Causes of Dropout in Primary Schools

Attendance Patterns and Causes of Dropout in Primary Schools in Uganda
ATTENDANCE PATTERNS AND CAUSES OF DROPOUT IN PRIMARY SCHOOLS IN

UGANDA: A CASE STUDY OF 16 SCHOOLS
A RESEARCH REPORT
By
MAKERERE UNIVERSITY INSTITUTE OF SOCIAL RESEARCH

MAKERERE UNIVERSITY
P. O. Box 16022
Kampala
Nakanyike B. Musisi
Kasente Deborah
Balihuta, A. M.
Sponsored by:
Ministry of Education and Sports
February 2003
iii Final Report

CONTENTS
ACKNOWLEDGMENTS..........................................................................................................................................V
ACRONYMS................................................................................................................................................................1
0.0 EXECUTIVE SUMMARY .................................................................................................................................2

0.1 SUMMARY OF FINDINGS ......................................................................................................................................3
0.1.1 Verification of data supplied to EMIS ........................................................................................................3
0.1.2 School dropout .............................................................................................................................................3
0.1.3 Absenteeism..................................................................................................................................................4
0.1.4 Repetition .....................................................................................................................................................4
0.1.5 Transfers ......................................................................................................................................................4
0.1.6 Non-enrolment .............................................................................................................................................4
0.2 SUMMARY CONCLUSIONS ...................................................................................................................................5
0.3 SUMMARY RECOMMENDATIONS ........................................................................................................................5
1.0 INTRODUCTION ................................................................................................................................................7
2.0 METHODOLOGY .............................................................................................................................................10

2.1 STUDY DESIGN ...................................................................................................................................................10
2.2 MEASUREMENT OF THE VARIABLES .................................................................................................................12
2.2.1 Dropout ......................................................................................................................................................12
2.2.2 Absenteeism................................................................................................................................................12
2.2.3 Repetition ...................................................................................................................................................13
2.2.4 Transfers ....................................................................................................................................................13
2.2.5 Non-enrolment ...........................................................................................................................................14
2.3 DOCUMENT REVIEW ..........................................................................................................................................14
2.4 DATA PROCESSING, ENTRY, AND ANALYSIS ......................................................................................................14
2.5 THE CHALLENGES FACED BY THE RESEARCH TEAM .......................................................................................15
3.0 THE FINDINGS ..................................................................................................................................................16
3.2 DROPOUT ...........................................................................................................................................................18
3.2.1 Dropout level and patterns.........................................................................................................................18
3.2.2 Consequences of dropout in primary schools in Uganda.........................................................................22
3.2.3 Causes of Dropout .....................................................................................................................................24
3.2.4 Suggested remedies for dropout ................................................................................................................28
3.2.5 General observations on dropout ..............................................................................................................31
3.3 ABSENTEEISM ....................................................................................................................................................32
3.3.1 Level and pattern of absenteeism ..............................................................................................................32
3.3.2 Causes of absenteeism ...............................................................................................................................34
3.3.3 Suggested remedies for absenteeism .........................................................................................................37
3.4.4 General observations on absenteeism .......................................................................................................40
3.4 REPETITION .......................................................................................................................................................40
3.4.1 Levels and patterns of repetition in primary schools in Uganda..............................................................40
3.4.2 Causes of repetition ...................................................................................................................................42
3.4.3 Suggested remedies for repetition..............................................................................................................45
3.5 TRANSFERS ........................................................................................................................................................49
3.5.1 Levels and patterns of transfer ..................................................................................................................49
3.5.2 Causes of transfers.....................................................................................................................................50
3.5.3 Suggested remedies for transfer ................................................................................................................53
3.6 NON-ENROLMENT .............................................................................................................................................57
3.6.1 Levels of non-enrolment ............................................................................................................................57
3.6.2 Causes of non-enrolment: voices of the community.................................................................................58
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4.0 CONCLUSION AND RECOMMENDATIONS ...............................................................................................60
5.0 BIBLIOGRAPHY................................................................................................................................................64
6.0 APPENDICES......................................................................................................................................................66
6.1 APPENDIX 1: THE RESEARCH ASSISTANTS............................................................................................66
6.2 APPENDIX 2: INITIALLY SAMPLE SCHOOLS AND THE RESEARCH ITINERARY........................67
6.3 APPENDIX 3: PRIMARY SCHOOL PROFILES ..........................................................................................68

1. ABIA PRIMARY SCHOOL, ARUA ................................................................................................................68
2. ABONGODYANG PRIMARY SSCHOOL, LIRA .........................................................................................69
3. AWALI PRIMARY SCHOOL, LIRA..............................................................................................................70
4. BITANWA PRIMARY SCHOOL, KABALE..................................................................................................72
5. BUGOLO UMEA PRIMARY SCHOOL .........................................................................................................73
6. BUHUNYA PRIMARY SCHOOL ...................................................................................................................75
7. BUMOLI PRIMARY SCHOOL.......................................................................................................................76
8. BUYINGI PRIMARY SCHOOL PROFILE....................................................................................................78
9. BUZIRANDUULU PRIMARY SCHOOL .......................................................................................................79
10. ENDRU PRIMARY SCHOOL PROFILE .....................................................................................................81
11. GULAMA PRIMARY SCHOOL ...................................................................................................................82
12. KIYEBE PRIMARY SCHOOL ......................................................................................................................84
13. KIZIBU PRIMARY SHOOL ..........................................................................................................................86
14. NASHIBISO PRIMARY SCHOOL ...............................................................................................................88
15. NORTH ROAD PRIMARY SCHOOL ..........................................................................................................89
16. ST.KIZITO-MUURRO PRIMARY SCHOOL .............................................................................................90
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ACKNOWLEDGMENTS
The principal investigators, Nakanyike B. Musisi, D. Kasente and A. M. Balihuta all of Makerere
Institute of Social Research, Makerere University would like to acknowledge several institutions
and many individuals who have assisted them in carrying out this study.
The Ministry of Education and Sports and the World Bank provided the funding, the guidance
and a unique opportunity to the research team to study UPE attendance patterns.
We are greatly indebted to Makerere Institute of Social Research for proving instructional
support, equipment, and a team of research assistants and data analysts.
The district education officials in Arua, Lira, Mbale, Bugiri, Masindi, Rakai, Mukono and
Kabale districts authorized and helped the research team to access the sampled schools.
The head teachers and the teachers of Abia, Endru, Abongdyang, Awali, Nashibiso, North Road,
Bitanwa, Bumoli, Buhunya, Kiyebe, Kizibu, St Kizito-Murulo, Bugolo, Kidokolo, Buyingi and
Buziranduulu played a key role in allowing and facilitating the research in these schools.
The research assistants did tremendous work in delving into the school registers, interviewing
individual children and facilitating the focused group discussions that yielded the views of the
community about the problems being investigated.
The research team would like to greatly acknowledge the patience and cooperation of the
children and the community, as well as their invaluable contribution to this study.
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ACRONYMS
AIDS Acquired Immune Deficiency Syndrome

APDS Attendance Patterns and Dropout in Primary Schools
COU Church of Uganda
DEO District Education Officer
DHS Demographic Health Survey
DHS Demographic Health Survey
EdData Education Data
EMIS Education Management Information System
FGD Focused Group Discussion
Gov’t Government
HIV Human Immunodeficiency Virus
IMDG International Millennium Development Goals
IQ Intelligence Quotient
LC Local Council
MISR Makerere Institute of Social Research
MoES Ministry of Education and Sports
NER Non-Enrolment Ratio
NRM National Resistance Movement
PTA Parents Teachers Association
SPSS Statistical Package for Social Scientists
TI Transfers In
TO Transfers Out
TOR Terms of Reference
TTI Total Transfers In
TTO Total Transfers Out
UBOS Uganda Bureau of Statistics
UDES Uganda Demographic Education Survey
UMEA Uganda Muslim Educational Association
UPE Universal Primary Education
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0.0 EXECUTIVE SUMMARY
In 1997 the Government of Uganda launched the Universal Primary Education (UPE) program.
The 1999 enrollment data collected by the headcount exercise and the school census of 2000
demonstrate that the program has been successful in increasing enrollment rates both for boys
and girls. More than 6 million pupils were enrolled in primary education in 1999. However,
available information suggests that there are high rates of dropout to the extent that only about
39% of the children that enrolled in primary one in 1997 managed to get to primary five in 2001.
High levels of absenteeism, repetition, transfers and non-enrollment have also been observed.
The purpose of this study was to investigate the causes of such trends and to get views from
various stakeholders about possible remedies to these problems.
The study was commissioned by the Ministry of Education and Sports and implemented by
Makerere Institute of Social Research (MISR). The Ministry considered the study to be
important for several reasons. Firstly, when a student is frequently absent or fails to master a
minimum of skills and competences and is forced to repeat the grade, the cost to educate that
student doubles. Secondly, because any dropout before primary 5 will not have mastered literacy,
the cost to the education system will not lead to a literate individual and will therefore have been
wasteful. Thirdly, the government policy of poverty eradication aims at educating all children to
the end of primary level and will have been let down if children who enroll in schools do not stay
there.
The EMIS 2001 data was used to guide selection of 16 schools from 8 districts in the four
regions of the country taking schools that were reported to have the highest and lowest dropout
rates in each of the selected districts. The data supplied to EMIS was verified in all the selected
schools by scrutinizing school registers from 1997 to the present for absenteeism, repetition,
transfers and dropout as well as interviews with head teachers and class teachers. A
questionnaire was developed by the research team and used to interview individual pupils who
have dropped out of school, those regularly absent and those who have transferred from other
schools. Qualitative methods were used to get perceptions of local leaders, parents and teachers
about causes of the problems under study and possible remedies.
In each of the schools with the highest dropout twenty pupils were interviewed on the causes of
absenteeism, dropout, repetition and transfers. This means that a total of 160 in-depth pupil
interviews were conducted. The parents or guardians, community leaders, as well as the teachers
and school administrators were also interviewed using focused group discussions on the level of
seriousness of non-enrolment, absenteeism, repetition, dropout and transfers, as well as the
causes of and remedies to these problems. In each high dropout Focused Group Discussions
(FGDs) were held with 12 members of the community, including representative teachers, and
parents, community leaders. This means that FGDs were held with a total of 48 persons. On the
other hand, in each of the primary schools with zero the research group verified whether indeed
that selected school had a zero dropout as reported in the EMIS data.
The research team also carried out detailed observation of the schools and prepared profiles for
each of them. The findings of the study are informed by triangulated data from all these data
sources.
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0.1 Summary of findings
0.1.1 Verification of data supplied to EMIS
In trying to verify the data supplied to EMIS, the research team found that information from
school records examined was in disarray. There was no single school out of those visited that had
complete records for a complete year, leave alone the period for which UPE has been running.
Many of the class registers were unsystematic and some had duplicate student names in different
classes. The student numbers by class displayed in the head teachers’ offices did not tally with
class registers in almost all cases. Several reasons were given and independent observations were
made for this poor record keeping. Firstly the class teacher finds it cumbersome to keep registers
especially where the numbers of pupils are very high and the registers themselves are of low
quality and not well aligned. Secondly, many of the class teachers do not see the need for
keeping very accurate records, as many of them did not know the use to which the data in the
registers would eventually be put. It was the first time any one took trouble to look at the kind of
details the research team was interested in since UPE started. Thirdly, the level of supervision of
school record keeping appears to be superficial. School inspectors ask head teachers to ensure
that records are kept and head teachers ask class teachers to do the same – no one checks the
accuracy with which the process is carried out. Fourthly, there are no facilities for storing
registers and other records. Fifthly, some of the teachers do not know how to keep the registers.
0.1.2 School dropout
When all primary levels are considered, dropout is higher for girls than for boys. For both the
girls and the boys, it is highest in primary one. This is corroborated by EMIS 2001 data, data in
the Statistical Abstract and data from the Field Work of this study (see Tables 4, 5a and 5b).
All community leaders and parents that participated in the study also agreed that dropout is a big
problem with high costs to the community. Their biggest concern is that school dropouts
destabilize communities through delinquent behavior and early marriage. The perceived causes
of dropout are complex and tend to vary for boys and girls. However marriage-related factors
and income-generating attraction seem to be the biggest causes of dropout for both boys and
girls, in the view of community. The children that have dropped out of school did not concur
with the community in what caused them to dropout. The biggest reason for dropping out was
lack of school requirements, particularly for boys and losing parents, particularly for girls. Most
children who have dropped out expressed interest to re-enter school and see the remedy for
dropping out as depending on more parental/guardian support and making school more
interesting. The community sees the remedy for dropout as a combined effort between
government, LCs and parents.
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0.1.3 Absenteeism
On average, a child misses 23 days in a year, in the schools sampled. The girl’s rates are slightly
higher than those of boys. This rate is much higher than the 13 days a year that was reported by
UBOS (2001). The community gives a highly varied list of reasons for absenteeism. This list is
topped by household chores while the often absent pupils give three main causes; sickness,
domestic work and lack of school requirements. The girls list is much longer and also includes,
being asked to take care of the home when parents are absent and caring for the sick. The
children suggest that the Ministry of Education should provide scholastic requirements and
sensitize parents about provision of proper medical care and reducing children’s workload. The
community sees remedy in regulation by the law that should lead to punishment of
parents/guardians that keep children out of school.
0.1.4 Repetition
According to the findings from the study, the level and pattern of repetition vary by region and
by sex, with the highest being in the northern region and more boys than girls repeating. Whereas
EMIS data suggests that more girls than boys repeat classes experiences of the sample schools
suggests otherwise. This difference between EMIS 2001 and the field work of this study could be
due to the time period that elapsed between the school census that produced the EMIS 2001 as
well as the different methodologies used.
The children who have repeated say that poor performance in examinations; parental decision
and absenteeism are responsible for their repetition. The community gives rampant absenteeism
and poor academic performance as the perceived causes.
As a remedy to this problem, the children recommend that teachers should teach better and turn
up for all classes. They also recommend child-to-child cooperation in learning. On the other
hand, they recommend that classes should be de-congested and more qualified teachers found.
0.1.5 Transfers
Despite the limited data, the level of inter-school transfers seems to be substantial. The main
reasons given by the children for these transfers are: long distance to school and poor academic
standards. The community attribute transfers mainly to poor academic standards. Some girls
have transferred as a result of sexual harassment and harsh punishments. The remedies proposed
by children are mainly improved teaching and an improved school environment. The community
recommends that all stakeholders should work together to improve the schools.
0.1.6 Non-enrolment
A comparison of the 6-13 age group projected population and primary school enrolment
secondary data suggests that with the introduction of UPE non-enrolment ceased to exist in
Uganda. On the other hand, the communities with whom FGDs were conducted in this study
have unanimously agreed that non-enrolment is still a problem in their communities. This can on
mean that: the 6-13 age population has been grossly underestimated; primary school going age
brackets are too narrow; primary school enrolment has been grossly overestimated since the
4 Final Report
beginning of UPE; and non-Ugandans are benefiting from UPE. The communities ascribe the
problem on non-enrolment lack of parental values towards education and domestic work.
0.2 Summary Conclusions
From the findings above the research team concludes that:
i) Record keeping is currently far below standard and may not be a source of reliable
information for any meaningful policy guidance.
ii) Despite the fact that the rate of dropout in primary schools appears to be alarming as the
children ascend through the rungs of the primary school system, there does not seem to
be any corresponding concern to keep the children in school as there is in enrolling them
in primary one. In other words, retaining children in school does not seem to be as highly
prized by the parents, community, the school and the government as enrolling them in
school for the first time.
iii) Parental and guardian responsibility towards keeping children in school is wanting. It
appears that the parents and the community do not appreciate the negative impact of
absenteeism on children’s school performance.
iv) Repetition appears to be closely associated with the quality of teaching and the readiness
of the children.
v) Apart from children who transfer because their parents have moved, the transfers seem to
be an indication of school performance. When performance is perceived not to be
satisfactory children are transferred out and vise versa. The research team is not able to
conclude that transfers are necessarily a threat since the children stay in the education
system. However, if not monitored, it may lead to some schools being congested and
others under-populated.
0.3 Summary Recommendations
Given findings from the study the research team proposes the following recommendations:
i) School registers should be improved so that they are well aligned and friendlier to use by
teachers;
ii) The Ministry should sensitized and train teachers and head teachers on the use and
accurate keeping of school registers;
iii) There should be more regular inspection of school with emphasis on the school records;
iv) Proper record and keeping should be made one of the conditions of continued
disbursement of grant funds to primary schools;
5 Final Report
v) A national study be carried out to establish the real numbers of children in primary
schools and trace the dropouts and transfers;
vi) Schools should be provided with ample record keeping facilities such as filing cabinets;
vii) In defining school needs for funding pupils’ voices should be taken into account;
viii) Government should strengthen the sensitization of parents and guardians on their roles
and responsibilities and a mechanism should be put in place to oblige parents to fulfill
their primary parental responsibility of giving their children packed lunch, providing
them with school requirements and doing everything possible to keep their children in
school;
ix) A legal provision should be put in place to impose sanctions against parents and
guardians who fail to keep their children in school;
x) Since government has committed itself to provide tuition to children, Government should
devise a mechanism of compelling the parents to take the responsibility of providing their
children with the other school requirements;
xi) Government should ensure that teachers should be better trained and prepared for
teaching;
xii) Government should give teachers sufficient salaries to motivate them to teach;
xiii) Government should make provisions to cater for children with learning disabilities so that
such pupils are not simply passed through the education system;
xiv) Head teachers should sufficiently supervise the teachers so that they carry out their duties
properly;
xv) Government should put a place legal provisions to compel parents to ensure that their
children are well prepared for school;
xvi) More classrooms should be built so that classes are decongested and the teacher pupil
ratio is improved;
xvii) Schools that habitually perform badly should be identified and improved;
xviii) Persistent school transfers out should be closely monitored as an indicator of poor school
performance of the schools from which transfers are habitually occurring.
xix) Sanctions are imposed on parents and guardians who negligently fail to have their
children enrolled in school;
6 Final Report
xx) Sanctions should be imposed on primary school administrations that inflate UPE
enrolment data;
xxi) An attempt should be made to monitor the possible number of foreign children taking
advantage of UPE;
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1.0 INTRODUCTION
With the realization that education is the major avenue of empowering the people of Uganda and
hence leading to the transformation of the country the, NRM Government launched the Universal
Primary Education (UPE) Program in 1997. This initiative which is in line with the
International Millennium Development Goals (IMDG)1 has resulted in significant increase in
funding for primary school education as indicated in Table 1.2
Table 1: Expenditure on Primary Education (1994-2002)
Year Expenditure GDP Expenditure/GDP

1994 38.08 2554.77 1.49 350.00
1995 36.86 2768.13 1.33
300.00
1996 44.29 2910.57 1.52
1997 81.11 3061.25 2.65 250.00
1998 115.54 3289.41 3.51
1999 137.42 3453.63 3.98 Expenditure 200.00
2000 211.57 3678.92 5.75
150.00
2001 254.23 3915.27 6.49
2002 293.70 4016.52 7.31 100.00
50.00
0.00
1994 1995 1996 1997 1998 1999 2000 2001 2002
Year
Source: World Bank Country Data(2001), Background to the Budget (1998/99 – 2002/2003and Statistical
Abstract, 2000. Expenditure and GDP are in billions of shillings, Constant 1991 Prices.
The data in Table 1 and its accompanying chart suggests that expenditure on primary education
has increase considerably since the introduction of UPE in Uganda in 1997, rising from 44.29
billion shillings in 1996 to 293.70 billion shillings in 2002, an increase of about 563.12%.
In terms of gross primary school enrolment the response to the increased expenditure has been
phenomenal, with gross primary school enrolment increasing from 3,068,625 pupils in 1996 to
6,900,916 pupils in 2001 – an increase of about 126%.3 (Figure1). Thus from the macro supply
side, government commendable efforts to achieve universal primary school education by 2015
have been rewarded by a corresponding increase in primary school enrolment.
1
These goals are: 1. Eradicate extreme poverty and hunger; 2. Achieve universal primary education ; 3. Promote gender equality
and empower women; 4. Reduce child mortality; 5. Improve maternal health; 6. Ensure environmental sustainability; 7. Develop
a global partnership for development; 8. Combat HIV/AIDS, malaria, and other diseases. The World Bank Group, 2002.
2
Figures are in nominal terms.
3
Education Statistical Abstract 2000 and Education Management Information System 2001.
7 Final Report
However, an analysis of pupil enrolment under the UPE program strongly suggests that not all is
well with the program. For example, for every 100 children who enrolled in primary one under
the UPE program in 1997, only 39 of them have managed to reach primary five. Of these, 19 are
girls and 20 are boys (Table 4 and its accompanying chart). This is a serious problem with dire
consequences for the future development of Uganda. It is likely to result in wastage of financial
and human resources; a doubling of UPE costs; a failure of students to master basic knowledge
and skills; and the failure to attain the overall objective of transforming Uganda into a developed
society and subsequently eradicating poverty from the nation.
Figure 1: Primary School Gross Enrolment: 1990-1999
7,000,000
6,000,000
5,000,000
Gross Enrolment
4,000,000
3,000,000
2,000,000
1,000,000
0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999
Years
Source: Statistical Abstract, UBOS (various issues)
As a result of the concern with the problem described above, in July 2002, the Government of
Uganda commissioned Makerere Institute of Social Research to carry out a study to investigate
the likely causes of and remedies for the problem. The specific objectives of this study were to:
(i) Verify EMIS data, particularly the zero dropout schools;

(ii) examine the dropout pattern of pupils in primary schools;
(iii) investigate the causes of drop-out of pupils in primary schools;
(iv) identify strategies to reduce drop-out in primary schools;
(v) establish the repetition rate by class and gender;
(vi) identify the strategies to reduce the repetition rate in schools;
(vii) investigate the causes of absenteeism in schools;
(viii) identify strategies to reduce absenteeism in schools;
(ix) identify the rate of transfers;
(x) investigate causes of transfers;
(xi) identify strategies to reduce transfers;
(xii) examine the levels of non-enrollment in primary schools;
8 Final Report
(xiii) investigate causes of non-enrollment;

