DOCUMENT RESUME ED 088 190 EA 005 923 AUTHOR Gould, V. T. S. TITLE Planning the Location of Schools: Ankole District, Uganda. Case Studies -- 3. INSTITUTION United Nations Educational, Scientific, and Cultural Organi:mtion, Paris (France). International Inst. for Educat%onal Planning. REPORT NO ISBN-9:!-803-1057-7 PUB DATE 73 NOTE 88p. AVAILABLE FROM Unipub1 Inc., P.O. Box 443, New York, New York 10016 (Order number ISBN 92-803-1057-7, $10.00) EDRS PRICE MF-$0.15 HC Not Available from EDRS. DESCRIPTORS Case Studies; Educational Planning; *Elementary Schools; Foreign Countries; Geographic Location; Maps; Methodology; *Planning; *School Demography; School Mstricts; *School Location; School Planning; *Secondexy Schools; Site Selection IDENTIFIERS School Eapping; *Uganda ABSTRACT Ahkole District, Uganda, is typical of many developing areas of Africa, characterized by rapid population change (a result of both growth and redistribution), inadequate school provision, and severe financial constraints. The study relates the present patterns and organization of elementary and secondary level educational provision to the existing and projected population distribution. Population density is seen as a crucial variable affecting the choice of strategy for the development of the school map. Basic techniques of locational analysis are used to suggest a policy for expanding the elementary level system and to identify suitable locations for new secondary level schools. (Photographs may reproduce poorly.)(Author) Planning the location of schools: case studies-.3. An IIEP research project directed by'Jacques Hallak U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Planning the location of schools: Ankole District, Uganda "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL BY MICRO. aviefileFAHE ONLY H S31E1' BEEN GRANTED BY TO ERIC AND ORGANIZATIONS OPERAT W. T. S. Gould ING UNDER AGREEMENTS WITH THE NA. TIONAL INSTITUTE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMIS. SION OF THE COPYRIGHT OWNER." Paris 1973 Unesco: International Institute for Educational Planning The designation employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the IIEP (or the Unesco Secretariat of which it is a part) concerning the legal status of any country or territory, or of its authorities, or concerning the delimitations of the frontiers of any country or territory. "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL BY MICRO. F ucttE ONLY HAS BY at/e5C ERIC AND ORGANIZATIONS OPERAT ING UNDER AGREEMENTS WITH THE NA TIONAL INSTITUTE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMIS SION OF THE COPYRIGHT OWNER " Published in 1973 by the United Nations Educational, Scientific and Cultural Organization, Place de Fontenoy, 75700 Paris Photoset and printed by St. Paul's Press Limited, Malta ISBN 92-8031057-7 Unesco 1973 Printed in Matta Aims and methodology of the IIEP research projecton planning the location of schools As part of the Second United Nations Development field with the close collaboration of the national authorities Decade, many countries have set themselves the target of and comprised the following specific stages: providing complete first-level school coverage, or at least 1. A critical analysis of the features of the existing network of substantially extending their first-level school networks, of first- and/or second-level schools, according to tile together with a major development of the network of purpose of the study, in one or more educational areas of second-level schools. Achieving these targets in practice 50,000 to 200,000 inhabitants, selected for the variety of will involve them in finding solutions to the many awkward problems they exhibited; problems which arise in setting up the network of first- and 2. A study of the medium-term evolution of the potential second-level schools; in other words, they will need to school population, taking account of demographic develop the most appropriate methods for planning the factors, the educational objectives and certain socio- location of schools. economic variables; The International Institute for Educational Planning had 3. Proposals for rationalizing the location of schools, based these problems in view when, towards the end of 1970, it on the initial findings and the educational development began a series of investigations into the planning of first- prospects, and on all the pedagogical, economic, geo- and second-level school location; this was research of a graphical and other factors of general application or clearly practical kind, meeting a concrete need of most peculiar to the region concerned, in each case showing Member States; a typical example of the kind of applied the relative importance of the possible decisions. research which the Institute can undertake to assist Unesco These case studies will be completed towards the end of Member States in implementing their