UNIVERSAL PRIMARY EDUCATION   PROGRAM AND THE PERFORMANCE OF PRIMARY SCHOOL PUPILS IN BIHARWE DIVISION, 

MBARARA MUNICIPALITY 

LIST OF ACRONYMS

% Percentage

DERP District Education Revitalization Program 

GOU Government of Uganda

NY New York

PLE Primary Leaving Examination

TQM Total Quality Management

UNICEF United Nations Children Emergency Fund

United States United States

UPE Universal Primary Education

ABSTRACT

The study was about UPE program and performance of primary school pupils in Biharwe Division, Mbarara Municipality. The general objective of the study is to find impact of UPE program on the performance of primary school pupils in Biharwe Division, Mbarara Municipality. The study was guided by three specific objectives namely; to examine how UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division; to establish the factors responsible for poor performance of primary school pupils in UPE schools in Division and to suggest the possible solution to address problems under UPE program in Division. It used data collected using a questionnaire and Interview guide, and during data collection cross-sectional research design was used. Both qualitative and quantitative methods were used to analyze data and a sample of 80 respondents was used. 

It was found out that UPE has contributed to the high enrolment of pupils in primary schools. Also there is poor performance of UPE schools in the Sub-county since majority of respondents revealed by rating it as fair and poor respectively. In addition the factors for poor performance of pupils in UPE schools were found to be; pupils discipline, ratio of pupils to teachers, insufficient scholastics like class rooms, government policy, irregular class attendances or absenteeism and others (child labor, misuse of UPE funds). Ways how the performance of UPE schools can be improved were; curbing corruption, others (like role of parents), regular supervision of teachers, building more classes, teachers motivation, equip schools with books and increasing number of teachers.

It was recommended that the government should construct more classrooms so as to meet the requirements of forty-five pupils in one classroom ratio (45:1). The government should recruit more teachers in the schools so as to reduce the teacher load. Parents must provide enough food to their children, pack for them a snack for lunch Teachers should avoid cases of absenteeism and dodging classes this will also improve performance of UPE schools. Last but not least the stakeholders and government ought to prevent school drop outs since it was realized that amidst free education there have been cases of failure to complete the full course of primary education, things like eradicating child labor and improving incomes of parents are crucial.

CHAPTER ONE: INTRODUCTION

1.0 Introduction

This part of the research report presents the background of the study, statement of the problem, objectives of the study, research questions, and area of study and significance of the study.

1.1 Background of the study 

The introduction of the Universal Primary Education (UPE) Policy in 1997 was part of the reform program of the Ugandan government. The adoption of the said policy was to increase access, equity, and quality of primary education with the view to eradicate illiteracy and subsequently transform society from the doldrums of poverty. This was also in line with the Poverty Eradication Action Plan (PEAP) of 1997 and the Education Sector Strategic Plan of 1998-2003. The adoption of the UPE Policy also demonstrated the country’s commitment to the achievement of Millennium Development Goals (MDGs) and Education for All (EFA). Due to the government’s strong commitment to implement such policies, the enrollment rate at the primary education has improved significantly, from 3.0 million in 1996 to 5.3 million in 1997. In 2010 over 8.0 million students were enrolled in primary schools, of which 51 percent are  females and 49 percent males. Consequently, the ratio of boys to girls in primary schools has improved from 55:45 in 1986 to 52:48 in 2000 and to 49:51 in 2010 (MoES 2010). As in many education systems of the world, the rapid increase in enrollment at the primary level in Uganda brought about several challenges, one of which is the quality of the education being received at the primary level. 

An educated person refers to a person that has access to optimal states of mind regardless of the situation they are in (Schofield, K. 1999). In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills, and values from one generation to another. Education can also be defined as the process of becoming an educated effectively to achieve self-selected goals and aspirations (Tremblay, Eric, 2010). A right to education has been created and recognized by some jurisdictions: Since 1952, Article two  of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At the global level, the United Nations‘ International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13 (Tremblay, Eric, 2010).

It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth. Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries (Kate Bird and Kate Higgins, 2009). 

However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country’s ability to learn from the leader is a function of its stock of “human capital“. Recent study of the determinants of aggregate economic growth has stressed the importance of fundamental economic institutions and the role of cognitive skills. At the individual level, there is a large literature, generally related back to the work of Jacob Mincer, on how earnings are related to the schooling and other human capital of the individual. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling (Schofield, K. 1999).

The Indian government lays emphasis to primary education up to the age of fourteen years referred to as Elementary Education in India (Schofield, K. 1999). The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions.  This because, about 80% of all recognized schools at the elementary stage are government run and/or supported making it the largest provider of education in the Country. Due to shortage of resources and lack of political will, the system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Education has also been made free (http://en.wikipedia.org/wiki/Education_in_India – cite_note-Blackwell93-94-23) for children for 6 to 14 years of age or up to class Viii under the Right of Children to Free and Compulsory Education Act 2009 (Schofield, K. 1999).

There have been several efforts to enhance quality made by the government. The District Education Revitalization Program (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3.5 million children, was also supported by UNICEF and other international program. This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low (Tremblay, Eric, 2010).

According to current estimates, 80% of all schools in Nigeria are government schools making the government the major provider of education (May, S and Aikman, S, 2003); because of poor quality of public education, 27% of Nigeria children are privately educated. According to some research, private schools often provide superior results at a fraction of the unit cost of government schools; others have suggested that private schools fail to provide education to the poorest families, a selective being only a fifth of the schools and have in the past ignored Court orders Even the poorest often go to private schools despite the fact that government schools are free. A study found that 65% of schoolchildren in Hyderabad’s slums attend private schools.

Kenya began a campaign for free Primary Education after independence in 1963. Since then, her system of education has undergone transformation twice. Before independence elementary education was based on the colonial system of education. In 1967, Kenya, together with Uganda and Tanzania, formed the East African Community. The three countries adopted a single system of education, the 7-4-2-3, which consisted of 7 years of primary education, 4 years of secondary education, 2 years of high school and 3–5 years of university education. Under the system, which was similar to the British system of education, children began their elementary (primary) education at the age of 7 and completed at the age of 13 after sitting for examination (May, S and Aikman, S, 2003). 

The system of education in Uganda has a structure of 7 years of primary education, 6 years of secondary education (divided into 4 years of lower secondary and 2 years of upper secondary school), and 3 to 5 years of post-secondary education. The present system has existed since the early 1960s. In 1999 there were 6 million pupils receiving primary education, compared to only 2 million in 1986. Numbers received a boost in 1997 when free primary education was made available for four children per family. Only some of primary school graduates go on to take any form of secondary education. This is contingent upon them passing their Primary Leaving Examinations (PLE).

Uganda’s Universal Primary Education (UPE), begun in 1996 by the President Yoweri Museveni. A former lecturer at the University of Dar-es-Salaam, Tanzania, Museveni is one of Africa’s pragmatic leaders who believes in the transformation and modernization of society through the elimination of illiteracy and the provision of Education For All – irrespective of one’s gender, disability or any other categorization. Before implementation, the policy was extensively discussed at various form, including educational institutions, in the cabinet and at parliamentary level. Under this programme, the government commits itself to providing primary education for a maximum of 4 children per family (Government of Uganda, Ministry of Education and Sports, 2001).

The government pays the school fees for the children. It also provides grants to be spent on instructional materials, co-curricular activities like sport, and the management and maintenance of utilities like water and electricity. By the end of September 1999 six and a half million children aged 6-15 had enrolled for primary school education – one third of Uganda’s total population. Total enrolment rates for all children have tripled since 1996 in Mbarara District due to UPE program though many of the schools in the district are academically performing poorly. Basing on the above background, the study is set to find out the impact of UPE program on the performance of primary school pupils in Biharwe Division, Mbarara Municipality taking a case study of Biharwe Division, Mbarara Municipality.

