Masters of Human Rights and Development

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Browsing Masters of Human Rights and Development by Subject "Basic education"

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    Alternative basic education for Karamoja (abek) and accessibility to education in nomadic pastoral communities in Karamoja
    (Kampala international University college of humanities and social science, 2014-08) Ssawe, Isaac
    This study attempted to establish the impact of Alternative Basic Education for Karamoja (ABEK) on access of children to education in nomadic pastoral communities in Karamoja region. To determine this relationship, three research objectives were formulated and these included: to examine the effectiveness of Alternative Basic Education for Karamoja (ABEK) in nomadic pastoral communities in Karamoja; to assess the level of accessibility of children to education nomadic pastoral communities in Karamoja; and to establish the relationship between Altern~tive Basic Education for Karamoja (ABEK) and level of accessibility of children to education in nomadic pastoral communities in Karamoja. Descriptive and comparative designs employing both quantitative and qualitative approaches were employed in this study. Using Slovene’s formula, a sample size of 355 determined from a research population of 3,150. The following sampling techniques were used; cluster stratified; simple random; and purposive sampling techniques. Data was collected from respondents through group interview; questionnaire; and Focus Group Discussion. Validity and reliability of research instruments were done using Content Validity Index and test and retest. Data was analyzed both qualitatively and quantitatively. The profile of respondents was determined through frequency and percentage while mean ranges were used to determine the extent of relationship between the research variables. Correlation matrix was also used to establish the relationship between the variable. Different themes were created to establish qualitative data. Results indicate that the Alternative Basic Education for Karamoja (ABEK) in nomadic pastoral communities in Karamoja is still ineffective (mean of 1.74); tne level of accessibility of children to education was however noted to be relatively high (mean of 1.56); significant differences in the effectiveness in Alternative Basic Education for Karamoja (ABEK) among selected districts in Karamoja region was found. The district with the most effective Alternative Basic Education for Karamoja (ABEK) in Karamoja region is Napak (mean of 2.5561); followed by the Kotido (mean of 2.2456) and the one with the least effective Alternative Basic Education for Karamoja (ABEK) programs is Nakapiripirit (mean of 1.1838). Further still, significant difference in the level of accessibility of children to education among selected districts in the region was noted. The district with the highest level of accessibility of children to education is Napak (mean of 2.4233); followed by Kotido district (mean of 2.2112); and finally Nakapiripirit district (mean of 1.0968). Accordingly, the study found out that there existed a positive and significant relationship between effectiveness in Alternative Basic Education for Karamoja and level of accessibility of children to education (R. 0.516; and R2 0.317 at P≤0.00). Individually, the study found out that improving the conditions of school environment would lead to higher level in accessibility of children (sig. 0.001). However, ABEK facilitators’ qualification and motivation and teaching quality did not have any significant relationship with accessibility of children to education sig. 0.046 and 0.072 respectively). This study concludes that the Alternative Basic Education for Karamoja program in nomadic pastoral communities in Karamoja is still ineffective; the level of accessibility of children to education in nomadic pastoral communities in Karamoja is relatively high; that improvement in effectiveness in Alternative Basic Education for Karamoja program will significantly lead to improvement in accessibility of children to education in nomadic pastoral communities in Ka ra moja. The study recommended that different stakeholders such as Ministry of Education and Sports, Karamoja District Education Board, NGOs and Clan leaders should try to work together to make sure that so as to streamline a proper structure, curriculum and systematic program that can make ABEK more effective and relevant to learners as well as to the communities. More funds should also be solicited for proper implementation of ABEK program in Karamoja.
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    Challenges in promoting the right of a girl child to basic education in Soroti District of Eastern Uganda
    (Kampala International University; College of Humanities and Social Science, 2007-09) Kutui, Esther M.
    This study undertook to identify the challenges in promoting the right of a girl child to basic education in Soroti District of Eastern Uganda. A cross sectional survey focusing primarily on sampled children who had dropped out and those in school, community leaders and government officials directly involved in the implementation of programmes was used. The area of study was Soroti District in the Sub Counties of Tubur, Katine and Asuret. The major methods used were; in-depth interview, focus group discussions and document analysis. Two hundred and forty respondents were interviewed and three focus group discussions held .Although the District Local Government and development partners are making a difference to ensure access, retention and completion of the primary school cycle for girls, the study revealed that access to education opportunities alone did not guarantee survival an enabling family, community and school environment is more paramount. Another finding was correlation between age of entry and length of stay of the girl child in the educational system. Late school enrolment is likely to affect a child’s ability to complete the cycle, leaving a child over aged for the teaching and learning activities being undertaken by the school. The physiological changes that come with adolescence require learning environments that are more responsive to girl’s needs. It was evident that a girl child needed an enabling environment to be a positive change agent in the community .This study has clearly shown that ensuring girls and boys benefit equally from the school system requires nothing less than the integration of gender equality concerns in the design and implementation of educational strategies. Based on the findings, conclusions and recommendations have been made. It is the researchers hope that this information will be useful to the relevant Ministries, Non-Governmental Organizations, and Soroti District Local Government and to the community to promote the right of the girl child to basic education.