By Karim Were
Basoga Tuseetule engages students at M.I.K Secondary School in Kasawo, with plans to establish a students’ association to promote cultural identity, leadership and youth development.
KASAWO, Mukono District — Basoga Tuseetule, a cultural organisation promoting Busoga heritage and leadership, has engaged students at M.I.K Secondary School in Kasawo as part of its Busoga Ndhiko School/University Tour 2026, with plans to establish a students’ association to strengthen cultural awareness and support the development of young Basoga.
The engagement took place on October 9, 2026, bringing the organisation’s representatives into contact with students to discuss Busoga’s culture, norms, values, history and leadership traditions.
According to a statement issued by Omulangira Mulungi Peter, Director of Basoga Tuseetule, the visit was part of a broader programme intended to educate Basoga students about their cultural heritage while encouraging leadership development grounded in traditional values.
One of the key resolutions from the engagement was the proposed establishment of a **Basoga Tuseetule Students Association at M.I.K Secondary School**. The association is intended to provide a platform for identifying Basoga students, connecting them with the organisation and creating opportunities for cultural engagement, empowerment and personal development.
The organisation said the registration process for interested Basoga students would begin as soon as possible.
#Cultural education takes centre stage
The Busoga Ndhiko School/University Tour 2026 is designed to bring cultural education and leadership discussions into learning institutions, according to the organisers.
Through school and university engagements, Basoga Tuseetule seeks to familiarise students with the history, customs, values and social traditions associated with Busoga, a cultural region in eastern Uganda.
The programme also aims to encourage young people to understand their heritage and consider how cultural values can contribute to responsible leadership and community development.
For students, exposure to cultural history can provide a connection to their communities and help them understand the traditions and experiences that have shaped their identities.
The organisers intend to make these discussions relevant to young people by creating opportunities for interaction, participation and continued engagement beyond individual school visits.
The Kasawo engagement represents one step in that approach, with the proposed students’ association expected to provide a continuing link between participating learners and Basoga Tuseetule.
#School leadership welcomes the delegation
The visiting team was welcomed by Owekitibwa Namuye Vincent, identified by the organisation as the First Deputy Prime Minister of Basoga Tuseetule and headmaster of M.I.K Secondary School.
According to Peter, the engagement with students was constructive and provided an opportunity to discuss the organisation’s cultural and leadership objectives.
The school setting offered a platform for introducing the programme to young people while exploring ways to maintain contact with students interested in learning more about Busoga heritage.
However, the organisers did not provide details of the number of students who participated, the specific topics discussed during individual sessions or whether the proposed association had already been formally registered by the end of the visit.
The establishment and subsequent activities of the association will therefore depend on the registration process and arrangements made between the organisers and the participating students.
#Students’ association planned
The proposed Basoga Tuseetule Students Association is expected to become a focal point for the organisation’s engagement with Basoga learners at M.I.K Secondary School.
According to the organisers, the association will help identify Basoga students, create additional opportunities for engagement and support their development through activities linked to the organisation’s objectives.
Such a structure could provide a more consistent platform for students interested in cultural education and leadership development.
Rather than relying exclusively on occasional school visits, a students’ association can offer a way to maintain contact, organise discussions and encourage participation in future activities.
It could also provide an opportunity for students to learn from one another and explore how cultural values relate to their responsibilities at school, within their families and in the wider community.
The organisation has not yet announced a detailed programme of activities, leadership arrangements, membership requirements or a timetable for the association’s first meetings.
Those details are likely to be important in determining how the proposed body will operate and how students will participate.
The registration process is expected to begin soon, according to Peter’s statement.
#Connecting Busoga heritage with young people
Busoga is one of Uganda’s major cultural regions, with traditions, historical narratives, social institutions and community values that have contributed to the identity of its people.
Cultural education initiatives seek to ensure that younger generations have opportunities to learn about this heritage, particularly as formal education, technology, urbanisation and changing social patterns influence how young people interact with their communities.
For cultural organisations, schools and universities can provide important spaces for these conversations.
Students can learn about their history and customs while discussing how cultural identity can coexist with modern education, professional ambitions and participation in national life.
