THE IMPACT OF PEACE AND STABILITY ON
THE QUALITY OF PRIMARY EDUCATION IN
LIRA DISTRICT
By:
Francis O. Ongia
2002
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CONTENTS
EXECUTIVE SUMMARY ........................................................................................................................................... 4
CHAPTER ONE ............................................................................................................................................................ 5
1.0 INTRODUCTION ................................................................................................................................................... 5
1.1
Problem Statement ............................................................................................................................ 5
1.2
Objectives of the Study ..................................................................................................................... 6
1.3
Scope of the Study ............................................................................................................................ 6
CHAPTER TWO ........................................................................................................................................................... 8
2.0 LITERATURE REVIEW ........................................................................................................................................ 8
2.1
Introduction ....................................................................................................................................... 8
2.2
Intrinsic Factors and Quality of Education ........................................................................................ 8
2.3
Extrinsic factors and Quality of Education ....................................................................................... 9
2.4
Conceptual Framework ................................................................................................................... 10
2.5
Hypotheses of the Study.................................................................................................................. 11
CHAPTER THREE ..................................................................................................................................................... 12
3.0 METHODOLOGY ................................................................................................................................................ 12
3.1
Study Area Population and Design ................................................................................................. 12
3.2
Sampling Procedure ........................................................................................................................ 12
3.3
Data Collection ............................................................................................................................... 13
3.4
Data Analysis .................................................................................................................................. 13
CHAPTER FOUR ....................................................................................................................................................... 14
4.0 SIGNIFICANCE AND TIME FRAME OF THE STUDY ................................................................................... 14
4.1
Significance of the Study ................................................................................................................ 14
4.2
Time Frame ..................................................................................................................................... 14
CHAPTER FIVE ......................................................................................................................................................... 15
5.0 FINDINGS ............................................................................................................................................................ 15
5.1
Status of Education in Lira District ................................................................................................. 15
5.1.1
The Number of Primary Schools in Lira District .............................................................. 15
5.1.2
Enrolment and Dropout in Primary Schools ..................................................................... 16
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5.2
5.3
5.4
5.5
5.1.3
Performance at P.L.E. ....................................................................................................... 17
5.1.4
The Number of Teachers .................................................................................................. 17
Projects Implemented in the District Between 1990 - 1996 ............................................................ 17
5.2.1
Japanese Aid ..................................................................................................................... 18
5.2.2
First to Third IDA Project ................................................................................................ 18
5.2.3
Programme for Alleviation of Poverty and Social Cost Adjustment
(PAPSCA) ........................................................................................................................ 18
5.2.4
Northern Uganda Reconstruction Programme (NURP) .................................................... 18
5.2.5
School Health Project (SHEP) .......................................................................................... 18
5.2.6
Christian Children's Fund (CCF) ...................................................................................... 18
5.2.7
Support Uganda Primary Education Reform (SUPER) .................................................... 19
5.2.8
Adventist Development and Relief Agency (ADRA) ...................................................... 19
5.2.9
Lira District Development Programme (DDP) ................................................................. 19
5.2.10 Lira District Development Association (LIDDA) ............................................................. 19
5.2.11 Others 20
Effects/Impact of the Projects/Programmes on Quality of Primary Education
in the District.................................................................................................................................. 20
5.3.1
Availability of Teachers.................................................................................................... 20
5.3.2
Quality of Teachers........................................................................................................... 21
5.3.3
Teachers' Motivation ........................................................................................................ 21
5.3.4
School Facilities ............................................................................................................... 22
5.3.5
Scholastic Materials .......................................................................................................... 23
5.3.6
Learning and Instructional Materials ................................................................................ 23
5.3.7
Availability and Quality of Classrooms ............................................................................ 24
5.3.8
Furniture ........................................................................................................................... 24
5.3.9
School Management and Administration .......................................................................... 25
5.3.10 Parents’ Participation in School Activities ....................................................................... 26
Extrinsic Factors ............................................................................................................................. 26
5.4.1
Poverty.............................................................................................................................. 27
5.4.2
Poor Health ....................................................................................................................... 27
5.4.3
Famine .............................................................................................................................. 28
5.4.4
Early Marriages ................................................................................................................ 28
5.4.5
Poor Condition of Roads Leading to Schools ................................................................... 29
5.4.6
War ................................................................................................................................... 29
5.4.7
Peace and Stability............................................................................................................ 29
5.4.8
Economy ........................................................................................................................... 29
The Difference in the Quality of Education during the War Period (19861989) and Peaceful Times (1990-1997) .......................................................................................... 30
CHAPTER SIX ........................................................................................................................................................... 32
6.0 CONCLUSIONS AND RECOMMENDATIONS ................................................................................................ 32
6.1 Conclusions ............................................................................................................................................. 32
6.2 Recommendations ................................................................................................................................... 32
REFERENCES ............................................................................................................................................................ 34
ANNEXES .................................................................................................................................................................. 35
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
ANNEX I:
ANNEX II:
ANNEX III:
3
RESEARCH INSTRUMENTS......................................................................................... 35
LIST OF SCHOOLS COVERED, THEIR LOCATION AND
NAMES OF HEAD TEACHERS..................................................................................... 49
LIST OF DISTRICT OFFICIALS INTERVIEWED ....................................................... 50
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
EXECUTIVE SUMMARY
During the second half of the1980s, Northern Uganda and Lira district in particular,
experienced a lot of insecurity in the form of a civil war and cattle rustling. This led to
the destruction of the socio-economic infrastructure and the disruption of normal life in
the region. Consequently, the social sector was neglected. Education in the region was
especially affected following the destruction of infrastructure and other school facilities.
With the return of peace to Lira district in 1990, the environment became favourable for
the promotion of education. Several programmes and projects on education were
initiated and implemented. This led to the improvement in the provision of classrooms,
better conditions for teachers, scholastic and instructional materials, furniture and other
school facilities, which are critical in determining the quality of primary education. It
was, therefore, assumed that there would be an improvement in the quality of education
thereafter. However, this was not the case. Instead, the standard of education declined
during the peaceful era after the war.
This study, therefore, set out to investigate why there has been no improvement in the
quality of primary education in Lira district despite the introduction of educational
programmes and projects after the war, to boost education in the district.
The study employed both qualitative and quantitative methods to collect data.
The key findings of the study are…………………………..missing information
It also attempted to explain the reasons behind the better performance in education
during the war period as compared to the peaceful era. The study further makes
recommendations for improving the quality of primary education in Lira district.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CHAPTER ONE
1.0 INTRODUCTION
1.1
Problem Statement
While the students' socio-economic background has, in most western educational
research, been demonstrated to have more impact on academic achievement than
qualitative variations in the instruction students receive, very different findings are
emerging from similar research in developing countries. There, school quality seems to
have a much greater influence in academic achievement than factors in the home and
family environment predisposing the student to do well in school (Eisemon, 1988).
In Uganda, two decades of war and civil strife have destroyed the infrastructure, eroded
the economy and seriously curtailed the government's ability to maintain social services.
In Northern Uganda in general and Lira district in particular, this was pronounced
during the second half of the 1980s in the form of civil wars and cattle rustling.
Consequently the education sector, especially at lower levels suffered, resulting in poor
quality of education among others.
With peace and stability that returned to the country in general and Lira district in
particular, an enabling environment was created for primary education to improve.
Various educational projects were initiated and implemented to address specific priority
areas like physical structures (rehabilitation of existing schools and construction of new
primary schools), quality of education, school attendance and dropout, and children with
disabilities. In Lira district, such projects included the first to fourth International
Development Association (IDA) projects, Japanese Aid, Poverty Alleviation and
Programme for Social Cost of Adjustment (PAPSCA), Northern Uganda Reconstruction
Programme (NURP), and National Integrated Teacher Education Programme (NITEP).
Others included the initiatives of many non-governmental organisations (NGOs) such as
Adventist Development and Relief Agency (ADRA), Christian Children's Fund (CCF)
and World Vision (Education Department Lira, 1996). A supporting policy framework
was put in place through the White Paper on Education arising out of the
recommendations of the Education Policy Review Commission (EPRC) of 1989. These
included restructuring the education system, reducing the cost of education, universal
primary education, gender equity in education, vocationalisation of the school
curriculum and increased resources allocation for education sector (MOES, 1992).
