GOVERNMENT OF UGANDA / ICEIDA PARTNERSHIP
EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT 2006-2010 FINAL REPORT JUNE 2011 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Table of Contents
Acknowledgments...... iv
Executive Summary...... v
1.1 Introduction...... 1
1.2 Overall Context...... 1
3.0 Presentation Of Findings...... 7
3.3 Efficiency...... 10
3.4.0 Effectiveness...... 15
4.0 Project Impact...... 24
5.0 Sustainability...... 29
6.0 Lessons Learnt...... 31
7.0 Conclusions And Recommendations...... 34
7.2.0 Recommendations...... 36
Annex 1 References...... 38
Annex 2 Persons Consulted...... 39
Annex 3 Terms Of Reference...... 42
Data Collection Instruments...... 48
External Evaluation Fieldwork Plan...... 57
i EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
ABBREVIATIONS AND ACROYNMS
ALMIS Adult Literacy Management Information Systems
CAO Chief Administrative Officer CBS Central Broadcasting Services CD Country Director CDD Community Driven Development CDOs Community Development Officers DCDO District Community Development Officer DRT District Resource Team EFA English for Adults FAL Functional Adult Literacy FALP Functional Adult Literacy Programme FEFA Functional English for Adults FM Frequency Modulation GoU Government of Uganda ICEIDA Icelandic International Development Agency IGAs Income Generating Activities KAFIA Kalangala KTC Kalangala Town Council LABE Literacy and Basic Education LC Local Council LITNET Literacy Network for Uganda MAAIF Ministry of Agriculture Animal Industry and Fisheries
MDG Millennium Development Goals
MFPED Ministry of Finance, Planning and Economic Development MGLSD Ministry of Gender, Labour and Social Development MIS Management Information System NAADS National Agricultural Advisory Services
NALSIP National Adult Literacy Strategic Investment Plan
PMT Project Management Team PSC Project Supervisory Committee PWD Persons With Disabilities RDC Resident District Commissioner SBC Small Business Course ii SPM Social Project Manager SPO Social Project Officer EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
TOT Trainers of Trainers ToRs Terms of Reference UGADEN Uganda Adult Education Network ULALA Uganda Literacy and Adult Learners Association
iii EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
ACKNOWLEDGMENTS
The evaluation team acknowledges the efforts of all those who participated in the evaluation exercise. Special thanks go to the various respondents who were patient enough to answer questions during the evaluation process. These include FAL Instructors, learners and other leaders and stakeholders at district and sub county levels and direct project staff.
The Consultant is equally grateful for the support from the team in Kalangala especially the Community Based Services Department and
the islands where FALP was being implemented were instrumental in mobilizingICEIDA field learners office. forThe FGDs FAL instructorsduring the evaluationin the focus exercise. sub counties in
At national level, the evaluation team is indebted to ICEIDA Programme staff for the valuable support and patience in the evaluation exercise.
Exception is taken to deeply regret the inadvertent omission of any valuable assistance and contribution of institutions or individuals.
Except as acknowledged by the references in this report to other authors and publications, the evaluation information described herein consists of the work of support to implementation of FALP in Kalangala district, undertaken for purposes of advancing learning and improve programming.
Authored by,
Mubarak Mabuya, Robert Odedo & Henry Emoi Gidudu
External Process Facilitators
iv EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
EXECUTIVE SUMMARY
Introduction FINDINGS evaluation of the ICEIDA support to Design and Relevance implementationThis report presents of Functional findings ofAdult the externalLiteracy Support to the implementation of FALP in Programme (FALP) in Kalangala district Local Kalangala second phase focused on empowering Government Phase II. The evaluation was communities to access information, participate conducted between March and April 2011 in personal, community and national and covered project stakeholders in Kalangala development activities and fully realise their District and key informants in Kampala and potential for sustainable livelihoods. Access Entebbe who included ICEIDA, MOGLSD, MUK to information was highly relevant to the needs (Dept of Adult studies CCE), ULALA, UGADEN, LITNET, LABE, CBS Radio and Department of high mobility, hard-to-reach locations, high cost Fisheries Resources Entebbe. of theservice fishing delivery, communities. and a lack Low of literacy information levels, are common characteristics that contribute
The main focus of the evaluation was to assess inequitable development. The FAL Project is the outcomes and impacts of the Project and deemedto the vulnerability to have been highly of fishing relevant communities to the needs to of the target communities in its interventions target area. The evaluation paid special attention during the phase under assessment; 2006-2010. toexamine the outcomes the effects and onimpact the beneficiariesof Functional inAdult the Literacy activities in Beach Management Units Alignment with, MDGs and GOU Development (BMUs). This report is intended for the audience Priorities of FALP Partners (ICEIDA, MoGLSD, KDLG) and The Functional Adult Literacy Programme focused local community stakeholders. on increasing literacy in Kalangala by widening the development choices and opportunities The scope of the evaluation covered the period 2006 - 2010 being the second phase of the FAL design FALP was relevant to PEAP and now Project in Kalangala District. NDPfor the priorities fishing communities.which underscore At the the time continued of the relevance. The FALP Goals and objectives are in Factors Examined tandem with MDGs and Government of Uganda The assessment was focussed on the following key national priorities. Functional Adult Literacy elements as provided under the ToRs: Relevance; is highly relevant to poverty alleviation efforts. Overall in terms of relevance the evaluation Impact of FALP. Efficiency; Effectiveness; Sustainability and team found FALP to be highly satisfactory. Methodology Efficiency The evaluation team adopted a triangulation approach where by various methods and tools the prudent use of resources in the delivery of were applied to obtain data in the evaluation. plannedProject efficiencyoutputs and was outcomes. an assessed The throughproject This multi faceted approach was complimented results were delivered with a budget of a sum by comprehensive review of relevant documents. total of UGX 1,232,660,456 dispensed between The different methods and approaches for data 2006 and 2010 for project related interventions. collection used included; Document reviews, Field visits to the District headquarters and An analysis of the expenditures by cost centre sampled classes on islands across the district at shows that the two most important items by which Key informant interviews and Focus group expenditure were running of FAL classes and v discussions were held. training of instructors which accounted for v 25% and 20% respectively of the gross budget. Planning, management and monitoring costs EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
accounted for 19% of the project budget while ICEIDA and undertook further training. The team Administrative costs which included purchase of CDOs have been able to support FALP in terms of boats, engines, motor cycles, fuel and of training, support supervision and monitoring of progress. and utilities stood at 14% of total project costs. maintenance costs, office equipment, salaries Overall the evaluation team rates the effectiveness (training of FAL Instructors and running of in delivering on its intended objectives as classes)Overall costsaccounted directly for targeting58% of the the total beneficiary budget satisfactory. whilst indirect costs took up 42% of the budget. It is the considered opinion of the Consultant Project Impact that the ratio between direct and indirect costs 1. was high but acceptable considering the hard to in livelihoods they are engaged in and the reach nature of the district and the comparatively environmentGeneration of ofknowledge operation. for Kalangala the beneficiaries district high costs of delivering services to island communities. The FAL Project was implemented poor people to participate in development by the project delivered on investingdevelopment in them plan as one identifies of the basic empowering priorities its intended outputs within reasonable limits of itsefficiently original overall scheduled and time. Use of least cost a. Learners are able to differentiate in the fight against poverty locally available resources and maximization which has contributed to a reduction in of outputs is specifically noted and appreciated. between legal and illegal fishing nets b. Fishermen now use raised platforms Effectiveness fishing malpractices. The strategy for implementation of the FAL project placed on the ground leading to improved entailed a mix of approaches which included hygienecompared standards.to before whenImprovement fish would bein community sensitization and mobilization, through local civic and administrative structures, sensitisation meetings, radio Bubekequality andnow handling known offor fish improved led to better post broadcasts sensitising the public about FALP, harvestprices; fishmanagement from landing practices sites is such highly as working through BMUs to form FAL groups, rated and fetches a higher price on the production of instructional materials, training
and sharing of results with learners. Further, fish markets. People are aware that of instructors, administration of proficiency tests the strategy of ensuring sustainability saw the c. Imprimprovedovement post in fishinghygiene handling and sanitation raises project extending support towards the formation atthe the value landing of fish. site. of an Instructors association KAFIA. Notably the d. Awareness high on need for every use of radio for sensitisation and mobilisation household to have a latrine. of the communities for FALP through CBS was e. Fishermen are now able to calculate their strongly appreciated. cost their produce more appropriately There was visible synergy between sectors unlikecosts and before. profits. They are now able to especially Fisheries and community f. Kalangala is now known and a prominent Development when it came to FAL in BMU. destination for local and international tourists partly because of the synergy and complimentarity of the two sectors information provided under the FALP. Fishing communities have benefitted from the in terms of improved livelihoods. The weekly radio programme aired by Central Broadcasting Service (CBS Radio Learning materials development usage and Buganda) every Sunday over a period of reference for instruction and practice is seen as 4 and half years become synonymous vi contributing indirectly to the improvement of the with Kalangala and stimulated a lot of vi livelihoods of the learners and communities. interest in the target island communities. This program was very instrumental in A number of staff in the Community Based its publicity, advocacy and promotion of Services Department received scholarships from FALP using the airwaves EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
2. Attainment of leadership and institutions This suggests gaps that need to be addressed if that champion development initiatives at the exit strategy is to meet the purpose for which BMU /village level and beyond, it was intended. The Quality Assurance for Fish a. Fishing Community members are more easily mobilised thanks to FAL groups work with BMUs and it is highly recommended that many have subscribed to. thatMarketing this project Project builds (QFMP) upon that the is FALPin the structures offing will b. already in place, by channelling some its support esteem. FALP has had an impact on through the FAL in BMU structures. healthBeneficiaries issues andhave awareness: confidence people’s and knowledge on HIV/AIDS care and prevention increased. Lessons Learnt c. Some IGA projects had been established Various lessons can be drawn from the like piggery, poultry, Cottage industry experience of implementing the ICEIDA support and livestock rearing using zero grazing to implementation of FALP in Kalangala district. as an outcome of the attending FAL. These are highlighted below However, some of these projects were not directly related to the content in the • Adequate community mobilisation is training during FAL classes. critical for ensuring effective community d. Some of the learners and stakeholders participation have taken on political positions in the • FALP adds value to existing sector local government and the in-coming LC V development programmes is a case in point. • Introducing monetary incentives for programme implementers can drive 3. Development of human resources (training of skilled lead persons as FAL facilitators interventions. It is however quite costly and instructors who can also handle other andeffective can negatively and efficient affect deliveryprogramme of development roles at the village or BMU) sustainability should such incentives be withdrawn. • Male involvement in FALP is higher when Sustainability linked to their livelihood activities The maintenance of activities supported by • Learners’ interest and training needs are a key factor in determining participation beyond the ICEIDA’s presence because of a lack ofICEIDA the neededunder FALP resources have been from difficult the government to sustain Challenges and communities to ensure their continued While implementation of the FALP in Kalangala operation.
FALP activities stalled due to the inadequate evaluationyielded significant team, these positive included: results, a number motivation among instructors since October/ of challenges• Inadequate and gapsfacilitation were of identified Instructors by and the November 2010. Instructors revealed that they other key players. spent ample time, trading off productive work • Governments, and the reducing FAL The evaluation team found that there had not GrantLimited from fiscal the centre capacity of the Local beento serve FAL on classes FALP sincewithout November visible financial 2010, a factorgains. • Multi-level learning largely attributed to the misconception that the • Routine migration by learners and withdrawal of external support towards FAL Instructors in Kalangala implied the end of the ICEIDA’s • Higher costs of service delivery support. The evaluation team however notes that • Social stigma attached to illiteracy despite existence of a clear exit strategy for the • Inadequate attention to learning needs of programme, various stakeholders especially the PWDs- vii district and lower local government levels were • vii unsure about continued FAL programme success framework after withdrawal of external support from ICEIDA. • LackUnclear of certification involvement and of qualificationlearners in EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
instructional material development Development programmes targeting • Dysfunctional competition between LC communities should use FAL classes or emerging leaders and BMU management CBOs as entry-points for identifying potential
CONCLUSIONS programs like NAADS and CDD should utilise Based on the actual deliverables, outcomes and existingbeneficiaries. social Atcapital the such policy as FAL level, groups national for preliminary impacts arising from programme effectiveness of community based interventions. implementation, we conclude that the ICEIDA The FAL learners/ graduates should be support to implementation of FALP in Kalangala encouraged to actively engage in interactive district was largely successful. The effects of development radio programmes run by the FALP on the individual learners, their families several FM stations covering their localities and their communities, particularly with respect through writing letters, SMS or calling in.
