Research

AN ASSESSMENT OF FACTORS AFFECTING PUPILS’ PERFORMANCE IN UNIVERSAL PRIMARY EDUCATION SCHOOLS (U.P.E) IN UGANDA

A CASE STUDY OF KAVUMBA PRIMARY SCHOOL

BY

NAMUBIRU BARBRA

2010/AUG/B.DES/B6553/DAY

SUPERVISOR

MR. NKURUNZIZA GEOFFREY

A DISSERTATION SUBMITTED TO THE SCHOOL OF SOCIAL SCIENCES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF BACHELORS’ DEGREE OF ARTS IN DEVELOPMENT STUDIES OF

NKUMBA UNIVERSITY

MAY, 2013

DECLARATION

I Namubiru Barbra, declare that this proposal is my original work and has never been published or submitted to any university or academic institution for any award before.

Index no: 2010/AUG/B.DES/B6553/DAY

Name ………………………………..

Sign ………………………………….

APPROVAL

This dissertation has been submitted for examination with my approval as the University Supervisor.

Mr. Nkurunziza Geoffrey

Signature …………………………………………... Date:………………………

DEDICATION

I dedicate this book to my beloved parents, friends and course mates who have been guiding me during my course of study and gave me support and encouragement throughout my academic career.

ACKNOWLEDGEMENT

I acknowledge the mighty lord without whose grace, I would not have been able to finish and present this report on time. I am also very grateful to my supervisor Mr. Nkurunziza G. under whose intellectual guidance, constructive criticism, utmost co-operation and support have brought me this far. I am greatly indebted to you Mr Nkurunziza, thank you so much.

My parents, Mr. Ndiwalana Michael and Ms. Nabunya Margret, Aunt Nansubuga Maureen who have supported me financially and in all aspects as I wrote my report. All your support cannot go unnoticed and I will always be very grateful for the love and devotion you accorded to me during this very challenging time, am thankful.

My friends Naisanga Mariam and Nabulime Benah and others whose encouragement and teamwork were instrumental in sustaining my interest in the report. All my friends and relatives for their prayers and throughout the period of research. Thank you and may God the almighty greatly bless you.

TABLE OF CONTENTS

DECLARATION i

APPROVAL ii

DEDICATION iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS v

LIST OF TABLES viii

LIST OF FIGURES ix

ABSTRACT x

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the Study 1

1.1.1 Historical Background 1

1.1.2 Theoretical Background 2

1.1.3 Conceptual Background 3

1.1.4 Contextual Background 4

1.2 Statement of the Problem 7

1.4 Objectives of the Study 8

1.4.1 Specific Objectives 8

1.5 Research Questions 8

1.6 Conceptual Framework 9

1.7 Significance of the Study 10

1.8 Justification of the Study 10

1.9 Scope of the Study 10

1.9.1 Geographical scope 10

1.9.2 Content Scope 10

1.9.3 Time Scope 11

1.10 Limitations 11

Operational Definitions and Terms 11

CHAPTER TWO 13

LITERATURE REVIEW 13

2.0 Introduction 13

2.1 Literature Survey 13

2.2 The Major Objectives of UPE 14

2.3 The U.P.E Enrolment. 15

2.4 Challenges Faced by U.P.E pupils at national level 16

2.5 The problems faced by U.P.E at the national level. 18

CHAPTER THREE 21

METHODOLOGY 21

3.0 Introduction 21

3.1 Research Design 21

3.2 Study Population 21

3.3 Sample Size and Selection 21

3.4 Data Collection Methods 23

3.4.1 Interview Guide 24

3.4.2 Observation 24

3.4.3 Self Administered Questionnaire 24

3.5 Validity and Reliability of Instruments 25

3.5.1 Validity 25

3.5.2 Reliability 25

3.6 Procedure of Data Collection 26

3.7 Data Analysis 26

3.8. Data Measurement of Variables 27

CHAPTER FOUR 28

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA 28

4.0 Introduction 28

4.1 Background of the respondents 28

4.1.1 Respondents by Age 28

4.1.2 Respondents by gender 29

4.1.3 Respondents by Faculty 29

4.1.4 The occupation 30

4.2 The factors is affecting pupils’ performance in Kavumba C.O.U Primary school 31

4.3 The rate of pupils’ performance 32

4.4 The objectives of UPE 33

4.5 The factors that have limited UPE objective 34

4.6 The achievements of UPE in Kavumba 35

4.7 The practices which have reduced pupils’ performance 35

4.8 The challenges faced by pupils 37

4.9 Ways to reduce on the problems faced by UPE pupils 38

4.10 The roles of pupils to improve performance 38

4.11 Other roles by the teacher to reduce on the use of text books 39

4.12 The roles played by the government towards UPE policy 41

CHAPTER FIVE 42

SUMMARIES, CONCLUSIONS AND RECOMMENDATIONS 42

5.0 Introduction 42

5.1 Summaries 42

5.2 Conclusions 43

5.3 Recommendations 44

5.4 Areas for Further Research 44

REFERENCES 1

APPENDIX i 1

Questionnaires addressed to local community 1

APPENDIX ii 6

Interview Guide to key informants 6

LIST OF TABLES

Table 1: Children enrolled in the Different Classes in Primary School in 2001………………...15

Table 2: Number of children Admitted into Post Primary Schools and Institutions in 2002........18

Table3: The study population, sample size and selection………………………………………..22

Table 4 Respondents according to age……………………………………………………..…….28

Table 5 Respondents by gender…………………………………………………………..….…..29

Table 6: The educational level……………………………………………………………..…….29

Table 7: The occupation of the respondents……………………………………………………..30

Table 8: The factors affecting pupils’ performance……………………………………….……..31

Table 9: the rate of pupils’ performance in Kavumba C.O.U Primary school…………………32

Table 10: The objectives of UPE in Kavumba C.O.U………………………………………….33

Table 11: The factors which have limited the objectives of UPE in Kavumba C.O.U

Primary school……………………………………………………………………………….…..34

Table 12:The achievements of UPE in Kavumba primary school and Wakiso town council…...35

Table 13: The practices which have reduced pupils’ performance in Kavumba COU…. …….36

Table 14 The challenges faced by pupils in Kavumba primary school………………………….37

Table 15 The ways in which teachers have reduced the problems faced by UPE pupils………..38

Table 16 The ways in which pupils can improve on their performance…………………………39
Table 17 Roles of teachers in reducing the use of text book in Kavumba COU primary
School…………………………………………………………………………..………….…..40
Table 18: The roles by the government towards UPE in Kavumba COU primary school……....41

LIST OF FIGURES

Figure 1: The dependent and independent variables in affecting pupils’ performance…..............9

Figure 2: Showing the rate of pupils’ performance…………………………………….....................32

ABSTRACT

This dissertation is about an assessment of factors affecting pupils’ performance in Universal Primary Education (UPE) schools in Uganda. It mainly focused on Kavumba Primary School Wakiso town council. The study was guided by objectives, which were; To examine the major objectives of universal primary education in Kavumba primary school, Wakiso town council, To assess the achievements of universal primary education in Kavumba C.O.U primary school Wakiso town council and to describe the challenges faced by U.P.E students in Kavumba C.O.U primary school Wakiso town council.
The study took a qualitative and quantitative approach with 61 respondents who were randomly, purposively and stratified sampled.
The study revealed a number of challenges faced by U.P.E pupils in Kavumba C.O.U and these include congestion in classes, miss allocation of resources by administrators, poor feeding and lack of equipment. Under the study, it was realized that teachers in U.P.E schools spend a lot of time doing their personal activities which have negatively affected pupils’ performance in U.P.E. how ever, it was revealed that the pupils can improve on their performance by group discussion, personal revision, inquiring from teachers and attending classes in time.

It was therefore recommended that, teachers should put aside their personal activities and concentrate on their profession and that the government should increase on the salary for the teachers such that they stop looking for other sources of income and concentrate on teaching.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter presents the general background to the study, the statement of the problem under the study, the objectives as set to be achieved by this research, the questions guiding the research, the scope that will cover the significance of the study and the anticipated problems in carrying out the research.

1.1 Background of the Study

1.1.1 Historical Background

Education is fundamental human right. Clearly, there is no shortage of commitment to this right. However, it is a right that is routinely violated. About 50 million children of school going age in Africa are out of school. Yet, their governments have given priorities to political choices over the right to education. Education, however, has a critical bearing on one’s capacity to function in every aspect of the economy.
On the other hand the international community is doing little to ensure the right to education where national governments are unable to fully fund universal basic education from their own resources. It should be realized that he right to education cannot be realized unless primary education is made genuinely free, and adequately financed out of general taxation.

Prior to the introduction of the Universal Primary Education (UPE), the United States Agency for International Development (USAID), in collaboration with the Ugandan Government, had undertaken to improve the quality of teaching and learning in primary education. Some of the activities in the project were designed to equip primary schools with the instructional material, textbooks and syllabi they required. Others included the improvement in the management of primary education, the training of primary teachers (Teacher Development and Management System), and the construction of new primary schools in areas where they would be accessible to a larger population of the primary school going age group.

