Our Story

KAWA’s journey began with a belief that Ugandan teachers and learners deserve educational resources that are relevant, practical and connected to their everyday realities.

What started with educators collaborating to develop and share learning materials gradually expanded into teacher professional development, digital-content production, school technology support, KAWA Connect and learner-led ICT Clubs.

Our story is one of educators responding to changing school needs while remaining committed to a simple purpose: helping technology contribute meaningfully to teaching, learning and opportunity.

Discover how KAWA Uganda grew from educational writing and teacher collaboration into a national organisation supporting digital learning, KAWA Connect, ICT Clubs, teacher development and learner innovation.

A Journey Shaped by the Needs of Schools

KAWA did not begin with technology alone. It began with teachers, educational content and the need to make learning more understandable and accessible. As we worked with educators and schools, one issue became increasingly clear: many teachers had valuable knowledge and experience, but they needed better ways to develop, organise and distribute educational resources.

At the same time, computers and digital technologies were entering schools. These tools created new possibilities, but access to equipment did not automatically result in improved teaching or practical learner skills. We therefore began connecting educational content, teacher capacity and technology. This combination would later become central to the organisation’s work.

Our journey has always been guided by one question: how can we help teachers and learners use available resources more effectively?

Where the Journey Began

Educators Working Together

KAWA—Kisubi Associated Writers Agency—was founded as a platform through which educators, writers and subject specialists could work together to develop and share educational materials. This was at St. Mary’s College Kisubi where Moses Wamanga and Peter Matsanga were teaching and leading the learning landscape through research abd local book publications. The Brothers of instruction at SMACK especially Brother Edward Bukenya who was the Headteacher at the time of this initiative was very supportive financially and morally. When former Headteacher Mr. John Agaba joined the Ministry of Education and sports as Commissioner for Secondary Education, KAWA got a lot of support someone who understood the power of teachers going into technology as champions.

The organisation recognised that teachers were not only classroom instructors. They were also writers, researchers, mentors, content creators and important sources of local educational knowledge. By bringing educators together, KAWA sought to improve access to learning resources while giving teachers opportunities to contribute their professional experience beyond their individual schools.

The Early Education Challenge

Many teachers developed useful notes, lesson materials and classroom approaches, but these resources often remained within individual schools. Printing and distribution were costly. Updating printed content was difficult, and schools in different regions did not always have equal access to quality educational materials. KAWA’s early work focused on helping educators create, organise and distribute learning resources more effectively.

This experience provided an important foundation for KAWA’s later digital work. It showed that educational technology would only be useful when it carried relevant, well-organised and understandable content.

Moving Into Teacher Development

As we engaged more schools, it became clear that educational resources alone were not enough. Teachers needed opportunities to strengthen their skills, exchange experiences and learn how to use new tools confidently. School leaders also needed help understanding how technology could support teaching rather than remain separate from ordinary learning.

KAWA therefore expanded into teacher professional development, supporting educators through workshops, online learning, mentoring, practical demonstrations and resource development.

During her tenure as Minister of Education and Sports, Dr. Hon. Jessica Alupo championed educational technology by officially launching the e-learning programme at MUBS Kampala and explicitly empowering KAWA to scale and implement these digital solutions across all schools nationwide.

This was through the support of early adopters like Owekitibwa Chotilda Nakate Kikomeko who was the headteacher of Trinity College Nabbingo and the Chairperson, Association of Secondary Schools Headteachers of Uganda (ASSHU).

These programmes were designed around real classroom conditions. Teachers were encouraged to apply what they had learnt, adapt it to their learners and share their experiences with colleagues. Educational transformation depends on capable and supported teachers—not technology alone.