FCA takes a step towards localisation by forming a Global Leadership Team
Country Director for Uganda Wycliffe Nsheka addresses the graduates at Finn Church Aid’s graduation ceremony for from the Business and Technical Vocational Education Training (BTVET) at Rwamwanja refugee settlement. Photo: Michele Sibiloni.
FCA’s Board of Directors has appointed three representatives of FCA’s programme countries to its newly formed Global Leadership Team (GLT) in June. The GLT is part of FCA’s new organisational structure that came into force on April 1, 2021, and the term of the representatives is 2+1 years.
Country Director of South Sudan Mr Berhanu Haile, Country Director of Nepal Ms Sofia Olsson, and Country Director of Uganda, Mr Wycliffe Nsheka will be starting in their new roles in August. Permanent member of the Global Leadership team are Executive Director Jouni Hemberg and Deputy Executive Director Tomi Järvinen.
The GLT will have a significant role in strategic decision-making in FCA’s new organisational structure that aims to serve better the people FCA works with and emphasise accountability. Having a multi-skilled Global Leadership Team with diverse field experiences will improve FCA’s work, says Wycliffe Nsheka.
“Development cooperation has taken a major shift whereby the focus now is to promote mutual learning. I have been in the sector for 20 years, and there has been talk of localisation for a long time, but there is still work to be done in bringing it to practise”, Nsheka continues.
The new GLT will be committed to making localisation a reality and supporting the Global South to strengthen ownership and sustainability. Berhanu Haile says that the new management model is a significant step towards heeding local knowledge and experience to inform strategic decision-making.
“This is a significant step towards localisation while at the same time transforming FCA to be a global organisation that embraces views from North and South,” says Haile.
“The approach will ensure that we strategically respond to the rights and needs of the marginalised people with whom we work,” says Sofia Olsson.
Innovative Approaches Bring Refugee Children Back to School in Uganda
Finn Church Aid, with funding by EU Humanitarian Aid (ECHO), implements a condensed curriculum that allows refugee children who have not been able to attend school for long periods to catch up with their lost school years in Ugandan refugee settlements. Education helps to protect girls from early marriages.
Joyce Bisimwa, 17, a refugee from the Democratic Republic of Congo, came to Uganda with her parents and siblings in 2016. The hardship and lack of money for school fees forced her to drop out of school when she was on grade six in primary school and she spent years without education.
In 2019, of the 47,470 refugee children in Kyaka II refugee settlement only one in four were enrolled in primary school. Joyce was relieved when she could enrol in the Accelerated Education Program (AEP) in Bukere Primary School to catch up on her lost years.
Joyce, her father Bisimwa Dieudonne and her brother Charme outside their home in Kyaka II settlement.
“I was very happy when I was allowed to return. The teachers here are so nice, and I feel happy when I see myself sitting in a class like this,” Joyce says.
To speed up the learning of youth like Joyce, the programme uses a specially designed and condensed version of the Ugandan curriculum. By covering two to three grades of primary education in one year and using teaching methods appropriate for different age groups, learners who have lost many school years can transition into the formal schooling system.
“We cannot leave girls behind, and I see a good future in Joyce. I know she will be a good influence on her other siblings,” says Joyce’s father Bisimwa Dieudonne.
Education for refugee girls a priority
The AEP programme is an integral part of the INCLUDE (Innovative and Inclusive Accelerated Education) project. Finn Church Aid (FCA) implements the programme in Kyaka, Bidibidi and Omugo refugee settlements in Uganda as part of an education consortium led by Save the Children and funded by EU Humanitarian Aid (ECHO).
One of the priorities is to support girls’ education. Under the project, 3,318 female learners in the three settlements have returned to school through the AEP. In Kyaka, additional 2,696 were able to return through Education in Emergencies cash support.
FCA trains teachers to ensure that learners receive inclusive, quality education. Felix Tumwesigye, an AEP teacher at Bukere Primary School, underwent various trainings from curriculum interpretation and teacher learning circles to child protection. Tumwesigye has seen many girls struggle to access menstrual hygiene materials, and girls also face concerns like teenage pregnancies and marriages. Girls have fewer role models in school, especially among teachers, and some parents prefer to support the education of the sons rather than the daughters, he says.
Felix Tumwesigye thinks education is particularly important for girls.
