besp draft evaluation report 08

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AN EVALUATION OF THE BASIC

EDUCATION SUPPORT PROGRAMME II

(BESP II: 2006-2008) IN THE TESO SUB-REGION

FIRST DRAFT REPORT

Submitted by:

Henry Edison OkurutSchool of Education, Makerere University

P.O.Box 7062, Kampala, Uganda.

Tel. No. 0772 472 324E-mail:[email protected]/[email protected]

October, 2008

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mailto:[email protected]/[email protected]:[email protected]/[email protected]:[email protected]/[email protected]


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ACKNOWLEDGEMENTS

I would like to register my most sincere indebtedness to all categories of people who, in spite oftheir heavy duty schedules and many other odds, willingly spared their well budgeted time to

engage me and my data collection team in a genuinely interactive and knowledge generating

process.

Indeed I was overwhelmed by the cooperation and understanding extended to us by the

District/Municipal officials, the JAC and other core BESP staff, the church leadership, the headteachers, teachers, pupils, implementing partners and the satellite school communities located

within the study area.

Mr. J. Adweka, the executive secretary of the JAC and his co-secretary, Mr. J. Ojulun as well asFather Okurut merit special mention here for availing me most of the requisite documents and

for expediting information gathering procedures through advance fixing of appointments with

the key informants.

I am also especially grateful to the entire staff in the BESP office for all the auxiliary support

they readily gave us including the provision of transport within the study area andaccommodation in a favourable environment.

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ABSTRACT

This report is an appraisal of the progress made in the 6 study districts and 1 municipal councilin the Teso sub-region to implement commitments to incremental access to quality primary

school education as articulated in the vision and mission statements of the Basic Education

Support Programme (BESP). It is informed by the documented district-specific experiences aswell as multi-stakeholder assessments and it draws on the background papers relating to the

BESP initiative to help generate baseline information; highlight the existent achievements,

prospects and challenges in the roll-out of the BESP process; establish linkages between theeducational gains made in the BESP schools and the programme reforms; map out the

unfinished BESP agenda and propose a more tailored roadmap for advocacy in the lead up to a

possible BESP III.

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LIST OF ACRONYMS

ADECs Archdeaconry Education CommitteeASEI Activity, Student, Experiment, Improvisation

BERP Basic Education Rehabilitation Programme

BESP Basic Education Support ProgrammeCCTs Centre Coordinating Tutors

CEREDO Catholic Education Research and Development

OrganizationCL Collaborative Learning

COU Church of Uganda

DEOs District Education Officers

EMIS Education Information Management SystemHIV/AIDS Human Immunity Virus/Acquired Immunity

Deficiency Syndrome

JAC Joint Advisory Committee

JICA Japan International Cooperation AgencyLCs Local Councils

M&E Monitoring and EvaluationMoES Ministry of Education and Sports

MoWLE Ministry of Water, Lands and Environment

MS Media SupplementOVC Orphans and Vulnerable Children

PCR Pupil Classroom Ratio

PECs Parish Education Committees

PLE Primary Leaving ExaminationsP/S Primary School

PSDI Plan, Do, See and Improvise

PTAs Parents Teachers AssociationsPTC Primary TeachersColleges

PTR Primary Teachers Colleges

ROM Results Oriented ManagementSMASSE Strengthening of Mathematics and Science in

Secondary Education

UNEB Uganda National Examinations Board

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EXECUTIVE SUMMARY

1.1 Background

The BESP II is the culmination of a process that evolved from the operationalization of the BasicEducation Rehabilitation Programme (BERP: 1997 - 2002) in the then 3 districts of the Teso

sub-region - Soroti, Kumi and Katakwi. It is the BERP which, in turn, begot Basic Education

Support Programme I (BESP I: 2003 - 2005). This marked the beginning of a shift away from a

focus on a rehabilitation concern to educational improvement mandate.

1.2 Objectives of the evaluation

(i) Review the progress made in basic education service delivery under the BESP II;

(ii) Assess the relationship between the BESP and other actors in education;

(iii) Gauge the relationship between the two partner churches which are jointly managingthe BESP;

(iv) Critique the logic for the joint management of the BESP and present a case for the

extension of a similar arrangement to the other sister church programmes; and(v) Recommend the way forward for BESP as well as other church programmes.

1.3 Methodology

The evaluation relied on a triangulated data collection strategy involving documentary analysis,

key informant interviews, focus group discussions and non-participant observation that were

employed in a mutually supportive manner.

1.4 Findings of the BESP evaluation

1.4.1 Implementation of the planned BESP activities

The 2006-2008 BESP interventions can be broken down into the following performancecategories:

Over performance (i.e. above 100%) 2006

a) Training of trainers 113%

b) Training of ADECs, PECs and the clergy 560%

c) Mobilization of school community 1418%

d) Holding scheduled inter-church meetings 119%e) Staff attendance of the scheduled national/regional meetings 200%

High performance (51 100%) - 2006

a) Development of materials for CL 70%

b) Facilitation of school inspectors, ADECs, PECs 100%

c) Holding school inspection review meetings 67%d) Collection and analysis of educational data 100%

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e) Development of lobby/publicity materials 100%

f) M&E in model schools 100%

g) Timely payment of staff salaries 100%h) Purchase and maintenance of equipment/office stationery 100%

i) Payment for utilities, bank charges and audit fees 100%

Underperformance (0 50%) - 2006

a) Taining of teachers 37%

b) Holding radio talk shows 42%c) Training of key staff on advocacy skills 20%

d) Training of community leaders on advocacy 44%

It is noteworthy that, there were no worst case scenarios of non-performance throughout 2006.

Save for the disturbance caused by the 2007 floods, a similar pattern in the roll out of the BESP

implementation process was observable in the 2007 Financial Year and the first two quarters of

2008.

1.4.2 Contribution of the BESP to the improvement of access and quality as well as

efficiency of basic education

a) Access/equity indicators

(i) Total primary school enrollment in the whole sub-region rose from 352,970 (.boys and

.girls) in 2006 to 417,031 (.boys and .girls) in 2007, which translates into an

enrollment growth rate of 10.8% and an improvement in the gender parity index

fromin 2006 to in 2007.(ii) The number of schooling orphans in Teso has also risen from 19,252 (9,751 boys and

9,501 girls) in 2006 to 57,706 (29,506 boys against 28,140 girls) in 2007,

representing an increment of 300%.

b) Quality indicators

(i) Restoration of the degenerate professional status of the primary school teacher throughin-service training, with the head teachers giving the BESP sponsored in-service

training programmes a performance rating of 81.3%

(ii) Teachers are increasingly embracing the more interactive collaborative learning (CL)

instructional approach which enjoys 100% popularity with the pupils.(iii) The number of pupils scoring Division 1 in PLE slightly rose from 414 (298 boys and

116 girls) out of 19,329 candidates in 2006 to 449 (313 boys and 136 girls) out of

55,622 candidates in 2007. In proportionate terms however, there was an overalldecline in Division 1 passes from 2.1% in 2006 to a paltry 0.8% in 2007. And in both

cases, boys continue to dominate in the good grades.

(iv) The PTR rose from 49.0 in 2006 to 66.2 in 2007, with the latter exceeding thenational PTR of 1:55 by 11.2 percentage points.

(v) Similarly, the PCR rose from 70 in 2006 to 82.9 in 2007.

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c) Efficiency indicators

(i) The number of primary school children repeating a grade in Teso dropped from 111,768(45,497 males and 66,271 females) in 2006 to 95,671 (48,770 males and 46,901

females) in 2007 a 16.8% reduction.

In addition, there have been significant reductions in teacher absenteeism, improved school

attendance and upgraded school management capacity.

1.4.3 The contribution of the BESP to the enhancement of managerial/technical capacities

(i) Improvements in the church institutional structures as the BESP necessitated the adoption

of a merger/unitary management structure that has improved operational efficiency atall levels through its contribution to:

An enriched skills-mix;

Improved scope for greater division of labour and specialization;

Improved quality of decisions arrived at; The elimination of wasteful competition and duplication of service; and

Greater economies of scale

(ii) Stimulation of the urgency for training programmes and other capacity building back

ups, especially because the BESP had effectively brought on board a wider variety of

non-state actors (ADECs, PECs, the clergy, e.t.c.) to participate in schoolmanagement activities.

(iii) Reduced reliance of the programme on external technical assistance. There is now

adequate local expertise to undertake research, M&E, plan and draw up work plans.(iv) Firm placement of the school communities in the drivers seat and there is raised

grassroots consciousness about school corruption and sharpened financial probity.

