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UCU students Ivan Mutesasira and Mildred Nampala pose with chess and “overcomer” coach Robert Katende. All are from Katwe. (UCU Partners Photo)

Uganda has many ‘kings’ and ‘queens’ of Katwe, including at UCU


UCU students Ivan Mutesasira and Mildred Nampala pose with chess and “overcomer” coach Robert Katende. All are from Katwe. (UCU Partners Photo)
UCU students Ivan Mutesasira and Mildred Nampala pose with chess and “overcomer” coach Robert Katende. All are from Katwe. (UCU Partners Photo)

By Patty Huston-Holm

In the game of chess, if you lose the queen, most players forfeit.

Not so for Robert Katende, best known as the chess coach for Phiona Mutesi, the Ugandan slum girl featured for overcoming the odds of poverty in the “Queen of Katwe” movie. Not so for Ugandan Madina Nalwanga who had never seen a movie before being plucked from a line up to portray Phiona in the 2016 movie.  And not so for chess players and Katwe slum residents Ivan Mutesasira and Mildred Nampala, studying at Uganda Christian University (UCU) in 2020.

The list of Katende-influenced, overcomer names is long and growing.

Children learning about life and chess at SOM Chess Academy in Katwe (UCU Partners Photo)
Children learning about life and chess at SOM Chess Academy in Katwe (UCU Partners Photo)

The game of chess and the Sports Outreach Ministry (SOM) Chess Academy compound in Katwe are the visible ties between Katende and his protégé students. Yet, the most valued of 16 chess pieces – the queen who can move in all directions on 64 squares of the game – symbolizes much more. Katende and his young chess players have suffered losses that would cause most people to quit. But they didn’t.

On a hot, sunny day in early January 2020, more than 50 children surround Katende at the academy. He calls them “kings” and “queens” because, he says, they can rise to the top despite their poverty and other vulnerabilities.  They call Katende “coach” as they learn not only how to play the game of chess but how to maneuver through life.

On break from regular school, the poorest of Kampala’s boys and girls ages three to teens, play or silently watch two-player teams at a dozen handmade, wooden chessboards. They sit or lean against each other under an avocado tree, within a three-sided tent or in the building that also houses Katende’s small office at the academy. Katende tells some of his story behind the better-known one about Phiona.  It also is detailed in his newly released book, “A Knight without a Castle.”

Coach Robert Katende at the academy in Katwe (UCU Partners Photo)
Coach Robert Katende at the academy in Katwe (UCU Partners Photo)

Katende lost his “queen” – his mother – who abandoned him before he was a year old.  As he grew, he felt so abused and unwanted that his only deterrent from killing himself was that he couldn’t scrape up enough money to buy rat poison to do it. He persevered with a life that often found him sleeping on cardboard with his grandmother and a younger child, suffering injuries that included a dislocated wrist wracked with pain as he successfully completed written exams, and digging his fingers into gardens and laying bricks to work his way through school while oftentimes being cheated out of wages.

Today, the former mathematics teacher with a university degree is the backbone of the Academy located in Katwe, which is the poorest slum in Uganda’s capital city of Kampala. The Academy is a haven in a village best known for high illiteracy, poor housing, prostitution and low employment except for metal workers who get accolades for their skill in crafting beds and sheds. The chess coach also leads the newer Robert Katende Initiative, a child-uplifting, fund-raising arm based in the United States.

“I see myself as a moving miracle,” he said. “It is not of my own making. God has chosen me to glorify His name. I have no reason to be alive but for His Purpose.”

Katende’s story is one he would rather tell through the next generation that he might have inspired.  That generation includes:

  • famous Phiona, now studying business at Northwest University (Kirkland, Washington), where another Katwe chess player (depicted in the movie as the boy clicking his fingers a lot) named Benjamin also is enrolled with a dream to become a neurosurgeon;
  • teenagers named David, Lydia, Gloria and Stella who auditioned as young, poor Katwe children and received supporting roles in the movie;
  • two student chess players enrolled in engineering at the Mukono campus of UCU. There, with the hand of the university’s Vice Chancellor, the Rev. Canon Dr. John Senyonyi, a Memorandum of Understanding (MOU) exists to serve the underserved with the Academy – if there is financial support.

