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In Buyenda District Uganda by Micheal Mpata Bae/44098

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In Buyenda District Uganda by Micheal Mpata Bae/44098 THE CHALLENGES OF FREE SECONDARY EDUCATION (UNIVERSAL SECONDARY EDUCATION) IN BUYENDA DISTRICT UGANDA BY MICHEAL MPATA BAE/44098/143/DIJ A RESEARCH REPORT SUBM~~~ED TO THE COLLEGE OF EDUCATION, OPEN DISTANCE LEARNING IN PARTIAL FULFILMENT OF THE AWARD OF A BACHELOR DEGREE IN EDUCATION (BAE) OF KAMPALA INTERNATIONAL UNIVERSITY AUGUST, 2017 DECLARATION I, MPATA MICHEAL, declare that to the best of my knowledge, this is my original research report and it has never been submitted to any other institution for academic award, publication or otherwise. Sign datef J 1.~.7 ~ MICHEAL MPATA BAE/44098/143/Du APPROVAL I certify that this research report is submitted and accepted with my full consent and approval. p Date ~.Lç..i DR. KAYIN U VICENT Supervisor. ACKNOWLEDGEMENT I wish to take this honor to first thank my research lecturer Dr. Kayindu Vicent for the continuous guidance throughout this course. I also extend my sincere thanks to my parents, brothers, sisters for their support throughout this course. They have endured hard times economically, socially and physically to see me through in this course, really am so grateful thanks. III TABLE OF CONTENTS DECLARATION APPROVAL ACKNOWLEDGEMENT ii LIST OF ACRONYMS DEFIN~ON OF TERMS LIST OF TABLES ix ABSTRACT CHAPTER ONE 1 INTRODUCTION 1 1.0 Background 1.2 Statement of the problem 2 1.3 Objectives of the study 3 1.3.1 General objective 3 1.3.2 Specific objectives 3 1.3.3 Research questions 3 1.4 Scope of the study 3 1.5 Significance of the study 4 CHAPTER TWO LiTERATURE REVIEW 5 2.0 Introduction 5 2.1 The political factors affecting the affecting USE scheme in Buyende district 5 2.2 The economic factors affecting the free secondary education (USE) in Buyende district.... 6 2.3 The social and cultural factors the free secondary education (USE) 7 CHAPTER THREE 9 METHODOLOGY 9 3.0 Introduction 3.lAreaofstudy 9 3.2 Sample procedure 9 iv 3.3 Methods of Data collection .9 3.3.1 Questionnaires 9 3.3.2 Observation 10 3.3.3 Interview 10 3.4 Sources of data io 3.4.1 Primary sources 10 3.4.2 Secondary sources 10 3.5 Data collection procedure 10 3.6 Data analysis 10 3.7 Limitation of the study 11 CHAPTER FOUR 12 DATA ANALYSIS AND PRESENTATION 12 4.0 Introduction 12 4.1 Social demographic characteristics 12 4.1.1 Marital status 12 4.1.2 Age 12 41.3 Sex 13 4.1.4 Education levels 14 4.2 Challenges of universal secondary education in Kidera, Buyende district 14 4.2.1 The political factors affecting the USE scheme 14 4.2.2 The economic factors affecting USE programme in Buyende district 15 4.2.3 The social and cultural factors that influenced to low uplifting of USE in Buyende district is CHAPTER FIVE 17 SUMMARY OF THE MAJOR FINDINGS, RECOMMENDATIONS AND CONCLUSIONS 17 5.0 Introduction 17 5.1 Summary of the study 17 5.3 Conclusions 17 5.3 Recommendations V REFERENCES .20 APPENDICES 21 APPENDIX 1 21 QUESTIONNAIRE 21 vi LIST OF ACRONYMS HIV — Human Immune Deficiency Syndrome PTA Parent Teacher Associations Dr. Doctor USE — Universal Secondary Education MOES — Ministry Of Education and Sports HT Head Teachers UNEB Uganda National Examination Board DEC — District Education Officer NGOs — Non Government Organizations VI DEFINITION OF TERMS School — An institution of gathering from which learners seek and pay for knowledge. Teachers — A person who imparts formal knowledge in the students. Secondary — is a level in education after elementary and primary education. Education — is the act of acquiring formal knowledge. Free education — A service rendered free of cost by the government to its citizens. Scheme — Is a programme or project that is provided by a group, an individual or a government. VIII LIST OF TABLES Table 1: Marital status .12 Table 2: Age distribution of the respondents 13 Table 3: Sex of the respondents 13 Table 4: Educational levels of the respondents 14 Table 5: Political challenges 14 Table 6: Economic challenges 15 Table 7: social and cultural challenges 16 ix ABSTRACT The major objective of this study was to find out the challenges facing universal Secondary Education in some of the schools in Buyende district. The study was conducted in sub counties like Nkodo, Kidera, Kakoge, Kagulu, Bugaya, students, community members, teachers and political leaders were involved in the study. A total of 60 (sixty) participants, 15 parents, 10 political leaders, 20 teachers and 15 community members were involved in the study. It involved both qualitative and quantitative data collection methods. The challenges of USE in Buyende district involved those that are political, economic, social and cultural for instance the political challenges involved poor policies, poor salaries and others while as poverty, misuse of funds were some of the economic