Preliminary observation however, indicated there has been no significant improvement
in the Primary Leaving Education (PLE) performance despite the various programmes
and projects initiated and implemented as a result of the prevailing peace and stability in
Uganda in general and Lira district in particular. Nationally, of the pupils who reached
primary seven in 1992 and sat for PLE, 67.3% passed. This proportion is two-thirds of
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
the pupils compared to three-fourths in 1988, suggesting a decreasing quality of
education in terms of PLE performance (Burton and Wamai, 1994).
In Lira district, statistics indicate no significant improvement in the PLE performance.
The percentage of those who passed in grade one in the past five years (during the
period of peace and stability when a number of programmes and projects were
implemented) have been; 1.5% in 1991, 2.2% in 1992, 1.5% in 1993, 1.2% in 1994 and
2.1% in 1995 (Education Department Lira, 1996). Interestingly enough, the
performance in PLE during the war period 1985 - 1989 was better than during the time
of peace and stability (1991 to 1996). The study, therefore, attempted to explain the
poor performance inspite of the many programmes and projects implemented during the
time of peace and stability.
Against this background, the study attempted to answer the following questions:
1.
What has been the impact of peace and stability on the quality of primary
education in Lira district?
2.
How can the fact that the quality of primary education in respect of PLE
performance was better during the war period (1986-89) than during the peaceful
era (1991-95) be explained?
3.
How can the quality of primary education be improved?
1.2
Objectives of the Study
The objectives of the study included the following:
1.
To find out the impact of peace and stability on the quality of primary education
in Lira district.
2.
To examine the effects of educational programmes and projects on the quality of
primary education in Lira district
3.
To explain the difference in performance in PLE between the 1986-89 and 19911995 periods.
4.
To recommend ways of improving the quality of primary education in Lira
district.
1.3
Scope of the Study
The study was limited to the following:
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
An assessment of the differences in performance in PLE during the war period (19851989) and the peaceful period (1991-1995).
The relationship between educational projects implemented during the peaceful era
(1991-1995) and the quality of education.
In general, to examine the relationship between peace and stability and the quality of
education.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CHAPTER TWO
2.0 LITERATURE REVIEW
2.1
Introduction
Although a wealth of literature, which identifies factors critical in education in Uganda
in general, exists, there is limited literature specifically on the impact of a peaceful
environment on the quality of education. In this section, several studies were reviewed
thematically. Based on two broad themes; intrinsic and extrinsic factors and their
influence on the quality of primary education. While intrinsic factors, are those that are
internal to the education system, and directly affect the quality of education, extrinsic
factors are external to the education system, and indirectly affect the quality of education
through intrinsic factors.
According to World Bank (1995), an adequate definition of quality in education must
include students' outcomes and the learning environment. The learning environment
here includes both intrinsic and extrinsic factors of education that lead to proper
functioning and achievement of quality education.
2.2
Intrinsic Factors and Quality of Education
Intrinsic factors are the conditions within the education system that are primarily
responsible for its proper functioning and, therefore, good quality. This may also affect
the quality of education in the short-run. These include quality and motivation of
teachers, school facilities, scholastic materials and school management. A number of
studies undertaken on education in Uganda tried to show a link between intrinsic factors
and quality of education. Intrinsic factors have been indicated in the literature to
influence the quality of education.
Teachers’ training has been found to be very important for the quality of education.
Between 1986 and 1992 there was a marked increase in the number of primary school
teachers. Given the above, one would expect this to be matched with improvement in
the performance of the education system. Though this was the case, the proportion of
untrained teachers increased from slightly above 42% to 49% in 1992. This could have
contributed to poor quality of education that saw the proportion of pupils passing PLE
drop from over three-fourths in 1986 to two-thirds in 1992 (Burton and Wamai, 1994).
According to Kakande and Nalwadda (1993), the above is compounded by poor
motivation of teachers. The study noted that teachers, like other civil servants are poorly
remunerated, to the extent that they are forced to teach in more schools, coach pupils
after school hours, farm, run retail shops and become proprietors of pre-school
institutions. It noted that this has resulted into widespread absenteeism and watering
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
down of the quality of education since the teacher's time for preparation, teaching and
assessment are considerably reduced in order to attend to personal business to
supplement official wages. In addition, school facilities also affected the quality of
education. Kakande and Nalwadda, (1993) noted that facilities such as classrooms and
furniture were grossly inadequate and consequently affected the quality of education. A
survey of primary schools facilities conducted by the Planning Unit of the Ministry of
Education (1992), indicated that only 42% of existing classrooms were of permanent
structure, approximately 30% temporary, and the rest were of semi-permanent
structures. The same survey also revealed only 25% of primary schools having more
than four teachers' houses, while 46% had none at all. Due to lack of desks and other
furniture, pupils sit on the ground, stones, pieces of log or narrow benches anchored to
the earthen floor with poles and hold their exercise books on their laps and try to copy
their lessons from the bit of black-painted plywood that serves as a blackboard.
Although the above figures represent the general the national picture of lack of facilities
and furniture in schools, the figures were even lower for Lira district. In Lira district,
31% of the classrooms were of a permanent structure, 24% of a semi-permanent
structure and up to 43.4% were of temporary structures. Teachers' houses, furniture and
other facilities were equally lacking (Lira District Administration, 1996). Poor and
inadequate facilities, therefore, negatively affected the quality of education.
Similarly, inadequacy of scholastic materials has a serious negative impact on the
quality of education. According to Kakande and Nalwadda (1993), it was estimated that
only 15% of the total instructional materials required were supplied by government and
community resources. Teachers' guides were also in short supply and outdated. The
same study observed that although a substantial number of text books were distributed
under the Third and Fourth IDA projects, many were subsequently lost or destroyed.
Pupils spent a great deal of time copying information from the blackboard for eventual
memorisation and reproduction in the examinations. Supplementary reading materials
were very rare. Generally, the overall ratio of pupils per book was 4:1, but it might have
been as bad as 37:1 in primary one (MOES, 1993). However, though some literature
compiled attempted to establish the relationship between intrinsic factors and the quality
of education, none succeeded in determining the extent to which intrinsic factors
affected the quality of education.
While other literature compiled has attempted to establish the link between intrinsic
factors and the quality of education, others have indicated that extrinsic factors do
influence the quality of primary education.
2.3
Extrinsic factors and Quality of Education
Extrinsic factors are circumstances prevailing outside the education system that may
influence its functioning. The circumstances prevailing outside the education system
affect the quality of education through intrinsic factors. These include peace, war,
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
poverty, poor economic base and poor policies, among others. A Situation Analysis of
Children and Women in Uganda (UNICEF, 1989), for instance, noted that poor
performance in education was due to a poor economic base that does not adequately
support the education system. This view was shared by Kakande and Nalwadda, (1993),
who noted that the high incidence of poverty, especially in Northern Uganda, was partly
responsible for poor quality of education because of the inability of the parents to
provide scholastic materials for their children. In addition to the above, UNICEF
(1994), noted that the quality of education, especially at lower levels deteriorated as a
result of the war and civil strife that the country went through.
According to Adkisson, (1989) the quality of education is reflected in the national
examinations results, and that the high failure rate is an indicator of poor performance of
the education system. This was also seen to be the measure of a poor economy. Here,
economy is an extrinsic factor which facilitates or constrains the functioning of the
education system, and consequently the quality of education, by directly affecting the
intrinsic factors. Similarly, UNICEF (1994) noted that education system, especially at
lower levels, suffered as a result of war and civil strife, that led to poor quality of
education. This too was an external factor that influenced the performance of the
education system and led to the poor quality of education.
Although the preceding studies showed a link between the external environment and
quality of education, there was no sufficient literature that related extrinsic factors,
especially peace and stability, to the quality of education. Moreover, none of the studies
sufficiently demonstrated the degree to which external factors impact on the quality of
education.
In summary, both intrinsic and extrinsic factors influence the quality of education.
However, the extent to which each of them affects the quality of primary education has
not been adequately determined. This study, therefore, sets out to determine the extent
to which intrinsic and extrinsic factors influence the quality of primary education.
2.4
Conceptual Framework
The study was conceived within the theoretical framework stating that, quality of
education is determined by both intrinsic (internal) and extrinsic (external) factors.
