Formative Evaluation of The United Nations Girls Education Initiative

Uganda Report

April 2012

FormativeEvaluationof TheUnitedNationsGirlsEducationInitiative

UgandaReport

 UnitedNationsGirlsEducationInitiative(UNGEI) April2012 UnitedNationsGirlsEducationInitiative(UNGEI),NewYork,2012 Thisevaluationisaworkingdocument.Itspurposeistofacilitaterapidexchangeofknowledgeand perspectivesandtostimulatediscussion.Thecontentsofthispaperdonotnecessarilyreflectthe policiesortheviewsofUNGEI.Thepaperhasnotbeeneditedtoofficialpublicationsstandards,and UNGEIacceptsnoresponsibilityforerrors. Photocredit:UNICEF/NYHQ20072325/LeMoyne

Contents

Contents........................................................................................................................................................6 Listoftables..................................................................................................................................................8 Listoffigures.................................................................................................................................................8 Listofboxes..................................................................................................................................................8 Acknowledgements ......................................................................................................................................9 . Acronyms....................................................................................................................................................10 Executivesummary.....................................................................................................................................13 1.Introduction............................................................................................................................................16 Backgroundandpurposeoftheevaluation ...................................................................................16 . Aimsandobjectivesoftheevaluation............................................................................................17 Scopeoftheevaluation..................................................................................................................18 Structureofthisreport...................................................................................................................19 2.Evaluationprocessandmethodology.....................................................................................................21 Theinception/preparationphase...................................................................................................21 Keyactivitiesundertakenduringthepreparationphase...............................................................21 Thelogicmodel...............................................................................................................................22 Validationofoutcomes...................................................................................................................23 Datacollectionmethods.................................................................................................................23 Samplingframe...............................................................................................................................24 Fieldwork ........................................................................................................................................25 . Dataanalysis...................................................................................................................................25 Methodologylimitations ................................................................................................................25 . 3.ContextInUganda:Backgroundandtheeducationsector....................................................................27 Uganda:Background.......................................................................................................................27 Ugandaseducationsector.............................................................................................................27 GirlseducationinUganda..............................................................................................................28 4.EstablishmentandevolutionofUNGEIinUganda.................................................................................31 EstablishmentofUNGEI..................................................................................................................32

StructureandmembershipofUNGEIinUganda............................................................................32 UNGEIcoordination/managementinUganda................................................................................34 4 KeystrategiesandactivitiesofUNGEIinUganda...........................................................................34 4VibrancyofUNGEIUganda...........................................................................................................35 UNGEIUgandaandtherelationshipwithregionalandglobaloffices ...........................................36 . 5.FindingswithrespecttoUNGEIoutcomes.............................................................................................38 Outcome1Policiespromotinggirlseducationandgenderequalityareinexistence...............38 Outcome2Policypromotingreentryofpregnantgirlsandchildmotherstoschoolisin existence43 Outcome3UNGEIcontributiontotheregularreviewofprogressandgoodpractices .............48 . Outcome4UNGEIcontributiontothestrengtheningofpartnershipsingirlseducation..........51 6.Overallassessmentoftherelevance,effectivenessandefficiencyoftheUNGEIpartnership..............55 Assessmentoftherelevance,effectivenessandefficiencyofUNGEIinputstothefouroutcome areas 55 SustainabilityoftheUNGEIresults.................................................................................................57 StrengthsoftheUNGEIpartnership...............................................................................................58 WeaknessesoftheUNGEIpartnership...........................................................................................59 OpportunitiesfortheUNGEIpartnership.......................................................................................61 ThreatstotheUNGEIpartnership..................................................................................................62 7. Conclusions....................................................................................................................................64 UNGEIactivitiesandobjectives......................................................................................................64 ProgresstowardstheachievementofUNGEIexpectedoutcomes................................................64 ContributionofUNGEItochangesaroundgirlseducation...........................................................65 Relevance,effectivenessandefficiencyofUNGEI..........................................................................65 RelationshipwiththeregionallevelofUNGEI................................................................................66 RelationshipwiththegloballevelofUNGEI...................................................................................66 8. Lessonslearned .............................................................................................................................67 . Overalllessonsaroundgirlseducationandgenderequality.........................................................67 LessonsfortheUNGEIpartnership.................................................................................................68 Recommendations......................................................................................................................................70 SustainingUNGEI............................................................................................................................70

Monitoring/disseminationofUNGEIactivities...............................................................................70 ScalingupUNGEItononparticipatingdistricts..............................................................................70 Expandingfundingsources.............................................................................................................71 Annex1:AbbreviatedtermsofreferenceforformativeevaluationoftheUnitedNationsGirlsEducation Initiative(UNGEI)........................................................................................................................................72 Annex2:Bibliography.................................................................................................................................75 Annex3:UNGEIformativeevaluationCompositionofthereferencegroup..........................................81 Annex4:Listofpersonsinterviewedandselectedparticipantsatfocusgroups......................................82 Annex5:TimelineofUNGEIevents............................................................................................................86 Annex6:Theevaluationframework...........................................................................................................95 Annex7:ThelogicmodelforUNGEIevaluationinUganda.....................................................................101 Annex8:Educationstatistics:..................................................................................................................103 Annex9:UgandasprogresstowardstheMDGs......................................................................................104

Listoftables
Table1:SelectedperformanceindicatorsforprimaryeducationinUganda Table2:Transitionandcompletionratesforprimaryandsecondaryschool(20002007) Table3:Enrolmenttrendsinprimaryandsecondaryeducationbygender(19962007) 20 31 92

Listoffigures
Figure1:UNGEIstructureinUganda 23 30 92

Figure2:TrendsincompletionratestoPrimarySeven(20002009) Figure3:TrendsinprimaryschoolenrolmentsinUganda(20002009)

Listofboxes
Box1:UNGEIvisionandmission Box2:Schoolwalks Box3:Radiotalkshows 23 37 37

Acknowledgements
Thisreportwaspreparedfollowingextensiveandsubstantialcollaborationwithmanyofficials,including DanielaRojasChavesfromtheSocialPolicyandEvaluationSectionofUNICEFUganda,andMargo OSullivanandRosemaryRwanyangefromtheEducationSection.Inaddition,supportwasprovidedby RitaKyeyune,theChairpersonofUNGEIinUganda,aswellas:membersoftheGenderTaskForce; membersoftheReferenceGroup;representativesoftheMinistryofEducationandSports(MoES);the MinistryofFinance,PlanningandEconomicDevelopment(MoFPED);theForumofAfricanWomen Educationalists(FAWE)inUganda;andawiderangeofstakeholderswhoprovidedinvaluableinputsand datasets.MurielVisserValfrey,theleadinternationalconsultantfortheUNGEIevaluation,NoraFyles fromtheCanadianInternationalDevelopmentAgency,andKathleenLetshabofromtheEvaluation SectionofUNICEFheadquarters,deservespecialmentionfortheirtechnicalsupport. UNGEIdistrictcommitteechairpersons;districteducationofficialsandinspectorsofschoolsinAbim, Lira,KaseseandKyenjojodistricts;otherdistrictandsubcounty/communitylevelpartners,head teachers,teachersandpupilsarealsotobecommendedforthecooperationtheyextendedduringdata collection.

Acronyms
ABEK ADIGE CBOs CECs CFS COPE CSOs DAC DfID ECD EDPs EFA EMIS EPDF ESCC ESIP ESR ESSP AlternativeBasicEducationforKaramoja AbimDistrictInitiativeinGirlsEducation communitybasedorganizations CampEducationCommittees childfriendlyschool ComplimentaryOpportunitiesforPrimaryEducation civilsocietyorganizations DistrictAdvisoryCommittee UnitedKingdomDepartmentforInternationalDevelopment earlychildhooddevelopment EducationDevelopmentPartners EducationforAll EducationManagementInformationSystem EducationProgramDevelopmentFund EducationSectorConsultativeCommittee EducationStrategicInvestmentPlan EducationSectorReview EducationSectorStrategicPlan EducationSectorWorkingGroup ForumofAfricanWomenEducationalists ForumofAfricanWomenEducationalists,Ugandachapter faithbasedorganizations ForumforEducationNGOsinUganda FastTrackInitiative

ESWG FAWE FAWEU FBOs FENU FTI

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GAC GER GEM GTF IDA IOB

GlobalAdvisoryCommittee grossenrolmentratio GirlsEducationMovement GenderTaskForce InternationalDevelopmentAssociation(WorldBank) PolicyandOperationsEvaluationDepartment(theNetherlands) KaseseGirlsEducationInitiative KarambiActionForLifeImprovement KindinitiativefordevelopmentUganda KitgumInitiativeinGirlsEducation KyenjojoGirlsEducationInitiative MillenniumDevelopmentGoals monitoringandevaluation MinistryofEducation MinistryofEducationandSports MinistryofFinance,PlanningandEconomicDevelopment MinistryofGender,LabourandSocialDevelopment NationalDevelopmentPlan netenrolmentratio nongovernmentalorganization NorwegianAgencyforDevelopmentCooperation OverseasDevelopmentInstitute PovertyEradicationActionPlan PovertyReductionStrategyPaper SchoolManagementCommittees

KAGEI KALI

KINDUG KIGE

KYEGEI MDGs M&E MoE

MoES MoFPED MoGLSD NDP NER NGO NORAD ODI PEAP PRSP SMCs

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SMTP SWAp TORs TOLSIP UBOS UNDP UNESCO UNICEF UNFPA UNGEI USAID UPE UPPET UNITY USE WFP

Science,MathematicsandTechnologyProject sectorwideapproach termsofreference TullowOilLinkCommunityDevelopmentSchoolImprovementProject UgandaBureauofStatistics UnitedNationsDevelopmentProgramme UnitedNationsEducational,ScientificandCulturalOrganization UnitedNationsInternationalChildrensEmergencyFund UnitedNationsPopulationFund UnitedNationsGirlsEducationInitiative UnitedStatesAgencyforInternationalDevelopment UniversalPrimaryEducation UniversalPostPrimaryEducationandTraining UgandaInitiativeforTDMSandPIASCY UniversalSecondaryEducation WorldFoodProgramme

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Executivesummary
Backgroundandpurposeoftheevaluation:Theimportanceofgirlseducationisnolongerasubjectfor debate;researchhasclearlydemonstratedtherelationshipbetweenwomenseducationandthe economicdevelopment,healthandeducationoftheirchildren.Girlseducationhasbecomeanareaof concernforinternationalandnationalleaders,asevidentintheircommitmentstoEducationforAll (EFA)andtheMillenniumDevelopmentGoals(MDGs).Yet,manygirlsarestilleitheroutofschoolorfail tocompletetheirschoolingforavarietyofreasons. ThesepersistentchallengesledtothelaunchoftheUnitedNationsGirlsEducationInitiative(UNGEI)in April2000bythenUnitedNationsSecretaryGeneralKofiAnnan.InUganda,UNGEIwaslaunchedin 2004asanoverarchingmultistakeholderresponsethatwouldsetforthacontextspecificdevelopment roadmapforgirlseducationinthecountry. ThisreportformspartofabroaderstudycommissionedbytheUNGEISecretariatinNewYorkto documentUNGEIexperiencesinfourcountriesEgypt,Nepal,NigeriaandUgandaaswellascapture theworkdoneatregionalandgloballevels. TheoverallgoalofthisevaluationwastoascertainthecontributionsofUNGEIin: Promotinggirlseducation,especiallywithregardtothegenderresponsivenessofeducation policies; Establishingpoliciesregardingthereentryofpregnantgirlsandchildmotherstoschool; Identifying,documenting,disseminatingandinstitutionalizinggoodpractices;and Promotingeffectivepartnerships. Thefindingswillnotonlyprovideabaselineforbenchmarkingprogress,butwillalsofeedintofuture effortstoimprovethedesignofUNGEIandstrengthenitsimplementationinUganda. Evaluationprocessandmethodology:Adatacollectionstrategyinvolvingdocumentaryreview,semi structuredinterviewsandfocusgroupdiscussionswasemployedinamutuallysupportivemanner. ContributionanalysiswasthenappliedtogaugethecontributionsofUNGEIintheachievementofthe outcomes. Context:Despitetheremarkableeconomictransformationseeninrecentyears,Ugandaisstillranked 161outof187countriesonthe2011HumanDevelopmentIndexpreparedbytheUnitedNations DevelopmentProgramme(UNDP).Thecountryischaracterizedbylowpercapitaincomes,high populationgrowthrates(3.2percent)andpoorservicereach. WhileUgandahasmadecommendableprogressinprovidingaccesstoschoolingasevidentinthe massiveincreaseinenrolmentaftertheintroductionofuniversalprimaryeducationanduniversal secondaryeducationthequalityofeducationremainsinadequate.Moreover,considerable inequalitiespersistbasedonregional,socialandgenderdivides.

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Girls,particularlythoselivinginruralareas,continuetolagbehindtheirmalecounterpartsinnearlyall access,qualityandefficiencyindicators.Forinstance,althoughthenetenrolmentraterosefrom86per cent(89percentforboys,82percentforgirls)in2000to93percent(96percentforboys,90percent forgirls)in2009,completionremainedlow.In2000,thecompletionratewas63percent(71percent forboysand55percentgirls),butthisdroppedto52percent(55percentforboysand48percentfor girls)in2009.Inaddition,girlsconstitutethelargestproportionofoutofschoolchildrenandlagbehind boysinperformanceonnationalexaminations.Thedwindlingcompletionrateisattributedtoclass repetition,whichisestimatedat11percent,andtoschooldropouts,estimatedat6.7percent. StatusofUNGEIinUganda:UNGEIUgandahasathreetiermanagementstructurespanningthe national,districtandsubcounty/communitylevels.AGenderTaskForce,DistrictAdvisoryCommittees andCampEducationCommitteesprovidestrategicguidanceongirlseducationwithintheirareasof jurisdiction.Despitebeingafairlyinclusivemultistakeholderpartnership,UNGEIUgandalargely remainsaloosecoalitionofnoncommittalpartners.IthasnoSecretariatorphysicalofficespaceofits own,andaratheramorphousadministrativestructurethatleavesroomfordividedloyaltiesandnearly nonexistentcoordinationbetweennational,districtandcommunitylevels. Keyfindings: Contributiontogenderresponsivepolicies:TheexclusiveUNGEIfocusongirlseducationhas helpedraisethelevelofpolicydialoguebetweentheGovernmentofUganda,providersofgirls educationandbeneficiaries.Ithasalsoincreasedgenderconsciousnessandtheprominenceof girlseducationintheeducationpolicydiscourse.UNGEIhasbecomeakeyplayerinUganda girlseducationpolicydevelopment.AlthoughthegovernmentledUniversalPrimaryEducation (UPE)policyhasimprovedenrolment,UNGEIcontributionsareevidentinattendance,retention andcompletion.Forinstance,in2003,ayearbeforethelaunchofUNGEI,66percentofboys and47percentofgirlscompletedthefirstsevenyearsofprimaryschool;thefollowingyear therewasanincreaseinthecompletionrate,to72percentforboysand54percentforgirls. Policyonreentryofpregnantgirlsandchildmotherstoschool:Althoughthereisstillnopolicy tooffergirlsanotherchance,theMinistryofEducationandSports(MoES),inconcertwith UNGEIpartners,isatadvancedstagesofresolvingthispolicygap.Evenintheabsenceofa formalpolicypronouncement,UNGEIandtheMoEShaveputinplaceseveralinitiatives, includingradiotalkshows,schoolwalksandschoolvisitationstoraiseawarenessonthe importanceofsendingchildmothersbacktoschool.Suchinitiatives,togetherwithcircularsthat MoESregularlysendstoschooladministratorsurgingthemnottoexpelpregnantgirlsfrom school,arestartingtochangethecommunitymindsettoembracetherationaleforreentryof pregnantgirlsandchildmothers.UNGEIactivities,however,havethusfarbeenlimitedtothe primaryschoollevel,sometimestothedisadvantageofgirlsatthesecondaryschoollevel. Goodpracticesingirlseducation:ThisisprobablytheareawherethecontributionofUNGEIis mostnoticeable.UNGEIiseffectivelyprovidingaplatformforbroadstakeholderinvolvementin identifyinggoodpracticesingirlseducation,sharingandadvocatingfortheir institutionalization,andforthepoolingofresourcesfortheirscaleup.ThekeylimitationUNGEI facesarisesfromashortageoffundsforscalingupandimplementinggoodpractices. Strengtheningpartnerships:AsapioneerpartnershipforgirlseducationinUganda,UNGEI significantlyalteredthedynamicsforcollaborationbetweenparticipatingpartners,especiallyat

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districtandcommunitylevels.Byavoidingparallelplanning,programmingandimplementation structures,theUNGEIpartnershipis:(i)strengtheninggovernmentsystemsandlocalcapacities; (ii)enhancinggovernmentaswellaslocalcommunityownership;and(iii)improvingthequality andavailabilityofgenderdisaggregateddata.Thegalvanizationofabroadspectrumof partners,eachwithitsownuniquevantagepointis,initself,creatingscopeforsynergy. Nevertheless,thelowsenseofownershipandcollegiality,inadequatefunding,differingpolicy andfundingperspectives,disconnectbetweennationalanddistrictlevels,andnon regularizationofUNGEIhaveundermineditsvisibilityasavibrantpartnership. Further,althoughtheUNICEFregionalofficeprovidedsupportandfinancestomapthepartnershipand conductagenderauditduringtheinitialstagesofUNGEIUganda,thatsupporthasdeclinedovertime. Linkageswiththegloballevelalsoappeartohavewaned. Inspiteoftheselimitations,severalfactorshavehelpedkeepUNGEIUgandaafloat.Theseinclude: workingtobringingthevoicesofvariouspartnerstoacommonplanningtable;usingnationalEducation forAll(EFA)actionplansandotherplanning/policyframeworkstoensureapolicyfit;havingclearterms ofreference(TORs)andworkplans;conductingadvocacyandcommunicationinawaythatleadstoa bottomupsocialmovementforgirlseducation;engagingboysandmenasstrategicallies;and prioritizinggirlseducationinalldevelopmentactivities. Conclusions:AlthoughUNGEIhascontributedtothealignmentofsectorpolicytowardsgirlseducation andtheconsolidationofpartnershipsingirlseducation,itscontributionstotheoutcomesareprobably morediscernibleintermsoftheidentification,documentation,implementationanddownstream institutionalizationofgoodpractices.However,theUNGEIconcentrationonthepreprimaryand primaryeducationsubsectorsexacerbatesthebottleneckeffectathigherleveltransitionpoints. Lessonslearned:Themostnotabledeductionsthatcanbegleanedfromtheevidencegatheredarethat: (i)thelimitedresourcesofUNGEIseemtohaveabettercatalyticeffectwhenutilizedatcommunityand schoollevelsratherthanatnationallaunches;(ii)behaviourchangecallsforparticipatoryapproaches andcontinualmessagesforreinforcement,withfollowupsupportandsupervision,capacitybuilding, increasedresourceinflows,intensifiedadvocacyandsocialmarketingtocreatereceptivityaswellas monitoringandevaluationbackedbystrongpoliticalwillfromthetop;(iii)theengagementofchildren andyouthinthepartnershipprocessiscritical;and(iv)multisectoralinterventionsappeartohavea higherchanceforsuccessingirlseducation,sincemanyproblemsrelatingtogirlslearninglieboth withinandoutsidetheeducationsystem. Recommendations:Basedontheconclusionsabove,UNGEIUgandamust:(i)reviveitssupportand supervisoryroleoverdistrictsinordertostrengthenthepartnershipatthislevel;(ii)organizemeetings ofdifferentdistrictUNGEIcommitteestoenhanceinformationsharingatthatlevel;(iii)gobeyondthe narrowfocusonpreprimaryandprimaryeducationandpaymoreattentiontothefulldeliverychain coveringtheentireeducationsector;(iv)includemorepartners/donors,includingtheprivatesector,in ordertoforgeaheadwithitsscaleupagenda,whichwillinturnwidentheUNGEIfinancialbase;and(iv) reviveitstieswithUNGEIatregionalandgloballevels.

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1.Introduction
1.1 Backgroundandpurposeoftheevaluation

Researchonfemaleeducationinmanycountrieshasshownthateducatinggirlsandwomeniscriticalto economicdevelopment.Femaleeducationcreatespowerfulpovertyreducingsynergiesandyields severalintergenerationalgains.Fordevelopingcountries,wherewomenrepresentanuntappedsource ofhumancapitalfordevelopment,policiestoreducegendergapsinaccesstoeducationcanyield economicandsocialbenefitsforindividuals,familiesandsocietyatlarge.Educationisalsoimportant becauseitcanhelperadicatepovertyandhunger.Giventhebenefitsoffemaleeducation,itisessential topromoteequalaccesstoeducationforboysandgirls. Hencegirlseducation,asadevelopmentissue,hasbeentheconcernofinternationalandnational leadersforseveralyears.Thisisevidentinthecommitmentsmadeduringthe1990WorldConference onEducationforAll(EFA)inJomtien,Thailand,whichwererealignedattheDakarWorldEducation ForumofApril2000andreaffirmedbytheMillenniumDevelopmentGoals(MDGs).Inparticular,MDGs 2and3soughttoensurethat,by2015,childreneverywhere,girlsandboysalike,areabletocompletea fullcycleofprimaryeducationandthatgenderparityisachievedatalllevelsofschooling. Therelativebutpersistentundervisibilityandunderperformanceofgirlsineducationpromptedthe launchoftheUnitedNationsGirlsEducationInitiative(UNGEI)inUgandainDecember2004,withthe aimofcorrectingthesedisparities.UNGEIUgandawaslaunchedinresponsetoacallforMemberStates toadopttheinitiativeatthecountrylevelfromUnitedNationsSecretaryGeneralKofiAnnanduringthe globallaunchofUNGEIinApril2000attheWorldEducationForuminDakar. Statementoftheproblem:SincethecreationofUNGEIinUganda,thecountryhasmadeimprovements innarrowingthegendergapinprimaryandsecondaryschoolandisnowontrackintermsofachieving MDG2(seeAnnex9).However,thefindingsofa2008UNICEFcommissionedevaluationofUNGEI revealedthreedisturbingtrendsingirlseducationinUganda,namely: Whilethereisneargenderparityinaccessandattendanceatbasiclevelsofeducation,progress isunevenacrossregionsanddifferentlevelsofschooling; Thereisunequaltreatmentofboysandgirlswithregardtoschoolprocesses,textbooks,subject choices,teachersattitudesandsusceptibilitytoviolence;and Girlsandwomenseducationismorevulnerabletoadversecircumstancessuchaspoverty, conflict,naturaldisastersandeconomicdownturns.

Thiscouldimplythattheprogressingirlsenrolmentsinprimaryandsecondaryeducationhasnotbeen accompaniedwithgenderresponsivepolicies.Itcouldalsomeanthatstructuralcausesofgender inequalitiesthatunderminefemaleparticipationineducationhavenotbeenadequatelyaddressed.It mayalsosignifyfailuretogalvanizeacriticalminimummassofpartnershipbasedsupportrequiredto advancethegirlseducationagenda.ThesearethepolicyandpracticegapsthatUNGEIwasinitially

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meanttobridge.Thepersistenceofthesegapsmotivatesaninquiryaboutrelevance,efficiency, effectivenessandsustainabilityofUNGEI.

1.2

Aimsandobjectivesoftheevaluation

ThepurposeoftheformativeevaluationofUNGEIistoestablishtheextenttowhichtheUNGEI partnershipinUgandaisachievingitsintendedoutcomes,aswellastheextenttowhichglobaland regionaleffortsarecontributingtothepartnershipseffectivenessandefficiency.Theevaluationis anchoredinamonitoringandevaluation(M&E)framework,whichhighlightsthefollowingfouroutcome areasofUNGEI: Policiesthatpromotegirlseducationandgenderequalityareinexistence; Policyonreentrytoschoolforpregnantgirlsandchildmothersisinexistence; Goodpracticesinfacilitatinggirlseducationandgenderequalityareknownand institutionalized;and UNGEIfacilitatesaneffectivepartnershipforgirlseducationandgenderequality.

TheoverallevaluationofUNGEIcoverstheengagementbyUNGEIatglobal,regionalandcountrylevels. Fourcountrieswereselectedfordetailedcasestudies:Egypt,Nepal,NigeriaandUganda(afifthcountry, CtedIvoire,hadtowithdrawfromtheevaluationbecauseofsecurityconcerns).Attheregionallevel, theevaluationfocusedonEastAsiaandthePacific.Theevaluationincludedacomprehensivemapping oftheUNGEIpartnershipinallparticipatingcountries,aswellasdatacollectionandinterviewswith globalstakeholders. ThisreportreflectsthefindingsoftheUgandacountrystudyonly.Aseparateoverallevaluationreport pullstogetherthefindingsfromtheevaluationasawhole. ItisanticipatedthattheformativeevaluationwillhelpUNGEI: 1. MapthestatusoftheUNGEIpartnershipinUganda; 2. MapthegovernancestructureandadministrativecomponentsoftheUNGEIpartnershipin Uganda; 3. Validateoutcomestobeachievedinordertomoveforwardthegirlseducationandgender equalityagendaineducation; 4. Collectempiricalbaselinedataagainstwhichprogressinfutureevaluativeworkscanbe measured;and 5. Definethekeyelementsthatmakeastrongpartnershipforgirlseducation.

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1.3

Scopeoftheevaluation

ThecurrentreportdocumentshowUNGEIhasinteractedwithandcontributedtoeducationprocesses inUganda,andhowthishasimpactedorisexpectedtoimpactongirlseducationandgender equalityineducation.Thus,theUgandaevaluationwill: Documentwhatkeychangeshavetakenplaceingirlseducationandgenderequality throughouttimeinthefouroutcomeareasofUNGEI(genderresponsivenessofeducation policies,policyonreentrytoschoolforpregnantgirls,goodpracticesandeffective partnership); IdentifywhereandinwhatwaysUNGEIhasmadeaspecificcontributionorenhancedthe contributionofothers; Provideevidenceoftheoutputsandoutcomesoftheseinterventions;and Assesstherelevance,effectivenessandoutcomesofUNGEIinterventionsaswellastheir sustainability. TheevaluationalsomapstheUNGEIpartnership,itsgovernanceandadministrativestructure,its operationalmechanism,anditscontributionstogenderresponsivechangesintheeducationsector.The evaluationfocusedonansweringthefollowingquestions: WhatkeychangeshavetakenplaceinUgandawithrespecttogirlseducationandgender equalitysinceUNGEIwasformed,withafocusonthefouroutcomeareasofUNGEI? InwhatwaysdidUNGEIcontributetothesechangesorenhancethecontributionofothers? Whatachievementsweremadepossibleasaresultofthepartnerships? HowrelevantwereUNGEIinterventionstothecontextandgenderissuesintheeducation sector? HoweffectivehaveUNGEIinterventionsbeeninpromotingchanges? Weretheseresultsachievedinaneconomicalmanner(efficiencyintheuseofresources human,financial,etc.)? Whathavebeenthelikelyimpactsofthesechanges? Arethesechangessustainableovertime? DoesUgandascoordinationmechanismworkinamannerthatenhancestheeffectivenessof UNGEI? TheevaluationwillseektodetermineifUNGEIhasaddedvaluetoresultsingirlseducationinUganda. Sinceitisalwaysdifficulttoattributeresultstoonlyonesourceofinputs,actionsoractors,the evaluationwilltry,totheextentpossible,tooutlinethecontributionofUNGEItooverallresultsthrough acontributionanalysis.Thisanalysisfocusesonidentifyingchangesthattookplace,andhowdifferent inputscontributedtothechanges.ThelogicalstepstodeterminethecontributionofUNGEIareas follows: WhatwasthecontextlikebeforeUNGEIwhatwashappeningatlevelzero(beforeUNGEI)? Whatchangedinthecontextovertime(frombeforeUNGEIuntiltoday)?