In 1977, the Ugandan government launched a 20-year Poverty Eradication Action Plan (PEAP) and Poverty Action Fund (PAF), where primary education is a central component of the strategies to eliminate poverty by 2020 (Ministry of Planning and Economic Development [MPED] 1997). In the same year, the government consequently introduced the UPE project aimed at providing full tuition to four children per household (Ministry of Education and Sports [MoES] 1998). To emphasize the role of primary education in poverty eradication, the government identified UPE as one of the key sectors to benefit from the PAF. Through a capitation grant, PAF enables UPE to improve equitable access to basic education by removing the burden of paying school fees, and enhancing the quality of primary education by providing schools with resources necessary to run them (MoES 2002).
One of the management assumptions that UPE makes is the active participation in administration of the scheme by the community that each primary school serves.

1.1.2 Theoretical Background

Educational theory is speculative, educational thought or a theory of education as something that guides, explains, or describes educational practice. In terms of speculative thought, its history began with classical Greek philosophers and sophists, and today it is a term for reflective theorizing about pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by various strands of history, philosophy, sociology, critical theory, and psychology, among other disciplines Olawepo (1997)..
On the other hand, a theory of education can be "normative (or prescriptive) as in philosophy, or descriptive as in science." In the first case, a theory means a postulation about what ought to be. It provides the "goals, norms, and standards for conducting the process of education." In the second case, it means "a hypothesis or set of hypotheses that have been verified by observation and experiment." Whereas a normative educational theory provided by a philosopher might offer goals of education, descriptive "theory provides concrete data that will help realize more effectively the goals suggested by the philosopher."
In general, there are currently three main ways in which the term "theory" is used in education: the obverse of practice—theorizing is thinking and reflecting as opposed to doing; a generalizing or explanatory model of some kind, e.g., a specific learning theory like constructivism; a body of knowledge—these may or may not be associated with particular explanatory models. To theorize is to develop these bodies of knowledge.

1.1.3 Conceptual Background

Olawepo (1997), pointed that education is meant to coordinate the three aspects of human nature. He argued that one of the three aspects is the cognitive domain that is the mental part which includes perception, sensation, imagination, memory and thinking. This aspect should be coordinated by education in such a way as to make a balanced individual who can think right with adequate foresight and sensitivity to human feelings. Another aspect of human nature is the affective domain, that is, the social and emotional nature of human beings.
The development of this through education should result in ability to know the causes of fear, anger, love, their forms of expression and how to control them satisfactorily. This will enable one to become well behaved citizen, respected and respectable everywhere. A third aspect of human nature is the psychomotor nature, that is, the physical aspect such as hands, legs and healthy body and mind.
Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through auto didacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
Education is a Bi-polar process (two poles)-it deals with teacher and taught relationship. Education is process, each process has a product .in order to fulfill a process we need the following; intellect, interest, ability, focus, experience. Then, we get final product made up of; educated individual and enlightened individual.
Performance

The accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases the performer from all liabilities under the contract.

Performance analysis involves gathering formal and informal data to help customers and sponsors define and achieve their goals. Performance analysis uncovers several perspectives on a problem or opportunity, determining any and all drivers towards or barriers to successful performance, and proposing a solution system based on what is discovered.

Reinforcement

Reinforcement is an event that increases behavior. In the classroom, reinforcement occurs as teachers manage the environmental events that follow students ' desired ways of behaving so to increase the strength and future likelihood of that behavior.
Reinforcement comes in two types—positive and negative. Positive reinforcement occurs when desired behavior is strengthened by the presentation of a contingent stimulus. The attractive, behavior-increasing, contingent stimulus used during positive reinforcement is referred to as a positive reinforcer. A positive reinforcer is defined as any environmental event that, when given in response to the behavior, increases the strength and frequency of that behavior. Some commonly used positive reinforcers in the classroom are praise, attention, tokens, and stickers.
Negative reinforcement occurs when desired behavior is strengthened by the removal of a contingent stimulus. The aversive, behavior-increasing, contingent stimulus that is removed during negative reinforcement is referred to as a negative reinforcer. A negative rein-forcer is defined as any environmental event that, when taken away in response to the behavior, increases the strength and frequency of that behavior. Some commonly used negative reinforcers in the classroom are taking away an aversive assignment (e.g., homework), withdrawing an intrusive stare, or canceling a chore.

1.1.4 Contextual Background

School education was introduced in Uganda by the White missionaries mainly for the children of chiefs and to provide for functionaries needed by the British colonial government. Wakiso district was curved from Mpigi district whereby the two counties of Busiro and Kyadondo were joined together to form Wakiso district. It is surrounded by Kampala district, Mpigi and it is one of the districts with in the central region of the country. In Wakiso district there are a number of schools especially in Wakiso town council among which they are both private and government schools (UPE schools). Such schools include Kavumba C.OU. Primary school, Kisimbiri C.U which is under the control of the Anglican/protestant among others.

UPE describes the relevant community as composed of at least three entities (MoES 1998). The first is the School Management Committee (SMC), which is a group of local opinion leaders selected to represent the government in each school. The SMC acts as a form of Board of Directors charged with monitoring the school administration with special reference to government policy. The second one is the Parent-Teacher Association (PTA) which is a community based association formed on a voluntary basis to provide a formal and organized voice representing members of the community whose children attend a particular primary school. The third, more loosely defined, is everyone else whose civic and non-civic actions could impact on the children and teachers of the school.

It is not different, whereby the school system is structured in a hierarchical manner in a 7-4-2-3 system. That is to say 7 years of primary, 4 years Secondary ‘O’ level, 2 years Secondary ‘A’ Level and minimum of 3 years at University level. At the end of each stage, there is a national examination. Inspite of this structure, school education has continued to expand since 1962 when Uganda gained its independence from the British. For example, in 1999, Uganda had 10,500 primary schools and 625 secondary schools (Ministry of Education and Sports 1999:5). But by 2001, these numbers had grown to12, 280 primary schools and 1,850 Secondary Schools (Ministry of Education and Sports 2001a:3)
It should however be pointed out that this expansion did not take place during all the years since independence. The Amin-era of 1971 -1979 however affected all sectors of life very negatively. This was a period of anarchy. A period "characterized by insecurity, a decline in economic productivity, brain drain, and break down of the social services" (Aguti, 1996:4). However, in 1996 there was a system which was introduced to enable all children go to school which is the free primary education for all (universal primary education) and it is still available in different schools in the whole country.
In a bid to improve performance and standards in Universal Primary Education (UPE) schools, Wakiso district council has passed a resolution to charge all Primary Seven candidates a fee. All candidates are required to pay sh5,000 with immediate effect. A resolution was passed during the district’s first council meeting at the district headquarters last week. All councilors supported the motion.
The chairperson of the district education committee, who presented the motion, said the fee was agreed upon by his committee to improve performance in UPE schools. The fee will include payment of Form X costing sh800 each, first term; and mock exams at sh1, 200 and sh2,000 respectively and sh1,000 for marking. He said this will support the Wakiso District Examination Board to set harmonized exams with private schools and carry out joint marking; this is intended to help in the education to check the performance of all children for comparison.
He added that UPE schools have continued to perform badly compared to private schools due to lack of coordination, the district chief administrative officer, said they would sensitize parents on the development to make sure they are not cheated. “This will help control the extortion by head teachers, which has allegedly been going on. We think this is a reasonable amount,” he said. Last week parents accused Wakiso UPE head teachers for forcefully charging them between sh15,000 and sh40,000. He also said the education act allows parents to contribute willingly but not by force. He said no one would be thrown out for failing to contribute.

1.2 Statement of the Problem

School education was introduced in Uganda by the White missionaries mainly for the children of chiefs and to provide for functionaries needed by the British colonial government. So right from the onset, this school system was not for all and it therefore grew to become highly selective and competitive with fewer and fewer students continuing to the next level of education. As a result, many Ugandans remained illiterate with literacy rates standing at only 65% with the primary education ‘reaching only 50 percent of the age group’ (Ministry of Education and Sports 1999:7). It is against this background that in December 1996 President Yoweri Kaguta Museveni launched a policy of Universal Primary Education (UPE) in accordance with the government White Paper on Education (Ministry Of Education And Sports 1992). Under this policy, government was to provide ‘free’ education to a maximum of four children from each family. This has now changed because President Museveni has now said that ‘all children of school-going age should benefit from Universal Primary Education (UPE) (Olupot, 2002).

In wakiso district as has been identified that a number of pupils are facing several challenges (Education report 2004-2006) as far as education is concerned and this is due to the large number of children in schools, there has been a great challenge to the system whereby the massive increase in pupil numbers immediately created a problem of classroom space (Ministry Of Education And Sports Report 2010). Although the Ministry has embarked on a drive to build more schools, and provide instructional materials, this is still far inadequate for as the Ministry acknowledges. “The increase in the number of schools has not kept pace with the increase in the number of students” (Ministry of Education and Sports 1999:11).
It is therefore said that Wakiso district has tried to work upon the challenges associated with U.P.E pupils but it has not yet succeeded where by the district education officer (D.E.O) with support from the ministry are encouraging quality education and more buildings have been constructed to increase bon the classroom space using the program of School Facilitations Grant (SFG), there is still a big gap because the government according to the set objectives of the program there was nothing like just trying but to work well(Olupot, 2002). Therefore Wakiso district has tried to reduce on the problems but a lot is still missing that is why the researcher has proposed to carry out this research such that the gap can be minimized.