Intrinsic factors are core conditions within the education system, which determine the
performance of the system, and thereby directly affect the quality of education. The
critical intrinsic factors necessary for the proper functioning of the education system
include; teachers qualification and motivation, school facilities, scholastic materials and
school management. Extrinsic factors are part of the external environment (outside the
education system), which indirectly influence the functioning of the education system
through the intrinsic factors. These include peace, stability, war, and the economy.
Extrinsic factors improve the quality of education by positively influencing the
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
provision and availability of intrinsic factors.
Intrinsic factors are more critical than the extrinsic factors and they affect the quality of
education directly and in the short run. When intrinsic factors are obtaining there is
better performance of the education system and therefore good quality of education. On
the other hand, extrinsic factors affect the quality of education indirectly by influencing
intrinsic factors.
If poor intrinsic factors exist, even in the context of favourable extrinsic factors, the
quality of education can still remain poor. However, if favourable intrinsic factors were
obtaining within the context of unfavourable extrinsic factors, it is possible for the
quality of education to be good at least in the short-term.
2.5
Hypotheses of the Study
This study sought to test the following hypotheses:
 Poor quality of education is to a large extent explained by in adequate intrinsic
factors such as: poor teacher training and motivation, inadequate furniture and other
facilities, short supply of scholastic materials and poor school management and
administration.
 The better PLE performance during the war period (1986 - 1989) was due to the
intrinsic factors; qualified, experienced and devoted teachers, availability of
furniture, other facilities, and scholastic materials, and good school management and
administration accumulated during the short spell of peace and stability that
prevailed in the region between 1981 – 1985, and which were still available.
 The available positive extrinsic factors, peace and stability during 1991 - 1995 had a
limited impact on the quality of education since most intrinsic factors were no longer
obtaining as they were destroyed during the war period.
 The inadequate performance of educational projects implemented during the peaceful
and stable period has not sufficiently improved the intrinsic factors, leading to
continued poor quality of education.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CHAPTER THREE
3.0 METHODOLOGY
3.1
Study Area Population and Design
Lira district is located in Northern Uganda and has a population of 500,960 (Ministry of
Finance and Economic Planning, 1992). A cross-sectional study was conducted in
Dokolo county which has five sub-counties. The study was conducted among female
and male teachers and pupils of the selected schools. In addition to these, Parents
Teachers Association Executives and Management Committee members of the selected
schools and, local and district leaders were also involved in the study.
The study was conducted in collaboration with an NGO active in the promotion of
primary education in Lira district, namely, Auxiliary Foundation, and Parents Teachers
Association (PTAs) of the schools that participated in the study. While Auxiliary
Foundation and other NGOs are expected to use the results of the study to improve on
their work and the quality of primary education, the PTAs together with DETREC and
Lira District Local Government made a follow-up of the recommendations from the
study.
3.2
Sampling Procedure
Dokolo county was purposely selected as a study sample because of the presence of the
Auxilliary Foundation, an NGO active in education sector. Due to limited resources,
only three sub-counties were further selected from Dokolo county as samples These
included: Bata, Agwata, and Kwera sub-counties. All the primary schools in the three
sub-counties were stratified by sub-county. From each of the stratum (sub-county), one
school was selected by simple random sampling, particularly by use of lottery method.
As a result, Atabu primary school in Bata sub-county, Alyecjuk Primary School in
Agwata sub-county, and Apenyoweo Primary School in Kwera sub-county were
selected.
For group discussions, all teachers in each of the primary schools automatically
constituted groups. Pupils were randomly selected (one group per class) to constitute
groups for group discussions. These consisted of a proportional number of boys and
girls (6 boys and 4 girls) from each class from primary five to primary seven, selected
with the help of class registers. They formed a total of three groups of 10 pupils per
class in each school, constituting a total of nine groups of pupils in the three selected
schools.
Using the PTA list, 10 parents (5 males and 5 females), were selected from each school
area to form a group. PTA Executives and MC members of each primary school
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
automatically constituted a group for discussion.
Local leaders, sub-county chiefs, administrative officers, district education officers, and
administrators of relevant NGOs and programmes/projects were involved in Key
Informant Interviews.
For personal interviews, 10 pupils were selected from each class, using class registers,
making a total of 30 pupils per school. Six teachers, four PTA Executives and four MC
members were interviewed. Ten parents from around each school were selected using
the list of PTA members in the school. These consisted of an equal number of male and
female. The total sample cases under this category were 90 pupils, 30 parents, an
average of six teachers, four PTA members and four MC members, making a total of
214 respondents.
3.3
Data Collection
InformatioDatan was collected through Focus Group Discussions (FGD) based on
thematic/topic guidelines. Nine groups of pupils, teachers and parents participated in
FGDs facilitated by the Principal Researcher and two Research Assistants. Data from
the key informants was obtained through Key Informant Interviews based on guideline
questions by the Principal Researcher.
Information was also collected using personal interview method with the use of semistructured questionnaires administered to pupils, teachers and parents by the research
assistants, and supervised by the Principal Researcher.
3.4
Data Analysis
Data collected through personal interview method was analysed manually through
tallying, and was then summarised into frequency tables and percentages of data
collected through FGDs was analysed by groups participating in the discussions and
compiled by the Research Team, according to themes of the study. Data obtained
through Key Informants’ Interviews was summarised according to themes by the
Principal Investigator. Two-day' workshops were held for every school, and attended by
all the executive members of and MCs, including some parents living around the school
and some teachers, to disseminate the findings of the study and provide capacity
management building training to the school management. This was supported by Lira
District Development Programme and implemented by DETREC.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CHAPTER FOUR
4.0 SIGNIFICANCE AND TIME FRAME OF THE STUDY
4.1
Significance of the Study
Presently, the increase in the number of primary schools disguises the qualitative
deterioration in primary education. Apart from reported poor teacher training and
curriculum support, no other explanation was available on the poor quality of primary
education. The study , therefore, attempted to investigate and explain why the quality of
primary education in Lira district was poor, and this has proved very vital in addressing
and improving the quality of primary education in Lira district.
The education policy has as its goal, achievement of universal primary education by the
year 2003. However, achieving the goals of Universal Primary Education without
improving its quality would be a hoax. Addressing this problem at the early stage,
therefore, provided practical solutions by improving the quality of primary education
and giving value to Universal Primary Education.
4.2
Time Frame
The study was executed within the following the time frame:
Activity
1.
-
Preparation for the study
Obtaining permission for the study
Training of Research Assistants
Design of questionnaires and guideline questions
Pre-test and modifications of instruments
Duration
2 months
2.
Data Collection:
4 months
3.
Data Analysis:
2 months
4.
Report Writing, Processing and Binding:
2 months
5.
Dissemination of results and management capacity building: 2 months
TOTAL
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CHAPTER FIVE
5.0 FINDINGS
5.1
Status of Education in Lira District
This section provides information on the status of primary education in Lira district.
This is presented by schools, grade and county, enrolment of pupils by sex, number of
school going age, those in and out of school, the drop out rate and performance at
primary leaving examinations. This section also presents the number of teachers in the
district before and after the Universal Primary Education Scheme.
5.1.1
The Number of Primary Schools in Lira District
There were a total of 281 primary schools of different grades in the district. The schools
were unevenly distributed by grades, most of the falling within the lower category.
Schools of low grades were found to have few and less qualified teachers, inadequate
instruction materials and poor infrastructure. This explains the general poor quality of
education in the district. The distribution of schools in the district by grade is
summarised below.
(Refer to hard copy)
Figure 1: Number of Primary Schools in Lira District by Grade
Source: District Planning Unit, Lira District Local Government
Similarly, the schools were unevenly distributed geographically with some counties
having more schools. The number of schools was proportional to the size and
population of the counties. More schools (about 90%) were found in the rural areas.
The distribution of schools in the district by county is shown below.
(Refer to hard copy)
Figure 2: Primary Schools in Lira District by County
Source: District Planning Unit, Lira District Local Government
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5.1.2
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
Enrolment and Dropout in Primary Schools
Enrolment in primary schools was low compared to the total number of school going
age children in the district. This has been attributed to a number of factors notably,
poverty, ignorance and the child's background, especially the level of parents’ education.
