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7/30/2019 Besp Draft Evaluation Report 08
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AN EVALUATION OF THE BASIC
EDUCATION SUPPORT PROGRAMME II
(BESP II: 2006-2008) IN THE TESO SUB-REGION
FIRST DRAFT REPORT
Submitted by:
Henry Edison OkurutSchool of Education, Makerere University
P.O.Box 7062, Kampala, Uganda.
Tel. No. 0772 472 324E-mail:[email protected]/[email protected]
October, 2008
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ACKNOWLEDGEMENTS
I would like to register my most sincere indebtedness to all categories of people who, in spite oftheir 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 headteachers, 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 asFather 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 andaccommodation in a favourable environment.
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ABSTRACT
This report is an appraisal of the progress made in the 6 study districts and 1 municipal councilin 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 aswell 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 theeducational 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 Archdeaconry Education CommitteeASEI Activity, Student, Experiment, Improvisation
BERP Basic Education Rehabilitation Programme
BESP Basic Education Support ProgrammeCCTs Centre Coordinating Tutors
CEREDO Catholic Education Research and Development
OrganizationCL Collaborative Learning
COU Church of Uganda
DEOs District Education Officers
EMIS Education Information Management SystemHIV/AIDS Human Immunity Virus/Acquired Immunity
Deficiency Syndrome
JAC Joint Advisory Committee
JICA Japan International Cooperation AgencyLCs Local Councils
M&E Monitoring and EvaluationMoES Ministry of Education and Sports
MoWLE Ministry of Water, Lands and Environment
MS Media SupplementOVC Orphans and Vulnerable Children
PCR Pupil Classroom Ratio
PECs Parish Education Committees
PLE Primary Leaving ExaminationsP/S Primary School
PSDI Plan, Do, See and Improvise
PTAs Parents Teachers AssociationsPTC Primary TeachersColleges
PTR Primary Teachers Colleges
ROM Results Oriented ManagementSMASSE Strengthening of Mathematics and Science in
Secondary Education
UNEB 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 BasicEducation 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) Review the progress made in basic education service delivery under the BESP II;
(ii) Assess the relationship between the BESP and other actors in education;
(iii) Gauge the relationship between the two partner churches which are jointly managingthe 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.
1.3 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 Findings of the BESP evaluation
1.4.1 Implementation of the planned BESP activities
The 2006-2008 BESP interventions can be broken down into the following performancecategories:
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%
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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 throughin-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 overalldecline 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 thenational PTR of 1:55 by 11.2 percentage points.
(v) Similarly, the PCR rose from 70 in 2006 to 82.9 in 2007.
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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 atall 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 schoolmanagement 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 isincreased 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 becausesuch 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;
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(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) The BESP still has limited service reach;
(ii) It has remained confined to the primary sub-sector and is largely invisible at postprimary level;
(iii) The BESP logic and philosophy is sometimes at odds with contradictory policy
pronouncements made by some government officials;(iv) The programme is getting overwhelmed with its self-created enrollment bulge;
(v) There is an acute shortage of instructional materials suitable for delivering the new
thematic curriculum;
(vi) The BESP agenda is silent about the special learning needs of children with
disabilities;(vii) There is a persistent problem of school drop outs, high repetition rates and poor
performance in the UNEB examinations particularly among the girls;(viii) Teso sub-region is prone to the destabilizing effects of the wars, cattle rustling and
natural hazards (e.g. 2007 floods);
(ix) It is difficult to rectify the trauma and psycho-social damage visited on the localpopulation within a relatively short time frame. Consequently, there are still pockets
of community indifference to the BESP and generalized apathy;
(x) BESPs resource envelope is relatively limited leading to underperformance or non-
performance of some planned programme activities;(xi) It is being accused of placing disproportionate emphasis on in-service Primary
Teacher Training at the expense of the pre-service training programme;(xii) Its continued dependence on outside financial assistance undermines independentdecision-making and the future sustainability of the BESP;
(xiii) The presence of overage pupils in some primary schools, especially in Kobuin sub-
county complicates the enforcement of school discipline, elimination of bullying, thefight against HIV/AIDS, e.t.c;
(xiv) The two sister churches are hesitant about extending the cost-efficient BESP
experiment to cover their other projects/programmes and instead continue to operateless cost-efficient parallel management structures;
(xv) 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(xvi) 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 andchallenges 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---------------------------------------------------------------------11.3 Specific objectives of the BESP II------------------------------------------------------------------1
1.4 Implementation strategy------------------------------------------------------------------------------2
1.5 Objectives of the evaluation--------------------------------------------------------------------------21.6 Methodology-------------------------------------------------------------------------------------------2
1.7 Rationale for the BESP II evaluation---------------------------------------------------------------3
CHAPTER TWO: THE SUB-REGIONAL CONTEXT.................................................................42.0 Introduction---------------------------------------------------------------------------------------------4
2.1 Location-------------------------------------------------------------------------------------------------4
2.2 Vegetation----------------------------------------------------------------------------------------------4
2.3 Climate--------------------------------------------------------------------------------------------------4
2.4 Soils-----------------------------------------------------------------------------------------------------42.5 The socio-economic profile--------------------------------------------------------------------------4