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Thus,asemphasizedintheEvaluationGuide,whichwasdevelopedtoensureaconsistentapproachto theevaluation,thefollowingkeystepswereinvolved: 1. Comprehensivelymappingthesituationatlevelzero; 2. Examiningwhatchangedintheenvironment; 3. Documentinginputsbystakeholders; 4. Documentingchanges;and 5. DeterminingthedistinctivecontributionofUNGEI. Itshouldbenotedthatthelaststepiscrucialandrequiresundertakingacontributionanalysis.Rather thanexaminingwhatchangestookplaceandassumingthatbecausechangestookplacewhenUNGEI waspresent,UNGEImusthavecontributedtothechanges,contributionanalysisgoesfurtherto constructaplausiblestoryofinfluence,examiningtowhatextentandinwhatwaysUNGEIcontributed. Becausethisisaformativeevaluation,thisassessmentdidnotonlyexamineoutcomes,butalso processesandstructuresthathavebeenputinplace,aswellashowtheseinfluenceormayinfluence futureoutcomes. AsstatedintheevaluationTOR,theselfevaluationexaminedonlyactivities/resultsthathavebeen undertakenorachievedthroughcollaborativeeffortsbytheformalpartnership(UNGEI).Activitiesthat takeplaceoutsidetheUNGEIpartnershiparrangemente.g.,aninternationalorganizationfundingan activityimplementedbytheMinistryofEducationandSports(MoES)oralocalnongovernmental organization(NGO)wereexcludedfromtheevaluation.

WhatdidUNGEIdo(takingintoaccountinputsfromglobal/regional/countrylevels)? Whatinputs(training,workshops,policy,evaluations,etc.)wereprovidedbyothers? Whatweretheoutcomes? WhatwerethecontributionsofUNGEItothechangesthattookplaceintermsoftherelevance, effectivenessandefficiencyofUNGEIinputs? Howsustainablearethechangesthatwerebroughtabout?

1.4

Structureofthisreport

Thisreportisdividedintoninesections.FirstistheExecutiveSummary,whichisasynopsisoftheentire report.TheIntroductionprovidesanoverviewofgirlseducationgloballyandhighlightssomeofthe interventionsmadetoimprovegirlseducation.Theproblem,purpose,objectivesarethenprovided. TheEvaluationprocessandmethodologysectionshowsthesampleanddatacollectionandanalysis techniques.ThefifthsectionistheUgandacontext,whichdiscussesthecurrentdemographicand governancestatusinUganda.Italsoshowstheeducationstatus,suchastrendsinenrolment,witha focusongirlseducationinUganda,beforehighlightingthenationalresponse.Asectionfollowsthison theEstablishmentandevolutionofUNGEIinUganda,whichdescribestheestablishmentandexpansion ofUNGEIinUganda.Italsoshowsthestructureandmanagementandincludesananalysisofits vibrancy.TherelationshipbetweenregionalandglobalUNGEIisalsopresentedinthissection.The

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seventhsectionpresentstheevaluationsfindings.Thissectionshowsthesituationbeforethelaunchof UNGEI;theinputsandimpactmadebyUNGEI;and,lastly,thecontributionsUNGEIismakingwith respecttothefouroutcomes.Thesectionalsohighlightschallengeshinderingeffectiveachievementsof theoutcomes.Inthenextsection,ConclusionsonthefouroutcomeareasofUNGEIareprovided. Lessonslearnedisadistillationofkeyissuesarisingfromthestudy.Lastly,Recommendationsfor remedialactionareprovided.Relevantannexeshavealsobeenattachedtofacilitatecrossreferencing.

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2.Evaluationprocessandmethodology
Thischapteroutlinestheevaluationprocessandmethodology.Itdiscussesthevariousphasesofthe evaluation,theactivitiesthattookplace,andtheroleoftheLogicModelintheevaluationprocess.

2.1

Theinception/preparationphase

Themainoutputofthepreparatoryphaseforthecountryevaluationwastheproductionofthe inceptionreport,whichprovidedadetailedoutlineoftheevaluationmethodologyandapproach,and highlightedissuesemergingfromthepreliminarydeskreview.TheUgandainceptionreportwas circulatedon25February2011.ThisensuredthattheEvaluationManagerattheUNICEFofficein Kampalaandthespeciallyestablishedevaluationreferencegrouphadadequatetimetoprovide feedbackbeforefieldworkbegan. ThepreparationphasefortheUNGEIevaluationstartedwiththeconsultantandtheUNGEIchairperson inUgandaparticipatingintheoverallUNGEIEvaluationOrientationandPlanningWorkshopinCairo from2327January2011.Thepurposeoftheworkshopwastoensureacommonunderstandingofthe objectivesoftheUNGEIFormativeEvaluation,aswellastoensurefamiliaritybytheevaluationteam withtheproposedmethodology,evaluationframework,evaluationtoolsandproducts. Thenumberofpeoplewhoparticipatedinthispreparatoryworkshopvariedfromcountrytocountry. Ugandawasrepresentedbytwopeople,Nepalbythree,Nigeriabyfour,andEgyptthehostcountry byseven.Theseincludednationalconsultants,M&EspecialistsfromUNICEF(evaluationmanagers), UNGEIfocalpersonsandofficialsfromtheMinistryofEducation(MoE).Inaddition,regionaland internationalconsultants,membersoftheUNGEIM&Eworkinggroup,stafffromtheUNGEISecretariat, andUNICEFstafffromtheEastAsiaandPacificRegionalOffice,EasternandSouthernAfricaRegional Officeandheadquartersalsoattendedtheworkshop.

2.2

Keyactivitiesundertakenduringthepreparationphase

ThepreparatoryworkfortheUgandaevaluationcommenceduponreturnfromCairo.Thefocusduring thisstagewasondocumentationreview,finetuningtheevaluationmethodologyanddraftingfield instruments.Thekeyactivitiesundertakenduringthisphaseincluded: StudyoftheoverallEvaluationGuide; FamiliarizationwiththeliteratureongirlseducationinUganda; ReadingofcountrydocumentsonUNGEI; Identificationofinformationgapsandkeyissuesthatrequiredreviewand/orverification duringfieldwork; ProductionofsummaryfindingsonUNGEIestablishment,membership,structure, achievementsandchallenges;

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Finalizationofsamplingframeandlistofrespondents(stakeholdermap); PreparationofdatacollectioninstrumentsfinalizationofUgandaEvaluationFramework andlogicmodel,draftingofinterviewschedulesandfocusgroupdiscussionguides;and Finalizationofactivityplanandtimelines. DuringtheCairomeeting,itwasagreedthat;aUNICEFstaffmemberfromheadquarterswouldvisit Ugandatoprovidesupportandbrieftheevaluationmanager,whodidnotattendtheCairomeeting; andthatdatacollectioninstrumentswouldbepilotedinUganda. VisitbyUNICEFstaff:Thisvisittookplacefrom14March2011.Themainpurposewastobriefthe evaluationmanagersandUNICEFontheirrolesintheevaluation.Duringthisvisit,severalmeetings, includingthreeinwhichtheconsultantandauthorofthisreportparticipated,wereheld.These included: AmeetingwithUNICEFstafffromtheEducation,andSocialPolicyandEvaluationsections(1 March2011).Duringthismeeting,theparticipantswerebriefedabouttheCairomeeting,the rolesofUNICEF,theEvaluationManagerandtheReferenceGroup.Theinceptionreportwas presentedandfeedbackwasreceived. AmeetingwiththeEvaluationManager(2March2011):Duringthismeetingofthree participants,thedatacollectioninstrumentswerediscussedandadjustmentsweresuggested. Whenthetimecametopilottheinstruments,theyhadthereforealreadybeenvalidatedbythe EvaluationManagerandUNICEFstafffromheadquartersandUganda. AGenderTaskForce(GTF)meeting(3March2011):Therewere20participantsencompassing governmentministries,donorsandNGOs.Duringthismeeting,participantswerebriefedabout theUNGEIevaluation,theinceptionreportwaspresentedandfeedbackwasprovided.Itwas alsoduringthismeetingthattheReferenceGroupwassetup.Atotalofsixpeoplevolunteered asmembersoftheReferenceGroup.

Thereferencegroupprovidedguidancetotheevaluationprocess.Theyreviewedandprovided commentsontheinceptionreport,draftreportandfinalreport. Pilotingdatacollectioninstruments:Thistookplacefrom27Marchto1April.From2729March,the UNGEIinternationalleadconsultantaccompaniedthenationalconsultantinundertakingthepilot. Thereafter,thenationalconsultantandinternationalconsultantsharedtheirexperienceswiththeother consultants.

2.3

Thelogicmodel

AkeytoolfortheevaluationwastheUgandaLogicModel(seeAnnex7),whichwasderivedfromthe 20102014UNGEIUgandaworkplan.ThemodelshowshowUNGEIexpectstoreachitsgoals,linking outcomes(shortandlongterm)toactivities(theresultschain)andtothevisionandgoalsofthe partnership.SincetheevaluationaimedtoassesstheextenttowhichUNGEIoutcomeshavebeen achieved,theLogicModelprovidedguidanceforthisassessmentprocess.

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2.4

Validationofoutcomes

ValidationoftheoutcomeswasundertakenduringtheplanningworkshopinCairo.Duringthis workshop,eachparticipatingcountrydiscussedandagreedontheoutputs,outcomesandmonitoring indicators(seeAnnex7). Further,theUNGEIUgandaworkplanincludedafourthoutcome.Thisisanindicationthatthethree globalleveloutcomesnamely:(i)ensuringthatpoliciespromotegirlseducationandgenderequality; (ii)regularreviewofprogressandgoodpractices;and(iii)strengtheningpartnershipinpromotionofGirl Childeducationwerefoundinadequatetomoveforwardthegirlseducationandgenderequality agendaineducationinUganda.Ifpregnancyamongschoolgirlscontinuestorise,itwouldaffectthe gainsfoundintheotherthreeoutcomeareas.Therefore,afourthoutcomefocusingonformulationof apolicyonreentrytoschoolforpregnantgirlsandchildmotherswasincluded.

2.5

Datacollectionmethods

TheUNGEIEvaluationFramework,modifiedfortheUgandacontext(seeAnnex7),wasusedtoobtain detailedinformationfrommembersofthepartnership. DatacollectioninvolvedcriticallyexaminingtheinvolvementofUNGEIpartnersandtheoperational efficiencyinthepartnershipactivities.Thestudyadoptedinteractivestakeholderengagement approachestodatacollection,including: Interviews:FacetofaceinterviewswereheldwithUNICEFstaff;officialsfromtheMoE;officialsfrom theMinistryofFinance,PlanningandEconomicDevelopment(MoFPED);districteducationofficials;and officialsfromtheForumforAfricanWomenEducationalists(FAWE)inUganda.Interviewsprovideda uniqueopportunitytodelvedeeperandobtainclarificationsonthekeyaspectsofUNGEIUganda, includingitsdesign,programming,TORs,workplans,achievementsandchallengestodate(seeAnnex6 foralistofthosewhoparticipatedintheevaluation).Theinterviewguidefocusedonpartners contributionstogirlseducationandtothepartnership,aswellastheirperceptionsabouttheimpacts, effectivenessandchallengesofthepartnership. Focusgroupdiscussions:ThesewereheldwithUNGEIdistrictandsubcountycommitteemembers, pupilsandteachers.SuchdiscussionsaffordedtheconsultantthechancetolistentoUNGEIbeneficiaries regardingtheircandidassessmentsoftherelevance,efficiency,effectiveness,sustainability,aswellas shortcomingsoftheUNGEIprocess. Formaldeskreview:DocumentaryanalysisofUNGEIworkplans,minutesofmeetings,progressreports, researchfindingsandothermaterialsprovidedadditionalinformationcriticalforevidencebased reporting.Themainfocusofthisreviewprocesswastoascertainthestatusofgirlseducation,the contributionofUNGEItobroadeducationalpolicy,developmentofapolicyonthereentryofpregnant girlstoschool,identificationandsharingofgoodpractices,andeffectivepartnershipingirlseducation.

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2.6

Samplingframe

UNGEIUgandaiscomposedofmanyaffiliates,namely,theUnitedNationsfamily,NGOs,community basedorganizations(CBOs),teachereducationinstitutions,civilsociety,theprivatesectorand communities.Datawerecollectedfromallthesemembers.Specifically,thefollowingconstituents participatedinthestudy: Governmentagencies(MoESandMoFPED); MembersoftheUnitedNationsfamily(UNICEF); Donors(IrishAid); CivilsocietyorganizationsFAWEU,KarambiActionForLifeImprovement(KALI),Kindinitiative fordevelopmentUganda(KINDUG),MpondweMoslemWomenAssociationandBwimaniro WomensGroup,Kasese; Beneficiariesoftheprogrammeatthecommunityandschoollevel,includingpupilsand students;and UNGEIcommitteesatthedistrictlevel.

Apartfromteachersandpupils,alloftheparticipantsfromtheUNGEIpartnershipatnational,district, andsubcounty/communitylevelswerepurposivelysampled.Ugandaisdividedintosixadministrative levels:village,parish,subcountyormunicipality,county,districtandnational.Asubcountyisthethird administrativelevel,aftervillageandparish.Thedistrictswerepurposivelyselectedtoensure representativenessintermsof: TheircategorizationashavingwellfunctioningorpoorlyfunctioningUNGEIcommittees (basedonUNGEIreportsfrom2010); TheireffortstorolloutUNGEItothesubcountyandlowerlevels;and Theirregionallocation. Basingontheabovecriteria,thedistrictsofAbim(inthenortheast,withwellfunctioningcommittees), Lira(inthenorth,withpoorlyfunctioningcommittees),andKaseseandKyenjojo(inthewest,withwell functioningcommitteesthathaverolledoutUNGEItothesubcountylevel)wereselected.Such purposivesamplingallowedfordifferentialanalysisofUNGEIperformanceacrossthedistrictsand betweenthedistrictsandnationallevelUNGEIpartnerships. Thelistoforganizationsandindividualrespondentswhowereinterviewedandwithwhomfocusgroup sessionswereheldisincludedinAnnex3.

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2.7 Fieldwork
Thedatacollectionprocessprogressedasfollows:
1622March2011 28March1April2011 48April2011 1115April2011 1822April2011 July2011 Nationalleveldatacollection Districtleveldatacollection(KaseseandKyenjojodistricts) Nationalleveldatacollection Districtleveldatacollection(AbimandLiradistricts) Nationalleveldatacollection Regionalleveldatacollection

Duringthefirsthalfofthefirstweekofdatacollection,theconsultantwasaccompaniedbythe internationalleadconsultantfortheUNGEIevaluation.Thereafter,theconsultantcollecteddatafrom theremainingstakeholders.Atthedistrictlevel,theconsultantmetdistricteducationofficials,womens groups,teachers,headteachersandpupils.

2.8 Dataanalysis
Contentanalysistechniquesinvolvinglinebylineperusaloffieldnotes,transcribedinterviewsandfocus groupdiscussionswereapplied.Datawerecodedwithaviewtogeneratingpatterns,categoriesor generalizations.CodingaddressedthecontributionofUNGEItotheformulationofmoregender responsiveeducationalpolicies;determiningpolicyforthereadmissionofpregnantgirls/childmothers; identificationanddisseminationofgoodpracticesforgirlseducation;and,enhancingpartnershipsin girlseducationandgenderequality.Discretepiecesofdataarecontinuallyperusedandcomparedwith aviewtogeneratingpatterns,categoriesorgeneralizations,particularlytogetabetterunderstandingof theeffectivenessofthepartnership,aswellasfactorsresponsibleforthedifferentialimpactofUNGEI betweenthestrongandweakUNGEIdistricts,andUNGEIatnational,districtandsubcountylevels.A comparativeanalysisoftheresultshelpedtoimprovetheunderstandingofwhatworksandwhat doesntworkasfaraspromotionofgenderparity/equalityineducationisconcerned. Qualityassurance:ContinuousreviewbytheofficerfromtheSocialPolicyandEvaluationsectionof UNICEF,thereferencegroupandtheinternationalleadconsultanthelpedtomoderatethedata collectionandanalysisandensureoverallqualityreporting.

2.9 Methodologylimitations
Theevaluationresultsshouldbeinterpretedwithinthecontextofthefollowingcaveats: LackofobjectivemeasuresofUNGEIoutcomes:Whileevidencebasedreportingisnecessary,it wasstatisticallydifficulttoquantifydesirableoutcomesofUNGEIactivities.Forinstance,if,asa resultofaparticularUNGEIintervention,girlslearntosaynotoearlymarriage,thisattitudinal

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changecannotbepreciselyquantifiedinnumericalterms.Therefore,itisnecessarytoview UNGEIasasocialmovementthataddressesissuesofsocialchangeandwhosecontributionsand successescanonlybemeasuredsubjectively. Unreliabilityofthenationalstatistics:Theuseofaggregatenationaleducationstatisticstotryto monitoranddeciphertheimpactofUNGEIactivitiesinUgandaencountersseveralmajor problems.First,thefewdistrictsinwhichUNGEIisconcentratingitsworkarethosewiththe lowesteducationperformanceindicatorsinthecountry.Theyarenotreflectiveofthesituation inthecountryasawhole.Thisunderminestheabilitytocomparetheevaluationfindings. Second,evenwhenUNGEIcouldhavebroughtaboutimprovementsingirlsaccesstoand achievementineducationinthesefewdisadvantagedtargetdistricts,thatimpactwouldnotbe noticeableatthenationallevel.Lastly,dataonpregnantgirlsandchildmotherswhohave returnedtoschoolarenotavailable,evenatthedistrictlevel,apartfromalimitedamountof isolatedschoolleveldata.ThismakesitdifficulttoascertaintheimpactUNGEIcouldbemaking inthisarea. Inadequaterecords:Thedeskreviewwasconstrainedbypoorrecordkeeping.Recordsfromthe timeUNGEIwaslaunchedweredifficulttoobtain,asonlyafew,mainlyfrom2008,were availableandobtainedfromsomeofthepartnerorganizations.Althoughmappingofallthe organizationsfocusingongirlseducationwasundertaken,noreportonthiswasavailable. Highstaffturnover:InalloftheUNGEIpartnerorganizations,thestaffthatwasontheground whenUNGEIwaslaunchedhadleftthoseinstitutions.Asaresult,itwasnoteasytogetin contactwiththem.This,togetherwithinadequaterecords,createddifficultiesinpiecing togetherUNGEIactivitiesatthenationallevel.

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3.ContextInUganda:Backgroundandtheeducationsector
ThischapterprovidesbriefbackgroundinformationonUganda,aswellasaconciseoverviewofthe educationsectorandtheprogresstowardsgirlseducationandgenderequality.Keyissuesaffecting girlseducationandgenderequalityarealsohighlighted.

3.1 Uganda:Background
Socioeconomicprofile:AccordingtotheHumanDevelopmentIndex,Ugandaisclassifiedat161outof 187countries,markingitasacountrywithlowhumandevelopment.Ugandaspopulationgrowthrate of3.2percentisamongthehighestintheworld(UgandaBureauofStatistics,2007).Themajorityofthe populationisfemale(51percent)andfallswithinthebracketofyoungerthan15yearsofage.The dependencyratio(i.e.,theshareofthose014yearsoldandolderthan65yearsoldasashareofthose aged1564)is,onceagain,amongthehighestintheworld.Thisoverstretchesthegovernmentinitsbid toprovidebasicsocialservices,includingeducation.Yet,allisnotlost.TheUgandaneconomyhasbeen remarkablytransformedinrecentyearsfollowingaseriesofdevelopmentsthathaverestoredmacro economicstabilityandhaveledtomarkedreductionsinpovertylevels.Ugandaisactuallyontrackto meetingtheMDGofhalvingpovertyby2015(NationalDevelopmentPlan(NDP),2010). Governanceandwomensempowerment:In2006,Ugandareintroducedamultipartypolitical dispensationafternearlytwodecadesofthenopartydemocraticmodeloftheNationalResistance Movementgovernment.Thecountrysconstitutionrecognizeswomensrighttopoliticalparticipation. TheEqualOpportunitiesActof2007andtheUgandaGenderPolicyprovidealegalframeworkfor inclusivenessandrepresentationinallpublicoffices.Thesehavesteadilyincreasedtheshareofwomen whotakepartinpoliticaldecisionmakingatalllevelsofsociety.Theshareofwomeninthenational parliamenthas,forinstance,increasedfrom18percentin2000to33.2percentintheeighth parliament(20062011).Thenumbersofwomeninthecurrentcabinetincreasedfrom15inthelast parliamentto24inthecurrent(TheMonitorNewspaper,2June2011).

3.2 Ugandaseducationsector
Policyprofile:EducationinUgandaisdividedintothreelevels:primary(sevenyears),secondary(lower fouryearsanduppertwoyears),andtertiaryanduniversity(twotofiveyears).TheGovernmentof Ugandalaunchedapolicyofuniversalprimaryeducation(UPE)in1997,anduniversalpostprimary educationandtrainingasamajorpolicyinitiativein2006.In1998,theMoESdevelopedandlaunchedthe EducationStrategicInvestmentPlan(ESIP)19982003asitsdevelopmentframeworkforeducation,with UPEastheprimaryfocus.TheEducationSectorStrategicPlan(ESSP)20042015waspreparedin2003and revisedtwice;thecurrentgovernmentstrategyforeducationistheESSP20102015.TheESSPcommitsthe governmenttoensurethatuniversalaccesstoprimaryeducationisthehighestsectorpriority.Ittargetsthe

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removaloffinancialimpedimentstothatobjective,andfocusesattentiononimprovingregionalandgender equity(Magona,2009). Institutionalframework:ThekeydecisionmakingbodyistheMoESTopManagementMeeting,whichhas exclusiveMoESparticipationandprovidesoversightandassurancefortheESIP/ESSP.TheEducationSector ConsultativeCommittee(ESCC)providesthemainconsultativeforumoneducationstrategy,policyand financing.ItmeetseverytwomonthsandhastheparticipationofMoES,MoFPED,MinistryofPublic Service,MinistryofLocalGovernment,maineducationinstitutions,educationdevelopmentpartners (EDPs),civilsocietyandtheprivatesector(MoES,2009),andischairedbythePermanentSecretary.The MoESPlanningDepartmentfunctionsastheSecretariat.AthirdlevelconsistsofaseriesofTechnical WorkingGroupsrelatingtotheeducationsubsectorsandcrosscuttingissues(e.g.,financialmanagement, sectorpolicyandmanagement,andM&E),andwhichprovidetechnicalinputstotheworkoftheESCC. ThesemechanismshavealsobeenthebasisfordonorcoordinationthroughtheEDPs. Trendsinresourceinflows:Educationsectorexpenditureshaveincreasedsubstantiallysince1997.The incrementwasespeciallyevidentfollowingthelaunchofUPEin1997,whensuchspendingaveraged17per centofyearlygovernmentexpenditureinrealterms.WiththeintroductionofUPPETin2006,allocationsto theeducationsectorincreasedby33percentduringtwofinancialyears.Innominalterms,theincreasesin educationappearparticularlydramaticwithallocationsincreasingfrom250billionUgandashillingsin 1997/98to900billionUgandashillings2008/09(OverseasDevelopmentInstitute(ODI),2008). Despitethisincrease,educationsectorexpenditureshavedeclinedasashareofgovernmentexpenditure throughoutthepast12years,initiallyfrom24percentin1997/98to22percentin1999/00.Until2005/06, theshareremainedstableatbetween21percentand22percent.Since2006/07,despitetheintroduction ofUniversalSecondaryEducation(USE),theshareofeducationspendinghasdecreasedto17percent,as theoverallgovernmentpriorityhasshiftedtowardsproductivesectors(ODI,2008). Fourmajorweaknessesinoperationalefficiencypersist:leakagesofresourcesbetweencentralgovernment andschools(e.g.,ghostteachers,misuseofUPEgrantstodistricts);leakagesofresourceswithinschools (e.g.,highratesofabsenteeismbypupils,teachersandheadteachers);deploymentofteachersacross districtsinawaythatisunrelatedtomeasuresofneed;andinefficientallocationofresourceswithin governmentschools(e.g.,largeclasssizesinearlygradesandlowersizesinhighergrades)(ODI,2008).

3.3 GirlseducationinUganda
TheintroductionofUPEin1997significantlyincreasedaccesstoprimaryeducationforbothboysand girls.Thetotalenrolmentratetripledfromabout2.7millionin1996to8.2millionin2009.Thenet enrolmentrate(NER)alsoprogressed,from86percent(89percentforboys,82percentforgirls)in 2000to93percent(96percentforboys,90percentforgirls)in2009(seeTable1below)(NDP,2010). Thisrepresentsanincreaseof8percentintheNERofgirls.

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Table1:SelectedperformanceindicatorsforprimaryeducationinUganda 2000 Total Grossenrolmentratio(GER) Netenrolmentratio(NER) CompletionratiotoP7 TransitionratiofromP7toS1 Source:NDP,2010. 128% 86% 63% 56.3% Male 132% 89% 71% 56% Female 124% 82% 55% 56.6% 2009 Total 115.1% 93% 52% 62% Male 118.1% 96% 55% 64% Female 112.1% 90% 48% 60%

Inthesameway,theintroductionofUSE/UPPETin2007increasedsecondaryschoolenrolment(S1S6) by25percentfrom814,087studentsin2006to1,165,355studentsin2009,withgirlsconstituting45.6 percentofthetotalenrolment.Thisalsoraisedthegrossenrolmentratio(GER)atthesecondaryschool levelfrom21percentin2000to29percentin2008,andthetransitionratefromP7toS1from56.3per cent(56percentmale,56.6percentfemale)in2000to62percent(64percentmale,60percent female)in2009.ThetransitionratefromS4toS5alsoroseby9percentagepoints,from39percentin 2000to48percentin2009(MoES,2009). Similarly,between2006and2009,enrolmentinBusiness,Technical,VocationalEducationandTraining institutionsincreasedby14.5percent,from25,682students(25percentfemale,75percentmale)to 30,000students(39percentfemale,61percentmale),respectively.Likewise,enrolmentinhigher educationinstitutions(universityandnonuniversity)hasrisenfrom10,000in2000toabout180,000in 2009(EducationManagementInformationSystem(EMIS),2009),withfemalesmakingupabout45per centofthetotalstudentpopulationatMakerereUniversity,oneofthecountrysoldestandmost prestigiousinstitutions. However,completionratesremainlowoverall,andlowerstillforgirls.Forinstance,justonethirdofthe girlswhoenrolledinprimaryeducationwerestillinschoolattheageof18,comparedwithhalfofthe boys(UgandaDemographicHealthSurvey2006;EMIS,2008;MinistryofGender,LabourandSocial Development[MoGLSD],2008).Again,Table1clearlyillustratesthis.Forinstance,therewasadeclinein primarycompletionrates,from63percent(71percentmale,55percentfemale)in2001to52per cent(55percentmale,48percentfemale)in2009. Thus,thewordsofMargaretNsereko,formerAssistantCommissionerforprimaryeducation,remain veryinstructive.In2004shestated:Ifyoutakegenderparitytomeannumbers,thenwearenotdoing verybadly.Butitisnotjustnumbers.Itisaboutaccess,retentionandcompletion.Whileenrolment figuresarehigh,ourmajorchallengeremainshowtogetandkeepespeciallythegirlchildinschoolas wellasenhanceherlearningachievement.(UNICEF,2004)Thestatementisanallusiontothegender disparitiesevidentinUgandaseducationsystem.

