AN EVALUATION OF THE BASIC EDUCATION SUPPORT PROGRAMME II (BESP II: 2006-2008) IN THE TESO SUBREGION

FIRST DRAFT REPORT

Submitted by:

Henry Edison Okurut

School of Education, Makerere University P.O.Box 7062, Kampala, Uganda. Tel. No. 0772 472 324 E-mail: arugaga1954@yahoo.com/arugaga1954@operamail.com

October, 2008

ACKNOWLEDGEMENTS I would like to register my most sincere indebtedness to all categories of people who, in spite of their heavy duty schedules and many other odds, willingly spared their well budgeted time to engage me and my data collection team in a genuinely interactive and knowledge generating process. Indeed I was overwhelmed by the cooperation and understanding extended to us by the District/Municipal officials, the JAC and other core BESP staff, the church leadership, the head teachers, teachers, pupils, implementing partners and the satellite school communities located within the study area. Mr. J. Adweka, the executive secretary of the JAC and his co-secretary, Mr. J. Ojulun as well as Father Okurut merit special mention here for availing me most of the requisite documents and for expediting information gathering procedures through advance fixing of appointments with the key informants. I am also especially grateful to the entire staff in the BESP office for all the auxiliary support they readily gave us including the provision of transport within the study area and accommodation in a favourable environment.

ABSTRACT This report is an appraisal of the progress made in the 6 study districts and 1 municipal council in the Teso sub-region to implement commitments to incremental access to quality primary school education as articulated in the vision and mission statements of the Basic Education Support Programme (BESP). It is informed by the documented district-specific experiences as well as multi-stakeholder assessments and it draws on the background papers relating to the BESP initiative to help generate baseline information; highlight the existent achievements, prospects and challenges in the roll-out of the BESP process; establish linkages between the educational gains made in the BESP schools and the programme reforms; map out the unfinished BESP agenda and propose a more tailored roadmap for advocacy in the lead up to a possible BESP III.

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LIST OF ACRONYMS ADECs ASEI BERP BESP CCTs CEREDO CL COU DEOs EMIS HIV/AIDS JAC JICA LCs M&E MoES MoWLE MS OVC PCR PECs PLE P/S PSDI PTAs PTC PTR ROM SMASSE UNEB Archdeaconry Education Committee Activity, Student, Experiment, Improvisation Basic Education Rehabilitation Programme Basic Education Support Programme Centre Coordinating Tutors Catholic Education Research and Development Organization Collaborative Learning Church of Uganda District Education Officers Education Information Management System Human Immunity Virus/Acquired Immunity Deficiency Syndrome Joint Advisory Committee Japan International Cooperation Agency Local Councils Monitoring and Evaluation Ministry of Education and Sports Ministry of Water, Lands and Environment Media Supplement Orphans and Vulnerable Children Pupil Classroom Ratio Parish Education Committees Primary Leaving Examinations Primary School Plan, Do, See and Improvise Parents Teachers Associations Primary TeachersColleges Primary Teachers Colleges Results Oriented Management Strengthening of Mathematics and Science in Secondary Education Uganda National Examinations Board

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EXECUTIVE SUMMARY
1.1 Background

The BESP II is the culmination of a process that evolved from the operationalization of the Basic Education Rehabilitation Programme (BERP: 1997 - 2002) in the then 3 districts of the Teso sub-region - Soroti, Kumi and Katakwi. It is the BERP which, in turn, begot Basic Education Support Programme I (BESP I: 2003 - 2005). This marked the beginning of a shift away from a focus on a rehabilitation concern to educational improvement mandate.

1.2

Objectives of the evaluation

(i) (ii) (iii) (iv) (v) Review the progress made in basic education service delivery under the BESP II; Assess the relationship between the BESP and other actors in education; Gauge the relationship between the two partner churches which are jointly managing the BESP; Critique the logic for the joint management of the BESP and present a case for the extension of a similar arrangement to the other sister church programmes; and Recommend the way forward for BESP as well as other church programmes.

1.3

Methodology

The evaluation relied on a triangulated data collection strategy involving documentary analysis, key informant interviews, focus group discussions and non-participant observation that were employed in a mutually supportive manner.

1.4
1.4.1

Findings of the BESP evaluation

Implementation of the planned BESP activities

The 2006-2008 BESP interventions can be broken down into the following performance categories: Over performance (i.e. above 100%) 2006 a) Training of trainers 113% b) Training of ADECs, PECs and the clergy 560% c) Mobilization of school community 1418% d) Holding scheduled inter-church meetings 119% e) Staff attendance of the scheduled national/regional meetings 200% High performance (51 100%) - 2006 a) Development of materials for CL 70% b) Facilitation of school inspectors, ADECs, PECs 100% c) Holding school inspection review meetings 67% d) Collection and analysis of educational data 100% iv

e) Development of lobby/publicity materials 100% f) M&E in model schools 100% g) Timely payment of staff salaries 100% h) Purchase and maintenance of equipment/office stationery 100% i) Payment for utilities, bank charges and audit fees 100% Underperformance (0 50%) - 2006 a) Taining of teachers 37% b) Holding radio talk shows 42% c) Training of key staff on advocacy skills 20% d) Training of community leaders on advocacy 44% It is noteworthy that, there were no worst case scenarios of non-performance throughout 2006. Save for the disturbance caused by the 2007 floods, a similar pattern in the roll out of the BESP implementation process was observable in the 2007 Financial Year and the first two quarters of 2008. 1.4.2 Contribution of the BESP to the improvement of access and quality as well as efficiency of basic education

a) Access/equity indicators (i) Total primary school enrollment in the whole sub-region rose from 352,970 (.boys and .girls) in 2006 to 417,031 (.boys and .girls) in 2007, which translates into an enrollment growth rate of 10.8% and an improvement in the gender parity index fromin 2006 to in 2007. (ii) The number of schooling orphans in Teso has also risen from 19,252 (9,751 boys and 9,501 girls) in 2006 to 57,706 (29,506 boys against 28,140 girls) in 2007, representing an increment of 300%. b) Quality indicators (i) Restoration of the degenerate professional status of the primary school teacher through in-service training, with the head teachers giving the BESP sponsored in-service training programmes a performance rating of 81.3% (ii) Teachers are increasingly embracing the more interactive collaborative learning (CL) instructional approach which enjoys 100% popularity with the pupils. (iii) The number of pupils scoring Division 1 in PLE slightly rose from 414 (298 boys and 116 girls) out of 19,329 candidates in 2006 to 449 (313 boys and 136 girls) out of 55,622 candidates in 2007. In proportionate terms however, there was an overall decline in Division 1 passes from 2.1% in 2006 to a paltry 0.8% in 2007. And in both cases, boys continue to dominate in the good grades. (iv) The PTR rose from 49.0 in 2006 to 66.2 in 2007, with the latter exceeding the national PTR of 1:55 by 11.2 percentage points. (v) Similarly, the PCR rose from 70 in 2006 to 82.9 in 2007.

c) Efficiency indicators (i) The number of primary school children repeating a grade in Teso dropped from 111,768 (45,497 males and 66,271 females) in 2006 to 95,671 (48,770 males and 46,901 females) in 2007 a 16.8% reduction. In addition, there have been significant reductions in teacher absenteeism, improved school attendance and upgraded school management capacity. 1.4.3 The contribution of the BESP to the enhancement of managerial/technical capacities

(i) Improvements in the church institutional structures as the BESP necessitated the adoption of a merger/unitary management structure that has improved operational efficiency at all levels through its contribution to: An enriched skills-mix; Improved scope for greater division of labour and specialization; Improved quality of decisions arrived at; The elimination of wasteful competition and duplication of service; and Greater economies of scale (ii) Stimulation of the urgency for training programmes and other capacity building back ups, especially because the BESP had effectively brought on board a wider variety of non-state actors (ADECs, PECs, the clergy, e.t.c.) to participate in school management activities. (iii) Reduced reliance of the programme on external technical assistance. There is now adequate local expertise to undertake research, M&E, plan and draw up work plans. (iv) Firm placement of the school communities in the drivers seat and there is raised grassroots consciousness about school corruption and sharpened financial probity. Consequently, most school expenditures represent value for money. There is increased prioritization and responsiveness to school community-led programmes and recognition of the need for greater flexibility to cater for differentiated school community concerns. However, from a purely M&E perspective, the school communities are too pre-occupied with only tracking school expenditures and monitoring staff behaviour and responsibilities rather than ascertaining the planned educational outcomes (i.e the downstream effects of the BESP). 1.4.4 The role of the BESP in the promotion of inter-church cooperation and partnership with the other actors

The BESP joint reviews have broadened the scope for: (i) Ensuring commonality of interest between the BESP and implementing partners because such reviews provide a clear framework for their cooperation; (ii) Regular consultation among the partners; (iii) Transparency and accountability. This is being achieved through quarterly progress reporting, regular audits and joint decision-making; (iv)Expedited implementation of jointly planned activities e.g M&E; vi

(v) Strengthened process of dialogue, coordination and support for basic education; (vi)Putting the school communities in the drivers seat; and reduction of transactional costs (vii) Increased rapport between the Catholic and Protestant churches of Teso.

1.5

Constraints and challenges

(i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) (xii) (xiii) (xiv) (xv) (xvi) The BESP still has limited service reach; It has remained confined to the primary sub-sector and is largely invisible at post primary level; The BESP logic and philosophy is sometimes at odds with contradictory policy pronouncements made by some government officials; The programme is getting overwhelmed with its self-created enrollment bulge; There is an acute shortage of instructional materials suitable for delivering the new thematic curriculum; The BESP agenda is silent about the special learning needs of children with disabilities; There is a persistent problem of school drop outs, high repetition rates and poor performance in the UNEB examinations particularly among the girls; Teso sub-region is prone to the destabilizing effects of the wars, cattle rustling and natural hazards (e.g. 2007 floods); It is difficult to rectify the trauma and psycho-social damage visited on the local population within a relatively short time frame. Consequently, there are still pockets of community indifference to the BESP and generalized apathy; BESPs resource envelope is relatively limited leading to underperformance or nonperformance of some planned programme activities; It is being accused of placing disproportionate emphasis on in-service Primary Teacher Training at the expense of the pre-service training programme; Its continued dependence on outside financial assistance undermines independent decision-making and the future sustainability of the BESP; The presence of overage pupils in some primary schools, especially in Kobuin subcounty complicates the enforcement of school discipline, elimination of bullying, the fight against HIV/AIDS, e.t.c; The two sister churches are hesitant about extending the cost-efficient BESP experiment to cover their other projects/programmes and instead continue to operate less cost-efficient parallel management structures; The BESP is said to suffer from too much localization and context-specificity and this compromises the prospects for its roll out and replication in the other areas of the country; and Under-representation of the female teachers in the total primary school teaching workforce in the Teso sub-region denies the girl child the benefits arising from the role model image which they would provide.

