Account for Education wastage in Uganda and how it can be overcome

Educational wastage implies the inefficient use of educational resources. Some of the
noticeable signs of wastages include dropouts, repeaters, premature withdrawals, misguided
types of education, no employment of school leavers and even brain drain (Durosaro, 2012)
Repetition and dropout rates are the commonly used parameters to measure educational
wastage (Deribe, Endale, & Ashebir, 2015; Longe & Durosaro, 1986). According to then
repeating a grade means utilizing more resources than allocated to a student and hindering
the intake capacity of schools. Similarly, leaving a school (dropping) before completing a
particular cycle/level of education is wastage in resources. Educational wastage ((Akinsolu,
2005) can be defined mathematically (algebraically) as follows:

t t +1
t E g−P
(Wastage) W = g t
×100
Eg
Where

t
W gRefers to Wastage Rate in the year t (a particular year and in a particular class g)

t
E gRefers to enrolment in year t and for class g while

t +1
P Refers to the number of students promoted to the next class g in the following year

Example: Computation of Wastage rate in Class 2 for 2010/2011 with enrolment of 450

Students.

(Enrollment in Class 2 for 2010/2011) 450 - 380 (Students promoted to the next class for 2011/2012)
450 (2010/2011 enrolment)
70
×100 = 15% repeaters and drop outs
450
Therefore the wastage rate is 15%
In Uganda the average primary school dropout rate is 45% but this rate is much higher amongst
girls. There are several causes of educational wastage. According to Akinsolu (2005), Matage,
Kyalo and Shandrack (2015), causes of educational wastage can be categorized under the
following factors: School Factors, Economic Factors, Cultural factors, and Social factors. The
following are identified as major causes of wastage in education system; The nature, ability and
capability of students, The nature of the schools, The nature of the educational systems, The
socio- economic status of parents, The resources available to education (merely teachers,
equipment, etc.), The socio- physical environment as explained below.

The Nature, Ability, and Capability of Students: One major cause of educational wastage in
Uganda is attributed to the diverse nature, abilities, and capabilities of students. Akinsolu (2005)
emphasizes that students' individual differences, including their learning styles, cognitive
abilities, and socio-economic backgrounds, can significantly impact their academic performance.
This diversity leads to disparities in educational outcomes, with some students struggling to keep
up with the curriculum, resulting in dropout or underachievement. Addressing these differences
through tailored teaching methodologies and support systems is crucial to minimizing
educational wastage. Additionally, Matage, Kyalo, and Shandrack (2015) highlight the
importance of recognizing and accommodating diverse learning needs to enhance educational
inclusivity. By implementing strategies that cater to students with varying abilities and learning
styles, educational institutions in Uganda can work towards reducing dropout rates and
improving overall educational outcomes.

The Socioeconomic Status of Parents: The socioeconomic status of parents plays a significant
role in educational wastage in Uganda. Akin to Matage, Kyalo, and Shandrack's (2015) findings,
the financial capabilities of parents can impact their ability to provide adequate support for their
children's education. Families facing economic challenges may struggle to afford essential
educational resources, including textbooks, uniforms, and other materials. This economic barrier
can hinder students' academic progress and lead to dropout or poor performance. Moreover,
Akinsolu (2005) suggests that addressing the socioeconomic disparities among students is
essential for minimizing educational wastage. Implementing targeted interventions, such as
scholarship programs or financial aid, can help alleviate the economic burden on families and
promote equal access to education. By addressing economic factors, Uganda can work towards
creating a more inclusive and equitable educational system that reduces wastage and enhances
overall educational outcomes.
The Nature of the Schools: The nature of educational institutions in Uganda also contributes to
educational wastage. According to Akinsolu (2005), the quality of school infrastructure, teaching
staff, and overall learning environment significantly influences students' academic experiences.
Insufficient resources, including outdated teaching materials and inadequate facilities, can hinder
the effective delivery of education, impacting student engagement and performance.
Additionally, disparities in the quality of education between urban and rural schools contributes
to unequal educational outcomes, with students in under-resourced schools facing higher risks of
wastage. Matage, Kyalo, and Shandrack (2015) further emphasize the importance of addressing
the disparities in educational infrastructure and resources to reduce wastage. Investing in schools,
particularly those in marginalized areas, by providing updated materials, qualified teachers, and a
conducive learning environment can positively impact student retention and academic
achievement.

The Socio-Physical Environment: The socio-physical environment, which encompasses the

broader social and physical conditions in which students live and learn, is another crucial factor
contributing to educational wastage in Uganda. Akinsolu (2005) notes that factors such as
inadequate transportation, long distances to schools, and unsafe environments can discourage
students from attending classes regularly, leading to dropout. Social issues such as political
instability or conflicts may also disrupt the educational process, affecting students' ability to
access and complete their education. Addressing socio-physical challenges requires a holistic
approach, as highlighted by Matage, Kyalo, and Shandrack (2015). This involves not only
improving physical infrastructure but also addressing broader societal issues that may affect the
overall well-being of students. Creating a safe and supportive socio-physical environment is
crucial for minimizing educational wastage and ensuring that all students have equal
opportunities to succeed in their educational pursuits.

The Nature of the Educational Systems: A critical factor contributing to educational wastage
in Uganda is the nature of the educational systems in place. Akinsolu (2005) underscores that
rigid curricula, assessment methods that do not account for diverse learning styles, and an
inflexible approach to education can lead to disengagement and dropout among students. A lack
of alignment between the curriculum and the practical needs of students, as well as an emphasis
on rote memorization rather than critical thinking, may contribute to a disconnect between
students and their educational experiences.