CHAPTER THREE: IMPLEMENTATION OF THE BESP ACTIVITIES (2006-2008)..............53.0 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--------------------------------------------------6CHAPTER FOUR: EFFECTIVENESS AND EFFICIENCY OF THE BESP.............................12
4.0 Introduction-------------------------------------------------------------------------------------------12
4.1 Improvement in access/equity indicators---------------------------------------------------------124.2 Improvement in quality indicators-----------------------------------------------------------------14
4.2.1 Quality of teaching........................................................................................................14
4.2.2 Pupils performance results...........................................................................................154.2.3 Pupil Teacher Ratios.....................................................................................................184.2.4 Pupil Classroom Ratios (PCRs)....................................................................................19
4.3 Improvement in relevance and effectiveness-----------------------------------------------------20
4.4 Improvement in efficiency indicators-------------------------------------------------------------20CHAPTER FIVE: AN APPRAISAL OF BESPs INSTITUTIONAL ARRANGEMENTS,
CAPACITY BUILDING AND PARTNERSHIPS.......................................................................24
5.0 Introduction-------------------------------------------------------------------------------------------245.1 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..................................................................................255.2 Evaluation of BESPs management structures---------------------------------------------------26
5.2.1 Strengths.......................................................................................................................26
5.2.2 Limitations....................................................................................................................275.3 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----------------------------------------------------------------29CHAPTER SIX: LESSONS LEARNT, CHALLENGES AND RECOMMENDATIONS..........30
6.0 Introduction-------------------------------------------------------------------------------------------30
6.1 Lessons Learnt----------------------------------------------------------------------------------------306.2 Conclusions-------------------------------------------------------------------------------------------30
6.3 Challenges---------------------------------------------------------------------------------------------31
6.4 Opportunities-----------------------------------------------------------------------------------------326.5 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...........................................................346.5.4 Pertaining to the education of the girl child..................................................................34
REFERENCES..............................................................................................................................35
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LIST OF TABLES
Table 1: Over performance (i.e. above 100%).................................................................................5Table 2: High performance (51 100%).........................................................................................5
Table 3: Underperformance (0 50%)............................................................................................6
Table 4: Over Performance (over 100%) - 2007.............................................................................6Table 5: High Performance (51-100%) - 2007................................................................................7
Table 6: Underperformance (0-50%) - 2007...................................................................................7
Table 7: Non-performance (0%) - 2007...........................................................................................8Table 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.......................................................................................11Table 12: Percentage number of pupils with adequate sitting and writing space in Teso sub-
region 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.....................................14Table 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...........................16Table 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.......................................18Table 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 inaccess/equity and quality/efficiency of primary education in Teso...............................................12
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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........................................................................................19Figure 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.........................................................................22Figure 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: Terms of Reference (ToT)
Annex 2: 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 physicalinfrastructure 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 indicatorsof access, equity, quality and efficiency (BESP Secretariat : 2008. 4).
The enormity and complexity of the challenges of resuscitating education service delivery insuch 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-basedorganizations 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 theTeso 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 theoperationalization 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 beginningof 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;
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(iii) Alignment of the BESP interventions with the national educational/development
policy frameworks;
(iv) Shift away from donor generated stand alone educational project modality toparticipatory programming, networking and pooling of resources;
(v) Gender parity in education and sensitivity to the educational needs and concerns of
the vulnerable children;(vi) Mutual accountability for the educational outcomes; and
(vii) Higher job performance ratings for the head teachers, teachers, the core BESP
staff, implementing partners and the church leadership through training and othercapacity 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 partnersas 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 moredependable 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) Review the progress made in basic education service delivery under the BESP II;
(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 theextension 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, churchleaders, district staff and representatives of the other sister agencies. Additional
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information was tapped through informal discussions with stakeholders and non-
participant observation.