The project provides menstrual hygiene materials to all girls to prevent them from missing classes, and learners also receive scholastic materials. They can attend classes without fear of being sent away due to unpaid school costs or the lack of uniforms.
“Education is especially important for girls; it gives them a future and prevents them from being forced into early marriage,” says Tumwesigye.
Learning made fun and engaging
The project aims to make learning fun, engaging and more effective for learners in lower AEP levels and primary through innovative technology-based solutions for quality education. The component called Can’t Wait to Learn give learners access to tablets loaded with interactive games that help teach literacy and numeracy using the Ugandan lower primary curriculum.
Tablets provided by War Child Holland make learning effective and engaging.
A series of recreational activities under the name of Team Up has been designed to reduce the stress that refugee children experience as a result of war. Many of these children create new social contacts or friends through such activities and strengthen their social and emotional well-being. School attendance has also been boosted through the Team Up activities.
The closure of schools due to the Covid-19 pandemic created sadness in many of the girls at Bukere Primary School. Lillian Kemigisa, 14, thought that she would not return and was relieved when the schools reopened.
“I feel safe like I have never felt before. I feel so happy because of the good teachers and the quality of education I receive here”, she says.
During distance learning, FCA together with other partners provided over 8,000 learners in Kyaka with home learning materials and distributed over 1,400 radios in the community.
“Studying from home helped me so much, but I felt happier when school resumed so that I could be with my friends again”, says Abigael, another girl from Bukere Primary School.
Bukere emerged as the best school in Uganda in 2019 in using tablets for learning and was rewarded with computers for the teachers. In a bid to support the increased number of children enrolling in school, more teachers have been recruited, trained and given instructional and learning materials. Fully furnished classrooms have also been set up, teacher’s accommodation built and gender-segregated latrines provided for learners and teachers.
Education is important to Florence, 16, because it will create employment opportunities for her in the future. “If I become a doctor, I can advise people in the villages on how to live healthy lives.”
Through the project’s innovative approaches and other education initiatives in Kyaka, primary school enrollment increased from 12,161 learners in 2019 to 23,075 in 2020.
“I feel very happy that these girls are back to school. They had lost all hope of education before we had this programme,” Tumwesigye says.
BackgroundSupporting education in Uganda’s refugee settlements
The INCLUDE project is implemented by a consortium of Save the Children, Finn Church Aid, War Child Holland and Norwegian Refugee Council, funded by EU Humanitarian Aid (ECHO).
Since 2018, 3,410 children and youth in Kyaka and 2,418 children in Omugo and Bidibidi refugee settlements have been able to enrol back to school through the AEP programme.
With Education in Emergencies (EiE) cash for vulnerable school-aged children, a total of 5,871 children have been supported in Kyaka II, out of which 4,902 enrolled in primary school.
Education has long moved towards a more digital age in most developed countries, and the Covid-19 pandemic has pressured societies to adopt even more remote working and learning tools. Both digital skills and the availability of online services are constantly expanding and improving, but the process is different in poor and fragile environments.
FCA is working towards more digitalised approaches in education projects in Africa and Asia, and the Covid-19 pandemic has increased the demand for new solutions. A year ago, FCA’s Coordinator of Innovations Pasi Aaltonen surveyed the pandemic’s effects on the education sector.
“Education professionals at FCA were already making use of technology in education projects in many ways. The digitalisation of education was developing through platforms such as Zoom and Teams, television and radio,” Aaltonen says.
Projects currently utilise simple technologies. Radios are convenient in countries where the means for telecommunication are either underdeveloped or out of reach for low-income families.
In Kenya, FCA distributed radios with memory card slots that enable learners to record lectures broadcasted on local radio, ultimately supporting pupils with revising the classes. Radio education guidelines were developed in the process and shared with colleagues in other countries.
Children attending a radio lecture in Uganda. Photo: Hugh Rutherford
In Cambodia and Myanmar, computers and smart devices are used in the training of teachers and career counsellors. The career counselling trainers recorded video material that was further distributed in chats and Facebook groups and also shared by Cambodia’s Ministry of Education.
“The videos are paired up with worksheets since the pupils do not have exercise books. Video-based education is a new concept in Cambodia, but during the pandemic and the school closures, it has enabled education to continue without interruptions”, says Sari Turunen, education specialist for FCA in Cambodia.
