Buikwe - ICEIDA Development Partnership

Buikwe - ICEIDA Development Partnership Education Development in Fishing Communities 2019 – 2022

ICEIDA Project No. UGA 11220 - 1502 – PHASE II

ICEIDA PROJECT NO. PROJECT DOCUMENT

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Buikwe - ICEIDA Development

Partnership Education Development in Fishing Communities

2019 – 2022

ICEIDA Project No. UGA 11220 - 1502 – PHASE II

Project Document

PROJECT PROPOSAL (Draft 22.0)

Prepared by : Embassy of Iceland and BDLG Technical Teams

Editor : Árni Helgason, Head of Cooperation, Embassy of Iceland, Uganda

Submitted : Submitted 10/04/2019

Approved : DD.MM.YYYY

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TABLE OF CONTENTS

ABBREVIATION AND ACRONYMS............................................................................................................................. 6

PROJECT SUMMARY ............................................................................................................................................... 7

1 INTRODUCTION .................................................................................................................................... 8

1.1 MANDATE ............................................................................................................................................ 8

1.2 LINKS TO PARTNERS’ STRATEGIES AND COOPERATION AGREEMENTS .................................................... 9

TABLE 1: BUIKWE DISTRICT: STRATEGIC OBJECTIVES FOR THE EDUCATION SECTOR IN FISHING COMMUNITIES .. 10

1.3 PROJECT PREPARATION PROCESS ........................................................................................................ 10

2 BACKGROUND AND JUSTIFICATION ..................................................................................................... 10

2.1 UGANDA’S SOCIO-ECONOMIC CONTEXT .............................................................................................. 11

2.2 NATIONAL EDUCATION SECTOR CONTEXT ........................................................................................... 11

TABLE 2: PROGRESS OF UGANDA’S EDUCATION SECTOR ON KEY INDICATORS .................................................... 12

TABLE 3: HIGHLIGHTING UGANDA’S EDUCATION SECTOR CHALLENGES.............................................................. 12

2.3 BUIKWE DISTRICT EDUCATION SECTOR CONTEXT ................................................................................ 13

2.4 PROBLEM TO BE ADDRESSED IN BUIKWE EDUCATION SECTOR IN FISHING COMMUNITIES ................... 13

FIGURE 1. CAUSES AND EFFECTS OF LOW QUALITY OF BASIC EDUCATION IN BUIKWE FISHING COMMUNITIES. .... 13

2.5 PROJECT STRATEGY............................................................................................................................. 14

2.8 TARGET AREA AND SELECTION OF TARGET SCHOOLS ........................................................................... 15

TABLE 4: GOVERNMENT AIDED AND UPE COMMUNITY OWNED SCHOOLS SERVING THE FISHING COMMUNITY IN BUIKWE DISTRICT .................................................................................. 15

TABLE 5: BTVET INSTITUTIONS IN BUIKWE DISTRICT AND GENDER SEGREGATED ENROLMENT IN 2019 ............... 18

TABLE 6: COURSES CURRENTLY OFFERED BY BTVET INSTITUTIONS IN BUIKWE DISTRICT ..................................... 18

2.9 CROSS CUTTING ISSUES ...................................................................................................................... 18

3 BUIKWE EDU-II STRUCTURE ................................................................................................................ 20

3.1 DEVELOPMENT OBJECTIVE .................................................................................................................. 20

3.2 IMMEDIATE OBJECTIVE ....................................................................................................................... 20

3.3 OUTPUTS AND ACTIVITIES ................................................................................................................... 20

4 INPUTS ............................................................................................................................................... 21

3.5 EXPECTED OUTCOME AND SUSTAINABILITY......................................................................................... 22

4 COST ESTIMATES AND BUDGET ........................................................................................................... 22

4.1 COST ESTIMATES AND BUDGET ........................................................................................................... 22

TABLE 7: TOTAL ESTIMATED COST FOR EDU-II PER ACTIVITY CODE ..................................................................... 23

5 PROJECT ORGANISATION AND ADMINISTRATION ................................................................................ 23

6. RISKS .................................................................................................................................................. 23

ANNEX I: COST ESTIMATES AND LOCATION DEPENDENT ACTIVITIES UNDER BDFCDP-II ....................................... 24

ANNEX II: DETAILED ESTIMATED TOTAL BUDGET FOR EDU-II ............................................................................... 25

ANNEX III: BDFCDP EDU-II LOGFRAME ................................................................................................................. 29

ANNEX IV: BDFCDP EDU-II PROJECT MONITORING AND EVALUATION FRAMEWORK ............................................. 36

ANNEX V: THEORY OF CHANGE FOR BUIKWE EDUCATION PROJECT ..................................................................... 43

ANNEX VI: REFERENCE DOCUMENTS .................................................................................................................... 43

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ABBREVIATION AND ACRONYMS

BDFCDP Buikwe District Fishing Community Development Programme BDLG Buikwe District Local Government BoG Board of Governors in Secondary Schools BTVET Business, Training and Vocation Education and Training CAO Chief Administrative Officer CAP Chapter

CCT Coordinating Centre Tutor CDO Community Development Officer CEDAW Convention on the Elimination of all Forms of Discrimination

Against Women CRC Convention on the Rights of the Child CSO Civil Society Organization CSP Country Strategy Paper DDP District Development Plan DEO District Education Officer ECD (C) Early Child Development (Centres) EFA Education for All

ESDP Education Strategic and Development Plan FALP Functional Adult Literacy Programme GoI Government of Iceland GoU Government of Uganda ICEIDA Icelandic International Development Cooperation1 ICESCR International Covenant on Economic Social and Cultural Rights ILO International Labour Organisation KDDP Kalangala District Development Programme KII Key Informant Interview LC Local Council: LC-5 District and LC-3 Sub-County Level M&E Monitoring and Evaluation MDA GoU Ministries, Departments and Agencies MDG Millennium Development Goals MoESTS Ministry of Education, Science, Technology and Sports MoFPED Ministry of Finance, Planning and Economic Development MoLG Ministry of Local Government NAPE National Assessment of Progress in Education NCDC National Curriculum Development Centre NDP National Development Plan NER Net Enrolment Ratio NGO Non-Government Organization NIR Net Intake Ratio OECD-DAC

Organization for Economic Co-operation and Development- Development Assistance Committee

PA Partnership Agreement PLE Primary Leaving Examinations PPP Public-Private Partnership PSO Private Sector Organization PTA Parents Teachers Association SAS Senior Assistant Secretary SDP Strategic Development Plan SIP Strategic Investment Plan SMC School Management Committee

1 Previously Icelandic International Development Agency up to 31/12/2015

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PROJECT SUMMARY

Project title: Buikwe - ICEIDA Development Partnership:

Education Development in Fishing Communities 2019-2022

Phase II (BDFCDP EDU-II)

ICEIDA Project Number UGA 11220 - 1502

Implementing Agency: Buikwe District Local Government

Period: 01.01.2019 – 31.12.2022

Sector/DAC code: 112-20

Development Objective: The development objective of the BDFCDP is to facilitate

improvement in livelihood and living conditions of people in

fishing communities in Buikwe district

Immediate Objective:

The immediate objective of the project is to improve quality of

basic education in schools serving fishing communities of

Buikwe district.

Expected Outputs:

Total Project Budget:

ICEIDA Contribution:

BDLG Contribution:

Infrastructure in primary schools servicing the fishing

community in Buikwe developed and/or renovated up to GoU

minimum standards and equipped with essential basic

facilities. Learners in target schools supplied with textbooks in

core subjects and teachers with necessary teaching materials.

The education sector management capacity developed to

perform, and teachers and headmasters trained in effective

school management and delivery of quality education.

The capacity of the community (PTA’s and SMC’s) to play an

active role in school management and operation developed

and;

The education environment for learners improved through

functional health clubs in school, regular health related

sensitisation and infrastructure and facilities to support in-

school feeding programmes developed.

7.602.000 USD

7.231.000 USD (95%)

371.000 USD (5%)

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1 INTRODUCTION

Buikwe District Local Government is one of the 127 districts in Uganda and was established in

2009 when Mukono was split up into three independent districts. The Project, “Buikwe-ICEIDA

Development Partnership - Education Development in Fishing Communities 2016-2019”

(hereinafter referred to as BDFCDP EDU-I or EDU-I) under the “Support to the Implementation

of Buikwe District Fishing Community Development Programme (BDFCDP)” supported by the

Government of Icelandic (GoI) was launched in 2016 and will be completed by end of 2019.

EDU-I targeted, among others, 28 primary schools and four secondary schools serving the

fishing communities in the sub-counties of Najja, Ngogwe, Nyenga and Ssi-Bukunja. Following

a request from, Buikwe District Local Government, the partners have agreed to extend the

development interventions to remaining eligible primary schools serving the fishing

communities and meeting set selection criteria. This document describes in detail the

interventions, implementation plans, and budget planned for BDFCDP EDU-II.

1.1 MANDATE

The project, “Buikwe-ICEIDA development partnership – Education Development in Fishing

Communities 2019-2022 – Phase II (BDFCDP EDU-II or EDU-II)” draws its mandate from the

existing partnership agreement between the Government of Iceland (GoI) and the

Government of Uganda (GoU) with its Buikwe District Local Government (BDLG) for the

“Support to the Implementation of Buikwe Fishing Community Development Programme

(BDFCDP) - 2014-2019”2. The project is aligned to the ICEIDA (2014) Uganda Country Strategy

Paper, 2014-2019.

EDU-II links to three current development projects implemented in the fishing communities

of Najja, Ngogwe, Nyenga and Ssi-Bukunja sub-counties of Buikwe district with support from

GoI under the BDFCDP. The three projects are:

1) Buikwe-ICEIDA Development Partnership - WASH Development in Fishing

Communities 2015-2017 (BDFCDP WASH-I), originally planned to be completed by end

of 2017 but later extended to end of 2019;

2) Buikwe-ICEIDA development partnership – Education Development in Fishing

Communities 2016-2019 (BDFCDP EDU-I) and

3) Buikwe-ICEIDA Development Partnership - WASH Development in Fishing

Communities 2018-2019 (BDFCDP WASH-II).

EDU-I has successfully supported a package of education quality improvement interventions

in 28 primary schools and four secondary schools. The BDFCDP WASH-I and II projects have

furthermore facilitated improvements in the education environment for learners in the

targeted fishing villages through construction of 71 VIP latrines with separated stances for

boys and girls in 51 schools, hygiene promotion and education in both communities and

schools, and provision of safe water for the fishing communities that also benefits the schools.

2 The timeframe of the current BDFCDP partnership agreement is for the period (2014-2019). It is expected to be reviewed and extended during 2019.

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1.2 LINKS TO PARTNERS’ STRATEGIES AND COOPERATION AGREEMENTS

The partners’ strategies, policies and priorities elaborated in the project document for EDU-I

equally apply to EDU-II, with modifications, considering recent and expected policy and

strategy changes as specified below:

• Iceland’s Strategy for International Development Cooperation: The new “Strategy for

Iceland’s International Development Cooperation 2019-2023” maintains Uganda as a partner

country with the focus of operation at sub-national (district) level. The priority areas of

support include social infrastructure (education, health and water and sanitation). The

strategy puts into account the UN sustainable Development Goals (SDGs) and has an added

emphasis on human rights, gender equality and environment sustainability as both specific

and crosscutting issues.

