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Exploring Career Choices: An Academic Research Trip for Orphaned Students

Introduction:
The FER Integrated Orphanage School Program recently organized an academic research trip for older children who have reached secondary school level. The theme of the trip was "Choosing a Career," aimed at helping students shape their career choices. The trip took students to nearby markets, business centers, schools, factories, and agriculture farms, including Kaliro Open Market, Kaliro Bakery, Nesta Fuel Station, and NANA Farm Kaliro.

Challenges:
Despite the excitement and enthusiasm, the trip was not without challenges. Students had to walk long distances due to lack of transportation, which was exhausting. Additionally, the children spent the entire day without food, which affected their energy levels. Inclement weather and shortage of funds to support the trip further complicated the situation.

Objectives:
The research trip aimed to expose students to various career options, enabling them to make informed decisions about their future. By visiting different markets, business centers, schools, factories, and agriculture farms, students gained hands-on experience and insight into various professions.

Conclusion:
The academic research trip was a valuable experience for the students, despite the challenges faced. However, the school is currently facing difficulties in raising funds to renew the rent contract for the school premises. We appeal to our sponsors and well-wishers to assist us with an equivalent of $300 to add up t
to support the school's operations by renewing of the ren contract. It was initially $500 but have raised $200 And now need $300
Please feel free to support us , we need your help!

Hello everyone; I hope this finds you well. I wanted to update you on the progress of our school project. We recently had a school management committee meeting to discuss the fate of the project, as our rent contract is expiring in July 2024. We resolved to renew our rent contract until 2025, but we need to raise approximately $500 to do so, unfortunately we are not in a proper financial position.

Additionally, we plan to establish temporary structures on our land to secure our establishment and settlement.
We also invite all our students who have reached the secondary school level to explore the business community and gain valuable life skills and career guidance. Learners were grouped into 10 groups of 5 according to their interests of business: others were taken to a bakery company, cosmetics shop, whole sale shop, banana selling business, chapati business among, garments selling business among others.
I am thrilled to inform you that with the help of sister Monica; we have successfully established a bricks making project earning about $90 per quarter and food farming projects at the school.

These projects have not only generated income but also provided food for the orphanage, supporting our school project.
We recently established a 10,000euculyptus trees forest aimed at establishing a sustainable source of income to the school, FER Ascenders Fellowship Community Kaliro Uganda and Orphanage in the near future.
Thanks to you and sister Monica for these initiatives, we are now able to:
- Generate income to support the school's operations
- Provide food for the children and staff
- Pay workers' wages
We are grateful for your support and encouragement, which has helped us achieve this milestone.
Your contributions have made a significant impact on the lives of our children, and we are forever grateful.
I request you to give a hand with the little you can afford to. We are in a desperate spot!
We look forward to sharing more updates with you soon.
Peace and blessings,

Why it was important to have an orphanage care community and program for the orphas
The challenges faced by orphans in the hands of their guardians in the area include:

1. Lack of emotional support and love
2. Limited access to education and healthcare
3. Poor living conditions and inadequate nutrition
4. Verbal, physical, or sexual abuse
5. Forced labor or exploitation
6. Limited access to resources and opportunities
7. Stigma and discrimination
8. Inadequate legal protection and advocacy
9. Limited access to social services and support networks
10. Trauma and psychological distress

Additionally, orphans in Kaliro may face specific challenges such as:

1. Cultural and traditional practices that prioritize family inheritance over the welfare of the child
2. Limited access to birth certificates and identification documents
3. Inadequate government support and social services
4. High levels of poverty and unemployment among guardians
5. Limited access to quality education and healthcare facilities
6. Cultural and social norms that perpetuate gender inequality and discrimination
7. Limited access to recreational and creative activities
8. Inadequate protection from natural disasters and conflicts

It's important to note that these challenges may vary depending on the specific context and circumstances of each orphan and their guardians.

1. A New School of the Prophets
148:1.1 (1657.6) Peter, James, and Andrew were the committee designated by Jesus to pass upon applicants for admission to the school of evangelists. All the races and nationalities of the Roman world and the East, as far as India, were represented among the students in this new school of the prophets. This school was conducted on the plan of learning and doing. What the students learned during the forenoon they taught to the assembly by the seaside during the afternoon. After supper they informally discussed both the learning of the forenoon and the teaching of the afternoon.

