THE PERFORMANCE OF UPE IN UGANDA, MASAKA DISTRICT: A CASE OF KYANAMUKAAKA SUB COUNTY
BY LUYIMA FRANK 14/U/8788/EVE
A DISSERTATION SUBMITTED TO THE SCHOOL OF STATISTICS AND PLANNING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE BACHELOR OF SCIENCE DEGREE IN BUSINESS STATISTICS OF MAKERERE UNIVERSITY
OCTOBER, 2018
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DECLARATION
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APPROVAL
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DEDICATION
I dedicate this piece of work to all family members of Mr. Ssekitende Joseph more especially my mother Nanyondo Specioza, brothers Mutyaba Joseph, Magala Denis, Sserunjogi Godfrey and sisters Namakula Justine, Nankinga Sicy and also all my friends. It is my prayer to the almighty that you all have successful life on earth and eternal life thereafter.
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ACKNOWLEDGEMENT
I praise and thank the Almighty God that by his grace and mercy, today I am writing to acknowledge the various individuals and institutions that contributed towards my successful education at Makerere University, a struggle that would have been practically impossible without him.
I must acknowledge the material and financial support rendered to me by my father Mr. Ssekitende Joseph and mother Nanyondo Specioza during my 3 years of study at Makerere University.
I further give my sincere appreciation to my brothers Sserunjogi Godfrey and Magala Denis and also my friends Nakayiza Angella, Katalagga John, Ssembuzze John Baptist, Katongole Joseph and Mayanja Fred, Kato Akim Kalule, Kajeke Ben, Kiisa Ibrahim, Wangira Aron, Okello Justine and finally Ssemwanga Gerald for the support they have given me.
Finally my utmost thanks go to my research supervisor Mrs. Ssekiboobo Agnes of Makerere University, School of Statistics and Planning for her devoted tireless guidance and advice that has helped me produce this exceptional work. What a motherly and caring supervisor.
I feel indebted to all of you. May the Almighty God reward you all abundantly.
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TABLE OF CONTENTS DECLARATION...... i
APPROVAL ...... ii
DEDICATION...... iii
ACKNOWLEDGEMENT ...... iv
LIST OF TABLES ...... ix
LIST OF ABBREVIATIONS ...... x
ABSTRACT ...... xi
CHAPTER ONE ...... 1
INTRODUCTION...... 1
1.1 Background ...... 1
1.2 Problem Statement ...... 4
1.3 Objectives of the Study ...... 4
1.3.1 The Main Objectives ...... 4
1.3.2 Specific Objectives ...... 4
1.4 Scope of the Study ...... 5
1.5 Rationale of the Study ...... 5
1.6 Hypotheses of the Study ...... 5
1.7 Report Outline ...... 6
CHAPTER TWO ...... 7
LITERATURE REVIEW ...... 7
2.1 Introduction ...... 7
2.2 Enrolment and School Dropout ...... 7
2.3 The Quality of Education ...... 9
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2.4 Equity in Education...... 12
2.5 Literature Gap ...... 14
CHAPTER THREE ...... 15
METHODOLOGY ...... 15
3.1 Introduction ...... 15
3.2 Research Design...... 15
3.3 Study Population ...... 15
3.4 Sample Selection ...... 15
3.5 Data Collection Techniques ...... 16
3.5.1 Focus Group Discussion ...... 16
3.5.2 Key Informant Interviews ...... 16
3.5.3 Interview Guide ...... 16
3.5.4 Observational Methods ...... 16
3.5.5 Documentary Analysis ...... 16
3.5.6 Questionnaires...... 17
3.6 Data Processing ...... 17
3.7 Data Analysis ...... 17
3.8 Statistical Analysis ...... 17
3.8.1: Chi Square...... 17
3.8.2: T-Statistics ...... 17
3.9 Limitation ...... 18
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CHAPTER FOUR ...... 19
FINDINGS, INTERPRETATION AND DISCUSSION ...... 19
4.1 Introduction ...... 19
4.2 Enrollment and dropout rate in UPE Schools ...... 19
4.3 Quality of Education ...... 21
4.4 Quality of Education ...... 36
4.5.2 Inadequate Funding ...... 40
4.5.3 Overpopulation ...... 41
4.5.4 Inadequate Facilities ...... 41
4.5.5 Absenteeism among Teachers and Pupils ...... 41
CHAPTER FIVE ...... 42
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS ...... 42
5.1 Introduction ...... 42
5.2 Summary of findings...... 42
5.2.1 Enrollment and Dropout Rate ...... 42
5.2.2 The Quality of Education ...... 42
5.2.3 Equity in Education...... 43
5.3 Conclusion ...... 43
5.4 Recommendations ...... 43
5.5 Suggestions for Future Research ...... 44
REFERENCES ...... 45
APPENDICES ...... 47
APPENDIX A: INTERVIEW GUIDE FOR DEO-MASAKA DISTRICT ...... 47
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APPENDIX B: QUESTIONNAIRES FOR HEAD TEACHERS ...... 49
APPENDIX C: QUESTIONNAIRES FOR TEACHERS ...... 52
APPENDIX D: INTERVIEW GUIDE (SCHEDULE) FOR PARENTS ...... 54
APPENDIX: E: FOCUS GROUP DISCUSSION FOR UPPER PRIMARY PUPILS ...... 56
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LIST OF TABLES
Table 4. 1: Increase in school enrollment due to UPE introduction ...... 20 Table 4. 2: Ratio of textbooks to pupils in selected schools in KyanamukaakaSub County ...... 23 Table 4. 3: Kindu Primary School UNEB PLE performance for the past three years ...... 25 Table 4. 4: Kyantale Primary School UNEB PLE performance for the past three years ...... 28 Table 4. 5: Buna primary School UNEB PLE performance for the past three years ...... 31 Table 4. 6: Leos Junior Academy UNEB P.L.E results for the past three years ...... 34 Table 4. 7: Buyaga Primary School pupils’ enrollment in terms of gender in last three years .... 37 Table 4. 8: Kyamula Primary School enrollment in terms of gender in last three years ...... 38 Table 4. 9: Bujju Primary School enrollment in terms of gender in the last three years ...... 38
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LIST OF ABBREVIATIONS
DEO : District Education Officer
EFA : Education For All
GOU : Government of Uganda
LC : Local Council
MDGS : Millennium Development Goals
MFPED : Ministry of Finance Planning and Economic Development
MOES : Ministry of Education and Sports
NTC : National Teachers College
PEAP : Poverty Eradication Action Plan
PLE : Primary Leaving Examinations
PWDs : People With Disabilities
SMC : School Management Committee
UN : United Nation
UNEB : Uganda National Examinations Board
UPE : Universal primary education
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ABSTRACT
The study was conducted in Masaka District, Kyanamukaaka Sub County. It examines the performance of UPE schools in Uganda specifically Masaka district, Kyanamukaaka Sub County. It focuses on the enrollment and dropout rate of pupils in UPE schools, the quality of education attained by pupils in these schools and the equity in education and then shows how they affect the performance of pupils in UPE schools.
The study was conducted using qualitative methods of collecting data where focus group discussions of 10 pupils of upper primary were engaged in the discussion. Key informant interviews were held with the DEO Masaka district, Head teachers and teachers, and questionnaires were administered to Head teachers and teachers of the 10 schools that were included in the study.
The findings of the research indicated that before the introduction of UPE in Uganda, pupil’s enrollment was generally low; equity in education was a serious problem both in terms of PWDs and gender. The quality of education was generally poor. After the introduction of UPE in Uganda specifically Masaka district, there was an increase in pupils enrollment for both boys and girls though the dropout rate in still high mostly for girls. Quality of education is still poor due to lack of instructional materials in schools and also lack of parents and pupils commitment to education. Equity in education is still lacking as far as PWDs is concerned but it has been improving in terms of gender. The funding indicates poor performance of UPE schools.
There is a need for the government increase the funding of UPE schools, sensitize the parents to know their role under UPE and also teacher’s motivation is very important.
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CHAPTER ONE
INTRODUCTION 1.1 Background
Uganda is set in the heart of Africa astride the Equator. It has a total of 236,860sq miles. Of this, swamps and open water cover 17% while forest reserves and National Parks cover about 12%. Currently Uganda has a population of more than 34.6million. Majority of the people are of school going age. Also 70% of this population lives in the rural areas. (Uganda Bureau of Statistics, 2014).
Uganda was a British Protectorate from 1899 till October 1962 when it received its independence. Prior to independence school education which was introduced by missionaries in 1877, was modeled along the British system of education. This heritage is still evident in the school system even today.
The school system is structured in a hierarch “O”Level, 2 years “A” level and minimum of 3years at University level. At the end of each stage there is a national examination. This structure therefore makes the education system highly selective and pyramidal in nature.
Inspite of the structure, school education has continued to expand since 1962 when Uganda gained its independence from the British. Uganda has been embracing increased enrollment. For example in 1996 there was a significant gain in primary enrollment, which increased from about 3 million pupils in 1996 to 8.4 million pupils by 2010.
It should however be pointed out that this expansion did not take place during all the year since independence. The Amin era of 1971-1979 however affected all sectors of life very negatively. This was a period of anarchy. A period characterized by insecurity, a decline in economic productivity, brain drain and break down of the social services (Aguti, 1996).
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A part from expanding the school system, Uganda has also looked at alternative means of meeting the demand particularly of higher education. The government has encouraged entrepreneurs to open up training institutions or universities.
Universal primary education (UPE) is a form of education that provides basic formal education to all children in the primary cycle of education. It was adopted at the 1948 United Nation (UN) general assembly in New York with a resolution that to introduce and implement universal primary education.