The Busoga Ndhiko tour, as described by its organisers, seeks to combine cultural awareness with leadership development.
The programme’s stated emphasis on values and leadership suggests an approach that goes beyond teaching historical facts to encouraging students to consider the role of cultural principles in their everyday decisions.
The extent to which these goals translate into long-term outcomes will depend on the programme’s continued implementation, the participation of students and the quality of its educational activities.
#Leadership development through cultural engagement
Youth leadership is another central objective of the initiative.
Schools provide opportunities for young people to develop communication, cooperation, responsibility and organisational skills. Cultural associations can complement these experiences by encouraging students to engage with community issues and learn about the traditions that shape local leadership.
The proposed students’ association could offer a platform for learners to practise organising activities, working with peers and participating in discussions about cultural identity and community responsibilities.
However, the organisers have not yet outlined a formal leadership curriculum, mentorship programme or specific training activities that will be offered through the association.
Its impact will depend on how the initiative is structured and whether students receive opportunities to participate meaningfully in its activities.
For the programme to deliver sustained benefits, cultural education would need to be accompanied by practical activities that help students apply what they learn in their school and community environments.
#Schools as partners in cultural preservation
Educational institutions can play a role in preserving cultural knowledge by giving students opportunities to explore their communities’ histories and traditions.
School-based initiatives can also connect learners with cultural leaders, elders and organisations that hold knowledge about local customs and historical experiences.
Such engagement can help young people appreciate their heritage while developing the ability to examine cultural practices thoughtfully and understand their place in contemporary society.
The M.I.K Secondary School visit illustrates how Basoga Tuseetule is seeking to use direct engagement with learners to advance its stated cultural and leadership objectives.
The proposed association could provide a structure through which such engagement continues after the tour team leaves the school.
For the initiative to remain useful, it will be important to establish clear objectives, ensure that students can participate voluntarily and organise activities that complement their educational responsibilities.
Collaboration between the organisation, school leadership and students will also be important in determining the association’s direction.
#Organisers thank supporters
Peter also thanked individuals who supported the October 9 programme financially and through prayers.
In his statement, he acknowledged their contributions and commitment, saying the support had helped make the engagement possible.
He concluded with the national motto, “For God and My Country,” reflecting the patriotic message accompanying the organisation’s activities.
The acknowledgement highlights the role that financial and community support can play in enabling cultural organisations to organise outreach programmes.
The organisers did not disclose the cost of the visit, the amount of financial support received or the identities of individual contributors.
#The wider significance of cultural outreach
The Kasawo engagement forms part of a broader conversation about how cultural organisations can involve young people in preserving heritage while preparing them for leadership and participation in society.
Cultural identity can offer young people a sense of belonging and a connection to previous generations. At the same time, education and youth development programmes must respond to the changing interests, needs and circumstances of learners.
Initiatives that bring these areas together can create opportunities for students to explore their roots while developing skills relevant to their future.
The proposed Basoga Tuseetule Students Association could become one mechanism for maintaining this connection at M.I.K Secondary School.
Its effectiveness will depend on whether the planned registration is completed, whether students actively participate and whether the organisation establishes activities that provide lasting educational and developmental value.
The organisers have not yet announced whether similar associations will be established at other schools or universities during the 2026 tour.
Nevertheless, the programme’s stated ambition to engage Basoga students across educational institutions points to an approach that seeks to extend cultural learning beyond a single event.
#Looking ahead
The October 9 visit to M.I.K Secondary School marks another engagement in Basoga Tuseetule’s effort to promote Busoga culture, values, history and leadership among students.
The immediate next step identified by the organisers is the registration of Basoga students at the school and the establishment of their association.
If implemented effectively, the initiative could create a continuing platform for cultural education, peer engagement and youth leadership development.
For now, the association remains a planned outcome rather than a confirmed operational body. Its progress will depend on the next steps taken by the organisers, school leadership and interested students.
The broader objective is to ensure that young people have opportunities to understand their cultural heritage and consider how it can inform their contribution to their communities and Uganda as a whole.
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