1.7 Rationale for the BESP II evaluation
While the BESP II has almost run its full course, its performance has hitherto not beenindependently 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 andprogramme 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.
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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 ofthe 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 swampyenclaves.
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 withsometimes 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 soilsgradually 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 livingconditions are pathetic especially in the insecurity-prone districts of Amuria and Katakwi
(Uganda Humanitarian Situation Report: 1 30 th June, 2008).
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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 leastfour 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 Actual Output Estimated
Performance Rating
(%)
1 ToT workshop 60 Inspectors, CCTs 68 Inspectors, CCTs 113
2 Training of ADECs, PECs
and clergy on supervision
40 APECs, PECs and
clergy
264 APECs, ADECs and
clergy
560
3 Mobilization of school
community leaders
60 school community
leaders
851 school community
leaders
1418
4 Holding JAC and inter-
church meetings
4 JAC meetings and 12
inter church meetings
8 JAC meetings and 11
inter church meetings
119
5 Staff to attend 3 national
meetings
2 people to attend 3
national meetings
4 people attended 3
national and 3 regional
meetings
200
Table 2: High performance (51 100%)
SN Programme Activity Planned Output Actual Output Performance
Rating (%)
1 Development of materials for CL 1000 copies 700 copies 70
2 Facilitation of Inspectors,
ADECs, PECs
100 persons 100 persons 100
3 School supervision review
meetings
3 review meetings 2 review
meetings
67
4 Collection and analysis of
educational data
60 schools 60 schools 100
5 Development of brochures,calendars, media supplement
2000 brochures, 500 calendars,1MS
Fullyaccomplished
100
6 Termly planning, M&E in modelschools
60 model schools Fullyaccomplished
100
7 Timely payment of salaries forBESP staff
10 BESP staff Fullyaccomplished
100
8 Purchase and maintenance ofequipment
1 vehicle, 2 motorcycles, 2computers, 2 projectors and 2
digital cameras
Fullyaccomplished
100
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SN Programme Activity Planned Output Actual Output Performance
Rating (%)
9 Purchase of office stationery An assortment Fully
accomplished
100
10 Payment for utilities All available utilities Fullyaccomplished
100
11 Payment of bank charges andaudit fees All bank charges and audit fees Fullyaccomplished 100
Table 3: Underperformance (0 50%)
SN Programme Activity Planned Output Actual Output Performance Rating (%)
1 Training of teachers 2000 747 37
2 Holding radio talk shows 12 times 5 times 42
3 Training key staff on advocacy 10 persons 2 persons 20
4 Training community leaders on advocacy 600 leaders 264 leaders 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 performanceratings 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 forinteractive learning fell short of the target output level (67% instead of 100%).
Such a resource allocation formula that appears to prioritize implementation of auxiliary asopposed 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 Actual Output Performance
Rate
1 Attending National
meetings.
2 people to attend 3 national
meetings
3 national and 3 regional
meetings attended by 4
people
200%
2 Conduct skills trainingfor ADECs and PECs to
provide technical support
and support supervision
40 ADECs and PECs to betrained on technical support and
supervision of primary school
teachers.
11 parishes have beencovered, 40 ADECs and
99 PECs have been trained
on provision of technical
support and supervision in
primary schools
More than300%
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Table 5:High Performance (51-100%) - 2007
SN Activities Planned Outputs Actual Output Performance Rate
1 Conducting ToT
workshop for school
inspectors and CCTs
on curriculum
interpretation and CLlearning approach
ToT workshop to be conducted
for 60 school inspectors and
CCTs on curriculum
interpretation and CL learning
approach.
20 school inspectors and
40 CCTs trained on
curriculum
interpretation, CL
learning approaches
66%
2 Purchase of bicycles
to support school
supervision
monitoring
40 bicycles to be purchased for
PECs and ADECs to support
monitoring and supervision
40 bicycles were
purchased and
distributed to 40 selected
parishes and
archdeaconries
100%
3 Conducting joint
termly reviews ofschool inspection
and supervision
3 Joint termly reviews of school
inspection and supervision to beheld
3 Joint termly reviews of
school inspection andsupervision held
100%
4 Mobilizing the
school communitiesto actively
participate in
governance issues
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
256 local school
community leaders (51female and 205 male)
were trained.
