Impact of community based conflict on access to basic education in Uganda: A case study of Mukono District

Abstract

The study mainly focused on the impact of community based conflict on access to basic education in Uganda. It was guided by the following objectives: To examine the effects of land conflicts on access of basic education in Mukono district, to establish the effect of family misunderstandings on access of basic education and to find out the effects of cultural factors on access of basic education in Mukono District. A cross-sectional survey design guided the study using both the quantitative and qualitative approaches. A sample of 164 respondents participated in the study by answering questionnaires, interview guides and taking part in focus group discussions. Frequency tables and percentages were used to show the distribution of respondents on different items. The study findings show that land conflicts are a severe problem experienced in the entire district on an almost daily basis. It was further discovered that Mukono District is notorious for unending community conflicts majority of which are a result of family misunderstandings. The study also established that witchcraft is a very silent, yet very heavily practiced vise in Mukono District, thus hindering the access to education for many children. The researcher concluded that land conflicts are a severe problem experienced in the entire district on an almost daily basis; Mukono District is notorious for unending community conflicts majority and that witchcraft is a very silent, yet very heavily practiced vice in Mukono District. The study made the following recommendations that there is need for the establishment of local land dispute resolution bodies known for their efficiency in settling land conflicts. The adoption of strategies for conflict resolution as well as the recognition of third parties in land dispute resolution. That LC member’s talk to conflicting families about problems through mediation, it also recommended for the intensification of community policing, provision of credible education prioritized at the community level, gradual improvement of the education system in Uganda, provision of a more conducive learning environment and parental sensitization on need to provide quality education in community based schools.