• ICEIDA’s Country Strategy Paper for Uganda (CSP): The ICEIDA (2014) Uganda Country

Strategy Paper 2014-2019 (CSP) continues to be the main policy instrument guiding the

implementation of Iceland’s International Development Cooperation in Uganda up to the end

of 2019. A new CSP is expected to be developed before end of year 2019, intertwining the

partners’ strategies and priorities.

• The Partnership Agreement: The partnership agreement, which establishes the BDFCDP, was

signed in October 2014 between the Government of Uganda, and the Government of Iceland

is valid up to the end of 2019. It states that operationalization of the programme will be

described in detail in subsequent project document(s) jointly developed and approved by

parties. The partnership agreement is valid to end of 2019 and is expected to be extended

and aligned to the new CSP for 2020-2023.

• Uganda’s Development Strategies and Priorities: The Comprehensive National Development

Planning Framework Policy adopted in 2007 will continue to guide the medium and long-term

development planning in Uganda. The second National Development Plan (NDP-II) 2015/16-

2019/20, Education Sector and Sports Sector Strategic Plan 2017/18-2019/20, and Buikwe

Local Government Development Plans 2015/16-2019/20 (District Development Plan, District

Strategy for Fishing Community Development, and District Education Sector Strategy for

Fishing Community Development) will remain valid up to June 2020. From July 2020 the third

National Development Plan (NDP III) 2020/21-2024/25 will be operational. Similarly, the

Education Sector Strategic Plan and the Local Government Development Plans aligned to the

NDP-III will be in operation. Nevertheless, the Education sector, with emphasis on basic

education, will continue to be a national priority in line with Uganda Vision 2040 and

commitments to the SDGs. The sector will continue to emphasise quality education in line

with the sector vision- “Quality Education and Sports for All”; and sector mission statement:

“To provide for, support, guide, coordinate, regulate and promote delivery of quality

Education and Sports for all persons in Uganda; for national integration, individual,

and national development”.

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The Strategic objectives for the education sector in Buikwe district will therefore continue to

focus on the key areas detailed in Table 1:

TABLE 1: BUIKWE DISTRICT: STRATEGIC OBJECTIVES FOR THE EDUCATION SECTOR IN FISHING COMMUNITIES

1.3 PROJECT PREPARATION PROCESS

The project preparation process for the EDU-I involved a comprehensive situation analysis and

participatory planning approaches, which generated consensus on the immediate objective of

the project: “Improving the quality of basic education in schools serving fishing communities”.

The objectives are still relevant and will equally apply to EDU-II.

Further consultations were made by partners at the BDFCDP Steering Committee (PSC) level,

where the memo presented by Buikwe District Local Government on the priority needs to be

addressed, was discussed and approved. The proposed priority needs were to develop

education facilities and services in remaining eligible primary schools serving fishing

communities and to consider option of support to BTVET institutions in the district. Following

the approval of the PSC, technical verification and update of relevant statistics and data was

jointly undertaken by the partners to establish the basis for evidence-based selection of

eligible schools and on the interventions required for each school.

2 BACKGROUND AND JUSTIFICATION

Background information compiled and justification for intervention developed during the

preparation of BDFCDP EDU-I are still valid and do apply to EDU-II, with some modifications

based on updated data and information and considering lessons learned from the

implementation of EDU-I.

Subsector District Education SDP Strategic Objectives (SOs)

Basic Education SO1: To increase equitable access to basic education for all school

going age children among fishing communities by 2020

SO2: To improve the quality and learning outcomes of basic

education for all learners among fishing communities by 2020

Adult Education SO1: To increase equitable access to adult literacy skills to non-

literate and semi-literate youth and adults among fishing

communities by 2020

SO2: To develop and strengthen the capacity of District, Sub County

and Adult Literacy Instructors to coordinate and deliver effective

and quality Adult Literacy services to the fishing communities by

2020

BTVET SO1: To increase equitable access to BTVET to the youth and adults

in fishing communities in the 39 focal villages by the year 2020

SO3: To provide relevant and demand driven BTVET packages to

fishing communities by 2020

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2.1 UGANDA’S SOCIO-ECONOMIC CONTEXT

Uganda is still ranked among the world’s least developed countries, with a human

development index (HDI) of 0.515 ranking number 162 out of 189 countries in 2017 (UNDP,

2018)3. The population and housing census (2014) put Uganda’s population at 34.6 million

people and mid-year 2017 population projection is estimated at 38 million. The annual

population growth rate is around 3%4, which is among the highest in the world. About 55% of

Ugandans are under 18 years, and each year close to one million young Ugandans reach school

age and need access to education. The huge and growing young population underscores the

importance and urgency to focus on early year development and primary education and the

impact of Uganda’s achievements in the education sector is expected to have a major

influence on the progress of the nation in future.

2.2 NATIONAL EDUCATION SECTOR CONTEXT

The structure of the Education sector. The education sector in Uganda has remained un-

changed for a long period of time. It is composed of the following subsectors:

(i) pre-primary education of three years for 3-5-year old children, and primary education of seven years for children of age 6-12 years,

(ii) Secondary education for six years, divided into the lower secondary or ordinary level (O-level) of four years (S1-S4) for 13-16-year-old learners and the higher secondary or advanced level (A-level of two years (S5-S6) for 17-18-year-old learners,

(iii) Business, technical and vocation education and training (BTVET) at post-primary and post-ordinary level

(iv) Teachers and instructors training,

(v) Higher education and

(vi) Physical education and sports.

Uganda Vision 2040 prioritises provision of basic education (primary and lower secondary

education) as human right for all children, as well as skills development.

Progress in Education: As illustrated in table 2 below, Uganda has registered progress in

increasing access to Universal Primary Education (UPE) and opened opportunities for access

to other levels of education through policy initiatives such as Universal Secondary Education

(USE), Universal Post Primary Education and Training (UPPET) and Universal Post Ordinary

Level Education and Training (UPOLET). At the same time gender parity in terms of access has

been achieved in primary education:

3 United Nations Development Programme (UNDP): Human Development Indices and Indicators, 2018 Statistical Update. 4 UBoS (2014): Provisional Results of Population and Housing Census 2014.

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TABLE 2: PROGRESS OF UGANDA’S EDUCATION SECTOR ON KEY INDICATORS

Sub-sector Indicators Status 2007 Target 2015 Achieved 2015

Primary

Education

Total Enrolment 7.537.971 11.630.791 8.264.317

Gross Enrolment Ratio 113.10% 148% 109%

Net Enrolment Ratio 93.3% N/A 91%

Gross Intake Ratio 128% N/A 152%

Net Intake Ratio 57.4 N/A 65%

Gender Parity Ratio 0.99 0.99 1.00

Secondary

Education

Total Enrolment 954.328 2.395.582 1.284.008

Enrolment of USE learners 161.396. 1.178.319 912.394

Gross Enrolment Ratio 25% N/A 24.5%

Net Enrolment Ratio 21.3% N/A 21.8%

Gender Parity Ratio 0.84 N/A 0.90

BTVET BTVET Enrolment (All Institutions) 21.763 51.689 87.963

Gender parity ration 0.40 N/A 84

Post P7 18.56 33.843

Post S4 Enrolment 23.475 28.72

Source: Ministry of Education and Sports, Kampala (September 2017) Education and Sports Sector

Strategic Plan 2017/18-2019/20

Challenges in Education Sector: Despite the substantial increase in equitable access to UPE,

USE and UPPET and UPOLET, the education sector in Uganda still faces considerable

challenges. Among the main challenges is delivery of quality education where children acquire

basic literacy, numeracy and life skills that will support them through a healthy and productive

life. At the same time disadvantaged children remain excluded from schools because of

location, gender, disability, poverty and violence. The various challenges facing education in

Uganda manifest in high dropout rates and low levels of completion of education; poor learner

attainment in literacy, numeracy and life skills; low performance in primary leaving

examinations (PLE); low transition from primary to secondary education and BTVET, and

transition to secondary education and BTVET. The key challenges are highlighted in table 3.

TABLE 3: HIGHLIGHTING UGANDA’S EDUCATION SECTOR CHALLENGES

Sub-sector Indicators Status 2007 Target 2015 Achieved 2015

Primary Education Survival Rate to P5 49% N/A 59.9%

Survival Rate to P7 29% N/A 30.1%

P.7 Completion Rate 47% N/A 61.6%

Literacy at P6 44.8 N/A 51.9%

Numeracy at P6 41.4% N/A 52.6%

PLE Performance Index 55.7% N/A 53.6%

Secondary Education Transition to S.1 69% 86% 63%

Completion rate to S.4 35% N/A 36.2%

UCE Performance Index at S.4l 50.1% N/A 43%

Transition to S.5 44% 60% 25%

BTVET Transition from P7 to BTVET 3% 3% 3%

Transition from S4 to BTVET 3% 3% 5.2%

Source: Ministry of Education and Sports, Kampala (September 2017) Education and Sports Sector

Strategic Plan 2017/18-2019/20

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2.3 BUIKWE DISTRICT EDUCATION SECTOR CONTEXT

Buikwe district has 542 primary schools (162 government aided, and 380 private primary

schools), 80 secondary schools (8 are government aided and 72 are private schools, with 22

implementing USE under public-private-partnership), one primary teachers’ college, two

nursing schools and six BTVET institutions (four registered and two un-registered). The four

sub-counties of Najja, Ngogwe, Nyenga and Ssi-Bukunja that constitute the fishing

communities in Buikwe district have a total of 198 primary schools out 542 in the whole

district, of which 62 are government-aided and 136 private schools. There are 20 secondary

schools in the four sub counties out of a total of 80 for the district, of which four are

government aided and 16 private schools.

Despite its strategic location in the relatively developed central region of Uganda and the

support received from Iceland and other development partners, the district still faces

challenges of low access and equity and low quality of basic education. The challenges are

considerable in the fishing communities, especially regarding quality of learning outcomes,

teaching and learning materials, and school infrastructure and facilities.

2.4 PROBLEM TO BE ADDRESSED IN BUIKWE EDUCATION SECTOR IN FISHING COMMUNITIES

The situation/problem analysis carried out during the preparation of EDU-I identified several

causes that affected the quality of basic education available in Buikwe fishing communities in

a negative way. These constraints demonstrated in figure 1. below, remain relevant and

applicable and will be the focus of EDU-II.

FIGURE 1. CAUSES AND EFFECTS OF LOW QUALITY OF BASIC EDUCATION IN BUIKWE FISHING COMMUNITIES.

