Has the expansion in access to schooling led to increased learning?

Has the expansion in access to schooling led to increased learning?  

Over the last two decades, primary and secondary school enrollment have increased dramatically in many African countries. We are now in a position to ask: has the striking expansion in access to schooling led to an increase in learning? Many fear this is not be the case.  Such concerns have inspired a wave of citizen-led basic learning assessments, which intend not just to diagnose the problem of schooling without learning but also to remedy it by providing the public and policymakers with information that will spur action for change.

Despite the enthusiasm for such assessments, we know relatively little about the impact they have on citizen action and learning outcomes. In order to fill this gap, KALI is part of  Uwezo at Twaweza which commissioned  a series of rigorous evaluations of the Uwezo initiative, which we summarize and presented annually in a synthesis report.

Uwezo (meaning capability in Kiswahili), an initiative of Twaweza, is such a citizen-led assessment that aims to improve competencies in literacy and numeracy among children in  Uganda, Kenya and Tanzania and To date, Uwezo assessments have been carried out on a national scale in Kenya every year since 2009, and in Uganda and Tanzania every year since 2010. KALI’s Theory of Change (ToC) envisaged action by citizens at multiple levels – from parents to national leaders. The instant feedback given to parents – i.e. the immediate results on how a child scored on the Uwezo literacy and numeracy test – is central to the ToC, as is the hypothesis that as a result of it, parents will be motivated to take action to improve their children’s learning. In order to test this core hypothesis KALI in partnership with Twaweza commissioned a team of researchers to conduct a rigorous assessment of it.

This overview information situates KALI within other recent and ongoing research trends and findings on the importance of information in promoting citizen action, and the link between citizens, authorities, and patterns of accountability.

Unrealistic Assumptions?
KALI’s Theory of Change holds that as parents and communities become aware of the “crisis” of poor learning outcomes, they  “will take concrete steps to improve learning, either through private actions (e.g. pay more attention to homework, follow up with a teacher, pay for a tutor, change schools) or mount collective action.”  One possible reason for the lack of impact may well be that this core assumption was unrealistic: that is, knowledge about learning outcomes was not, by itself, sufficient to motivate parents to take “concrete steps to improve learning.”

Barriers to action

• Widespread norms against unofficial collective action
• Actors at local level say they have little influence over many of the key inputs into education
• Lack of information about government officials’ responsibilities
• People tend to look to elites for ideas and action

It is thus important to strengthen the link between information and citizen action (the information to action chain) and considers the impact of KALI in a comparative perspective.

By

Kule Obed 

Project officer KALI

Are our children learning

Uganda: are our children learning?

A new study reveals that very few children in Primary 3 and higher are able to do basic reading and mathematics. In Primary 3, nine out of ten children (or 88%) are unable to both read and solve division at Primary 2 level, while in Primary 7, almost three out of ten pupils (or 26%) are unable to complete the same tasks. On average, among all children tested in Primary 3 to Primary 7, two out of three pupils (67%) are unable to read and solve division at Primary 2 level.

These findings were released by Karambi Action for Life Improvement (KALI) in partnership with Uwezo at Twaweza, an East African initiative, in its fourth Annual Learning Assessment report. The findings are based on East Africa’s largest scale household assessment to test children’s basic literacy and numeracy skills. The assessment was carried out nationally in August 2014; involving 87,339 children aged 6-16 years in 34,013 households in 2,372 enumeration areas in 80 districts of Uganda Kasese inclusive.

The differences between government and private schools at the lower levels of education are stark at the start of the primary school, but this gap appears to close substantially by the end of primary school.

English literacy

• Primary 3: one out of ten pupils in government schools against three out of ten pupils in private schools can read a Primary 2 level story
• Primary 7: nine out of ten pupils in government schools and nine out of ten pupils in private schools can read a Primary 2 level story

Numeracy

• Primary 3: two out of ten pupils in government schools against four out of ten pupils in private schools can solve Primary 2 division.
• Primary 7: nine out of ten pupils in government schools and nine out of ten pupils in private schools can solve Primary 2 division.

However these are basic tests set at Primary 2 level and so do not capture any additional skills children may acquire as they go through school. In addition, one would expect that many more children in private schools, whether at Primary 3 or 7 level, should have these skills. The data still show that three out of ten pupils nationally, whether in government or private schools, complete primary school without having mastered basic literacy and numeracy.

 Above  is  KALI training agents of change(volunteers) and the CAO Kasese district giving a send off massage  in Kasese District

 Participants actively listening to KALI staff during the training at Rwenzori International Hotel -Kasese

Education is meant to be a ticket to a better life. The rude realization is that sending your child to school is not enough; that indeed schooling is not the same as learning; and that the majority of children in school do not have the competencies they require.

Contrary to popular perception, this is not because the government or society does not value education.

Ample government pronouncements and public opinion polls show that education is a key priority for both the state and parents. They also put money where their mouths are. Both invest heavily;

Government education budgets have tripled in the last decade and parents incur significant costs to send children to, and keep them in school.

So why is this goodwill and money not bringing positive results? Why do learning outcomes not improve?

All the time keeping our eyes focused on the prize: can our children count, read and write?

The truth remains that if we want our children to learn, we need to look in the mirror. For change will not just come, unless we make it happen.

Change is me. It’s you. It’s all of us.

Kule Obed

Project Officer @ KALI

Tribal Inter-marriages enhances peaceful co-existance.