Consequently, most school expenditures represent value for money. There isincreased prioritization and responsiveness to school community-led programmes and

recognition of the need for greater flexibility to cater for differentiated school

community concerns.

However, from a purely M&E perspective, the school communities are too pre-occupied with

only tracking school expenditures and monitoring staff behaviour and responsibilities rather than

ascertaining the planned educational outcomes (i.e the downstream effects of the BESP).

1.4.4 The role of the BESP in the promotion of inter-church cooperation and partnership

with the other actors

The BESP joint reviews have broadened the scope for:

(i) Ensuring commonality of interest between the BESP and implementing partners becausesuch reviews provide a clear framework for their cooperation;

(ii) Regular consultation among the partners;

(iii) Transparency and accountability. This is being achieved through quarterly progress

reporting, regular audits and joint decision-making;(iv)Expedited implementation of jointly planned activities e.g M&E;

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(v) Strengthened process of dialogue, coordination and support for basic education;

(vi)Putting the school communities in the drivers seat; and reduction of transactional

costs(vii) Increased rapport between the Catholic and Protestant churches of Teso.

1.5 Constraints and challenges

(i) The BESP still has limited service reach;

(ii) It has remained confined to the primary sub-sector and is largely invisible at postprimary level;

(iii) The BESP logic and philosophy is sometimes at odds with contradictory policy

pronouncements made by some government officials;(iv) The programme is getting overwhelmed with its self-created enrollment bulge;

(v) There is an acute shortage of instructional materials suitable for delivering the new

thematic curriculum;

(vi) The BESP agenda is silent about the special learning needs of children with

disabilities;(vii) There is a persistent problem of school drop outs, high repetition rates and poor

performance in the UNEB examinations particularly among the girls;(viii) Teso sub-region is prone to the destabilizing effects of the wars, cattle rustling and

natural hazards (e.g. 2007 floods);

(ix) It is difficult to rectify the trauma and psycho-social damage visited on the localpopulation within a relatively short time frame. Consequently, there are still pockets

of community indifference to the BESP and generalized apathy;

(x) BESPs resource envelope is relatively limited leading to underperformance or non-

performance of some planned programme activities;(xi) It is being accused of placing disproportionate emphasis on in-service Primary

Teacher Training at the expense of the pre-service training programme;(xii) Its continued dependence on outside financial assistance undermines independentdecision-making and the future sustainability of the BESP;

(xiii) The presence of overage pupils in some primary schools, especially in Kobuin sub-

county complicates the enforcement of school discipline, elimination of bullying, thefight against HIV/AIDS, e.t.c;

(xiv) The two sister churches are hesitant about extending the cost-efficient BESP

experiment to cover their other projects/programmes and instead continue to operateless cost-efficient parallel management structures;

(xv) The BESP is said to suffer from too much localization and context-specificity and

this compromises the prospects for its roll out and replication in the other areas of the

country; and(xvi) Under-representation of the female teachers in the total primary school teaching

workforce in the Teso sub-region denies the girl child the benefits arising from the

role model image which they would provide.

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

The recommendations for the design of BESP III are derivatives of the constraints andchallenges highlighted above. Accordingly, they mainly relate to the educational access and

quality concerns, the education of the girl child, capacity enhancement and the streamlining of

managerial structures.

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TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION..............................................................................................1

1.0 Historical context-------------------------------------------------------------------------------------1

1.1 Evolution of the BESP process----------------------------------------------------------------------1

1.2 Broad objectives of the BESP II---------------------------------------------------------------------11.3 Specific objectives of the BESP II------------------------------------------------------------------1

1.4 Implementation strategy------------------------------------------------------------------------------2

1.5 Objectives of the evaluation--------------------------------------------------------------------------21.6 Methodology-------------------------------------------------------------------------------------------2

1.7 Rationale for the BESP II evaluation---------------------------------------------------------------3

CHAPTER TWO: THE SUB-REGIONAL CONTEXT.................................................................42.0 Introduction---------------------------------------------------------------------------------------------4

2.1 Location-------------------------------------------------------------------------------------------------4

2.2 Vegetation----------------------------------------------------------------------------------------------4

2.3 Climate--------------------------------------------------------------------------------------------------4

2.4 Soils-----------------------------------------------------------------------------------------------------42.5 The socio-economic profile--------------------------------------------------------------------------4

CHAPTER THREE: IMPLEMENTATION OF THE BESP ACTIVITIES (2006-2008)..............53.0 Introduction---------------------------------------------------------------------------------------------5

3.1 The roll-out and outputs of the BESP II in 2006--------------------------------------------------5

3.2 Implementation and outputs of BESP II in 2007--------------------------------------------------6CHAPTER FOUR: EFFECTIVENESS AND EFFICIENCY OF THE BESP.............................12

4.0 Introduction-------------------------------------------------------------------------------------------12

4.1 Improvement in access/equity indicators---------------------------------------------------------124.2 Improvement in quality indicators-----------------------------------------------------------------14

4.2.1 Quality of teaching........................................................................................................14

4.2.2 Pupils performance results...........................................................................................154.2.3 Pupil Teacher Ratios.....................................................................................................184.2.4 Pupil Classroom Ratios (PCRs)....................................................................................19

4.3 Improvement in relevance and effectiveness-----------------------------------------------------20

4.4 Improvement in efficiency indicators-------------------------------------------------------------20CHAPTER FIVE: AN APPRAISAL OF BESPs INSTITUTIONAL ARRANGEMENTS,

CAPACITY BUILDING AND PARTNERSHIPS.......................................................................24

5.0 Introduction-------------------------------------------------------------------------------------------245.1 Establishment of the BESP management structures---------------------------------------------24

5.1.1 A Joint Top Executive..................................................................................................24

5.1.2 The Joint Advisory Committee (JAC)..........................................................................24

5.1.3 The Joint Programme Secretariat..................................................................................255.2 Evaluation of BESPs management structures---------------------------------------------------26

5.2.1 Strengths.......................................................................................................................26

5.2.2 Limitations....................................................................................................................275.3 Contribution of the BESP to Efficiency/Institutional and Human Capacity Building------27

5.3.1 Stimulation of training programmes and other human capacity back-ups...................28

5.3.2 Reduced reliance on external technical assistance .......................................................28

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5.3.3 The contribution of the BESP to increased partnership and cooperation between the

stakeholders............................................................................................................................29

5.4 Analysis of BESPs Good Practice----------------------------------------------------------------29CHAPTER SIX: LESSONS LEARNT, CHALLENGES AND RECOMMENDATIONS..........30

6.0 Introduction-------------------------------------------------------------------------------------------30

6.1 Lessons Learnt----------------------------------------------------------------------------------------306.2 Conclusions-------------------------------------------------------------------------------------------30

6.3 Challenges---------------------------------------------------------------------------------------------31

6.4 Opportunities-----------------------------------------------------------------------------------------326.5 The Recommendations for the BESP III (2009 - 2011)-----------------------------------------33

6.5.1 Relating to access/equity...............................................................................................33

6.5.2 To address education quality issues..............................................................................33

6.5.3 Concerning efficiency and managerial capacity...........................................................346.5.4 Pertaining to the education of the girl child..................................................................34

REFERENCES..............................................................................................................................35

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LIST OF TABLES

Table 1: Over performance (i.e. above 100%).................................................................................5Table 2: High performance (51 100%).........................................................................................5

Table 3: Underperformance (0 50%)............................................................................................6

Table 4: Over Performance (over 100%) - 2007.............................................................................6Table 5: High Performance (51-100%) - 2007................................................................................7

Table 6: Underperformance (0-50%) - 2007...................................................................................7

Table 7: Non-performance (0%) - 2007...........................................................................................8Table 8: Over Performance (over 100%) - 2008.............................................................................9

Table 9: High Performance (51 100%) - 2008..............................................................................9

Table 10: Underperformance (0 50%) - 2008.............................................................................10

Table 11: Non-performance (0%) - 2008.......................................................................................11Table 12: Percentage number of pupils with adequate sitting and writing space in Teso sub-

region 2006-2007...........................................................................................................................13

Table 13: Number of orphans in Teso sub-region by gender 2006-2007......................................13

Table 14: Table..: Head teachers assessment of the BESP interventions.....................................14Table 15: Table: Pupils assessment of the classroom performance of their class teachers......15

Table 16: Table..: PLE results by district and gender in Teso sub-region, 2006...........................16Table 17: Table: PLE results by district and gender in the Teso sub-region, 2007...................16

