Denis Kangere Asiimwe

Table of Contents EXECUTIVE SUMMARY..............................................................................................................................................................v 1.0 INTRODUCTION ......................................................................................................................................................... 1 1.1 Context of Karamoja Region ......................................................................................................... 1 1.2 Improved Livelihoods Security through Provision of Vocational Skills Project............................ 2 2.0 METHODOLOGY......................................................................................................................................................... 3 2.1 Sample and Design ........................................................................................................................ 3 2.2 Scope of Work ............................................................................................................................... 3 2.3 Data collection .............................................................................................................................. 4 2.3.1 Beneficiaries Questionnaire .................................................................................................. 4 2.3.2 Focus Group Discussion Checklist ......................................................................................... 4 2.3.3 Key Informant Interviews...................................................................................................... 5 2.4 3.0 Data entry and analysis ................................................................................................................. 5 SURVEY FINDINGS ..................................................................................................................................................... 5 3.1 Beneficiary Demographics ........................................................................................................... 6 3.1.1 Socio‐Economic Outlook ....................................................................................................... 6 3.1.2 Access and Use of Social Services ....................................................................................... 12 3.1.3 Access to Skills for Improved Livelihood ............................................................................. 16 3.1.4 Utilisation of Skills for Income Generating Activities .......................................................... 18 3.1.5 Provision of Vocational and Non‐Formal Education ................................................................ 21 3.2 Beneficiary Reflections on Project .............................................................................................. 22 3.3 Reflections on Project Implementation ...................................................................................... 24 3.3.1 Project Implementers ......................................................................................................... 24 3.3.2 Issues Emerging from VST/FAL Project Stakeholders Meeting ........................................... 26 i|Page 3.3.4 4.0 Synthesis of Findings and Project Indicators ...................................................................... 28 CONCLUSIONS AND RECOMMENDATIONS ................................................................................................................37 4.1 Conclusions ................................................................................................................................ 37 4.2 Recommendations ..................................................................................................................... 38 APPENDICES ...........................................................................................................................................................................41 Appendix 1: Terms of Reference .....................................................................................................................................42 Appendix 2: Baseline Survey Tool ...................................................................................................................................45 Appendix3: List of Reference Material ...............................................................................................................................88 ii | P a g e Acknowledgements This survey was made possible with the support of CWU Head Office and the project implementing partner KADP. Technical assistance for this study was obtained from CWU Programme Support Unit (PSU) iii | P a g e advisors and field mobilisation by Mr. James Kodet/KADP. Abbreviations ARV Antiretroviral BCC Behavioural Change Communication CAHWs Community Animal Health Workers CWW Concern Worldwide CWU Concern Worldwide Uganda FAL Functional Adult Literacy FGDs Focus Group Discussions GAM Global Acute Malnutrition IGAs Income Generating Activities HPPP Harmonious Participatory Planning Process KADP Karamoja Agro ‐Pastoral Development Programme MDGs Millennium Development Goals MFIs Micro‐Finance Institutions NAADS National Agricultural Advisory Services PFS Patoralists Field Schools PSU Program Support Unit SAM Severe Acute Malnutrition VCT Voluntary Counselling and Testing VLSA Village Local Savings Associations VST Vocational Skills Training WFP World Food Programme iv | P a g e EXECUTIVE SUMMARY Background This report presents the findings of the baseline survey of the Improved Livelihoods Security through provision of Vocational Skills Project in Moroto and Nakapiripirit districts. The purpose of this exercise was to undertake a gender sensitive, project goal and expected result related baseline survey in the relevant stated sub‐counties in Moroto and Nakapiripirit districts. The survey conducted amongst the project’s beneficiaries sought to provide gender disintegrated baseline information representing socio‐economic, cultural and political facts and figures collected. The survey employed a longitudinal design with a fairly large sample of about 25% of the target beneficiaries to guarantee a reliable size for the future monitoring studies while not compromising benefits of the longitudinal approach. The main findings are summarised in the following categories namely, socio‐economic demographics, access and use of social services; access to skills for improved livelihood; utilisation of skills for IGAs; and provision of vocational and non formal education. Socio‐Economic Outlook The survey covered a total of one hundred and ninety six (196) respondents. The composition by gender was 65% females and 35 % males. The largest proportion (35%) of respondents were in the (26‐35) age category with women accounting for 63% and men 37% .Majority (34%) of the respondent(female 74% and men 26%) belonged to cereal bank groups. The nutrition programme, women’s goat groups, Community Animal Health Workers (CAHWs) and Peace groups accounted for 26%, 19%, 17% and 4% of the respondents’ respectively. The survey revealed that 94% of the respondents (64% women and 36% men) lived in huts while the remaining 6% of the respondents lived in semi‐detached houses and tents. The largest (37%) category of respondents (55% women and 45% men) was found to have (8‐10) people in their household. With regard to ownership of land 68% of the respondents (57% women and 43% men) disclosed that they owned land. Where land was not owned, the women were found to be in a more dire situation than men as their gender distribution was 92% women and 8% men respectively. v|Page Access and Use of Social Services: On access to vocational education/training, 45% of the respondents (66%female and 34% male) reported having never received any such training. Only 9% of the respondents (39% female and 61% male) disclosed having received vocational training. The survey revealed that 56% of the respondents all of school going age (60% female and 40% male) were not currently in school. Only 5% were in school at the time of the survey. With regard to distance to primary schools, 28% of the respondents (72%females and 28% males) revealed that the nearest primary school was (1‐5) km. 47% of the respondents (69%females and 31%males) disclosed that a secondary school was within 1‐5kms. 42% of the respondents (75%females and 25% males) reported that the nearest vocational school was within (1‐5) kms. Regarding access to safe water sources, 42% of the respondents (60%female and 40%male) reported the sources of water to be within 1‐5km. 70% of the respondents (64% females and 36% males) disclosed that the main source of water was the borehole.43% of the respondents were ignorant on how HIV/AIDS could be treated. The survey established that 62% of the respondents (57% female and 33% male) were involved in groups other than Cereal bank groups and women’s goat groups. The respondents were mostly found in farmer groups (33%) with 51% female and 49% male composition. Access to Skills for Improved Livelihood The survey revealed that 47%of the respondents (70% female and 30% male) did not attend non –formal training. Where no‐formal training had been received 7% of the respondents (40% female and 60% male) reported it was in the field of community animal health. With regard to access to business skills training, only 5% of the respondents (50% female and 50% male) reported having accessed them in bookkeeping specifically. The survey did not capture forms of GBV because the respondents were reluctant to divulge information on this subject. This was manifested through marked silence from respondents when it was raised. On the causes of the GBV, 70% of the respondents (56% female and 44% male) reported the effect of disputes attributed to various factors evolving to violence. Where it turned out violent, 33% of the respondents (83% female and 17% male) attributed it to the husbands. By ranking, the main reasons for the generation of the violence were child care disagreements according to 36% of vi | P a g e the respondents (75% female and 25% male). Financial resource sharing according to 27% of the respondents (53% female and 47% male) was another major contributor to the GBV. Utilisation of Skills for Income Generating Activities On engaging in alternate income generating activities (IGAs), 38% of the respondents (61%female and 39% male) revealed that there were not involved at all. Only 7% of the respondents (54% female and 46% male) indicated engagement in IGAs. The IGAs they were reported to be involved in were: building with concrete (100% male), collecting firewood (100% female) and brewing alcohol (100% female). 9% of the respondents (33% female and 67% male) revealed that they had earned between 100,000/= and 500,000/= from the IGAs in the last year. The survey team however noted that most (17%) of the respondents (46%female and 54% male) were involved in digging in their own gardens. 13 % of the respondents (73% female and 27% male) were found to be engaged in digging in someone else’s garden. 46% of the respondents (59% female and 41% male) reported to be saving portions of their income, whilst the 32% of the respondents (79% female and 21% male) did not save. This was largely attributed to spending on home consumption and no income to save. Those that saved, 40% of the respondents (60% female and 40% male) kept their savings at home and 4% of the respondents (88% female and 22% male) used the rural savings and credit associations. 23% of the respondents (69% female and 31% male) reported that they had not saved in the last year. Of those respondents who had saved only 6 % (14% women and 86% men) put away between 50,000/= and 100,000/=. Provision of Vocational and Non‐Formal Education The survey team established from the vocational desk in the Ministry of Education and Sports that vocational course were being provided through partnership with Naoi. It provided grants for the institution to support up to sixty (60) students every year. It was however reported that the collaboration was being put under review due to the failure to absorb the grants manifested by admission of ten (10) students every year. The Ministry however was in the process of constructing vocational schools in Abim, Kaboong, Moroto and Nakapiripirit at various stages. In view of the Non‐Formal Education the Ministry had developed standard vii | P a g e materials with Kyambogo University for hard to reach and hard to stay areas. The target group is on children aged between 6‐18years. This was executed through training of teachers’ country wide in language, mathematics, science, social studies, religious, music dance and drama, physical, art and crafts education. The survey team reviewed the Ministry of Local Government policy statements for the Financial Years 2008/09 to 2010/11 and obtained that the two districts had been allocated money towards FAL programmes. Analysis of the data revealed that the grant performance to the two districts had been at between 95% and 100%. It was noted that Moroto would receive less than half in the current financial year than it received in the FY 2009/10. Conclusions 1. Concern Nutrition Programme accounted for 26% of the respondents who are all women. The interventions with this group were bound to pose an implementation challenge especially with regard to retention and/ or sustaining the project beneficiaries, the mothers. The point of reflection would be after the children have obtained the malnourishment relief what would be the incentive for the mothers’ to continue participating on the programme at the expense of their other livelihood activities. Although some mothers felt the need to come back either due to child malnourishment recurring or interest in acquiring FAL skills. The sustainability of this project component will continue to pose serious design reflections and therefore requires a solution. 2. It emerges from the survey focus group discussions that the project needs to consider the replication principle in its implementation. Project activities (e.g. FAL centres and tools distribution) have largely been restricted to selected parishes. This has been a contributor to some forms of insecurity like theft of ox‐ploughs which will impact on the project results. 