 In front is Jeff of KALI taking notes on different cases of conflicts in Kicheche community-Kamwenge district.

The meeting started with prayers,introductions,welcoming remarks from the groups leaders,communication from KALI team then finally discussion on the group experience  on conflicts in their homes and the community at large. The meeting was held at Kicheche health center III and was attended by 31 members.

This group has lasted for 9 years, some members living with virus for over 15 years on ARVs. They keep; goats, Bee hives (apiary), coffee farming and savings on small scale. 

On issues of conflicts in the community;

The group members ascertained that Kicheche community and her neighboring sub counties are occupied by many tribes but harmoniously leaving together. There have not been conflicts related to tribal clashes.  The group outlined;

1.   Formal education as a means that helps people to understand the need for living together.

2.   Inter-marriages among the different tribal dynamics has helped in peaceful co-existence in the communities.

3.   The role of church & other religions in promoting peace in the community has helped in stopping the would be conflicts.(Catholic,Anglican,Islam and other religions)

4.   Exposure by most community movers in Kicheche has helped in support strategies of harmonious living. Most people study from outside the district while others have been working in different areas. This has led to high level of exposure on the need for harmonious living.

5.   Increased level of Village community groups especially savings has brought together different tribes as members serving on committees. This has also reduced cases of conflicts in the community.

However, At household level, conflicts are still manifested in various ways

1.   Land conflicts especially on boundaries has led to deaths in Kicheche community

2.   Wrangles within clans resulting from inheritance of land and other family properties. This is one of the key challenges in this community.

Case story; Kahwa Specioza of Nyakabingo village of Kantozi parish in Kicheche Sub County has been constantly harassed by relatives. They do not want her in a house left to her by her late father.

3.   Discrimination of people leaving with HIV/AIDS by other community members.

In this case I; Ahimbisimbwe Jenovia bought her own land,build a house on but neighbours have not given her peace. Jovena lives in Rubona Village of Buhanda sub county.

Case story II; the coffee plants of Restatuta Kasende was cut down by clan members. She was also told by close relative while picking coffee plants from sub county, where are you taking that coffee also?? This is a discrimination statement. Kasende is a member of  PHA group from Nyakatoma village in Buhanda s/c

4.   Increased uptake of alcohol and other associated drugs has left many addicted and finally caused un rest of theft and other associated hooliganism.

Compiled by;

GEOFFREY  BWAMBALE 
Programmes Coordinator - KALI.

WE SHALL NOT ACCEPT PUBLIC PUNISHMENT! By Scovia

Children of Munkunyu Sub County in Kanyampara Parish have argued parents to respect their rights. This was during the Neighborhood Assembly when parents accused their children of disrespecting them. Most of the children participants said that; “…it is unfortunate our parents treat us as trash. They punish us publically by beating us up even in the market place…” This embarrasses the children among their peers. “…our friends humiliate us even at school because of this act and you end up dropping out. We have feelings and therefore can end up fighting back at them in different ways including physical fighting”.  

Any human has a right to privacy and therefore even when punishing the children, it should be done confidentially. The act of humiliating children has contributed highly to hooliganism and dropping out of schools. There are many ways of disciplining children at different levels.

It is embarrassing to beat 14 years old and above child in front of their friends. Let us protect their dignity as we guide them towards achieving their goals.

Experience sharing is a good platform of learning- Scovia Masika

KALI participated in the results/experience learning event that took place at Hotel Brovad in Masaka District. This was on 29^th and 30^th of September 2015. For the last 2 years June 2013-June 2015, KALI has been implementing a project on “Promoting Human Rights and Good Governance in Kasese District” This mainly focused on the areas of Education and Health, looking at effective service delivery right from the District to the lowest beneficiary and also promoting and protecting of the rights of the grass root people from being abused specifically the women and youth.

The objective of this meeting was to share experiences, lessons and good practices that were gained from this project with other stakeholders, to provide a platform for innovations and to provide feedback to the entire IDF and DGF team as the primary funders of these projects.

The main participants were the IDF as the direct funders, the DGF, LCV Masaka district, WBS TV, HA consultants as the external evaluators of these projects, and the different implementing partners who work directly with the Independent Development Fund.

During the sharing, Mr. Ndifuna Mohammed (Chair Person Board-IDF) highlighted that learning is a process that requires self-awareness, collaborating and Networking.

The main lessons learnt which will help in the implementation of the new consolidating project are highlighted as follows;

·        Working closely school management committees yields more results because they foster implementation of agreed actions

·        Integrating life skills to the child rights club members helps in sustaining the club activities and also children learn such skills for future use. Like making pads, liquid soap and promoting hand work

·        Advocacy for bye-laws at school and community levels reduces child abuses.

·        Children involving in child labor like fishing, charcoal burning and quarrying be arrested and the people they work for to reduce such instances

·        Neigbourhood /Bataka courts can be intergrated in the project so that they can resolve some child related issues

·        Integrating the Village savings and loans Associations (VSLA) to help parents who cannot support children’s scholastic materials and fees

·        Engaging the Health center IIIs and hospital administrations so that the medical fee for defilement cases is scrapped off.

·        Engaging parent on school feeding programme to increase the retention rate and reduce escapism at school level.

·        Documentation is key in every project implementation.

Add caption

Results can be good or bad. They both provide a platform for learning new lessons. Many Organizations are tempted to reporting only good lessons, forgetting that bad ones give room to negotiate for new funding...

M&E DGF

Add captionMs. Sarah Kintu-IDF giving her remarks