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Insufficient school

infrastructure and teaching

facilities

Low academic achievements of

learners in literacy,

numeracy and life skills

Lack of teaching and learning

material

Inadequate capacity for

quality teaching and school leadership

Inadequate supporting supervision

and inspection

Weak community

engagement and support to

schools

Poor nutritional and health state of

learners

High dropout rates and low primary cycle

completion rate

Poor primary leaving (PLE) examination outcomes

Low transition to and completion of secondary education and BTVET

Low Quality of Basic Education in Schools

Serving Learners from Buikwe District Fishing

Communities

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EDU-II will focus on quality improvement in primary schools, both lower (P1-4) and upper

grades (P5-7), promote transition of learners from primary to secondary education and

improved quality of lower secondary education (S1-4) or equivalent BTVET. The aim is to

extend the school life of learners in the vulnerable age of 13-16 years and increase the number

of children that complete basic education and acquire basic skills preparing them for self-

employment, the job market or further lifelong learning. EDU-II will furthermore promote

BTVET as an alternative education pathway to follow basic education, which was not an

element of EDU-I.

2.5 PROJECT STRATEGY

The overall strategy of EDU-I will apply to EDU-II with some modifications considering lessons

learned from the implementation of the former. Basic support5 as outlined in EDU-I will be

completely abandoned under EDU-II and all selected schools will receive what is defined as

Extensive support under EDU-I. This strategic approach is expected to deliver more positive

results in the short and medium term and maximize return on investment6, and is in line with

the shift to emphasis on quality of education by GoU and various development partners

(EDPs). The extensive support will deliver a comprehensive package of quality enhancement

interventions with a focus on five pillars for education improvement of quality of education.

Some modifications have been made to the intervention package based on lessons learned

during the implementation of EDU-I:

Pillar 1. School Infrastructure and Facilities Developed: The priority will be on construction of

new infrastructure, including classrooms, teacher houses, school kitchens, sanitation

facilities and other structures and facilities based on needs assessment as well as

provision of teaching and learning materials, including equipment and materials for co-

curricular activities. The lessons learned from renovation of existing school structures

under EDU-I has shown that it is usually relatively more costly than replacing the

structures with new constructions. EDU-II will thus only support renovation of “old”

school infrastructure in exception cases where it is financially justified.

Pillar 2. Pillar II: Education Sector Management: Most of the capacity requirements, especially

at local government level, were addressed by EDU-I. EDU-II will therefore focus on

Monitoring of Learners Achievements (MLA) extending to the new selected schools and

filling some capacity gaps if any.

Pillar 3. Pillar III: Quality of Teaching and Professional Leadership in Schools: Focus will be on

developing the capacity for quality teaching and professional school leadership in line

with the Education Sector Training Plan developed under EDU-I.

Pillar 4. Pillar IV: Community Participation: The community mobilisation and sensitisation

component will be extended to the 20 new parishes targeting the community

engagement and capacity development of school governance bodies such as PTA’s,

SMC’s and BoGs of schools.

5 Basic support is extensive support less infrastructure development 6 World Bank 2004: http://siteresources.worldbank.org/INTDEBTDEPT/Resources/468980-1170954447788/3430000-1273248341332/20100426_16.pdf

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Pillar 5. Pillar V: The Learners: Based on lessons learned from EDU-I, direct support to learners

will be limited to fostering equal opportunities for boys and girls, particularly in

secondary schools. This will include menstrual cycle management, promotion of school-

based health programmes, support of health promotion through school health clubs,

deworming campaigns, reproductive health education and sensitisation on school

feeding programmes.

2.8 TARGET AREA AND SELECTION OF TARGET SCHOOLS

Selection of Primary Schools: The target population of EDU-II is the fishing community in

Buikwe in the four sub-counties of Najja, Ngogwe, Nyenga and Ssi-Bukunja.

Criteria for selection of schools: Buikwe District Local Government presented a list of 66

government aided or community schools under Universal Primary Education (UPE) serving the

fishing villages to the PSC on 22nd January 2019. Primary schools to be supported through ED-

II will be selected from this list, excluding 21 schools that have already been developed

through EDU-I, schools that are receiving similar support from other sources and those not

complying with the following specific selection criteria:

1. Selected schools are licensed and registered GoU aided - or community school under universal primary education (UPE).

2. Each selected school has total enrolment of at least 300 learners in 2018/19 school year.

3. At least one primary school will be selected from each of the targeted 20 parishes

Selected schools: Out of the 66 eligible primary schools serving the fishing community of

Buikwe district, 21 have already received extensive support and been developed to the

desired level through EDU-I. Of the remaining 45 schools, 21 schools, 5 in Najja, 8 in Ngogwe,

5 in Nyenga and 3 in Ssi-Bukunja, meet both criteria and are selected for extensive support

through EDU-II. Details are shown in table 4.

TABLE 4: GOVERNMENT AIDED AND UPE COMMUNITY OWNED SCHOOLS SERVING THE FISHING COMMUNITY

IN BUIKWE DISTRICT

ENROLMENT

USB- County Parish Village School Name 2018 2018 2018

Boys Girls Total EDU I EDU II

Najja Kiyndi Kakunyu Buzaama CU P/S 582 615 1197 EDU-I

Najja Kiyindi Kiyindi Makonge Day & Boarding P/S 350 392 742 ***

Najja Tukulu Busiri Busiri P/S 333 306 639 EDU-I

Najja Gulama Kidokolo Kidokolo UMEA P/S 290 312 602 EDU-I

Najja Kisimba Najja Najja RC P/S 289 312 601 EDU-II

Najja Busagazi Busagazi C Busagazi P/S 279 279 558 EDU-I

Najja Kisimba Kisimba Kisimba Umea P/S 259 249 508 EDU-II

Najja Kiyindi Zzinga St Jude Zzinga P/S 230 231 461 EDU-I

Najja Tukulu Tukulu Tukulu Umea P/S 226 205 431 EDU-I

Najja Kiyindi Kiyindi Kiyindi Muslim P/S 193 212 405 EDU-I

Najja Gulama Kiwangula Gulama CU P/S 189 210 399 EDU-II

Najja Namatovu Kitabazi Bulere RC P/S 169 194 363 EDU-II

Najja Busagazi Busagazi E Busagazi Community P/S 180 181 361

Najja Mawotto Makindu Makindu P/S 144 163 307 EDU-II

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ENROLMENT

Sub- County Parish Village School Name 2018 2018 2018

Najja Mawotto Gamba Nkompe CU P/S 126 132 258

Najja Namatovu Buleega Buleega Community P/S 102 85 187

Najja Kisimba Kisimba Makota CU P/S 53 71 124

Ngogwe Kiringo Gamba Nkombwe P/S 331 378 709 EDU-I

Ngogwe Ddungi Kituntu Kituntu Orphanage P/S 268 266 534 EDU-I

Ngogwe Lubongo Lubongo Ngogwe Baskerville P/S 261 229 490 EDU-II

Ngogwe Kiringo Busunga Busunga P/S 210 225 435 EDU-II

Ngogwe Namulesa Mawoloba St. Paul Buwogole P/S 188 167 355 EDU-I

Ngogwe Kikwayi Kikwayi Magulu P/S 158 164 322 EDU-II

Ngogwe Kikwayi Kikwayi Kinoga P/S 165 152 317 EDU-II

Ngogwe Lubongo Lubongo Lubongo P/S 152 159 311 EDU-II

Ngogwe Lubongo Nakaseta Namaseke P/S 164 146 310 EDU-II

Ngogwe Namulesa Namulesa Namulesa SDA P/S 155 145 300 EDU-II

Ngogwe Ndolwa Kikusa Kikusa P/S 161 139 300 EDU-II

Ngogwe Kiringo Bubiro Bubiro CU PS P/S 133 148 281

Ngogwe Namulesa Kalagala Kalagala RC P/S 139 135 274

Ngogwe Kiringo Bbogo Bbogo CU P/S 136 133 269 EDU-I

Ngogwe Lubongo Nyemerwa E

Nyemerwa CU P/S 126 133 259

Ngogwe Ddungi Kikakanya Kikakanya CU P/S 133 119 252

Ngogwe Ddungi Kituntu Kituntu RC P/S 110 116 226

Ngogwe Ndolwa Masaaba C Masaaba RC P/S 116 100 216

Nyenga Namabu Ssese Ssese CU P/S 390 466 856 Yes

Nyenga Namabu Butembe Prophet Obadia Orthodox Butembe

348 371 719 ***

Nyenga Tongolo Tongolo II Kagombe Superior P/S 357 338 695 Yes

Nyenga Nyenga Nyenga C Nyenga Girls P/S 289 314 603 ***

Nyenga Tongolo Tongolo I Tongolo CU P/S 305 261 566 EDU-II

Nyenga Kabizzi Kiwanya A Kiwanyi CU P/S 296 262 558 Yes

Nyenga Namabu Ssese Ssese Bugolo Othodox P/S 280 278 558 EDU-II

Nyenga Namabu Butabira Bugolo UMEA P/S 258 263 521 Yes

Nyenga Nyenga Nyenga C Nyenga Boys P/S 237 203 440 ***

Nyenga Nyenga Bujuuta A Nyenga Moslem P/S 186 183 369 EDU-II

Nyenga Ssunga Ssunga Ssunga P/S 184 158 342 EDU-II

Nyenga Buziika B Mbukiro St. Josephs Mbuukiro P/S 184 153 337 EDU-II

Nyenga Tongolo Kikondo Kikondo UMEA P/S 163 159 322 Yes

Nyenga Kabizzi Bbanga I Bbanga CU P/S 140 143 283 Yes

Nyenga Nyenga Kiguddu Nyenga CU P/S 130 138 268

Nyenga Ssunga Ssunga St. Jude Ssunga P/S 104 104 208

Ssi-Bukunja Lugala Ssi-Bukunja Ssi-Bukunja CU P/S 309 345 654 Yes

Ssi-Bukunja Zzitwe Mayigwe Zzitwe CU P/S 210 176 386 Yes

Ssi-Bukunja Muvo Luggu-Mabanga

Muvo CU P/S 205 171 376 Yes

Ssi-Bukunja Namukuma Kikajja Kikajja RC P/S 192 160 352 EDU-II

Ssi-Bukunja Namukuma Namukuma Namukuma CU P/S 173 150 323 EDU-II

Ssi-Bukunja Kimera Sanganzila Ssangazira P/S 166 148 314 EDU-II

Ssi-Bukunja Muvo Sangana Alice Memorial P/S 165 140 305 ***

Ssi-Bukunja Kobba Lugoba Lugoba CU P/S 150 137 287 Yes

17

ENROLMENT

Sub- County Parish Village School Name 2018 2018 2018

Ssi-Bukunja Kobba Kiwungi Kiwungi P/S 125 160 285

Ssi-Bukunja Kobba Senyi "A" St Peters Senyi P/S 138 147 285

Ssi-Bukunja Kimera Kimera St Marys Kimera P/S 131 140 271

Ssi-Bukunja Muvo Muvo St. Henry Najjunju P/S 126 141 267

Ssi-Bukunja Kobba Lubumba Lubumba CU P/S 128 136 264

Ssi-Bukunja Lugala Lukka St. Kalooli Lukka P/S 111 125 236

Ssi-Bukunja Binga Mpuku Namusanga P/S 120 113 233

Ssi-Bukunja Zzitwe Nambeta Nambeta P/S 89 82 171

Total number of learners supported through EDU-I and EDU-II 13.489 13.648 26.957 11.017 8.311

Total number of schools supported 21 21

Source of information: BDLG Planning Unit, 2018 (enrolment) & BDFCDP EDU-I Reports

The 21 schools selected for development support through BDFCDP EDU-II had 8.311 enrolled

learners in 2018. On completion, EDU-I and EDU-II will have provided extensive development

support to 42 out of 66 government aided and community schools under UPE primary schools

serving the fishing community in Buikwe district, and 72% (19.328 out of 26.957) of enrolled

learners from the fishing community will have access to improved education services.