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1.6

The way forward for the BESP III (2009 - 2011)

The recommendations for the design of BESP III are derivatives of the constraints and challenges highlighted above. Accordingly, they mainly relate to the educational access and quality concerns, the education of the girl child, capacity enhancement and the streamlining of managerial structures.

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TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION..............................................................................................1 1.0 Historical context-------------------------------------------------------------------------------------1 1.1 Evolution of the BESP process----------------------------------------------------------------------1 1.2 Broad objectives of the BESP II---------------------------------------------------------------------1 1.3 Specific objectives of the BESP II------------------------------------------------------------------1 1.4 Implementation strategy------------------------------------------------------------------------------2 1.5 Objectives of the evaluation--------------------------------------------------------------------------2 1.6 Methodology-------------------------------------------------------------------------------------------2 1.7 Rationale for the BESP II evaluation---------------------------------------------------------------3 CHAPTER TWO: THE SUB-REGIONAL CONTEXT.................................................................4 2.0 Introduction---------------------------------------------------------------------------------------------4 2.1 Location-------------------------------------------------------------------------------------------------4 2.2 Vegetation----------------------------------------------------------------------------------------------4 2.3 Climate--------------------------------------------------------------------------------------------------4 2.4 Soils-----------------------------------------------------------------------------------------------------4 2.5 The socio-economic profile--------------------------------------------------------------------------4 CHAPTER THREE: IMPLEMENTATION OF THE BESP ACTIVITIES (2006-2008)..............5 3.0 Introduction---------------------------------------------------------------------------------------------5 3.1 The roll-out and outputs of the BESP II in 2006--------------------------------------------------5 3.2 Implementation and outputs of BESP II in 2007--------------------------------------------------6 CHAPTER FOUR: EFFECTIVENESS AND EFFICIENCY OF THE BESP.............................12 4.0 Introduction-------------------------------------------------------------------------------------------12 4.1 Improvement in access/equity indicators---------------------------------------------------------12 4.2 Improvement in quality indicators-----------------------------------------------------------------14 4.2.1 Quality of teaching........................................................................................................14 4.2.2 Pupils performance results...........................................................................................15 4.2.3 Pupil Teacher Ratios.....................................................................................................18 4.2.4 Pupil Classroom Ratios (PCRs)....................................................................................19 4.3 Improvement in relevance and effectiveness-----------------------------------------------------20 4.4 Improvement in efficiency indicators-------------------------------------------------------------20 CHAPTER FIVE: AN APPRAISAL OF BESPs INSTITUTIONAL ARRANGEMENTS, CAPACITY BUILDING AND PARTNERSHIPS.......................................................................24 5.0 Introduction-------------------------------------------------------------------------------------------24 5.1 Establishment of the BESP management structures---------------------------------------------24 5.1.1 A Joint Top Executive..................................................................................................24 5.1.2 The Joint Advisory Committee (JAC)..........................................................................24 5.1.3 The Joint Programme Secretariat..................................................................................25 5.2 Evaluation of BESPs management structures---------------------------------------------------26 5.2.1 Strengths.......................................................................................................................26 5.2.2 Limitations....................................................................................................................27 5.3 Contribution of the BESP to Efficiency/Institutional and Human Capacity Building------27 5.3.1 Stimulation of training programmes and other human capacity back-ups...................28 5.3.2 Reduced reliance on external technical assistance .......................................................28

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5.3.3 The contribution of the BESP to increased partnership and cooperation between the stakeholders............................................................................................................................29 5.4 Analysis of BESPs Good Practice----------------------------------------------------------------29 CHAPTER SIX: LESSONS LEARNT, CHALLENGES AND RECOMMENDATIONS..........30 6.0 Introduction-------------------------------------------------------------------------------------------30 6.1 Lessons Learnt----------------------------------------------------------------------------------------30 6.2 Conclusions-------------------------------------------------------------------------------------------30 6.3 Challenges---------------------------------------------------------------------------------------------31 6.4 Opportunities-----------------------------------------------------------------------------------------32 6.5 The Recommendations for the BESP III (2009 - 2011)-----------------------------------------33 6.5.1 Relating to access/equity...............................................................................................33 6.5.2 To address education quality issues..............................................................................33 6.5.3 Concerning efficiency and managerial capacity...........................................................34 6.5.4 Pertaining to the education of the girl child..................................................................34 REFERENCES..............................................................................................................................35

LIST OF TABLES Table 1: Over performance (i.e. above 100%).................................................................................5 Table 2: High performance (51 100%).........................................................................................5 Table 3: Underperformance (0 50%)............................................................................................6 Table 4: Over Performance (over 100%) - 2007.............................................................................6 Table 5: High Performance (51-100%) - 2007................................................................................7 Table 6: Underperformance (0-50%) - 2007...................................................................................7 Table 7: Non-performance (0%) - 2007...........................................................................................8 Table 8: Over Performance (over 100%) - 2008.............................................................................9 Table 9: High Performance (51 100%) - 2008..............................................................................9 Table 10: Underperformance (0 50%) - 2008.............................................................................10 Table 11: Non-performance (0%) - 2008.......................................................................................11 Table 12: Percentage number of pupils with adequate sitting and writing space in Teso subregion 2006-2007...........................................................................................................................13 Table 13: Number of orphans in Teso sub-region by gender 2006-2007......................................13 Table 14: Table..: Head teachers assessment of the BESP interventions.....................................14 Table 15: Table: Pupils assessment of the classroom performance of their class teachers......15 Table 16: Table..: PLE results by district and gender in Teso sub-region, 2006...........................16 Table 17: Table: PLE results by district and gender in the Teso sub-region, 2007...................16 Table 18: Table: Summary of PLE results by gender in Teso region, 2006-2007....................17 Table 19: Pupil Teacher Ratios (PTRs) in Teso sub-region, 2006-2007.......................................18 Table 20: Pupil Classroom Ratios in the Teso sub-region, 2006-2007.........................................19 Table 21: Number of primary school repeaters by class in Teso sub-region, 2006.......................20 Table 22: Number of primary school repeaters by class in Teso sub-region, 2007.......................21 Table 23: Consolidated summary of the number of primary school repeaters in Teso sub-region, 2006-2007......................................................................................................................................21

LIST OF FIGURES Figure 1: The criteria for evaluating the contribution of the BESP to the improvement in access/equity and quality/efficiency of primary education in Teso...............................................12 xi

Figure 2: UNEB figures for Teso region 2006-2007.....................................................................17 Figure 3: PTR in Teso region 2006-2007......................................................................................18 Figure 4: PCR in Teso region 200-2007........................................................................................19 Figure 5: Number of repeaters in Teso region 2006-2007.............................................................22 Figure 6: Repeaters in Teso region by class 2006.........................................................................22 Figure 7: Repeaters in Teso region by class 2007.........................................................................22 Figure 8: BESP Implementation and Management structure........................................................25 Figure 9: Criteria for evaluating the contribution of the BESP to Institutional Capacity Building ........................................................................................................................................................27

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LIST OF ANNEXES
Annex 1: Annex 2: Terms of Reference (ToT) The Interviewees

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CHAPTER ONE: INTRODUCTION

1.0 Historical context

The impact of two decades of devastating civil strife and war in northern and north eastern Uganda (Teso sub-region inclusive) was evident in the near total breakdown of the physical infrastructure and social services in the conflict areas. With regard to education provision, there was massive vandalization of school infrastructure and equipment, depletion of vital human resources, traumatization of school children and the inevitable downturn in all the key indicators of access, equity, quality and efficiency (BESP Secretariat : 2008. 4). The enormity and complexity of the challenges of resuscitating education service delivery in such a post-conflict setting called for a different type of response, which the Ministry of Education and Sports (MoES) alone was incapable of providing. It is within that context that other non-government actors including NGOs, civil society organizations, faith-based organizations and international agencies decided to help mitigate the existent educational problems (MoES : 2008. 27). The Basic Education Support Programme (BESP) is one such intervention with coverage of the Teso sub-region. It is a collaborative initiative by the Catholic Church and Church of Uganda Soroti Dioceses.

1.1 Evolution of the BESP process

The BESP II (2006 - 2008) is the culmination of a process that evolved from the operationalization of the Basic Education Rehabilitation Programme (BERP: 1997 - 2002) in the then 3 districts of the Teso sub-region - Soroti, Kumi and Katakwi. It is the BERP which, in turn, begot Basic Education Support Programme I (BESP I: 2003 - 2005). This marked the beginning of a shift away from a focus on a rehabilitation concern to educational improvement mandate.

1.2 Broad objectives of the BESP II

The BESP II has the twin purpose of: (i) Scaling up equitable access to quality as well as cost-efficient basic education in the target sub counties. (ii) Enhancing the capacity of the Joint Advisory Committee-JAC- (BESPs highest management organ), implementing partners and other education stakeholders to effectively manage educational interventions in the Teso sub-region (BESP : 2007. 2).

1.3 Specific objectives of the BESP II

More pointedly, the BESP II agenda seeks to enhance the quality and cost-effectiveness of educational investments in the sub-region by achieving greater: (i) School community ownership; (ii) Poverty reduction focus; 1

(iii) (iv) (v) (vi) (vii)

Alignment of the BESP interventions with the national educational/development policy frameworks; Shift away from donor generated stand alone educational project modality to participatory programming, networking and pooling of resources; Gender parity in education and sensitivity to the educational needs and concerns of the vulnerable children; Mutual accountability for the educational outcomes; and Higher job performance ratings for the head teachers, teachers, the core BESP staff, implementing partners and the church leadership through training and other capacity building back-ups.