3. There seems to be a concerted effort in integrating cross cutting issues from the implementation data obtained, however it appears these are one off events. Mainstreaming crosscutting issues is an on‐going intervention which was not observed during the course of the survey at for instance the KADP out‐posts. viii | P a g e 4. Project log frame observation: It is notable that most of the verifiable indicators therein do not specifically give values of expected results as provided for in the project document. This will be essential in keeping track of project progress. Recommendations 1. In view of the FAL component of the Nutrition programme in Nakapiripirit since it provides the challenge of beneficiaries’ retention, it will be important for the project implementation team to consider bringing on board the cultural leadership in enhancing retention. This will tap into the strong cultural environment as a mechanism for promoting the importance of the programmes. Therefore training programmes for cultural leaders as change agents may be considered as an entry point. 2. The women reiterated that the project will have to increase the FAL centres in Moroto to mitigate insecurity related to its activities. This will require deliberate interventions on conflict resolution. 3. The men emphasised the need to consider the provision of seeds prior to the rains and provision of micro‐credit to support start‐up of IGAs. 4. With regard to scaling up of FAL centres and tools availability, KADP will have to fully engage stakeholders in trying to manage the numbers that may overwhelm their targets and therefore resources. In view of the Vocational Institutions about to start operation, there is an opportunity for collaboration in delivering the various skills. The survey established that the facility in Nakapiripirit was being considered highly to be the first to start offering services. KADP should explore a collaborative engagement with the Technical Education desk in the Ministry of Education and Sports. 5. The project implementation team will have to pay considerable attention to the aspect of mainstreaming by generating interventions that are on‐going(and resource neutral).KADP will have to make the cross cutting issues a deliberate part of every activity and develop implementation tracking indicators. ix | P a g e 1.0 INTRODUCTION This report presents findings of the Baseline Survey of the Karamoja Improved Livelihood Security through Provision of Vocational Skills Project in Moroto and Nakapiripirit districts conducted in June 2010. 1.1 Context of Karamoja Region Situated in north‐eastern Uganda in the triangle between south Sudan and Kenya, Karamoja is a semi‐arid and agro‐pastoralist region of the country comprising the five districts of Abim, Kaabong, Kotido, Moroto and Nakapiripirit. Estimated at just over 1.1 million, most of the population of Karamoja subsists through agro‐ pastoral or strictly pastoral livelihoods; few Karimojong have livelihoods that are not linked to the pastoral tradition. Even in fertile areas, Karamoja has only one annual cropping season, normally between April and September. A chronically food‐insecure region, Karamoja has been affected by consecutive years of successive shocks, including a severe drought in 2006, a combination of extended dry spell, late rains and flooding in 2007 and currently another extended dry spell with late arriving rains only in parts of the region. Unlike the rest of Uganda, the region has only one annual harvest and relies on timely rainfall to enable planting. The rains are also necessary to replenish the water supply and grazing lands for cattle in the region. The extended dryness is placing pressure on water availability in parts of the region, with reported average distance to water for livestock at four (4) kilometers. The relationship between and among the people with their neighbours depends on the availability of water and the direction and intensity of cattle raids. Unlike other Ugandans, the Karimojong who have largely been armed and have exploited this unique position to acquire and protect livestock part of which has been acquired through cattle raids among and between these communities and the neighbouring societies. This obtaining situation necessitated the Government to establish a framework to address the multi‐faceted situation in the region. 1|Page 1.2 Improved Livelihoods Security through Provision of Vocational Skills Project This project is being implemented within the wider Government framework for the region the Karamoja Integrated Disarmament and Development Programme (KIDDP). For years, government has been distributing relief food to the feminine stricken people of Karamoja. The government in its commitment to avert this appalling situation decided to employ a multiplicity of approaches and implementing partners aimed at improving food security and household incomes in Karamoja. The purpose of the KIDDP is “to develop and implement a comprehensive, coordinated and sustainable disarmament programme that enhances peace building and development in Karamoja”. The relevant programme component specifically seeks to “support the Development of Alternative Means of Livelihood for the People of Karamoja” . (2) Concern Worldwide Uganda (CWU) with support from the European Union, is implementing this project in partnership with Karamoja Agro‐pastoral Development Programme (KADP) targeting women and Karacunas (youth warriors). The project expects to promote and strengthen access and use of social services and the participation in the decision‐making of the most marginalised groups in Moroto and Nakapiripirit districts by targeting education and vocational training services in line with local authorities’ priorities. The project will deliver training in vocational skills that covers crop husbandry, animal husbandry and business skills linked to functional adult literacy in Lotome, Katikekire and Lorengedwat sub counties in Moroto, while FAL training will be delivered to women on the Concern Worldwide Nutrition Program in Nakapiripirit. At the end of the implementation period, it is envisaged that the project will yield the following results: i. The women and the karachunas of Moroto and Nakapiriprit districts have adequate skills to enable them to participate in the development process and make informed decisions on how to improve their livelihoods. ii. Skilled women and karachunas are able to use their acquired skills to improve their livelihood and benefit from the acquired skills. iii. Vocational skills providers in Moroto and Nakapiripirit provide effective and appropriate vocational and non formal education skills to the local communities. It is against this backdrop that this survey has been undertaken to benchmark the situation at the commencement of the project and therefore provide a basis for monitoring and evaluation of the project. 2.0 METHODOLOGY The basic approach employed in the survey was investigative. This entailed interviews with project beneficiaries, key informant interviews with project implementers and focus group discussions with the respondents. 2.1 Sample and Design The survey employed a longitudinal design with a fairly large sample of about 25% of the target beneficiaries to guarantee a reliable size for the future monitoring studies while not compromising benefits of the longitudinal approach. Considering that the study would be undertaken in predominantly pastoral communities characterised by high mobility of target respondents, a sample of 500 respondents was proposed to give adequacy and maintain a reliable sample size for monitoring purposes over the project period. 2.2 Scope of Work The survey commissioned by Concern Worldwide Uganda as prescribed by the Terms of Reference (Appendix 1) sought to generate the following outputs: ƒ Gender disintegrated baseline information representing socio‐economic, cultural and community participation facts ƒ Implications for project indicator refinement with a gender perspective. 2.3 Data collection The data collection exercise was carried out between 9th and 11th June, 2010 for Nakapiripirit District. In Moroto District, it was conducted between 10th and 12th June 2010. Data gathering was realised with the support of research assistants identified by the Concern Nakapiripirit Office and KADP in Moroto. In total fourteen (14) data collectors were utilised in the survey. They were taken through the questionnaire by the Consulting Team prior to the exercise. Resulting from the field preparations/mobilisation and other competing activities like food relief distribution, the survey managed to capture data from one hundred and ninety six (196) respondents from the originally proposed 500 respondents. This represented 39% coverage which provided a reasonable representation of the coverage. The two data collection tools employed during the survey are explained below. 2.3.1 Beneficiaries Questionnaire This questionnaire (Appendix 2) was developed with a view to obtaining data for comparison with the project indicators from the households represented by the beneficiaries. The collected information which was used to establish the gender disaggregated situation of the project beneficiaries at the commencement of the project. Data collected using this tool covered the following aspects: (i) background characteristics;(ii) household and housing characteristics; (iii) landholdings; (iv) relationships with family & kin; (v) literacy & education; (vi) economic activities; (vii) loans & savings; (viii) knowledge on health & food utilisation;(ix) group participation; (x) karachunas group dynamics and; (xi) community attitudes. 2.3.2 Focus Group Discussion Checklist The second tool (Appendix 3) utilised was a checklist of questions designed to capture issues relating to (i) knowledge about the project; (ii) relevance of project to the community’s needs; (iii) skills and knowledge acquired from the project; (iv) challenges faced by the communities, (v) how the project could better support the communities and; (vi) the gender perspectives of the project. This was applied in Lotome &Katikekile sub‐counties in Moroto district. In supplementing the FGDs the Consulting Team attended a stakeholders meeting convened by KADP. 2.3.3 Key Informant Interviews The third tool (Appendix 4) used to obtained implementation perspectives, semi structured interviews was employed to obtain information relating to: (i) relevance of project to situation on ground; (ii) technical & viability aspects; (iii) social‐cultural aspects of the project;(iv) institutional arrangements and (v) challenges in implementation. The baseline team conducted an interview with the Project Implementation Manager KADP. With regard to the project stakeholders, the team attended their meeting organised by KADP and presents the issues emerging there from. 2.4 Data entry and analysis The collected data was verified, validated and analysed. Most of the questionnaires obtained from the Nakapiripirit section were partially filled having implications on analysis. The data from the survey exercise was captured an analysed using Statistical Package for Social Scientists (SPSS). 3.0 SURVEY FINDINGS This section presents results from the survey covering a total of one hundred and ninety six (196) respondents on the VST/FAL programme in Moroto and mothers on the Nutrition programme in Nakapiripirit districts respectively. It further presents the beneficiaries perspectives from the on‐going implementation obtained from Focus Group discussions. The last part of this section explores the perspectives from the project implementers together with issues emerging from the implementation stakeholders meeting. 3.1 Beneficiary Demographics In seeking to map the obtaining situation amongst project beneficiaries, the survey captured data in relation to socio‐economic characteristics (including population on less than US$1 per day), population threatened by food insecurity and the malnutrition incident rate. 3.1.1 Socio‐Economic Outlook This section reveals the demographics character of the project beneficiaries by gender. a) Distribution of Respondents by Gender The survey covered a total of one hundred and ninety six (196) respondents. The composition by gender was 65% females and 35 % males as shown in Figure 1 below. Figure1: Respondent distribution by Community Group Source: Baseline Survey, 2010. b) Distribution of Respondents by Gender and Age Category The respondents as shown in Figure 2 below were divided into five (5) age categories. The survey revealed that most (>60%) of the respondents were in the very productive age categories ranging between (16‐55) years. In all the age categories, the women were found to be more (65%) in number than men. The largest proportion of respondents (35%) were in the (26‐35) age category with women accounting for 63% and men 37% .The second most significant age category was the (36‐45) years representing 28% of the respondents(59% women and 41%men). Figure2: Respondent distribution by Gender and Age Category Source: Baseline Survey, 2010. c) Distribution of Respondents by Community Groups and Gender Figure 3 below, clearly illustrates that majority (34%) of the respondents (74% women and men 26%) belonged to cereal bank groups. The nutrition programme, women’s goat groups, Community Animal Health Workers (CAHWs) and Peace groups accounted for 26%, 19%, 17% and 4% of the respondents’ respectively. The women’s goat groups had 84% women and 16% men as members. Two group types had more or only men in their composition. CAHWs group had 12% women and 88% men in composition whilst the Peace groups had 100% composition of men. Figure 3: Respondent distribution by Community Group and Gender Source: Baseline Survey, 2010. d) Earnings The survey revealed that 23% of the respondents (67% Female and 33% Male) earned nothing from the last seasons harvest whilst only 10% of the respondents (65% Female and 35% Male) earned between 50,000 ‐ 100,000/=.Consistent with the foregoing data, only 23% of the respondents had earned in the last week preceding the survey. These included 67% were female and 33% male). 14% of the respondents (79%women and 21% men) earned less than 5,000/= a week. By implication through utilisation of their weekly earnings, they on average earned 700/= per day which translated to about US 30cents per day. This left over 80% earning less than US$1 a day. 32% of the respondents worked between 1‐4 hours a day on average whilst 29% worked for 4‐8 hours and only 6% worked for 8‐12 hours. e) Dwelling Characteristics The respondents housing situation was captured from the perspective of dwelling type, number of persons in household, materials used for building and source of energy for lighting. The survey revealed that 94% of the respondents lived in huts while the remaining 6% of the respondents lived in semi‐detached houses and tents. 