the implementation of universal primary education in uganda m. admin.

181 Pages·2010·0.51 MB·English

THE IMPLEMENTATION OF UNIVERSAL PRIMARY
EDUCATION IN UGANDA

M. ADMIN. (PUBLIC ADMINISTRATION)
UNIVERSITY OF PRETORIA

2010

©© UUnniivveerrssiittyy ooff PPrreettoorriiaa
THE IMPLEMENTATION OF UNIVERSAL PRIMARY
EDUCATION IN UGANDA

By

STELLAH NAMBALIRWA

Presented in order to fulfil the requirements for the degree Magister
Administrationis (Public Administration) in the Faculty of Economic and
Management Sciences.

Supervisor: Prof. H.G. Van Dijk Pretoria
DEDICATION

This study is dedicated to my dear parents, Mrs. Nsereko Magaret and Mr. Nsereko
Lawrence. Who without their support, I would not have completed this study. Thank you.

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ACKNOWLEDGEMENTS

I would first and foremost like to thank God for His guidance and being with throughout
the research and for making it possible. My sincere thanks go to my supervisor, Prof. H.G
Van Dijk, for the professional work, guidance, encouragement and honest opinion
throughout this academic journey.
Special thanks go to Dr. A. Ssemambo and Mrs. G. Ssemambo, who have given me
unfailing support and encouragement throughout my accademic journey. My siblings
Carol, Allen, Maria, Gatrude and Nobert for their support as well as my friends Agasha,
Vivian, Lyzet, Patricia, Sheila and Cynthia.
Let me also take this opportunity to thank all those that participated in the research,
especially the Commissioner Pre-Primary and Primary Education; Dr. D. Nkaada,
Commossioner Primary Teacher Education; Mrs. M. Nsereko, Mr. F. Ssozi in the
Planning Department, Dr. C. W. Masaba, Kampala District, Mr. L. Nsereko, Rubaga
Division, Mr. V. Baraza, Mukono District and Mr. Mukisa, Ggaba Demonstration School
who all willingly provided me with valuable information.

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ABSTRACT

Since independence in 1962, the education system in Uganda has comprised four levels
under the control of the Ministry of Education and Sports, namely, the pre-school, primary
education, post-primary education and higher education. In 1986, the National Resistance
Movement formed a series of commissions to investigate the functioning of the Ministry of
Education and Sports. Subsequently, the Education Policy Review Commission was
established and made the recommendation to universalise primary education. In 1996,
the President announced free education for all with the main components including the
provision of free education for a maximum of four children per family, and the removal of
school fees in primary schools from grades one to seven. The main goal was to provide
for the minimum necessary facilities and resources to enable all Ugandan children of
school-going age to enter and remain in school until the primary cycle is completed.

However, the implementation of Universal Primary Education in Uganda has been met
with various challenges. The current planning and organising framework does not
support its implementation with communication and coordination challenges cited as most
problematic. This study focuses on proposing a planning and organising framework that
will address the issues regarding policy implementation, coordination and communication.
Specifically, the study will focus on:
a) describing the internal and external environment within which Universal Primary
Education in Uganda is implemented;
b) exploring the planning and organising challenges hindering the implementation of
Universal Primary Education in Uganda; and
c) proposing a comprehensive planning and organising framework to support the
implementation of Universal Primary Education in Uganda.