85%
5 Payment of staff
salaries
Payment of salaries for14 BESP
staff
Salaries for 14 BESP
Staff were regularly and
promptly paid
100%
6 Purchase of Office
stationery and
equipment
Office stationery/equipment
were to be purchased and
regularly maintained
Assorted stationery was
purchased and 3
vehicles, 2 motorcycles,2 LCD projectors, 2
digital cameras,2 photo-
copiers, computers and
other accessories were
regularly maintained
100%
7 Office Maintenance 2 offices regularly maintained Both offices were
regularly maintained
100%
8 Installation of
computers for DEOs
2 computers 2 computers were
purchased and
distributed to Amuria
and Bukedea
100%
Table 6: Underperformance (0-50%) - 2007SN Activities Planned Outputs Actual Output Performance Rate
1 Organize JAC meeting for
reviewing and up dating of
BESP activities and Programmesadvocacy and policy
3 JAC meeting to
up date operational
policies.
A JAC staff training
workshop on
OrganizationDevelopment and
Corporate Imaging.
44%
2 Training 600 local school
community leaders on research,
600 local school
community leaders
264 school community
leaders trained on
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SN Activities Planned Outputs Actual Output Performance Rate
lobby, advocacy and Monitoring
and Evaluation
trained on research,
lobby, advocacy
and Monitoring
and Evaluation
research, lobby,
advocacy and
Monitoring and
Evaluation
3 Holding 36 radio talk shows to
sensitize 60 primary schools toactively participate in
educational governance issues
12 radio talk shows
held targeting 60community schools
5 radio talk shows were
conducted on Voice ofTeso FM radio station
targeting 60 schools
communities mobilized.
33%
4 Develop training content and
materials
4000 teachers
trained on
curriculum
interpretation and
CL approach
474 teachers in 34
selected schools in
Kumi, Kaberemaido
Bukedea and Soroti
Districts were trained onCL
12%
5 Training of 10 key staff of BESP
on methods of conducting lobby,
10 staff trained on
methods of
conducting lobby,advocacy and
policy dialogue
Two staff are currently
persuing master degrees
in the areas ofManagement and
Development Studies
20%
6 Payment of Financial services Prompt payment of
bank charges and
audit fees was to
be done
Bank charges were
regularly met but
audit exercise is yet to
be carried out
50%
7 Facilitating inspectors, CCTs,
ADECs and PECs to carry out
termly school inspection and
supervision
20 inspectors, 40
CCTs, 40 ADECs
and PECs to be
provided with fuel,
SDA and
stationery to carry
out school
inspection
BESP facilitated 35
inspectors, CCTs, and
BESP staff with fuel,
Safari-day allowances
and stationery
Underperformed
Table 7:Non-performance (0%) - 2007
SN Activities Planned Outputs Actual Output Performance
Rate
1 Organize a workshop to developa holistic M and E plan for JAC-
BESP to monitor and evaluate
their activities
Workshop conducted in2006
2 Conduct review meeting forstrategic plan
A meeting toreview the
strategic plan was
to be held
The review meeting forthe strategic plan was
not conducted
0%
Compared to the 2006 outturns, the BESP performance in 2007 was a little wanting as a goodnumber 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.
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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 Actual Output Performance
Rate1 Facilityating PECs &
ADECs to carry out school
monitoring
30 PECs & ADECs to be
facilitated
40 PECs & ADECs were
facilitated to carry out
school monitoring
133%
2 Holding radio talk shows 15 radio talk shows to be
held
17 radio talk shows held.
2 radio spot messages run
on two radio stations for 3
months.
113% achieved
3 Supporting school
community leaders to
monitor government
expenditure in schools
Leaders from 12 school
communities to be
supported
30 community leaders
from 30 schools did the
monitoring
250%
Table 9:High Performance (51 100%) - 2008
SN Activities Planned Outputs Actual Output Performance
Rate
1 Support to school
community initiated projects
6 school community
initiated projects to be
supported
6 school community
initiated projects
supported (Madera P/S
Classroom renovation,
kumi Boys Classroom
completion, Serere P/S-
Teacher & Amuria
Primary schools
100%
2 Training of teachers on CL
(module 2)
2000 teachers to be trained
in CL (module 2)
1,237 teachers trained on
CL
61%
achievement.
