Kayla Namulondo

Kayla Namulondo

ADFD, IRENA Open New Round Of Funding For Renewable Energy Projects

The International Renewable Energy Agency (IRENA), in partnership with the Abu Dhabi Fund for Development (ADFD), is inviting applications for renewable energy projects in developing countries.

Within the framework of the ADFD-funded US$350 million (AED1.285 billion) IRENA/ADFD Project Facility, the current funding round of US$50 million in concessional loans marks the sixth of seven annual cycles.

“In just the last few years, renewable energy has emerged as one of the most economical choices for new power generation in countries around the globe. Accelerated renewable energy deployment in developing countries expands access to energy, improves health and welfare, creates jobs and drives economic growth,” said IRENA Director-General Adnan Z. Amin.

“This new funding cycle provides greater opportunity for developing countries to access low cost capital for renewable energy projects to drive the energy transformation and achieve sustainable development. The continued partnership between ADFD and IRENA connects a stable and reputable source of funding to places where it can have the most impact and where financing is one of the greatest challenges.”

For his part, His Excellency Mohammed Saif Al Suwaidi, Director General of ADFD, said: “Since the announcement of the first funding cycle of the IRENA/ADFD Project Facility back in 2014, this unique partnership has continued to support replicable, scalable and economically feasible renewable energy projects in developing countries.”

He added: “The five previous cycles have attracted a host of impressive, innovative and sustainable projects that go a long way in enhancing energy security worldwide. Following their contibution in advancing the global sustainability mandate, we are delighted to open funding for the sixth cycle and continue our journey of socio-economic growth.”

Funding from ADFD, provided through the IRENA/ADFD Project Facility, offers sustainable and affordable energy to millions of people with limited or no access to electricity. In the first four cycles, the Facility allocated US$189 million to 19 renewable energy ventures across the globe, covering up to 50 per cent of the project costs. The loan approval process saw ADFD and IRENA conduct a thorough assessment of entries in close collaboration to select projects that best fulfilled the eligibility criteria.

The ventures funded in the first four cycles will bring online more than 100 megawatts of renewable energy capacity and improve the livelihoods of over a million people through providing better access to energy.

Spanning Asia, Africa, Latin America and Small Island Developing States, the projects span the complete spectrum of alternative energy sources – wind, solar, hydro, geothermal and biomass – and utilize a wide range of systems, such as hybrid, off-grid, mini-grid and on-grid including backup storage.

The projects selected for the fifth funding cycle will be announced in January 2018. Applications for the sixth cycle will be accepted until 17:00 GST on February 15, 2018.

  • Published in Energy
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Amazing Photos From KISU Book Week Commemoration

Schools and parents must introduce their children must to reading books at the earliest time possible. And in an era where children spend more time of their lives in school environs, school administrators must spearhead this cause.

Kampala International School Uganda heeded to this cause when it held a weeklong celebration of books. The fun filled week saw children replicate book characters in a fashionable way.

Kampala International School Uganda offers an international education to students between 2 and 19 years of age. The school was established in 1993. Current enrolment is around 600 and is increasing steadily.

Students come from almost 60 different nationalities and, depending on the family’s contracts and nature of their work, stay in Uganda for varying lengths of time. The school is privately owned with an Advisory Board of Governors and the day to day running of the school is managed by the Director.

The school formerly known as Kabira International School was purposely built to accommodate over 1000 students increasing in line with the development of Kampala and Uganda.

It has four science labs, three computer labs, three practice music rooms, three performance areas, and indoor gym, outdoor basketball court, 25 m eight lane competition pool, two libraries, five acres of playing fields and smart boards in most classrooms.

There are 58 full-time teaching staff recruited from countries around the world. The school adapts the English National Curriculum for the Primary School and until Year 9 in the Secondary School.

After that, students study for the internationally recognised Cambridge IGCSE (examined in Y11) and IB Diploma (examined in Y13). The curriculum ensures that rigorous educational standards are maintained and that progression of educational experience is monitored.