In Kenya and Uganda, a mobile mentoring project for teachers has garnered good results, even though few own smartphones. FCA has provided smartphones for the teachers, who generally have decent digital skills. The greatest challenge is guaranteeing a sufficient Internet connection for everyone – and that is one of the key issues for the future of digitalisation in developing countries.
Finn Church Aid’s (FCA) investment company FCA Investments Ltd (FCAI) has committed a $1 million seed investment to Ugandan fintech Ensibuuko, which currently provides digital financial services to over 200,000 rural customers in Uganda. The commitment was announced on April 30 in Kampala.
The funding is going towards increasing financial inclusion in rural communities in Sub-Saharan Africa. Ensibuuko will also gain access to FCA Investments’ technical resources and a global network of partners allowing it to build internal capacity and to establish strategic relationships across the region.
Ensibuuko operates a proprietary microfinance platform developed for Africa’s credit unions (SACCOs) and savings groups.
“I commend Ensibuuko for its focus on growing customer value and commitment to facilitating last-mile financial services. Their vision of unlocking opportunities for communities is well-aligned with our values at FCA Investments,” says Emmanuel Obwori, the Chief Operating Officer of FCA Investments.
FCA Investments seeks to leverage the power of long-term finance to unlock opportunities for underserved communities and boost job creation in developing countries by investing in impactful and scalable Small and Medium-sized Enterprises.
The “impact-first” investment firm has already made several investments in high-growth, impact-driven businesses in Asia and Sub-Saharan Africa, including Uganda, and most recently in Somalia. Ensibuuko is the first fintech investment to join its portfolio.
With this new investment, Ensibuuko ups its competitive stance in Africa’s fintech space.
“We thank FCAI for this funding which will allow us to scale rapidly in Uganda and expand to other markets. This new raise brings total investments in Ensibuuko to $1.6 Million, having closed a pre-seed round in 2017 from a group of Canadian angel investors,” says Ensibuuko’s Founder & CEO, Gerald Otim.
Empowering rural communities through financial inclusions
FCA Investments and Ensibuuko have an ambitious target to increase financial inclusion by scaling rural banking infrastructure and digital financial services to millions of customers in Sub-Saharan Africa
Since its launch in 2014, Ensibuuko has developed digital products and services for SACCOs and savings groups and built the infrastructure that connects them to the wider ecosystem of financial service providers, including telecoms, insurance and banks.
The fintech deploys technology solutions to community-based savings and loans organizations, so they can efficiently reach and serve unbanked and most underserved communities in Africa with affordable and relevant financial services.
Their proprietary microfinance solutions help these organizations to automate data, process payments and become efficient and bankable.
Ensibuuko intends to make major improvements to its newer digital loan and micro-insurance products, which target rural customers. They envision a world where everyone has access to relevant and affordable financial products and services.
Several smallholder farmers grow maize in Rwamwanja refugee settlement in Uganda. The product has growing markets in nearby areas. Still, due to low productivity and an absence of associative organizations or other platforms for sharing knowledge and empowering local farmers, the markets are not profitable.
Several opportunities to increase income, food security and self-reliance exist, yet the lack of skills in organizing the maize production and making it sustainable remains a challenge. Currently, local buyers – the so-called middlemen – buy the maize at low prices from the smallholder farmers. They add to its value by, for instance, drying or sorting and then sell the maize in towns for much higher prices. Some buyers are processors that grind the maize into flour and other bi-products, such as animal feeds.
Supported by our Food System Lab, the maize farmers will be organized into a strong association that can directly access the maize market without middlemen’s influence.
The Food System Lab Rwamwanja, coordinated by Finn Church Aid, addresses these challenges that refugees and Ugandan women are facing in the settlement by supporting self-sufficiency and community-based extension. Our Food System Lab empowers women smallholders and trains them in improving their maize production in terms of productivity, quality and sustainability, ultimately boosting their access to the maize market.
Supported by our Food System Lab, the maize farmers will be organized into a strong association that can directly access the maize market without middlemen’s influence. This will improve maize prices and smallholder farmers’ income and enhance their socioeconomic wellbeing and societal status.
In the refugee context, the income growth increases household consumption of other food products that complement the World Food Programme’s support of maize meal and beans. To put it simply: refugees earn more money and diversify their diets by affording more nutritious food.