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Girlsconstitutethelargestproportionofoutofschoolchildreninthepopulation(UBOS,2010)andlag behindboysinperformanceonnationalexaminations.Thedwindlingcompletionrateisattributedto classrepetition,whichisestimatedat11percent,andtoschooldropouts,estimatedat6.7percent. Additionally,therecentlyconductedimpactevaluationofprimaryeducationinUganda(MoES/Policy andOperationsEvaluationDepartmentoftheNetherlandsMinistryofForeignAffairs(IOB),2008)shows thatgenderparitypatternsvaryaccordingtodistricts,withthedistrictsofGulu,Katakwi,Kitgum, Kotido,Kyenjojo,Lira,Masindi,MorotoandNebbihavingthelowestenrolmentforgirls. GirlseducationinUgandaischallengedbymanylimitations,includinglowcompletionratesandpoor performance.Keycausesoflowcompletionamonggirlsinclude:earlypregnancy(MoES,2011),sexual harassment,earlymarriage,femalegenitalmutilation,lackofsanitationfacilitiesinschools(MoGLSD, 2008)andlongdistancestoreachschool(WorldBank,2008).Inaddition,genderbiasandstereotypesin textbooks,teachinglearningprocessesandteachersattitudestowardsgirlshavebeenreportedto negativelyimpactgirlsparticipationandlearningachievement(Wright,2008;Kakuru,2006;Chege, 2004;Arnot,2004).Otherfactorsalsoaffectgirlscompletionandperformance,including:hostile learningenvironments;shortagesoftrainedfemaleteacherstoactasrolemodelsandimprovelearning; andnegativesocietalattitudestowardsgirlseducation(Ejangu,2004;Chelimo,2003). Girlsoftenencounterlearningproblemsbecauseofthelowexpectationsteachershaveregardingtheir intellectualabilitiesaswellasthelowleveloffeedbackfromteachers.Thisisexacerbatedbygirlslow valuationoftheirownabilitiesandlackoffemaleteachersinhighstatussubjectssuchasmathematics andscience(AikmanandUnterhalter,2007).Textbooksalsoreinforcethelowexpectationsofwomen andgirls,asdocurriculumandexaminationmaterials.Overallschoolenvironmentsarealsonotgirl friendlyandorequitable(Wardetal.,2006).TheHIV/AIDSpandemic(whichsometimesprecipitates girlsabsenteeism,astheystayhometolookaftersickparents),andconflictanditsaftermathalso disproportionatelyunderminegirlsparticipationineducationinUganda.Notsurprisingly,school completionandtransitiontosecondaryschoolremainamajorchallenge,mostlyforgirls(UNGEI,2007).

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4.EstablishmentandevolutionofUNGEIinUganda
ThischapterprovidesanoverviewoftheestablishmentandevolutionofUNGEIinUganda.Itoutlines theobjectivesandstructures,variouslevelsofoperation,andkeystrategies,prioritiesandactivities. Globally,UNGEIwasinstitutedbythenUnitedNationsSecretaryGeneral,KofiAnnan,in2000.The UNGEIvision,mission,purpose,objectives,operativestrategiesandprinciplesaresummarizedinBox1.
Box1:UNGEIvisionandmission

UNGEIvision Thevisionconsistsofaworldwhereallgirlsandboyswillhaveequalaccesstofree,qualityeducation. Mission UNGEIisapressuregroupwhosemissionistoensurethattheEFAgoalsongenderequalityineducationaremet throughcollaborativeeffortsamongUnitedNationsagencies,civilsociety,governmentsanddonoragencies. Purpose ThemainaimofUNGEIistogetactorsingirlseducationthinkingcollectivelyaboutthedifferenttypesof barriers/constraintstoachievinggenderparityandpossiblestrategiesforovercomingthem. Objectives ThecentralpurposeofUNGEIistoenableallpartnersto: IdentifywaysinwhichdevelopmentNGOsandtheirorganizationscancontributetoaccelerateprogress towardsgenderequalityineducation; DeterminehowagenciesandotherorganizationsandUNGEIcanworktogetheratinternationaland countrylevelstoassistcountriestomeettheMDGsrelatedtoeducationtowhichtheyhave committed; BetterunderstandthefitbetweenUNGEIandagenciesandotherorganizationswaysofworkingwith regardtoactionongirlseducationatthecountrylevel;and ContributetoshapingthestrategicdirectionandactivitiesofUNGEI. UNGEIstrategies Actasanhonestpowerbrokerbetweendonors,governmentsandNGOs,aswellasholdthem accountableandurgethemtoaction; Promotesharingofgoodpractices; Supporttheinclusionofgirlsinadvocacyforprovisionofeducation; Feedintoexistingpartnershipsandstructuresandonlyleadwherenostructureexists/share organizationalandmanagementsupport; Trainacriticalmassatalllevelstofocusonmainstreaminggirlsinallaspectsofeducation.

Source:UNICEF,2004.

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4.1 EstablishmentofUNGEI
InUganda,UNGEIwaslaunchedinDecember2004bytheMoES.Thelaunchattracted90participants fromdifferentinstitutionsandthedonorcommunity,includingsomeUnitedNationsagencies, governmentministries,NGOs,theprivatesector,localartistes,andyoungpeoplerepresentedbythe GirlsEducationMovement(GEM).ThevisionandgoalofUNGEIUgandaareshownintheLogicModel inAnnex7. UNGEIwasfirstlaunchedatthenationallevelandprogressivelyexpandedtodistrictsin2006,starting withNorthernUganda,whichwasthenaffectedbywar.Thereafter,UNGEIwasintroducedinEastern UgandaandthenWesternUganda.Bytheendof2006,UNGEIhadbeenrolledoutto14districtsand23 subcounties(UNICEF,2007).Todate,UNGEIhasbeenlaunchedindistrictswhereUNICEFfocusesits efforts.Ineachdistrict,UNGEIdistrictcommitteeshaveensureditsexpansionthroughoutthedistrictby institutingsubcountycommittees.AccordingtoUNICEFofficials,theinitialexpansionofUNGEIto UNICEFdistrictswaspartlyduetolackoffundsforotherpartnerstocontinuewiththeimplementation ofUNGEIactivities,andpartlybecause,inlinewithUNGEIstrategies,UNICEFwasinabetterpositionto conducttheexpansion.

4.2 StructureandmembershipofUNGEIinUganda
UNGEIUgandaisamultisectorpartnershipforumundertheMoES,withathreetierstructure consistingofnational,districtandsubcountymanageriallevels.Inaddition,UNGEIUgandaislinkedto UNGEIatregionalandgloballevels.TheUgandastructureisshownbelow.
Figure1:UNGEIstructureinUganda

Nationallevelmembership UnitedNationsagencies,NGOs,governmentministries,ateachertraining institution,donors,media,localartists,theprivatesector,childrenandyoung people,GirlsEducationMovement.

Districtlevelmembership Localgovernment(educationdepartment),politicians,DeputyChief AdministrativeOfficer,religiousorganizations,chairpersonsofwomens organizations,femalerolemodels,districtspeakers.

Subcountylevelmembership Parishleadership,religiousleaders,modelparents(parentswhohavesent childrentoschool),teachersandchairpersonsofwomensgroups.

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AsseeninFigure1,atthenationallevel,UNGEIpartnersaredrawnfromawiderangeofstakeholders. Atthetimeofitslaunch,UNGEImembershipatthenationallevelincluded:theMoES,MoGLSD,Ministry ofFinanceandMinistryofHealth,theWorldBank,UNICEF,theUnitedNationsPopulationFund,the UnitedStatesAgencyforInternationalDevelopment(USAID),UNDP,theUnitedNationsEducational, ScientificandCulturalOrganization(UNESCO),theWorldFoodProgramme(WFP),FAWE,ActionAid,the AfricanDevelopmentBank,theCanadianInternationalDevelopmentAgency,theSwedishInternational DevelopmentCooperationAgency,theDanishInternationalDevelopmentAgency,theEuropeanUnion, theUnitedKingdomDepartmentforInternationalDevelopment,AgenceFranaisedeDveloppement, DeutscheGesellschaftfurTechnischeZusammenarbeit,IrelandAid,JapanInternationalCooperation Agency,theNorwegianAgencyforDevelopmentCooperation,SavetheChildrenUganda,YouthAlive, GEM,KyambogoUniversity(representingteachertraininginstitutions),theDirectorateofEducation Standards,theNationalCurriculumDevelopmentCentre,MakerereInstituteofSocialResearch (MakerereUniversity,UgandaInitiativeforTDMSandPIASCYUNITY/USAID,theNetherlandsEmbassy, GEM,theStraightTalkFoundation,andWorldVision(UNGEITOR,2004).Suchmultistakeholder involvementallowedforarichknowledgemix,inclusivenessandfruitfuldiscourse. UNGEIatdistrictlevel:UNICEFandMoESspearheadedtheprocessofrollingoutUNGEItothedistricts in2005inthenortherndistrictsofGulu,KitgumandLira.Thesedistricts,locatedinawartornregion, hadthelowesteducationindicatorsinthecountry.UNGEIwasinitiallyintroducedinwhatcametobe knownasUNICEFdistricts.Asamatterofpolicy,UNICEFpreviouslyprioritizedthemostresourcepoor, hardtoreach/staydistrictsofUgandaforitsinterventionistactivities.Eachdistrictadoptedanarea specificlabel,forinstanceKaseseGirlsEducationInitiative(KAGEI),AbimInitiativeforGirlsEducation (ADIGE),KyenjojoGirlsEducationInitiative(KYGEI),KitgumInitiativeforGirlsEducation(KIGE).Each developedTORsandworkplans,whichtheyproceededtoimplement. Membershipatthedistrictlevelincludedlocalgovernment(educationdepartment),religious organizations,CBOs,politiciansandrolemodels.Bythetimeofthisevaluation,UNGEIcommittee membersinKaseseDistrictincludedtheDistrictInspectorofSchools(Chairperson),KALI,theMpondwe MoslemWomenAssociation,theBwimaniroWomensGroup,representationfromtheCatholicchurch, theMuslimcommunity,theSeventhDayAdventistchurch,theChurchofUganda,theDirectorofRock PrimarySchool(rolemodel)andwomenmembersofparliament(asrolemodels).InKasese,members includedtheDistrictEducationOfficer(DEO)asChairperson,KINDUganda,theDorcusVocational Institute,ChiefAdministrativeOfficer,afemalememberofparliament,andretiredteachers(role models).AbimDistrictdidnothaveCBOsinitsmembership;insteadmembersweredrawnfromamong rolemodelsandsubcounties. UNGEIatsubcounty/communitylevel:InthethenconflictproneareasofnorthernUganda(thewarin NorthernUgandalastedfrom1986to2007),theUNGEInetworkmadeuseoftheCampEducation Committees(CECs).TheCECmembershiptypicallyconsistsofacampleader,aheadteacher,aGEM representativeandamemberofthelocalgovernment.Innonconflictareas,thesubcountyUNGEI

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consistsofrepresentativesincludingparishleadership,religiousleaders,modelparents(parentswho havesentchildrentoschool),teachersandwomensgroups.

4.3 UNGEIcoordination/managementinUganda
Nationallevelcoordination:Accordingtodocumentaryreview,atnationallevel,UNGEIwassupposed tobesteeredbyanadvisorycommitteeof25membersdrawnfrompartnerinstitutions(UNGEI,2005). However,thiscoordinationstructurewasnotimplemented.Instead,aGTFwasestablishedattheMoES toprovidestrategicguidanceatthenationallevelonallissuesrelatedtogirlseducation(DraftUNGEI TOR,2004).WithspecificreferencetoUNGEI,theGTFwastaskedwith: SettingthenationalagendaforUNGEI; Identifyingkeyactorsthroughpartnershipmapping; GeneratinganddevelopingconsensusonnationalTORs; Settingupanadvocacyandcommunicationnetwork; EnsuringthatgenderequalitytakescentrestageinUNGEIactionplans; Agreeingonbottomupstrategiesforgendersensitizationcampaigns;and DraftingUNGEIactionplansintandemwiththePovertyReductionStrategyPaper(PRSP) processtoensureapolicyfit.

ThechairpersonoftheGTFisfromtheMoES(theDepartmentofPreprimaryandPrimaryeducation). FAWEUgandawaselectedcochairandUNICEFUgandawasnamedtheconvener.Thecochairsmain functionistoensureactiveparticipationofallthemembersduringmeetingsandtohelpoverseeand monitortheimplementationoftheUNGEIprocess.MembersoftheGTFaredrawnfromorganizations focusingongirlseducation,andmostareactuallymembersofUNGEIpartnership.Itisthisteamthat plansforUNGEIactivitiesatthenationallevel. Districtlevel:ThetopmostmanagementorganatthislevelisreferredtoastheDistrictAdvisory Committee(DAC).AworkinggroupisestablishedwithintheDACtohandletheadministrativeworkof thedistrictpartnership.Adistrictlevelgovernmentofficialisthechairofthepartnership,whiletheco chairisselectedfromalocalNGO.TheofficeoftheDEOprovidestechnicalsupport. Subcounty/communitylevel:Atthesubcountylevel,aUNGEIchairpersoniselectedfromamong parishleaders.InlinewithUNGEIgoalsandtradition,thecommitteeischairedbyawoman.Intotal,13 membersareinchargeofsteeringUNGEIatthislevel.

4.4 KeystrategiesandactivitiesofUNGEIinUganda
Priorities:InaspeechbytheUNICEFRepresentativeinUgandaatthelaunchofUNGEIin2004,UNGEI prioritieswerespelledoutasfollows:

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Puttinginplaceshortandmediumtermmeasurableactionsthatguaranteeaccessto,and completionof,qualityeducationforboysandgirlsinconflictaffectedareas;Sustainingand improvingthelevelofequalityineducationalaccessthathasbeenachievedandeliminatingall formsofdiscriminationagainstgirlsasprovidedforinthe1995ConstitutionofUganda,and internationalnormsandstandardsoftheConventionontheRightsoftheChildandthe ConventionontheEliminationofallFormsofDiscriminationAgainstWomen; Ensuringgenderequalityandsensitivityinallaspectsofeducation(includingenrolmentpolicies andpractices,curricula,teacherbehaviourandattitudes,equityinteachingforce,learning environments,pupilssafety,accesstoinformationandskillsthatenablegirlstomakepositive lifechoicesinareassuchasreproductivehealthandHIVprevention,andtheuseofnew technologies; Buildingpartnershipsthatconsistofpoliticalandresourcecommitmentsatthehighestlevels,to ensurethatanothergenerationofgirlsisnotlosttoilliteracy;and Sharinginformation,networkingandfundingforimprovedcoordinationandcollaborationon girlseducationandUNGEI. TheseprioritiesguidedUNGEIstrategiesandactivities. Strategies:UNGEIstrategies,inessence,implybringingthevoiceofdevelopmentpartnersandnational andlocalNGOstotheplanningtable;generatingworkplans;anddevelopingastrategyforamulti organizationalpartnership.ThisensuresthattheUNGEIstructureisparticipatoryandresponsiveto genderequalityissues,andthatgenderequitytakescentrestageinUNGEIactionplans.UNGEIisguided bytheprincipleofdivisionoflabour,whichisbasedonthecomparativeadvantageorareaofstrength ofaparticularpartnertoimplementthesestrategiesandworkplans. UNGEIactivitiesinclude:conductingmediacampaigns;advocacy,suchasneedfortargeteddeployment offemaleteacherstohardtoreachareas;gendersensitization;remedialteachingofscienceand mathematics,andchildprofiling;peercounselling;andlifeskills,sexualmaturationandHIV/AIDS education(UNGEI,2010).Inaddition,UNGEIconductsactivitiesthatstrengthenpartnershipsand promotecommunityandyouthparticipation.

4.5 VibrancyofUNGEIUganda
AtrendanalysisofthevibrancyofUNGEIatnationallevelrevealsthreedistinctphases,including:the veryactivephase(20042006);theslowdownperiod(20072008)andtherecuperationphase(2008 2010).Thisanalysisisbasedonthenumberofactivitiesundertaken,numberofpartnersinvolved,and thecoverageandpaceoftheactivities,asfollows: Theveryactivestage(20042006):Duringthisphase,nationallevelUNGEIactivelyparticipatedin: Mappingpartnersengagementingirlseducationandgenderequality; DevelopingTORsatnationalanddistrictlevels; RollingoutUNGEItothedistrictlevel.Duringthisperiod,thefocuswasNorthernUganda,which duetowarhadverylowenrolment,retentionandcompletion,especiallyofgirls.UNGEIwas

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introducedinthedistrictsofAbim,Gulu,Kaberamaido,Katakwi,Kitgum,KotidoandLira,among others,duringthisphase; Advocatingfortargeteddeploymentoffemaleteachersinhardtoreachareas; Conductingresearchtoinformpolicy,suchasastudyontraining,recruitmentanddeployment regardingfemaleprimaryteachersinUganda; Participatinginpolicydialogue; LaunchingtheGotoSchool,BacktoSchool,StayinSchoolcampaigninFebruary2007inKotido District.Duringthiscampaign,partnerswhoattendedincludedtheMoES,theMoGLSD,thelocal governmentofKotido,UNICEF,WFP,SavetheChildrenUganda,theUgandachapterofthe AfricanNetworkforthePreventionandProtectionofChildrenagainstAbuseandNeglect(which ispromotingtheconceptofsafeandprotectiveschools),andschoolbasedGEM.The campaignwasdesignedtobenefitapproximately1.3millionchildreninandoutofschool,as wellas13,000teachersin1,600schoolsin18districtsofNorthandNorthEasternUganda (Abim,Amolatar,Amuria,Amuru,Apac,Dokolo,Gulu,Kaabong,Kaberamaido,Katakwi,Kitgum, Kotido,Lira,Moroto,Nakapiripirit,Oyam,PaderandSoroti). Theslowdownperiod(20072008):Inthesecondphase,expansionworkcontinuedtothedistrictsin WesternUganda(KaseseandKyenjojo),butataslowerpace,withdiminishingsupportandmonitoring ofestablishedUNGEIdistrictcommittees.UNICEFremainedtheonlyactiveUnitedNationsagencyinthe partnership. Therecuperationphase(20082010):ThethirdandcurrentphaseoftheevolutionofUNGEIinUganda coincidedwiththe2008reviewoftheGenderinEducationPolicy,whichmarkedthecommencementof revivalistactivities,including: TheorganizationofGirlChildEducationweekin2009; Astudyongoodpracticesbypartnerinstitutions; Researchonpregnancyinschools;and tothebeginningofthedraftingofpolicyonreentryofpregnantgirlsandchildmothersto schools.

4.6 UNGEIUgandaandtherelationshipwithregionalandglobaloffices
FindingsshowedthattheregionalofficehasworkedwithUNGEIUgandatosetuptheUNGEItaskforce anddeveloptoolsforthegenderaudit.Inaddition,theregionaloffice: Hiredtheconsultanttoundertakethegenderaudit,whichallowedforanindepthanalysisof theUgandansituation; Providedfinancialsupporttoinitiateworkshops,writeTORsandconductthegenderaudit;and Providedaforumandopportunityforsharinggoodpractices.Forexample,Ugandaattendeda meetinginNairobiandNepalinwhichitsharedsuchgoodpractices. Theregionalofficelinksthecountrytothegloballevelbyprovidingasystematicupdateongender issuestotheglobalUNGEIoffice,andalsobyprovidingfeedbacktothecountry.However,theclose

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relationshipwasonlyevidentattheearlyphaseofUNGEI.Responsesfromcurrentofficialsamongthe partnerinstitutionsshoweddeteriorationinthiscloserelationship.Oneoftheofficialsexplaineditthis way:Theyonlycalluswhentheywantsomething. Themainchallengebetweencountry,regionalandgloballevelsistheuseofUNICEF.Thismakesit difficulttoseparateUNGEIfromUNICEFbecausetheRegionalFocalPointforUNGEIisaUNICEFstaff member.Itisperhapsbecauseofthisthatmanypartnerswerenotawareofanycloseworking relationshipbetweenregionalandlocallevelsofUNGEI.

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5.FindingswithrespecttoUNGEIoutcomes
ThischapterpresentstheevaluationfindingsforthefouroutcomeareasofUNGEIUganda,namely: 1. Ensuringthatpoliciespromotegirlseducationandgenderequality; 2. Formulatingapolicyregardingreentrytoschoolforpregnantgirlsandchildmothers; 3. Reviewingandidentifyingprogress,anddocumentationanddisseminationofgoodpractices; and 4. Strengtheningpartnershipsingirlseducation. InordertogetafeelforthecontributionsofUNGEIUgandatotheseoutcomes,thecontribution analysisapproachwasused.Thisinvolved: OutliningthesituationwithrespecttotheoutcomeareabeforeUNGEI; Describingthesituationtoday(changessinceUNGEI); Assessingtheimpactofthechangesthattookplace; IdentifyingtheinputsandcontributionofUNGEItothearea;and Makinganassessmentoftherelevance,effectivenessandefficiencyofUNGEIinvolvement.

Dataarepresentedintheorderfollowedbyofthecontributionanalysisdescribedabove.However,in ordertoavoidrepetition,dataontherelevance,effectivenessandefficiencyofUNGEIinterventionsare presentedinSection6.

5.1 Outcome1Policiespromotinggirlseducationandgenderequalityare inexistence

BeforeUNGEI:NearlyallthemajorpolicydriversaimedatimprovinggirlseducationinUgandapre datedthelaunchofUNGEIinthecountryin2004.Theseinclude: The1995ConstitutionofUganda,whichguaranteestherighttoeducationtoallchildren, irrespectiveofgender; The1997policyonUPE,whichaimedatimprovingaccessofboysandgirlstoeducation; Theaffirmativeactionadmissionpolicy,bywhichallfemaleapplicantstopublicuniversities (beginningwiththe1990/91academicyear)areawarded1.5bonuspoints; Otherpoliciesaimedatenhancingaccess,including:theComplementaryOpportunityfor Education,theAlternativeBasicEducationforKaramoja(ABEK),theBasicEducationforUrban PoorAreas,andtheSpecialNeedsEducationprogrammesthataddresstheeducationalneedsof marginalizedcommunities;and The2001GEM. Inadditiontothesenationalpolicies,UgandaembracedtheEFAgoalsaswellastheeducationrelated MDGs.Fromthesepolicies,thereisaconspicuousfocusontheneedtoensuregenderparityandequalityin education.Inthatsense,therefore,thesegovernmentlededucationalpolicies(withaprogirlsstance)were

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preemptiveoftheintentofUNGEItoaddvalue(Purcell,2010).Forinstance,theimpactoftheUPE programmein1997ongirlsschoolenrolmentwasparticularlyimmediateanddramatic,asillustratedin Table1. Situationin2011:ChangessinceUNGEI:Notwithstandingtheseinitiatives,girlsparticipationin educationcontinuedtolagbehindthatoftheirmalecounterparts.Genderdisparitywasmost noticeableincompletionrates(seeTables1and2).Theattritionrateattheprimaryeducationlevelin 2003(ayearbeforethelaunchofUNGEI)wassohighthatoneinformantremarked:Wehadexpected about1milliontocompleteprimarycyclebutonlyabout200,000did.Thosewhocompleteddidnotdo well.Girlsdropoutrateoutstrippedthatoftheboys.FromthefirstcohortofUPEwhograduatedat thetimeoftheUNGEIlaunchin2004,itwasevidentthatmanyhaddroppedout. Asaresult,afterthelaunchofUNGEIin2004,morepoliciesaimedatacceleratinggirlseducationhave beencreated.Theseinclude: The2007NationalGenderPolicy; TheGenderinEducationPolicy,whichwaspassedin2009andlaunchedinNovember2010; The2007USE/UPPETpolicy; The2008EducationBill,whichmadeeducationcompulsory; The2007EqualOpportunityCommissionAct,whichgavethecommissionpowerstoissueand enforcerecommendationsonequalizationofopportunitiesbetweenmalesandfemaleswithin theeducationsector;and Thecommencementoftheprocessofformulatingapolicyforreentryofpregnantgirlsand childmotherstoschoolin2008. Similarpolicyinitiativesarebeingundertakenatthedistrictandlowerlevels.Forexample,abylawon defilementandearlymarriagewaspassedinAbimDistrictin2008,whileanotherinKaseseDistricton childprotectionagainstearlymarriage,childlabourandsaleofalcoholtochildrenisintheprocessof beingplacedinthegazette. InGuluDistrict,SafeSchoolContractswerecraftedandimplementedbytheCECsinpartnershipwith GEM.Thesecontractsweredrawnupbetweenteachersandthesatellitecommunities,bywhich teachersagreenottobeinvolvedinactsofsexualharassmentorelopementwithschoolgirls.The signeddocumentsaredisplayedineasilyaccessiblelocationsforpublicitypurposes.Similarly,theSafe CommunityContractscommitlocalleaderstothepromotionoftherightofgirlstoeducation.Theseare signedbetweenlocalleadersandGEM.Therearealsodeliberateeffortstoorganizechildmothers, pregnantgirlsorrapevictimsintogroupswithintheschooltocombatstigmatization. Further,failuretoachievegenderequityduringthepreUNGEIperiodledtotheinitiationofaseriesof activitiesaimedatenhancingtheimplementationofpolicies.Forinstance: TheintroductionofthePromotionofGirlsEducationschemedesignedtoenhancethe retentionandperformanceofgirlsattheprimarylevel;

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TheimplementationoftheEquityintheClassroomprogrammeaimedatfacilitatingequal participationofgirlsandboysintheclassroom; IntroductionoftheFocusingResourcesforEffectiveSchoolHealthproject,whichfocuseson provisionofsafewaterandsanitationtoschools,provisionofwashroomsforgirls,urinalsfor boys,andseparatelatrinesforgirls; thedevelopmentoftheTORsforastudyregardingthetraining,recruitmentanddeploymentof femaleprimaryteachersinUganda;and thedevelopmentandrolloutofnationalcommunicationstrategiesthataddressgirlseducation,as wellasawarenessraisingcampaignsinUganda.

Aboveall,aGenderDeskwasestablishedin2007intheMoESwithabrieftoensure: Equitableaccesstobasiceducation; Increasedgirlsretentioninschool; Improvedgirlsperformance,especiallyinscienceandmathematics; Protectionofgirlsagainstchildabuseandotherformsofmolestation; Reformofthecurriculumtomakeitmoregendersensitive; Educationalfacilitiesaremademoreconducive,particularlytogirlsandotherdisadvantaged children;and Trainingandretrainingofteachers(particularlyseniorfemale/maleteachersandcareer teachers)ingenderresponsivemethodologyandpractice. Impactofchanges:IncreasedenrolmentremainedthemainimpactofthepostUNGEIperiod. Completionremainedlow,asshowninFigure2.
Figure2:TrendsincompletionratestoPrimarySeven(20002009)

COMPLETION RATES TO PRIMARY SEVEN

Completion Rates 80% 60% 40% 20% 0% male

2001 2002 2003 2004 2005 2006 2007 2008 2009 71% 59% 66% 72% 54% 55% 50% 51% 55% 41% 49% 47% 56% 54% 62% 47% 51% 42% 48% 44% 47% 47% 49% 48% 52%

female 55% total 63%

Source:EMIS.

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 Despitethelowcompletionrates,transitiontothesecondarylevelimprovedfrom59percent(57per centforboysand63percentforgirls)in2003to69percentin2005(69percentboysand70percent girls).ThisisshowninTable2.

