Funded by the Norwegian Embassy in Uganda, the project operated in seven refugee-hosting districts and one non-refugee-hosting district (Moroto), targeting in-school and out-of-school children, teachers, school management structures, and vulnerable parents to strengthen education access, learning outcomes, and system resilience.
The evaluation applied a mixed-methods approach, including household surveys, literacy and numeracy assessments, key informant interviews, focus group discussions, and project monitoring data. Performance was assessed using the OECD-DAC criteria: relevance, effectiveness, efficiency, impact, sustainability, gender inclusivity, and participation.
The project addressed critical education gaps in refugee and host communities, responding to COVID-19-induced learning loss, child labour, early pregnancies, and poverty. It aligned with government and donor priorities, including SDGs 1, 2, and 4, and Uganda’s Education Response Plan for Refugees and Host Communities. Targeted support for children with disabilities, out-of-school youth, and vulnerable households ensured inclusive programming, though youth skilling programs could be expanded.
Enrolment increased from 52,017 learners in 2022 to 116,033 in 2024, with refugee learners achieving the highest gains. Primary Leaving Exam pass rates rose from 55% to 88.1%. Teacher training enhanced pedagogical skills, improving learning outcomes, while school feeding programs supported attendance and retention. School Management Committees reported strengthened governance and child protection capacities.
Gender and inclusion were prioritized, with a 60:40 girl-to-boy enrolment ratio, disability support, menstrual health training, and girls’ empowerment initiatives. Retention challenges persisted due to child labor and early marriage. Strong coordination with local governments, NGOs, and UN agencies enhanced community participation, though engagement varied across districts.
The evaluation concludes that SESBiLL significantly improved education access, learning outcomes, teacher capacity, and community engagement, while highlighting the need for continued investment in sustainability, gender inclusion, and holistic support for vulnerable households.
