Our project: a kindergarten on our land

21.02.2022: Opening of our Kisoboka Education Center!


17.09.2019: Everything we have worked for in the past years has finally paid off: as of today, the construction of our Kindergarten has started! We are overly excited to share this big milestone with all of you, our family, friends, supporters and sponsors. We always knew that it is possible to make your dreams come true - KISOBOKA! We cannot wait to see the pogress on our construction site in the next months and will happily share the steps with you! Also, it is important to highlight that the construction will be realised with Ugandan workers and in cooperation with our local community because it is a priority for us to support the locals.


2017-2019: After the completion of the process of buying land in november 2017, we fenced the whole property with a massive perimeter wall. Our property is located  in Wakiso District and in the surrounding land of Kasanje (approx. 30 minutes from Entebbe). It has the size of around 6500m². Find more in the section "wall construction 2017".

We would like to ask all our donaters to keep on supporting us on this new and exciting path! Once established, our project will guarantee immediate help for orphans and vulnerable children!

Education is key...


...for a self-determined life and a human right! Kisoboka Organisation is convinced that this must not be denied to any human being and moreover, that education and development must not be denied by poverty. We want to start with our holistic support for Ugandan orphans and vulnerable children as early as possible in their lives. That’s why we build a Kindergarten. The early childhood is the crucial stage in one's development and the foundation for the future life course. In this stage of life, all the major developments take place and therefore appropriate educational care and support are essential. Unfortunately, the reality in Uganda is quite different: Out of 10 children in the respective age, 9 never attend any sort of pre-primary education. Thus significant deficits in the areas of motivity, cognition, and social competences come as a result. This is a considerable burden for the future life course. Once they start with primary school, the children are overwhelmed and the class size makes it almost impossible for the teachers to answer children's needs individually. The lack of pre-primary education eventually results in high dropout rates in Ugandan primary schools: Out of 10 children who start with primary school, 7 never finish it. A self-determined life won’t be possible to live for the majority of these children. In our Kindergarten, we want to create a safe space for the children's development and support them individually. The individual child shall always be in the centre of the educational work, shall feel appreciated and loved.


Our main goal

We want to break with the teacher-centred teaching of prompting and repeating which is dominating in Uganda and encourage the children to think out of the box as well as promoting their self-confidence, their creativity, their maturity, and their resilience. Besides that, we want the children to understand that they’re unique and precious because such an atmosphere enables the best development and is the foundation for competent social interactions. The reality already proves that children who attended pre-primary education in Uganda score on average 30 percent better results in literacy than their counterparts who were denied pre-primary education. Furthermore, there is evidence that each year of education in Uganda translates in a 5 percent increase in future earnings. These figures highlight once again the importance of early education.


We want to prepare the children in our Kindergarten for their future stages of life and set the foundation for their development. Since we pursue a sustainable and long-lasting approach, we also want to accompany and support the children after they have left the Kindergarten to make sure that they continue with their development in the best possible way.



- Walakira, E.J., D. Muhangi, S. Munyuwiny, F. Matovu, E. Awich, I. Ddumba Nyanzi, J. Kayiwa, J. Akellot, P. Mubiri, J. Majugo, A. Mutebi, M. Ruiz-Rodriguez, (2016). The State of the Ugandan Child – An Analytical Overview. Kampala/Washingto DC: USAID/QED.

- Cuaresma, J & Raggl, A (2014), The dynamics of returns to education in Uganda: National and sub-national trends.