Table2:Transitionandcompletionratesforprimaryandsecondaryschool(20002007) Indicators Transition ratetoS1 (i)Boys (ii)Girls Completion rateS4 (i)Boys (ii)Girls Source:EMIS. 2000 65% 61% 70% 16% 18% 14% 2001 61% 56% 66% 21% 23% 19% 2002 69% 65% 74% 22% 25% 19% 2003 59% 57% 63% 18% 20% 17% 2004 64% 61% 68% 25% 28% 22% 2005 69% 69% 70% 30% 34% 26% 2006 70% 68% 71% 29% 33% 25% 2007 67% 65% 68% 31% 35% 28%

EvidentinTable2isaprogressiveincreaseinthecompletionratesatSenior4from18percentforboys and14percentforgirlsin2000to35percentforboysand28percentforgirlsin2007. Inaddition,parentsarebetterinformedabouttheimportanceofgirlseducation.InKaseseDistrict, improvementingirlsattendanceinoneofthesecondaryschoolswasattributedtotheincreased commitmentofparentstoensureadequateprovisionofsanitarypadsfortheirdaughters.Thesub countiesofKyarumbaandMalibahadestablishedgirlseducationcommitteeswhoseotherbriefisto strengthensensitizationongirlseducationatthesubcountylevel. Similarly,attheuniversitylevel,theAffirmativeActionadmissionpolicyresultedinanincreaseinthe femalestudentpopulationatMakerereUniversityto45percentin2008(comparedwith23percentin 1989). GEMclubshavebeenintroducedin30percentoftheprimaryschoolsin14districts(UNICEF,2010). Further,GEMhasenabledgirlswhohaddroppedouttoreturntoschools(Naalawanga,2005; Nassimbwa,2004),inadditiontoimprovingmenstruationmanagement.ManyoftheGEMclubs sensitizetheschoolcommunitythroughpostersandwritingsliketheoneshownbelow.

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SensitizationmessagesonrocksatRockPrimarySchool,Kasese.

ContributionbyUNGEI:Educationpolicymakingorreviewprocesseshavebeeninitiatedbythe relevantsectionsintheMoES.Forinstance,policiesrelatedtotheprimaryeducationsubsectorare promptedbytheDepartmentofPreprimaryandPrimaryEducation,andthenreviewedbytheGTFfor inclusionofgenderissues.Thereafterthepoliciesaresubmittedtotherelevantorgansoftheministry, particularlytheTopManagementMeetingandESCC.Inthisprocess,theUNGEIcontributionisevident inthereviewofpolicy.RepresentationoftheUNGEIpartnershipinkeydecisionmakingorgansofthe MoESfurtherimprovestheparticipationofUNGEIinpolicyreviews,ensuringthatthegirlseducation agendaisalwayshighlighted.Forinstance,UNICEFaleadagencyofUNGEIisamemberoftheESCC, whichisadefactopolicymakingpowerhouseinthesector. Furthermore,itwasthelaunchofUNGEIin2004thatledtotheinstitutionalizationoftheGTFinthe MoES.MembersoftheGTFaredrawnfromUNGEIpartners(alloftheorganizationswithaninterestin gender).TheGTFbecametheleadadvisertotheMoESonallgenderrelatedissues.Itdirectly participatesinpolicydialoguesandactsasamouthpieceongenderrelatedissues.ThismakesUNGEIa majordriverofgenderrelatededucationinUganda.Forinstance,aconceptpaperonthesectorpolicy onpregnanciesinschoolswasdraftedanddiscussedduringtheUNGEImeetingof5November2008 andinMay2011.FAWE,asanUNGEIpartner,hasbeentaskedtoconductastudywhosefindingswould informthepolicyonreadmissionofpregnantschoolgirls.ItisalsopossiblethatwithoutUNGEI,theGTF wouldnothavebeeninstitutionalizedintheMoES,orwouldhavebeeninstitutionalizedlater. AlthoughthenetcontributionofUNGEItopolicyreformneedstobeviewedagainstthebackdropofthe governmentledpolicyshifttowardsgenderconsciousnessinalldevelopmentplanning,faster implementationofthesepoliciesispartlythankstothecontributionofUNGEI.Forinstance,inorderto

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improveaccessandretention,UNGEI,atnational,districtandsubcountylevels,activelyparticipatedin theGotoSchool,BacktoSchool,StayinSchoolcampaignof2007.UNGEIalsoadvocatedforthe mainstreamingofthechildfriendlyschool(CFS)initiativeasanintegralelementoftheBasic RequirementsandMinimumStandardsforalleducationalinstitutionsbytheMoESin2007.CFSaimsat promotinggirlseducationinanespeciallygirlfriendlyenvironmentatalllevels.Further,UNGEI campaignedfortherationalizationoftheSchoolFacilitiesGrantstoincludefundsforcompulsory provisionofseparatelatrineswithdoors,forbothgirlsandboys.Thegrantalsooperatesthrougha rankingsystemthatprioritizespoorestschoolsandrewardsschoolswith48percentormoregirls enrolment. SomerespondentsalsoattributedIncreasesinenrolmenttoUNGEI.Forinstance,theDEOofKyenjojo said:WeattributegirlscomingbacktoschooltoUNGEI.Previouslyitwaseducationforallbutgirls werenotemphasized.Thetrainingofseniorwomanteachersandseniormanteachershashelpedthem toappreciatechallengesofthegirlchild. Inaddition,UNGEIhasundertakenpolicydisseminationinordertocreateawarenessamong stakeholdersexpectedtoimplementsuchpolicies.Forinstance,bythetimeofthisstudy,theGenderin EducationPolicyhadalreadybeendisseminatedintheCentral,EasternandtheNorthwesternregionsof Uganda,andplanstodisseminatetootherregionshadalsobeenfinalized.Theparticipantsduring disseminationinclude,amongothers,localleadersatthesubcountyandparishlevels,religiousleaders, headteachers,NGOsandCBOsineducationsectors.Thisensuresthatallstakeholdersnotonly understandthepoliciesbutalsocommitthemselvestotheirimplementation.

5.2 Outcome2Policypromotingreentryofpregnantgirlsandchild motherstoschoolisinexistence

BeforeUNGEI:PriortothelaunchofUNGEIinUganda,notonlywastherelackofanofficialpolicy pertainingtothereentryofpregnantgirlsandchildmotherstoschool,buttherewasalsonoserious andsustainedmovebythegovernmenttocounterthesurgingproblemofearlypregnancyinduced dropoutofgirlsfromschool.Indeed,Kasente(2003)identifiedearlypregnancyasthebiggesthindrance togirlseducationinUganda.Thiswasexacerbatedbytheperceptionofsuchpregnanciesbyboththe schoolauthoritiesandthewidercommunityasapunishableimmorality.Theexpulsionofgirlswho conceivedwhilestillpursuingschoolingwasthereforeseenasamorallyjustifiabledecision. Thefewinterventionsbyvariousprovidersthatdidaimtoaddressthecompoundingeffectofhigh incidenceofearlypregnancyongenderdisparitiesineducationwereseparateandnotcoordinated. Theseincluded: Theabstinenceuntilmarriagecampaignconductedbyseveralnonstateactors; Theproductionofeducationalmaterialsregardingreproductionhealthforprimaryschoolsby UNICEFandotherproviders; TheinclusionbytheMoESofHIV/AIDSandlifeskillseducationintheschoolcurriculumsince 1993,onthepromptingofdevelopmentpartnerssuchasUNICEF;

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TheUNICEFledSaraCommunicationInitiative,translatedinsomeUgandanlanguagesand serializedinlocalnewspapers,providededucationalmessagesonhowtoavoidpregnancyand alsotheimportanceofreturningtoschool. Despitetheseinitiatives,themajorityofheadteachersadamantlycontinuedtodenypregnantgirlsan opportunitytoremaininschoolandsittheirexaminations.Moreover,theMoESitselfdidnotputin placeastrongmechanismforsanctioningsuchheadteachers. Situationin2011:ChangessinceUNGEI:TheteenagepregnancyrateinUganda,at31percent,isthe highestinsubSaharanAfrica(YolisigiraYazidinTheMonitorNewspaper,28September2010;2006 UNFPAreport).Approximately21percentofUgandanchildrenaresexuallyactivebyage11,andabout 70percentareactivebyage19.In2008,almost12percentofgirls1519yearsoldwerepregnant, while19percenthadalreadygivenbirth(minutesoftheUNGEImeetingheldon5November2008). ThepostUNGEIperiodischaracterizedbyconstantreminderstoheadteacherstopermitpregnantgirls toreturntoschool.Forinstance: Since2007,MoEShasbeenwritingcircularstoschoolsurgingheadteachersnottoexpelpregnant girlsandtoallowchildmotherstositfortheNationalPrimaryLeavingExaminationandforOand Alevelexaminations; Further,theprocessofformulatinganofficialpolicyforreentryofpregnantgirlsandchildmothers toschoolhasstartedandisexpectedtobecompletedbyOctober2011. Asthepolicyformulationisstillinprogress,sensitizationisongoingandusesamultiprongedstrategy involvingschoolwalks,radiotalkshowsandmultistakeholderworkshopsthatbringtogethergirls, parents,subcountychiefs,communitydevelopmentofficers,secretariesforeducation,localcouncils, faithbasedorganizations(FBOs)andthewidercommunity.Theparticipationofmanystakeholdersin theworkshopsguaranteeswidersocialbuyin.Therehavealsobeenschoollevelmeetingswithsenior womenteachers,seniormenteachers,chairsofparentteacherassociations,chairsofSchool ManagementCommittees(SMCs)andheadgirlstoensurethatgenderissuesareaddressedinschool developmentplans. Impactofchanges:Althoughapolicyaimedatpromotingthereentryofpregnantgirlsandchild motherstoschoolisyettobetabled,advocacyandsensitizationeffortsseemtobepayingoff,as evidencedinthefollowing: Improvedcommunityawarenessabouttheimportanceofsendingchildmothersbacktoschool: Althoughthepregnancyrateamonggirlsremainshigh,thereiswillingnessamongparentstoreturnthe girlstoschool.TestimoniesgivenbythebeneficiarygirlsandlettersfromparentstoUNGEIdistrict chairpersonstowhichtheconsultanthadaccessattesttothisemergingshiftincommunityattitudes. Forexample,oneofthegirlsrevealedthat: IbecamepregnantwheninP6butIfearedtogobacktoschool.Myparentsencouragedme butIrefusedandgotmarried.Istayedinthemarriagefor7yearsbutthemanwasmistreating

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me,andhegototherwives.Allmyfriendsencouragedmetogobacktomyparents.Myparents acceptedtolookaftermythreechildren. Asshowninthephotographbelow,thecommunityhasacceptedgirlswhoattendschoolswiththeir children,unlikeinthepast,whengirlshadtoleavetheirchildrenbehind.

ChildmothersattendvocationaltrainingatBwimaniroWomensGroup,Kasese.

Increasingnumbersofchildmothersgoingbacktoschool:Althoughthereisnoreliablenational statisticalevidenceregardingthenumbersofchildmotherswhohavereturnedtoschooltodate, individualschoolbaseddatashowsignificantnumbersofsuchreturnees.Forinstance,in2006atSt. MartinsPrimarySchoolinGuluDistrict,26childmotherswereinschool(UNICEF,2006).Atthetimeof thisstudy,16childmotherswereenrolledinAbimSecondarySchool.Similarly,10pregnantgirlsfrom onesubcountyinKaseseDistrictwereallowedtositthe2010finalnationalexaminations. Increasedalternativelearningpathwaysforchildmothers:Inadditiontoformalschools,thereare severalprogrammesforchildmothersandothergirlswhohavedroppedoutoftheformalschool system.Forexample,theBwimaniroWomensGroupstartedaprojectin2008foroutofschoolgirls andchildmothersthatofferedcoursesinnurseryteaching,hairdressing,tailoring,poultryand handicraft.Thereareplanstointroduceabakerycoursein2012.Theprojectalsodoublesasamicro

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financeinstitutionfromwhichmemberscanborrowandsavemoney.Bythetimeofthisevaluation,160 parentsweresavingwiththem.InKyenjojo,DorcusVocationalInstitutealsoprovidessimilar opportunities.

DorcusVocationalInstituteprovidesalternativeeducationforchildmothers.

ContributionbyUNGEI:TheburgeoningnatureoftheproblemofearlypregnancyinUganda,together withthecontinueddenialofaccesstoschoolsforpregnantgirlsandchildmothers,motivatedUNGEI Ugandatoincreaseitsfocusonadvocacyforapolicyaimedatpromotingthereentryofpregnantgirls andchildmotherstoschoolandtosensitizethecommunitytoreturnchildmotherstoschools. AnUNGEIchairperson,togetherwithUNICEFstaff,draftedtheconceptnoteonreentryofpregnant girlsandchildmothers,beforesharingitwithotherUNGEIpartnersduringtheGTFmeetingfortheir input.ThedraftwasdiscussedattheUNGEImeetingon5November2008,andduringthemeetingthe needforacomprehensivestudyonteenagepregnancytoinformtheproposedpolicyregarding readmissiontoschoolwasrecommended.FAWE,anUNGEIpartner,wasassignedthetaskof undertakingthestudy. StraightTalk,anotherUNGEIpartner,isdirectlycombatingtheteenagepregnancypredicamentby periodicallyvisitingschoolstotalktogirlsaboutabstinence,whilecautioningthemagainstthedangers ofsugardaddies. Similarly,districtUNGEIcommitteesmakeperiodicvisitstoschoolstosensitizechildrenonvarious issuesrelatingtogirlseducation.InKasese,forinstance,thedistrictUNGEIcommitteevisitedallofthe

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schoolsinthemunicipalityin2010.Inaddition,KAGEI/KALIsupportedtrainingworkshopswere conductedforparentteacherassociationsandSMCsin2010in21ofthe28subcounties.InKyenjojo, thecommitteeidentifiedgirlswhohaddroppedoutduetopregnancyandadvocatedfortheirreturnto school.Furthermore,duringtherecentlaunchofthegirlseducationprogrammeinMay2011,which wassponsoredbyDfID,formerchildmothersfromdifferentdistrictsweregiventheopportunityto shareandlearnfromeachothersexperiences. Further,districtandsubcountyUNGEIcommittees,togetherwiththedistricteducationoffice, mobilizedandparticipatedinGoBacktoSchoolWalks,whicharedescribedinBox2.

Box2:Schoolwalk TheschoolwalkinitiativeemployedinAbimDistrictaimstocounterreluctancetoobservethetimely returntoschoolatthestartofeachschooltermfoundamongchildrenandeventeachers.Schoolwalkis alsointendedtosensitizekeycommunitymembersontheimportanceofgirlseducation,andto mobilizethemtosupportpoliciesandprogrammesthatwillensurequalityeducationforgirlsandother vulnerablechildren.Itisalsoaimedatencouraginggirlswhohavedroppedouttoreturntoschool. Theinitiativeistypicallyundertakenaweekbeforethecommencementofeachschoolterm.Itis organizedbythedistricteducationoffice,incollaborationwithUNGEIdistrictandsubcounty committees.CommunitymobilizationisundertakenbytheUNGEIcommittee,whiletheschool communityismobilizedbythedistricteducationoffice.Inadditionpoliticalleadersalsoparticipate,and abandishiredtoleadthewalksothatbothchildrenandadultsareattractedtotheactivity. Duringthewalk,childrencarryplacardswithmessagessuchasSendyourdaughtertoschool,School startsonMondayandSchoolisgood,tomentionbutafew. Thewalkstartsfromaselectedcentralpoint,passesthroughthesurroundingvillagesandendsata venuewheredistricteducationofficials,politiciansandNGOsaddressthepeople.Duringtherally,pupils presentsongs,playsanddramas.Thekeymessageinallofthepresentationsistheimportanceof educationandtheneedtosendbothboysandgirlstoschool.

Further,throughmobilizationbydistrictUNGEIcommittees,thereturneechildmothersarenowactively involvedincounsellingandencouragingtheothercolleagueswhodroppedouttoreturntoschool.This isalsodonethroughradiotalkshows,asdescribedintheboxbelow.

Box3:Radiotalkshows Radiotalkshowsareoneavenueforreachingouttocommunitiesinhardtoreachareas,suchas mountainousareascharacterizedbypoorandsometimesimpassableroads.Radioshowsmakeit possibletoreachouttomanypeopleataminimalcost,andarebeingusedinKaseseDistrictin WesternUganda. ThetalkshowsareorganizedbythedistrictUNGEIcommitteeusinglocalFMradiostations.Theyare facilitatedbychildreturnees,femalerolemodelsfromthecommunity,orUNGEIdistrictcommittee

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members.Womensgroupsarefrequentlyinvitedtotalk,andtopicsincludereturninggirlstoschool afterpregnancy,whattodowhenyourdaughterisdefiled,andwhyeducatinggirlsisimportant, amongmanyothers.Throughthetalkshows,childmothershavesharedtheirexperiencesand,inso doing,encouragedgirlswhohavedroppedoutduetoearlypregnancytoreturntoschool. Thetalkshowstypicallystartwithinformationonthetopicoftheday,followedbyaquestionand answersessioninwhichthecommunityispermittedtointeractwiththepresentersbytelephone.In thisway,answerstothecommunitysquestionsareprovided.Inaddition,problemsaffectingthe educationofgirlsaremadeknowntotheradiopresenters.

Inthisway,theevaluationfindsthatUNGEIhasdeepenedthecommunitysunderstandingofthesocio economicvalueofgirlseducation.Thecommunityisnowabletoidentifyhurdlesaswellaskey interventionpointstoimprovegirlsaccesstoeducation(MoES,2007).

5.3 Outcome3UNGEIcontributiontotheregularreviewofprogressand goodpractices

BeforeUNGEI:Althoughtherewereseveralgoodpracticesinthedeliveryofeducationservicesin general,andingirlseducationinparticular,evenpriortothelaunchofUNGEIinUganda,therewasno systematicendeavourtodocument,disseminateandinstitutionalizetheseaspects.Forexample,for sometimethefollowingremainedstandaloneprojects,withminimalspillovereffects: theCFSconceptofFAWEUganda(2001); theBreakthroughtoLiteracycampaignofFAWEUganda(2001); thetwogenerationapproachoftheUgandaRuralDevelopmentandTrainingProgrammein primaryandsecondaryschools,whichstartedinKibaalein2000.Theapproachinvolvesjoint sensitizationofparentstogetherwiththeirdaughtersonissuesofcommoninterest;and theGEMin2001.

Situationin2011:ChangessinceUNGEI:Theevaluationshowedthatthefollowinghavebeenidentified anddocumentedasgoodpractice: GEM:GEMUgandaisdeemedtobeacompositegoodpractice,essentiallybecauseofitscomposition andactivities,whicharereplicable,sustainable,adaptableandcosteffective.Forinstance,GEMchild ledoutreachandadvocacyplacesgirlsinthedriversseat,whichrepresentsastrikingdeparturefrom thepreviouslyexpertledinitiatives(Wardetal.,2006);inaddition,GEMsinclusionofboysasstrategic allieshashelpedtoconvertthemfromtheirpreviousstanceasbulliestoactivesupportersofgirls. SchoolmappingisanotherrevolutionaryGEMinitiativeinwhichchildrendocumentthetotalnumberof schoolagechildrenwithabreakdownbygender;thenumberofnonschoolinggirls;andthebarriers thatpreventgirlsfromgettinganeducation.Thedatageneratedhaveproventobehandytolocal governmentforplanningpurposes.

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Peerguidance,counselling,andmentoring,inwhichchildren,especiallythoseinleadershippositions, availthemselvestoothersascounsellors.Girlswhoneedcounsellingonsensitiveissueslike menstruation,forexample,findawillingearintheirpeers(HerzandSperling,2004).Olderchildren havealsotakenontheresponsibilityofmentoringyoungerchildren,helpingthemcopewithsituations thatwouldotherwisebehardtodealwith.Schoolsarenowsensitivetothespecialneedsofgirls. Children,throughtheirGEMclubs,alsodiscusshowtokeeptheirtoiletsclean. GEMincomegeneratingactivitieshaveencouragedtheparticipationofchildreninthegrowingof vegetables,whichtheyselltofundclubactivities.Childrenalsostagedramaandmusicperformancesfor thecommunities,andthesetooearnsomeincome.ThiswasevidentinKitojoPrimarySchooland NyakishenyiPrimarySchoolinKyenjojoDistrict.Moneygeneratedinthismannerisusedtobuy scholasticmaterialsforreturneesbroughtbackbyGEMclubmembers. Thetwogenerationapproach:ConductedinthefirstweekofTerm1,thistrainingintroducesparents andtheirdaughterstodifferentialanalysisby: askingthemtojointlydrawtheirperceivedidealhome; establishingthestatusoftheirexistenthomes: determiningthedevelopmentgapthatneedstobeclosed;and formulatingstrategiesforclosingtheidentifieddevelopmentgap.

Asecondworkshopisorganizedattheendoftheterm,inwhichgirlsareexpectedtosharewiththe parentstheirschoolexperiences,includingtheskillsandknowledgetheyhaveacquired.Bothgirlsand parentsaresubsequentlytaskedtogobacktotheirrespectivehomestoimplementthenewskillsand ideas.Thisisreferredtoasabackhomeproject.Communitydevelopmentofficersthenclosely monitortheimplementationprocess.Intergenerationalinteractionhelpsparentstofullyappreciatethe virtueofeducatinggirlswhilesimultaneouslyenhancingthecommunicationskillsandassertivenessof thegirls. PromotionoftheCFSconcept:ThisisawholeschoolimprovementprogrammespearheadedbyFAWE, whichaimsattransformingtheethosandcultureoftheschoolbyestablishingconditionsforqualitative changesinteachingandlearning.ACFSisaschoolthat:respectstherightsofthechild;iseffectiveand efficient;isgendersensitive;ishealthy;andisasafeandprotectiveplace.Thestudentsareinvolvedin theCFSbyevaluatingschoolenvironmentalfactorssuchassanitation,safety,gendersensitivity, healthandextracurricularactivitiesthatimpactonachildsschoolattendanceandretention (UNESCO,2007). Impactofchanges:ThesharingofGEMasagoodpracticeledtoitsexpansioninschools.By2010,GEM covered23districtswithabout903schoolbasedclubsandanestimatedmembershipof356,701 whichtranslatesintocoverageof22percentofthechildrenin31percentoftheprimaryschoolsinthe countrys23districts(UNICEF,2010),thusmakingitoneofthemostpopularclubsinprimaryschoolin Uganda.GEMhasmadeitpossibleforchildrenacrossUgandatoactivelyparticipateinchartingtheir nationsprogresstowardsEFA.

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Thereturnofgirlstoschool;improvementsingirlsenrolmentandattendance;completionand transitionrates;bettermenstruationmanagement;schoolmapping;andtheemergentbreakingthe silencepoiseofthegirlchildareallresultingfromimplementationofgoodpracticessuchasGEM.This contrastswiththepreUNGEIperiodinUganda,whichwastypifiedby: Minimalinvolvementofchildrenandyouthineducationalpolicyformulation,planning, programming,implementation,andM&Eactivities; Neargenderblindnessinalmostallaspectsofeducationservicedelivery,includingclassroom processes,infrastructureandmanagementpractices;and Theunofficialdesignationofgirlsandwomenasvoicelesspeople. Further,GEMUgandaisnowafullyregisteredNGOwhosemissionistopromotegenderequalityin qualityeducation,andisthusamemberoftheGTFinitsownright. Asaresultofthesharingofgoodpractices,Ugandaiswellknownintheregionasacountrywhere effortstowardsgenderequalityarepayingoff.Thisinturnhasattractedcountrieswithintheregionto learnfromUgandasexperiences.Forinstance,UNICEFandFAWEfromRwandavisitedUgandainMay 2011tolearnhowGEMoperates. ContributionbyUNGEI:WiththeadventofUNGEI,theprocessoftheidentification,documentation, disseminationandinstitutionalizationofgoodpracticesbecamemorepurposefulandwasscaledupas anintegralaspectoftheUNGEIagenda.ItistheoneareainwhichthecontributionofUNGEIismost noticeable.Particularmentionneedstobemadeofthefollowingexamples: MentoringofGEM:Sinceitslaunch,UNGEIUgandahasmentoredGEM,providedavoiceforitinpolicy dialoguemeetingsandadvocatedforitsregistrationasanNGO,whichwasachievedinearly2011.The decisiontomentorGEMisperhapsthesinglemostimportantmovethatproducedseveralexamplesof goodpracticeinthedeliveryofgirlseducation.UNGEIhassupportedtheexpansionofGEMinschools. Forinstance,inKaseseDistrict,GEMwasintroducedbyUNICEFinonlytwosubcounties,butthedistrict UNGEIcommitteepromoteditsexpansiontoallsubcounties.Infact,theevaluationshowedthatGEM clubswerestrongerindistrictswithvibrantUNGEIcommitteesthaninthosewithweakerones.In KyenjojoDistrict,GEMclubsareactiveinabout90percentoftheprimaryschools,comparedwithLira District,whereGEMisonlyinabout20percentofsuchschools. Provisionofformatfordocumentinggoodpractice:ThroughthepublicationofGuidelinesfor DocumentationofBestPracticesinGirlsEducationin2007(UNICEF,2008),UNGEIhasprovided partnerswithaformatfordocumentinggoodpractices.Inthisway,UNGEIhaspromoted documentationofgoodpracticesbyeachpartnerinstitution. Researchandpublications:TheevaluationfindsthatUNGEIhasalsofilledexistentknowledgeand informationgapsthroughitspublications.Inadditiontoguidelinesfordocumentationofbestpractices ingirlseducation,thereisalreadyarichvarietyofUNGEIresourcepackages,including:facilitators guides;communitytrainingmanuals(2007),aswellasUNGEImonitoringtoolsfordistrictsandsub

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counties;aconceptpaperonpostprimaryeducation,whichhasbecomeakeydocumentoneducation foradolescentgirls(KaregaandChege,2006);andtheGenderResponsivePedagogyHandbookfor teachers;

5.4 Outcome4UNGEIcontributiontothestrengtheningofpartnershipsin girlseducation

BeforeUNGEI:Ugandaseducationsectorwideapproach(SWAp)wasdevelopedinthesecondhalfof the1990s(Eilor,2004).Itwasdescribedbythe2003jointevaluationofaidtobasiceducationas, perhapsthemosthighlydevelopedexampleofaSWApintheeducationsectortobefoundanywhere (IOB,2003).Thegovernmentspositiononofficialdevelopmentassistancehasbeensetoutinthe PartnershipPrinciplesbetweenGoUanditsDevelopmentPartnersof2003.Furthermore,Ugandaand itsmaindevelopmentpartnersaresignatoriestotheParisDeclarationonAidEffectiveness(2005)and theAccraAgendaforAction(2008).Thesewereandstillaretheprinciplemechanismsgoverningthe partnershipprocessinkeygovernmentsectors,includingeducation. AnotherpartnershipthatwasestablishedinthepreUNGEIperiod(2001)istheForumforEducation NGOsinUganda(FENU).FENUmembershipincludesawholerangeofnationalandinternationalNGOs, FBOs,theUgandaNationalTeachersUnion,womensmovements,childrightscampaigners,HIV/AIDS activists,andevenanetworkofwomenslawyers(FIDAUganda)andindividualeducationpractitioners. ThemissionofFENUistoprovideaforumtoallstakeholdersfornetworking,capacitybuildingand advocacyoneducationpolicyandpractice.FENUworkstowardsimprovementinthequality,access, equityandsustainabilityofeducationforall.Specifically,FENUsobjectivesinclude: TofacilitateandcoordinatenetworkingandinformationsharingamongeducationNGOsand CBOs; TostrengthenthepartnershipbetweenNGOs,CBOsandtheMoES,donorsandothereducation stakeholders; Toparticipateineducationpolicyformulation,implementationandM&E; TomaintainadatabankonallNGOsdirectlyinvolvedineducationserviceprovisioninUganda; Tocontinuallygivevaluableinputtotheimprovementofcurricula,especiallyregardingits relevancytothesocioeconomicprioritiesofthecountryandempowermentoftheindividual; Tocreateandmaintainawarenessofmembersaboutgovernmenteducationpoliciesandtheir impactontheeducationsystemandservicedelivery.

