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University of Warwick Institutional Repository University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/1164 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. Education and Conflict: Border Schools in Western Uganda by Timothy Gregory Arthur Wright A thesis submitted in part fulfilment of the requirements for the degree of Doctor of Philosophy University of Warwick January 2007 TABLE OF CONTENTS Contents Page Contents page List of figures List of tables Acknowledgements; iv Declaration v Abstract vi List of abbreviations vii Map pages ix Chapter 1. Introduction. I Chapter 2. Review of scholarly work: education and armed conflict Section 1: Provision of education in developing countries 12 Section 2: Armed conflict 30 Section 3: Primary education and armed conflict 45 Chapter 3. Choosing a location for the research 63 Chapter 4. Designing the fieldwork 101 Chapter 5. Methodology and method 118 Chapter 6. Findings from the field work: Section 1: Current provision of primary education 148 Section 2: Primary education and armed conflict 167 Section 3: The legacy of armed conflict 187 Section 4: Coordination and planning 198 Chapter 7. Analysis, reflection and conclusion 217 References 239 ii LIST OF FIGURES Figure 1. The relationshipbetween the initiating researchquestion and the three foci 8 for the review of scholarly work Figure 2. A pathwayby which the initiating researchquestion might be addressed 63 through secondaryresearch questions Figure 3. To show the macro conditions necessaryfor the researchlocation 64 Figure 4. To indicate the structural pathwaybetween national and local primary 102 educationprovision within the national, formal systemof educationin Uganda. Figure 5. To representcertain macro influences,their possiblesites of influence in 106 school,culminating in the teacher/leamernexus, and thereforedelivery Figure 6. The interconnections between contributors to the national education system 107 of Uganda Figure 7. The three tiers of influence acting upon the teacher in Uganda as part of the 108 teaching/learning nexus, and hence delivery Figure 8. The range of influences affccting dclivcry 109 Figure 9. To show the decisions affecting data collection ill Figure 10. The interrelationship of factors affecting the teacher's role in delivery 221 LIST OF TABLES Table 1. The local council structure in Uganda 73 Table 2. Members of the Education Agencies Funding Group 83 Table 3. The subjects of the Uganda primary school curriculum 93 Table 4. The aims and objectives of Ugandan primary education 94 Table 5. Weekly allocation of subj ects in primary schools in Uganda 95 Table 6. Schools visited and the length of visits Teachers and headteachers 132 interviewed Table 7. List of interviewees by occupation and location 134 Table 8. The distribution of trained and untrained primary teachers in Kabarole 154 district Table 9. The distribution of trained teachers in Fort Portal municipality. 154 iii ACKNOWLEDGEMENTS I should like to acknowledgewith gratitude: the involvement,contribution and friendship of my new-found colleaguesin Uganda the guidanceof my supervisors,Dr. RosemaryPreston and Dr. Wolfgang Markham the supportand patienceof my family, and their encouragementand help in my pursuit of such a selfish goal. Without any one of you, this endeavourwould not have beenpossible. Thank you. iv DECLARATION This thesis is my own work, and no part of it hasbeen presented for examinationto this or any other university. ABSTRACT The thesisconsiders how the delivery of primary educationmight be maintainedin developing countriesduring an-nedconflict. The study is locatedin westemUganda, a region with a history of iterative conflict. The most recentarmed conflict, and the focus of the research,was that perpetratedby the ADF, a mixture of guerrilla warfare and terrorism. The researchis conceptualisedas an interpretivecase study of the delivery of primary education in formal settingsaffected by iterative armedconflict. Data were collected by observation, documentationand through semi-structuredinterviews held with primary teacherswho had experienceof working in schoolsduring recentarmed conflict as well as with respondentsin other key positions within the national educationsystem of Uganda. The analysisindicates that the work and lives of teachers(seen as essentialin affecting the delivery of primary education) in this areaof Ugandaare locatedwithin a complex network of influenceswhich include the demandsof the national educationsystem as well as the social contextswithin which teachersboth live and work. The intrusion of armed conflict interactswith theseinfluences