1.2 Statement of the problem

Education is important for a successful post-conflict transition in Uganda, as it helps develop peoples’ abilities to break free of circles of violence and suffering. Uganda’s Universal Primary Education (UPE) has resulted in high enrolment rates in Uganda, but education tends to be of a low quality and few pupils actually complete primary school. There are inadequate facilities; for example out of 238 primary schools in Pader, 47 are still under trees, limited teacher accommodation is causing high rates of teacher absenteeism and in some areas the average primary school teacher to student ratio is 1:200 (Kate Bird and Kate Higgins, 2012).. 

Before the introduction of UPE program, the academic performance of primary school pupils in Mbarara district was fair. This so because, the statistics five years before UPE show that in 1991 pupils were 56 out 116 in grade 1 who sat for PLE, 59 out of 132 in 1992, 71 out of 183 in 1993, 66 out of 167 in 1994 and 82 out of 204 in 1995. However, after the introduction of UPE program the performance of pupils in primary schools in Mbarara district started to deteriorate as compared to the number of pupils sat for the same level. This is so because, in 2007, pupils were 94 out 605 in grade 1 who sat for PLE, 67out of 569 in 2008, 65 out of 609 in 2009 while only 102 out of 825 were in grade 1 in the year 2010. And this decrease in grade has been puzzling the researcher to why this is happening as he is attaching it to the coming of UPE program in the area.  In addition, the education profile (2010) indicate that the schools seem to have continued to deteriorating in Mbarara district as most of the primary schools are performing poorly in their Primary Living Examination results. Therefore, this situation prompted the researcher to establish the impact of UPE program on the performance of primary school pupils in Biharwe Division, Mbarara Municipality. 

1.4 Purpose of the study 

The general purpose of the study was to find out the impact of UPE program on the performance of primary school pupils in Biharwe Division, Mbarara Municipality. 

1. 5 Objectives of the study

1. To examine how UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division – Mbarara Municipality
2. To establish the factors responsible for poor performance of primary school pupils in UPE schools in Biharwe Division – Mbarara Municipality
3. To suggest the possible solution to address problems under UPE program in Biharwe Division- Mbarara Municipality

1.6    Research Questions

1. How UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division- Mbarara Municipality?
2. What are the factors responsible for poor performance of primary school pupils in Biharwe Division- Mbarara Municipality? 
3. What are possible solution address problems under UPE program in Biharwe Division- Mbarara Municipality?

1.7 Scope of the study 

1.7.1 Geographical scope 

The study was carried out in Biharwe Division, Mbarara Municipality. The Sub-County is found in Mbarara district in Southwestern Uganda. Biharwe Division consists of many primary schools both private and government aided schools.  Biharwe Division is found in Mbarara District located in South Western Uganda. It was carved out of Rubaya Sub County in 2002 and is found in Kashari County. Biharwe is a Uganda city located at the longitude of 30.687655 and latitude of -0.745675.

The Sub County lies in the East of Mbarara town and has about 3,266 households and an estimated 22,862 population. Of these 12,662 are female whereas 10,200 are male. A bout 5,400 people live below the poverty line. Biharwe Division is made up of 1 town board and 5 parishes of Rwenjeru, Kishasha, Nyakinengo, Nyabuhama and Biharwe. Biharwe Division  is the most water stressed Sub County in the whole district considering the fact that it does not have any natural water sources such as lakes, rivers, wells and swamps.  The Sub County experiences intensive dry seasons due to the little forest cover. 

1.7.2 Content Scope 

The study consider the following content scope; To examine how UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division; to establish the factors responsible for poor performance of primary school pupils in UPE schools in Biharwe Division and to suggest the possible solution to address problems under UPE program in Biharwe Division.

1.7.3 Time Scope 

The study was intended to cover information in relation to the period of seven (7) years that is 2008-2014 on UPE Programme and performance of primary school pupils in Biharwe Division, Mbarara Municipality.

1.8 Significance of the study

The study findings may help in identifying the most causes of poor performance among primary school pupils in Biharwe Division, Mbarara Municipality. To this, policy makers and other bodies may be able to form strategies for reducing such situation.

The study may also add literature review to the already established information about the variables hence acting as a source of literature review to the future academician’s who may get interest in researching about the same studied variables of UPE program  and performance of pupils in primary schools.

The study may further help the researcher to acquire practical skills that may inspire him to carry out more researches in some future. This is because during the process of carrying the study, the researcher may come up with the new inspiring idea that needs investigation.

1.9 Justification of the study 

The study would help parents, educational managers and administrators, teachers, Ministry of Education and Sports officials and politicians see, recognize and appreciate the need for motivation and motivate their subordinates and children for an improved performance. The study would also furnish policy makers, Ministry of Education and Sports, and politicians with information on parents’ roles and their implications on pupils’ performance; hence giving them a leeway to formulation of better policies regarding parents’ roles within the education systems, based on researched information. It will also hope to improve level of parents’ status for an improved performance. Lastly, the study will be expected to add to the existing body of knowledge and act as a stepping-stone for later researchers in similar studies. It would also help future researchers who have the quest for improving education for all the learners in primary schools in the said area and Uganda at large.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction 

This chapter presents review of the literature on the UPE Programme and performance of primary school in Biharwe Division. The presentation follows the order of the objectives, which are; to examine how UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division; to establish the factors responsible for poor performance of primary school pupils in UPE in Biharwe Division and to suggest the possible solution in Biharwe Division to address problems under UPE program 

2.1 Objective one: to examine how UPE has contributed to enrolment of pupils in primary schools

Mission schools were established in Uganda in the 1890s, and in 1924 the government established the first secondary school for Africans. By 1950, however, the government operated only three of the fifty-three secondary schools for Africans. Three others were privately funded, and forty-seven were operated by religious organizations. Education was eagerly sought by rural farmers as well as urban elites, and after independence many villages, especially in the south, built schools, hired teachers, and appealed for and received government assistance to operate their own village schools (Ruhweza et al, 2000:1).

Most subjects were taught according to the British syllabus until 1974, and British examinations measured a student’s progress through primary and secondary school. In 1975 the government implemented a local curriculum, and for a short time most school materials were published in Uganda. School enrollments continued to climb throughout most of the 1970s and 1980s, but as the economy deteriorated and violence increased, local publishing almost ceased, and examination results deteriorated (G O U, 2001). 

The education system suffered the effects of economic decline and political instability during the 1970s and 1980s. The system continued to function, however, with an administrative structure based on regional offices, a national school inspectorate, and centralized, nationwide school examinations. Enrollments and expenditures increased steadily during this time, reflecting the high priority Ugandans attach to education, but at all levels, the physical infrastructure necessary for education was lacking, and the quality of education declined. School maintenance standards suffered, teachers fled the country, morale and productivity deteriorated along with real incomes, and many facilities were damaged by warfare and vandalism (UNESCO 2012).

In 1990 adult literacy nationwide was estimated at 50 percent. Improving this ratio was important to the Museveni government. In order to reestablish the national priority on education, the Museveni government adopted a two-phase policy–to rehabilitate buildings and establish minimal conditions for instruction, and to improve efficiency and quality of education through teacher training and curriculum upgrading. Important long-term goals included establishing universal primary education, extending the seven-year primary cycle to eight or nine years, and shifting the emphasis in postsecondary education from purely academic to more technical and vocational training (UNESCO 2012).