has been achieved. FALP in BMU has contributed Emerging areas of FAL content and Focus to fishingopening communities eyes of the learnersin BMUs toas improvean innovation their Introduce mobile phone content in literacy own livelihoods. modules. Largely due to their rapid spread throughout Uganda, mobile phones have played a key part in promoting market linkages by poverty and increasing options for the learners. connecting sellers and buyers of goods and The lessons programme emerging has from contributed the project to fightingshould services. The introduction of SMS and use of the be developed into a learning strategy to inform future programming not only at district level but business will be essential in future as FAL in BMU also for sectoral ministries and ICEIDA country ismobile consolidated. phone or other emerging ICTs in fishing strategy. Collaboration and cooperation for Policy The evaluation team concludes further that influence DFR and the district local government of Kalangala FALP in BMU and FAL remains unresolved. The theissue challenge of motivating of sustaining FAL facilitators the benefitsto continue of to diversify livelihood options using FAL in BMU holding classes remains a challenge that calls should consider training the fishing communities and no longer sustainable. This is because the challenge. Additionally, KAFIA, a structure because the fish catch is dwindling at a faster rate nurturedfor policy for dialogue ensuring and programme solution findingsustainability to the capacity of the water bodies is limited. Preparing had a dismal performance towards the end of the thesedemand communities for fish is increasing for alternative and yet thesources carrying of programme and by the time of the evaluation, its presence and visibility could not be established. farming could be explored livelihood would be a noble idea and perhaps fish RECOMMENDATIONS Sustainability of benefits of FALP Management of learning achievement outcomes FAL activities should not cease after ICEIDA The evaluation team recommends that continuous support but be integrated into existing structures monitoring of the FALP processes be embedded and systems. Communities and key actors need in the district and sub county development plans to be mobilised and sensitised about the existing and CDOs be charged to include reporting on National Adult Literacy Programme with the FAL activities or follow up of individual learners view to ensuring continued commitment to either in BMU or on the mainland. Follow up of participate in FALP. Further opportunities should be explored within the context of ICEIDA support themthe results should and be certificates expedited. for those learners who BMUs. sat for the proficiency test and have not received viii to KDDP to maintain the benefits recorded at the EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Since 2001 FALP has served as a strong 1.1 INTRODUCTION foundation for removing strategic constraints faced by the Island communities in Kalangala evaluation of the ICEIDA support to District by enabling them to collectively act more This report presents findings of the external implementation of Functional Adult Literacy effectively in pursuit of their development goals, Programme (FALP) in Kalangala district Local improve agricultural practices, reinforce quality Government Phase II. The evaluation was and access to education, enhance family health, conducted between March and April 2011 and increase civic participation and contribute covered Kalangala District local government to raising living standards. The Ministry of and Kampala. The Government of Iceland Gender Labour and Social Development has the through the Icelandic International Development overall responsibility for coordination of adult Agency (ICEIDA) and the Government of Uganda literacy activities in Uganda. In the districts through the Ministry of Gender, Labour and the responsibility is with the Department for Social Development and Kalangala District Community Development formerly known as the Local Government have been working on community based services department (CBS). implementing the FALP in the district right from 2001. The cooperation aimed at strengthening The NALSIP (NAPAL the new framework under the national FALP by working in those areas formulation) and SDIP underscores FALP as a of the country that are not easily reachable by key contributor to achievement of the PEAP goals the national programme. Operating within the (now NDP). It is within this context that GoU funds national framework for FALP, ICEIDA sought to a nationwide FALP to which ICEIDA supported contribute to the programme both on district and the effective delivery in the Island district of national level through strengthening the FALP in Kalangla in the view of the unique conditions the district and at the same time contributing to and challenges – geographic, demographic and the national programme through the innovations economic. and sharing of experiences. Selection of operating district stems from their remoteness and need for specialin the intervention fishing communities to access suchservices, as Kalangalaand from 1.3 TERMS OF REFERENCE AND and so has some understanding of the challenges PURPOSE OF THE EVALUATION facingthe fact those that Icelandcommunities. is basically Three a yearsfishing into nation the implementation of the Project in Kalangala, As part of the Monitoring & Evaluation of the and acting on recommendations in the External Project Second Phase an external evaluation Evaluation Report on the Project 2002-2005, it was envisaged at the end of the implementation was agreed to extend the cooperation with the period. The objective of the evaluation was to District. The extension of the FALP Project for assess the level of success of the project and the period 2005-2010 was in part to, to address advise on future directions and actions. The recommendations arising from the End of Project documentation further stipulates an end Phase Evaluation (2005) thus the emphasis on of project external evaluation to be carried out at sustainability measures of the project after the the end of the project. withdrawal of the ICEIDA support. 1.4 Scope and focus of the 1.2 Overall Context evaluation Low literacy levels, high mobility, hard-to-reach The main focus of the evaluation was to assess locations, high cost of service delivery and a the outcomes and impacts of the Project and lack of information are common characteristics target area. The evaluation was to pay special communities to inequitable development. attentionexamine theto assessing effects on the the outcomes beneficiaries and impacts in the 1 that contribute to the vulnerability of fishing 1 Illiteracy deepens the challenges experienced by of FAL in BMU. remote Island communities in improving their socio-economic conditions. project evaluation will be the Partners (ICEIDA, The main users of the findings of the end of EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
MoGLSD, KDLG) and their stakeholders. 1.6 ORGANIZATION OF FALP IN The scope of the evaluation is the second phase of project implementation, from 2006 to 2010. KALANGALA DISTRICT The area under study was Kalangala District The FAL Project housed in the CBS Department Local Government. headed by the DCDO, one of the SCDOs designated as FAL Coordinator works with and through the Sub County CDOs who will work through FAL 1.5 factors examined Committee. The external evaluation assessed project District FAL Committee has membership of relevance with focus on the following key DCDO, FAL Coordinator (Secretary), CAO elements as provided under the ToRs: Sub county person, social services secretary, • Relevancespeci�ic: Examining relevance in technical planning committee of the district relation to: at Sub County the same structure holds at the level. The District FAL Committee has however o Government of Uganda (GoU) national development priorities. not been very functional, only a handful of meetings were convened during the project’s o GoU policy goals regarding adult literacy. life time, most of these during the initial stages of implementation. The Committee became o Cross-cutting issues related to environmental sustainability, increasingly dormant as time went by with HIV/AIDS and gender equality as subsequent meetings hampered by failure to stated in GoU policies. raise quorum. Functionality of FAL structures is • Efficiency: Assessment of the use of assessed more comprehensively under and effectiveness in the report. to the Project. Of importance in this ef�iciency contextfinancial was and tohuman examine resources the coherence available and complementarily between different government projects and programs, and In terms of implementation management the also coherence with other Icelandic or following structures were put in place:- international development assistance programs in Uganda. • Effectiveness: Examining the extent a) Project Steering Committee (PSC)which to which the Project’s objectives were consisted of the PS MoGLSD, the Country achieved, taking into account their Director of ICEIDA, the CAO Kalangala relative importance. and a member of PMT • Sustainability: Assessing if net b) Project Management Team (PMT) which the completion of the assistance. consisted of counterpart MoGLSD, ICEIDA Sustainabilitybenefits were of likely the toinstitutions continue afterwas PM and Counterpart Kalangala, member examined in terms of their absorption of the PIT and retention capacity of the expertise developed under the Project. c) Project Implementation Team(PIT) – consisted of ICEIDA PO in charge of • Impact both positive and negative aspects of the project at institutional, Kalangala group and individual levels d) CDOs in the Sub Counties and other stakeholders in the implementation The end of project external evaluation used framework information documented in earlier (progress) reports together with data collected in this 2 evaluation to measure the outcomes. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
2.0 METHODOLOGY 2.3 FOCUS GROUP The evaluation team adopted a triangulation DISCUSSIONS approach where by various methods and tools Focus Group Discussions were held with were applied to obtain data in the evaluation. This Learners and BMU FAL facilitators. Non learners technique was helpful in ensuring completeness were also met to share their perspectives on of the evaluation. Where vital information was FALP and reasons why they did not participate in not captured by one tool and method, it was the programme. most likely to be captured by the others. The multi methods strategy was complimented by comprehensive review of relevant documents. The different methods and approaches for data 2.4 RESPONDENT GROUPS collection used included the following:- The study was based on a cross section sample of FALP participants; selected on basis of their engagement in FALP with gender considerations 2.1 DOCUMENT REVIEW factored in the selection.
The evaluation relied on documentary evidence The choice of key informants’ was as the rce of data. The purpose of review by revelations from the literature review and of documents was to provide an overview of on advice of key staff of Kalangala Districtin�luenced Local the context�irst sou with regard to the thematic areas of Government. The study participants were: interest of the interventions implemented by the district and Sub County FAL Learners; respective Sub Counties and BMUs in the district Instructors and Facilitators; LCIII chairpersons); of Kalangala. The documents reviewed include BMU management; MoGLSD;of�icials; MoLG; ICEIDA and FALP, Progress reports and policy documents, CSOs. work plans and review reports. Video clips and still photographs were used to document some of the processes during the 2.2 KEY INFORMANT evaluation. INTERVIEWS Key informant interviews were held with DCDO, CDOs LC Leaders, Sector heads of departments and FAL Instructors, BMU Facilitators, as well as an in MoLG, MoGLSD, Makerere University Department of Adult Studies and CSOs involved in FAL.of�icial
3 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
2.5 Rationale for consulting with various stakeholders
Category of Rationale for consulting with this Category respondents
1 FAL Learners learners,To establish instructors and confirm and actualother stakeholders implementation themselves of the FAL programme in Kalangala. Outcomes of the learning can be best confirmed by the 2 BMU management To obtain experiences on how FAL in BMU progressed.
Sub County To establish relevant secondary and primary data on FALP in BMU and 3 Staff and line departments
Village and parish find out sectoral linkages 4 FAL committees FALP Establish role played, challenges and ways of sustaining benefits of They are part of the main stakeholders under FALP; they contributed to the translation of programme objectives into activities. At the fore front Instructors/ 5 of facilitating the learning processes, they can explain the challenges Facilitators faced during implementation and suggest ways of overcoming the challenges
It was created as part of the sustainability strategy, and they were 6 KAFIA/KAFIL
Special Interest Tochosen establish to give if an FALP insight catered about for the personscontinuity with of benefitsspecial ofinterests FALP. and 7 Groups/ PWDs, addressed their learning interests. Women; Youth Other partners CBS Radio Buganda
Establish the main objectives and basis of the cooperation, what 8 ICEIDA success means with FALP; operational challenges, ways of sustaining
Makerere the benefits of FALP in Kalangala University Share experiences on FAL methodologies and how best to address FAL 9 Department of in a changing environment Adult Studies NGO involved providing functional adult literacy services and share process issues of teaching and learning; materials development; 10 LABE
proficiency tests; qualification framework and other FAL policy As a CSO whose main focus is FAL, their perspectives needed to inform 11 UGAADEN formulation influence related issues the evaluation Ministry of Agriculture management function falls on the BMUs under whose supervision, the Animal Resources 12 departmentA stakeholder over in BMUs sees, developmentand Fisheries ofsector FAL inand BMU the materialscore fisheries were 4 and Fisheries 4 developed, collaborative efforts and synergies for improved livelihoods (Department of Fisheries Entebbe) of the fishing community and therefore vital in the evaluation process. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Local governments have a stake in FAL because of its role in 13 MoLG community sensitisation and mobilisation and therefore needed to share experiences on how collaboration was possible under the FLAP 14 MoGLSD The focal ministry for FAL and initiator of policy changes
Kalangala district Establish sectoral linkages at implementation level and appreciation of 15 local government FALP in the development process
2.6 sITes visited by the evaluation team
Sub County Category of respondents Justification for selection FAL learners, Instructors, Sub Bubeke has developments as a model Bubeke county Extension staff, BMU landing site and FAL in BMU and the need to leadership share experiences of the FAL stakeholders FAL in BMU and share experiences of the Kyamuswa FAL Learners in BMU, Instructors learners and instructors FAL learners, Instructors, Sub Bufumira county Extension staff, BMU and in BMU was introduced and need to share other local leadership experiences.The dominant livelihood is fishing and FAL FAL learners, Instructors, Sub FAL main and being on the main Island Bujumba county Extension staff, Political there was need to share experiences of the leadership learners under the FALP Phase II FAL learners, Instructors, Sub Share experiences with learners and Mugoye county Extension staff, Political instructors on FALP under the second phase leadership
Share experiences of learners and instructors in an urban setting; the FAL learners, Instructors, Sub challenges; livelihood improvement Kalangala TC county Extension staff, Political opportunities through FALP as an entry leadership point to communities self development initiatives
5 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
2.7 Data AnalysiS Secondly, since funding for FALP had come to an end, the team was not able to visit a FAL session Since the data was mainly qualitative, a in progress either on FAL “Main” or FAL in BMU. consistent content analysis was used. A template in a grid format was created with Notwithstanding the above limitations, the details of the thematic questions asked and their respective responses in summary form. data to facilitate meaningful analysis. Information from each group was entered evaluation team was able to collect sufficient separately and this merged in responding to the variables that the evaluation sought to assess. Response by response analysis was then 3.0 presentation of done and each was grouped along identical thematic areas and conclusions drawn. FINDINGS Quantitative data was extrapolated from the The are the v that reports to establish actual deliverables in the ev o team thr h the terms of the expected outputs of FALP. er�indings mat based on ariables two report.aluati n The studied over veoug diffr ev ent erialsy described in section of this y. �indings c �i aspects; el ance, ef�icienc , effectiveness, impact and 2.8 LIMITATIONS FALsustainabilitP PERFORMANCE AGAINST EVALUATION CRITERIA The main limitations were as follows: Overall, FALP performance was assessed on the The limitation was inability of the evaluation basis of set criteria which included; Relevance, team to reach some implementation sites for FAL and �irsttherefore inability to share context Sustainability. The assessment was by scores implementation experiences. Effectiveness, Efficiency, Potential Impact and speci�ic against a rating system as follows: RATING SYSTEM SCORE ASSESSMENT CATEGORY 6 Highly Satisfactory 5 Satisfactory SATISFACTORY 4 Moderately satisfactory 3 Moderately Unsatisfactory 2 Unsatisfactory UNSATISFACTORY 1 Highly Unsatisfactory Criteria adopted from the IFAD Evaluation framework
Using the above rating system, the evaluation team assessed FALP against set criteria, mainly at implementation phases as follows:
ASSESSMENT OF FALP
No Criteria Implementation (i) Relevance 6 (ii) Effectiveness 5 (iii) Efficiency 4 6 (iv) Impact 5 6 (v) Sustainability 2 The assessment criteria was based on information available in the programme documents and backed
by primary information collected during the field visit. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
3.1 DESIGN AND RELEVANCE 3.2 Alignment with, MDGs OF FALP IN B MU and GOU Development The extent to which the FALP objectives are PrioritiES consistent with requirements, local Functional Adult Literacy Programme focused needs, institutional priorities and development on increasing literacy in Kalangala for widening policies.bene�iciaries’ It also entails an assessment the development choices and opportunities of project coherence in achieving its objectives. partners’ for the communities. This is in tandem with the MDGs and Ugandan national priorities. Support to the implementation of FALP in The National�ishing Development Plan (NDP), a Kalangala second phase focused on empowering new development framework for the GoU for communities to access information, participate in the period 2009/10-2013/14, highlights the personal, community and national development strategic agenda for development and further activities and fully realise their potential for details priority interventions in all sectors of sustainable livelihoods. Access to information the economy. The overall goal of the NDP is to is highly relevant to the needs of the accelerate economic growth to reduce poverty. communities. Their low literacy levels, high mobility, hard-to-reach locations, and �ishing a lack The NDP seeks to achieve 7 development of information are common characteristics objectives as follows: that contribute to the vulnerability of • Increasing household incomes; communities to inequitable development. • Enhancing the quality and availability of Therefore FALP was very relevant to meet�ishing the gainful employment; needs of the communities and most • Improving the stock and quality of economic those in BMUs where the programme and trade infrastructure; focused interventions�ishing during the second phase • Increasing availability and access to quality 2006-2010.speci�ic, social services; • Promoting innovation and competitive FALP addressed inequitable development mainly industries; through empowering the people to develop • Harnessing natural resources and the literacy embedded in their livelihoods but also environment for sustainable development; have a critical awareness of their rights and and environment. They are encouraged to participate • Strengthening good governance and in activities in local government planning at improving human security beach management units and sub county levels At the time of the design FALP was relevant to and this is the trend to ensure effective service PEAP and now NDP priorities which underscore delivery. The evaluation team found project the continued relevance. relevance to be highly satisfactory. The FALP Goals and objectives are in tandem The quality of the design of this FALP was with the Government of Uganda national satisfactory, the intervention logic was found priorities. FAL Programme of Kalangala District to be sound, and the overall objectives were Local Government interventions contributed achievable given the list of activities. directly to the above priorities as a catalyst for development across all sectors. FALP design also acknowledged the need to in build exit strategies for the promotion of FALP is in tandem with the national gender sustainability. The use of the local resources policy, Kalangala District Development Plan and in terms of personnel (instructors), locating sub county development plans resource centres within the community is commendable as these will ensure the continuity. Functional Adult literacy is highly relevant to However, by the time of the evaluation, less poverty alleviation efforts, because information seemed to be taking place with the formal FAL is a critical ingredient in every decision making 7 classes and FAL in BMU. Issues of retention and situation, viz economic, personal, family, or 7 remuneration of the FAL Instructors remained political. The ability to read and write is therefore unresolved. an essential element in the consumption of such information. . EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
In terms of alignment of development partner priorities (ICEIDA), The Ministry for Foreign Affairs of Iceland´s main issue areas are international relations, international trade and international development co- operation. Principals relevant to FALP are: - Experience in the sustainable use of marine resources; - Important historical milestones in the campaign for gender equality
The FALP agenda in Uganda is in tandem with (training of FAL Instructors and running of the Icelandic development agency priorities and classes)Overall costsaccounted directly for targeting58% of the the total beneficiary budget therefore relevant and appropriate. whilst indirect costs took up 42% of the budget. Overall in terms of relevance the evaluation It is the considered opinion of the Consultant team found FALP under the second phase to that the ratio between direct and indirect costs be highly satisfactory. was high but acceptable considering the hard to reach nature of the district and the comparatively high costs of delivering services on island communities. 3.3 EFFICIEN CY Project was an assessment of the prudent use of resources in the deliv of planned ef�iciency outputs and outcomes. The project results were delivered with a budget of ery a sum total of UGX 1,232,660,456 dispensed between 2006 and 2010 for project related interventions.