Through the UCU Partners organization, based in the USA state of Pennsylvania, San Antonio, Texas, resident, Sandra Lamprecht, offered that first support. She sponsors the two UCU students, Ivan Mutesasira and Mildred Nampala.  Already an admirer of UCU quality curriculum and character-building education and with family in Uganda, the United States woman saw the “Queen of Katwe” movie in 2016, met Katende in 2017, and felt led to help.

With Katende’s recommendation and facilitated by the MOU at UCU, Lamprecht first agreed to be the American “mom” for Ivan Mutesasira, who is a lesser-known character in the “Queen of Katwe” movie.

“I’m the guy with the hat,” Ivan commented amidst the young chess players, including one hanging onto his leg on this January 8 day. He smiled as he referred to his movie portrayal as a member of the chess team that traveled more than a decade ago with Phiona to Juba, South Sudan, and the tournament where she won and garnered international attention through the media, a book and then a movie.

Like Katende, Ivan, who is now 28 years old, believes his life outside the movie better defines him and God’s purpose.

“The movie touches me because I lived it – paying for water and fetching it in a jerry can, sharing pit latrines, no electricity,” Ivan recalled. “My parents divorced when I was age five. There were five of us as children with a mom supporting us by selling vegetables at the market.”

While he was raised Christian and went to church, Ivan saw his life take an upward turn when, at age 12, he met Katende. Through moves on a chess board, the young Ivan learned discipline, responsibility, strategic planning, action consequences and that someone – the coach and God – believed in him and loved him.

“My friends were dropping out of school and having unplanned children,” Ivan said. “I was learning to accept and appreciate what I had, trusting in God, praying and playing chess.”

What Ivan learned through the chess academy is continuing at UCU, where character building is incorporated into his program in Civil and Environmental Engineering.  Upon his graduation with a bachelor’s degree in July 2021, he hopes to make a difference in the place where he grew up.

“That building is wrong structurally,” he said, pointing to a crumbling residence towering three stories above the Katwe academy. “Effluent from the upstairs bathroom is flowing down into people’s rooms. That’s part of what I want to fix to improve lives.”

Mildred Nampala, 21, and the second Katwe youth sponsored at UCU by Sandra Lamprecht, likewise wants to be part of the solution to her country’s poverty issues. She is a year behind Ivan at UCU and is pursuing a bachelor’s degree in electronics and communication engineering.

One of three children, Mildred never knew her father who died when she was a toddler; her mother died when she was 12 years old. She served as a house cleaner and cook in exchange for school fees and a place to live with an uncle, his wife and five children until one of the biological children got pregnant out of wedlock. Out of fear that the same would happen with Mildred, the uncle kicked her out of the house. She found refuge in various homes, including that of her sister who works as Katende’s accountant.

Mildred found refuge in chess.  The game also reinforced the value of teamwork with all the pieces working together under the guidance of the players. And the “Queen of Katwe” movie that Mildred has “watched more times than I can count” reinforces that she and others in poverty can be more.

While he has had offers to relocate with other organizations and in developed countries, Katende says he is called to remain in his Katwe birthplace. As he looks around and admires the mechanical skills of the less-educated population of the slum, he aspires to grow the chess academy focus into a vocational school within the next few years.

“The school will go there,” he said, pointing to an area near the academy’s single avocado tree and below crumbling houses and rows of laundry blowing in the dusty wind.

This Katende and others know: Millions of people around the world play chess. Losing a queen early on doesn’t mean you lost the game.

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To support Uganda Christian University programs, students, activities and services, go to www.ugandapartners.org and click on the “donate” button, or contact UCU Partners Executive Director, Mark Bartels, at m.t.bartels@ugandapartners.org.

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New Chaplain shares personal aspirations and expectations for Uganda Christian University community


The Reverend-Engineer Paul Wasswa Ssembiro
The Reverend-Engineer Paul Wasswa Ssembiro

Introduction:
The Reverend-Engineer Paul Wasswa Ssembiro is no stranger to Uganda Christian University (UCU). A mechanical engineer, teacher and preacher, his careers have taken him different places, including UCU. He has been an Assistant Lecturer at Makerere University and Kyambogo University, has worked as a Provincial Secretary to the Church of Uganda and served as National Team Leader of African Evangelistic Enterprise. With his education and experience, he emerged in the new role of University Chaplain at UCU, Mukono, when the previous Chaplain, Rev. Nyegenye Rebecca Margaret Ajambo, left for another position at All Saints’ Cathedral, Kampala, earlier this year. His official, full-time appointment is effective November 2019. Uganda Christian University Partners spoke with him to learn about his inspiration in the role, his background, and expectations for the larger UCU community.  The interview is edited for clarity.

