Alternative basic education for Karamoja (abek) and accessibility to education in nomadic pastoral communities in Karamoja
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Date
2014-08
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Kampala international University college of humanities and social science
Abstract
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.
Description
A thesis presented to the College of Higher Degrees and Research in partial fulfillment of the requirements for the award for a Degree of Master of Arts in Human Rights and Development of Kampala International University
Keywords
Basic education, Nomadic pastoral, Karamoja