A review of the Alternative Basic Education program in Karamoja

Background

In partnership with REDD BARNA, the Government of Uganda through the Ministry of Local Government, as well as the District Local Governments in Kotido and Moroto in 1998, and Nakapiripirit in 2004 signed a Memorandum of Understanding – enabling REDD BARNA to implement ABEK as one of its overarching educational initiatives designed to benefit children in the Karamoja region who were not able to access formal primary education due to the semi-nomadic lifestyle of their parents and communities at large. Prior to this was a ritual to unearth the pen that had been cursed and buried because it was associated with oppression. This ritual was a breakthrough regarding development of education in the Region.

Purpose of the review

SCiU commissioned this study to review progress made and to identify issues of concern and lessons learnt for the future of ABEK and basic education of children living in special circumstances such as those in the Karamoja region. The review, therefore was to inform the project implementation level and national level advocacy and work on education in the region.

Methodology

This included a review of project documents and other related literature as well as field data collection and analysis. The data collection process in the field included the use of structured interviews, focused group discussions, and case studies to facilitate learning from a wide range of stakeholders.

Key findings

Achievements

• ABEK has enabled 32,770 children in the Karamoja region to access education 2,536 of these have into formal schools.

• There is a remarkable ownership of ABEK which has been cultivated through the management and administrative structures at village, sub-county, district and regional levels and among, grassroots communities and parents.

• Flexibility in the program enabling benefit beyond the originally targeted group

• Training of ABEK community-based facilitators to ensure quality and effectiveness

• Increased awareness and demand for education

• Improved hygiene among the children, parents, and community members

• ABEK’s attraction of Government of Uganda budgetary building an element of sustainability

Challenges

• There are still many children of school age who still do not go to school. The region still has an average Net Enrolment Ration of 35% far below the National NER of 90.01%. Low enrollment was attributed to the effect of a mobile life style, early and forced marriages, negative attitudes towards education, poverty at household level and insecurity

• The ABEK curriculum still need improvement in order to deliver skills that are context relevant

• Facilities in the learning centres are still poor which could cause loose of interest in learning

• Transitioning where ABEK children who now transfer to formal primary schools still need to be well prepared and facilitated for a smooth transfer.

• Pupils’ Support System where the facilitator’s performance requires more support received from the Supervisory and Monitoring Assistants who already have other roles to play in their full time job.

• Child participation is making decisions on matters that affect them and taking an active role in putting those decisions in practice was found to be largely lacking

Recommendations

• Support holistic development of ABEK beneficiaries and community at large

• Build capacity of facilitators and create a more enabling environment

• Enhance capacity for regular monitoring

• Improve curricular to include community relevant vocational skills and functional literacy program for parents and community members

• Improvement of the physical learning environment

• Increase access opportunities, transitioning and completion

• Enhance documentation and establish a supporting data base

Key lessons learnt

• Education for disadvantaged groups creates greater impact when designed as part and parcel of a broader conceptual effort that addresses the needs of children and that of their families.

• In communities which do not yet realize the value of education, it pays when education is taken to the people, rather than expect children and their parents to walk long distances to find it

• Flexibility in study time with learning sessions scheduled to take place in less busy times of the day enhances children’s ability to balance home/family obligations with schooling.

• Cost sharing and coordination are key in financing new interventions in poor communities.

• In rural, illiterate and poor communities more time is required to increase impact through broadening parents’ participation

• An integrated Parenting Enrichment Programme will have positive contribution towards enabling children to achieve their full potential

• Programme activities and interventions create greater impact when they build on existing strengths at family and community level.

• In poverty and hunger stricken communities, no single organization can meet needs of children

Comments

SCiU ABEK program for 2007 has planned to open more ABEK centers after mapping the existing learning centers in order to strategically locate them. This will increase access to education for more children. The now largely government supported facilitators will be further trained to enable them delivery better services for children. Collaboration and lobbying different players will continue in order to create better learning environments in terms of learning facilities. The program will continue to support the curriculum development process which is on going, taking into consideration the gaps that were raised in this review.