challenges and lastly the social and cultural challenges involved absence of cultural support, teacher strikes, early marriages and others. However, conclusions and recommendations were then made after presenting and interpreting data. x CHAPTER ONE INTRODUCTION LO Background The Ugandan Educational Policy to achieve free secondary education (Universal Secondary Education) has to be seen within developments in the winder international context. The Universal Declaration of Human Rights adopted 1948, declared that “everyone has a right to education”. The world conference on education for all, held in Jomtien, Thailand in 1990, sparked off a new impetus towards basic education especially with its so called vision and renewed commitment. The Universal Secondary Education was a new idea introduced by some educationalists to upgrade levels of learning in Uganda. In 2007, Uganda became the first country in sub-Saharan Africa to introduce Universal Secondary Education (USE), coming 10 years after it introduced Universal Primary Education. It presented a bold step by President Yoweri Museveni’s government. At the time, a UN report said Africa had the worst secondary school enrolment rates in the world. Only 34% of secondary school age children were enrolled in class~ Girls and poorer young people comprised the bulk of those lock out of school by financial and cultural constraints. Under the secondary scheme, students who get specific grades in each of the four primary school leaving exams study free in public schools and participating private schools. The government pays the schools an annual grant up to Ushs 140,000 ($52) per student, spread over three school terms parents, though have to provide students uniform, stationery and meal. So therefore this universal secondary education is a form of free education at a level of high school to students who do not afford to pay fees in private secondary schools. So in Uganda it generally aims at helping students who have financial problems to acquire an education. 1 According to Dr. Yusuf Nsubuga, director of basic secondary education as the ministry of education before the secondary scheme barely 50% of primary school leavers went on to secondary education annually. Within a year of the scheme being introduced the figure rose to 69%. Similarly, the number of o- level candidates in the country rose from 172,000 in 2006 to almost 265,000 last year, in an increase of 54%. Currently, education in Uganda has been based on a 7-6-3 system since 1960s, with seven years of primary education, followed by six years of secondary school and three years of institute or university (tertiary) education. In addition to this large private school sectors which caters for the middle to upper classes and generally follow the British 0-level and A-level system after primary system. So therefore out of all children in Uganda about 60 percent of the children attend secondary school and 10 percent attend higher institution. So this has been a great achievement especially to the people of Buyende district since now many of children are able to access this scheme that was introduced as it is now working in many secondary schools like Kidera secondary school, Buyende high school and others in Buyende district. 1.2 Statement of the proMem With the introduction of free secondary education (USE) in Uganda, a number of challenges have been reported all over the country and particularly in Kidera, Kagulu Bugaya sub counties in Buyende district. Universal Secondary Education (USE) is facing challenges and questions are being raised in Kidera Sub County as many argue that (USE) has worsened the situation and education system in the area due to declining academic performance of students as a result of many factors that affect the programme (scheme). Unlike before where parents used to meet fees for their children in secondary schools. Nowadays it has changed meaning and argument because now the government has brought education to each to all children. But at times questions 2 arise due to changes made by the heads of schools in the “name” of health fees, feeding fees, holiday fees, development fees and others. So all these kind of fees added or introduced by the heads of the schools have changed the perspectives of Universal Secondary Education. This research therefore was carried out to examine the challenges of free secondary education (USE) in Buyende district. 1.3 Objectives of the study 13.1 GeneraO objective The general aim of this study was to examine the major challenges facing Universal Secondary Education (USE) in Buyende district. 1.3.2 Specific objectives I. To assess how political factors affects Universal Secondary education in Buyende district. ii. To find out the impacts of economic factors on USE in Buyende district. iii. To analyze the social and cultural factors that the free secondary education in Buyende.
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