64% of the respondents living in huts were women and 36% were men. As shown in Figure 4 below, the largest (37%) category of respondents was found to have (8‐10) people in their household. 54.8% in the (8‐10) category were women and while 45.2 % were men. In all categories there were more women than men in the distribution. Figure4: Number of people in respondent’s household by Gender Source: Baseline Survey, 2010. The survey revealed that (56%) of the respondents (77% women and 23% men) lived in 1‐2 rooms/huts whilst 34% lived in 2‐4 rooms/huts. In the (2‐4) room/huts category, 52% of the respondents were women and 48% men. According to 85% of the respondents’ common source of energy for lighting was firewood. 64% of these were women and 36% men. 11% of the respondents reported usage of paraffin as a source of lighting. The gender distribution was 71% female and 29% male. f) Land ownership, holding, utilisation and decision‐making With regard to ownership of land 68% of the respondents were disclosed that they owned land and of these 57% were women while the men were 43%. The respondents who did not own land amounted to 13%. Where land was not owned, the women were more found to be in a direr situation than men as their gender distribution was 92% women and 8% men respectively. The respondents reported it was owned traditionally (44% of respondents) and by the clan (11% of the respondents) mainly. The commonest land size holding amongst was found to be (1‐2 acres) by 38.3% of the respondents. 57% of these were women while 43% were men. 13.3% of the respondents (81%female & 19% male) reported their households to own (2‐4 acres). 13 %( 48% female & 52% male) of the respondents owned (4‐6 acres) of land. With regard to utilisation of the land for cultivation, 35% of the respondents (68%female & 32%male) reported that they used the land for cultivation. 23% of the respondents disclosed non‐utilisation of the land for cultivation. The women were 67% and men 33%. On the decision to use land 39% of the respondents (51% female & 49% male) attributed decision to use land to husbands. 19% of the respondents (60% female& 40% male) disclosed that the decision to use land was vested in couples. 17% of the respondents (97% female & 3% male) reported wives as having the ability to decide on usage of land. 0.5% of the respondents attributed this role to landowners and community elders. When it came to selling land, 33%, 16%, and 14% of the respondents reported that husbands, couples and wives respectively took the decision to sell land. On whether there was conflict over ownership of land majority (49%) of the respondents (68% female & 32%male) reported there was no conflict whilst 11% of the respondents(64%female & 36%male) reported conflict within the households. Where the conflict was present it was attributed to boundary misunderstanding or ownership of land. Where the dispute turned violent as reported by 11% of the respondents, the violence was occasioned by husbands according to 3% of the respondents. On average 18.4% of the respondents reported 2‐4 disputes in a year within the household with 11% of the respondent reporting over four disputes in a year with non‐family members. g) Population Threatened by Food Insecurity The information provided here covers food consumption, ability to feed and coping mechanisms. The survey showed that (44%) of the respondents(70% female and 30% male) fed once a day. day. 28% of the respondents (56%female and 44% male) were reported to feed twice a day. Only 2% of the respondents (67% female and 33% male) were able to feed thrice a day. One (1) % of the respondents were able to feed depending on availability of food. On the ability of households to cover food need in the last year, 28% of the respondents (65% female and 35% male) households were able to meet their food needs between (1‐3) months. 13.3% of the respondents (42% female and 58% male) were able to meet their food needs between 6‐12 months. 6% of the respondents (67% female and 33% male) were able to meet their food needs between (3‐6) months. 5% of the respondents were found to be severely vulnerable because they could not meet their food needs for more than a month. The shortage in household food capacities is attributed to drought 66% of the respondents (63% female and 37% male). 3% of the respondents (100% female) disclosed that the food availability limitations were due to land shortage. Livestock water shortage, excess rain, and crop damage due to pests were cited by 6% of the respondents.3% of the respondents(100% female) revealed that oxen shortage was a contributor to the food shortage situation. As a way of coping with the food shortage challenge, 18% of the respondents (67% female and 33% male) sold productive assets to meet the food shortage in the households. 14% of the respondents (43% female and 57% male) consumed seed stock. Another 14% of the respondents (71% female and 29% male) ate fewer meals. Some respondents indicated that they supplemented the fewer meals with local brew consumption. Only 12% of the respondents (71% female and 29% male) reported eating fewer meals. 5% of the respondents (80% female and 20% male) borrowed cash to mitigate the situation. Two (2) % of the respondents (71% female and 29%male) ate less preferred food. In addition to the foregoing coping ways, 48% of the respondents (54% female and 46% male) indicated that they received food assistance in form of food relief, seeds and farming tools.30% of the respondents(55%female and 45% male) reported that they received food relief mostly from World Food Programme (WFP). h) Malnutrition Incident At the time of the survey, according to the Nutrition Surveillance System Report in Karamoja Region1, Global Acute Malnutrition (GAM) in the region increased from 9.5% (7.8%‐11.2%) to 11.8 % (9.6%‐13.9%) between December 2009 and May 2010. Severe Acute Malnutrition remained at 1.8%. In Moroto, the GAM was reported to be 14.7%, Severe Acute Malnutrition (SAM) at 3.5%, stunting at 51% and underweight at 39.2%. In Nakapiripirt, the situation was reported as GAM at 9%, SAM at 1%, stunting at 43% and underweight at 22.4%. 3.1.2 Access and Use of Social Services This section presents a picture of the respondents/beneficiaries access and use of social services and participation in the decision making processes. 1 Nutrition Surveillance System In Karamoja Region, (UNICEF/ACF) Final Report Number 002, May 2010 a) Access to Vocational Education On access to vocational education/training, 45% of the respondents (66%female and 34% male) reported having never received any such training. Only 9% of the respondents (39% female and 61% male) disclosed having received vocational training. Of those that received vocational education/training, 5% of the respondents (33% female and 67%male) received it from Non‐ Governmental Organisations (NGOs).2% of the respondents (25% female and 75% male) obtained vocational education/training from Local Government Programmes. Whilst 1.5% of the respondents (67% female and 33% male) got the vocational training from a vocational institution. Whereas 32% of the respondents (75% female and 25% male) revealed it was not easy to join vocational schools, 17% of the respondents (35% female and 65% male) found it easy to join vocational programmes. Of the valid responses, 7% of the respondents (28%female and 72% male) attributed the hindrance to insecurity.2% of the respondents (67% male and 33% female) were hindered by fees, while 2% of the respondents(100%male)could not access vocational programmes due to the distance. b) Access to Education, Health and Sanitation Services Access to education is presented in terms of current presence in school, and distance to the nearest primary school, secondary school and vocational school. It also captures distance to the nearest source of water. The survey revealed that 56% of the respondents (60% female and 40% male) were not currently in school. Only 5% were in school at the time of the survey. The respondents that were found not to be in school, 8% attributed this situation to advanced age. These included 69% women and 31% men. No fees were cited by 7% of the respondents (50%females and 50% males) as another obstacle. Herding and ignorance were also reported as obstacles to accessing education not in school by 3% and 2% of the respondents. With regard to distance to primary schools, 28% of the respondents (72%females and 28% males) revealed that the nearest primary school was (1‐5) km. While 16% of the respondents disclosed that the nearest primary school was less than one (1) kilometre away from the households. 47% of the respondents (69%females and 31%males) disclosed that a secondary school was within 1‐5kms. 42% of the respondents (75%females and 25% males) reported that the nearest vocational school was within (1‐5) kms. Regarding access to safe water sources, 42% of the respondents (60%female and 40%male) reported the sources of water to be within 1‐5km, while 27 % of the respondents reported the source being less than a kilometre. 70% of the respondents (64% females and 36% males) disclosed that the main source of water was the borehole. On knowledge of modes of transmission of HIV/AIDs, 60% of the respondents (61% female and 39%male) attributed it to sexual intercourse, and 31% of the respondents (59%females and 41% males) cited abstinence as an approach they knew to avoid HIV/AIDS. With regard to treating HIV/AIDS, 43% of the respondents were ignorant on how this could be done. This was further augmented by 40% of the respondents (58%females and 42% males) who did not have knowledge on drugs that treat HIV/AIDS. 38% of the respondents (60% female and 40% male) had knowledge on VCTs compared to 34% (70%female and 30%male)who did not have knowledge. c) Participation of Women and Youth in Decision Making Only 5% of the respondents (60% female and 40% male) were reported to be in top leadership of their groups.33% of the respondents (51% female and 49% male) indicated preference for specific gender in the leadership of these groups. 14% (36% female and 64% male) of the respondents preferred male leaders while 13%(77% female and 23% male) preferred female leadership and 2%(25% female and 75% male) preferred both(or mixed) leaders. Youth (Karachunas) Involvement in Groups The baseline team obtained information regarding the Karachunas Groups in Moroto District only. 10% of the respondents (40% female and 60% male) revealed that they were involved in farming activities, 7%(23% female and 77% male) in peace advocacy, 4%(37% female and 63% male) in animal restocking and management. Majority (44%) of the respondents (49% female and 51%male) trusted very much their group members. 46% of the respondents (47% female and 53% male) cooperated very well with their group members, where there was non‐full cooperation it was attributed to animal theft. The survey further revealed that many (23%) of the respondents (57% female and 43% male), were willing to work with group members on projects. They also expressed great desire by 47% of the respondents (44% female and 56% male) to work with the same group facilitator on future activities. 38% of the respondents (56% female and 44% male) expressed that there was “very much” tolerance towards members views. Participation in Community Activities The baseline team captured perceptions of respondents on citizenry responsibilities and participation and decision making. Close to 60% of the respondents (62% female and 38% male) had participated in community meeting in the last month. 44% of the respondents (56% female and 44% male) participated in community leadership selection many times. On currently participating in leadership 30% of the respondents (56% female and 44% male) were affirmative, while 28%(61% female and 39% male) were not. On leadership roles they were involved in currently 46% of respondents (77% female and 33% male) reported being councillors and a large number not willing to participate in leadership roles. 34% of the respondents (39% female and 61% male) were not willing to serve as leaders. Where they considered leadership the preferred service role was councillorship. Over 50% of the respondents felt their leadership was accessible.40% of the respondents (56%female and 40%male) were very satisfied with their participation in community welfare issues. 31% of the respondents(46% female and 54% ,ale) reported to be participating in the planning processes.47% of the respondents(57% female and 43% male) disclosed that crosscutting issues were being mainstreamed in the planning processes. The ranking of the issues being mainstreamed was in the following order: human rights 24 % of the respondents (58% female and 42% male); gender 6% of the respondents (27% female and 63% male); HIV/AIDS 5% of the respondents (60% female and 40% male); environmental protection3% of the respondents (33% female and 67% male); and disability 1% of the respondents (1005 male). d) Prioritisation of Education and Health Services in Local Government Plans The survey was not able to obtain the District Development Plans to enable analysis of the prioritisation of education and health services. The survey team recommends that this aspect is given the due attention during the subsequent project monitoring missions. 3.1.3 Access to Skills for Improved Livelihood The survey obtained information relating to all the indicators except those relating to (i) women and youth who received resources as a result of the project; and (ii) content of the literacy course curriculums and their effect on the women and youth. It is envisage this information will be captured during the monitoring missions. a) Literacy and Education The survey revealed that 47%of the respondents (70% female and 30% male) did not attend non –formal training. Where no‐formal training had been received 7% of the respondents (40% female and 60% male) reported it was in the field of community animal health. 