Table 18: Table: Summary of PLE results by gender in Teso region, 2006-2007....................17

Table 19: Pupil Teacher Ratios (PTRs) in Teso sub-region, 2006-2007.......................................18Table 20: Pupil Classroom Ratios in the Teso sub-region, 2006-2007.........................................19

Table 21: Number of primary school repeaters by class in Teso sub-region, 2006.......................20

Table 22: Number of primary school repeaters by class in Teso sub-region, 2007.......................21

Table 23: Consolidated summary of the number of primary school repeaters in Teso sub-region,2006-2007......................................................................................................................................21

LIST OF FIGURES

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

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Figure 2: UNEB figures for Teso region 2006-2007.....................................................................17

Figure 3: PTR in Teso region 2006-2007......................................................................................18

Figure 4: PCR in Teso region 200-2007........................................................................................19Figure 5: Number of repeaters in Teso region 2006-2007.............................................................22

Figure 6: Repeaters in Teso region by class 2006.........................................................................22

Figure 7: Repeaters in Teso region by class 2007.........................................................................22Figure 8: BESP Implementation and Management structure........................................................25

Figure 9: Criteria for evaluating the contribution of the BESP to Institutional Capacity Building

........................................................................................................................................................27

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LIST OF ANNEXES

Annex 1: Terms of Reference (ToT)

Annex 2: The Interviewees

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CHAPTER ONE: INTRODUCTION

1.0 Historical context

The impact of two decades of devastating civil strife and war in northern and north eastern

Uganda (Teso sub-region inclusive) was evident in the near total breakdown of the physicalinfrastructure and social services in the conflict areas. With regard to education provision, there

was massive vandalization of school infrastructure and equipment, depletion of vital human

resources, traumatization of school children and the inevitable downturn in all the key indicatorsof access, equity, quality and efficiency (BESP Secretariat : 2008. 4).

The enormity and complexity of the challenges of resuscitating education service delivery insuch a post-conflict setting called for a different type of response, which the Ministry of

Education and Sports (MoES) alone was incapable of providing. It is within that context that

other non-government actors including NGOs, civil society organizations, faith-basedorganizations and international agencies decided to help mitigate the existent educational

problems (MoES : 2008. 27).

The Basic Education Support Programme (BESP) is one such intervention with coverage of theTeso sub-region. It is a collaborative initiative by the Catholic Church and Church of Uganda

Soroti Dioceses.

1.1 Evolution of the BESP process

The BESP II (2006 - 2008) is the culmination of a process that evolved from theoperationalization of the Basic Education Rehabilitation Programme (BERP: 1997 - 2002) in the

then 3 districts of the Teso sub-region - Soroti, Kumi and Katakwi. It is the BERP which, in turn,

begot Basic Education Support Programme I (BESP I: 2003 - 2005). This marked the beginningof a shift away from a focus on a rehabilitation concern to educational improvement mandate.

1.2 Broad objectives of the BESP II

The BESP II has the twin purpose of:

(i) Scaling up equitable access to quality as well as cost-efficient basic education in the

target sub counties.(ii) Enhancing the capacity of the Joint Advisory Committee-JAC- (BESPs highest

management organ), implementing partners and other education stakeholders to

effectively manage educational interventions in the Teso sub-region (BESP : 2007. 2).

1.3 Specific objectives of the BESP II

More pointedly, the BESP II agenda seeks to enhance the quality and cost-effectiveness of

educational investments in the sub-region by achieving greater:

(i) School community ownership;

(ii) Poverty reduction focus;

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(iii) Alignment of the BESP interventions with the national educational/development

policy frameworks;

(iv) Shift away from donor generated stand alone educational project modality toparticipatory programming, networking and pooling of resources;

(v) Gender parity in education and sensitivity to the educational needs and concerns of

the vulnerable children;(vi) Mutual accountability for the educational outcomes; and

(vii) Higher job performance ratings for the head teachers, teachers, the core BESP

staff, implementing partners and the church leadership through training and othercapacity building back-ups.

1.4 Implementation strategy

The operational approach for the accomplishment of the stipulated objectives involves:

(i) Promotion of strategic partnerships, advocacy and networking;

(ii) Capacity building initiatives particularly for the members of the School Management

Committees (SMCs), selected district staff, the JAC, and other implementing partnersas well as stakeholders;

(iii) In-service training for teachers;(iv) Performing an oversight role - supervising, inspecting and monitoring school

activities;

(v) Strengthening core-decision making and planning through establishment of moredependable school data banks and an integrated Education Management Information

System (EMIS);

(vi) The pooling of resources and expertise through multi-actor participation; and

(vii) The localization or geographical concentration of effort for maximum effect.

1.5 Objectives of the evaluation

(i) Review the progress made in basic education service delivery under the BESP II;

(ii) Assess the relationship between the BESP and other similar educational initiatives in

the area;(iii) Gauge the relationship between the two partner churches which are jointly managing

the BESP;

(iv) Critique the logic for the joint management of the BESP and present a case for theextension of a similar arrangement to the other sister church programmes; and

(v) Recommend the way forward for BESP as well as other church programmes.

1.6 Methodology

Actual data collection was largely pursued along two triangulated fronts, namely:

(i) An extensive and intensive literature search and review process; and(ii) Direct field-based sourcing of primary data using semi-structured questionnaires for head

teachers, teachers and P7/P6 pupils; an unstructured discussion guide for the client

communities; semi-structured interview schedules for the JAC, SMCs, churchleaders, district staff and representatives of the other sister agencies. Additional

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information was tapped through informal discussions with stakeholders and non-

participant observation.

1.7 Rationale for the BESP II evaluation

While the BESP II has almost run its full course, its performance has hitherto not beenindependently audited to:

(i) Have an inventory of its impact on the teaching/learning activities thus far;

(ii) Ascertain the prospects for rolling it out to all areas within the sub-region and beyond;(iii) Generate baseline data for projecting future requirements; and

(iv)Feed into a possible BESP III (2009 - 2011) by suggesting its priority areas as well as

better ways of harmonizing and boosting the efficiency of the church structures andprogramme activities.

The findings of this evaluation are therefore meant to close such knowledge deficits and provide

a platform for the formulation and adoption of BESP III as a more tailor-made response.

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CHAPTER TWO: THE SUB-REGIONAL CONTEXT

2.0 Introduction

This section examines the underlying contextual factors that inform effective programming and

which have a direct bearing on the design, implementation, achievements and shortcomings ofthe BESP in Teso.

2.1 Location

The traditional geographic or ecological Teso sub-region covers the districts of Amuria,

Katakwi, Soroti, Kumi, Bukedea and Kaberamaido located in North Eastern Uganda. However,since it also suffered under the 20 year period of insurgency (1986 - 2006), it is simultaneously

considered to be part of the political definition of Northern Uganda.

2.2 Vegetation

This is mainly of the savannah grassland variety with dotted trees and shrubs and swampyenclaves.

2.3 Climate

The sub-region is characterized by a bimodal type of rainfall with peak periods falling in the

months of May-June and September-October with an annual average of 1,300 mm (MoWLE :

2007). However, the sub-region is prone to pronounced erratic weather conditions withsometimes excessive rainfall leading to water clogging or lack of rainfall resulting in aridity.

2.4 Soils

The soils throughout the sub-region are predominantly ferralitic sandy loams which can support

agricultural production of fast maturing cereals, leguminous and tuber crops. However, the soilsgradually change to a patchy sandy category and clay loams as you move towards swamps.

2.5 The socio-economic profile

The main economic activities include peasant agriculture, livestock farming and some fishing.

However, two decades of armed conflict and cattle rustling disturbed the economy of the area

leading to a complex situation of human deprivation in the Teso sub-region. Peoples livingconditions are pathetic especially in the insecurity-prone districts of Amuria and Katakwi

(Uganda Humanitarian Situation Report: 1 30 th June, 2008).

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CHAPTER THREE: IMPLEMENTATION OF THE BESP

ACTIVITIES (2006-2008)

3.0 Introduction

This section presents an appraisal of the progress made in the implementation of the BESP II

activities during the two and half year period (2006-2008) against the backdrop of the planned

performance targets.

