This analysis is motivated by the concerns of international donors and other stakeholders regarding the persistent challenges in advancing educational outcomes for the majority of the population in the Karamoja sub-region of Uganda. Substantial improvements in enrolment and retention rates in Karamoja have occurred over the past eight years, but these remain significantly behind the national average, and drop-out rates after primary school are extremely high, especially for female students.i This analysis uses existing primary and secondary data to investigate various approaches for education in the sub-region.

This scoping report investigates barriers, benefits, and “terms of inclusion” for girls’ education in the Karamoja sub-region of Uganda. Karamoja has some of the lowest education indicators in the country, with females generally faring much worse than males. The report examines the experiences and perceptions of girls, male and female community members, and teachers about girls’ education in the region, drawing on an assessment that took place from June to August 2022 in 10 sites in four districts: Amudat, Kaabong, Moroto, and Napak.

This briefing paper presents learnings from global, and specifically East African, experience to support concerned stakeholders in thinking transformatively about education inclusion in Karamoja. While Karamoja is also home to agriculturalists, this paper focuses specifically on education among those pursuing livelihoods as pastoralists and agro-pastoralists, and particularly on the education of girls in those communities.

The report is an assessment of education services in Karamoja. It analyses the social cultural and political context and its impact on education in Karamoja. The primary objective of the assessment is: review evidence and historical accounts of educational interventions in Karamoja and, analyses administrative and performance of schools.