By Brendah Ndagire

What inspired you to accept the role as Chaplain at UCU?
I have been ministering to UCU since 1999, visiting this campus as a speaker during “Mission Week,” for the student/staff community worship and during chapel time. I have specific gifts, such as oratory skills, leadership, Christian ministry, and my general experience working with a university as it relates to its community. I have preached at Makerere University, Kyambogo University, and at UCU. Comparing audiences at public universities, I think that UCU is a wonderful fit for me.

The Rev. Eng. Paul Wasswa Ssembiro outside Principal’s Hall
The Rev. Eng. Paul Wasswa Ssembiro outside Principal’s Hall

What does your role as Chaplain entail?
It is a broad role. Primarily, it entails spiritual formation for the university community. Whatever we do as a ministry team within the chaplaincy falls into a wider umbrella of spiritual formation. We pray and believe that as people come to UCU to pursue their studies, they would encounter Jesus Christ as their Lord and personal Savior, and find wholeness. We pray that they would grow fully because that is something that is hard to realize in our Christian development.  Spiritual growth is not about information but about formation, and becoming more and more like Jesus. But we also have a resident community among staff members. The chapel ministry serves this community, and the community outside UCU.

Is that an institutional or personal view of the role?
It is a personal view which interfaces with the general institutional view.

What is a scripture that defines your work as a Chaplain?
That is a difficult question. One will be Ephesians 4:11-13, with text that talks about the fact that God appoints ministers for the sake of equipping other people and what other people would do in the ministry … and the goal of ministers God appoints is that people come to the full stature of Jesus Christ. The particular scriptures talks about apostles, teachers,  pastors, prophets, evangelists, and to me, chaplaincy fits into that.

What do you anticipate would be the most difficult part of being a University Chaplain?
The most difficult part would be the fact that the audience (young adults) is trying to discover what God is calling.  I think spiritual stability for  young people enrolled at UCU is a unique challenge that would make walking with them towards spiritual formation an uphill task. This is particularly (challenging) because young people are independent and they want to try out different things before they discover themselves.

The other challenge is that for now we do not have a chapel structure for community engagement throughout the week in terms of organizing activities related to spiritual development.

What do you think are the solutions to the above anticipated challenges?
Inevitably, Uganda Christian University needs to think about coming up with a comprehensive development plan for the chapel. That would include a sanctuary, that is, a place to worship, and hopefully with some outside space where students or staff can meet for other chapel activities. For now we are using Nkoyoyo Hall, and we are grateful. But in terms of a larger place where students or staff can come for prayer meetings, seminars in large or small groups, that is still lacking.

What do you find rewarding about your new role?
The most rewarding aspect of this role is recognizing that UCU is a great gift to Uganda and Africa at large, and it is rewarding to be a part of this community. Secondly, when God gives you the opportunity to pastor a community,  it is important to recognize that you are responsible for sending out people in the community as agents of transformation. Thinking about UCU in particular, it is important for me to recognize that I will be part of the process of three or four years forming the spiritual nature of its students. I think that is truly a great great reward. Part of our work as a Chaplaincy is participating in the training of Anglican priests in Uganda through Bishop Tucker School of Theology, and I consider it a privilege too, to be a part of that process.

What do you think are the major needs of the people (students and staff) you serve at UCU?
First, the staff at UCU needs to recognize that part of the work they are doing here is aiding students to integrate professional development with spiritual formation since UCU is primarily a Christian institution. For example, if I come to teach mechanical engineering, how I train students at UCU matters. The values and ethics I pass on apart from the scientific aspect of the program, would ensure that I am developing an engineering student who is primarily God fearing, a graduate who honors God, with the sense of mission, and who go in a job environment to make a difference and be different in a job market. Thus, UCU staff need to appreciate that calling to make a difference in the lives of the students they are teaching. I hope we walk that journey together.

To the student community, the need is that they are able to find/discover their purpose and calling in God, and also solidify it. There are so many opportunities for serving God in our country, and I hope that we if students are able to participate in spaces we organize at UCU, they would be better equipped to serve our nation fully.