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

A summary of the progress made in the execution of the 2006 BESP II activities reveals at leastfour identifiable performance ratings, namely: the over performance, high performance, under

performance and non performance categories. This is as depicted in the log frames below:

Table 1: Over performance (i.e. above 100%)SN Programme Activity Planned Output Actual Output Estimated

Performance Rating

(%)

1 ToT workshop 60 Inspectors, CCTs 68 Inspectors, CCTs 113

2 Training of ADECs, PECs

and clergy on supervision

40 APECs, PECs and

clergy

264 APECs, ADECs and

clergy

560

3 Mobilization of school

community leaders

60 school community

leaders

851 school community

leaders

1418

4 Holding JAC and inter-

church meetings

4 JAC meetings and 12

inter church meetings

8 JAC meetings and 11

inter church meetings

119

5 Staff to attend 3 national

meetings

2 people to attend 3

national meetings

4 people attended 3

national and 3 regional

meetings

200

Table 2: High performance (51 100%)

SN Programme Activity Planned Output Actual Output Performance

Rating (%)

1 Development of materials for CL 1000 copies 700 copies 70

2 Facilitation of Inspectors,

ADECs, PECs

100 persons 100 persons 100

3 School supervision review

meetings

3 review meetings 2 review

meetings

67

4 Collection and analysis of

educational data

60 schools 60 schools 100

5 Development of brochures,calendars, media supplement

2000 brochures, 500 calendars,1MS

Fullyaccomplished

100

6 Termly planning, M&E in modelschools

60 model schools Fullyaccomplished

100

7 Timely payment of salaries forBESP staff

10 BESP staff Fullyaccomplished

100

8 Purchase and maintenance ofequipment

1 vehicle, 2 motorcycles, 2computers, 2 projectors and 2

digital cameras

Fullyaccomplished

100

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SN Programme Activity Planned Output Actual Output Performance

Rating (%)

9 Purchase of office stationery An assortment Fully

accomplished

100

10 Payment for utilities All available utilities Fullyaccomplished

100

11 Payment of bank charges andaudit fees All bank charges and audit fees Fullyaccomplished 100

Table 3: Underperformance (0 50%)

SN Programme Activity Planned Output Actual Output Performance Rating (%)

1 Training of teachers 2000 747 37

2 Holding radio talk shows 12 times 5 times 42

3 Training key staff on advocacy 10 persons 2 persons 20

4 Training community leaders on advocacy 600 leaders 264 leaders 44

While, on the whole, the BESP performance during 2006 was commendable, a weighted analysis

of the data entries above reveals that, the majority of the over performance and high performanceratings were on activities that indirectly contribute to pupils learning achievement.

Conversely, the training of teachers which directly impacts the outcomes of classroom processes

underperformed at 37%. And even among the high performance category of the BESP activities,

some similarly critical interventions including the development of instructional materials forinteractive learning fell short of the target output level (67% instead of 100%).

Such a resource allocation formula that appears to prioritize implementation of auxiliary asopposed to core support services undermines the cost-effectiveness of the BESP.

It is noteworthy that, there were no worst case scenarios of non-performance throughout 2006.

3.2 Implementation and outputs of BESP II in 2007

With regards to 2007, the graded performance of the BESP is as follows:

Table 4: Over Performance (over 100%) - 2007

SN Activities Planned Outputs Actual Output Performance

Rate

1 Attending National

meetings.

2 people to attend 3 national

meetings

3 national and 3 regional

meetings attended by 4

people

200%

2 Conduct skills trainingfor ADECs and PECs to

provide technical support

and support supervision

40 ADECs and PECs to betrained on technical support and

supervision of primary school

teachers.

11 parishes have beencovered, 40 ADECs and

99 PECs have been trained

on provision of technical

support and supervision in

primary schools

More than300%

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Table 5:High Performance (51-100%) - 2007

SN Activities Planned Outputs Actual Output Performance Rate

1 Conducting ToT

workshop for school

inspectors and CCTs

on curriculum

interpretation and CLlearning approach

ToT workshop to be conducted

for 60 school inspectors and

CCTs on curriculum

interpretation and CL learning

approach.

20 school inspectors and

40 CCTs trained on

curriculum

interpretation, CL

learning approaches

66%

2 Purchase of bicycles

to support school

supervision

monitoring

40 bicycles to be purchased for

PECs and ADECs to support

monitoring and supervision

40 bicycles were

purchased and

distributed to 40 selected

parishes and

archdeaconries

100%

3 Conducting joint

termly reviews ofschool inspection

and supervision

3 Joint termly reviews of school

inspection and supervision to beheld

3 Joint termly reviews of

school inspection andsupervision held

100%

4 Mobilizing the

school communitiesto actively

participate in

governance issues

300 local school community

leaders (SMCs, PTAs and LCs)from 6 sub-counties were to be

trained on development and

implementing school plans,

budget and expenditure

tracking, monitoring and

evaluation of school activies,

research, lobby and advocacy

and policy dialogue

256 local school

community leaders (51female and 205 male)

were trained.

85%

5 Payment of staff

salaries

Payment of salaries for14 BESP

staff

Salaries for 14 BESP

Staff were regularly and

promptly paid

100%

6 Purchase of Office

stationery and

equipment

Office stationery/equipment

were to be purchased and

regularly maintained

Assorted stationery was

purchased and 3

vehicles, 2 motorcycles,2 LCD projectors, 2

digital cameras,2 photo-

copiers, computers and

other accessories were


100%

7 Office Maintenance 2 offices regularly maintained Both offices were


100%

8 Installation of

computers for DEOs

2 computers 2 computers were

purchased and

distributed to Amuria

and Bukedea

100%

Table 6: Underperformance (0-50%) - 2007SN Activities Planned Outputs Actual Output Performance Rate

1 Organize JAC meeting for

reviewing and up dating of

BESP activities and Programmesadvocacy and policy

3 JAC meeting to

up date operational

policies.

A JAC staff training

workshop on

OrganizationDevelopment and

Corporate Imaging.

44%

2 Training 600 local school

community leaders on research,

600 local school

community leaders

264 school community

leaders trained on

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SN Activities Planned Outputs Actual Output Performance Rate

lobby, advocacy and Monitoring

and Evaluation

trained on research,

lobby, advocacy

and Monitoring

and Evaluation

research, lobby,

advocacy and

Monitoring and

Evaluation

3 Holding 36 radio talk shows to

sensitize 60 primary schools toactively participate in

educational governance issues

12 radio talk shows

held targeting 60community schools

5 radio talk shows were

conducted on Voice ofTeso FM radio station

targeting 60 schools

communities mobilized.

33%

4 Develop training content and

materials

4000 teachers

trained on

curriculum

interpretation and

CL approach

474 teachers in 34

selected schools in

Kumi, Kaberemaido

Bukedea and Soroti

Districts were trained onCL

12%

5 Training of 10 key staff of BESP

on methods of conducting lobby,

10 staff trained on

methods of

conducting lobby,advocacy and

policy dialogue

Two staff are currently

persuing master degrees

in the areas ofManagement and

Development Studies

20%

6 Payment of Financial services Prompt payment of

bank charges and

audit fees was to

be done

Bank charges were

regularly met but

audit exercise is yet to

be carried out

50%

7 Facilitating inspectors, CCTs,

ADECs and PECs to carry out

termly school inspection and

supervision

20 inspectors, 40

CCTs, 40 ADECs

and PECs to be

provided with fuel,

SDA and

stationery to carry

out school

inspection

BESP facilitated 35

inspectors, CCTs, and

BESP staff with fuel,

Safari-day allowances

and stationery

Underperformed

Table 7:Non-performance (0%) - 2007


Rate

1 Organize a workshop to developa holistic M and E plan for JAC-

BESP to monitor and evaluate

their activities

Workshop conducted in2006

2 Conduct review meeting forstrategic plan

A meeting toreview the

strategic plan was

to be held

The review meeting forthe strategic plan was

not conducted

0%

Compared to the 2006 outturns, the BESP performance in 2007 was a little wanting as a goodnumber of the intended interventions were underperformed or not implemented altogether. The

reasons advanced to explain this shortfall ranged from ambitious planning and failure by some

parties to fulfill their financial commitments to the devastating aftermath of the 2007 floods.

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As for the 2008 Financial Year, a partial evaluation of the BESP implementation process relating

to the first two quarters is as follows:

Table 8: Over Performance (over 100%) - 2008


Rate1 Facilityating PECs &

ADECs to carry out school

monitoring

30 PECs & ADECs to be

facilitated

40 PECs & ADECs were

facilitated to carry out

school monitoring

133%

2 Holding radio talk shows 15 radio talk shows to be

held

17 radio talk shows held.

2 radio spot messages run

on two radio stations for 3

months.