1.3 Purpose of the Study
The purpose of this study focused on an assessment of the factors affecting pupils’ performance in Universal Primary Education schools in Uganda and the focus was on Kavumba C.O.U primary school in Wakiso town council.

1.4 Objectives of the Study

1.4.1 Specific Objectives

The study had the following objectives:

1. To examine the major objectives of universal primary education (U.P.E) in Kavumba C.O.U primary school, Wakiso town council.

2. To assess the achievements of universal primary education in Kavumba C.O.U primary school Wakiso town council. 3. To describe the challenges faced by U.P.E students in Kavumba C.O.U primary school Wakiso town council.

1.5 Research Questions

1. What are the major objectives for Universal Primary Education in Kavumba primary school Wakiso town council?

2. What are the various achievements attained by U.P.E in Kavumba primary school Wakiso town council?

3. What are the challenges faced by U.P.E students in Kavumba primary school Wakiso town council?

|Attention |
|Motor reproduction |
|Effectiveness |
|Class attendance |
|Good behavior |
|Class excellence |
|Commitment and regularity |
|Motivation and self reinforcement |

1.6 Conceptual Framework

Figure 1 The dependent and independent variables in affecting pupils’ performance

Independent Variables Dependent Variables

Factors Pupils Performance

|Free education |
|Responsible people in community |
|Negative Reinforcement |
|Punishment |
|Corporal punishment |
|Suspension and dismissal |
|Positive Reinforcement |
|Praise gifts |
|Assignments |
|Advice |

Source: Adopted from Aguti J.N. (2002) and modified by Researcher

The framework in Figure 1 suggests that the independent variable include factors where by the negative reinforcement such as punishment and suspension disrupt pupils’ minds hence poor performance. This therefore describes that such factors negatively affect pupils’ performance.

For positive reinforcement, assignments and praise gifts motivate pupils and they are therefore encouraged to perform well. These influence pupils to excel in class, attention, class attendance and others.

1.7 Significance of the Study

The study was expected to be of great significance to all stakeholders in the education system basing on the knowledge that was generated which was consistent in relevance to the policies in Universal primary education.

The knowledge generated by the research was used by many education participants especially teachers, parents and children as well as the government in general.

Finally the study was of great significance by giving a clear picture about the problems of universal primary education in the country basing on the facts from Wakiso district.

1.8 Justification of the Study

This topic was chosen because there are a number of factors which affect pupils’ performance in UPE schools in the country. As UPE was introduced with a number of objectives and some have been achieved, others are not achieved therefore the study was carried out in the stated area because U.P.E is an important aspect in the study area and it aimed at benefiting various stakeholders.

1.9 Scope of the Study

1.9.1 Geographical scope

Geographically the data was collected within Wakiso town council primary schools in Wakiso district which is 15 kilometers from the capital city Kampala.

1.9.2 Content Scope

The study was conducted in Wakiso town council schools that are in Wakiso district, its surrounded with Mpigi district, Mukono district and Kampala. Wakiso town council is just a distance 15 kilometers from Kampala city and it is a 45 minutes drive.

1.9.3 Time Scope

The study covered a period of 3-5 years (three to five years) and that is between 2010 to 2013. However this time scope was estimated by the researcher but it depended on the phenomenon in the field.

1.10 Limitations

The study was affected by the time because the time was not enough to carry out the necessary research.

Many respondents misinterpreted the study and that was a greater limitation to the study. But the researcher overcame this by providing a letter of introduction from the University to every respondent and it helped to give more information that it is for study purposes.

Operational Definitions and Terms

Universal Primary Education (UPE)

Universal Primary Education in the literal sense would mean everyone in a population having a full primary school education. However, when examined closely, difficulties emerge over what is meant by the terms "Universal", "Primary" and "Education" (Smith,1979). It therefore needs closer examination.

Universal;

If Universal, this means all children of the target population have access to a school and secondly, participate. In most instances, poor population census and school enrolment data collection techniques in developing countries mean that it is difficult to know at any period how many children are in school and how many are not. Even where all children are enrolled in school, actual attendance rates may vary. Where countries have adopted compulsory education policies, many have not enforced the policy stringently (Colclough and Lewin;1993:261).

Primary;

Primary education denotes and implies that this is the first level of education leading on to higher levels of education. The term "basic" may be taken by some to show changes in emphasis and indicate that primary education is a complete and terminal phase of schooling in itself (NDOE,1991). The Jomtien Conference adopted "basic education" under what was coined "the expanded vision" to include education for out of school youth and adults in literacy and other basic skills training through non formal education, a view theoretically supported by the World Bank (Verspoor,1991:1). The concept had first been proposed in a UNICEF supported document of 1973 (Coombs et al, 1973), where minimum threshold skills seen as essential for individuals to participate in social, economic and political affairs were spelt out.

Education;

What sort of education then is basic? The Jomtien Conference resolved that basic education should meet what was defined as "Basic Learning Needs" (UNESCO,1992:69). These were to constitute those areas comprising both essential learning tools (such as literacy, oral expression, numeracy and problem solving) and the basic learning content (such as knowledge, skills, values and attitudes), required by human beings to survive, to develop their full faculties, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. Each country would determine the specifics of what went into the basic education curriculum and offer this education through the conventional primary school or through alternative cost effective forms. The statement masks the wide diversity of views on the aims and purposes of education, issues of curriculum, and the debates on vocational education and on education for rural and urban contexts.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents the existing written literature about U.P.E. It examined written information about the education system in Uganda. This chapter talked about literature survey and then continues to evaluate as according to the objectives of the research in a detailed format. These included the objectives of U.P.E, achievements of U.P.E and the challenges faced.

2.1 Literature Survey

The school system is structured in a hierarchical manner in a 7-4-2-3 system. That is to say 7 years of primary, 4 years Secondary ‘O’ level, 2 years Secondary ‘A’ Level and minimum of 3 years at University level. At the end of each stage, there is a national examination. This structure therefore makes the education system highly selective and pyramidal in nature.
Apart from expanding the school system, Uganda has also looked at alternative means of meeting the demand particularly of higher education. The government has encouraged entrepreneurs to open up training institutions or universities and government has also strongly recommended the use of distance and open learning. The government White Paper on Education recommends that "…an open university should be planned and provided before the year 2000 ' (Republic of Uganda 1992:95). Although an Open University has not yet been established, plans are under way to do so. In November 1999, the Minister of State for Higher Education commissioned a Task Force to look into the possibilities of setting up an Open University in Uganda. This Task Force completed its assignment and submitted its report to the Ministry of Education and Sports that is now following this up and the Open University of Uganda should soon be established.
As mentioned earlier, It is against this background that in December 1996 President Yoweri Kaguta Museveni launched a policy of Universal Primary Education (UPE) in accordance with the government White Paper on Education (Ministry Of Education And Sports 1992). Under this policy, government was to provide ‘free’ education to a maximum of four children from each family. This has now changed because President Museveni has now said that ‘all children of school-going age should benefit from Universal Primary Education (UPE) (Olupot, 2002).

Teacher Development and Management System (TDMS)
Teacher Development and Management System (TDMS) was developed as part of the overall Primary Education and Teacher Development Project (PETDP). Funding for this component came from various sources including, Government, IDA, USAID, in its initial stages and The Royal Netherlands Government, Irish Aid at the later stages. TDMS activities were initially meant to cover only 10 districts but this eventually spread to all the districts of the country.
The overall aim of TDMS was to improve teaching and learning in primary schools by developing a teacher education system that ‘integrated pre- and in-service training approaches’. The specific objectives of TDMS were:‘to develop and streamline TE curricula…’, ‘to develop materials to foster the implementation of the new curricula’, to conduct training of teacher educators…’, to set up a TE framework based on a network of core primary teachers, colleges(PTCs) and associated coordination centres (CCs) and outreach primary, schools (OSs) to use the core PTC-based network to conduct pre-service and in-service training of primary school teacher and headteachers (Odaet and Higwira 1994, Makau April 2001:4).
To achieve these various objectives, a number of different training programmes were therefore run by TDMS. These included: In-service training programme for the untrained primary school teachers The Headteachers’ Management Training Course, Outreach Tutor Training Programme
TDMS run these programmes through a Central and District Management Framework that involved: Ministry of Education and Sports officials at the Headquarters, Principals, Deputy Principals and Tutors of Primary Teachers Colleges, Institute of Teacher Education Kyambogo,
District Education Officers (DEO)

2.2 The Major Objectives of UPE

Making basic education accessible to the learners and relevant to their needs as well as meeting national goals;
Making education equitable in order to eliminate disparities and inequalities;
Establishing, providing and maintaining quality education as the basis for promoting the necessary human resource development;
Initiating a fundamental positive transformation of society in the social, economic and political field; and
Ensuring that education is affordable by the majority of Ugandans by providing, initially the minimum necessary facilities and resources, and progressively the optimal facilities,
Enable every child to enter and remain in school until they complete the primary education cycle. (Ministry of Education and Sports 1999:10)
As a result of this policy, a lot has been achieved:

2.3 The U.P.E Enrolment.

Enrolment figures after the launching of UPE shot up from nearly 2.5 million in 1996 to nearly 6.8 million in 2000 (Ministry of Education and Sports 2001b: 1). This increase was mainly for two reasons. The backlog of school age children who had not been accessing school were now able to do so while more of the children who had attained the school age but would not have afforded education prior to UPE were now able to join school. The overall numbers of children in the primary school by 2001 stood as follows:
Table 1: Children enrolled in the Different Classes in Primary School in 2001
|Class |Male |Female |Total |
|P1 |803,803 |797,005 |1,600,808 |
|P2 |551,453 |537,072 |1,088,525 |
|P3 |537,622 |529,931 |1,064,553 |
|P4 |488,468 |478,142 |966,610 |
|P5 |408,509 |384,272 |762,781 |
|P6 |316,162 |282,382 |598,544 |
|P7 |228,385 |179,337 |407,722 |
|Totals |3,334,402 |,185,141 |6,519,543 |

(source: Ministry of Education and Sports 2001b:3)
This policy also has a specific focus on the education of girls, the disabled and the orphans. There has therefore been an increase of enrolment of girls from 39% in 1970 to nearly 49% by 2001.
Infrastructure.
To facilitate easy access to schools, the Ministry of Education and Sports has also embarked on building of more primary and secondary schools. For example, by end of 1999, 4,000 additional classrooms were constructed for primary school children while by end of 2001, a total of 6,321 had been completed (an additional 2,321 classrooms in one year) (Ministry of Education and Sports 2001c:3) It is therefore clear that UPE has helped improve access to education as seen by the increase in enrolments and the increase in the number of classrooms that have been put up.

Teacher Development.
An increase in the number of children in school invariably implies an increase in the need for teachers. To deal with this and as part of the wider reform under the Primary Education and Teacher Development Project, there have been deliberate efforts to restructure primary teacher education and to increase the number of teachers trained/retrained/upgraded. As a result, between 1995 and 1999 “7,800 in-service teachers have been trained or upgraded. In addition 3,023 candidates in pre-service courses for teachers have completed their training …” In addition another 2,118 were expected to complete their training (Ministry of Education and Sports1999: 12).

So while the number of teachers has grown, the number is still too low compared to the massive number of children in school now. The different training programmes, especially distance education programmes mounted to meet the UPE challenge. In the meantime, some of the challenges faced by UPE will now be briefly outlined.

2.4 Challenges Faced by U.P.E pupils at national level

Providing Physical Facilities
The massive increase in pupil numbers immediately created a problem of classroom space. Although the Ministry has embarked on a drive to build more schools, and provide instructional materials, this is still far inadequate for as the Ministry acknowledges. “the increase in the number of schools has not kept pace with the increase in the number of students” (Ministry of Education and Sports 1999:11).

Quality of Education
This is one area that is of concern to many in the country. There are fears that perhaps the massive numbers in schools without commensurate expansion in facilities, teachers, and teaching/learning materials may have compromised the quality of education. Although no thorough studies have been carried out, the Ministry of Education and Sports itself voices this concern when in its report says, “the quality of teaching has probably been affected by the adverse pupil-teacher ratio after the introduction of UPE” (Ministry of Education and Sports 1999:12).
The other issue related pupil-teacher ratio is the morale of the teachers. Prior to the introduction of UPE, most schools charged additional fees through the Parents Teachers Associations. Some of this money was used to supplement teachers’ salaries. This is no longer the practice and so teachers must rely on the extremely low salaries. This seems to have affected the morale of the teachers. The fear therefore is that UPE may have indeed compromised the quality of education in the country and this issue certainly requires further exploration but is not the focus of this paper.
Coping with the UPE Bulge
The Ministry of Education and Sports has done a commendable job ensuring that UPE is introduced and that the primary school system copes in every respect with growing numbers. However, the forthcoming challenge is going to be coping with the bulge in secondary and higher education. This is pressure is already being felt. In 2001 for instance, 360,000 children sat the Primary Leaving examinations and of these 250,000 qualified for post primary education. However, only 150,000 children were admitted into the 734 government-aided secondary schools and 29 technical and farm rural schools.
100,000 children were therefore not placed in any of the government schools (Mugaba, V. 2002). The same scenario was repeated with those who sat the Ordinary level examinations. Although 103,262 students sat the examinations, both government-aided and private institutions only took in 57,110 leaving over 40,000 children with no admission! (Eremu 2002) Table 3 gives these figures.
Training Teachers
As mentioned earlier, the increase in pupil numbers as a result of UPE has raised the challenge of the need for more teachers. Government has done some work in this regard and a number of teachers have been trained and upgraded, however, the teacher-pupil ratios are still poor. For example in 1996 the ratio was 1:37.62 and by 1999, this had declined to 1:63.63. Also, the number of untrained teachers is still high. For example, in 1989 only 52.2% of the teachers had been trained but by 2001 this had risen tremendously to 75%. In effect, 25% of the primary school teaching force is still untrained. This coupled with the poor teacher-pupil ratio certainly creates pressure on the school system.
It is for this very reason that the Ministry of Education and Sports has acknowledged the role and place of distance education in meeting this gap. The various initiatives since
1995 when government began to prepare for UPE.
Table 2: Number of children Admitted into Post Primary Schools and Institutions in 2002
| |Primary Leaving |Secondary School: |
| |Examination |‘O’ Level Examination |
|Number who sat the |360,000 |103,262 |
|examination | | |
|Number admitted to: | | |
|Government Schools | |22,575 |
|Government Technical Schools |150,000 (Including into |4,580 |
| |technical schools) | |
|Primary Teachers Colleges |Not applicable |7,380 |
|Private Schools |Not available |22,575 |
|Total admitted |150,000 |57,110 |
|Number not admitted |100,00 |46,152 |

Table above shows Number of children Admitted into Post Primary Schools and Institutions in 2002
Source: Primary School figures (Mugaba, V. 2002 www.enteruganda.com)
Primary School Figures Eremu J (2002) ‘Budo Sets Cut-off at 13’ The New Vision 10th April 2002. UPE has come a long way since 1996 when it was launched and a lot has been done but a lot more is required if Uganda is to ensure that the objectives of UPE are truly achieved and that the quality of its education is not compromised in any way.

2.5 The problems faced by U.P.E at the national level.

Sustainability
Nearly all the programmes discussed here with the exception of the Diploma in Primary Education have had a heavy reliance on external funding. Although this helped start and run the programmes to end of their project lives, it raises the question of sustainability. For as Makau (April 2001:21) says, the program illustrates the need for Uganda to pro-actively consider long-term sustainability of social development initiatives.
External funds constituted the highest proportion of the resources invested in the project (e.g. over ¾ of Phases I-III…) Uganda needs to consider how dependence on external funding could be reduced. Therefore as Uganda struggles to meet the enormous UPE demands, the question of sustainability of the distance education teacher education programmes need to be critically given attention.
Quality
The issue of quality in still an unresolved one in both UPE and Teacher Education. True through these programmes a number of trained teachers have been added to the system, however, the enormous increase in primary school enrolments far outstrip these efforts. A lot more therefore needs to be done otherwise the schools will continue to be filled by untrained teachers and this could adversely affect the quality of primary school education.
Also, whereas distance education is growing in the country there are still fears that the products are ‘not as good’ as those trained through the full time residential programmes. The onus therefore is on the providers of distance education to ensure that the systems put in place facilitate quality teacher training.
Relating to Policy on Recruitment
Government employs majority of teachers in Uganda and so their salaries are dependant on what the government policy is. For example traditionally primary school teachers were holders of a Grade III teachers’ certificate and so their salary was set at that level. However with the opportunities for upgrading it is becoming increasingly difficult for government to accommodate all the upgraded teachers in the salary budget. This is particularly the case for primary school teachers who upgrade to either diploma or graduate level. Many of these teachers have upgraded but have had problems being registered and salary adjusted to the new level achieved. This is demoralizing and is likely to affect the enrolments in some of these distance education programmes.
Integrating Information Communication Technologies in the Programmes
All the programmes discussed in this paper relied on print materials and did not integrate other technologies. The challenge therefore is for distance education programmes in Uganda to begin to explore possibilities of integrating ICTs in their programmes. This is critical especially because of the widespread use of ICTs. Teachers trained in Uganda need to be knowledgeable in these ICTs if they are to have any competitive edge in the world of education today. Also, in Uganda, a new syllabus on computer Science has been developed for primary schools and for this syllabus to be effectively run the teachers involved must have knowledge and experience in computers. One way of achieving this is by integrating computers in the teachers training. This is likely to have a lot financial and management implication for all distance educators but it needs to be given thought.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter covered the area of study, the general research design, the strategy of sampling and the study population, the methods of data collection, data analysis and presentation.

3.1 Research Design

The study adopted a cross sectional survey because the sample was represented a cross section of the target population. It was appropriate because of the need to collect data from a relatively large number of cases at a particular time. The study used both quantitative and qualitative approaches. Quantitative approach was used for data collection using questionnaires from pupils and teachers plus the surrounding people for quantifiable data. The qualitative approach was justified because it allowed studying issues in-depth. The researcher was able to establish the respondents’ view points, experiences and suggestions on the way forward. Qualitative research allowed studying a phenomenon in detail (Patton, 2000).