Business, Technical and Vocational Education Training (BTVET). BTVET is a part of the formal

forward pathway for basic education available to learners that have completed both Primary

Leaving Examinations and the Uganda Certificate of Education (S.4). Through BTVET, learners

can learn practical skills that offer employment opportunities, in case the learner is not

pursuing higher education at University level. There is a shortage of people with technical

training and skills in Uganda and focus on skills training in the education system both offer

opportunities to people to get out of poverty as well as meet the country’s need for technically

skilled people. Individual with practical technical skills can increase productivity and raise their

income levels, thereby contributing towards expansion and growth in the national economy.

The GoU has technical training and skills development as a priority in the current education

policy.

In line with the national policy Buikwe district is focused on addressing the shortage of

employment opportunities for the youth in the district and creating more opportunities for

employment through technical and vocational training. EDU-II will explore possible avenues

for strengthening BTVET in the district with emphasis on the youth from fishing communities.

In Buikwe district there is one Government owned, one Government aided and two private

BTVET institutions currently with a total enrolment of 2.156 learners in 2018. The details of

the BTVET Institutions are shown in Table 5. And the available curriculum in these institutions

is shown in Table 6.

18

TABLE 5: BTVET INSTITUTIONS IN BUIKWE DISTRICT AND GENDER SEGREGATED ENROLMENT IN 2019

Institution Sub

County Enrolment

Male Enrolment

Female Enrolment

Total Ownership

Sancta Maria Primary Teachers College

Nkokonjeru - 300 300 Govt owned

Nile Vocational Institute Njeru 848 513 1.361 Govt aided

Hope Vocational Training Institute

Buikwe T.C 69 95 164 Private

St. Lwanga Technical Institute Malongwe

Buikwe T.C 217 114 331 Private

TOTAL 1.134 1.022 2.156

Source of information: BDLG Planning Unit, 2019 (enrolment)

TABLE 6: COURSES CURRENTLY OFFERED BY BTVET INSTITUTIONS IN BUIKWE DISTRICT

Institution Name Courses Offered

Nile Vocational Institute Catering, Hair Dressing, Nursery Teaching, Textile, Business Studies

Sancta Maria Primary Teachers College

Grade III Teachers' Certificate & Diploma in Special Needs

Hope Vocational Training Institute

Motor Vehicle mechanics, Building & Concrete Practice, Tailoring & Cutting Garments, Hair Dressing, Shoes & Leather works, Other Non-formal Courses include; Candle making, liquid soap making, knitting sweaters, Computer training and Driving.

St. Lwanga Technical Institute Malongwe

Building Construction, Automotive Mechanics, Woodwork Technology, Electrical Installation System & Maintenance, Cosmetology & Body therapy, Fashion & Garment design, Hotel & Institutional catering, Brick laying & Concrete practice, Motor vehicle technician & Metal welding, Carpentry & Joinery, Electrical installation & Electronics repairs, Hair dressing, Tailoring and cutting garments, Catering & Hotel management

Source of information: BDLG Education Department, 2019

With support from EDU-II, studies will be carried out to better understand the opportunities

and need for BTVET training with specific reference to fishing communities as well as required

development support needed for the BTVET institutions to be able to deliver useful quality

vocational training:

1. Conduct a situation analysis of the BTVET institutions that are eligible for government

support and thereafter develop an evidence-based needs assessment for the institutions.

2. Develop a BTVET improvement plan for Buikwe district addressing identified needs in line

with strategic objectives from “Skilling Uganda - BTVET Strategic Plan 2012/3 to 2021/2”

and “Buikwe District Education SDP – 2016-2020”, including increasing the quality of

skills provision in BTVET institution and equitable access to skills development.

3. Implement the plan.

2.9 CROSS CUTTING ISSUES

The findings of analysis of crosscutting issues under EDU-I will apply to EDU-II with enhanced

emphasis on human rights, gender equality and environmental sustainability, both specifically

19

and as cross-cutting issues, in line with the strategy for Iceland’s international development

cooperation. Gender and environmental issues were comprehensively analysed and

addressed in EDU-I project and are also well covered in the Local Government Performance

Assessment criteria under the social and environment safeguards performance measure for

key sectors including the education sector. On the other hand, Uganda Vision 2040 commits

government to ensure:

“…. that the human rights-based approach to development is integrated in policies,

legislation, plans and programs, and to strengthen the capacity of the duty bearers

to respect, fulfil and protect human rights and that of the rights holders to know,

claim and realize their rights. “

A human rights-based approach planning tool for sectors and local governments was

developed in October 2016 to guide the process. Key human rights issues identified for the

education sector and to be addressed by the project include the following:

• High drop-out rate especially for girls that infringe on the right to education throughout all

stages of childhood and equal rights to education for boys and girls guaranteed by the

Constitution of Uganda and other international conventions such as CRC and CEDAW. This

is addressed under EDU-II by provision of gender sensitive sanitation facilities in schools

and sensitisation of stakeholders that cover social cultural barriers and values.

• Poor quality of education influenced by quality of teachers, infrastructure and learning

materials which infringes on the right to equitable, child-friendly, safe and high quality

education for all children guaranteed by the Constitution and other conventions such as

UDHR, ICESCR, and CRC: This is addressed by construction and renovation of school

infrastructure, training of teachers and provision of learning materials.

• Limited number of schools/facilities for children with special needs, which infringes on right

to education for all children regardless of status and freedom from discrimination for every

child: This is being addressed by sensitisation of stakeholders on the children with special

needs and provision of facilities to facilitate their learning within the limits of supported

projects.

• Child labour that infringes on the right to protection of children from exploitation and

violation of ILO conventions on minimum age employment and worst forms of child labour.

This is being addressed by the comprehensive community mobilisation and sensitisation

programme.

• Poor attitude to health and fitness, which infringes on the right to sports (international

charter of physical education and sport), right to health and fitness through adequate diet

and fitness (ICESCR), right to participation in sports, rest and leisure (UDHR) and right to

participate in cultural life and arts of the community (UDHR): This is being addressed by

provision of teaching materials for promotion of co-curricular activities to promote sports

and games, and music and dance and drama (MDD) in schools.

20

3 BUIKWE EDU-II STRUCTURE

3.1 DEVELOPMENT OBJECTIVE

The development objective of the BDFCDP is:

“...to facilitate improvement in livelihood and living conditions of people in fishing

communities in Buikwe district”.

3.2 IMMEDIATE OBJECTIVE

The immediate objective of EDU I and II is:

“...to improve the quality of basic education in schools and institutions serving fishing

communities of Buikwe district”.

In EDU-II the objective will be achieved through several interventions founded on the five

pillars for enhancement of quality education outcomes in primary education, lower secondary

education and equivalent BTVET:

• Improved learning environment through development of new, and renovation of

existing school infrastructure and facilities, and provision of teaching and learning

materials.

• Capacity development for education sector management at district and subcounty

level to support, monitor and supervise effective education service delivery

• Capacity development for teachers and head teachers to facilitate quality teaching

and professional school leadership for improved learning outcomes.

• Capacity development at community level (community and governance bodies-

PTAs, SMCs, BoGs) to strengthen their respective roles in school engagement and

support, and to improve school management and governance.

• Direct support to learners (school-based health, school-based feeding and fostering

equal opportunities at schools) to enable all learners effectively participate in

learning activities in schools

3.3 OUTPUTS AND ACTIVITIES

The project outputs for EDU-II are based on the five pillars of intervention packages for

improvement of the quality of basic education in schools.

Pillar I – Infrastructure:

Output 2100 (100 in EDU-I): Education Infrastructure developed/Renovated:

This will cover construction of new infrastructure and in exceptional cases renovation

of school infrastructure including classrooms, teacher houses, school kitchens and

WASH facilities. This includes construction of 26 new classroom blocks, renovation of

81 classroom blocks, provision of 1.480 learners’ desks, construction of 20 teacher

house units with solar power, construction and installation of 21 kitchens with energy

saving cooking technology and 14 VIP latrine blocks

Output 2200 (200 in EDU-I): Teaching and Learning Materials Provided:

This will cover provision of 40.620 textbooks for learners, 168 storage cabinets,

teaching materials and guides for teachers as well as 38 packages of equipment for co-

21

curricular activities (sports and games, and music, dance and drama), as well as training

and learning materials for BTVET institutions.

Pillar II - Management of education sector management:

Output 2300 (300 in EDU-I): Education sector management capacity developed:

This output was largely achieved during the implementation of EDU-I.

Output 2400 (400 in EDU-I): Functional Capacity of District Education Office

Strengthened:

The hardware requirements of the BDLG DEO’s office were mostly met during the

implementation of EDU-I. EDU-II will focus on facilitating the department to conduct

bi-annual Monitoring of Learners Achievements (MLA), which is an important tool to

evaluate the effectiveness of education delivery and to respond and put in place

actions to improve quality of education based on MLA findings.

Pillar III - Professional leadership in schools:

Output 2500 (500 in EDU-I): Capacity for Quality Teaching and Professional

Leadership in schools strengthened:

This will mainly involve operationalization of the District Education Sector training plan

to train headmasters and teachers based on continuous professional development

framework for teachers, including sponsoring 38 teachers for Grade III teachers

training.

Pillar IV - Community participation:

Output 2600 (600 in EDU-I): Capacity Developed for Community Engagement and

School Governance:

This will include community mobilisation and sensitization to participate and

contribute towards the delivery of quality education targeting community members,

PTA’s, SMC’s and BoG of schools.

Output 2700 (700 in EDU-I): Reduced Household Costs of “Free” Education:

This output from EDU-I has been dropped as the avenues for its implementation were

not realistic and is not planned under EDU-II.

Pillar V - The Learners:

Output 2800 (800 in EDU-I): Direct Support to Learners Facilitated:

The focus will be on promotion of equal opportunities for boys and girls, school-based

health programmes (school health clubs, deworming campaigns and reproductive

health) and strengthening of school feeding programmes.

4 INPUTS

The description of the main inputs for EDU-II implementation covering financial resources,

commodities (equipment and materials), human resources, as well as technical and

administrative support required from the partners or other stakeholders are the same as

those for EDU-I.

22

3.5 EXPECTED OUTCOME AND SUSTAINABILITY

Project Outcome: The project will support Buikwe district in its effort to enhance education

standards in deprived fishing communities through stronger service delivery in the education

sector. The project will improve the quality of education in schools serving fishing villages with

emphasis on early grade learning including basic literacy, numeracy and life skills, better

examination outcomes, increased transition from primary school to secondary school and

improved completion rates of secondary education. Interventions focusing on quality are

likely to lead to improved access at all levels of education, increased enrolment and higher

retention rates. More P1-P4 learners will acquire basic literacy skills and numeracy skills, more

P7 learners will pass PLE with better grades (I-III) and transit to post primary education, and

more S4 learners will pass UCE and qualify for higher education.