45% of the respondents (66% female and 34% male) revealed that they had not received vocational training. Only 9 %( 39% female and 61% male) of the respondents had received vocational training. Where training had been provided, it was attributed to NGOs by 5% of the respondents (33% female and 67% male).2% of the respondents. a) Attendance of Literacy Courses The survey did not obtain specific data on the respondents who were attending literacy courses or the content. However, all the women attending the Concern Nutrition programme in Nakapiripirit reported attending the literacy courses at the participating health centres. Nevertheless, at the time of the survey literacy materials were in advanced stages of being developed by the project implementation team. The survey obtained information on whether the skills obtained to date had improved their livelihoods majority demonstrated that skills like improved farming methods (e.g. cross breeding) and tending to animals better had impacted on the welfare of their households through increased productivity. The majority of the respondents (76%) during survey execution had not been exposed to the contents of the literacy course curriculums. b) Business skills training ,tools, equipment for investment With regard to access to business skills training, only 5% of the respondents (50% female and 50% male) reported having accessed them in bookkeeping specifically. During the survey execution, the respondents through FGDs indicated that a limited number of the respondents had acquired tools in form of farming inputs including ox ploughs, hoes and seeds. Where they had received these they were not complete e.g. ox‐ploughs were provided without oxen therefore limiting their usage. Respondents did not reveal having received credit for the investment. The respondents however reported that of relevance to their needs, improved farming methods and animal husbandry training did not capture their dire livelihood needs immediately. Strong emphasis on the following order of skills was indicated by respondents namely; artisan, business, adult education as the most critical for improving their livelihood situations. c) Causes of Gender Based Violence(GBV) The survey did not capture forms of GBV due to social‐cultural because there was marked silence from respondents on issues of GBV. The survey team however, was able to capture data on the causes of the GBV. On the whole 70% of the respondents (56% female and 44% male) reported the effect of disputes attributed to various factors evolving to violence. Where it turned out violent, 33% of the respondents (83% female and 17% male) attributed it to the husbands. By ranking, the main reasons for the generation of the violence were child care disagreements according to 36% of the respondents (75% female and 25% male). Financial resource sharing according to 27% of the respondents (53% female and 47% male) was another major contributor to the GBV. A further 27% of the respondents (80% female and 20% male) reported land ownership as a cause of the violence. The other causes of GBV according to the respondents were bride price, alcohol and absence of income. Note: At the time the survey the survey was conducted, it was not possible to establish the women and youth who had received resources as a result of the project. It was also not established whether the content of the literacy course curriculum had an effect on the women and youth. This information will be realised during monitoring missions. 3.1.4 Utilisation of Skills for Income Generating Activities This section presents survey findings related to ability of the project beneficiaries to utilise the skills acquired to improve their livelihoods. a) Engagement in Income Generating Activities On engaging in alternate income generating activities (IGAs), 38% of the respondents (61%female and 39% male) revealed that there were not involved at all. Only 7% of the respondents (54% female and 46% male) indicated engagement in IGAs. The IGAs they were reported to be involved in were: building with concrete (100% male), collecting firewood (100% female) and brewing alcohol (100% female). 52% of the respondents(61% female and 39% male) reported that they received support for the IGAs in production improvement, savings & investment, records keeping, records keeping and animal rearing. This support they reported was from KADP and NAADS.9% of the respondents (33% female and 67% male) revealed that they had earned between 100,000/= and 500,000/= from the IGAs in the last year. b) Forms of gainful employment engaged in The survey team did not establish the number of women and karachunas who were gaining part or full time employment with government programmes. This it felt would be captured during monitoring exercises. It however, presents the situation on the core activities that contributed to their livelihood and earnings there from, production tools ownership and access to production items. The respondents were found to be engaged in the following activities: domestic chores, taking care of own animals, hunting, digging in someone else’s garden, digging in own garden, taking care of someone else’s animals, quarrying, charcoal/firewood selling, brewing alcohol and casual labour. Most (17%) respondents (46%female and 54% male) were involved in digging in their own gardens. 13 % of the respondents (73% female and 27% male) were found to be engaged in digging in someone else’s garden. Also 13% of the respondents (89% female and 11%female) were found to be engaged in brewing alcohol. 20% of the respondents (65% female and 35% male) reported having earned between 50,000/= and 100,000/= in the last year. This was attributed to digging in their own gardens as a major activity of their livelihood. Digging in someone else’s garden and brewing alcohol were cited by 27% of the respondents as major sources of livelihood. 50% of the respondents (70% female and 30% male) reported that they spent between 1‐7days in a month on their main sources of livelihood. Farming tools were found to be the most (47%) owned items by respondent (79% female and 21% male). 43% of the respondent(48% females and 52% males) were found to be owning livestock which was the second largest form of items owned. 44% of the respondents (56% female and 44% male) reported that they had access to these items.17% of the respondents(49% female and 51% male) disclosed that the husbands controlled the access to items not owned by the reposnents.11% and 5% attributed this control to wives and couples respectively. c) Availability of Savings Groups The survey sought to ascertain the earnings of the respondents, their ability to save and borrow. 46% of the respondents (59% female and 41% male) reported to be saving portions of their income, whilst the 32% of the respondents (79% female and 21% male) that did not save. This was largely attributed to spending on home consumption and no income to save. Those that saved, 40% of the respondents (60% female and 40% male) kept their savings at home and 4% of the respondents (88% female and 22% male) used the rural savings and credit associations. By implication the savings groups were available. 3% of the respondents (20% female and 80%male) saved in kind through buying household assets and animals. 23% of the respondents (69% female and 31% male) reported that they had not saved in the last year. Of those respondents who had saved only 6 % (14% women and 86% men) put away between 50,000/= and 100,000/=. 45% of the respondents (65% female and 35% male) felt that they did not have the capacity to borrow. The 19% respondents (70% female and 30% male) who could borrow cited family members and savings groups as the most preferred source of financial support. Most respondents borrowed between 10,0000 – 50,000/= and mostly for household assets, food, IGAs, personal items (mobile phones, clothes), school fees and alcohol. d) Participation in Prosperity for All development projects/programmes With regard to participation in prosperity for all programmes, the baseline team obtained information relating to employing improved farming methods as one of the key ways of establishing their participation in the programmes/projects. 40% of the respondents (58% female and 42% male) confirmed that they employed improved farming methods. 87% of them (56% female and 44% male) revealed that the form most utilised was improved seeds.2% of the respondents indicated that fertiliser usage(67% female and 33% male) and terracing(33% female and 67% male) were the other forms utilised. 7% of the respondents (64% female and 36% male) reported that the acquisition of this knowledge was attributed to training from NAADS. The survey did not establish the women and youth accessing market information and information on Local Government development programmes. This will be obtained through monitoring missions. 3.1.5 Provision of Vocational and Non‐Formal Education With regard to service provision levels for vocational and non‐formal education the survey obtained information from the relevant government department. a) Courses Provided The survey team established from the vocational desk in the Ministry of Education and Sports that vocational courses were being provided through partnership with Naoi. The courses included amongst others building skills, welding, tailoring and art craft making. It provided grants for the institution to support up to sixty (60) students every year. It was however reported that the collaboration was being put under review due to the failure to absorb the grants manifested by admission of ten (10) students every year. The Ministry however was in the process of constructing vocational schools in Abim, Kaboong, Moroto and Nakapiripirit at various stages. At the time of the survey the Ministry was in the process of establishing the stages of construction with a view to selecting one which would commence providing courses in February 2011.Interesting to note was that the Ministry had not undertaken a needs analysis to guide the courses the Government vocational institutions will offer. In view of the Non‐Formal Education the Ministry had developed standard materials with Kyambogo University for hard to reach and hard to stay areas. The target group is on children aged between 6‐18years. This was executed through training of teachers’ country wide in language, mathematic, science, social studies, religious, music dance and drama, physical, art and crafts education. The teachers were in addition tutored in the philosophy of non‐formal education. Arising from this training the teachers were to return to their respective districts to undertake their teaching roles in the community. The Ministry reported that this effort was strongly grounded in community participation including identification of teachers (who are usually P7 graduates) to be trained and also monitoring them since the learning was done in local languages. b) Proportion of Communities Accessing Vocational and Non‐Formal Education The survey could not establish the proportions of communities accessing vocational and non‐ formal education in the project area. It however established from the Ministry of Education and Sports that at the National level the proportion was estimated at 20% of the population. c) Allocation of Government Resource The survey team reviewed the Ministry of Local Government policy statements for the Financial Years 2008/09 to 2010/11 and obtained that the two districts had been allocated money towards FAL programmes. Analysis of the data revealed that the grant performance to the two districts had been at between 95% and 100%.It was noted that Moroto would receive less than half in the current financial year than it received in the FY 2009/10.Information regarding grant allocation to the districts for vocational education was not readily available. 3.2 Beneficiary Reflections on Project Considering that the baseline was conducted with the project already under implementation, the survey team sought to obtain preliminary execution reflections. This particular task involved having discussions with groups of women and men in selected sub counties namely Katikekile (10female and 20male) and Lotome (20female and 15male) in Moroto district. These were conducted with gender and cultural considerations and the findings are presented on knowledge about the project, relevance of project to community needs; skills and knowledge acquired; challenges faced by the communities, improvement of the project and gender considerations. a) Knowledge about the project In Katikekile, the women said that the project was involved in providing them with crop husbandry skills, while with the men; it gave them knowledge on crop husbandry management coupled with soil & water conservation. Other areas the project covered included care for animal, water infrastructure management (e.g. small borehole repairs).In Lotome, the women had learnt about the project through their VLSA and posited that the project focused on business and agriculture. The men expressed that the project supported development through provision of farming inputs and provision of knowledge on planting seeds and weeding. b) Relevance of project to the community’s needs In Katikekile the women felt strongly it was relevant to their needs because prominently, “Karachunas are getting involved in non raiding activities and we are now able to meet and sit with men”. The men were in consonance with the women because as they said, “we appreciate that VST includes FAL which will help us to read and write.” “We feel that it’s helping us but disarmament is disturbing e.g. soldiers loot our money, property like goats received from NAADS.”In the case of Lotome, both women and men felt it was relevant to their needs because “because some seeds were extinct in our community, e.g. we no longer had ground nuts and now we have them because of the project.” “Our attendance at today’s event reflects the interest in the programme and its contribution to the community.” c) Skills and knowledge acquired from the project In Katikekile, the women posited that: “we have been given skills on how to control soil erosion yet before we didn’t have modern knowledge, we were using terraces and they were not good and the soil would be washed away by running water, now we are able to do the terracing that can effectively control running water.” The men said: “we are now can care for our animals in two ways preventively & curatively.”In Lotome, both women and men resoundingly emphasised that they had learnt how to plant by sow cropping as an alternative means to our traditional broadcasting method. d) Challenges faced by the communities The main challenge cited in Katikekile by both women and men was animal insecurity, livestock diseases and pests. In Lotome, the main challenge for the women was “ox ploughs without oxen” while the men prominently emphasised the need for start‐up capital for IGAs. e) How the project could better support the communities The Katikekile women felt that the project should strengthen groups by supporting them to undertake IGA activities, while the men felt there was a need to increase the coverage of FAL centres to have greater impact on the communises welfare transformation.The Lotome women felt the project should consider increasing the coverage of project activities to mitigate insecurity through theft of productive assets. The men urged the project to provide seeds early enough to guard against the drought cycles (preferably in February). 