3.2 Study Population

The study intends to cover the population in and around Wakiso town district and particularly targeting Kavumba C.O.U primary school in Wakiso town council and the people around which will all aim at helping in the study objectives, if the population has knowledge about the challenges, problem and achievements of U.P.E in the district and the whole country. It targeted the district administrators, teachers, pupils and the local people who live around Wakiso town council. The researcher targeted the population of great resourceful since they experience the conditions which take place in Wakiso district as far as U.P.E is concerned.

3.3 Sample Size and Selection

Bailey (1994) defines a sample as a subset of predetermined size from a population of interest. The researcher randomly selected some head teachers, deputy head teachers and students of four Secondary schools in Wakiso town council. Using Krejcie and Morgan’s (1970) table of sample size determination suggest minimum samples of, 36 and 169 respectively, which were representative enough for a scientific research, for the larger the sample, the smaller the sampling error. Sampling was advantageous for time saving and less costly. Amin (2004)

Of the target population, 30 primary teachers from Kavumba C.O.U, 10 Educational Officers, 12 local council members, 15 parents were selected, 20 OBs and OGs and 30 pupils which made a study population of 117 respondents. The main reason for this selection of subjects was that head teachers are makers and implementers of school rules and regulations. Some teachers also help in the day-to-day smooth running of the schools and they can understand pupils’ performance well. Names of the respondents were not disclosed due to confidentiality.

Table3: The study population, sample size and selection

|Study Population |Targeted Population |Accessible Population |Sampling Technique |
|Primary Teachers 50 | 30 | 15 |Random sampling |
|Education Officers 20 |10 |8 |Purposive |
|LC 1 20 |12 |6 |Stratified |
|Parents 20 |15 |10 |Random sampling |
|OBs/OGs 40 |20 |12 |Purposive |
|Pupils 50 |30 |20 |Random sampling |
|Total 200 |117 |61 | |

Source: Primary Data

Random Sampling was used by selecting units of respondents (people) from a population of interest so that by studying the sample the researcher can fairly generalize the results back to the population from which they were chosen. Random Sampling is the ideal choice as it is a 'perfect ' random method. Using this method, individuals are randomly selected from a list of the population and every single individual has an equal chance of selection.
Stratified sampling was used when there are a number of distinct subgroups, within each of which it is required that there is full representation. For example people from LC1 in Wakiso town council. A stratified sample is constructed by classifying the population in sub-populations (or strata), base on some well-known characteristics of the population, such as age, gender or socio-economic status. The selection of elements is then made separately from within each strata, usually by random or systematic sampling methods. Random sapling will be used to the primary teachers, parents and to the pupils. The costs of collecting data may differ from subgroup to subgroup. The researcher required more cases in some groups if estimations of population values are likely to be harder to make i.e. the larger the sample size (up to certain limits) the more accurate any estimation are likely to be. The researcher expected different response rates from different groups of people. Therefore, the less co-operative groups might be 'over-sampled ' to compensate.

The researcher engaged in purposive sampling which signifies that one can see sampling as a series of strategic choices about with whom, where and how to do your research. Two things are implicit in that statement. First is that the way that you sample has to be tied to your objectives.

Second is an implication that follows from the first, i.e., that there is no one “best” sampling strategy because which is “best” will depend on the context in which you are working and the nature of your research objective(s).

The researcher chose Purposive sampling to the education officers and OBs/OGs because it is virtually synonymous with qualitative research. However, because there are many objectives that qualitative researcher had, the list of “purposive” strategies that you might follow is virtually endless, and any given list reflected only the range of situations the author of that list had considered. And yet, certainly there are some objectives and interests that characterize qualitative research.

3.4 Data Collection Methods

The Data collection methods included both primary methods and secondary methods. The primary methods helped the researcher to access information direct from the field while the secondary methods of data collection were used to get the information which is already published by other researchers. Secondary methods involved checking different books, publications among others.

3.4.1 Interview Guide

These were carried out with different educational stakeholders in Wakiso district. The purpose of these interviews were mainly aim to capture the views from respondents of Wakiso town council, a tape recorder was used to the respondents’ answers after which the researcher proceeded to process and analyze the information. This supplemented and provided extra information that was captured using neither questionnaires nor observation methods. Such information included past performances of students. The interview guide was directed by structure questions which helped the researcher to keep focus with the objectives, the research problems and questions.

3.4.2 Observation

This was systematically used by observing important aspects in the field that was significant to the problem within the research. The researcher used naked eyes to observe phenomena’s like the general appearance of the schools’ structures, the environment and these helped a lot in getting more details about the actual picture of U.P.E.

3.4.3 Self Administered Questionnaire

Data was collected by the use of questionnaires as a way of eliciting information from the respondents. This was the best method since the questionnaires can easily be spread among the respondents within a short time and gives/allows time for respondents to fill. Respondents included students, local people, teachers and district officers. Focus group discussions were also held with respondents both male and female to try and get individuals’ views of the problem (challenges of U.P.E) from each participant. Respondents assured that the information was kept confidential.

3.5 Validity and Reliability of Instruments

3.5.1 Validity

Validity of an instrument refers to the extent to which the instrument measures what it intends to measure (Mugenda & Mugenda, 1999). The researcher constructed the questionnaires and interview guides for each of the groups mentioned above. She then pre-tests them with colleagues and later with her superior. Irrelevant items to the study objectives were eliminated and others were constructed. Before the questionnaire given to experts, the researcher prepared a rating scale for each of the items. The questionnaires were presented to two people who were to assess the items while awarding marks basing on the suitability of a given item to the research study objectives to determine the validity index for each of the items. The content validity index was used to quantify the agreements between the two judges.

The formula for content validity index is:

CVI = [pic]

Where CVI = Content Validity Index

K = Number of relevant/suitable items

N = number of items in the instrument.

The Content Validity Indices were found to be 0.8125 and 0.80, which were higher than the recommended one at 0.70 (Mugenda and Mugenda, 1999). Thus, the validity of the instruments.

3.5.2 Reliability

Reliability of the instrument refers to the extent to which the instrument is consistent or dependable when measuring a phenomenon (Mugenda and Mugenda 1999). After ascertaining the validity of the questionnaire and interview, the researcher proceeded to pilot run them and later she established the reliability. The internal Consistency method was based on the correction among items which used. Specifically, the Cronbach Alpha Coefficient Index was employed

The formula for Cronbach Alpha Coefficient is:

Coefficient is: ( = K (1 ∑SD2i)

K – 1 SD2t

Where ( = Cronbach coefficient alpha

K = Number of items in the test

SD2i = Variance of scores on individual item

SD2t = Variance of scores in total test

The reliabilities were found to be 0.8 and 0.74, which was higher than the recommended one at 0.70 (Mugenda and Mugenda, 1999). Thus the instruments were reliable.

3.6 Procedure of Data Collection

An introductory letter was obtained from the Dean of school of social sciences, Nkumba University after approval of the proposal. Copies of the letter were presented to the selected primary schools of Wakiso town council alongside questionnaires. The researcher held brief discussions with respondents and explain to them the major objective of research as being purely for study. The researcher also used a research assistant to help her distribute the questionnaires. The respondents filled the questionnaires on request for cooperation. Afterwards, the researcher and her assistant gathered the filled questionnaires and took them for analysis. The researcher interviewed the school administrators of each school. She also availed with files containing schools’ past performance especially from the year in which UPE was introduced.

3.7 Data Analysis

This instrument was used to collect relevant and related data on the topic under an assessment of factors affecting pupils’ performance in UPE schools in Uganda. School files like schools’ performance for the past years was studied by the researcher using a document analysis schedule looking for authenticity, validity and relevance of the documents.

3.8. Data Measurement of Variables

Quantitative data from the self administered questionnaire (SAQs) were edited, coded and entered into a computer using the Statistical Package for Social Sciences (SPSS) for generation of summary frequency tables using simple regression analysis. Qualitative data analysis was also used for data obtained from focus group discussions and observations.

Which assisted the researcher to analyze the data Descriptive and inferential statistics were used in the analysis. Descriptive statistics, which included frequencies and percentages, were used to determine the factors affecting pupils’ performance in UPE. In order to analyze data, all questionnaires were collected and responses to each item in the questionnaire by the subjects were recorded. The responses relating to items of the two variables that is influence of pupils’ performance and the UPE policy will be correlated using simple linear regression. The data to be collected during the study was on how pupils in UPE schools perform.

CHAPTER FOUR

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

4.0 Introduction

This chapter contains the description of the respondents’ background, it presents the findings obtained and presented using the statistical tools and methods chosen for data analyses with summarized analysis on the results.

4.1 Background of the respondents

This Section shows the background of the respondents, according to age, gender, educational level and occupation of the respondents study as per section A of the questionnaire (Appendix A)

4.1.1 Respondents by Age

Table 4: shows the distribution of respondents according to age;
Table 4 Respondents according to age
|Age |Frequency |Percentage |Cumulative percentage |
|Below 25 |10 |16 |16 |
|26 – 35 |20 |33 |49 |
|36 – 45 |25 |41 |90 |
|56 and above |6 |10 |100 |
|Total |61 |100 | |

Source: primary data
Table 4 above illustrates that the highest percentage of respondents (almost 41%) were aged between 36 to 45years, and the least number of respondents (10%) were above 56 years of age. The respondents who were between 26 to 35 years covered 33% of the responses. About 16% were below 25 years, these mainly included the pupils. The finding therefore means that the study covered most respondents between 26 and 45 years totaling accounting to 74% of the total respondents.

