Assessment of the Effects of the Abek Model on School Going Age Children in Karamoja
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Date
2024-03-21
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Uganda Christian University
Abstract
The study aimed at assessing the effect of the ABEK model on school going children in Karamoja
region. The study objectives included; to examine the best practices of the ABEK Model; to assess
the effect of the ABEK Model in regards to enrollment of school going children, to assess the effect
of the ABEK Model in regards to retention of school going children, and to assess the effect of the
ABEK Model in regards to delivery of Numeracy & literacy of school going children. The study
employed a cross-sectional research design. The sample comprised of Village ABE committee
members (18), Sub County ABE committee members (18), learners (55) and facilitators (27). These
were purposively and simple randomly selected. Data was collected through questionnaires,
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interviews and focus group discussions. Data was analyzed quantitatively through the SPSS and
thematic content analysis was used to analyze data qualitatively. Study findings revealed that the
ABEK model is key in attitudinal change towards education and schooling, and ABEK model has
equipped learners with basic life skills; these are the major best practices of the ABEK Model in
Karamoja region. Study findings also revealed that the ABEK program provides free education for
financially disadvantaged learners which encourages enrolment; and girl child enrolment has been
boosted by ABEK by over 40%; these are the major effect of the ABEK Model in regards to
enrollment of school going children in Karamoja region. Study findings further revealed that the
flexible time table encourages retention of learners by over 30%, ABEK program focus and promote
inclusive education, protect individual rights, and the program is based on stakeholder participation
where most parents are involved in monitoring their children progress, these are the major effect of
the ABEK Model in regards to retention of school going children in Karamoja region. The study
lastly revealed that the ABEK model has not taught well children how to read, write and count; the
ABEK model has not given learners knowledge of preserving milk, meat and churning yoghurt, and
the ABEK model hasn’t enabled learners to fully realize their rights including the right to education;
these are the major effect of the ABEK Model in regards to delivery of numeracy and literacy of
school going children in the Karamoja region. Basing on the above findings, it was concluded that
the ABEK model has an effect on school going children in Karamoja region. The study
recommended that the Ministry of Education and Sports in consultations with ABEK designers
should plan for modalities to open up alternative centers near ABEK learning centers. This could
take care of the needs of the children who are baby sitting and also attending ABEK classes; and
areas of further research were suggested