Sustainability: The project sustainability arrangements for EDU-I covering institutional,

technical and financial aspects shall apply to the EDU-II.

Key Indicators: The project indicators outlined in the project Logframe and M&E framework,

will provide the minimum scope for assessing performance and longitudinal framework for

comparisons over time. The outcome results will be measured by indicators pertaining directly

to the learners, namely, performance on standardised assessment tests, pass rates in national

examinations and transition to and survival rates in secondary schools and BTVET institutions.

Further outcome indicators will relate to satisfaction rates by stakeholders in education

service delivery surveys and better education performance measurements against baseline

data.

The Logframe for the project is shown in Annex III and the Monitoring and Evaluation (M&E)

framework in Annex IV.

4 COST ESTIMATES AND BUDGET

4.1 COST ESTIMATES AND BUDGET

A total of 21 schools have been selected for support by the project (see table 4. In section 2.8).

Details of planned infrastructure development in each school estimated cost are shown in

Annex I, and coded total budget for the EDU-II in Annex II.

The total budget for the project for the period 2019-2022 is 7.602.000 USD and an average

budget of approx. 1.9 million USD per year. The contribution from the Government of Iceland

through the Embassy of Iceland in Kampala is 7.231.000 USD (95%) inclusive of 5%

contingency, and the contribution of the Government of Uganda through administrative and

capital contribution by Buikwe District Local Government is 371.000 USD (5%). All cost

estimates are made in Uganda Shillings and converted into USD at the rate of 1 USD=3.700

UGX. Fluctuations in actual costs at time of implementation and disbursement are expected

due to exchange rate changes between UGX and USD.

A breakdown of estimated cost for each major activity code is shown in table 7.

23

TABLE 7: TOTAL ESTIMATED COST FOR EDU-II PER ACTIVITY CODE

Code Output Component Estimated Cost

USD

2100 Education infrastructure and facilities developed and renovated 5.829.000

2200 Provision of teaching and learning materials 438.000

2300 District education sector management capacity developed 0

2400 District education office functionality enhanced 44.000

2500 Capacity of quality teaching and school leadership developed 131.000

2600 Community (SMCs, BoGs, PTAs) capacity development 144.000

2700 Household cost of education reduced 0

2800 Direct learner support 158.000

2900 Administration, Monitoring and evaluation 498.000

Contingency

~ 5%

360.000

Total Estimated cost 100% 7.602.000

Embassy of Iceland incl. contingency 95% 7.231.000

BDLG incl. administration and capital contribution 5% 371.000

Total estimated cost BDFCDP EDU-II including 5% contingency 7.602.000

5 PROJECT ORGANISATION AND ADMINISTRATION

The organisation and administration arrangements for the EDU-I will apply to the EDU-II.

These include institutional arrangements for partnership coordination, implementation

arrangements, financial management arrangements (management of funds, disbursement

arrangements, financial reporting and audit), monitoring and evaluation covering baseline

survey, monitoring, evaluation, and project reporting (baseline report, cumulative quarterly

progress reports culminating into biannual and annual reports, cumulative quarterly

monitoring reports, qualitative monitoring reports, mid-term review/evaluation report,

project completion report and final evaluation report), and the project communication

strategy.

6. RISKS

The results from a risk analysis for the EDU-I shall apply to the EDU-II. The potential risks of

the project are associated with the following important assumptions:

• There will be stability in the key management and technical positions of BDLG staff during

the project implementation period.

• Political and technical officials will be committed, and the implementing units will have

absorption capacity to utilize the project funds.

• Fiduciary risks in procurement and use of project funds will be effectively mitigated.

• The local governments, communities and schools will be able to sustain an on-going

support to education service delivery activities.

ANNEX I: COST ESTIMATES AND LOCATION DEPENDENT ACTIVITIES UNDER BDFCDP-II

ANNEX II: DETAILED ESTIMATED TOTAL BUDGET FOR EDU-II

UGX/USD 3.700 PROJECT TARGET

ESTIMATED BUDGET

CODE ACTIVITY USD UGX

BE2100 EDUCATION INFRASTRUCTURE AND FACILITIES DEVELOPED AND RENOVATED

$5.829.000 21.567.300.000

BE2110 Existing Primary School Infrastructure Renovated $1.205.000 4.458.500.000

BE2111 Renovate Primary School Classrooms 81 $1.100.000 4.070.000.000

BE2112 Procure desks for existing Primary classrooms 1.458 $105.000 388.500.000

BE2113 Renovate Primary School Staff Houses 0 $0 0

BE2120 New Primary School Infrastructure Constructed $3.940.000 14.578.000.000

BE2121 Construct Primary School Classroom Blocks 26 $1.760.000 6.512.000.000

BE2122 Construct Primary School Staff Houses 20 $1.350.000 4.995.000.000

BE2123 Construct Primary School Kitchens 21 $670.000 2.479.000.000

BE2124 Construct Primary School Latrine Blocks 14 $160.000 592.000.000

BE2130 Existing Secondary School Infrastructure Renovated $0 0

BE2131 Renovate Secondary School Classrooms 0 $0 0

BE2132 Procure desks for existing Secondary classrooms 0 $0 0

BE2133 Renovate Secondary School Staff Houses 0 $0 0

BE2140 New Secondary School Infrastructure Constructed $660.000 2.442.000.000

BE2141 Construct Secondary School Laboratory 4 $270.000 999.000.000

BE2142 Construct Secondary School Library 4 $220.000 814.000.000

BE2143 Construct Secondary School Dormitory 8 $170.000 629.000.000

BE2150 District Infrastructure Operation and Management (O&M) Plan developed and operationalized

$0 0

BE2151 Develop BDLG infrastructure O&M plan 0 $0 0

BE2160 District O&M Fund established $0 0

BE2161 Establish O&M fund and reserve funding 0 $0 0

BE2170 Study to Assess Needs of Selected BTVET Institutions Conducted

$14.000 51.800.000

BE2171 Conduct a needs assessment study for BTVET Institutions 1 $14.000 51.800.000

BE2180 Plan for Support to Selected BTVET Developed and Implemented

$10.000 37.000.000

BE2181 Develop Plan for support to BTVET based on needs assessment

1 $10.000 37.000.000

BE2182 Implement plan for support to BTVET Institutions based on approved annual plans

0 $0 0

BE2200 TEACHING AND LEARNING MATERIALS PROVIDED $438.000 1.620.600.000

BE2210 Primary School Text books, Storage Cabinets and Teachers Guides provided

$270.000 999.000.000

BE2211 Procure textbooks in core subjects for target primary school learners to ensure a ratio of 1:1 (Math, Science, SST, English and Reader)

40.620 $225.000 832.500.000

BE2212 Procure teachers guides for all primary school subjects for all target primary schools

840 $0 0

BE2213 Storage cabinets for text books in all target schools 168 $45.000 166.500.000

26


ESTIMATED BUDGET


BE2220 Secondary School Teaching and Learning Materials Provided

$40.000 148.000.000

BE2221 Procure textbooks in core subjects for target secondary education to ensure a ratio of 1:1 (Math, English, Biology, Geography, Physics, Chemistry)

0 $0 0

BE2222 Procure teachers guides for all secondary school subjects for all secondary schools

0 $0 0

BE2223 Procure basic sets of laboratory equipment to four schools 200 $40.000 148.000.000

BE2230 Equipment for co-curricular activities provided $128.000 473.600.000

BE2231 Procure Sets of Sports kits for primary schools 38 $66.000 244.200.000

BE2232 Procure basic sets for Music, Dance and Drama kits for primary schools

38 $62.000 229.400.000

BE2233 Procure Sets of Sports kits for secondary schools 0 $0 0

BE2234 Procure basic sets of Music, Dance and Drama kits for primary schools

0 $0 0

BE2300 DISTRICT EDUCATION SECTOR MANAGEMENT CAPACITY DEVELOPED

$0 0

BE2310 Training at district levels conducted $0 0

BE2311

Training in results-based planning and budgeting for district education Staff, Coordinating Centres Tutors, (CCTs), Community Development Officers (CDOs) and Local Government staff

0 $0 0

BE2312 Training in Leadership and Communication for district education staff, SAS, CDOs and LC3-Chairpersons

0 $0 0

BE2313 Training in Financial Management for Non-Financial Managers 0 $0 0

BE2320 Buikwe District ECD Strategic Plan formulated $0 0

BE2321 Develop BDLG ECD strategic development plan 0 $0 0

BE2330 Training at Sub-county levels conducted $0 0

BE2331 Training of sub-county Senior Assistant Secretaries (SAS) in Performance Management and Appraisal of Education Staff

0 $0 0

BE2332 Training in Community Mobilization, Participation and Inclusion for Senior Assistant Secretaries (SSAs) CDOs, sub-county education staff, CCTs

0 $0 0

BE2400 DISTRICT EDUCATION OFFICE FUNCTIONALITY ENHANCED

$44.000 162.800.000

BE2410 D.E.O office supplied with basic tools $0 0

BE2411 Procure Computer sets 0 $0 0

BE2412 Procure Office furniture 0 $0 0

BE2413 Procure motorcycles for district education inspectors and CCTs

0 $0 0

BE2420 Mechanism for Monitoring of Learner Achievement (MLA) by D.E.O Office and CCTs operationalized

$44.000 162.800.000

BE2421 Facilitate the DEO to operationalize biannual MLA tests 4 $38.000 140.600.000

BE2422 Conduct training of all stakeholders on MLA (Inspectors, CCTs, Foundation Bodies, head teachers, deputy head teachers and district education staff)

1 $6.000 22.200.000

BE2500 CAPACITY FOR QUALITY TEACHING AND SCHOOL LEADERSHIP DEVELOPED

$131.000 484.700.000

BE2510 Teachers and school leadership trained $131.000 484.700.000

27


ESTIMATED BUDGET


BE2511 Assessment of teachers’ capacity in context of national framework for quality teaching

0 $0 0

BE2512 Develop a training plan for Buikwe district based on national framework for quality teaching

0 $0 0

BE2513 In-service training of all untrained teachers in target primary schools to acquire Grade III Certificates

38 $65.000 240.500.000

BE2514 Training of Head teachers and senior teachers in leadership and management

$10.000 37.000.000

BE2515 Continuous training of teachers in classroom management and instructional skills

168 $45.000 166.500.000

BE2516 Refresher training of teachers in management of co-curricular activities in schools

42 $11.000 40.700.000

BE2600 COMMUNITY CAPACITY DEVELOPED $144.000 532.800.000

BE2610 Training in School Governance conducted $144.000 532.800.000

BE2611 Training of community support institutions for primary schools (SMCs & PTAs) in school governance

525 $20.000 74.000.000

BE2612 Training of community support institutions for secondary schools (BoGs, PTAs) in school governance

0 $0 0

BE2613 Training of SMCs, BoGs and Foundation Bodies members in their respective responsibilities.

