Rebecca Ecwou

Program Director

Rebecca is an education specialist and manager with two decades of experience who is goal oriented and has a track record for outstanding performance. She advocates and specializes in managing the education of children from low resource communities; thus, she takes great pride in being part of a team that aims at improving literacy and numeracy in formerly out of school children in Uganda.

With two decades of experience in education at various learning levels, Rebecca brings a holistic approach to transforming educational challenges into learning opportunities for teachers and children. She works passionately with a wide range of stakeholders, partners, and beneficiaries, to build relationships and achieve program outcomes. She is a passionate teacher mentor and an advocate for out-of-school children in low resource contexts. More than just a believer in the transformative power of equality education, she is a living testimony of the very transformative power of quality education to a disadvantaged child.

Rebecca’s career began nearly 20 years ago as a primary school teacher in a rural school in Eastern Uganda, where she spent 5 years as a teacher before returning to school for a degree in teacher education. After obtaining her degree, she joined a Primary Teachers College as a Teacher educator and later a Teacher Training officer. In that role she spent time working to build capacity among teachers on a project in South Sudan alongside other civil servants. After three years, she returned to academia and enrolled for a master’s degree in Education (Literacy in Education) from the Aga Khan University. After completing the program as one of the top students, Rebecca was offered a brief contract with the University as a Professional Development Tutor, running a certificate course in literacy and numeracy in the West Nile region of Uganda training preschool, primary school teachers and teacher educators from the primary teacher colleges. This led her to an opportunity with PEAS Uganda (Promoting Equity in African Schools) where she worked as an education specialist in charge of continuous professional development, leading trainings, designing training materials and providing support supervision for teachers. All these combined experiences and education led Rebecca to Geneva Global.

As a team leader and education expert in the Uganda office, Rebecca leads, manages, and guides the country team while linking the country office with donors, partners, beneficiaries, and the international headquarters. She is gifted in creating and maintaining rapport with the different key stakeholders of the Speed School program ranging from top Ministry of Education officers to the children in classes. While Rebecca plays an oversight role in ensuring successful work relations and strong synergy between stakeholders, as a lifelong teacher, she also likes to engage with the Speed School classrooms. She visits classes often and has translated the theory of Activity Based Learning into practical learning activities that teachers can employ to improve their results and stretch every learner’s potential to learn. She leads in the identification of communities, induction and orientation of new key stakeholders and, above all, acts as the liaison between the program and all external partners involved in the successful implementation of the program.


I was excited about the opportunity to join a team that was evidently rewriting history for the disadvantaged communities in northern Uganda. Steeled in my belief that quality education is the only tool that can be used to transform even the poorest in any community,  I felt my expertise, knowledge, skills and positive attitude could be a great contribution towards Geneva Global mission and vision.



I love interacting with the teachers and children and the warmth with which I am received. I love  with, the nickname “Mama Speed School” and the questions the teachers ask about the challenges they encounter, which leads to fruitful dialogue and innovations. The most fulfilling is when during the next visit the teacher is eager to share their experience. Despite the long distances, muddy roads, dust and the many challenges I face to get to the schools, these moments bring me joy. And above all, students demonstrating the many things they have learnt in school.