Evaluation of the Mobile Alternative Basic Education for Karamoja (ABEK) Program

Background  
Karamoja is a unique context characterized by harsh climatic conditions, tribal conflicts with a low level of socio, economic and political development as compared to the rest of the regions of the country. As an alternative to address the education gaps within the region, SCiUG in collaboration with district local governments initiated the Alternative Basic Education for Karamoja (ABEK). Later evaluations of the sedentary setting of the ABEK programme revealed need for a mobile learning arrangement to address the  specific needs of the mobile communities. This evaluation exercise aimed to answer questions that will define the direction of the mobile ABEK component if the programme is to realize its desired effectiveness in meeting the education needs of the population of Karamoja.  

Purpose/objective  
The purpose of this evaluation was to 1) evaluate the relevance and effectiveness of the mobile ABEK programme in increasing access to quality basic education for children in Karamoja, and 2) assess the strength and weaknesses of the mobile ABEK implementation strategies. Specific objectives:
1. Establish the level of access to mobile ABEK by the learners (intended beneficiaries).
2. Assess the quality of learning in mobile ABEK.
3. Assess the level of transition of learners from mobile ABEK into formal schools.
4. Examine the strengths and weaknesses of mobile ABEK implementation strategies and strategies to address the gaps.
5. Analyze the contextual factors that are relevant for ABEK project implementation and their impact so far and also their potential to further impact on the project. Such factors include – weather, security, the social, economic and cultural factors.
  
Methodology  
The research employed a cross-sectional and comparative study design and use of both quantitative and qualitative methods of data collection including secondary and primary sources of data. The study was conducted in all the six districts that Save the Children operates in the East. A cross section of people were interviewed that included; pupils enrolled in mobile ABEK, mobile ABEK management structures, instructors in mobile ABEK centers, teachers in formal primary schools, community members, mobilizes and elders, district education officers and SCiUG staffs.
 
Key findings  
1) The mobile ABEK was relevant not only to children but also to communities and district local governments. It addressed both the need for education while not compromising the role that children contribute to their families. It’s key strength lies in its relevance to the nomadic pastoral lifestyle, harsh climate, incessant insecurity/conflict and the traditional social-lifestyle of the people of Karamoja, 
2) Skills  learnt were relevant to deal with their day-to-day environment challenges
3)  Absences of pupils registers compromised the validation of access to the centers
4) The system still registered low levels of literacy and numeracy achieved by the learners
5) The learning environments at the centers were not always safe, child friendly and conducive
6) Levels of transition into primary schools could not be ascertained because of the limited record keeping
7) Teachers within formal schools regarded ABEK children as more active than the rest
8) Children who transited from the mobile ABEK were noted for not attending school during the harvest periods
9) Community embracing and support of the mobile ABEK was the single most significant capacity that had been built within communities
10) Existing success is highly attributed to the support offered by SCiUG  

Recommendations  
1. Children attending Mobile ABEK need to be separated according to grade or age and be taught age specific topics.
2. The number of facilitators per centre should be increased to a minimum of 3 so that each handles a different grade.
3. Curricula more responsive to age and grades should be developed.
4. Criteria for assessment and promotion from one grade to the next needs to be developed and to be known by all stakeholders - children, parents etc.
5. The learning facilities and environment require attention - tents which facilitate mobility could be considered.
6. More instructional and play materials needed.
7. Facilitators; salaries should be regularly paid and could also be facilitated with say bicycles to ease mobility.
8. Safe sources of drinking water and latrines need to be made available to promote good hygiene and sanitation practices  

Comments from the organization, if any  
These findings need to be disseminated widely and used for program fine tuning. A sharing session in the Karamoja region needs to happen.