Most of the enlightened parents were, therefore, left with no choice but to withdraw their children from rural UPE schools.
Of recent, the Ministry of Education and Sports has been in the spotlight. Since the appointment of the First Lady, Janet Museveni, as the Minister of Education and Sports, the ministry has been in the spotlight. The mainstream media have carried headlines on the education sector almost on a weekly basis.
Whereas most stories carried have pointed out the wrongs in the education sector, there has been a great deal of remedies proposed to revamp the sector. One of such stories was about the recent meeting which was held at Golf Course Kampala on the ongoing education sector review. According to the story, key success stories were presented by selected head teachers and parents from model schools like Mbarara Municipal and Arua Hill Primary schools.
The success stories had a familiar best practice of a good relationship between the school authorities and the parents. The parents had agreed to contribute additional funding towards the education of their children in addition to UPE government funds. This best practice needs to be promoted, encouraged and replicated if UPE is to yield success stories across the board.
One of the major causes of poor performance of UPE, especially in rural schools is the neglected role of parents and guardians in the education of their children. In some of the rural schools, the once vibrant Parents and Teachers Associations (PTAs) disintegrated with the introduction of UPE.
The parents negated their role wholly to the government. Some enthusiastic leaders including a few Resident District Commissioners (RDCs) contributed to the magnitude of this trend whenever they threatened, paraded or arrested head teachers who attempted to obtain any additional dues from parents.
In some areas, dialogue between schools authorities and parents on additional shillings to support their children’s education were disallowed by fervent leaders. As a result, a rift between parents and teachers ensued in some areas. Parents accused teachers of wanting to fail government programmes, the teachers were demotivated.
Most of the enlightened parents were, therefore, left with no choice but to withdraw their children from rural UPE schools to either Urban UPE Schools or Private schools.
It should be noted that the good relations between teachers and parents provided the best monitoring and performance management tool for the diverse primary education sector. The rethinking of the UPE programme should, therefore, focus on reintroducing, empowering and enabling parents and teachers associations.
The notion of unguided teachers flocking offices of the Chief Administrative Officers seeking the transfer of teachers needs to be handled. The leaders at all levels need to be proactive in fostering good relations between schools and communities. The roles of District Education Officers (DEOs) and Inspectors of Schools should be stretched to include outreach sensitisation meetings to parents on their roles.
According to the National Planning Authority (NPA) Pre-primary and Primary Education in Uganda: Access, Cost, Quality and Relevance paper of Vision 2040, stabilising food availability in primary school stimulates increased enrolments and school attendance rates and thereby, reducing absenteeism.
Bringing back on board parents and caregivers to take part in the monitoring and management schools at partner level rather than umpire level will go a long way in improving the performance of UPE in rural settings. This has been attested in urban settings where enlightened parents and caregivers are playing a role.