Aiming to change the market system
The vision in our Food System Lab is threefold. Firstly, as the result of improved local extension structure, soil fertility is enhanced, and good maize farming practices are adopted. This, in turn, leads to improved maize yields.
Secondly, value addition through milling and packaging attracts premium price for the product.
Thirdly, by organising themselves better, the smallholder maize farmers can increase their negotiation capacities and thus tap into emerging market opportunities directly, without middlemen’s influence. Our Food System Lab will bring together relevant actors to identify best practices and learnings relating to setting up new livelihood activities in the refugee settlement and developing functioning and equal value chains and market linkages.
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The government’s public extension system supports the activities by providing agro-technical knowledge to the farmers to improve maize productivity. The Food System Lab will also establish a Community-based Extension system using Village Enterprise Agents, maize farmers themselves.
Producers will be organized into collectives to sell in bulk and to negotiate prices. Input suppliers provide maize farms with seeds, fertilizers and other necessities related to production, while advisory agencies and NGOs train producers on production techniques. Smallholders can receive financing from micro-finance agencies.
Our Food System Lab will change the market system, making the market increasingly beneficial for low-income maize producers over the upcoming years. By changing the behaviour of market actors, the market works more efficiently and inclusively, responding to the needs of poor households and communities.
Village Enterprise Agents and smartphones improving the knowledge base and communication
One of the key approaches towards achieving increased productivity, sustainable practices and market access is to provide the farmers with the requisite training and on-farm extension support through a community-based extension structure, using a network of Village Enterprise Agents.
To disseminate agro-technical knowledge, the Village Enterprise Agents will be equipped with mobile phones pre-loaded with relevant agricultural content. Our Food System Lab develops an online dashboard to provide timely visibility of field activities, thus enabling timely information sharing, monitoring and learning. Stakeholders at any location will access the online dashboard through a username and password.
Introduction of smartphones in agricultural extension services in hard-to-reach rural areas in Uganda can enable communication with farmers, extension agents and managers in ways that were impossible before.
Photo: Sharon Shaba.
The adoption of smartphones in agriculture extension has occurred even more rapidly in developed countries than in Uganda. However, its adoption merits particular importance and attention because extension services in Uganda have been characterized by too-few field agents and a lack of communication support infrastructure and budget.
However, the smallholders – the majority of farmers in Uganda – are unlikely to have high levels of education (or could actually be illiterate) and generally with little experience operating mobile phones and related Apps.
These challenges can lead to underuse or abandonment of the technology if proper support is not provided. For this reason, Food System Lab Rwamwanja will combine these approaches in a structured system that trains local Village Enterprise Agents to become ‘professionals’, acting as liaisons to provide assistance and seek information on behalf of other farmers in their community.
This way of using technology combines the best of both approaches; the self-guided nature allows the user to tailor information to each farmer’s specific needs and situation. The organization and training of the Village Enterprise Agents mean that the knowledge they will provide can include up-to-date information to introduce smallholder farmers to new ideas.
Author: Elias Katareiha, Livelihood Program Officer, Finn Church Aid
Of an estimated 80 million teachers in the world, more than half are women. They are everyday heroes who face their share of challenges each day but also role models for countless girls who enrol in school.
A competent teacher is a child’s gateway to society. Surrounded by war, teachers in Syria settle their pupils in their classrooms and help them forget the reality outside school, even if just for a moment. In a Ugandan school for children with disabilities, the world opens up when both teacher and learner know sign language.
A school should be a safe place to grow up in, but this is not always the case. The Global Coalition to Protect Education from Attack (GCPEA) reported at least 11,000 attacks on education worldwide between 2015 and 2019. Attacks refer to actions such as bombings, kidnappings, or sexual violence directed at pupils or staff. The threat of attacks is real in Syria, a country living with war for almost ten years.
During the past year, education has faced new kinds of challenges. According to experts, the school closures caused by the pandemic may have far-reaching consequences for an entire generation. As schools reopen, there is a lot of catching up to do, and the new normal comes with practical challenges.
Below, three female teachers share their story. One is worried about the children freezing in school, while another faces doubts because of her age and gender. A third teacher hopes for more resources for special needs education. Despite the challenges, they all think they are on the right path as teachers.
In 2020, a total of 107,187 learners in 57 schools in Bidibidi, Kyaka II and Rwamwanja refugee settlements benefitted from Finn Church Aid’s education project funded by the Education Cannot Wait fund.
