the students, the day presents a first chance to network and discover the opportunities available to them. For businesses it is a chance to discover young talent, provide mentorship, and promote their job openings.

The preparation for the event was incorporated into the students curriculum; the English course students learnt to prepare cover letters and CVs, the ICT course shared information about the event through social media, while the catering students prepared the food for the event. A capacity building session was held for Fontes students on how to optimize their CV when job searching. Additionally, the Career Day adds to the personal development of the students as they are forced to overcome shyness through approaching the companies directly and practicing their networking skills.

The Career Day took place at the Fontes Youth Centre. This allowed us to showcase the centre to the organisations in attendance while also being accessible to our students and the wider community. The day began with a breakfast prepared and served by the Fontes Catering Course students. For many of the catering students, this was their first experience of catering in a professional capacity for a large amount of people, allowing them to gain valuable practical food production experience as well as learning about the theoretical aspects such as calculating the cost of catering such an event. Needless to say the students impressed the attendees with their cookery and customer service skills.












The programme was kicked off with a speech from former Fontes student Cleophas Tumuhimbise. Cleophas talked about how he has successfully applied the knowledge and skills he gained at FYC to run his business. He was followed by Jonathan Ebuk, from KCCA, and Nicter Kaweesi, from the HR company People’s Performance Group, who gave advice on the job search, how to present and prepare oneself in interviews. With the conclusion of the speeches, the career fair began as students networked with the company representatives. The students walked around the company stalls, inquiring about the organisations and their job opportunities. To cap off the day, the Fontes Cultural Troupe held a splendid performance with dances from Western Uganda.

Overall, the 2018 Fontes Career Day was a success. A special thank you to all of the organisations who took part in this years event:

KCCA, Trade Lance, Prime Linkages, Refuge and Hope International, Mercy Corps Uganda, Pacino’s Restaurant, Staffable, Paramour Cosmetics, Roke Telkom, Goldway Ltd, and People’s Performance Group.

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Belinda Von AeschThe Fontes Career Day 2018

Scandals In Families at FYC

by Belinda Von Aesch on 04/06/2018 No comments

The Music, Dance, and Drama Team (MDD) was launched in 2012 as an additional way to engage local youth in the area. Since then the Troupe has overshot its original goal as they have developed into skilled performers. The troupe has reached such heights that from this year the troupe has professionalized and is moving towards an entirely self-sustaining unit, with the potential to generate a modest income for the performers.

Last Sunday 27.05.2018, the Fontes Cultural Troupe held a show titled “Scandals in Families” at the centre in Bunga. The performance was met with rave reviews by the audience. The play followed a wealthy Ugandan family and portrayed the complicated family relationships through various love entanglements. Additionally, the performance sensitized the audience to important community topics such as sexually transmitted diseases. Through role play the issue of HIV/Aids was shown and the importance of safe sex, frequent testing, and early treatment was discussed through the experience of the characters. The second half of the show consisted of dances from different regions in Uganda, acrobatics, and the performance of daring feats such as fire eating.

Fontes Cultural Troupe performs dances from Buganda, the Northern Region, and among others from the West Nile. The troupe is available for weddings and other events. To book the troupe for your next event contact Fontes today.

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Belinda Von AeschScandals In Families at FYC

Why Re-focusing the Education System is Key for Business Development and Investment in Uganda

by Lucrezia Biteete on 16/03/2018 No comments

On the 15th of February, New Vision, the country’s biggest newspaper, published an article to clarify the matters around the closing down of Bridge Academies in Uganda. Bridge is an investor and innovator in the education sector, and has gained much attention through its backing by Silicon Valley giants like the founder of Facebook, as well as its wholesale approach to cheap, private education in Africa.
I don’t know much about the details of the Bridge case in Uganda, but the article was an illustration of the crisis the education sector in Uganda is in. Below I add my own views and experiences, as well as clear ideas on how the education sector could be turned around to being the fuel for business development and growth in Uganda.