3.3 Reflections on Project Implementation This section is presented in essentially two‐fold namely, issues emerging from interviews with the project implementation team and the stakeholders meeting which the baseline team attended. This information was intended to provide the various perspectives emerging during the on‐going project implementation process. 3.3.1 Project Implementers 1. Addressing the real Issue(consistency of the intervention) The project implementers informed the baseline team that the project activities were consistent with and providing appropriate solutions to the community needs. The team established that the main issues identified that motivated interventions were: school drop outs (where applicable); the need for literacy /functional skills; vulnerability of karachunas as a result of disarmament; and women and child headed families. The interventions therefore, beyond provision of training, were providing backstopping support to the beneficiaries. 2. Technical‐analytical aspects (economic viability, ecological sustainability) The baseline team essentially sought to establish whether it was possible for the project to realise the required mass effect. It was informed that to this effect it was being implemented in ten parishes. On the issue of the sustainability of the subsidies (e.g. ox ploughs, seeds), the team learnt that the project had an exit strategy to the effect of providing through crop husbandry training and through intervening “software” like markets, MFIs, leadership and establishment of multi‐purpose stores. Regarding the subsidiarity principle, the team learnt that the interventions had a capacity to be replicated since it was already on‐going as evidenced by other implementing agencies borrowing from the KADP experience of implementing through VLSAs. The baseline team observed that this may not have the mass effect because as had been raised from the FGDs, due to the limited coverage even the obtaining interventions were being threatened by potential security threats from non participating areas through theft. Regarding the subsidiarity principle, there was no immediate evidence to showcase the possibility. Therefore need to emphasise its importance since in the FGDs it had emerged as a critical issue requiring attention in view of FAL centres. 3. Socio‐cultural aspects (target group & gender orientation, participation) In line with the socio‐cultural aspects, the team sought to establish (i) the ability of the beneficiaries to accept the “offer” of the intervener/implementer and (ii) measures put in place to adjust to fit special conditions of different groups. The baseline team learnt that in responding to the call of the intervener/implementer the communities had expressed reluctance to a certain extent especially evidenced by the expectation of cash handouts. It further observed that special adjustments had been put in place to cater for special conditions. This was evidenced through the presence of KADP field offices whose main role was community mobilisation. This enabled the implementation team to provide interventions which were not parallel to the community’s schedules. 4. Institutional aspects (implementation agencies involved) The baseline team sought to establish in this regard the other implementing agencies, the adequacy of their setup on the ground. The baseline team was able to find that their existed a network (though not very solid) from the district to the grass root level. The emphasis was to work with existing structures at the sub‐ county through the Harmonious Participatory Planning Processes (HPPP). 5. Challenges In implementing the project so far the following emerged as issues that will need to be addressed if the project results will be realised: i. Communities expect sub‐county/ parish wide interventions ii. Clashes between communities resulting from the disequilibrium provided by the limited coverage by the project as a result of contact and networking with beneficiaries iii. Capacity to retain staff at KADP in terms of remuneration may affect the project’s flow, they felt the obtaining conditions amounted to “self suicide” iv. The need to address the transport issue for the implementation team. 3.3.2 Issues Emerging from VST/FAL Project Stakeholders Meeting This meeting was organised by KADP and brought together various agencies ranging from Local Government, Research, Private Sector, Vocational Institutions and NGOs. The meeting sought to bring members abreast with the state of event s since commencement of implementation. The project overview was provided to capture the target groups; the nature of support (VST/FAL), the implementation approach employed inter alia PFS vs FFS. The implementation challenges cited in the meeting included: ¾ On‐going drought may affect project interventions through poor yields (e.g. demonstration plots may be affected) ¾ Insecurity ¾ Competing programmes(e.g. provision of food relief) ¾ Need to reflect on the need to facilitate FAL instructors In trying to redress the obtain situation, the stakeholders resolved to: ¾ Document the roles of each implementing partner (especially that there were new ones onboard e.g. SEAL) to minimise duplication ¾ CMDRR should be revitalised ¾ Close networking and information flow to enhance effectiveness and efficiency of interventions ¾ Business skills training should give strong consideration to incorporating rural agricultural input stockists 3.3.4 Synthesis of Findings and Project Indicators This section revisits the appropriateness of the previously set performance indicators in view of the survey findings. Clearly from the project log frame, the indicators provided, largely did not provide for performance targets. Targets are being proposed based on survey findings and focus group discussions. Expected Result Objectively Verifiable per project document) Indicators(as Observations data from survey Proposed Notes regarding Indicators Performance attainment Targets 1. The women and karachunas of Moroto and Nakapiripirit districts have adequate skills to enable them to participate in the development process and make informed decisions on how to improve 28 | P a g e 1st 2nd 3rd year year year their livelihoods. i. Number of women and ƒ 61% of the 20% 50% 100% i. Targets are being karachunas attending non‐ respondents proposed given that formal and vocational training reported inability to the course read write or count already at all. implementation ƒ 53% had never experienced formal ii. project is under It is envisaged that the 1st year will training whilst 47% involve substantive indicated having not mobilisation received any non – various formal training explaining for activities the conservative targets. iii. The targets performance could be revised after the 1st year evaluation iv. There is need to specifically outline the areas in non‐ formal training and vocational education training that will be carried out to facilitate tracking of activities and relevance of interventions ii. Number of women attending ƒ Respondents on literacy courses at Concern Concern supported health centres in health centres were Nakapiripirit 25% ƒ 30% 80% 100% 20% 70% 100% ‐do‐ supported 61% of respondents cannot read and write iii. Number of individual women i. Objective (iii) & (iv) and karachunas/groups who could be merged to receive take stock of the skills targeted business training and resource inputs investment(tools equipment, i.e.(tools, equipment access to credit) etc) the business skills aspect could be catered for by objective (i). ii. Considering their will be skills transfer activities going on it would be appropriate to have these inputs provided significantly in the 2nd year iii. Need to break them down by interest group and specific skills iv. ƒ Number of individual women Merge with (iii) above and karachunas/groups who receive resources as a result of the project(tools,equipment,acces s to credit) v. KAPB surveys ensures gender, ƒ 47% felt HIV &AIDS, human rights and crosscutting democracy were course indicate issues curriculums positive inform and change among target groups at mid the issuers being They issues placed 70% 100% ƒ Results show that there ground is a good amongst respondents mainstreamed ƒ 50% the being justify the targets to and end of project mainstreamed in the following order: human rights, gender, HIV/AIDS, environmental protection and disability. vi. Evidence of a reduction in ƒ gender based violence Violence was attributed 10% 30% 50% ƒ to The violence could be attributed to husbands largely and livelihood the main cause being therefore it would child land be and evaluate care, ownership financial resource issues, reasonable to this component after the sharing project has been implemented since most activities will inadvertently lead to mitigating its occurrence 2. Skilled women and karachunas are able to use their i. Number of karachunas engaging women or in an and ƒ 78% of respondents groups reported that they income were not involved in 20% 50% 100% ƒ Targets are set in view of OVI (i) of acquired skills to generating activity as a result improve of the project inputs livelihood their IGAs expected result 1. and benefit from the acquired skills ii. Number of women 20% and 40% 60% karachunas who gain part or fulltime employment specifically through KIDDP,NUREP and PRDP iii. ƒ Number of graduates(women Relevance of this and karachunas) registered indicator may need with relevant local authorities to be qualified, since this could attained be through OVI (ii) iv. Number of project ƒ 46% of the 40% 60% 100% ƒ Given survey results groups/individuals respondents and project activities participating in an informal reported to be saving these savings and loans scheme portions realistically of their income, ƒ 32% that did not save, attributed it to targets attainable are largely spending on home consumption and no income to save. ƒ Those that saved of the respondents kept 40% their savings at home and 4% used the rural savings and credit associations. 3% of the respondents saved in kind through buying household assets and animals. v. Number of individuals and/or This could be groups who benefit from merged with OVI (ii) Prosperity for All and other above Local Development projects vi. ƒ Women and karachunas involved in the project are able to access and use information on markets and local government development programmes 3. Vocational skills providers Moroto i. Number and range of quality in vocational and education and non‐formal courses and ƒ Business and artisan and livestock provide be accessed by 75% of the methods were the project communities areas appropriate vocational and farming the respondents non‐formal suggested educational skills improve to local survival the 75% improved activities provided which can and 50% skills, adult education Nakapiripirit effective 20% would their communities. ii. Effective utilisation of the ƒ This will largely allocation of the government entail evaluation of resources for functional adult planned vs actual literacy budgets programmes vocational education and for FAL programmes with a view to advocating for specific allocations for this area iii. Project learning informs changes to other vocational education service providers 4.0 CONCLUSIONS AND RECOMMENDATIONS This part of the report presents conclusions from the findings by implication to survey results and makes suggestions for consideration in refining the project. 4.1 Conclusions 1. Cereal bank groups account for the largest share of respondents (34%).In this category the women represented 74% of its composition. Concern Nutrition Programme accounted for 26% of the respondents who are all women. The baseline team noted that interventions with the latter group were bound to pose an implementation challenge especially with regard to retention and/ or sustaining the project beneficiaries, the mothers. This was occasioned by the fact that it may not be able to track the interventions with the constituents of this “special” group whose main criteria for participating on the projects interventions is the sixty (60) day participation by mothers with malnourished children. The point of reflection would be after they have obtained the malnourishment relief what would be the incentive for them to continue participating on the programme at the expense of their other livelihood activities. Although some mothers interviewed by baseline team felt the need to come back either due to child malnourishment recurring or interest in acquiring FAL skills. The sustainability of this project component will continue to pose serious design reflections. 2. It emerges from the survey focus group discussions that project needs to consider the replication principle in its implementation. Project activities (e.g. FAL centres and tools distribution) have largely been restricted to selected parishes. This has been a contributor to some forms of insecurity like theft of ox‐ploughs which will impact on the project results. 3. There seems to be a concerted effort in integrating cross cutting issues from the implementation data obtained, however it appears these are one off events. Mainstreaming 37 | P a g e crosscutting issues is an on‐going intervention which was not observed during the course of the survey at for instance the KADP out‐posts. 4. Project log frame observation: It is notable that the most of the verifiable indicators therein do not specifically give values of expected results as provided for in the project document. This will be essential in keeping easy track of project progress. 