1.4 Implementation strategy

The operational approach for the accomplishment of the stipulated objectives involves: (i) Promotion of strategic partnerships, advocacy and networking; (ii) Capacity building initiatives particularly for the members of the School Management Committees (SMCs), selected district staff, the JAC, and other implementing partners as well as stakeholders; (iii) In-service training for teachers; (iv) Performing an oversight role - supervising, inspecting and monitoring school activities; (v) Strengthening core-decision making and planning through establishment of more dependable school data banks and an integrated Education Management Information System (EMIS); (vi) The pooling of resources and expertise through multi-actor participation; and (vii) The localization or geographical concentration of effort for maximum effect.

1.5 Objectives of the evaluation

(i) (ii) Review the progress made in basic education service delivery under the BESP II; Assess the relationship between the BESP and other similar educational initiatives in the area; (iii) Gauge the relationship between the two partner churches which are jointly managing the BESP; (iv) Critique the logic for the joint management of the BESP and present a case for the extension of a similar arrangement to the other sister church programmes; and (v) Recommend the way forward for BESP as well as other church programmes.

1.6 Methodology
Actual data collection was largely pursued along two triangulated fronts, namely: (i) An extensive and intensive literature search and review process; and (ii) Direct field-based sourcing of primary data using semi-structured questionnaires for head teachers, teachers and P7/P6 pupils; an unstructured discussion guide for the client communities; semi-structured interview schedules for the JAC, SMCs, church leaders, district staff and representatives of the other sister agencies. Additional 2

information was tapped through informal discussions with stakeholders and nonparticipant observation.

1.7 Rationale for the BESP II evaluation

While the BESP II has almost run its full course, its performance has hitherto not been independently audited to: (i) Have an inventory of its impact on the teaching/learning activities thus far; (ii) Ascertain the prospects for rolling it out to all areas within the sub-region and beyond; (iii) Generate baseline data for projecting future requirements; and (iv)Feed into a possible BESP III (2009 - 2011) by suggesting its priority areas as well as better ways of harmonizing and boosting the efficiency of the church structures and programme activities. The findings of this evaluation are therefore meant to close such knowledge deficits and provide a platform for the formulation and adoption of BESP III as a more tailor-made response.

CHAPTER TWO: THE SUB-REGIONAL CONTEXT

2.0 Introduction
This section examines the underlying contextual factors that inform effective programming and which have a direct bearing on the design, implementation, achievements and shortcomings of the BESP in Teso.

2.1 Location
The traditional geographic or ecological Teso sub-region covers the districts of Amuria, Katakwi, Soroti, Kumi, Bukedea and Kaberamaido located in North Eastern Uganda. However, since it also suffered under the 20 year period of insurgency (1986 - 2006), it is simultaneously considered to be part of the political definition of Northern Uganda.

2.2 Vegetation
This is mainly of the savannah grassland variety with dotted trees and shrubs and swampy enclaves.

2.3 Climate
The sub-region is characterized by a bimodal type of rainfall with peak periods falling in the months of May-June and September-October with an annual average of 1,300 mm (MoWLE : 2007). However, the sub-region is prone to pronounced erratic weather conditions with sometimes excessive rainfall leading to water clogging or lack of rainfall resulting in aridity.

2.4 Soils
The soils throughout the sub-region are predominantly ferralitic sandy loams which can support agricultural production of fast maturing cereals, leguminous and tuber crops. However, the soils gradually change to a patchy sandy category and clay loams as you move towards swamps.

2.5 The socio-economic profile

The main economic activities include peasant agriculture, livestock farming and some fishing. However, two decades of armed conflict and cattle rustling disturbed the economy of the area leading to a complex situation of human deprivation in the Teso sub-region. Peoples living conditions are pathetic especially in the insecurity-prone districts of Amuria and Katakwi (Uganda Humanitarian Situation Report: 1 30th June, 2008).

CHAPTER THREE: IMPLEMENTATION OF THE BESP ACTIVITIES (2006-2008)

3.0 Introduction
This section presents an appraisal of the progress made in the implementation of the BESP II activities during the two and half year period (2006-2008) against the backdrop of the planned performance targets.

3.1 The roll-out and outputs of the BESP II in 2006

A summary of the progress made in the execution of the 2006 BESP II activities reveals at least four identifiable performance ratings, namely: the over performance, high performance, under performance and non performance categories. This is as depicted in the log frames below:
Table 1: Over performance (i.e. above 100%) SN Programme Activity Planned Output 1 2 3 4 5 ToT workshop Training of ADECs, PECs and clergy on supervision Mobilization of school community leaders Holding JAC and interchurch meetings Staff to attend 3 national meetings 60 Inspectors, CCTs 40 APECs, PECs and clergy 60 school community leaders 4 JAC meetings and 12 inter church meetings 2 people to attend 3 national meetings

Actual Output 68 Inspectors, CCTs 264 APECs, ADECs and clergy 851 school community leaders 8 JAC meetings and 11 inter church meetings 4 people attended 3 national and 3 regional meetings

Estimated Performance Rating (%) 113 560 1418 119 200

Table 2: High performance (51 100%) SN Programme Activity Planned Output 1 2 3 4 5 6 7 8 Development of materials for CL Facilitation of Inspectors, ADECs, PECs School supervision review meetings Collection and analysis of educational data Development of brochures, calendars, media supplement Termly planning, M&E in model schools Timely payment of salaries for BESP staff Purchase and maintenance of equipment 1000 copies 100 persons 3 review meetings 60 schools 2000 brochures, 500 calendars, 1MS 60 model schools 10 BESP staff 1 vehicle, 2 motorcycles, 2 computers, 2 projectors and 2 digital cameras

Actual Output 700 copies 100 persons 2 review meetings 60 schools Fully accomplished Fully accomplished Fully accomplished Fully accomplished

Performance Rating (%) 70 100 67 100 100 100 100 100

SN 9 10 11

Programme Activity Purchase of office stationery Payment for utilities Payment of bank charges and audit fees

Planned Output An assortment All available utilities All bank charges and audit fees

Actual Output Fully accomplished Fully accomplished Fully accomplished

Performance Rating (%) 100 100 100

Table 3: Underperformance (0 50%) SN Programme Activity 1 Training of teachers 2 Holding radio talk shows 3 Training key staff on advocacy 4 Training community leaders on advocacy

Planned Output 2000 12 times 10 persons 600 leaders

Actual Output 747 5 times 2 persons 264 leaders

Performance Rating (%) 37 42 20 44

While, on the whole, the BESP performance during 2006 was commendable, a weighted analysis of the data entries above reveals that, the majority of the over performance and high performance ratings were on activities that indirectly contribute to pupils learning achievement. Conversely, the training of teachers which directly impacts the outcomes of classroom processes underperformed at 37%. And even among the high performance category of the BESP activities, some similarly critical interventions including the development of instructional materials for interactive learning fell short of the target output level (67% instead of 100%). Such a resource allocation formula that appears to prioritize implementation of auxiliary as opposed to core support services undermines the cost-effectiveness of the BESP. It is noteworthy that, there were no worst case scenarios of non-performance throughout 2006.

3.2 Implementation and outputs of BESP II in 2007

With regards to 2007, the graded performance of the BESP is as follows:
Table 4: Over Performance (over 100%) - 2007 SN Activities Planned Outputs 1 2 Attending National meetings. Conduct skills training for ADECs and PECs to provide technical support and support supervision 2 people to attend 3 national meetings 40 ADECs and PECs to be trained on technical support and supervision of primary school teachers.

Actual Output 3 national and 3 regional meetings attended by 4 people 11 parishes have been covered, 40 ADECs and 99 PECs have been trained on provision of technical support and supervision in primary schools

Performance Rate 200% More than 300%

Table 5: High Performance (51-100%) - 2007 SN Activities Planned Outputs 1 Conducting ToT ToT workshop to be conducted workshop for school for 60 school inspectors and inspectors and CCTs CCTs on curriculum on curriculum interpretation and CL learning interpretation and CL approach. learning approach 2 Purchase of bicycles 40 bicycles to be purchased for to support school PECs and ADECs to support supervision monitoring and supervision monitoring 3 Conducting joint termly reviews of school inspection and supervision Mobilizing the school communities to actively participate in governance issues 3 Joint termly reviews of school inspection and supervision to be held 300 local school community leaders (SMCs, PTAs and LCs) from 6 sub-counties were to be trained on development and implementing school plans, budget and expenditure tracking, monitoring and evaluation of school activies, research, lobby and advocacy and policy dialogue Payment of salaries for14 BESP staff Office stationery/equipment were to be purchased and regularly maintained

Actual Output 20 school inspectors and 40 CCTs trained on curriculum interpretation, CL learning approaches 40 bicycles were purchased and distributed to 40 selected parishes and archdeaconries 3 Joint termly reviews of school inspection and supervision held 256 local school community leaders (51 female and 205 male) were trained.

Performance Rate 66%

100%

100%

85%

5 6

Payment of staff salaries Purchase of Office stationery and equipment

7 8

Office Maintenance Installation of computers for DEOs

2 offices regularly maintained 2 computers

Salaries for 14 BESP Staff were regularly and promptly paid Assorted stationery was purchased and 3 vehicles, 2 motorcycles, 2 LCD projectors, 2 digital cameras,2 photocopiers, computers and other accessories were regularly maintained Both offices were regularly maintained 2 computers were purchased and distributed to Amuria and Bukedea

100% 100%

100% 100%

Table 6: Underperformance (0-50%) - 2007 SN Activities Planned Outputs 1 Organize JAC meeting for 3 JAC meeting to reviewing and up dating of up date operational BESP activities and Programmes policies. advocacy and policy 2 Training 600 local school community leaders on research, 600 local school community leaders

Actual Output A JAC staff training workshop on Organization Development and Corporate Imaging. 264 school community leaders trained on

Performance Rate 44%

SN

Activities lobby, advocacy and Monitoring and Evaluation Holding 36 radio talk shows to sensitize 60 primary schools to actively participate in educational governance issues Develop training content and materials

Planned Outputs trained on research, lobby, advocacy and Monitoring and Evaluation 12 radio talk shows held targeting 60 community schools 4000 teachers trained on curriculum interpretation and CL approach 10 staff trained on methods of conducting lobby, advocacy and policy dialogue Prompt payment of bank charges and audit fees was to be done 20 inspectors, 40 CCTs, 40 ADECs and PECs to be provided with fuel, SDA and stationery to carry out school inspection

Training of 10 key staff of BESP on methods of conducting lobby,

Payment of Financial services

Facilitating inspectors, CCTs, ADECs and PECs to carry out termly school inspection and supervision

Actual Output research, lobby, advocacy and Monitoring and Evaluation 5 radio talk shows were conducted on Voice of Teso FM radio station targeting 60 schools communities mobilized. 474 teachers in 34 selected schools in Kumi, Kaberemaido Bukedea and Soroti Districts were trained on CL Two staff are currently persuing master degrees in the areas of Management and Development Studies Bank charges were regularly met but audit exercise is yet to be carried out BESP facilitated 35 inspectors, CCTs, and BESP staff with fuel, Safari-day allowances and stationery

Performance Rate

33%

12%

20%

50%

Underperformed

Table 7: Non-performance (0%) - 2007 SN Activities Planned Outputs 1 Organize a workshop to develop a holistic M and E plan for JACBESP to monitor and evaluate their activities Conduct review meeting for strategic plan

Actual Output Workshop conducted in 2006

Performance Rate

A meeting to review the strategic plan was to be held

The review meeting for the strategic plan was not conducted

0%

Compared to the 2006 outturns, the BESP performance in 2007 was a little wanting as a good number of the intended interventions were underperformed or not implemented altogether. The reasons advanced to explain this shortfall ranged from ambitious planning and failure by some parties to fulfill their financial commitments to the devastating aftermath of the 2007 floods.