FENUactivitiesinclude:raisingawarenessandcreatingdebateonvariouspolicydevelopmentsin relationtotheESSP;traininginpolicyanalysisandadvocacyskills;advocatingforthepassingand implementationoftheeducationpolicyfordisadvantagedgroups;mobilizationofthedistrictlevel networks;workingwiththemembershiptopromotecommunityparticipationandlocalaccountabilityin education;participationinthereviewoftheprimaryschoolcurriculum;andcreationandsupportoftwo districtresourcecentresinMbaleandMasindi.

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However,allofthepreUNGEIcollaborationintheeducationsectorwasgeneral,withoutaspecific focusongender.Therewasnoformalizedpartnershipineducationthathadgirlseducationasits pivotalagenda.Genderfeaturedasacrosscuttingissuethatrequiredintegrationinalleducational policymaking,planning,programming,implementationandM&Eactivities. Situationin2011:ChangessinceUNGEI:DespitetheexistenceofthesepreUNGEIpartnerships,NGOs andagenciesintheeducationsectorcontinuetoimplementisolatedprogrammesthatoftenduplicate eachother.YetthepostUNGEIperioddidnotwitnesstheestablishmentofmanypartnerships.Afew effortsinthisregardincludethefollowing: TheUNGEIpartnershipwasformalizedwiththeproductionofastrategypaperentitled AchievingGenderParityinEducationinUganda:Astrategypaperandframeworkforactionin June2005.Thisdocumentprovidedguidelinesforcoordinationofeffortsbythedifferent playersinthecountrytoachievegenderrelatedMDGs. AnEducationinEmergencyworkinggroupwascreated. PartnershipshavebeenestablishedbetweenNGOsorbetweenNGOsandCBOs.Inaddition, twinningarrangementsbetweenschoolsandinstitutionshavebecomecommon.Theseare usuallylimitedtotwoorganizations.Forinstance,TullowOilandLinkCommunityDevelopment UgandaformedtheTullowOilLinkCommunityDevelopmentSchoolsImprovementProject (TOLSIP).Theprojectaimstoimprovethequalityofeducationprovidedtopupilsattending eightselectedschoolsintheTullowOilareaofoperationinHoimaandBuliisaDistricts.The projectalsoaimsatprovidingamodelforcorporatesocialresponsibilityinsupportofUPEin Uganda.Activitiescarriedoutundertheprojectinclude:Schoolperformancereview;trainingof lowerprimaryteachersinliteracy;trainingofSMCsinenhancedcommunityparticipationin education;anddistrictcapacitybuilding,trainingandsupport.

Inaddition,theSWApcontinuestobringtogetherdonorsanddevelopmentpartnersthatfocuson educationingeneral,whileFENUbringstogetherallNGOswithafocusoneducation,aswellasNGOs supportingeducationinconflictareasofNorthernUganda. Impactofchanges:Formanyyears,theeducationpolicyinUgandahasbeensetbytheMoESin consultationwithahandfulofpowerfulbilateralandmultilateraldonorsundertheEducationFunding AgenciesGroup.Themoveawayfromseparatedonorprojectstowardsmultidonorsectorwide programmesandbudgetsupporthasincreasedthepowerofthesedonors. HencetheestablishmentofotherpartnershipshasinfluencedtheEducationSectorReview(ESR)and processes,suchastheprocessesthatfedintotheESIPIIandtheeducationelementswithinthePoverty EradicationActionPlan(PEAP)UgandasPRSP.Suchpartnershipshaveworkedhardtoensurethat corepositionsareagreeduponinadvanceofkeymeetings,sothatrepresentativesinsidethemeetings canspeakregardinganagreedplatform. Consequently,partnersthatparticipateintheEducationFundingAgenciesGroupspeakonbehalfof others.Inthisway,thebilateralandmultilateralagenciesandmajorpowerbrokersinshapingaidto educationthroughSWAp,PEAP,thePovertyActionFund,theEFAFastTrackInitiative(FTI)orother

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mechanisms(Ward,2006)supporttheleveragingofaidforgendermainstreamingandother importantmeasuresforgirlseducationinUganda. FENUactivelyinfluencestheESR,aswellasprocessesthatwillfeedintotheESIPIIandtheeducation elementswithinthePEAP.Asfaraspossible,FENUplacesemphasisonbringinggrassrootsvoicestothe forefronttheFENUSecretariatinvitesactivistsandofficialsfromremotedistrictstospeakdirectlyat nationalmeetings.FENUmembershaveworkedhardtoensurethatrepresentativesspeakfroman agreedplatformratherthanspeakingforthemselves.ThiswasveryevidentduringtheMay2003ESR workshop.Byprioritizingissuescollectivelyandworkinginclosecoordination,FENUhassucceededin influencingchange. SupportedbyActionAid,SavetheChildrenUS,SavetheChildrenNorwayandGTZ,FENUsworkonnon formaleducationhasbeeneffectiveinreachingsomeofthe15percentofUgandanchildrenwhostill failtoaccessgovernmentschools(inspiteoftheUPEgovernmentpolicy)inthedistrictsofKampala, Kotido,Masindi,Moroto,MubendeandNakasongola. Twinningamongschoolshasalsoenhancedinfrastructuredevelopment.InRuhira,internetconnectivity enablesaschooltoparticipateintheSchool2Schoolprogramme,anonlinevideopartnership.Italso enablescommunityhealthworkerstocontacttheprojectambulanceatamomentsnoticeshoulda mothergointounexpectedorcomplicatedlabour,enablinghertoreachthehospitalforasafe, midwifeassisteddelivery.Itisalsoprovidingscholarshipstogirls;in2009,itprovided11scholarships. Similarly,theTOLSIPprojecthasdirectlybenefited5,000pupilsinKaiso,Kyehooro,NkondoandToonya primaryschoolsinHoimaDistrict,andBugana,Butiaba,KakooraandAvogeraprimaryschoolsinBuliisa District.Theotherbeneficiariesfromtheprojectinclude:SMCmembers(72),headteachersanddeputy headteachers(16),lowerprimaryschoolteachers(16)anddistrictofficials. Furthermore,thepostUNGEIperiodischaracterizedbylessduplicationandpoolingofresourcesamong NGOsandCBOs. ContributionbyUNGEI:TheadventofUNGEIin2004marksanimportantpointofdepartureasfaras partnershipsingirlseducationareconcerned.ThisisbecauseUNGEIbecamethepioneerpartnership whosemandatehadanexclusivefocusongirlseducation.TheevaluationfoundthattheUNGEI partnershipisuniquelygiftedinmorethanoneway. ItsverylaunchbroughttogetherawiderangeofNGOs,UnitedNationsagencies,parents,local governments,civilsocietyorganizations(CSOs),CBOs,FBOs,artists,theprivatesector,bilateraland multilateraldonors,governmentministriesespeciallyMoES,MoFPED,theMinistryofHealth,aswell asMoGLSDandotheractorsingirlseducationwitharichmixofexperiencesandcompetencies (minutesofUNGEIpioneermeeting,2004).Thesepartnersbringtheircomparativevantagepointsto theUNGEIplanningtable,wheretheharnessingofsynergyisfacilitated.

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TheCSOs,FBOs,CBOsandNGOs(actingwithintheUNGEIframework)havebeenveryinstrumentalin theidentification,documentation,institutionalizationandscalingupofgoodpractices.Theybringa grassrootsperspectivefromdifferentpartsofthecountrytothepartnership(Williamson,2008). UNGEIusesstrategiesthatyieldsufficientsynergytoenableeachpartnertoderiveanadequatesense ofachievementasitworkstowardsachievinggenderparity.ThismeansthatUNGEIdoesnotremove thepartnersindependenceindecisionmaking,butitdoesensurethatthepartnerconsultsmore systematicallyonkeydecisionspertainingtogirlseducationandworksmoreeffectivelytogetherin promotionofgirlseducation.Hence,theircontinuoussharingandnetworkingonissuespertainingto girlseducation. Atthedistrictlevel,districtandsubcountyUNGEIcommitteeshaveparticipatedindatacollectionon schoolagechildreninthecommunityundertheirjurisdiction.Thisdatafeedsintothedistrictplanning process.Asoneoftheeducationofficersexplained,WhenADIGEbringsreports,weholdareview meetingandwelookatthechallengesandchartawayforward.Whengirlsaredefiled,membersofthe committeeareinformedandtheyinturninformusandwetakeaction.

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6.Overallassessmentoftherelevance,effectivenessandefficiencyofthe UNGEIpartnership
Aworkingdefinitionofapartnershipis:acollaborativerelationshipbetweenentitiestoworktoward sharedobjectivesthroughamutuallyagreeddivisionoflabour(WorldBank,1998,citedinAxelrod, 2001).Giventhisdefinition,thischapterwillexaminehoweffectiveandefficienttheUNGEIpartnership hasbeeninrelationtoeachofthefouroutcomeareas.Thereafter,anoverallassessmentofUNGEI strengthsandweakness,aswellastheopportunitiesandthreatsfacingtheUNGEIpartnership,is presented.

6.1 Assessmentoftherelevance,effectivenessandefficiencyofUNGEI inputstothefouroutcomeareas

Thekeyhighlightsoftheoverallsynthesisareasfollows: Relevance:TheeducationpolicyaimsofUNGEIareconsistentwiththosesetbytheGovernmentof UgandainitstargetofachievingUPEby2015.Theearlytrainingsandcommunitysensitizationprovided byUNGEIpartnerswereimportantinimprovingthedomesticcapacityandstandardsofimplementation ofUPEandUSEintheeducationsectoringeneralandgirlseducationinparticular.Overall,however, UNGEIisnotviewedasahighprofilenetworkinUganda,partlybecausetheexistingsectorplans(ESIP andESSP)alreadycoverUNGEIobjectives. AfewexampleshelpillustratetherelevanceofUNGEI: TheUNGEIagendaisbroadlyinlinewiththeprioritiesexpressedinUgandasnational developmentplan,thePEAP/NDP,aswellastheEFAandMDGs; Thenetworkrespondstoarealdemandforassistanceingirlseducation,especiallywithinthe contextofresourcedeficientpostconflictdistrictsinUganda,andthescaleofgenderissuesin educationinthecountry; UNGEIaimstobetterharmonizetheassistanceprovidedbydifferentdevelopmentpartnersand toalignitwithnationalandsubnationalprioritiesdevelopedafterextensiveandintensive consultationwithawidespectrumofstakeholders; TherearelinkagesandareasofcomplementaritybetweenUNGEIfocalinterventionareas:i.e., education,foodsecurity,health(includingHIV/AIDS),waterandsanitation,schoolfeeding,etc. Forinstance,theUNGEIschoolfeedingprogrammeandthecontainmentofHIV/AIDSamong learnershavesupportedthestrategytoincreasetheaccess,retentionandcompletionofthe primaryeducationcycle.Similarly,throughlobbyingandcommunitymobilization,UNGEIhas empoweredlocalcommunitiestodemandandsupportgirlseducation;and UNGEIfitsintoandworksthroughexistinglocalgovernmentstructuresandpartnerswith differentNGOstocollaborativelycontributetothedevelopmentofgirlseducationinUganda. Further,theuncoordinatedeffortsandlackofsharingofgoodpracticethatcharacterizedthepreUNGEI periodmakesUNGEIeffortsinidentificationanddisseminationofgoodpracticeofutmostrelevance.

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ThisisbecausetryingoutwhathasbeentestedintheUgandancontextorinsimilarcontextsismore likelytosucceed,makingreplicationofsuchgoodpracticescosteffective. ThedocumentationofgoodpracticesallowsUNGEIpartnersandotherstakeholderstolearnfrom experience,tounderstandwhatworksandwhatdoesnotwork,aswellashow,whyandinwhat conditions. Effectiveness:Thetermeffectivenessisunderstoodinthecontextofthisstudytorefertowhether UNGEIisachievingitsintendedoutcomes.Basedonanecdotalinformationthattheconsultantcross checkedtotheextentpossibleinthecontextofthisevaluation,UNGEIis,generallyspeaking,doing thingsright,especiallylookingatthedemandforgirlseducationinUganda,andthecompetenceand motivationofUNGEIcommitteemembers. TheclientcommunitiesinthedistrictswhereUNGEIisoperationalconsiderUNGEItohavebeen effectivein: Identifyinganddisseminatinggoodpracticearoundgirlseducationandgenderequality; Improvingpolicymakingandimplementationthrough: o EquippingUNGEIpartnersandMoESstaffwiththeskillsforeffectiveperformanceof theirplanning,policyanalysis,management,implementation,informationprocessing andM&Eresponsibilities; o Participatingingenderauditsandannualeducationsectorreviews.UNGEIpartners haveraisedthelevelofdebateongirlseducationtoahigherpedestal,thereby deepeningtheunderstandingofMoESstaffregardingissuesrelatedtogirlseducation and,inturn,enablingthemtoidentifyhurdlesaswellaskeyinterventionpointsto improvegirlsaccesstoqualityeducationinarightsbased,childfriendlyandgender sensitiveenvironment(MoES,2007); o ContributingtotherevitalizationoftheGenderDeskattheMoESandthepositionof theSeniorWomanTeacherinschools; o Creatingandfacilitatingastandbyrosterofspeciallytrainedandinductedteachers,who areconversantwithgendersensitivedeliverymodalities; o Increasingtheresponsivenessofschoolcommunitiestogirlseducationalinitiativesand endeavourswithintheirlocalities; o Upgradingthemanagerialskillsamongprimaryschoolheadteachers,membersofthe SMCandsomedistrictlevelstaffusingamultifacetedstrategyinvolvingstudytours, facetofacetraining,andworkshops;and o Collectingofdatatoinformpolicy. Promotingthereturnofchildmotherstoschool.

Throughadvocacyanddialoguewithcentralandlocalgovernments,andbyinterfacingwithlocal communities,UNGEIhasinfluencedthedirectionandcontentofgenderineducationpolicy.Itsdirect andcontinuingcontactsatthedistrict,subcountyandcommunitylevelsgivesitsmembersadepthof crucialknowledgeaboutconditions,trendsandissuespertainingtogirlseducation,whichinturngives themconsiderablecredibilityinpolicydiscourse.UNGEIpartnersthereforehaveanedgeduringpolicy

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discussions,astheyareabletoengageinpolicyconversationsanddebatesatamoretechnicallevel (ODI,2008). Inaddition,acomprehensivecommunicationstrategyincludingworkshops,seminars,radiotalkshows, GirlsEducationWeeks,schoolwalks,andpublicationssuchasbrochures,postersandcharts,has helpedUNGEIcreateawarenessabouttheimportanceofgirlseducation.UNGEIhasjudiciouslyutilized theworkshopprocessasaplatformforknowledgesharingandcountrylevelplanningofstrategiesfor acceleratinggirlseducation.Casesinpointincludethestakeholderworkshops,heldinKampalain2008 and2010.AGirlsEducationWeekwasalsoorganizedin2009,whichshowcasedaseriesofactivities, includingpresentationsongoodpractices.Inthisway,theattitudesofbothheadteachersandparents towardspregnancyarebeginningtochange,asmoregirlsarebeingallowedtoreturntoschool. Efficiency:UNGEItapsintothevastpoolofitspartnersexperiencesandskillsbyemphasizingadivision oflabourbasedontheprincipleofcomparativeadvantage(UNGEI,2005).UNGEIrecognizesthefact that,forsomeofitspartners,girlseducationisanentrypointforgettingwaterandsanitationinto communities.Forothers,girlseducationisseenasameansforcreatingacaptiveclienteleforthe improvednutritionalstatusofchildren;orforcombatingthespreadofHIV;orevenforsafeguarding childrenagainstvariousformsofabuse.Andfromthebroaderdevelopmentperspective,girls educationisseenbydevelopmentpartnersasaninstrumentthatcanbringaboutwidersocietalchange. WithregardtotheefficiencyofUNGEI,itscascadingorganizationalstructureallowsforprudent utilizationofresourcesandreciprocalrelationshippatternsbetweentheconstituentmanagement levels.Italsoempowersthevoicelesstoinfluencepolicy;facilitatesatwowaycommunicationflow; enhancesbothverticalandhorizontalaccountability;minimizesroleconflicts;providesforbuiltin checksandbalances;andpromotescustomizedaswellasexpediteddecisionmaking. UNGEIhasimprovedbothallocativeandtechnicalefficiencyby:maintainingalinkbetweenits expenditureandresults;strengtheningregulationsandcompliance;ensuringincreasedhumanresource productivitythroughtrainings;reducingbureaucraticredtape;eliminatingcorruption;andreducing duplicationoffunctionsthroughcoordination.

6.2 SustainabilityoftheUNGEIresults
ThesustainabilityoftheresultsachievedthroughUNGEIinterventionsisdifficulttodetermine,partly becauseUNGEIcontinuestoreceiveexternalfinancialassistance,andalsobecauseoftheintangibility ofsomeofitsimpacts.Forinstance,itisdifficulttoaccuratelygaugetheextenttowhichithas influencedtheknowledge,attitudesandskillsofsomepeople. Inaddition,theevaluationhasestablishedthattherearesomeeffectiveUNGEIrelatedinterventions (suchasreturninggirlstoschools,radiotalkshows,communityvisitsandschoolwalks),whichare relativelyexpensive,inthesensethattheyarenotlikelytobesustainedbythebeneficiarycommunities orlocalgovernmentswithoutfurtherexternalsupport.

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Nevertheless,theevaluationfindsthatthereareseveralreasonsforoptimismaboutthesustainability oftheUNGEIprocess,evenafterthegradualwithdrawalofexternalfunding.Theseinclude: ThegroundbreakingsuccessofUNGEI,especiallyatthegrassrootslevel,whichhashelpedto achievebuyinbylocalcommunities,localgovernmentsanddonors; Theinvolvementofsomeofthelargest,moststableandmostextensivelydispersedNGOsand CSOs,whichisstrategicallyimportantforUNGEI.TheFBOsinparticulararerespectedwithinthe localcommunitiesandhaveexistingresources,structuresandsystemsuponwhichtobuild.They canundertaketheiractionsinaverycosteffectivemannerduetotheirabilitytoleverage volunteersandotherresourceswithminimaleffort; TheabilitiesofUNGEIpartners.Mostareexcellentimplementingpartnersbecauseoftheir dedicationtoresults,theirabilitytoreachthegrassrootsofsocietyandtheircapacitytomobilize communitiesforpositivechange; ThestrongerpartnershipwithMoES.Theministrynowrecognizesthecompetenceandpotencyof UNGEIandthevalueofitseducationalcontributiontothenationaleffort.UNGEI,foritspart, recognizestheroleofgovernmentpolicydesignandevaluation;and TherecognitionofUNGEIstructuresatthecommunitylevel,whicharenowbeingusedby governmentorganstomobilizethecommunity.

6.3 StrengthsoftheUNGEIpartnership
Basedontheinformationcaptured,theUNGEIpartnershipprocessinUgandacanbecreditedfor leveragingboththecentralanddistrictlevelgovernments,intensifyingadvocacyforgirlseducation, raisingthevisibilityofgirlseducationinnationalpolicydebates,galvanizingtheeffortsofpreviously disunitedactorsingirlseducation,pressurizingthepoliticalleadershipandpolicymakers,andusingrole modelstoadvancegirlseducation.ThestrengthsofUNGEIareevidentinthefollowingareas: InclusivenessofUNGEIpartnership:Thepartnershipdrawsfromawiderangeofstakeholders,including governmentministries,theUnitedNationsfamily,andNGOs,amongothers.IntheGululaunch,UNGEI tappedthecommitmentofcreativelocalartistsandotherprominentpersonalitiestogivebacktothe community,particularlyinsupportofgirlseducation(GuluUNGEITORs,2005).UNGEIpromotes greaterinvolvementofboysasstrategicalliesandencouragestheparticipationofprominentmenand womenasrolemodels. Allowingpartnerstodowhattheydobest:TheUNGEIpartnershipprincipleofcomparativeadvantage isdesignedtoenableoneortwoofthepartnerstocarryoutanactivitythattheyarebestsuitedto performonbehalfofUNGEI.UNICEF,forinstance,utilizestheexperienceithasaccumulatedinM&Eto commissionmanyanalyticalstudiestoreviewexistingsituations,identifyanddocumentgoodpractices, andofferinnovativesolutions.Thepublicationofthesegoodpracticesandevaluationstudyreportshas triggereddebatesandbrokennewgroundforpolicysolutionsingirlseducation.Ithasalsoheightened thedemandformainstreamingofgenderandgenderbudgetingintotheeducationSWApandsector improvementprogrammes.

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Similarly,thefindingsfromstudiesonviolenceineducationalsettings,withaspecialfocusongender basedviolencefundedbyIrishAidhavebeenusedtoinformpolicyandpractice.UNGEIpartnershave alsoparticipatedingenderaudits,theresultsofwhichwereinstrumentalinthereviewofthegender policy(Kariuki,2007).Inaddition,aconceptpaperonpostprimaryeducation,draftedbyUNGEI partneringorganizationsprovidedthebasisforpolicydiscussionsontheeducationofadolescentgirls. Useofexistinggovernmentstructuresandsystems:TheUNGEIpartnershipmakesuseofexisting structuresnotonlytofacilitateinstitutionalbuyin,butalsotocutdownonoperationalcosts.For example,inNorthernUganda,UNGEIadoptedcampstructuresinitslocallevelwork.Innonconflict areas,UNGEIalsousedthelocalgovernmentstructure.Theuseofexistingstructuresensuresthat UNGEIactivitiesarealignedtogovernmentpriorities,andalsoenhancessustainability. UNGEIstructure:Withastructurerangingfromtoppolicymakerstograssrootscommunities,UNGEIhad awelllaidoutmanagementframeworkforeffectivecommunication.Thankstothis,theguidelines providedbythenationallevelcouldbepromptlyimplementedbydistrictandcommunitylevel structures(Kaluba,2004).Thisdecentralizedstructurealsocreateseffectivegrassrootschannelsfor addressingsocioculturalfactorsthatnegativelyaffectgirlseducation.Moreover,themultistakeholder involvementallowedforarichknowledgemixanddiscourse.Thestructurealsoensuresthatfunds mobilizedunderUNGEIreachthecommunityforthesolepurposeofimplementingactivities.Moreover, resourcelimitationsareaddressedbyengagingtechnicalpersonsfromgovernmentministries,aswellas UnitedNationsagenciesandNGOs.Sincetheirsalariesarecoveredbytheirrespectiveemployers, UNGEIisabletoreducecosts(Lister,2006). InferentialanalysistracesthepartialsuccessofthiscollaborativeefforttotheabilityofUNGEIto: Provideaplatformforbringingthepluralisticvoicesofitspartnerstoacommonplanningtable; UtilizethenationalEFAactionplansalongwiththePRSP(PEAP),CommonCountryAssessment andUnitedNationsDevelopmentAssistanceFrameworkprocessestoensureapolicyfit; HavewellarticulatedTORsandworkplansforitsinvolvementingirlseducation;and Conductadvocacyandcommunicationinsuchawaythatleadstoabottomupdevelopmentof asocialmovementforgirlseducation.

6.4 WeaknessesoftheUNGEIpartnership
Judgingfromtheopinionsexpressedbyacrosssectionofinformantsandtheevidencecitedinvarious documents,UNGEIUgandafallsshortonseveralbenchmarks. Decliningvisibility:AlthoughUNGEIstartedasarathervibrantpartnershipduetothecommitmentof partners,overtimeitsinfluenceingirlseducationappearstohavefaded(minutesofUNGEImeeting heldon8April2008).Thisdiminishingvisibilitywas,interalia,attributedto: AfailuretoregularizetheUNGEIpartnership:Althoughmappingofallpartnerstookplaceatthe initiationofUNGEIUgandaandTORswereformulated,UNGEIwasleftasaloosearrangement.

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Todate,thenetworksmembershipremainsunclear,asseveralpartnerswerenoncommittal indeclaringwhetherornottheyareinthepartnership.AlthoughUNGEIUgandaseemstohave startedoffwith17memberorganizations,fewerthan10couldconfirmtheirmembershipatthe timeofthisevaluation. Lowlevelsofcommitmenttothepartnership:Somebasicbuildingblocksforastrong partnershipappeartobemissing,suchasagreeingtoacommonMemorandumof Understanding.Inaddition,thepartnershipsdecisionsseemnottobebinding,andthe partnersdonotfeelobligedtoattendUNGEImeetings.ApartfromUNICEF,FAWE,GEM, MoGLSDandMOES,attendanceatmeetingsbyotherpartnersisveryirregular.Anearlier(2006) UNICEFstudyhadactuallynotedthatUNGEIneededtobeformallyinstitutionalizedsothatit canbettercoordinatetheactivitiesofconstituentmembersandmoreeffectivelyengagein nationaleducationdiscourse. Further,thedisintegrationoftheCECsinthenorthfollowingthereturnofinternallydisplaced personstotheiroriginalhomesisindicativeofthepowerlessnessandtheunsustainabilityof UNGEIasagalvanizingforumforgirlseducationinthecountry. Moreover,notallpartnersmobilizetherequisiteresourcesfortranslatingUNGEIactionplans intoreality.Asaresult,manyofthepartnerslooktoUNICEFastheleadfinancier.One respondentdidconcedethat,ifUNICEFdoesnotfundtheirplannedactivity,thatmarksthe endandtheactivityisjustshelved.Forinstance,aproposalwasdraftedbyFAWEin2008to revampUNGEI,butitwasshelvedbecauseoflackoffunds. Inaddition,thereisalowsenseofownershipandcollegialityamongsomeofthenoncore partneringorganizations.Thenoncoreorganizationsnowappeartoprefertositbackandlet UNICEFrunmuchoftheshow.ThisdeniesUNGEItherequisitecohesivenessandstatusofa highprofilepartnershipinthecountry.Infact,atthedistrictlevel,theUNICEFroleisso dominantthattheimageandactivitiesofUNGEIappeartogetsubsumedunderthebroader UNICEFagenda.Tomostfrontlineofficialsinthedistricts,theactivitiesofthetwoare indistinguishable.Indeed,itwasUNICEFthatintroducedUNGEItothedistricts.Theslowrollout ofUNGEItotherestofthedistrictsinUgandaafteraperiodofsevenyearscan,atleast partially,beattributedtothisdisconnectinthepartnershipprocess. Highturnoverofstaff:Giventhehighratesofstaffturnoveramongpartnerinstitutions,the currentmembersofthepartnershipappearunclearabouttheconcretegoalsofthepartnership andthestrategyfortheiraccomplishment.ThenewstafflackedknowledgeaboutUNGEI,an indicationofalapseinvibrancy. Failuretoretainsomeinfluentialpartners:Atthetimeofthisevaluation,UNICEFwastheonly UnitedNationsorganizationstillremainingintheUNGEIpartnership.AttemptstogetUNESCO fullyonboardhaveprovedunsuccessfultodate.AlthoughWFPwasinitiallyveryactiveinthe UNGEIpartnership,ithassinceleft.However,thefocusofUNGEIonpregnancyhashelpeddraw UNFPAintothepartnership.Eventhen,UNGEIandUNFPAhavedifferingpolicyperspectiveson theissueofgirlspregnancy.WhileUNGEIisfocusedonwhattodowhenagirlgetspregnant, UNFPAhasaproactivefocusonhowtostopteenagepregnancyinthefirstplace. LackofalocalSecretariat:UNGEIUgandalacksaSecretariatandphysicalofficespaceofitsownand continuestorelyonUNICEFforsupport.ThismeansanyconsultationsonUNGEIissuestakeplaceeither attheUNICEFofficesorattheMoES.Asaresult,thereisnowaproblemofdividedloyaltiesamongthe partners.SomeareoftheviewthatUNICEF,ratherthantheMoES,wouldofferabetterleadershipand

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coordinationfunctionifitweremandatedtodoso.ThisisbecauseUNICEFisseentobetheonepushing forfollowupmeetings.AfewofthepartnersattributedthepolarizationofUNGEIactivitiesinthe countrytoalackofelectiveandrotationalofficebearers. Inadequatefunding:PerhapsoneofthemostdauntingchallengesoftheUNGEIpartnershipis inadequatefundingofplannedactivities.InUganda,genderisconsideredacrosscuttingissuethatisnot allocatedaspecificbudgetline,butisexpectedtobeintegratedinallactivities.Moreover,manyofthe partnersseemtonotbedoingenoughtomobilizefunds.Nevertheless,allisnotlostsincedistrictsare beginningtobudgetforgirlseducation.InKaseseDistrict,forexample,provisionforgirlseducation andHIV/AIDShasbeenmadeinthecurrentannualbudget. Limitedsharingandexchangeofinformationatthedistrictlevel:Whiletherehasbeensharingofgood practicesforpartnersatthenationallevel,thisisnotbeingreplicatedatthedistrictandcommunity levels. ConcentrationofUNGEIeffortsprimarilyintheprimaryeducationsubsector:Themainthrustof UNGEIinterventionsremainsconfinedtothepreprimaryandprimarysubsector.Thisexacerbatesthe bottleneckeffectatthehigherleveltransitionpoints.ApartfromUNICEF/FAWEscholarships,the Science,MathematicsandTechnologyProject(SMTP),menstruationmanagement,andafewother initiatives,UNGEIislargelyinvisibleatthesecondary,tertiaryandhighereducationlevels.The mismatchedprioritizationofUPEandUSEprogrammeshasdisturbedthearticulationbetweenprimary andpostprimaryeducation.Infact,therewasastrongdemandforamorecomprehensiveUNGEI approachatthedistrictlevel.