3 Conduct joint termly review
meetings (inspection
reports)
2 joint meetings to review
termly inspection reports to
be held
2 joint meetings to review
termly inspection reports
were held
100% achieved
4 To facilitate PECs &
ADECs to carry out school
supervision
40 PECs & ADECs to be
facilitated
40 PECs & ADECs were
facilitated to carry out
school monitoring
100% achieved
5 Conducting JAC meetings One JAC meeting to be
held
One finance committee
meeting of the JAC washeld; 2 inter-church
committee meetings wereheld
100% achieved
6 Staff salaries 12 staff to be paid salariesregularly
All staff promptly paidtheir salaries
100% achieved
7 Maintenance of equipment 2 vehicles, 4 M/cycles, 4computers and pcopiers to
be maintained
Equipment from bothoffices were fairly
maintained
100%
8 Purchase of office stationery Assorted stationery to be
purchased
Stationery was purchased
for both offices but notadequate
100%
9 Payment for utilities Payments to be made for allutilities
All utility (telephone,water & internet) expenses
were promptly paid for
100%
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SN Activities Planned Outputs Actual Output Performance
Rate
10 Payment for financial
services
Payment for all financial
services to be made
Financial services
expenses were promptly
paid for
100%
11 Office maintenance The 2 offices to be
(CEREDO &COU) wellmaintained
Both offices were fairly
well maintained.CEREDO office expanded
and needed more funds
100%
12 Conducting national
meetings
4 National meetings to be
conducted
3 National meetings were
held
75%
14 Carrying out planning,
monitoring and evaluation
Effective M & E to be
carried out monthly in the
beneficiary schools
14 M & E visits were done
in the 60 schools by
supervisors and
programme officers
100%
15 Support to school
community initiated projects
6 school community
initiated projects to be
supported
4 projects supported i.e.
- Madera Boy P/S
Classroom
completion
- Amuria P/S teachershouse constructionand supply of 20
beds
- Kumi BoysP/S
Classroom
completion
67%
16 Training of school
community leaders on
research lobby & advocacy.
300 community leaders
from 60 schools to be
trained on lobby &
advocacy
284 people from 20
schools trained i.e PECs,
ADECs, SMCs and PTAs
95%
17 Conducting joint termly
review meetings (inspection
reports)
2 joint meetings to review
termly inspection reports
were to be held
2 joint meetings to review
termly inspection reports
were held
100%
18 Training of teachers on CL
(module 2)
2000 teachers to be trained
in CL (module 2)
1,237 teachers trained on
CL
61%
Table 10: Underperformance (0 50%) - 2008
SN Activities Planned Outputs Actual Output Performance
Rate
1 Facilitating inspectors,
CCTs, ADECs and
PECs to carry out
inspection
100 inspectors,CCTs,
ADECs and PECs to be
facilitated to carry out
inspection.
34 inspectors, CCTs,
ADECs, PECs and
BESP staff were
facilitated to carry out
inspection in the 60selected schools
34%
2 Collect and analyse datafrom DEOs offices
(EMIS)
Data to be collected andanalysed from all the
study districts
Finalization of data forAmuria &
Kaberamaido districts
was done
33%
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Table 11:Non-performance (0%) - 2008
SN Activities Planned Outputs Actual Output Performance
Rate
1 Facilitate 600 teachers with
scholastic materials for
effective implementation of CL
600 teachers from 60
schools to be facilitated
Wasnt implemented 0%
2 Mobilization of schoolcommunities to participate in
school governance
Mobilise the schoolcommunities in 60 schools
to actively participate in
school governance
Activity not done.Shortage of funds 0%
3 Facilitating inspectors, CCTs,
ADECs
100 inspectors,CCTs,
ADECS and PECs to be
facilitated
Activity not done.
Shortage of funds
0%
4 Effecting educational exchange
visit for SMCs and PTAs
One educational exchange
visit for SMCs and PTAs to
be carried out
Activity not
implemented
0%
5 Schools inspectors, PECs &
ADECs report sharing and
dissemination
Inspection report to be
shared and disseminated
Activity not
implemented
0%
6 Support school community
leaders
12 school community
leaders to be supported
Activity not
implemented
0%
7 Supporting pupils leadership
clubs for effective participation
in school management
10 pupils leadership clubs
to be supported
Activity not
implemented
0%
8 End of term evaluation End of term evaluation to
be conducted
Activity not
implemented
0%
9 Annual maintenance of BESP
website for information
dissemination
JAC/BESP website to be
maintained
Activity not
implemented
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. Theirimplementation is therefore ongoing.