(xiv) identify remedies to non-enrollment.
The study was carried out during the months of July and August and this report presents the
findings of the study. The report is organized into five sections. Section one introduces the
report. Section two presents the analytical framework that provides the context for the study.
Section three presents the methodology. In section four the findings from the study are
discussed. Section five presents the conclusion of the study, while section six gives
recommendations based on the findings from the study.
9 Final Report
2.0 METHODOLOGY
2.1 Study design
The study design for this study was primarily dictated by the scope of the terms of reference on
the one hand, and time and resource constraints placed on the study on the other hand. Thus
whereas from the terms of reference, the study was meant to be comprehensive and multifaceted,
requiring to cover at the same time the problems of dropout, absenteeism, repetition transfers,
and non-enrolment, the researchers were on the other hand given only two months within which
to cover the study, as well as financial resource budget that could not possibly fund a survey of
all primary schools in Uganda.
Furthermore, in carrying the research, the researchers attempted to cater to the express interest in
the terms of reference of verifying the actual levels of dropout in the highest and lowest primary
schools reported in the EMIS data. As a result of these constraints, the findings in this report
represent sample findings from 16 selected primary school as dictated by the terms of reference
on the one hand, and by the time and resource constraints imposed on the study on the other
hand. Nonetheless, the constraints notwithstanding, the researchers are confident that the
findings give a correct and representative picture of the situation for most primary schools in
Uganda similar to those sampled by the research team in this study.
The starting point of this study was an analysis of the EMIS 2001 data in order to use it as the
basis for sampling the primary schools that would be the basis of the action research. There was
a suggestion during the presentation of the Inception Report to the Ministry of Education by the
researchers that the EMIS data should be analyzed further using the formula proposed by Dean
(2001) so that an appropriate sample of primary schools is selected based on what Dean calls
“actual dropout”. The researchers have preferred to use dropout data reported in the EMIS data
since they are of the view that this dropout would be more realistic. The schools sampled
according to dropout reported in the EMIS 2001 data are shown in Table 2.
Table 2: Sampled Schools
REGION DISTRICT COUNTY SUBCOUNTY PARISH PRIMARY SCHOOL DROPOUT

Male Female Total
North Arua Ayivu Adumi Ombachi Endru 429 331 760
Ayivu Adumi Mbaraka Abia 0 0 0
Lira Moroto Apala Abiiting Abongodyang 170 189 359
Moroto Apala Atinkok Awali 0 1 1
Mbale Wanale
East Mbale M/C Borough Mooni Nashibiso 166 187 353
Mbale Wanale
M/C Borough Boma North Road 11 12 23
Bugiri Bukooli Buswale Nansuma Bumoli 154 156 310
Bukooli Buswale Buswale Buhunya 0 0 0
West Kabale Rubanda Ikumba Kitojo Kiyebe 136 202 338
Rubanda Ikumba Kitojo Bitanwa 0 0 0
Masindi Kibanda Kigumba Kigumba Kizibu 66 115 181
Bujenje Bwijanga Kahembe St. Kizito-Murro 1 2 3
Central Mukono Buikwe Nyenga Namabu Bugolo 158 219 377
Buikwe Najja Gulama Gulama 3 3 6
Rakai Kyotera Kasaali Nkenge Buyingi 45 41 86
Kyotera Kasaali Buziranduulu Buziranduulu 0 0 0
Source: EMIS 2001 Data, Ministry of Education and Sports
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As can be seen from Table 2, four schools were selected from each region, with two schools
being selected from each district in the region. The purpose of selecting a school from each
region was to ensure that each region is represented in the study. As mentioned above, the
schools in each district were then selected on the basis of the level of dropout reported in the
EMIS 2001 data. One of these schools was reported in the EMIS data to have the highest level
of dropout in the district, while the second school was reported to have zero dropout. This was
to take care of some of the concerns raised in the Terms of Reference (TOR) regarding outlier
schools with very high dropouts and zero dropouts. As a consequence of the dictates of the
TOR, sampling of the districts and schools was purposeful.
The objective of the research was then be to investigate the causes of the high dropout in the
“high-dropout” schools and to validate the zero dropout in the “low dropout” schools. Taking
the district of Arua as an example, it was reported in the EMIS data that Endru Primary School
had one of the highest dropouts in the district, while Abia Primary school was one of the schools
with the least dropouts. For the sake of logistical economy, the two schools in each of the
selected districts were selected from one sub-county. All in all, sixteen schools were sampled:
eight representing the high dropout schools, while the remaining eight represented the least
dropout schools.
In order to accomplish the field work within the time stipulated for the study, the research team
comprising of three principal investigators and twenty four research assistants was divided into
two groups, one for the eastern and northern regions and the other for the central and western
regions.4 The procedure was for each group to visit the school with the highest dropout for two
days and the one with the zero dropouts for one day. While in the school with the highest
dropout, the group divided itself up for specific tasks according to the research issues of
absenteeism, repetition, transfers, dropout and the school profile.
In each of the schools with the highest dropout twenty pupils were interviewed on the causes of
absenteeism, dropout, repetition and transfers. This means that a total of 160 in-depth pupil
interviews were conducted. The parents or guardians, community leaders, as well as the teachers
and school administrators were also interviewed using focused group discussions on the level of
seriousness of non-enrolment, absenteeism, repetition, dropout and transfers, as well as the
causes of and remedies to these problems. In each high dropout Focused Group Discussions
(FGDs) were held with 12 members of the community, including representative teachers, and
parents, community leaders. This means that FGDs were held with a total of 48 persons. On the
other hand, in each of the primary schools with zero the research group verified whether indeed
that selected school had a zero dropout as reported in the EMIS data.
Because it was not possible to do research in some of the schools as planned, substitution schools
became necessary. Table 3 gives the schools where research could not be undertaken as planned,
the reasons why the schools could not be visited and the schools that were substituted for them.
4
See Appendix 1 for the list of research assistants.
11 Final Report
Table 3: Substituted Primary Schools
District Sampled School Reason Not Researched Substitute School
Mbale Municipality Wanale P. S. Non-existent at time of field work North Road P. S.

Masindi St. Kizito P. S - Kigumba Private, Non-UPE, Stops at Primary 5 St. Kizito – Murro P. S. - Kahembe
Mukono Gamoli P. S Private, Non-UPE, “Brief Case”5, Stops at Primary 4. Gulama COU P. S.
It is important to note that in the 2001 EMIS Data the schools in column 2 of Table 4 were
reported to exist.
2.2 Measurement of the variables
2.2.1 Dropout
It was initially anticipated that it would be possible to establish the number of dropouts by
observing in the registers the pupils for whom attendance becomes zero from a certain point until
the end of the year under consideration. Unfortunately however, registers for successive years
became quite scarce in most the schools visited. It became necessary therefore to visit each class
and enquire from the class teacher and the pupils which of the pupils could have dropped out of
the stream or class during the course of the year. During this process, five pupils were identified
in each of the schools with the highest dropout for eventual personal interviews on the reasons
why they dropped out school.
The identified dropout cases were then followed up within their communities and asked the
reasons that had caused them to dropout of school as well as their proposed remedies to the
problem. These interviews became quite dramatic in some cases. In one case in Kabale district,
some members of the community and some members of the research team had to literally
dramatically chase down a dropout pupil for an interview. This is because there was worry on
the part of the dropout that the research team had come to arrest him for dropping out of school.
It therefore took a considerable amount of maternal skills from one of the Principal Investigators
to assure the “agitated” dropout that the researchers were not arresting anyone and that the
interview would eventually end in some good for pupils, parents, communities and the nation.
In another case in Arua district, it became difficult to trace the dropouts within their communities
during the day. A proposal was then made to the researchers that one of the best ways to track
drown the dropouts, particularly boys was to trace them in Arua Municipality since they would
sure be found there engaged in some kind of income generating activities. The advice was taken
and indeed some interviews were subsequently carried out with dropouts. In yet other cases it
was rather difficult to trace out girls who had dropout of schools since many of these would be
married in other communities. Additionally, there was more reticence on the whereabouts of
such cases of dropout.
2.2.2 Absenteeism
In this study absenteeism and non-attendance are taken to be synonymous For each of the
selected schools with the highest dropout, available class registers were examined for
5
Classes conducted under trees.
12 Final Report
absenteeism. A questionnaire was then completed with consultations with head-teacher or the
class teacher. In completing the questionnaire, the research assistants counted the zeros (0s) in
the class register for each pupil in each class for each day and for the whole year. These 0s were
added up for all the children in the stream and then the class, and were then divided by the
number of children enrolled in the stream or class at the beginning of the year. This figure gives
the average number of day missed by each pupil per year. This was done for the boys and the
girls separately. This was the most painstaking work of all the research exercise. The research
assistants: graduate and well-trained young men and women pored over these registers, in some
case for two an a half days for each of the high dropout schools. For this intensive part of the
research, in each case the Primary School Administration would provide a room for the research
team.
During the examination of the registers pupils who appeared to be habitual absentees were
identified by the researchers who requested the school administration to make the pupils
available for personal interviews. These interviews were conducted by members of the research
team who came from the area and therefore could talk to the children in the local language.
Different methods of making the children comfortable and “break the ice” between them and the
researchers were used. Even after breaking the ice, considerable amount patience was exercised
by the researchers so as to entice responses from the pupils, a good number of whom were very
young.
2.2.3 Repetition
The data on the number of pupils who had repeated a class was obtained in two complementary
ways. The first one was by asking the class teacher who the repeaters were in each stream or
class. The second one was by checking the current and previous class registers of two
consecutive grades. If the name of a pupil appeared in a class registers of say primary one in two
consecutive years, then such a pupil was considered to have been a repeater.
The second task was then to interview a selected number of pupils known to have repeated a
class. The class teachers and fellow pupils were helpful in this case. Representative parents or
guardians, community leaders were then interviewed regarding the causes of repetition and
remedies for the problem.
2.2.4 Transfers
Information on the pupils who had transferred into the school was obtained by comparing the
registers of two consecutive classes and then noting pupils who were in the next higher class but
whose names could not be found in the previous class. Where this was not possible teachers and
pupils were asked in each stream about the pupils who had transferred into the class. Similarly,
information on the number of pupils who transferred out of the school was also obtained by
using the class registers, where they were available, and then looking at the 0s of absenteeism
that eventually trailed to complete 0s until the end of the year. The researchers then visited the
classes and asked the class teachers and pupils whether the children had transferred to other
schools. Again where registers were not available, the researchers asked the pupils and the
teachers whether there were any children in their class who had transferred to other schools. In
13 Final Report
cases where neither the teacher nor the pupils could tell whether a child had transferred to
another school, it was assumed that the pupil had dropped out of the school.
In the process of identifying the transfers in and out of the school, five of the transfer-in were
then selected in each of the high dropout schools and interviewed about the reasons why they had
transferred into the current school. They were also asked what should be done so as to minimize
the possibility of transferring from school to school. The community was then interviewed on the
causes and remedies of transfers.
2.2.5 Non-enrolment
In this study non-enrolment is the number of primary school going age who are not enrolled in
any primary school This to be contrasted with non-attendance which is taken to mean
absenteeism. Data on non-enrolment was obtained by subtracting the number of children who
were reported to be enrolled in primary school in a give year from the total primary school going
age children. Data on primary school going age population was obtained from the Uganda
Bureau of Statistics population projections based on the1991 Population Census. These
projections are contained in Volume 1 of the 1991 Population Census Report.
2.3 Document review
A review of related studies was embarked on by the researchers much before field work was
undertaken. It continued during the course of the fieldwork. Both the insights and data obtained
from the document review will be interspersed appropriately in the relevant sections of the
report.
2.4 Data processing, entry, and analysis
By the end of the research exercise, four types of information had been assembled: (i) secondary
data on non-enrolment and dropout; (ii) quantitative data on absenteeism, repetition, dropout and
transfers from the school registers; (iii) qualitative information from pupil personal interviews;
(iv) qualitative information from the community focused group discussions.
The information obtained from the research was so considerable that the month of August and
the first week of September were devoted to its processing, entry and analysis. Data from
secondary sources and the school registers was entered in excel spreadsheets. the qualitative
information from the child interviews was coded and then entered into SPSS. The information
from the FGDs was first processed using large master sheets. The purpose of this processing
was to be able to tease out regularly occurring causes of non-enrolment, dropout, absenteeism,
transfers and repetition, as well as the remedies proposed by the communities. Subsequently the
information was coded and entered into SPSS. These types of data were then analyzed using
excel and SPSS to produce the findings presented in the following section of this report.
The Principal Researchers and some of the research assistants then went for a retreat at Bugonga
Convent to write out the research report from Thursday 5 to Sunday 7, September, 2002.
14 Final Report
2.5 The challenges faced by the research team
In carrying out this study the research team was faced with the following challenges:
i) The terms of references required that the research should to cover as many schools as
possible, while at the same time it was required that for EMIS data verification purposes,
schools with the highest and lowest dropout should be included in the sampled schools.
Given the amount of available resources, and in order to spread the research into the four
regions of the country, the study team was therefore with no option but to do a purposive
sample of the those schools with the highest and lowest dropout in four districts from the
four regions of the country. In this respect the aspect of random sampling was not
possible.
ii) The research team was constantly worried about insecurity in the Northern region. Thus,
for example, the rebels attacked the areas around Awali Primary School immediately
after the research team left the area.
iii) Despite the extensiveness of the terms of reference, the study was required to be carried
out in only two months.
15 Final Report
3.0 THE FINDINGS
3.1 Verification of EMIS data
The researchers were anticipating using the school registers to obtain a considerable amount of
data on the levels of absenteeism, dropout, transfers and repetition. However, the researchers
were very disappointed to find the following problems with the school registers:
(i) In most of the schools the researchers were made to understand that the head teacher
was new and therefore could not know what the previous head teacher had done with
the registers;
(ii) In all the schools visited there are no proper facilities for storing in the registers;
(iii) In some schools therefore some teachers keep the registers at home, and since they
were not present at the time of the visit by the researchers the registers kept by these
teachers were not available;
(iv) MoES advises the schools to keep the registers for only three years. The consequence
of this is that there cannot be a time series on enrolment of pupils in a given school;
(v) In some schools grade three teachers cannot take attendance in the registers. Indeed in
many of the registers the additions of daily attendance were not correct;
(vi) In one school, since the previous head teacher was under investigations for being
implicated in the embezzlement of the School Facility Grant money, the Inspectorate of
Government had taken away all the registers;
(vii) In many schools the number of the children in the registers did not tally with the actual
numbers in the classrooms.
(viii) In many schools the teachers completed class attendance several days later.
(ix) Some of the registers are so badly bound that a careless teacher can mark pupil A
absent when in fact it is pupil B who is absent. This is because the leaves for tallying
the students are not well aligned with the pupils’ names. This is increasingly so since
the MoES allowed primary schools to buy the registers from the open market.
(x) In most of the schools visited the primary one class is so congested that it is physically
impossible to take roll call for the class.
(xi) As Figures 2A and 2B illustrate, in some schools the pupils in primary one, particularly
girls, bring their younger siblings to school with them. It such cases it becomes
virtually impossible to take roll call in the class due to congestion and to the completely
unscholarly conditions in the class.
16 Final Report
Figure 2A: A Sister and a sibling in Abia Primary School in Arua District
Figure 2B: Childcare role in the classroom Abia Primary School in Arua District
17 Final Report
3.2 Dropout
3.2.1 Dropout level and patterns
Table 4 and its accompanying chart gives an indication of the level and patterns of dropout for
UPE primary school pupils. What the table shows is that the number of children enrolled in
primary one in 1997 were as many as 2,159,850. However, as they have move up the primary
school levels, their numbers have dwindled down to only 832,855 by the time they reached
primary five in 2001. The chart shows clearly that girls have dropped out of UPE more than
boys.6 Although the figures in Table 4 give crude survival rates that may indicate an
overestimate of the level of net primary dropout, due to the fact that class repetition has not been
taken care of in the data, these figures do give an indication of the magnitude of the dropout
problem in primary schools in Uganda.
Table 4: Percentage of UPE Primary One Cohort Reaching Primary Five (1997-2001)
Year Level Total Girls Boys Girls (%) Boys (%) Both (%)
1997 P1 2,159,850 1,057,504 1,102,346 49 51 100
1998 P2 1,312,593 640,648 671,945 30 31 61
1999 P3 1,128,216 543,804 584,412 25 27 52
2000 P4 962,052 466,098 495,954 22 23 45
2001 P5 832,855 403,713 429,142 19 20 39
100
90
80
70
Enrolment(%)
60
50
40
30
20
10
Both (%)
0 Boys (%)
P1 Girls (%)
P2
P3
P4
P5
Primary Level
Girls (%) Boys (%) Both (%)
Source: Statistical Abstract, 2000; EMIS 2001.
This trend in cohort enrolment is corroborated by the experience from Endru Primary School,
Table 5a and its accompanying chart, as well as the results from EMIS 2001 data in Table 5b.7
6
See also the Terms of Reference for this study, page 1; and D. Dean, Investigating Student Dropout in Uganda, Part 1, March
2002 page 1,.
7
Endru Primary School, Arua District is chosen for illustration because it is the only school where consistent enrolment data was
available for more than five years. This was also obtained after a strenuous search in all possible places in the school.
18 Final Report
Table 5a: Percentage of Primary One Cohort Reaching Primary Five at Endru Primary School
Year Level Girls Boys Total Girls(%) Boys(%) Total(%)

1998 P1 405 368 773 52.4 47.6 100.0
1999 P2 284 269 553 36.7 34.8 71.5
2000 P3 192 186 378 24.8 24.1 48.9
2001 P4 115 105 220 14.9 13.6 28.5
2002 P5 92 91 183 11.9 11.8 23.7
100.0
90.0
80.0
Enrolment (%)
70.0
60.0
50.0
40.0
30.0
20.0
10.0
Both
0.0 Boys
P1 P2 Girls
P3 P4 P5
Primary Level
Girls Boys Both
Source: Field Research
Table 5b: Total National Dropout
Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6 Primary 7 Total
Numbers Male 45,410 26,460 22,151 19,896 18,049 17,737 15,283 164,986
Female 42,942 26,219 21,069 19,347 18,040 18,764 14,551 160,932
Total 88,352 52,679 43,220 39,243 36,089 36,501 29,834 325,918
Percentages Male 13.9 8.1 6.8 6.1 5.5 5.4 4.7 50.6
Female 13.2 8.0 6.5 5.9 5.5 5.8 4.5 49.4
Total 27.1 16.2 13.3 12.0 11.1 11.2 9.2 100.0
Source: EMIS 2001 Data
It can be seen from Tables 4, 5a and 5b that when all primary levels are considered, dropout is
higher for girls than for boys and that for both the girls and the boys, it is highest in primary one.
19 Final Report
As can be seen from Table 6, dropout levels observed by the research team differ substantially
from those reported in the EMIS 2001 data. All high dropouts schools were observed to have
lower rates than those reported by EMIS. For example, Endru in Arua District reported by EMIS
to have 760 dropouts in the year 2001 was observed by the research team to have an estimated
figure of 180 dropouts. On the other hand, as can be seen from Table 7 EMIS 2001 data
consistently under-reports dropouts in the supposedly low dropouts schools. For example, all
schools reported in the EMIS 2001 data to have no dropouts had as high or even higher dropouts
than the schools reported to have high dropout rates.
The difference between the dropout reported in the EMIS 2001 data and that found by the
researchers could be caused by the fact that whereas EMIS data was obtained from the schools in
2000, dropout study data was obtained much later between in July 2002. Between the time the
EMIS 2001 data was obtained from the schools and Dropout study was carried out some children
could have joined or dropped out of a given a school; and/or transferred into or out of the school.
20 Final Report
Table 6: High Dropout Schools: A Comparison of the EMIS 2001 and APDS 2001
Region District School EMIS 2001 APDS 2001

B G T B G T
Central Mukono Bugolo 158 219 377 29 18 47
Rakai Buyingi 45 41 86 6 7 13
East Mbale Nashibiso 166 187 353 19 29 48
Bugiri Bumoli 154 156 310 47 21 68
North Arua Endru 429 331 760 97 83 180
Lira Abongodyang 170 189 359 18 17 35
West Kabale Kiyebe 135 202 338 7 12 19
Masindi Kizibu 66 115 181 29 33 62
EMIS 2001 APDS 2001
800
700
600
500
DROPOUT
400
300
200
100
0
Bugolo
EMIS 2001
Buyingi
Nashibiso
Bumoli
APDS 2001 SOURCE

Endru
Abongodyang
Kiyebe
Kizibu
SCHOOL
Source: School Registers
Notes: B = Boys G = Girls T = Total

APDS 2001 = Register data obtained during this Study
21 Final Report
Table 7: Low Dropout Schools: A Comparison of the EMIS 2001 and APDS 2001
Region District School EMIS 2001 APDS 2001

B G T B G T
Central Mukono Gulama 3 3 6 29 27 56
Rakai Buzilanduulu 0 0 0 51 55 106
East Bugiri Buhunya 0 0 0 7 12 19
Mbale NorthRoad 0 0 0 15 13 28
North Arua Abia 0 0 0 45 32 77
Lira Awali 0 1 1 29 34 63
West Masindi St.Kizito Murro 1 2 4 9 8 17
Kabale Bitanwa 0 0 0 21 19 40
EMIS2001 APDS2001
120
100
80
DROPOUT
60
40
20
0
Gulama
APDS2001
Buzilanduulu
Buhunya
NorthRoad
EMIS2001 SOURCE
Abia
Awali
St.Kizito Murro
Bitanwa
SCHOOL
3.2.2 Consequences of dropout in primary schools in Uganda
All communities that participated in this study accepted that dropout is indeed a problem to them
as parents or leaders and that it has bad consequences to the community. Overall, the main
consequences to the community that were identified were:
• delinquent behavior 18.2%;

• early marriage 15.9%;
• low level of education 11.4%.
22 Final Report
For each region, these consequences are indicated in Table 8. For example, as far as the persons
who participated in the FGD in the Eastern regions are concerned, being a bad role model
constitutes 18.2% of the consequences of dropout in Eastern Uganda. Similarly, early marriage
constitutes 22.2% of the consequences of the dropout in Central Uganda.
Table 8: Consequences dropout to the community by Region(%).
Consequence Central West North East
Bad role models - - - 18.2