Life skills

After having spent more than 12 years working with people all over Africa, from poor rural communities to high tech private sector companies, it becomes more and more clear to me that the key to the development of a country is the development of its people. As much as African countries need infrastructure and services, only a population that is empowered and instructed will use its ingenuity to use this infrastructure for something productive. So many times I have seen a lack of education being a major inhibition for a community or a person to develop, despite goodwill and efforts by NGOs and donors. I mean education in a broader sense than what you learn in a classroom; the NGO lingo prefers to give it labels like “life skills”. Education understood in this way includes the basic understanding of cause and effect, sense of responsibility, consciousness of time and history, but in short: the skills needed to thrive and grow in a capitalist society. For Uganda is in a global village where development is measured through on capitalist indicators of growth, profit, efficiency and productivity.

Precisely in a capitalist economy, the power of education could have such a potential, especially in a country like Uganda. With one of the largest “young” populations in the world, Uganda should take its investment in the next generation seriously and even use this as a way of gaining a comparative advantage over its neighbouring countries. Uganda once used to have good schools and universities, Makerere University was lauded as one of the best on the continent. Unfortunately, short term thinking and the inability of government (for whatever reason) to accommodate innovation and foreign investors like Bridge will continue to result in a sluggish growth rate.

The paradox of unemployment and the skills gap in Uganda

Having worked for a private company in the IT and tech sector for the last four years, I have seen first-hand how the shortcomings of the education system have a crushing effect on economic and social development. The Norwegian IT company I work for, Laboremus, is out-sourcing software programming services to the Norwegian market. Demand for the services in Norway has been high, but the company has struggled to grow. One of the main reasons has been the tremendous effort it takes to train young and talented Ugandans to deliver software at an international level. On average, a very talented graduate needs two years at Laboremus before being able to work on European projects. Even after years of experience in Uganda I was taken aback by the inadequate level of education that Ugandan graduates get throughout the schooling system.

As Chairperson of the Nordic Business Association for two years, and frequently in forums with investors and entrepreneurs, my complaints are echoed by everyone: human resources issues are the biggest headaches and inhibitors for growth. This is a paradox in a country where Runemployment is high and competition for the few formal jobs is fierce. Everyone agrees that talent is abound in Uganda, but the skills given by the education system to translate this talent into productivity, reliability, professionalism, customer care and quality is terrifyingly absent. Focus on theoretical learning from early age, “cramming”, big classes with little interaction and a curriculum and pedagogic approach that punishes questioning, creativity, curiosity and play have a profound effect. Students are expected to sit down, be quiet, follow every wink of the teacher, learn everything by heart and then reproduce it in an exam. Yet as soon as these young people leave school or university, they face an employment market where employers value people who are problem solvers, team workers, have people skills, are innovative, entrepreneurial and so on.

In addition to fostering these important qualities, the curricula are also tremendously outdated. If at least all the cramming resulted in a solid theoretical foundation, our task as employers would be easier. Especially in the fast-moving (but increasingly important) IT sector this is flagrantly evident. As one of our employees put it: One day he entered the university class and the teacher wrote XHTML on the board. He had just started to teach himself HTML5. He walked out of that classroom and never turned back. Without a formal bachelor’s degree, he is one of our best programmers today. Generally, Laboremus does not hunt for talent in the software engineering or computer science departments at the universities, we instead focus on the engineering streams because this is where you find people with enough capabilities in math and abstract thinking. That in itself should say something about the adequacy of the curricula.

Early childhood education

Last but not least, the education system does not provide the nurturing that young people need to grow into mature, responsible and self-confident adults. This is often described by employers and teachers as a “poor attitude” in the youth today, and manifests itself through a lack of loyalty, lack of commitment, inability to take advantage of an opportunity and other poor habits like stealing, fraudulent practices and “corruption”. This all goes back to the adults that these young people grow up around.

Through my work with Fontes Foundation, we established a youth development centre where we try to primarily work on the “attitudes” of the youth to make them ready to be employed or become entrepreneurs. The programme includes personal development classes that work on people’s self-confidence, direction and interaction with others, a mentorship programme and a job-placement programme. In essence, we are trying to give the young people in six months what many of them did not get their entire childhood. At Laboremus, we work with many of the same issues with our university graduates, who have had a much more advantageous background than the disadvantaged youth in the Fontes programme.

In a country where a large majority of children come from rural households where the older generation only had limited education, more responsibility is put on the institutions to provide the youngsters with role models and adults that can provide career guidance, personal guidance and teach children all they need to know about their health, sexuality, relationships, talents and last but not least, strong values and culture. Yet children are taught in classes where there is no room or time to cater for individual development problems or needs, often (still) using cruel methods of discipline and by teachers who are more concerned about their own survival or the next PLE exam than developing each child into a successful adult.