21 $14.000 51.800.000

BE2614 Mobilisation, sensitization and training of community for support and promotion of education in fishing communities

16 $110.000 407.000.000

BE2700 HOUSEHOLD COSTS OF EDUCATION REDUCED $0 0

BE2710 Develop a district plan for Supplementary support to education

$0 0

BE2711 Study of household costs of secondary education 0 $0 0

BE2712 Develop a plan for supplementary support to education based on study

0 $0 0

BE2713 Mechanism for supplementary support to education developed and l funds reserved for operation

0 $0 0

BE2800 DIRECT LEARNER SUPPORT FACILITATED $158.000 584.600.000

BE2810 Actions to foster equal Opportunities for boys and girls in Secondary Education facilitated

$0 0

BE2811 Study and analyse the causes and extent of drop out by girls from secondary education

0 $0 0

BE2812 Develop a responsive plan of actions to mitigate and minimize girl drop-out from secondary education

0 $0 0

BE2813 Implementation of action plan 0 $0 0

BE2820 Functionality of school health programme strengthened $158.000 584.600.000

BE2821 School health club activities strengthened in primary schools 21 $8.000 29.600.000

BE2822 School health club activities strengthened in secondary schools

0 $0 0

BE2823 School based health deworming campaigns conducted in primary schools

8 $60.000 222.000.000

BE2824 Gender specific reproduction health education initiatives promoted in primary and secondary schools

1.427 $90.000 333.000.000

BE2830 Functionality of school feeding programme strengthened $0 0

BE2831 Train stakeholders in primary schools in operations of school gardens

0 $0 0

BE2832 Provision of school garden input package (equipment, tools and seeds) to schools

0 $0 0

BE2833 Facilitate agriculture extension service to school gardens 0 $0 0

28


ESTIMATED BUDGET


BE2900 PROJECT ADMINISTATION, MONITORING AND EVALUATION

$498.000 1.842.600.000

BE2910 Baseline Studies conducted $27.000 99.900.000

BE2920 Internal Quantitative Monitoring conducted $100.000 370.000.000

BE2930 Qualitative performance monitoring conducted $0 0

BE2940 Mid Term Review/Evaluation carried out $0 0

BE2950 Final Evaluation carried out $0 0

BE2999 Project Administration BDLG and capital contribution $371.000 1.372.700.000

Total USD excl. Contingency $7.242.000 26.795.400.000

Contingency 5% ~ 5% $360.000 1.332.000.000

Total USD incl. Contingency $7.602.000 28.127.400.000

Embassy of Iceland contribution less contingency 95% $6.871.000 25.422.700.000

BDLG Contribution (Administration, monitoring and capital contribution)

5% $371.000 1.372.700.000

Embassy of Iceland contribution incl. contingency $7.231.000 26.754.700.000

Total Budget incl. 5% contingency $7.602.000 28.127.400.000

ANNEX III: BDFCDP EDU-II LOGFRAME NARRATIVE SUMMARY OBJECTIVELY VERIFIABLE INDICATORS MEANS OF VERIFICATION ASSUMPTIONS

DEVELOPMENT OBJECTIVE (IMPACT)

To improve livelihood and living conditions of people in fishing communities in Buikwe district.

Enhanced levels of basic education and skills among the population in fishing communities in Buikwe district.

- Project evaluation reports

- Uganda Demographic and Household survey reports by UBoS

IMMEDIATE OBJECT (OUTCOME) -

To improve quality of basic education in schools serving fishing communities of Buikwe district.

- Percentage of learners (girls and boys) passing in division I-III in national primary leaving exams

- Percentage of learners (girls and boys) achieving competence in literacy and numeracy in lower grades (P.1- P.4) and upper grades (P.5-P.6).

- Survival rate of cohorts (boys and girls) to primary school grade 5 (P.5) and final grade 7 (P.7)

- Satisfaction rate of learners and parents with quality of teaching and learning in supported schools.

- Transition rates for learners (girls and boys) from P.7 to secondary schools and BTVET institutions

- Survival rate for learners’ (boys and girls) in lower secondary education (ordinary) level (S.1 to S4) or equivalent BTVET in the target secondary schools/institutions

- Transition rate of learners (girls and boys) from lower secondary education (S.4) to higher secondary education (S.5)

- UNEB Primary Leaving Examination (PLE) results

- District MLA reports (and UNEB-NAPE reports)

- Tracking reports on primary school leavers admissions to post primary education

- UNEB - Uganda Certificate of Education (UCE) examination results

- Education Management Information System (EMIS)

- Project M&E Reports

- Sustained commitment of BDLG political and technical staff and other development partners

- Stability of key local government staffing

- Improvement in quality of education will increase enrolment rates

- Buikwe district local governments and community institutions will sustain an on-going mobilisation strategy for education promotion and support

OUTPUTS (IMMEDIATE RESULTS)

2100. Education Infrastructure and Facilities Developed/Renovated

2110. Existing Primary School Infrastructure renovated in 18 schools (81 classrooms, and 1458 desks)

− Number of school infrastructure of various types renovated

− Number of beneficiaries served

− Beneficiaries’ level of satisfaction with renovated infrastructure

− Completion Certificates

− Project Progress/M&E Reports

− Qualitative assessment (KII’s/Surveys) reports

Local governments and communities will be committed to, and have capacity to raise resource contributions required for on-going O&M of facilities beyond the project life

2120. New Primary School Infrastructure Constructed in 21 schools to the minimum

− Number of school infrastructure of various types constructed.

” “

30

NARRATIVE SUMMARY OBJECTIVELY VERIFIABLE INDICATORS MEANS OF VERIFICATION ASSUMPTIONS

national standards (26 classroom blocks, 20 teachers’ houses, 21 kitchens, and 14 VIP latrines)

− Number of beneficiaries served.

− Beneficiaries’ level of satisfaction.

2130. Existing Secondary School Infrastructure Developed Renovated

− N/A

2140. New Secondary School Infrastructure Constructed (4 labs, 4 libs and 8 dorms constructed in 4 secondary schools)

− Number of school infrastructure of various types constructed.

− Number of beneficiaries served.

− Beneficiaries’ level of satisfaction

“ “

2150. District Infrastructure O&M Plan Developed and Operationalised

− N/A

2160. District Infrastructure O&M Fund Established

− N/A

2170. Needs Assessment Study for BTVET Institutions Conducted (One needs assessment study)

− Number of studies completed − Copy of Approved study report

2180. Plan for Support to BTVET Institutions developed and implemented (One plan developed, plan implemented annually over 4 years).

− Number of plans implemented

− Number of plans developed

− Progress & M&E Reports

− Copy of approved plan for the BTVET sub-component

2200. Teaching and Learning Materials Provided

2210. Primary School Textbooks, Storage Cabinets and Teachers’ Guides provided (textbooks for 4 core subjects7 and readers at ratio of 1:1 in 21 target primary schools = 40,620 textbooks and 840 teachers’ guides)

− Number of learners using textbooks at school and borrowing for home use.

− Number of teachers using teaching materials in classrooms.

− Textbook to learner ratio.

− Number of textbooks in each core subject supplied to target schools.

− Number of teachers’ guides provided.

− Number of storage cabinets supplied to schools.

− Goods Received Notes

− Learners surveys / classroom observation

− Project Progress Reports

− Project M&E Reports

Existing curriculum will remain in effect in primary and secondary education for the period Learning and teaching materials will be maintained to last for at least 5 years before replacement

7 Core subjects at primary school level are English, Mathematics, Science and Social Studies (SST).

31


2220. Secondary school Teaching and Learning Materials Provided (50 sets of basic science lab equipment for each of the 4 schools)

− Number of learners using lab at school.

− Number of sets of laboratory equipment supplied

− Goods Received Notes

− Learners surveys / classroom observation

− Project Progress Reports Project M&E Reports

“

2230. Equipment for Co-curricular Activities provided (42 kits in sports and games, and 42 MDD kits provided to the targeted 21 primary schools, i.e. 2 sets each)

− Number of target schools/learners participating in zonal, district, regional and national sports/MDD events.

− Number of sports kits provided.

− Number of MDD kits provided.

” ”

2300. District Education Sector Management Capacity Developed

Not a component of EDU-II

2400. District Education Office Functionality Enhanced

2410. District Education Office Equipped and Retooled

Not a Component of EDU-II

2420. Mechanism for Monitoring of Learner Achievement (MLA) by DEO’s Office and CCTs operationalized (Refresher training for MLA core team and support team members; and 4 MLA/NAPE8 tests conducted)

− Number of teachers conducting remedial lessons.

− Number of learners (male and female) assessed.

− Number of MLA/NAPE assessments conducted for primary grade 1-4.

− Number of MLA core and support teams trained.

− District Progress Reports


”

2500. Capacity for Quality Teaching and School Leadership Developed

2510. Teachers and school leadership trained. (In-service training of 38 untrained teachers; training 63 head-teachers and senior teachers in school leadership and management skills; continuous professional training of 168 teachers in classroom management and child centred instructional skills, and training of 42 selected teachers in the management of co-curricular activities)

− Number of learners participating in classroom learning activities.

− Number of teachers applying child-cantered teaching methods after training.

− Number of head-teachers and senior teachers trained, and number demonstrating increased skills and capacity to perform their duties.

− Number of teachers (male and female) acquired Grade III Teacher Certificates.

− Number of teachers (male and female) reached by continuous professional development training programme by CCTs.

− Staff satisfaction level improved.

− Quality Monitoring Reports

− Pre and Post Training Assessment Reports

− District Progress Reports


− Copies of training plans

− KII’s/FGD’s

The district will retain trained teachers and head teachers. Government will lift ceiling on teachers’ recruitment to absorb teachers acquiring new qualifications

8 There have been challenges of data quality regarding MLA data during the implementation of BDFCDP EDUC I and KIEP (Kalangala) and there may be a need to change to NAPE-UNEB to assess performance on achievement of basic skills in literacy and numeracy in lower grades.