As for the 2008 Financial Year, a partial evaluation of the BESP implementation process relating to the first two quarters is as follows:
Table 8: Over Performance (over 100%) - 2008 SN Activities Planned Outputs 1 2 Facilityating PECs & ADECs to carry out school monitoring Holding radio talk shows 30 PECs & ADECs to be facilitated 15 radio talk shows to be held Leaders from 12 school communities to be supported

Actual Output 40 PECs & ADECs were facilitated to carry out school monitoring 17 radio talk shows held. 2 radio spot messages run on two radio stations for 3 months. 30 community leaders from 30 schools did the monitoring

Performance Rate 133% 113% achieved

Supporting school community leaders to monitor government expenditure in schools

250%

Table 9: High Performance (51 100%) - 2008 SN Activities Planned Outputs 1 Support to school community initiated projects 6 school community initiated projects to be supported

Actual Output 6 school community initiated projects supported (Madera P/S Classroom renovation, kumi Boys Classroom completion, Serere P/STeacher & Amuria Primary schools 1,237 teachers trained on CL 2 joint meetings to review termly inspection reports were held 40 PECs & ADECs were facilitated to carry out school monitoring One finance committee meeting of the JAC was held; 2 inter-church committee meetings were held All staff promptly paid their salaries Equipment from both offices were fairly maintained Stationery was purchased for both offices but not adequate All utility (telephone, water & internet) expenses were promptly paid for

Performance Rate 100%

2 3 4 5

Training of teachers on CL (module 2) Conduct joint termly review meetings (inspection reports) To facilitate PECs & ADECs to carry out school supervision Conducting JAC meetings

2000 teachers to be trained in CL (module 2) 2 joint meetings to review termly inspection reports to be held 40 PECs & ADECs to be facilitated One JAC meeting to be held

61% achievement. 100% achieved 100% achieved 100% achieved

6 7 8 9

Staff salaries Maintenance of equipment Purchase of office stationery Payment for utilities

12 staff to be paid salaries regularly 2 vehicles, 4 M/cycles, 4 computers and pcopiers to be maintained Assorted stationery to be purchased Payments to be made for all utilities

100% achieved 100% 100% 100%

SN 10 11

Activities Payment for financial services Office maintenance

Planned Outputs Payment for all financial services to be made The 2 offices to be (CEREDO &COU) well maintained 4 National meetings to be conducted Effective M & E to be carried out monthly in the beneficiary schools 6 school community initiated projects to be supported

Actual Output Financial services expenses were promptly paid for Both offices were fairly well maintained. CEREDO office expanded and needed more funds 3 National meetings were held 14 M & E visits were done in the 60 schools by supervisors and programme officers 4 projects supported i.e. Madera Boy P/S Classroom completion - Amuria P/S teachers house construction and supply of 20 beds - Kumi BoysP/S Classroom completion 284 people from 20 schools trained i.e PECs, ADECs, SMCs and PTAs 2 joint meetings to review termly inspection reports were held 1,237 teachers trained on CL

Performance Rate 100% 100%

12 14

Conducting national meetings Carrying out planning, monitoring and evaluation Support to school community initiated projects

75% 100%

15

67%

16

Training of school community leaders on research lobby & advocacy. Conducting joint termly review meetings (inspection reports) Training of teachers on CL (module 2)

17 18

300 community leaders from 60 schools to be trained on lobby & advocacy 2 joint meetings to review termly inspection reports were to be held 2000 teachers to be trained in CL (module 2)

95%

100% 61%

Table 10: Underperformance (0 50%) - 2008 SN Activities Planned Outputs 1 Facilitating inspectors, CCTs, ADECs and PECs to carry out inspection Collect and analyse data from DEOs offices (EMIS) 100 inspectors,CCTs, ADECs and PECs to be facilitated to carry out inspection. Data to be collected and analysed from all the study districts

Actual Output 34 inspectors, CCTs, ADECs, PECs and BESP staff were facilitated to carry out inspection in the 60 selected schools Finalization of data for Amuria & Kaberamaido districts was done

Performance Rate 34%

33%

10

Table 11: Non-performance (0%) - 2008 SN Activities Planned Outputs 1 2 Facilitate 600 teachers with scholastic materials for effective implementation of CL Mobilization of school communities to participate in school governance Facilitating inspectors, CCTs, ADECs Effecting educational exchange visit for SMCs and PTAs Schools inspectors, PECs & ADECs report sharing and dissemination Support school community leaders Supporting pupils leadership clubs for effective participation in school management End of term evaluation Annual maintenance of BESP website for information dissemination 600 teachers from 60 schools to be facilitated Mobilise the school communities in 60 schools to actively participate in school governance 100 inspectors,CCTs, ADECS and PECs to be facilitated One educational exchange visit for SMCs and PTAs to be carried out Inspection report to be shared and disseminated 12 school community leaders to be supported 10 pupils leadership clubs to be supported End of term evaluation to be conducted JAC/BESP website to be maintained

Actual Output Wasnt implemented Activity not done. Shortage of funds

Performance Rate 0% 0%

3 4 5 6 7 8 9

Activity not done. Shortage of funds Activity not implemented Activity not implemented Activity not implemented Activity not implemented Activity not implemented Activity not implemented

0% 0% 0% 0% 0% 0% 0%

Once again a similar pattern of performance, prioritization and resource allocation is applicable to the first half of 2008. Most of the activities that appear in the non-performance category were those that, owing to delays in the release of finances, were deferred to the fourth quarter of 2008. Their implementation is therefore ongoing.

11

CHAPTER FOUR: EFFECTIVENESS AND EFFICIENCY OF THE BESP

4.0 Introduction
The effectiveness, relevance and efficiency of the BESP in revamping access to and the quality of basic education service delivery in the Teso sub-region was assessed using the criteria outlined in Boxbelow.
Figure 1: The criteria for evaluating the contribution of the BESP to the improvement in access/equity and quality/efficiency of primary education in Teso
(i)

Access/equity indicators a) Changes in total enrollment b) Changes in gender parity index

(ii) Quality/effectiveness indicators a) Primary Leaving Examination (PLE) results b) Pupil to Teacher Ratios c) Pupil to Classroom Ratios (iii) Efficiency indicators

a) Repetition rates b) School attendance c) Drop outs

There is evidence to suggest that, through its strategy of resource concentration, selective resource targeting, strengthening of partnerships, elimination of wasteful duplication of procedures and improvement of managerial capacities, the BESP has significantly contributed towards:

4.1 Improvement in access/equity indicators

(i) Greater pupil participation in the schooling process as evidenced in higher enrolments, substantial reduction in gender disparities and increased cohort survival rates. While the data in Table..below is focused more on the issue of adequacy of sitting and writing space, it also indicates the district-specific trends for primary school enrollment in the Teso sub-region over the 2006-2007 period.

12

Table 12: Percentage number of pupils with adequate sitting and writing space in Teso sub- region 2006-2007 2006 2007 % of students with % of students Students adequate Students with with adequate with space to adequate space to total adequate total SN District Enrolment space enrol Enrolment space enrol 1 Amuria 52,522 22,901 43.6 59,904 33,490 55.9 2 Bukedea n/a n/a n/a 43,207 18,636 43.1 3 Kaberamaido 48,215 30,269 62.8 51,259 32,879 64.1 4 Katakwi 36,880 20,060 54.4 37,058 29,788 80.4 5 Kumi 87,824 65,775 74.9 93,447 55,766 59.7 6 Soroti 127,538 69,461 54.5 132,156 67,661 51.2 Total 352,979 208,466 59.1 417,031 238,220 57.1
Source: EMIS, Ministry of Education and Sports

It is clear from the tabulations above that, there was a modest surge in enrollments in all the six districts of Teso. Taking the sub-region as a whole, total primary school enrollment rose from 352,979 in 2006 to 417,031 in 2007 which translates into an annual growth rate of 10.8%. This aggregative average however masks a lot of inter-district disparities. For example, the lowest percentage increase was registered in Katakwi district where total enrollment crept up from 36,880 in 2006 to 37,058 pupils in 2007 representing an incremental rate of only 0.5%, while the highest proportionate increment was in Amuria district where pupil participation rates climbed from 52,522 in 2006 to 59,904 in 2007, which converts into a growth rate of approximately 14%. (ii) The rise in school enrolments has also partially helped to resolve the problem of inequality of educational opportunity. There is now near gender parity in primary education in Teso and more and more vulnerable children (especially orphans) are now able to access education in response to BESPs Orphans and Vulnerable Children (OVC) initiative as depicted in Table.. below.
Table 13: Number of orphans in Teso sub-region by gender 2006-2007 2006 SN District Male Female Total Male 1 Amuria 1,237 1,028 2,265 5,190 2 Bukedea n/a n/a n/a 2,772 3 Kaberamaido 1,015 968 1,983 3,506 4 Katakwi 896 889 1,785 3,341 5 Kumi 3,252 3,183 6,435 6,165 6 Soroti 3,351 3,433 6,784 8,592 Total 9,751 9,501 19,252 29,566 Source: EMIS, Ministry of Education and Sports

2007 Female 4,676 2,687 3,303 2,959 5,993 8,522 28,140

Total 9,866 5,459 6,809 6,300 12,158 17,114 57,706

The percentage share of Tesos orphaned children in the national primary school age population is fairly high, averaging about 5% in 2006 but reduced to 4.5% in 2007 (MoES: 2007). It is 13

however gratifying that, the total number of orphans accessing primary education in the subregion, rose from 19,252 (9,751 boys and 9,501 girls) in 2006 to 57,706 (29,566 boys against 28,140 girls) in 2007, representing an increment of 300%. Soroti and Kumi districts posted the highest number of schooling orphans at primary level (6,435 3,252 boys with 3,183 girls - and 6,784 - 3,351 with 3,433 - respectively in 2006; and 12,158 6,165 boys with 5,993 girls - and 17,114 8,592 boys with 8,522 girls - respectively in 2007). However, in terms of the orphans enrolment growth rates, Amuria, Katakwi and Kaberamaido districts surpass the pace of incremental growth in Soroti and Kumi districts. For example, although the total enrollment of orphaned primary school pupils in Soroti district grew from 6,784 in 2006 to 17,114 in 2007 (which translates into an annual growth rate of 267%), the number of orphaned primary school children in Amuria district increased from 2,265 in 2006 to 9866 representing a percentage increment of 435.6%. There is near parity in the gender distribution of the enrolled orphaned primary school age population across the six districts of the sub region. Implication for the BESP III: Although the Orphans and Vulnerable Children (OVC) programme of the BESP is certainly yielding the desired impact, there is still a very big demandsupply gap which calls for a scaling up of the BESP process.

