Assessing
and Analyzing Complementary and Nonformal Education
Uganda
July – September 2002
 Uganda
has committed to providing universal primary education
to children within the formal and informal education system.
A variety of alternative and/or nonformal programs have
been established to provide education to those hardest
to reach. Uganda’s efforts have targeted children
in poverty stricken and unstable home environments, those
in rural areas where schools are inaccessible, girls, and
those who perceive few benefits in attending school.
BEPS
was engaged to assist Uganda by estimating the cost of
complementary basic education
programs, and to help
assess if they were to be expanded and incorporated into
the government of Uganda’s universal primary education
policy. Five alternative education programs were examined:
Mumbende Nonformal Education; Complementary Opportunity
for Primary Education (COPE); CHANCE; Alternative Basic
Education for Karamoja (ABEK); and BEUPA. The BEPS assessment
involved meetings with USAID staff, extensive research,
site visits, and personal interviews with a number of stakeholders.
Alternative
education program component costs were estimated and compared
to formal system unit costs using eight different
criteria: instructor salaries, teacher training, texts
and learning materials, community development, supervision
and monitoring, management, classrooms and land, and initial
and start-up costs. Budgetary impact and student opportunity
costs, as well as community benefits, were also identified
and compared. The resulting projections of the BEPS assessment
were then provided to the government of Uganda to guide
the design of budgets that will best meet educational needs.
Resources
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