Delinquent behavior 22.2 20.0 14.3 18.2
Early marriage 22.2 - 14.3 18.2
Future development 22.2 - - -
Increased disease e.g. HIV/AIDS - - 14.3 -
Lack of education in the community - 20.0 - -
Prostitution - - 14.3 -
School collapse 22.2 20.0 - -
Source: Field Data (the numbers represent percentages of all suggested consequences of dropout)
The table above suggests that despite the regional variations, delinquent behavior seems to be the
most common consequence of dropout. In this report delinquent behavior includes indiscipline
like disobeying parents, stealing, being idle in trading centres, stubbornness, prostitution and
general destabilization of the community. Delinquent behavior is then followed by early
marriage.
Probably because of the insurgency in Northern Uganda for the last 16 years, members of the
FGDs in this region expressed the most multiple numbers of consequences from dropping out of
school. The Eastern Region followed this. There also were some concerns emphasized by
different regions. For example, the Central Regions expressed the concern that the region’s
future development is under threat from continued dropout; the West had particular worry that a
reduced number of educated boys and girls in the community would set a bad example for the
younger children; the North was concerned with increased disease (HIV/AIDS) and prostitution
and the East was worried about negative role models in the community.
The regional and district variations observed imply that policy initiatives to address dropping out
needs to be at different institutional levels, macro, meso and micro in order to be relevant to all
actors concerned. An effective message to the community should include a reflection of their
voices that comes through our findings, and an emphasis of the benefits of primary schooling as
perceived by the community. These findings suggest that keeping girls and boys in school
means more peace and development for the community. This is also in accordance with the
findings of a recent study done by UBOS (2001) that is found among other things, that most
parents/guardians consider primary schooling to be beneficial.
23 Final Report
3.2.3 Causes of Dropout
3.2.3.1 Voices of the children
The information in this section is based on in-depth interview with 35 children (20 boys and 15
girls) who have dropped out of school and gives first hand insights into the causes of drop out.
The overall pattern of causes highlights three major sources: (i) lack of school requirements
(32.7%); (ii) loss of parents (18.4%); (ii) parents’ inability to provide children with school and
other requirements (14.3%). As indicated in Table 9, there are regional variations in what
children expressed as the causes of dropout
Table 9: Causes of school dropout from the perspective of children
Region Central(%) West(%) North(%) East(%) Total(%)
Cause
Lack of school requirements 14.3 30.8 31.3 46.2 32.7
Loss of parents 14.3 30.8 18.8 7.7 18.4
Parents inability to provide schools requirements 28.6 15.4 6.3 15.4 14.3
Others 14.3 15.4 12.5 10.2
Early pregnancies 6.3 15.4 6.1
Chronic illness 28.6 7.7 6.1
Poor performance in class/ repetition 7.7 6.3 7.7 6.1
Business diverted their attention 6.3 2.0
Caring for sick relatives 6.3 2.0
Long distance 6.3
Source: Children Interviews (Others include expulsion from school and heavy work load at home)
As can be seen from Table 9, from the perspective of the children who have dropped out of
school, lack of school requirements and loss of parents seem to be the major causes of school
dropout in almost all the regions but with different emphasis. Parents’ inability to provide for
children and chronic illnesses were cited more in the Central region.
Girls and boys pointed out different experiences as most responsible for their dropping out of
school as indicated in Table 10.
Table 10: Children’s experiences of school dropout by sex.
Cause Boys (%) Girls(%) Total(%)
Lack of school requirements(e.g: uniform, books, pencils, packed lunch) 38.5 25.0 32.6
Loss of parents 11.5 30.0 19.6
Inability of parents/ guardians to meet school requirements 23.1 5.0 15.2
Others (e.g. heavy workload at home, expulsion) 19.2 10.9
Early pregnancies 15.0 6.5
Chronic illness 3.8 10.0 6.5
Repetition of classes 10.0 4.3
Long distance from home 3.8 2.2
Taking care of sick relatives 5.0 2.2
24 Final Report
While lack of school requirements is a major cause of dropout for both girls and boys, it seems to
be more pronounced in the case of boys. The other major causes of dropout for boys are inability
of parents/guardians to provide their needs and heavy workload at home while for the girls it is
loss of parents and early pregnancies. There are other factors that affect both boys and girls
differently, as the table above shows. But it is clear that it should always be considered that
different factors are experienced by boys and girls differently. This can be explained from the
way communities and households ascribe different roles, responsibilities and entitlements to
women and men starting from their childhood.
3.2.3.2 Voices of the communities
From their experiences, community participants said that there were varied causes of dropout and
that these were sometimes different for girls and boys as Table 11 illustrates.
Table 11: Community perceived causes of dropout for boys and girls
Causes Boys (%) Girls(%)
Early marriage 10.4 10.9

Parents do not value education 7.5 10.9
Lack of school requirements 9.0 7.8
Parents are poor 7.5 7.8
Provide household labor 3.0 7.8
Income generating activities 9.0 6.3
Early marriage related factors were perceived to be the biggest cause of dropout for both girls
and boys. However, the other factors varied in magnitude for boys and girls. For boys, income
generating attractions and lack of school requirements are the next factors responsible while for
girls it is related to parents’ negative value of their education.
There were regional and district variations in perception of causes of dropout for both boys and
girls (Table 12). For example, the central region does not have early marriage as a major cause of
dropout for boys as the other regions, whereas it does for girls. In the same region, income
generating activities, slow learning and delinquent behavior seems to be drawing boys out of
school more than they are doing girls, while parents put more value to educating boys more than
girls. In the western region, attraction to income generating activities is presented as affecting
boys more than it does girls while providing household labor draws girls out of school more than
it does boys. The low value attached to education by parents affects both boys and girls. In the
Northern Region, marriage related factors are more a boys’ issue than girls whereas low parental
value of education and poverty apply to boys’ and girls’ dropping out. In the eastern region,
income generation, poor academic performance and sexual harassment are perceived to be
drawing more girls out of school, while lack of school requirements and social-cultural activities
are affecting boys more.
25 Final Report
Table 12: Regional variations in community perceptions of causes of dropout
Region Central West North East Total

Causes Boys(%) Girls(%) Boys(%) Girls(%) Boys(%) Girls(%) Boys(%) Girls(%)
Early Marriage 10.0 13.0 12.5 12.5 10.5 6.25 9.1 13.0
Parents don’t value education 13.0 12.5 12.5 10.5 11.0 4.5 6.25
Parents are poor 5.0 12.5 12.5 10.5 11 4.5
Income generating activities 20.0 5.0 12.5 6.25 5.3 4.5 13.0
Lack of school requirements 10.0 13.0 12.5 12.5 5.3 9.1 7.0
Provide household labor 5.0 6.3 12.5 5.3 5.0 7.0
Delinquent behavior 20.0 5.0 5.3 6.25
Personal discomfort 5.3 11.8 4.5 6.25
Social cultural activities 6.3 9.1
Poor academic standards 9.1 13.4
Sexual harassment 8.35 6.25 13.4
Slow learners 20.0 13.0 6.25 4.5
The perceived variety of causes of dropout for boys and girls show that this is as a complex issue
that requires a multi-pronged approach at national, community and school levels. Several other
studies have looked at the issue of school dropout from community perceptions and their
findings are compared with those of the current study.
The Draft Report of the Participatory Poverty Assessment gives comprehensive information
about causes of dropout combined with absenteeism and lists the following as the key cause of
dropout (not ranked):
(i) Long distances from School, children cannot go back home for lunch. They have to wake
up before 6.00 am in order to arrive at school by 9.00 am.
(ii) High financial costs e.g. of extra UPE charges like school uniforms, scholastic materials,
fees for lunch at school for pupils and teachers, top- up of teachers’ salaries who are not
on pay-roll, building funds etc stops some children, especially orphans and those from
poorer families from attending primary school.
(iii)Negative parental attitudes towards education due to illiteracy, over drinking and pre-
occupation with domestic chores/ livelihood activities,
(iv) Early pregnancy and/or early marriage especially for girls. Peer pressure from dropouts,
tribalism, discrimination against refugees etc.
(v) Seasonal and geographical barriers. For example swamps, flooding during rainy seasons,
drought/ excessive heat during dry seasons and crossing water in island communities.
(vi) Peer- ridicule, inadequate special needs facilities and insecurity.
However, the information is not gender disaggregated and not ranked by the magnitude of the
problem.
26 Final Report
The Uganda DHS EdData Survey 2001 Report also addressed the issues of school dropout based
on community perceptions. It is pointed out in this report that the main causes of dropout are:
(i) monetary cost f schooling;
(ii) over age.
(iii) the need for children to do work in support of the household. This factor was more
common for female than male children. Surprisingly, in this report the need for the
child’s labor was more often cited as a factor for younger than for older children;
(iv) illness or disability;
(v) failure to pass examinations or repetition of classes;
(vi) poor school quality;
(vii) lack of secondary school places;
(viii) inability to find jobs by school graduates;
(ix) pregnancy or marriage related factors.
While the EdData Survey study comes out with cost as the main force behind dropout, the focus
group discussions of the current study show multiple socially related factors in the community
and in the school as key in causing dropout. Marriage related factors also come through as key
in leading to both boys and girls dropping out of school, most probably because the sample of
this study is more rural-based.
A Situational Analysis of orphans in Uganda (2002) identified the following factors as the major
causes of dropout:
(i) Children may be removed from school to work in the fields or at home, pursue outside
employment to earn cash income, or help care for the ill.
(ii) Being an orphan.
This study gives useful information about orphans that supplements findings of the other studies,
particularly because it gives both the community and orphans’ perspectives. However, the
information in the study is not disaggregated by sex.
Save the Children Fund (2002) in their study of child poverty also focused on school dropout and
came out with these district specific but combined causes of dropout and non-attendance:
27 Final Report
(i) Lack of investment in education, particularly by illiterate parents who may not see the
value of educating a child. This is exacerbated by the unofficial charges in government
schools imposed on parents and lack of uniforms, (Arua);
(ii) In addition children mentioned deep-rooted cultural practices that lead girls into forced
early marriages so as to get bride wealth, (Kasese)
(iii)Carrying out domestic chores;
(iv) Looking after siblings when parents are away;
(v) Supplementing family income, (Gulu);
(vi) The effects of war where children have been displaced and some of them abducted.
Those who return, particularly girls, find it difficult to be integrated in schools. Some
return with babies and others are traumatized, (Gulu and Kasese);
(vii) Child headed households, where a girl becomes the mother and has to fend for the rest
of the children and therefore cannot attend school. (Masaka).
In this study the findings are not disaggregated by sex and do not give the magnitude of the
causes mentioned but they give a unique perspective of child poverty from the children’s and
community perspectives.
All these studies put together provide a comprehensive picture of community perspectives on
dropout that the current study builds upon and gives a preference ranking of key issues based on
in-depth focus group discussion with community leaders, parents and teachers as well as a
detailed perspective of the children themselves.
3.2.4 Suggested remedies for dropout
Most children who have dropped out of school expressed interest to re-enter school and proposed
some remedies that would ensure that they do not drop out in future. The figures expressed in
Table 13 show the percentage of the children who proposed the remedy, in each region.
28 Final Report
Table 13: Key remedies for dropout from children’s voices (%)
Actor Proposed remedy Central Western Northern Eastern
Parents (i) Provide School Requirements 70 42 75

(ii) Work hard to keep children in school 60 25
Teachers (i) Improve teaching standards 75 70

(ii) Convince Parents to provide scholastic materials 33
Fellow Pupils (i) Cooperate with weaker pupils (no bullying) 73 67

(ii) Do not misbehave8 25 27`
Head teacher (i) Recruit and supervise well good teachers 33 25

(ii) Stop harsh punishments to pupils 42
(iii) Treat children well 25
LC1 Chairman (i) Work with parents to keep children in school 20

(ii) Sensitize children about importance of education 22
(iii) Punish children who are going astray 40 33 25
MoES (i) Pay fees for needy children 60

(ii) Provide scholastic materials 20 39 25
(iii) Stop schools from sending away defaulting children 20 13
(iv) Increase teachers’ salaries to motivate them 23 13
From the table above, it seems that more children in the East, West and North proposed that
parents should provide scholastic materials. Children in the north and west more concerned
about teachers improving on their performance. It was suggested by dropout children across the
board, except in Central Region that teachers should stop harsh punishments on the pupils. In
the Central and Northern regions, many children (25% and 27% respectively) suggested that
fellow pupils should behave well. 33% and 25% of the pupils argued that head teachers should
recruit good teachers and supervise them well. Children also have some suggestions in respect
of the Local Council 1 Chairmen. According to the children, the LC1 Chairmen should punish
children dropping out of school. Sixty percent (60%) of the children in the central argued that
the Ministry of Education should provide fees for needy pupils. 20%, 39% and 25% ( Central,
Northern, and East respectively) suggested that that the Ministry of Education should provide
scholastic materials.
There were some variations between girls’ and boys’ remedies. However, more girls than boys
argued that LCs should sensitize pupils about the importance of Education (33% vs. 9.5%).
About thirteen (13.3%) and 0% of boys suggested that teachers should stop sexually abusing
girls. Whereas some girls said that the head teacher should treat pupils well (20%), boys did not
express this concern.
8
Such as damaging school property which may result into dismissal from school.
29 Final Report
3.2.4.2 Voices of the community
Table 14 gives some of the remedies suggested by the communities in the FGDs.
Table 14: Key remedies for dropout from the communities(%)
ACTOR BOYS GIRLS

Parents • Governments, schools and parents should • Parents should provide school
work together to ensure that children do not requirements
drop out of school. • Parents should work together with
• Parents should encourage boys to stay in teachers and LCs to keep children
school. in school.
• Parents should provide all school • Parents should enroll girls at the
requirements right age.
• Parents should sensitize their boys about the
importance of education.
• Parents should be sensitized about the
School • Schools should sensitize boys about the • Teachers, parents and girls should
importance of education. have a good relationship
• Schools should ensure that boys are occupied • Teachers should stop sexually
with school activities. harassing girls.
• Girls should be exposed to
successful role models
• Schools should have a senior
woman teacher.
• Teachers should have appropriate
punishments to discipline them
Community LCs should come up with bye-laws to prevent • LCs should sensitize parents
school dropouts about the importance of
education.
• The community should
discourage early marriages.
• The community should sensitize
children about the importance of
education.
• LCs should make bye-laws to
prevent girls from dropping out.
• The community should be
sensitized about the importance of
educating girls
Government • Government should provide
• Government should provide scholastic scholastic materials.
materials • Government should enforce laws
• Government should build more schools against school dropouts.
• Government should enforce laws
against defilers
The major remedies pointed out related to the community action for boys and girls were mainly
to do with combined effort between government, LCs and parents. However most remedies
pointed to the role of parents. This implies that parents have to do more to keep children in
school. The role of LCs is also suggested in terms of making bye-laws that will ensure that
30 Final Report
children are kept in school. Parents are also urged to send girls to school at the right age because
one of the significant reasons for dropping out for girls was found to be early pregnancies.
School related remedies were more specific. On the side of boys, it was suggested that they need
to be kept busy at school whereas remedies for girls had a lot to do with their special problems.
One of the suggestions in this regard was that schools should employ a senior woman teacher to
deal with the girls’ problems. It was also suggested that school should do more to ensure that
teachers don’t sexually abuse girls.
Most of the remedies suggested for both girls and boys had to do with government’s provision of
school requirements. However on the side of girls, it was suggested that defilement laws should
be enforced against defilers.
3.2.5 General observations on dropout
The main points that come out of the study findings regarding the level, patterns, causes of
dropout in primary schools in Uganda can be summarized as follows:
(i) From the data available in the Education Abstract, out of 100 children that started
primary one in 1997, only 39 have managed to reach primary five in 2001. This low
level of survival or conversely, this high level of dropout is corroborated by specific
register data obtained by the research team from one of the sampled primary schools.
Basing on the World Development Indicators database of the World Bank as of April
2002, Uganda has the second highest dropout rate in the world, after Malawi whose
dropout rate is 34%. This is a frightening problem given that the Government of Uganda
has committed itself to subsidize the UPE program heavily.
(ii) Record keeping in primary schools, particularly regarding the number of children
enrolled in primary schools, in Uganda is in a very bad state. This makes it difficult for
anyone to obtain reliable information on the number of children enrolled under UPE.
Needless to say, this does not strengthen the basis of EMIS database. It also greatly
weakens the Governments ability to obtain reliable information for planning and policy
formulation purposes.
(iii)In providing for the UPE program, the Government assumed that the major problem UPE
would overcome was the cost of primary schooling to the households. Six years into
UPE, less than forty percent of the children who enrolled in primary one under UPE have
managed to reach primary five despite the large sums of money spent by Government and
donors in subsidizing the program. It would appear from the FGDs this study that all the
stakeholders in the education system, are contributing to the high dropout rate in Uganda.
For UPE to succeed, it will not be the amount of money that will continue to matter.
Therefore much more needs to be done at the macro, meso and micro levels by all the
above mentioned actors for UPE to succeed.
(iv) Since the success/failure of UPE depends upon all actors mentioned in the above
paragraph, as expected, the children and the communities have proposed remedies for
dropout touching on all these actors. Thus the Government, the parents, the communities
31 Final Report
should play their respective roles if UPE is to succeed and serve the purpose for which it
was intended.
3.3 Absenteeism
3.3.1 Level and pattern of absenteeism
Table 15 and its accompanying charts give the level and pattern of absenteeism in the sampled
schools. From the table and the charts it can be seen that for the available data, on average a
child misses about 23 days in year. On average a girls misses 24 days while a boy misses 22
days. This is in contrast with the findings in the UDES study in which it is reported that on
average a child misses 13 days in a year. The pie chart gives the regional picture of absenteeism.
From this pie chart it can be seen that absenteeism is most rampant in the North.
32 Final Report
Table 15: The level and pattern of absenteeism in sampled schools
Region District School 2001

BOYS GIRLS TOTAL REGIONAL
Central Mukono Bugolo 17 16 16.3 12.6
Rakai Buyingi 9 9 8.9
East Bugiri Bumoli 26 26 26.4 21.9
Mbale Nashibiso 16 19 17.4
North Arua Endru 31 37 33.7 29.0
Lira Abongodyang 24 24 24.3
West Kabale Kiyebe 21 23 22.1 28.7
Masindi Kizibu 34 37 35.4
Annual Average 22 24 23.0 23.0
BOYS GIRLS
40
35
30
ABSENTEEISM
25
20
15
10
0
Bugolo
GIRLS
Buyingi
Bumoli
Nashibiso
BOYS
Endru
GENDER
Abongodyang
Kiyebe
Kizibu
SCHOOL
Central East North West
14%
31%
24%
31%
33 Final Report
3.3.2 Causes of absenteeism
The selected 48 children (27 girls and 21 boys) who were regular absentees gave the following as the
main causes of their being regularly absent from school:
• sickness 31.1%
• helping out with household work 26.2%
• lack of school requirements 14.8%
A detailed breakdown of what the children said show regional variations as indicated in Table
16.
Table 16: Causes of absenteeism from the perspective of regularly absent children by region
Cause Central West North East Total
Sickness 31.6 26.7 23.1 42.9 31.1

Household work 21.1 26.7 23.1 35.7 26.2
Lack of school requirements 10.5 26.7 15.4 7.1 14.8
Care for the home when parents are absent 15.8 13.3 7.7 - 9.8
Care for the sick 10.5 6.7 - 7.1 6.6
Others (cultural activities) 5.3 - 15.4 - 4.9
Poor weather (heavy rains) 5.3 - 7.7 - 3.3
Hunger at school - - 7.7 - 1.6
Lack of school fees - - - 7.1 1.6
Sickness and domestic work seem to be the main causes of absenteeism in all regions with the
Eastern region having the highest emphasis of both. Lack of school requirements is emphasized
by the western and northern, while taking care of the home when parents are absent are also
highlighted, particularly in the Central region. These findings are in agreement with those
reported in the UDES (2001) study. The major causes for absenteeism are similar to those
voiced by the children who have dropped out of school. It is a combination of, poor health;
financial needs not met and demand for child labor in the household.
There are gender-based variations in the emphasis put on particular causes of absenteeism and
the breakdown is presented in Table 17.
34 Final Report
Table 17: Causes of absenteeism by gender.
Cause Boys Girls Total
Sickness 26.9 34.3 31.1

Domestic work 26.9 25.7 26.2
Lack of school requirements 19.2 11.4 14.8
Caring for the home in absence of the parents 7.7 11.4 9.8
Caring for the sick - 11.4 6.6
Others (cultural activities) 7.7 2.9 4.9
Poor weather (heavy rainfall) 3.8 2.9 3.3
Lack of school fees 3.8 - 1.6
Hunger at school 3.8 - 1.6
The table above shows that girls have are more prone to absenteeism due to illness than the boys,
while, surprisingly, the boy-child is more affected by domestic work than the girls. As is
expected girls’ absenteeism is more likely to be affected by caring for the sick than boys.
3.3.2.2 Community perceptions on the causes of absenteeism
The emerging picture from causes of absenteeism shows that the community is not unanimous on
specific causes. The variety of causes that a given pick some of the issues that the regularly
absent children have said but do not give them the same emphasis. The details are reflected in
Table 18.
Table 18: Community perceptions of the causes of absenteeism
Causes Boys(%) Girls(%)
Household chores 14 11.8

Personal illness 8 10.3
Pupils don’t value education 12 7.4
Lack of scholastic materials 8 7.4
Personal discomfort - 7.4
Parents are negligent 10 5.9
Famine 10 4.4
As the table above indicates, the perceived causes of absenteeism affect boys and girls with
different intensity and are mostly household and health -based. However children’s value of
education is also brought into question by the community, much more so in the case of boys.
Apart from gender variations, there were also regional variations as Table 19 shows.
35 Final Report
Table 19: Community perceptions of causes of absenteeism by region by sex
Central West North East