113% achieved

3 Supporting school

community leaders to

monitor government

expenditure in schools

Leaders from 12 school

communities to be

supported

30 community leaders

from 30 schools did the

monitoring

250%

Table 9:High Performance (51 100%) - 2008


Rate

1 Support to school

community initiated projects

6 school community

initiated projects to be

supported

6 school community

initiated projects

supported (Madera P/S

Classroom renovation,

kumi Boys Classroom

completion, Serere P/S-

Teacher & Amuria

Primary schools

100%

2 Training of teachers on CL

(module 2)

2000 teachers to be trained

in CL (module 2)

1,237 teachers trained on

CL

61%

achievement.

3 Conduct joint termly review

meetings (inspection

reports)

2 joint meetings to review

termly inspection reports to

be held


termly inspection reports

were held

100% achieved

4 To facilitate PECs &

ADECs to carry out school

supervision

40 PECs & ADECs to be

facilitated

40 PECs & ADECs were


school monitoring

100% achieved

5 Conducting JAC meetings One JAC meeting to be

held

One finance committee

meeting of the JAC washeld; 2 inter-church

committee meetings wereheld

100% achieved

6 Staff salaries 12 staff to be paid salariesregularly

All staff promptly paidtheir salaries

100% achieved

7 Maintenance of equipment 2 vehicles, 4 M/cycles, 4computers and pcopiers to

be maintained

Equipment from bothoffices were fairly

maintained

100%

8 Purchase of office stationery Assorted stationery to be

purchased

Stationery was purchased

for both offices but notadequate

100%

9 Payment for utilities Payments to be made for allutilities

All utility (telephone,water & internet) expenses

were promptly paid for

100%

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Rate

10 Payment for financial

services

Payment for all financial

services to be made

Financial services

expenses were promptly

paid for

100%

11 Office maintenance The 2 offices to be

(CEREDO &COU) wellmaintained

Both offices were fairly

well maintained.CEREDO office expanded

and needed more funds

100%

12 Conducting national

meetings

4 National meetings to be

conducted

3 National meetings were

held

75%

14 Carrying out planning,

monitoring and evaluation

Effective M & E to be

carried out monthly in the

beneficiary schools

14 M & E visits were done

in the 60 schools by

supervisors and

programme officers

100%

15 Support to school

community initiated projects

6 school community

initiated projects to be

supported

4 projects supported i.e.

- Madera Boy P/S

Classroom

completion

- Amuria P/S teachershouse constructionand supply of 20

beds

- Kumi BoysP/S

Classroom

completion

67%

16 Training of school

community leaders on

research lobby & advocacy.

300 community leaders

from 60 schools to be

trained on lobby &

advocacy

284 people from 20

schools trained i.e PECs,

ADECs, SMCs and PTAs

95%

17 Conducting joint termly

review meetings (inspection

reports)



were to be held



were held

100%

18 Training of teachers on CL

(module 2)

2000 teachers to be trained

in CL (module 2)

1,237 teachers trained on

CL

61%

Table 10: Underperformance (0 50%) - 2008


Rate

1 Facilitating inspectors,

CCTs, ADECs and

PECs to carry out

inspection

100 inspectors,CCTs,

ADECs and PECs to be


inspection.

34 inspectors, CCTs,

ADECs, PECs and

BESP staff were


inspection in the 60selected schools

34%

2 Collect and analyse datafrom DEOs offices

(EMIS)

Data to be collected andanalysed from all the

study districts

Finalization of data forAmuria &

Kaberamaido districts

was done

33%

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Table 11:Non-performance (0%) - 2008


Rate

1 Facilitate 600 teachers with

scholastic materials for

effective implementation of CL

600 teachers from 60

schools to be facilitated

Wasnt implemented 0%

2 Mobilization of schoolcommunities to participate in

school governance

Mobilise the schoolcommunities in 60 schools

to actively participate in

school governance

Activity not done.Shortage of funds 0%

3 Facilitating inspectors, CCTs,

ADECs

100 inspectors,CCTs,

ADECS and PECs to be

facilitated

Activity not done.

Shortage of funds

0%

4 Effecting educational exchange

visit for SMCs and PTAs

One educational exchange

visit for SMCs and PTAs to

be carried out

Activity not

implemented

0%

5 Schools inspectors, PECs &

ADECs report sharing and

dissemination

Inspection report to be

shared and disseminated

Activity not

implemented

0%

6 Support school community

leaders

12 school community

leaders to be supported

Activity not

implemented

0%

7 Supporting pupils leadership

clubs for effective participation

in school management

10 pupils leadership clubs

to be supported

Activity not

implemented

0%

8 End of term evaluation End of term evaluation to

be conducted

Activity not

implemented

0%

9 Annual maintenance of BESP

website for information

dissemination

JAC/BESP website to be

maintained

Activity not

implemented

0%

Once again a similar pattern of performance, prioritization and resource allocation is applicable

to the first half of 2008.

Most of the activities that appear in the non-performance category were those that, owing to

delays in the release of finances, were deferred to the fourth quarter of 2008. Theirimplementation is therefore ongoing.

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CHAPTER FOUR: EFFECTIVENESS AND EFFICIENCY OF

THE BESP

4.0 Introduction

The effectiveness, relevance and efficiency of the BESP in revamping access to and the quality

of basic education service delivery in the Teso sub-region was assessed using the criteria

outlined in Boxbelow.

There is evidence to suggest that, through its strategy of resource concentration, selective

resource targeting, strengthening of partnerships, elimination of wasteful duplication of

procedures and improvement of managerial capacities, the BESP has significantly contributedtowards:

4.1 Improvement in access/equity indicators

(i) Greater pupil participation in the schooling process as evidenced in higher enrolments,

substantial reduction in gender disparities and increased cohort survival rates. While the data

in Table..below is focused more on the issue of adequacy of sitting and writing space, it alsoindicates the district-specific trends for primary school enrollment in the Teso sub-region

over the 2006-2007 period.

12

Figure 1: The criteria for evaluating the contribution of the BESP to theimprovement in access/equity and quality/efficiency of primaryeducation in Teso

(i) Access/equity indicators

a) Changes in total enrollment

b) Changes in gender parity index

(ii) Quality/effectiveness indicators

a) Primary Leaving Examination (PLE) results

b) Pupil to Teacher Ratios

c) Pupil to Classroom Ratios

(iii) Efficiency indicators

a) Repetition rates

b) School attendance


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Table 12: Percentage number of pupils with adequate sitting and writing space in Teso sub-region2006-2007

SN District

2006 2007

Enrolment

Students with

adequate

space

% of studentswith adequate

space to total

enrol Enrolment

Studentswith

adequate

space

% of

students

with

adequatespace to

total

enrol

1 Amuria 52,522 22,901 43.6 59,904 33,490 55.9

2 Bukedea n/a n/a n/a 43,207 18,636 43.1

3 Kaberamaido 48,215 30,269 62.8 51,259 32,879 64.1

4 Katakwi 36,880 20,060 54.4 37,058 29,788 80.4

5 Kumi 87,824 65,775 74.9 93,447 55,766 59.7

6 Soroti 127,538 69,461 54.5 132,156 67,661 51.2

Total 352,979 208,466 59.1 417,031 238,220 57.1Source: EMIS, Ministry of Education and Sports

It is clear from the tabulations above that, there was a modest surge in enrollments in all the sixdistricts of Teso. Taking the sub-region as a whole, total primary school enrollment rose from

352,979 in 2006 to 417,031 in 2007 which translates into an annual growth rate of 10.8%. This

aggregative average however masks a lot of inter-district disparities. For example, the lowestpercentage increase was registered in Katakwi district where total enrollment crept up from

36,880 in 2006 to 37,058 pupils in 2007 representing an incremental rate of only 0.5%, while the

highest proportionate increment was in Amuria district where pupil participation rates climbed

from 52,522 in 2006 to 59,904 in 2007, which converts into a growth rate of approximately 14%.

(ii) The rise in school enrolments has also partially helped to resolve the problem of inequality of

educational opportunity. There is now near gender parity in primary education in Teso and moreand more vulnerable children (especially orphans) are now able to access education in response

to BESPs Orphans and Vulnerable Children (OVC) initiative as depicted in Table.. below.

