In order to study these issues, research was conducted at various nongovernmental organisations (NGOs) that provide nonformal education to formerly abducted persons (FAPs), as well as at numerous formal schools in Gulu. Additionally, the researcher co-taught at the Laroo Boarding Primary School for War Affected Children, a primary school that focuses on meeting the needs of former abductees and other vulnerable children. The main methods of collecting information were interviews, focus group discussions, observations, and surveys.
The central argument of this paper is that in order to provide adequate education to former abductees, changes in educational programmes need to be made both on the level of individual projects and organisations, as well as on the level of large-scale educational structures. On the individual scale, the provision of childcare, a broad range of vocational training options, and better monitoring and follow-up support are necessary to ensure that FAPs have access to and can fully benefit from education programmes. On a broader level, there is an urgent need for the expansion and coordination of programmes, as well as greater consideration for their long-term sustainability. Although much of the nonformal and even formal sectors of education in the north is conducted and supported by NGOs, ultimately the government must take over more responsibility in running alternative programmes and must provide more support to the education system in the north to help it recover from the destruction caused by the war.
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