Causes Boys Girls Boys Girls Boys Girls Boys Girls
Household chores 10 13.3 28.6 22.2 14.3 9.1 10.5 9.1
Children do not value education 20 6.7 14.3 - 14.3 4.5 5.3 9.1
Long distance/ poor roads - 6.7 14.3 - - 4.5 - -
Personal illness - 13.3 - 14.3 9.1 10.5 9.1
Parents are negligent 10 6.7 - 14.3 4.5 10.5 4.5
Lack of scholastic materials 10 13.3 14.3 - 7.1 4.5 5.3 4.5
Famine/ hunger - 6.7 14.3 - 14.3 4.5 10.5 4.5
Make money 20 - - - 7.1 4.5 5.3 -
Avoid punishments 10 - - - 7.1 9.1 10.5 4.5
Personal discomfort e.g. periods - 13.3 - - - 4.5 - 9.1
Peer group pressure - - - - 7.1 9.1 5.3 9.1
Social cultural activities 10 6.7 14.3 - - 9.1 10.5 -
Delinquent behavior - - - - 9.1 - -
Sexual harassment at school - - - - 4.5 - 4.5
Poor teacher-pupil relationships - - - - - 9.1 - 4.5
Negative community attitude towards education - - - - - - 5.3 4.5
Premarital sexual relationships 10 6.7 - - - - 10.5 9.1
Generally, it was argued that most children miss school due to household chores although there
were some slight variations. However, it is surprising that boys rather than girls were more
hindered by household work.
Whereas long distance to school, lack of interest in education, and premarital sexual relations
were significant reasons responsible for male pupil’s absenteeism, personal illness, personal
discomfort, parental negligence and lack of scholastic materials were cited for female pupils’
absenteeism.
Alluded to the above, it is surprising that boys and girls in the Western region were more
involved in the household chores than children in any other region of the country.
Again, boys were perceived to be more likely than girls to have missed school due to lack of
interest in education in all regions of the country except the Eastern region. With the exception
of boys and girls in the Western region long distance was surprisingly rarely cited as an issue
responsible pupil’s absenteeism.
Personal illness and discomfort were very commonly cited as reasons for female pupils’
absenteeism in almost all the regions. Absenteeism among boys was also blamed on hunger in
the Western, Northern and Eastern regions although it was not very important in the central
region. It is further evident that more boys than girls are likely to be absent due to social cultural
activities in the three regions of Central, West and East.
36 Final Report
Premarital sexual relationships were cited as possible hindrances to daily attendance of school
among pupils in the Central and Eastern region. Negative attitude towards education was only
cited in the Eastern region.
Eastern and Northern regions topped in parental negligence for boys. On the side of girls, it was
more pronounced in Rakai and Masindi. Household chores were cited throughout the sampled
districts but were more pronounced in Kabale for boys whereas girls in Masindi and Rakai were
found to have been more involved in household chores. Social cultural activities were more
pronounced among boys in Kabale and Rakai. They were also important in Bugiri and Mbale.
This might be due to circumcision ceremonies. Children absenting themselves due to
punishment was more common in Eastern Uganda.
3.3.3 Suggested remedies for absenteeism
Table 20 below gives a general picture of the remedies to absenteeism proposed by the children
in all regions. As can be seen from the table, the most common proposition is that local leaders
should sensitize parents about the importance of education. This is followed by the suggestion
that MoES should provide school requirements and that head teachers should sensitize parents
about the importance of education. This brings to the fore the following observation: That
primary school education is not a question of pouring money into UPE. It also a matter of
sensitization of the relevant actors so that they appropriately shoulder their non-monetary
respective responsibilities. The Central Government should sensitize the head teachers and
community leaders who will in turn sensitize the parents. This appears to be what used to
happen both before independence and the Amin era. What happened thereafter?
Table 20: Remedies to absenteeism suggested by children
Remedy Percentage of children
Local leaders should sensitize parents about the importance of education 31.1
The Ministry of Education should provide school requirements 28.9
Head teachers should sensitize parents about the importance of education 28.3
Other pupils should be exemplary by not absenting themselves 21.3
Teachers should punish absentees 17.0
Parents should provide proper medical care 16.7
Parents should reduce the workload of pupils 16.7
Table 21 on the other hand gives the detailed suggested by actor.
37 Final Report
Table 21: Remedies to absenteeism suggested by children (%)
Major remedies according to category of actors CENTRAL WEST NORTH EAST
Parents
They should provide school requirements 14.3 9.1 18.2 25.0
They should reduce on the work load of children 28.6 9.1 9.1 16.7
Teachers
They should punish children who absent themselves 38.5 20.0 8.3
Fellow pupils
They should encourage and help others 7.1 9.1 50.0 27.0
Head teachers
Sensitize parents about the importance of education 46.2 27.3 20.0 16.7
Emphasize appropriate punishments for absentees 30.8 0 20.0 41.7
Local Council Chairmen

Sensitize parents about the importance of education 35.7 20.0 60.0 9.1
Ministry of Education
It should provide school requirements 30.0 60.0 14.3 9.1
The major remedies suggested by pupils to prevent absenteeism were to provide school
requirements and reducing the workload of pupils at home. The Northern and Eastern regions of
the country had more children holding that view with 18.2% and 25% respectively. More pupils
(28.6%) from the Central region argued that parents should reduce the workload at home.
About the role of teachers in preventing absenteeism, 38.5% and 25% of children in the central
and Northern regions respectively, argued that teachers should punish those children found
absenting themselves.
Fifty percent (50%) of the children interviewed in the North said that other pupils should
encourage their peers to attend school daily. On the role of the head teachers most children in the
Central and Northern region were of the view that head teachers should sensitize parents about
the importance of education and punish children who absent themselves.
The biggest percentage of children in the North (60%) followed by the Central (35.7%)
suggested that Local Council Chair Persons and the head teachers should sensitize parents about
the importance of education.
Lastly, the children were asked about what the Ministry of Education can do to prevent
absenteeism. Most children thought that if the Ministry of Education provided the children with
school requirements, the rate at which pupils were absenting themselves would fall. This might
be due to the fact that some children are sent away because of lack of school requirements like
38 Final Report
Table 22: Remedies to absenteeism suggested by the communities (%)
Actors Boys Girls
Parents (i) Parents should reduce the domestic (i) Parents should provide the necessary school
workload of their children and allow requirements
them to work only over the weekends or
evenings.
(ii) Parents should sensitize their children (ii) Parents should reduce the domestic workload
about the importance of education. of their children and allow them to work only
over the weekends or evenings.
(iii) Parents should be more vigilant with their (iii) Parents should be criminally charged for
children (discipline them). deliberately absenting their children from
school.
(iv) Parents should provide the necessary (iv) Men who sexually harass the girls should be
school requirements and materials for arrested.
their children.
Schools (i) The schools should sensitize the children (i) The schools should sensitize the children about
about the importance of education. the importance of education.
(ii) Boys should be heavily punished for (ii) The schools should provide lunch or encourage
deliberately absenting themselves from the pupils to pack food.
school.
(iii) The schools should provide lunch. (iii) The schools should employ a senior woman
and have health facilities.
(iv) The schools should stop chasing away (iv) The schools should provide the necessary
children who haven’t paid school fees. scholastic materials including sanitary towels.
(v) The schools should provide scholastic (v) The schools should stop heavy punishments.
materials.
(vi) Teacher-pupil relationships should
improve.
-
Community LC’s should enforce bye-laws prohibiting
absenteeism.
Government (i) MoES should allow heavy punishments. (i) MoES should organize study tours.
(ii) Gov’t should enforce laws prohibiting (ii) MoES should provide scholastic materials
absenteeism. including sanitary towels.
(iii) Gov’t should sensitize parents about the (iii) Gov’t should set up health services in schools.
(iv) Parents should be sensitized about the (iv) Gov’t should come up with laws/bans on
importance of education absenteeism.
(v) MoES should inspect schools more frequently.
(vi) Gov’t should increase school funds so that
lunch can be provided.
(v) Parents/community should be sensitized about
the importance of education
Some of the suggested remedies proposed in Table 22 are quite interesting. For example, they
include one suggestion that parents should be criminally charged for making children absent
from school; and that LCs should enforce byelaws that prohibit absenteeism. It also suggested
39 Final Report
that schools should provide lunch and scholastic materials to the children and also employ a
senior lady to counsel the girls. These suggestions were made by parents, teachers and
community leaders, do not agree with those given by the children.
One may draw the following lessons from these suggestions: (i) that once again there is more to
attending school than the high cost of education; (ii) that all the actors have a role to play in
reducing absenteeism in primary schools; and that (iii) there is a tendency to suggest that schools
and Government should take the larger responsibility of educating the children including
providing them with lunch and scholastic materials.
3.4.4 General observations on absenteeism
In this study absenteeism is taken to mean the same thing as non-attendance. It means that a child
is enrolled in school but does not attend school regularly. It should be contrasted with non-
enrolment which in this study means that a school age going child does not go to school at all.
As mentioned above it is measured by the number of days in a year a child does not attend
school. Using this measure it has been found from data painstakingly gleaned from the registers
of the schools that absenteeism is as high as 23 day missed in a year. This means that on average
a child misses about one month of studies. This is equivalent to about one third of a whole term.
Absenteeism is an indication of several things:
(i) lack of interest in schooling by the child;

(ii) the child’s ill health;
(iii) lack of appreciation of a child’s schooling by the child’s parents or guardians;
(iv) lack of appreciation of the negative impact of absenteeism on child’s school
performance by the parents, the school, the community leaders and the government.
Absenteeism is a serious problem with serious consequences. This is because a child, regardless
of its IQ will miss what is being taught, fail examinations and them is made to repeat. This is a
common situation in Uganda where it is found that there are numerous children in upper primary
who are as old as fifteen to seventeen. Such a level of absenteeism may lead to child dropout; a
wastage of person years for the child; waster of household and national resources; a weakening
of the impact of the UPE program; and ultimately a failure to attain universal primary education
for societal development.
3.4 Repetition
3.4.1 Levels and patterns of repetition in primary schools in Uganda
Table 23 and Figure 3a below gives and indication of the level and patterns of repetition in
primary schools in Uganda. The numbers in the table represent the number of children who had
repeated in the class in which they were found at the time of visiting the school. The gender
picture presented by the EMIS does not seem to be the same as that presented by the findings of
the research team. According to EMIS 2001 girls seem to repeat more than boys (Figure 3b),
contrary to the APDS in which boys seem to repeat more than girls. However, both data sets are
40 Final Report
consistent in terms of the regional pattern of repetition: Both data sets agree that repetition is
highest in the North.
Table 23: Repetition in primary schools
Region District School SCHOOL REGISTERS 2001 EMIS

BOYS GIRLS TOTAL REGIONAL BOYS GIRLS TOTAL REGIONAL
Central Rakai Buyingi 22 11 33 47 47 30 77 271
Mukono Bugolo 6 8 14 86 108 194
East Mbale Nashibiso 60 62 122 281 69 85 154 249
Bugiri Bumoli 94 65 159 47 48 95
North Arua Endru 151 141 292 397 113 121 234 375
Lira Abongodyang 61 44 105 66 75 141
West Masindi Kizibu 82 59 141 235 87 96 183 255
Kabale Kiyebe 46 48 94 39 33 72
Source: School Registers and EMIS 2001
Figure 3a: Patterns of Repetition in Selected Primary Schools
BOYS GIRLS
160
140
120
REPEATERS
100
80
60
40
20
0
Buyingi
GIRLS
Bugolo
Nashibiso
Bumoli
BOYS GENDER
Endru
Abongodyang
Kizibu
Kiyebe
SCHOOL
Source: Class Head Count in the Selected Schools
41 Final Report
Figure 3b: Patterns of Repetition in EMIS 2001
BOYS GIRLS
140
120
100
80
REPEATERS
60
40
20
0
Buyingi
GIRLS
Bugolo
Nashibiso
Bumoli
BOYS GENDER
Endru
Abongodyang
Kizibu
Kiyebe
SCHOOL
Source: EMIS 2001 Data
3.4.2 Causes of repetition
Table 24 shows the main reasons why children repeat classes. It can be seen from the table that
the main reason why children repeat class is poor performance in examinations. Further research
is needed to find out why children perform poorly in class. Is it because of excessive
absenteeism? Is it because of a low IQ? Is it because they are not taught well? Or is it because
they are poorly examined? It is important to find answers to these questions if the problem of
repetition is to be tackled effectively.
Table 24: Causes of repetition in primary schools in Uganda – the children’s’ voices
Cause Relative Importance(%)
1. Poor performance in examinations 59.8

2. Parents’ decision 11.0
3. Failed to do examinations 6.1
42 Final Report
Table 25: Causes of repetition in primary schools in Uganda – Children’s voices by region
Causes Central West North East Total
Poor performance in exams 52.6 76.5 50 62.5 59.8

Parents decision 5.3 17.6 9.1 12.5 11.0
Failure to do exams 18.2 4.2 6.1
Absenteeism 15.8 4.5 0 4.9
School administration’s decision 5.3 5.9 8.3 4.9
No time for revision 9.1 4.2 3.7
Others (illness, teachers’ discriminating pupils) 10.5 4.2 3.7
Poor teaching 4.5 4.2 2.4
Late coming 4.5 1.2
Lack of scholastic materials 5.3 1.2
No progress report from former school 5.3 1.2
As in Table 24, Table 25 shows that the major cause of repetition is the poor performance in
exams, with the children in the Western region having the highest percentage of this view
followed by the East, the Central and then North. However there are many other unique
concerns. For instance, children fail to do exams due to various factors like lack of extra school
charges. Poor teaching methods and lack of time for revision are also associated with repetition.
Table 26: Causes of repetition in primary schools in Uganda – Children’s’ voices by gender
Causes Boys Girls Total
Poor performance in exams 66.7 55.8 59.8

Parents decision 6.7 13.5 11.0
Failed to do exams 16.7 6.1
Absenteeism 7.7 4.9
School administration’s decision 3.3 5.8 4.9
No time to revise 5.8 3.7
Others (chronic illness, teachers’ discriminating pupils) 3.3 3.8 3.7
Poor teaching 3.8 2.4
Late coming at school 1.9 1.2
Lack of progress report from former school 3.3 1.2
As can be seen in Table 26, according to most of the children interviewed poor performance in
exams seems to be a major cause of repetition for both girls and boys. However the boys seem
to hold this view more strongly than the girls. The parents and the school administration are also
responsible for pupils repeating. This is perceived to be probably for the good of the pupils who
have not performed well enough and will not be able to manage the next level. It should also be
noticed that some of the children repeat classes because they were not able to do examinations.
Further research is needed in order to investigate why such a large proportion of children miss
examinations.
43 Final Report
Table 27: Causes of repetition – Voice of the community
Causes Boys Girls
Rampant absenteeism 12.5 18.9

Poor academic performance 12.5 16.2
Pupils do not value education 8.3 16.2
Unlike the children, the community is ascribing the source of repetition to rampant absenteeism
and poor academic performance of the children. The blame seems to be put more on the
children, in this case, the victims themselves.
Table 28: Causes of repetition – the voice of the community by region and gender
Causes Central West North East
Boys Girls Boys Girls Boys Girls Boys Girls

Rampant absenteeism 25 25 11.8 33.3 10.0 9.1 7.7 16.7
Lack of scholastic materials 12.5 10.0 18.2 8.3
Poor academic performance 12.5 25 11.8 16.7 10.0 18.2 15.4 8.3
Pupils do not value education 25 5.9 33.3 10.0 9.1 15.4 8.3
Poor school environment 10.0 8.3
Domestic work 12.5 12.5 5.9 9.1 7.7
Slow learners 25 11.8 20.0 7.7
Delinquent behavior 12.5 5.9 15.4
As can be seen from the above table, according to the community, rampant absenteeism and poor
academic performance seem to be the major cause of children repeating. Another major reason
is that pupils do not value education. However, from a more qualitative scrutiny of the FGD
responses, there were some unique issues that came out in the different regions. For instance, in
the Eastern region, children repeat because of premature sexual distractions. In the West, it
repeating is attributed to the language barrier: children seem not grasp English well. In the
North, the communities are of the view that rampant repetition arises from poor feeding while at
school.
At the district level some of the main causes of repetitions include:
(i) Rampant absenteeism, which was a main concern in all the districts;
(ii) Another major source of repetition is that pupils do not value education;
(iii)The children are slow learners;
(iv) The children are biased about certain subjects like Mathematics and English. However,
this was expressed mainly in Lira and Masindi;
(v) Another cause of repetitions in the Eastern districts (Bugiri and Mbale) and in Masindi, is
premature sexual distractions.
44 Final Report
3.4.3 Suggested remedies for repetition
In order to gather information about how repeating among pupils could be prevented, pupils
were asked what they thought parents, teachers, fellow pupils, head teachers, LC1 Chairmen and
the Ministry of Education would do to prevent them from repeating. The overall remedies
suggested by the children included:
Table 29: Remedies for repetition: Voices of the Children
Remedy Percentage
Teachers should improve on their teaching and stop dodging classes 31.0
Pupils should be cooperative and help weaker pupils 30.0
Parents should provide scholastic materials 18.0
Headmasters should recruit good teachers and motivate them 13.0
LCs should discipline children going astray 8.0
Teachers should improve on their

teaching and stop dodging classes
8% Pupils should be cooperative and
13% help weaker pupils
31%
Parents should provide scholastic
materials
Headmasters should recruit good
teachers and motivate them
18%
LCs should discipline children going
30% astray
What can be seen from Table 29 and its accompanying chart is that the children think that if the
teachers can improve on their teaching and stop dodging classes then repetition will be avoided.
This is a very interesting observation and a good critique of the teachers by the children. It
points to the point that since children’s IQ is normally distributed then even those children who
are not bright should be able to pass and go to the next class. If they do not, then it is primarily
the teachers who are not doing their job well. Elsewhere it will be recalled that the children
recommended that teachers should be amply remunerated so that their incentive to work
increases. More thought therefore needs to be given to what the amount of money teachers are
earning if repetition is to be effectively reduced. After that, teachers should also not become like
some section of the country’s civil service where the civil servants seem to be amply remunerate
and yet they do not give people value for their taxes.
45 Final Report
Table 30: Remedies for repetition: the voices of the children-regional variations
Most significant remedies by actors CENTRAL WEST NORTH EAST
Parents
(i) Provide school requirements 16.7 26.7 52.4 46.2
(ii) Endeavor to send children to school daily 11 6.7 4.8 15.4
(iii) Encourage children to get promoted whenever they pass. 16.7 20 14.3 7.7
Teachers
(i) Improve on their teaching and stop dodging classes 52.9 70.6 85 54.2
(ii) They should introduce extra and special lesions for weaker pupils 5.9 33.3
Fellow pupils
They should cooperate and help weaker pupils 68.0 73.3 75.0 39.1
Head teachers
Recruit good teachers and motivate them 18.8 20.0 45.0 24.0
They should get involved in teaching 26.7 35.0 4.0
They should encourage pupils to work hard 18.8 6.7 5.0 20.0
LC1 Chairmen
Should discipline children who are going astray 14.3 23.1 33.3
Provide scholastic materials and pay fees for needy pupils 40.0 50.0 57.9 60.0
Don’t know 40.0 35.7 10.5 5.0
A good percentage of children in the Northern (52.4%) and Western (46.2%) regions were of the
view that parents should provide them with school requirements. This emphasizes the
importance of school requirements like scholastic materials in education. The other proposed
remedies were: avoiding absenteeism and ensuring that children get promoted as long as they
have passed.
Regarding what teachers would do to prevent children from repeating, children thought that it
would be important if teachers improved on their performance and stopped missing classes. This
was most emphasized by children in the Western and Northern regions with 70.6% and 85%
respectively. This emphasizes the fact that, in many rural areas, the teachers are not well
qualified and additionally they do not work hard. This contributes to poor performance of
children in those schools. More so, a significant percentage of children in the Eastern region
(33.3%), thought that the introduction of extra or special lessons for weaker pupils would go
along way in avoiding repeating.
About the role fellow pupils would play to prevent children from repeating, most pupils
suggested that other pupils would play a great part in the academic life of others if they
cooperated with them and helped weaker pupils to enhance their understanding of what teachers
are teaching. Again, Western and Northern regions led the rest with 73.3% and 75% respectively.
46 Final Report
On the role to be played by head teachers in preventing repeating, a bigger percentage of pupils
in all the regions was more concerned with the performance and conduct of teachers. They
suggested that the head teachers should recruit good teachers and motivate them. This is in line
with what pupils overwhelmingly pointed out about the what the teachers had to do to enhance
children’s learning.
Some children in the North (33.3%) and the West (23.1%) said that local chairpersons should
punish children found to be going astray.
The last actor in the delivery of UPE that children were asked about was the Ministry of
Education. Overwhelmingly, they argued that the Ministry of Education should provide children
with school requirements such as scholastic materials. This confirms the fact that many children
have been neglected by their parents in terms of providing them with school requirements. This
remains a problem even after the introduction of UPE.
Regarding gender, there were no major variations between girls and boys except the following
minor differences:
(i) A greater percentage of female pupils(14.6%) compared to 3.1% of boys argued that
parents should endeavor to send their children to school daily.
(ii) 15.6% of boys compared to8.7% of girls said that teachers should start extra or special
lessons for weaker pupils.
(iii)12% of boys compared to 2.6% of girls suggested that the LC1 Chairman should advise
the school administrations to improve on the academic standards.
47 Final Report
Table 31: Remedies for repetition: the voices of community
Actors Boys Girls
Parents (i) Parents should sensitize their children (i) Parents should provide scholastic materials.
about the importance of education.
(ii) Parents should provide scholastic (ii) Parents should reduce the domestic workload.
materials.
(iv) Parents should provide lunch for their (iii) Parents should be more vigilant with their
children. children.(discipline them, pay for extra lessons).
(iv) Parents should be more vigilant with
their children. (discipline them, check on
their performance at school).
Schools (i) Teachers should put in more effort in (i) Teachers should put in more effort. (stop being
order to improve the academic standards. absent).
(give the pupils tests, homework).
(ii) Schools should teach and emphasize the (ii) Teachers should sensitize the children on the
English language from primary one. importance of education.
(iii) Schools should enroll an appropriate (iii) Schools should provide scholastic materials.
number of children that they can handle.
(iv) Schools should employ a senior woman.
(v) Schools should enroll an appropriate number of
pupils that the school staff can handle
efficiently.
(vi) Schools should introduce extracurricular
activities like sports and music, so that the
children will be interested in school.
Government (i) MoES should post more qualified (i) Government should recruit qualified teachers.
teachers to schools and retrench those
who are not performing well.
(ii) MoES should sensitize parents on the (ii) MoES should introduce vocational training in
importance of education. schools.
(iii) MoES should provide lunch for school (iii) Government should increase teachers salaries to
children motivate them.
(iv) MoES should provide textbooks. (iv) Government should increase school funds so
that schools can build more classrooms.
(v) MoES should send teachers salaries on
time.
From the above table it can be seen that the communities are aware that if repetition is to be
effectively reduced parents, the schools and the Government represented by MoES should play
their respective roles. Thus according to the communities, parents should urge their children to
take education seriously, give them the necessary scholastic materials and park for them lunch.
Schools on the other hand should, among other things: not recruit too many children that they are
not able to handle; should improve the standards in their school and persuade the teachers to be
more serious with their teaching. Finally the Government should: post more qualified teachers to
schools and retrench those who are not performing well; recruit qualified teachers; sensitize
parents on the importance of education; introduce vocational training in schools; provide lunch
for school children; Government should increase teachers salaries to motivate them; provide
48 Final Report
textbooks; increase school funds so that schools can build more classrooms; send teachers
salaries on time.
3.5 Transfers
3.5.1 Levels and patterns of transfer
Table 32 : Transfers by school and gender
2002 2001
Region District School BOYS GIRLS TTI TTO BOYS GIRLS TTI TTO
TI TO TI TO TI TO TI TO
Central Mukono Bugolo 42 0 53 0 95 0 15 5 13 19 28 24
Rakai Buyingi 35 1 47 11 82 12 17 6 32 10 49 16
East Bugiri Bumoli 53 34 47 26 100 60 36 55 34 42 70 97
Mbale Nashibiso 112 42 128 23 240 65 22 37 28 52 50 89
North Arua Endru 143 32 125 21 268 53 41 36 52 49 93 85
Lira Abongodyang 43 19 31 20 74 39 9 5 16 7 25 12
West Kabale Kiyebe 31 10 23 14 54 24 48 5 58 7 106 12
Masindi Kizibu 25 0 23 0 48 0 17 49 25 52 42 101
TRANSFERS IN TRANSFERS OUT
120
100
80
TRANSFERS
60
40
20
0
Bugolo
TRANSFERS OUT
Buyingi
Bumoli
Nashibiso
TRANSFERS IN
Endru
Abongodyang
Kiyebe
Kizibu
SCHOOLS
Notes: TI = Transfers in TO = Transfers out TTI = Total transfers in TTO = Total transfers out
Despite the limitations of data from the registers Table 32 and its accompanying chart give an
idea of the level and patterns of transfers in primary schools in Uganda. These numbers
represent the number of children that transfer in or out of the school within the indicated year.
For example, in 2002 a total of 268 children transferred into Nashibiso primary school. 143 of
these were boys while 125 were girls. In the same year a total of 65 children transferred out of
49 Final Report
the school, 42 being boys while 23 were girls. On the other hand, in the previous year a total of
89 children had transferred out while 50 had transferred into the school. One would expect that a
school with more transfers in than transfers out is a better school than those schools around it.
However, the researcher team of the view that transfer from one school to another should not be
a problem. Indeed it should be an indication of increased geographical, religious and ethnic
mobility which should be a good thing for this country. It should be an indication of the freedom
of the children and parents to go to a school of their own choice. As a matter of fact it should be
encouraged. However, schools with rampant and persistent transfers out should be inspected and
their administrators disciplined where necessary.
3.5.2 Causes of transfers
Table 33 below gives an idea of the main causes of transfers from the perspective of the children.
Table 33: Major causes of school transfers
Cause Percentage
Long distance to school 28.1