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The study employs a qualitative approach and data is collected through the use of an
extensive literature review supported by qualitative interviewing of key role-players
employed by the Ministry of Education and Sports in Uganda. International best practices
are used to determine the planning and organising requirements for successful
implementation. The study proposes the establishment of a Department of Primary
Education responsible for ensuring the appropriate involvement of all role-players in the
planning and organising functions. The establishment of such a department will ensure
that monitoring and evaluation, accountability of finances and effective communication
are achieved. By placing emphasis on the planning and organising requirements for
implementation, the aim of providing free education to all Ugandan children might be
achieved.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ii
ABSTRACT iii

CHAPTER 1 GENERAL INTRODUCTION 1
1.1 INTRODUCTION 1
1.2 BACKGROUND AND DEVELOPMENT OF EDUCATION 2
SECTOR IN UGANDA
1.3 MOTIVATION FOR THE RESEARCH 5
1.4 PROBLEM STATEMENT 12
1.5 MAIN GOAL OF THE STUDY 15
1.5.1 Aims and objectives 15
1.6 RESEARCH METHODOLOGY 15
1.6.1 Instruments of data collection 16
1.6.1.1 Interviews 16
1.6.1.2 Documentary reviews 17
1.6.2 Population 18
1.7 CONCEPT DEFINITION 19
1.7.1 Public Administration and public administration 19
1.7.2 Uganda’s Public Service 20
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1.7.3 Education 23
1.7.4 Universal Primary Education 23
1.7.5 Management functions 24
1.7.5.1 Planning 24
1.7.5.2 Organising 25
1.8 CHAPTER OUTLINE 25
1.9 LIMITATIONS OF THE STUDY 26
1.10 CONCLUSION 27

CHAPTER 2 AN ANALYSIS OF EXTERNAL AND INTERNAL 28
ENVIRONMENTAL FACTORS IMPACTING ON THE
MANAGEMENT OF UNIVERSAL PRIMARY EDUCATION IN
UGANDA
2.1 INTRODUCTION 28
2.2 EXTERNAL ENVIRONMENT 28
2.2.1 Political environment 29
2.2.1.1 Universal Primary Education Policy 29
2.2.1.2 Aims and objectives of Universal Primary Education 31
2.2.1.3 The structure and implementation of the Universal Primary 32
Education Policy
2.2.1.3.1 District level 33
2.2.1.3.2 School level 36
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2.2.1.4 Enabling policies, initiatives and programmes supporting 38
Universal Primary Education
2.2.1.4.1 Teacher Development Management System (TDMS) 38
2.2.1.4.2 Primary school curriculum 39
2.2.1.4.3 Comprehensive programmes to improve quality in primary 41
education
2.2.1.4.4 Initiative for instructional materials 43
2.2.1.4.5 Initiatives to improve education in outreach areas 44
2.2.1.4.6 Financial initiative for Universal Primary Education 45
2.2.1.4.7 Early Childhood Development and Universal Primary Education 46
2.2.1.4.8 Initiative in support of girl child 47
2.2.1.4.9 Poverty Eradication Action Plan (PEAP 2004-2008) 48
2.2.1.4.10 Education Sector Strategic Plan 2004/2015 49
2.2.2 Socio-economic environment 51
2.2.2.1 Poverty 52
2.2.2.2 Population changes 54
2.2.2.3 Conflict 55
2.2.2.4 HIV/AIDS and Universal Primary Education 57
2.2.3 Technological environment 60
2.3 INTERNAL ENVIRONMENT 63
2.3.1 Motivation 64
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2.3.1.1 Hierarchy of needs theory 66
2.3.1.2 Vroom’s expectancy theory 67
2.3.1.3 Two- factor theory 67
2.2.1.4 Equity theory 68
2.3.2 Attitude 69
2.3.3 Knowledge and skills 72
2.4 CONCLUSION 73

CHAPTER 3 AN ANALYSIS OF THE CHALLENGES IN THE PLANNING AND 75
ORGANISING FUNCTIONS DURING THE IMPLEMENTATION
OF UNIVERSAL PRIMARY EDUCATION
3.1 INTRODUCTION 75
3.2 PLANNING 75
3.2.1 Types of planning 76
3.2.1.1 Strategic planning 76
3.2.1.2 Operational planning 77
3.2.2 Planning process 78
3.3 ORGANISING 84
3.3.1 Specialisation (division of labour) 85
3.3.2 Delegation of authority 88
3.3.3 Coordination 89
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