Beruflich Dokumente
Kultur Dokumente
Deininger (2003) also shows that there were substantial increases in overall enrolment rates in Uganda following school fees elimination, and that fees elimination reduced socio-economic disparities in access to primary schooling. However, Deininger finds that
there were noticeable reductions in the quality of education following the influx of UPE entrants. This however mainly benefited the rural communities as results reflected the fact that school enrolment in urban areas was much higher than in rural areas before the elimination of school fees. There is also some anecdotal evidence that urban schools continued to charge fees after 1997. 2. The government set more primary schools at least at each sub-county and where it couldnt, a private institution was taken up and became a government aided school. 3. Physical distance challenges were still solved by building schools at every sub-county targeting the most populated areas in doing so. 4. The Uganda government with co-operation from neighboring states fostered security in a bid to bring an end to conflict and re-establish peace in such war torn area which in doing so brought a number of pupils to return to school. Such implementations as the above and more have seen the accessibility to primary education in Uganda greatly increase but however the question of what quality such education delivered was still unaddressed though it stood out in the objectives of UPE that were cited as below.
Content and relevance of the curriculum Current teaching promotes rote learning rather than application, problem-solving, and entrepreneurial skills (Kagoda 2009). In this way, the curriculum has promoted more of theory than practical which rally with the needs of the students in case they decide to progress to secondary or end there and venture into vocational. Poverty Despite the introduction of UPE to the response of the poverty burden in Uganda, this has continued to impact the quality of education as some parents arent able to meet the minimum requirements to comfortably sustain the pupil in school like exercise books, lunch, uniforms amongst others. Teacher training Continuous training is needed for the teachers to equip them with the latest skills and knowledge in problem solving and approach to teaching. This has not been supported by the government and in turn kept in schools out dated information as per the demands for a student at such a level hence creating a poor quality of education challenged by the prevailing current trends. Weak government policy/guidelines on teaching Due to the governments failure to set and strictly enforce a code of conduct stream lined for the provision of quality education, laxity has been exhibited in the way the teachers do their work. Teachers can part time in a number of schools and this in turn affects their effectiveness as they will not deliver equally to the standards in all the schools they go to. Disparities due to location The current education state has clearly showed to favor more those in the urban than rural setting. This has in a way dictated on where the resources will be concentrated as a priority in terms of the infrastructure like school building and their quality and also the good teachers will tend to do rural-urban migration leaving the rural schools short of quality education
Special needs groups The government has failed to provide for an avenue of leveled education for children with disabilities in so doing some have tried to fit into the ordinary training programs. However,, compatibility with their existing inadequacies have seen such individuals fail to cope and drop out of school.
Conclusion
In such a state as the one the education in Uganda is, it is clear that most of the work to effect change and improve quality lie in the hands of the government through policies and their strict implementations. Overall, the introduction of Universal Primary Education along with other implementations bridged the gap of accessibility to education increasing on the literacy rate as sited above. However the question of quality of the education being availed wasnt adequately addressed as such factors as above continue to challenge the availability of an education that is up to standard. Its however clear that some factors will obviously not only pose a challenge but also contribute to a downward trend in the standards of the education provided like lack of classrooms, class shifts, and remuneration of the teachers thats a current cause of the education crisis in Uganda.
References
Aguti J.N 2002: Department of Distance Education Makerere University, Facing up to the challenge of Universal Primary Education, (UPE) in Uganda through distance teacher education programmes P 4-9
Deininger K. Does Cost of Schooling Affect Attendance by the Poor? Economics of Education Review 2003; 22(3):291-305.
Kagoda, M. (2009). Consult widely before curriculum review. Retrieved from http://www.newvision.co.ug/D/9/35/697700
Ministry of Education and Sports of Uganda. Ministerial Seminar on Education for Rural People in Africa: Policy Lessons, Options and Priorities. Ministerial Seminar; 79 September 2005; Addis Ababa, Ethiopia. 2005.
Uganda Bureau of Statistics (2009). Statistical abstract. Retrieved from http://www.ubos.org/onlinefiles/uploads/ubos/pdf%20documents/2009Statistical Abstract.pdf
United Nations. Millennium Development Goals. 2000. Millennium Summit of the United Nations. World Bank and UNICEF in 2009