In 1989, the last year for which official figures were available, the government estimated that more than 2.5 million youngsters were enrolled in primary schools, of whom about 45 percent were female. This figure represented a four-fold increase from primary enrollment levels of the late 1960s and a near doubling of the almost 1.3 million pupils enrolled in 1980. In that year, just over half of eligible six- to twelve-year-olds were attending government-aided primary schools, while an additional 80,000 pupils were enrolled in private primary schools (G O U, 2002). 

Officials estimated that roughly 61 percent of primary pupils completed seventh grade. Of those, about 25 percent went on to further study. The central government was responsible for training, posting, and promoting primary school teachers, setting salaries and school fees, providing supplies, inspecting schools, and appointing educational committees to deal with local problems. Local school officials, including the headmaster or headmistress, and district education officials were responsible for collecting fees, ordering supplies, and administering the school according to national policy. The District Education Office provided an important intermediary between the school and the Ministry of Education (G O U, 2002). 

In 1997, Government declared that it would provide free Education for four children per family. Where applicable, 50% of this number was to be girls. Government continues to encourage families to send all their school going age children to school although Government sponsorship will still be limited to 4 children per family. This policy has freed poor children to access education and in 1997 – 1998 the enrolment at primary school dramatically rose from 2.9 million to 5.4 million. This rise continued and reached 6.5 million in 1999 and 6.8 million in 2000 (G O U, 2004). 

To increase the number of schools at this level, Government has been taking over Community schools, staffing them with teachers and paying their salaries. Between the year 1990 to 2000 over 4000 schools were Grant-Aided. A total of 767 primary schools were grant aided in the FY 1999/00, raising the number of primary schools to a total of 10,597, of which 9,060 are Government and 1,481 private, while the rest are considered community schools.

2.2 .Objective Two: The factors responsible for poor performance of primary school pupils in UPE schools

Agyeman (1993) reported that a teacher who does not have both the academic and the professional teacher qualification would undoubtedly have a negative influence on the teaching and learning of his/her subject. However, he further stated that a teacher who is academically and professionally qualified, but works under unfavorable conditions of service would be less dedicated to his work and thus be less productive than a teacher who is unqualified but works under favorable conditions of service. Neagley and Evans (1970) were of the view that effective supervision of instruction can improve the quality of teaching and learning in the classroom. 

Etsey, Amedahe and Edjah (2004) in a study of 60 schools from peri-urban and rural areas found that academic performance was better in private schools than public schools because of more effective supervision of work. Another factor is motivation. A highly motivated person puts in the maximum effort in his or her job. Several factors produce motivation and job satisfaction. Young (1988) examined the job satisfaction of Californian public school teachers in the USA and found that one of the overall job predictors was the salary one earned from it. Studies by Lockheed et al. (1991) indicated that lack of motivation and professional commitment produce poor attendance and unprofessional attitudes towards students which in turn affect the performance of students academically.

The availability and use of teaching and learning materials affect the effectiveness of a teacher’s lessons. According to Broom (1973), the creative use of a variety of media increases the probability that the student would learn more, retain better what they learn and improve their performance on the skills that they are expected to develop. Ausubel (1973) also stated that young children are capable of understanding abstract ideas if they are provided with sufficient materials and concrete experiences with the phenomenon that they are to understand.

Class sizes have also been identified as determinants of academic performance. Studies have indicated that schools with smaller class sizes perform better academically than schools with larger class sizes. Kraft (1994) in his study of the ideal class size and its effects on effective teaching and learning in Ghana concluded that class sizes above 40 have negative effects on students’ achievement. Asiedu-Akrofi (1978) indicated that since children have differences in motivation, interests and abilities and that they also differ in health, personal and social adjustment and creativity generally good teaching is best done in classes with smaller numbers that allow for individual attention.

Nsubuga (1987) also holds the same view that an important element of a good school is that it has all the facilities. He emphasizes that adequate facilities help in the effective and efficient teaching-learning process. Therefore additional investment in school quality yields considerable returns and improves significantly student achievement in developing countries. Hyneman (1979) after a detailed analysis of Indian education, argues that there is good evidence that investments in school quality reflected in its infrastructure and teachers can be expected to have more impact on student achievement. 

Absenteeism is identified as a major and continuous administrative problem among secondary school students in developing countries. Achievement of students depends on positive dedication of students and instructional performance of teachers. Lateness and drug abuse among secondary school students and their involvement in crimes are seen as a contributing factor to poor academic performance. Oghuvbu (2002) opined that Students’ personal behavior influences their academic well-being positively or negatively.  Students with a positive attitude are more motivated, and dedicated and hard working. 

Findings by Ubogu (2004); and Kirk (2003) show that poor health conditions, lack  of transport, parents’ financial conditions to provide instructional materials; are all contributing factors  to students’ poor academic performance. Going   to  bed  late  because of watching films and movies at home, results into late coming; some times absenteeism both of which result in to poor academic performance.

According to Kasozi (1997) discipline refers to the situation of remaining compliant inside the legal bonds of the rules and regulations laid down by administration and this makes a big contribution to academic performance but many students in secondary schools are deviant and this probably contributes to poor academic performance. Schevakore (1995) emphasized the need for orderliness in the school and that students, teachers and administrators should be orderly as school discipline and academic performance are a collective responsibility and a prerequisite for academic excellence. 

The Education Review Policy Commission (1992) clearly spells out discipline as one of the aims and objectives of education at all levels of the education system in Uganda. Non compliance to this can be detrimental to many schools in terms of instability and poor academic performance.  Herbst, Juergen (2006), also supports the idea that discipline is the underlying factor in the teaching leaning process which cannot be pursued without discipline of students and their teachers. In absence of discipline there is anarchy, a situation that makes it impossible for the school goals and objective to be achieved.  Discipline he describes as the action by management to enforce organizational standards. When this is observed then performance can be achieved. 

2.3 Objective Three: Strategies to improve performance of pupils in primary schools

Community develop and facilitate the achievement of the mission and vision, develop values required for long success, and implement these through appropriate action and behaviors, and are personally involved in ensuring  that the organizations’ management system is developed and implemented. It is also contended  that it is prerequisite in TQM that there is change of attitude on the part of an organization’s management and staff where all workers are encouraged, empowered and committed to seek out improvements in process, products and services and to accept responsibility for solving problems as they arise.  Interdisciplinary teams of workers who must work collaboratively to achieve common objectives requires backing of management as evidenced by allocation of time for team meetings and identification of areas for staff development (Lankard, 1992). 

Puffer and McCarthy (1996) recognize the crucial role management plays in driving the school wide quality management efforts as a major factor for achieving successful performance, and that it is the role of top management to formalize the school quality values and vision and project them in a clear visible and consistent manner.  It is also advanced that it is active actions and behaviors that steer the school to success in internal and external performance.  So management should accept its responsibility for quality leadership and provide active and timely support to build quality awareness to achieve high performance.

Moreover, performance-based pay can target educators to key objectives and important subjects as a means of increasing student performance (Mohrman, Mohrman and Odden, 2001). Proponents argue that teachers may actually gain freedom to innovate, since they no longer have to focus on process, but rather student outcomes. Furthermore, it is argued there will be a greater consistency in teaching standards across school jurisdiction since the best teachers would not be grouped in the highest achieving, lowest disadvantaged and racially homogenous areas (Tomlinson, 2000). This would occur when objective performance rewards create a market where movement between schools would become easy, and the true value of teachers is established. 

The community, through its first hand supervision of all processes, ensures non-dilution of the stated objectives at any of the strata of hierarchy. It ensures that what is preached is practiced and this can result into excellent academic performance.  He also puts it that where top management is committed to TQM Implementation, excellent performance is realized.  (Sakthivel, 2007) It is also opinioned by Keramati and Azadeh (2007), that top management should play an important role which includes strategic planning, communication and training in ensuring excellent academic performance.  community’s commitment includes activities such as; active support to academic ,setting personal example, communicating school’s values, reinforcing academic messages, meeting with the work force and the students, giving formal and informal recognition of academics, personal training and training others. If all this is done, excellent academic performance can be achieved.  

