This research study sought to understand “how the implementation of universal
primary education (UPE) policy in Ugandan primary schools is managed”.
Furthermore, in exploring the challenges faced as they relate to UPE planning and
organising, the research sought to provide evidence-based solutions in form of
recommendations to address the planning and organising challenges identified.
Considering the above, in order to understand how the implementation of UPE policy
in Ugandan primary schools is managed, as part of the methodological procedures,
the research process adopted by the researcher followed a qualitative study approach
using a case study research design (collective) as the research design or strategy,
and constructivism (interpretivism) as the research paradigm. As part of the
triangulation of data, a review of relevant literature was conducted in combination with
semi-structured individual interviews and focus group discussions with the purposively
selected UPE stakeholders responsible for the management and implementation of
the UPE programme in Uganda. The participants included: UPE school principals
(school or implementation level); UPE policy makers (Ministry of Education and Sports
officials at national level), and district education officials and local government
representatives (district level). Inductive thematic analysis was used for data analysis
of this research.
The main findings concerning the strength of the current UPE planning and organising
framework, among others, were: UPE management and implementation is executed
at the national, district and school levels and each UPE stakeholder has a role; UPE
implementation management is decentralised and authority is delegated to local
governments; and UPE management and implementation constitutes of guidelines
and directives. On the other hand, the findings concerning the UPE planning and
organising weaknesses (challenges), among others, were: inadequate financial
resources in form of low UPE capitation grants; the misuse and misallocation of UPE
funds; the lack of consultation and involvement of frontline UPE stakeholders and the
civil society in the planning and formulation of UPE policies and the lack of
qualifications and skills of the UPE stakeholders responsible for the management of
the implementation of the UPE programme. Considering the research findings, under decentralisation, the top-down UPE
management and implementation framework that constitutes the current UPE
planning and organising framework, has failed to address key UPE management and
implementation challenges especially at the school level.
Therefore, based on empirical and literature review findings of this research study, the
management of the implementation of the UPE programme in Uganda, although it has
registered some successes, it is still constrained, faces both monetary and nonmonetary
challenges and is, therefore, internally and externally inefficient. In this
regard, in order to address the challenges, the researcher proposes recommendations
for the national, district and school levels for consideration and adoption by the Ministry
of Education and Sports in order to address the bottlenecks impeding the efficient
management and implementation of the UPE programme in Ugandan primary
schools. In determining the recommendations and what constitutes a successful UPE
planning and organising framework, the researcher considered among other things,
the participants’ suggestions, and trends or lessons from international best practices. / Educational Management and Leadership / D, Phil. (Education Management)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27413 |
| Date | 07 1900 |
| Creators | Kyambadde, James Mbabaali |
| Contributors | Mahlangu, Vimbi Petrus, Khumalo, Shuti Steph |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xv, 371 leaves) : color illustrations, application/pdf |
Page generated in 0.002 seconds