| dc.description.abstract | The study sought to analyze the performance and contribution of UPE program to the educational sector in Uganda with the with the following specific objectives; to establish whether there has been an improvement in PLE performance as a result of UPE program; to find out whether there has been an improvement on physical facilities as a result of UPE program; to find out whether parental input to pupils while at school has an effect on their PLE performance; to assess the influence of time taken by government to disburse funds on the performance of UPE schools in Kira Town Council to identify some of the challenges faced by the UPE schools in implementation of UPE program and suggest some strategies from respondents on how to succumb these challenges.
The study entirely used primary data which was collected by a well-structured questionnaire and it employed a proportionate sampling method to select schools for responds and a random sample of 50 respondents was selected for the study. Chi square, a non-parametric test was employed to test the research hypotheses for the study. From the study, the researcher found out that the highest percentage of the respondents (42.0%) were in the age range of 36-50 years and also the majority of the respondents (70.0%) claimed that they had not received UPE funds on the planned period of running the school programs to help assist in the operation of the school and payment of teachers which hindered school operations. Also, majority of the respondents (74.0%) agreed that there was an improvement in Performance and this was due to a number of factors that facilitated leaning processes such as school’s physical facilities, parental support and so on. Furthermore, according to the statistics from Kira Town Council primary schools, it indicated a gradual increment of the enrollment of pupils in Kira Town Council from 2012 – 2015. Therefore, the increase in enrollment is an indication of a positive effect of UPE that more pupils are getting access to the primary education.
Despite the fact that UPE contributions to the schools had enabled many pupils to enroll in school regardless of their socio-economic status, the implementation of the policy was associated with challenges. Among which were inadequacy and delay of funding, over enrolment. Furthermore, the existing facilities and the current provision of educational requisites in schools, did not meet the UPE programme implementation. It was found out that many schools were constrained to improve the state of learning facilities and the teaching/learning activities because of the government’s abolition of fees in schools. The policy had created considerable problems which have exacerbated the noncompliance to the provision of quality education in the Division and in the District at large. There is need for increased and sustained budgetary allocation by government to UPE programme and the funding should be regular and adequate for all the schools’ requisites including an allocation for school assessments and sporting activities and in order to increase efficiency the UPE funds should be deposited to schools’ accounts directly from government. | en_US |