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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.
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 contributedtowards:
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 alsoindicates the district-specific trends for primary school enrollment in the Teso sub-region
over the 2006-2007 period.
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Figure 1: The criteria for evaluating the contribution of the BESP to theimprovement in access/equity and quality/efficiency of primaryeducation 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
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Table 12: Percentage number of pupils with adequate sitting and writing space in Teso sub-region2006-2007
SN District
2006 2007
Enrolment
Students with
adequate
space
% of studentswith adequate
space to total
enrol Enrolment
Studentswith
adequate
space
% of
students
with
adequatespace to
total
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 57.1Source: EMIS, Ministry of Education and Sports
It is clear from the tabulations above that, there was a modest surge in enrollments in all the sixdistricts 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 lowestpercentage 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 moreand 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
SN District
2006 2007
Male Female Total Male Female Total
1 Amuria 1,237 1,028 2,265 5,190 4,676 9,866
2 Bukedea n/a n/a n/a 2,772 2,687 5,459
3 Kaberamaido 1,015 968 1,983 3,506 3,303 6,809
4 Katakwi 896 889 1,785 3,341 2,959 6,300
5 Kumi 3,252 3,183 6,435 6,165 5,993 12,158
6 Soroti 3,351 3,433 6,784 8,592 8,522 17,114
Total 9,751 9,501 19,252 29,566 28,140 57,706
Source: EMIS, Ministry of Education and Sports
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
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however gratifying that, the total number of orphans accessing primary education in the sub-
region, 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 thehighest 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 demand-supply 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 andsocio-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 cost-effective, with each receiving a performance rating of 81.3% (see Table below).
Table 14: Table..: Head teachers assessment of the BESP interventions
Area of analysis
Effective Ineffective Not applicable Non-response
Freq. % Freq. % Freq. % Freq. %
In service teacher training 13 81.3 0 0 2 12.5 1 6.3
Training of schoolmanagement committee 10 62.5 3 18.8 2 12.5 1 6.3
HIV/AIDS support
activities 11 68.8 1 6.3 3 18.8 1 6.3
Construction of school
buildings 5 31.3 6 37.5 4 25 1 6.3
School feeding 3 18.8 6 37.5 6 37.5 1 6.3
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Area of analysis
Effective Ineffective Not applicable Non-response
Freq. % Freq. % Freq. % Freq. %
School inspection and
supervision 13 81.3 1 6.3 1 6.3 1 6.3
Encouragement of local
community participation inschool activities 11 68.8 2 12.5 2 12.5 1 6.3
Source: Returns from the field
Conversely, the visibility of the BESP process in the areas of school feeding and andinfrastructural 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 withthe 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 pupil-centered methods as shown in Table.. below.
Table 15: Table: Pupils assessment of the classroom performance of their class teachers
Area of analysis TRUE FALSE
Non-
response
Freq. % Freq. % Freq. %
Explains points clearly 33 91.7 3 8.3 0 0
Summarizes main points 26 72.2 10 27.8 0 0
Introduces lesson at the beginning 32 88.9 8 8.3 1 2.8
Uses local examples 31 86.1 5 13.9 0 0
Encourages questions from pupils 36 100 0 0 0 0
Uses different methods of teaching 27 75 9 25 0 0
Encourages class discussions 28 77.8 8 22.2 0 0
Gives and marks homework 27 75 9 25 0 0
Source: Returns from the field
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 learningprocess;
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.
