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TO
DR. ………………………………
BY
NAME: ………………….
QUESTION
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INTRODUCTION
Research in literacy levels in Karamoja region using population projections and visits at every
Manyatta reveals that eighty eight percent of the people in the region cannot read and write
(Ferguson, 1990). This means that only 12 percent of the people in Moroto, Kotido,
Nakapiripiriti, Abim and Kabong districts in are able to read and write. This is despite the
existence of the Universal Primary Education (UPE), Functional Adult Literacy lessons provided
under the community development programme and recently Universal Secondary Education
BACKGROUND
enrolment, attendance and completion. Community perceptions towards the education of their
children are still described as 'cyclical', swinging positively and negatively against the need to
meet household income and food requirements. Parents tend to release children for schooling
only when household demands in terms of farming activities and fending for food have been met
(Irish Aid, 2015). The poor socioeconomic situation of the region has resulted in large and
widespread investment both for reconstruction and rehabilitation, as well as overall development
outside of the education sector to improve the health and economic status of the population.
Government, Development Partners and CSOs jointly support interventions in the social and
livelihoods sectors. Investment in the education sector has been largely driven by sector
development policies and strategic objectives, with interventions modeled along the region’s
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The reasons cited for Karamoja's historically low formal educational attainment are deeply
rooted in colonialism, which shaped the attitude of the Karamojong people towards education for
almost a century (Datzberger, 2016). When British colonisers entered the region, they used pen
and paper to impose taxes and write down the names of young men forcefully recruited to fight
in the Second World War. The newly imposed tax system caused widespread poverty and most
of the young Karamojong men who went off to fight never returned home. As a result, the pen
was cursed and symbolically buried in the 1930s by the local community – a symbol of their
outright rejection of formal education. To the Karamojong, education was synonymous with
irrelevant knowledge that alienated the receiver from their traditional way of life and led
ultimately to the loss of community members. Local folklore had it that children who went to a
white man's school were destined to die an early and terrible death, banished from Karamojong
society and declared an enemy of the people. The Karamojong elders ordered all children to
abandon education and return home for ritual cleansing; foreign teachers were declared enemies
PROBLEM STATEMENT
In Karamoja, implementation of the UPE policy did not result in similar widespread gains.
Shortly after UPE was introduced, enrolment figures in Karamoja were just above 25%. Two
decades later, the sub-region still has the highest percentage of Uganda's population with either
no schooling or incomplete primary education—79.8% of all females and 64.8% of all males fall
into these categories (Datzberger, 2016). In 2011, 62% of children aged 3–5 in Kampala were
attending pre-primary school, while in Karamoja the figure was just 6% (UNICEF, 2015).
According to a 2015 report by UNICEF, only one in every two children of primary school age
(aged 6–12) in Karamoja attends school. Karamoja's primary Net Attendance Ratio stands at just
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51%, compared to an average of 81% nationwide (UNICEF, 2015). Karamoja also has the
highest proportion of girls who are not in school or have never been to school across Uganda.
Across the sub-region, fewer than one in every ten children attend secondary school (UNICEF,
2015). When comparing primary completion rates versus education releases per pupil—despite
receiving the highest average allocations per pupil in the country— primary completion rates in
the Karamoja Sub-Region remain the lowest nationwide (UNICEF Policy Brief, 2015). Overall,
despite numerous efforts to close gaps in education access, multiple social, cultural and
economic issues contribute to the poor uptake of education services among the greater
Karamojong population.
Despite this, pupils’ performance has been persistently and alarmingly low in Karamoja Sub-
region schools over the years as illustrated. The low academic achievement of pupils is a cause
of worries and concern to many stakeholders in the Karamoja Sub-region as it is likely to impact
researcher that if this scenario persists, it means that most of the pupils in primary schools in
Karamoja Sub-region would fail to progress in their education and their future would not be
JUSTIFICATION OF STUDY
It was anticipated that the findings and recommendations of this study would go a long way in
generating the much needed information that would be used by various stakeholders in education
OBJECTIVES
To increase Literacy levels.
To increase teachers’ remuneration.
To decrease in primary school dropouts.
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A PROBLEM TREE FOR HIGH ILLITERACY RATES IN KARAMOJA REGION
EFFECTS
Inadequate Unskilled
resources legislators Inadequate Poor Favouritism Corruption
funding planning
Poor Inadequate
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working community
conditions support
CAUSES
AN OBJECTIVE TREE FOR IMPROVED LITERACY RATES IN KARAMOJA
REGION
ENDS
Imp
MEANS
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LOGICAL FRAMEWORK FOR THE KARAMOJA SUB-REGION PERFORMANCE
OF PUPILS IN PLE
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- 350 more primary methods environmentally
teachers in Karamoja - More primary friendly.
Sub-region recruited on teachers in -There will be regular
merit. Karamoja Sub- monitoring/inspection
- 1000 community region recruited and periodic
members in Karamoja - Number of syllabi evaluation of training
Sub-region sensitised in in Karamoja Sub- of teachers in the
the importance of child region redesigned. district
education and better -Community
child education programs members in
- 6 syllabi in Karamoja Karamoja Sub-
Sub-region redesigned region sensitised in
better child
education program.
Activities: Inputs: Budget: -Funds to implement
-Training primary -Training logistics 30m the project will be
teachers. available.
-Recruitment based on -Logistics will be
merit -Recruitment 50m readily available
-Recruiting professional logistics
legislators
- Redesigning the syllabi -Syllabi redesigning 200m
-Sensitising community logistics
on the importance of -Community
child education sensitisation 500m
logistics.
CONCLUSION
From the decision tree, objective tree and logical framework above, it can be concluded that the
project needs to undertake training of primary teachers, recruit new ones based on merit and
qualifications and sensitize the community on the importance of taking their children to school as
some of the measures that can help improve literacy in Karamoja Sub-region.
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References:
Catholic Relief Society (CRS). (2008). Monitoring and Evaluation Planning. Monitoring and
Evaluation Short Cuts: Guidelines on Monitoring and Evaluation Planning.
Groenendijk, L. (2003). Planning and Management Tools: a Reference Book. The International
Institute for Go-Information Science and Earth Observation.
Kaagan, S., & Smith, M. S. (1985). Indicators of Educational Quality. Educational Leadership.