Enrolment also differed for boys and girls. More boys were enrolled in primary schools
as compared to of girls. This has been due to the attitude of the community towards
girls’ education. Girls were also required to stay at home to assist their mothers with
domestic chores. For instance, even those going to school, were sometimes required to
stay at home and look after their younger siblings. This was reinforced by the culture
that girls were married and taken away from their homes to another clan. Therefore,
there was no need to “waste scarce resources on them”. Dropout rates were further
found to be similar for girls and boys. However, the situation differed upper primary,
where more girls than boys were reported as dropping out.
The following chart shows the number of school going age children in the district as
compared to enrolment. The figures are based on the projections of the 1990 Housing
and Population Census.
Figure 3: Total Number of School Age Going Children as Compared to Enrolment
in Lira District
(Refer to hard copy)
Source: District Planning Unit, Lira District Local Government
The dropout rate was found to be highest in the rural areas of Lira district. This has
been attributed to the high incidence of poverty among the rural population. Apart from
failing to afford scholastic materials, some parents have found it difficult to meet school
fees for their children, forcing them to drop out of school. Other factors were found to
include low level of parents’ education, hence not valuing education and the low value
attached to girls’ education. The dropout rate in the district is shown below.
(Refer to hard copy)
Figure 4: Dropout Rate in Lira District
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
Source: District Planning Unit, Lira District Local Government
5.1.3
Performance at P.L.E.
The level of performance at P.L.E. has remained low without a big fluctuation over the
past years. Lira district has continued to remain below the average of other districts
despite the fact that peace and stability prevailed in the district, which has enabled a
number of educational projects and programmes to be implemented. This has been
attributed to intrinsic factors that were no longer available, as they were destroyed
during the civil strife period. The new programmes and projects implemented, as a
result of peace and stability in the region, had not yet generated adequate intrinsic
factors to lead to an improvement in the quality of education. Performance at P.L.E. in
the district is summarised below:
YEAR
1991
1992
1993
1994
NO. OF CANDIDATES
7056
7365
7000
6580
DIVISION I
1.5%
2.2%
1.5%
1.2%
TOTAL PASS
4665
4388
3939
% PASS
66%
60%
55%
Source: Education Department, Lira District Local Government
5.1.4
The Number of Teachers
The number of teachers in the district has not been regular. The irregularity in the
number of teachers has been a result of ghost teachers layoff of 1993 and the mass
recruitment through the District Teaching Service Committee for the UPE Scheme.
Although no statistics were available from the Education Department, it was reported
that the number of teachers was inadequate. The situation was worse in rural and low
grade schools, in which teachers were hardly willing to settle and teach. The implication
was poor provision of services leading to low quality of education in those schools.
Furthermore, the number of female teachers has remained low as compared to their male
counterparts with very few in headship positions.
5.2
Projects Implemented in the District Between 1990 - 1996
During the war period, between 1986 and 1989, no educational projects were
implemented in the district. This is because the political climate was harsh and there
was no security. With the advent of peace and stability in the district in 1990, a number
of educational projects and programmes were implemented. These were either done by
the government through the Ministry of Education or through NGOs. Others were
implemented with the initiative and support of NGOs. However, most of the projects
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
implemented were meant to address the intrinsic factors of education. The following
were the projects implemented:
5.2.1
Japanese Aid
The Japanese Aid was bi-lateral support to schools in the form of iron sheets for roofing
of classrooms and stores in the majority of primary schools in the district. The project
was meant to improve on the quality of classrooms, an intrinsic factor central to the
quality of primary education. It was also meant to protect the learning and instructional
materials, also important intrinsic factors in education.
5.2.2
First to Third IDA Project
The project was implemented by the Ministry of Education since 1986 in the form of
supply of iron sheets, metal book shelves and books to some primary schools. The
purpose of the project was to provide safety to learning and teaching materials which are
intrinsic factors in some primary schools. Most of these schools had dilapidated and
grass-thatched structures.
5.2.3
Programme for Alleviation of Poverty and Social Cost Adjustment (PAPSCA)
The PAPSCA Project started in the district in 1992 with one of the key components
being education. This was meant to improve on the quality of education through
provision of more classrooms to accommodate the rising enrolment rates. The project,
therefore, embarked on construction in selected primary schools with poor structures.
5.2.4
Northern Uganda Reconstruction Programme (NURP)
NURP was conceived in 1990 with the aim of reconstructing the war ravaged northern
and eastern Uganda. Programme activities started in 1992 with education as one of the
key components. Under the education component, the programme constructed and
reconstructed schools in the district. It also provided furniture especially desks for
pupils, and tables and chairs for teachers for the constructed and reconstructed schools.
5.2.5
School Health Project (SHEP)
SHEP was implemented in the district by the Ministry of Education through the District
Education Department. The aim of the project was to improve on health status of school
children and those of their families. The pupils would educate their parents and other
family members when they returned to their respective homes. The project also
supplied typewriters to selected primary schools which served as co-ordination centres.
5.2.6
Christian Children's Fund (CCF)
CCF is an international NGO, which initiated child sponsorship programmes in six
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primary schools in the district. This was meant to benefit orphans and children from
poor families. Support to these children were in the form of school fees, scholastic
materials and school uniforms. The project also constructed eight classrooms in each of
the five schools and rehabilitated all the classrooms in one school. To ensure
sustainability of support to the beneficiaries, income-generating activities were initiated
for each of them.
5.2.7
Support Uganda Primary Education Reform (SUPER)
SUPER has been implemented in the district by the Ministry of Education through the
District Education Department. The project was implemented in two phases. The first
phase covered what was known as School Health Education Project (SHEP), whose aim
was to improve on school health in general and those of the families from which the
pupils come. The pupils would educate their parents and family members when they
returned to their respective homes.
The project also supplied textbooks to all the primary schools in the district, and basic
office equipment to those schools which served as co-ordination centres.
Phase two of the project aimed at further promoting the quality of primary education. Its
activities included supply of text books, construction of model primary schools, training
of untrained school teachers and training of primary school head teachers in school
management, known as Teacher Development Management Service (TDMS), as well as
mobilisation and training of parents both at management and community levels.
5.2.8
Adventist Development and Relief Agency (ADRA)
ADRA is an international NGO which has been actively involved in the education sector
in the district, with the aim of promoting the level and quality of education in the
district. Construction of over 200 classrooms and a total of 35 schools had been planned
in the region, including Lira district. At the time of this study, work had already started
with construction work in four schools complete. Also, unqualified teachers from the
schools constructed were trained, and teachers’ houses constructed.
5.2.9
Lira District Development Programme (DDP)
Lira DDP is a ten year integrated development Programme of Lira District Local
Government, and supported by the Government of the Netherlands. One of the major
components of this programme has been education. In this respect, the programme has
been actively involved in the construction of modern primary schools in each of the 28
sub-counties in Lira district, with the active participation of the parents.
5.2.10 Lira District Development Association (LIDDA)
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
LIDDA is a local NGO which has since 1992 implemented the PAPSCA Programme in
the district. This involved among others, support to orphans in the form of school fees,
scholastic materials and school uniforms. This was meant to ensure that the
disadvantaged and yet promising orphans gain access to education.
5.2.11 Others
Several other educational projects have been implemented in the district by different
NGOs. These include Food for the Hungry Child Sponsorship Programme, Lira
Diocese and Lango Diocese Child Scholarship Programme, Atabu Development
Association School Infrastructure Rehabilitation and Otuke Family Child Sponsorship
Programme among others.
All these have contributed towards addressing the problem of poor intrinsic factors in
the district. They have further contributed to providing the necessary intrinsic factors
vital to obtaining the quality of primary education in the district. However, as the
findings of the study indicate, this has not been very effective in improving the quality of
education in Lira district. The performance of pupils in the primary leaving
examinations remained poor, with Lira district remaining at the bottom over the years,
save for 1997 when it was second last.
5.3
Effects/Impact of the Projects/Programmes on Quality of Primary
Education in the District
This section has been presented under the key independent variables of the study; the
intrinsic and extrinsic factors. The intrinsic factors considered included: Availability of
teachers, their qualification and motivation, school facilities, scholastic and instructional
materials, availability of classrooms, furniture and school management. The extrinsic
factors looked at included: War, peace and stability, poverty and the economy.
5.3.1
Availability of Teachers
Government-aided primary schools are provided with teachers through official posting
from the office of the District Education Department. These teachers should be
qualified; either freshly graduated from Primary Teacher Colleges (PTCs) or transferred
from other schools.