The IB Diploma is generally regarded as the university entrance programme of choice often preferred above national requirements. The curriculum has been adapted to reflect the international diversity of our school community and its location in Uganda.

  • Published in Events
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Policies That Have Made Delhi Public School International Excel

For students to learn effectively, schools must put in place policies that make it easy for real transfer of knowledge. This means that school administration must think outside the box to ensure this is possible because today’s learner faces different challenges from those in the past.

While some schools are struggling to cope up, others like Delhi Public School International, located at Plot 17-25, Saddler Way, Naguru, Kampala, Uganda,   are walking the talk. The school is an international school owned by the Ruparelia Group in Kampala. It also offers various international curriculums.

For effective teaching, the school has set up the following policies to guide its teaching operations. 

  • Motivating and nurturing school environment that supports and encourages lifelong learning
    • Professional and proficient teachers with a passion for education
    • Well-researched and thoughtful school curriculum, which promotes creativity, curiosity, determination, independence, self-reliance, adaptability and team work
    • Integrated Learning Approach with emphasis on experimentation, self-discovery, high level of engagement, hands-on experience and exam preparation
    • Stimulating learning environment that creates eager and active learners and nurtures their thinking, analyzing and learning capabilities. 

The implementation of such policies has seen children not only learn and develop through formal methods of teaching but also though various ways some of which include project presentations, hands-on experiences and field trips. 

“At DPS, we organize exciting experiential learning opportunities through field trips which are planned at every level for specific educational purposes. Children visit surrounding farms, interact with local communities and glimpse their culture and lifestyles. These excursions also help widen knowledge of the environment, besides expanding observational skills. 

“Through these opportunities, they are able to explore the differences and similarities in the world beyond the class boundaries in respect to their academic areas, thus adding value to their academics. 

All Classrooms at DPSI are equipped with smart boards to make learning sessions more interesting and beneficial to both the students and teachers.  

The school administrators and teachers work hand in hand to make DPSI the best international school and hold themselves responsible for the school's success. Admissions for ages 3 to 18years are open! Apply now

Admissions are ongoing. Call us on Tel:+256701525746 for more details.

Schools Must Concentrate On Comprehensive Physical Development Of Children

Parents, school administrators and children have to work together for the comprehensive physical development of children, educationists say. In building a wholesome all around child, compassion, love integrity, cleanliness and above all discipline play key roles in achieving this goal.

“As children grow, at Kampala Parents’ School, we emphasize three important domains, these are: Affective, Cognitive and Psycho-social stage. Affective deals with spiritual emotions. Cognitive is to do with mental process including how people think, perceive, remember and learn. Psycho-social stage is all about developing muscles. Learning is developed by physical skills such as movement, coordination and manipulation.

“In order for the mentioned domains to be realized, the triangular working relationship has to be focused. The parents, the staff and children have to work together to achieve the required goals. Furthermore, in building a wholesome all around child, compassion, love integrity, cleanliness and above all discipline. We believe that discipline is the key to success. We train our children to observe all of them.

“At Kampala Parents’ School, we believe that learning through play works because children are more likely to remember lessons if they enjoy them, and they are more likely to show enthusiasm for learning if they have fun at school.

“For example, if children learn about the planets by singing a fun song about them, they will likely remember that song and the information they learned. Ongoing research also shows that playful teachers can increase their students’ long-term academic performance.

Our highly trained teachers collaborate with parents to nurture children into respectful, confident and joyful learners. Through ongoing communication, parents and teachers can help each child become fully prepared for and excited about kindergarten.

Our approach is grounded in accepted research on how children learn best. Children experience the deepest, most genuine learning through play and fun activities lovingly guided by highly trained teachers.

Kampala Parents’ School is co-led by an education director who work together with teachers to make sure every family has a wonderful experience. This distinctive model also ensures children are known and appreciated for their individual gifts and personalities.

Young children who learn through play are more capable of making their own decisions, advocating for themselves and using creativity to solve problems as they grow. During play, children link old thoughts with new, build new experiences and access knowledge.”

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