Empower a Girl: For Self-Reliance

 A dream is a vision and sometimes becomes reality

Director Kole Intellectual Forum on his pathway to draw his story on how Kole Intellectual Forum has been developed from  a dream; he noted that: although "a dream is a vision and sometimes becomes reality" he stated that, it is partially true, it's also important to distinguish that a "dream" can be a mere fantasy or wish, while a "vision" implies a more concrete, actionable plan that, with focused effort, can be turned into reality; meaning not all dreams become reality, but a well-defined vision can with dedicated work.

Elaborately, he considered a dream to be: a vague desire, aspiration, or fantasy that may not have a clear path to achievement; while vision on the other hand, is a clear, detailed mental image of a desired future outcome, often accompanied by a plan to achieve it; and that when he told this story, it was based on the well-built foundation of a clear vision.

The vision of Kole Intellectual Forum from 2016, according to him has been to promote quality, sustainable and potential education in Kole District Local Government of Uganda and beyond through Home Economics.

Hence, the Director Kole Intellectual Forum says that: since then, their projects are always developed around that theme within the vision statement.

On a research conducted in the month July, 2024 by Kole Intellectual Forum in hard-to-reach schools in Kole district, Northern Uganda; to establish the best formula of improving on the education progress in these schools, the research findings reveal a number of factors that can help them and government officials can better the quality of education; and these included among others, the following recommendations:

• Policy changes. That, policymakers can improve on education progress of these schools by: Increasing funding and support for teachers, especially in low-income areas
• Focusing on restorative justice and keeping young people out of the justice system
• Moving away from standardized control and toward community-based mechanisms
• Supporting local initiatives
• Communities can be engaged as collaborators and trained them to be education champions.
• Strengthening relationships among stakeholders
• Governments and non-governmental organizations can facilitate stronger relationships between teachers and parents.
• Encouraging pedagogical approaches
• Schools can encourage and enforce pedagogical approaches to teaching that accommodate the specific needs of every learner.
• Working with partners