3.3.1 Allocative Efficiency An anal sis of the expenditures b cost centre shows that the two most important items b expenditurey were running of FALy classes and 3.3.2 timeliness of Service training of instructors which accounted fory Delivery levitcepser %02 dna %52 dna %02 levitcepser fo eht ssorg .tegdub Planning, management and monitoring costs Assessment of timely implementation through accounted for 19% of they project budget while delivery of inputs, availability of human Administrative costs which included purchase resources and their competencies in the several of boats, engines, motor c cles, fuel and areas was analysed to assess the y. The maintenance costs, equipment, salaries FALP implementation structures have competent .stsoc tcejorp latot fo %41 ta doots seitilitu dna seitilitu doots ta %41 fo y latot tcejorp .stsoc resource persons to conduct functionalef�icienc adult Other items on the of�ice expenditure list included literacy at the respective levels. The team of FAL production and dissemination of information facilitators in BMUs, FAL instructors, Fisheries regarding FALP in the district including broadcast Community Development of a weekl program on the airwaves focused on were some of the human resources that have 8 FAL news in Kalangala, dissemination workshops contributedof�icers, t y. Of�icers; 8 and trainingy of staff in the CBS department and development of a district FAL Management It was reportedo the that ef�icienc the regular disbursement of Information S stem. funds by the donor/partner to the programme ensured that activities are implemented on time. y EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Financial information accessed shows there was 3.3.4 Cooperation with consistence in the disbursements of the funds from ICEIDA. Local structures &
The FALP was implemented ly overall. Sectoral linkagES Material support like the procurement The National Adult Literacy Strategic Investment and distribution of learningef�icient materials and Plan2 aims to expand the Government functional equipments was undertaken and timely delivery adult literacy activities and scale up the literacy was reported. work of NGOs by having a provision of working with other stakeholders in FAL towards universal Technical and management support to the functional adult literacy and lifelong learning. project from district, ICEIDA (PSC) was regular ICEIDA has developed good relationships and schedules of the visits had been drawn. with Kalangala District Local government There was evidence through visitors’ books and departments. The Community Based Services project supervisory reports. The level of support where FALP was being coordinated developed has a direct impact on the quality of the FALP healthy working relationships with departments implementation. like production and ies; health that made contribution in the training of facilitators and This evaluation did not undertake a cost teaching of learners. �isher analysis however the project delivered on its intended outputs within reasonable limitsbene�it of its original scheduled time. Collaboration with Fisheries department to develop FAL in BMU materials is commended and specialists from the government departments 3.3.3 Efficiency of training are a key resource for the project, as part of the district resource. In addition, the district worked ACTIviti ES with LABE to provide training services and development of FALP materials. Most of the FALP interventions involved training of the various groups of individuals either as The collaboration with CDD and NAADS facilitators or learners at different training and arable farming) are all areas that show how venues. The training of the facilitators and sectoral linkages have been at play for(�isheries synergy instructors was conducted and average duration and incr was ranging from 2 weeks phased over a period of time. Facilitators met at the BMUs had fair Improvedeased communication bene�its was made possible knowledge on FALP instruction especially in between the district local government and BMU and on the mainland. The medium of learners through the instructors at the instruction was local lingua franca (Luganda) community level and CDOs at the district and and English; training materials were existent sub county levels. The Community Based and some translated in the local languages. Some Services department on the other hand served of the topics mentioned during the focus group as a forward link between the Kalangala discussion include; quality assurance, post District Local Government and the development harvest handling of value addition, market partners, a case in point is communicating and information, HIV and�ish AIDS, group dynamics and maintaining links with ICEIDA. This function gender. In total the project�ish, reached up to 12,0351 by the community department was undertaken (female 6,258 and Male 5,777) learners 61% of ly. whom successfully sat and passed a pr test. ef�icient o�iciency 1 A figure confirmed after validation 2 A new Framework for implementing workshop in Kalangala inApril. FALP (NAPAL) is in the offing. 9 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
3.3.5 Physical procuring a new one; use of motor cycles for monitoring and support supervision; all attest infrastructure and Access programme management to the cost efficiency elements adopted by the On the issue of cost-effectiveness it has to be stated that the project objectives and intended outputs were met within the stipulated budget
3.3.7 Budget Management Budget management and r done at ev by the FALP at ower ev operated a budget�inancial oneporting the workis district l elt CDOs. ted therl l el cash based plans and activities rat were o be implemen tandem ein. the r No ay were reported theSpending es The in government with A constructed Learner’s facility in Mweena thoughplanned meagre�igu es. were del mades ted in disbursements.ow allocation also as indica in Access to some of the islands where FALP was the chart bel . implemented is a challenge depending on the season or time of year. The CDOs were facilitated with boats with mounted engines, life jackets, and motor cycles for those on the main island. Transport facilitation was very important f were spread over the sparsely distributed islands in Kalangala. Kalangalaor �ield visits District as learnersLocal Government together with partners established model landing sites and FALP added value in the management of the BMU. FAL in BMU was being conducted in some Figure showing government allocation to FAL in of the facilities constructed at the model villages Kalangala for 3 FYs. served as appropriate shelters for FAL classes. Overall the evaluation team assesses the FALP under efficiency to have been 3.3.6 COSt Effeciency satisfactory Taking the total amount disbursed by ICEIDA of 1,232,660,456/= dispensed between 2006 and 3.4.0 EFFECTIVENESS 2010 for FALP interventions, a total number of 12,031 was reached with FAL services to the island Effectiveness the extent to which the community in Kalangala. The implementation FALP’s objectives were achieved, or are expected team ensured that least cost inputs were used to to be achievedde�ines ensure the delivery of FALP. Examples include the use of local materials easily got in Kalangala for Kalangala District Local Government has construction of FAL classes; use of locally made worked with ICEIDA and Ministry of Gender, 10 boats with Engines of moderate horse power; Labour and Social Development to advance 10 conducting training within Kalangala in venues the FAL agenda. In addition, FALP in Kalangala that charged modestly; repair of the existing worked with LABE to train the instructors and programme vehicle Land rover 110 instead of make a contribution on the on going work on the EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
FAL in BMU that was the focus of the extension instructors. This collaboration has contributed of FALP activities in Kalangala 2006-2010. toqualification achievement framework of the main for outputsboth learners stipulated and Effectiveness is summarised under the table in the project protocol. given below and analysis of the results under each of the respective Outputs. This evaluation report mainly focuses on the
Objectively Verifiable Narrative Summary Achievement REMARKS Indicators (OVIs) • Adult literacy rate by sex, PWD and age • FAL completion rates by Adult Literacy in central sex, PWD and age region for adults rose The upcoming census Immediate Objective • No. of post learners by from 82 male and 78 in 2012 should give To improve the adult sex, PWD and age female in 2005/06 to 84 updated data on Adult literacy rate in Kalangala • No. of learners male and 81 female in Literacy in Kalangala district by 20% by 2010 participating in 209/10 (NHS 2009). upon which change can development activities by be established. sex, PWD and age • No. of learners with improved homesteads Outputs • Coverage of dissemination seminars 94 villages, 7 sub 94 villages covered with • Number of participants in All villages were reached counties and the district FAL committees formed dissemination seminars with FAL messages sensitized on FALP and trained by level, sex, PWD and age
• Number of FAL The district FAL 94 FAL committees FAL committees formed committees formed and committee, 2 sub county formed at sub county and trained at village, are functioning, by level FAL committees of KTC and district levels; and parish, sub-county and • Composition of FAL and Bujumba were still trained about their roles district committees by level, sex, functional by the time of and responsibility PWD and age the evaluation.
• Number of instructors 144 (61male, 83 female) trained, by sex, PWD, age, The target of 150 FAL 150 instructors trained FAL instructors trained in and type of training instructors was exceeded and equipped to conduct FAL main; FAL in FAL in • Number of instructors because BMUs had FAL classes BMU had 124 facilitators with active FAL classes, additional 124 facilitators (90male, 34 female) by level and course
Objectively Verifiable Narrative Summary Achievement REMARKS Indicators (OVIs)
1111 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
• FAL enrolment rates by 12,035 (5,777m 6,258f.) sex, PWD, age and type of learners enrolled; 6,075 course learners in FAL main and • FAL dropout rates by sex, 5,960 learners enrolled in PWD, age, and type of FAL in BMU course • Proportion of FAL classes FEFA; SBC had 59% 12,900 community conducted on schedule, learners passing members enrolled and by location trained in FALP courses, • Percentage of learners progressing FAL in BMU had 3400 50% males Fisheriesproficiency department tests and learners passing the by sex, PWD and age staff; Health and • passingNumber proficiency of technical/ tests, Agriculture staff 3850 learners who sat for specialised staff involved participated as DRT 11 proficiency test out of the in training FAL classes, by members (7 male and 4 sector female)in FAL activities the proficiency tests • Number of active FAL classes, by location
• Number of radio • There was 244 radio programmes aired on programmes on schedule CBS aired for 124 • Content of the radio hours in total. Ssese • The content was on programmes FM had 3 months news on Kalangala; contract to air FAL development activities issues and literacy activities. The • Learners in literacy day was also the classes and used to sensitise and • Number of people using instructors accessed advocate for FAL the FAL resource centre, Information on FALP and used resource activities by sex, PWD, age and and development activities centre materials. • 1,215 learners residence produced and under FAL main • Number of print media disseminated were accessing FAL dissemination activities • Resource centre resource centre/ carried out, by type at the district; FAL boxes materials • Proportion of the posters distributed • In FAL BMU majority population accessing FAL to all the 94 villages; learners in 62 BMU information, by source 92 book boxes centres accessed • Number of reading distributed and the materials in the materials procured and majority village book boxes with the disseminated, by course members including instructors. • Number of instructors learners and and post learners using instructors accessing resource centre materials, the information by sex, PWD and age
1212 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Objectively Verifiable Narrative Summary Achievement REMARKS Indicators (OVIs)
• Number of joint project 60 PIT meetings were planning and monitoring held over the 5 year activities held on schedule period • Number of participants By and large the in joint planning and 20 PMT meetings were coordination, review monitoring, activities, by held s and planning meeting level and agency were held on time and • Number of support 10 PSC were held the evaluation team was supervision and quality able to see the minutes of assurance activities the respective meetings. conducted on schedule ALMIS that functioned • FAL MIS in place Number Whereas MIS was initially later failed of project review and established in 2006, it because it was reviewed evaluation activities malfunctioned by the but failed to operate due carried out on schedule second year to the software technical and effectively managed The project efficiently • Number of stakeholders challenge. Therefore the adhering to FALP ALMIS was never used implementation to capture data from the guidelines 9 CBS staff offered • Proportion of scholarships to further their careers in the Thefield. meetings were all community development held on schedule and regulationsimplementers fulfilling sector. Instructors also there was high motivation • financial Proportion and of accounting CBS for the stakeholders to Department staff trained, scholarship scheme be present during the by sex and type of course benefitted from the meetings. • Number of management/ CDOs and Fisheries coordination/supervision • meetings held on schedule meetings officers held bimonthly
1313 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
3.4.1 Effectiveness of level and 1 District FAL Committee were formed and trained. These FAL committees were in Community Sensitization & charge of mobilising learners and participated Mobilization in the selection of the instructors/facilitators of adult learning in their respective locations. Project Implementation team through the The FAL structures were charged with resource department of community based services mobilisation and monitoring as part of their role. and the BMU management and local council leaders were very instrumental in sensitisation However, it was noted that Village FAL committees meetings on FALP in Kalangala. Radio CBS were not very active in mobilising learners and and Ssese FM that were contracted as well to supervision of the FAL activities especially on disseminate FALP into activities especially the main island. The discussions with the FAL when CBS was closed in 2009 for a period of coordinator informed the evaluation team that three months. It broadcast 13 episodes on FAL committees in Kalangala Town Council and FALP. Both learners and other inhabitants of Bujumba Sub County were still active because the LCIII chairpersons and chiefs/Town Clerk had Ssese Islands actively interacted with the radio presenters to sensitise the public about FALP. The different stakeholders that were sensitised commitment and interest in FAL and its benefits. include but not limited to the following at the 3.4.3 Effectiveness of FAL BMUs; Instructors • Boat owners • Fish processors The team of FAL facilitators and instructors • Boat builders were trained and equipped with skills to handle • Fish mongers adult learning. 62 BMUs had 124 (m, f) FAL in • BMU facilitators, who were trained in sector landing sites CommunityCommunities meetings livingwere inalso the held specific for attitudes and knowledge for the communities mobilisation and sensitisation about FAL. specific areas of fish handling and developing the Community leaders (LCs and BMU) also placed roles. FAL main had 144 (M, F) FAL instructors FALP agenda high during village meetings trainedto participate and focus in the for fisheries these instructors core management was in and forums that were held. This was another FEFA and SBC. community mobilisation and sensitisation strategy. The multi pronged approach to community mobilisation and sensitisation was testsThe conducted evaluation and findings results reveal shared thatwith learners. the FAL Aboutclasses 4 wereinstructors frequently in the held BMUs and dropped proficiency out satisfactory.effective in reaching the fishing communities because they migrated to other areas. 62 FAL and the evaluation team finds this strategy classes in BMU remained active till the end of the programme in October 2010 with an 3.4.2 Effectiveness of FAL average of about 50 learners per class. The structures above attests to the effectiveness of the FAL instructors/facilitators but also demonstrates Local council and BMU management and general assembly members were engaged to support Initialthe effectiveness training of of the the FAL sector facilitators specific literacies.was done that BMU management supported FAL in BMU at a central venue with trainers coming from the andFALP contributed in Kalangala. in providing The field for visits facilitators established and DRT; Fisheries department and LABE and ICEIDA. supporting learning activities. BMU members Refresher training courses were also held and 14 of the executive participated in the learning issues of addressing multi level learners, sector 14 activities. There were 94 FAL structures formed and trained on their roles and responsibilities in materials were provided in terms of manuals and relation to FALP at village level. 7 at Sub County writingspecific materialsthemes and social literacies. Instructional EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
The instructors association KAFIA initially community capacity by building social capital was very supportive of the FAL instructors and facilitators though by the time of the evaluation, communities. management of KAFIA and its operations were Underand fostering the FAL empowerment in BMUs the among evaluation the fishing team almost nonexistent due to challenges KAFIA could discern the synergy of the different sectors has gone through as narrated by the team of working together to improve the socio-economic executive members met. There was a challenge of FAL instructors who by the nature of their work Department and Community Development Sector had migrated to other landing sites and therefore areconditions working of closely the fishing together communities. to ensure Fisheries the core affecting the FALP activities in BMUs. In addition, the selection of instructors based on the decisions and adhered to. We also acknowledge that ICEIDA isfisheries a key player management in Fisheries function sector is and implemented it is only instructors had false expectations in becoming under FALP that the linkage and synergy is seen facilitatorsof BMU executives and did not was have not the flawless. commitment Some in practice. The FAL in BMU and improvement of and spirit of voluntarism. Some thought it was the landing sites for quality management of the a full time job that was well remunerated and therefore it affected sustenance of FAL in BMU and cooperation of departments at district and nationalfishing sector level. isFAL a clear in BMU example from ofthe collaboration information some members of the BMU executives joined as available had the highest number of learners. 62 FALsessions. facilitators Information but did from not theserve field for showed long before how classes with an average of about 50 learners per they dropped out. class mainly dominated by males. This was noted to be commendable and that it demonstrated how 3.4.4 Effectiveness of FAL IN BMU approach testsector those specific who literacypassed encouragedand graduated, more FAL male in BMUinvolvement contributed in literacy 34%; FALactivities. Main 25%; In proficiency SBC 23% and FEFA 18%.