32


2600. Community Capacity Developed

2610. Training in School Governance conducted. (Community Support Institutions – 525 SMCs/PTAs in 21 targeted primary schools; and community mobilisation and sensitization in 16 parishes)

− Number of schools with school improvement plans developed

− Number of schools with functional SMCs and PTAs

− Number of school catchment communities mobilized

− Staff satisfaction level improved

− Copies of approved school development plans

− Minutes of regular SMC meetings

− Progress/M&E Reports

− Training Reports

The community and parents are willing to participate

2700. Household Costs of Education Reduced Not a component of EDU-II

2800. Direct Learner Support Facilitated

2810. Actions to Foster Equal Opportunities for Boys and Girls in Secondary Education Facilitated.

− N/A −

2820. Functionality of school health programme strengthened (Health clubs established in 21 primary schools and school health programme - deworming campaigns targeting all learners supported in schools, and reproductive health programmes in all schools reaching 1427 girls in P5-P7)

− Frequency of water borne diseases among learners

− Number of schools based de-worming programmes implemented

− Number of learners de-wormed

− Number of schools with functional health clubs

− Number of schools reached by reproductive health educations programmes

− District Quarterly Progress reports

− WASH reports


2830. Functionality of School Feeding Programme Strengthened (Promotional activities around use of kitchens and sensitisation on proper nutrition in 21 schools)

− Number of feeding programmes established

− Number of learners feeding

” Surveys

2900. Project Monitoring and Evaluation

2910. Baseline studies conducted − Number of baseline reports produced

− Number of baseline studies conducted

Copies of approved Baseline reports

2920. Internal Quantitative Monitoring conducted

− Number of quarterly monitoring visits done

− No. of quarterly monitoring reports produced

Copies of approved Project Monitoring Reports

2930. Qualitative Performance Monitoring Conducted

− Number of quality monitoring visits/surveys conducted

− Number of annual quality monitoring reports produced

Copies of approved Project Quality Monitoring Reports

2940. Midterm Review/Evaluation Conducted − Number of project evaluations commissioned Number of project evaluation reports produced

Copies of approved Mid-term Review/Evaluation Reports

2950. Final Evaluation Conducted − Number of project evaluations commissioned

− Number of project evaluation reports produced

Copies of approved Final Evaluation Reports

33

PROJECT ACTIVITIES

S/N ACTIVITIES PER OUTPUT/SUB-OUTPUT UNITS INPUTS/COST CENTRES

2100 EDUCATION INFRASTRUCTURE AND FACILITIES DEVELOPED AND RENOVATED

2110 Existing Primary School Infrastructure Renovated

2111 Renovation of existing primary school classrooms 81 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2112 Supply of desks to existing primary school classrooms 1458 Investment servicing costs (Specification of requirements, procurement), supply contract price, supervision costs

2113 Renovation of existing primary school teachers’ houses 0 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2120 New Primary School Infrastructure Constructed

2121 Construction of new primary school classroom blocks 26 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2122 Construction of new primary school teachers’ houses 20 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2123 Construction of new primary school kitchens 21 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2124 Construction of new primary school 5-stance latrines 14 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2130 Existing Secondary School Infrastructure Constructed N/A

2140 New Secondary School Infrastructure Constructed

2141 Construction of Laboratory block in 4 schools 4 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2142 Construction of library block in 4 schools 4 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2143 Construction of dormitory blocks in4 schools 8 Investment servicing costs (Specification of requirements, procurement), works contract price, supervision costs

2170 Study to Assess Needs of Selected BTVET Institutions Conducted

2171 Conduct a needs assessment study for BTVET Institutions 1 Consultancy fees, consultation meetings, dissemination meetings, stationery/printing

2180 Plan for Support to Selected BTVET Developed and Implemented

2181 Develop Plan for support to BTVET based on needs assessment 1 Consultancy fees, consultation meetings, dissemination meetings, stationery/printing

2182 Implement plan for support to BTVET Institutions based on approved annual plans

4 Needs verification and specification, procurement costs, supply contract/works contract costs, supervision costs

2200 PROVISION OF TEACHING AND LEARNING MATERIALS

2210 Primary School Text Books and Teachers Guides Provided

2211 Provision of textbooks in core subjects for target primary schools to a ratio of 1:1

40620 Needs verification and specification, procurement costs, supply contract costs, supervision costs

2212 Provision of teachers guides for all subjects for target primary schools

840 Needs verification and specification, procurement costs, supply contract costs, supervision costs

34

PROJECT ACTIVITIES


2213 Provision of book storage cabinets for text books in all target schools 168 Needs verification and specification, procurement costs, supply contract costs, supervision costs

2220 Secondary School Teaching and Learning Materials Provided

2221 Provision of basic sets of laboratory equipment to four schools 4 Needs verification and specification, procurement costs, supply contract costs, supervision costs

2230 Equipment for Co-Curricular Activities Provided

2231 Provision of sports kits for primary schools 42 Needs verification and specification, procurement costs, supply contract costs, supervision costs

2232 Provision of basic MDD kits for primary schools 42 Needs verification and specification, procurement costs, supply contract costs, supervision costs

2300 DISTRICT EDUCATION SECTOR MANAGEMENT CAPACITY DEVELOPED

N/A

2400 DISTRICT EDUCATION OFFICE FUNCTIONALITY ENHANCED

2420 Mechanism for MLA by D.E.O and CCTs operationalized

2421 Facilitate the DEO to operationalize biannual MLA tests 4 Setting of tests, inland travel and distribution of tests, stationery & printing of reports, Dissemination meetings

2422 Conduct training of District MLA team and stakeholders 1 Selection of MLA teams, trainers’ costs, training workshop, inland travel costs of participants

2500 CAPACITY FOR QUALITY TEACHING AND SCHOOL LEADERSHIP DEVELOPED

2510 Training of Teachers and School Leadership Conducted

2511 Assess capacity of teachers for quality teaching 1 Consultancy fees, consultation meetings, dissemination meetings, stationery/printing

2512 Develop education training plan N/A

2513 In-service training of untrained teachers to acquire Grade III teaching certificates

38 Specification of requirements, residential training fees, and trainees’ inland travel (transport) and stationery.

2514 Training of head teachers and senior teachers in leadership and management

63 Specification of requirements, service provider contract fees, workshop costs, inland travel and stationery.

2515 CPD of teachers in classroom management and child centred instructional skills

168 Specification of requirements, training materials, workshops, inland travel costs, stationery & printing

2516 Refresher training of teachers in management of co-curricular activities in schools

42 Specification of requirements, trainer costs, training materials, workshop costs, inland travel and stationery.

2600 COMMUNITY & PARENTS (SMCS, BOGS, PTAS) CAPACITY DEVELOPED

2610 Training in School Governance Conducted

2611 Training community institutions for primary schools (SMCs & PTAs) in governance- 525.

525 Specification of requirements, service provider contract fees, workshop costs, inland travel and stationery

2612 Training community institutions for BTVET (BoGs, PTAs) in governance

N/A Specification of requirements, service provider contract fees, workshop costs, inland travel and stationery

2613 Training of key stakeholders (governing bodies & foundation bodies) in their roles

N/A Specification of requirements, service provider contract fees, workshop costs, inland travel and stationery

2614 Mobilise school communities for support to education in fishing communities

16 Inland travel costs, community meetings

2700 LOWERING HOUSEHOLD COSTS OF EDUCATION SUPPORTED N/A

35

PROJECT ACTIVITIES


2800 DIRECT LEARNER SUPPORT IN SCHOOLS FACILITATED

2810 Actions to Foster Equal Opportunities for Boys & Girls in Secondary Education.

N/A

2820 Functionality of School Health Programme Strengthened

2821 Facilitate health club activities in primary schools 21 Lump sum provision per school

2822 Facilitate health club activities in secondary schools N/A Lump sum provision per school

2823 Conduct health activities deworming for all learners in targeted schools biannually

8 Specification of requirements, inland travel costs, supervision costs

2824 Conduct gender specific reproductive health promotion targeting all learners (girls in P5-P7)

1427 Specification of requirements, service provider lump sum costs

2830 Functionality of School Feeding Programme Strengthened

2831 Training stakeholders school garden management and operation in schools

N/A Specification of requirements, trainer costs, workshop costs, inland travel and stationery

2832 Facilitate schools to acquire school input package (equipment, tools and seeds)

N/A Specification of requirements, supply contracts price

2834 Facilitate agriculture extension services to school gardens N/A Specification of requirements, service provider lump sum costs

2900 PROJECT MONITORING AND EVALUATION

2910 Conduct baseline Survey 1 Consultancy fees, consultation meetings, dissemination meetings, stationery/printing

2920 Conduct routine monitoring 8 Inland travel costs (fuel or transport, subsistence allowances, stationery and printing costs, review meetings.

2930 Conduct quality monitoring 4 Consultancy lump sum fees and feedback meetings

2940 Conduct Project Evaluation 01 Terms of reference, Consultancy fees, consultation meetings, dissemination meetings, stationery/printing

36

ANNEX IV: BDFCDP EDU-II PROJECT MONITORING AND EVALUATION FRAMEWORK

Project Results/Indicators Indicator Definition, Targets and Baseline Data Acquisition Analysis and Use

Definition Target Baseline Sources Methods/Tools Frequency Use Deadline

Impact: Improved Livelihood and Living Conditions of People in Fishing Communities in Buikwe District.

Impact Indicator: Enhanced levels of basic education and skills among the population in fishing communities in Buikwe district

The indicator measures people’s perception of improvement in their livelihood as result of better education outcomes attributed to improved education facilities and services provided by the project

Uganda Demographic and Household Survey Reports by UBoS

Project M&E Reports9

Population Survey Project Evaluation

Surveys

UBOS: 5 yrs. Twice for Project

Completion Report Evaluation Reports

Outcome: Improved Quality of Basic Education in Schools Serving Fishing Communities of Buikwe District.

Outcome Indicator 1: Percentage of learners (girls and boys) passing in division I-III in national primary leaving examinations (PLE)

Proportion of learners passing in division I-III in a given year expressed as a percentage over learners that sat for PLE in the same year. Division I-III is of interest because it qualifies learners to access tuition free universal secondary education. The expected direction of change is an increase from baseline measure.

Boys Girls

GPI10

75%

75% 75%

1

BD11

BD BD BD

UNEB PLE Examination results for Buikwe schools

Compiled from UNEB PLE Exam

results

Annual Annual Reports

Completion Report

Evaluation Reports

Outcome Indicator 2: Percentage of learners (girls and boys) achieving competence in literacy and numeracy in lower grades (P1-P4) and upper grades (P-5-P6).

Proportion of learners obtaining scores defined for achievement criterion in MLA tests or UNEB-NAPE). The direction of change is an increase from baseline measure.

Boys Girls GPI

75%

75% 75%

1

BD

BD BD BD

District MLA reports; (or UNEB-NAPE)

reports

MLA Tests conducted by

Education Department/ MoES;

and NAPE Tests by

UNEB

Biannual MLA; and

Annual NAPE

Annual Reports

Completion Reports

Evaluation Reports

9 M&E Reports corresponding to the higher project results hierarchy at impact and outcome level includes: Midterm evaluation report, project outcome indicator database, and qualitative performance monitoring reports. 10Gender Parity Index (GPI) is the ratio of female to male values of the given indicator. In the context of the project, it is a measure of progress towards gender parity in education participation and learning opportunities available for girls in relation to those available to boys. GPI of 1 shows that there is parity between girls and boys; GPI greater than 1 indicates that there is disparity in favor of girls, while GPI less than 1 indicates disparity in favor of boys. 11 BD - Baseline data to be established during the inception phase of the project

37



Outcome Indicator 3: Survival rate of primary school cohorts (boys and girls) by grade 5 and final grade 7

Percentage of a cohort of learners enrolled in first grade of primary schools in a given school year who are expected to reach a successive grade, typically fifth (P5)12 and final grade (P7) at the end of the required number of years of study13. The expected direction of change is an increase from baseline measure.

Survival Rate to final Grade 5 Boys Girls GPI

Survival Rate to final Grade 7

Boys Girls GPI

75% 75% 75%

1

50% 50% 50%

1

BD BD BD BD BD BD BD BD

Primary school registers or

School census (survey) data in EMIS/DEMIS

Calculated by reconstructed cohort method using annual

school Census (survey) data in

EMIS/DEMIS or data from in school

registers.

Annual Annual Reports

Completion Reports

Evaluation Reports

Outcome (Process) Indicator 4: Satisfaction rate of learners and parents with the quality of teaching and learning in schools supported by project.