Poor academic standards 20.3
Parents/guardians changed location 15.6
The information in the table above suggests that most children transfer to other schools is due to
long distances to their original school. It should be noted that some of these children are young
indeed. Many of them are little girls who are ever so vulnerable to both human and non-human
threats. At times both parents and all the other actors in the education system are totally
oblivious to the thoughts, fears and feelings of these children. Imagine a little girl, or a boy for
that matter, who must trudge, most often barefooted and through the bush, to the nearest school
that may be as far away as three to five miles. Imagine the snakes, the animals, and the bullies
both imagined and real that the little one must face everyday of its life for a total of seven years.
And most often, the child has not had breakfast. Neither will s/he expect to have any lunch. A
movement should be started to protect these children. Why then, in such circumstances would a
transfer be a problem if such a child moves to the school nearest to its home?
The next causes of transfer are poor academic standards and relocation of parents and guardians.
Further research should be conducted to investigate the sources of differences in school
academic standards and what is done to those administrators in which academic standards are
consistently poor.
50 Final Report
Table 34: Causes of transfers: the voices of the children by region
Causes Central West North East Total
Long distance to school 20.0 50.0 18.8 26.3 28.1

Poor academic standards - 21.4 18.8 36.8 20.3
Parents/guardians changed location 20.0 - 31.3 10.5 15.6
Others (look after sick relative, join relatives) 20.0 - 18.8 10.9
Parents decision - - - 21.1 6.3
Poor school facilities 6.7 - 6.3 - -
Parents could not afford school charges 20.0 - - - -
Harsh punishments - - 6.3 5.3 -
School closed down 13.3 - - - -
As in the previous table, information in Table 34 is suggesting that the major causes of school
transfer are the long distance to school and poor academic standards. A significant percentage of
pupils also transfer because their parents/guardians changed location. It is remarkable that
children are concerned that some of them transfer schools because of harsh punishments. Poor
school facilities are also a factor that should not be ignored if transfers are to be dealt with
effectively.
Table 35: Causes of transfers: Voices of the children by gender
Causes Boys Girls Total
Long distance to school 37.5 18.8 28.1

Poor academic standards 15.6 25 20.3
Parents/guardians changed location 3.1 28.1 15.6
Others (look after sick relative, join relatives) 12.5 9.4 10.9
Parent’s decision 6.3 6.3 6.3
Poor school facilities 6.3 3.1 4.7
Poor parents (can’t afford school charges) 3.1 6.3 4.7
Harsh punishments 9.4 0 4.7
School closed down 6.3 3.1 4.7
Table 35 is suggesting that regardless of the way in which transfers are viewed, there are caused
by long distance to school, poor academic standards and parents/guardians’ change of location.
51 Final Report
Table 36: Causes of transfers: the voices of the community by gender
Causes Boys Girls
Poor academic standards 14.3 12.7

Delinquent behavior 14.3 9.1
Long distance 11.9 9.1
Parents poor 4.8 7.3
Harsh punishments 9.5 7.3
Sexual harassment 10.9
From Table 36 it can be seen that in contrast to the views of the children, parents, teachers and
community leaders are of the view that the most important cause of school transfer is poor
academic standards. This is followed by delinquent behavior and long distance to school. This
confirms the earlier observations that parents, teachers and the community are usually oblivious
to the concerns, fears and thoughts of the children. Hence long distance is not the main source of
transfer for the parents, teachers, and the community leaders. It is hoped that the value added of
the findings of this study will be to refocus all those concerned with the education of the children
that more attention needs to be paid to the voice of the these children if UPE is to be fine tuned
to ultimate success. After all, ultimately, it is the children who effectively demand primary
education.
Table 37: Causes of transfers: Voices of the community by region
Central Western Northern Eastern

Causes Boys Girls Boys Girls Boys Girls Boys Girls
Long distance 15.0 7.1 16.7 6.7 16.7 11.1 - 11.8
Parent- teacher conflicts - 8.3 - - - - 5.9
Failure to pay school dues 15.4 - - - - - - 11.8
Delinquent behavior - - 16.7 - v - - -
Poor academic standards 7.7 14.3 - 33.3 22.2 18.2 5.9
Poor school environment - 16.7 - - -
Sexual harassment - 14.3 13.3 - - -
Peer group pressure - 7.1 8.3 - - - - -
Religious ties - - - -
Harsh punishments 15.4 14.3 - - - 18.2
Poor school facilities - - - - - -
Extra curricular activities - - - - - 9.1
Personal discomfort - - - - - - - -
Pupil- teacher misunderstandings - - - - - - 11.8
Although poor academic standards were cited almost throughout the regions, it was more
emphasized in the Northern and Eastern regions. Girls in the Central and Northern regions like
boys in the Northern and Eastern regions were more likely to transfer due to poor academic
standards of the school. Delinquent behavior as a reason for transfer of children was another
concern of all the communities. However, more boys were more likely to transfer because of bad
behaviors than girls. Throughout the regions, only girls were said to be transferring due to
sexual harassment in schools. However sexual harassment was more pronounced in the Central
52 Final Report
and Western regions and as a major cause for transfers. Harsh punishments as reason for transfer
was more pronounced in the central region for boys and girls. Pupil-teacher misunderstandings
were only cited for girls in the Northern and Eastern regions.
Long distance was more of a concern in Lira, Mukono and Masindi for both boys and girls.
However, in Bugiri and Mbale only girls were said to be transferring because of the distance
involved. In Mbale and Masindi, a good number of parents transferred their children (girls) due
to religious preferences with other schools. However in Kabale, many parents might have
transferred their boys due to religious preferences. This was not the case with other districts.
Parent-teacher conflicts were said to be more important reasons for transfer among boys in
Masindi and Lira whereas for girls it was equally important in Bugiri and Mukono. Delinquent
behavior was equally important for boys and girls transfer in all districts except in Arua and
Bugiri. However, it was an important reason for girls in Bugiri, although it was not for boys.
Although sexual harassment was a significant reason for transfer in most districts, it was not
mentioned in Arua and Mbale. Harsh punishments, as a claim for transfer was only emphasized
in the western and Central district s of the study. Pupil- teacher misunderstandings were specific
to girls in Arua, Bugiri and Mbale.
3.5.3 Suggested remedies for transfer
Table 38: Remedies for transfers: Voices of the children
Cause Percentage
Other pupils should be friendly and cooperative 63.2
Teachers should improve on their teaching and stop dodging classes 62.3
Parents should provide school requirements 43.3
The Ministry of Education should provide scholastic materials and pay fees for needy pupils 33.3
Local Council Chairmen should discourage parents from transferring 21.6
The head teachers should ensure that they uplift the academic standards of the schools 19.3
53 Final Report
Table 39: Remedies for transfers: Voices of the children by region(%)
ACTOR CENTRAL WEST NORTH EAST
Parents
(i) They should provide scholastic materials and pay school dues 50.0 46.7 26.7 14.3
(ii) They should avoid changing their areas of residence 18.8 13.3 33.3 14.3
Teachers
(i) Improve on their teaching and avoid dodging classes 50.0 50.0 53.0 88.0
(ii)Stop harsh punishments 7.1 28 26 5.6
Fellow pupils
They should be friendly and cooperative 71.4 58.3 78.6 47.1
Head teachers
(i) They should ensure that they uplift the academic standards of the 0 8.3 15.4 44.1
schools
(ii) Endeavor to recruit good teachers and motivate them 7.1 16.7 30.8 16.7
Local Council Chairmen

Discourage parents from transferring 14.3 9.1 30 31.3
(i) Provide scholastic materials and pay fees for needy pupils 20 33.3 50 22.2
(ii) Improve on the facilities in the schools 20 22.2 21.4 0
A greater percentage of pupils in all the regions thought that provision of school requirements by
parents was key to preventing children from transferring from one school to another. This was
most cited by children in the Central and Western regions with 50% and 46.7% respectively.
Lack of school requirements may lead to absenteeism, poor performance in class and sometimes
expulsion. These factors significantly lead to many children to transfer from one school to
another.
Most children argued that teachers need to improve on their performance and avoid dodging
classes if they are to prevent children from transferring children to other schools. The highest
percentage of children arguing like this was in the East with 88%. Poor academic standards were
mentioned as one of the reasons why most children transfer from one school to another.
Children who had ever transferred from one school to another were of the view that other pupils
had to be friendly and cooperative to encourage others to stay in the school. The Central region
and Northern region had the highest number of children with this view with 71.4% and 78.6%
respectively.
The role to be played by the head teachers to prevent children from transferring according to the
pupils had more to do with improving the academic standards of the schools. They therefore
suggested that head teachers should recruit good teachers together with incentives to motivate
them so that they do a good job. The Northern region had the highest percentage of children with
that view with 30.8%.
54 Final Report
Most of the children who knew the role that Local Council Chair Persons can play in preventing
children from transferring argued that local council chairpersons should discourage their parents
from transferring their children by explaining to them the repercussions of transferring children
from one school to another.
Alluded to the above, a certain percentage of children did not know the Ministry of Education
and therefore did not know what it could do to prevent them from transferring to another school.
However, most pupils who knew what the Ministry could do suggested that, it should provide
scholastic materials and pay school fees for needy pupils. The highest percentage of these came
from the Northern and Western regions with 50% and 33% respectively.
Below are some gender variations in the suggested remedies of transfers:
(i) three point one percent of girls compared to 0% of boys suggested that parents should
provide lunch at school;
(ii) three point one percent of girls compared to 0% thought that other pupils should protect
others to and from school;
(iii)More girls than boys argued that head teachers should provide scholastic materials (
17.9% vs6.9%);
(iv) More girls than boys argued that head teachers should reduce on the school fees (3.4%
vs. 0%).
55 Final Report
Table 40: Remedies for transfers: the voices of the community
Actors Boys Girls
Parents (i) Parents and teachers should work together to Parent-teacher relationship should improve
sensitize their children on the importance of
education.
(ii) Only those parents who can afford to pay extra .
school charges should do so.
(iii) Parents should be sensitized on the importance
of education.
Community Community/LC’s should repair and improve

the roads.
Schools (i) Teacher-pupil relationship should improve. (i) Teacher-pupil relationship should
improve. (Teachers should stop harassing
girls)
(ii) School should raise academic standards (ii) Teachers should put in more effort
(teachers improve their teaching methods) (improve academic standards)
(iii) Schools should encourage extracurricular (iii) School should introduce extracurricular
activities. activities.
(iv) Schools should cut down on financial demands. (iv) Schools should stop harsh punishments.
(v) Schools should stop harsh punishments. (v) Schools should stop charging extra school
fees.
(v) Schools should provide guidance and
counseling to help distressed pupils.
Government (i) Government should increase school funding to (i) Government should increase school
cater for more school facilities. funding.
(ii) Government should recruit more qualified (ii) Government should increase teachers’
teachers and retrench those who do not salaries.
perform well.
(iii) Government should enforce laws prohibiting (iii) Government should set up uniform extra
UPE pupils from transferring to other schools. school charges.
(iv) Government should send teachers salaries on (iv) Government should enforce laws
time. prohibiting UPE pupils from
transferring.
(v) Government should set up uniform extra school
charges.
It appears from the above table that as in the cases of dropout, absenteeism and repetition,
parents, schools and government need to fulfill their respective functions as pointed out in the
table for transfers between schools to be effectively reduced.
56 Final Report
3.6 Non-enrolment
3.6.1 Levels of non-enrolment
Table 41 presents secondary data on mid-year population projections from 1992 and enrolment
data from the Education Abstract for the corresponding years.
Table 41: Non-enrolled children (1992-2001)
Year 6-13 Population Age Group Enrolment Non-enrolment Non-enrolment rate(%)

Male Female Total
1992 1,967,176 1,971,518 3,938,694 2,403,745 2,421,243 61.5
1993 2,032,826 2,034,270 4,067,096 2,177,169 2,769,964 68.1
1994 2,098,477 2,097,022 4,195,499 2,305,258 2,767,113 66.0
1995 2,164,128 2,159,755 4,323,883 2,636,409 2,564,369 59.3
1996 2,240,941 2,234,183 4,475,124 3,068,625 2,263,811 50.6
1997 2,330,557 2,321,962 4,652,519 5,303,564 163,864 3.5
1998 2,420,173 2,409,741 4,829,914 5,806,385 -200,549 -4.2
1999 2,509,789 2,497,519 5,007,308 6,288,239 -394,986 -7.9
2000 2,599,405 2,585,298 5,184,703 6,559,013 -363,606 -7.0
2001 2,692,442 2,675,608 5,368,050 6,900,916 -387,864 -7.2
6-13 Population Enrolment Non-enrolment
8,000,000
7,000,000
6,000,000
5,000,000
Enrolment
4,000,000
3,000,000
2,000,000
1,000,000
0
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
-1,000,000
Year
Source: Population Census Report, Volume 1, UBOS and Education Abstract 2000.
The non-enrolment trend shown by the data is quite startling. As can be seen from the Table and
its accompanying chart, it seems that primary school enrolment has been increasing at such a rate
that more than the entitled primary school going age children are being enrolled in primary
schools since the launching of UPE. Thus starting from an apparent tremendous fall of about
47% in 1997, the non-enrolment rate turned negative from 1998. This implies that not only were
there no primary school going age children who were not enrolled in school, but Uganda’s
57 Final Report
primary schools managed to enroll children from outside Uganda! This can only mean the
following:
(i) that the 6-13 age population has been grossly underestimated;
(ii) that the primary school going age brackets are too narrow (for example they should be 5-15);
(iii) that primary school enrolment has been grossly overestimated since the beginning of UPE;
(iv) that non-Ugandans are benefiting from UPE;
(v) that all the problems (i) – (iv) exist.
The research team was not able to obtain quantitative data on non-enrolment. However, the
communities that were involved in the Focused Group Discussions did unanimously agree that
non-enrolment was indeed a problem in their communities. They then expressed the causes of
and remedies to non-enrolment. In the UDES (2001) study it was also reported that the Net
Primary Attendance Ratio for the 6-12 age group is about 87 percent. This would mean that
about 13 percent of Uganda’s children of 6-12 years of age are not enrolled in primary school.
There is therefore cause for concern with the nature of enrolment secondary data, particularly
after the launching of UPE. During the fieldwork, the research team was approached by some
primary school administrators in a way that seemed to indicate that there could be a high degree
of inflation of UPE enrolment data so as to attract more UPE funds. Indeed in some of the
schools the names in the registers did not entirely accord with the names of the pupils actually in
the classes. In one of the schools the names of the pupils in the register in a certain class were
completely unrelated to the names of the pupils in the previous level. For example, whereas it
would be expected that most of the children who were in primary one in 2001 should in primary
two in 2002, it was found for example that the names of the children in the register of primary
two in 2002 were completely different from the names of the children who were in primary one
in 2001.
The conclusions about non-enrolment from secondary enrolment data notwithstanding, the
communities unanimously agree that there is still a non-enrolment problem in Uganda. And on
the basis of this the team went ahead and asked the communities about the causes of and
remedies to non-enrolment. The findings from the communities are described below.
3.6.2 Causes of non-enrolment: voices of the community
Table 41: Causes of non-enrolment: Voices of the communities - a general perspective
Causes Boys Girls
Parents do not value education 20.0 22.2

Parents are poor 10.0 16.7
Domestic work 20.0 13.9
Pupils are aged (puberty) 2.5 11.1
Income generating activities 10.0 2.8
58 Final Report
Table 42: Causes of non-enrolment: the voices of the communities by region
Causes Central West North East

Boys Girls Boys Girls Boys Girls Boys Girls
Parents are poor 25.0 25.0 9.1 10.0 9.1 18.2 - 14.3
Parents don’t value education - 25.0 18.2 20.0 18.2 18.2 20.0 28.6
Domestic work - - - - 18.2 18.2 20.0 28.6
Pupils are aged - 12.5 - - 9.1 18.2 - -
It is clear that the two major causes of non-enrollment, in most regions are lack of parental
values towards education and domestic work. However the Central and Western regions have
other major concerns towards non-enrollment. For instance, boys prefer to be engaged in income
generating activities. Another concern in most regions is that the parents are poor. They cannot
afford to pay school fees or extra school charges. The Western region is concerned about the
delinquent behavior.
When looked at from a district perspective, lack of parental values towards education and
domestic work were the two top concerns in all the districts. Another major concern in the
districts Rakai, Mukono, Masindi Kabale, Lira, Mbale and Arua, was the fact that parents are
poor. All the districts in the Western region considered the issue of indiscipline as a major cause
of non-enrollment. However, there were other unique concerns that came out in the Northern
and eastern region districts. For instance in Lira and Bugiri, one of the unique concerns about
the cause of non-enrollment was that the children could not study without food. In Arua and
Bugiri, some parents are not aware of the UPE program. In Lira, children are afraid of harsh
school punishments and in Mbale, children are stopped from enrolling because of certain cultural
beliefs. In Lira and Bugiri one of the unique concerns is domestic problems e.g. divorce. In
Mukono and Mbale, the community is concerned about the poor government policies.
Parental values towards education by region and district wide seem to be disheartening. A good
number of parents appear to be quite negligent with the education of their children. Parents
therefore need to be sensitized on the values of education.
59 Final Report
Table 43: Remedies for non-enrolment: the voices of the communities
Actors Boys Girls
Parents (i) Parents/community need to be sensitized on the (i) Parents/community need to be

importance of education. sensitized on the importance of
education.
(ii) Children should be sensitized on the importance of (ii) Parents/community should sensitize
education. the children on the importance of
education.
(iii) Parents should provide scholastic materials. (iii) Parents should provide the
necessary school requirements and
Community Community/LC’s should enforce laws ensuring that LC’s should enforce laws ensuring that
children of school going age are enrolled and parents all children of school going age are
who do not take their children to school should be enrolled in school.
arrested.
Schools (i) Head teachers should visit homes encouraging parents (i) School administration should
to send their children to school. sensitize parents on the importance of
education.
(ii) Teachers and parents should work hand in hand to (ii) Schools should emphasize
see that children go to school. extracurricular activities (games/sports,
music dance and drama.)
Government (i) Government should provide scholastic materials. (i) Government should enforce laws
ensuring that children of school
going age are enrolled in school.
(ii) Government should abolish extra school charges. (ii) Government should supply schools
with scholastic materials.
(iii) Government should introduce vocational training (iii) Government should ensure
and study tours. employment after school as an
incentive for children to go to
school.
(iv) Government should fund secondary school as an (iv) Government should help orphans.
incentive for children to go to school.
(v) Government should help orphans.
The main issue arising is that the community including the children, do not seem to understand
the importance of a good education and therefore need to be sensitized so that the children can
start going to school. Therefore the school administration and the government have to do
everything in their power, to see that children of school going age start going to school.
However, the children need to be provided with scholastic materials.
4.0 CONCLUSION AND RECOMMENDATIONS
On the request by MoES, the research team of this study investigated the levels, patterns, causes
of and remedies to the high rates of dropout, absenteeism, repetition, transfers and non-enrolment
in primary school in Uganda. The investigation was carried out in 16 primary schools in the four
regions of Uganda. In these regions the districts of Arua, Lira, Mbale, Bugiri, Mukono, Masindi,
60 Final Report
Rakai and Kabale were covered. A total of sixteen primary schools were covered in these
districts.
As expected, the research team found that ineffective household demand for UPE and
weaknesses in the UPE delivery system are the main source of the high rates of dropout,
absenteeism, repetition, transfers and non-enrolment in primary school in Uganda. Thus:
i) the schools inspection system is weak and irregular with the result that the motivation and
enthusiasm of the head teachers and teachers does not match that of the country’s
executive in the supply of UPE. Hence despite the fact that the rate of dropout in primary
schools appears to be alarming as the children ascend through the rungs of the primary
school system, there does not seem to be any corresponding concern to keep the children
in school as there is in enrolling them in primary one. In other words, retaining children
in school does not seem to be as highly prized by some of the parents, community and the
schools and the government as enrolling them in school for the first time.
ii) Parental and guardian responsibility towards keeping children in school is wanting. It
appears that the parents and the community do not appreciate the negative impact of
absenteeism on children’s school performance. Furthermore, it appears that many
children and parents do not appreciate the value of education.
iii) Repetition appears to be closely associated with the quality of teaching and the readiness
of the children. Teachers miss classes routinely and parents seem to have relinquished
their primary responsibility of seeing to it that in order their children to study well they
must have fundamental basic needs such as lunch while at school.
iv) Apart from children who transfer because their parents have moved, the transfers seem to
be an indication of school performance. When performance is perceived not to be
satisfactory children are transferred out and vise versa. The research team is not able to
conclude that transfers are necessarily a threat since the children stay in the education
system. However, if not monitored, it may lead to some schools being congested and
others under-populated.
v) Despite the fact that the Government has committed itself to waive fees for primary
education, there are parents and guardians who still do not send their children at all. Yet
some of these parents and guardians find money to do other household activities such as
habitual drinking.
In order to overcome the weaknesses of the UPE delivery system, as well as the ineffective
household demand for UPE, the research team recommends that:
i) Since record keeping is currently far below standard and may not be a source of reliable
information for any meaningful policy guidance:
a) school registers should be improved so that they are well aligned and friendlier to
use by teachers;
61 Final Report
b) The Ministry should sensitize and train teachers and head teachers on the use and
accurate keeping of school registers;
c) There should be more regular inspection of school with emphasis on the school
records;
d) Proper record and keeping should be made one of the conditions of continued
disbursement of grant funds to primary schools;
e) A national study be carried out to establish the real numbers of children in

primary schools and trace the dropouts and transfers;
f) Schools should be provided with ample record keeping facilities such as filing
cabinets;
ii) In defining school needs for funding pupils’ voices should be taken into account;
iii) Government should strengthen the sensitization of parents and guardians on their roles and
responsibilities and a mechanism put in place to oblige parents to fulfill their primary
parental responsibility of giving their children packed lunch, providing them with school
requirements and doing everything possible to keep their children in school;
iv) A legal provision should be put in place to impose sanctions against parents and guardians
who fail to keep their children in school;
v) Since government has committed itself to provide tuition to children, parents should be
compelled to take the responsibility of providing their children with the other school
requirements;
vi) Teachers should be better trained and prepared for teaching;
vii) The government should give teachers sufficient salaries to motivate them to teach;
viii) Provisions should be made to cater for children with learning disabilities;
ix) Head teachers should sufficiently supervise the teachers so that they carry out their duties
properly;
x) Parents should be compelled to ensure that their children are well prepared for school;
xi) More classrooms should be built so that classes are decongested and the teacher pupil ratio
is improved;
xii) School that habitually perform badly should be identified and improved;
62 Final Report
xiii) Persistent school transfers out should be closely monitored as an indicator of poor school
performance;
xiv) Sanctions should imposed on parents and guardians who negligently fail to have their
children enrolled in school.
xv) Schools administrators that inflate primary school enrolment data for the personal gain
should be laid off.
xvi) Efforts should be made to monitor the number of foreign children who are benefiting from
UPE.
63 Final Report
5.0 BIBLIOGRAPHY
Appleton, S. “Education in Uganda: What to Expect from Universal Primary

