Measuring The Impact Of Literacy Projects On Rural Poor In Northern Uganda: The Case Of Rural Education Empowerment Project In Nebbi District

ABSTRACT

This qualitative study examined the impact of literacy projects on the rural poor in Northern Uganda with specific reference to the Rural Education Empowerment Project (REEP), which the Uganda Programme of Literacy for Transformation (UPLIFT) implemented in partnership with Norwegian Baha’i Office of Social and Economic Development (NorSED) from 2007 to 2009. The study considered literacy as the independent variable and the impact of the project on the rural poor as its dependent variables. It had to be undertaken because it would enhance an understanding of whether REEP generated and/or was continuing to generate the intended effects; help promote accountability in the allocation of resources across public programmes; and expose what works, what does not, and how measured changes in well-being on the people in Nebbi are attributable to it. Drawing from data collected through qualitative methods immersed in an interpretive paradigm and case study design, the study revealed that REEP activities: (i) were relevant and largely achieved the objectives of the project; (ii) utilized the least costly inputs to realize the project objectives; and (iii) positively impacted the environment and the local population in Nebbi district. It however, revealed that the sustainability of the benefits accruing from REEP was questionable. The study concluded that whereas the activities were able to contribute towards the realization of the set objectives of the project using the least costly inputs; there was very little to guarantee the sustainability of the benefits accruing from it. It recommended that future efforts should be directed towards adopting a results-based project monitoring and evaluation mechanism so as to track not just inputs and outputs but also the project outcomes, impact and sustainability.