At (MAAIF) headquarters, the human resource FAL in BMUs focussed on fishing sector as a form capacity building focal person met during the of livelihood for the fishing communities at the evaluation process and expressed satisfaction communitylanding sites. and Focus was on fishone quality of the assurance factors thatwas with the linkage and synergy. The missing link effective and relevant to the needs of the fishing in the Fisheries Department in the past had been
Learnersmotivated and the instructors fisher folk towere attend able FAL to testify classes. that FAL in BMUs had empowered them to improve coreassociated management with how functions. the fishing FAL communitiesin BMU has their livelihood through self regulation in the could be engaged meaningfully in the fisheries
ansignificantly activity that contributed is relevant to and bridging appropriate this gap. to termsfishing of activities. handling; Fishing processing gears, and hygiene marketing at the theirHard livelihoodto reach fishing and empowers communities them for to once improve have werelanding issues sites raised or beaches; and relevant post thus fish handlingkeeping the in their own socio-economic conditions through racks in the BMUs was a direct outcome of the The development of learning materials with FALPlearners in motivated.BMU training. Construction Fishing as of a fish business, drying FisheriesFAL that focuses department on fishing enabled as a livelihood. the existing rules which have all contributed to increasing increased compliance to fishing regulation and samematerials materials to be have simplified been adopted to meet by the the learningACP/EU needs of the fishing communities. Indeed, the confidence among the fishing communities to Localtake fishing communities as critical have to their taken livelihoods. control of their managementcountries in enhancing in the respective the capacity countries. of the fishing 15 lives as a result of independent forms of social communities to participate in the core fisheries 15 action. In its ongoing effort to reduce poverty, However, the BMU management in some instances felt they were threatened and challenged by KDLG have used FALP in an attempt to enhance the BMU assembly members as a result of the BMUs and fishing communities; ICEIDA and EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
empowerment as expressed by some of the had largest number of learners with an average of 50 learners per class in the 62 established the BMUs. In fact new literates who are members BMUs and an estimated average number of oflearners the general who were assembly met during challenged the field the visits BMU to 3,100. Participants decide when and if to go to leadership because of the acquired knowledge literacy classes. The main motivation especially learners in BMU was because of the relevance mainly in the positions of leadership; day to day of the content which was related to their main managementand skills in the of BMUfishing activities sector. Thelike challengeconsideration was form of livelihood. Multi level learners also were enrolled and the main motivation was to learn the functional skills for the improvement of their Thisfor licences;did not go fishing down well gear with among some others of the BMU that socio-economic conditions. Other factors that executiveswere mentioned in some during areas who the saw field it interviews.as a threat to their leadership. Some general assembly members in BMUs like Bufumira and Bubeke empoweredinfluenced learners by FALP. included peer pressure, prior challenged the leaders for improved service schooling and self confidence gained from being delivery and accountable leadership. The evaluation team notes that male participation in FAL in BMU was high and the reason was that The FALP facilitators are seen as credible and knowledgeable in their areas of operation and arena ,content in the FAL classes was relevant can offer alternative leadership as expressed by besides fishing being mainly a male dominated the learners which created some suspicion and had to enrol. uneasiness by the BMU leadership. and hence more of those involved in the fishing The issue of learners who had some level of education joining different FAL classes as noted 3.4.5 Selection of Learners required facilitators to have skills in managing Learners were enrolled after the mobilisation those who were more knowledgeable. Examples and sensitisation meetings undertaken using where multi level learners enrolled include SBC, the different approaches adopted by FALP FAL in BMU; FEFA. Analysis of the reports shows management. At enrolment, the numbers were SBC, FAL Main, FEFA had high enrolment though overwhelming in all the classes both in BMU the evaluation team observes that selection of and FAL main and the class registers reviewed learners was satisfactory and hence effective in terms of reaching the overall target of 12,035 learners. during field work attest to it. Overall FAL in BMUs
1616
Instructor displaying learning material in Njoga EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
3.4.6 Effectiveness of 3.4.7 Radio programmes learning Materials FALP realized the need to create awareness on the literacy activities in all parts of Kalangala Management of FAL classes requires inputs such as instructional materials and various media. district to enable fishing communities appreciate The following materials were procured: manila own socio-economic conditions. It was envisaged the benefits of the programme in improving their papers, Primers, Markers, Preparation and Visitor’s books, News print, radio tapes and Black communities would see the need to join FALP. that through this process, many fishing boards. A set of SBC comic and workbooks were Likewise, management of FALP realised the need also produced for the classes. Dissemination to reach out to as many people as possible through of some of the materials was done during radio programmes. In pursuit of this objective, training activities of the different stakeholders. FALP contracted Radio CBS 88.8 to collect and Other materials procured and provided include disseminate timely information about FAL to primers, books- story for leisure; poultry and the community especially in Kalangala and some livestock keeping; HIV and Environment. parts of Mukono where reception of the CBS radio airwaves was able to reach. Learning materials contributed to the success of FAL in that it provided materials for reference, for Between 2006 and August 2009, CBS radio instruction and practice. The books provided for broadcast 240 programmes on FALP for 30 the different livelihoods were directly useful in minutes each programme equivalent to 120 providing the learners with relevant information hours. This provided an opportunity to share for the improvement of their livelihoods. with the respective audience the FALP work in Kalangala. It also gave the audience who included Learning without documented materials for learners to be heard and the opportunity to ask future reference can also lead to relapse into questions and share experiences with others. functional illiteracy; therefore learning materials After the closure of CBS in September 2009, provided served the purpose of ensuring Ssese FM was contracted to air out FALP related that learning was a continuous and lifelong information for 3 months. experience. The materials in the book boxes were easily accessible to the learners in the The radio programmes were interactive with respective location. The initial policy of making FAL learners and Facilitators as well as the a contribution of Ug Shs 500, that acted as a general public contributing through live phone limitation but when it was removed access to in calls, once a month and writing letters/Short reading materials improved. Messaging Services (SMS) that were read out on air. However we note the challenge of using learner’s own learning materials still remains. From the The CBS radio presenter participated in most interviews with the instructors, the learning materials provided by CDOs and MoGLSD were took place relating to FALP. Broadcast of the the only materials used exclusively. Reference recordedtrainings andvoices other of significantboth the activitieslearners thatand is made on the comparative study of Professor instructors motivated them as revealed by some Allan Et al who had suggested the use of learner generated learning materials as a good practice evaluation visits. to promote functional literacy. Under the phase of the learners who were met during the field II of FAL extension, the evaluation team did not The members of PIT participated in the radio get any information that learners own generated program by attending live radio talk shows in materials were used in the FAL classes. which information was shared on FALP events and promotion of FAL. Overall the learning materials contributed to 17 achievement of the FALP objectives and the 17 evaluation team rates this aspect as satisfactory. listenership is high and the programme on CBS thatThe fieldwas broadcastevaluation every findings Sunday confirmed 7.30am-8.00am that radio EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
was widely listened to. The programme became 3.4.8 Effectiveness of synonymous with Kalangala such that any other programme and announcements on Kalangala Management had to be made known during the broadcast. Project management meetings were held on The radio broadcasts ensured learners are that the evaluation team was able to read mobilised, ongoing FAL activities are shared, through.schedule In and these could management be verified meetings, by the minutes work literacy is appreciated as a key component in Follow up of management decisions was their socio-economic conditions. Radio assessedplans, budgets, to be effective. field reports This was were seen discussed. with the broadcastsempowering provided fishing communitiesan opportunity to improvefor the way management especially the PIT handled issues related to rolling out of the FAL in BMU; all people in Kalangala and thus different stakeholdersaudience to appreciate including that MoGLSD; FALP was ICEIDA to benefit and test; sectoral linkages and working with the DRT District Local Government attach importance to whichenrolment; is commendable. attendance; progression; proficiency
In addition information from monitoring and Init and our the view, reason the for providingobjective financialof using support. radio for sensitisation and mobilisation of the and follow up of issues arising. communities for FALP was largely achieved. support visits influenced management decisions Furthermore, the learners were quite keen The management meetings and other and participated actively by asking questions management support activities were supported and giving their views. In all places visited, the directly from ICEIDA support and is one majority of participants expressed very strong contributory factor to its effectiveness. satisfaction and appreciation for the role CBS played. The evaluation team assesses this area to have been very effective and satisfactory. Therefore the evaluation team assesses the radio broadcasts as a strategy to have been highly satisfactory and effective in contributing to achieving the objectives of FALP in Kalangala.
1818 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
3.4.9 staff Capacity Building support number of staff in the Community Based Services Department undertake further training thanks to scholarshipsThe district’s from technical ICEIDA staff as indicated benefitted in fromthe following the capacity table: building efforts of project which saw a Name University Course Academic Yr Status CDOs Lugoloobi B W. Nkumba MA. PAM 2008/09 Completed Kampala Completed Nabbosa A International Development Studies 2008/09 Kamya D. UMI Dip. PPM 2008/09 Completed Kampala Completed Kiwanuka H. International DBS 2009/10 Kabwama B. Martyrs-Nkozi Democracy and Dev. Studies 2010/1108 Final year Jude Musazi Nkumba M.A 2009/10 Completed Lwerimba UMI Post Graduate Dip PPM 2009/10 Completed Nabayiga Idah UMI PGD Human Resource 2009/10 Completed Kamya George UMU Nkozi Development Studies 2009/10 Completed William INSTRUCTORS Lubowa Kintu UMU Nkozi Development Studies 2008/2009 Completed Nakiwate Dip Literacy and community Nsamizi 2008/9 Completed Robinah Development Ssebuuma Nsamsizi Dip Gender and Development 2008/9 Completed Christopher
Kyolaba Barbara Nkumba University Degree Development Studies 2008/9 Completed
Fairland University Munaba Robert Dip PPM 2006/7 Completed Jinja Dip Literacy and Community Senyonga Steven Nsamizi 2007/8 Completed Devpt Nassolo Jane Nsamizi 2006/7 Completed Kiberu George Nsamizi Certificate in Counselling 2007/8 Completed William comm. Developmet Certificate in Literacy and Namungoona Akirapa Tabisa 2006/7 Completed Institute Kalangala Certificate in Adult Education Oboth Information Centre 2006/7 Completed Thompson (KIC) Certificate in Computer Nsangi Susan KIC 2006/7 Completed Ssekala Harriet KIC 2006/7 Completed Certificate in Computer Lukumbi Ivan Mityana SS 2007 Completed Certificate in Computer Bukasa SSS Mukasa Martin O-Level Certificate 2007 Completed Kyamuswa Hajara Nanyanzi Mityana SSS O-Level Certificate 2007 Completed Namwonge Juliet Bishop Dunstan SS 2007 Completed 19 O-Level Certificate 19 O-Level Certificate employment outside the district as stipulated in the government policy. It’s noted that staff who have benefited from this training have been bonded to serve the district for a period of time before they can seek EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
The team of CDOs have been able to support FALP in terms of training facilitators / instructors, in mobilisation and support to FALP was carried support supervision and continuously monitor Staff training for the CDOs and Fisheries officers progress. The support was found useful and and mentoring of KAFIA as an apex association there was evidence from the visitors’ books and ofout instructors as verified for in thefuture project continuity reports. of Support FALP reports that the evaluation team was able to activities was undertaken as well. verify. The team of CDOs who have been trained and are Exchange learning visits and hosting of different providing the support to the FAL classes in linkage teams in Kalangala is commendable. The team of to other development opportunities by linking FAL instructors from Buvuma, the comparative the groups to other resource providers at district study team with Professor Allan et al; visit to and national level through technical support in Mityana had lessons to be learnt to improve FAL project proposal development. Technical support in Kalangala. to groups includes project management cycle, development of bankable project proposals and 20 of the FAL classes have been linked to NAADS stakeholders participated in monitoring FAL an initiative supported by the CDOs. activities.However, Learners the gap did identified not have isany that mechanism not all of assessing the teaching learning process. The There has been horizontal and vertical movement of staff due to the training support received and compile. Since adult learning promotes the notion thatreports learners reflect must what be thein charge facilitators of the and learning CDOs of the scholarships but also the District Local process, they should have been a mechanisms Governmentthis was strongly Administration. appreciated by the beneficiaries through which learners could monitor and share their own perceptions of learning processes in The evaluation team appreciated the initiative terms of contributing to the progress reports of equipping the CDOs with adult learning skills compiled and shared with the different FALP as the beginning of the engagement process in stakeholders. all FAL activities. This enhanced the practical The evaluation team rates the facilities relevance of CDOs to the learners at different for monitoring to have been effective and levels. satisfactory.