Reports on teachers' availability in Lira district revealed that the number of teachers has
not been regular over the past years since 1986. There was a steady increase in the
number of teachers from 1986 as both qualified and unqualified teachers were recruited
into the teaching service without a proper control mechanism. This was followed by a
steep fall in the number in the early 1990s when the unqualified (untrained) and under
qualified (those below grade III) teachers were axed. There was another slow rise in the
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
number as the axed teachers were reintegrated into the service through NURP education
component of Northern Uganda Integrated Teacher Education Project (NITEP) based in
Canon Lawrence PTC and SUPER teacher training project of TDMS at Loro Core PTC
in Apac district. The two teacher training programmes were aimed at training the under
qualified and unqualified teachers so as to improve on the quality of education in the
district. The number of teachers increased sharply thereafter in 1997, when 274 teachers
were recruited to facilitate the Universal Primary Education Scheme.
In practice, the increasing number of teachers was expected to lead to an improvement
in the quality of primary education in the district. However, this was not the case, as the
performance of PLE in Lira district remained poor. The poor performance was
attributed to the big number of under qualified or unqualified teachers. It was too short
a period for the two in-service teacher-training programmes, NITEP and TDMS to have
any tangible impact. While NITEP had graduated some of it's students, some were still
undergoing training, and TDMS had not yet passed out any of its trainees.
5.3.2
Quality of Teachers
As noted above, Lira district had a high number of untrained teachers. While some of
them were undergoing in-service training through NITEP and TDMS, a large number
was awaiting recruitment. They were recruited in 1997 under the UPE Scheme, after the
NITEP and TDMS recruitment. This meant that before then, service provision was of a
poor quality, and consequently, the quality of education remained low and would
continue to remain so in the following years until those recruited had graduated.
Combined with other factors, the presence of unqualified teachers in the schools
continued to undermine the quality of education in the district. Hence, it was found
necessary to recruit qualified teachers if the standard of education was to improve.
5.3.3
Teachers' Motivation
Teachers' motivation refers to the driving factor that can enable teachers to deliver to
expected standards. Poor motivation was found to be one of the key factors affecting
the performance of teachers in Lira district. Discussions with the school teachers
indicated that motivation of teachers required schools to ensure adequate and timely
payment of salary, good co-operation between parents and teachers, and also ensure that
there is good school management and administration. Other factors included provision
of good accommodation for teachers, availability of proper classroom blocks and
furniture, adequate instruction and scholastic materials, elimination of the differences in
the income of teachers, especially for teachers in the rural areas as compared to teachers
in the urban areas, and also co-operation from the pupils.
However, respondents reported most of these motivating factors as lacking in the
schools visited. This fact was revealed by the results of the problem ranking exercise
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undertaken by teachers of Atabu Primary School as listed below:
-
Poor teachers’ accommodation;
Late payment of salaries;
Poor co-operation between teachers and parents;
Inadequate scholastic and instructional materials;
Poor sanitary facilities for teachers;
Low salary of teachers and indifference in the payment of teachers;
Poor school management and administration;
Remoteness of the school;
Lack of medical services for teachers;
Too many pupils in each classroom;
Undisciplined pupils;
Inadequate land for cultivation for teachers;
Poor condition of classrooms and lack of furniture;
Ban on caning of pupils; and
Communication problems with pupils.
The above factors have negatively affected the quality of primary education in the
district, and though several educational projects and programmes were implemented in
the district, they have not been able to address the above problems adequately. This has
led to poor motivation of teachers and consequently, their inability to provide quality
education to the pupils.
5.3.4
School Facilities
School facilities include those things which are used by the school community for the
proper running of the school. The school community is composed of teachers, pupils
and workers of the school. School facilities, therefore, include: Water sources, sanitary
facilities, especially toilets and urinary shelters, teachers' houses and desks among
others.
Out of the total number of schools covered, 42% reported lack of teachers’
accommodation, 16% reported lack of sanitary facilities, 11% reported lack of water
sources and about 8% reported lack of furniture. The above percentages represented
absolute situations whereby the facility in question was completely lacking. These
directly affect the quality of education, as they are facilitate the proper running of the
schools. Whereas the cases of schools studied were given as absolute, in other schools
the facilities in question were inadequate, similarly rendering the proper management of
those schools inefficient. It consequently affected the quality of education in those
schools. The educational projects and programmes implemented, therefore, had not yet
impacted significantly on the schools at the time of this study, to have a positive impact
on the quality of primary education.
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5.3.5
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
Scholastic Materials
The study further found that the main source of scholastic materials was the parents.
However, according to the teachers, the supply was grossly inadequate, and this was
attributed to poverty, which is an extrinsic factor affecting the provision of quality
education through poor provision of scholastic materials, an intrinsic factor.
Among the problems faced by parents, provision of scholastic materials was ranked
third after school fees and school uniform for the pupils. Of the parents interviewed,
52% reported facing problems in providing scholastic materials while 80% reported
facing problems in providing school uniform. The problem of inadequate scholastic
materials was further confirmed by the findings of Food for the Hungry Survey of
service provision to school-going children in Omoro sub-county, Lira district (their
project area), carried out in 1995, that only 22% of the pupils had adequate scholastic
materials.
The implication, therefore, is that the pupils are not able to cope with their learning
needs. Even if the teachers put in every effort to teach, the pupils would still find it
difficult to cope due to lack of or inadequate scholastic materials. This has, therefore,
been a major factor leading to the poor quality of education in Lira district. Though
peace and stability is obtaining in the district and a number of education projects have
been implemented as a result of this, lack of or inadequate scholastic materials has been
partly responsible for the poor quality of education in the district.
5.3.6
Learning and Instructional Materials
Learning and instructional materials have been provided for by the various educational
projects and programmes discussed under 2.2 above. The Ministry of Education
through the District Education Department and the District Local Government have also
been central in the provision of learning and instructional materials to supplement the
minimal contribution by the parents.
The study further found that the availability of learning and instructional materials in
primary schools has been significantly improved by the implementation of the various
educational projects and programmes. However, it was found that in some schools,
these were not being appropriately used. In some cases the books were not released by
the school administration to the pupils to use and there was no proper arrangement in
place for the books to be lent to the pupils. In their desperation, the pupils had resorted
to stealing the books and other learning aids as the only way of gaining access to them.
On the part of the teachers, the unqualified teachers did not utilise the instructional
materials as they lacked the necessary skills on how to use them.
Also, though there were adequate learning and instructional materials in most of the
primary schools, their inappropriate use or lack of use meant they could not they could
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
not be of any benefit to the schools in improving the quality of education. This explains
their failure to impact on improving the quality of education in the district.
5.3.7
Availability and Quality of Classrooms
Provision of proper classrooms was further found to be one of the key intrinsic factors in
improving the quality of primary education. The educational projects and programmes
mentioned above addressed this problem by constructing classrooms with the
contribution and active participation of parents. Before the implementation of the
educational projects and programmes, there were inadequate classrooms of permanent
structures in the district. After the implementation of the education projects and
programmes, the number was increased by about 50%. This was a significant increase
which has been very crucial in accommodating the increasing enrolment numbers,
especially after the introduction of UPE.
But, this was not reflected in the quality of primary education. The performance of
pupils has remained generally poor as compared to the other districts in Uganda. The
reasons as found by the study were that, other intrinsic did not provide for an
improvement in the quality of education. Moreover, almost 50% of the primary schools
still lacked quality classrooms of permanent or semi-permanent structures. An increase
in the number and an improvement in the quality of classrooms, therefore, needed to be
systematically effected with an improvement in other intrinsic factors in order for an
improvement in the quality of education to be realised.
5.3.8
Furniture
Although a number of educational projects and programmes were implemented, they did
not adequately address the provision of furniture. Except for the schools constructed
and rehabilitated by NURP, ADRA and CCF, other projects and programmes did not
supply desks and teachers' tables and chairs to the schools. These have been largely
received the responsibility of the District Local Government through the District
Education Department. However, given the heavy demand on the limited resources of
the district, it has not been possible to provide adequate furniture to the primary schools.
In most cases pupils continue to carry chairs to school while others sit on logs and
others sit on the floor.