Table 13: Number of orphans in Teso sub-region by gender 2006-2007

SN District

2006 2007

Male Female Total Male Female Total

1 Amuria 1,237 1,028 2,265 5,190 4,676 9,866

2 Bukedea n/a n/a n/a 2,772 2,687 5,459

3 Kaberamaido 1,015 968 1,983 3,506 3,303 6,809

4 Katakwi 896 889 1,785 3,341 2,959 6,300

5 Kumi 3,252 3,183 6,435 6,165 5,993 12,158

6 Soroti 3,351 3,433 6,784 8,592 8,522 17,114

Total 9,751 9,501 19,252 29,566 28,140 57,706

Source: EMIS, Ministry of Education and Sports

The percentage share of Tesos orphaned children in the national primary school age population

is fairly high, averaging about 5% in 2006 but reduced to 4.5% in 2007 (MoES: 2007). It is

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however gratifying that, the total number of orphans accessing primary education in the sub-

region, rose from 19,252 (9,751 boys and 9,501 girls) in 2006 to 57,706 (29,566 boys against

28,140 girls) in 2007, representing an increment of 300%. Soroti and Kumi districts posted thehighest number of schooling orphans at primary level (6,435 3,252 boys with 3,183 girls - and

6,784 - 3,351 with 3,433 - respectively in 2006; and 12,158 6,165 boys with 5,993 girls - and

17,114 8,592 boys with 8,522 girls - respectively in 2007).

However, in terms of the orphans enrolment growth rates, Amuria, Katakwi and Kaberamaido

districts surpass the pace of incremental growth in Soroti and Kumi districts. For example,although the total enrollment of orphaned primary school pupils in Soroti district grew from

6,784 in 2006 to 17,114 in 2007 (which translates into an annual growth rate of 267%), the

number of orphaned primary school children in Amuria district increased from 2,265 in 2006 to

9866 representing a percentage increment of 435.6%.

There is near parity in the gender distribution of the enrolled orphaned primary school age

population across the six districts of the sub region.

Implication for the BESP III: Although the Orphans and Vulnerable Children (OVC)

programme of the BESP is certainly yielding the desired impact, there is still a very big demand-supply gap which calls for a scaling up of the BESP process.

4.2 Improvement in quality indicators

4.2.1 Quality of teaching

BESP has contributed towards the restoration of the previously degenerate professional andsocio-economic status of the primary school teacher, largely through the provision of continuous

in-service training.

While giving their own assessments regarding the effectiveness of the various interventions of

the BESP in their schools, the majority of the 17 head teachers interviewed ranked its in-service

teacher training and school inspection and supervision programmes as being the most cost-effective, with each receiving a performance rating of 81.3% (see Table below).

Table 14: Table..: Head teachers assessment of the BESP interventions

Area of analysis

Effective Ineffective Not applicable Non-response

Freq. % Freq. % Freq. % Freq. %

In service teacher training 13 81.3 0 0 2 12.5 1 6.3

Training of schoolmanagement committee 10 62.5 3 18.8 2 12.5 1 6.3

HIV/AIDS support

activities 11 68.8 1 6.3 3 18.8 1 6.3

Construction of school

buildings 5 31.3 6 37.5 4 25 1 6.3

School feeding 3 18.8 6 37.5 6 37.5 1 6.3

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Area of analysis

Effective Ineffective Not applicable Non-response

Freq. % Freq. % Freq. % Freq. %

School inspection and

supervision 13 81.3 1 6.3 1 6.3 1 6.3

Encouragement of local

community participation inschool activities 11 68.8 2 12.5 2 12.5 1 6.3

Source: Returns from the field

Conversely, the visibility of the BESP process in the areas of school feeding and andinfrastructural development is relatively weak, with low performance ratings of 18.8% and

31.3%, respectively;

The employment of a more inclusive and collaborative learning has become quite popular withthe pupils. This was corroborated by the 36 pupils in the BESP schools who were asked to

characterize the instructional approaches commonly used by their class teachers. Their tallies

were heavily indicative of increased teacher professionalism and regular employment of pupil-centered methods as shown in Table.. below.

Table 15: Table: Pupils assessment of the classroom performance of their class teachers

Area of analysis TRUE FALSE

Non-

response

Freq. % Freq. % Freq. %

Explains points clearly 33 91.7 3 8.3 0 0

Summarizes main points 26 72.2 10 27.8 0 0

Introduces lesson at the beginning 32 88.9 8 8.3 1 2.8

Uses local examples 31 86.1 5 13.9 0 0

Encourages questions from pupils 36 100 0 0 0 0

Uses different methods of teaching 27 75 9 25 0 0

Encourages class discussions 28 77.8 8 22.2 0 0

Gives and marks homework 27 75 9 25 0 0

Source: Returns from the field

The 100% rating relating to the teachers encouragement of questions from the students is a vivid

proof that, the teachers in the BESP schools have shifted away from the use of the traditional

teacher-dominated classroom discourse to more interactive pupil engagement in a learningprocess;

4.2.2 Pupils performance results

Tables 16 and 17 as well as Figure 2 below are a depiction of the trends in the performance of

primary school pupils in PLE for 2006 and 2007.

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Table 16: Table..: PLE results by district and gender in Teso sub-region, 2006

District Division 1 Division 2 Division 3 Division 4 Division U Division

X

Grand Totals

M F M F M F M F M F M F M F

Amuria15 2 626 252 271 243 154 75 30 48 50 32 1,146 652

Kaberamaido37 5 799 349 242 199 109 85 33 23 67 41 1,287 702

Katakwi

24 4 461 289 281 222 150 100 71 71 56 49 1,043 735

Kumi90 41 2,050 1,412 872 1,012 498 492 232 355 154 187 3,896 3,499

Soroti

132 64 1,709 1,061 863 834 575 470 316 438 271 236 3,866 3,103

Bukedea n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Total

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


Table 17: Table: PLE results by district and gender in the Teso sub-region, 2007

District Division 1 Division 2 Division 3 Division 4 Division U Division X Grand totals

M F M F M F M F M F M F M F

Amuria

19 4 638 305 282 262 138 111 61 93 30 26 1,969 3,919

Kaberamaido

39 3 783 408 288 260 99 107 44 23 28 15 2,097 4,155

Katakwi

27 3 392 250 263 224 119 73 58 73 24 22 1,528 3,029

Kumi

90 56 1,235 875 558 651 246 293 161 268 86 94 4,613 9,136

Soroti

127 69 1,547 1,022 837 775 452 430 376 533 184 200 6,552 12,977

Bukedea

11 1 489 309 279 289 120 151 56 109 31 41 1,886 3,761

Total

313 13

6

5,084 3,169 2,507 2,461 1,17

4

1,16

5

756 1,099 383 398 18,645 36,977


Although the overall number of pupils passing in Division 1 in the whole sub-region rose from414 (298 males and 116 females, representing about 72% and 28% of the Division 1 cases

respectively) to 449 (313 boys and 136 girls) in 2007, the pass rates continue to be skewed

against the girls. The number of girls failing PLE rose from 935 in 2006 to1,099 in 2007.

However, the number of children who registered but did not sit for the examination reduced by agood margin from 598 in 2006 to 383 in 2007 for the boys, and from 545 in 2006 to 398 in

2007 for the girls.

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

Category 2006 2007

M F M F

Division 1 298116

313 136

Division 2 5,645 3,363 5084 3169

Division 3 2,5292,510

2507 2461

Division 4 1,4861,222

1174 1165

Division U 682935

756 1099

Division X 598545

383 398

Total11,238 8,691 10,21

7

8,428


Figure 2: UNEB figures for Teso region 2006-2007


In proportionate terms, the number of pupils scoring Division 1 in Primary Leaving

Examinations (PLE) in Teso declined from 414 (298 males as opposed to 116 females) out of a

total number of 19,329 (11,238 males and 8,691 females) in 2006 (i.e. 2.1%) to 449 (313 malesand 136 females) out of a total number of 55,622 (18,645 males against 36,977 females) in 2007

(i.e. 0.8%). In both cases, the performance rating was skewed against the girls. While therepresentation of girls among the PLE candidates rose from 8,691 in 2006 to 36,977 in 2007 (i.e.

it more than quadrupled), the number obtaining Division 1 and 2 de

clined sharply in percentage terms.

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Implications for the BESP III: The current trend in PLE results continues to present a very

strong case for a continued policy of positive discrimination in favour of the girl child.

4.2.3 Pupil Teacher Ratios

As reflected in Table. And Figure, the Pupil Teacher Ratios have tended to rise during theperiod under review.