In Uganda and many other countries in the world, education is considered as a basic right and is guaranteed in the 1995 constitution of the republic of Uganda chapter 4, Article 30. UPE program gained momentum in December 1996 when president Yoweri Kaguta Museveni while on his second term presidential campaign announced that four children per family in Uganda would benefit from free primary education from 1997 (New Vision ,16 December 1996).
Prior to the president announcement in July 1987 the government of Uganda appointed an education policy review commission under the chairmanship of professor William Senteza Kajubi to inquire into the education policy in Uganda (government of Uganda 1989), education policy review commission report emphasized the need for basic formal education for all children aged 6-12 years. The adoption of this report was adopted by government and was reflected in government white paper of 1992. The adoption of this report later influenced the inclusion of all children of school going age to benefit under the UPE program as opposed to the initial arrangement where only four children per family had their fees catered for by the government while others were left out (Olupot, 2002). The major objectives of UPE include. • Making basic education accessible to the learners and relevant to their needs as well as meeting national goals. • Making education equitable in order to eliminate disparities and inequalities. • Establishing, providing and maintaining quality education as the basis for promoting the necessary human resource development. • Initiating a fundamental positive transformation of society in the social, economic and political field.
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• Ensuring that education is affordable by the majority of Ugandans by providing, initially the minimum necessary facilities and resources and progressing the optimal facilities. • Enables every child to enter and remain in school until they complete the primary education cycle (ministry of education and sports 199:10).
In her review of the education and sports sector performance 2009/2010, the Minister of Education and Sports Hon. Geradine Namirembe Bitamazire noted further improvement in the education sector in terms of school enrollment. She reported that in the primary sub sector, total enrollment increased from 8,297,780 (4,150,037 male, 4,147,743 female) in the FY 2008/2009 to 8,324,615 (4,156,997 male, 4.167,618 female) in the FY 2009/2010. (New Vision Monday November 15, 2010). The net enrollment ratio has also improved from 96.1% in 2010 to 96.7% in 2011.This is an indication that the targeted 100% is likely to be met across gender. With the increasing enrollment under UPE program, there is also increasing need for trained teachers, instructional materials like text books, teacher’s lesson guides, visual and audio aids, laboratory facilities among others.
There is also increasing needs for physical facilities like toilets / latrines, classrooms, teachers' quarters and generally increased funding of the sector yet, in the above report of the minister of education and sports she concede the lack of adequate funding to meet the minimum requirement under UPE is the biggest challenge of the sector. Lack of fund therefore seems to have crippled many activities under UPE program and partially contributes to teacher’s low motivation.
Furthermore, introduction of UPE and its implementation has brought about changes in the school management system. Parent Teachers Association allowances for teachers has been abolished and there is generally a weakening board of the Parent Teachers Association. Parents on the other hand believe that everything under UPE is the responsibility of the government including provision of scholastics materials like exercise books, pens etc. to children. It is therefore against this background that the researcher will carry out this study to unveil the performance of UPE in Uganda especially Masaka District, Kyanamukaka Sub County.
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In ensuring efficient and effective implementation of UPE, government would in addition to meeting tuition fees of the beneficiaries ensure the provision of minimum necessary requirement such as adequate number of trained teachers, school facilities like classrooms, teacher’s quarters, urinal and washing shelters, latrines, playgrounds among others. To have an effective UPE program, government would also ensure adequate funding of the program and provide adequate learning / teaching aids like textbooks, teachers lesson guides, audio and visual learning aids, laboratory apparatus to name but a few.
However, in Masaka district especially Kyanamukaaka Sub County despite its implementation; UPE has been neither efficient nor effective. In Kyanamukaaka Sub County, not so much has been done to critically investigate the performance of UPE in the area. That is no formal study has been carried out neither has been a formal report on the situation.
It is for this reason that I have picked interest to at least carry out research on the performance of UPE in Kyanamukaaka Sub County.
1.2 Problem Statement
Universal primary education was introduced in 1997 to ensure that education is accessible to all Ugandans, making it equitable and affordable and also providing and maintaining quality education as the basis for promoting the necessary human resource development.
However, today most especially in Masaka district, UPE does not indicate any sign of equity as far PWDs is concerned, not all children can access education, the quality of education is very poor due to lack of instructional materials and teachers motivation which affect the performance of UPE school.
1.3 Objectives of the Study 1.3.1 The Main Objectives The study was done to analyze the performance of UPE schools in Masaka district.
1.3.2 Specific Objectives • To examine the enrollment rate and school dropout rate in UPE schools in Masaka district. • To examine the performance of education acquired in UPE schools.
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• To examine the challenges faced by UPE schools in Masaka district.
1.4 Scope of the Study
The study was carried out in Masaka district Kyanamukaaka Sub County for a period 2013 to 2016.The chairperson LC III of Kyanamukaaka Sub County, teachers, parents and pupils of the respective schools was selected and included in the study. The DEO Masaka district, school inspectors and head teachers of the respective schools were respondents. Private schools in Kyanamukaaka Sub County were included purposely for comparison of facilities, availability of teachers, and quality of education as well as school performances.
1.5 Rationale of the Study
It is hoped that the study was to create awareness and generate facts about the performance of UPE schools in Masaka district specifically Kyanamukaaka Sub County by examining the enrollment rate quality of education and challenges faced by UPE schools.
The researcher hoped that the research was to add knowledge to the pool of knowledge already existing about UPE and was to attract further research and inquiry into UPE program in Kyanamukaaka Sub County Masaka district as a whole.
1.6 Hypotheses of the Study
Ho: Despite the fact that government introduced UPE, there is no strong relationship between UPE performance and government support. Ha: There is strong relationship between UPE performance and government support Ho: There is no relationship between UPE results and parents support Ha: There is relationship between UPE results and parents support
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1.7 Report Outline
The report comprises of five chapters. Chapter one has given the background on the study; Chapter two presents the literature review, chapter three shows the methods to be used in data collection and data analysis, chapter four consists of findings from the field of study and finally chapter five gives the conclusions and recommendations.
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CHAPTER TWO
LITERATURE REVIEW 2.1 Introduction
Since its adoption at the 1948 United Nations General Assembly, UPE has become a program and a goal pursued by many nations on the basis of human rights, justice and equity. The program attracted studies that have been carried out by government as well as a number of individual private researchers.
The available literature is reviewed under school enrollment, quality of education in UPE schools and the challenges faced by UPE schools.
2.2 Enrolment and School Dropout
An increase in primary enrollment has always been a priority for every successive government. It has been a debatable issue in each era and relevant measures have been proposed and implemented during every regime. It is a major issue concerning most of the developing nations.
Children’s enrolment in UPE-Like programs and progression are a result of the interaction of supply and demand. Access is generally presented as a supply-side issue-that is, making enough school places available even as this has been shown to be insufficient to achieving schooling for all. Nevertheless, supply remains important for those initially excluded, as well as for those learning under conditions that comprise successful achievements. Critical supply- side issues include school location, teacher deployment and training, availability of learning materials, and safety-especially for girls (Wasswa-Matovu J, 2009).
On the other hand, patterns of demand shape entry, progression, completion and transition of lower Secondary grades, and these patterns are often gendered. Rapidly expanding enrollments have been associated with changing perceptions of the relevance and effectiveness of schooling, and of the benefits of participation. The problems of capturing and retaining the most marginal children and increasing promotion, completion and transition are inextricably linked to decisions about participation. These decisions are partly related to the direct costs of schooling, but are
7 also dependent on family strategies. How demand changes, and how supply interacts with demand are therefore central concerns. (Wasswa- Matovu J, 2009).
In the Ugandan context, enrollment refers to the process of registering children into the schools register and it is done at the beginning of every academic calendar where parents are required to take to school the children who have attained school going age. Upon registration, a track record of their physical presence and learning in class is monitored twice daily by a class teacher by marking their presence. In a situation where attendance fluctuates, it amounts to absenteeism but if absenteeism is spread for a period longer than one year, the child is then considered having dropped out of school in that year.
School dropout is the difference between the number of pupils/students enrolled at the beginning of the year and the number of those who remained at the end of the year (MGLSD and Uganda, dropout is considered to happen whenever student/pupil fall out of the school system before completing primary seven which is the full education cycle. Both school and non-school factors contribute to the scenario.
According to a joint UNICEF global estimate, 115 million children of school going age are out of school. This number is equivalent to 18% or almost one in five of the children worldwide in this age group. Still there are many children who never enter primary school, more who will enter late (and over age), and others will enter and dropout before completing full cycle of primary schooling regardless of UPE existence. This is as a result of factors such as policy problems, lack of access to schools, poor quality education, high schooling costs and low returns to education among others which gang up to push children out of UPE schools (MFPED, 2002).
In developed countries where education is Universal and compulsory, an analysis on the determinants of school dropout done by (Cardoso and Dote 2006) indicated that dropping out of UPE schools is not seen as a policy problem. It is seen as resulting from factors such as drug use, alcohol consumption and parent’s psychiatric disorders, controlling for possible confounding factors such as socio-economic status of the family, gender, race and age of the child.
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In the developing countries much as drop out cases and education failures are traced both within and outside the education policy. In most developing countries, school dropout or low survival in schools has been a subject of interest to many academicians, researchers and policy makers for a long time. Although the finding of carious studies on school dropout differ depending on the different country specific situation, factors such as, rural-urban divide, gender bias, organization and governance of the education policies, civil conflicts and war, poverty/vulnerability-costs, impact of HIV/AIDS and most common elements that lead to primary school dropout in all studies (MFPED, 2002).