4.1.2 Respondents by gender

Table 5 shows the distribution of respondents by gender:
Table 5 Respondents by gender
|Gender |Frequency |Percentage |
|Male |35 |57 |
|Female |26 |43 |
|Total |61 |100 |

Source: primary data
Table 5 above illustrates that out of the total of 61 respondents, the male respondents had the highest representation of about 57% and the female respondents had less with 43%. This was because the male respondents were more cooperative then their female counterparts. And they were willing to give out the information necessary to the study.

4.1.3 Respondents by Faculty

The study investigated on the education level of the respondents from Wakiso town council. The findings are illustrated by the table below;

Table 6: The educational level

|Educational level |Frequency |Percentage |
|Primary |10 |16 |
|Secondary |25 |41 |
|Diploma |15 |25 |
|Degree |5 |8 |
|Others |6 |10 |
|Total |61 |100 |

Source: primary data

The findings about educational level reveal the most respondents had completed secondary and diploma levels represented by 67% of the total responses. The study also revealed that there are respondents who had completed primary level and degree level represented by 16% and 8% of the respondents. However, it is indicated that there was a group of respondent who did not belong to any of the above educational level, these maybe included those who did not attend to any level and those who had gone beyond degree level. They were represented by 10% of the responses. It therefore implies that according to the study, the findings show that there was no bias among different educational levels.

4.1.4 The occupation

The study investigated on the research of the respondents from Wakiso town council. The findings are illustrated on table 7:

Table 7: The occupation of the respondents

|Occupation |Frequency |Percentage |
|Teacher |20 |33 |
|Education officer |8 |13 |
|LC leader |6 |10 |
|Pupils |17 |28 |
|Parent |10 |16 |
|Total |61 |100 |

Source: primary data

Table 7 above shows that most of the respondents, (33%) were teachers and this helped in assessing the factors affecting pupils’ performance in UPE schools. The LC leaders and the educational officers constituted the least number of respondents reached by the study accounting for only 10% and 13% respectively of the total responses. Pupils and parents were also interviewed and these constituted to 28% and 16% respectively.

4.2 The factors is affecting pupils’ performance in Kavumba C.O.U Primary school

The Study was carried out on the factor affecting pupils’ performance in Kavumba church of Uganda primary school. The findings are presented in the table below;

Table 8: The factors affecting pupils’ performance

|Response |Frequency |Percentage |
|Education materials |25 |41 |
|Teaching staff |20 |33 |
|quality of teaching and learning |16 |26 |
|Total |61 |100 |

Source: primary data

The findings from table 8 show that in Kavumba COU pupils’ performance is affected by a number of factors which include education materials with the most percentage of the response (41%). This implies that materials such as text books are greater factors which affect the performance of pupils. The study also revealed that teaching staff affect the performance of pupils in Kavumba COU, this was represented by 33% of the responses, from the interviews, it was indicated that the staff can greatly affect the performance of pupils. The least was the quality of teaching and learning. This covered only 26% of the responses. When the teaching quality is good, even performance will be good and vice versa.

4.3 The rate of pupils’ performance

The study investigated on the rate of pupils’ performance in Kavumba COU, the findings are indicated on the graph below;

Table 9: the rate of pupils’ performance in Kavumba C.O.U Primary school

|Response |Frequency |Percentage |
|Poor |10 |16 |
|Average |30 |49 |
|Good |21 |35 |
|Total |61 |100 |

Source: primary data

It can also be presented by figure 2 below;

Figure 2: Showing the rate of pupils’ performance

[pic]

Source: primary data

The pie chart clearly shows the most respondents (49%) rating performance on average. The study also reveals that performance is good represented by 35% of the response, meaning that pupils’ performance is good in Kavumba COU. However there was a percentage which rated performance as poor (16%), this was from those who claim that as compared to other schools especially the private, the performance of Kavumba is poor.

4.4 The objectives of UPE

The study investigated on a number of objectives that have been applied in Kavumba C.O.U primary school. The findings are illustrated by the table below;

Table 10: The objectives of UPE in Kavumba C.O.U

|Response |Frequency |Percentage |
|Making basic education accessible to the |32 |52.5 |
|learners | | |
|Making education equivalent |8 |13 |
|Establishing quality education |6 |10 |
|Enable every child to enter and remain in|15 |24.5 |
|school | | |
|Total |61 |100 |

Source: primary data

From table 10 above, Kavumba COU has tried to apply a number of UPE objectives, it reveals making basic education accessible to the learners as the most with about 52.5% followed by enabling every child to enter and remain in school accounts for about 24.5% of the responses. These objectives have been applied by Kavumba primary school so as to enable effectiveness of the policy. However, the least are the Making education equivalent and Establishing quality education represented by 13% and 10% of the responses.

4.5 The factors that have limited UPE objective

Study was also carried out to investigate on several factors which have limited the application of UPE objectives in Kavumba primary school. The findings are illustrated on a table below;

Table 11: The factors which have limited the objectives of UPE in Kavumba C.O.U Primary school

|Response |Frequency |Percentage |
|Pupils’ absenteeism |10 |16 |
|Teachers’ failure to attend class |24 |39 |
|Poor furniture like chairs, desks |7 |12 |
|Too much number of pupils in the classrooms |20 |33 |
|Total |61 |100 |

Source: primary data

From table 11 above, teachers’ failure to attend class and too much number of pupils in the classrooms are seen as the most in limiting the objectives of UPE in Kavumba primary school totaling to 72%. The interviews showed that most teachers do not go to classes and there are much numbers of pupils in classes which have limited the achieving of the UPE objectives in Kavumba primary school.

The study also revealed that pupils’ absenteeism and poor furniture have limited the objectives of UPE in Kavumba primary school accounting to 28% of the responses. It was revealed that pupils are always absent and this has greatly limited the objectives of UPE in Kavumba.

4.6 The achievements of UPE in Kavumba

The achievements of UPE in Kavumba town council were also investigated and the findings are shown in the table below;

Table 12:The achievements of UPE in Kavumba primary school and Wakiso town council

|Response |Frequency |Percentage |
|Increased pupils in schools |30 |49 |
|Reduced illiterates |17 |28 |
|Helped in socio-economic development |14 |23 |
|Total |61 |100 |

Source: primary data

Table 12 above indicates that the most achievement of UPE in Kavumba primary school is increased pupils in schools accounting to 49% of the responses, this means that since the policy calls for free education, the number of pupils has to increase. However, the study revealed that reduced level of illiterates and socio-economic development are also achievements of UPE in Kavumba primary school represented by 28% and 235 of the total response.

4.7 The practices which have reduced pupils’ performance

Research was also carried out on a number of practices done by the teachers that reduce pupils’ performance in UPE schools. The findings are illustrated in table below;

Table 13: The practices which have reduced pupils’ performance in Kavumba COU

|Response |Frequency |Percentage |
|Relying on personal knowledge |10 |16 |
|Borrowing teaching notes from other teachers |20 |33 |
|Giving half-dose to pupils |16 |26 |
|Spending time on personal activities |15 |25 |
|Total |61 |100 |

Source: primary data

Table 13 above indicates that borrowing teaching notes from other teachers and relying on personal knowledge are the most practices by the teachers which reduce on pupils’ performance in Kavumba COU. Most teachers do not have the teaching notes so they decide to borrow them from others (33%) of the responses and yet sometimes they misinterpret them which affect even the pupils hence reducing their performance. Similarly, some teachers rely on personal knowledge instead of seeking help from fellow teachers and they end up giving pupils wrong information (16%) and as a result reducing their performance.

The study also revealed that some teachers give half-dose to pupils by failing to cover the whole syllabus and others spend time on personal activities. These account for 26% and 25% respectively. The interviews revealed that since teachers get less pay, they spend time in their personal activities so as to earn income and this has greatly reduced pupils’ performance in UPE schools.

4.8 The challenges faced by pupils

The study also investigated on the challenges faced by pupils in Kavumba primary school. The findings are shown on table below;

Table 14 The challenges faced by pupils in Kavumba primary school

|Response |Frequency |Percentage |
|Congestion in classes |30 |49 |
|Miss allocation of resources by |10 |17 |
|administrators | | |
|Poor feeding |16 |26 |
|Lack of equipment |5 |8 |
|Total |61 |100 |

Source: primary data

Table 14 above indicates that pupils in Kavumba COU primary school are faced with a number of problems. It is clearly seen that pupils are mainly affected by congestion in classes and poor feeding accounting to 75% of the respondents. These problems have negatively affected pupils’ performance in Kavumba primary school. It is also indicated that the least (miss allocation of funds and luck of equipment are also affecting the pupils’ performance. These are presented by 17% and 8%, they affect pupils’ performance indirectly because sometimes the administrators fail to purchase the necessary equipment which in turn deny chance to the pupils to utilize them hence poor performance.