Table 19: Pupil Teacher Ratios (PTRs) in Teso sub-region, 2006-2007

SN District

2006 2007

Total

Students

Total

Teachers PTR

Total

Students

Total

Teachers PTR

1 Amuria 52,522 930 56.5 59,904 878 68.2

2 Bukedea n/a n/a n/a 43,207 696 62.1

3 Kaberamaido 48,215 812 59.4 51,259 694 73.9

4 Katakwi 36,880 708 52.1 37,058 603 61.55 Kumi 87,824 2397 36.6 93,447 1465 63.8

6 Soroti 127,538 2356 54.1 132,156 1965 67.3

Total 352,979 7,203 49.0 417,031 6,301 66.2


Figure 3: PTR in Teso region 2006-2007

56.5

68.2

0.0

62.1 59.4

73.9

52.1

61.5

36.6

63.8

54.1

67.3

49.0

66.2

0.0

20.0

40.0

60.0

80.0

100.0

120.0

140.0

Figure*** showing the PTR in teso Region 2006-2007

2007 PTR 68.2 62.1 73.9 61.5 63.8 67.3 66.2

2006 PTR 56.5 0.0 59.4 52.1 36.6 54.1 49.0

Amuria Bukedea Kaberamai

do

Katakwi Kumi Soroti


A district specific disaggregation of the data reveals that, PTRs have been rising but in varying

degrees from district to district. For example, the biggest increase was in Kaberamaido (57.0 in

2006 to 75.9 in 2007 i.e. an increase of 18.9 points in absolute terms), followed by Amuria (from

54.1 in 2006 to 67.5 = 13.4 points differential), Soroti (from 55.1 in 2006 to 67.6 in 2007 = 12.5

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points gap), Kumi (from 53.6 in 2006 to 64.7 in 2007 = 11.1 points differential) and Katakwi

(from 51.6 in 2006 to 61.4 in 2007 = 9.8 points difference).

The rise in PTRs is partially attributable to the BESP-induced enrollment bulge.

Implication for the BESP III: The training of teachers directed towards enhancing theirpedagogical competence in the employment of a collaborative teaching/learning strategy as a

remedy in situations of high PTRs should be intensified in the worst hit areas especially

Kaberamaido, Soroti and Amuria.

4.2.4 Pupil Classroom Ratios (PCRs)

Similarly, and as shown in Tableand Figurebelow, PCRs in the sub-region have tended toincrease as the pace of classroom construction is slower than the rate of BESP-stimulated

enrolment growth.

Table 20: Pupil Classroom Ratios in the Teso sub-region, 2006-2007

SN District

2006 2007

Total

Students

Total

Classrooms PCR

Total

Students

Total

Classrooms PCR

1 Amuria 52,522 631 83.2 59,904 695 86.2

2 Bukedea n/a n/a n/a 43,207 510 84.7

3 Kaberamaido 48,215 655 73.6 51,259 694 73.9

4 Katakwi 36,880 489 75.4 37,058 476 77.9

5 Kumi 87,824 1,582 55.5 93,447 1,123 83.2

6 Soroti 127,538 1,665 76.6 132,156 1,534 86.2

Total 352,979 5,022 70 417,031 5,032 82.9Source: EMIS, Ministry of Education and Sports

Figure 4: PCR in Teso region 200-2007

83.2

86.2

0.0

84.7

73.6

73.9

75.4

77.9

55.5

83.2

76.6

86.2

70

82.9

0.0

20.0

40.0

60.0

80.0

100.0

120.0

140.0

160.0

180.0

Figure *****showing the PCR in teso region for the year 2006-2007

2007 PCR 86.2 84.7 73.9 77.9 83.2 86.2 82.9

2006 PCR 83.2 0.0 73.6 75.4 55.5 76.6 70

Amuria

BukedeaKabera

maidoKatakwi

Kumi Soroti


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The upward trend assumed by the PCRs is applicable in all the 6 districts of the Teso sub-region

with Bukedea and Soroti having the highest PCR values (86.5 for Soroti and 86.3 for Bukedea),

followed by Amuria (84.8), Kumi (84.6), Katakwi (78.0) and Kaberamaido (72.7). With theexception of Katakwi and Kaberamaido, the entire district specific PCRs lie above the sub-

regional average of 83.0

4.3 Improvement in relevance and effectiveness

With regards to the relevance of education to the learning/development needs of its beneficiaries,the BESP took this into account since it was developed after extensive and intensive consultation

with a wide spectrum of stakeholders.

Indeed, the Teso BESP provides a model example of good practice for multi-stakeholder

ownership and management of basic education, whereby the school community has been firmly

placed in the drivers seat. The school communities are directly consulted on matters relating

to their priority needs and perceptions about the quality of education service delivery.

The findings from such consultative efforts are factored into the work plans and are used to

inform resource allocation decision-making. As a result, there is now increased prioritization ofschool community focused programmes and a recognition of the need for greater flexibility to

cater for intra and inter-district differences.

Undoubtedly, the sensitization programmes for the school communities have helped to raise

grassroots consciousness about school corruption issues and enhanced their financial probity.

However, from the M&E perspective, the school community still suffers some limitation as theirinterest is exclusively focused on tracking expenditures and personnel responsibilities rather than

on the education outcomes and impacts that are being pursued.

4.4 Improvement in efficiency indicators

The existing internal efficiency measures for primary education provision in Teso, thoughimproving, are still disappointing. This is exemplified by the data about school repetition rates

shown in Tables..,,..and given a pictorial illustration in Figuresandbelow.

Table 21: Number of primary school repeaters by class in Teso sub-region, 2006

SN DistrictPrimary

1Primary

2Primary

3Primary

4Primary

5Primary

6Primary

7

1 Amuria 3,783 1,511 1,532 1,432 1,186 896 4172 Bukedea - - - - - - -

3 Kaberamaido 3,205 1,693 1,733 1,728 1,675 1,378 6144 Katakwi 2,088 1,128 1,202 1,214 1,038 685 362

5 Kumi 6,600 3,936 5,292 4,887 4,709 3,313 1,5526 Soroti 7,241 24,986 4,319 4,590 4,549 3,501 1,793

Total 22,91 33,25 14,07 13,85 13,15 9,773 4,738

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7 4 8 1 7

National Total ofrepeaters

293,719

190,183

175,817

156,101

141,825

124,572 52,533

% of repeaters in Tesoregion to Total ofrepeaters in the

country 7.8 17.5 8.0 8.9 9.3 7.8 9.0Source: EMIS, Ministry of Education and Sports

Table 22: Number of primary school repeaters by class in Teso sub-region, 2007

SN District

Primary

1

Primary

2

Primary

3

Primary

4

Primary

5

Primary

6

Primary

7

1 Amuria

3,842 2,019 2,009 1,958 1,440 1,114 332

2 Bukedea

2,363 1,457 1,974 1,452 1,291 1,178 430

3 Kaberamaido

3,316 1,841 2,283 1,879 1,625 1,377 320

4 Katakwi2,377 1,379 1,629 1,605 1,098 795 304

5 Kumi

5,126 2,796 3,369 3,404 3,243 2,566 852

6 Soroti

7,176 3,660 4,845 4,807 4,495 3,471 1,174

Total 24,200 13,152 16,109 15,105 13,192 10,501 3,412

National Total of

repeaters

294,614 170,091 182,698 160,374 141,024 122,126 43,916

% of repeaters in

Teso to Total of

repeaters in the

country 8.2 7.7 8.8 9.4 9.4 8.6 7.8Source: EMIS, Ministry of Education and Sports

Table 23: Consolidated summary of the number of primary school repeaters in Teso sub-region, 2006-2007

SN District

2006 2007


1 Amuria 5,524 5,233 10,757 6,420 6,294 12,714

2 Bukedea - - - 5,244 4,901 10,145

3 Kaberamaido 5,971 6,055 12,026 6,326 6,315 12,641

4 Katakwi 3,969 3,748 7,717 4,932 4,255 9,187

5 Kumi 15,143 15,146 30,289 10,949 10,407 21,3566 Soroti 14,890 36,089 50,979 14,899 14,729 29,628

Total 45,497 66,271 111,768 48,770 46,901 95,671


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

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

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

-

10,000

20,000

30,000

40,000

50,000

60,000

Figure***** showing the total number of repeaters in teso Region for the year 2006-

2007.

Total 14,890 36,089 50,979 14,899 14,729 29,628


2006 2007

Figure 6: Repeaters in Teso region by class 2006

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

Figure ***** showing the number of repeaters by class in teso region , 2006.