Number of respondents in survey sample reporting satisfaction expressed as percentage of the total number of survey respondents

>85% BD Project M&E Reports Survey of project primary beneficiaries based on sample of parents and learners

Biannual ”

Outcome Indicator 5: Transition rates for learners (girls and boys) from primary education (P7) to secondary education or equivalent BTVET.

Proportion of learners who progress from P7 final grade to S1 or 1st yr. in BTVET to total number that completed P7 in project supported primary schools compared to baseline. The expected direction of change is an increase from baseline measure.

Boys Girls GPI

70%

70 70 1

BD

BD BD BD

UNEB-PLE Exam Results;

Admissions to S 1 or Year 1 in BTVET; &

Project M&E Reports

Tracking of learners that completed P.7

and sat PLE exams, and admissions to S.1 (or year 1 of

equivalent BTVET) for learners from primary schools

supported by project

Annual “

12 Survival rate to fifth grade of primary education is of particular interest because it is commonly considered as prerequisite for sustainable literacy – See Education Quality Improvement (EQUIP 2) Toolkit; Indicator Hand Book for Primary Education: Abridged, Compiled by Laurie Cameron (AED), 2004 (https://www.openemis.org/files/resources/Indicator_Handbook_for_Primary_Education_Abridged_2004_en.pdf. 13 The survival rate is calculated by dividing the total number of learners belonging to a school-cohort who reached each successive grade of primary education by the number of learners in the school-cohort i.e. those originally enrolled in the first grade of primary education and multiply the result by 100. It is usually calculated on the basis of the reconstructed cohort method using data on enrolment and repeaters for two consecutive years, however, given the small number of schools monitored, the True Cohort Method will be used to track the individual learners’ progression in targeted schools (measure of school retention and

38



Outcome Indicator 6: Survival rate for learners’ (boys and girls) in fishing communities in lower secondary education (ordinary) level from S.1 to S4 in the target secondary schools

Proportion of a cohort of learners who enrolled in S.1 that progressed through successive grades and completed S.4. The direction of change is an increase from baseline measure.

Boys Girls GPI

60

60 60 1

BD

BD BD BD

Senior one admission lists

UNEB-UCE Exam Results

Project M&E Reports

Tracking of progression of

cohorts of senior on learners through O-

Level grades in secondary schools

supported by project during

Annual ”

Outcome Indicator 7: Transition rate of learners (girls and boys) from lower secondary education (S4) to higher secondary schools (S5)

Proportion of learners who progress from S4 to S5 to in any year expressed as percentage of the total number of learners that completed S4 in the previous year. The direction of change is an increase from baseline measure.

Boys Girls GPI

50%

50 50 1

BD

BD BD BD

UNEB-UCE Exam Results

Senior 5 Admissions Project M&E Reports

Tracking of learners that completed S.4

and sat UCE exams, and admissions to

S.5 for learners from secondary schools supported by the

project

Annual Annual Reports Completion Report Evaluation Reports

Output Ref. No.

Output and Process Indicators

Output 2100. Education Infrastructure and Facilities Developed

2110 Number of Primary School Infrastructure Renovated in 18 School targeted under Extensive Support

School staff and learners’ level of satisfaction #14 BD Qualitative assessment reports

Qualitative Assessment Surveys

Bi-annually Annual Reports Evaluation Reports

“

Number of existing primary school classrooms renovated to the GoU minimum standards

81 N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of 3-seater learners’ desks provided 1458 N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of existing teachers’ houses renovated N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

2120 Number of New Infrastructure Constructed in 21 Primary Schools Targeted

School staff and learners’ level of satisfaction # BD Qualitative assessment reports


Bi-annually Annual Report Evaluation Report

Number of primary schools achieving at least learner to classroom ratio of 55:1

21 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of additional teachers provided with accommodation at schools


14 # in the M&E Framework means that the targets will be set in the project annual workplans

39



Number of new classroom blocks of 3 classrooms or 2 classrooms and administration office/store, plus facilities15


Number of new semi-detached teachers’ houses (for 3 teachers) constructed with semi-detached kitchen and two stance latrine and rain harvesting facilities


Number of new school kitchens constructed with cooking facilities and environmentally friendly fuel saving cooking stoves


Number of 5-stance VIP latrines built with separate stances for boys and girls and persons (learners) with disabilities (PWDs)


2130 Existing Secondary School Infrastructure Developed Renovated

N/A

2140 New Secondary School Infrastructure Constructed

Number of laboratory blocks constructed 4 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports M&E Reports

Number of library blocks constructed 4 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports M&E Reports

Number of dormitory blocks constructed 8 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports M&E Reports

2150 District Infrastructure O&M Plan Developed and Operationalised

N/A

2160 District Infrastructure O&M Fund Established

N/A

2170 Study on Needs of BTVET Institutions Conducted

Number of studies completed 1 N/A Qualitative assessment reports


Bi-annually Annual Report Evaluation Report

2180 Plan for Support to BTVET Developed and Implemented

Number of plans implemented annually 3 N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of plans developed 1 N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Output 2200. Teaching and Learning Materials Provided

2210 Number of Primary School Textbooks in 4 core subjects

Number of learners using textbooks at school and borrowing for home use

All BD Qualitative assessment reports


Biannually Annual Report Evaluation reports

15 The specifications for facilities in the new classroom blocks include a). 20 three seat-desks, teacher’s tables and chairs, and chalkboard for each classroom; b). office tables and chairs and book shelves for each office/store room; c). installation of 10,000 litre tanks, platforms and gutters for rain harvesting; and d) Installation of solar for lighting.

40



and readers provided to 21 schools, with storage cabinets and teachers’ Guides

Number of teachers using teaching materials in class All BD Qualitative assessment reports



Number of primary schools with desired textbooks to learner ratio (1:1)


Number of textbooks in each core subject and readers provided P/schools

40,620 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of teachers’ guides in each subject provided to P/schools


Number of book storage cabinets supplied to each classroom 168 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

2220 Number of Secondary School Basic Science Teaching and Learning Equipment provided to 4 schools

Sets of Laboratory Equipment provided 50 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

2230 Number of Equipment for Co-curricular Activities provided to 28 target primary schools and 4 target secondary schools

Number of primary schools participated in sports and MDD at all levels 16


Number of sports kits provided to primary schools 42 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of MDD kits provided to primary schools. 42 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Output 2300. District Education Sector Management Capacity Developed N/A

2400. DEO’s Office functionality enhanced

2410 Number of Basic Tools Supplied to DEO’s Office.

Number of computer sets provided N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of offices furnished (furniture) N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of motorcycles provided N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

2420 Mechanism for Monitoring of Learner Achievement (MLA) by DEO’s Office and CCTs operationalized in 21 target schools

Number of teachers conducting remedial lessons All BD Qualitative assessment reports


Bi-annually Annual reports

Proportion of learners assessed by MLA/NAPE approach # BD M&E Reports Monitoring Checklist Biannual Annual Reports

MLA/NAPE tests conducted annually for primary grade 1-4. 4 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

16 The participation levels in sports and MDD are at school, zonal, district, regional and national levels

41



No. Of training of MLA core and support teams conducted 1 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

2500. Capacity for Quality Teaching and School Leadership Developed

2510 Number of Teachers and School Heads Trained in accordance with District Training Plan Based on National Framework for Quality Teaching and implemented

Beneficiary Satisfaction level # BD Qualitative assessment reports


Bi-annually Annual reports

Number of learners participating in classroom activities All BD Qualitative assessment reports



Number of teachers applying improved teaching methods 168 BD Qualitative assessment reports



Number of head-teachers and senior teachers demonstrating improved capacity in school leadership and management

63 BD Qualitative assessment reports



Percentage of trained teachers (male and females) in target schools

100% BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of teachers that acquired Grade III Certificates.


Number of head-teachers and senior teachers trained in school leadership and management


Number of primary school teachers reached by CCT CPD in classroom management and child cantered teaching


No. Teachers trained in management of co-curricular activities 42 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of training plans developed N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

2600. Community Capacity Developed

2610 Number of Trainings in School Governance Conducted in 21 target primary school

Beneficiary Satisfaction level # BD Qualitative assessment reports


Bi-annually “Annual reports

Number of schools with school improvement plans developed jointly with SMCs and PTAs in primary schools




Number of functional SMCs and PTAs in primary schools 21 BD Qualitative assessment reports



No. of SMC and PTA members trained in primary schools 525 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

No. of functional BoGs and PTAs in secondary schools. N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

42



No. of BoGs SMC & PTA members trained in s. schools N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

No. of stakeholders sensitized in their roles in education N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

No. of school catchment communities (Parishes) mobilized to support education in fishing communities


2700. Household Costs of Education Reduced N/A

2800. Direct Learner Support Facilitated

2810 Number of Actions to Foster Equal Opportunities for Boys and Girls in Secondary Education Facilitated

Number of girls and boys progressing and retained in supported secondary schools

# BD Qualitative assessment reports


Bi-annually Annual Report Evaluation reports

Number of gender equality response plans developed and implemented in target schools

N/A N/A

Numbers of studies done and response plans in place N/A N/A

2820 Functionality of District School Health Programme Strengthened

Frequency of water borne diseases among learners # BD WASH reports Links to WASH M&E Annually Evaluation reports

Number of learners (learners) de-wormed All BD Qualitative assessment reports



Number of school-based deworming campaigns for all learners implemented (biannual)


Number of schools with functional health clubs 21 BD M&E Reports Monitoring Checklist Quarterly Quarterly Reports

Number of learners (girls P5-P7) reached by reproductive health educations programmes (including menstruation management)




2830 Number of Target Primary Schools (21) with Strengthened School Feeding Programme

Number of learners feeding at school # BD Qualitative assessment reports


Bi-annually Annual Report Evaluation reports

Number of schools with school feeding programmes and operational kitchens


Number of school gardens established N/A N/A M&E Reports Monitoring Checklist Quarterly Quarterly Reports

43

ANNEX V: THEORY OF CHANGE FOR BUIKWE EDUCATION PROJECT

The Theory of Change to achieve the outcomes of the project is:

By introducing the project to the education sector in the fishing community in Buikwe district with a combination of supportive factors focusing

on better teaching, the project intervention will improve the quality of education in primary schools that receive extensive support leading to

better performance by the learners, who consequently are more likely to make the transfer to higher levels of education. To facilitate the transfer

of qualified learners from primary to secondary education, selected secondary schools will receive support aimed at offering more conducive

learning environment by the secondary schools. District’s administrative capacity will be enhanced to sustain support in the selected areas.

ANNEX VI: REFERENCE DOCUMENTS

1. Buikwe-ICEIDA Development Partnership, Development in Education Sector in Fishing communities 2016-2019 (ICEIDA Project No. UGA

11220-1502 (Plus all documents referenced in the project document).

2. The Education and Sports Sector Strategic Plan 2017/18-2019/20, MoES.

3. Strategy for Iceland’s International Development Cooperation 2019-2023.

4. Human Rights Based Approach Planning Tool for Sectors and Local Governments, October 2016.

Documents

Buikwe - ICEIDA Development Partnership