It is therefore an important responsibility of community to establish an environment in which performance is rewarded. Kouzes and Posner (2002a) also recognize leadership as important in successful, performance and that an organization’s success is often determined by the quality of its leadership. This confirms the view of other authorities like Waller and Ahire (1996) who look at top managers as engineers of success of TQM as a management strategy for excellent performance. They also observe that the most important factors that affect Total Quality Management Implementation are community and that it has a very big influence on performance because this affects providing quality education to students and conducting the courses in a proper systematic way.

Another common criticism is that teachers are not particularly motivated by pecuniary reward so they will not respond to financial incentives. If money is a relatively small motivator for teachers, attempts to focus on monetary-reward systems can have the consequence of increasing resentment towards management, and reducing employee loyalty, resulting in a reduction in productivity (Ramirez, 2001). This is supported by numerous surveys that suggest intrinsic rewards are very important to teachers (Firestone and Pennell, 1993). 

Firestone and Pennell (1993) argue that evaluation can undermine the intrinsic rewards for teachers, as the “feedback in the form of performance evaluation undermines intrinsic motivation, even when the evaluation is positive” (emphasis in original). It is argued that non-monetary rewards may be better motivators, such as extra holidays. This has been observed in Canada, where many teachers take up the opportunity for unpaid leave. This raises the question of whether the current models of performance-based rewards are flawed because they fail to recognize actual teacher motivations (Chamberlin, et al, 2002). 

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents the methodology that was used in the study; it gives a description of the study area and the methods that was used to collect data from the field. It gives a summary of the research design, study population and sample size, data collection instruments, data type, data processing and presentation and the problems encountered during the process of data collection and analysis.

3.1 Research design

The study was undertaken by the use of cross-sectional research design in nature and this help in collecting data from a wide section of the study respondents. This kind of the study design will be preferred as it generated quick results (Burns, 2000). These help the researcher to save time during data collection because the researcher will not make a follow up of the respondents. The research design was suitable in the sense that the information collected involved analyzing how the UPE program was influencing the performance of pupils in primary schools. In addition, the study will mainly be qualitative in nature though some aspect of the study will be presented as quantitative data. 

3.2 Area of study

The area of the study was Biharwe Division. The Sub-County is found in Mbarara Municipality in Southwestern Uganda. Biharwe Sub-County consists of many primary schools both private and government aided schools, the study included school in five parishes of Rwenjeru, Kishasha, Nyakinengo, Nyabuhama and Biharwe.

3.3 Study Population 

Target population is defined as a compute set of individuals, cases/objects with some common observable characteristics of a particular nature distinct from other population. According to Ngechu (2004), a population is a well defined or set of people, services, elements, events, group of things or households that are being investigated. This definition ensures that population of interest is homogeneous. Population studies are more representative because everyone will have  equal chance to be included in the final sample that will be  drawn according to Mugenda and Mugenda (1999) (not necessary, remove). The study involved Head-teachers, teachers, and primary school pupils in Division. The study used the above categories of people since are stakeholders in education system and believed to be knowledgeable about the UPE program and performance of pupils in primary schools.  

3.4 Sampling procedure

3.4.1 Selection of schools 

Schools in Biharwe Division were grouped into two strata; government-aided and privately owned. From each stratum, a sample of 4 schools will be selected using simple taken to be random sampling following a table of random numbers.  However, the sampling process was based on the size of the school in terms of number of staff, enrolment, location and academic performance at national examinations.  All schools were equally important in order to generate reliable results.

3.4.2 Selection of respondents 

Respondents were grouped into three strata; Head-teachers, teachers, and pupils in the study area. Teachers and pupils were randomly selected. Simple random sampling was preferred because it was non-biased. One Head-teacher from each school was selected as study respondents.  Head teachers were utilized as key informants. In all, 80 respondents were selected from the study.  

Table 1: Sample size and technique

3.5 Data collection method 

The study made use of both primary and secondary data and this was done through utilization of quantitative methods of data collection. In quantitative research, the design were developed at the beginning of the research and deviation of any kind of deviation were not permitted as such deviation is thought to cause problems; communication and interaction objectively define the fashion, data analysis took place only when the process of data collection were completed, the data collection methods was standardized and fixed leaving no options for correction and adjustment.

3.5.1 Key Informant Interviews 

Face to face interviews was carried out with the head teachers and teachers to cross check the response from the questionnaire. These were designed in a way that more specific and truthful answers were got. These help to capture information, not provided by the questionnaires. The method used Interview guide to capture the respondents‟ views. These methods were preferred because of its flexibility and ability to provide new ideas on the subject (Kothri, 1990).

3.5.2 Documentary review

The study also used secondary data this include written document such as notice, journals, text books, administrative and public records, magazines and policy papers. The reason for using secondary information is mainly to help the researcher to place the findings with in a more general context by comparing and integrating the research finding to the existing literature about the study problem.

3. 6 Research instruments 

The study used two categories of research instruments; self-constructed and self- administered questionnaire and an interview guide. Both open and close-ended questions were designed for each category of respondents.

3.6.1 Questionnaire

These were self- constructed and self- administered to head teachers and teachers to find out their opinions and attitudes on the UPE program and pupils performance in primary schools. The questionnaire were designed in the way of both open and closed in nature. The questionnaire method were preferred because it was time saving.  

3.6.2 Interview Schedule

An unstructured interview schedule which contained open-ended questions was used as a guide to obtain qualitative data from pupils. The interview schedule was used because they have a high completion rate compared to other methods. Interviews were also guaranteeing an immediate feedback. 

3.7 Data Quality Control

Validity: instruments are supposed to measure accurately what they are supposed to measure. Therefore, before they used administered, they first examined by colleagues taking the same programme as the researcher’s. They examined by the supervisor as this ensured that the terms used in the questionnaire and interview guides are accurately defined and properly assumed. 

Reliability: an instrument is reliable if it measures consistently what it is supposed to measure. Even if other researchers administer it, it should produce the same results. In this study, the test re-test method was used to establish reliability. The tools of data collection were experimented more than once on different instances to the same sample by different data gatherers; they produce the same results if the instrument is reliable.

3.8 Ethical consideration

When human beings are used as study participants in research investigations, care must be exercised in ensuring that the rights of those respondents are protected. The researcher respected human dignity by not revealing the identity of the respondents in the study. To this, a letter of introduction was got from the Dean of Faculty of Business and Development studies, Bishop Stuart University seeking permission to conduct the study after being directed by the supervisor to do so. These letters were presented to the respondents in the study area for permission to conduct the study. Once the permission was granted, the researcher distributed the questionnaires to the respondents in addition to interviewing them and the next stage after was analyzing the data collected from the study respondents for writing the report.

3.9 Data analysis and management

Data analysis was done after collecting the raw data from the field, editing and checking for accuracy of information, consistency and uniformity. The collected data were  analyzed both quantitatively and qualitatively. Quantitative data were  grouped and statistical description such as tables showing frequencies and percentages and pie- charts were  developed for better representation of the study findings.  

Qualitative data refers to the data collected from respondents that can not be easily presented in numerical form and the researcher analyze this type of data by only identifying the responses from respondents that was  relevant to the research problem at hand (Stergios1991; Vlahos, 1984). Mainly such data were  analyzed in way of explaining the facts collected from the field under which the researcher was  in position to use themes developed from the study objectives as the researcher were  also in position to quote respondents responses.

