Managing the implementation of universal primary education policy in Ugandan primary schools
Year: 2020
Type: dissertation
Abstract: This research study sought to understand “how the implementation of universal \nprimary education (UPE) policy in Ugandan primary schools is managed”. \nFurthermore, in exploring the challenges faced as they relate to UPE planning and \norganising, the research sought to provide evidence-based solutions in form of \nrecommendations to address the planning and organising challenges identified. \nConsidering the above, in order to understand how the implementation of UPE policy \nin Ugandan primary schools is managed, as part of the methodological procedures, \nthe research process adopted by the researcher followed a qualitative study approach \nusing a case study research design (collective) as the research design or strategy, \nand constructivism (interpretivism) as the research paradigm. As part of the \ntriangulation of data, a review of relevant literature was conducted in combination with \nsemi-structured individual interviews and focus group discussions with the purposively \nselected UPE stakeholders responsible for the management and implementation of \nthe UPE programme in Uganda. The participants included: UPE school principals \n(school or implementation level); UPE policy makers (Ministry of Education and Sports \nofficials at national level), and district education officials and local government \nrepresentatives (district level). Inductive thematic analysis was used for data analysis \nof this research. \nThe main findings concerning the strength of the current UPE planning and organising \nframework, among others, were: UPE management and implementation is executed \nat the national, district and school levels and each UPE stakeholder has a role; UPE \nimplementation management is decentralised and authority is delegated to local \ngovernments; and UPE management and implementation constitutes of guidelines \nand directives. On the other hand, the findings concerning the UPE planning and \norganising weaknesses (challenges), among others, were: inadequate financial \nresources in form of low UPE capitation grants; the misuse and misallocation of UPE \nfunds; the lack of consultation and involvement of frontline UPE stakeholders and the \ncivil society in the planning and formulation of UPE policies and the lack of \nqualifications and skills of the UPE stakeholders responsible for the management of \nthe implementation of the UPE programme. Considering the research findings, under decentralisation, the top-down UPE \nmanagement and implementation framework that constitutes the current UPE \nplanning and organising framework, has failed to address key UPE management and \nimplementation challenges especially at the school level. \nTherefore, based on empirical and literature review findings of this research study, the \nmanagement of the implementation of the UPE programme in Uganda, although it has \nregistered some successes, it is still constrained, faces both monetary and nonmonetary \nchallenges and is, therefore, internally and externally inefficient. In this \nregard, in order to address the challenges, the researcher proposes recommendations \nfor the national, district and school levels for consideration and adoption by the Ministry \nof Education and Sports in order to address the bottlenecks impeding the efficient \nmanagement and implementation of the UPE programme in Ugandan primary \nschools. In determining the recommendations and what constitutes a successful UPE \nplanning and organising framework, the researcher considered among other things, \nthe participants’ suggestions, and trends or lessons from international best practices.
Author: James Mbabaali Kyambadde
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3171362444