Executive Summary
2023 Impact Assessment of the Speed School Programme
In October 2022, Geneva Global commissioned an independent impact assessment to evaluate the long-term educational outcomes of the Speed School (SpS) programme in Uganda. The assessment focused on whether SpS graduates who transitioned into formal schooling experienced enduring academic and social advantages compared to peers from conventional education pathways.
Study Design
A quasi-experimental approach was used to compare three learner cohorts expected to be in Primary 7 (P7) in 2022:
- Former Speed School learners who entered formal P3/P4 in 2018
- Learners from the same schools who progressed through conventional early primary grades (Link Schools)
- Learners in similar districts with no programme exposure (Virgin Schools)
Data was collected from three Speed School districts (Nwoya, Amuru, Gulu City) and three comparable non-programme districts (Kole, Oyam, Dokolo), ensuring socio-economic similarity to limit bias. The evaluation combined academic testing, attendance analysis, stakeholder interviews, and focus group discussions.
Key Findings
- Academic Performance:
Although most teachers and parents perceived former Speed School learners to outperform peers, analysis of national exam data (UNEB PLE) and in-study test scores revealed no statistically significant differences in academic performance among the three cohorts—likely influenced by the prolonged COVID-19 school closures. - Learning Skills:
Nearly half of the teaching staff reported that former Speed School learners demonstrated stronger learning skills, including problem-solving, peer collaboration, and task completion. These learners appeared to retain and apply active learning habits despite transitioning to more traditional, teacher-led classrooms. - Attendance:
Former Speed School learners exhibited significantly higher attendance rates than their peers. Some teachers noted that their presence positively influenced broader classroom attendance culture. - COVID-19 Impact:
The pandemic led to high dropout rates, especially among older or vulnerable learners. Reasons included financial hardship, early marriage or pregnancy, child labor, peer pressure, and feelings of embarrassment due to being overage.
Conclusion
The Speed School programme appears to instill valuable learning habits and resilience that support continued school engagement and attendance. However, the long-term academic performance of SpS learners aligns closely with peers from conventional education settings, underscoring the broader systemic challenges—such as the pandemic—that affect all learners.