3.10 Expected limitations of the study

During the process of data collection, the following limitations were encountered by the researcher 

Being the first research, the researcher face with the problem of not having researcher skill during the process of undertaking this study. However, the researcher works hand in hand with the supervisor to successfully finish his research study in time.

In addition, the study was limited with funds in form of transport as distance from the university to the study area was a bite long. However, the researcher solicited fund from his friends and relatives during the process of undertaking his study. 

The researcher would sometimes not find all respondents in the study area especially head teachers as at times they would have fixed programs in doing their works. The researcher would however arrange with them to fix appropriate time in order to collect reliable and valid information. 

CHAPTER FOUR

DATA INTERPRETATION, ANALYSIS AND PRESENTATION OF THE STUDY FINDINGS

4.0 Introduction

This chapter presents the results and discussions that answer the objectives. It presents the results of the study in form of Tables and graphs. Test of the hypothesis was also carried out and conclusions on whether to reject or to accept the null hypothesis were made.

4.1 Background information of the respondents 

Background information of the respondents was also considered by the study. Under the respondents background, different variables were considered which included was gender, age, marital status and education level of the respondents as well.

4.1.1 Gender of respondent

The study had both male and female respondents and male persons were more than female ones interacted with.

Table 2: Showing gender distributions of respondents

Source: Primary Data 2015

According to findings as in Table 2, 50(63%) of respondents were found to be male persons while only 30(37%) were female respondents. This was because the study was voluntary and thus more male persons compared to female ones were much more willing to participate and express their views comfortably. However the female respondents in the study also were crucial in revealing information that the study used to generate this report. The study was desirous to understand how men perceive the contribution of UPE program and performance of pupils in primary schools in relation to the perceptions of women.

Figure 1: Showing gender distributions of respondents

    Source: Primary Data 2015

4.1.3 Marital status of respondent

The study considered the marital status of respondents and the married, single, widowed and separated/divorced persons were interacted with while in the field. The established information in relation to marital status was revealed as in Table 3.

Table 3: Showing marital status of respondents

Source: Primary Data, 2015

The study found out that 06(07%) of respondents were married, only a respondent (01%) had separated/divorced, 03(02%) of them were widow(er) while single persons were the majority thus constituting 70(87%) of the total respondents. All the pupils within the primary schools selected were all single meaning that had no responsibilities that that could stop them from concentrating on books. The marital status of the respondents was there an important factor to understand the causes of poor performances of pupils. Therefore, the marital status of respondents had no bias in as far as influencing the responses and understanding of study variables that were under investigation.

4.1.3 Education level of respondents

The study examined the education level of respondents so as to guide the flow of interview in as far as asking specific questions to specific education level of respondents was concerned. The study considered only three variables and they were; diploma, degree and other levels of education.

Table 4: Showing education level of respondents

Source: Primary Data 2015

The study found out that majority of respondents had other levels of education like certificates while some were pupils in primary schools, they comprised 62(78%) of the total study respondents. On addition, the study had diploma level respondents who made 13(16%) of the total respondents and mainly were teachers of selected primary schools in the Sub-county and 05(06%) of the respondents had degrees as the level of education as all the four heads teachers in the selected schools had the same education level. Respondents’ level of education determines the ability to give valid information to the study. Findings from the study revealed that teachers in UPE primary schools have ability to provide quality education to the pupils despite the poor performance of many schools under the program. This is so because, teachers in schools posses the minimum requirements level of education needed for the pupils to perform well.  Qualitative results during data analysis however revealed that teachers in school schools under the UPE program do at times not teach due to delay in paying their remuneration as well as not being paid in time that limit their competence while teaching.

4.2 OBJECTIVE ONE: CONTRIBUTIONS OF UPE PROGRAM ON THE ENROLMENT OF PUPILS IN PRIMARY SCHOOLS IN BIHARWE DIVISION

 As the first objective of the study, it looked at the contribution of UPE program on the enrolment of pupils in primary schools in Biharwe Division, under the objective statistics revealing the enrolment rates before and after UPE program was revealed as well as responses on whether UPE program has contributed to enrolment of pupils in primary schools established.

4.2.1 Whether UPE has contributed to high enrolment of pupils in primary schools

The study investigated whether UPE program had contributed to the enrolment of pupils in primary schools and a yes or no close ended response question was administered to respondents as indicated in table 5 below.

Table 5: Showing whether UPE has contributed to high enrolment of pupils in primary schools

Source: Primary Data 2015

According to findings, 75(94%) of the persons interacted with while in the field admitted that UPE program had contributed to high enrolment in primary schools, presented in they revealed statistics as proceeding paragraphs, also found out was that 05(06%) of the respondents disagreed with the view that UPE has contributed on the high enrolment of pupils in primary schools .They pointed out that there has been a surge of private schools in the sub-county and they too were having significant enrolments.

4.1.2 Trend of enrolment of pupils before and after UPE

The study established the trend of enrolment of pupils before and after UPE program as presented in the table 6.

Table 6: Showing the total and percentage of enrolment of pupils before and after 

UPE 

Source:Mbarara  DE0’s Report (2010)

The results in table 6 above indicate that, in both Biharwe Moslem Primary and Katojo Biharwe P/S for the period of 1991 to 1992 by 22 pupils at Kihanda P/S and 08 pupils at Rwenjeru P/S as well. In addition, the years 1993 to 1994 here was a decline in the number of pupils enrolled and in the years 1994 as well. Therefore before the introduction of UPE program in Biharwe  Division, there was a gradual reduction in the number of pupils for all the years indicated in the table above.  The reduction in the number of pupils was resulting from different factors like school fees as most of the parents and guardians for the pupils can not afford to pay school fees demanded in schools. 

However during the year 2006 following, there is an increase in pupils enrolled. This was due to the fact that free education for all that was promised by the government of Uganda propelled parents to take children to school with a maximum of four children per polygamous family who had failed to pay school fees for their children before.

In addition, for the period 2006 to 2007, there was a gradual increase in the percentage enrolment and an annual decline started to happen in the following years 2008-2011 for all the two schools. The reduction in the number of pupils was due to drop outs following reasons like marriage and early pregnancies, parents taking their children to urban schools falling decline in performance of pupils in Biharwe Division as well as child labour due to high poverty rates that could not allow pupils to continue with school when they had nothing to eat hence would drop pout before completing full course of primary seven.

4.2.3 OBJECTIVE TWO: FACTORS RESPONSIBLE FOR POOR PERFORMANCE OF UPE SCHOOL PUPILS IN BIHARWE DIVISION

According to the study objectives, the study was set to identify the causes of poor performance of pupils in UPE schools and the section first rates the academic performance of the school as presented in the table below.

Table 7: Showing how respondents rated the academic performance of UPE schools

Source: Primary Data, 2012

From findings, it was put to respondents to rate the performance of the schools under study on the scale of poor to very good performance. It was found out that no respondent rated the performance on the scale as very good and good respectively this was because, “the schools”, they informed the study had not progressed to such a level since they still faced challenges like low motivation, lack of adequate scholastic among others. A good number of respondents argued that the performance was fair hence 66(82%) of them informed the study that the performance was fair and they were seeing room for improvement in the near by future. 

The table further shows that 06(08%) of respondents believed the performance was fairly good and not scaring that improvements were needed for the schools to take off while 08(10%) respondents believed the performance was poor and a lot was still needed to be done so as to elevate the status and general performance of UPE schools from poor to good. The study revealed that poor performance of pupils was due to congestion of pupils as some of the pupils could not attend classes that could them not grasp the teachers’ teachings.