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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 Division
X
Grand Totals
M F M F M F M F M F M F M F
Amuria15 2 626 252 271 243 154 75 30 48 50 32 1,146 652
Kaberamaido37 5 799 349 242 199 109 85 33 23 67 41 1,287 702
Katakwi
24 4 461 289 281 222 150 100 71 71 56 49 1,043 735
Kumi90 41 2,050 1,412 872 1,012 498 492 232 355 154 187 3,896 3,499
Soroti
132 64 1,709 1,061 863 834 575 470 316 438 271 236 3,866 3,103
Bukedea n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a
Total
298 116 5,645 3,363 2,529 2,510 1,486 1,222 682 935 598 545 11,238 8,691
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 Division X Grand totals
M F M F M F M F M F M F M F
Amuria
19 4 638 305 282 262 138 111 61 93 30 26 1,969 3,919
Kaberamaido
39 3 783 408 288 260 99 107 44 23 28 15 2,097 4,155
Katakwi
27 3 392 250 263 224 119 73 58 73 24 22 1,528 3,029
Kumi
90 56 1,235 875 558 651 246 293 161 268 86 94 4,613 9,136
Soroti
127 69 1,547 1,022 837 775 452 430 376 533 184 200 6,552 12,977
Bukedea
11 1 489 309 279 289 120 151 56 109 31 41 1,886 3,761
Total
313 13
6
5,084 3,169 2,507 2,461 1,17
4
1,16
5
756 1,099 383 398 18,645 36,977
Source: EMIS, Ministry of Education and Sports
Although the overall number of pupils passing in Division 1 in the whole sub-region rose from414 (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 agood margin from 598 in 2006 to 383 in 2007 for the boys, and from 545 in 2006 to 398 in
2007 for the girls.
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Table 18: Table: Summary of PLE results by gender in Teso region, 2006-2007
Category 2006 2007
M F M F
Division 1 298116
313 136
Division 2 5,645 3,363 5084 3169
Division 3 2,5292,510
2507 2461
Division 4 1,4861,222
1174 1165
Division U 682935
756 1099
Division X 598545
383 398
Total11,238 8,691 10,21
7
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 malesand 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 therepresentation 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.
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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 theperiod under review.
Table 19: Pupil Teacher Ratios (PTRs) in Teso sub-region, 2006-2007
SN District
2006 2007
Total
Students
Total
Teachers PTR
Total
Students
Total
Teachers PTR
1 Amuria 52,522 930 56.5 59,904 878 68.2
2 Bukedea n/a n/a n/a 43,207 696 62.1
3 Kaberamaido 48,215 812 59.4 51,259 694 73.9
4 Katakwi 36,880 708 52.1 37,058 603 61.55 Kumi 87,824 2397 36.6 93,447 1465 63.8
6 Soroti 127,538 2356 54.1 132,156 1965 67.3
Total 352,979 7,203 49.0 417,031 6,301 66.2
Source: EMIS, Ministry of Education and Sports
Figure 3: PTR in Teso region 2006-2007
56.5
68.2
0.0
62.1 59.4
73.9
52.1
61.5
36.6
63.8
54.1
67.3
49.0
66.2
0.0
20.0
40.0
60.0
80.0
100.0
120.0
140.0
Figure*** showing the PTR in teso Region 2006-2007
2007 PTR 68.2 62.1 73.9 61.5 63.8 67.3 66.2
2006 PTR 56.5 0.0 59.4 52.1 36.6 54.1 49.0
Amuria Bukedea Kaberamai
do
Katakwi Kumi Soroti
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
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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 theirpedagogical 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 toincrease 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
SN District
2006 2007
Total
Students
Total
Classrooms PCR
Total
Students
Total
Classrooms PCR
1 Amuria 52,522 631 83.2 59,904 695 86.2
2 Bukedea n/a n/a n/a 43,207 510 84.7
3 Kaberamaido 48,215 655 73.6 51,259 694 73.9
4 Katakwi 36,880 489 75.4 37,058 476 77.9
5 Kumi 87,824 1,582 55.5 93,447 1,123 83.2
6 Soroti 127,538 1,665 76.6 132,156 1,534 86.2
Total 352,979 5,022 70 417,031 5,032 82.9Source: EMIS, Ministry of Education and Sports
Figure 4: PCR in Teso region 200-2007
83.2
86.2
0.0
84.7
73.6
73.9
75.4
77.9
55.5
83.2
76.6
86.2
70
82.9
0.0
20.0
40.0
60.0
80.0
100.0
120.0
140.0
160.0
180.0
Figure *****showing the PCR in teso region for the year 2006-2007
2007 PCR 86.2 84.7 73.9 77.9 83.2 86.2 82.9
2006 PCR 83.2 0.0 73.6 75.4 55.5 76.6 70
Amuria
BukedeaKabera
maidoKatakwi
Kumi Soroti
Source: EMIS, Ministry of Education and Sports
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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 theexception of Katakwi and Kaberamaido, the entire district specific PCRs lie above the sub-
regional 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 ofschool 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 theirinterest 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, thoughimproving, 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 DistrictPrimary
1Primary
2Primary
3Primary
4Primary
5Primary
6Primary
7
1 Amuria 3,783 1,511 1,532 1,432 1,186 896 4172 Bukedea - - - - - - -
