Research proposal sample

THE IMPACT OF DECENTRALIZATION POLICY ON SERVICE DELIVERY AND ITS EFFECTS ON TEACHING AND LEARNING IN PRIMARY SCHOOLS IN OTUKE DISTRICT

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education plays a pivotal role in human development by fostering an environment where individuals can realize their full potential and lead productive, fulfilling lives aligned with their needs and aspirations. While education alone cannot solve all societal challenges, it remains a key driver in reducing poverty, inequality, ignorance, and conflict—persistent issues in many nations, particularly among marginalized populations (OECD, 2004).

In developing nations, low education quality remains a widespread concern. International assessments consistently place these countries at the bottom of performance rankings, prompting a shift in focus from expanding access to improving educational standards (Naidoo, 2002).

Both developed and developing nations have embraced decentralization in education. In sub-Saharan Africa, decentralization is often part of broader public sector reforms, influenced by factors such as political stability, economic growth, and donor-driven policies. Uganda, for instance, rapidly adopted decentralization, particularly in primary education, aiming to enhance efficiency, equity, and local accountability (Steiner, 2006).

Uganda’s Universal Primary Education (UPE) program, implemented under decentralization, sought to empower local communities, democratize decision-making, mobilize resources, reduce service delivery costs, and improve accountability (Golola, 2001; Asiimwe et al., 2000). Sixteen years after its introduction, assessing the impact of this policy on rural education quality remains crucial.

Historically, Uganda’s education system was among the strongest in sub-Saharan Africa (Ssekamwa, 1997). Initially managed by missionaries and local chiefs, schools later came under colonial administration, though the government initially played a minimal role in funding and administration (Odaet, 1990). Unlike other countries where decentralization stemmed from educational reforms, Uganda’s approach was politically motivated (Stasavage, 2005).

Over the past decade, Uganda’s education sector has undergone significant transformation, marked by increased enrollment—from 2.4 million pupils in 1992 to over 7 million today—alongside improvements in teacher training, infrastructure, and resource allocation (Murphy, 2005).

Otuke District, located in northern Uganda, comprises four sub-counties (Adwari, Okwang, Olilim, and Orum) with 23 parishes and 318 villages. Despite UPE’s objectives of equitable access and quality education, Otuke’s performance remains concerning. For instance, the 2013 Primary Leaving Examinations (PLE) revealed that Otuke and neighboring districts had fewer first-grade achievers compared to regions like Tororo (Talemwa, 2013). This study seeks to examine how decentralization policies influence service delivery and, consequently, teaching and learning outcomes in Otuke’s primary schools.

1.2 Statement of the Problem

In Uganda, decentralization entails transferring decision-making authority from the central government to local administrations, with Local Councils (LCs) overseeing public functions (Asiimwe et al., 2000). While primary schools report to District Education Officers, secondary and tertiary institutions remain under central government oversight (Wamala, 2004).

Despite decentralization, Otuke District continues to underperform academically. Recent Uganda National Examinations Board (UNEB) results (2014) indicate minimal first-grade achievements in the district’s primary schools. This study investigates the extent to which decentralization policies affect service delivery and educational outcomes in Otuke.

1.3 Purpose of the Study

The study aims to assess the influence of decentralization policy on service delivery and its implications for teaching and learning in Otuke’s primary schools.

1.4 Objectives of the Study

The study is guided by the following objectives:

To evaluate the benefits of decentralization in teaching and learning.
To explore strategies for enhancing service delivery efficiency in education.
To identify challenges associated with decentralization and service delivery in primary schools.

1.5 Research Questions

What are the advantages of decentralization in teaching and learning?
How can efficiency in service delivery be improved?
What challenges does decentralization pose to service delivery in education?

1.6 Scope of the Study

1.6.1 Content Scope

The study examines decentralization’s benefits, efficiency strategies, and challenges in service delivery.

1.6.2 Geographical Scope

The research focuses on selected primary schools in Otuke District, including Orum P/S, Oget P/S, and Oluru P/S.

1.6.3 Time Scope

The study analyzes data from 2012 to 2015, with fieldwork conducted between October 2015 and July 2016.

1.7 Significance of the Study

The findings will benefit educational stakeholders—headteachers, District Education Officers (DEOs), inspectors, and the Ministry of Education—by providing insights into decentralization’s impact. Additionally, local leaders and academics will gain valuable information on improving service delivery and understanding decentralization’s role in education.

1.8 Limitations of the Study

Financial constraints may affect data collection, but proper budgeting will mitigate this.
Language barriers may arise, but the use of English will be encouraged.

1.9 Delimitations

To address financial limitations, the researcher will adhere to a structured budget.