Contribution of primary education policy reforms in the development of Uganda from 1894-2019

Abstract

The study examined the contribution of primary education policy reforms in the development of Uganda from 1894-2019. The quality of primary education in the country still remains poor, short of what is recommended by SDG -4, EAC Vision 2050 and Uganda Vision 2040 (NDPIII). The study mapped out the different primary education policy reforms; historical drivers of primary education policy reforms; the role of primary education policy reforms and challenges of primary education policy reforms. It was guided by the Human Capital Theory and the Public Value Management Theory. The study employed a historical research design with qualitative approach. A total of 130 interviews were conducted across the country with the aid of an interview guide and documentary review checklist. The study data was analysed with NVIVO version 12 Plus software. The study established that in the period between 1894-1962 the primary education policy reforms were; vocational studies; expansion of primary education and girl child education; policy on the administration and financing of education; and policy on teacher education and the educational structure, whereas after independence (1963-2019) the primary education policy reforms included: quality of education for all people; UPE policy of 1997 and Education for All. The key historical drivers were; training Ugandan citizens to adapt to colonial changes, modernisation and development, unified formal curriculum, vocationalisation and increased enrolment of school children. the roles played by the policy reforms during colonial period were; provision of vocational skills, women empowerment through educating the girl child, building of primary schools and teacher training colleges for human capital development. After independence; the policy on the quality of education for all people created a new structure of primary education, which largely remained the same until 1992 to provide quality education for development. No policy was formed during Amin‘s regime although the regime made some contributions to education sector through building Muslim primary schools, providing all students with uniforms, pencils, pens, and a copybook for every subject which fostered development. The UPE policy and education for all policy were formed during NRM regime which increased pupil enrolment in primary schools as well as fostering human development index. Challenges included inadequate funding and corruption which continued to cripple primary education sub-sector for years, this has impacted a lot on human resource development in the country. The study recommends that government should increase funding in Research and Development to review curricula in relation to the required vocational skills for human capital development right from primary level with the aim of fostering development in Uganda. Emphasis should be put on fighting corruption by bringing the culpable officers to court after a thorough forensic investigation and victims should be made to pay back government money for investment in primary education service delivery.