Following the introduction of UPE in Uganda, gross enrollment in primary school increased from 3.1million in 1996 to 7.6million in 2003. This amounts to an increase of 145% (4.5milion children), compared to an increase of 39% (0.9million children) between 1986 and 1996. (Bategeka, L, et al 2004). More still the enrollment in schools implementing the UPE programme has increased by 28% bringing the number of beneficiaries to 8020000. The net enrollment ratio also improved from 96.1% in 2010 to 96.7% in 2011.
2.3 The Quality of Education
Quality is basically a matter of three interrelated factors: efficiency (better use of available resources), relevance (to needs and contexts) and something more (to journey a little further than more efficiency and relevance). It is also understood that quality and action towards its improvement are complex processes in themselves dynamic and constantly shifting in time to new need and changing conditions.
Quality is a term which has become increasing popular in the discourse about education, especially in the less industrialized countries, although there is little consensus on what if means and on a universal valid way of measuring it. There are scholars who have described the quality of education in terms of the extent to which and the manner in which, aims and function of education are achieved or realized. Aims are the anticipated effects of learning and functions refer to what schools are expected to accomplish. The notion of quality is therefore relative. It changes over time and differs geographically due to variation of aims functions and the means to
9 realize them. In this regard, the quality of education is linked to people and how they perceive education (Sifuna, 2007).
The situation of primary education is most developing countries is not good in many countries poverty, child malnutrition and ill-health are advancing again after decades of steady retreat. And although the reasons are many complex, overshadowing all is the fact that the government of the developing world as a whole have now reached the point of devoting half of their total annual expenditures to the maintenance of the military and servicing of debt-some $ 1billion every day or more than $1400 a year for each family in the developing world (Stephens D, 1991).
Against this, educational expenditure is more than half of the 100 developing countries as surveyed by UNESCO were falling in real terms of GNP, 1986, 4.46% and primary school children are beginning to vote with their feet when it comes to enrollment and belief in education to improve the quality of their lives (Stephens D, 1991).
In the early and mid-sixties when most African Countries achieved independence, planners modernization theories which assumed that education was most profitable form of investment not only to the society but also to the individual. Education was believed to contribute to economic growth, by improving the quality of labour force through giving qualified workers the skills and knowledge demanded by the modern sector of the economy, and therefore making these workers more productive. Education was also believed to contribute to better standards of health and child care and reduced fertility rates among other things. This perception stemmed from the understanding that the lack of high and middle level human resources development was a major bottleneck to economic growth. Human resource planning was therefore a partial solution to this problem.
The report on the conference of the African states on the development of education I Africa- which met in Addis Ababa (Ethiopia) in many, 1961 under the joint sponsorship of UNESCO and the Economic commission for Africa to provide a roadmap for the development of education placed greater emphasis on the expansion of secondary and tertiary education. But in addition, steps towards achieving Universal Primary Education by 1980 were planned (Sifuna D.N, 2009).
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The introduction of UPE in 1997 was associated with a sudden drop in education quality indicators, such as the pupil-teacher ratio, the pupil-class. However, since 1997 government has constructed more classrooms, trained and deployed more teachers, and bought more textbooks. This has led to gradual improvement in those indicators (Ministry of education and sports 2003). The pupil-teacher ratio, which gives an indication of contract between pupils and teachers in classroom, improved slightly from about 65:1 2000 to 54:1 in 2003 in government primary schools. The pupil-classroom ration, which indicates the degree of congestion in a classroom, also improved slightly , from about 110 pupils per classroom in 2000 to 94 pupils per classroom in 2003 (Ministry of Education and Sports, 2003).
However, compared to the poverty evaluation Action plan target of 40:1, a pupil-classroom ration of 94:1 still represents significant congestion in primary school classrooms. The pupil- textbook ratio for the major subjects (English and Mathematics) was about 3:1 in 2003, which was about the same as the pre-UPE ration. Although the government purchased a large number of textbooks as page 67 of its UPE implementation strategy, access to the book is limited as they are often kept in stores due to lack of space (Ministry of Finance Planning and Economic development, 2004).
Analysis of teachers quality reveals that a large proportion of primary school teachers particularly in rural areas, lack appropriate training. In 2003, there were 145,703 primary school teachers of whom 54,069(37%) had no formal teacher training. An additional 7,960 had just a teaching certificate of primary education. Most of these had retired, but had been recalled into the teaching service due to shortage of teachers after the introduction of UPE. The majority of these unqualified teachers are deployed in UPE schools in rural areas (Bategeka, 2004).
Under the school facilities grants, the government has devoted a lot of resources to procure textbooks, construct classrooms and teachers houses and purchase furniture for pupils. The increase in education inputs explain the gradual improvement of some education quality indicators from the time UPE was introduced. Nevertheless, these improvements may not always translate into better education performances by pupils. Results of a National Assessment of Primary Education Performance taken between 1996 and 2000, for example, suggest that
11 education performance in terms of pupil’s numeric, reading, science and social studies knowledge and skills deteriorated following the introduction of UPE (Bategeka, 2004)
2.4 Equity in Education
Equity in education can be defined in many different ways. Building on the conceptual frame work defined in the OECD Report “No more failures” equity in education can be seen through two dimensions fairness and inclusion (Field, Kuczera and Pont, 2007). Equity as inclusion means ensuring that all students reach at least a basic minimum level of skills. Equitable education systems are fair and inclusive and support their students to reach their learning potential without either formally or informally pre-setting barriers or lowering expectations. Equality as fairness implies that personal or Socio-economic circumstances, such as gender, ethnic origin or family background are not obstacles to educational success (OECD, 2012).
An equitable education system can redress the effect of broader social and economic inequalities. In the context of learning, it allows individual to take full advantage of education and training irrespective of their background. In terms of fairness, there is much evidence showing that students background has an impact on their academic achievement, and this is the case a cross OECD countries. Students with how parental education, low socio-economic status, first or second generation immigrant background, as well as boys have higher risk of low performance. (OECD, 2012)
These two dimensions of equity and inclusion overlap. Often, low Socio-economic background and low performance converge in specific population groups, disadvantaged students are at higher risk of low performance than their more advantaged peers. (OECD, 2012).
As progress is made towards the Education for all (EFA) goals and the millennium Development goals (MDGS), including Universal Primary Education and gender parity at all levels of education, increasing attention are being given to the 72milion people who are still out of school. In particular there is strong focus on hard to reach and those who are at a risk of being excluded, marginalized, or otherwise disadvantaged in their pursuit of educational opportunity. Even when such children attend school, they may not complete the full cycle of primary education and may not experience or achieve learning of the highest, or even good quality (Ministry of education and Sports, 2010).
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Equity in education is defined as the relative distribution of educational resources among the different social economic group such as the poor and the rich, the urban and rural dwellers, the male and female members of society, various regions and other ethnic groups (Lerotholi, 2001). The principle of equity demands that all identified groups in society equally benefits from a given opportunity, particularly if t is provided by society (Psacharopoulos, 1994).This means that all key players in implementing UPE program should take into consideration the principle of equity.
In Uganda’s case, there are few manifestations of equity regarding socioeconomic background but they are not deliberate efforts of the funders for UPE but rather expected developments because it is considered free hence the increase in enrollment. The principle of equity demands the government or other funding organization to cater for children of the poorest background by say giving them scholastic materials uniform or any other requirements or by giving their families money to cater for income foregone. The funding of UPE in Uganda does not take into consideration the needs of the poor hence it is not equitable. (Kiggundu Musoke M, 2015).
On the issue of gender equality, there is some degree of intervention to cater for the girl child but it is unfortunately inadequate and in several instances has not yielded significant results as far as girl child facilitation is concerned. Furthermore, the intervention measures available are on individual schools but not from the funding organizations. In schools where the head teachers have not had such initiatives, there is nothing in place to cater for the girl child requirements. (Kiggundu Musoke M, 2015).
Equity would demand that schools are facilitated to put in place sanitary facilitates for mature girls in school, separate stances on the pit latrines for girls, counseling facilities for girls in order to increase their enrolment and retention in schools. (Kagoda, 2011).
On the issue of pupils with disability the Ministry of Education and Sports has a budget for special needs education which money is allocated to the special needs education department, they then determine which materials to provide to the disabled children and they consider even non-government school.
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This facility covers the whole country but since resources are not enough, not all schools have actually benefited. Some forms of physical disability include, the deaf and the blind. These do need wheel chairs, spectacles, guides, Braille machines, special needs teachers, special access to buildings among others to facilitate their studies. (Kiggundu Musoke M, 2015).
2.5 Literature Gap
It is pertinent to note that much as UPE is being implemented by the government since its inception in 1997, no systematic attempt has been made first of all to analyze the performance of UPE schools in Kyanamukaaka Sub County. In addition, no attempt has been made to analyze the enrollment and drop-out of pupils in UPE schools the quality of education and the equity of education and the equity of education in Kyanamukaaka Sub County. The study therefore will be carried out to analyze the performance of UPE schools particularly in Kyanamukaaka Sub County.
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CHAPTER THREE
METHODOLOGY 3.1 Introduction
This chapter presents the methodology to be used in executing the study. It contains the research design, study population, sample selection, data collection techniques, data processing and analysis.
3.2 Research Design
The study was employed on both qualitative and quantitative study designs. Participatory methods like focus group discussion, key informant interview, observation, interview guide and documentary analysis were used. The study also employed questionnaires especially on teachers and head teachers as well as pupils in upper primary.
