Research on Education in Uganda Notes

Datzberger (2018) Why education is not helping the poor. Findings from Uganda.

 Uganda’s education levels have improved but this doesn’t seem to have driven economic
development. This is likely to be because education doesn’t address the root causes of
poverty.

Deininger (2003) Does cost of schooling affect enrollment by the poor? Universal primary education
in Uganda

 The introduction of UPE led to a drop in school fees (particularly for girls), increase in school
uptake, however, it is also associated with a decline in educational standards.
 At that time, the impact of increasing basic schooling for a broad base of people was
relatively unknown (in contrast to providing higher education to a smaller number.
 The data suggest that even modest contributions prove too much for parents
 Will the programme become more sustainable as it leads to a stronger economy?
 The new programme was coupled with significant campaigns to increase enrolment –
difficult to distinguish the effects of each strand.
 The declines in standards were largely due to high rates of enrolment which led to huge
classes.

Grogan (2008) Universal Primary Education and School Entry in Uganda

 UPE increased school enrolment, especially for girls and those in rural areas.
 The UPE policy came at a time as more African countries were introducing free primary
education – Uganda was one of the earlier adopters of this – in line with the UN millennium
goals. All African countries saw an increase in pupil enrolment after adopting these policies.
 In Uganda, this came at the same time as the LRA troubles and AIDS crisis and was a major
part of M7’s 1996 election campaign.
 Prior to UPE, there were some govt. aided schools. However 90% was funded by the parents
and any promised money was very unlikely to ever reach the schools. This was a particular
problem for poorer areas.
 The shock factor for increased participation led to the following:
o According to The Uganda Millenium Development Goal Report (2003), the textbook-
to-pupil ratio in Ugandan schools had risen to 1:4 in 2002.3 However, by 2003, the
textbook-to-pupil ratio had risen to 1:3, the classroom-to-pupil ratio to 1:55 and the
desk-to-pupil ratio to 1:3
o Of course the govt. promised to do something about this.
 At the time of publication, this was the only paper other than the one above to evaluate the
impact of these policies.
 At the time, over 80% of people who attended primary school, attended a govt. school.
 Economic disadvantage is associate with not attending school
 Private school attendance is almost totally in urban areas and associated with other forms of
wealth.
 School entry after 8 YO is strongly associated with dropping out, even controlling for various
other factors.
o It seems likely that UPE led to a increase of children entering school before the age
of 9.
  The number of pupils in private schools remained relatively stable, suggesting that parents
were concerned about the quality of education under UPE (and therefore not switching their
children to the new govt. schools.)
o It also corroborates with the fact that there are often no private schools in rural
areas to provide a local alternative.
 Only 33% of those enrolled in UPE in 1997 reached P6 by 2002 and 22% were in P7 in 2003

Appleton and Balihuta (1996) Education and agricultural productivity: Evidence from Uganda

 There seems to be a slight positive effect on agricultural productivity from wider

participation in primary education.

Nishimura, Yamano and Sasaoka (2008) Impacts of the universal primary education policy on
educational attainment and private costs in rural Uganda.

 UPE has increased the number of pupils going to school, especially girls from poor
households. However, the quality of education is still very unequal and there are challenges
of low internal efficiency.

Reinikka and Svensson (2011) The power of information in public services: Evidence from education
in Uganda.

 Making the expenditure of a large grand public reduced embezzlement and led to positive
outcomes.

Arbieter and Hartley (2010) Teachers' and Pupils' Experiences of Integrated Education in Uganda.

 Teachers generally have a positive view of having SEND children in the classroom. However,
there is a dire lack of training and resources to cope with this.

Appleton (2001)

 During the 90s, more educated people saw a real-terms rise in wages. The more education a
person had completed, the greater the rise, however, there were gains even for primary-level
completers.
 However, the gains from education may not outweigh the costs, in economic terms.
 Although the “standard “social” rate of return to primary education in is [sic] estimated at
24% in 1999/2000. Post-primary education did not have a particularly high social return in
1992, but by 1999/2000, the return exceeds 10%.
 Primary education is correlated with more non-agri self-employment
 Post-primary is correlated with a higher rate of wage employment
 The 90s saw a marked fall in consumption-based poverty measures, however income
inequality grew in this time
 This data is less meaningful than it could be to ordinary Ugandans as there is a large reliance
on self-employment, although from the data that we have, they seem to follow a similar
pattern.
Aacha (2011) Motivation and the performance of primary school teachers in Uganda: a case of
Kimaanya-Kyabakuza Division, Masaka District

 135 participants. Collected data from surveys, interviews and a focus group
 Teachers’ performance was good
 There seemed to be some intrinsic motivation, as evidenced by time of reporting,
attendance at staff meetings and regular assessment of pupils.
 There was also evidence of extrinsic motivation being effective.
 The paper recommends a pay rise, provision of accommodation and performance-related
awards.

Nzarirwehi and Atuhumuze (2019) In-Service Teacher Training and Professional Development of
Primary School Teachers in Uganda

 Interviews and questionnaires for 610 people

 “Findings show that in-service teacher training has a significant effect on teachers,
particularly on their academic qualifications, performance, and professionalism. However,
these benefits can only be realized when the training is properly planned, implemented and
continually evaluated, and in the presence of certain resources and incentives. To this end,
the study recommends a review of teacher training approaches and a revamp of school
environments to facilitate the teaching-learning process.”

Komakech and Osuu (2014) UGANDA SESEMAT PROGRAMME: IMPACT AND CHALLENGES IN ITS

IMPLEMENTATION

 Uganda had a programme aimed at improving the quality of Maths and Science teaching at
secondary level.
 Teachers and pupils said that it improved teacher’s performance and interest in the lessons.
One respondent said it had led to more practical work being done.
o It simplified the content, and encouraged discussions and collaborative learning.
 However, over 80% said the programme was time-consuming. There were also other
challenges, such as inadequate access to science resources, high student to teacher ratio and
teachers’ attitudes,

Altinyelken (2010) Curriculum change in Uganda: Teacher perspectives on the new thematic
curriculum

 Across Sub-Saharan Africa, curriculum reforms tend to be poorly implemented, in part

because this is seen as distinct from the development.
 Teachers were generally positive about the current thematic curriculum but faced many
challenges putting it into practice. These include:
o A heavy-loaded curriculum
o Lack of t and l materials
o Large classes
o Inadequate teacher training

https://www.jstor.org/stable/40264317 - paper on language policy in Ugandan education

Sperandio and Kagoda (2010) Women teachers' aspirations to school leadership in Uganda

 62 female teachers were surveyed about their views on progressing into school leadership.
 “The paper reveals that the majority of female teachers surveyed aspired to school
leadership, but few had positioned themselves to do well in the competitive application
process. Many thought the process corrupt and did not expect to get the support of their
current school administrator.”