4.2 Recommendations 1. In view of the FAL component of the Nutrition programme in Nakapiripirit since it provides the challenge of beneficiaries’ retention, it will be important for the project implantation team to consider bringing on board the cultural leadership in enhancing retention. This will tap into the strong cultural environment as a mechanism for promoting the importance of the programmes. Therefore training programmes for cultural leaders as change agents may be considered as an entry point. 2. The women reiterated that the project will have to increase the FAL centres in Moroto to mitigate insecurity related to the project results. This will require deliberate interventions on conflict resolution. 3. The men emphasised the need to consider the provision of seeds prior to the rains and provision of micro‐credit to support start‐up of IGAs. 4. With regard to scaling up of FAL centres and tools availability, KADP will have to fully engage stakeholders in trying to manage the numbers that may overwhelm their targets and therefore resources. In view of the Vocational Institutions about to start operation, there is an opportunity for collaboration in delivering the various skills. The survey established that there was the institution in Nakapiripirit was being considered highly to be the first to start offering services. KADP should explore a collaborative engagement with the Technical Education desk in the Ministry of Education and Sports. 5. The project implementation team will have to pay considerable attention to the aspect of mainstreaming by generating interventions that are on‐going(and resource neutral).KADP will have to make the cross cutting issues a deliberate part of every activity and develop implementation tracking indicators. 6. The project indicators and therefore performance targets (being proposed in cognisance of implementation on‐going) will have to be revisited and qualified with the project implementation team as proposed in the data and indicator synthesis section. The following aspects will need to be given due attention: Expected Result 1 i. With regard to OVI (i) “Number of women and karachunas attending non‐formal and vocational training courses”, It is envisaged that the 1st year will involve substantive mobilisation for various activities explaining the conservative targets, therefore the performance targets could be revised after the 1st year implementation; ii. In relation to OVI(i) , there is need to specifically outline the areas in non‐formal training and vocational education training that will be carried out to facilitate tracking of activities and relevance of interventions; iii. Under Expected Result 1, Objectively Verifiable Indicator (iii) & (iv) could be merged to take stock of the resource inputs i.e. (tools, equipment etc) and the business skills aspect could be catered for by OVI (i).; iv. In view of OVI (iii)‐“ Number of individual women and karachunas/groups who receive targeted business skills training and investment(tools equipment, access to credit”, considering their will be skills transfer activities going on during the project, it would be appropriate to have the resource inputs provided significantly in the 2nd year to ensure requisite utilisation; v. Need to break down the provision in OVI (iii) by interest group and specific skills for ease of tracking. vi. OVI (iv) and OVI (iii) may have to be merged. Expected Result 2 i. Relevance of OVI (iii)‐Number of graduates (women and karachunas) registered with relevant local authorities may need to be revisited, since this could be attained through OVI (ii)‐number of women and karachunas who gain part or full time employment specifically through KIDDP,NUREP and PRDP. ii. OVI (iv)‐Number of project/groups/individuals participating in an informal savings and loans scheme could be merged with OVI (ii) where this information could be captured. iii. OVI (v)‐ Number of indivsuals and/or groups who benefit from Prosperity for All and other local development projects could be merged with OVI (ii). APPENDICES Appendix 1: Terms of Reference 1.0. Background Concern Worldwide (CWW) is an International non‐denominational, humanitarian organization founded in Dublin, Ireland in 1968. The agency is currently working in over 28 developing countries mainly in Africa, Asia and the Caribbean. Concern World wide’s operation in Uganda started in the early 1980’s during a major famine in Karamoja with a focus on relief. The activities and long term programs were intensified in the 1990, addressing the HIV and AIDS pandemic in Rakai District where a program was developed and implemented. Since then the organisation’s programs have grown in size and operation and currently covering Nakasongola, Pader, Amuria Ruwenzori and Karamoja sub region. 1.1. Mission: The Mission of CWW Uganda aims at improving the living standards of people who can not meet their basic needs by strengthening their capacity to meet the basic needs, and responding to emergencies. 1.2 Vision Concern Worldwide in Uganda strives for a Uganda where absolute poverty is eliminated and social equity exists. 2.0 Overview Concern Worldwide Uganda (CWWU) received funding from EU for Improved Livelihoods Security through Provision of Vocational Skills Project in Nakapiripirit and Moroto districts, targeting women and Karacunas (youth worriers). The overall objective of the project is to contribute to poverty reduction in the context of sustainable development by pursuing the Millennium Development Goals (MDGs) and other internationally agreed targets in the districts of Moroto and Nakapiripirit by December 2012. The project expects to achieve this goal through promotion and strengthening access and use of social services and the participation in the decision‐making of the most marginalised groups in Moroto and Nakapiripirit districts by targeting education and vocational training services in line with local authorities’ priorities. The project will be implemented in partnership with Karamoja Agro‐pastoral Development Programme KADP as the main partner. The project will deliver training in vocational skills that covers crop husbandry, animal husbandry and business skills linked to functional adult literacy in Lotome, Katikekire and Lorengedwat sub counties, while FAL training will be delivered to women on the Concern Worldwide Nutrition Program in Nakapiripirit Since the project is currently at the initial implementation stage it is important to conduct a robust and technically competent baseline survey in the targeted sub‐counties of Katikekile and Lotome sub‐counties in Moroto District, and all sub‐counties in Nakapiripirit where Concern Worldwide Uganda has a nutrition programme among women. 2.1 Purpose The overall purpose of the consultation is to have a technically experienced and qualified researcher undertake a gender sensitive, project goal and expected result related baseline survey in the relevant stated sub‐counties in Moroto and Nakapiripirit districts. The researcher will advise CWU on the development of research tools and methodologies which will result in realistic gender sensitive qualitative/quantitative indicators which will form the basis of an M&E system. The results of the baseline should also form the basis of a mid‐ term review and an end of project evaluation. 2.2 ƒ Specific Tasks Develop appropriate, effective and acceptable gender sensitive tools and methodologies for the collection of baseline data in the geographic areas targeted by the project intervention, ƒ Taking into account cultural values and norms in the project area and population, select and train a gender sensitive team of enumerators and data entry clerks ƒ Provide benchmarks against which the impact of the programme will be measured by Identifying keys areas for monitoring and evaluation as per project objectives, ƒ Take responsibility for the implementation of the baseline study, ƒ Liaise with Concern Worldwide Uganda, KADP technical advisers and relevant programme staff to get their input into the survey process and content, ƒ Conduct community based interviews related to the project deign, in a statistically valid range of households with gender considerations, ƒ Undertake interviews with key social, cultural and political leaders, development and implementing partners in the target area, ƒ Identify challenges and bottlenecks faced in provision of non formal and vocational skills and functional adult literacy (FAL) in the project area ƒ Based on findings, make recommendations on refining the indicators in the Improved Livelihoods Security Through Provision of Vocational Skills Project log frame ƒ Undertake detailed analysis of the data and produce a report with gender sensitive qualitative and quantitative conclusions, ƒ Present a draft gender sensitive baseline survey report to the Country Director for comments before a final report is produced 2.3 Expected Outputs ƒ A final baseline survey report containing gender disintegrated baseline information representing socio‐economic, cultural and political facts and figures collected. ƒ Recommendations for refining project indicators with gender perspective, ƒ Feedback meeting in Moroto and Nakapiripirit to project partner and key stakeholders, ƒ Feedback meeting in Concern Worldwide Uganda head office to SMT and key country programme staff 3.0 Lines of Communication The consultant is ultimately accountable to the CWU Country Director but will collaborate on the operational level with her delegate. 4.0 Timeframe Negotiable with the consultant but should include: ƒ Preparation of survey tools, ƒ Selection and training of enumerators and data entry staff, ƒ Data collection and analysis ƒ Drafting and finalising of the report, ƒ Presentations to partners/stakeholders and CWW‐U senior management Appendix 2: Baseline Survey Tool INDIVIDUAL QUESTIONNAIRE Q1: LOCATION OF INTERVIEW: Q2: GROUP ID CODE: Q3: RESPONDENT ID CODE (LINE NO.): Q4: (a) ENUMERATOR’S DETAILS Q5: (a) District: |___|___|___| (b) County: |___| (c):Sub county |___|___| (d) Parish |___|___| |___|___|___| |___|___| Name: ID code: |___|___| (b) SUPERVISOR’S DETAILS Name: ID code: |___|___| (c) EDITOR’S DETAILS Name: ID code: |___|___| (d) KEYER’S DETAILS Name: ID code: |___|___| (a) DATE OF INTERVIEW: (b)TIME OF INTERVIEW: DD/MM/YYYY: |___|___|/|___|___|/|___|___|___|___| HH:MM: |___|___|:|___|___| (c) RESULT CODES: 1. 2. 3. 4. COMPLETED NOT AT HOME POSTPONED REFUSED 5. 6. 7. PARTLY COMPLETED INCAPACITATED OTHER ____________ |___| (SPECIFY) SURVEY CONDUCTED BY FUSION CONSULT (U) LTD FOR CONCERN WORLDWIDE IN UGANDA. CONCERN WORLDWIDE IN UGANDA, CAPETOWN ROAD, MAWANGA ZONE, GABATEL: -/8 FAX: - INTRODUCTION AND CONSENT Hello, my name is __________, and I am working for Fusion Consult (U) Ltd on this baseline survey which has been commissioned by Concern World Wide in Uganda. The survey seeks to benchmark performance indicators for the “Improved Livelihoods Security through Provision of Vocational Skills Project” in Nakapiripirit and Moroto Districts targeting Women and Karacunas (youth warriors). The project intends to achieve this goal through promotion and strengthening access and use of social services and the participation in the decision making of the most marginalized groups in the two districts by targeting education and vocational training services in line with local authorities priorities. This interview should take approximately 45 minutes, and we will ask questions about your household, your economic and social activities, your health, and some of your past experiences. 1. Yes Q6: May we have your permission to ask these questions, and would you be willing to participate? 2. No, because: _____________________________________________ ____ If no, stop interview and refer the case to the survey supervisor 1. Yes 2. No, intoxicated Q7: Do not read: DOES THIS PERSON SEEM EMOTIONALLY AND MENTALLY CAPABLE OF COMPLETING THIS SURVEY? 3. No, mentally impaired 4. No, other: _____________________________________________ ____ If no, stop interview and refer the case to the survey supervisor Q8: Do not read: IS THE INTERVIEW BEING CONDUCTED WITH THE INTERVIEWEE ALONE (EXCEPTING SURVEY STAFF)? 1. Yes 2. No Æ Politely ask to be allowed to interview the respondent alone. Stress that the interview is private and confidential. Q9: Do not read: WERE YOU ABLE TO CONFIRM INDEPENDENTLY THAT THE 1. Yes RESPONDENT YOU ARE INTERVIEWING IS A 2. No Æ Speak to a local community leader or community MEMBER OF THE TARGET member to confirm the respondent’s name and GROUP AND HAS HE/SHE identity. BEEN SELECTED IN LINE WITH THE SAMPLING PROTOCOL? 1. No, not at all Q10: Do not read: ARE YOU SUSPICIOUS THAT THE RESPONDENT THAT YOU ARE INTERVIEWING IS NOT THE ONE WE SOUGHT FOR AN INTERVIEW? 2. A little suspicious Æ Explain 3. Very suspicious Æ Explain WHY ARE YOU AT ALL SUSPICIOUS? _________________________________ SECTION 1: BACKGROUND CHARATERISTICS OF RESPONDENT |___|___| years Q11: What is your age? Approximate if does not know 1. Male Q12: Do not read: GENDER 2. Female (b) If yes specify… 1.Cereal bank group 2. Women goats group Q13: (a) Do you belong to 1. Yes any social community 2. No group? 3. Community Animal Health workers 4. Concern Nutrition programme 5. Other (specify)_______________________ Q14: How many brothers and sisters do you have in total, including those that do not live with you? By brothers and sisters, I mean children born to either your father or your mother or both, but not cousins. 1.0‐2 2. 2‐4 3. 4‐6 4.> 6 (b) I’m sorry. What year did you last see your father? Write year |___|___|___|___| 1. Yes Q15: (a) Is your biological father still alive? 2. Died Æ Write year If does not know year, use one: 3. Don’t know 1111. Less than 2 years ago 2222. 2 to 5 years ago 3333. 5 to 10 years ago 4444. 10 to 20 years ago 5555. More than 20 years ago 1. None 2. Some primary 3. Completed primary Q16: What was the highest 4. Some secondary level of education attained by your 5. Completed secondary biological father? 6. Some university 7. Completed university 8. Don’t know 1. Farmer / Agriculture 2. Soldier 3. Shop or hotel worker 4. Pastoralist 5. Businessman Q17: What is/was the main 6. Casual labor / Physical work occupation of your 7. Trade (Construction, Tailoring, etc.) father? 8. Profession (Teacher, Health care) 9. Government job 10. Unemployed 11. Don’t know 12. Other: |_______________________| 1.0‐2 Q18: Approximately how many brothers does your father have? 2. 