Education(UPE)?” Paper Presented at a Workshop on Assessing Outcomes for a
Comprehensive Development Framework, International Conference Center, October
26-28, 1999.
Ablo, E. and R. Reinikka, “Do Budgets Really Matter?: Evidence From Public Spending on
Education and Health in Uganda” Paper presented at a Workshop on Assessing
Outcomes for a Comprehensive Development Framework, International Conference
Center, October 26-28, 1999.
Balihuta, A. M. Determinants of School Participation: Evidence from Uganda, Makerere

University Institute of Economics, November 2000.
Becker, G. S. “A Theory for the Allocation of Time” The Economic Journal, Vol. 75, No. 299,
1965.
Bukokhe, J, Understanding Child Poverty in Uganda, Save the Children Fund (UK), 2002.
.
Dean, D. Investigating Student Dropout in Uganda: An Exploratory Analysis of EMIS Data,
Parts I and II, March 2002.
Dewey, J. Democracy and Education: An Introduction to the Philosophy of Education, The Free
Press, New York, 1916.
Huaser, R. M. et al, “High School Dropout, Race-Ethnicity, and Social Background from the
1970s to the 1990s” University of Wisconsin, Madison, 2000.
Jamison, D. T. and M. E. Lockheed, “Pariticipation in Schooling: Determinants and Learning

Outcomes from Nepal”, Economic Development and Cultural Change, Vol. 35, No. 2,
1987.
Ministry of Education and Sports, Education Statistical Abstract, 2000.
--------, Report on the Head Count and School Mapping Exercises, 1999.
--------, Educational Strategic Investment Plan (1998 – 2003),Work Plan, 1998.
--------, Educational Strategic Investment Plan (1998 – 2003), 1998.
--------, Education for National Integration and Development: Report of the Education Policy
Review Commission, 1989.
--------, Education Sector Six Monthly Report, April 2002 – October 2002
64 Final Report
Ministry of Finance, Planning and Economic Development, Participatory Poverty Assessment,

Draft Report, 2002.
Mukyala. R. et al, A Situational Analysis of Orphans in Uganda, Makerere Institute of Social

Research, 2002.
Schultz, W. T., “Investment in Human Capital”, The American Economic Review, Vol. LI, No.
1, March 1961.
Tilak, J. B. G., Education in Relation to Economic Growth, Poverty, and Income Distribution:
Past Evidence and Further Analysis, World Bank Discussion Papers, 46, The world
Bank, 1989.
UNICEF, The Sentinel Community Surveillance: Fifth Cycle on the Status and Community
Opinions about the quality of basic education in Uganda, November 1996-1997.
Uganda Bureau of Statistics, Statistical Abstract, 2001.
--------, Uganda DHS EdData Survey 2001: Education for Decision Making, February, 2002.
Welch, F, “Education in Production”, Journal of Political Economy, Vol. 78, No. 1, 1970.
Whitehead, A. N., The Aims of Education and other Essays, The Macmillan Company, New
York, 1929.
65 Final Report
6.0 APPENDICES
6.1 APPENDIX 1: THE RESEARCH ASSISTANTS
Table A.1.1: The Research Groups
Number Name of Research Assistant

1. Ngobi Jonathan (Team Leader Eastern-Northern Region)
2. Acato Lillian
3. Akua Robert
4. Auma Janet
5. Iranya Araku Peter
6. Naliba Susan
7. Soita Emmanuel Wamburu
8. Okae Patrick
9. Kagoye Irene
10. Okum Joseph
11. Okello Jackeline
12. Ondizi Richard
13. Kashaija Mark (Team Leader Central-Western Regions)

14. Mbabazi Reginah Cherry
15. Mutesasira Herman
16. Ikiriza Rachael
17. Nassali Ruth
18. Lubega Gerald
19. Mugisha Jimmy M
20. Lukwago Moses
21. Kanoti Thomas
22. Nyakato Susane
23. Rugadya Christine
24. Nabukeera Josephine
66 Final Report
6.2 APPENDIX 2: INITIALLY SAMPLE SCHOOLS AND THE RESEARCH ITINERARY
DISTRICT COUNTY SUBCOUNTY PARISH SCHOOL Itinerary: Eastern - Northern

From To Date
Kampala Arua July 8
Arua Ayivu Adumi Ombachi Endru P.S. Endru Endru July 9 -11
Ayivu Adumi Mbaraka Abia P.7 School. Abia Abia July 12
Arua Lira July 13

Lira Moroto Apala Abiiting Abongodyang P.S. Abongodyang Abongodyang July 15 - 17
Moroto Apala Atinkok Awali P.S. Awali Awali July 18
Lira Mbale July 19

Mbale Mbale M/C Wanale Borough Mooni Nashibiso P.S. Nashibiso Nashibiso July 20 – 23
Mbale M/C Wanale Borough Boma Wanale P.S Wanale Wanale July 24
Mbale Bugiri July 25

Bugiri Bukooli Buswale Nansuma Bumoli P.S. Bumoli Bumoli July 26 - 29
Bukooli Buswale Buswale Buhunya P.S. Buhunya Buhunya July 30
Bugiri Kampala July 31
Itinerary: Central - Western

From To Date
Kampala Kabale July 8
Kabale Rubanda Ikumba Kitojo Kiyebe P.S. Kiyebe Kiyebe July 9 -11
Rubanda Ikumba Kitojo Bitanwa P.Schol Bitanwa Bitanwa July 12
Kabale Rakai July 13

Rakai Kyotera Kasaali Nkenge Buyingi P.S. Buyingi Buyingi July 15 - 17
Kyotera Kasaali Buziranduulu Buziranduulu P.S. Buziranduulu Buziranduulu July 18
Rakai Mukono July 19

Mukono Buikwe Nyenga Namabu Bugolo UMEA P.S. Bugolo Bugolo July 20 – 23
Buikwe Nyenga Namabu Gamoli L.C P.S Gamoli Gamoli July 24
Mukono Masindi July 25

Masindi Kibanda Kigumba Kigumba Kizibu P.S. Kizibu Kizibu July 26 - 29
Kibanda Kigumba Kigumba St.Kizito P. S Nyamitete Nyamitete July 30
Masindi Kampala July 31
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6.3 APPENDIX 3: PRIMARY SCHOOL PROFILES
1. ABIA PRIMARY SCHOOL, ARUA
Abia primary school is located in Ayivu county, Adumi sub county, Mbaraka parish and Arua district.
The school is a kilometer off the main road. It has a total of fourteen classrooms including nine
permanent and five semi-permanent. It has separate playing fields for both the girls and the boys. The
school has twenty-four latrine posts, sixteen of which have doors. Three are for the teachers, thirteen are
for the boys and eight are for the girls. The main source of water for the school is a protected spring that
is about four hundred meters away from the school. The school does not provide lunch for the pupils but
insists on them packing their own food. There are no library facilities, however there exists a staff room
and a head teacher’s office.
There is a daily record of pupil attendance that is kept by the second deputy head teacher. The school has
an annual calendar which is shown below.
Year 2002 2001 2000 1999 1998 1997

School days 267 ----- ----- ----- ----- ------
The average daily attendance for the school is shown below. However they only had data for the current
year.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

Yr B G B G B G B G B G B G B G
02 111 124 56 52 57 48 47 39 31 22 22 13 22 12
01 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
00 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
99 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
98 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
97 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
Where Yr.= Year; B = Boys; G = Girls.
The school has a total of twenty-nine teachers out of which seven are male and twenty-two are female.
The school does have disciplinary measures that it takes when the pupils have committed certain offences.
1. For instance, a child who comes late is made to clean the school compound.
2. A child caught fighting or smoking is beaten.
3. A child caught drinking alcohol is beaten and in addition, made to clean the school compound.
4. A child caught stealing is asked to pay the stolen property and in addition, he/she is beaten.
The school has a management committee that was constituted in 2002 and meets regularly. The minutes
of the meetings were available. The school has a PTA and it also gets support from other members of the
community.
The head teacher faces a number of problems when managing the school.
• The pupils come to school quite late and miss a lot of lessons.
• They lack scholastic materials and uniforms.
• They do not pack lunch and are not attentive in class in the afternoons.
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• The teachers do not have staff quarters and stay miles away from the school and so they come to
school late.
• Due to land shortage, the few teachers who stay within the school campus, have to rent land for
cultivation from the outside.
• The parents neglect their children and do not care about their education. They are not bothered
whether a child has gone to school or not.
• They make their children miss school on market days, so that they go and sell.
• The DEO’s office does not visit the school regularly to identify any problems.
• They transfer the teachers without notice and do not replace them. The head teacher therefore
has to hire teachers and some of them are not trained.
• The DEO’s office takes it time in reacting to cases where the teachers are bad.
• The head teachers’ are called to collect salaries on the same day. The queues are always so
long, there is a lot of confusion and money sometimes gets stolen or misallocated.
• There has been no salary increase for a long time now and yet the money has continued to lose
it’s value.
• Teachers’ need allowances in addition to their salaries to cater for house rent, water and transport.
On average, the school gets about four million shillings per year from the MoES, but would actually need
at least nine million shillings per year. The school does not have any other source of funding, however it
has received donations from the Community Completion Grant and the School Facility Grant.
2. ABONGODYANG PRIMARY SSCHOOL, LIRA
Abongodyang primary school is located in Moroto county, Apala sub county, Abiting parish and
Lira district. The school is situated along the main road. It has ten classrooms including six
permanent and four semi-permanent. The classrooms from primary one to five do not have
chairs and so they sit on the floors. All the classrooms do not have doors and are fairly clean.
The school has separate playing fields for both the girls and the boys. It has thirteen latrine posts
and they all lack doors. One is for the teachers’; eight are for the boys and four for the girls. The
main source of water is a protected spring that is a kilometer away from the school. However,
the school has a borehole within it’s premises, but the water is not clean enough for drinking.
The school does not provide lunch and does not insist on the pupils packing their own food.
There are no library facilities, but the school has a staff room and a head teacher’s office.
Incidentally, the school also has staff quarters, although they are semi-permanent. They are all
grass thatched.
The deputy head teacher keeps the daily record of pupil attendance. The school does not have an
annual calendar and the average daily attendance for the school, was not available. There are
nineteen teachers in total, including fourteen male and five female.
The following are the disciplinary measures used whenever the pupils commit certain offences:
1. A child who comes to school late, is made to stay after school has closed in the evening
and do extra work. For instance slashing, sweeping and cleaning the school toilets;
2. A child who absents himself without good reason is also made to stay after school and do
some cleaning;
69 Final Report
3. A child caught fighting is canned;
4. A child caught taking a French leave, is made to collect grass for thatching;
5. A child caught littering the school compound, is made to collect the rubbish and slash.
The school has a management committee that was constituted in January 2000, and meets
regularly. The minutes of the meetings were available. The school also has a PTA and gets
support from other members of the community.
The head teacher listed the problems he faced in managing the school.
• The pupils lack the interest in studying.

• The pupils are very undisciplined; they do not respect the teachers’, parents and
themselves.
• The pupils absent themselves a lot most especially on market days.
• Some teachers’ are unqualified and lack the interest in teaching.
• Some teachers’ are not interested in living in the teachers’ quarters and prefer to stay in
their own accommodation, which is quite far from the school. They end up coming to
school late.
• The head teachers’ grades should be considered when allocating salaries.
• The community is encroaching on the school land.
• The parents are not fully participating in their children’s education.
• When the teacher’s try to discipline the pupils by canning them, the parents threaten to
take the teachers’ to police.
• The DEO is never in his office.
• There is poor record keeping in the DEO’s office.
• The DEO’s office is always threatening to transfer teachers’, demote them or give them
suspensions.
• The MoES gives teachers’ poor salaries.
• There are no appointment letters for grade five teachers’ and no proper salary scale.
On average, the school gets about twelve and a half million shillings from the MoES per year,
but would actually need about thirty two million shillings a year. The other source of funding is
the education tax fee from the sub county. This amounts to a hundred and fifty thousand
shillings a year. However, this funding is not regular.
3. AWALI PRIMARY SCHOOL, LIRA
Awali primary school is located in Moroto county, Apala sub county, Atinkok parish and Lira district.
The school is situated just along the main road. It has nine permanent classrooms. Primary one four, five
and six, do not have enough desks and as a result, some pupils are forced to sit on the floor. All the
classes in general seem fairly clean. The school has separate playing fields for both the boys and the
girls. It has twenty-one latrine posts, out of which twelve have doors. Nine are for the boys and twelve
are for the girls. The teachers’ use the latrines in the teachers’ quarters. The main source of water is a
70 Final Report
shallow well that is about a kilometer away from the school. However, during the rainy season, the
school collects water using the water tank. The school does not provide lunch for the pupils and does not
insist that they pack their own food. There are no library facilities and no staff room in this school,
however, there is a head teacher’s office.
The school does not keep a daily record of pupil attendance. The school annual calendar is shown below.
Year 2002 2001 2000 1999 1998 1997

School.days 267 ------- ------- ------- ------- -------
The data on the average daily attendance of the school was not available. The school has a total of twelve
teachers’ including nine male and three female. The following are the disciplinary measures and offences
that the pupils commit.
1. A child who comes to school late is made to slash the school compound or clear the school paths;
2. A child caught fighting is either canned or made to slash the school compound;
3. A child who uses abusive language towards his colleagues, is also made to slash the school
compound;
4. A child who speaks vernacular instead of English, is also made to slash the school compound.
However, this is only for the pupils in the upper classes.
The school has a management committee that was constituted in March 2002, and meets regularly.
However, the minutes of the meetings were not available. The school has a PTA and gets support from
other community members as well.
The head teacher listed a number of problems that he faced in managing the school.
• The pupils are quite undisciplined. That is, they fight a lot, use abusive language and some of
them even steal. He attributed this to the society that live in.
• Some of the teachers’ come to school late.
• The teachers’ lack the moral, because they are paid very poor salaries.
• The parents do not discipline their children. They leave all the disciplining to the teachers’.
• The parents do not want to participate in constructing the teachers’ houses.
• Some parents are squabbling over school land, because there is no land title.
• The DEO’s office does not come to the school regularly for inspection.
• There is poor record keeping in the DEO’s office. For instance, recently they sent interdictory
letters to a few head teacher’s claiming that the head teacher’s had not submitted their letters of
accountability. This was not true.
• The MoES does not release enough funds to the schools.
On average the school gets about ten million shillings per year from the MoES, however, it would
actually need about twelve million shillings. The school has another source of funding that is an
education tax fee from the sub county. This amounts to a hundred thousand shillings a year.
71 Final Report
4. BITANWA PRIMARY SCHOOL, KABALE
Bitanwa primary school is located in Rubanda county, Ikumba subcounty, Kitosho parish and
Kabale district. The school is fifty-one and a half kilometers away from Kabale town. The
school itself is one and a half kilometers away from the main road. The road to the school is a
footpath that cannot be accessed by cars. It has three buildings, of which one accommodates
four classrooms, primary one to primary four, a staff room and a head teacher’s office. Out of
this, only two classrooms are plastered and painted. The rest of them are just cemented. The
staff room is quite small with one table and four chairs. In fact, the teachers do most of their
work under the trees.
The second building is semi-permanent and quite old. This is where the primary seven class sits.
Unfortunately, the walls are made of mud and look as though they might collapse any time, the
roof is made of old iron sheets that leak whenever it rains and the door is quite old. The floor is
not cemented and gets quite dirty so water has to be poured on it before it is swept. The third
building is also semi-permanent, though newly built, that is with mud and wattle, and
accommodates the primary five and six classes. However, it is not yet complete and lacks doors
and windows. The primary one to primary four classrooms have all got good doors, windows
and furniture, and is in fact a UPE building. In total, the school has seven classrooms.
The school has no play field: that is none for the boys and none for the girls. It has thirteen
latrine posts, three of which are for the teachers’, six are meant for the boys and four are for the
girls. The latrine posts all have doors. However they are all quite dirty, including the teacher’s.
The water source, which is a protected well, is a kilometer away from the school.
The school does not provide lunch for the pupils, and according to the head teacher, the pupils
are advised to pack food, but it is not a school policy. It does not have any library facilities but it
does have a staff room and a head teacher’s office.
The daily record of pupil attendance is not kept, it is written on a black board that is kept in the
head teacher’s office, and rubbed off every evening. This is done by a class teacher. There was
no annual calendar.
The average daily attendance for the years 1997 to date is shown below.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 --- --- 19 17 145 147 123 126 105 86 --- --- 132 129
00 142 149 164 166 --- --- --- --- 151 145 --- --- 86 83
99 14 13 137 135 51 50 127 125 --- --- 103 126 122 120
98 --- --- 130 140 169 168 134 135 146 147 --- --- 75 140
97 --- --- 63 76 55 58 107 106 --- --- 70 86 --- ---
Where Yr= Year

B= Boys
G= Girls
72 Final Report
The school has eleven teachers who are all male. It has certain disciplinary measures it takes for offences
the pupils commit.
1. For instance, if a child came to school late, he/she would be canned, but not more than three
strokes.
2. A child who absented himself from school for no good reason, would be made to collect stones.
3. If a child is caught escaping from school, he/she is made to collect stones.
4. A child caught fighting, is canned. If he/she refuses to be canned, then he/she is sent home for
his parents.
5. If a child is caught stealing, he/she is canned.
The school has a management committee which was constituted in 1997 and meets once a term. The
minutes of the last meeting that was held on the 8th July 2002 were available. It also has a PTA and gets
support from other members of the community, who come to the school every Friday for communal work
e.g. slashing, maintaining feeder roads. Names of the active members in these three groups including
community members were submitted.
The school has a number of problems concerning the pupils, teachers, community members and the
MoES.
• A lot of pupils absent themselves from school and come to school late because of domestic
chores.
• The teachers are not qualified, including the head teacher.
• The teachers lack accommodation, stay far away from school and therefore come late to school.
If it rains they may not even come at all. Unfortunately the school only has two staff quarters,
that are shared by three teachers each.
• The community members and parents in general have failed to contribute to the school
development funds. For instance the support for building funds and the buildings are collapsing.
• The MoES delays the UPE funding.
• The teachers get meager salaries.
On average the head teacher gets 3.5 million shillings for running the school, although he would actually
need at least 4 million shillings. The school does not have any other source of funding.
5. BUGOLO UMEA PRIMARY SCHOOL
Bugolo Uganda Muslim Education Association Primary school is located in Buikwe county,
Nyenga sub county Butabila parish and Mukono district. This school was founded under the
Muslim faith and it was started in 1985. Although this school is government aided, it is privately
owned. It is situated on ten acres of land, five of which belong to the school mosque and the
other five to the school itself. In 1995, Bugolo primary school became a government-aided
school.
This school is located eight kilometers away from the main road. It has seven permanent
classrooms which are cemented, painted and have good iron sheet roofing. It has separate play
fields for both the girls and the boys. It has five latrine posts and they all have doors. One
belongs to the teacher’s and then two for the boys and two for the girls. The school gets its water
from a borehole which is one kilometer away from the school. Lunch in form of porridge is
73 Final Report
provided for the pupils, because of this, the school does not insisted on the pupils packing lunch.
Library facilities do not exist in this school. However, the school does have a staff room and a
head teacher’s office.
The school record of pupil attendance was not kept but an annual calendar was available as shown below.
Year 2002 2001 2000 1999 1998 1997

School Days 196 250 223 ------- ------- -------
The average daily attendance for the school from 1997 to date is shown below.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