3 Kaberamaido 3,205 1,693 1,733 1,728 1,675 1,378 6144 Katakwi 2,088 1,128 1,202 1,214 1,038 685 362
5 Kumi 6,600 3,936 5,292 4,887 4,709 3,313 1,5526 Soroti 7,241 24,986 4,319 4,590 4,549 3,501 1,793
Total 22,91 33,25 14,07 13,85 13,15 9,773 4,738
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7 4 8 1 7
National Total ofrepeaters
293,719
190,183
175,817
156,101
141,825
124,572 52,533
% of repeaters in Tesoregion to Total ofrepeaters in the
country 7.8 17.5 8.0 8.9 9.3 7.8 9.0Source: EMIS, Ministry of Education and Sports
Table 22: Number of primary school repeaters by class in Teso sub-region, 2007
SN District
Primary
1
Primary
2
Primary
3
Primary
4
Primary
5
Primary
6
Primary
7
1 Amuria
3,842 2,019 2,009 1,958 1,440 1,114 332
2 Bukedea
2,363 1,457 1,974 1,452 1,291 1,178 430
3 Kaberamaido
3,316 1,841 2,283 1,879 1,625 1,377 320
4 Katakwi2,377 1,379 1,629 1,605 1,098 795 304
5 Kumi
5,126 2,796 3,369 3,404 3,243 2,566 852
6 Soroti
7,176 3,660 4,845 4,807 4,495 3,471 1,174
Total 24,200 13,152 16,109 15,105 13,192 10,501 3,412
National Total of
repeaters
294,614 170,091 182,698 160,374 141,024 122,126 43,916
% of repeaters in
Teso to Total of
repeaters in the
country 8.2 7.7 8.8 9.4 9.4 8.6 7.8Source: EMIS, Ministry of Education and Sports
Table 23: Consolidated summary of the number of primary school repeaters in Teso sub-region, 2006-2007
SN District
2006 2007
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 21,3566 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 Tesosub-region (i.e from 111,768 to 95,671 in total.
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2. The number of repeaters in the districts of Amuria and Katakwi howeverincreased in 2007 compared to 2006-an indication of a slump in theteaching and learning. Repeaters increased from 10,757 in 2006 to 12,714in 2007 in Amuria and 7,717 in 2006 to 9,187 in 2007.
Figure 5: Number of repeaters in Teso region 2006-2007
-
10,000
20,000
30,000
40,000
50,000
60,000
Figure***** showing the total number of repeaters in teso Region for the year 2006-
2007.
Total 14,890 36,089 50,979 14,899 14,729 29,628
Male Female Total Male Female Total
2006 2007
Figure 6: Repeaters in Teso region by class 2006
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
Figure ***** showing the number of repeaters by class in teso region , 2006.
Total 22,917 33,254 14,078 13,851 13,157 9,773 4,738
Primar
Primar
Primar
Primar
Primar
Primar
Primar
Figure 7: Repeaters in Teso region by class 2007
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-
5,000
10,000
15,000
20,000
25,000
Figure ***** showing total number of repeaters in teso region by class , 2007
Total 24,200 13,152 16,109 15,105 13,192 10,501 3,412
Primar
Primar
Primar
Primar
Primar
Primar
Primar
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 in2007. However, with Tesos percentage share of the total national primary school repetitionsstanding 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 sub-region 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 havebrought 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 ofteacher 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 ofthe School Management Committees (SMCs), and some district level staff using a multi-
faceted 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;
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(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 INSTITUTIONALARRANGEMENTS, 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 makingand control.
As a result, the full operationalization of the BESP process is a shared responsibility between thefollowing 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 programmeimplementation.
5.1.2 The Joint Advisory Committee (JAC)
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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 TopExecutive 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 twochurches. 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
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
4 1
23
The Secretariat (The Two
Education Departments)
Top Executive (The Two
Bishops)
The Joint AdvisoryCommittee (JAC)The Two Secretaries ofEducation
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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 tooperational 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 asa 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; therecruitment 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 gettingoverstretched 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
27
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 resourcetraining principally because; it deliberately increased the participation of non-state actors (the