3.4.10 Facilities for Overall the evaluation team assesses the monitoring and effectiveness aspect to have been satisfactory in contributing to the attainment of the FALP implementing FALP objectives. Motor cycles, boats, engines, computers with accessories (desk top and lap top), internet facilities have been procured to support effective management of the FALP. Field visits to the Sub Counties showed that the boats and motor cycles were still functional and serving the department though a boat seen at Mweena landing site needed some repairs. However, at Mweena one of the boats procured for FALP activities was docked at the landing site and was non functional.
Resource centres in terms of book boxes were distributed to focal persons who were mainly 20 FAL facilitators but the use of the resources or 20 books seemed not to be active as of when the programme was still under implementation. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
4.0 project IMPACT a. Learners are able to differentiate between Assessment of impact focussed on the changes that have occurred or are expected to occur in malpracticeslegal and illegal fishing nets which has contributed to a reduction in fishing Kalangala (whether positive or negative, direct b. Fishermen now use raised plat forms orthe indirect, lives of the intended rural poor or unintended) fishing communities as a result in of FALP. placed on the ground leading to improved hygienecompared standards. to before Improvement when fish wouldin quality be The development objective was to empower communities to access information, participate in and handling of fish led to better prices; personal, community and national development now known for improved post harvest fish from landing sites such as Bubeke activities, and fully realise their potentials for management practices is highly rated and sustainable livelihoods. The immediate objective was to increase adult literacy in Kalangala district People are aware that improved handling fetches a higher price in the fish markets. local government. of fish raises the value of fish. A bag of dried The impact indicators presented in the to the one dried in sand on the ground which fish on the racks cost 120,000/= compared programme document are: cost 40,000/= at the open market in Kasenyi • No of community members participating landing site. Therefore improvements in fish in development activities by sex, age and c. handlingImproved significantly access to information increased on the key price issues PWD of concern or interest such as HIV/AIDS, • No of community with improved government development programmes e.g. homesteads by sex, PWD and age NAADS and prosperity for all • No of learners in decision making d. Improvement in hygiene and sanitation at positions by sex, PWD and age the landing site • Percentage of learners with new/ e. Awareness high on need for every household improved income generating activities by to have a latrine sex, PWD and age • Percentage of community members f. Fishermen are now able to calculate their aware about development issues, by sex, PWD and age cost their produce more appropriately • Adult literacy rate by sex, PWD and age unlikecosts andbefore profits. and some They reported are now improved able to • FAL completion rates by sex, PWD and age savings habits particularly through reduced expenditures on alcohol In this evaluation the team was able to assess the preliminary impacts. Impact in the context g. The radio programme aired on CBS every of FALP is contributed by different stakeholders Sunday became synonymous with Kalangala and would require studies by UBOS such as and created awareness about the district in UNHS which has not been conducted yet. By and many parts of Uganda where the CBS radio large it was evinced that the preliminary impacts signal reaches. have used anecdotal evidence which we have documented under the case studies contained in 5. Attainment of leadership and institutions this section. Below are some of the preliminary that champion development initiatives at impacts categorised under the following areas: BMU/village level and beyond, a. Fishing Community members are more 4. easily mobilised thanks to FAL groups in livelihoods they are engaged in and the that many have subscribed to. environmentGeneration of ofknowledge operation. for Kalangala the beneficiaries district b. 2121 poor people to participate in development by FALP has had an impact on health issues investingdevelopment in them plan as one identifies of the basic empowering priorities Beneficiariesand awareness: have people’s confidence knowledge and esteem. on HIV/AIDS care and prevention increased.
in the fight against poverty; EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
c. Some IGA projects had been The following stories or cases illustrate FALP’s established like piggery, poultry, literacy work which has had life transforming Cottage industry and livestock rearing impact on various participants. The evaluation using zero grazing as an outcome of team observes that these impacts are the attending FAL. However, some generalisable. All testimonies from literacy of these projects were not directly learners, instructors and Government of Uganda related to the content in the training during FAL classes. officials at local and central levels point to this.
6. Development of human resources (training 4.1 CASE STUDIES of skilled lead persons as FAL facilitators A FAL in BMU learner utilizes knowledge and and instructors who can also handle other skills acquired to mobilize additional resources development roles at the village or BMU) to improve own economic activities and social transformation. a. ICEIDA supported FALP has enhanced the capacity of government institutions to implement participatory interventions, through Ismail a resident of Bubeke model Village enhancing capacity of its staff supported by ICEIDA and Kalangala district particularly in the community local government, enrolled in FAL in BMU development department. A number early 2010. He had attended school to upper of staff have undergone training and primary level but was motivated to join FAL improved their technical capacity in BMU to learn business skills to help him up to degree level. The restructuring of 2007/8 that was undertaken by time I joined FAL, I had one boat and after the civil service did not affect the acquiringincrease his business profits skills,in fish Ibusiness. ensured ‘’Bythat theall staff in the community department. operations made business sense and could The FAL programme however calculate the costs and keep records on daily contributed to staff retention by basis as he narrated’’. In 2011, Ismail muses supporting up-skilling through that he has progressed and has four boats provision of scholarships to staff under Community Development business. He is able to market his catch at the Department to attain the required siteand constructed employs over at 5Bubeke persons and in even his fishing when some of the catch has to be transported to occupied. Kasenyi on the market days, he can travel b. Facilitatqualificationsors/instructors for the positions have they and ensures that all his transactions earn
competencies in literacy such that theydeveloped are another confidence reference point and in keythe himAs asome result profit. of the empowerment and village. FAL instructors have become ‘‘consultants’’ on development and his level of education, Ismail was an overall community related issues. Other supervisorconfidence heduring gained the asrecently FAL learner concluded and programmes both government and national elections in Bubeke Sub County, from the civil society acknowledge a job he handled to the satisfaction of the that FAL learners and instructors are a good entry point to the community. Kalangala District. c. Some of the FAL learners have been electoral officials in Bubeke Sub County and able to get formal employment 22 in Kalangala in institutions and 22 government. BIDCO and local Sylvia gains confidence and ventures to trades governments, other CSOs have beyond Kalangala and addresses issues of employed some of the FAL graduates. profit margin and packaging
Sylvia a Mukene (silver fisher) trader, one of the EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
The following stories or cases illustrate FALP’s learners in FAL in BMU in Bubeke, is proud to 4.2 RefleCTIons on THe Case literacy work which has had life transforming have acquired literacy and numeracy skills that impact on various participants. The evaluation have enabled her transact her business with ease. sTUDIes anD IMPlICaTIons team observes that these impacts are She uses ICT the phone through SMS for These cases may imply that: generalisable. All testimonies from literacy discussing the price and delivery of her products. • Functional Adult Learning programme learners, instructors and Government of Uganda She can write her name on her products and does has had additional value by motivating not to travel to Kasenyi every Thursday when and inspiring beyond offering reading, writing and counting skills, the original officials at local and central levels point to this. phone to interact with the traders and negotiate motivation for most learners. thefish price traders and havegives the a market coxswain day. to Shetransport uses her the 4.1 CASE STUDIES • FALP can unlock the potential in the products. This enables her to save on time and learner and transform their lives the inconvenience of travelling the whole day on A FAL in BMU learner utilizes knowledge and with skills acquired, self esteem and skills acquired to mobilize additional resources water to Kasenyi. to improve own economic activities and social new roles, improve their own livelihoods transformation. • FALconfidence in BMU for materials the learners developed to take to onbe
being used in other open water bodies onused L. withKyoga fishing e.g. Nakasongola, communities Buyende, are now Ismail a resident of Bubeke model Village Basooka Kwavula Small Business Class Amalotar and Serere, Albert Nile in supported by ICEIDA and Kalangala district The group is now into NAADS Programme. Panyimur. This shows how these learning local government, enrolled in FAL in BMU Has had 3 FAL Groups so far. materials designed with the participation early 2010. He had attended school to upper of the key stakeholders in Kalangala can primary level but was motivated to join FAL The group consists of 20 members all formerly have ever lasting impact on the entire in BMU to learn business skills to help him FAL Learners. The group re-organised itself (after completion of FAL courses) into a Community Group and is formally registered beyond. Indeed discussions with the time I joined FAL, I had one boat and after fishing communities in Uganda and acquiringincrease his business profits skills,in fish Ibusiness. ensured ‘’Bythat theall with the District Community Based Services Department as a Community Group. When that the same materials are to be used by operations made business sense and could fisheries officers at Entebbe, revealed calculate the costs and keep records on daily the NAADS programme came in, the members mobilized and applied for support to improve information sharing as a basis as he narrated’’. In 2011, Ismail muses African Caribbean and Pacific Countries that he has progressed and has four boats and are now engaged in livestock and crop husbandry. governments. The materials are to be adaptedcore fisheries with managementacknowledgement role of of these the business. He is able to market his catch at the role played by ICEIDA and Kalangala siteand constructed employs over at 5Bubeke persons and in even his fishing when District Local government. some of the catch has to be transported to Kasenyi on the market days, he can travel Overall the evaluation team, assesses and ensures that all his transactions earn Savings and credit for improved livelihoods for Gumukiriza FAL Class the impact component to have been satisfactory in meeting the expected himAs asome result profit. of the empowerment and Creative persons will make use of skills attained outcomes of FALP on the Island to further themselves in other spheres of life. A communities in Kalangala. his level of education, Ismail was an overall learner in Kyamuswa was able to use EFA to learn supervisorconfidence heduring gained the asrecently FAL learner concluded and English such that he could use it for improving his national elections in Bubeke Sub County, career in music by adding English phrases in the a job he handled to the satisfaction of the music he is producing. In addition he developed guidelines for a recreational activity luddo that Kalangala District. occupies young people male during the day. electoral officials in Bubeke Sub County and FALP has the catalytic role and opportunities are abound to improve livelihoods and even 23 Sylvia gains confidence and ventures to trades communities in the decision making arenas 23 beyond Kalangala and addresses issues of throughcontribute the toexisting the participation structures. of the fishing profit margin and packaging
Sylvia a Mukene (silver fisher) trader, one of the EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Silver fish (mukene) dried on the racks fetches comparatively a higher price
GUMIKIRIZA FAL CLASS Gumikiriza FAL I group started with 30 learners. Currently 12 members of the group engaged in business ventures. Impact of FAL on Learners 1. Savings Culture 2. Participants are now able to put their newly acquired knowledge to use in day to day enterprise like record keeping. 3. More learners have taken interest in rearing livestock. 4. Improved household hygiene and sanitation. Benefit to Instructor . . Gained business skills and took to livestock rearing including piggery and goats. Gained personal esteem and confidence in public speech. . FAL was a solid platform for a successful campaign which led him to the leadership as a Town Council member. Group Records kept – Quarterly Reports were submitted to District FAL coordinator during project implementation.
2424 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Unanticipated Outcomes of FALP c) It is through FALP that the history of The evaluation team was able to assess Kalangala has been documented and unanticipated outcomes of FALP in the Island it was one of the FAL instructors who communities and some of these are listed authored a book, ‘History of Ssesse below: Islands’ in local lingua franca (Luganda). This has enabled other people to learn a) Capacity building of the FALP actors about Kalangala and dismiss myths and especially the CDOs and instructors misrepresentations about the Island and its inhabitants. in particular individuals to take on d) In some of the landing sites like Bubeke, leadershipbuilt confidence and community and competenciesdevelopment the evaluation team was able to see the challenges in various positions. The improvement of some of the facilities like evaluation team was informed of the water and sanitation and the residents various FALP instructors and CDOs who have access to them. The sanitation
examples include the in-coming District much appreciated by the residents Chairpersonhave been elected who talks in public proudly offices about and becausefacilities they specifically no longer the defecate pit latrine in wasthe FALP and its role in shaping the leaders. water and bushes. Better hygiene and b) Some of the learners and instructors have sanitation is emphasised under FAL and been able to secure formal jobs in local adoption of good hygienic practices can companies in Kalangala and outside the be partly attributed to the FALP district. BIDCO a palm oil company has e) Strengthened partnership, collaboration employed at least three former learners and cooperation between the MGLSD and and the learners attribute their chances Kalangala District Local Government. of getting formal employment to FALP The Ministry’s presence in the district that built their capacity to qualify for was deepened through the programme those jobs that they currently hold. activities and interventions.