The project included, among other things, classroom renovation, construction of teacher housing, teacher training to improve the quality of education and distribution of scholastic materials and sanitary kits for girls.
During school closure due to Covid-19, FCA promoted child protection and continued learning at home through home learning packages, radio lectures and teacher support for small groups of learners.
When fighting resumed in South Sudan in 2016, millions of people sought refuge in neighbouring Uganda. Bidibidi quickly became the largest refugee settlement in the world.
One of Uganda’s 1,4 million refugees is Sylvia Poni, 17, who found her new home here with her 75-year-old grandmother Joanne Pilista. They stay with two small children that Joanne took under her wing during the flight.
Leaving their previous life behind has been tough, but grandma Joanne believes that the quality of education in Uganda has positively impacted Sylvia. The firm structures of Yoyo Primary School are visible through the thick bush by the family’s house.
“We are from Kajo Keji where schools were made of grass,” Joanne explains. “Parents had to take time off their work to fetch grass and mud to build the schools – or prevent them from falling apart.”
Sylvia also loves the fact that there are many classrooms. She feels safe and comfortable at school, and rain or shine, lessons go on throughout the day.
Grandma Joanne never went to school herself. She wishes she could go back in time and get an education. For Sylvia, it is still possible, and she is determined to take her chance.
“I want to become a teacher and go back to South Sudan,” she says. “I want to help those who have dropped out of school so that they can achieve their goals and find jobs.”
The elderly are in a particularly vulnerable position in Uganda’s refugee settlements. With access to education and livelihoods, the community can also create a better future for the family’s seniors.
Seven years ago, Elizabeth Kapinga and her family hid in the bush on their way to the Ugandan border. The family was fleeing the unrest in the Democratic Republic of Congo (DRC) and had to travel on foot for three weeks without getting a lift by car.
“The shots were coming from all directions, and we hurried the children along. Looking back on it, I think about how life has been so hard for us, but I know others are still suffering and losing their lives,” says 80-year-old Kapinga.
Kapinga and her four children, son-in-law, and ten grandchildren have stayed in Rwamwanja refugee settlement since 2013. In the DRC, Kapinga lost her spouse, four children, and three grandchildren, and thinking about them makes her sad.
“I had a good life. I got married, and I was happy. Then the Lord separated me from my husband, and I was all alone,” says Kapinga.
Elizabeth Kapinga lives in Uganda as a refugee. She says that returning to her home in the DRC is unlikely.
Uganda hosts 1,4 million refugees. Most of them come from neighbouring countries, such as the DRC, where several armed groups fight each other. The conflict is dangerous to civilians. The unrest has cost people their homes and possessions, and particularly women face the threat of violence and rape.
Kapinga’s family is safe, but their daily life is challenging. The refugee settlement faces a shortage of many necessities, and for many families, the food assistance available is not enough for surviving. The availability of health care services and medicine is low, and the prices are high.
Kapinga’s family’s situation has improved since her son-in-law Lucien Kagoro graduated from the Technical Vocational Education Training (TVET) centre established by Finn Church Aid (FCA) in Rwamwanja. Kagoro joined his extended family in Rwamwanja in 2017 after working as a teacher in the DRC. He could not find work in Ugandan schools because of language barriers, but the vocational training opened up a new career path for him and many other youths.
Kagoro trained to become a hairdresser, and he now runs a successful salon. His work secures a livelihood for the whole extended family and enables the children to go to school. Kagoro lost his parents in the conflict, and his wife’s family, including his mother-in-law, is the only family he has.
“I love my mother-in-law. She has given me so much. My family is doing well now,” says Kagoro.
Lucien Kagoro supports his extended family. The wellbeing of his mother-in-law is essential to him.
After the hardships in his home country, Kagoro says that he now lives in peace in Uganda.
“I’m happy with the life we have now,” says Kagoro.
Grandmother Kapinga likes to spend her days with her grandchildren. Watching the children play takes her mind off unpleasant memories. A secure livelihood gives her the chance to enjoy her daily life.
“I’m happy for my son-in-law’s work. He enjoys it, and it enables him to take care of us. I don’t know how we would manage if Lucien didn’t have his salon,” says Kapinga.
The refugee settlement faces a shortage of many necessities.