 With your background in engineering, are you hoping to take on the role of teaching in that area at UCU at some point?
I have  a passion for teaching. That is why I call myself a teaching evangelist. I also love my engineering profession but as to whether that would translate into teaching within UCU’s engineering department, is dependent on how stretched I am in the chaplaincy role. But if I got that opportunity to teach engineering, I would see it as a platform for mentoring and supporting someone to develop professionally and rooted in Christian principles and ethical values.

Since you are based at the main campus in Mukono, how are you planning to reach out to students studying at UCU’s regional campuses?
The chaplaincy takes a central role in programming and setting up spiritual programs for students who are not studying at the main campus. We plan that Tuesday and Thursday community worship hours are available to all students through their deans, and/or an appointed chapel representative.

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More information about UCU’s Chaplaincy and Bishop Tucker School of Theology and Divinity at Uganda Christian University can be obtained at: http://ucu.ac.ug/bishop-tucker-school-of-theology.

To support UCU Theology students, contact Mark Bartels, executive director, UCU Partners, at m.t.bartels@ugandapartners.org, or donate directly at: https://www.ugandapartners.org/donate/

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University’s First Engineering Guild President Promotes Science, Math and Technology


Bruce Mugisha Amanya (in tie) during final hours of Guild President Campaign (UCU Partners photo)

BY DOUGLAS OLUM
Following a hectic week of speeches, music, riding in poster-plastered cars and on the shoulders of guys wearing his picture on their T-shirts, Uganda Christian University engineering student Bruce Mugisha Amanya emerged as the Main (Mukono) campus 2018-2019 Guild President.

Amanya’s 1,000 supporting votes edged him ahead of two rivals, making history as he became the first engineering student to obtain the student body leadership spot in the university’s 21-year existence. Amanya, in his third year pursuing a Bachelor of Civil and Environmental Engineering degree, isonly the second guild president from the university’s Faculty of Science and Technology.  An Information Technology student was chosen in 2005.

The day after his late-night Nov. 2 victory, Amanya reflected on his background, his reason for running and his goals for the next year. Among questions during the campaign was how an engineering-type person – someone known for inventing and innovating – would manage leadership.

“The fact that I am a scientist, very many people, which is quite unfortunate, do not see me as a leader,” he said. “They think I can probably play better with mathematics and numbers, than with dialogue and advocacy. But it is very difficult for an engineer to succeed if he is not a leader. We experience leadership directly in the field – managing people, time, equipment or money.”

According to Amanya, engineers have resource management and problem-solving skills. He referred to building structures such as roads and bridges as work where engineers are “co-creators with God.”

While representing all students, Amanya plans to further disprove the common misconception that scientists could not make good leaders by helping to market science courses and build a wider and more engaged Science and Technology alumni base. He wants to make the public aware that UCU is more than the “law school.”

“I had my internship at the Parliament of Uganda,” he recalled. “The very day I reported, I met the Sergeant at Arms and he asked me: What is your name? I told him my name. He asked where I was from. I told him UCU. Immediately he asked me, ‘Are you a law student?’” When Amanya clarified that he was enrolled in civil engineering, the official was surprised that such a program existed.

“Those questions triggered something in me,” he said. “We are right in the city centre but people do not know that we offer engineering courses. I want to resolve that through my leadership.”

Over the next 12 months, Amanya said he plans to lobby for more funding towards science students’ projects from the university, advocate for incorporation of some essential courses not yet being taught by the faculty, ensure that specialist supervisors are brought on board to guide students’ innovative projects, set up an innovation week, cut guild expenditures on trips to support students and form a students tribunal comprised of class representatives to scrutinize guild budget and ensure total accountability and transparency.

“We need to market ourselves. But we cannot market ourselves when we don’t graduate our students. Last year, almost half the total number of finalist students of engineering did not graduate because they did not have anyone to supervise their final-year projects,” Amanya noted.

“I want to see our alumni take on projects within the university as a way of giving back. The university needs to prioritize them after graduating them. That is how we can also advertise them, using what they have done,” Amanya said.

Sitting at a table and near an older brother, Ayesigye Brian Mugisha (he arrived to congratulate), the new guild president concluded with a story of a young man selling mangoes. The story is about a youth advertising his product by shouting.

“People were not buying until he reached an old woman,” Amanya said. “She told him that people are not buying your mangoes because you are not giving them the reason to buy. Sit down, pick a mango, cut and begin eating. People will come and ask you how sweet the mangoes are, then you will ask them: Do you want one? Bring money, and they will buy. That way, the boy managed to sell all his mangoes.”