2525 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
5.0 SUSTAINABILITY 5.2 Current Status of Project Sustainability was an assessment of the FALP in view of the exit strategy Project interventions beyond the after phase-out oflikely ICEIDA continuation support. It of also net included benefits an from assessment the FAL Physical infrastructure and other activities of the likelihood that actual and anticipated supported by ICEIDA under FALP have been results will be resilient to risks beyond the project’s life. because of a lack of the needed resources from thedifficult government to sustain andbeyond communities the ICEIDA’s to presence ensure their continued operation. More broadly, ICEIDA projects have often attempted to provide 5.1 Exit Strategy consistent long-term support for an activity to become sustainable but FALP in terms of The key success factors for the sustainability continued holding of classes has not been of the FAL project in Kalangala District was possible. underpinned around the following approaches FALP activities stalled due to the inadequate • motivation among instructors since October/ that definedFAL theinstructors project’s exitfrom strategy; within the local Identification, selection and training of November 2010. Instructors revealed that they spent ample time, trading off productive work • Retention of FAL classes post project. • Establishmentbeneficiary communities of a Resource Centre at The evaluation team found that there had not the district headquarters and provision beento serve FAL on classes FALP sincewithout November visible financial 2010, a factorgains. of book boxes which served as reference largely attributed to the misconception that the libraries within respective FAL groups to withdrawal of external support towards FAL in establish and promote a reading culture Kalangala implied the end of the programme. among learners. Integration of the The evaluation team however notes that Resource Centre Manager position under despite existence of a clear exit strategy for the the District Service personnel structures programme, various stakeholders especially and to ensure that the Centre continues to district and lower local government levels were function after phase-out. unsure about continued FAL programme success • after withdrawal of external support from ICEIDA. responsibilities of all stakeholders This suggests gaps that need to be addressed if afterClear ICEIDAs definition phases of out roles support and the exit strategy is to meet the purpose for which and a stipulated transition plan for it was intended. implementation of FALP from funder to District Local Government. At the time of this evaluation a new project • Establishment and strengthening of the - The Quality Fish Marketing Project was in capacity of KAFIA intended to sustain the association after ICEIDA’s withdrawal. as part of its interventions continue support • Introduction of community contributions towardsthe offing BMU and structures it is hoped and that therefore this project ensure will at village and class level. • Kalangala District Local Government to is commendable. factor into its provisional budgets the continuity of some of the benefits of FALP which element of Monitoring and Supervision of FALP in the sub counties. impact on sustainability include; The main issues indentified that negatively
2626 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
• The collapse of the instructors Association district. The existence of the ‘parent’ KAFIA along with its sister organisation national FAL Programme provides a KAFIL as a result of managerial strong opportunity to tap into and ensure malfunctioning following the withdrawal continuity of the FAL programme in the of ICEIDA support. Both organisations district. were key to the sustainability and exit • Evolvement of FAL Groups into CBOs. A strategy of the project. number of FAL Groups have transformed into NAADS groups and this has greatly • The lack of continuity of project activities contributed to their livelihood activities; towards the end of 2010 due to the • Formation and support to KAFIA was
and technical support to FAL. The central of FALP. The structures and systems have governmentDistrict’s inability allocates to provideabout financialUganda beenmeant put to infoster place continuity but the performance of the benefits of Shillings 10.5 Million per year for FAL these structures remain by and large non to the district but it appears inadequate supportive of this role. to meet the service delivery needs in the Island communities. Kalangala District Overall though there was a clear exist strategy like others in the country has a very by ICEIDA in Kalangala district, there are already limited local revenue base and therefore teething problems on the part of the stakeholders at all levels in the district to maintain and continue with FAL. has low fiscal capacity to support FALP Nonetheless the following observations are made financially. . after the ICEIDA supported FALP due to the that could have a bearing on the sustainability of malfunctioningIt is likely that of benefits exit strategy. will be lost over time FAL activities in Kalangala District; Based on these findings overall the evaluation • Ministry of Gender Labour and Social team rates the sustainability of FALP benefits Development committed to the provision to have been unsatisfactory. of instructional materials after phasing out of ICEIDA support to FAL in the
2727 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
6.0 LESSONS LEARNT delivery of social projects such as FAL is not itself sustainable, future programmes should carefully Various lessons can be drawn from the consider the potential impact of incentives experience of implementing the ICEIDA support withdrawal for the continuity of programmes to implementation of FALP in Kalangala district. before integrating them in programme design These are highlight below and budgets.
Adequate community mobilisation is Male involvement in FALP is higher when critical for ensuring effective community linked to their livelihood activities participation The programme supported the community The evaluation team found that whereas few development function in the district to create men enrolled for FAL programmes that mainly delivered literacy and numeracy skills, the the community. This led to active involvement of numbers grew bigger when the innovative FAL in theawareness community on FALP members activities both and as the learners benefits and for BMUs was introduced. This is largely attributable promoters of the programme in different ways to the teaching and learning strategy which is including serving on committees established directly set in their main livelihood activity of to support programme implementation. The evaluation team also found that FAL classes had fishing.Learners’ interest and training needs are a evolved into Community Based Organisations and key factor in determining participation
programmes. Each individual comes to a learning programme were accessing benefits from other development FALP adds value to existing sector is achieved. This was seen in some learners development programmes with a specific target and may leave once this The programme in Kalangala was linked to to improve on the way they were doing their business.especially A those senior who six neededdrop out specific learner skills in approach of FALP in BMUs. The outcome of Kyamuswa expressed the point very clearly; he thisfisheries linkage production was visible through in terms the of innovativeimproving joined FAL to learn Luganda (a local language used in business transactions at the landing at landing sites, and the overall economic site). After enrolling and acquiring learning the the fishing practices and fish quality, hygiene language, he moved on and was reportedly doing evaluation team also found that Instructors were keygains resource to the fisher-folkpersons in andthe community. government. They The support different sectors such as health, water his fish business well. and sanitation, and the Electoral Commission in their programmes. 6.1 CHALLENGES AND GAPS While implementation of the FALP in Kalangala Incentives both monetary and non monetary however nominal for Local Government staff and other players are essential for evaluationyielded significant team. These positive included: results, a number sustainability of programmes if integrated in of challenges and gaps were identified by the programme design Inadequate facilitation of Instructors and The positive results of FALP implementation other key players. Although the programme in Kalangala suggest that without resources had inbuilt incentive mechanisms for for supervision and incentives for Community instructors, they largely viewed themselves Development Workers, FAL Committees and as volunteers. Some BMU leaders initially Instructors, commitment and results would expected substantial monetary incentives for be limited. This is evidenced by the evaluation 28 programme but were disappointed when this 28 come to an end, most of the FAL activities were wasundertaking not the specificcase. This roles presents in support important of the discontinued.team’s finding thatInstructors because andexternal facilitators funding had challenges for commitment and continuity moved on to do other things to support their of FAL classes upon withdrawal of ICEIDA families. However, given that incentive driven support EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Limited fiscal capacity of the Local Inadequate attention to learning needs of Governments, and the reducing FAL Grant PWDs: The deaf and blind were completely from the centre: The problem of low local excluded from FAL programmes due to the revenue collections by the local governments absence of appropriate learning aids and affects the capacity to fund some critical trained facilitators/ instructors to handle aspects of the programme by the district. special learners’ needs – The national adult The evaluation team also found that although literacy policy under formulation should the central government grant for FAL to cater for this. shillings to ten million shillings between Unclear certification and qualification 2006the district and 2009, had for increased the year from 2010/2011, five million the framework: grant reduced to seven million shillings. learners upon completion of the different FAL programmes The are Certificates not yet linked awarded to the to Multi-level learning: Mixing of different formal educational system. Many learners categories of learners in the same class was expressed the need to know the equivalent problematic for the instructors as they were not adequately prepared to handle multi- when compared with the formal education level learning. The multi-age (youthful tiers.qualification/ level of the FAL Certificates and elderly) nature of FAL learners in the Limited involvement of learners in especially for the older learners who due instructional material development: There tosame socio-cultural class also createsfactors such specific as power challenges and was minimal involvement of learners in the status may affect their learning as a result of design of instructional materials especially discomfort. FAL in BMU materials were developed out of the regulations from MAAIF (DFR Entebbe). Otherwise FAL Main had the involvement of of the fact that some of the learners were not learners, MoGLSD and LABE. This has policy entirelyThe proficiency non-literate tests atdid the not time also of take enrolment. account implications which the stakeholders at policy Unlike FAL Main , FAL in BMU made provisions level should address. for multi level learners which to some extent addressed this challenge. Dysfunctional competition between LC leaders and BMU management: The Routine migration by learners and collaboration and cooperation between Instructors: Migration by learners and LC leaders and BMU management was in some cases Instructors most especially reportedly minimal because these structures between September and December each saw themselves as competitors in terms of year affected implementation of the FAL in BMU classes. This often led to drop outs by was counter-productive when it came to learners. mobilisationinfluence over of the learners fishing and community. discussion This of
Higher costs of services delivery: Given the geographical set up of the district, access fishing related issues at the BMUs. to most localities is by boat. There are no motorable roads or well developed public transport systems in most of the Island Sub-counties. The effect of this is a higher cost of delivering services or monitoring implementation in the Island Sub-counties.
Social stigma attached to illiteracy: Some community members especially men kept 29 away from the FAL classes for fear of being 29 labelled non- literate. Some felt they were already educated and perceived FAL as an activity of the non- literate. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
7.0 CONCLUSIONS AND has been achieved. FALP in BMU has contributed RECOMMENDATIONS to fishingopening communities eyes of the learnersin BMUs toas improvean innovation their own livelihoods.
exercise, the following conclusions are made: poverty and increasing options for the learners. Drawing from the findings of the evaluation The lessons programme emerging has from contributed the project to fightingshould be developed into a learning strategy to inform 7.1.1 Overall evaluation future programming not only at district level but also for sectoral ministries and ICEIDA country Based on the actual deliverables, outcomes and strategy. preliminary impacts arising from programme implementation, we conclude that the ICEIDA However, there were also outstanding gaps that support to implementation of FALP in Kalangala need to be noted for purposes of informing the district was largely successful. The effects of on-going national FALP. These are summarised in FALP on the individual learners, their families the table below: and their communities, particularly with respect
7.1.2 Factors influencing success of the FALP in Kalangala
Positive Negative (Gaps) Structure of FAL at the District with the District Chair being FAL also sector Secretary was Incentive driven expectations of technical member of District FAL committee. Secretary staff at district level affected functioning of for Education was always mobilised by the district structures District Chairperson. Functionality of FAL was limited; Small Business Course which were attended mainly Where BMU and LCI Chairperson were learners by housewives who did not have resources to FAL classes were very active. set up business. Putting in practice knowledge acquired was not very apparent among the learners
Adoption of FAL in BMU attracted a wider Lack of record keeping among the groups spectrum of learners. It was packaged as a hence limited application of literacy as a social wide ranging programme. practice. .
As a result of emphasis in BMUs more men High turnover of learners and instructors due than women attracted to the programme but also other community members not directly of some learners the entry of others called for involved in fishing e.g. shop keepers who saw restartingto mobile nature some ofclasses fishermen. which With affected departure the the programme individually affecting their rate of implementation/ progression. business.
30 High expectations of the community e.g. During Phase I and Part of Phase II instructors 30 credit to follow SBC community is highly received 30,000/= per month paid periodically. commercialised. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Lack of ownership on the part of both learners and instructors of the FAL program. Well designed materials served as incentives to learners and Instructors. Absence of content on modern communication technology to improve market linkages such as mobile phones
Professional tests administered after every 9 months leading to certification was a great incentive to learner participation.
Some FAL instructors have gone on to take on leadership positions.
Capacity courses for technical staff act a strong incentive for retaining of staff.
The CBS radio program was a resounding success in creating and raising awareness on the benefits of FAL in the district
7.1.3 Effective it will continue to exist as a platform to catalyze FALP delivery. implementation framework 7.2.0 Recommendations Implementation framework at national and district level was effective and capacity has been The evaluation team recommends as follows: built for the District Community Development Department to coordinate and manage the FALP. Sectoral linkages were very critical in ensuring 7.2.1 Sustainability of benefits of FALP used to bring more meaning to learners. that technical skills for example in fisheries were FAL activities should not cease after ICEIDA support but be integrated into existing structures. Communities and key actors need to be mobilised 7.1.4 Low sustainability and sensitised about the existing National Adult Literacy Programme with the view to ensuring The evaluation team concludes further that continued commitment to participate in FALP. Further opportunities should be explored within FALP in BMU and FAL main remains unresolved. the context of ICEIDA support to KDDP to maintain theThe challengeissue of motivating of sustaining FAL the facilitators benefits ofto continue holding classes remains a challenge team suggests that under KDDP CDOs should planthe benefits and report recorded on FALat the activities, BMUs. The ensure evaluation that to the challenge of instructor incentives and radio programme especially on Ssese FM on FAL remuneration.that calls for policy Additionally, dialogue andKAFIA, solution a structure finding nurtured for ensuring programme sustainability strengthening the campaign of increasing school had dismal performance towards the end of the enrolment,is aired on theremain progress in school of FAL; and fishing completion activities; as programme and by the time of the evaluation, its a complimentary effort to eradicate illiteracy 31 presence and visibility could not be established. 31 Should there be no measures to revamp the national literacy days. functionality of KAFIA, it is highly unlikely that in the Island fishing communities especially on EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Development programmes targeting 7.2.3 Collaboration and communities should use FAL classes or emerging CBOs as entry-points for identifying potential cooperation for Policy influence beneficiaries.Issues relating to the ownership of the groups DFR and the district local government of (FAL or NAADS) should be addressed at district level such that it can make access and support to communities to diversify livelihood options using related interventions easy. Use of the FAL Groups Kalangala should consider training the fishing model approach towards development should be at a faster rate and no longer sustainable. This explored. FAL in BMU because the fish catch is dwindling yet the carrying capacity of the water bodies is The FAL learners/ graduates should be limited.is because Preparing the demand these for communities fish is increasing would and be encouraged to actively engage in interactive development radio programmes run by the explored several FM stations covering their localities Differenta noble idea stakeholders and perhaps should fish farmingalso participate could be through writing letters, SMS or calling in.
