Assessment of the Effects of the Abek Model on School Going Age Children in Karamoja
| dc.contributor.author | Joseph Isaac Opia Onzia | |
| dc.date.accessioned | 2024-05-23T06:24:51Z | |
| dc.date.available | 2024-05-23T06:24:51Z | |
| dc.date.issued | 2024-03-21 | |
| dc.description.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, xiii 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 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11951/1284 | |
| dc.language.iso | en | |
| dc.publisher | Uganda Christian University | |
| dc.title | Assessment of the Effects of the Abek Model on School Going Age Children in Karamoja | |
| dc.type | Dissertation |