3.3 Study Population
The study consisted of respondents who were involved directly and indirectly in the implementation of UPE. These included head teachers, teachers, School Management Committees, parents, local leaders, inspectors of schools, DEO Masaka district as well as pupils.
3.4 Sample Selection
The researcher selected a reasonable number of schools from the schools available in the sub county. This means that not all schools were covered. The researcher also selected some private schools to provide a comparison on the enrollment and drop-out rate, the quality of education and the challenges faced these schools. The sample of teachers, head teachers and pupils was selected. The DEO of Masaka district and his inspectors of schools and head teachers was selected.
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3.5 Data Collection Techniques
The techniques the researcher employed to collect data in the study included focus group discussion, key informant interview, interview guide (structured and semi structured) questionnaires, documentary analysis and observational techniques.
3.5.1 Focus Group Discussion
This provided an effective means of collecting qualitative data. It was used on pupils who were available. At least 3 teachers for upper primary were involved in the discussion. 10 pupils for upper primary in each school were used in these discussions. And they were selected randomly.
3.5.2 Key Informant Interviews
This was administered on the DEO-Masaka district, the inspectors of school, head teachers and teachers as well as respondents holding specific duties were believed to have key information relevant to the study.
3.5.3 Interview Guide
The use of structured and unstructured interview guides enabled the researcher to collect qualitative data from pupils, parents, school management committee members and local leaders.
3.5.4 Observational Methods
The researcher used this method to observe available school facilities such as teacher’s quarters, classrooms, offices, play grounds urinal shelters, latrines, bathing shelters instructional materials as well as their state and adequacy under the UPE program.
3.5.5 Documentary Analysis
This entailed a review of accessible documents together secondary data with information relevant to this study.
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3.5.6 Questionnaires
This was both structured and semi structured, constructed in English to collect data from the DEO-Masaka, inspectors of school, head teachers, teachers and pupils in upper primary as well as parents who were able to read and write with understanding.
3.6 Data Processing
Data was processed by editing, coding and tabulation.
3.7 Data Analysis
It was important to write that the study was more qualitative than quantitative. None the less to a lesser extent the researcher employed statistical analysis. Field work data was analyzed and organized in respect to specific objectives of the study. Coloured pens were used to mark interesting descriptions ideas or observations quoted in the report under the respective objectives.
3.8 Statistical Analysis
This helped the researcher to employ statistical methods on quantitative data and they include:
3.8.1: Chi Square
This was used to analyze data on different UPE schools to test hypotheses on 95% confidence level. If the p-value is less than 0.05, the null hypothesis is rejected.
3.8.2: T-Statistics
The researcher employed this method to investigate whether the performance of UPE schools in PLE is related to parent’s effort.
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3.9 Limitation
The researcher intended to carry out this study in all the twenty two schools in Kyanamukaaka Sub County. However, due to financial constraints, transport became a problem and the researcher covered only ten schools.
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CHAPTER FOUR
FINDINGS, INTERPRETATION AND DISCUSSION
4.1 Introduction
This chapter presents the study findings and their implications. It also relates findings in this study to the study of previous researchers through literature reviewed. The chapter is organized under three broad themes including enrollment and school dropout rate, the quality of education, equity in education and even the challenges faced by UPE schools that affect their performance.
4.2 Enrollment and dropout rate in UPE Schools
Since UPE implementation started in Uganda in 1997, it has registered an increase in the enrollment rate of pupils. According to this study, respondents especially teachers and head teachers have observed that before UPE was introduced in Uganda, enrollment rate was generally low. This was because parents had to pay fees for their children.
According to the head teacher of Kyantale primary School who confirmed having taught for 25 years in different schools in Masaka district, high school enrollment from the late 1980’s to mid- 1990s averagely ranged from 200 to 250 in schools of high enrollment. There was no class congestion in upper primary and less congestion in lower primary. Nearly all teachers and head teachers interviewed agreed to this. They further said that before introduction of UPE, facilities like latrines took long to get filled and would equitability be allocated to male and female pupils. They however admitted that the facilities including teacher’s quarters were of poor structures, mainly grass houses with exception of very few compared to those of today.
On further interview with teachers, head teachers and local leaders like school management committees, they observed that with the introduction of UPE, school enrollments have almost tripled.
For example in the year 1994, 1995 and 1996 before the introduction of UPE, enrollment in Kindu Primary School was 223, 270 and 259 pupils respectively but with UPE now in place in the years 2014, 2015, 2016, Kindu Primary School enrollment increased to 594, 617 and 679 pupils respectively.
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In Bujju primary school, enrollment in 2014, 2015 and 2016 increased to 664, 681 and 711 respectively from 294, 272 and 251 in the years 1994, 1995 and 1996 respectively. A general comparison in school enrollment in Kyanamukaaka sub county three years before and after UPE introduction is as shown in Table 4.1 below.
Table 4. 1: Increase in school enrollment due to UPE introduction
Schools 1994 1995 1996 2014 2015 2016 Kyantale 216 237 200 381 429 578 Kindu 223 270 259 594 617 679 Bujju 294 272 251 664 681 711 Buwunde 270 308 350 670 739 702 Buna 229 213 206 396 451 578 Buyaga 291 257 228 400 497 520 Lukodde 298 233 245 580 618 630 Kamuzinda 236 207 221 508 570 541 Zzimwe 270 308 350 670 739 702 Kyamula 210 225 215 420 450 512
Source: Author, 2018
Though UPE schools in Kyanamukaaka Sub County have registered an increase in school enrollment of pupils; the completion rate is still very low, school dropout is still a major challenge to these schools.
According to Kyantale primary school Head teacher Mr. Luswata Steven, both boys and girls are the same in terms of enrollment in lower primary but the completion rate of girls is generally low according to him. Most of the girls dropout in P.6 and P.7. More than a half of girls who start P.1 don’t complete P.7. And this is due to lack of sanitary pads for them, early pregnancies and early marriages.
It was observed that, there are more boys than girls in primary schools. In almost all schools that were included in the research boys are more than girls. The dropout rate is still very high. Only 35 pupils can complete P.7 out of the 100 pupils that started in primary one P.1. (Head teacher, Bujju primary school).This means that more than half of pupils who enroll in P.1 do not complete P.7.
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4.3 Quality of Education
The introduction of UPE in 1997 was associated with a sudden drop in education quality indicators, such as the pupil teacher ratio, the pupils-classroom ratio. However, since 1997 government has constructed more classrooms, trained and deployed more teachers and bought more textbooks. This has led to gradual improvement in those indicators. But these facilities are still inadequate due to an increase in enrollment rate.
According to the sub county chief of Kyanamukaaka, he explained that as a result high increase in school enrollment, facilities have become inadequate in most schools with the worst affected areas being lower primary classes and sanitation. In some schools, lower classes especially P.1, P.2 and P.3 in rare cases are divided into three sub classes with others taught under big trees on the school compound.
During rainy session, the only alternative left for teachers is to send pupil taught under trees home when it rains during class hours. Coombs (1985) once observed that increasing enrollment before expanding facilities would lead to large classes and consequently shortage of physical facilitates. This observation is more of a problem given the situation at hand today.
Additional facilities created by government seen to have made little or no difference. In Buwunde primary school, P.1 pupils learn in a nearby church due to lack of class rooms. Play grounds are equally lacking. Pupils in lower primary are brought out for co-curricular activities in shifts.
In all schools covered by this study, none had adequate housing facilities to accommodate all its teachers. Many of the teachers travel long distances to school. According to the affected teachers, this is the main cause for their late arrival at school more especially during rainy seasons.
Teachers would be punished for inexcusable late coming and absenteeism as these contravenes the provision in the education service commission regulation 1994, statutory instrument supplement No.15, section II (c) and (e) that makes them disciplinary offences. However, given the fact that the government has failed to put in place adequate facilities to accommodate
21 teachers at schools, administrative disciplinary measures may be taken but with little or no success.
The problem of sanitary facilities is also real in most schools in Kyanamukaaka Sub County. The government of Uganda through its grants to the lower government units especially districts, attempted in addition to construct classrooms to put in place latrine in the various schools in Kyanamukaaka Sub Country. However, increasing enrollment under the UPE program has over whelmed these facilities.
In most of the schools, Lukodde, Buna, Zzimwe and Kamuzinda inclusive, government constructed latrines of only four stanches, two for boys and two for girls and yet these schools 2014 enrollments are 580, 396, 670 and 508 respectively. In Kyantale and Buyaga Primary schools, the head teachers said that they constructed separate latrines for teachers and visitors but given the overwhelming number of pupils, they have allowed children to use them so teachers share sanitary facilities with pupils.
In Kyamula Primary School, the Head teacher used the quarterly UPE fund to construct a two stanch grass thatched latrine for 290 boys and 222 girls each using one stanch. Teachers have to travel 200 meters to use the latrine at the teacher’s quarter. When the researcher visited the schools latrine, a few boys were lining up to use the same stanch one after another. A teacher who preferred enormity revealed to the researcher that many children end up using the nearby bush.
Instructional materials, like textbooks, chalks, chalk boards, teacher’s guides, globes, manilas, Charts, science (laboratory) equipment, computers, audio and visual tapes etc. are very instrumental in teaching and learning process. When they are lacking, even a trained and active teacher loses morale because efficiency is jeopardized in the teaching process.
In Kyanamukaaaka Sub County one may think that the problem of instructional materials is a curse as every school is in critical lack. There is extremely inadequate lack of instructional materials and more especially textbooks and science facilities/equipment. This may partially explain the performance of UPE schools at both class and UNEB PLE level.