The implication was that the pupils wrote with their knees as a base on which to write
and, therefore, found it difficult to concentrate on their studies. Discussions with the
pupils indicated that their motivation to learn was affected by this problem. The
situation was aggravated by the introduction of free education to four children for each
family that saw a dramatic increase in enrolment. This put pressure on the little furniture
available and partly explains the apparent lack of improvement in the quality of
education in the district despite the availability of other intrinsic factors place and the
prevailing peace and stability.
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5.3.9
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
School Management and Administration
In all the primary schools in the district, the school management structure comprised of
MCs and PTAs. In principle, the members of the MC are supposed to be elected on a
regular basis by the parents of the school and their names forwarded to the District
Education Officer for approval. However, the study found that in practice, the head
teachers appointed the members of the MCs, which is not normal. There has been a
practice for head teachers to select the parents they prefer to work with even if such
parents were not competent. There were further reports that some head teachers either
declined to submit the names of the members elected by the parents or advised the DEO
not to approve such names because "they cannot work with such members". This led to
schools having incompetent MCs. In addition to this, it has led to escalating corruption
in primary schools whereby school funds are embezzled by the headmasters with the cooperation of the MC members.
This has further led to poor school management and administration with no or little
participation and knowledge of the parents, and poor teacher motivation and failure to
meet the pupils' needs. This has been a contributing factor to the poor quality of
education in the district.
The PTA is an association initiated in the district in to e1980s with the aim of
maximising parents' contribution and participation in the running of schools. This was
after realising that the government contribution to the education of pupils was not
adequate and, therefore, there was need to supplement it with the parents’ contribution
in the form of PTA fees.
The PTA was also initiated with the aim of strengthening the level of co-operation
between teachers and parents. This was found to be very important since a good
relationship between the teachers and parents is one of the teachers' motivating factors.
And as it was found by the study, teachers' motivation is one of the crucial intrinsic
factors in improving the quality of education.
Though the PTA is a very good association in terms of contributing funds to the running
of schools, discussions with parents indicated that the decision on the amount of money
to be paid and how it should be used, are made by few parents who attend and dominate
the discussions at the PTA meetings. The majority of the parents are not given chance
to contribute their ideas; hence the whole process is not participatory. This has affected
the quality of education in the district in that much as the parents are forced to pay the
PTA fees, its utilisation does not provide for the needs of the majority of pupils. Only
the needs of a few pupils whose parents attend and dominate the PTA meetings are met.
Also, the PTAs have not been able to strengthen the co-operation between parents and
teachers. This is because the PTA is dominated by a few parents of a particular status
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
class within the society. The teachers’ relationship with the majority of the parents has,
therefore, remained questionable, and the teachers' motivation, has similarly remained
poor, and has negatively affected their performance. This has further contributed to the
persistent poor quality of education in the district.
As far as school administration is concerned, those interviewed indicated that 58% of
the head teachers do not delegate duties to their deputies. They prefer to handle
financial transactions themselves while they also make decisions on important issues
solely. Similarly, important school documents and stamps are kept by the head teachers
and are not left with their deputies whenever they are going out.
In all, administration is highly centralised and not participatory. Even for those who
delegate duties to their deputies, these are less important duties and usually those that
are not sensitive. This directly affects the relationship between the head teachers and
their teachers, and has led to lack of motivation for teachers. Consequently, poor
teacher motivation affects their performance negatively, and affects the quality of
education in the long-run.
5.3.10 Parents’ Participation in School Activities
Parents' participation is important in influencing the quality of education for their
children, in terms of contributing towards provision of other intrinsic factors such as
classrooms and teachers' accommodation, which improve the quality of education
students receive. Parents' participation in school activities in Lira district has been in the
form of mobilisation of local materials such as bricks, building poles, rocks and sand for
the construction and maintenance of classrooms, teachers houses and toilets. It also
involves contribution of unskilled and sometimes semi-skilled labour for the
construction and maintenance of classrooms, teachers' houses and toilets.
According to the study, parents' participation in school activities was as high as 82%.
This participation was found to be voluntary with only 10% of the participation coerced
by the local authorities and slightly above 1% as a result of fear of the school projects
being withdrawn. This indicates the high value parents attach to education and their
willingness to contribute to its realisation. It further shows that parents are not only
interested in the provision of education but in its quality as well.
The high level of parents' participation in school activities has also has been responsible
for the successful implementation of educational projects and programmes. However,
although the quality of education has not improved, this cannot be attributed to lack of
parents’ participation.
5.4
Extrinsic Factors
The extrinsic factors affecting the quality of education in Lira district were found to be
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
poverty, poor health, famine, early marriages of girls and poor condition of roads
leading to schools at the local level as well as war, peace and stability, and the economy,
nationwide. Extrinsic factors at the local level are those factors outside the education
system that affect the proper running of educational facilities, either directly or indirectly
through intrinsic factors, leading to poor quality of education. At the national level
extrinsic factors are those, which are broad and affect the quality of education through
their negative impact on the provision of intrinsic factors. Extrinsic factors are
discussed below at the local and national levels.
5.4.1
Poverty
Poverty, us a deprivation of basic human needs/rights, and has been found to be a major
factor influencing the quality of education in Lira district. Much as in quantitative terms
the economy of Uganda as a country has been seen to be growing at a steady rate, this
has not been reflected qualitatively in the lives of the people. Majority of Ugandans live
in poverty and continue to struggle to meet their basic needs. Education, for instance,
has not been given the due attention it deserves. Parents continually find it difficult to
pay school fees and many pupils are sent away from school for non-payment of school
fees. This situation was most serious in the years before the introduction of Universal
Primary Education, with a provision for four children in a family. As a result, those sent
away from school dropped out of school completely and failed to complete.
For those who can afford to pay school fees for their children, the study found that some
of them often failed to buy scholastic materials. About 52% of the parents indicated that
they had problems in buying scholastic materials for the children. Even the 48% who
did not have problems in buying scholastic materials for the children could still not buy
what was adequate, as indicated by the results of the study, which showed that only 22%
of the pupils had adequate scholastic materials. The gravity of the problem is indicated
by the problems met in the provision of school uniforms. The study found that 80% of
the parents were facing problems in providing school uniforms for their children. While
the provision of reading materials for pupils in the rural areas was completely out of
question. All these were a result of poverty, which could not enable parents to afford
such necessities. This has affected the children's learning process and has contributed to
the poor quality of education.
5.4.2
Poor Health
This has been linked to the parents' inability to provide good education for their
children. The majority of the parents are dependent on labour intensive activities,
especially agriculture, and sale of labour for a livelihood. However, poor health affects
their ability to work and, therefore, to meet their basic needs and those of their children.
This has been further translated into inadequate provision of education for the children,
as some are withdrawn from school to provide labour in order for the family to earn a
living. In case the parents die, the children are worse off, since they have to take on
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
double roles; that of parenting, as well as attending to their studies. According to the
study, this has been partly responsible for the poor quality of education in the district as
diseases such as AIDS and TB continue to weaken and kill parents. This unfortunate
situation is expected to continue as long as government cuts expenditure on the health
sector.
Poor health of the children has also been responsible for their poor performance at
school. Without First Aid Kits (FAKs) in schools and with the only available health
units far away from the schools, minor illnesses and infections have worsened and this
has affected the schooling of the affected children.
5.4.3
Famine
The inability of people in Lira district to provide sufficient quantities of food for their
families has been another major factor influencing the quality of education in the
district. The study found that from April to July every year there is a food crisis and
severe famine in the district, especially in the rural areas. A good number of the rural
families survive on wild food while others work in the well-to-do homes in order to be
able to earn and provide for their families.
During this period of famine, the children's education suffers because they do not have
enough to eat and, therefore, cannot concentrate in the classroom. Sometimes they leave
school temporarily in order to go in search of food, either by assisting their parents to
grow food, or by working. This has affected their attendance at school and, therefore,
their performance and consequently the quality of education in the district as a whole.
5.4.4
Early Marriages
early marriages are still very rampant in the rural areas of Lira district. There are many
cases where girls have been forced into marriages by their parents in order to acquire
need for bride wealth. In some cases, this has been due to poverty and famine. Bride
wealth is used to meet the pressing needs of the family such as food, paying for elder
boys’ dowry and support to other children, especially paying boys at school fees and
other school requirements.
Early marriages have also been a result of the negative attitude of the community
towards girls’ education. Education of girls is not valued and investing in girls
education is seen as not benefiting the family, since they are supposed to be married off.
