It was one of those gloomy and chilly winter evenings of the UK West Midland, most disliked by East African students spoiled by the ever warm home weather. I did not particularly want to miss Professor Lynn Davies‟s lecture, for her friendly humor and wide knowledge of African education studies. Her introductory remarks hardly attracted my full attention until she brought out familiar places and people‟s names. The lecture was actually focused on King‟s College Budo students and their teacher, Miss (Dr) Robina Mirembe‟s study that the Birmingham University scholar had supervised and just concluded.
I had known Miss Mirembe as a senior Biology teacher and Deputy Head teacher, and not her keen interest in HIV/AIDS studies. Like McGregor (2006: 370) however, the lecture made it clear to me that the study had been impelled by concerns on students‟ sexuality and the subsequent innovative initiatives undertaken by King‟s College Budo leadership in 1990s. When Barbara was later introduced to me by Moses (younger Old Budonians on Master‟s program), she appreciatively affirmed: “… actually, strategies put in place by Mr Busulwa and Miss Mirembe led to what I am doing in UK today – M.Sc in Highway engineering”.
Having known Budo of 1970s as a student, the unequaled reforms of 1980s under E.K. Bawuba as a young teacher, and my own experiences in the post-genocide Rwandan Groupe Scolaire Gahini as a head teacher (1994-1998), Barbara‟s appraisal only endorsed my veteran‟s knowledge of educators‟ multifaceted capacities as agents of social change, often overlooked but not for ever by the prime beneficiaries – students. A few weeks later, my assignment on „Self reflection for professional women and men in education‟ carried Sir Winston Churchill‟s ideas of school leadership: “School heads have powers that prime Ministers are not yet bestowed with”. Through McGregor (2015: 353), Samuel Busulwa would indeed add his FAWE merit winner‟s (p. 357) view of Budo that inspired Barbara and her contemporaries of the girls „end: “Schools are major agents of change for progress of the individual and society… places where children examine their prejudices and learn to live in unity and harmony”.
Fellow educators will reinforce the Head Master‟s view with Bloom‟s three Learning Domains while reflecting on the effective strategies to achieve all round education and schooling: cognition or knowledge developments; affective or attitude and value development; and psychomotor or skills developments (Bloom, Engelhart, Hill, Krathwohl, 1956). Many evaluate schooling from cognition, knowledge and intellectual skills developed through good teachers, science experiments and library books that often lead to the good grades and professions that we got. However, good educators equally stress beliefs and values informally and/or formally alongside cognitive components (affective and cognitive) through exposure effects, classical and operant conditioning to model virtuous behaviors, viewpoints and character (Bootzin, Loftus, Zajonc, 1983). Accordingly, much as timetabled curricular activities often draw much more attention for their direct links with exams results, the character and personality that prepares are actually built trough extracurricular programs and ought not to be ignored. Critical thinking, leadership, teambuilding, self and mutual respect, etc, informally find their due place in formal educational setting like King‟s College Budo. The extent to which these shaped our lives and our influences to others, is only assessed when we take time to reflect back. It was indeed a reflective