Table 8: Showing responses on if there are factors affect performance of pupils in UPE schools

Source: Primary Data, 2015

The study learnt that 80(100%) respondents argued yes, that the performance was being affected very many factors. It was revealed that factors such as negligence on the side of parents, inability to feed the children well, pupils to teacher ratio, inadequate scholastics, poor motivation of teachers among others were factors that affect the performance of UPE schools the study investigated. It was also showed that no respondent responded no or disagreed with the fact that there are factors affect performance UPE schools. The study got informed that good performance was a collective responsibility and that every party like government, schools and parents needed to play their role to the maximum so as to realize high performance of UPE schools.

Table 9: Showing the Pupils-class ratio (PCR) and pupils–teachers ratio (PTR) before and after UPE 

Source: District information hand book, 2015

From findings indicated in table above, the period 1991 to 1995 was a decrease in the pupil-teacher class ratio for the government schools from 85:1 to 83:1 and a sharp increase to 108:1 in 1996. After UPE program, the period 2006 to 2011, there was been a decline in the pupil-class ratio from 69:1 to 63:1. For the period 2006 to 2010, there was a decline in the pupil-teacher ratio from 71:1 to 69:1 and a sharp increase in 2011 to 90:1. 

From the findings it is also indicated that for every enrolment of 52 pupils in government schools, one (1) teacher reduced from the staff before UPE program however after UPE program for every 63 pupils enrolled every year, 3 teachers needed to be recruited of which the government could not meet. Therefore after UPE program, one teacher had to handle 434 pupils. The findings can be compared with (G O U 2004) that the policy had freed poor children to access education and in 1997 – 1998 the enrolment at primary school dramatically rose from 2.9 million to 5.4 million. This rise continued and reached 6.5 million in 1999 and 6.8 million in 2000.

4.3 FACTORS AFFECTING PERFORMANCE OF PUPILS IN UPE SCHOOLS 

Findings from the study revealed that pupils discipline was a factor affecting performance of pupils in schools. It should be noted that indiscipline as responsible for poor performance of pupils in UPE schools in some instances. It was expressed that disciplined children are likely to perform much better than undisciplined ones. It was argued that undisciplined children disrespect teachers, pay less attention in class, minds are far away from class, hardly attend to home works and thinly heed to their parents’ admonition to read books. Hence discipline of pupils in UPE schools it was concluded was a factor affecting performance. In relation, works of Herbst, Juergen (2006), put that discipline is the underlying factor in the teaching leaning process which cannot be pursued without discipline of students and their teachers.

Absenteeism of pupils/or irregular class attendances was hinted on as another factor affecting performance of pupils in UPE schools. It was learnt that dodging school and classes made pupils lag behind in terms of class work coverage and had high chances of missing out important points that require a teachers’ explanation and could easily be examined in final exams. It was found out from respondents that backed absenteeism as a cause of poor performance of pupils in schools. Absenteeism was associated to lack of scholastic to use like uniforms and books as well as work at home that demands pupils to miss school and help with work at home. It was concluded that regular attendances of pupils could help improve the performance of UPE schools in Biharwe  Division. Similarly Oghuvbu (2002) points out that absenteeism is identified as a major and continuous administrative problem among school students in developing countries. 

In addition, the ratio of pupils to teachers is also among the factors responsible for the poor performance of UPE schools. It was learnt that a higher ratio of pupils to teachers could easily impact to negative performance where as a lower ratio of pupils to teacher could translate easily to a good performance of pupils in schools. It was added that when pupils are abnormally many to a teacher, the rate of concentration is low and the grasping capacity of the information of some pupils is also low hence they perform not to expected standards, but an affordable classroom size to a teacher is easy to tame and follow up at the different matter grasping capacities and emphasis given to children who learn slowly hence performance turns out positive. Similarly Kraft (1994) in his study of the ideal class size and its effects on effective teaching and learning concluded that class sizes above 40 have negative effects on students’ achievement. 

Government policy is also responsible for affecting performance of pupils. Respondents informed the study that government can affect performances in a way it provides curriculum and syllabus books, it is remuneration policies and the supervision given to schools. It was pointed out that where schools are not regularly supervised by education inspectors, salaries improved and made timely. Proper syllabus books given, performance is likely to be poor, This explains why there is poor performance of UPE schools compared to private schools. This could match with Agyeman (1993) who stated that a teacher who is academically and professionally qualified, but works under unfavorable conditions of service would be less dedicated to his work and thus be less productive than a teacher who is unqualified but works under favorable conditions of service.

Insufficient scholastics like learning materials were cited as a possible factor responsible for poor performance of UPE schools in Biharwe  Division. Respondents said that lack adequate scholastics like learning aids, chalk materials to display information, inadequate seats as well as few classroom blocks and office blocks for teachers to do preparation for lessons of the day among others. This could be responsible for poor performance of UPE schools and pupils. According to Broom (1973), the creative use of a variety of media increases the probability that the student would learn more, retain better what they learn and improve their performance on the skills that they are expected to develop, Ausubel (1973) also stated that young children are capable of understanding abstract ideas if they are provided with sufficient materials and concrete experiences with the phenomenon that they are to understand.

In addition, respondents cited other factors that could affect performance of pupils like child labour where by children keep thinking about work that can give them money and hardly concentrate on books, misuse of UPE funds by schools where money is diverted to personal gains as factors that lead to negative performance of UPE schools and pupils. 

4.4 OBJECTIVE THREE: HOW UPE PROGRAM CAN BE IMPROVED 

The study established the ways how UPE program can be improved so as to increase on the performance of pupils. According to the same issue, respondents revealed a number of issues as in Table 10.

Table 10: Showing how UPE program can be improved

Source: Primary Data, 2015

The study found out that ways to curb corruption are important in as far as improving performance of UPE schools is concerned. Measures like punishment of culprits, forcing them to return the funds among others were cited by 15(18%) as ways how the performance of schools and pupils can be improved since resources well spent can increase learning materials and motivation of teachers. 

Secondly, motivation of teachers also was cited by 22(27%) of respondents. It was illustrated that motivation in its different kinds could put a smile on teacher’s faces and induce them to do all it takes to produce good results. Government can motivate teachers by increasing salaries, allowances, overtime allowances, weekend allowances, meals at school, housing allowances would be enough to create a change in the performance of schools and children at large in UPE schools. In relation, Firestone and Pennell (1993) argue that non-monetary rewards may be better motivators, such as extra holidays.

More so, reducing the work load on teachers would relieve the stress and burden and be a good inducement to work hard. Work load can be relieved by increasing the number of teachers such that there could be some specialization in the school. In addition, 12(15%) of respondents confirmed to recruitment of more teachers as a super measures of improving performance of UPE schools and pupils in schools.

Findings from the study also suggested that government can increase the performance of UPE schools by constructing more class room blocks. According to 20(25%) of respondents class room blocks and office blocks would increase space for learning and breathing space for pupils in schools and this can change the performance of pupils and the schools at large. In relation, Kraft (1994) believes class sizes have also been identified as determinants of academic performance. Studies have indicated that schools with smaller class sizes perform better academically than schools with larger class sizes. 

It was revealed further that regular supervision of schools and teachers in respective classes and schools would greatly improve the commitment of teachers which in turn leads to results. From the findings, it was found out that 06(07%) respondents believed the district education department more so the inspectors of schools ought to double their efforts and visit schools to see if teachers attend and if they enter classes to see if teachers attend and if they enter classes at appropriate hours and the methods of instructions being used in class. It was put to the researcher’s notice that poor supervision makes schools relax and sometimes teachers absent themselves off work without genuine reasons, thus supervision would check to see that the good only is in place for better performances.