6.5 OpportunitiesfortheUNGEIpartnership
Weaknessesnotwithstanding,therearemanyopportunitiesthatUNGEIcouldexploit,including: Continuedlowcompletionofeducation:ItisclearthatinspiteofpoliciessuchasUPEandUSE,many girlsandboysstilldonotcompleteschool.Forinstance,Table2showsthatthecompletionratetoS4, whileimprovingfrom16percent(18percentforboysand14percentforgirls)in2000to31percent (35percentforboysand28percentforgirls)in2007,isstillskewedagainstgirls.Thesituationin pastoralandfishingcommunitiesisevenworse.UNGEIcouldplayanadvocacyroleforcompulsory educationuptoage18.Thereisastrongfeelingamongthepastoralandfishingcommunitiesthatthere isalowparticipationofboys. Continuingresistancebyheadteachersandlocalcommunityforchildmotherstoreturntoschool:The evaluationhasshownthatmanyheadteachersarestillinherentlyopposedtothereadmissionof pregnantgirlsorchildmotherstoschool.Inonesuchcase,fivegirlsinPokotsecondaryschoolwere deniedthechancetosittheirendofTerm1(JanuaryApril2011)examinationsbecausetheirpregnancy statuswasreportedinoneofthelocalnewspapers(Arlong,2011).Asoneheadteacherbluntlyputit,It

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isschoolpolicynottoreadmitthosewhobecomepregnant.However,werecommendthemfor admissiontootherschools. Increasedcasesofpregnancy:Newspaperscontinuetoreporthighcasesofpregnancyinducedschool dropoutamonggirls.Forinstance,theDailyMonitoronWednesday,20April2011reportedthat65girls ofKitodhaprimaryschoolinBugiriDistricthaddroppedoutbecauseofpregnancy.KaseseDistrictalone hadregisteredastaggeringtotalof203casesofpregnanciesin2010inbothprimaryandsecondary schools.Theincreaseinthenumberofpregnancycasescallsforproactiveresponsestocurbthistrend. Insteadofaddressingthepregnancyproblem,UNGEIcouldfocusonpreventingearlypregnancythrough sexeducation.SeniorWomenTeacherscouldbetrainedtoprovidethis. Lackofchildsupport:Theevaluationhasrevealedlackofsupportservicesforchildmothers,including waitingroomstohousebabysittersandforbreastfeeding.Thisismakingitdifficultformanychild motherstogobacktoschool.InKaseseDistrict,onechildmotherwasfoundbreastfeedingherchild underatree.UNGEIcouldadvocateforschoolstoprovidespaceforyoungmotherstobreastfeedtheir children. Stigmaandbullyingofchildmothers:Thecontinuedbullyingofchildmotherswhochoosetoreturnto schoolbyfellowschoolgoersandsomemembersofthelocalcommunityremainsthebiggesthindrance tothereturntoschoolcampaign.Onegirladmittedthat,Theboysabusemeandcallmemamalate, becausemychilddiedatbirth.ThisisanareainwhichUNGEIcouldgetinvolved,particularlyfocusing onsensitizingtheschoolcommunity,andwithastrongemphasisonboys.

6.6 ThreatstotheUNGEIpartnership
Weakfollowuponagreedactionareas:ThereislowfollowupofresolutionsfromUNGEInational meetingsandfromactivitiesatdistrictlevelUNGEI.Asonedistrictofficialremarked,DistrictUNGEIs wereinitiallyactivebuttheirenthusiasmhasgraduallywanedwiththegrowingweakeningofcentral levelguidanceandsupervision.Weakfollowupinturnaffectedadherencetojointworkplans(UNGEI, 2010;UNICEF,2007)becausesomepartnersviewparticipationintheshareddevelopmentofUNGEI workplansandactivitiesasanadditionalburden,sincetheyeachhavetheirownseparateannual workplans(UNICEF,2007;UNICEF,2004;Ejangu,2004;MoES/UNEC,2007). WeakrelationshipbetweennationalanddistrictlevelUNGEI:Thegrowingdisconnectbetweenthe nationallevelUNGEIandthesatellitedistrictUNGEIswasalsohighlightedduringthenetworksmeeting heldinKampala(minutesoftheUNGEImeetingon8April2008)inKampala. FailuretointegrateUNGEIactivitiesineachpartnersworkplan:Itisclearfromthisevaluationthat manypartnershaveceasedintegratingUNGEIactivitiesintheirworkplans.Consequently,newly recruitedstaffintheorganizationsthataremembersofUNGEIlackedinformationaboutUNGEI.Thisis likelytoweakenUNGEIfurther,asmanyofthenewstaffwhoshouldpushforwardtheUNGEIagenda areunclearaboutwhatitis.

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Poorrecordkeeping:Accordingtotheavailabledocumentation,MoESchairsUNGEI,FAWEUgandaco chairs,andUNICEFistheconvener.However,thereisnomentioninthedocumentationofwhich organizationinchargeoftakingminutes,compilingandkeepingotherrecordsandreports. Consequently,minutesofUNGEImeetings,aswellasotherrecordssuchasthereportonthemapping exerciseof2005,amongothers,werenotavailable.

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7.

Conclusions

Thischapterassessesthepartnershipsactivitiesandachievements.Althoughitisdifficulttoisolateand measuretheimpactoftheUNGEIprocessinthepromotionofgirlseducation,sinceitcomplementsthe effortsofamyriadofotherproviders,evidencepointstostronginfluencebyUNGEIintheoutcomeareas relatedtoidentifyinganddisseminatinggoodpractice,afairlystronginfluenceonpolicyongenderequality, andamodestinfluenceonstrengtheningpartnerships.Althoughthereisstillnopolicyonreentryof pregnantgirlstoschools,someUNGEIactivitieshaveledtothereturnofgirlstoschool.

7.1 UNGEIactivitiesandobjectives
UNGEIactivitiesrevolvearoundenhancingachievementsofthefouroutcomesasshownintheLogic Model(seeAnnex7).Activitiesincludeadvocacy,sensitizationanddisseminationofgoodpractices throughworkshops,radiotalkshowsandschoolwalks. Thepartnershipprincipleofdivisionoflabour(basedonthelogicofcomparativeadvantage)isbest demonstratedintheexecutionandscaleupofgoodpractices.Forexample,whiletheUNICEF supportedGEMisnowtheofficialchampionofthegirlchildandschool/communitybasedinitiatives, FAWEUgandaismoreadeptonissuesconcerningCFS,genderresponsivepedagogyespeciallygirl friendlySMTPdeliveryapproachesandcostsavingmeasuresingirlseducation.UNICEFisparticularly conversantwiththecraftingofcontextualizedandlocalspecificeducationalprogrammesforresource deficienthardtoreach/stayareas,includingfragileconflictandpostconflictsettings.Suchcapability baseddivisionoflabourpromotesefficiencyandsustainabilityofthegoodpracticesingirlseducation. ThemajorchallengeforUNGEIremainsshortageoffundingforscalinguppurposes.

7.2 ProgresstowardstheachievementofUNGEIexpectedoutcomes
Policyformulation:ThecatalyticroleofUNGEIinthedraftingofthe2008GenderinEducationpolicy underscoredtheneedtoemphasizetheuseofagenderlenswhenpursuingprogresstowardsEFA.Itis UNGEIthatenrichedtherightsbasedlogicofthegovernmentspolicybyemphasizingtheneedfora genderperspectiveineducationalpolicy,planningandprogramming.UNGEIhasplayedafacilitative roleinscalingupgirlseducation,especiallyattheprimaryschoollevel.However,implementationof thesepoliciestoachievegenderequalitystillremainsachallenge. Policyonreentryofpregnantgirlsandchildmothers:Apolicypermittingchildmotherstoreturnto schoolisstilllackingandsomeheadteachersareexploitingthispolicygaptodenygirlstheopportunity tocompleteschool.However,UNGEIadvocacyworkhasenabledsomepregnantgirlsandchildmothers toreenterschool.PreparationsbytheMoESincollaborationwiththeUNGEIpartnershiptofinalize theformulationofaformalpolicyonthereadmissionofpregnantgirls/childmotherstoschoolareatan advancedstage.

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Identificationanddisseminationofgoodpracticesingirlseducation:Thisisanareainwhichthe addedvalueofUNGEIisperhapsmostnoticeable.ThroughtheGuidelinesforDocumentationofBest PracticesinGirlsEducation,thereisconsensusthatUNGEIinUgandahassucceededincreatingaviable frameworkforawiderangeofpartnerstoidentifygoodpracticesingirlseducation;toadvocatefor embeddingthemineducationsystemreformprocesses;andtoharnesstheresourcesnecessaryto expandkeyinterventionsingirlseducation.Morespecifically,UNGEIhas,throughitssupportforthe efficacyofcollaborativeinterventions,providedaforumforpartnersto: Shareinformationonaselectsetofidentifiedgoodpracticesingirlseducationconsideredtobe primecandidatesforscalingup.Bestpracticedocumentsandpracticesareexchangedamong partners.ExamplesincludeAchievingGenderParityinEducationinUganda:AStrategyPaper andFrameworkforActionin2005;andtheTrainingGuideforcommunitygroupsin2007; Exploreissues,factorsandconditionsthatpromoteorconstrainthescalingupofgood practices,withthegoalofdevelopingandrecommendingstrategiesandmodelsidentifiedfor scalingupgoodpracticesingirlseducation;and Preparekeyelementsofanappropriateadvocacycampaign,onthebasisoftheoutcomesof thesetwoprecedingobjectives. Strengtheningpartnershipingirlseducation:UNGEIhasstrengthenedthecapacityofitspartners especiallyatthedistrictandsubcounty/communitylevelstoprotectandadvancethegainsmadein girlseducationthusfar.Theachievementofcommunitybuyinthroughgrassrootsmobilization,radio talkshows,sharingofgoodpracticesthroughworkshopsandschoolwalksarebreakthroughinitiatives. Atthenationallevel,however,UNGEIremainsalooseamalgamoflikemindedorganizationswith questionablecommitmenttothenetwork.Inaddition,theinfluenceofUNICEF/FAWEcould inadvertentlybeeclipsingthestaturesofother,lessvisiblepartnerstherebyimpairingtheir commitmenttoUNGEI.

7.3 ContributionofUNGEItochangesaroundgirlseducation
TheUNGEIpartnershiprespondstoarealdemandforassistanceinaddressingissuesofgirlseducation, especiallywithinthecontextofresourcedeficiencyinpostconflictandhardtoreachareasanddistricts ofUganda.Focusingonpolicydisseminationeasesgovernmenteffortstoimplementpoliciesaimedat achievingMDG3.

7.4 Relevance,effectivenessandefficiencyofUNGEI
RelevanceofUNGEIpartnershipinUganda:UNGEIeducationpolicyaimsareconsistentwiththoseset bytheGovernmentofUgandaforachievingUPEby2015.Theearlytrainingandcommunity sensitizationprovidedbyUNGEIpartnerswasimportantinimprovingthedomesticcapacityand standardsofimplementationofUPEandUSEintheeducationsectoringeneralandgirlseducationin

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particular.TheUNGEIagendaisbroadlyinlinewithUgandasnationaldevelopmentplan,the PEAP/NDP,aswellasEFAandtheMDGs. Indeed,UNGEIUgandaprovidesamodelformultistakeholderownershipandmanagementofgirls education,wherebytheschoolcommunityhasbeenfirmlyplacedinthedriversseat.School communitiesaredirectlyconsultedonmattersrelatingtotheirpriorityneedsandperceptionsaboutthe qualityofeducationservicedelivery.Thefindingsfromsuchconsultativeeffortsarefactoredintothe workplansandareusedtoinformresourceallocationdecisionmaking.Asaresult,thereisnow increasedprioritizationofschoolcommunityspecificinterventionsandraisedgrassrootsconsciousness. EffectivenessofUNGEI:UNGEIhasbeeneffectiveinengagementinpolicydialogue,provisionof technicaladvice,facilitationofreform(asintheintroductionofgendersensitiveclassroomteachingand learning,aswellasintheprovisionofsupportsupervisionandschoolinspection),buffering(e.g.,inthe protectionoftheinterestsandconcernsofthegirlchild,orphansandothervulnerablechildren),andin thepromotionofthereturnofchildmotherstoschool. Efficiency:TheefficiencyofUNGEIismostpronouncedinitsemphasisonthedivisionoflabourbased ontheprincipleofcomparativeadvantage(UNGEI,2005).Thisinturnreducedduplicationandconflict. Throughitspartners,UNGEImonitors,tracksandevaluatesitsexpendituresvisvistheintended results.Inaddition,bystrengtheningempiricalresearchtoformthebasisforUNGEIspending,italso ensuresamatchbetweenUNGEIactivitiesandcommunityneeds.Somevalueformoneymeasures includeensuringthatUNGEIexpendituresarebasedoncredibleworkplans;thataneffectivemonitoring systemisestablishedwithinUNGEItotrackandevaluateexpendituresvisvistheintendedresults;and strengtheningempiricalresearcheffortstoformthebasisforUNGEIspending.

7.5 RelationshipwiththeregionallevelofUNGEI
Generally,therelationshipbetweentheregionalUNGEIandUNGEIUgandaisnotascloseasitwas whenUNGEIwasfirstlaunched.Moreover,sincetheRegionalFocalPointisaUNICEFstaffmember,this makesitdifficultfortheUNGEIregionalleveltocommunicatedirectlytothechairpersonofUNGEI Uganda,whoisnotaUNICEFstaffmember.

7.6 RelationshipwiththegloballevelofUNGEI
Aswiththeregionallevel,therelationshipbetweentheglobalUNGEIandUNGEIUgandaremainsweak. Theexistingrelationshipappearstobeondemandforreports,research/studyorsharingofgood practices.

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8.

Lessonslearned

Severallessonscanbegleanedfromtheinformationobtainedthroughthisevaluation,asfollows:

8.1 Overalllessonsaroundgirlseducationandgenderequality
Promotionofgirlseducationrequiresmultifaceted/multisectoralinterventions,sincemanyproblems relatedtogirlseducationinparticularlieoutsidetheeducationsector,andsincemultisectoral strategieshavebeenshowntoimprovegirlseducation. Thereisaneedtolookbeyondeducationalonetoincludehumandevelopmentmorecomprehensively. Forexample,thereareongoingeffortstodevelopparentaleducationthatstressesearlychildhoodcare anddevelopmentfromagenderperspective.Modulesandmaterialsarealsobeingdevelopedinlife skillseducation. Thegenderequity(parity)approachisnecessarybutnotsufficient.Itneedstobecomplementedby approachesthatemphasizegirlsandwomensempowermentandfullparticipationthroughgender mainstreaming.Thiscallsforcontextualanalysisofgenderrolesandresponsibilitiesandtheneedtolink girlseducationtoahumanrightsbasedapproachtoprogramming.Inaddition,theexperienceofGEM hasshownthatboysarestrongalliesinensuringagirlfriendlyenvironmentbothatschoolandonthe waytoschool.Empoweringgirlsrequirespartneringwithboys. Thelinkagesbetweenaccessandqualityhavebecomeclearer.Withregardtogenderequalityinquality education,itisnowclearthatbroaderlearningenvironmentsarecritical,particularlyinrelationtothe needtolinkschoolswiththelocalcommunityandthedonorconstituencytoensuresustainabilityin termsofbothparticipatorymonitoringandfundingofservicedelivery. AdaptationofbroaderUNGEIstrategiestolocalcontexts,especiallyinconflict/postconflict,pastoralist, nomadicoremergencysituationsisapreconditionforsuccessofinterventionmeasuresingirls education.ThisimpliesthedevelopmentoftailoredUNGEIresourcepackages/communitytraining guides.UNGEIlessonshavereinforcedthewisdomofdevelopmentpracticegainedthroughtheyears. Forexample,althoughthedistrictUNGEIandGEMclubsareexcellentmodelsforgirlsempowerment, theyhavenotbeenequallysuccessfulinallofthedistrictswheretheyareoperational.Anecdotal evidencefromtheinformantsseemstopointtotherelativelysuperioreffectivenessoftheKaseseand KyenjojodistrictUNGEIovertheircounterpartinLira.Thisillustratesthefactthatgoodprojector programmedesignisimportant,butsuccessfulimplementationdependsonlocalleadershipandother environmentalfactors. Giventherequiredsupport,childrenandespeciallygirlscanworktoaddressissuesthataffectthem. Boysneedtoremainstrategicalliesandbemobilizedtogivespacetothegirls.Supportbyschool managementiscritical.Wheretheheadteachersandteachersareavailable,accommodativeand

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flexible,GEMhasbeensuccessful.Managementneedstobeconvincedthatchildrencanalsodevelop strategiesandproduceresultstoimprovetheirlearningenvironments. Evidencehasshownthatchildrencanbeimportantactorsongenderissuesgiventheirnaturaldrive towardslearninganddemonstratingtheirknowledgewithinthefamilyandthecommunitycontext. ThroughGEMandantiAIDSclubs,girlseducationhasmovedfromissuesofaccesstoempowerment. Theyoungarekeypartners,andneedtobeinvolvedandencouragedtoparticipate.Thereisaneedto investmoreinthemforcapacitybuildingandsustainability.

8.2 LessonsfortheUNGEIpartnership
Scalingupalsocallsfordevelopmentofasocialmarketingstrategy(advocacyandcommunication)to overcomeresistancetochangeandcreatereceptivityforsocialchange;integrationofM&Eintothe projectdesign;andgreaterinjectionsofhuman,financialandmaterialresourcesforanaccelerated drivetowardsmeetingtheMDGandEFAgoalsof2015. Politicalcommitmentiscriticalforscalingupgoodpracticesingirlseducation.Suchcommitment,as wellasnewlycreatedpolicies,hasgivenrisetoincreasedaccessforgirlsandimprovementinthequality ofeducationforallchildren.ThehighestpoliticalofficeinUgandalaunchedGEM.Politicalwillisstillan importantingredientforthesuccessofanygrassrootsintervention. Withoutfollowupandsupportsupervision,implementationcanbeaproblem.Schoolsthatarenot monitoredtendtohavepoorlyconstructedinstallations/facilitiesandweakGEMclubs,andtheteachers whoweretrainedneverimplementwhattheylearnedintheworkshops.Infact,GEMisstrongwhere thereisfrequentmonitoringbyUNGEI. TheUNGEIstructure,fanningoutfromtoppolicymakersdowntograssrootscommunities,eases communicationflow,implementationandmonitoringofactivities. Limitedexternalresourcesseemtohaveabettercatalyticeffectwhenutilizedatlocal/communitylevels ratherthannationallevellaunches.Thedistrictlauncheshavestrengthenedmobilizationandensured thecontinuationoftherolloutprocess. Partnershipswiththeprivatesectorarestillunderexplored.Justlikeduringtheinitialphase,thereisa needtotapthecommitmentofcreativeartists/prominentpersonalitiestogivebacktothecommunity, especiallyinsupportofgirlseducation/empowerment. Thereisalmostinfinitescopefortheformationofpartnershipstosupportandscaleupgirlseducation becausegirlseducationiseverybodysbusiness.Thisincludespartnershipsatthevillage,subcounty, districtandnationallevels.Stakeholdersneedtobeinvolvedatalllevels. Withregardtopartnerships,advocacyandnetworking,UNGEIhasputgenderontheagendawhenever policymakersmeettodiscussSWApandsectorinvestmentprogrammes.

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Managementforresultsremainsamajorchallenge.Thereishithertoagrowingcommitmentto monitoringgirlseducationprocessesandoutputs,butwithlessattentionpaidtooutcomesandimpact thatcanbedirectlyattributedtoUNGEI.Resultshavebeenseenintermsof:(i)commitmentof stakeholders;(ii)processessuchascommunityparticipationattheinvestmentstage;and(iii)direct projectoutputssuchasgirlsandboysaccessandretentionrates. Lessinteresthasbeendirectedtooutcomessuchas:communityparticipationatthe operational/implementationstage;andtheeffectsoftrainingonactualteachingpracticesandhowgirls experienceschooldifferentlyasaresultofteacherstraining.Strongbeliefsintheeffectivenessof UNGEIarethusnotalwaysbackedbystrongobjectiveevidence.Monitoringdataconcerningthe numbersofteacherstrained,orgirlsenrolmentandattendance,perse,donotsolelysatisfythe requirementsofprogrammeM&Eneededforaccountabilityandformeasuringimpact.Mechanismsand factorsthatcontributetothesuccessofspecificUNGEIinterventionsandeffectsongenderequityand equalityalsoneedtobecapturedanddocumented.

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9.

Recommendations
9.1 SustainingUNGEI

AlthoughattheinitiationofUNGEIUganda,mappingofallthepartnerstookplaceandTORswere formulated,UNGEIwasleftasaloosearrangement.UNGEIshouldregularizeitspartnershipsoasto improvethecommitmentofpartners.Inaddition,thelinkagesbetweennationalanddistrictlevel UNGEIwerefoundtobeweak.ItiscriticalthatUNGEIatthenationallevelconsciouslyliaisewiththe districtandsubcountylevelUNGEIcommitteestoreachthegrassrootslevel. TheevaluationhasestablishedthatsomeUNGEIinterventions,suchasreturninggirlstoschools,radio talkshowsandcommunityvisits,arerelativelyexpensiveandthereforedifficulttosustain.UNGEIcould formpartnershipswiththeradiostationownerstosupportsuchprogrammes.Itcouldalsoadvocatefor scholarships,suchasthoseadministeredbyFAWEforreturneechildmothers.Expandingpartnerships wouldmakeiteasierforUNGEItoadoptmultisectoralmitigationmeasurestoimprovegenderequality. Forinstance,onepartnercouldhandlepovertyalleviationwhileanotherdealswithhealthandhygiene. Inaddition,UNGEIshouldcontinuetoconductresearchtoinformpolicy.Suchresearchcouldbe directedat: Collectingcomparableeducationdatafromalldistricts; Trackinggirlsreceivingscholarshipsovertimetoexaminefamilydynamicsthatsuchsupport createstoenablegirlstoattendandremaininschool;and Carryingoutcasestudiestoidentifyobstaclestotheimplementationofprogressiveeducational policiesthatseektopromotegirlfriendlyenvironmentsandtochangethesocialrelationsof gender.Amongotherthings,thiswouldleadtothedevelopmentandimplementationofschool policiesthatdonotexpelpregnantgirls,butratherenablethemtocompletetheirstudies.

9.2 Monitoring/disseminationofUNGEIactivities
TherehavebeenmanydisseminationworkshopsofUNGEIactivities,butallofthesehavetakenplaceat thenationallevel,mainlyinKampala.Thereisaneedtoimproveonknowledgesharingamongthe differentdistrictandsubcountyUNGEIcommittees.

9.3 ScalingupUNGEItononparticipatingdistricts
SofarinUganda,UNGEIhasfocusedonprimaryschools.Theshiftofgovernmentprioritytosecondary educationdoesntseemtohaveresonatedwithUNGEI.ThereisaneedforUNGEItoshifttoabroader, morecoherentperspectiveofthechallengesacrosstheentiresector.Forinstance,therearemorechild mothersatthesecondaryschoollevelwhorequireencouragementtoreturntoschool.

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Moreover,childmothersconstitutenearlyhalfofallmaternaldeathsinUganda,duetoanincreased riskofcomplicationsduringpregnancy,whichinturnleadstoobstetricfistula.Therewere17casesof childmaternaldeathsinonlyonesubcountyofKaseseDistrictin2010.Itwouldthereforeappearthat thepreoccupationofUNGEItodatewithsimplygettingthepolicyonreentryofpregnantgirlspassed, withoutaddressingtherootcausesofearly/unwantedpregnancies,isanecessarybutinsufficient strategy.Throughitscommitteesatthedistrictlevel,UNGEIshouldprovidesexeducationto schoolchildren. Thisevaluationhasshownthatcasesofchildmothersreturningtoschoolsarehigherindistrictswhere UNGEIisoperational.ItisthereforeimportantthatUNGEIexpanditsactivitiestootherdistricts.

9.4 Expandingfundingsources
Sofar,UNGEIpartnersinUgandaappeartoberelyingonUNICEFformostoftheirfunding.Itis importantthatallofthepartnersmobilizefundsfromothersourcesforimplementationoftheactivities.