In the vocational education centre, 70 per cent of the students are refugees from the DRC. Out of the young people who have completed their training, more than 70 per cent have found employment or started their own business.
“Educating children and youth is a way of building the future and investing in the sustainable development of entire communities. After the urgent emergency relief, we start building the future of families through education and livelihoods,” says Eija Alajarva, Head of Humanitarian Assistance at FCA.
Advanced age and life experiences bring with them injuries and illnesses that complicate mobility and access to information. It is essential to do outreach work and provide help in the home when working with the elderly and persons with disabilities.
“When people are forced to flee, families may fall apart. Members of a family may not end up in the same refugee settlement, and while families normally take care of the elderly, that can change in a crisis,” says Alajarva.
The constant threat of violence also drove Maria Nyrambagazohe, 67, to flee her home village in the DRC with her two grandchildren. They fled on foot, which forced them to leave all their belongings behind. Since 2018, the family lives in Kyaka II refugee settlement in Uganda.
Maria Nyrambagazohe is often sick, which makes working and household chores hard for her.
Nyrambagazohe’s husband and two sons lost their lives in the unrest. Her daughter, the mother of her grandchildren, remained in the DRC. The family does not know whether she is still alive. Nyrambagazohe is now the guardian of Anarite, 8, and Sylvester, 10.
“I think about my family every day. The children keep asking when they get to see their mother again,” says Nyrambagazohe.
While the refugee settlement is peaceful, the family’s day-to-day life is tough. Nyrambagazohe and the children are often sick, and work exhausts her quickly, causing her all kinds of ache and pain. The children support her with household chores, such as cleaning and fetching water.
The elderly are respected and have an important role in communities, and people want to take care of their wellbeing. In times of crisis, they might still end up as caretakers. If the parents have died or are otherwise absent, the grandparents – often the grandmothers – have to take care of their grandchildren.
The biggest challenge of Nyrambagazohe’s family is hunger. Because of her age and condition, she cannot work, and the family lives in poverty. Like many other families in the refugee settlement, they all receive 21,000 Ugandan shillings per month as a World Food Programme (WFP) assistance for food. The money can get them 8 kilograms of cornmeal, an equal amount of beans or 1.5 kilograms of meat.
“It is not easy for the children to be hungry all day long,” says Nyrambagazohe.
For most elderly refugees, returning to their home country might not be possible. Nyrambagazohe misses her friends and other villagers back home. In Uganda, she often feels lonely, but she says she enjoys the peacefulness.
” I never used to be able to sleep before, but now I sleep well, she says.
The joy of the children delights their grandmother. Her biggest wish is that they will have a good future.
Anarite and Sylvester are used to their life in the refugee settlement. They play football and skip rope with the neighbourhood’s children. Watching them play makes Nyrambagazohe happy. When her grandchildren can go to school, she knows they can have a future.
“We are grateful for the support for school materials, fees, and clothing. Education will enable the children to find employment and care for their families when they grow up,” says Nyrambagazohe.
Photos and interviews in Uganda: Sumy Sadurni
Text: Noora Pohjanheimo
Translation: Leena Vuolteenaho
Old wooden school structures covered with the recognisable UNHCR white tarpaulin are a dead giveaway: refugees go to this school.
But behind the white canvases are four colourful, bright orange, concrete buildings with green windows and hallways. This is Ebenezer Secondary School, a school for both South Sudanese refugees and Ugandan youth in the Obongi District of Palorinya refugee settlement in northern Uganda.
“Teaching in the old structures was tough,” explains Winnie Akol, a teacher from Eastern Uganda currently residing at the school. She points at the old tent-like structures.
“The classrooms were congested, there was not enough air coming in. We teachers could not reach the back of the room to check on the other children because the rooms were so small. When it rained, we had to stop the lessons because we could not hear ourselves over the rain pounding on the iron sheets. No one could focus on the lecture and it was always so dusty inside.”
Winnie Akol, from eastern Uganda, teaches in Ebenezer Secondary School in Palorinya refugee settlement in northern Uganda. Finn Church Aid’s (FCA) work at the school is funded by The U.S. Bureau of Population, Refugees and Migration.
Winnie believes that after the new structures were constructed, children’s learning has improved because they have no distractions. Two of the main classrooms are laboratories for science and have electricity, sinks and Bunsen burners with which the children can practice chemistry.