4.9 Ways to reduce on the problems faced by UPE pupils

The study investigated on the ways in which the teachers have tried to reduce on the problems faced by UPE pupils. The findings are presented in the table below;

Table 15 The ways in which teachers have reduced the problems faced by UPE pupils

|Response |Frequency |Percentage |
|Separating classes in streams |30 |49 |
|Monitoring of resources |7 |11 |
|Creating gardens around schools |20 |33 |
|Soliciting donations |4 |7 |
|Total |61 |100 |

Source: primary data

Table 15 above presents that; teachers are trying several ways in order to reduce on the problems facing UPE pupils in Kavumba primary school. The findings show that separating of classes into streams is the most accounting to 49% followed creating gardens around the school (accounting to 33%). These are to reduce on the problem of congestion in classes and poor feeding

The findings also show that teacher are trying to monitor resources (11%) and soliciting funds (7%) of the responses.

4.10 The roles of pupils to improve performance

The study was also carried out on the number of ways in which pupils are using to improve on their performance. The findings are presented in table 16;

Table 16 The ways in which pupils can improve on their performance

|Response |Frequency |Percentage |
|Group discussions |20 |33 |
|Personal revision |15 |25 |
|Inquiring from teachers |10 |16 |
|Attending classes in time |16 |26 |
|Total |61 |100 |

Source: primary data

The findings indicate that pupils of Kavumba are trying to improve on their performance by a number of ways, the most, group discussion accounting to 33% of the responses is used by most of the pupils and it is soon resulting in good yields. The study revealed that pupils also use personal revision and they attend classes in time. These two accounted for 51% of the responses. The least was inquiring from the teachers covered about 16% of the respondents and this has helped pupils to understand in details especially after their discussions.

4.11 Other roles by the teacher to reduce on the use of text books

The study was also carried out on the ways in which teachers can reduce on the use of text books and improve on pupils’ performance in Kavumba primary school. The findings here are illustrated on the table below;

Table 17 Roles of teachers in reducing the use of text book in Kavumba COU primary school

|Response |Frequency |Percentage |
|Writing lessons objectives |20 |33 |
|Selecting and preparing learning |15 |25 |
|materials | | |
|Selecting teaching methods |10 |16 |
|Class controlling |16 |26 |
|Total |61 |100 |

Source: primary data

The findings revealed a number of factors which have been applied by teachers to reduce on the use of text books and improve on pupils’ performance in Kavumba. The most was Witting lessons objectives and Class controlling accounting to 33% and 26% respectively of the responses. This meant that teachers are changing from depending on text books to applying other means which can help to improve pupils’ performance. Selecting and preparing learning materials was also fundamental aspect in reducing the use of text books accounted for 25% of the respondents. The least was selecting good teaching methods represented by only 16% of the total respondents.

4.12 The roles played by the government towards UPE policy

The study investigated on the roles played by the government of Uganda towards the policy of UPE in Kavumba COU primary school and the findings there are presented in table 18;

Table 18: The roles by the government towards UPE in Kavumba COU primary school

|Response |Frequency |Percentage |
|Contributing towards the construction of |10 |16 |
|schools | | |
|Encouraging parents to send their children to |20 |33 |
|school | | |
|Contributing towards security and safety of |15 |25 |
|school children | | |
|Contributing new ideas on teaching learning |16 |26 |
|programmes | | |
|Total |61 |100 |

Source: primary data

From table 18 above, the findings revealed that government has played various roles towards UPE policy in Wakiso town council Kavumba COU primary school in particular, the study showed the most as encouraging parents to send their children to school and contributing new ideas on teaching learning programmes totaling to 59% of the responses. This meant that government is pressurizing parents to send all children to schools because it has been made for free as well as advising teachers on new teaching ideas. The least (16%) is the contributing towards the construction of schools and Contributing towards security and safety of school children (25%) are very important ways in which the government is trying to improve the performance and reduce on the problems faced by UPE in Kavumba COU primary school.

CHAPTER FIVE

SUMMARIES, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This Chapter presents the summaries, conclusions, recommendations and areas for further research. The first Section demonstrates summaries according to the objectives of the study; the second Section advances conclusions drawn from the summary. The third Section gives recommendations drawn from the conclusions. The fourth Section puts forward possible areas for further research.

5.1 Summaries

5.1.1 The major objectives of universal primary education (U.P.E) in Kavumba C.O.U primary school, Wakiso town council.
The first objective of this study was to examine the major objectives of universal primary education (U.P.E) in Kavumba C.O.U primary school, Wakiso town council. The major objectives of universal primary education in Kavumba C.O.U are not different from other UPE schools in Uganda. The study findings revealed that UPE objectives include; Making basic education accessible to the learners, enabling every child to enter and remain in school, Making education equivalent and Establishing quality education. It was however found out that making education accessible and enabling every child to enter and remain in school were mainly applied in Kavumba C.O.U primary school.

5.1.2 The achievements of universal primary education in Kavumba C.O.U primary school Wakiso town council.
The second objective was to assess the achievements of universal primary education in Kavumba C.O.U primary school Wakiso town council. The findings clearly show various achievements of UPE for both the school and the neighbouring community, that is to say Wakiso town council. From the study findings, the achievements include; increased pupils in schools which was shown by 49% because there is free education, every parent is willing to send his/her children to school. There was also achievement of reduced level of illiterates and socio-economic development in Wakiso town council. This made even most of the respondents to rate the performance of pupils in Kavumba as average with 49%.
5.1.3 The challenges faced by U.P.E students in Kavumba C.O.U primary school Wakiso town council.
The third objective was to describe the challenges faced by U.P.E students in Kavumba C.O.U primary school Wakiso town council. The data collected from questionnaires, interviews and nominal group discussion revealed that however much as UPE has got several achievements, there are a number of challenges faced by the pupils in Kavumba C.O.U and other UPE schools in Wakiso town council and the whole country. These challenges are from different stakeholders and they negatively affect pupils’ performance in UPE schools. From our findings, they include; congestion in classes, poor feeding, miss allocation of funds and luck of equipment are affecting the pupils’ performance. These were the reasons as to why some of the respondents even rated the educational performance in Kavumba C.O.U as poor.

5.2 Conclusions

Based on the findings and summaries, the following conclusions were drawn:
First, the objectives of UPE have been implemented in Kavumba primary school but there are cases where teachers have limited the application of such objectives. It was found out that teachers spend a lot of time doing their personal activities which have even led to poor performance of pupils in most UPE schools.
Secondly, the pupils’ performance is greatly affected by the teachers who are supposed to provide them with required skills to improve but the pupils themselves can also play a bigger role so as to improve on their performance. This can be done by group discussions, personal discussions and inquiring from their teachers. This helps pupils in Kavumba C.O.U primary school and other UPE schools to improve on their performance.
Thirdly, UPE pupils are faced by a number of challenges which have affected their performance. Congestion in classes and poor feeding are greater challenges affecting pupils’ performance in Kavumba C.O.U primary school Wakiso town council. However these challenges can be solved so as to overcome those challenges in order to improve on UPE pupils’ performance.

5.3 Recommendations

There is need to advise pupils towards good performance such that they put aside the challenges but work hard to improve on their performance.
Teachers should put aside their personal activities and concentrate on their profession which is teaching and giving pupils full-dose so as improve on level of pupils’ performance in Kavumba C.O.U primary school and other UPE schools.
The government should also increase on the salary for the teachers such that they stop looking for other sources of income and concentrate on teaching only. This can improve on the time teachers spend with pupils and it will then lead to good performance in UPE schools.

5.4 Areas for Further Research

The results of this research revealed that teachers and various challenges are great factors affecting UPE pupils’ performance in Kavumba C.O.U primary school Wakiso Town Council. Therefore, more research should be done on the followings: 1. Impacts of family background on pupils’ performance in primary schools.

2. The relationship between Parents’ level of education and pupils’ performance in Wakiso town council.

REFERENCES

Aguti J. N., (1996), Makerere University External Degree Programme: The Dual Mode Approach, Dissertation for MA Education and Development: Distance Education, Institute of Education, University of London.

Aguti J.N., (2000), Makerere University, Uganda In Reddy V. & Majulika S (2000) The World of Open and Distance Learning Viva Books Private Limited, New Delhi. P 255 - 280

Eremu J., (10TH April 2002), Budo Sets Cut-off at 13, The New Vision, Kampala.

Kyambogo University (2002), Diploma in Primary Education Records, Kyambogo University, Kampala

Makau B. M., (April 2001), Report on the Teacher Development and Management System (TDMS) Component, Teacher Development and Management System, Kampala.

Makau B.M., (2001), A Three-Year Primary Teacher Development and Management Plan: A Review, Ministry of Education and Sports, Kampala.

Ministry of Education and Sports, (2001a), Fact File, Ministry of Education and Sports, www.education.go.ug/Factfile2001.htm, downloaded 22nd April 2002.

Ministry of Education and Sports, (2001b), Frequently Asked Questions, Ministry of Education and Sports, www.education.go.ug/faq.htm, downloaded 22nd April 2002.

Ministry of Education and Sports, (2001c), Policy Statement for 2000/2001, Ministry of Education and Sports, www.education.go.ug/policy_statement2000- 2001htm, downloaded 22nd April 2002.