2‐4 3. 4‐6 4.> 6 1.0‐2 Q19: Approximately how many sisters does your father have? 2. 2‐4 3. 4‐6 4.> 6 (b) I’m sorry. What year did you last see your mother? Write year |___|___|___|___| 1. Yes Q20: (a) Is your biological mother still alive? 2. Died Æ Write year If does not know year, use one: 3 Don’t know Æ Write year 1111. Less than 2 years ago 2222. 2 to 5 years ago 3333. 5 to 10 years ago 4444. 10 to 20 years ago 5555. More than 20 years ago 1. None 2. Some primary 3. Completed primary Q21: What was the highest 4. Some secondary level of education attained by your 5. Completed secondary biological mother? 6. Some university 7. Completed university 8. Don’t know 1. Farmimng/ Agriculture 2. Housework 3. Shop or hotel worker 4. Pastoralist 5. Businesswoman Q22: What is/was the main 6. Casual labor / Physical work occupation of your 7. Trade (Construction, Tailoring, etc.) mother? 8. Profession (Teacher, Health care) 9. Government job 10. Unemployed 11. Don’t know 12. Other: |_______________________| Q23: Approximately how many brothers does your mother have? I____I I____I brothers Q24: Approximately how many sisters does your mother have? I____ I____I I sisters Q29: What is Q27: What is Q28: What is Q25: No of the people who Q26: Who NAME’S NAME’S NAME’S live in the household heads level of main current (people who normally the education? occupation? age? live and eat their househ meals together in old? your home). (SEE CODE (SEE COODE Write age SHEET) SHEET) OR, if they 1 = Father do not Write names 2 = Mother know, use one of the 3 = Wife / following husband categories. 4 = Aunt / A = 5 or uncle younger 5 = Brother / B = 6 to 15 sister 6= Biological child 7 = Other child 8= Grandparent 9= Cousin(M/F) 10 = Stepmother 11 = Non‐ relative (11) (12) (13) C = 16 to 25 D = 26 to 45 E = 45 to 65 F = Over 65 Q30: Who in the household ensures that there is food on the table?( list above) Q31: Can you describe what the main activities are and who carries them out in the household in a day? Q32: Are any of your household members disabled? Q33: If yes, what form of disability do they have? 1. Blind 2. Deaf 3. Dumb 4. Physical disability_______________________ Read: Now, for the remainder of this survey, when we talk about your household, I mean only these people we have discussed. SECTION 2: HOUSEHOLD AND HOUSING CHARACTERISTICS 1. Tent Q34: What type of housing unit do 2. Detached house you and your household usually sleep in? 3. Semi‐detached house 4. Flat / apartment 5. Hut 6. Other:________________________ (specify) Q35: How many rooms / huts are there for sleeping? |_____| |_____| rooms / huts 1. Owned 2. Free (from government or NGO) Q36: Is this dwelling rented, subsidized, provided free to you, or 3. Free (from a private citizen) owned by your household? 4. Subsidized (from government or NGO) 5. Subsidized (from a private citizen) 6. Rented (from government or NGO) 7. Rented (from a private citizen) 8. Squatting (public land) 9. Squatting (private land) 10. Other: |_______________________| Q37: What type of material is used 1. Iron sheets for the roof of the dwelling where you sleep? 2. Tins 3. Grass/Papyrus 4. Banana leaves/Fibres 5. Other: |________________________| 1. Burnt/stabilized bricks with cement 2. Burnt/stabilized bricks with mud Q38: What type of material is used for the walls of the dwelling where 3. Cement Blocks you sleep? 4. Concrete 5. Stone with cement 6. Unburnt Bricks with cement 7. Unburnt Bricks with mud 8. Wood 9. Mud and poles 10. Other: |_______________________| 1. Concrete/Stone Q39: What type of material is used for the floor of the dwelling where you sleep? 2. Bricks 3. Cement screed 4. Rammed earth 5. Wood 6. Other: |_______________________| 1. Electricity Q40: What is your household’s main source of fuel or energy for lighting? 2. Gas 3. Paraffin (Lantern) 4. Paraffin (Tadooba) 5. Candle 6. Firewood 7. Cow dung or grass (reeds) 8. Other: |_______________________| Q41: a) Now I want to ask you about the items owned by you and your household—the people who eat from the same pot. I want to remind you that the purpose of this survey is not to provide assistance, so please respond fully and completely, as your answers will not affect any kind of benefits. How many of each of the following items in your household do you own? Write number |__|__| Stoves |__|__| Bicycles |__|__| Donkeys |__|__| Oxen |__|__| Cattle (excluding oxen) |__|__| Goats |__|__| Motorcycles |__|__| Motor vehicle (car or truck) |__|__| Tractor (motorized) |__|__| Sheep |__|__| Car batteries |__|__| Generator |__|__| Sewing machines |__|__| Radios |__|__| Cassette or CD players |__|__| Pigs |__|__| Mobile phones |__|__| Televisions |__|__| Chickens and ducks |__|__| Watches |__|__| Video cassette or DVD player |__|__| Doves and pigeons ||__|__| Armchairs |__|__| Mango trees |__|__| Banana trees |__|__| Pineapple trees |__|__| Other kinds of trees |__|__| Hoes |__|__| Pangas |__|__| Ploughs |__|__| Granary |__|__| Laptop or desktop |__|__| Straight‐back computer chairs |__|__| Other business assets |__|__| Large tables |__|__| Other tables |__|__| Mattresses |__|__| Kettle |__|__| Iron |__|__| Jerry cans worth SHS 50,000 to 100,000 |__|__| Other business assets worth SHS 100,000 to 200,000 |__|__| Other business assets worth SHS 200,000 or more |__|__| Pots and pans |__|__| Other tools for business (describe) Q43. Can you use any of the items above that you do not own? Q44. If No, Who controls the access to the item in the 2. No (Go to Q48.) household? 1. Yes Q45. If ‘Other tools for business’, describe: SECTION 3: LAND HOLDINGS FOR HOUSEHOLD MEMBERS Read: Now I would like to ask you about any land you and your household owns, rents or has use of, including land borrowed from others. Q46: Do you or your household own, rent, borrow or have use of any plots of land? 1. Yes => fill in table below, listing every plot separately 2. No S Q47: Size of plot Q48: Form of Q49: Did ownersh anyone N ip at all e.g. 2 Acres dig on this plot 5 Hectares 1. Own of land (traditional) in the last 2. Own (legal rainy title) Codes for Units season? 3. Rent 1. Acres private 0. No one 2. Hectares 4. Rent public 1. Yes, self 3. Other 5. Free (specify) 2. Yes, other private, household including member borrowed from another 3. Yes, other 6. Free public relative 7. Clan (i)Size: 11 ) 12 ) 13 ) (ii) Units 8. Commercial 9. Other: write 4. Yes, other person Q50: Have there been any conflicts or quarrels over who owns or can use this land in the last 5 years? 0. No=> Next plot 1. Yes, within household 2. Yes, with other kin 3. Yes, with non‐ relatives 4. Yes, with the government 5. Other (describe) If any conflict: Q51: Please describe the source of conflict Write Q52: Who makes the decision to use the land in the household? 1. Couple 2. Husband 3. Wife 4. Children 5. Entire family (including children) 6. Community elders 7. Other (specify)_______________________________________ Q53: If there is need to sell land who decides?-. Couple Husband Wife Children Entire family (including children) Community elders Other (specify)_______________________________________ Q54: Do you possess, rent, or use for free any other land you have not mentioned? (If YES, fill in table above) SECTION 4: RELATIONSHIPS WITH FAMILY AND KIN Read: Now I would like to ask you about your relations with your household members and with other kin. Q55: (a) Now, thinking about the household 1. Very caring we just discussed, are 2. Somewhat caring Æ explain they very caring, somewhat caring, or 3. Not very caring Æ explain not very caring towards you? (b) If somewhat or not very caring, why? Q56: In the last year, how many times have you had an angry dispute with a family member? |____||____| number Q57: In the year, how many times have you had an angry dispute with a non‐family member? |____||____| number Q58: What led to the dispute? 1.Financial resource sharing 2.Land issues 3. Child care 4.Other(specify)________________ Q59: Did the dispute turn violent? Who was responsible for the violence? 1. Never married / lived with a partner Q60: Are you currently married or living with a 2. Currently married partner, or have you 3. Separated but married been married or lived 4. Divorced with someone in the past? 5. Widowed 6. Living with a partner but not married 7. Lived with a partner but now single 8. Other: |________________________| If married or living with a partner: |___|___| years Q61: What is his/her current age? Approximate if does not know |___|___|___|___| Q62: How long have you been married/or living together? Q63: Do you participate in the decision making on the welfare of the household? Approximate if does not know 1. Yes 2. No 1. Yes Q64: Do you share roles in the household? 2. No Q65: Please tell us what specific roles you undertake? SECTION 5: LITERACY AND EDUCATION Read: Now, I would like to ask you some questions about your education and literacy. Remember, this will not influence your eligibility for help in the future, so please be honest with your answers. 1. Read Q66: do? Which of the following can you 2. Write 3. Count 4. None 1. Yes Q67: Do you have access to reading material? 2. Yes, with difficulty 3. No 1. Yes Q68: Can you read a poster or notice (in any language)? 2. With difficulty 3. No 1. Yes Q69: Can you read your child’s vaccination card? 2. With difficulty 3. No 1. Yes Q70: Can you read and help your child 2. With difficulty with school work? 3. No Q71: How many times per week do you usually read any material? Q72: Have you received any formal training before? Q73: Have you received non‐formal training before? |____| times per week 1. Yes(list them) 2 No 1. Yes(list them) 2 No Q74: Type of institution Q75: n what discipline? 1. University 2. Vocational training inst 3.Local Government 4. NGO (specify) Q76: H ow long did you attend? Q77: What year did you complete the program? Codes for Units 1. Days Q78: W hat was the total cost of the program, (including tuition, fees, and materials)? 2. Weeks Q80: What is the distance from your home to the nearest primary school? 3. Months 4. Years |____| / |____| |___|___|___|___| Q81: What is the distance |____||____| from your home to the nearest secondary school? Q82: What is the distance |____||____| from your home to the nearest vocational training institute? 1. Self 2. Family 3. Government 5. Other (write) Number / Unit |____||____| W 4. NGO(specify) 5. Other (specify) (a) Q79: ho paid? (Circle one) 1= km 2= miles (Circle one) 1= km 2= miles (Circle one) 1= km 2= miles Q83: Do you find it easy to join these vocational education institutions? 1. Yes 2. No Q84: What are the main obstacles to your joining the vocational education institutions? Q85: Do the vocational schools provide you the skills you need for survival? 1. Yes 2. No Q86: What skills do these vocational institutions provide?(mention the course you know) Q87: What skills do you feel the vocational institutions should provide that they are not providing currently? Q88: How have the skills you acquired improved your well being?(specify the ways) SECTION 6: ECONOMIC ACTIVITIES Read: Now I would like to ask you about your economic activities. I am interested in all of the activities you have taken to earn any cash, including not only regular work but also petty jobs and occasional work. Q89: About how much cash did you earn in total |__|__|__|__|__|__|__|__| USH from the last harvest season? Q90: About how much cash did you earn in total Q91: |__|__|__|__|__|__|__|__| USH in the past quarter? Read: Now I want to ask you about the types of work you did in the last 4 weeks. This includes activities you do for money or trade, or for yourself and household. In the last four weeks have you done…? ASK ABOUT EACH ACTIVITY BELOW. IF YES, FILL IN THE TABLE, AND THEN RETURN TO READING FROM THE LIST. 01. Domestic household chores and fetching water 02. Hunting 10. Making charcoal for yourself 16. As a teacher or a public or for sale employee 11. Collecting firewood or grass for yourself or sale 17. As a health or NGO worker 04. Digging in your own garden 18. As an employee in a company 12. Vending of food, vegetables, or firm or small items 19. In a community position 13. Working in your own kiosk, 20. Quarrying shop, or hotel 05. Taking care of someone else’s animals 14. Working in someone else’s kiosk, shop, or hotel 06. Taking care of your own animals 15. A vocation such as tailoring, weaving, construction, carpentry, mechanics etc. 03. Digging in someone else’s garden 07. Brewing alcohol/beer 23. Boda‐boda driving 24. Any other activity that we have not mentioned (specify in table) 09. Making bricks for yourself or for sale Q93: In the past 4 weeks, about how many days did you work at [say activity]? 22. Money lending 24. Charcoal/Firewood selling 08. Casual labor Q92: Activi ty (Use codes above) 21. Buying items for resale (specify) Q94: On average, how many hours per day did you work at [say activity]? Q95: Did you earn any cash from [say activity] in the last 7 days? Q96: Did you receive any other items or goods in exchange for this work other than cash? If yes, write amount and kind of item Q97: Did you produce or keep any items or goods for you or your own household (food, clothes, or other)? If yes, write amount and kind of item Number of Days Number of Hours UGSH Number Items Number Items Q98: Are there any other INCOME GENERATING ACTIVITIES you have done in the past four weeks, apart from those we discussed? If any, list them and the Programme or institution providing the income generating opportunities. Q99: Do you use improved farming methods? 1. Yes 2. No Q100: 1. 2. 3. What improved methods do you use? Improved seeds Fertilizers Others(specify)_____________________________ Q101: How was the above knowledge acquired? Q102: What challenges are you faced with in your farming activities? 1. Land opening 2. Seeds availability 3. Labour 4. Tools availability 5. Knowledge and skills 6. Marketing 7. Market information 8. Other (specify)_______________ Read: Now I would like to ask you some information about the advice you have received for your economic activities. By advice I mean any information another person has given to you relating to the running of your economic activities, such as how to price, where to find customers etc. Q103: In the past season about how many people have you asked for advice about your economic activities? |____||____| Q104: On average, how many hours per day in the last 7season did you speak to each of these people about your economic activities? |____||____| Q105: Do you generally speak to older, younger WRITE AGE OR, IF THEY DO NOT KNOW, USE ONE OF THE FOLLOWING CATEGORIES: or same aged people about your economic activities? 