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Table 4. 2: Ratio of textbooks to pupils in selected schools in KyanamukaakaSub County
SCHOOL CLASS NO. OF PUPILS SUBJECTS QUANTITY RATIO Kyantale p.7 48 Mathematics 2 1:24 p.7 48 English 10 1:5 p.7 48 Science 3 1:16 P.7 48 S.S.T 4 1:12
Kindu p.6 57 Maths 3 1:23 p.6 57 English 10 1:5 p.6 57 Science 4 1:12 p.6 57 S.S.T 4 1:12
Buwunde p.5 58 Maths 2 1:24 p.5 58 English 10 1:6 p.5 58 Science 2 1:29 p.5 58 S.S.T 3 1:19 Source: Author, 2018
Teachers who preferred anomity to their school administration revealed that the situation is so because Head teachers mismanage UPE fund to satisfy their own needs. However inspite of the fact that instructional materials are in short supply, Head teachers and many teachers were concerned that many pupils do not even make use of the limited available materials.
Furthermore, 64 out of the 68 teachers (94%) involved in this study affirmed that even if instructional materials were inadequate in schools, it is not a guarantee that adequate instructional materials and teacher commitment leads to better performance of pupils but parents contribution and a child’s discipline and hard work is equally very important.
They observed that learning materials like pencils, pens, exercise books, graph papers and mathematical sets are not provided for the pupils at schools, parents are supposed to provide their children. However many parents do not provide their children with these. Some pupils do not take notes because they have no exercise books and pens. Parents expect all these to be provided at schools. A teacher said,
“How do you expect such a pupils to pass even if we have instructional materials available in schools”( Teacher From Kyamula Primary )
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The DEO Masaka District as well as two inspectors of schools interviewed share a common stand with their subordinate respondents but blamed Head teachers for not utilizing UPE fund appropriately. According to them, there is a problem of funding generally in the education sector but as for instructional materials, the situation would not be as it is reported in Kyanamukaaka if the available quarterly funds were appropriately used.
To the researcher however, these schools administrators seem to have forgotten their important role in monitoring and supervising UPE activities including taking actions on misuse of UPE fund.
Teachers’ characteristics are reported in terms of teachers’ adequacy and quality. None the less the researcher also interviewed teachers on the extent to which they are motivated and now reports on how teachers affect UPE performance.
Because teachers’ adequacy, quality and motivation is an important aspect of any successful education system, government of Uganda has put in place institutions ranging from Primary Teachers’ College (PTCs), National Teachers’ Colleges (NTCs) for diploma in secondary education and other tertiary institutions including schools of education at the universities in Uganda. All these are purposefully to train and produce adequately trained teachers to help bring up pupils and students according to professional requirements but also to meet the increasing need for teachers under the UPE program.
In essence, teacher-pupil ratio as stipulated by the Ministry of Education is supposed to be 1:40 regardless of upper or lower primary (GOU; Education White Paper 1992) but in all the schools covered by this study; this cannot be implemented due to lack of teachers. The average teacher- pupil ratio is 1:55.
In Zzimwe primary school, there are 12 teachers teaching 702 pupils. P.1 class is divided into three streams and P.2 into two streams. Because of lack of teachers and classrooms P.3 which comprises of 85 pupils are taught in the same classroom and the same applies to P.4 class of 70 pupils. Together with the sub-classes, there are ten classes for only 12 teachers.
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In Lukodde primary school, P.1 class is divided into A, B, C streams comprising of 54, 52, 51 pupils respectively, four out of the eight teachers are allocated to P.1 – P.3 leaving only four teachers to handle P.4 – P.7 class.
According to the perception of teachers interviewed in Kyanamukaaka sub-county. Lack of teachers hinders effective teaching learning process. One teacher of Kyamula Primary School told the researcher that teaching a class of too many pupils without adequate classroom space makes it difficult to walk around and attend to pupils individual needs and monitor progress.
As regards quality of teachers, most of the teachers the researcher came in contact with are trained Grade III teachers capable of handling primary teaching. In fact 6 out of the 82 teachers involved in the study are teachers with a diploma in secondary education and generally, 142 out of the 156 teachers in Kyanamukaaka sub-county are trained teachers. The secondary teachers said they decided to join primary teaching after all efforts to get employment in secondary schools failed. However, despite the above quality in Kyanamukaaka sub-county, class and PLE performance of the schools do not reflect this teacher quality at all.
Table 4. 3: Kindu Primary School UNEB PLE performance for the past three years
1 2014 Grade DIV I Div 2 Div 3 Div 4 x Total F 00 01 04 05 01 01 12 M 00 05 07 07 00 01 20 Total 00 06 12 12 01 02 32 Percentage 00 18.75% 37.5% 37.5% 3.12 6.25% 100% 2015 Grade DIV I Div 2 Div 3 Div 4 V x Total F 01 08 02 01 02 00 14 M 00 01 05 02 03 01 12 Total 01 09 07 03 05 01 26 Percentage 3.8% 3.46% 26.9% 11.5% 19% 3.8% 100% 2016 Grade DIV I Div 2 Div 3 Div 4 V x Total F 00 01 02 07 00 00 10 M 00 03 03 11 01 00 18 Total 00 04 05 18 01 00 28 Percentage 00 14.3% 17.8% 64% 3.5% 00 100% Total in 3years 1 19 24 33 7 3 86 Percentage in 3 years 1% 22% 24% 38.4% 8% 3.4% 100% Source: Author,2018
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KINDU PRIMARY Model Summary Std. Error of the Model R R Square Adjusted R Square Estimate 1 .944a .892 .877 .27524 a. Predictors: (Constant), Kindu Primary School UNEB PLE performance
ANOVAb Sum of Model Squares df Mean Square F Sig. 1 Regression 13.718 3 4.573 60.359 .000a Residual 1.667 22 .076 Total 15.385 25 a. Predictors: (Constant), Kindu Primary School UNEB PLE performance , b. Dependent Variable: schools under study
Coefficients
Unstandardized Standardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) -.667 .195 -3.425 .002 Kindu Primary School UNEB PLE 1.000 .225 .548 4.450 .000 performance Kindu Primary School UNEB PLE .833 .138 .540 6.055 .000 performance Kindu Primary School UNEB PLE 3.525E-15 .225 .000 .000 1.000 performance a. Dependent Variable: schools under study
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CHI-SQUARE TESTS FOR KINDU PRIMARY SCHOOL
Monte Carlo Sig. (2-sided) Monte Carlo Sig. (1-sided) 99% Confidence 99% Confidence Asymp. Interval Interval Sig. (2- Lower Upper Lower Upper Value df sided) Sig. Bound Bound Bound Bound Sig. Pearson Chi-Square 32.000a 3 .000 .000b .000 .000 Likelihood Ratio 42.340 3 .000 .000b .000 .000 Fisher's Exact Test 33.174 .000b .000 .000 Linear-by-Linear 23.485c 1 .000 .000b .000 .000 .000 .000 .000b Association N of Valid Cases 32 a. 5 cells (62.5%) have expected count less than 5. The minimum expected count is .75. b. Based on 10000 sampled tables with starting seed 2110151063. c. The standardized statistic is 4.846
The table above indicates that most pupils in Kindu primary school pass PLE with third and fourth grades. This shows a poor performance of this school in PLE exams. Most of the pupils from this school find it difficult to get good secondary school due to their grades.
Most of them dropout of school: The Head teachers attributed this poor performance to lack of pupils commitment.
To the researcher, the school lacked minimum standards of education like school library and also according to the school register for teachers; they have a tendency of absenteeism so they don’t give pupils enough time.
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Table 4. 4: Kyantale Primary School UNEB PLE performance for the past three years
2014 Grade DIV I Div 2 Div 3 Div 4 V x Total F 00 03 04 04 00 00 11 M 00 04 06 07 00 01 18 Total 00 07 10 11 00 01 29 Percentage 00 24% 34.5% 38% 00 3.5% 100% 2015 Grade DIV I Div 2 Div 3 Div 4 V x Total F 00 05 03 04 00 00 12 M 01 08 07 05 00 00 21 Total 01 13 10 09 00 00 33 Percentage 3% 39.4% 30% 27.3% 00 00 100% 2016 Grade DIV I Div 2 Div 3 Div 4 V x Total F 00 06 03 04 02 00 15 M 00 09 06 05 01 00 21 Total 00 15 09 09 03 00 36 Percentage 00 41.6% 25% 25% 8.3% 00 100% Total in 3 01 35 29 29 3 01 98 years Percentage 1% 35.7% 29.6% 29.6% 3.1% 1% 100% in 3 years
Source: Author, 2018
KYANTALE PRIMARY SCHOOL
Model Summary
Std. Error of the Model R R Square Adjusted R Square Estimate
1 .855a .731 .710 .44337 a. Predictors: (Constant), Kyantale Primary School UNEB PLE performance,
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ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 13.854 2 6.927 35.238 .000a
Residual 5.111 26 .197
Total 18.966 28 a. Predictors: (Constant), Kyantale Primary School UNEB PLE performance, b. Dependent Variable: schools under study Coefficientsa
Unstandardized Standardized Coefficients Coefficients
Model B Std. Error Beta T Sig.
