Over the last 18 months researchers from Queens University Belfast have been back and forth to Uganda completing a formative evaluation of Charlene’s Project using a Theory of Change approach. In so doing it has shed light on how the project has made an impact and progressed its goals. This involved working closely with all those who would be classified as stakeholders in the work of Charlene’s Project in Kiryandongo District over the last 12 years, including Head Teachers, School Management, Pupils, Parents, Community Leaders and Health Centre Management.

“Key findings from the evaluation indicate that the project has made significant strides in improving educational outcomes, community engagement, and overall wellbeing of children and families. Increased school attendance has been observed, driven by heightened parental interest and involvement. The project has also fostered stronger relationships with sponsors and raised awareness within the community about the importance of education. Additionally, training and guidance provided to pupils and families have addressed various social aspects, contributing to a more supportive educational environment.”

The full report “A Realist Developmental Evaluation of Charlene’s Project, Uganda” is available for download.

“The report has also highlighted the development of diverse vocational and academic curricula, which
have created employment opportunities within the community. This has not only improved the
economic situation for families but has also contributed to a reduction in school dropouts and
antisocial behaviour among children. Enhanced health and sanitation facilities have benefited both
pupils and the broader community, underscoring the project’s holistic approach to education and
community development.”

Additionally a policy brief “Developmental Evaluation of Charlene’s Project, November 2024” is available for download.

Workshops with stakeholders in the local community