Matage, Kyalo, and Shandrack (2015) support the idea that adapting educational systems to cater
to the needs and interests of students is crucial in minimizing wastage. Implementing more
flexible and student-centric approaches, as well as integrating practical and relevant content into
the curriculum, can enhance the engagement and motivation of students, thereby reducing the
likelihood of educational wastage.

The Resources Available to Education: The availability of resources within the education
system, including qualified teachers, teaching materials, and technological tools, is a significant
determinant of educational wastage. Akinsolu (2005) points out that a shortage of well-trained
teachers and insufficient learning materials compromises the quality of education, hindering
students' ability to grasp and retain knowledge. Insufficient investment in educational technology
and infrastructure further exacerbates the challenges faced by students and teachers alike.
Matage, Kyalo, and Shandrack (2015) stress the need for increased investment in education,
including teacher training programs and the provision of up-to-date teaching materials. Adequate
resources contributes to a more conducive learning environment, promoting better student
engagement and academic success, thereby reducing educational wastage. Addressing these
multifaceted causes of educational wastage in Uganda requires a comprehensive and
collaborative effort from policymakers, educators, and the community. By incorporating
evidence-based strategies and interventions informed by the insights from Akinsolu (2005) and
Matage, Kyalo, and Shandrack (2015), Uganda can work towards building a more inclusive,
equitable, and effective educational system.

The Nature, Ability, and Capability of Students: Individual differences among students,
encompassing factors such as cognitive abilities, learning styles, and socio-economic
backgrounds, significantly contribute to educational wastage in Uganda (Mugimu, 2017). The
diverse nature of students poses challenges in catering to varied learning needs, potentially
leading to disengagement and dropout. Addressing this issue requires implementing personalized
learning approaches, recognizing and accommodating individual differences to enhance student
retention and academic success (Mugimu, 2017; Kasente, 2018).
The Socioeconomic Status of Parents: The socioeconomic status of parents plays a pivotal role
in educational wastage (Oketch, 2010). Families facing economic challenges may struggle to
provide essential educational resources, impacting students' performance and leading to dropout.
Oketch (2010) emphasizes the need for targeted interventions, such as scholarships and financial
aid, to mitigate economic barriers. By addressing socioeconomic disparities, Uganda can foster a
more inclusive educational environment, ensuring that financial constraints do not hinder
students' access to quality education.

The Nature of the Schools: Disparities in the quality of educational institutions, including
variations in infrastructure, teaching staff, and learning environments, contribute to educational
wastage (Oketch, 2010). Inadequate resources, particularly in rural schools, can hinder effective
learning and contribute to dropout rates. Oketch (2010) advocates for investments in improving
school infrastructure, ensuring that all educational institutions have the necessary resources to
provide a conducive learning environment. Balancing resource distribution between urban and
rural schools is essential for reducing educational wastage across different regions.

The Socio-Physical Environment: The socio-physical environment, encompassing factors like

transportation, safety, and overall living conditions, is a critical determinant of educational
wastage (Mugimu, 2017). Long distances to schools, lack of transportation, and unsafe
environments discourages regular attendance and contributes to dropout. Mugimu (2017)
suggests that addressing these challenges requires a collaborative effort involving local
communities and policymakers. Creating safe and accessible socio-physical environments for
students ensures that external factors do not hinder their educational progress.

The Nature of the Educational Systems: Rigid curricula, assessment methods, and an
inflexible approach to education contribute to educational wastage (Oketch, 2010). The
misalignment between the curriculum and students' practical needs leads to disengagement and
dropout. Oketch (2010) recommends a more flexible and student-centric approach to education,
incorporating relevant and practical content into the curriculum. Adapting educational systems to
cater to diverse learning styles and interests promotes better student engagement and reduces the
likelihood of wastage.

The Resources Available to Education: The availability of resources, including qualified

teachers, teaching materials, and technological tools, significantly impacts educational wastage
(Mugimu, 2017). Insufficient investment in teacher training programs and outdated learning
materials can compromise the quality of education. Mugimu (2017) stresses the importance of
increased investment in education, ensuring that schools have the necessary resources for
effective teaching and learning. Adequate resources contribute to a more conducive learning
environment, fostering better student outcomes and minimizing wastage.

Education wastage can be overcome through the following ways;

Kaume-Mwinzi, (2017) advised that the government secondary school bursary should be
increased and be managed well so that the allocation should be to all the bright and needy
students so as to enable them attend the secondary schools they have merited in the form one
admission

The schools should have functional guidance and counseling departments which would be
helping students to adjust to the boarding secondary school environment. Moreover, sex
education should be a seriously taught subject /topic in school so that the teenagers know who
they are and the changes taking place in their bodies (Kaume-Mwinzi, 2017).

He further encouraged that day secondary schools should be increased and be located within a
walking distance of the students and if the school is at a long distance, then the students walking
that long distance will not learn effectively for they will be exhausted. He said that if the school
is located within reach, the truancy/indiscipline may not arise since the parents can also monitor
the movement of their children “

One of the respondents in Kaume-Mwinzi, (2017)’s study, Mark regrets why he got himself
involved with drugs abusers and he advises that the school administrators should empower and
strengthen the guidance and counseling department for the teachers to be more vigilant in
assisting students to avoid such evils. He further said that religious leaders should be
incorporated in students’ affairs in order to take care of the students’ morals. However, he said
that drug users in schools are hard-cores and in- disciplined.

For a child to do well in school, the parents’ both financial and moral support is very important.
If parents have time to talk about the studies of their children, probably they would do better and
avoided the present predicament. Parents should be fully involved and supportive of their
children in order to perform well in school. (Kaume-Mwinzi, 2017).
References

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Durosaro, D. O. (1985). Resource allocations and internal efficiency of secondary education in

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