1 = 15 or younger 4 = 36 to 45 2 = 16 to 25 5 = 46 to 65 3 = 26 to 35 6 = Over 65 Read: Now I would like to get some more detailed information. For the last 7 days, please tell me the names of the three people you have gotten the most advice from about each of the activities listed above. This information will be kept completely confidential. INTERVIEWER: WRITE THE FIRST NAME OF EACH PERSON AT THE TOP OF THE COLUMNS. IF THEY DON’T KNOW THE NAME, PUT UNKNOWN. (a) (b) (c) IF FEWER THAN 3, PROBE ONCE: Can you think of any one else? If none, skip to Loans and savings sections. Q106: In the last 7 days, how many times did you ask […] for advice? WRITE NUMBER |____||____ |____||____ |____||____ | | | Q107: What gender is […]? 1. Male 1. Male 1. Male 2. 2. 2. F e m al e F e m al e F e m al e Q108: How do you know […]? 01. Friend 02. 03. Brother 04. Father 05. Mother 15. Other Q109: 06. Sister 07. Wife 08. Father‐in‐ 09. Mother‐in 10. Sister‐in ‐ 11. Brother ‐in‐ |____||____ |____||____ |____||____ 12. Cousin | | | 13. Chief/Elder 14. Pastor 15. Extension How much education has […] had? 1. Secondary school or technical college 2. Primary school |_____| |_____| |____| 3. Never went to school 4. Don’t know Q110: Economically, is […] better off, the same as, or worse off than you? (Circle one) Q111: 1. Better 1. Better 1. Better 2. Same 2. Same 2. Same 3. Worse 3. Worse 3. Worse Where does […] stay? 1. Same household 2. Same village 3. Same district 4. Other |_____| |_____| |_____| Q112: Would you say […] is very, somewhat or not at all experienced in the economic activities that you do? (Circle one) 1. Very 1. Very 1. Very 2. Somewhat 2. Somewhat 2. Somewhat 3. Not at all 3. Not at all 3. Not at all 4. Don’t know 4. Don’t know 4. Don’t know Q113: Do you have access to support from 1. Yes(name agency) Income generating activities provided by 2. No various agencies? Q114: What form of support do you get form these? (Mention organization which provides this support) 1. Production improvement 2. Marketing 3. Records keeping 4. Saving & investments 5. (other specify) SECTION 7: LOANS AND SAVINGS Read: Now I would like to ask you about finding loans and other sources of funds Q115: How much did you earn in the last 12 months from income generating activities? Q116: Does the household have savings culture? 1. Yes 2. No (explain) 1. Keep at home Q117: you use? What type of saving system do 2. Traditional saving system 3. Rural saving and credit association 4. Cooperative bank 5. Commercial bank 6. In kind (purchase of any asset, animal etc) 7. Other, specify Q118: How much did you save in the last 12months? Q119: In the past 12 months, have you borrowed any money? Q121: Q120: If Yes: From whom? (ask about each How much? (USH) one) 1. Family member or friend 2. Commercial bank 3. Savings group 4. Microfinance agency 5. Moneylender 6. Other (Specify) (a) 1. Yes Æ fill in table below 2. No Q122: What did you use the money for? Q123: (a) If you had to obtain a loan of 100,000 USH within the next month, do you think you could obtain such a loan? (e.g. because somebody in your family is sick) 1. Yes Æ complete box at right (b) From where do you think it is most likely you obtain such a loan? 2. No 1. Family member or friend 2. Commercial bank 3. Savings group 4. Microfinance agency 5. Moneylender Q124: (a) If you had to obtain a loan of 1 million USH within the next month, do you think you could obtain such a loan? 1. Yes Æ complete box at right (b) From where do you think it is most likely you obtain such a loan? 2. No 1. Family member or friend 2. Commercial bank 3. Savings group 4. Microfinance agency 5. Moneylender SECTION 8: FOOD UTILISATION AND NUTRITION Read: Now I would like to ask you some questions about your health situation Q125: How many times do you usually take food in a day? |___| times Q126: Do you consume alcohol? 1. Yes 2. No |___||___| 1=Daily Q127: When was the last time you took any alcohol? (circle 2= Once a week code corresponding to time 3= Twice a week unit) 4= Thrice a week 5= Don’t at all Read: Now I would like to ask you some questions about your health. |_____| |____| km Q128: How long does it take you from your household to the nearest source of drinking water? (Write “00” if in home) |_____| |____| km Q129: How long does it take you from your household to the nearest source of any water? (Write “00” if in home) Q130: What is the main source of water for your household? 1.Borehole 2. Protected water source 3. Unprotected pond/river/stream/well 4. Other (specify) Q131: What is the main mode of transmitting HIV/AIDS? 1. Sexual intercourse 2. Mother to child transmission 3. Breast feeding 4. Sharing sharp instruments 5. Blood transfusion 6. Other (specify) Q132: What can a person do to avoid contracting HIV/AIDS? 1.Abstain from sex 2. Use condoms 3. Zero grazing/be faithful to one partner 4. Avoiding unsterilised instruments 5. Don’t know 6. Others ( specify) Q133: Have you heard about drugs that can treat HIV/AIDS 1. Yes Q134: What drugs do you know about? 1.Septrin 2. No 2. ARVs 3. Don’t Know 4.Other (specify) Q135: Have you heard about Voluntary Counseling and Testing? Q136: For how many months were you able to cover your household food needs in the last 12 months? Q137: What are the reasons for household food shortage? 3. Yes 4. No ___________ 1. Drought 2. Oxen shortage/absence 3. Crop damage due to pest & diseases 4. Land shortage 5. Livestock water shortage 6. Excess rain 7. Other Specify Q138: Which of the following can you say was true for your household at any point in time during the last 12 months to improve your food situation? 1. Sold productive assets 2. Consume seed stock 3. Ate less preferred food(specify) 4. Borrowed cash or grain 5. Ate fewer meals per day (these are things the HH wishes it would not have had to do to manage a food crisis) 6. Missed meals(how many) 7. Other(specify)______________ Q139: Did you receive any assistance in the last 12 months (complete cycle 1.Yes of 2009 growing season)? Assistance 2. No here should not include technical support to enhance HH production? It included food aid, FFW, cash for work, etc Q140: If yes, was the assistance you got sufficient to fulfill your HH food needs 1.Yes 2. No Q141: If yes what type of assistance did you get and from what type of organization? SECTION 9: GROUP PARTICIPATION Read: Thank you. Now I would like to ask you about any groups in which you are involved. These include formal groups that have meetings, but also informal groups where you happen to meet with someone unannounced. Are you currently a member, participant, interact with or a volunteer for any of the following groups? Q142: Are you a member? Q143: If Yes, please describe briefly Q144: What is your role in the group? Q145: How often do you typically meet with this group? Name / kind of group) 1. Member 2. Chairperson 1. Yes 3. Secretary 2. No 4. Treasurer 5. Other Æ describe Q146: Would you describe the cooperation in the group as very good, somewhat good, somewhat poor, or very poor? 1. Daily 2. 1‐2 times a 1. Very good week 3. 1‐2 times a 2. Somewhat good month 4. 1‐4 times a 3. Somewhat poor year 4. Very poor (a) A drama, music, or dance group? (b) A cultural group? (c) A peace group? (d) A farmers group or cooperative? (e) A loan or credit group? (f) A water committee? (g) A sports team? (h) A school committee or school club or a school prefect? (i) A women’s group? (j) A youth group? (l) A volunteer for an NGO? (m) A debate group? (n) A development committee? (o) A church or mosque (p) Are you a member of any other community or church / mosque group we have not mentioned? Q147: Why was your group established? Q148: What kind of activities is your group involved in? Q149: Do you have a preference for the gender of your group leader? Q150: If yes, indicate the gender 1. Yes 2. No 1. Male 2. Female Q151: Approximately how many people do you feel comfortable telling your problems to? 3. Other (specify) |____||___| Number of people Q152: Does your group receive 1.Yes(If yes list them) technical support from 2. No other organizations? SECTION 10: YOUTH GROUP DYNAMICS (KARACHUNAS ONLY) Read: Now I would like to ask you a few questions about a youth project or group you are a member of. Q153: What activities is your group involved in? Q154: In general, do 1. Very much you trust people in your youth project 2. Somewhat /group very much, 3. Not at all somewhat or not at all? Q155: (a) Do you think people in your group will generally 1. Cooperate well cooperate well, or do you think there 2. Some conflicts Æ explain will be some 3. Many conflicts Æ explain conflicts or many conflicts among members? Q156: If you had the chance to do it again, would you form a group with none, a few, many or all the same group members? (b) If some or many conflicts, why? 1. None 2. A few 3. Many 4. All Q157: (a) If you had the 1. Very much chance to do it again, would you 2. Somewhat Æ explain want to work with 3. Not at all Æ explain the same group facilitator? (b) If somewhat or not at all, why? Q158: Would you say that your voice was heard when your 1. Very much group was 2. Somewhat discussing which project to work on 3. Not at all very much, somewhat, or not at all? Q159: (a) Is your group working with KADP? 1. Yes Æ fill box at right 2. No (b) If you had the chance to do it again, would you prefer to work with the KADP, very much, somewhat, or not at all? 1. Very much 2. Somewhat 3. Not at all Q160: Has the group received any training? 1. Yes 2. No Q161: If yes, what training was received by the group and who provided it? SECTION 11: COMMUNITY ATTITUDES. Read: Now, I would like to ask you about your attitudes towards your community, other communities, and politics. 1. Very much Q162: Do you feel that your neighbors understand 2. Somewhat you very much, somewhat, or not at all? 3. Not at all Q163: Since the beginning of 1. Often the year, have you had trouble getting along 2. Sometimes with your neighbors 3. Almost never often, sometimes, or almost never? Q164: Do you feel like you 1. Very important are a very important part of your village, a 2. Somewhat somewhat important part or not important at 3. Not at all all? Q165: Do you feel that the youth in your village should take the advice of elders always, sometimes, or almost never? 1. Always 2. Sometimes 3. Almost never Q166: Do you feel a great 1. Great deal deal of respect for the elders in your 2. Some village/camp, some 3. Little respect or little respect? Q167: Do you consider members of your tribe living outside your village to be like your brothers and sisters very much, somewhat, or not at all? 1. Very much 2. Somewhat 3. Not at all 1. Yes Q168: Did you attend any community meetings in 2. No the past month? Q169: In the past 12 months, have you participated in the election of any community leaders? (Such as community mobilizers, water committees, etc.) 1. Yes, many times 2. Yes, once or twice 3. No Q170: Are you currently community leader in any way? 1. Yes, describe: ___________________________________________ 2. No Q171: Have you been a community leader in the past in any way? 1. Yes, describe: ___________________________________________ 2. No Q172: Is any of your close family members a community leader in any way? 1. Yes, describe: ___________________________________________ 2. No Q173: If nominated to become a community 1. Yes leader by your community and you had 2. No the time, would you 3. Not sure / don’t know want to hold such a position? Q174: Is your Community 1. Yes leadership accessible to you to resolve disputes 2. No or file complaints 3. Not sure / don’t know against other people? Q175: How do you feel 1. Very satisfied about your participation 2. Satisfied in the community’s welfare? 3. Neutral / no opinion 4. Unsatisfied 5. Very unsatisfied Q176: Do you participate in the community’s planning processes? 1. Yes Q177: Does the planning process in your opinion address the following issues? 1. Human rights 2. No 2. Gender 3. HIV/AIDS 4. Environment protection 5. Disability 6. Budgeting 7. Don’t Know 8. Other (specify) Now I would like to make certain that we have your current address information correct. We want to know the place that you usually sleep not your ancestral lands or family home. (a) District: (b) Protected grazing area(88=N/A): (c) Sub‐county: (d) Town (88=N/A) (e) Parish: (f) Village / Neighborhood (88=N/A): (g) Phone (88=N/A): (h) Postal Address (88=N/A): (i) Any other relevant information for finding home: Q178: How would you describe this place? 1. Large town 2. Trading center / small town 3. Village 4. Rural lands 5. Other: ______________________ 1. Yes Q179: Is this your permanent home? 2. No Æ Fill in details of permanent home (a) District: (b) Kraal (88=N/A): (c) Sub‐county: (d) Town (88=N/A) (e) Parish: (f) Village / Neighborhood (88=N/A): (g) Any other relevant information for finding home: 1. Yes, describe: Q180: Are currently planning ____________________________________________ to move to 2. No another place? Read: In case you leave your village, can you tell us the names of two friends or family members who are sure to know where you are, and how to contact you? These should be friends or family that we could find in your village if you moved away. Note that contacts should not typically be spouses or children, since they usually move along with the respondent. We want contacts that are likely to stay in the same place when the respondent moves. Q181: Contact 1 (a) Name: (b) Relation to you: (c) District: (d) Protected grazing area(88=N/A): (e) Sub‐county: (f) Town (88=N/A) (g) Parish: (h) Village / Neighborhood (88=N/A): (i) Phone (88=N/A): (j) Postal Address (88=N/A): Appendix3: List of Reference Material 1. Improved Livelihood Security through Provision of Vocational Skills, EU Project proposal, 2008. 2. KADP, 1st Quarter project Implementation report, 2010. 3. Nutrition Surveillance System In Karamoja Region 4. Ministry of Local Government, Ministerial Policy Statements FY 2008/09‐2010/11. 5. Vocational Skills Marketing Survey, 2009. 6. Stakeholder’s Consultative report on the Status of Vocational Training in Moroto & Nakapiripirit Districts (KADP 2009). 7. http://www.karamojaregion.org/ 8. www.education.go.ug 9. www.btvet‐uganda.org