KAFIA general assembly should meet to discuss of resources to support FAL facilitators for in influencing policy especially in the allocation issues of KAFIA and revive the association. ICEIDA and Kalangala District Local Government the continuity of the benefits of FAL. Fisheries (Department of Community Development) could that some locally generated revenues from under the BMU law could find ways of ensuring support the process and ensure that KAFIA is the licensing and fees could be allocated to resuscitated. information sharing and FAL activities. The district’s FAL grant allocation by the centre needs to be scaled up because the current level of allocations shows a decline in the FY 2010/11. 7.2.2 eMeRGInG aReas of fal The current allocation criteria for the national ConTenT anD foCUs FAL Grant considers the number of lower local governments only yet Kalangala’s unique Introduce mobile phone content in literacy geographical and demographic construction modules. Largely due to their rapid spread requires special attention. throughout Uganda, mobile phones have played In addition, Kalangala district Local Government a key part in promoting market linkages by and other partners should engage MoGLSD to connecting sellers and buyers of goods and complete the national adult literacy policy. In services. The introduction of SMS and use of the mobile phone or other emerging ICTs in FAL Programmes including FAL in BMU should be Interaddition ministerial the completion steering of committee the qualification needs to and be explored and consolidated. strengthenedcertification framework to ensure shouldthat issues be expedited. of FAL and the use of the community empowerment and Module based FALP should be explored such that mobilisation take cognisance of the FAL groups learners with different learning needs can only and structures for mobilisation and entry points attend those sessions that meet their needs and for development initiatives for both government expectations. and other development actors. The resource centre established at district level under FAL should be linked to the national libraries board to be elevated to a public library in Kalangala. This would enable other members of the public to access the resources generated under FALP 3232 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
7.2.4 Management of of the FAL Resource Centre to the level of a District Library. The district authorities in collaboration learning achievement with MGLSD should contact the National Library outcomes of Uganda for technical support in transforming the Resource Centre into a Library. This would The evaluation team recommends that continuous further enhance the relevance of materials to monitoring of the FALP processes be embedded the new literates and also foster interaction with in the district and sub county development plans other public users of the Library. and CDOs be charged to include reporting on FAL activities or follow up of individual learners There is need to fast-track the completion of either in BMU or on the mainland. linkages with the formal education system and structures.the qualification This frameworkwould enable and establishFAL learners clear enter the formal education system and pursue notFollow received up of theshould results be expedited. and certificates for those the renewed interest in education and attain the learners who sat for the proficiency test and have levels they desire to reach. It would be strategic to boost and uplift the status
3333 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
ANNEX 1
REFERENCES 1. Annex IV to Project Document. Support to the Implementation of Uganda FALP in Kalangala District. Second Phase – Extension. 2006 to 2010. 2. Project plans from 2006 to 2010. 3. Bi-annual and annual reports, progress reports and minutes of meeting of cooperation between DCBS Kalangala and ICEIDA 2005-2009. 4. Special activity reports 2006-2010. 5. Policy and Strategy documents of MGLSD and Kalangala District Local Government (NDP, NALSIP, SDIP, Community Mobilisation and Empowerment Strategy etc.). 6. Process Review of FALP in Uganda 2002-2006. 7. External Evaluation Report. ICEIDA Support to Implementation of Uganda FALP in the Island Sub- counties of Mukono District, 2005-2009. 8. Alan Rogers’ Comparative Study Report 9. National Development Plan 2009/10-2014/15 10. Draft Policy Documents on FALP 11. Draft NALAP 12. MoFPED FAL Vote Allocation by District 2008/9-2010/11 13. Uganda National Household Survey 2009/2010 14. Uganda Gender Policy 2007
3434 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
ANNEX 2 PERSONS CONSULTED
Description Designation Date Mugoye Sub county 1 Ddamulira Francis Instructor 2 Kavuma Christopher 3 Ayesiga Jonah 4 Balya Joseph 5 Namata Specioza 6 Semanda Emmanuel 7 Nantume Mary Gorreti 8 Tumwekwase Kate 10 Resty Kiyoola 11 Mutebi Gabriel 12 Maria Muddy 13 Namiro berna Ntuwa Kyamuswa Sub County 14 Napeera Bakali Learner 13 Kiconco John 15 Nantumbwe Joyce 16 Namata Berna 17 Namuddu Prossy 18 Nanyanzi Resty 19 Mwesigye Henry 20 Bagaliira Paul 21 Wasswa Lawrence 22 Kakande Eliphaz 23 Sylivia Nakoja 24 Kintu Nabasa 25 Kizza Kalabye 26 Serwad leonard 27 Kakande ismail 28 Kibinga Paul 29 Kagwa Ibrahim Fisheries department Kalangala 30 Baguma 31 Tusime Kagoma Fisheries S/county 32 Amos Batamya AsFisheries above Officer 33 Ngabirano G As above 34 Kavuma Adrain As above 35 Mbareba As above Local Administration 36 CAO Kalangala 37 Deo Nsereko Kayiwa RDC Kalangala 38 Sembulilwa Hudson 39 Magunda Richard 40 Ronnie Munyole 35 41 Salongo Ddamulira 35 42 Kibirege Godfrey EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
43 Shaban Seru 44 Kagai Stephen 45 Zimula Abdu 46 Kalyango David 47 Namukose Jane 48 Nalwanga Oliver 49 Semirmebe Harriet KAFIA 50 Dan Kamya District FAL Coordinator 51 Godfrey Sentumbwe LABE 52 Dr. Openjeru George MUK Adult Studies 53 Geir Oddsson ICEIDA 54 Lillian Asaba ICEIDA 55 Hamzat Ssenoga CBS 56 Ismael Kasiita ULALA 57 Lubowa Kintu UGADEN 58 Godfrey Ayena UGADEN 59 Kyaringabire Imelda National FALP Coordinator 60 Yasin Sendaula Asst. Comm MoLG 61 Nalongo Gwonyiriza Maria FAL Instructor 62 Imelda Kafumbire Learner - 63 Namusoke Josephine Learner 64 Nantale Judith Learner 65 Namuddu Eva Learner 66 Nakanjako Imelda Learner 67 Kayondo Gerald Learner 68 Namakula Jane Learner 69 Katusabe Emma Learner 70 Gwambusi Teopista Learner 71 Harriet Ssemirembe FAL Instructor 72 Nakabogo Alice Learner 73 Nabayiga Christine Learner 74 Nakiwala Gertrude Learner 75 Namuli Prossy Learner 76 Nazuzige Dorothy Learner 77 Naluwaga Oliver Learner 78 Nalusiba Stella Learner 79 Musasizi Washington Learner 80 Ssekayingsa Lazarus Learner 81 Ssempija Willy Learner 82 Nalongo Nabanja Learner 83 Najumba Alice Learner
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ANNEX 3 TERMS OF needs of fishing communities. The choice of operating in the fishing communities such as in REFERENCE Kalangala District and other island communities stems from their remoteness and need for special intervention to facilitate access to services like education. Background Three years into the implementation of the Project in Kalangala, and acting on The Icelandic International Development recommendations in the External Evaluation Agency (ICEIDA) has been collaborating Report on the Project 2002-2005, it was agreed with the Ministry of Gender, Labour and to extend the cooperation with the District and Social Development and Kalangala District embark on a Second Phase of the project. In on implementation of the Functional Adult the extension the aim was to act on some of Literacy Programme (FALP) to improve literacy the recommendations given and strive towards of the fishing communities in the islands self-reliance of the FALP in the district after the since 2001. The current cooperation between withdrawal of the ICEIDA support at the end of ICEIDA and the Government of Uganda aims 2010. at strengthening the national Functional Adult The objective of this consultancy is to perform an Literacy Programme (FALP) by working in parts end of project external evaluation to ascertain of the country which are not easily reachable if the main, as well as the specific objectives by the national programme. The Second Phase of the project were reached, what lessons can of the Project continued to support the already be learned from the implementation of the existing FALP, and specifically focused on the project and how these lessons can be utilized in designing further support for FAL in Uganda.
Phase Two - Summary Sheet
Country: Uganda Location: Kalangala District Sector: Social Infrastructure / Basic life skills for youth and adults Executing Agencies: GOU through MGLSD and Kalangala District Local Government, ICEIDA Project Title: Support to the Implementation of Uganda FALP in Kalangala District Project Period: 01.01.2006 – 31.12.2010 Total Estimated Cost: USD 1.030.000 Tentative ICEIDA contribution: USD 770.000 Tentative GOU contribution: USD 260.000
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Development objective should pay special attention to assessing the The overall objective of the Project was to outcomesbeneficiaries and in impacts the target of FAL area. in BMU. The evaluation empower communities to access information, participate in personal, community and national project evaluation will be the Partners and their The main users of the findings of the end of development activities, and fully realize their stakeholders. The scope of the evaluation is the second phase of potentials for sustainable livelihoods. project implementation, from 2006 to 2010. The area under study is Kalangala District, including Immediate objective the outlying islands where project activities have The main purpose of this Project Second been taking place. Phase was to improve the adult literacy rate in Kalangala district by 20% by 2010. 3. Issues to be studied Expected outputs The external evaluation should document the The following outputs were expected to be degree and the manner in which the Project has reached through these Project Phase activities: been: • 94 villages, 7 sub counties and • Relevant. Examining relevance in the district sensitized on FALP relation to: Government of Uganda (GoU) • FAL committees formed and o policy goals concerning poverty trained at village, parish, sub- alleviation. county and district o GoU policy goals regarding adult • 150 instructors trained and literacy. equipped to conduct FAL classes 3 o Cross-cutting issues related to • 12,900 community members environmental sustainability, enrolled and trained in FALP HIV/AIDS and gender equality as courses, 50% males stated in GoU policies. • Information on FALP and • Efficient. Assessment of the use of development activities produced and disseminated to the Project. Of importance in this contextfinancial is and also human to examine resources the coherence available • The project efficiently and and complementarily between different effectively managed government projects and programs, and also coherence with other Icelandic or 1. Reasons for the evaluation international development assistance As part of the Monitoring & Evaluation of the programs in Uganda. Project Second Phase an external evaluation • Effective. Examining the extent to which needs to be carried out at the end of the the Project’s objectives were achieved, implementation period. The objective of the taking into account their relative evaluation is to assess the level of success of importance. the project and advice on future directions and • Sustainable. actions. likely to continue after the completion The Project Document from December 2005 of the assistance.Assessing Sustainability if net benefits of theare stipulates an end of project external evaluation institutions may be examined in terms of to be carried out at the end of the project. The their absorption and retention capacity Project Document furthermore instructs that the of the expertise developed under the Project Supervisory Committee should develop Project. the Terms of Reference (TOR) for the evaluation The end of project external evaluation should use to be approved by ICEIDA and the MGLSD. 38 3 These issues may not have been 38 2. Scope and focus of the evaluation mainstreamed at the time when the project The main focus of the evaluation is to assess was initiated, however in order to draw the outcomes and impacts (if possible) of the lessons for future practice it is important to Project and examine the effects on the target focus on the contemporary context. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
information documented in earlier (progress) 5. Extensive knowledge of key issues reports together with data collected in this relating to the decentralization process in evaluation to measure the outcomes. The external Uganda and relevant experience working evaluation report should describe and assess the in a decentralized environment in a intervention logic (Logical Framework Matrix) developing country; 6. Experience of consultative methods and levels: inputs, activities, outcomes and impacts. grassroots involvement is necessary. Theand distinguishevaluation shallbetween be conducted findings at in the accordance different with the prevailing OECD DAC Evaluation Quality 6. Budget and deliverables Standards. The project is budgeted with a maximum input of 30 days. The Deliverables in the consultancy 4. Methodological comments consist of following outputs: The external evaluation team should make use • An inception report detailing the method of empirical methods such as interviews, focus and process of the evaluation, to be delivered groups, and data /literature surveys to collect within a week from receiving the TOR. • and then presented in a meeting with the anddata, quantitative which will be indicators. analyzed usingThe end well of specified project Draft findings to be distributed to the partners externaljudgment evaluation criteria and team suitably is expected defined toqualitative conduct • Draft Final Report for feedback from interviews with all key personnel involved with thepartners Partners. after theThe field feedback work in Uganda.will include the planning, implementing and monitoring the comments on structure, facts, content, and Project. conclusions. The external evaluation team will have full access • to all relevant documents; policy papers and to all key stakeholders. relevant reports from the Ministry of Gender, • FinalPresentation External of Evaluation the second Report. draft final report Labour and Social Development (MGLSD), All presentations and reports are to be submitted Kalangala District Local Government and ICEIDA, in electronic form in accordance with the deadlines set in the time-schedule. of meetings concerning Project Supervisory The Partners, ICEIDA and Ministry Gender, Committeeas well as progress (PSC), andProject financial Management reports, minutes Team Labour and Social Development (MGLSD), (PMT) and Project Implementation Teams (PIT). retain the rights with respect to all distribution, dissemination and publication of the deliverables. 5. External Evaluation team Members of the external evaluation team are 7. Time schedule Prior to commencing with this assignment, the and evaluation experience. In addition, the external evaluation team shall prepare a work externalexpected toevaluation have relevant team academic should qualifications cover the plan to be approved by the Partners. following competencies: External evaluation time: A total of six weeks 1. At least ten years experience in from end of January – March 15 2011. development programming including evaluation experience in the decentralization/local government 8. List of Documents sector; • Annex IV to Project Document. Support 2. Relevant knowledge and exposure to the to the Implementation of Uganda FALP Government of Uganda Functional Adult in Kalangala District. Second Phase – Literacy Programme Extension. 2006 to 2010. 3. Expertise in institutional development, • Project plans from 2006 to 2010. policy and decentralization issues; • Bi-annual and annual reports, progress 4. Advanced University degree in reports and minutes of meeting of 39 Development Studies, Development cooperation between DCBS Kalangala 39 Economics, Decentralization or related and ICEIDA 2005-2009. discipline; • Special activity reports 2006-2010. EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
• Policy and Strategy documents of MGLSD • External Evaluation Report. ICEIDA and Kalangala District Local Government Support to Implementation of Uganda (NDP, NALSIP, SDIP, Community FALP in the Island Sub-counties of Mobilisation and Empowerment Strategy Mukono District, 2005-2009. etc.). • Alan Rogers’ Comparative Study Report • Process Review of FALP in Uganda 2002- 2006.
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INCEPTION REPORT intersectoral linkages between the Ministry of Agriculture Animal Industry and Fisheries through the Department of Fisheries Introduction Resources and the Ministry of Gender, Labour and Social Development. It has been named This inception report outlines the Consultant’s the FAL in BMUs. It was developed as a pilot approach in undertaking the Evaluation and project on literacy for fisher folk following includes the proposed, Work plan, methodology, recommendations from the review of the logistical requirements in addition to the tools Government of Uganda FALP in 2007 and for data collection. recommendations from the comparative study of ICEIDA supported projects in Uganda and Malawi in 2008. Project Background The current cooperation between ICEIDA and the Government of Uganda aims at Study Objective strengthening the national Functional Adult Literacy Programme (FALP) by working in The objective of this consultancy is to perform an parts of the country which are hard to reach end of project external evaluation to ascertain by the national programme. if the main, as well as the specific objectives of the project were reached, what lessons can ICEIDA has been collaborating with the Ministry be learned from the implementation of the of Gender, Labour and Social Development and project and how these lessons can be utilized Kalangala District on implementation of the in designing further support for FAL in Uganda. Functional Adult Literacy Programme (FALP) to improve literacy of the fishing communities in the islands since 2001. Progress to date The Second Phase of the Project continued • Preparatory Consultative Meeting to support the already existing FALP, and was held between the Consultant and specifically focused on the needs of fishing ICEIDA technical staff to get a general communities. The choice of operating in the fishing communities such as in Kalangala will be undertaken. During this meeting, District and other island communities stems thebriefing technical and consensus proposal on was how examinedthe study from their remoteness and need for special and issues requiring further clarity intervention to facilitate access to services like were raised and agreed upon; further education. to this, roles and responsibilities of all parties were mapped out and a tentative Three years into the implementation of timeframe agreed. Draft contract the Project in Kalangala, and acting on documents were tabled and studied recommendations in the External Evaluation Report on the Project 2002-2005, it was agreed which signatures were appended. To to extend the cooperation with the District and facilitateand refined preparatory by both partieswork followingrelevant embark on a Second Phase of the project. In documents availed to the consultant the extension the aim was to act on some of which included previous evaluation the recommendations given and strive towards reports, Project document for the Second self-reliance of the FALP in the district after the Phase Extension, FAL Training Plan for withdrawal of the ICEIDA support at the end of BMUs, Minutes of Project Supervisory 2010. Committee Meetings and all pertaining 4141 The second phase involved the introduction Project Progress Reports. of the sector specific literacy intervention. • Rapid Documentary Review. The This was developed as a joint effort through EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
Consultant was been able to review the Proposed methods and tools of data collection various project documents and records By and large, we propose to use mainly qualitative so as to obtain information relevant for data collection tools. Below is an information log the study as well as identify information that shows the types of information required and methods/tools to be used: instruments. This process is ongoing and willgaps inform for firming the evaluation up the at fieldthe different survey stages.