The result of these deficiencies on both the part of the parents and the education system, is that employers are left with the burden of not only teaching their employees their trade, which most are willing to do, but also to provide guidance, personal development and communication skills. This takes time and a huge investment from the part of the employer, who is constantly faced with the risk of the employee leaving for greener pastures as soon as an opportunity with a slightly higher salary presents itself. Employers must also pay the employee a salary in the training period, during which the employee is not adding much value to the company. And on top of that, employers are taxed up to 43% of salaries (28% PAYE and 15% NSSF) to provide education and training that is ideally the responsibility of the government. Seen from this perspective, the poor results of the tertiary education system are in fact a socio-economic tragedy: young people spend three years of their most creative years but rarely recall more than experiments with alcohol, partying and sugar daddies from this time. Parents break their backs to pay for expensive university fees, often by selling cows and land or taking expensive loans. Yet after three years, after all this investment, the results are dismal.

The action plan

So what can be done to turn Uganda into a power house of innovation, entrepreneurship and agriculture; a middle-income country as put by the country’s president?

First and foremost, the country needs to control its explosive population growth by making family planning available to all women in the country, along with sufficient information to use it properly. This includes sensitisation of men and other family members, who often attempt control women’s fertility. Countries like Ethiopia have shown that it is possible to extend this even to remote rural societies. Rwanda can serve as a model in how to drastically reduce infant mortality and improve maternal health – these are also drivers of population growth. Once fewer children are born to the households that are already resource-strained, more focus can be put on the development of each child.

Secondly, more emphasis needs to be put on early childhood development. It is commendable that Government wants to make early childhood learning centres available, however, this is partly barking up the wrong tree. Most of the skills and knowledge pre-school children need is not related to reading and writing and should not be taught in classrooms. Mothers need guidance on how to foster the cognitive development of infants from an early stage. Remarkable research from the US shows that the number of words spoken to a child in its early years is a great predicting factor for later academic success. Through village health workers and other community initiatives, parents should be taught about the importance of unconditional love to nurture a self-confident child, basic health knowledge and how to stimulate children’s curiosity, willingness to learn and motoric capabilities long before they set foot in a school.

Third, the mammoth task of reforming an education system stuck in Britain in the 1950s needs to get underway. This will take years, a profound shift in attitudes and strong leadership from the top. One of the complaints about Bridge was that they take their teachers abroad for training. However, this is precisely what is needed: through seeking lessons and inspiration from other countries, Uganda has the unique opportunity to “leap-frog” much of the developed world and go straight into an approach that prepares the next generation for a world where robots compete with humans for jobs and subjects like IT and technology are key. Tech founder Jack Ma said at the World Economic Forum in Davos in 2018 that “If we don’t change the way we teach, in 30 years we will be in trouble [..] We need to teach something that is unique, [so] that a machine can never catch up with us”.

Educationalists worldwide agree that because of the speed at which technology advances, more emphasis must be put on giving the youth a solid foundation of concepts, principles, values and tools so that they can become “life-long learners”, instead of learning much content. This includes giving the youth the skills to research, filter and analyse information, abstract thinking, problem solving, concept development, visualisation and team work. At Laboremus, we already have workshops tackling all these subjects for our employees. This includes less focus on theoretic university education for success, but the integration of a vocational system which produces high quality technical professionals. Let’s focus more on what is delivered in the schools, and how to get out from the aid-dependency trap that has also ensnared the minds. Well-enlightened teachers and students will themselves find solutions to the absence of tap water or sanitary pads in the schools.

Low-hanging fruit

While the reform of the curricula and teaching methods gets underway, there are three low hanging fruits that the Government can use to its advantage to reap short term gains.

First, focus on the teachers. By drastically changing the way teachers are taught and restoring teaching as a prestigious profession, an impact will be felt already when these teachers set foot in their first classroom. The article had many critics of the way Bridge uses tablets to guide teachers through their lessons. While this might be a little rigid and maybe not a long term solution, it is an attempt to improve teaching at a scale that no government has until now achieved. E-learning has a great potential and there are plenty of start-ups and e-learning initiatives. However, our experience with Fontes shows that teachers and students are not able to take advantage of the vast resources on the Internet if they are not given basic skills in how to navigate this wealth of information, or how to successfully use e-learning as a teaching aide.