Equipping schools with enough learning materials and instructions of learning was suggested as another way of improving performance UPE schools. It was added that government should provide current text books that are in conformity with the curriculum, provide enough chalk, charts, desks to mention but a few. That if such things are provided, pupils can easily instruct themselves even during their free time and the in the process it enhances their understanding which later could lead to better performance of these schools. To this, 03(04%) responses explained the measure. Similarly Puffer and McCarthy (1996) recognize the crucial role management plays in driving the school wide quality management efforts as a major factor for achieving successful performance, and that it is the role of top management to formalize the school quality values and vision and project them in a clear visible and consistent manner.

CHAPTER FIVE

DISCUSSION OF THE MAJOR FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction 

The general objective of the study was to find impact of UPE program on the performance of primary school pupils in Biharwe Division, Mbarara Municipality. To achieve the above objective, the study followed three specific objectives namely; to find out how UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division, Mbarara Municipality, to establish the factors responsible for poor performance of primary school pupils in UPE in Biharwe Division, Mbarara Municipality, and to find out what should be done in Biharwe Sub-County to address problems under UPE program as well. 

In this regards, the chapter contains conclusions, recommendations and suggestions for further studies as these were mostly done according to major study themes in relation to the study objectives.

5.1. Discussion of the major findings

5.1.1. OBJECTIVE ONE: To find out how UPE has contributed to enrolment of pupils in Primary schools in Biharwe Division

The study findings revealed, UPE has contributed to the high enrolment of pupils in primary schools within Biharwe Division however the high rate of enrolment has not been matched with the supportive infrastructures available in primary schools this has seen overcrowding in UPE schools. 

In addition, the performance of pupils in UPE schools has not been good in Mbarara this is due to various impediments like high numbers of pupils per class and shortage of scholastics as well as incentives to teachers.

This study found out that, many school age-going children were not attending school before Universal Primary Education was introduced with the practical inception of Universal Primary Education in 1997, enrolment in primary schools increased likewise the teacher population increased, to-date, numbers are still on the increase as each year more join the cycle however, despite the introduction of Universal Primary Education many more potential pupils are still seated at home while other continue to drop.

The level of knowledge amongst teachers and head teachers about the aims of Universal Primary Education is profoundly positive as they are much aware that Universal Primary Education is meant to eradicate illiteracy and empower the young generation with knowledge and skills that will enable them continue studying and even if they drop they will live as responsible citizens of this land.

5.1.2. OBJECTIVE TWO:  To establish the factors responsible for poor performance of primary school pupils in UPE in Biharwe Division, Mbarara Municipality.

Findings indicated that the Under funding of Universal Primary Education remains a major setback because despite the little money allocated to each pupil per month, it delays to come and there are many strings attached which inhibit proper planning as individual schools have particular needs.

There is generally lack of competent and adequate manpower in terms of teachers’ qualifications and numbers to effectively implement Universal Primary Education.   

Teachers’ performance under Universal Primary Education programme has been put in doubt because the ever-increasing number of pupils have made the teachers’ work difficult rendering them in effective.

Pupils’ academic performance has continuously declined over the years. There is no single factor that can explain this negative and unfortunate phenomenon, however, automatic promotion, under funding; understaffing and lack of cohesion in Universal Primary Education policies have hindered the effective implementation of Universal Primary Education.

5.1.2. OBJECTIVE THREE:  To suggest the possible solution to address problems under UPE program in Biharwe Division.

Furthermore, efforts towards improved performance of pupils in UPE schools is a collective responsibility and calls for determination and attitude from various stakeholders, supporting pupils can begin from home up to the government support physically and mentally. To increase the provision of adequate material resources for the teaching of all subjects is much recommended. It is opined that human, physical and financial resources do not necessarily make much difference in terms of pupils’ learning outcome. It is the efficient use of these resources and not just the availability that matters. It is therefore recommended that the resources made available to the primary schools should be efficiently utilized and the school environment should be made conducive for learning in order to improve pupils’ learning outcome. 

The study findings established a relationship between teacher quality and pupils’ academic achievement in Gasabo and this finding relate with a wide range of findings on the relationship between teacher quality in and student outcomes. Hanushek (1986) found that fewer than half of the 109 previous studies on the estimated effects of teacher quality showed that quality had any statistically significant effect on student achievement; of those, 33 studies found that other factors were also had a significant positive effect, but seven found that more experience actually had a negative impact on student achievement. Other studies show a stronger positive relationship between teacher quality and student outcomes in some, but not all, cases they reviewed (e.g., Greenwald et al., 1996). Murnane (1995) suggests that the typical teaching learning curve peaks in a teacher’s first few years (estimated at year two for reading and year three for math). It is also plausible that a positive finding on quality actually results from the tendency of more senior teachers to select higher-level classes with higher achieving students (Hanushek, 1986). Thus we might reasonably infer that the magnitude of the quality effect, should it exist, is not terribly large

5.2 Conclusions

The pupils of private primary schools of Biharwe Division perform better than their counterparts of public primary schools in PLE. This doesn’t come randomly, as they are well prepared from the early first classes. Though having the teachers of almost the same qualification, and pupils of almost the same background, private primary schools motivate more their teachers and their pupils than public primary schools do through various ways: good pay to teachers, small classes, good working environment, conducive environment for learning (availability and adequacy of school resources), regular evaluations, good collaboration between school and parents/guardians, guidance and counseling services made operational, excursions etc. 

Educational resources (human, physical, material, and financial) are more available and adequate in private primary schools than in public ones; while these resources should be made available to the school to create conducive climate to produce desirable outcomes. (Heneveld 1994; Heneveld & Craig 1995). The lack of some necessary facilities in public primary schools is justified by the financial resources which are very few due to the lack of variety of funding sources. These schools are only funded by the government through the annual budget (but for the case of private subsidized schools, there may be another funding source, though irregular that is the founder of the school e.g. a church) while private primary schools have alternative sources of funding. They can raise tuition, and they also can raise significant amounts of money from a variety of development activities, including annual appeals, cultivation of alumni and alumnae, and solicitation of grants from foundations and corporations. The strong allegiance to private schools by their alumni makes the chances of fund-raising success a real possibility in most cases. And this allows them to supply themselves with required facilities at any cost.

5. 3 Recommendations

The government should continue to construct more classrooms so as to meet the requirements of forty-five pupils in one classroom ratio (45:1). This will reduce on the congestion in classrooms as a result of large numbers. This will also create conducive environment for all pupils in government schools to study.

The government through the ministry of education and sports should recruit more teachers in the schools so as to reduce the teacher load. This will cater for the large numbers of pupils and meet the pupil-teacher ratio of 45:1. 

Also parents and schools with UPE ought to play their role efficiently. Parents must provide enough food to their children, pack for them a snack for lunch since pupils stay hungry and fail to concentrate in comparison with private schools where food is provided at school. Teachers should develop a good attitude towards UPE schools and avoid cases of absenteeism and dodging classes his will also improve performance of UPE schools.

The researcher recommended that for the Ministry of Education and Sports to improve its communication mechanisms so as to reach all the stakeholders it should develop a division of communication within the Ministry of Primary Education to provide information to all stakeholders, collect and translate all data in all the different languages, publish findings, and communicate to the public about the policies objectives of UPE. 

The researcher recommended that in order to foster maximum communication at all levels of implementation for the effectiveness of the UPE policy, the Ministry of Education and Sports develops information campaigns on the delivery of services and resources from the national level to the district offices, the division and the schools. 

The researcher recommended that the Ministry develops a Monitoring and Evaluation division to help monitor progress towards the achievement of the UPE aims and objectives, the impact of the UPE policy to the public and country development, assist international donors to assess the effectiveness of the policy and programmatic changes, coordinate activities among stakeholders and various funding agencies and provide clear guidance on areas that need to be changed. 

it is recommended that for the successful management and implementation of UPE to prevail in Uganda, the roles and responsibilities of district, division and school levels have to be strengthened and broadened to include involvement in the monitoring and evaluation, planning, devolved authority to act on behalf of the government for the benefit of the community, oversight and human resource development at school level.