4.2 Improvement in quality indicators

4.2.1 Quality of teaching BESP has contributed towards the restoration of the previously degenerate professional and socio-economic status of the primary school teacher, largely through the provision of continuous in-service training. While giving their own assessments regarding the effectiveness of the various interventions of the BESP in their schools, the majority of the 17 head teachers interviewed ranked its in-service teacher training and school inspection and supervision programmes as being the most costeffective, with each receiving a performance rating of 81.3% (see Table below).
Table 14: Table..: Head teachers assessment of the BESP interventions Effective Ineffective Not applicable Area of analysis Freq. % Freq. % Freq. % In service teacher training 13 81.3 0 0 2 12.5 Training of school management committee HIV/AIDS support activities Construction of school buildings School feeding 10 11 5 3 62.5 68.8 31.3 18.8 3 1 6 6 18.8 6.3 37.5 37.5 2 3 4 6 12.5 18.8 25 37.5

Non-response Freq. % 1 6.3 1 1 1 1 6.3 6.3 6.3 6.3

14

Area of analysis School inspection and supervision Encouragement of local community participation in school activities Source: Returns from the field

Effective Freq. % 13 81.3

Ineffective Freq. % 1 6.3

Not applicable Freq. % 1 6.3

Non-response Freq. % 1 6.3

11

68.8

12.5

12.5

6.3

Conversely, the visibility of the BESP process in the areas of school feeding and and infrastructural development is relatively weak, with low performance ratings of 18.8% and 31.3%, respectively; The employment of a more inclusive and collaborative learning has become quite popular with the pupils. This was corroborated by the 36 pupils in the BESP schools who were asked to characterize the instructional approaches commonly used by their class teachers. Their tallies were heavily indicative of increased teacher professionalism and regular employment of pupilcentered methods as shown in Table.. below.
Table 15: Table: Pupils assessment of the classroom performance of their class teachers NonArea of analysis TRUE FALSE response Freq. % Freq. % Freq. Explains points clearly 33 91.7 3 8.3 0 Summarizes main points 26 72.2 10 27.8 0 Introduces lesson at the beginning 32 88.9 8 8.3 1 Uses local examples 31 86.1 5 13.9 0 Encourages questions from pupils 36 100 0 0 0 Uses different methods of teaching 27 75 9 25 0 Encourages class discussions 28 77.8 8 22.2 0 Gives and marks homework 27 75 9 25 0 Source: Returns from the field

% 0 0 2.8 0 0 0 0 0

The 100% rating relating to the teachers encouragement of questions from the students is a vivid proof that, the teachers in the BESP schools have shifted away from the use of the traditional teacher-dominated classroom discourse to more interactive pupil engagement in a learning process; 4.2.2 Pupils performance results

Tables 16 and 17 as well as Figure 2 below are a depiction of the trends in the performance of primary school pupils in PLE for 2006 and 2007.

15

Table 16: Table..: PLE results by district and gender in Teso sub-region, 2006 District Division 1 Division 2 Division 3 Division 4 Division U M Amuria 15 Kaberamaido 37 Katakwi 24 Kumi 90 Soroti Bukedea Total 132 n/a 64 n/a 1,709 n/a 1,061 n/a 863 n/a 834 n/a 2,510 575 n/a 1,486 470 n/a 1,222 316 n/a 682 438 n/a 935 41 2,050 1,412 872 1,012 498 492 232 355 4 461 289 281 222 150 100 71 71 5 799 349 242 199 109 85 33 23 2 626 252 271 243 154 75 30 48 F M F M F M F M F

Division X M F 50 67 56 154 271 n/a 598 32 41 49 187 236 n/a 545

Grand Totals M 1,146 1,287 1,043 3,896 3,866 n/a 11,238 F 652 702 735 3,499 3,103 n/a 8,691

298 116 5,645 3,363 2,529 Source: EMIS, Ministry of Education and Sports

Table 17: Table: PLE results by district and gender in the Teso sub-region, 2007 District Division 1 Division 2 Division 3 Division 4 Division U M F M F M F M F M F Amuria 19 4 638 305 282 262 138 111 61 93 Kaberamaido 39 3 783 408 288 260 99 107 44 23 Katakwi 27 3 392 250 263 224 119 73 58 73 Kumi 90 56 1,235 875 558 651 246 293 161 268 Soroti 127 69 1,547 1,022 837 775 452 430 376 533 Bukedea 11 1 489 309 279 289 120 151 56 109 Total 313 13 5,084 3,169 2,507 2,461 1,17 1,16 756 1,099 6 4 5 Source: EMIS, Ministry of Education and Sports

Division X M F 30 28 24 86 184 31 383 26 15 22 94 200 41 398

Grand totals M F 1,969 2,097 1,528 4,613 6,552 1,886 18,645 3,919 4,155 3,029 9,136 12,977 3,761 36,977

Although the overall number of pupils passing in Division 1 in the whole sub-region rose from 414 (298 males and 116 females, representing about 72% and 28% of the Division 1 cases respectively) to 449 (313 boys and 136 girls) in 2007, the pass rates continue to be skewed against the girls. The number of girls failing PLE rose from 935 in 2006 to1,099 in 2007. However, the number of children who registered but did not sit for the examination reduced by a good margin from 598 in 2006 to 383 in 2007 for the boys, and from 545 in 2006 to 398 in 2007 for the girls.

16

Table 18: Table: Summary of PLE results by gender in Teso region, 2006-2007

Category Division 1 Division 2 Division 3 Division 4 Division U Division X Total

2006 M F 298 116 5,645 3,363 2,529 2,510 1,486 1,222 682 935 598 545 11,238 8,691

2007 M F 313 5084 2507 1174 756 383 10,21 7

136 3169 2461 1165 1099 398

8,428

Source: EMIS, Ministry of Education and Sports Figure 2: UNEB figures for Teso region 2006-2007

Source: EMIS, Ministry of Education and Sports

In proportionate terms, the number of pupils scoring Division 1 in Primary Leaving Examinations (PLE) in Teso declined from 414 (298 males as opposed to 116 females) out of a total number of 19,329 (11,238 males and 8,691 females) in 2006 (i.e. 2.1%) to 449 (313 males and 136 females) out of a total number of 55,622 (18,645 males against 36,977 females) in 2007 (i.e. 0.8%). In both cases, the performance rating was skewed against the girls. While the representation of girls among the PLE candidates rose from 8,691 in 2006 to 36,977 in 2007 (i.e. it more than quadrupled), the number obtaining Division 1 and 2 de clined sharply in percentage terms.

17

Implications for the BESP III: The current trend in PLE results continues to present a very strong case for a continued policy of positive discrimination in favour of the girl child. 4.2.3 Pupil Teacher Ratios As reflected in Table. And Figure, the Pupil Teacher Ratios have tended to rise during the period under review.
Table 19: Pupil Teacher Ratios (PTRs) in Teso sub-region, 2006-2007 2006 Total Total District Students Teachers Amuria 52,522 930 Bukedea n/a n/a Kaberamaido 48,215 812 Katakwi 36,880 708 Kumi 87,824 2397 Soroti 127,538 2356 Total 352,979 7,203 Source: EMIS, Ministry of Education and Sports SN 1 2 3 4 5 6 PTR 56.5 n/a 59.4 52.1 36.6 54.1 49.0 Total Students 59,904 43,207 51,259 37,058 93,447 132,156 417,031

2007 Total Teachers 878 696 694 603 1465 1965 6,301 PTR 68.2 62.1 73.9 61.5 63.8 67.3 66.2

Figure 3: PTR in Teso region 2006-2007

Figure *** s howing the PTR in te so Re gion 2 0 0 6 -2 0 0 7
140.0 120.0 100.0 80.0 60.0 40.0 56.5 20.0 0.0 Amuria 2007 PTR 2006 PTR 68.2 56.5 0.0 Buke de a Ka be ra ma i Ka ta kwi do 62.1 0.0 73.9 59.4 61.5 52.1 K umi 63.8 36.6 Soroti 67.3 54.1 66.2 49.0 62.1 73.9 61.5 63.8 67.3 66.2