New guild president, seated, with his brother who traveled to Mukono to issue congratulations (UCU Partners photo)

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UCU Covers Ground in Science Education Thanks to Uganda Partner’s Equipment



Okot Francis, laboratory attendant, with liquid limit cone penetrator

By Alex Taremwa
Uganda Christian University (UCU) started out as a theological college. Slowly, the university transformed into one of the predominant arts and humanities’ institutions of higher learning in Uganda and produced the best lawyers, journalists, business leaders, teachers and social workers.

Over time, however, a vision was born to integrate the Christian spiritual values into sciences to better meet the needs of the country and as such, a Faculty of Science and Technology (FOST) was created with two departments – Civil and Environmental Engineering and Agriculture and Biological Sciences. These are housed in a new storied building in the Technology Park area of the UCU Mukono campus.

The need then was to build state-of-the-art laboratories and equip them to the standard that would allow students to create groundbreaking discoveries to improve the community, the graduates’ career opportunities and the university’s brand.

Making science real
Hellenah Dushime, a third-year student of Food Science and Technology says that ever since the Chemistry and Biology Labs were fitted with equipment from UCU Partners, her studies took a new twist.

“Before we were always told in theory what the equipment was and how it worked,” she said. “With the equipment, I can now do my practical assignments here and learn firsthand how things are done. This is what I call science. You can’t teach it like history.”

Her most used equipment are the deep freezer, where her samples are safely stored, and the analytical balance donated by contributors to UCU Partners.

Reaching beyond students
Okot Francis, the laboratory attendant since 2015, has noticed a great increase in the use of the equipment. He says that besides the students who are now a permanent fixture in the labs, the external community users such as researchers doing independent experiments have expressed interest in using the laboratories.

He believes if the university could secure accreditation for the labs from the Uganda National Bureau of Standards (UNBS) certifying that they were of great standard and quality, the equipment could earn the university money that would in turn help in purchase of laboratory supplies, paying for routine servicing among others.

“I can comfortably say that UCU Partners has given our department a huge boost,” he says. “If you look at what the students have been able to do practically, you see great value. Some are already making bread jam, mayonnaise, waste purification; it is simply amazing.”

Okot says student instruction has significantly improved and so have skills and application to the local community. The university has made it mandatory for students to use their class groups (four students) to work on a project that solves a problem in the local village of Mukono.

“They have done water harvesting – a model that the university is currently using – waste management, crop clinics among other projects,” he says. “And even as they graduate, we are more certain of sending out all around graduates with great skills to create jobs.”

Equipment peaking interest

The relevance to learning and real-world application that the new equipment provides has not only increased enrollment in science programs but has enhanced partnerships with humanitarian organizations. World Vision, for example, uses the equipment to test the quality of water in boreholes and streams in the communities.

A student model demonstrating proper land use at home for gardening and rain water harvesting for rural homes

Going forward, Okot says the science laboratories will be further divided off so students can have dedicated spaces to work under controlled environments for better results.

“We shall partition the labs so that students in dairy production, micro-biology, and biotechnology can have more dedicated spaces to work with the equipment best suited for them. This also will improve the safety of the equipment,” he adds.

Rodgers Tayebwa, a lecturer in the Civil Engineering department says that his students have been more involved since they received the turbidimeter –equipment for measuring the cloudiness of water.

His students use the new liquid cone penetrators to determine the moisture content at which clay soils pass from a plastic to liquid state and to determine the undrained shear strength necessary for the longevity of civil structures such as roads, bridges and buildings.

In the laboratory, you can see the toil of students. The specimens are carefully placed in the room temperature spaces, some still under study labeled with tags “Do not touch,” and others already out being recorded.

Students at both undergraduate and post-graduate levels use the four laboratories. Tayebwa notes that strict standard operating procedures for equipment use were designed to ensure safety of both the students and the equipment.

Rodgers Tayebwa, UCU Civil Engineering lecturer, with new portable equipment

Portable laboratory
“This equipment is expensive. We can’t just let it be used without precaution. It is basically a portable laboratory that a student carries to the field and does the tests on the spot,” he explains.

Like Okot, he acknowledges that the faculty still needs more equipment especially for new courses such as Food Science and Technology, Nutrition and Dairy Technology. There is hope and prayer that this, too, will be forthcoming.

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For more information about how you can help support equipment to make a difference in UCU education, contact Mark Bartels, UCU Partners executive director, at mtbartels@gmail.com.

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