It is recommended that the Ministry of Education and Sports encourages a bottom-up approach with all-inclusive consultation with stakeholders at the district and schools levels since they are at the grassroots and are more aware of the problems affecting schools and the needs of schools and the community.  It is recommended that the Ministry of Education and Sports fosters more partnerships with Nongovernmental Organisations (NGOs), School Management Committees (SMC’s) and Co-ordinating Centre Tutors (CCTs) to take up some of the management roles. 

For the successful implementation of UPE in an appropriate management framework focusing on planning and organizing to prevail, it is recommended that obstacles be removed in disbursement of funds through creation of a division of finance planning and economic development at district level under the department of primary education to directly deal with the disbursement of UPE funds to schools from the national level. 

it is also recommended that the ministry of Education and Sports ensures that the department of finance and planning within the ministry of Education and Spots provides realistic Indicative Planning Figures (figures representing the overall amount allocated to primary education in the national budget) to cater for all the requirements needed for the successful implementation of UPE. Due to the fact that financial resources are crucial to the overall functioning and efficiency if schools are to meet there initial plans, and districts are to fulfill their roles and responsibilities i.e. inspection of schools, organizing briefings and seminars and monitoring and ensuring that UPE buildings and scholastic materials are evenly distributed to all district. 

It is recommended that in order to foster maximum communication at all levels of implementation for the effectiveness of the UPE policy, the Ministry of Education and Sports develops information campaigns on the delivery of services and resources from the national level to the district offices, the division and the schools. 

It is recommended that the Ministry develops a Monitoring and Evaluation division to help monitor progress towards the achievement of the UPE aims and objectives, the impact of the UPE policy to the public and country development, assist international donors to assess the effectiveness of the policy and programmatic changes, coordinate activities among stakeholders and various funding agencies and provide clear guidance on areas that need to be changed.

 It is recommended that for the successful management and implementation of UPE to prevail in Uganda, the roles and responsibilities of district, division and school levels have to be strengthened and broadened to include involvement in the monitoring and evaluation, planning, devolved authority to act on behalf of the government for the benefit of the community, oversight and human resource development at school level.

It is recommended that the Ministry of Education and Sports encourages a bottom-up approach with all-inclusive consultation with stakeholders at the district and schools levels since they are at the grassroots and are more aware of the problems affecting schools and the needs of schools and the community. 

Last but not least the stakeholders and government ought to do what it takes to prevent school drop outs since it was realized that amidst free education there have been cases of failure to complete the full course of primary education, things like eradicating child labour and improving incomes of parents prevention of early pregnancies will help to retain pupils in schools and they complete a full course of primary seven. 

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Maani, S. A. (1999), Investing in minds: the economics of higher education in New Zealand, Institute of Policy Studies, Wellington.

May,S. and Aikman,S (2003). “Indigenous Education: Addressing Current Issues and Developments” Comparative Education 39, no.2 (2003)

Miller, P.W. (1982), “The rate of return to education: evidence from the 1976 census.” The Australian Economic Review.

Schofield, K. (1999). “The Purposes of Education“, Queensland State Education.

Tremblay, Eric. “(2010) Educating the Mobile Generation – using personal cell phones as audience response systems in post-secondary science teaching. 

APPENDICES

APPENDIX A: QUESTIONNAIRE FOR HEAD TEACHERS AND TEACHERS

Dear Respondents, 

I am Gumisiriza Daniel, a student of Bishop Stuart University in the final year carrying out a research study on the topic, “Examining UPE program in primary schools in Biharwe Sub-County, Mbarara District” This is to fulfill the partial requirements for the award of a Bachelors degree in Social Work and social Administration. Therefore you are rest assured that the information given will be used for only academic purposes and will be treated with total confidentiality. 

THANK YOU IN ADVANCE

Note: Please tick or fill in the appropriate space provided. 

SECTION A: BACKGROUND OF THE RESPONDENTS 

1. Gender of the respondent 

a). Male b). Female 

2. Age of the respondent 

a). Below 25 years b). 26-35 years 

c). 36-45 years d) 46-55 years 

e). above 55 years 

3. Marital status of the respondent 

a). Married b). Single 

c). Widowed             d). Separated/divorced 

4. Education level of the respondent 

a). Secondary b). Diploma 

c). Degree  

d). others (specify) —————————————————————

5. For how long have you been in this school? 

(a) Less than 5 years (b) 5 — 10 years 

(c) 11 — 15 (d) 15 and above 

6. Position in the school? 

————————————————————————————————————

SECTION B: UPE PROGRAM AND ENROLMENT OF PRIMARY SCHOOLS PUPILS IN BIHARWE SUB- COUNTY 

7. What do you think UPE program has contributed to the high enrolment of pupils in primary schools in Biharwe Sub-County? 

(a) Yes (b) No 

If “Yes”, why do you think so? 

————————————————————————————————————

SECTION C: INFLUENCE OF UPE PROGRAM ON THE PERFORMANCE OF PRIMARY SCHOOL PUPILS IN BIHARWE SUB-COUNTY 

8. What was the trend of pupils’ performance in PEE results in this school before the introduction of UPE program? 

(a) Increasing (b) Moderate 

(c) Declining 

9. What has been the trend of pupils’ performance in PLE results in this school after the introduction of UPE program? 

(a) Increasing (b) Moderate 

(c) Declining 

10. How do you rate the ratio of pupils to teachers in this school? 

(a) Good LEI (b) Poor 

(c) Very poor 

11. Give reason/s for your answer? 

(a) Yes (b) No 

Why? 

——————————————————————————————————————————————————————————————————————————–

12. Do you think UPE program has effect on the performance of primary school pupils in 

Biharwe Sub-County? 

(a) Yes (b) No 

13. If “Yes”, what has been the effect of UPE program on the performance of primary school pupils in Biharwe Sub-County? 

(a) Positive effect (b) Negative effect 

Give reason/s for your answer? 

——————————————————————————————————————————————————————————————————————————–

SECTION D: IMPROVEMENTS OF UPE PROGRAM IN PRIMARY SCHOOLS IN BIHARWE SUB-COUNTY. 

14. Has this schools been receiving some benefits from the UPE program? 

(a) Yes (b) No 

If “Yes”, list such benefits received by the school from UPE program? 

——————————————————————————————————————————————————————————————————————————–

15. Are you faced with challenges as a school due to UPE program? 

(a).Yes (b)No 

If “Yes”, mention such challenges Faced? 

——————————————————————————————————————————————————————————————————————————-

15. What do you think can be done to improve on the standards of this school? 

——————————————————————————————————————————————————————————————————————————–

THANK YOU VERYMUCH

APPENDIX B: INTERVIEW GUIDE

PUPILS

Dear Respondents, 

I am Gumisiriza Daniel, a student of Bishop Stuart University in the final year carrying out a research study on the topic, “Examining UPE program in primary schools in Biharwe Sub-County, Mbarara District” This is to fulfill the partial requirements for the award of a Bachelors degree in Social Work and social Administration. Therefore you are rest assured that the information given will be used for only academic purposes and will be treated with total confidentiality. 

Thank You In Advance

1. Name of the respondent
2. Name of the school 
3. Gender of the respondent 
4. Age of the respondent 
5. Level of education  
6. Do you have enough teachers in this school? 
7. Does your school have enough reading materials? 
8. Are you congested in your class? 
9. What are the factors influencing your performance? 
10. What have you been receiving in under UPE program? 
11. What should be done to improve on your performance? 

THANK YOU, VERY MUCH

APPENDIX C:  INTRODUCTORY LETTER