Wakiso PETS report for Action for Transparency

8/9/2019 Wakiso PETS report for Action for Transparency

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Public Expenditure Tracking in the Health and Education Sectors in Wakiso District

1

May, 2014

Baseline Survey on Public Expenditure

Tracking (PET) in the Health and Education

sectors in Wakiso District

BASELINE REPORT


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TABLE OF CONTENTS

ACRONYMS 4

List of Tables 5

Acknowledgement 6

Executive Summary 7

CHAPTER ONE 12

1.0 INTRODUCTION TO THE STUDY 12

1.1 Goal of Study 12

1.2 Objectives of Study 12

CHAPTER TWO

2.0 METHODOLOGY AND APPROACH OF THE ASSIGNMENT 13

2.1 General approach for the assignment 132.2 Prole of the District 13

2.3 Research Design 13

2.4 Research Sample 13

2.5 Methods of Data Collection 13

2.6 Specic Methods to achieve assignment Objectives 14

2.7 Pre-Testing the Survey Tools 14

28 Validation of Reseacher 15

CHAPTER THREE

3.0 FINDINGS IN THE EDUCATION SECTOR 16

3.1 Context of Service Delivery 16

3.2 Performance of Primary Education Sub-Sector 18

3.3 Sector Allocations 19

3.4 Financing UPE Schools 21

3.5 Display of UPE Releases 23

3.6 Excess Capitation and Double Counting 23

3.7 Corruption in the Education Sector 32

3.8 Documentation of Revenue and Expenditure 32

3.9 Payment of supplies 333.10 Accountability of Funds 33

3.11 Analysis of the Academic Performance 34

3.12 Analysis of Learning and Instruction in Schools 34

3.13 Factors affecting performance in Schools 34

3.14 Management of Teaching and Learning 35

3.15 Analysis of the General Learning and Instruction Rating 35

3.16 School Infrastructure 39

3.19 Absenteeism of Teachers 40

3.20 Retention of Pupils in Schools 40

3.21 Strategy for Attraction and Retention 42

3.22 Excess Discretion of the Head teachers 44


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3.23 Education Measurement and Evaluation 44

3.24 Analysis of Completion of Primary Education Cycle 44

3.26 Social Accountability in Education 44

CHAPTER FOUR

4.0 HEALTH SECTOR FINDINGS 47

4.1 Governance of the Health Sector 47

4.2 Structure of Health Services in Uganda 49

4.3 Reforms in the health sector 49

4.4 Factors that inuence effective health care delivery in the District 50

4.5 Key Governance and Accountability issues in the Survey 51

4.5.1 Making illegal payments in Health Facilities 51

4.5.2 Theft of Drugs, Medical Supplies and Equipment 52

4.5.3 Access of Information on Governance of health services 52

4.5.4 What is considered to be corruption in the health sector? 544.6 Distribution to Drugs and Medical Supplies 54

4.7 Disease Burden 57

4.7.1 Child and Infant Mortality 57

4.7.2 Maternal Mortality 57

4.7.3 Malaria, HIV/AIDS and other illnesses 58

4.8 Health Sector Financing 58

4.8.1 Financing Health Care in Wakiso 59

4.9 Management of Health Care Services in the Health Centres 60

4.10 Access to Health Services 61

4.11 Availability and Access to Health services 62

4.12 Human Resource for Health Delivery in the district 62

4.12.1 Analysis of attendance of Health and Support Workers at selected health centres 63

4.13 Health Infrastructure 64

CHAPTER FIVE

5.0 RISK MAPPING 67

5.1 Risk Mapping in the Education Sector 68

5.2 Mapping Risks in the Health Sector 69

CHAPTER SIX

6.0 CONCLUSION AND RECOMMENDATIONS

6.1 Conclusions 70

6.2 Recommendation to the Education Sector 71

6.3 Recommendations to the Health Sector 72

6.4 Areas for Further Study 73

7.0 REFERENCES 74

Current State of Buildings of Schools and Health Centres


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List of Tables

Table 1: Demographic Characteristics of the Headteachers

Table 2: Funds to UPE 1997/98-2011/12

Table 3: Percentage Allocations to the Education Sector

Table 4: Allocations within the Education Sector

Table 5: Percentages of Expenditure lines for Capitation Grant in UPE Schools

Table 6: Allocation to UPE in Wakiso for the FY 2010/11

Table 7: Distribution of Capitation within Expenditure Lines for Selected Schools for the FY 2012/13

