STRATEGIES INFLUENCING SUSTAINABILITY OF UNIVERSAL PRIMARY EDUCATION IN UGANDA: A STUDY OF RWENZORI REGION

Abstract

The provision of primary education in Uganda is the primary responsibility of government. Universal Primary Education was introduced in Uganda in 1997. This study sought to examine the strategies that influence sustainability of Universal Primary Education (UPE) in Uganda, particularly in the Rwenzori Region. Uganda has struggled to meet the requirements for sustainable quality primary education since the 1970s. To date, no clear stability has been realized in most sectors of Uganda’s basic education. From 1972 to January 1986 Uganda experienced severe political turmoil and insecurity that devastated educational systems, structures and services. Rwenzori is one region in Uganda that has been extremely affected by civil and tribal wars, diseases and poverty among other social problems in the country. These problems have greatly impeded the efforts to achieve sustainability in the UPE programme in Uganda in general. Therefore, this study sought to shed light on the challenges and opportunities for attaining sustainability for Universal Primary Education in Uganda. The study was guided by the Systems Theory as propounded by Ludwig Von Bertalanffy in 1969. The objectives of the study were: to identify the challenges and achievements of UPE in Uganda; to establish the strategies put in place for the sustainability of UPE; to establish the performance of UPE, and to assess the quality of education under the UPE policy in Uganda through verifiable indicators. The target population for the study was primary school teachers, head teachers, school management committee members (SMCM), quality assurance officers, District Educational officers, District Inspectors of Schools and Officials from the Ministry of Education and Sports of Uganda. The study sample was selected using probability and non-probability sampling techniques. Across sectional survey design was adopted in all sampled schools in the Rwenzori region. Key informants were relied on to give information. Thus, qualitative and quantitative methodology was used in guiding the researcher to collect reliable data. The tools used to collect data included interview guide, observation checklist, questionnaire, document analysis and focus group discussions. Data was analysed using inferential and descriptive statistical methods. The findings of the study established that strategies had been put in place in some schools, especially those in semi urban areas, to ensure the sustainability of UPE. These included provision of funds, recruitment of qualified teachers, provision of good learning environment, good infrastructure, enlisting parental support, working to enhance students’ interests in education, provision of good supervisory services, good administration, and accommodation and feeding programmes. These factors were not found to be sufficient enough to guarantee sustainability of UPE in the Rwenzori region and perhaps other regions in Uganda that experience similar challenges. In addition, the study found that adequate funding is very paramount to the success and sustainability of UPE in Uganda. The study further established that the supervision of the UPE programme has been effective to date. Furthermore, pupils’ attitudes were found to be very critical in ensuring the sustainability of UPE in Uganda. The researcher recommended to the Ministry of Education and Sports to work on equally recruiting sufficient qualified teachers of both genders and give them good incentives to motivate them work satisfactorily. In addition, all stakeholders should work together to ensure that there is equity and equality in the implementation of UPE across Uganda and ensuring the general well-being of the Programme in Rwenzori Region especially in distribution of resources