1 (Constant) -.111 .261 -.425 .674
Kyantale Primary School UNEB PLE .889 .276 .533 3.215 .003 performance
Kyantale Primary School UNEB PLE .667 .300 .368 2.221 .035 performance a. Dependent Variable: schools under study
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Chi-Square Tests KYANTALE PRIMARY SCHOOL
Monte Carlo Sig. (2-sided) Monte Carlo Sig. (1-sided) 99% Confidence 99% Confidence Asymp. Interval Interval Sig. (2- Lower Upper Lower Upper Value df sided) Sig. Bound Bound Bound Bound Sig. Pearson Chi- 22.204a 2 .000 .000b .000 .000 Square Likelihood Ratio 28.488 2 .000 .000b .000 .000 Fisher's Exact Test 22.887 .000b .000 .000 Linear-by-Linear 19.023c 1 .000 .000b .000 .000 .000 .000 .000b Association N of Valid Cases 29 a. 3 cells (50.0%) have expected count less than 5. The minimum expected count is 3.41. b. Based on 10000 sampled tables with starting seed 1615198575. c. The standardized statistic is 4.361.
The above table shows the performance of Kyantale Primary School in UNEB PLE results. Most of the pupils in the last three years at least past with a second grade and a third grade, most of the pupils past PLE exams. This is one of the best UPE schools in the area. The head teacher attributed their good performance to the connection they had with their parents. To the researcher, though the performance was not bad, it wasn’t good enough for the pupils to compete on a national level. Getting a first grade is still a tag of war in this school. The researcher also witnessed organized classrooms with charts that enables pupils to learn.
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Table 4. 5: Buna primary School UNEB PLE performance for the past three years
2014 Grade DIV I Div 2 Div 3 Div 4 V X Total F 01 04 02 03 00 01 11 M 00 09 07 02 00 00 18 Total 01 13 09 05 00 01 29 Percentage 3.4% 44.8 31% 17% 00 3.4% 100% 2015 Grade DIV I Div 2 Div 3 Div 4 V X Total F 00 05 03 02 00 00 07 M 01 08 07 02 01 01 19 Total 01 13 10 04 01 01 25 Percentage 3.3% 43.3% 33.3% 13.3% 3.3% 3.3% 100% 2016 Grade DIV I Div 2 Div 3 Div 4 V X Total F 00 06 03 04 00 00 10 M 00 09 06 03 02 00 19 Total 00 15 09 07 02 00 29 Percentage 00 45.4% 27.27% 21% 6.1% 00 100% Total in 3 02 41 28 16 3 2 92 years Percentage 2% 44.6% 30.4% 17.4% 3.3% 2% 100% in 3 years
Source: Author, 2018
BUNA PRIMARY SCHOOL UNEB
Model Summary
Std. Error of the Model R R Square Adjusted R Square Estimate 1 .789a .623 .589 .48979 a. Predictors: (Constant), Buna Primary School UNEB PLE performance
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ANOVAb
Model Sum of Squares df Mean Square F Sig. 1 Regression 8.722 2 4.361 18.179 .000a Residual 5.278 22 .240 Total 14.000 24 a. Predictors: (Constant), Buna Primary School UNEB PLE performance, b. Dependent Variable: schools under study
Coefficientsa Unstandardized Standardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) .056 .305 .182 .857 Buna Primary School .556 .503 .333 1.104 .282 UNEB PLE performance Buna Primary School .833 .529 .476 1.575 .129 UNEB PLE performance a. Dependent Variable: schools under study Chi-Square Tests BUNA PRIMARY SCHOOL UNEB
Monte Carlo Sig. (2-sided) Monte Carlo Sig. (1-sided) 99% Confidence 99% Confidence Asymp. Interval Interval Sig. (2- Lower Upper Lower Upper Value df sided) Sig. Bound Bound Bound Bound Sig. Pearson Chi- 20.066 2 .000 .000b .000 .000 Square a Likelihood Ratio 21.052 2 .000 .000b .000 .000 Fisher's Exact 16.295 .000b .000 .000 Test Linear-by-Linear 14.451 1 .000 .000b .000 .000 .000 .000 .000b Association c N of Valid Cases 25 a. 4 cells (66.7%) have expected count less than 5. The minimum expected count is 1.20. b. Based on 10000 sampled tables with starting seed 1634676757 c. The standardized statistic is 3.801.
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The table above shows the performance of Buna primary School in PLE exams. The school at least managed to get 2 first grades in the last three years. As like other schools, most pupils of Buna Primary School pass with second and third grades. Buna is also one of the best UPE schools in the area. The highest percentage of pupils manages to pass PLE results.
The head teacher attributed this success to pupils’ commitment to study, teachers are also committed to their work. To the researcher, the school looked to be organized, pupils had chats in their classrooms that help them to study. Most of the teachers were available for work, so they looked to be committed. This explains why most of the pupils pass PLE in this school.
The DEO also blamed the Head teachers that they are not committed towards improving of their schools unless they see these schools as a source of income for their livelihood. As we saw in the previous responses of teachers towards poor performance of pupils, they blamed much of it on parents and indiscipline as well as lack of commitment of the pupils themselves. The teachers however admitted that it is inevitable that they do not have weaknesses but their contribution to the poor performance of pupils if at all, is very little.
Head teachers and teachers also blamed parents that many children come to school without exercise books and pens. They said due to lack of sensitization by the stakeholders, parents believe that everything should be provided at school. Parents are also supposed to administer career guidance to their children to supplement ours at school to enable children appreciate the benefit and contribution of education to their future life but they ignore this.
Leos Junior Academy a private primary school located in Masaka town council is one of the best in Masaka District in terms of academic performance. In my interview with the head teacher, he said the school performs well because they ensure discipline of both pupils and teachers but also teacher’s motivation is a crucial aspect of good performance. He said the school is both boarding and day. Teachers work according to duty program drawn by the director of studies. Teachers on duty ensure that every pupil is in class during class hours with exception of sick ones. Roll-call is done every morning before classes. List of sick pupils are submitted to the office of the head teacher and are treated at the school clinic while those with severe cases are referred.
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The Head teacher informed the researcher that apart from the monthly meeting of the teaching and non-teaching staff, with the board of directors (BOD), the teaching staff hold weekly performance review meeting chaired by the head teacher with the director of studies as the secretary. In the meeting, teachers’ concerns are heard and deviations from teaching code and school regulations addressed. Teachers report areas of poor class performance which are noted down in school minute book but also individual teachers note such areas which are usually thoroughly addressed during syllabus revision every 3rd term.
The head teacher further informed the researcher that the teaching staff ensures that syllabuses are exhausted and completed within the first four weeks of 3rd term of every year. The rest of the 3rd term is used for syllabus revision, tests and corrections. Teachers taken up by unavoidable circumstances are covered by the two teachers who are programmed for weekly standby. A kilogram of sugar, a bar of soap, and four kilograms of posho, half a kilogram of salt and tea leaves provided after every week supplements teachers’ salary thereby tying teachers to the school. In respect of school facilities and instructional materials, the head teacher moved the researcher round the school and by the observational method employed; the researcher witnessed separate latrines and urinal shelters for male and female staff. Electricity is extended to the school and evening prep is a must for all boarders from P.1 to P.7.
Table 4. 6: Leos Junior Academy UNEB P.L.E results for the past three years 2014 Grade DIV I Div 2 Div 3 Div 4 V x Total F 16 21 00 00 00 00 37 M 18 20 00 00 00 00 38 Total 34 41 00 00 00 00 75 2015 Grade DIV I Div 2 Div 3 Div 4 V x Total F 20 16 00 00 00 00 36 M 18 19 00 00 00 00 37 Total 38 35 00 00 00 00 73 2016 Grade DIV I Div 2 Div 3 Div 4 V x Total F 19 20 00 00 00 00 39 M 24 22 00 00 00 00 46 Total 43 42 00 00 00 00 85 Source: Author, 2018
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LEOS JUNIOR ACADEMY UNEB Model Summary
Std. Error of the Model R R Square Adjusted R Square Estimate 1 .382a .146 .100 1.07430 a. Predictors: (Constant), Leos junior Academy UNEB PLE performance,
ANOVAb
Model Sum of Squares Df Mean Square F Sig. 1 Regression 7.297 2 3.649 3.161 .054a Residual 42.703 37 1.154 Total 50.000 39 a. Predictors: (Constant), Leos junior Academy UNEB PLE performance, b. Dependent Variable: schools under study
Coefficientsa
Standardized Unstandardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) .757 .838 .903 .372 Leos junior Academy 2.457E-16 1.316 .000 .000 1.000 UNEB PLE performance Leos junior Academy 1.622 1.089 .382 1.489 .145 UNEB PLE performance a. Dependent Variable: schools under study
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Chi-Square Tests LEOS JUNIOR ACADEMY UNEB
Monte Carlo Sig. (2-sided) Monte Carlo Sig. (1-sided) 99% Confidence Interval 99% Confidence Interval Asymp. Sig. Lower Upper Lower Upper Value df (2-sided) Sig. Bound Bound Bound Bound Sig. Pearson Chi- 6.316a 3 .097 .238b .227 .248 Square Likelihood Ratio 5.873 3 .118 .238b .227 .248 Fisher's Exact 3.811 .238b .227 .248 Test Linear-by-Linear 3.695c 1 .055 .119b .111 .128 .054 .067 .060b Association N of Valid Cases 40 a. 4 cells (50.0%) have expected count less than 5. The minimum expected count is .50. b. Based on 10000 sampled tables with starting seed 263739791. c. The standardized statistic is 1.922.
According to the teachers and head teacher as well as parents interacted with during the course of this study, they consider teachers as “neglected civil servants”. All of the teachers interviewed said they are not happy with their job and are teaching because they have not succeeded in getting alternative good paying jobs.
In expressing their dissatisfaction further, teachers of Kyantale primary school revealed to the researcher that a Grade III is paid 400,000/= as monthly salary. Taxes are 30,000/= and the actual amount a teacher received is 370,000/= per month. This cannot cater adequately for fees, medical services, feeding and other requirements given the rising prices of goods and services.