Yr. B G B G B G B G B G B G B G
02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 138 140 --- --- --- --- --- --- --- --- --- --- 126 140
00 76 70 --- --- --- --- --- --- 21 --- --- --- 91 106
99 --- --- 155 149 153 142 103 --- 153 115 133 148 125 144
98 102 77 122 114 130 105 105 134 97 107 104 106 310 532
97 131 134 161 160 147 --- 44 59 88 86 49 60 79 88
This school has seven teachers including two females and five males. However, it has recruited five other
teachers on it’s own, and they are not trained. These teach primary five to seven whenever the need
arises. There are disciplinary measures the school uses for offences that are committed by the pupils.
1. For instance, if a child absents himself/herself, then the child is made to slash or clear the school
compound using a panga or hoe.
2. A child who tells lies or deceives a teacher, is suspended from school until he/she brings their
parents.
3. Late coming will earn the pupil a few strokes of the cane. A child caught fighting is canned as
well.
4. Lastly a child who absconds from school is either canned or made to slash the school compound.
Bugolo primary school has a management committee, which was constituted in 2002. This committee
meets regularly and the minutes were available. Unfortunately the school does not have a PTA, but gets
support from a few other community members.
The head teacher listed some problems he faced in managing the school:
• One of the big problems he faces with the pupils is absenteeism, which is caused by the lake
being near the school. He is forced to allow the pupils to go fishing and support their families.
Some pupils fish at night and fail to come to school the following day.
• A lot of pupils misbehave and dodge lessons. The head teacher believes that they pick up these
vices from their parents.
• The teachers do not do their work for instance, ticking registers.
• They lack time management and come to school late.
• Most teachers absent themselves from school either because of family responsibilities or sickness
and yet the school is under-staffed. This causes the pupils to perform poorly.
• Most teachers stay far away from the school and cannot afford to pay for the transport to bring
them to school daily because it is costly. That is a motorcyclist would charge about five thousand
shillings from the main road to the school. As a result, the head teacher has had to recruit
unqualified teachers who stay near the school.
74 Final Report
• The biggest problem with the community is that it is multi-lingual. They come from many
different tribes. Some of the community members are tribalists, who do not like mingling with
the school community and therefore do not support the school projects.
• Some community members including the children break the windows to steal school property.
For instance charts, benches and empty jerry cans, have been stolen from the school store.
• The DEO’s office does not recruit enough teachers.
• The head teacher had no problem with the MoES because they deliver the salaries on time.
On average, the school gets six million shillings per year for running the school, which is more than
enough since it actually needs four million shillings per year. Its other source of funding is from parents’
contributions which amount to 2.5 million shillings per year.
6. BUHUNYA PRIMARY SCHOOL
Buhunya primary school is located in Bukooli county, Buswale sub county, Buswale parish, Bugiri
district.
The school is three kilometers from the main road. It has a total of eight classrooms that are all
permanent. Primary four to seven are located on a newly constructed building. The rest of the classes are
located on the old building. All the classrooms have got doors that are secure with pad locks. The
furniture in all the classrooms is adequate.
The school has separate playing fields for both the girls and the boys. It has five latrine posts and they all
have doors. One is for the disabled pupils. The school has got five disabled pupils. This latrine post that
is meant for them, has got bars on the sides. The other two are for the boys and the last two are for the
girls. However, there is a new block of latrine posts that is about to be completed, and so the teachers’
will be able to have their own post. The main source of water is a borehole that is about a kilometer away
from the school. However, the school pays two thousand five hundred shillings a month, for two jerry
cans of water a day.
The school provides lunch for the pupils, but insists on the pupils packing food as well. The school does
not have any library facilities, staff room or head teacher’s office. The deputy head teacher keeps the
daily record of pupil attendance. The school has an annual calendar, as shown below.
Year 2002 2001 2000 1999 1998 1997

School Days 267 ------- ------- ------- ------- -------
The average daily attendance for the school is shown below.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 25 18 22 24 24 18 18 18 21 23 14 10 13 9
01 27 22 21 15 22 14 18 25 18 10 13 9 --- ---
00 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
99 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
98 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
97 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
Where Yr.= Year
B= Boys
G= Girls
75 Final Report
The school has a total of ten teachers’, including eight male and two female. There are disciplinary
measures that the school uses to discipline its pupils.
1. For instance, a child caught fighting is sent home for the parent and a possible punishment is
discussed.
2. A child who comes to school late is made to clean the school compound.
3. A child who is absent without good reason, is made to clean the latrines, sweep the classes or
fetch water.
4. A child who is caught stealing, has to pay back the stolen property.
5. A child who writes on the walls, has to collect water and clean the walls.
The school has a management committee that was constituted in March 2002, and meets regularly.
However, the minutes of the management committee were not available to the researchers.
The school has a PTA and gets support from other members of the community as well. The head teacher
listed a number of problems that he faced in managing the school.
• Some pupils do not enroll at the beginning of the school year, but just show up at the end of the
year to do exams. They are therefore encroaching on the UPE funds, because they are not
accounted for in the beginning.
• The pupils do not do their assignments because they know that they cannot be canned.
• Pupils come to school late and also absent themselves without good reason.
• Pupils are involved in premature sexual activities, especially the pupils in the upper classes.
• Teachers lack staff accommodation and live far away from school. Therefore, they come to
school late and this affects the school timetable.
• Teachers’ lack reference books, and other scholastic essentials.
• Community members trespass onto school property.
• Some parents do not provide their children with lunch.
• Some parents look down on the teachers and think that they are over working their children.
• Some parents have the mentality that UPE means that everything will be provided by the
Government. They do not want to contribute anything to the school.
• The DEO’s office delays to send the teacher’s salaries.
• The DEO’s office does not organize any workshops or seminars for the teachers.
• The MoES does not give enough money to the newly established schools, and so they fail to carry
out administrative work.
• The MoES delays to release UPE funds.
• The teachers’ salaries are too meager.
On average the school gets about two and a half million shillings per year from the MoES. However, the
school would actually need about five million shillings per year for it’s running. The school does have
another source of funding, which is an education fee from the sub county. It gets at least one million
shillings a year from this source.
7. BUMOLI PRIMARY SCHOOL
Bumoli primary school is located in Bukooli county, Buswale sub county, Nansuna parish, Bugiri district.
The school is by the roadside, but about thirty kilometers away from Bugiri town. It has a total of nine
classrooms, out of which four are permanent and five are semi-permanent. The primary one to primary
four classrooms, have cemented floors and plastered walls, unlike the rest of the other classrooms.
76 Final Report
Furthermore, they have all got doors and windows except for the upper classrooms, that is primary five to
seven. The school has separate playing fields for both the girls and the boys.
The school has a total of fifteen latrine posts, but five of them are not complete. Of the ten complete
ones, two are for the teachers, five are for the boys and three are for the girls. These posts all have doors.
The main source of water is a borehole that is half a kilometer away from the school. The school does not
provide lunch for the pupils and does not insist that they pack food. The head teacher claims that they
used to insist on the pupils packing food, however, the parents had a negative attitude towards this
suggestion. There are no library facilities. However, the school has a book bank. It also has a staff room
The school keeps a daily record of pupil attendance. However, it does not have an annual calendar.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 58 42 40 30 39 52 32 42 29 24 18 21 22 10
00 47 40 35 39 31 45 30 33 28 39 15 11 20 6
99 45 42 21 26 36 37 23 21 21 19 18 11 17 6
98 30 33 28 36 26 26 19 18 18 14 15 6 10 1
97 53 59 28 24 21 20 23 12 17 8 15 3 2 2
Where Yr.= Year

B= Boys
G= Girls
The school has a total of eight teachers’ including two female and six male.
There are a few disciplinary measures that the school has.

1. For instance, a child who fights or dodges class work is made to kneel down in the corner of the
classroom.
2. A child who escapes from school is sent home for his/her parent.
The school has a management committee that was constituted in December 2000, and meets regularly.
The minutes of the meetings were available. It also has a PTA and gets support from other community
members.
The problems that the head teacher faces in managing the school are as follows:
1
• The parents transfer their children to other schools.
• The girls drop out of school because they get pregnant.
• The pupils are involved in early marriages, most especially the girls.
• It is difficult to control pupils who are hungry, most especially in the afternoons.
• The teachers’ lack staff accommodation.
• The teachers’ do not have meals as well, and lose morale.
• The community has failed to support the school by providing meals.
• Some community members carry away the school property, for instance, chairs, hoes, slashers etc
• Parents no longer respect the teachers.
• There is lack of proper communication with the DEO’s office.
77 Final Report
• The distance from the school to the DEO’s office is quite far and the head teacher lacks a mode of
transport.
• There is usually a delay in the teachers’ salaries.
• The MoES offers poor salaries.
• The MoES has failed to pay up the arrears in teachers’ salaries.
On average, the school gets four and a half million shillings per year from the MoES, but would actually
require about five and a half million shillings per year. The school does not have any other source of
funding. However, the sub-county gave the school a sum of three hundred thousand shillings in 1999.
Some of the money that is given as grant goes to a sister school that accommodates four classes. The
DEO’s office is aware of this development.
8. BUYINGI PRIMARY SCHOOL PROFILE
Buyingi primary school is located in Kyotera county, Kasaali sub county, Nkenge parish and Rakai
district.
The school is two kilometers away from the Kyotera-Rakai highway, but with a good passable feeder
road. It has four blocks with two classrooms each and one of the blocks includes the head teacher’s
office. The four blocks are permanent: that is, cemented and painted with good doors and windows. The
walls, floors and desks are clean. These blocks were constructed with the help of World Vision, which
also donated a hundred desks. It has two play fields: one for boys and the other for girls. However, the
field for the girls is quite small and not properly leveled. There are seventeen latrine posts, which include
seven for the teachers, five for the boys, and five for the girls. The latrine posts for the girls and the boys
are together on one block. Fortunately, they all have doors. The school’s main source of water is a
borehole, which is a hundred meters away from the school. It also has a water tank for harvested water.
It provides lunch to the pupils from primary three to primary seven, which is basically, porridge. The
pupils of primary one and two are advised to carry packed food for break time since they leave school at
lunchtime. It does not have any library facilities and there is no staff room.
Considering the school management, a daily record attendance is done by either the class monitor or class
teacher and put on a blackboard, but is erased every morning. It does not have a work plan or annual
calendar. The average daily attendance is shown below, although records of certain classes are missing
due to poor record keeping.
P.I P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 ---- --- 95 101 100 109 --- --- 43 37 162 166 100 101
00 180 175 143 153 163 168 165 165 142 142 104 111 163 159
99 140 137 110 109 132 133 115 116 --- --- 65 64 111 133
98 130 122 97 97 156 178 --- --- 103 122 50 40 --- ---
97 153 151 99 112 129 126 127 128 145 121 155 156 127 134
Where P= Primary
Yr= Year
B= Boys
G= Girls
The school has a total of ten teachers including six males and four females. It does have certain
disciplinary measures it takes for the various offences that are committed.
78 Final Report
1. For instance if a child is caught fighting, he/she is canned but not more than three strokes.
2. If a child is caught stealing or cheating, he/she is canned or made to stand in front of the class.
3. If a child refuses to obey when sent for something, he/she is either canned or made to collect
reeds.
4. Failure to do homework results in being sent out of the classroom to do the homework.
The school has a management committee which meets once a term and the minutes of their last meeting
which was held on the 13th of June 2002, was available. It also has a PTA and gets support from the other
community members. Names of active members in all these groups were submitted and the totaled up to
nine, with a fairly good gender balance. That is five females and four males.
There are a number of problems the head teacher faces in managing the school.
• When dealing with the pupils, absenteeism is a big problem because the children do a lot of
domestic work and on top of this, they do not have scholastic materials and even school uniforms.
They generally come from impoverished families.
• With the teachers, there is a lot of irregularity in the teaching because some of the teachers tend to
their businesses in town and neglect teaching. This is so, because they want to supplement their
salaries.
• They also lack staff accommodation and therefore tend to come late to school.
• They are not devoted to teaching because of the poor salaries.
• From the community side, people do not value school meetings, because they are poorly
educated.
• They also have a mentality that UPE means Government catering for everything so they do not
contribute to certain school funds.
• A lot of parents are not bothered about the hygiene of their children, and so a lot of kids come to
school dirty or even sick.
• The head teacher did not have any problem concerning the DEO’s office. He claimed that the
school is inspected regularly and the he is allowed to go to the DEO on Mondays and Thursdays
incase of any urgent issues and whenever he does, he is always attended to.
• Concerning the Ministry of Education and Sports, there are delays in the UPE funding and the
salaries are quite low and need to be streamlined to match the workload.
On average, the school gets 3.15 million shillings per year from MoES for running the school. However,
the head teacher says the school actually needs at least 4.5 million shillings per year. It does not have any
other source of funding, but occasionally it receives support. For instance World Vision helped to build
five blocks, including one block for staff quarters, in 2001. In the year 2000, International Care Relief
(ICR) built ten latrine posts. World Vision also donated a hundred new desks.
9. BUZIRANDUULU PRIMARY SCHOOL
Buziranduulu primary school is located in Kyotera county, Kasaali sub county, Nkenge parish and Rakai
district.
The school is half a kilometer away from the main feeder road and five and half kilometers from the
Kyotera highway road. It has three permanent blocks, which are still new, plastered, painted and
cemented. These three blocks were first built by the Lutheran Federation, which stopped the work half
way. It was later completed by World Vision in 2000. There are seven classrooms including the head
teacher’s office, which are all permanent, that is they have good permanent doors and windows. World
Vision also donated sixty desks to the school. It has no play field for either the boys or the girls and
therefore for practice they use a playground for one of the sister schools, called Mbuye primary school.
There are nine latrine posts, which include four for the boys, three for the girls and two for staff. The
79 Final Report
male staff latrines are attached to the boy’s latrines and the female staff latrines are attached to the girl’s
latrines. The schools main source of water is a well that is one kilometer away from the school. It does
not provide lunch for the pupils and does not insist that they pack food. It does not have any library
facilities and there is no staff room, but there is a head teacher’s office.
A daily record attendance is done by a class teacher and put on a small blackboard in front of the head
teacher’s office. However this information is rubbed off every evening. The school does not have an
annual calendar.
The average daily attendance from 1997 to date is shown below.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 165 129 173 165 178 149 127 132 98 58 160 157 146 145
00 139 151 130 130 --- --- 144 144 126 120 156 155 127 125
99 00 35 --- --- --- --- 138 144 26 18 --- --- 84 88
98 --- --- --- --- --- --- --- --- 45 71 19 15 --- ---
97 155 154 137 137 --- --- 58 57 115 117 83 85 132 132
Where P= primary
Yr.= Year
B= Boys
G= Girls
The school has a total of eleven teachers including four females and seven males. It has certain
disciplinary measures for various offences the pupils might commit.
1. For instance, if a child is caught fighting, he will be canned, but not more than two strokes.
2. If a child dodges class work, he/she will be told to fetch water.
3. If a child comes late, he/she will be told to sweep a classroom.
4. Lastly if a child is caught stealing, he/she will be sent home for his parents and they would have
to replace what the child stole.
The school has a management committee, which was constituted in December 1999. This committee
meets regularly, that is at least once a term. The minutes of their last meet which was held on the 3rd May
2002 was available. It also has a PTA, however it does not receive any support from other community
members. The names of the active community members in both the management committee and the PTA
were submitted. They totaled up to six, with a good gender balance. That is three males and three
females.
There are a number of problems the school head teacher faces in managing the school, concerning the
pupils, teachers, community members and the MoES.
• The pupils have no uniforms because many of them are orphans and they come from
impoverished families.
• Also the rate of absenteeism is quite high because of domestic chores.
• The teachers also have quite a number of problems. For instance, they are not motivated due to
their low incomes.
• They do not have reference books or textbooks according to the syllabus e.g. in agriculture and
physical education. Therefore preparing for the lessons is quite difficult.
80 Final Report
• The school does not get replacements for teachers who go on leave, say maternity leave.
Therefore the pupils miss out and the workload of other teachers increases.
• The teachers lack accommodation.
• From the community side, the community members do not care about the school and do not
bother attending the meetings.
• They are also quite impoverished and therefore cannot afford to financially assist in any school
development projects. They have the mentality that since the school is under UPE, then the
Government should cater for everything.
• The head teacher had no problem concerning the DEO’s office. He said that the DEO’s office
always called him for meetings incase of any issues, such as a delay in the UPE funds.
• Concerning the MoES, there are often delays in sending the UPE funds.
On average, the school gets 3.3 million shillings per year from the MoES for running the school.
However, the head teacher claims that this money is inadequate. It cannot cover certain school activities
e.g. sports, music, exams and buying textbooks which are quite costly nowadays. He suggested that the
funds be increased to at least 4.5 million shillings The school does not have any other source of funding.
10. ENDRU PRIMARY SCHOOL PROFILE
Endru primary school is located in Ayivu county, Adumi sub county, Ombachi parish and Arua district.
This school is found along the main road. It has twelve classrooms that are all permanent. It has separate
playing fields for both the boys and girls. It has twenty three latrine posts, fifteen of which have doors.
Two are for the teachers, eight are for the boys and thirteen are for the girls. The main source of water for
the school is a protected spring that is two hundred meters away from the school.
This school does not provide lunch for it’s pupils and does not even insist that the pupils pack their own
lunch. There are no library facilities in this school. However, it does have a staff room and a head
teacher’s office.
The school does not keep any daily record of pupil attendance. However, the school has an annual
calendar, which is shown below.
Year 2002 2001 2000 1999 1998 1997

School days 267 260 ------- ------- ------- -------
The average daily attendance for the school was not available. The school has a total of twenty-eight
teachers including nineteen male and nine female. The school has a number of disciplinary measures that
it executes on the pupils who commit certain offences.
1. For instance, if a child is caught fighting, using abusive language, coming to school late and dis-
obeying the school teachers’, he/she is made to clean the school compound.
2. A child caught stealing is made to pay back the stolen property.
The school has a management committee that was constituted in 2001 and meets regularly. However, the
minutes of the meetings were not available. This school has a PTA and also gets support from other
community members. The head teacher faces a number of problems concerned with the school
management.
• The pupils do not have lunch and sometimes miss afternoon lessons. The few who attend are not
very attentive in class and this greatly affects their performance.
81 Final Report
• The pupils lack scholastic materials.

• The teachers’ do not have staff quarters’. Of the twenty-eight teachers, only six have staff
accommodation. This has attributed to teachers’ not coming to school on time and therefore not
doing the work that is expected of them.
• The parents’ do not turn up in large numbers when they are invited for meetings.
• The DEO’s office does not respond to the requests that the school makes. For instance, recently a
classroom roof was blown off by the wind and when the case was reported, nothing was done.
This is causing congestion because the pupils’ have had to squeeze into other classrooms.
• With the UPE program, the enrollment has greatly increased, and the teachers’ workload has also
increased. Despite all this, the MoES, has not increased the teachers’ salaries or given them any
incentives to work.
On average, the school gets eleven million shillings per year from the MoES for its running. However,
the school would actually need twenty two million shillings per year. The school does not have any other
source of funding.
11. GULAMA PRIMARY SCHOOL
This school was selected after it was found out that Gamoli primary school, which was originally chosen
as a sample school, did not exist. With the help of one of the Education officers in the Njeru town
council, Gulama primary school was taken up as a substitute school.
Gulama primary school is located in Buikwe county, Najja sub county, Gulama parish and Mukono
district. It was founded by Church of Uganda.
It is two kilometers away from the main road. It has two blocks with four classrooms each. One block is
permanent but not completely plastered and cemented. The floors are dusty and only three of the
classrooms have doors, but they do not have windows. This building accommodates primary one, two,
six and seven. The furniture in these classrooms is quite old and not enough to cater for all the pupils.
The second building accommodates primary three to primary five, including the head teacher’s office.
However the primary three class have their lessons under a mango tree because their classroom is on the
verge of collapsing. The school has not benefited from the UPE building funds, but it has received forty
pieces of iron sheets from the parents’ building fund.
The school has separate playing fields for both the boys and the girls. It has seventeen latrine posts,
sixteen of which have doors. One for the teachers, five for the boys and five for the girls. However, there
are six new ones which are soon to be completed, and are meant for the girls. The main source of water is
a protected spring, which is one and a half kilometers away from the school. During the rainy season, the
school uses harvested water because it has a water tank. The school provides lunch for the pupils in form
of porridge. The primary one and two classes get their porridge at break time because they study half
day. Otherwise the rest of the classes get theirs at the usual lunch hour. This lunch is a contribution from
the parents as a lunch fee. The school does not have any library facilities or staff room. However it does
have a head teacher’s office.
A daily record of pupil attendance is done on a black board by the teacher on duty. This information is
erased every evening. The school does not have an annual calendar. The average daily attendance is
shown below.
82 Final Report
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 113 115 87 88 --- --- 147 140 140 77 86 99 30 34
00 73 84 --- --- 25 31 113 112 63 69 63 56 62 69
99 100 103 148 144 --- --- 150 154 122 116 151 157 81 86
98 143 142 157 161 --- --- 140 141 143 142 162 163 144 144
97 --- --- 191 195 156 154 98 99 182 192 176 178 159 155
Where Yr= Year

B= Boys
G= Girls
The school has a total of fifteen teachers, out of which nine are males and six are females. It has
disciplinary measures. The pupils are disciplined in various ways.
1. If a child comes to school late, he is made to slash the school compound.

2. A child caught stealing a book is made to buy another one.
3. A child who absents himself without good reason is either sent home to bring his parents or
counseled.
4. A child indulging in sex, is also counseled.
The school has a management committee which was constituted in 2000 and which meets regularly, that
is at least once a term. The minutes of the management committee meetings were available. The school
also has a PTA, and gets support from other members of the community. The head teacher faces certain
problems in managing the school.
• Some pupils do not have scholastic materials, including uniforms.