Ministry of Education and Sports, (n/d), Primary Education and Teacher Development Project: Final Supervision Report’, Ministry of Education and Sports, Kampala.

Mugaba V., (20th Feb 2002), No School for 100,000; Minister Named in Election Fraud, Enter Uganda, www.enterugand.com, downloaded 20th April 2002.

Odaet C. F., (1988), Uganda, In: T.N. Postlethwaite (Ed.), The Encyclopedia of Comparative Education and National Systems of Education, Pergamon Press, Oxford, 681 -687.

Odaet C. F., Higwira F. M. N., (1994), Design of Outreach Tutor Training Plan for Residential Induction and Training of Outreach Tutors, Submitted to SUPER Ministry of Education and Sports, Kampala.

Olupot M., (8th April 2002), Museveni Extends UPE for Every Child, The New Vision, Kampala.

Republic of Uganda, (1992), Government White paper on The Education Policy Review Commission Report on Education for National Integration and Development, Republic of Uganda, Kampala.

Robinson B., & Murphy P., (October 1996), Upgrading the Qualifications of Serving Primary Teachers Using Distance Education in Uganda: A Comparative Study of Costs and Effectiveness Penultimate Draft (Unpublished)

Wrightson T., (1998), Distance Education in Action: The Northern Integrated Teacher Education Project in Uganda International Extension College, Cambridge.

APPENDIX i

Questionnaires addressed to local community

Dear respondent, my name is Namubiru Barbra a student of Nkumba University pursuing a bachelors’ degree in development studies. I therefore request you kindly to help me in collecting the research information about U.P.E and I believe that the information given out will be kept with maximum confidentiality.
Thank you
Section A: Personal Information of the respondent

1. Age bracket

Bellow 25

26 – 35

36 – 45

46 – 55

56 and above

2. Gender

|Male | |
|Female | |

3. Educational level

|Primary | |
|Secondary | |
|Diploma | |
|Degree | |
|Others | |

4. Occupation/designation

|Teacher | |
|Education officer | |
|LC leader | |
|Pupils | |
|Parent | |

Section B

5. Which one of the following factors is affecting pupils’ performance in Kavumba C.O.U Primary school?

a) Education materials

b) teaching staff

c) poor quality teaching and learning

6. What is the rate of pupils’ performance in Kavumba C.O.U Primary school in Wakiso town council?

a) Poor

b) Average

c) Good

7. Which of the following objectives has been applied in Kavumba C.O.U primary school?

a) Making basic education accessible to the learners

b) Making education equivalent

c) Establishing quality education

d) Enable every child to enter and remain in school

8. Are the above objectives been applied in all primary schools in wakiso town council?

Yes

No

9. Have the stated objectives been achieved in Kavumba C.O.U Primary school?

Yes

No

10. How have the teachers in Kavumba C.O.U primary school imparted the objectives of UPE?

a) Delivering quality education

b) Advising pupils towards better performance

c) Provision of advice to pupils to guide them

d) Encouraging pupils to read header

11. Have the teachers co-operated with parents towards the implementation of UPE objectives in Kavumba C.O.U?

Yes

No

12. Which of the following has limited the objectives of UPE in Kavumba C.O.U Primary school?

a) Pupils’ absenteeism

b) Teachers’ failure to attend class

c) Poor furniture like chairs, desks

d) Too much number of pupils in the classrooms

Section C

13. What are some of the achievements of U.P.E in Kavumba C.O.U and wakiso town council?

a) Increased pupils in schools

b) Reduced illiterates

14. How has the community of Kavumba town council benefited from the U.P.E schools including Kavumba C.O.U?

a) All children go to school

b) Increased literate level in the community

c) Improved on effective communication

d) Reduced crime rates

15. How have teachers of Kavumba C.O.U worked towards the achievement of U.P.E objectives?

a) Seminars with neighboring schools

b) Pupils’ advice on positive performance

c) Allowing pupils to access text books

d) Giving prizes to pupils who perform well

16. What practices have been used by teachers to decrease on the use of text books towards pupils’ performance in Kavumba C.O.U?

a) Witting lessons objectives

b) Selecting and preparing learning materials

c) Selecting good teaching methods

d) Class controlling

17. Which of the following practices done by the teachers reduce pupils’ performance in Kavumba C.O.U primary school?

a) Relying on personal knowledge

b) Borrowing teaching notes from other teachers

c) Giving half-dose to pupils

d) Spending time on personal activities

18. Which of the following practices have helped pupils to improve on their performance in Kavumba C.O.U primary school?

a) Going to school daily

b) Keeping exercise books in good condition

c) Being disciplined and active in class

d) Avoiding bad practices like smoking, sex etc.

19. How has the government worked towards the achievement of UPE objectives in Kavumba church of Uganda primary school wakiso town council?

a) Contributing towards the construction of schools

b) Encouraging parents to send their children to school

c) Contributing towards security and safety of school children

d) Contributing new ideas on teaching learning programmes

20. What are the challenges faced by EPE pupils in Kavumba C.O.U primary school in wakiso town council?

a) Congestion in classes

b) Miss allocation of resources by administrators

c) Poor feeding

d) Lack of equipment

21. How have the teachers tried to reduce on the problems facing UPE students?

a) Separating classes in streams

b) Monitoring of resources

c) Creating gardens around the school

d) Soliciting donations

22. How have the pupils improved on their performance so as to reduce on the problems they face in UPE?

a) Group discussions

b) Personal revision

c) Acquiring from teachers

d) Attending classes in time

23. Which of the following stakeholders has played a bigger role in reducing the problems facing UPE pupils in Kavumba C.O.U wakiso town council?

a) Government

b) Teachers

c) Parents

d) Pupils

APPENDIX ii

Interview Guide to key informants

1. What are some of the objectives of UPE in schools of Wakiso district Town Council?

………………………………………………………………………………………………………………………………………………………………………………………………

2. How have the above objectives been implemented in Kavumba C.O.U?

………………………………………………………………………………………………………………………………………………………………………………………………

3. What are some of the achievements of U.P.E policy in Kavumba C.O.U Wakiso town council?

………………………………………………………………………………………………………………………………………………………………………………………………

4. How have the Achievements of U.P.E benefited Kavumba C.O.U and the entire Wakiso town council?

………………………………………………………………………………………………………………………………………………………………………………………………

5. How has the government helped Kavumba C.O.U in achieving the objectives of U.P.E?

………………………………………………………………………………………………………………………………………………………………………………………………

6. What are the challenges faced while implementing U.P.E in Kavumba C.O.U?

………………………………………………………………………………………………………………………………………………………………………………………………

7. How have the challenges above affected pupils’ performance in Kavumba C.O.U?

………………………………………………………………………………………………………………………………………………………………………………………………

8. How have the teachers tried to reduce on the challenges faced by U.P.E pupils in Kavumba C.O.U?

………………………………………………………………………………………………………………………………………………………………………………………………

9. What is the role of the government towards the improvement of U.P.E pupils in Kavumba C.O.U and the entire Wakiso town council?

………………………………………………………………………………………………………………………………………………………………………………………………

Thank you for your co-operation

References: Aguti J. N., (1996), Makerere University External Degree Programme: The Dual Mode Approach, Dissertation for MA Education and Development: Distance Education, Institute of Education, University of London. Aguti J.N., (2000), Makerere University, Uganda In Reddy V. & Majulika S (2000) The World of Open and Distance Learning Viva Books Private Limited, New Delhi. P 255 - 280 Eremu J., (10TH April 2002), Budo Sets Cut-off at 13, The New Vision, Kampala. Kyambogo University (2002), Diploma in Primary Education Records, Kyambogo University, Kampala Makau B Makau B.M., (2001), A Three-Year Primary Teacher Development and Management Plan: A Review, Ministry of Education and Sports, Kampala. Ministry of Education and Sports, (2001a), Fact File, Ministry of Education and Sports, www.education.go.ug/Factfile2001.htm, downloaded 22nd April 2002. Ministry of Education and Sports, (2001b), Frequently Asked Questions, Ministry of Education and Sports, www.education.go.ug/faq.htm, downloaded 22nd April 2002. Ministry of Education and Sports, (2001c), Policy Statement for 2000/2001, Ministry of Education and Sports, www.education.go.ug/policy_statement2000- 2001htm, downloaded 22nd April 2002. Mugaba V., (20th Feb 2002), No School for 100,000; Minister Named in Election Fraud, Enter Uganda, www.enterugand.com, downloaded 20th April 2002. Odaet C. F., (1988), Uganda, In: T.N. Postlethwaite (Ed.), The Encyclopedia of Comparative Education and National Systems of Education, Pergamon Press, Oxford, 681 -687. Odaet C. F., Higwira F. M. N., (1994), Design of Outreach Tutor Training Plan for Residential Induction and Training of Outreach Tutors, Submitted to SUPER Ministry of Education and Sports, Kampala. Olupot M., (8th April 2002), Museveni Extends UPE for Every Child, The New Vision, Kampala. Republic of Uganda, (1992), Government White paper on The Education Policy Review Commission Report on Education for National Integration and Development, Republic of Uganda, Kampala.