Educated married girls who are employed are seen to be controlled by their husbands.
It means their resources are controlled by their husbands; hence not benefiting their
families.
Early marriages affect the education of girls in two ways. First, a married girl is forced
to leave school, which impacts negatively on the other girls, in that the other girls are
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
demoralised and tend to take education less seriously. This affects their performance
and consequently, the quality of education. Similarly, the community attitude towards
marriage tends to place less emphasis on the education of girls, in that they are not
provided with the necessary school requirements, resulting into their poor performance.
5.4.5
Poor Condition of Roads Leading to Schools
The study further found that almost 65% of the pupils find it difficult to go to school
during the rainy season (which is almost a half of the year). During such seasons they
reach school late, when lessons have already began. Consequently, they get difficulties
in coping in the classroom. This leads to their poor performance.
5.4.6
War
Although there is more war in the district, war in the neighbouring districts has been
reported as affecting the quality of education in lira district. This is because of the fact
that it diverts government expenditure on education, and hence does not enable
government to provide adequately for education in the district, and the country as a
whole. According to group discussions conducted with parents and teachers, war is
responsible for the poor economy of Uganda. They further believe that it is the reason
why there is reduced government expenditure on education in terms of provision of
scholastic, instructional and learning materials, and in the construction of classrooms
and teachers’ houses. Consequently, it has affected affects the quality of education
negatively.
5.4.7
Peace and Stability
Peace and stability have been enjoyed in most parts of Uganda for about a decade now.
In Lira district, peace and stability have prevailed since 1990. This has enabled a
number of educational projects and programmes to be implemented in the district as
enumerated above. This should, therefore, have led to good education.
The respondents further argued that with peace and stability, not only a suitable
environment is created for education and other activities to run smoothly, but
government spending on Defence is reduced as well, allowing government to allocate
more resources towards education. This improves the quality of education.
5.4.8
Economy
A good economic base is important for a country in order for it to be able to determine
the amount of resources that can be allocated towards education. A strong economic
base will also enable more resources to be allocated towards education, while a weak
economic base will lead to fewer resources being allocated towards education. The
amount of resources allocated towards education will further determine the extent to
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
which intrinsic factors are provided. More allocation of resources towards education
will also ensure adequate provision of intrinsic factors, hence improved quality of
education, while less provision of resources will lead to inadequate provision of intrinsic
factors, and hence poor quality of education. In this respect, key informant interviews
and discussions with teachers and parents indicated that the poor allocation of resources
towards education was a result of the weak economic base of the country, which has
been partly responsible for the low quality of education in the district.
5.5
The Difference in the Quality of Education during the War Period (1986-
1989) and Peaceful Times (1990-1997)
According to the district officials and incomplete statistics available, the quality of
education in the district was better during the war period of the late 1980s as compared
to the present time when there was no civil disturbance. This has been attributed to a
number of factors. The major one being the important intrinsic factors that were still
holding as a result of the peaceful period between 1981 to 1985. Group discussions
with teachers and parents indicated that during this period there were adequate
classrooms, instructional materials and school facilities in respect to the number of
pupils enrolled during that period. The study also found that teachers’ motivation was
better during that period. Most of the teachers were qualified and taught well because
they were well motivated. According to the District Education Officer, the qualification
of going to PTCS in the past was far higher than presently. Given that those taken to
PTCs in later years were poorly qualified, the PTCs could not produce good teachers.
As a result this affected the quality of education.
Other factors that were identified by the study as responsible for the good performance
during the war period were: Activities by the teachers that would divert their attention
from teaching; availability of teachers’ houses in schools; the free provision of
scholastic materials by the district local government and some projects; and
determination on the part of the pupils, as they had to compete to enter the few
secondary schools at the time.
The decline in performance in following years to the present has been associated with
the poor qualification of teachers as more and more less qualified students get admitted
in PTCs. Another factor was less attention being paid to teaching as the teachers sought
other sources of income due to delays in payment of salaries and unreliable salaries. On
the other hand, most teachers who were recruited, to accommodate the increasing
enrolment of pupils in UPE, were unqualified. This contributed to the poor performance
during the peaceful period.
In conclusion, the poor quality of education in Lira district can be attributed to the
decline in the provision of a number of intrinsic factors due to half a decade of civil
disturbances in the district. Much as a number of education projects and programmes
30
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
have been implemented during this period, they cannot transform the education system
overnight. This explains why there was better performance In the district during the war
period of the late 1980s as compared to the peaceful period of the 1990s.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
CHAPTER SIX
6.0 CONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusions
The study revealed that due to the prevailing peace and stability in Lira district, a
number of educational projects and programmes were implemented in the 1990s. These
were either government programmes through the District Education Department or these
were solely NGO efforts in the bid to restore and improve on the status of education in
the district. As a result of the above, there has been marked improvement in the
provision of the intrinsic factors necessary for an improvement in the quality of
education in the district.
However, despite the increase in the provision of intrinsic factors, the quality of
education in the district has remained low. Explanations for this are that most of these
intrinsic factors are not yet fully obtaining. Coupled with critical extrinsic factors, these
have continued to affect the quality of education negatively.
Similarly, much as the extrinsic factors such as an end to civil disturbances, has enabled
the provision of vital intrinsic factors, civil disturbances in other areas have affected the
government’s ability to provide adequate resources for education in the whole country.
Other extrinsic factors such as, poverty, poor health, famine and early marriage among
others, have played a part too.
Other factors that have been responsible for the good performance during the war period
as compared to the peaceful period, are closely related to the short-term nature of
intrinsic factors and the direct influence extrinsic factors have on intrinsic factors.
In conclusion, therefore, much as the prevailing peace and stability in the district since
the early nineties has facilitated the provision of vital intrinsic factors, they are not yet
fully obtaining and, therefore, have not been able to transform the education system fully
to function better. Moreover, in some cases, irresponsible authorities such as head
teachers who have been responsible for handpicking members of the MCs and
dominating the PTAs, have abused them. To some extent this has led to poor
monitoring and supervision of education in the district.
Furthermore, while there are some extrinsic factors that can be controlled, such as road
maintenance and famine, there are those factors at national level that cannot be
controlled by the local people or the district.. All these factors combined, continue to
undermine the quality of education in Lira district.
6.2 Recommendations
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
In view of the above findings and conclusions, the study recommends as follows:
1.
Given that enrolment has almost doubled in the period of one year after the
implementation of UPE, there is need for the continuous provision of intrinsic
factors to match the increasing enrolment. Government efforts need to be
supplemented by those of the private sector, especially the NGOs, in order to
realise this.
2.
Given that Lira district recently recruited 254 teachers under the UPE Scheme,
some form of training should be given to these teachers. This is because over
90% of those recruited were either unqualified or were previously retrenched due
to under qualification. A good alternative would be to use the already existing
programmes in place, that is NITEP and SUPER.
3.
The other available intrinsic factors in place such as instructional materials and
school facilities should be fully utilised. To be able to do so, the monitoring and
supervision unit in the district, especially the Inspectorate of Schools, should be
facilitated and be seen to do the work.
4.
The school managements should be improved through the participation of local
stakeholders notably, the head teachers, teachers, parents and pupils. This
should be possible by enabling them to meet on a regular basis, a process that
this study has already started in the participating schools. A supervision
mechanism should also be put in place to ensure that the head teachers
participating in the TDMS training of SUPER put their knowledge into practice.
5.
The parents should be advised to provide local extrinsic factors that are not
prevailing such as maintenance of roads. For extrinsic factors that cannot be
influenced at the local level such as wars and poverty, government should
encourage projects that generate income and lead to food security in the peaceful
areas so that the parents are able to provide the necessary intrinsic factors. On
the other hand, NGOs should take the lead in the area of community capacity
building so that the local people are able to become self-reliant and thereby, able
to provide adequately for their children’s education.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
REFERENCES
Adkisson, Stephen C., Children and Women in Uganda: A Situation Analysis.
UNICEF, 1989.
Burton, Tom, and Wamai, Gimono, Equity and Vulnerability: A Situation Analysis of
Women, Adolescents and Children in Uganda. Kampala, 1994.
Education Department (Lira), Lira District Education Report 1996. Lira,1996.
Eisemon, Thomas Owen, Benefiting from Basic Education, School Quality and
Functional Literacy in Kenya. Pergaman Press, Oxford, 1988.