• The pupils are undisciplined and the teachers’ cannot beat them for fear that the pupils might sue
the school.
• The pupils do not revise because they lack paraffin for lighting.
• They sleep in class because they are hungry and have not eaten food the previous night.
• The teachers’ lack the morale to teach and are not interested in their jobs because they get such
poor income.
• Some teachers’ are not qualified and the ones who go for further training are not replaced.
• They come to school late because they stay very far away from the school. The school has only
two staff houses, which are shared by three teachers per house. It is currently constructing one
meant for the head teacher.
• The parents are too poor to provide the necessary items for their children.
• The parents do not attend the school meetings regularly, even if it concerns their own children.
• The distance from the school to the DEO’s office is quite far and the roads are impassable.
Without allowances to hire transport it becomes quite costly.
• When the MoES recruits new teachers, it takes them forever to put the new names on the payroll
and therefore the salary delays.
• There is also a lot of confusion when dealing with the salaries, because some are sent to other
schools.
• Generally the teacher’s salaries are quite low and this demoralizes them.
83 Final Report
On average, the school gets about five million shillings per year from the MoES. However, this does not
include the teacher’s salaries. The school would actually need about six million shillings per year for it’s
running. The only other source of funding is the contribution from the parents towards lunch. This is
about three and a half million shillings per year.
12. KIYEBE PRIMARY SCHOOL
Kiyebe primary school is located in Rubanda county, Ikumba sub-county, Kiyebe parish and Kabale
town.
The school is ten kilometers away from the main road. This school started in 1984 with only four classes,
that is primary one to primary four. In 1989, it had its pioneer primary seven candidates sit for their
primary leaving exams. Later on the pupils consistently dropped out of school from p.7, so the primary
seven class eventually phased out. However in 1999, it regained it’s primary seven status and has
managed to maintain it. The founding body of the Kiyebe primary school is the Catholic Church.
The school has two permanent classrooms on one building, which accommodates primary six and seven.
This building is new; its cemented and painted with good doors, windows, black boards and furniture.
The school has five semi-permanent classrooms, which accommodate primary one to primary five. These
classes are built of mud and wattle, and have very old iron sheets with holes in them. They are not
cemented and the floors are quite dusty. In some classes like primary one and two, the walls are cracked
and they do not have any ventilation. In total, the school has nine classrooms.
It has general play field for both the girls and the boys and is located about three hundred kilometers
away. However, pupils from other neighboring schools use it too. It has nine latrine posts and only three
of them have doors, and these are for the girls. Five temporary structured latrines are for the boys. They
are made of mud and wattle, are grass thatched and have mats at the entrance acting as doors. Two latrine
posts are for the teachers, and these are also made of mud and wattle, with eucalyptus leaves for the
roofing. They do not have doors and the structure looks like it could collapse any time.
The water source is a stream that is five kilometers away from the school. The school does not provide
lunch for the pupils and according to the head teacher it is because there are no funds. It does however
insist on the pupils packing their own lunch. This is also a problem for the pupils in the dry season when
there is famine and therefore no food to pack. However this is only in the period from July to October.
According to the head teacher, even though they had funds, it would be hard for the school to get food
because the villages have a scarcity of food.
The school does not have any library facilities but it has a head teacher’s office, where the few books,
minutes of the PTA and other documents are kept. The head teacher’s office is quite small with one desk
and two chairs. There is a small opening on the wall behind the head teacher’s desk, for ventilation. The
floor of the office is quite dusty. A staff room does not exist, and the teachers prepare their work while
standing in the head teacher’s waiting room.
The daily record of pupil attendance is kept and is done by the teacher on duty. It is written on a small
black board that is hanged in front of the head teacher’s office. The school has an annual calendar,
however only the recent years were available as shown below.
Year 2002 2001 2000 1999 1998 1997

School days 267 257 ------- ------- ------- -------
84 Final Report
The average daily attendance for the school is recorded below.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 164 165 94 99 119 118 161 123 122 174 176 176 59 60
00 173 175 171 164 181 182 164 144 110 178 182 182 115 123
99 180 182 183 184 86 86 183 139 167 126 126 127 94 75
98 173 174 179 178 173 172 176 --- --- 184 187 187 --- ---
97 97 97 167 177 181 171 94 131 123 --- --- --- --- ---
Where Yr= Year

B= Boys
G=Girls
The school has a total of twelve teachers, who are all male. There are various ways in which the pupils
are disciplined.
1. For instance if a pupil refuses to come to school with drinking water, he/she is made to slash and
clear the school compound with a panga or a hoe.
2. If a child refuses to put on a school uniform, he/she will have to stand infront of the classroom
for the rest of the pupils to make fun of him/her saying “shame on you, for not wearing your
uniform.”
3. A child caught fighting is canned so that he can feel the same pain he/she inflicted on his/her
counterpart.
4. A child who comes late is made to fetch water.
5. A child who absents himself without good reason, is made to clean the latrines or sweep the
classroom alone.
of their last meeting were available. It has a PTA, but unfortunately other community members do not
give the school any support.
The head teacher faces a number of problems concerning the pupils, teachers, community, DEO’s office
and the MoES, in managing the school.
• The pupils lack scholastic materials, and their families are too impoverished to provide for them.
• The pupils get sick, sometimes a large number at a go, and yet the school has no health facilities.
The head teacher resorts to sending for their parents to pick them up.
• The school does not have a senior woman, or female teacher for that matter, so the pupils most
especially the girls, miss out on health education and the head teacher suspects that this might be
causing some health problems. Although he could not specify exactly what kind of health
problems.
• The teachers do not do their work consistently for instance, ticking the registers, and it is only
done after tussling it out with the head teacher.
• They also come to school quite late, and sometimes are absent.
• The parents in the community are not cooperative with the school. That is, they do not come to
help out with the school projects.
• They do not buy their children uniforms and scholastic materials.
• Some community members destroy school property, for instance they destroy the fencing around
the water tanks in order to steal the water.
85 Final Report
• The DEO’s office does not provide funds to take the children for extra circular activities, say in
Kampala. Therefore the pupils are not able to participate in activities at national level, like sports
and music, dance and drama. This demoralizes the pupils.
• Teachers’ names are deleted from the pay roll without good reason, and without the head
teacher’s knowledge.
• The MoES sends UPE funding late and this affects the school budgeting. For instance the head
teacher cannot purchase school materials like chalk and sports materials. He sometimes has to
borrow money and he cannot say when he will be able to repay the debt.
• The teacher’s salaries also do not come on time and this demoralizes them.
On average the school get 1.5 million shillings a year from the MoES. The head teacher says the school
would actually require at least 3 million shillings per year. Occasionally the school gets funding from the
parents association called engozi. This year the parents contributed a hundred and sixty thousand
shillings.
13. KIZIBU PRIMARY SHOOL
Kizibu primary school is located in Kibanda county, Kigumba sub-county, Kigumba parish and Masindi
district.
The school is just about a hundred meters off the main road. It has two buildings. One of them is quite
new and according to the head teacher, it is a UPE building. It is permanent, painted and cemented. It
accommodates four classrooms, that is primary one to four. They all have doors and windows. The other
building is old and semi-permanent. It has six classrooms, a room which is not in use and another which
is acting as a store and the head teacher’s office as well. The six classrooms include, primary five to
seven, P1B, P3B and P4B.
The school has separate playing fields for both the girls and the boys. Both fields are clean and well
maintained. There are fourteen latrine posts and all of them have doors. Out of these, two are for the
teacher’s, five for the boys and seven for the girls. The main source of water is a borehole that is a
kilometer away. However, in the dry season they get water from an unprotected spring, which is about a
kilometer and a half away from the school. This is because the borehole was not properly dug and so the
water dries out.
The school does not provide lunch for the pupils and does not even insist that they pack lunch. There are
no library facilities and the few books that are owned by the school are kept in a cupboard in the head
teacher’s office. There is no staff room and the teacher’s use the pupils’ classrooms for marking the
pupils exercises and preparing their work. There is a head teacher’s office with three small cupboards.
A daily record of pupil attendance is kept and this is done by the deputy head teacher in charge of
administration. This information is entered in a book according to sex and class. An annual calendar is
kept and shown below.
Year 2002 2001 2000 1999 1998 1997

School days 189 260 ------- ------- ------- -------
86 Final Report
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 66 69 121 116 70 76 96 82 59 92 80 75 106 95
00 114 114 121 102 110 90 --- --- 125 141 93 102 90 89
99 --- --- 90 98 105 118 93 90 107 116 80 88 117 189
98 175 177 80 80 82 89 117 118 97 103 91 81 134 143
97 76 69 77 77 36 36 126 123 119 122 40 47 138 148
Where Yr= Year

B= Boys
G= Girls
The school has a total of sixteen teacher’s including twelve males and four females. According to the
head teacher, these are not enough. The school needs at least four more teachers. There are various ways
in which the pupils are disciplined.
1. A child who damages school property is sent home for his parent who has to meet the cost of the
damages.
2. A child who is caught fighting is made to slash the compound, clean the latrines or clean the
classrooms.
3. A child who regularly absents himself from school is sent home for the parents, and it is the
parents who are counseled because they give the children too much domestic work and this
causes them to miss school.
4. A child caught petty stealing is sent home for the parents who have to pay for the stolen item.
5. A child who comes late is made to clean either the latrines or the classrooms.
6. A child who dresses indecently is counseled by the senior teacher.
The school has a management committee that was constituted in 1998 and meets at least twice a term and
the minutes of the last meeting which was held on the 18th April 2002 were available. It has a PTA and
gets support from other members of the community. For instance, in supervising the school development
projects and teaching, because a lot of the pupils are from different tribes and speak different languages.
The head teacher listed some problems he faced in managing the school.
• The pupils absent themselves regularly due to a lot of domestic work, plus also looking after the
cattle.
• They lack uniforms and other scholastic materials. Their parents believe that UPE funding
should be able to provide everything for their children.
• The pupils do not have the interest in revision.
• The teachers lack accommodation and therefore stay far away from the school, and as a result
their time management is poor.
• The teachers are not enough. The school needs at least four more teachers.
• The community attitude towards school development is negative. Some community members do
not contribute towards building funds, even after making pledges during the meetings.
• Most parents make their children do a lot of domestic work and the children end up late or
absenting themselves from school.
• The head teacher did not have a problem with the DEO’s office except for the fact that they are
not availing them with more teachers.
• The MoES has not thought about building staff quarters, which is very necessary.
87 Final Report
• MoES does not provide the school with textbooks and the teachers’ salaries are too meager. That
is they get a hundred thousand shillings per month, and this is not enough.
On average the school gets about five million shillings per year from the MoES. However, the school
actually needs seven million shillings per year. The school does have another source of funding that is a
contribution from the parents towards school development amounting to five hundred thousand shillings a
year.
14. NASHIBISO PRIMARY SCHOOL
Nashibiso primary school is located in Wanale division, Mooni parish, Mbale district. The school is just
along the main road, two kilometers from the town center. It has a total of eleven classrooms that are all
permanent. The primary two classroom lacks furniture and so the pupils sit on the floor. The walls in this
class are quite dirty and the windows are shattered. The primary five classrooms also lack desks and
some of the pupils sit on the floor.
The school does not have any play field, and so at times they ask the municipality for permission to use
their grounds for extra curricular activities. The school has three blocks with fifteen latrine posts but none
of them have doors. One block with two stances is for the teachers, the second block with five stances is
for the boys and the third block with eight stances is for the girls. These latrines are also used by the
community or any passers by. Cows from around the school graze freely in the school compound.
The school has to buy tap water from the neighborhood, because it’s water source was disconnected two
years ago. Neither does the school provide lunch for the pupils, nor does it insist on them packing food.
There are no library facilities and there is no staff room. The teachers’ just improvise with any of the
classrooms acting as a staff room. There is a head teacher’s office.
The deputy head teacher in charge of weekly duty keeps the daily record of pupil attendance. The school
does not have an annual calendar and the average daily attendance for the school was not available. The
school has a total of seventeen teachers including six male and eleven female.
The school does take disciplinary measures when the pupils commit certain offences.
1. A perpetual absentee without good reason is sent home for his/her parent, and then beaten.
2. A child who comes late is made to clean the school compound.
3. A child who comes to school dressed shabbily, is sent back home.
4. A child who is caught fighting is made to clean the school compound.
5. A child who steals has to pay back what he/she has stolen.
There is a management committee that was reinstated in 2001 after some wrangles between the head
teacher and the committee. However, this committee meets regularly and the minutes for these meetings
were available. The school has a PTA but does not get support from other community members. The
head teacher listed a number of problems that he faced when managing the school.
• There is rampant absenteeism during the planting, harvesting and embalu seasons.
• There is also a lot of late coming, sometimes regardless of how far away from school the pupils’
homes are.
• Pupils do not wear school uniform.
• The teachers come to school late as well, and some even absent themselves from school.
88 Final Report
• The teachers’ are afraid to cane the pupils because canning is prohibited in the UPE system. The
children therefore become very disobedient.
• The community around the school area brings about a lot of commotion within the school. For
instance, the noise from the cinema halls distracts the pupils.
• There is a lot of trespassing on the school premises, in addition to littering the school compound.
• The surrounding community use abusive language to the pupils and teachers’ as well.
• The DEO’s office rarely carries out school inspections.
• They transfer teachers’ without notifying the head teacher.
• The MoES delays in releasing the UPE grants.
• The teachers’ names are not put on the pay rolls in time.
• The teachers’ lack facilities like staff room and accommodation.
• There is no confirmation of teachers’ appointments.
On average, the school gets four million shillings from the MoES per year, but would actually need at
least eighteen million shillings per year. The school has other sources of funding that amount to about five
million shillings per year.
15. NORTH ROAD PRIMARY SCHOOL
North Road primary school is located in Mbale municipality, northern division, north central parish and
Mbale district. The school is located in the heart of the city. It has twenty-five classrooms that are all
permanent. It has separate playing fields for both the girls and the boys.
It has nineteen latrine posts and they all have doors. Three of these posts are for the teachers, five are for
the boys and eleven are for the girls. The school has tapped water within its campus. The school
provides lunch for only those pupils who can afford to pay, and insists on those who cannot pay for lunch,
to pack food. Since the school is within the city, the pupils are allowed to leave the school campus during
the lunch break. There are no library facilities, but the school has a book bank. It also has a staff room
The school keeps a daily record of pupil attendance, which is usually done by the deputy head teacher. It
also has an annual calendar as shown below.
Year 2002 2001 2000 1999 1998 1997

School days 267 170 ------- ------- ------- -------
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 149 146 147 203 188 211 167 192 165 195 121 172 70 73
01 132 134 110 134 146 147 120 152 123 173 108 111 56 50
00 125 141 123 135 148 153 121 176 122 123 125 112 41 39
99 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
98 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
97 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
Where Yr.= Year
B= Boys
G= Girls
89 Final Report
The school has a total of thirty-nine teachers including fourteen male and twenty-five female. The school
has a few disciplinary measures it takes on the pupils who commit certain offences.
1. For instance, a child caught fighting or disobeying a teacher, is sent to call his parent, in whose
presence, the disciplinary committee decides on what action to take. In some serious cases, the
child may be suspended or even transferred to another school at the end of the year.
2. A child who absents himself without good reason is made to write an apology letter.
3. A child who comes late is made to write an apology letter and in addition, made to clean the
school compound.
of the meetings were available. It also has a PTA and gets support from other community members. The
head teacher faces a number of problems in managing the school.
• The pupils come to school late and they are not obedient to teachers who are not their class
teachers.
• Teachers who go on leave, such as maternity leave are not replaced. .
• The school is under staffed.
• The community members have vandalized the school fence in order to get into the school campus
and steal property.
• Since the school is in the city center, the girls are very vulnerable. Especially during the lunch
hour when they get out of the school campus and go for lunch, they are lured by the men in town.
There have even been cases of defilement.
• The head teacher did not have a problem with the DEO’s office.
• The MoES does not give sufficient funds for UPE. For instance in 1999 the school had two
thousand one hundred pupils and currently it has two thousand seven hundred pupils. Despite
this fact, the UPE funding has not increased.
• The school needs more buildings for classrooms and a library.
On average the school gets about fifteen million shillings per year from the MoES, but would actually
need about twenty million shillings per year. The other source of funding is from the municipality, which
sometimes donates three hundred thousand per year. This year, it helped to construct the school fence.
16. ST.KIZITO-MUURRO PRIMARY SCHOOL
St. Kizito primary school is located in Bujenje county, Bwijanga sub county, MuurRo parish, Masindi
District. The school was founded in 1984 under a catholic parish called MuuRro.
It is a hundred meters off the main road. The school has two buildings that are permanent but not
plastered. The first building accommodates primary one to four. These classrooms are fairly cemented
with doors, although the furniture is not enough. The other building accommodates primary five to seven.
It is not plastered and the floors are damaged and need repair. This second building also includes the
head teacher’s office, staff room, bookstore and music room. However, they all do not have enough
furniture.
The school has ten newly constructed latrine posts including two for the teachers’, four each for the boys
and girls. All these latrine posts have doors. It gets its water from a catholic church that is about two
hundred meters away. This water is pumped. The school does not provide lunch for the pupils but as a
90 Final Report
policy insists that the children pack food. However it is only the girls who usually pack food. The boys
do not pack food and sometimes they are caught stealing sugarcane from Kinyara sugar works factory.
The school has a small room that acts as a bookstore. It has shelves but no chairs. There is a staff room
but it has very few chairs. There is a head teacher’s office that is fairly clean. There is no daily record of
pupil attendance kept and no school annual calendar. The average daily attendance for the school is
shown below.
P.1 P.2 P.3 P.4 P.5 P.6 P.7

02 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
01 140 121 139 139 26 26 --- --- --- --- 125 109 156 171
00 49 39 82 89 110 127 101 107 61 81 88 91 37 54
99 29 26 34 40 --- --- --- --- --- --- 44 52 31 32
98 30 33 61 57 55 56 --- --- --- --- --- --- --- ---
97 --- --- --- --- --- --- --- --- --- --- --- --- --- ---
Where Yr.=Year
B= Boys
G= Girls
The school has a total of ten teachers including three males and seven females. It also has some
disciplinary measure it takes for the offences that the pupils commit.
1. If a child is caught fighting, he is made to slash or dig around the school compound.
2. A child who comes late is made to run around the school block or pitch.
3. A child who is disobedient to the teachers, is also made to slash or dig and if his/her disobedience
is beyond control, he/she is expelled.
4. A child caught stealing is made to slash or dig.
The school has a management committee which was constituted in 2000 and meets at least four times a
term. The minutes of the meetings were available. It has a PTA and gets support from other community
members as well. According to the head teacher, the parents have supported the school in building the
latrine posts. The head teacher faces a number of problems when it comes to managing the school.
• During the rainy season, the pupils are absent because they have to stay home and tend to the
farms.
• A lot of pupils go away at the beginning of first term and then reappear at the end of third term.
• After lunch the pupils doze off in class because most of them are hungry and they do not pack
lunch.
• The teachers lack staff quarters and so they stay far away from school and as a result they come
to school late. This disorganizes the school timetables.
• Some teachers are very incompetent despite the fact that they are trained.
• The school has undergone certain religious conflicts recently, concerning the community. Some
signposts have been removed from the school campus and the head teacher has attributed this to
religious conflicts between them and the neighboring protestant school.
• The DEO’s office carries out abrupt transfers without consultations and this distorts the school
work plan.
• The teachers who are transferred are not replaced, most of them being the best teachers in the
school.
91 Final Report
• Nothing is done when a case is reported about a bad teacher.

• The MoES deletes names of teachers from the pay rolls.
• There is double taxing where by the teachers pay both PAYE and Graduated Tax.
• There are irregularities in the teachers’ incomes and this demoralizes them.
On average, the school gets about two million shillings per year from the MoES. The school would
actually need at least three million shillings per year from the MoES. However, it has another source of
funding that is not regular and is usually in form of building materials. This funding is from the German
Government to the Church. It occasionally gets funding from the parents and the sub-county.
92 Final Report

Causes of Dropout in Primary Schools

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Attendance Patterns and Causes of Dropout in Primary Schools in Uganda

ATTENDANCE PATTERNS AND CAUSES OF DROPOUT IN PRIMARY SCHOOLS IN

MAKERERE UNIVERSITY INSTITUTE OF SOCIAL RESEARCH

iii Final Report

0.0 EXECUTIVE SUMMARY .................................................................................................................................2

2.0 METHODOLOGY .............................................................................................................................................10

iii Final Report

4.0 CONCLUSION AND RECOMMENDATIONS ...............................................................................................60

6.1 APPENDIX 1: THE RESEARCH ASSISTANTS............................................................................................66

6.2 APPENDIX 2: INITIALLY SAMPLE SCHOOLS AND THE RESEARCH ITINERARY........................67

6.3 APPENDIX 3: PRIMARY SCHOOL PROFILES ..........................................................................................68

AIDS Acquired Immune Deficiency Syndrome

0.0 EXECUTIVE SUMMARY

0.1 Summary of findings

0.1.1 Verification of data supplied to EMIS

0.1.2 School dropout

0.2 Summary Conclusions

From the findings above the research team concludes that:

0.3 Summary Recommendations

Table 1: Expenditure on Primary Education (1994-2002)

Year Expenditure GDP Expenditure/GDP

Figure 1: Primary School Gross Enrolment: 1990-1999

Source: Statistical Abstract, UBOS (various issues)

(i) Verify EMIS data, particularly the zero dropout schools;

(xiii) investigate causes of non-enrollment;

2.1 Study design

Table 2: Sampled Schools

REGION DISTRICT COUNTY SUBCOUNTY PARISH PRIMARY SCHOOL DROPOUT

Table 3: Substituted Primary Schools

District Sampled School Reason Not Researched Substitute School

Mbale Municipality Wanale P. S. Non-existent at time of field work North Road P. S.

2.2 Measurement of the variables

2.3 Document review

2.4 Data processing, entry, and analysis

2.5 The challenges faced by the research team

3.0 THE FINDINGS

3.1 Verification of EMIS data

3.2.1 Dropout level and patterns

Girls (%) Boys (%) Both (%)

Source: Statistical Abstract, 2000; EMIS 2001.

Year Level Girls Boys Total Girls(%) Boys(%) Total(%)

Girls Boys Both

Source: Field Research

Table 5b: Total National Dropout

Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6 Primary 7 Total

Region District School EMIS 2001 APDS 2001

APDS 2001 SOURCE

Source: School Registers

Notes: B = Boys G = Girls T = Total

Region District School EMIS 2001 APDS 2001

Source: School Registers

3.2.2 Consequences of dropout in primary schools in Uganda

• delinquent behavior 18.2%;

Table 8: Consequences dropout to the community by Region(%).

Consequence Central West North East

Bad role models - - - 18.2

3.2.3 Causes of Dropout

3.2.3.1 Voices of the children

Table 9: Causes of school dropout from the perspective of children

Region Central(%) West(%) North(%) East(%) Total(%)

Table 10: Children’s experiences of school dropout by sex.

Cause Boys (%) Girls(%) Total(%)