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Annex1:Abbreviatedtermsofreferenceforformativeevaluationofthe UnitedNationsGirlsEducationInitiative(UNGEI)
Purposeoftheevaluation:ThisevaluationaimsatexploringtheextenttowhichtheUNGEIpartnership isachievingitsintendedoutcomesatthecountrylevel,andtheextenttowhichtheglobaleffortsare contributingtotheeffectivenessandefficiencyoftheUNGEIpartnership.Theoutcomesinclude: Outcome1Policiespromotegirlseducationandgenderequality Countrypartnerships: a) WhatdoestheUNGEIpartnershipatthecountrylevellooklike?(Thisisamoreindepth descriptionofthecountrypartnership,formedfromdeskreviewandincountry,alsoanswering thequestionsofwhetherthereareTORsforthepartnership,whetherthereisanannual workplan,andtheprocessthatistypicallyundertakentocomeupwithanannualworkplanfor thepartnership.) b) IsthereagreementamongpartnersabouttheproposedUNGEIresultsframework? c) DotheUNGEIcoordinationmechanismandactivitiesofpartnersatthecountrylevelcontribute tonationalpoliciespromotinggirlseducationandgenderequality? d) WhatconstitutesthefullUNGEIcountrylevelpartnership?Thismacrolevelmappingofthe partnershipwillaskthefollowingquestionsforthenationalpartnershipsnotparticipatinginthe exercise:IsthereaformalizedpartnershipwithTOR?Isthereanagreedannualworkplan?Ifso, (a)describethepartnership'smainactivitiesand(b)aretheworkplanresultsreportedannually totheUNGEIRegionalFocalPoint? Outcome2Bestpracticesinfacilitatinggirlseducationandgenderequalityareknownand institutionalized Countrypartnerships: a) Doesthecountrypartnershiphaveaccesstobestknowledge,policiesandpracticesin facilitatinggirlseducationandgenderequalityfromsourcesattributabletothepartnership? b) Whatefforthasthepartnershipmadetoensurethatthisknowledgeisapplied? Outcome3UNGEIfacilitatesaneffectivepartnershipforgirlseducationandgenderequality Countrypartnerships: a) WhatistheaddedvalueofUNGEI(i.e.,whataresomeoftheachievementsthatweremade possibleasaresultofworkingunderthepartnership)? b) Doesthecountrycoordinationmechanismpromotemeasuringandachievingresults? c) Doesthecountrycoordinationmechanismworkinamannerthatenhancestheeffectivenessof UNGEI? METHODOLOGY

72

Theevaluationstudywillbemainlyamixedmethodstudy.Datawillbecollectedfrommultiplesources: aformaldeskreview,interviewswithkey/eliteinformants,interviewsand/orfocusgroupswith importantgroupsofbeneficiaries,selfadministeredsurveysanddirectobservationsofactivitieswith beneficiarieswhereverpossible. RESPONSIBILITIESANDMANAGEMENT TheconsultancywillbejointlysupervisedbytheUNGEINationalChairpersonattheMoESandby RosemaryRugambaRwanyange,UNICEFEducationSpecialist.MargoOSullivan,UNICEFUgandasChief ofEducation,willprovidetheoveralloversightontheimplementationofthisstudy. Referencegroup:AreferencegroupfortheUNGEIevaluationwillbeestablishedinUgandacomprising uptosevenmembers.Thenationaldistrictpartnershipswillberepresentativeofthecompositionof differentpartnersintheMoESanddevelopmentpartners,ensuringappropriaterepresentationfrom thepartnershipsconstituencies. TheReferenceGroupChairwillberesponsibleforoversightofevaluationactivities,whilememberswill adviseonthefollowing: ConsultantsTORandworkplan,includinganyadjustmentsrequiredatinceptionorother phases; Approvalofallevaluationproducts,includingthefinalreport;and Decisiononapostevaluationmanagementresponse,actionplananddisseminationstrategy, andaconsiderationofhowtheevaluationfindingsaretobeutilized. TheNationalConsultantinUgandawillbecontractedbyUNICEFUgandaOfficetoperformthefollowing tasks: AssistinsettingupareferencegroupforstakeholdersinconsultationwiththeUNGEIfocalpoint intheMoESand/ortheChiefofEducationandEducationSpecialistatUNICEFUganda; Customize,reviewandvalidatedatacollectiontools(questionnaires,interviewquestionsand protocols); Supervisedatacollectionanddataprocessing; Designandfacilitateconsultativeworkshopsandmeetings; PreparecountryreportsdraftandfinalreportsanddevelopPowerPointpresentations;and Ensurethattheevaluationmanagerisregularlyinformedoftheprogressoftheevaluationand possiblecausesofdelaysandissuestoberesolved. Payment: Paymentwillbemadeinthreeinstalments,consistingof30percentuponreceiptofthefirstreportof theEgyptmeetingandtheInceptionReport,40percentuponpresentationofadraftreportand

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findingsofthefieldtrips,and30percentuponsatisfactorycompletionandsubmissionofdeliverables approvedbytheMoESandtheChief,KCL,UNICEF.
DELIVERABLESFORUGANDACONSULTANT Deliverable Preparationsforconsultationworkshop InceptionReportandreportoftheconsultationworkshop Datacollection,analysisandotherfieldactivities(consultative workshops/meetings) Submitfirstdraftofcountryreport Submitfinalcountryreport Totalworkingdays Anticipateddeliverydate 20January2011 25February2011 22April2011 13May2011 15June2011 43

TheInceptionReport,detailingevaluationactivitiesforUganda,be1520pagesinlength,includingthe TORandworkplan,andwillbepresentedataformalmeetingoftheincountryreferencegroupor globalreferencegroup. Thefinalreportwillnotexceed80pages,includingtheexecutivesummaryandappendices.Appendices willincludetheTOR,descriptionofmethodology,listofbackgroundmaterialsused,listofpeople interviewed,PowerPointpresentationsandworkshopmaterials.

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Annex2:Bibliography
Aikman,Sheila,andElaineUnterhalter,(eds.),BeyondAccess:Transformingpolicyandpracticefor genderequalityineducation,OxfamGB,Oxford,2005. Arlong,Steven,FivegirlsinPokotS.S.misstermexamsoverpregnancy,DailyMonitor,9May2011,p. 28. Arnot,Madeleine,EducationforAll:GlobalMonitoringReport2006Literacyforlife,UnitedNations Educational,ScientificandCulturalOrganization,Paris,2005. Bakashaba,Peter,AReportontheMonitoringandEvaluationofGEMProgressintheDistrictofPalisa, 2005. Birdsall,Nancy,TowardsUniversalPrimaryEducation:Investments,incentivesandinstitutions,Stylus Publishing,Sterling,VA,2005. Chege,Fatuma,MemoriesofChildhoodViolence:LifecyclereflectionsofAfricanstudentteachers, UnitedNationsChildrensFund,Nairobi,2006. Chege,FatumaN.,InventoryofInnovativeExperiencesinEasternandSouthernAfrica,Reportfor CIEFFA,August2011. DepartmentforInternationalDevelopment(UnitedKingdom),GirlsEducationStrategy:Towardsa betterfutureforallFirstprogressreport,DfID,London,2006. Eilor,Joseph,EducationandtheSectorWideApproachinUganda,InternationalInstituteforEducation Planning,UnitedNationsEducational,ScientificandCulturalOrganization,Paris,2004. Ejangu,Joan,InitiativesandAchievementsinGirlsEducationMovement(GEM),UNICEFUganda (unpublished),2004. ForumofAfricanWomenEducationalistsinUganda,BriefStatusReport,FAWEU,Uganda,2005. ForumofAfricanWomenEducationalistsinUganda/UnitedNationsChildrensFund,MonitoringGEMin Soroti,FAWEUandUNICEF(unpublished),3April2005. GovernmentoftheRepublicofUganda,EvaluationoftheImplementationoftheParisDeclarationin Uganda(Firstphase20052007),OfficeofthePrimeMinister,Kampala,2008. GovernmentoftheRepublicofUganda,UgandaNationalDevelopmentPlan,GovernmentofUganda, Kampala,2009. GuluDistrictLocalGovernmentGEMImplementationReport,JuneAugust2005.

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Herz,Barbara,andGeneB.Sperling,WhatWorksinGirlsEducation:Evidenceandpoliciesfromthe developingworld,CouncilonForeignRelations,NewYork,2004. IOB(PolicyandOperationsEvaluationDepartmentoftheNetherlandsMinistryofForeignAffairs),Local SolutionstoGlobalChallenges:Towardseffectivepartnershipinbasiceducation,IOB,Netherlands MinistryofForeignAffairs,TheHague,2003. Kaluba,Henry,ScalingUpGoodPracticesinGirlsEducationinAfrica,presentedduringaministerial seminaronbestpracticesingirlseducationandstrategiesforscalingup,Nairobi,2325June2004. Kakuru,DorisM.,TheCombatforGenderEqualityinEducation:Rurallivelihoodpathwaysinthecontext ofHIV/AIDS,WageningenAcademicPublishers,Wageningen,theNetherlands,2006. Kariuki,Warue,ImprovingEducationOpportunitiesinKaramoja,MinistryofEducationandSportand UNICEFUganda,2007. Kasente,Deborah,GenderandEducationinUganda:AcasestudyforEFAMonitoringReport, MakerereUniversity,Kampala,2003. Kibira,SimonPeter,AReportontheGirlsEducationMovementinSorotiDistrict,UNICEFUganda (unpublished),April2005. Lister,Stephen,AidandAidManagement,Mokoro,Oxford,2006. Magona,Ishmael,SectorWideApproachandSectorWorkingGroups,UNICEFUganda(unpublished), 2009. MinistryofEducationandSports,EducationStrategicInvestmentPlan:19982003,Governmentof Uganda,Kampala,1998. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2000. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2001. MinistryofEducationandSports,DraftPolicyandCostedFrameworkfortheExpansionofPostPrimary EducationandTraining,GovernmentofUganda,Kampala,2002. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2002. MinistryofEducationandSports,MidTermReviewoftheEducationStrategicInvestmentPlan(ESIP)in Uganda:FinalReport,GovernmentofUganda,Kampala,2003.

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MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2003. MinistryofEducationandSports,TheNationalReportontheDevelopmentofEducationinUgandaat theBeginningoftheTwentyFirstCentury,Reporttothe47thSessionoftheInternationalConferenceon Education,Geneva,811September2004. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2004. MinistryofEducationandSports,EducationSectorStrategicPlan(ESSP):20042015,Governmentof Uganda,2005. MinistryofEducationandSports,EducationSectorStrategicPlan(ESSP):20042015,Governmentof Uganda,2005. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2005. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2006. MinistryofEducationandSports,PolicyandOperationalArrangementsforImplementationofUniversal SecondaryEducation(USE),GovernmentofUganda,Kampala,2007. MinistryofEducationandSports,NationalEducationCenter(UNESC)2007ReportonEducation, GovernmentofUganda,Kampala,2007. MinistryofEducationandSports,TheUgandaEducationStatisticalAbstract,GovernmentofUganda, Kampala,2007. MinistryofEducationandSports,ReCostedEducationSectorStrategicPlan20072015(draft), GovernmentofUganda,Kampala,2008. MinistryofEducationandSports,EducationandSportsSectorAnnualPerformanceReport(ESSAPR): 2008/09,GovernmentofUganda,Kampala,2009. MinistryofEducationandSports,ConceptforDevelopingPolicyGuidelinesofTeenagePregnancyand MotherhoodinSchools.GovernmentofUganda,Kampala,2011. MinistryofFinance,PlanningandEconomicDevelopment,UgandaNationalHouseholdSurveyReport: 1999/2000,UgandaBureauofStatistics,Kampala,2001. MinistryofFinance,PlanningandEconomicDevelopment,NationalServiceDeliverySurveyReport: 2004,UgandaBureauofStatistics,Kampala,2005.

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MinistryofFinance,PlanningandEconomicDevelopment,MillenniumDevelopmentGoalsReportfor Uganda:2010,UgandaBureauofStatistics,Kampala,2010. Miske,Shirley,ScalingupofGoodPracticesinGirlsEducation,reportoftheUNGEIpolicyconsultation heldinNairobi,Kenya,2325June2004. Naalawanga,CarolineB.,GEMConsolidatedMonitoringReportfromFindingsin11Districts,154 Schools,UNICEFUganda(unpublished),July2005. Nassimbwa,M.,MonitoringandSupervisionofGEMClubsinLira,89November2004,MoES. Nassimbwa,M.,MonitoringandSupervisionofGEMClubsinMoroto,1112November2004,MoES. OverseasDevelopmentInstituteandMokoro,SectorBudgetSupportinPractice:InceptionReport,ODI, London,2008. Penny,Alan,etal.,EducationReforminUganda:1997to2004Reflectionsonpolicy,partnershipand implementation,UnitedKingdomDepartmentforInternationalDevelopment,EducationPapers, ResearchingIssues60,London,2006. Penny,Alan,etal.,EducationSectorReform:TheUgandanexperience,InternationalJournalof EducationalDevelopment,vol.28,no.3,2008. Purcell,Ray,MidTermEvaluationoftheEFAFastTrackInitiative:CountrydeskstudyUganda, CambridgeEducation,MakoroandOxfordPolicyManagement,2010. RepublicofUganda,NationalStrategyforGirlsEducationinUganda,1998. RepublicofUganda,ProgresstowardsMDGsandEFAGoals:Inputsforgirlseducationanalysis Uganda,2005. Tembon,Mercy,andLuciaFort,(eds.),GirlsEducationintheTwentyFirstCentury:Genderequality, empowermentandeconomicgrowth,WorldBank,Washington,D.C.,2008. UgandaBureauofStatistics,ProjectionsofDemographicTrendsinUganda:20072017volume1, December2007. UgandaBureauofStatistics,UgandaDemographicandHealthSurvey:1997,1997. UgandaAidsCommission,PresidentialProgrammeforEnhancingHIV/AIDSDialogueamongYouth LeadershipSummaryReport,2004. UgandaBureauofStatisticsandMacroInternationalInc.,KeyFindingsFromthe2006Uganda DemographicHealthSurvey:Agenderperspective,Kampala,UgandaandCalverton,MD,2007. UnitedNationsDevelopmentProgramme,HumanDevelopmentReport2010,UNDP,Kampala,2010.

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UnitedNationsEducational,ScientificandCulturalOrganization,AHumanRightsBasedApproachto EducationforAll,UNESCO,Paris,June2007. UnitedNationsEducational,ScientificandCulturalOrganization,EFAGlobalMonitoringReport2010: Reachingthemarginalized,UNESCO,Paris,2010. UnitedNationsGirlsEducationInitiative,PartneringforGirlsEducationinRelationtoMDGs,paper presentedduringaconsultativemeetingwithNGOsaboutUNGEI,2628June2002,Geneva. UnitedNationsGirlsEducationInitiative,UNGEICountrySheet:ReviewofUNGEIactivities,UNGEI, NewYork,2006. UnitedNationsGirlsEducationInitiative,EngenderingEmpowerment:Educationandequality,UNGEI, NewYork,2010. UnitedNationsGirlsEducationInitiative,UnitedNationsEducationInitiatives:RegionalupdatesGirls too,educationforall,UNGEI,NewYork,undated. UnitedNationsGirlsEducationInitiative,UNGEIKaseseDistrictChapter:Minutesofthemeetingheld on6March2008,UNGEI,2008. UnitedNationsGirlsEducationInitiative,EquityandInclusioninEducation:Aguidetosupport educationsectorplanpreparation,revisionandappraisal,UNGEI,NewYork,2010. UnitedNationsGirlsEducationInitiative,UNGEIat10:Ajourneytogenderequalityineducation, UNGEI,NewYork,2010. UnitedNationsGirlsEducationInitiative,UgandaWorkPlan20102014,UNGEI. UnitedNationsChildrensFund,MakingtheTransitionfromtheAfricanGirlsEducationInitiative(AGEI) totheUnitedNationsGirlsEducationInitiative(UNGEI):ProceedingsofanEFA/MDGworkshop, Bamako,Mali,1720November2003. UnitedNationsChildrensFund,ChangingLivesofGirls:EvaluationoftheAfricanGirlsEducation Initiative,UNICEF,NewYork,2004. UnitedNationsChildrensFund,GenderAchievementsandProspectsinEducation:TheGAPreport Part1,UNICEF,NewYork,2005. UnitedNationsChildrensFund,AchievingGenderParityinEducation:Initiativesandstrategiesthat workProgressandresultsofthegenderparitycampaign,UNICEF,NewYork,2006. UnitedNationsChildrensFund,UnitedNationsGirlsEducationInitiative:MakingUNGEIwork LessonsfromfourAfricancountries,UNICEFRegionalOffice,EducationSection,September2007. UnitedNationsChildrensFund,ABriefontheABEKProgram,UNICEF,2008.

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 UnitedNationsChildrensFund,PerformanceAppraisalofUNGEIandGEMinUganda(20012009), UNICEF,2010. Wakabi,H.,ReportonGEMActivitiesandInitiatives:20012005,October2005. Ward,Michael,etal.,EducationReforminUganda:1997to2004Reflectionsonpolicy,partnership, strategyandimplementation,UnitedKingdomDepartmentforInternationalDevelopment,London, 2006. Williamson,Tim,PuttingAidonBudget:AcasestudyofUganda,Mokoro,Oxford,2006. WorldBank,TheRepublicofUganda:CountryintegratedfiduciaryassessmentVolumeIIPublic expenditurereview2004Promotingtheefficientuseofpublicresourcesforpovertyeradication, ReportNo.29377Uganda,WorldBank,Washington,D.C.,June2004. WorldBank,Uganda:FiscalpolicyforgrowthPublicexpenditurereview2007,WorldBank, WashingtonD.C.,2007. WorldBank,ProjectPerformanceAssessmentReportUganda:ReportNo.48942,WorldBank IndependentEvaluationGroup,Washington,D.C.,22June222009. Wright,Cream,AchievingUniversalPostPrimaryEducationinAfrica:Innovativemodalitiesandcost implications,2008. Yolisigira,Yazid,Uganda:65Bugiripupilsdropoutofschooloverpregnancy,inDailyMonitor,20April 2011.

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Annex3:UNGEIformativeevaluationCompositionofthereferencegroup
Names SaraBenipool RitaKyeyune MarthaMuhwezi RosemaryRwanyange DianaSekaggya Organization StraightTalk MoES,andchairpersonGTFandUNGEI FAWEUganda(Director) UNICEF IrishAid

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Annex4:Listofpersonsinterviewedandselectedparticipantsatfocus groups
Date 16March2011 16March2011 22March2011 Name MargoOSullivan RosemaryRwanyange RitaKyeyune Function/Organization ConvenerUNGEIandChiefofEducation,UNICEF EducationSpecialist,UNICEF Chair,GenderTaskForce/UNGEIandAssistant CommissionerBasicEducation,MinistryofEducation& Sports Cochair,UNGEIandDirector,FAWEU ProgramOfficer,FAWEU FormerDirector,FAWEU MoFPED IrishAid DEO,KaseseLocalGovernment SeniorInspectorofSchools,KaseseLocalGovernment Chairperson,KAGEIandInspectorofSchools,KaseseLocal Government Member,KAGEIDistrictCommittee Member,KAGEIDistrictCommittee Member,KAGEIDistrictCommitteerepresentingChurchof Uganda Member,KAGEIDistrictCommitteerepresentingCatholic church Member,KAGEIDistrictCommitteerepresentingtheMuslim community Member,KAGEIDistrictCommittee Director,RockP.S.andMember,KAGEIDistrictCommittee HeadTeacher,RockP.S. Teacher,RockP.S.

21March2011 21March2011 18April2011 4April2011 20April2011 29March2011 28March2011 28March2011

MarthaMuhwezi JosephinePedun FlorenceKanyike MargaretKakande CarolLaker GeorgeMainja ErnestThabugha KulthumMasikaMoshi

28March2011 28March2011 28March2011

NaomeMbambu CharityNduhukire MiriamDambya

28March2011

TeddySanza

28March2011

SheikKengeleSuwed

28March2011 28March2011 28March2011 28March2011

IreneMuhindo JaneKamashamba JoshuaKambala FlorenceBirigwa

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Date 28March2011 29March2011

Name MaryGorretIthungu FrancisHappyMuhindo

Function/Organization Teacher,RockP.S. ProgrammeOfficer,KaseseActionforlifeImprovement (KAGEIpartner) ProgrammeVolunteer,KaseseActionforlifeImprovement (KAGEIpartner) FinanceAssistant,KaseseActionforlifeImprovement(KAGEI partner) Chairperson,KAGEIKyarumbasubcountycommittee, Kasese ViceChairperson,KAGEIKyarumbasubcountycommittee, Kasese Secretary,KAGEIKyarumbasubcountycommittee,Kasese Member,KAGEIKyarumbasubcountycommittee representingMuslimcommunity,Kasese Member,KAGEIKyarumbasubcountyCommittee Chairperson,BwimaniroWomensGroupKAGEIpartner, Kasese Volunteer,BwimaniroWomensGroup,Kasese Secretary,MpondweMoslemWomenAssociationKAGEI partner,Bwerasubcounty,Kasese Member,MpondweMoslemWomenAssociationKAGEI partner,Bwerasubcounty,Kasese Chairperson,MpondweMoslemWomenAssociation KAGEIpartner,Bwerasubcounty,Kasese Member,MpondweMoslemWomenAssociationKAGEI partner Student,RwenzoriGirlsSchool Student,RwenzoriGirlsSchool Student,RwenzoriGirlsSchool Student,RwenzoriGirlsS.S. Teacher,RwenzoriGirlsS.S.

29March2011

JimmyBalukuOdyek

29March2011

Micha

29March2011

GodfreyBwereBwambale

29March2011

FlorenceMusaka

29March2011 29March2011

BikobaM.Jesreeh BahatiAliBwambale

29March2011 29March2011

StevenKyana MiriamBafera

29March2011 29March2011

RonaldBwambale SwaleBatuli

29March2011

Mrs.Mupendo

29March2011

BiiraMuzayina

29March2011

R.Assimwe

30March2011 30March2011 30March2011 30March2011 30March2011

EnidKabugho JoelineBiira JanetMosomboli AgnesBiira AgathaTumusiime

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Date 30March2011 30March2011 30March2011 1April2011 31March2011

Name MosesMuthahinga JosephineMuhindo GertrudeTibakanya StellaKabanyobo LindaTimigamba

Function/Organization Teacher,RwenzoriGirlsS.S. DeputyHeadTeacher,RwenzoriGirlsS.S. DEOandChairKYEGEI,KyenjojoDistrictlocalGovernment InspectorofSchools,KyenjojoDistrictlocalgovernment WomanMPandSecretaryKYEGEICommittee,Kyenjojo District Member,KYEGEICommittee,KyenjojoDistrict Retiredteacherandmember,KYEGEICommittee,Kyenjojo District Principal,DorcusVocationalInstitute,KyenjojoDistrict PublicRelationOfficerKINDUganda(KYEGEIpartner), KyenjojoDistrict TeamLeader,KINDUganda,KyenjojoDistrict HeadTeacher,NyakashenyiP.S.,KyenjojoDistrict 8pupils,NyakashenyiP.S.,KyenjojoDistrict HeadTeacher,KisojoP.S.,KyenjojoDistrict GEMMatron,KisojoP.S.,KyenjojoDistrict InspectorofSchool(inchargeofsports),AbimDistrictlocal government DistrictInspectorofSchools,andActingDEO,AbimDistrict localgovernment DeputyHeadTeacher,AbimS.S. SeniorWomanTeacher,AbimS.S. Student,AbimS.S. Student,AbimS.S. Student,AbimS.S. Student,AbimS.S. Student,AbimS.S.

31March2011 31March2011

FaithKunihira KeziahRuharuza

31March2011 1April2011

PatrickKyaligonza IvanAmanya

1April2011 31March2011 31March2011 1April2011 1April2011 11April2011

ConradKatandwe MaryMugyenyi GEMClubmembers JohnBright JoelOkidi

11April2011

GeorgeWalterOchero

11April2011 12April2011 12April2011 12April2011 12April2011 12April2011 12April2011

LilyAdong OkelloProscoviaDaphine EstherRuthAwili RuthAbalo SusanOchanApeyok ProssyAkech SusanAsero

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Date 12April2011 12April2011 12April2011 12April2011 13April2011 13April2011 13April2011 13April2011 12April2011 13April2011 14April2011 14April2011 14April2011 15April2011 15April2011

Name AliceNorahAbonyo JoyceBettyAkech RoseOttoAkongoFilder GraceAwiliMilly KevinAcen GodfreyObinAyen EstherAwor JenniferAtaa JenniferAwori BoscoBwonyo AyenaHon JaneNyakecho StellaOgwang ReginaBettyOkwir JollyAcen

Function/Organization Student Student Student Student Member,ADIGE Secretary,ADIGE Member,MorulemsubcountyADIGEmember Member,MorulemsubcountyADIGEmember SeniorWomanTeacher,AbimS.S. DISLirsDistrictlocalgovernment LCVSecretaryforEducation,LiraDistrict PlanInternational,WASHofficer,LiraDistrict ProbationOfficer,LiraDistrictlocalgovernment,LiraDistrict HeadTeacher,NgettaBoys CommunityDevelopmentOfficer,LiraDistrictlocal government ExecutiveDirector,ConcernedParentsAssociation,Lira District GEMPatronandSeniorWomanTeacher,NgettaBoysP.S. GEMmembers,NgettaBoysP.S. GEMmembers,NgettaBoysP.S. GEMmembers,NgettaBoysP.S. GEMmembers,NgettaBoysP.S. GEMmembers,NgettaBoysP.S. UNICEFregionaloffice,Nairobi

15April2011

AnthonyKerwegi

15April2011 15April2011 15April2011 15April2011 15April2011 15April2011 18July2011

JoanApoi ShallomAlobo WisdomAdong AndrewAwio JamesOkabo FlaviaAtim AsterHaregot

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Annex5:TimelineofUNGEIevents
Date Internationalcontext TheAddisAbabaconferenceon educationinAfrica:UrgesAfrican governmentstoprovide educationforall. Ugandacontext 1962:Ugandagainsindependencewith MiltonOboteasPrimeMinister.Ugandais characterizedbygoodgrowth,low inflationandbalancedcurrentaccounts. 1966:Abrogationofthe1962constitution anditsreplacementbyarepublican constitution. EducationpolicyinUganda Ugandaseducationsectorwasalsoingood shape. 1963:TheCastleEducationCommissionis appointedtoreviewtheeducationsystemin ordertomeetthechallengesofanewly independentUganda. TheCommissionplacesastrongemphasison qualityeducationandarguesforexpansionof girlseducation,andforprovisionofadult education. TheCommissionchangedthestructureof educationtothecurrent7:4:2:(25). 1963:EducationActpassed,puttingallschools undergovernmentcontrol.Italsoencouraged thepromotionofUgandanunityand developmentofacurriculumthatreflectsan AfricanidentityandAfricanpersonality. 1971:MiltonOboteistoppledincoupled byIdiAmin. 1970s Ugandaundermilitarydictatorship.Ruleof lawceased.Thereisendlesscivilunrest, insecurityandeconomicruin. 1972:AminordersAsiansoutofUganda. 19721973:Ugandaengagesinborder Deteriorationofphysicalinfrastructuredueto poormaintenance,andshortageof 1977:EducationPolicyReviewappointedbut duetotheoverthrowofthegovernmentin 1979,itsreportwasnotpassed. 1970:EducationActpassed.TheActprovided guidelinesformanagementofschools,operation ofprivateschools,andteacherswelfare. UNGEIinUganda

1960s

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Date

Internationalcontext

Ugandacontext clasheswiththeUnitedRepublicof Tanzania. 1978:UgandainvadestheUnitedRepublic ofTanzaniawithaviewtoannexingthe Kageraregion. 1979:TheUnitedRepublicofTanzania invadesUganda,unifyingthevariousanti AminforcesundertheUgandaNational LiberationFront.Aminisoverthrown. Economyremainsweakandinstability continues.

EducationpolicyinUganda teaching/learningfacilities. Educationlosesvalue;educatedpeoplefeel unsafeandmanyfleethecounty.

UNGEIinUganda

1986:TheNationalResistanceMovement comestopowerunderYoweriMuseveni. TheMovementadoptsaStructural AdjustmentProgram(SAP)aimedtorestore fiscaldisciplineandmonetarystability,and torehabilitateinfrastructure(economic, socialandinstitutional). SAPinvolvestradeliberalization, privatization,divestitureofpublic enterprises,civilservicereforms, reorganizationoftaxrevenuecollection, etc.Theeconomyrespondsfavourablyto measuresunderSAP.

Politicalinstabilityleadstodeterioratedphysical infrastructure. Textbooksandinstructionalmaterialsarealmost nonexistentinmostschools,makingteaching andlearningextremelydifficult. Lackoftextbookscreatesacultureofwritingof pamphlets,whichreplacetextbooks. Thefewremainingteacherswhodonotfleethe countryduringtherepressionareunderpaid, undertrainedanddemoralized. 19871989:EstablishmentoftheEducation PolicyReviewCommissionwhich: i)establishesUPEasagoalanddetermines

1980s

87

Date

Internationalcontext

Ugandacontext

EducationpolicyinUganda strategiestoachieveit;and ii)emphasizeseducationofmarginalizedgroups, includinggirls.

