Government funding and resources availability in the delivery of primary education in Uganda

Abstract

This study focused on the relationship between government funding and the resource availability in the delivery of primary education in Uganda The focus was on one of the upcountry districts of Mubende in Uganda which is among the many with grappling challenges in making up first grades at the Primary Leaving Examination level. The specific objectives were; (1) to determine the relationship between government funding and the availability of teachers, teaching and learning; (2) to ascertain the relationship between government funding and pupil accessibility to UPE schools; and (3) to examine the relationship between government funding and the availability of physical facilities in UPE schools. The sample comprised 102 stakeholders from ten (10) UPE schools who were selected from the district using simple random sampling. Results reveal that despite the national will and subvention that government continues to provide to schools at this level, there are still significant challenges with the availability of quality teachers, teaching and learning (r = .828, p<0.0001), accessibility (r = .398, p<0.0001) and the overall physical facilities in place are lacking and insignificant (r = .134, p>.180). It was concluded by a reminder that since the education is the yardstick that measures the achievements and aspirations of the nation, there is urgent need for government to not only significantly increase the funds allocated to UPE, but also provide it in a timely and continuous manner to enable education be offered with quality. It was finally observed that all stakeholders have a duty to ensure accessibility by all pupils who are beneficiaries at this level by playing their roles as parents and support the schools to ensure an attractive and/or conducive learning environment.