Total 22,917 33,254 14,078 13,851 13,157 9,773 4,738

Primar

Primar

Primar

Primar

Primar

Primar

Primar

Figure 7: Repeaters in Teso region by class 2007

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-

5,000

10,000

15,000

20,000

25,000

Figure ***** showing total number of repeaters in teso region by class , 2007

Total 24,200 13,152 16,109 15,105 13,192 10,501 3,412

Primar

Primar

Primar

Primar

Primar

Primar

Primar

The number of children repeating a class in the Teso sub-region varies by grade and gender. For

instance, while as depicted for P1 in Tablethe number rose averagely from 22,917 in 2006 to

24,200 in 2007, the number of P2 repeaters fell sharply from 33,254 in 2006 down to 13,152 in2007. However, with Tesos percentage share of the total national primary school repetitionsstanding at an average of nearly 9%, this trend remains unacceptable.

The positive side to it is that, overall, the number of primary school repeaters in the Teso sub-region declined from 111,768 (45,497 males and 66,271 females) in 2006 to 95,671 (48,770

males and 46,901 females) in 2007 (a reduction of repetition rate by 16.8%).

Implications for the BESP III: It would appear that, BESPs pro-girl child resource targeting

policy is paying off and it should therefore be sustained to avoid a relapse into the pre-BESP

scenario.

Other contributory factors of the BESP

In addition to the innovations already alluded to, the other BESP-led initiatives which havebrought about a reversal in the downward trend of the education access, equity, quality and

efficiency indicators are:

(i) The creation and facilitation of a standby stock of specially trained and inducted cadre ofteacher educators (Coordinating Center Tutors - CCTs), who are conversant with both

pre-service and in-service teacher training delivery modalities;

(ii) The upgrading of the managerial skills among primary school head teachers, members ofthe School Management Committees (SMCs), and some district level staff using a multi-

faceted strategy involving study tours, short face to face training, e.t.c.(iii) Increasing the responsiveness of the satellite school communities to educational

initiatives and endeavours within their localities;(iv) Improvement in the quality of primary school/ Primary Teacher College (PTC)

infrastructural facilities, equipment and accessories which have had a strong motivational

effect on the teaching learning process;

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(v) Equipping the JAC and its implementing partners with the skills for effective

performance of their planning, policy analysis, management, implementation,

information processing, M&E responsibilities;

CHAPTER FIVE: AN APPRAISAL OF BESPs INSTITUTIONALARRANGEMENTS, CAPACITY BUILDING AND

PARTNERSHIPS

5.0 Introduction

This chapter discusses the effectiveness of the management structures that define the nature of

the working relationship between the Church of Uganda and the Catholic ChurchSoroti

dioceses. It also examines the efficacy of the attendant capacity building efforts and partnerships.

5.1 Establishment of the BESP management structures

As a jointly managed programme, the BESP necessitated a shift away from a bi-modal church

management structure in which each of the two churches independently ran its educational

initiatives to a merger/unitary administrative set up with a twining approach to decision makingand control.

As a result, the full operationalization of the BESP process is a shared responsibility between thefollowing hybrid management organs:

5.1.1 A Joint Top Executive

This is comprised of the two Diocesan Bishops, who are the first authority over the BESP, key

signatories to all the programme documents/agreements and the originators of any new policy

thrusts. Their main role therefore is policy assurance and monitoring of the overall programmeimplementation.

5.1.2 The Joint Advisory Committee (JAC)

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This is composed of 8 members appointed by the two Bishops in accordance with the principle

of equal representation. The JAC is the engine room for the BESP implementation. Its specific

work assignments, among others, include:(i) Refining and synthesizing outputs and progress reports from the Joint Programme

Secretariat;

(ii) Monitoring and evaluating the programme implementation process and providing the TopExecutive with an early alert mechanism in cases where the planned output targets are

not met;

(iii) Reviewing progress reports and making recommendations to the Top executive;(iv)Providing a forum/an avenue for continuous feedback between Top Executive and the

donors as well as stakeholders; and

(v) Supervising the secretariat and providing institutional liaison.

5.1.3 The Joint Programme Secretariat

This is the programme implementation team made up of the education departments of the twochurches. Each of the education departments is headed by an education secretary. They are

responsible for the day to day planning, administration and operations of the programme.

A diagrammatic representation of the power and authority relationships and pattern of

communication flow is as shown in Figurebelow:

Figure 8: BESP Implementation and Management structure

This three-tier management structure is founded on the efficacy of a joint as opposed to a

fragmented approach to human development issues. Joint management structures and

25

4 1

23

The Secretariat (The Two

Education Departments)

Top Executive (The Two

Bishops)

The Joint AdvisoryCommittee (JAC)The Two Secretaries ofEducation


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partnerships are particularly viewed as essential in addressing issues such as education that

require a multi-dimensional, holistic response.

Core to this, is the conviction about a collaborative advantage, through which the collective

response of partners is greater than the sum of their individual contributions (Paton and Vangen,

2004: 2).

5.2 Evaluation of BESPs management structures

5.2.1 Strengths

Various evaluation studies have actually found out that, collaborative working contributes tooperational efficiency through:

(i) An enriched skills-mix;

(ii) Improved scope for greater division of labour and specialization;

(iii) Improved quality of the decisions arrived at;

(iv)Greater economies of scale; and(v) Increased fit between the services offered and what is required by the clientele

In overall, administrative mergers benefit from the sharing of expertise, ideas, resources good

practice and improved referrals (Wiggins, et al 2005: 23).

This was corroborated by the BESP staff who expressed their desirability for the joint venture

because:

(i) It accords them a higher level of job satisfaction;

(ii) They derive a sense of liberation from the traditional bureaucratic organizations;(iii) There is increased flexibility for staff and enhanced career development opportunities;

(iv)There are demonstrable improvements in staff retention, recruitment and workload;(v) It creates greater scope for cross-fertilization of ideas and experiences;(vi) It broadens opportunities for strengthened partnership, as well as a deeper and mutually

informed relationship between the two churches since all the actors in the BESP have

one point of reference.

It was all summed up by one BESP official who remarked thus:

We benefit from having the experience of working with people from other backgrounds we

pick other perspectives and others ways of doing things

And from the perspective of the donors, jointly managed interventions of the BESP type with a

strong anchorage to the local government structures have a strong appeal because they:(i) Minimize on the amount of capital commitments and risk;

(ii) Facilitate the incorporation of local knowledgeable talent into the jointly run

project/programme;(iii) Promote the cultivation of a healthy working relationship with the local authorities;

(iv)Allow for a broader access to local supplies of the needed goods and services; and

(v) Deter expropriations (Yerbury, 1997: 85).

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All these improve the prospects for the future sustainability of the project or programme after the

gradual withdrawal of external assistance.

5.2.2 Limitations

Conversely, there were a few reservations expressed about the continued survival of the BESP asa collaborative venture and they center on the fact that:

(i) While joint funding and budgeting arrangements are good, they can also be problematic

where differences in prioritization develop;(ii) Contrary to the usual expectations, the BESP could have brought about an increase rather

than a decrease in the transaction costs. This is because of the initial specific

administrative changes which were needed to kick-start and support the BESP

including the establishment of the JAC as an inter-agency strategic planning forum; therecruitment of a team leader to coordinate activities and the regular operation of joint

reviews;

(iii) Collaborative working has increased the administrative workload of the core staff and it

therefore places additional demands on staff time. The BESP staff could be gettingoverstretched with the new burden of managing the partnership, preparing quarterly and

annual progress reports and arranging for the regular joint reviews;(iv)Jointly managed programmes work best when they are also co-located. By their very

nature therefore, jointly managed ventures remain localized with limited service reach

(Chandan : 1999.217);(v) Although the BESP is in principle being run under a fused administrative model, the staff

is still conscious of their ultimate accountability to the separate church hierarchies.

There is therefore the difficulty of divided management which can lead to dual

loyalties; and(vi) The existence of the conventional church management structure alongside the BESP

model could lead to less efficient decision-making and to difficulty in the enforcement

of obligations.

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

Building

27

Figure 9: Criteria for evaluating the contribution of the BESP to Institutional Capacity

Building

(i) Improvements in organizational structures including evidence of organizational

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

initiatives;

(iii) Reduced reliance on external technical assistance;

(iv) Enhanced planning and management competencies;

(v) Strengthened M&E functions; and

(vi) Adequate supply of the requisite physical resources.

(vii)Whether the expenditure of the planned activities represent value for money


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5.3.1 Stimulation of training programmes and other human capacity back-ups

The nature of the BESP process itself necessitated a renewal of interest in human resourcetraining principally because; it deliberately increased the participation of non-state actors (the

besp draft evaluation report 08

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