Food for the Hungry International, Providing for School-going Children. Lira, 1995,
Unpublished
Kakande, Margaret, and Nalwadde Rose, A Report on a Study of factors Influencing
Access to and Attendance of Primary Education in Uganda. Kampala, 1993
Lira District Administration, Lira District Plan of Action for Children Lira. 1996.
Ministry of Education and Sports, Education for National Integration and Development:
The Government White Paper on Education Policy Review Commission Report.
Kampala, 1992. Ministry of Education and Sports, "NCC, Investing in Ugandas'
Future: Education Sector Paper", NCC National Consesus Conference on Analysis
of Status of Uganda's Children and Women. Kampala, 11th November 1993.
Ministry of Finance and Economic Planning, Uganda National Programme of Action for
Children: Priorities for Social Services Sector Development in the 1990s and
Implementation Plan 1992/93 - 1994/95. Kampala, 1992.
Ministry of Education and Sports (Planning Unit), Statistical Abstract. 1989 - 1992,
Kampala, 1993.
UNICEF/Government of Uganda, UNICEF Country Programme 1995 - 2000: Master
plan of Operations. Kampala, 1994.
World Bank, Priorities and Strategies for Education. Washington, 1995.
34
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
ANNEXES
ANNEX I:
RESEARCH INSTRUMENTS
NURRU RESEARCH PROJECT
THE IMPACT OF PEACE AND STABILITY ON THE QUALITY OF
PRIMARY EDUCATION IN LIRA DISTRICT
RESEARCH INSTRUMENTS 1
QUESTIONNAIRE TO BE ADMINISTEREDD TO PRIMARY SCHOOL
TEACHERS
1.
Describe the quality of primary education in this school:
-
Excellent
Very good
Good
Fair
Bad
Worse
2.
Give the reason for your choice
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3.
How is this compared to the war period (second half of 1980)?
- Marked improvement
- Slight improvement
- Improvement
- Decline
- Slight decline
- Marked decline
4.
Provide evidence (examination results for that period compared to the present
35
NURRU
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
period).
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5.
How would you describe the relationship between the performance to:
a.)War…………………………………………………………………………
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b) Peace and Stability
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6.
36
List all the educational projects that have been implemented in this school
since 1990 and their goals.
NURRU
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
…………………………………………………………………………………
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7.
What impact has been realised for each project?
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8.
What has been the contribution of these projects in improving the quality of
education in this school?
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9.
What other factors are responsible for the quality of primary education in the
school?
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
…………………………………………………………………………………
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10.
How do these factors affect the quality of primary education in the school?
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11.
What problems do you face as a teacher in the primary school?
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Do these problems affect the quality of education in this school?
Yes:…………………………….
No:……………………………
12.
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
13.
If yes, how?
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14.
Recommend ways of improving the quality of primary education in the district.
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15.
Any other comments?
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Personal Data:
Name: …………………………………………………………
16.
Age: ……………………………………………………………
Qualification: …………………………………………………
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
Experience:……………………………………………………
Class: ………………………………………………………….
School: ………………………………………………………..
Location: ……………………………………………………..
Time taken for the interview:
From: ……………………………. To ……………………...
Date: ………………………………………………………….
Interviewer: …………………………………………………
Signed: ………………………………………………………
40
NURRU
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
NURRU RESEARCH PROJECT
THE IMPACT OF PEACE AND STABILITY ON THE QUALITY OF
PRIMARY EDUCATION IN LIRA DISTRICT:
RESEARCH INSTRUMENT 2
QUESTIONNAIRE TO BE ADMINISTERED TO PARENTS
1.
List all the schools in this parish.
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2.
Name the nearest primary school to your home.
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3.
Has there been any change in the school since 1985?
Yes………………………………..No………………………………………….
4.
If yes, state the changes that have taken place?
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5.
Does it have any impact on the quality of primary education in the school?
Yes……………………………….No………………………………………….
6.
If yes, how?
41
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
…………………………………………………………………………………
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7.
What problems does the school have?
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8.
Was this the case in the school during the second half of 1980s?
Yes…………………………….
No…………………………………
9.
If yes, why has the problem(s) continued to exist?
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10.
If no, what has been the cause of these problems?
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42
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
…………………………………………………………………………………
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11.
What effect/impact does it have on the quality of primary education?
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12.
What projects have been implemented in the school over the past 10 years?
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What was the level of participation of the parents?
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13.
14.
43
Give reasons for the low/high level of participation of the parents
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NURRU
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
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15.
What tangible results have been achieved out of the project(s)?
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16.
How do they relate to quality of education in the school?
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17.
What education problems do you face as a parent?
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18.
For how long have these problems been there?
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44
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19.
20.
21.
22.
23.
45
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
How do these problems affect the quality of primary education?
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Suggest ways of solving these problems:
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What other factors are responsible for the quality of primary education in this
school?
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Recommend ways of improving on the quality of primary education in the
school/district:
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Any comments?
NURRU
24.
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
Personal Data:
Time taken:
Name;………………………
From:…………………………………
Age:……………………………… To:………………………………….…
Education:………………………
Date:………………………………….
Marital Status:…………………… Interviewer:………………………….
Location:………………………………..
Signed:………………………………....
46
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
NURRU RESEARCH PROJECT
THE IMPACT OF PEACE AND STABILITY ON THE QUALITY OF
PRIMARY EDUCATION IN LIRA DISTRICT.
RESEARCH INSTRUMENT 3
GUIDELINE QUESTIONS FOR KEY INFORMANT INTERVIEWS AND GROUP
DISCUSSIONS
1. Describe the quality of primary education in this area.
2. Give the reason for your choice.
3. How is this compared to the war period (second half of 1980)?
4. Provide evidence (examination results for the period compared to the present
period).
5. How would you describe the relationship between the performance to war, peace
and stability?
6. List all the educational projects that have been implemented in this school/district
since 1990 and their goals.
7. What impact has been realised for each project?
8. What has been the contribution of these projects in improving the quality of
education in this school/district?
9. What other factors are responsible for the quality of primary education in this area?
10. How do these factors affect the quality of primary education in the school/district?
11. What problems do you face as a leader in this area?
12. Do these problems affect the quality of education in this school?
13. If yes, how?
14. Recommend ways of improving the quality of primary education in the district.
15. Any other comments.
47
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
NURRU RESEARCH PROJECT:
THE IMPACT OF PEACE AND STABILITY ON THE QUALITY OF
PRIMARY EDUCATION IN LIRA DISTRICT.
RESEARCH INSTRUMENT 4
GUIDELINE QUESTIONS FOR GROUP INTERVIEW WITH PUPILS
1. Describe the quality of primary education in this school.
2. List all the educational projects that have been implemented in this school since
1990 and their goals.
3. What impact has been realised for each project?
4. What has been the contribution of these projects in improving the quality of
education in this school?
5. What other factors are responsible for the quality of primary education in the
school?
6. How do these factors affect the quality of primary education in the school?
7. What problems do you face as pupil in the primary school?
8. What problems do you face as a child at home?
9. Do these problems affect the quality of education in this school?
10. If yes, how?
11. Have you ever received any support from outside this school towards your
education?
12. If yes, what support was that?
13. How has it benefited you?
14. Recommend ways of improving the quality of primary education in the district.
48
NURRU
ANNEX II:
The Impact of Peace and Stability on the Quality of Primary Education in Lira District
LIST OF SCHOOLS COVERED, THEIR LOCATION AND
NAMES OF HEAD TEACHERS
Name:
Atabu Primary School
Location:
Bata sub-county
Head teacher: Ongom A.
Name:
Alyecjuk Primary School
Location:
Agwata sub-county
Head teacher: Okeng Tom
Name:
Apenyoweo Primary School
Location:
Kwera sub-county
Head teacher: Ajwika Joseph
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The Impact of Peace and Stability on the Quality of Primary Education in Lira District
ANNEX III: LIST OF DISTRICT OFFICIALS INTERVIEWED
1. Alfred Ocen Lalur
2. Dan Odwedo Ochienghs
3. Ogwang P. J.
4. Norman Okello
5. Tamali Okao (Mrs)
50
Chief Administrative Officer
Assistant Chief Administrative Officer in
charge Education
Acting District Education Officer
Inspector of Schools
Municipal Education Officer