4.4 Quality of Education
As initially designed, the UPE policy had specific provisions to address gender and other inequalities. For example of the four children per family that were to benefit from UPE, at least two had to be female, if the family had female children. Furthermore, the policy accorded priority to children with disabilities over children with disabilities to go to school and expanding school facilities for children with disabilities (Ministry of Education and Sports, 2003).
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According to the Head teacher Buyaga Primary School in terms of gender, the government has encouraged girl-child education in UPE through sensitizing the parents on the benefits of educating them. The head teacher added that there has been an increase in girl’s enrolment in schools. The same argument was given by the head teachers of Kyamuga Primary School, Kamuzinda and Bujju Primary School.
Table 4. 7: Buyaga Primary School pupils’ enrollment in terms of gender in last three years
2014 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 48 43 39 30 25 18 10 Girls 44 40 38 25 20 14 6 Total 92 83 77 55 45 32 16 2015 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 58 50 46 40 34 28 15 Girls 51 44 34 30 32 25 10 Total 109 94 80 70 66 53 25 2016 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 55 50 42 40 36 34 22 Girls 50 40 41 32 30 30 18 Total 105 90 83 72 66 64 40 Source: Author, 2018
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Table 4. 8: Kyamula Primary School enrollment in terms of gender in last three years
2014 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 54 45 38 36 20 17 16 Girls 50 39 32 30 18 13 12 Total 104 84 70 66 38 30 28 2015 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 55 48 44 40 24 21 14 Girls 47 42 36 30 19 18 12 Total 102 90 80 70 43 39 26 2016 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 55 48 44 37 34 28 24 Girls 49 42 41 31 30 20 19 Total 104 90 85 68 64 58 43 Sources: Author, 2018
Table 4. 9: Bujju Primary School enrollment in terms of gender in the last three years
2014 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 65 62 57 52 49 44 38 Girls 55 53 45 46 39 34 25 Total 120 115 102 98 88 78 63 2015 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 78 72 68 60 47 35 24 Girls 62 53 52 50 33 32 15 Total 140 125 120 110 80 67 39 2016 Class p.1 p.2 p.3 p.4 p.5 p.6 p.7 Boys 80 70 69 49 45 37 24 Girls 65 66 55 49 47 35 20 Total 145 136 124 98 92 72 44 Source: Author, 2018
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The information above was not so different from that the researcher collected from other schools. There has been an increase in pupils’ enrollment in terms of gender, though the dropout rate is still very high.
“These days our parents know that all children both boys and girls should get equal opportunity in education, that’s why the number of girls in schools have increased” (Head Teacher Buna Primary School), Equity in terms of pupils with disabilities is stills lacking in almost all schools. Using the observation method the researcher identified a number of children with disabilities in the community but he did not identify any one in school. One of the respondents in the community who was a mother of child who wasn’t able to walk when asked, “why the child is not at school”, she said that,
“I would like to take my child to school, but no one is ready to care about him. His fellow children don’t like him and even at school there are no facilities like wheel chairs to help my child. That’s why I decided not to take him to school”
The researcher tried to look in the community to find out whether there is any school for children with disabilities but he found none. According to the head teacher Kamuzinda Primary School, the schools lack facilities for those people with disabilities, they lack machines for the blind, they don’t have teachers who teach the deaf and they don’t provide wheel chairs for the lame. This makes it difficult for them to access education.
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4.5 Challenges Faced by UPE Schools in Masaka District, Kyanamukaaka Sub County. Figure4.1: The challenges faced by UPE schools in Masaka district, Kyanamukaaka Sub County
4.5.1 Corruption
The study indicates 24% of the respondents revealed that corruption is one of the challenges faced by UPE schools in Masaka district, Kyanamukaaka Sub County. According to the study most teacher especially head teachers and education official in the district are corrupt some misuse school funds and scholastic materials of the school. This act affects the performance of the Pupils because the likely scholastic for performance is misused.
4.5.2 Inadequate Funding
From the study 12% of the respondents disclosed that inadequate funding of the schools in Masaka district is also one of the challenges faced by UPE schools. In most cases the funds allocated to the schools from government to support education for all is inadequate compared to the increasing number of pupils in government schools.
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4.5.3 Overpopulation
The result in figure 4.1 indicates that majority 32% of the respondents revealed that overpopulation is the biggest challenge faced by UPE Schools in Masaka District. During the field findings it was observed that almost all the school under study had a big number of pupils compared to the facilities available and teachers. The ratio of teacher to pupils was 1:100 instead of the standard ratio of 1:45. This implies that the schools under study are faced with overpopulation hence affecting the level of performance
4.5.4 Inadequate Facilities
The study show that 13% of the respondents complain of limited school facilities. Most of the school visited had classes under the tree, another had mixed class primary three studying with primary four in one stream but facing in different direction in one class. This affects the performance of the pupils because the level of understanding and concentration is limited.
4.5.5 Absenteeism among Teachers and Pupils
Finally the study indicated that 19% of the respondents revealed that absenteeism among teachers and pupils in the selected schools visited was one of the challenges faced by UPE Schools in Masaka District. During the study finding some teachers could come to school as late as 11am and others would not appear in school for two days. It was also observed that because teachers come late in school pupils also come late and where necessary they completely do not come to school especially when they see their teachers riding bodabodas during school days.
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CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
The ultimate objective of this study was to gather and analyze the performance of UPE schools in Kyanamaukaaka Sub County, Masaka District. From the study findings, the researcher came out with conclusions, recommendations and suggestions for future research. The findings are summarized under three Sub Headings namely; enrollment and dropout rate of pupils, quality of education and quality in education.
5.2 Summary of findings
5.2.1 Enrollment and Dropout Rate
Findings of the study revealed that before the introduction and implementation of UPE, the enrollment rate was very low. But after there have been an increase in pupils enrollment, as seen previously the number of pupils in most schools multiplied by 2 after the introduction of UPE. But the challenge is still lack of enough facilities like class rooms, text books and teachers are lacking to cater for the ever growing population in schools. This explains why the dropout rate is also still very high. More than a half of the pupils who start primary one don’t complete P.7. This is due to lack of facilities like sanitary pads for girls in schools. The parents are also reluctant to force their children go to school and even the absence of general facilities like pit latrines contribute to the dropout rate of pupils.
5.2.2 The Quality of Education
The study revealed that, the quality of education is still poor. This is due to lack of instructional materials like black boards, chalks, manilas, globes and more especially textbooks and laboratory facilities. In table 4.2 in Kindu primary School, 57 pupils of P.6 class are sharing mathematics, English, Science and S.S.T materials at a ratio of 1:23, 1:5, 1:12 respectively. The schools also lacked play grounds for pupils, pit latrines for boys and girls.
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The teachers are also not well motivated in terms of salaries and allowances. This explains the poor performance of UPE schools in UNEB P.L.E results as seen in Tables 4.3, 4.4 and 4.5.
5.2.3 Equity in Education
This was studied in terms of gender equality and in terms of children with disabilities. In terms of gender, there is an improvement in equity in education because as seen in tables 4.7, 4.8 and 4.9 almost both sex approximately equal in class though slightly boys are still more than girls. This means that at least both sexes can access education though the completion rate is very low. Equity in terms of children with disabilities is still a major problem in Kyanamukaaka Sub County; this is because no school can cater for these children due to lack of facilities for them.
5.3 Conclusion
There has been an increase in pupils’ enrollment in UPE schools, though they still face a challenge of high dropout rates. The quality of education in UPE schools is still very poor due to lack instructional materials such as text books, laboratory facilities. School facilities like teachers quarters, play grounds for pupils, sanitary facilities, and classrooms among others are in critical lack and need urgent attention of the government.
There is a critical lack of teachers and this has not only affected teachers and pupil’s ratio but also academic performance of schools. This is also compounded by the lack of teacher motivation that has crippled their working spirits. There is an improvement in equity in education in terms of gender. But also school lack facilities to cater for children with disabilities which keep them out of school education.
5.4 Recommendations
In lights of the study and its findings, government was ill prepared to introduce Universal Primary Education and the ill preparation coupled with poor planning is the reason for high dropout rate, poor education quality and performance, education inequality in terms of children with disabilities, lack of enough teachers and misuse of UPE funds. It is view of this that the researcher is making the following recommendations.
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Given the increasing school enrollment, government should ensure good planning and do all it can including lobbying for grants or loans from international bodies to increase funding of the education sector to enable adequate provision of the minimum necessary requirements for UPE implementation, such as adequate classrooms, libraries, laboratory and professional teachers.
Increase in the sector’s funding should be done concurrently with strict financial policies and supervisory and monitoring roles to eliminate corruption so that money injected in the sector will meet its purpose, such as policies that will enable School Management Committees to have control over the money given to schools, improve on the facilitation of inspectors.
Government should sensitize parents to know their role under UPE. Once they know their role such as providing pens, pencils, exercise books and other school requirements for their children, this will eliminate the current belief in many parents that they have no responsibility under UPE.
Unlike today where parents are left to decide whether their children should go to school, there is a need for government to make education compulsory so that all children of school going age will enroll and remain to complete the primary cycle of education.
Teacher motivation is very important. Government should consider providing lunch meals for teachers at school. In addition, like the risk, government should also introduce an allowance for teachers. Therefore, UPE policy should be revised to include teacher’s welfare among other considerations.
5.5 Suggestions for Future Research
Future researchers with less financial difficulty should endeavor to widen the scope of their studies on the performance of UPE to county or district levels.
Future researchers should carry out studies to compare the attitudes, perception and response of people in the urban and the rural settings towards UPE.