educational plans and 1973 and will be published as and when they become making optimum use of the resources available. Its objec- available.' A report on the project as a whole will summar- tive is threefold: ize the conclusions emerging from the case studies and 1. To analyse and identify all the factorspedagogical, endeavour to identify the methodological principles of economic, geographical, social, administrative, poli- planning the location of schools; this report is expected to tical, etc.which must be taken into account in design- be completed and published in 1974. ing a methodology for planning the location of schools; The entire project has been financed with voluntary 2. To formulate such a methodology in sufficient detail to contributions from various countries: the Ministry of Over- be used as a guide to school location activities in seas Development (United Kingdom), SIDA (Sweden), Member States, while being sufficiently flexible and CIDA (Canada), NORAD (Norway), etc., to which the universal to be adaptable to the particular conditions of IIEP is extremely grateful. each country; The Institute also thanks all the Member States of 3. To apply the methodology to concrete problems facing Unesco and the national specialists for co-operating in the education planners, such as universal first-level educa- implementation of this project. tion, implementation of educational reforms, etc. The IIEP began with a number of case studies in a sample, I. Publication by the IIEP of studies conducted by outside consultants must not be taken as varied as possible, of countries in Asia, Africa, Latin to imply that the Institute necessarily associates itself with any conclusions or America and Europe. These studies were carried out in the opinions expressed therein. 5 Preface The study by W. T. S. Gould, Research Fellow at the colonial period. It is obvious that the educational situation Department of Geography of the University of Liverpool, in Uganda, as this study clearly shows, could invite the on primary and secondary schools in Uganda is certainly adoption of other structures (in this respect the IIEP com- one of the most original among the various IIEP case mentary which follows Mr. Gould's study illustrates this) studies on school mapping carried out under the direction but the author has not felt able to suggest such alternatives. of Jacques Hallak. With regard to primary schools, after a general presenta- In a country where, as the author emphasizes, the statis- tion of the characteristics of the public and private net- tical data are badly lacking, how can critical analysis of the works for the whole country Mr. Gould has made an analysis present location of schools be undertaken, and how can in depth of the situation of three gombororas (Bubaare, methodologies to be applied in a prospective study for 1979 Rubindi, Kyeizooba) of the district of Ankole, representing be elaborated? Mr. Gould has accepted the challenge, and the different topographical, economic and demographic this is one of the chief merits and benefits of this study, from situations in Uganda. Uganda is divided into twenty dis- the methodological point of view. tricts; the district of Ankole consists of six counties, Another original aspect of this study lies in the author's divided into sub-counties (gombororas) each containing specialist background as a geographer; the emphasis is not several parishes. placed particularly on the pedagogical aspects of school With the help of a survey-questionnaire, the author was mapping, although Mr. Gould is very well qualified in this able to study on the one hand the catchment areas of domain as well, but on all the geographical, demographic, schools of each of the gombororas (a circle of on average and migratory phenomena typical cf Uganda, which are five kilometres radius around the schools) and on the other fully known to the author alld which throw light on the hand the factors of distortion (religious, pedagogical, etc.) problem of schooling patterns from relatively new angles. which affect the choice of school by families in relation to Bat probably the essential originality of this book relates their distance. to its subject, namely Uganda and its school system, with The prospective part of the study is based, to begin with, its modest public resources, its low apparent participation upon an estimation of future demographic trends in the dis- ratios (30 per cent in primary education, 3 to 4 per cent at trict of Ankole up to 1979 and upon population migration secondary level), and an expansion of the school system within and outside the district. This A obviously familiar relying partly on local initiative, partly on the initiative of ground for the geographer, and the reader will appreciate the churches, and to a growing extent on public inter- the contribution of this discipline to the methodologies of vention.