UNGEIinUganda

March1990:WorldConference onEducationforAll,inJomtien, Thailand,adoptstheWorld DeclarationonEducationforAll, whichstatesthatallhavearight toeducation.Theconference recognizesthesetbacks experiencedinthe1980sbymany nationsintheSouthandmakesa commitmenttomeetingthebasic learningneedsofeverycitizen. 1990s

1995:NewConstitutionofUganda legalizespoliticalpartiesbutmaintainsthe banonpoliticalactivity. Withregardtoeducation,theconstitution statesthatallpersonshavearightto education. 1996:Firstpresidentialelections.Museveni resumesoffice.

1992:GovernmentWhitePaperonEducationin 1992. TheWhitePaperemphasizestheimportanceof equalaccesstoeducation,regardlessofsocial status,sex,andethnicity.ConfirmsUPE. Feepaymentinprimaryschoolsstopped. Massiveincreaseinenrolment(additional2.3 millionchildren(1.1milliongirlsand1.2million boys),bringingenrolmentto5.7millionin1997.

1997:PovertyEradicationActionPlan Followingconcernsaboutequitablegrowth, householdpovertyandpoorsocialsector services,thegovernmentreorientedthe developmentprogrammetowardspoverty reductionandimprovementinsocial services. WithinthePEAPframework,the GovernmentadoptsSWApstoaddress specificconstraints.Ineducation,thisis knownastheEducationStrategic

Acuteshortageofclassrooms,overcrowding,a declineinteachingquality,andinsufficient materials. 1993:NewTextbookPolicy.Liberalizationof textbookmarket,accesstoprivatesector, multipletextbookchoiceandschoolbased purchasingpower.

88

Date

Internationalcontext

Ugandacontext InvestmentPlan(ESIP).

EducationpolicyinUganda 1998:EducationStrategyInvestmentPlan(ESIP) (19892003)developedto:

UNGEIinUganda

1997:LocalGovernmentAct Decentralizationofbasicservicedeliveryto districts,includingprimaryeducation. (a)enhanceequitableaccesstoeducationacross incomegroupsandgender; (b)improvequalityofeducation;and (c)enhancethemanagementof educationservicedeliveryatalllevels.

1999

EducationForAll(EFA) Assessment19992000,involving sixregionalconferences,reveals thattheEFAagendahasbeen neglected.

1998/99:LaunchingofSchoolsFacilitiesGrant,a decentralizedmodalityforconstructingand completingprimaryclassrooms. 1999:LaunchingofnewPrimaryEducation CurriculumExpansionofsubjectsfrom4to11 andintroductionoflocallanguagesforfirstfour yearsofprimaryschooling.

2000

UnitedNationsMillennium Summit:189worldleaderssign uptotrytoendpovertyby2015, whentheyagreetomeetthe MillenniumDevelopmentGoals

2000:Ugandansvoteagainstmultiparty politics.

2000:InsupportofUPE,thegovernment increasesfundingforeducationfrom2.6per centofGNPin1996to4percentin2000.By 2001,32percentofthetotaldiscretionary recurrentbudgetisallocatedtoeducation(up

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Date

Internationalcontext (MDGs).TheMDGsrecognizethe centralityofgenderequalityasa goalinitself(Goal3),aswellas theimportanceofthegender dimensionsofeachoftheother goals. WorldEducationForum:164 governmentsadopttheDakar FrameworkforAction,inwhich theypromisetocommitthe necessaryresourcesandeffortto createacomprehensiveand inclusiveeducationsystemforall. UNGEIinstitutedbytheSecretary Generalin2000,withavisionof, Aworldwhereallgirlsandboys willhaveequalaccesstofree, qualityeducation. UNGASSissuesaDeclarationof CommitmentonHIV/AIDSthat includesimportantlanguageon addressingthegenderdimensions ofthepandemic,stressingthat genderequalityandthe empowermentofwomenare fundamentalelementsinthe reductionofthevulnerabilityof

Ugandacontext

EducationpolicyinUganda from24percentin1996)and,withinit,the shareofprimaryeducationreaches70percent.

UNGEIinUganda

2001

2001January:EastAfricanCommunity inauguratedinArusha,layinggroundwork forcommonEastAfrican(Kenya,Uganda andtheUnitedRepublicofTanzania) passport,flag,andeconomicandmonetary integration. 2001elections:Museveniwinsanother

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Date

Internationalcontext womenandgirlstoHIV/AIDS. July2001:G8countriesestablish anEFATaskForce. G8Washington,D.C.,inApril 2002approvestheEFAAction PlanandtheFastTrackInitiative (FTI)amidoverwhelmingsupport fromtheinternational community. EFA,Amsterdam,Netherlandsin April2002:Developingcountries andtheirexternalpartnersagree ataDutchWorldBanksponsored conferenceonbroadprinciples forscalingupEFAefforts;the Netherlandscommits135million Eurostosettheprocessin motion. G8Kananaskis,Canada.June 2002:Agreementtoincrease bilateralassistanceforthe achievementofEFAandtowork withbilateralandmultilateral agenciestoensure implementationoftheFTI. EFAGlobalMonitoringReport establishedtomonitorprogress towardsthesixEFAgoals. InternationalConferenceon

Ugandacontext terminoffice.

EducationpolicyinUganda

UNGEIinUganda

June2002:UgandainvitedtojointheFTI. 17July2002:Ugandaacceptsinvitationto participateintheFTI. September2002:DraftFTIcountry proposal.

2002

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Date

Internationalcontext FinancingforDevelopment (Monetary,Mexico)thefirst majorattemptbytheUnited Nationsandtheinternational communitytointegratetrade, monetaryandfinancialmatters intoaconsolidatedframeworkfor achievingdevelopmentresults. February2003:RomeDeclaration ontheharmonizationofaid.The developmentcommunitycommits toworktowardsaligningits assistancearoundcountry developmentprioritiesandto harmonizedonorpoliciesand prioritiesaroundcountrysystems.

Ugandacontext

EducationpolicyinUganda

UNGEIinUganda

April252003FTIUgandanextsteps letter.Ugandareceivesletteroutliningthe nextstepsforUgandainordertobe includedintheFTI.

TheESSP20042015.TheESSPcommitsthe governmenttoprioritizeuniversalaccessto primaryeducation.Italsofocusesattentionon improvingregionalandgenderequity.

2003

FTIDonorsMeetingParis, March2003:Donorsagreeonan operationplanfortheFTI. TheFTICatalyticFundisto enablecountrieslackingresources toscaleuptheimplementationof FTIplans. AgreementtoopenFTItoalllow incomecountries. EducationProgramme December2004:UNGEI launchedinUgandabythe MoES.

2004

DevelopmentFund(EPDF) establishedinNovember2004 undertheFTItosupport

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Date

Internationalcontext educationplanningand developmentinlowincome countries. March2005:Paris

Ugandacontext

EducationpolicyinUganda

UNGEIinUganda

Declarationendorsedbymore than100countriestoincrease effortsintheharmonization, alignmentandmanagementofaid February2006:PresidentMuseveniwins forresultswithasetofactions multipartyelections, andindicatorsthatcanbe monitored. UNWorldSummitNewYork, September2005:Delegates accusedofproducinga'watered down'outcomedocument,which merelyreiteratesexistingpledges. However,thedocumentreferred tothecentralityofgender equalitytohumansecurityand humandevelopmentandaffirmed thatachievinggenderequality goalsdependsonthefull implementationoftheBeijing Platformanditsfiveyearreview, andledtotheadoptionof additionaltargetsandindicators undertheMDGsincluding reproductivehealthandrights andsexdisaggregateddataon informalemployment.

July2005:Votersinareferendum overwhelminglybackareturntomulti partypolitics.

UgandanPresidentMuseveni,inhis2006 ElectionManifesto,declaresthatUSEwouldbe expandedtoUPPET.TheUPPETpolicyhasfour purposes: increasingequitableaccessto postprimaryeducationandtraining(PPET); assuringachievementoftheMDGofgender parityineducationdeliveryby2015; enhancingsustainabilityofUPE;and reducingthehighcostsofPPET.

UNGEIislaunchedinthe districtsofGuluandLira.

2005

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Date

Internationalcontext CommitteeontheRightsofthe Child(45thSession), May2007,Brussels,organizedby theEuropeanCommission,the UnitedKingdomandtheWorld Bank,toreviewandgain commitmenttoachievefull primaryeducationby2015.

Ugandacontext EPDFtoprovidefinancialandtechnical supporttowardsthepreparationofthe EducationSectorPlan(US$250,000). December2007:EPDFfundsacapacity developmentworkshoponcountry leadershipandimplementationforresults intheEFA.FTIpartnershipheldinCape Town,inwhichUgandaparticipated.EPDF alsofundstwoWorldBankinstitute courses.Ugandaparticipatesinsecond course,entitledAccountability, Governance,andQualityofDecentralized EducationinAfrica.

EducationpolicyinUganda ArevisedandrecostedESSP20072015is developedbytheMoEStomakeitcompliant withEFAFTIgoals,andincludesplanto introducelocallanguage,ensureaccesstopost primaryeducation,andstrengthenscienceand technologyeducation.

UNGEIinUganda UNGEIlaunchedinEastern UgandainthedistrictsofAbim, Kaberamaido,Katakwiand Soroti.

2007

September2008:Accrasummit onaideffectiveness.Donor countriesagreetoendthe fragmentationofaidanddonate half 2008 ofaiddirectlytogovernmentsof lowincomecountries,ratherthan toindividualprojects.

GovernmentlaunchesapilotQualityEducation Initiativein12districts,inresponsetothepoor learningoutcomesofUPE. 31January2008:SupporttoUgandafromthe EFAFTI.FTIsecretariatrespondspositivelyto Uganda.Thesecretariatproposesasimplified QualitySupportReview,whichwillbeboth constructiveandsupportive.

UNGEIlaunchedinWestern Ugandainthedistrictsof KaseseandKyenjojo. UNGEIstrengthensadvocacy onthereentryofpregnant girlsandchildmothersto schools. UNGEIstartstheprocessof draftingapolicyonreentryof pregnantgirlstoschool.

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Annex6:Theevaluationframework
Context:Whatwasthesituationatlevelzero?WhatwashappeningincountrybeforeUNGEI? WhatpolicyinterventionstoaddresschallengesaffectinggirlseducationwereinplacebeforetheestablishmentofUNGEIinUganda? Whoinitiatedthesepolicyinterventions? Whichorganizationssupportedtheseinterventions? Didanypartnershipsthatsupportgirlseducationexistduringthisperiod?Ifso,whichones? Whatweretheirachievements? Whatgapsstillexisteddespitetheinterventionsofsuchpartnerships? Inputs:WhatdidUNGEIdo?Whatproblemsdiditidentifyandhowdiditaddressthem? 1. 2. 3. WhattriggeredtheestablishmentofUNGEIinUganda? Howdidthememberscometogether? WhoweretheUNGEImemberswhenitwaslaunchedin2004? a. WhatactivitiesisUNGEIinvolvedin? b. HowareUNGEIactivitiesdecided? c. DoesyourorganizationhaveaUNGEIworkplan? RelevanceWeretheobjectivesofUNGEIrelevant?Wasthedesign Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesonthe andmanagementstructureofUNGEIappropriate? sectorintermsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediate outcomesrefertochangesinsectorpolicyexpenditureandservicedelivery.) EffectivenessTowhatextentdidUNGEIcontributeto EfficiencyHoweconomicallywasUNGEI supporttranslatedintoresults? improvingeducationsectorpolicies,planning,data, budgeting,leveloffinance,delivery,M&Eandaid effectiveness? CommentonthesuitabilityofUNGEIworkplansinachievingits statedobjectives.AreUNGEIprioritiesinlinewithwhatisreflected inthenationalpolicydevelopmentframeworks?Explainyour response. BesidesUNGEI,whichotherorganizationscontributedtothe achievementsoftheaboveoutcomes? WhatarethemainsuccessesoftheUNGEIpartnership? WhatarethechallengesofworkingintheUNGEI partnership? AretherethreatstothesustainabilityoftheUNGEI 1. 2. 3. 4. 5. 6.

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partnership?Ifyes,whatarethosethreats?Howcanthose threatsbeovercome? Outcomes:Whathasbeentheeffectonquantity,quality,accessandsustainabilityofprimaryeducation? 1. WhattangibleimprovementshaveoccurredsincetheinceptionofUNGEI? 2. WhatroledidUNGEIplayintheseimprovements? Sustainability:Arethechangesthattookplaceinpolicyandplanning,andinterventionslikelytosurvive?Howresilientarethebenefitstorisks? HowsustainableareUNGEIactivities?

OUTCOME1:Policyandplanning Context:Whatwasthesituationatlevelzerowithrespecttopolicyandplanning?WhatwashappeningincountrybeforeUNGEI? 1. WhatpolicieshavebeenputinplacesincethelaunchofUNGEI? 2. Whoinitiatedthosepolicies? Inputs:WhatdidUNGEIdo?Whatproblemsdiditidentifyandhowdiditaddressthem? 1. WhatroledidUNGEIplayintheformulationofthesepolicies? Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesonthesectorin termsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediateoutcomesreferto changesinsectorpolicy,expenditureandservicedelivery.) EffectivenessTowhatextentdidUNGEIcontributeto developingpoliciesandplansforgirlseducation?Towhat extentdidUNGEIcontributetotheimplementationofsector policies? EfficiencyHoweconomicallywasUNGEIsupport tocountrylevelpolicyandplanningtranslatedinto results?

RelevanceWeretheobjectivesofUNGEIsupporttopolicy andplanningrelevant?Wasthedesignappropriate?

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HowrelevantwereUNGEIactivities?

HoweffectivehastheUNGEIcontributiontopolicy formulationbeen? BesidesUNGEI,whichotherorganizationscontributedtothe achievementsoftheoutcomesonpolicyformulation regardinggenderequality? Whattangibleimprovementshaveoccurredsincethe inceptionofUNGEIwithregardtopolicychangesconcerning girlseducationandgenderequalityineducation? WhatroledidUNGEIplayintheseimprovements?

Inyourview,howefficienthaveUNGEIinputs been?

Sustainability:Arethechangesthattookplaceinpolicyandplanninginterventionslikelytosurvive?Howresilientarethebenefitstorisks? Commentonthesustainabilityofthepartnershipparticipationinpolicyformulation.

OUTCOME2:Policyofreentryofpregnantgirlsandchildmothers Context:Whatwasthesituationatlevelzerowithrespecttoeducationfinance?WhatwashappeningincountrybeforeUNGEI? 1. 2. 3. Wasthereapolicyonreentryofpregnancygirlstoschool? Whoinitiatedthepolicy? Howwereschoolshandlingcasesofpregnantgirls?

Inputs:WhatdidUNGEIdo?Whatproblemsdiditidentifyandhowdiditaddressthem?WhatnonUNGEIinputsandprocessestookplaceduringthesameperiod? 1. 2. 3. IsthereanypolicyonreentryofpregnantgirlssincethelaunchonUNGEI? WhatroledidUNGEIplayintheformulationofthatpolicy? WhatotheractivitieshasUNGEIundertakentoaddresstheissueofpregnancyandreentryofchildmotherstoschool?

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RelevanceWeretheobjectivesofUNGEIsupporttoeducation financerelevant?Wasthedesignappropriate?

Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesonthe sectorintermsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediate outcomesrefertochangesinsectorpolicy,expenditureandservicedelivery.) EffectivenessTowhatextentdidUNGEIcontributetothe returnofpregnantgirlstoschool? EfficiencyHoweconomicalwasUNGEI supporttheformulationofpolicyonreentry ofpregnantgirls? HoweconomicalwasUNGEIsupportthe formulationofpolicyonreentryofpregnant girls?

HowrelevantwereUNGEIinputsandactivities?

TowhatextentdidUNGEIcontributetothereturnof pregnantgirlstoschool?

Sustainability:Arethechangesthattookplaceintheeducationbudgetprocessandtheleveloffinanceforprimaryeducationlikelytosurvive?Howresilientarethebenefitstorisks?

OUTCOME3:Goodpracticesingirlseducation Context:Whatwasthesituationatlevelzerowithrespecttosomeaspectsofgoodpracticeingirlseducation?WhatwashappeningincountrybeforeUNGEI? Whatgoodpracticesexistedintermsoftheeducationofgirlsandgenderequality? Werethesegoodpracticesknown? Whoidentifiedthegoodpractices? Weretheysharedwithothers?Ifso,who? Weretheydocumentedandinstitutionalized?Pleaseexplain. Inputs:WhatdidUNGEIdo?Whatproblemsdiditidentifyandhowdiditaddressthem?WhatnonUNGEIinputsandprocessestookplaceduringthesameperiod? WhatgoodpracticeshavebeenidentifiedsincethelaunchofUNGEI? Whoidentifiedthem? WhatrolehasUNGEIplayedintheidentification?

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Havethegoodpracticesbeenshared?Whohavetheybeensharedwith?

RelevanceWerethegoodpracticesthatwereidentified, documented,implemented,scaledupandinstitutionalizedbyUNGEI relevantandappropriateforgirlseducation?

Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesonthe sectorintermsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediate outcomesrefertochangesinsectorpolicy,expenditureandservicedelivery.) EffectivenessTowhatextentdidthegoodpractices promotedundertheUNGEIumbrellacontributetoimproved deliveryofgirlseducation? EfficiencyHoweconomicallyworthwhile weretheUNGEIledgoodpracticesingirls education?

WerethegoodpracticesidentifiedbyUNGEIrelevantand appropriateforgirlseducation? Wasthescalingupinlinewithgovernmentpriorities?

Towhatextentarethegoodpracticesknownbydifferent stakeholders? Towhatextenthavethegoodpracticesbeenscaledup?

Sustainability:Arethegoodpracticesingirlseducationthathavebeenimplementedsustainable?Howresilientaretheytorisks?

OUTCOME4:Effectivepartnershipincludingcapacitybuilding,M&E Context:Whatwasthesituationatlevelzerowithrespecttoaid/partnershipeffectiveness,capacitybuildingandM&E?WhatwashappeninginthesectorbeforeUNGEI?How effectivewasthesectorpartnership,capacitybuildingeffortsandM&E? 1. 2. 3. WhatpartnershipineducationexistedbeforeUNGEI? Whowerethemembersofthatpartnership? Whatwastheirfocus?

Inputs:WhatdidUNGEIdo?Whatproblemsdiditidentifyandhowdiditaddressthem?WhatnonUNGEIinputsandprocessestookplaceduringthesameperiod?

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1. 2. 3. 4. 5. 6. 7.

WhatdidUNGEIdotoestablishitspartnership? WhowerethemembersofUNGEIpartnershipduringthelaunch? Whoarethecurrentmembers?Ifsomemembersdroppedout,whydidthey? HowdidUNGEIdevolvefromthenationaltothecommunitylevel? Howdothenationalanddistrict/subcountychaptersofUNGEIrelate? WhatrolehasUNGEIplayedinstrengtheningthepartnershipongirlseducationandgenderequality? BesidesUNGEI,whichotherorganizationscontributedtothestrengtheningofthepartnership?

RelevanceWeretheobjectivesofUNGEIsupportrelevantto enhancementofaidmanagement,partnership,capacitybuilding, dataandM&Eneeds?Wasthedesignappropriate?

Immediateeffectsandintermediateoutcomes:Whatweretheeffectsandintermediateoutcomesonthe sectorintermsofeffectivenessandefficiency?(Immediateeffectsrefertoprocesses,andintermediate outcomesrefertochangesinsectorpolicy,expenditureandservicedelivery.) EffectivenessTowhatextentdidUNGEIcontributeto improvedpartnership,aidmanagement,capacity,collection ofdataandbetterinformationservices?Towhatextentis therebetteruseofdatatoinformpolicyandfunding? EfficiencyHoweconomicallywasimproved aidflow,partnership,capacityandsupportto countrydataandM&Etranslatedintoresults?

CommentonthestatusofimplementationoftheUNGEIagendaat thedistrict/communitylevels.Wouldyousayithasbeenlargely successful? 1. Whatfactorsaccountforthissuccess,ifany?

Whattangibleimprovementshaveoccurredsincethe inceptionofUNGEIwithregardtostrengtheningofthe partnershipprocessforthefurtheranceofgirlseducation? Comparedwithotherpartnerships,howdoyourateUNGEI (intermsofstrengthsandweaknesses)? WhatmakesUNGEIstrong/weak?

DoestheUNGEIpartnershipaddsomething thatwouldnotbepossiblewithoutit?Please explain.

Sustainability: 1. 2. 3. WhatlessonshaveyoulearnedbybeinginvolvedintheUNGEIpartnership? Doesyourorganizationfeelasenseofownershipofthoseactivitiesandtheiroutcomes? Howdotheglobal,regionalandnationalchaptersofUNGEIrelate?

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Annex7:ThelogicmodelforUNGEIevaluationinUganda

Outcome1: Policiespromotegirls educationandgenderequality Goal:Achievegenderequalityineducationthroughstrong partnershipsandadvocacyatglobal,regionalandcountry levels Outcome2: Apolicyonreentrytoschool forpregnantgirlsandchild mothers Output 2.1Currentsituationof pregnantgirlsandchild mothersreviewed 2.2Educationpolicies reviewedtoenhancere entryofpregnantgirlsand childmotherstoschools Outcome3: Strengthenedpartnership inpromotionofgirlchild education Outcome4: Regularreviewof progressandgood practices Vision:GirlsandboysinUgandaaccessingandcompletingaqualityeducationcycleatalllevelsofeducation, andcontributingtoatransformedanddevelopedsociety

Inputsfromthe UNGEIglobal, regionalandUNGEI Uganda

ANNEX6:

Inputsfrom Uganda Government

Inputsfrom communities

Inputsfrom multilateral

partners

Inputsfrom bilateral agencies

Inputsfrom NGOs, private

IMPLEMENTATION

Output 1.1Strategicreviewsofexistinglaws andpoliciesongirlseducationand genderequalitytoupdateandinform policydecisions 1.2Capacityofnationaleducation systemstoensureeffectiveand sustainablegirlseducationand genderequalitystrengthened 1.3Monitoringofpoliciesandlaws promotinggirlseducationandgender equalityamongdifferentstakeholders

Output 4.1Goodpractices ongirlseducation andgenderquality identifiedand documented 4.2Goodpractices disseminatedand utilized

CriteriaforM&Eof UNGEIgoals: Numberofgirlsand boysoutofschool Numberofgirlsand boyscompleting primaryeducation Numbersofgirlsand boystransitingto secondary CriteriaforM&E Outcome1: Evidenceofgender responsiveeducation policies Availabilityofpolicy frameworksthat supportgirlseducation Budgetsallocatedto improveparticipation ofgirlsinschool CriteriaforM&E Outcome2: Numberofpregnant girlsandchildmothers backtoschool Evidenceofpolicythat allowschildmothers backtoschool CriteriaforM&E Outcome3: Evidenceof: Numberof organizationsactively involvedinUNGEI partnership Concertedeffortsto addressbarriersto girlseducation Degreeofsatisfaction ofmember organizations

RESULTS

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Annex8:Educationstatistics:
Figure3:TrendsinprimaryschoolenrolmentsinUganda(20002009)

TRENDS IN PRIMARY SCHOOL ENROLMENT

9000000 8000000 7000000 6000000 5000000 4000000 3000000 2000000 1000000 0 2000200120022003200420052006200720082009

male female total

Source:EMIS. Table3:Enrolmenttrendsinprimaryandsecondaryeducationbygender(19962007) Year 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Primaryschoolenrolments Total 3,068,625 5,303,561 5,806,385 6,288,239 6,559,013 6,900,916 7,354,153 7,633,314 6,707,845 7,223,879 7,362,938 7,537,971 Boys 1,647,742 2,832,472 3,061,722 3,301,888 3,395,554 3,528,035 3,721,135 3,872,589 3,397,082 3,642,568 3,692,242 3,779,339 Girls 1,420,883 2,471,092 2,744,663 2,986,351 3,163,459 3,372,881 3,633,018 3,760,725 3,310,763 3,581,311 3,670,696 3,758,633 Boys(%) 54% 53% 53% 53% 52% 51% 51% 51% 51% 50% 50% 50% Secondaryschoolenrolments Girls(%) Total 46% 47% 47% 47% 48% 49% 49% 49% 49% 50% 50% 50% 256,731 445,676 265,676 276,228 518,931 539,786 655,951 683,609 697,507 728,393 814,087 954,328 Boys 154,026 342,654 157,962 161,701 290,176 301,814 359,494 374,659 383,652 400,758 443,716 517,254 Girls 102,705 103,022 107,714 114,527 228,755 237,972 296,457 308,950 313,855 327,635 370,371 437,074 Boys(%) Girls(%) 60% 77% 59% 59% 56% 56% 55% 55% 55% 55% 55% 54% 40% 23% 41% 41% 44% 44% 45% 45% 45% 45% 45% 46%

Source:Compiledusingdepartmentalrecordsandeducationalstatisticalabstracts.

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Annex9:UgandasprogresstowardstheMDGs
Goal1:Eradicateextremepovertyandhunger

Target1.A:Halve,between1990and2015,theproportionofpeoplewhoseincomeislessthanonedollar

ONTRACK

Target1.B:Achievefullandproductiveemploymentanddecentworkforall,includingwomenandyoungpeople

NOTARGET

Target1.C:Halve,between1990and2015,theproportionofpeoplewhosufferfromhunger

ONTRACK

Goal2:Achieveuniversalprimaryeducation

Target2.A:Ensurethat,by2015,childreneverywhere,boysandgirlsalike,willbeabletocompleteafullcourseof primaryschooling Goal3:Promotegenderequalityandempowerwomen

SLOW

Target3.A:Eliminategenderdisparityinprimaryandsecondaryeducation,preferablyby2005,andinalllevelsof educationnolaterthan2015 Goal4:Reducechildmortality

ONTRACK

Target4.A:Reducebytwothirds,between1990and2015,theunder5mortalityrate

SLOW

Goal5:Improvematernalhealth

Target5.A:Reducebythreequarters,between1990and2015,thematernalmortalityratio

SLOW

Target5.B:Achieve,by2015,universalaccesstoreproductivehealth

SLOW

Goal6:CombatHIV/AIDS,malariaandotherdiseases

Target6.A:Havehaltedby2015andbeguntoreversethespreadofHIV/AIDS

REVERSAL

Target6.B:Achieve,by2010,universalaccesstotreatmentforHIV/AIDSforallthosewhoneedit

ONTRACK

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Target6.C:Havehaltedby2015andbeguntoreversetheincidenceofmalariaandothermajordiseases

SLOW

Goal7:Ensureenvironmentalsustainability

Target7.A:Integratetheprinciplesofsustainabledevelopmentintocountrypoliciesandprogrammesandreversethe lossofenvironmentalresources Target7.B:Reducebiodiversityloss,achieving,by2010,asignificantreductionintherateofloss

SLOW

SLOW

Target7.C:Halve,by2015,theproportionofpeoplewithoutsustainableaccesstosafedrinkingwaterandbasic sanitation Target7.D:By2020,tohaveachievedasignificantimprovementinthelivesofatleast100millionslumdwellers

ONTRACK

NOTARGET

Goal8:Developaglobalpartnershipfordevelopment

Target8.A:Addressthespecialneedsoftheleastdevelopedcountries

REVERSAL

Target8.B:Dealcomprehensivelywiththedebtproblemsofdevelopingcountriesthroughnationalandinternational measuresinordertomakedebtsustainableinthelongterm Target8.C:Incooperationwithpharmaceuticalcompanies,provideaccesstoaffordableessentialdrugsindeveloping countries Target8.D:Incooperationwiththeprivatesector,makeavailablethebenefitsofnewtechnologies,especially informationandcommunications Source:UBOS2011.

ACHIEVED

STAGNANT

ONTRACK

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United Nations Girls Education Initiative c/o UNICEF Education Section Programmes 3 United Nations Plaza New York, NY 10017, USA Email: ungei@unicef.org Web: http://www.ungei.org

Photo credit: UNICEF/CARA2009-00125/Ronald de Hommel