68.2

59.4

52.1

54.1 36.6

49.0

Source: EMIS, Ministry of Education and Sports

A district specific disaggregation of the data reveals that, PTRs have been rising but in varying degrees from district to district. For example, the biggest increase was in Kaberamaido (57.0 in 2006 to 75.9 in 2007 i.e. an increase of 18.9 points in absolute terms), followed by Amuria (from 54.1 in 2006 to 67.5 = 13.4 points differential), Soroti (from 55.1 in 2006 to 67.6 in 2007 = 12.5 18

points gap), Kumi (from 53.6 in 2006 to 64.7 in 2007 = 11.1 points differential) and Katakwi (from 51.6 in 2006 to 61.4 in 2007 = 9.8 points difference). The rise in PTRs is partially attributable to the BESP-induced enrollment bulge. Implication for the BESP III: The training of teachers directed towards enhancing their pedagogical competence in the employment of a collaborative teaching/learning strategy as a remedy in situations of high PTRs should be intensified in the worst hit areas especially Kaberamaido, Soroti and Amuria. 4.2.4 Pupil Classroom Ratios (PCRs) Similarly, and as shown in Tableand Figurebelow, PCRs in the sub-region have tended to increase as the pace of classroom construction is slower than the rate of BESP-stimulated enrolment growth.
Table 20: Pupil Classroom Ratios in the Teso sub-region, 2006-2007 2006 SN 1 2 3 4 5 Total Total District Students Classrooms Amuria 52,522 631 Bukedea n/a n/a Kaberamaido 48,215 655 Katakwi 36,880 489 Kumi 87,824 1,582 6 Soroti 127,538 1,665 Total 352,979 5,022 Source: EMIS, Ministry of Education and Sports Figure 4: PCR in Teso region 200-2007
Fig u re *****s h o w in g th e PCR in te s or e g io n fo r th ey e a r2 0 0 6 -2 0 0 7
1 8 0 .0 1 6 0 .0 1 4 0 .0 1 2 0 .0 1 0 0 .0 8 0 .0 6 0 .0 4 0 .0 2 0 .0 0 .0 Amuria 2 0 0 7 PCR 2 0 0 6 PCR 8 6 .2 8 3 .2 0.0 Buke de a 8 4 .7 0 .0 Ka be ra Ka ta kwi ma ido 7 3 .9 7 3 .6 7 7 .9 7 5 .4 K umi 8 3 .2 5 5 .5 S oroti 8 6 .2 7 6 .6 8 2 .9 7 0 83.2 84.7 73.6 75.4 76.6 70 86.2 73.9 77.9 83.2 86.2

2007 Total Classrooms 695 510 694 476 1,123 1,534 5,032 PCR 86.2 84.7 73.9 77.9 83.2 86.2 82.9

PCR 83.2 n/a 73.6 75.4 55.5 76.6 70

Total Students 59,904 43,207 51,259 37,058 93,447 132,156 417,031

82.9

55.5

Source: EMIS, Ministry of Education and Sports

19

The upward trend assumed by the PCRs is applicable in all the 6 districts of the Teso sub-region with Bukedea and Soroti having the highest PCR values (86.5 for Soroti and 86.3 for Bukedea), followed by Amuria (84.8), Kumi (84.6), Katakwi (78.0) and Kaberamaido (72.7). With the exception of Katakwi and Kaberamaido, the entire district specific PCRs lie above the subregional average of 83.0

4.3 Improvement in relevance and effectiveness

With regards to the relevance of education to the learning/development needs of its beneficiaries, the BESP took this into account since it was developed after extensive and intensive consultation with a wide spectrum of stakeholders. Indeed, the Teso BESP provides a model example of good practice for multi-stakeholder ownership and management of basic education, whereby the school community has been firmly placed in the drivers seat. The school communities are directly consulted on matters relating to their priority needs and perceptions about the quality of education service delivery. The findings from such consultative efforts are factored into the work plans and are used to inform resource allocation decision-making. As a result, there is now increased prioritization of school community focused programmes and a recognition of the need for greater flexibility to cater for intra and inter-district differences. Undoubtedly, the sensitization programmes for the school communities have helped to raise grassroots consciousness about school corruption issues and enhanced their financial probity. However, from the M&E perspective, the school community still suffers some limitation as their interest is exclusively focused on tracking expenditures and personnel responsibilities rather than on the education outcomes and impacts that are being pursued.

4.4 Improvement in efficiency indicators

The existing internal efficiency measures for primary education provision in Teso, though improving, are still disappointing. This is exemplified by the data about school repetition rates shown in Tables..,,..and given a pictorial illustration in Figuresandbelow.
Table 21: Number of primary school repeaters by class in Teso sub-region, 2006

SN District 1 Amuria 2 Bukedea 3 Kaberamaido 4 Katakwi 5 Kumi 6 Soroti Total

Primary 1 3,783 3,205 2,088 6,600 7,241 22,91

Primary 2 1,511 1,693 1,128 3,936 24,986 33,25

Primary 3 1,532 1,733 1,202 5,292 4,319 14,07

Primary 4 1,432 1,728 1,214 4,887 4,590 13,85

Primary 5 1,186 1,675 1,038 4,709 4,549 13,15

Primary 6 896 1,378 685 3,313 3,501 9,773

Primary 7 417 614 362 1,552 1,793 4,738

20

7 4 National Total of 293,71 190,18 repeaters 9 3 % of repeaters in Teso region to Total of repeaters in the country 7.8 17.5 Source: EMIS, Ministry of Education and Sports

8 175,81 7

1 156,10 1

7 141,82 5

124,57 2

52,533

8.0

8.9

9.3

7.8

9.0

Table 22: Number of primary school repeaters by class in Teso sub-region, 2007 SN 1 2 3 4 5 6 District Amuria Bukedea Kaberamaido Katakwi Kumi Soroti Primary 1 3,842 2,363 3,316 2,377 5,126 7,176 Primary 2 2,019 1,457 1,841 1,379 2,796 3,660 Primary 3 2,009 1,974 2,283 1,629 3,369 4,845 Primary 4 1,958 1,452 1,879 1,605 3,404 4,807 15,105 160,374 Primary 5 1,440 1,291 1,625 1,098 3,243 4,495 13,192 141,024 Primary 6 1,114 1,178 1,377 795 2,566 3,471 10,501 122,126 Primary 7 332 430 320 304 852 1,174 3,412 43,916

Total 24,200 13,152 16,109 National Total of repeaters 294,614 170,091 182,698 % of repeaters in Teso to Total of repeaters in the country 8.2 7.7 8.8 Source: EMIS, Ministry of Education and Sports

9.4

9.4

8.6

7.8

Table 23: Consolidated summary of the number of primary school repeaters in Teso sub-region, 2006-2007 2006 2007 SN District Male Female Total Male Female Total 1 Amuria 5,524 5,233 10,757 6,420 6,294 12,714 2 Bukedea 5,244 4,901 10,145 3 Kaberamaido 5,971 6,055 12,026 6,326 6,315 12,641 4 Katakwi 3,969 3,748 7,717 4,932 4,255 9,187 5 Kumi 15,143 15,146 30,289 10,949 10,407 21,356 6 Soroti 14,890 36,089 50,979 14,899 14,729 29,628 Total 45,497 66,271 111,768 48,770 46,901 95,671 Source: EMIS, Ministry of Education and Sports

Note: 1. Generally, there was a tremendous reduction in the number of repeaters in Teso sub-region (i.e from 111,768 to 95,671 in total.

21

2. The number of repeaters in the districts of Amuria and Katakwi however increased in 2007 compared to 2006-an indication of a slump in the teaching and learning. Repeaters increased from 10,757 in 2006 to 12,714 in 2007 in Amuria and 7,717 in 2006 to 9,187 in 2007.

Figure 5: Number of repeaters in Teso region 2006-2007

Fig u re ***** s h ow in g th e tota ln u m b e r of re p e a te rs in te s o Re g ion for th ey e a r2 0 0 6 2 0 0 7 .
60,000 50,000 40,000 30,000 20,000 10,000 Male 14,890 Fem ale 2006 Total 36,089 50,979 14,899 Total Male Fem ale 2007 14,729 29,628 Total

Figure 6: Repeaters in Teso region by class 2006

Fig u r e ***** s h o w in gt h en u m b e ro fr e p e a t e r sb y cla s s in te s or e g io n, 2 0 0 6 .
35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 Prim ar Prim ar Prim ar Prim ar T otal Prim ar Prim ar Prim ar 9,773 4,738

22,917 33,254 14,078 13,851 13,157

Figure 7: Repeaters in Teso region by class 2007

22

Fig u r e ***** s h o w in gt o t a ln u m b e ro fr e p e a te r s in t e s or e g io nb y cla s s, 2 0 0 7

25,000 20,000 15,000 10,000 5,000 Prim ar Prim ar Prim ar Prim ar Prim ar Prim ar Prim ar T otal 24,200 13,152 16,109 15,105 13,192 10,501 3,412

The number of children repeating a class in the Teso sub-region varies by grade and gender. For instance, while as depicted for P1 in Tablethe number rose averagely from 22,917 in 2006 to 24,200 in 2007, the number of P2 repeaters fell sharply from 33,254 in 2006 down to 13,152 in 2007. However, with Tesos percentage share of the total national primary school repetitions standing at an average of nearly 9%, this trend remains unacceptable. The positive side to it is that, overall, the number of primary school repeaters in the Teso subregion declined from 111,768 (45,497 males and 66,271 females) in 2006 to 95,671 (48,770 males and 46,901 females) in 2007 (a reduction of repetition rate by 16.8%). Implications for the BESP III: It would appear that, BESPs pro-girl child resource targeting policy is paying off and it should therefore be sustained to avoid a relapse into the pre-BESP scenario. Other contributory factors of the BESP In addition to the innovations already alluded to, the other BESP-led initiatives which have brought about a reversal in the downward trend of the education access, equity, quality and efficiency indicators are: (i) The creation and facilitation of a standby stock of specially trained and inducted cadre of teacher educators (Coordinating Center Tutors - CCTs), who are conversant with both pre-service and in-service teacher training delivery modalities; (ii) The upgrading of the managerial skills among primary school head teachers, members of the School Management Committees (SMCs), and some district level staff using a multifaceted strategy involving study tours, short face to face training, e.t.c. (iii) Increasing the responsiveness of the satellite school communities to educational initiatives and endeavours within their localities; (iv) Improvement in the quality of primary school/ Primary Teacher College (PTC) infrastructural facilities, equipment and accessories which have had a strong motivational effect on the teaching learning process;

23

(v)

Equipping the JAC and its implementing partners with the skills for effective performance of their planning, policy analysis, management, implementation, information processing, M&E responsibilities;

CHAPTER FIVE: AN APPRAISAL OF BESPs INSTITUTIONAL ARRANGEMENTS, CAPACITY BUILDING AND PARTNERSHIPS
5.0 Introduction
This chapter discusses the effectiveness of the management structures that define the nature of the working relationship between the Church of Uganda and the Catholic ChurchSoroti dioceses. It also examines the efficacy of the attendant capacity building efforts and partnerships.

