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(JSPS) International Research Experience (IRE) for Students And Japanese Society for the Promotion of Science (JSPS) International Research Experience (IRE) for Students and Young Researchers Field report James Wokadala, Doctoral Student Graduate School of International Cooperation Studies (GSCIS), Kobe University Introduction The funding opportunity by the Japan Society for the Promotion of Science (JSPS) through International Research Experience (IRE) for students and Young researchers program, with recommendation from Graduate School of International Cooperation Studies (GSICS), Kobe University accorded me the opportunity to undertake Advanced Research in Uganda from 14th August to 23rd October 2011. I arrived in Uganda on 14th August and started field work on 15th August 2011. My field work was related to exploring the efficiency and effectiveness of lower secondary schools in Uganda. This necessitated me to obtain primary and secondary data from various sources at the national, institutional, school and practitioners’ levels as further discussed in the proceeding section. Beautiful view of Kampala city, Uganda Ministry of Education and Sports, Uganda The districts visited included Kampala, Mukono, Bushenyi, Nebbi and Mbale, all representatively selected from the four regions of Uganda. In Kampala city, I visited national education offices such as Ministry of Education and Sports head offices, Uganda National Examination Board offices and Uganda National Bureau of Statistics (UBoS). Field strategies and experiences Answering my study objectives required both qualitative and quantitative approaches to my research, and to an extent primary and secondary data. I was able to collect all this data from various data sources. Possible data sources were Education Management Information System (EMIS) in Ministry of Education and Sports offices located in Kampala city. The data obtained was mainly school based information concerning all schools under my study. EMIS is a statistical office under the Ministry of Education and Sports. I also visited Uganda Bureau of Statistics (UBoS) where I mainly obtained socioeconomic data related to households within school communities, Uganda National Examination Board (UNEB) where I had an interface with National Assessments of Progression in Education (NAPE) officials who collect assessment data from schools nationwide. I talked to Principal and senior education officers who gave me valuable information on the students’ assessment. NAPE conducts national assessments in English, Biology and Mathematics to about 20-30 senior two students from every school. I also conducted a series of interviews with Officials of Ministry of Education and Sports in charge of secondary education who told me the success stories and challenges faced by various schools in Uganda. The information on school policies, curricula and funding mechanisms was also obtained. I also interviewed District Education Officials (DEOs) who told me their experiences on school instructional processes for schools in their jurisdiction. Uganda Bureau of Statistics (UBoS) in Kampala, October 2011 Uganda National Examinations Board (UNEB) October 2011 Also interviewed were the Head-teachers of selected secondary schools, students, school management committee members and some school communities. The qualitative information obtained provides insights on efficiency enhancing policies by government at various levels, the success stories, efficiency challenges and other emerging issues. My field kicked off with a visit to Mbale district located in Eastern Uganda where I camped in the district for about two weeks. While in Mbale district, I paid courtesy calls to the district education office and district inspectorate of schools in the district. I conducted interviews with them for about two days. I there after secured permission to visit specific schools in the district, and these schools were Nakaloke secondary school, St. Paul’s College Mbale, Nabumali College, Bugisu Progressive Secondary school and Mbale high school. During my visits to each of these schools, I talked to the head teacher, two teachers (who teach English, mathematics or Biology to senior two students), and also interviewed 6-10 students from senior two streams. I was able to obtain vital data from class teachers/head teachers and the information was related to instructional process and leadership, teacher-student relationships, school and home relationships. Also quantitative data on school enrolments, staffing, school resources and infrastructure was obtained to further facilitate my analysis. I obtained perceptions from students on their understanding and knowledge about school instructional programs, which they willingly gave. St. Paul’s College in Mbale district James with students of Bugisu Progressive S.S. The students were also able to participate in Focus Group Discussions (FGDs) where I engaged them in discussion related to parental responsibilities in school matters and businesses. It was worth a wonderful experience in Mbale district. My next visit was in Mukono district where I visited Nile High school located in Mukono Town Council, St. Mary’s Namagunga, Metha S.S. and Lweru S.S. schools respectively. Just like in Mbale district, I interviewed class teachers, head teachers and some selected senior two students. Nile High school is one that had its core values clearly outlined in wall ways, classrooms and administrative offices. Nile High School located in Mukono district I next visited Bushenyi district located in Western Uganda as my third district to visit in series. As scheduled, I visited Ruyonza Secondary School located in the town council, Archbishop Bakyenga Vocational Secondary School, Bishop Ogez secondary School and Kyamuhanga Mixed day and boarding school respectively. As expected, I interviewed teachers, head teachers and Director of Studies (DOS) on various school management practices, challenges and achievements in the schools. I had the opportunity to conduct several Focus Group Discussions (FGDs) with the students who gave me valuable information about their home background and gender related issues. Kyamuhanga Mixed day and Boarding S.S. in James with students of Ogez secondary school, Bushenyi, September 2011 Bushenyi, September 2011 My fourth district to visit was Kampala City where interviewed participants from Mengo Secondary school, Luzira Secondary School, Kingstone high school and Kampala Apostolic Secondary School. My last district in series to visit was Nebbi district where I interviewed practioners from Wadelai secondary school, Uringi Secondary school and Warr Girls Secondary School respectively. My journey to Nebbi was re-scheduled due to bad weather that made the long stretch of the road impassable. Through out the research process, I was able to interview 40 teachers, 20 headteachers or their deputies, 3 Directors of Studies, 2 officials from Ministry of Education and Sports, 2 officials from UNEB- NAPE, 1 officer from Uganda Bureau of Statistics (UBoS) and 5 District Education Officers (DEOs). The information so far obtained is valuable enough to inform my study further as I struggle through this academic endavour. I am particularly grateful to all above officers (in their respective capacities) for the kind help they accorded me during my field study in Uganda. I so much and gratefully apreciate the research grant I received from JSPS through GSICS and Kobe University as a whole. I give special gratitude to Professor Ogawa and other Professors at GSICS for their support in my application for this grant. .
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