148:1.2 (1658.1) Each of the apostolic teachers taught his own view of the gospel of the kingdom. They made no effort to teach just alike; there was no standardized or dogmatic formulation of theologic doctrines. Though they all taught the same truth, each apostle presented his own personal interpretation of the Master’s teaching. And Jesus upheld this presentation of the diversity of personal experience in the things of the kingdom, unfailingly harmonizing and co-ordinating these many and divergent views of the gospel at his weekly question hours. Notwithstanding this great degree of personal liberty in matters of teaching, Simon Peter tended to dominate the theology of the school of evangelists. Next to Peter, James Zebedee exerted the greatest personal influence.

148:1.3 (1658.2) The one hundred and more evangelists trained during this five months by the seaside represented the material from which (excepting Abner and John’s apostles) the later seventy gospel teachers and preachers were drawn. The school of evangelists did not have everything in common to the same degree as did the twelve.

148:1.4 (1658.3) These evangelists, though they taught and preached the gospel, did not baptize believers until after they were later ordained and commissioned by Jesus as the seventy messengers of the kingdom. Only seven of the large number healed at the sundown scene at this place were to be found among these evangelistic students. The nobleman’s son of Capernaum was one of those trained for gospel service in Peter’s school.

Let's join hands in the establishment of the school of future evangelist and teachers of the urantia book teachings

Discussing the realities and how we can afford to help these children in terms of development,; physically, mentally, socially, and spiritually into the young man who would discover his divine identity. By studying his interactions with their parents and others, studies, and prayerful meditations and spiritual experiences, we’ll eventually witness them awakening to the knowledge that they were uniquely called to be about his Father’s business.

(587.2) 51:6.4 The schools of the Planetary Prince are primarily concerned with philosophy, religion, morals, and the higher intellectual and artistic achievements. The garden schools of Adam and Eve are usually devoted to practical arts, fundamental intellectual training, social culture, economic development, trade relations, physical efficiency, and civil government.
(802.1) 71:2.7. Education of public opinion is the only safe and true method of accelerating civilization…
(806.2) 71:7.2 In the ideal state, education continues throughout life, and philosophy sometime becomes the chief pursuit of its citizens. The citizens of such a commonwealth pursue wisdom as an enhancement of insight into the significance of human relations, the meanings of reality, the nobility of values, the goals of living, and the glories of cosmic destiny.
(806.3) 71:7.3 …Education will jump to new levels of value with the passing of the purely profit-motivated system of economics. Education has too long been localistic, militaristic, ego exalting, and success seeking; it must eventually become world-wide, idealistic, self-realizing, and cosmic grasping.

FER Integrated Community School Management.
The number of children and women seeking assistance form FER-ICS is growing rampantly but the organization does not have adequate resources to meet the growing demand.

Therefore, the child welfare department supports many children and women through formal education and vocational training while using less resources in the long run.
Construction of schools

Over the years, we’ve seen the need for the construction of school infrastructure.
However, no need matches the need to set up our own School's building in places where there are no existing government or private educational facilities.

While each Urantia Book reader's organization is responsible for determining what the needs in their catchment areas are, one program cuts across: EDUCATION.

As FER programs expands, so does the need to build Schools to act as study or training centers.
So far, FER Ascenders Fellowship Community Kaliro Uganda has set up FER Integrated community orphanage school and as a program we have hope to build additional Schools in deferent places at levels of primary, secondary, vocational and rehabilitation centers.

Why Set Up Our Own Schools:
To encourage guardians send vulnerable children under their care to school since they normally would not afford it else where.
To supplement government policies in Uganda on education which most countries have liberalized by allowing setting up of private schools as long as the schools conform to national guidelines and are well managed.
1It's our hope to establish a stable and powerful resource center for the urantia book students.

2. Establish a library and a Cafe for the students of FER.

3. This school is opening a platform and ground for conferences, workshops and seminars of the students of FER.
4. This school will act as a retreat center for the students of FER.
5. The children we are offering education and bringing up with the knowledge of FER, are our future potential sponsors, ministers and project workers or administrator.
It's my vision that the future have ministers who are fully trained and skilled with the ministry from childhood. Among others.

The New teacher is the conviction of Truth
Let's consider helping and supporting of this project

As the school Opens for Term 1 2024, we are encountering a number of challenges especially financially
Please consider supporting us with some funding possible