5.1 Establishment of the BESP management structures

As a jointly managed programme, the BESP necessitated a shift away from a bi-modal church management structure in which each of the two churches independently ran its educational initiatives to a merger/unitary administrative set up with a twining approach to decision making and control. As a result, the full operationalization of the BESP process is a shared responsibility between the following hybrid management organs: 5.1.1 A Joint Top Executive This is comprised of the two Diocesan Bishops, who are the first authority over the BESP, key signatories to all the programme documents/agreements and the originators of any new policy thrusts. Their main role therefore is policy assurance and monitoring of the overall programme implementation. 5.1.2 The Joint Advisory Committee (JAC)

24

This is composed of 8 members appointed by the two Bishops in accordance with the principle of equal representation. The JAC is the engine room for the BESP implementation. Its specific work assignments, among others, include: (i) Refining and synthesizing outputs and progress reports from the Joint Programme Secretariat; (ii) Monitoring and evaluating the programme implementation process and providing the Top Executive with an early alert mechanism in cases where the planned output targets are not met; (iii) Reviewing progress reports and making recommendations to the Top executive; (iv)Providing a forum/an avenue for continuous feedback between Top Executive and the donors as well as stakeholders; and (v) Supervising the secretariat and providing institutional liaison.

5.1.3 The Joint Programme Secretariat This is the programme implementation team made up of the education departments of the two churches. Each of the education departments is headed by an education secretary. They are responsible for the day to day planning, administration and operations of the programme. A diagrammatic representation of the power and authority relationships and pattern of communication flow is as shown in Figurebelow:
Figure 8: BESP Implementation and Management structure 4 The Secretariat (The Two Education Departments) 1 Top Executive (The Two Bishops)

3 The Two Secretaries of Education

2 The Joint Advisory Committee (JAC)

This three-tier management structure is founded on the efficacy of a joint as opposed to a fragmented approach to human development issues. Joint management structures and 25

partnerships are particularly viewed as essential in addressing issues such as education that require a multi-dimensional, holistic response. Core to this, is the conviction about a collaborative advantage, through which the collective response of partners is greater than the sum of their individual contributions (Paton and Vangen, 2004: 2).

5.2 Evaluation of BESPs management structures

5.2.1 Strengths Various evaluation studies have actually found out that, collaborative working contributes to operational efficiency through: (i) An enriched skills-mix; (ii) Improved scope for greater division of labour and specialization; (iii) Improved quality of the decisions arrived at; (iv)Greater economies of scale; and (v) Increased fit between the services offered and what is required by the clientele In overall, administrative mergers benefit from the sharing of expertise, ideas, resources good practice and improved referrals (Wiggins, et al 2005: 23). This was corroborated by the BESP staff who expressed their desirability for the joint venture because: (i) It accords them a higher level of job satisfaction; (ii) They derive a sense of liberation from the traditional bureaucratic organizations; (iii) There is increased flexibility for staff and enhanced career development opportunities; (iv)There are demonstrable improvements in staff retention, recruitment and workload; (v) It creates greater scope for cross-fertilization of ideas and experiences; (vi) It broadens opportunities for strengthened partnership, as well as a deeper and mutually informed relationship between the two churches since all the actors in the BESP have one point of reference. It was all summed up by one BESP official who remarked thus: We benefit from having the experience of working with people from other backgrounds we pick other perspectives and others ways of doing things And from the perspective of the donors, jointly managed interventions of the BESP type with a strong anchorage to the local government structures have a strong appeal because they: (i) Minimize on the amount of capital commitments and risk; (ii) Facilitate the incorporation of local knowledgeable talent into the jointly run project/programme; (iii) Promote the cultivation of a healthy working relationship with the local authorities; (iv)Allow for a broader access to local supplies of the needed goods and services; and (v) Deter expropriations (Yerbury, 1997: 85).

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All these improve the prospects for the future sustainability of the project or programme after the gradual withdrawal of external assistance. 5.2.2 Limitations Conversely, there were a few reservations expressed about the continued survival of the BESP as a collaborative venture and they center on the fact that: (i) While joint funding and budgeting arrangements are good, they can also be problematic where differences in prioritization develop; (ii) Contrary to the usual expectations, the BESP could have brought about an increase rather than a decrease in the transaction costs. This is because of the initial specific administrative changes which were needed to kick-start and support the BESP including the establishment of the JAC as an inter-agency strategic planning forum; the recruitment of a team leader to coordinate activities and the regular operation of joint reviews; (iii) Collaborative working has increased the administrative workload of the core staff and it therefore places additional demands on staff time. The BESP staff could be getting overstretched with the new burden of managing the partnership, preparing quarterly and annual progress reports and arranging for the regular joint reviews; (iv)Jointly managed programmes work best when they are also co-located. By their very nature therefore, jointly managed ventures remain localized with limited service reach (Chandan : 1999.217); (v) Although the BESP is in principle being run under a fused administrative model, the staff is still conscious of their ultimate accountability to the separate church hierarchies. There is therefore the difficulty of divided management which can lead to dual loyalties; and (vi) The existence of the conventional church management structure alongside the BESP model could lead to less efficient decision-making and to difficulty in the enforcement of obligations.

5.3 Contribution of the BESP to Efficiency/Institutional and Human Capacity Building

Figure 9: Criteria for evaluating the contribution of the BESP to Institutional Capacity Building (i) Improvements in organizational structures including evidence of organizational

restructuring;
(ii) Stimulation of training programmes and other human capacity development

initiatives;
(iii) Reduced reliance on external technical assistance; (iv) Enhanced planning and management competencies; (v) Strengthened M&E functions; and (vi) Adequate supply of the requisite physical resources. (vii) Whether the expenditure of the planned activities represent value for money

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5.3.1 Stimulation of training programmes and other human capacity back-ups The nature of the BESP process itself necessitated a renewal of interest in human resource training principally because; it deliberately increased the participation of non-state actors (the school community, the ADECs, PECs, e.t.c) in primary school management. Capacity building are therefore required to help these non-state service providers to effectively measures execute their new mandates. With regards to the state actors, the key capacity problem relates to the poor facilitation of the field staff leading to low motivation and survival corruption. BESP has helped to close this capacity gap by facilitating CCTs and some district officials with fuel and SDA. The resultant outputs from these efforts are reflected in: (i) Increased school community ownership, which has in turn improved responsiveness, transparency and local reliance in service delivery; as well as improving quality and efficiency of resource allocation through closer links between resources and local needs; (ii) Enhanced capacity of the state institutions and structures (local government institutions and structures including PTCs) since the BESP is working through and partnering with them; (iii) Improvement in school-based management practice through the operationalization of a Results Oriented Management (ROM) scheme and introduction of a log-frame approach to the definition of the school vision, mission, goals, aims and objectives. The scheme also calls for adherence to very detailed controls over the types of expenditures allowed and any releases are contingent upon compliance with the reporting requirements; (iv)This is being interfaced with an innovative way of enhancing staff discipline through increased school community involvement in school administration and a mandatory monitoring of the opening of the school term, and; (v) The creation of a reasonably large standby reservoir of human resources with the requisite expertise, motivation and logistical support. Indeed, as one of the DEOs remarked, the problem with school monitoring, inspection and supervision is no longer that of shortage of qualified staff, but rather, it is the structure of incentives and the dynamic of decision making which is still wanting. 5.3.2 Reduced reliance on external technical assistance Owing to the significant amount of investment that has gone into staff training programmes, the BESP has succeeded in reducing reliance on international consultants and external technical assistance. The BESP now utilizes its own staff to conduct monthly M&E exercises, compile quarterly and annual evaluation reports, conduct studies in areas of concern and to do overall planning and management of its interventions.

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Most of the programme studies and research is being undertaken as an integral part of the M&E function of the BESP aimed at providing timely feedback to the stakeholders about the efficiency, cost-effectiveness and sustainability of ongoing education activities. The research activities and studies hitherto conducted have focused in the areas of: (i) Teacher utilization, including the adaptation of collaborative learning; (ii) Quality of primary education; (iii) Drop out and attendance patterns in primary schools; (iv) Impact of child nutrition on learning achievements; and (v) Impact of HIV/AIDS on education service delivery 5.3.3 The contribution of the BESP to increased partnership and cooperation between the stakeholders

The BESP process is believed to have created a new impetus for partnership through its emphasis on a collaborative rather than a fragmented approach to human development issues. Indeed, the most outstanding outcomes of BESPs partnership process in Teso is the development and sustenance of joint reviews of its performance. Joint reviews have broadened the scope for: (i) Ensuring commonality of interest between the BESP and implementing partners because such reviews provide a clear framework for their cooperation; (ii) Regular consultation among the partners; (iii) Transparency and accountability. This is being achieved through quarterly progress reporting, regular audits and joint decision-making; (iv) Expedited implementation of jointly planned activities e.g. M&E; strengthened process of dialogue, coordination and support for basic education; (v) Putting the school communities in the drivers seat; and reduction of transactional costs

5.4 Analysis of BESPs Good Practice

(i) (ii) (iii) (iv) (v) (vi) (vii) (viii) Uniquely effective but simple management structures of the church which cascade down from the diocesan level to family units. This promotes inclusiveness and helps to expedite operations through minimization of bureaucratic procedures; Free from any bureaucratic restrictions, churches have the potential for flexibility and responsiveness; Participatory programming approach; Churches invariably enjoy good rapport with their client communities and this allows them to adapt to the local situations and build on the real needs and priorities as expressed by the target groups; Deliberate policy of coming on board to support community-initiated projects rather than going to the community with a pre-packaged intervention programme; Effective resource management techniques that emphasize employment of low cost but high yielding interventionist strategies; Churches tend to run timely small-scale educational interventions requiring relatively small amounts of initial operating capital; Introduction of innovative educational methodologies and practices with great appeal among the target beneficiaries, especially collaborative learning and joint supervision; 29

(ix)

(x)

The BESP process achieved institutional buy in by choosing not to employ parallel policy and management frameworks. Instead, it utilizes existing government structures and follows established guidelines and procedures. This promotes harmony with other stakeholders, revamps the managerial capacity of the government institutions and reduces overall transaction costs; and BESPs investment strategy that fronts advocacy, networking, capacity building, integrated development approach, resource concentration to manageable geographical areas, gender mainstreaming, HIV/AIDS, rights-based development logic and community involvement has won for it a lot of support from especially faith-based international and national organizations.