Secondly, use the private schools as pioneers and trailblazers. Uganda’s best schools are private and private education is a huge business. Yet surprisingly, most of these schools are still stuck in the old ways of teaching. A need to satisfy parents, who are the ones to pay the fees, could be one of the reasons why many of them prefer to have a “traditionalist” image. At the same time, these schools are better equipped and have more resources to effect changes quickly. Bring a few of them on board and take lessons from the growing number of international schools who are trying out different types of curricula and teaching methods. Give these schools the freedom to innovate around curricula and methodologies, and change the metrics to assess the performance of students to incentivize schools to focus on the skills that are needed in tomorrow’s world.

And third, don’t penalize the private sector for investing in training of their employees. Tax breaks for training periods, cheaper work permits for foreigners and cheaper business visas for experts would all support the tremendous efforts that employers are already making. This would have benefits that are two-fold: first, employers would be able to hire and train more employees (about double, in fact) if taxes were slashed on training periods. Even if only one ends up in formal employment, the second one will leave with valuable skills to use elsewhere in the economy. At Laboremus, we receive phone calls every day from students seeking internships. The last time we hired entry-level IT graduates, we received over 900 applications. We have tried different internships and trainee programmes, some even with donor support. But all turned out to be too expensive for the company to make commercial sense. Yet, without building a pipeline of new talent, Laboremus is in a catch-22 situation: without more developers we can’t make more money, but the developers take too much money to train.

Supporting the private sector in their training efforts would also attract much-needed foreign investors to set up shop and create employment in Uganda. Although the government is currently avoiding the Elephant in the room, soon youth unemployment will catch up with Uganda. Problems such as crime are already on the rise and Uganda is showing much slower economic growth than neighbouring countries. With such a huge young population, it is virtually impossible for all employment creation and growth to come from within, especially with a poorly educated population. Whether we want it or not, Uganda will need investors like Bridge to bring in foreign money and skills to create the jobs needed.

Photos: Fontes Foundation & Laboremus Uganda Ltd

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Lucrezia BiteeteWhy Re-focusing the Education System is Key for Business Development and Investment in Uganda

Cooking with the Fontes Catering Course Students

by Belinda Von Aesch on 15/03/2018 No comments

Since 2015 Fontes Foundation has offered a catering course as part of our Single Mother’s Programme. Due to popular demand, the course has now been opened to all students at the Youth Centre. The hospitality and catering course, provides disadvantaged youth with valuable culinary skills. Through this course, students learn about food production processes and apply their skills practically. After completion of the course and the final exam, the students gain a certificate in food production, enabling them to either start their own businesses or to enter into employment in the hospitality sector.

The course trains the students to deliver high quality food as the curriculum covers all aspects of food production from the importance of correct hygiene practices to culinary techniques and customer service. The gastronomy taught is a mix of both local Ugandan and international cuisine, enabling the students to prepare a variety of meals. This way the students will find a ready market for their skills. The latest cohort of the Catering Course began on the 5th of February 2018 with 20 students and 5 single mothers. The course is facilitated by Julius Kamukama. Julius holds a degree in Hotel Management and he has extensive experience both as a professional chef and as a facilitator. As a facilitator, Julius is passionate about passing on his skills to his students and empowering others to pursue their goals.

On Monday, the topic of the day was bites and snacks. The students learnt to prepare various sandwiches and other small food items such as hamburgers and meat balls. Sandwiches are a low cost snack with broad appeal, making them ideal for this course as many of the students hope to one day start their own catering businesses. Michael is one such student, he plans to open a restaurant in April offering a mix of Ugandan and German cuisine. Joanne, another student in the course, also hopes to start a business after the catering course. She joined the course because she loves cooking and has plans to open a small bakery. This course provides her with both the technical skills and with the business considerations which she will need to open her bakery.

In this way the catering course offers an opportunity for the students to gain experience in the culinary arts while also providing a path to financial stability. If you would like to contribute to the work done at our Youth Centre then donate today to support the continued development of Ugandan youth.

The catering course students with their final product


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Belinda Von AeschCooking with the Fontes Catering Course Students