A table showing the methodology Matrix Outcome Mapping Outcome Document reviews FGDs KIIs voice Photography recordings Consultative meetings Analytical Harvard tool Review Case Studies Appreciative inquiry
Demographics and samples X X X FALP Achievements and X X X X X relevance
FAL and impact on Livelihoods X X X X X X X Critical stories of Changes and X X X X X testimonies Learning Outcomes X X X X X X Gender analysis X X Stakeholder Perceptions & X X X analysis Sustainability measures X X X X X X
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DATA COLLECTION INSTRUMENTS
SUB COUNTY FOCAL PERSONS – CDO/CDA 1. How has the program contributed towards project’s goal? 2. What change has the project caused 3. How does the project relate to national plans and policies? 4. Did the project achieve the targeted number of outputs i.e. number of learners etc? 5. Were inputs (supplies, services, costs) in these interventions compatible with expected outcomes (was there a sound basis for the program design)? 6. Was the selection of the instructors correct and appropriate? 7. To what extent was the planned project activities implemented? 8. Where there any deviations made in planed activities and why? 9. Were the comments and recommendations made by the comparative study incorporated in the implementation of FAL in Kalangala? 10. How were the deviations and challenges overcome? 11. What factors could have led to the success of the project 12. What could be done to improve the future design of similar FALP and FALP in BMU 13. BMU face regarding What difficulties (administrative, operational, financial, social etc) did the FALP and FALP in o Learning process o Recruitment of learners o Attendance and the learning cycle o Financing the project o Monitoring and reporting on implementation
14. What actions where taken to overcome them and by whom 15. FALP in BMU project? 16. HowWere were there they any overcome?specific policy problems during supervision and monitoring of the FALP and 17. Is FALP and or FAL in BMU incorporated in the district and sub county development/rolling plan? 18. and do you have a monitoring schedule? 19. PracticallyHow is the suggestsupervision how and supervision monitoring and undertaken monitoring by has your improved office? theWhat learning is the frequencyprocess and learning outcomes. 20. Comment on the following:- • Selection criteria of the learners • Training of the FALP instructors • Learning materials for the FALP learners • Content of the curriculum • Venue of the training • Duration of the training • Timing of the learning periods • Progression/examinations and examining the competencies in literacy, numeracy and functionality • Follow up of the learners 21. 22. What lessons have been learnt as a result of implementing FALP and FAL in BMU? 43 What factors influenced the success of the programme in Kalangala 43
Project stakeholders – Chief and LC III EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
1. How well has the FALP performed? What could have been done better 2. What roles did you play in the FALP project and what factors in your opinion has led to achieving the FALP objectives? 3. What roles did it fail to accomplish and why? 4. What could have been done better to improve its implementation? 5. Comment on the following:- • Selection criteria of the instructors • Training of the FALP instructors • Learning materials for the FALP learners • Content of the curriculum • Venue of the training • Duration of the training • Timing of the learning periods • Examinations and examining the competencies in literacy, numeracy and functionality • Follow up of the learners • Village FAL committees 6. Is FALP incorporated in the district and sub county development/rolling plan? 7. What collaboration exists between FALP and other programmes like NAADS etc? 8. and do you have a monitoring schedule? 9. PracticallyHow is the suggestsupervision how and supervision monitoring and undertaken monitoring by has your improved office? theWhat learning is the frequencyprocess and learning outcomes.
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BMU Management/ Leadership • What development problems/constraints were experienced by BMUs before the introduction of FALP? • What changes/ differences has FALP made at the BMU? • What other factors (cultural, economic, geographic, institutional and political factors)might have contributed to these changes? • Who were the main actors in your area with regard to FALP (Learners, Instructors, others)? • What was the role of BMU Leadership and Management in the FALP? • How effectively was this role played? • What challenges did you meet in supporting the FALP? • What measures did you take to address the challenges as a BMU? • What were the main strengths of the FALP? • What were the main weaknesses? • • support?What were the main benefits/ results and for whom? • What islessons the likelihood have been that learnt the benefits from this delivered experience by FALP (FALP will for carry BMUs)? on after withdrawal of ICEIDA •
Comment on the following (1- 5 Scale) rating: 1=Very Poor, 2=Poor, 3=Good, 4=Very Good, o Learning environment 5=Excellent) : o Instructors o Content o Learning materials o Learning assessment o Results of gaining literacy skills o Improvement in the management and economic activities at the beaches N.B Consultation with ICEIDA and the relevant Kalangala District staff will guide the selection of the BMUs to be met. However, BMUs to be met will be representative enough to allow conclusions and recommendations about FALP and BMUs .
Checklist for FAL BMU Facilitators 1. How were you selected? 2. What training have you undergone as BMU FAL instructor? Ask a. Who trained you? b. What was the content? c. What was the duration? d. Who trained you? e. What materials have you received to assist you in the facilitation of FAL in BMUs? f. What is the learning methodology that you use in the instruction g. Are all necessary equipment/supplies present for you as instructors h. Do you have a follow up of the learners at the BMU? 3. To what extent was the planned FAL in BMUs activities been implemented? 4. What do you think is successful about FAL in BMU and why 5. What was not successful and why 6.
What collaboration exist between FAL instructors in gazetted landings and fisheries staff 4545 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
INSTRUCTORS
1. How were you selected? 2. What training have you undergone as instructor? Ask o Who trained you? o What was the content? o What was the duration? o Who trained you? o What materials have you received to assist you in the facilitation of the adult learning? o What is the learning methodology that you use in the instruction o Are all necessary equipment/supplies present for you as instructors o Do you have a follow up of the learners? 3. To what extent was the planned FALP activities implemented? 4. To what extent were the tools received from the district and Ministry used? 5. What do you think is successful about FALP and why 6. What was not successful and why 7. How will the activities continue if funding stopped? 8. What impact has FALP created to the learners and the community at large 9. What could be done to improve the impact of similar projects? 10. What was the relevance of the training? 11. What kind of reports do you make and for whom? 12. What is the SWOT of FAL? 13. What lessons have you learnt from your experience? 14. 15. Make suggestion for the future to improve on delivery of FALP What specific challenges have you faced in the implementation of FALP? 16. What is the impact of the radio programme on the delivery / effectiveness of the FALP in Kalangala- probe for learners’, instructors’ participation in the radio program (magnitude and quality)
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learners gROUP dISSCUSSIONS
1. When and how did you enrol for FALP? 2. How many times do you attend FALP sessions and where? 3. Who are the trainers and where do you learn from? 4. From the learning, what have you found most useful and why? 5. What is not useful and why? 6. What could have been done differently to improve the adult learning? 7. What change has this FALP brought in the community; probe for • Women participation in decision making roles . at home, . within the community, . improved businesses • male involvement • health seeking behaviour especially with HIV AIDS prevention, care, support • Acquisition and utilisation of literacy skills • Access to other opportunities and resources like those of NAADS etc.
8. Comment on the following: • Venue • Learning materials (availability and relevance) • Book boxes • Methods of instruction • Venue • Timing of the learning • Progression/competence tests • Learner participation • Village literacy committees 10. What factors hinder the participation of men and to lesser extent women in FALP?
11. Comment on the learning environment in terms of the following:
• Do learners feel that their ideas and suggestions are valued
• Mistakes and failures are considered important by everyone for learning and not as shameful
• All the key stakeholders involved in project implementation communicate openly and regularly
• Project implementers, including primary stakeholders, regularly and informally discuss project progress, relationships and how to improve actions
• Instructors listen carefully to learners and consciously seek solutions together
• During regular meetings and learning sessions, time is set aside for discussing mistakes and learning lessons
• The question ‘why is this happening’ appears often in discussions and learning meetings • What is the impact of the radio programme on the delivery / effectiveness of the FALP in 47 Kalangala- probe for learners’, instructors’ participation in the radio program (magnitude 47 and quality) EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
BMU Learners
1. When and how did you enrol for FAL? 2. How many times do you attend FAL sessions and where? 3. Who are the trainers and where do you learn from? 4. From the learning, what have you found most useful and why? 5. What is not useful and why? 6. What could have been done differently to improve the FAL at the BMU? 7. What change has this FAL brought at the BMU? probe for • Fish handling and quality assurance • • Management of affairs at the BMU • GeneralBusiness livelihood skills and activities fisheries ofco-management the BMU members
BMUa) A ssemblyAre you (non aware and of the po existencetential of le FALarners at the BMU?) b) What could be some of reasons why you are not participating in it? c) What could be some of your learning needs at the BMU? d) Are you aware of the CBS broadcast programme on FAL? If so, what have you exactly heard? What time is it broadcast? Did you know the presenter or whoever hosts that programme on CBS? How useful was the radio programme? e) Could you suggest why some people may drop out of the FAL at the BMU? f) What suggestions do you have to improve FAL in BMU in future
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NON LEARNERS AND POTENTIAL BENEFICIARIES a) Are you aware of the existence of FALP in this community? b) Why are you not participating in it? c) What are some of your learning needs? Probe for the women, men, PWDs, elderly etc d) Are you aware of the CBS broadcast programme on FALP? If so, what have you exactly heard? What time is it broadcast? Did you know the presenter or whoever hosts that programme on CBS? How useful was the radio programme? e) Could you suggest why some people may drop out of the FALP programme? f) What suggestions do you have to improve FALP in future
PROJECT implementers, managers and supervisors (ICEIDA, MoGLSD, MoFEPD, DFR etc) a) What has been the relevance of FALP in terms of achieving the SDIP, or natural resources co – management overall NDP objectives? b) What do you see as areas of future cooperation/ feasibility of future support in case the support is to continue? c) d) FALPAre ther in BMU?e any specific lessons learnt from the programme e) AnyWhat lessons do you learnt think frhasom contribut your perspectiveed to the ofefficiency understanding and effectiveness FALP and orof FALP andin BMU? or f) Suggest the possible way forward on support to Kalangala FALP g) Do you have any specific suggestions for the continuity of the benefits of FALP and how exit can be made? h) What do you consider as possible areas of collaboration and strengthening with GoU) in future in relation to FALP (MoFPED, MoGLSD, MoLG)
KAFIA management
• How has KAFIA management supported the instructors in facilitating FAL at different levels in Kalangala? • What kind of support is provided? • How does KAFIA management intend to continue with FAL activities in Kalangala beyond the support coming from ICEIDA and other sources? • What management challenges has KAFIA faced? • How has it overcome these challenges?
4949 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
FALp PARTNERS – (MUK, UGAADEN, LiTnet, LABE, ULALA) . How do you collaborate in the FALP in Kalangal with District and sub counties under focus? . Comment on the following in terms of the FALP . Content . Selection of instructors . Training of instructors . Venue and timing of the teaching of learners . Methodology used by the instructors . Development of curriculum . Progression . Follow up of learners . Comment on the level and quality of collaboration as regards to the FALP Kalangala
. What suggestions do you offer for future FAL programming
TEAM LEVEL OF EFFORT
Consultant Task Contact Overall team leader and conducting key informant Mubarak Mabuya 0772-381869/0701381869 interviews in Kampala, report compilation Conducting Field interviews in Kalangala, contribute to report Robert Odedo 0772-402145/0703849567 writing and dissemination workshop
Conducting Field interviews in Kalangala, contribute to report Henry Emoi Gidudu 0772-621614/0702-621614 writing and dissemination workshop
5050 EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
EXTERNAL EVALUATION FIELDWORK PLAN
Date Activity Who Remarks Monday 14th Travel to Kalangala Consultants March 2011 Tuesday Consultants, FAL Entry conference/ 15th March Coordinator, DCDO based on the realities on the meeting and ICEIDA staff groundHarmonised field programme Consultants, ICEIDA 11.00AM Meet the CAO and FAL Coordinator Explain evaluation objectives in Kalangala Meet the LC V 11.30AM As above As above Chairperson Meet Secretary for 12.00PM Gender and Social As above As above services 12.30PM Meet the RDC As above Meeting with Establish sectoral linkages with 2.00PM Consultants Departmental heads FAL 4.00PM Meet FAL Coordinator Consultant
Wednesday 1 Consultant and FAL Travel to Bufumira Meet 5 FAL Classes in Bufumira 16th March Coordinator Meet 3 FAL classes + I model Kyamuswa Consultant and CDO Village Bubeke Meet 1 model Village Meet Sub County Chief, LC and BMU chairperson in all the above Thursday 1 consultant and Travel to Mugoye Meet 7 FAL classes in Mugoye 17th March CDO Have an FGD with FAL instructors (12) Travel to Bujumba Consultant and CDO Meet 5 FAL classes in Bujumba Have an GD with instructors (12) FGD with Non learners In all sub counties s/c Chief, LC and BMU Chairperson will be met Friday 18th Kalangala Town Consultant and FAL Meet 2 FAL Classes March council Coordinator Meet with KAFIA executives and Consultant members Consultant Meet with NGO Forum Special interest groups e.g. Consultant women, youth, PWDs 51 Consultant and FAL 51 Coordinator Exit Conference/Debriefing EXTERNAL EVALUATION OF ICEIDA SUPPORT TO THE IMPLEMENTATION OF FALP IN KALANGALA DISTRICT
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ICELANDIC INTERNATIONAL DEVELOPMENT AGENCY UGANDA KALANGALA LOCAL GOVERNMENT P.O. Box 18-B Akii-Bua Road Nakasero P.O. Box Tel: +256 414 230 984 Tel: Fax: +256 414 341 079 Fax: Email: [email protected] Email: www.iceida.is www.