STAKEHOLDER INTERVENTION AND
INTERNAL EFFICIENCY OF THE UNIVERSAL
PRIMARY EDUCATION PROGRAMME
IN EASTERN UGANDA
ABSTRACT
The prime focus of this study was to examine stakeholder intervention, the resultant state, nature, and availability of pedagogical and non-pedagogical overheads, and the consequenteffect on the internal efficiency of the UPE programme in Eastern Uganda. The study was guided by three objectives and the implied research questions which were stated as follows: (1) In what ways have stakeholders intervened in the UPE Programme in Eastern Uganda? (2) What is the state, nature, and availability of pedagogical and non-pedagogical overheads in the UPE schools in Eastern Uganda? (3) What is the internal efficiency of the UPE programme in Eastern Uganda?The researcher adopted a cross sectional survey design, collecting both qualitative and quantitative data from primary and secondary sources. A sample was randomly, purposively, and conveniently selected from Eastern Uganda to participate in the study.
The study revealed that the key stakeholders that have intervened in the UPE programme are the government of Uganda through the MoES; Non-Governmental Organisations; teachers, parents, and the local community. Their intervention lies in the provision and enhancement of pedagogical and non-pedagogical overheads. The study also revealed that the state, nature, and availability of pedagogical and non-pedagogical overheads varies from school to school and from pupil to pupil. Finally the study revealed a low internal efficiency of the UPE programme in Eastern Uganda. Several measures were suggested to improve on the internal efficiency of the UPE programme in the study area.
The study conclusions were that there is still room for more intervention in order to make the programme a reality; the poor state, nature, and lack of the necessary inputs has negatively impacted on educational practice in the study area; and that the internal inefficiency of the programme has led to wastage of resources and negatively impacted on equity and efficiency in educational practice. The researcher recommended that the government and her development partners should increase funding for the UPE programme; all primary education stakeholders should provide and ensure availability and effective use of the pedagogical and non-pedagogical overheads in the schools; and all education stakeholders should endeavour to redress the social and economic barriers that deter pupils from enrolling, attending regularly, and completing the primary cycle of education.