Since the colonial era, Uganda has instituted several commissions of inquiry aimed at reforming the education sector. Despite these commissions, the sector still faces multiple challenges ranging from financing, poorly trained teachers, high level of teacher and student absenteeism, inadequate learning materials and large class sizes. The paper argues that much as policy reforms on primary education development that were made during the colonial times were criticized because colonial education was seen as alien, Ugandanisation of education after independence and the reforms by the successive governments did not change the sector so much. As a result, it has failed to embrace the virtues of quality, equity and efficiency yet the successive policy reform commissions have among other things been tasked to ensure that the trio is achieved. The paper is guided by both the Public value management theory and the Human capital theory. The findings of the study will inform the government about the challenges of primary education in Uganda and what went wrong with the successive policy reforms with a view to rectifying the anomalies in the future policy reforms.
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Knowledge of the history and development of early childhood development in Uganda is paramount if we are to know how far we have come and where we are going. This article explores the introduction of early childhood development in Ugandan policy and government interventions from 1960 to 2011. Data was obtained from a review of available early childhood development policy documents, conference papers and tutorial handouts, and interviews with early childhood development professionals who were involved in the developments. The results indicate trends of events that have not been given full attention by young professionals, policy makers and academics in the field of early childhood development in Uganda.
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The Burden of Educational Exclusion: Understanding and Challenging Early School Leaving in Africa (pp17-34)
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Tracing the politics around gender equity policy making process in Uganda using a political settlement approach
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The starting of universal primary education (UPE) in Uganda was not a smooth affair. There was politicization of primary education to the extent that politicians had taken center-stage in policy formulation and monitoring. The research suggested employment of technical personnel in policy matters. Another issue was the high attrition rate at primary level. It was recommended that government should put in place measures to effect universal primary completion. The quality of education had remained low, because of the high pupil to teacher ratio and low teachers’ morale. In that respect, government should motivate the teachers. Corruption was a big challenge in Uganda and funds were embezzled. Government should hold all civil servants involved accountable at all levels. Whereas there was UPE, a number of parents could not afford it because of poverty. Government should intensify campaigns to increase household incomes and transform society from a peasantry economy to a middle-class economy. In Uganda, there was lack of a relevant curriculum to make the school product self-reliant. This study suggested 8 years of skill-based primary education. Methodology applied in this study is non-empirical based on the concept critical analysis of issues. Key words: Universal Primary Education, peasantry economy, middle-class economy, attrition rate.
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