to makethe professionallives of teacherseven more problematic. Given such competinginfluences, how shouldteachers respond? The study considershow a revisedmodel of professionalism,based on autonomy,responsibility and reflection might be of relevance.Such a revisedmodel could help teachersto make decisionsin conditionswhen direct managerialcontrol is not available,thereby contributing to the maintenanceof primary education. VI ABBREVIATIONS USED IN THE THESIS ADF Allied DemocraticFront (or Forces) CAO Chief Administrative Officer CBO Community BasedOrganisation CCT Co-ordinatingCentre Tutor CFS Child Friendly Schools CHE Complex HumanitarianEmergency CMR CrudeMortality Rate cms Church Missionary Society cou Church of Uganda CPD Continuing ProfessionalDevelopment CPE Complex Political Emergency DO Development CooperationIreland DDMC District DisasterManagement Committee DEO District EducationOfficer DFID Departmentfor InternationalDevelopment DMO District Medical Officer DRC DemocraticRepublic of Congo EFA EducationFor All EFAG EducationFunding AgenciesGroup EPI EducationPerformance Index EPI EducationPerformance Index EPRC EducationPolicy Review Committee ESIP EducationStrategic Investment Plan GoU Governmentof Uganda IDP Internally DisplacedPersons/People IMF InternationalMonetary Fund ITT Initial TeacherTraining LC Local Councillor vii Lord's Resistance Army LRA. MDG Millennium Development Goals MoES Ministry of Education and Sports NQT Newly Qualified Teacher NRM National Resistance Movement NURP Northern Uganda Reconstruction Project PCC Parochial Church Council PEAP Poverty Eradication Action Plan PLE Primary Leaving Examination PSRC Poverty Reduction Support Credit PTA Parent Teacher Association PTC Primary Training College PTR Pupil Teacher Ratio PWD People With Disabilities QTS Qualified Teacher Status RC Roman Catholic RDC Resident District Commissioner SAP Structural Adjustment Programme SAP Structural Adjustment Programme SC Save the Children SDA Seventh Day Adventist SDR. Special Drawing Rights SEN Special Educational Needs SFO School Facility Grant SMC School Management Committee SUPER Support for Uganda Primary Education Programme TDMS Teacher Development Management System TEP Teacher Emergency Package UPDF Ugandan People's Defence Force UPE Universal Primary Education USAID United States Agency for International Development viii MAPPAGEI SO - Oft IW d. MC., py JUGAN -*C-Wo-fwft SUDAN 0 Town v*. W + Awpod Ofl/ KEN VA Insernalmal boundary DWrIct boundary AIRt, Main road Secondary road Ralroad --'A: OIII)O KC*W, + Gukj A FBRI DUNIM R%11( kFPI BUR MOROT(P OF HIF I API( I IRA , -- CONG 0 KA VOýKM I VAS 1 1) 0 r\ 4K4PIRIPIKII _, Ký F4. m 0 KI It tj OL4p JIOR 4 -P4LII%4 KIB(X;. 4 K112106 0 TORORO Tuo 131 0 . ncle I",ýF,ýI KYENJOiI JO Z AJ4 Bungoma 4.11P.t5fp 4L4 J, 10 )L 4S ESE-ýj K AA -4: KEN YA lbancb *a 0 HIVIt %IR IK IR, 1 5! Ift'KO. VO Is 0 A: K. 4tA. VG. 4L. 4 n All. I La k Fi K464L. t, .If, r Ia t MYED RI. PI In-it' OF "a cýý - Vý tvýý, CVV4 R%%ANDA T. %NZAN*IA Kigali ý 2,1 (K) kM Uk.,. WýNo 3ft2R1.4 UWEDýTIOH5 DepWtorwrd of Pubk Irt-o" m xc13 c mr"'. Vhý 5-" MAP 1: Overview of Uganda. In the west, the border districts of Kasese,Kabarole and Bundibugyo can be seenbetween Lake Albert to the north and Lake Edward to the south. ix MAP PAGE 2 \, -ý Hol Ma VA 1101MA Democratic Republic of Congo (DRC) KI cl KIBAALE Fort Portal I F Kasese (0" K4LMubende PortakZ KYEA"Joi-03-- 10 MU f% r- AlIVEA' -^71.1 -3- IV- Much the border e9 of OL between Bundibugyo, lbanda Kabarole and Kasese L IC 1 7- "ILX with the DRC is formed, (1,4-, .ý-- by the Rwenzofi ; \ýJBUSIIENTI I MBARAR. -i Mountains. The overall ,ý + area is sometimes o Mbarara Rwenzofi referred to as f7ý The attacks of the ADF r were from the DRC ,, K48.4 LE across the Rwenzofi C:> "" Kab a Kyaka Mountains and into the I 40 districts of Bundibgyo, UNITED REPUBIA Kabarole and Kasese OF RWANDA TANZANIA The general location of the schools taking part in the researchis indicated by the cross- hatching. MAP 2: Detail of Western Uganda's border with the Democratic Republic of Congo x MAP PAGE 3 1 50 i0o '"'SUDAN I! Gulu , morotC6 DEM. REP. %-, '. -- -, - Lira OF THE 10, CONGO §orob Mbale, Portal KAMPALA ýja KENYA Z; 7 Masaka -, J,1: , 0 1ke: Lake Mbarara WcMfia 'TAN ZAN IA I)A MAP 3: The cross-hatchedarea indicates the approximate range of the Rwenzori Mountains. xi Chapter I CHAPTER 1: INTRODUCTION Personal statement Ten yearsago, when readinga newspaper,I was struck by a photographproduced by an aid agency.It depicteda young African boy lying in a gutter apparentlyin a stateof despair.The captionstated that his
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