Evaluation of the Contribution of the United Nations Development Programme in Achieving the Second Millennium Development Goal of Universal Primary Education in Ruhiira Millennium Village in Isingiro District.

Abstract

NANFUKA KADDU JANE (2014-M172-20003) Evaluation of the Contribution of the United Nations Development Programme in Achieving the Second Millennium Development Goal of Universal Primary Education in Ruhiira Millennium Village in Isingiro District. The study was about “Evaluation of the contribution of United Nations Development Programme (UNDP) in Achieving the Second Millennium Development Goal (MDG) of Universal Primary Education (UPE) in Ruhiira Millennium Village, Isingiro District”. The research had three main objectives: to establish the nature of support provided by UNDP towards achieving UPE in Uganda under the MDGs framework, to evaluate the specific ways in which UNDP has contributed towards achieving UPE in Ruhiira Millennium Villages, Isingiro District and to identify the challenges faced by UNDP in achieving UPE in Ruhiira Millennium Villages, Isingiro District. A case study design was used during the study. The research also used a qualitative approach to better understand and represent the research problem. The findings of the study were presented according to the research objectives. The research found out the nature of support and the specific ways in which UNDP had contributed in achieving UPE in Ruhiira millennium village. Due to these interventions the study concluded that there was an increase in enrolment and completion of primary school going pupils over the years. UNDP has positively contributed to achieving the second millennium development goal in Uganda, but more needs to be done to ensure that this contribution has a sustainable impact on primary education in Uganda. The research recommended that since the efforts focused on the girl child only, there is a need to mobilise boys and men to play a larger role in this programme to serve as allies in empowering girls and young women. In order for the Social Emotional Learning (SEL) curriculum to be a strong and sustainable community-based support system, women teachers cannot be the primary adults responsible for and aware of this intervention. Further training should also be done regarding how teachers can appropriately refer students to other community leaders, such as health workers and religious leaders. Government and all concerned stakeholders need to develop men/boy oriented efforts too. Key Words: United Nations Development Programme, Millennium Goal, Universal Primary Education, Isingiro District.