CHAPTER SIX: LESSONS LEARNT, CHALLENGES AND RECOMMENDATIONS

6.0 Introduction
The preceding narrative highlights some strategic achievements and shortcomings of the BESP process in Teso from which a few lessons emerge and some challenges as well as prospects for their mitigation can be identified.

6.1 Lessons Learnt

(i) First and foremost, the findings are an affirmation of the centrality of the need to have a collaboratively formulated programme design as a precondition for enlisting the much needed popular support and broader ownership. This is an imperative for future sustainability of the intervention; (ii) Second, the BESP experience underscores the importance of operating a resource constrained budgeting system complete with in-built accountability and transparency provisions as a way of inducing realism in planning; (iii) Third, to a great extent, the BESP is firmly located within and operates through the existing local government institutions and structures. This strategic anchorage has won for the BESP a lot of trust from the local authorities as well as donor confidence; and (iv) Finally, there needs to be a core of influential church and project/programme officials who share relevant development perspectives, with a willingness to face up to difficult choices and trade offs involved in jointly managed initiatives.

6.2 Conclusions
(i) The BESP has indeed improved education service delivery at both the district and institutional levels, increased stakeholder participation and circumvented the shortcomings of bureaucratic red tape; 30

(ii)

At the same time however, the BESP has brought with it an enlarged scope of responsibilities and challenges which have worsened the material, human and institutional capacity gaps at all levels; (iii) The partnership and cooperation arrangements between the BESP and the local authorities, school communities and other implementing partners have been strengthened over time. However, there are some slight tensions and differences between the two churches and between the BESP and other programmes over some issues. For instance, both parties have reservations over the prospect of extending BESPs hybrid joint management model to the other church-run projects/programmes; (iv) BESPs impressive success in primary schooling in Teso thus far, has been in the area of increased access and less on quality. (v) Through multi actor involvement in the M&E process, the BESP has succeeded in strengthening a functioning vertical accountability mechanism which effectively links civil society, local authorities and the BESP offices.

6.3

Challenges

Despite the impressive gains of the BESP in the Teso sub-region, there are a host of challenges and constraints which have undermined the full realization of the intended benefits. These, inter alia, include the continued prevalence of poverty in Teso, disease (including HIV/AIDS), civil strife as well as the disempowering consequences of rapid population growth and the lingering inferior valuation of formal education particularly among the remotely located rural communities. Above all, there are a number of BESP-specific shortfalls which ought to be addressed if the programme has to accomplish the intended outcomes. These include the fact that: (i) The BESP still has limited service reach. Out of over 710 primary schools housed in the sub-region, the BESP has a direct presence in only 60 of them. (ii) It has largely remained confined to the primary sub-sector and it is almost invisible at the post primary level. Yet there is need for BESP to appreciate the interconnectedness and dual nature of the linkage between primary and post primary education and training. (iii) There are still a few government policy pronouncements and practices which contradict the BESP logic. For example, there is a procedural contradiction between the BESP tradition of supporting community-led initiatives founded on the pooling of resources, the sharing of responsibility and ownership on the one hand and the government School Facilitation Grant whereby the beneficiary community is a passive recipient of development aid on the other. Nor is governments restrictive policy on the charging of school dues compatible with BESPs intent to put the school community in the drivers seat. (iv) The popular appeal of the BESP has stimulated an enrollment bulge that is overwhelming the existing capacity; (v) There is also an acute shortage of instructional materials suitable for delivering the new thematic curriculum; (vi) The special learning needs of children with disabilities are not explicitly included in BESPs educational agenda; 31

(vii) (viii) (ix) (x) (xi) (xii) (xiii) (xiv)

(xv) (xvi)

There is a persistent problem of school drop outs, high repetition rates and poor performance in the UNEB examinations particularly among the girls; The Teso sub-region is prone to the destabilizing effects of wars, cattle rustling and natural hazards (e.g. 2007 floods); The BESP clientele is primarily comprised of a traumatized population and the restoration of its psyche to a pre-conflict status calls for a lot of patience; BESPs resource envelope is limited and this together with the unpredictability of expected resource inflows leads to underperformance or non-performance of some planned programme activities; Hitherto, the BESP has tended to place greater emphasis on in-service primary teacher training at the expense of the pre-service training programme. It is therefore prioritizing a reactive rather than a proactive approach to professional teacher development; The continued dependence of the BESP on outside financial assistance is a high risk strategy which can undermine independent decision-making and the future sustainability of the BESP; There is a lingering presence of overage pupils in some remotely located primary schools, especially in Kobuin sub-county; Although the BESP is a model example of a successful ecumenical initiative, the two partnering churches of Soroti have been hesitant to extend a similar arrangement to cover other church projects. Hence, the continuing operation of (perhaps) less costefficient parallel management structures and guidelines for the various projects initiated by the two sister churches; The context-specificity and localization of the BESP to the Teso sub-region does not easily allow for its replication and roll out to the other areas of the country; and The under-representation of the female teachers in the total primary school teaching workforce in the Teso sub-region (who would provide the role model image for the girl-child) disturbs BESPs drive towards the objective of attaining gender equity in basic education..

6.4 Opportunities
Despite these challenges, the BESP in Teso has provided an increased opportunity for addressing the educational problems that are afflicting the sub-region at all levels. (i) First, there is obviously a good working relationship between the BESP and the client communities, local government authorities and other stakeholders, which has been strongly facilitated by the joint review process. The involvement of the non-state actors in school inspection/supervision has proved to be the most valuable aspect of the BESP; (ii) The BESP has made considerable progress in the development of capacity to manage the programme. Its focus on capacity building at the district, programme, school and school community levels, in a mutually reinforcing manner has created incentive for better performance; and (iii) The success that the BESP has registered thus far is in itself a marketing tool. The programme enjoys a fairly good appeal among the donor constituency as it has more clearly demonstrated the link between policy and implementation, and between

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education policy and other wider development initiatives(e.g. food security, HIV/AIDS, environment).

6.5 The Recommendations for the BESP III (2009 - 2011)

6.5.1 Relating to access/equity (i) BESP III ought to have an expanded vision that goes beyond the primary school cycle to include post primary education and training; (ii) There is need to roll out the BESP process to cover the whole of Teso sub-region. However, given the resource limitations, a staggered/phased approach could be preferred. Alternatively, the policy of concentrating resources to resource-deficient areas/institutions could be changed to prioritize concentration of resources to a few model schools that could serve as centers of excellence from which the rest could learn. The centers of excellence should have units whose brief is to run outreach programmes in the satellite schools; and (iii) Include children with disabilities and special learning needs in future programme designs; 6.5.2 To address education quality issues BESP needs to expand the coverage of its in-service teacher training initiative to benefit all the primary school teachers in the sub-region. While the BESP sponsored in-service teacher training programme has proved to be a successful pace-setter, the findings of this study indicate that, many teachers in Teso are yet to benefit from this intervention. (ii) The in-service programme itself could be given further refinement and refocus through incorporation of some good practices from other countries. For example: Good practice One: The government of Kenya, in collaboration with JICA adopted a more unique approach to improve science/mathematics lessons called ASEI (Activity, Student, Experiment, Improvisation) which aims to make teaching and learning more student centered. This approach encourages the teachers to always integrate the practicum component in all the lesson plans they make with emphasis on student use of easily available materials. Students are encouraged to develop their own hypotheses, proceed to test them and formulate their own conclusions. This, not only helps to enhance the appeal of the learning package but it also leads to a de-abstraction of seemingly difficult concepts. This JICA supported project has also successfully introduced the PSDI (Plan, Do, See and Improve) method, which encourages teachers to progressively design their lessons in tandem with the students incremental learning achievement and educational needs. Moreover, the project has established the strengthening of the Mathematics and Science in Secondary Education (SMASSE) Fund to improve its financial sustainability. This fund, collected from the parents as part of community contribution to the cost of education, enables the teachers to regularly participate in in-service teacher training programmes. Good practice Two: The in-service teacher training programme needs to go beyond the narrow focus on mastery of the subject content and pedagogy to include educating teachers, students and parents to inform them of their rights, their obligations (e.g the standard of service to be expected 33 (i)

of teachers, or the parents duty to send their children to school) and whom to turn to in case of default/wrongdoing. For example, in Papua Guinea, a training course was successfully launched for secondary school teachers to not only address issues of professional ethics, but also to help them identify corrupt practices in their work environment and seek appropriate modalities for their resolution. (iii) There is also need for the BESP to invest in the production of locally available instructional materials for teaching and learning the contents of the new thematic curriculum. Effort has to be made to ensure that gender bias is removed from all the materials that are produced, including stereotyping in textbooks; (iv) The lack of or inadequate provision of instructional materials like books or equipment for the thematic curriculum can be overcome through the use of electronic books, simulations, animations and video clips; and (v) The BESP has to extend its gender sensitive affirmative action to the teaching workforce. More female teachers must be trained to create a minimum critical mass to cater for the unique needs of the girl child and to act as role models. 6.5.3 Concerning efficiency and managerial capacity (i) Cost-efficiency can be realized by collapsing the management structures of the various projects being ran by the two churches into one viable administrative super structure (The current administrative model for the BESP could be a starting point); (ii) BESP IIIs selective resource targeting policy should be guided by a weighted analysis of the anticipated benefits of investment in the alternative programme activities, with the core activities taking precedence over the auxiliary support commitments; (iii) There is also need to develop a follow up remedial/catch up education and training programme for children who prematurely drop out of school; (iv) Government also needs to be lobbied to give schools greater latitude to introduce schoolspecific policies, including requiring parents to make financial contributions or payments in kind; (v) Explore alternative resource mobilization avenues which should, in the long run, lead to a gradual tapering-off of BESPs reliance on external funding e.g setting up of economically viable income generating projects; 6.5.4 Pertaining to the education of the girl child (i) More girls hostels ought to be built to reduce on the average home to school distance that girls have to cover and to minimize their exposure to risky situations; (ii) Review the instructional strategies with a view to developing approaches that will facilitate ease of uptake among the girls, especially in Mathematics and Science; and (iii) Continue to employ a multi-media approach to sensitize parents and the wider community about the value of educating a girl-child. Emphasis should be on eliminating the conflict existing between institutionalized home-school practices, structural values and attitude positions which militate against girls optimal access to education and uptake.

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REFERENCES

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