Determinants of quality Universal Primary Education (UPE) learning outcomes in Kasodo Sub-County, Pallisa District

Abstract

Education is essential for the development of any society, it is the center of many poverty reduction strategies in many developing countries and provides training and skills necessary to drive economic and social development. The fourth goal of the United Nations Sustainable Development Goals (SDGs) is to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all”. It has therefore become necessary that all countries ensure that their populace gets access to quality education learning outcomes. The study assessed the determinants of quality UPE learning outcomes in Kasodo Sub-county, Pallisa district. Specifically, the study was guided by four objectives; To find out the cultural norms and practices, examine the school-based factors, identify the social factors that determine the quality of universal primary education learning outcomes, and suggest solutions to poor quality universal primary education learning outcomes in Kasodo Sub County, Pallisa district. The study was guided by the system theory. A cross-sectional study design was adopted, employing both qualitative and quantitative research designs. The sampling technique employed during the study includes both probability and non-probability sampling. The study's sample consisted of ninety-six (96) primary respondents (teachers and parents) and seventy-six (76) secondary respondents, which included four headteachers, seventy-two pupils, seven local leaders (the LC-5 Chairperson and six LC-1 chair persons), and one district education officer. Data was collected from four UPE schools using questionnaires, interview guides, and focus group discussions. The responses were analyzed using frequencies, percentages, and tables. The study findings indicated that social-cultural and school-based factors were positively related to quality learning outcomes, measured by pupils’ ability to read, write, speak English, and perform well in exams. The school-based factors, such as educational facilities, the school's geographical location, teacher qualifications, and the teacher-to-pupil ratio, significantly impact the quality of UPE learning outcomes. All participants (100%) agreed that the teacher-to-pupil ratio is a key factor, and 85% pointed to inadequate educational facilities. Health was identified as a major social factor influencing learning quality, while cultural practices like early marriages were seen as significant cultural determinants. However, the study found that circumcision did not significantly affect learning outcomes. The study concluded that addressing these challenges requires proactive leadership, which plays a crucial role in achieving quality education. The study recommended that the government strengthen programs like Operation Wealth Creation (OWC) and Parish Development Models (PDM) to empower local communities to engage in income-generating activities, enabling them to support their children's education for better UPE learning outcomes.