Table 8: Analysis of Spending Budgets for Schools

Table 9: Availability of Accountability Documents

Table 10: Summary Analysis of State of UPE Schools

Table 11: Analysis of Loss created by Teacher Absenteeism

Table 12: Reasons for Drop out from School

Table 13: Strategies for Attraction and Retention of Pupils

Table 14: Analysis of Completion Rates for Selected Schools

Table 15: Progress on Selected MDG Targets

Table 16: Uganda’s Health Sector Targets

Table 17: Demographic Characteristics of Health Consumers

Table 18: Availability of Accountability Documents

Table 19: Forms of Corruption in Health Sector by Respondents

Table 20: Showing HCs that had received Excess Drugs

Table 21: Funding to Health Sector 2000/01-2011/12

Table 23: PHC Releases to the Health Centres for the FY 2011/12

Table 24: Income and Expenditure Lines for Entebbe Grade B Hospital

Table 25: Functionality of the HUMCs

Table 26: Health Sector Performance Standards

Table 27: Availability of Health Workers in Uganda

Table 28: Stafng at the HCs visited

Table 29: Infrastructure and Equipment Audit at selected HCs


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ACKNOWLEDGEMENT

The A4T project that started over a year ago is aimed at developing innovative and catalytic tools

and methods to strengthen journalists, human rights activists, local leaders, government ofcials and

citizens in their capacity to ght corruption and mismanagement of public funds, by developing their

ability to access, assess and communicate information about government budgets and spending.

This study commissioned by Transparency International Uganda (TIU), aimed at ascertaining the

current situation in the Health and Education sectors in Wakiso district.

We wish to thank the Government of Sweden through SIDA, for the nancial support for which we are

greatly appreciative. The project is being implemented with our international partner FOJO Media

Institute, local partners, Uganda Media Development Foundation (UMDF) and African Centre for

Media Excellence (ACME).

TIU greatly appreciated the technical support received from Multitech Business School, the consultants

who carried out the research; their professionalism and commitment during and after the research.

We are also greatly indebted to Wakiso District Local Government leadership and the technical team

who took time off to contribute to the nal report. To the teachers, health workers and their respective

heads, we are greatly indebted to you all for the cooperation you rendered to our reasearch team and

for the invaluable information you shared with us.

We are also greatly appreciative to the Ministry of Education, Ministry of Finance and Ministry of Health

who provided us with information and data that enabled us compile this report.

We wish to acknowledge and express our appreciation to all other respondents in the district and

central government for their precious time and free sharing of their experiences and knowledge.

Lastly, I wish to salute the TIU Board, Management and Staff for all the support and their untiring

efforts in guiding and cooperating with the team of consultants from the time of inception to the nal

compilation of this report.

We look forward to all our stakeholders to studying the ndings and recommendations so that we can

collectively come up with plausible solutions and actions that shall enable us to realise the envisaged

better service delivery not only in Wakiso district, but in Uganda as well.

Thank you.

PETER WANDERA

EXECUTIVE DIRECTOR


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EXECUTIVE SUMMARY

This report is as a result of the tracking study in the primary education and health sectors

commissioned by Transparency International Uganda, with Support from the Swedish International

Development Agency (SIDA) and Fojo Media Institute. The focus of the study was to review how

much of Government money intended for schools and health centres in the district is actually used

for its intended purpose i.e improvement of the education and health services delivery by making a

detailed mapping of government primary schools, government Health Centre IIIs, Health Centre IVs

and District Hospitals. The objectives of the study were; (a) Establish the ow of public funds from

national to local government in the health and education sector (b) to examine the risks that contribute

to leakages, diversion and misuse of public funds (c) to examine and report on the extent to which

public funds have been effectively used for the intended purpose (d) to assess and determine the

extent, availability and accessibility of documentation pertaining to expenditure at the National andlocal government levels. The study was conducted in 70 primary schools that constitute 24% of the