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REFERENCES
Aguti J.N, (1996) Makerere University External Degree Programme: The Dual Mode Approach, Dissertation for MA Education and Development: Distance Education, institute of Education University of London. Aguti J.N, (2000), Makerere University, Uganda in Reddy V & Majulika S (2000). The world of open and Distance Learning Viva Books Private Limited, New Delhi.P255-280. Bategeka, L et al (2004), Financing Primary Education for All: Uganda Institute of Development studies, and University of Sussex. Cardoso, R. A and V. Dortte (2006), school dropout and push-out factors in Brazil. GoU: (1989), education Policy Review Commission GoU: (1992): White paper on Education. GoU: (1994): Education policy Review commission statutory instrument. GoU: (1995) Constitution of the Republic of Uganda. Kagoda, A.M. 2011. Gender sensitivity among head teachers and teachers in primary education in Uganda. A case of Kamuli District. Kiggundu Musooke Mohammad (2015), Equity implications of the Universal Primary Education Funding Mechanism in Uganda. Pak publishing group. Kuczera. M, Field.S and B, Pont (2007), No more failures: Ten steps to Equity in Education, OECD, Paris.
Lerotholi, L, 2001. Tuition fees in primary and secondary education in Lesotho. The levels and implications for access, equity and efficiency. UNESCO Paris: Published by international institute for education planning. Mazhar UL HaqBaluch and Saima Shahid (2008).Determinants of Environment in Primary Education.A case study of District Lahore. Department of Economics, University of the Punjab.
MFPED (2002), deepening the understanding of poverty in Kampala. Ministry of finance planning and economic development (2004), poverty eradication Action plan (PEAP). Namirembe Bitamazire Geraldane (2010), enrollment increases in primary and secondary schools, New Vision November 15th.
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OECD 2012, Equity and Quality in Education supporting Disadvantaged students and schools, OECD publishing.
Psacharopoulos, G, 1994. Returns to investment in education: A global update. World development Elsevier. Sifuna Daniel. N (2007). The challenge of increasing Access and improving Quality. An analysis of Universal Primary Education Interventions in Kenya and Tanzania since the 1970s.
Stephens David (1991). The quality of Primary Education in Developing countries. Who Defines and who decides? Taylor and Francis LTD.
UBOS report, (2014) census final results. UNICEF: (1997), a report on the implementation of UPE in Uganda. Wasswa Matovu Joseph (2009) Environments of Disadvantage in Uganda’s Universal Primary Education. (UPE)”.
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APPENDICES
APPENDIX A: INTERVIEW GUIDE FOR DEO-MASAKA DISTRICT
SECTION A: ENROLLMENT AND DROPOUT RATE Name of the interviewer ……………………………………………………………………….. Name of the respondent ……………………………………………………………………….. Purpose of the study ……………………………………………………………………………. 1. (a) Comment on the enrollment rate of pupils in your district particularly Kyanamukaaka Sub County. a) Increasing b) Decreasing c) Constant (b) What are the reasons for both increase or decrease? ……………………………………………………………………………………. 2. (a) Comment on the dropout rate of pupils in your district particularly Kyanamukaaka Sub County. a) Increasing b) Decreasing 3. Give a reason for your answer in No 2 above. ………………………………………………………………………………………………… ………………………………………………………………………………………………… 4. If the answer is a, b or c, how does it affect the performance of your schools. ………………………………………………………………………………………………… ……………………………………………………………………………………………
SECTION B: QUALITY OF EDUCATION. 5. (a) Comment on the quality of education in your district especially in Kyanamukaaka Sub County. a) High quality b) Moderate c) Low quality (b) Give a reason for your answer in No. 1 above. ………………………………………………………………………………………………… …………………………………………………………………………………………………
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6. Comment on the quality of books that are available in UPE schools especially in Kyanamukaaka Sub County. a) Good b) Bad c) Moderate 7. Do your schools in Kyanamukaaka Sub Country have enough teachers? a) Yes b) No 8. Do these schools have facilities to cater for pupils with disabilities? a) Yes b) No c) Some 9. How do the answers given affect the performance of your school in particular and in Kyanamukaaka Sub County? ………………………………………………………………………………………………… ……………………………………………………………………………………………
SECTION C. CHALLENGES FACED IN UPE SCHOOL.
10. (a) What are the challenges facing your schools particularly in Kyanamukaaka sub county. ………………………………………………………………………………………………… ………………………………………………………………………………………………… (b) What are the possible solutions to the above mentioned challenges? ………………………………………………………………………………………………… ………………………………………………………………………………………………….
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APPENDIX B: QUESTIONNAIRES FOR HEAD TEACHERS
Name of the interviewer ……………………………………………………………………….. Name of the respondent ……………………………………………………………………….. Purpose of the study …………………………………………………………………………… 1. Comment on the enrollment rate for both sexes in your school a) Increasing b) Decreasing c) Constant 2. Comment on the dropout rate of pupils in your school a) Increasing b) Decreasing 3. On question (1, which gender enrolls most. a) Boys b) Girls 4. (a) On question (2), which gender register the highest dropout and why? a) Boys b) Girls ………………………………………………………………………………………………… ………………………………………………………………………………………………… (b) What are the reasons for low enrollment? …………………………………………………………………………………………………
SECTION B QUALITY OF EDUCATION 5. How many teachers do you have in your schools? ………………………………………………………………………………………………… …………………………………………………………………………………………… 6. How many teachers are on government pay roll? ………………………………………………………………………………………………… …………………………………………………………………………………………… 1. How many teachers are on private pay roll? ………………………………………………………………………………………………… …………………………………………………………………………………………… 7. Do these teachers have staff quarters or not? a) Yes b)No
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8. Comment on the school facilities available in your school. FACILITIES GOOD BAD MODERATE Classroom Toilets Library Kitchen
a) Good b) Bad c)Moderate 9. Comment on the funding of this school by the government. a) Enough b)Not enough 10. (a) Does this school collect some funds from the pupils? a) Yes b) No (b) What are the funds used for? ………………………………………………………………………………… 11. (a) Do you have facilities for pupils with disabilities? a) Yes b) No (b) If the answer is yes, what are those? ………………………………………………………………………………………………… ………………………………………………………………………………… 12. How does the answer given above affect the performance of your school? ………………………………………………………………………………………………… ……………………………………………………………………………………………
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SECTION C. CHALLENGES FACED BY UPE SCHOOLS 13. What challenges do you face at your school? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… …………………………………………………………………………………………………….. 14. How can these challenges be managed? ………………………………………………………………………………………………… ………………………………………………………………………………………………… 15. How do these challenges affect performance of your school? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………..
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APPENDIX C: QUESTIONNAIRES FOR TEACHERS
SECTION: A ENROLLMENT AND DROPOUT RATE Name of the interviewer ……………………………………………………………………….. Name of the respondent ……………………………………………………………………….. Purpose of the study …………………………………………………………………………… 1. a) How many pupils do you have in your class? ……………………………………………………………………………………………… b) Are they increasing or decreasing compared to previous years? a) Increasing b) Decreasing 2. How many girls and boys are there in your class? a) Girls b) Boys 3. Give a reason for the answer in 1. (b) above. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………….
SECTION: B QUALITY OF EDUCATION. 4. What is your qualification? a) “O” level b) Grade III c) Grade II d) Grade V e) Others (specify) 5. Do you teach upper or lower primary. a) Upper b) Lower c) both why? ………………………………… 6. Are you on government pay roll or private? a). Government b). Private 7. Do you reside in the staff quarters, or not? a) Staff quarters b) Not staff quarters 8. How do the answers given above affect the performance of your pupils? ………………………………………………………………………………………………… …………………………………………………………………………………………………..
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SECTION: C CHALLENGES FACED 9. What challenges do you face at this school as a teacher? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 10. How do those challenges affect the performance of this school? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………….
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APPENDIX D: INTERVIEW GUIDE (SCHEDULE) FOR PARENTS
Name of the interviewer ……………………………………………………………………….. Name of the respondent ……………………………………………………………………….. Purpose of the study …………………………………………………………………………… 1. a) Sex (i) Male (ii) Female
b) Age…………………………………………….. c) Occupation……………………………………. 2. Have you ever attended school? a) Yes b) No 3. (a) Do you have children? a) Yes b) No b) If yes how many are of school going age? ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. 4. (a) Are they enrolled in UPE Schools? a) Yes b) No b) If no, why (give reasons for your answer). ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 5. Why do you think some parents take away their children from UPE to non UPE School? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 6. (a) What is your perception on UPE as a parent? a) Positive b) Negative
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b) Give reasons for your answer in (a) above. ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. 7. What do you think parents should do to ensure UPE succeed?
………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 8. What advice can you give to the government (policy makers) for UPE to succeed? ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………
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APPENDIX: E: FOCUS GROUP DISCUSSION FOR UPPER PRIMARY PUPILS
Name of the interviewer ……………………………………………………………………….. Name of the respondent ……………………………………………………………………….. Purpose of the study …………………………………………………………………………… 1. What do you understand by UPE? …………………………………………………………………………………………… 2. How are children of school going age benefiting from UPE? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 3. What are the problems being faced by pupils under UPE program at school? ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………. 4. Suggest ways how these problems can be overcome? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 5. Why are some parents (if any) shifting their children from UPE to privately owned primary schools? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 6. What do you think are the challenges facing UPE implementation in your sub county? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… 7. What advice can you give to the government of Uganda (policy makers) in order for UPE program to succeed? ………………………………………………….……………………………………………… …………………………………………………………………………………………………
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