256 UPE schools in the district. Field visits were also conducted in health facilities. Schools and

health centres were selected in 10 sub-counties in the district. The sample population for primary data

included 70 heads of the schools or their representative in the schools sampled, 15 health centre in-

charges and/or clinical ofcers and 200 randomly selected patients or care takers found at each of

the healthcare sites visited. Financial years 2010/11, 2011/12 and 2012/13 were taken as base years

for the study.

At the national level, the MoFPED indicates that there are marked improvements in the public nancial

management system as a result of rolling out the integrated nancial management system (IFMS)

to cover all central ministries. IFMS has also been rolled out to local governments. It is envisaged

that this will increase transparency, accountability and traceability of transactions in government

institutions. However, corruption scandals uncovered in the FY 2012/13 watered down the importance

and relevancy of this system. Based on the study ndings, it is still a challenge to obtain and verify ow

of funds on specic votes due to differences in gures and information at national and district levels.

For example the differences between school enrolment gures at national, district and school levels

was established to be a risk zone for funds leakage.

The metropolitan position of the district puts it at the forefront in the performance of national

examinations. In the academic year of 2013, whereas, there was a national decline in Uganda Primary

Leaving Examination, the district remained among the top ve out of the 111 districts in Uganda.

The district, like any other local authorities in Uganda, faces challenges in the delivery of quality

education and health services based on the schools and health centres visited.

The study ndings indicated that the conventional public expenditure tracking approaches if followed

to establish the amount of leakages and corruption in education and health is misleading. Leakage

of funds and cases of corruption could be established through analysis of funds ow process and

expenditure centres. The processes through which funds were reported to leak seemed to be internally

institutionalized at the expenditure centres and service delivery institutions. The funds in the education

sector are much more prone to leakage compared to those in the health sector.


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on the basis that it creates drug resistance to common illnesses. Apparently, the low percentage of

women delivering in health facilities at 37% (MoFPED, 2013) is attributed to absence of professional

medical workers at lower health units. In Wakiso district the percentage of deliveries in health centre

is 34% (UBOS, 2012).

The study recommends the following;

Education Sector

a) The MoES and the MoFPED should resume the policy of schools providing accountability

of the funds disbursed before release on any other funds to the school

b) Provide information guidelines on capturing data on enrolment, teachers and structures

in the schools. This will provide a solution to cases of undercutting or over payment of

capitation fees.

c) Review the MoES UPE guidelines with view of harmonizing the roles of parents, guardiansand caretakers and other stakeholders enhancing education of the children.

d) Allocate SFG for construction of classrooms and provision of furniture to the schools

e) The UPE allocation of UGX 7,000 per pupil per year has become obsolete. The MoES

and MoPED should review with a likelihood of revising upwards

f) Strengthen the capacity of the Directorate of Education standards (DES) and the

Commission of Primary Education to supervise districts and schools and provide

technical guidance on implementation of UPE

g) Organize CPD programmes for training teachers basic nancial and accounting

principles focusing on use of basic accounting records. In the same regard members of

the SMCs should be trained on their roles to provide oversight function in administration

of the schools and management of funds. This will help to check the excess powers of

the Headteachers and stop manipulation of SMCs.

h) The untimely release of UPE funds is greatly hurting the performance of the schools.

MoFPED to reduce the turnaround time to release funds to schools.

i) MPS to clean up the teachers register and harmonize information that will help show

actual numbers of teachers registered at the schools. This will help to check teacher

absenteeism and payment of non-existent teachers.

j) The District Internal audit teams should be facilitated to conduct internal audit checks to

the schools. The present arrangement of SAS and sub-accountants checking the books

of accounts does not seem to function because they simply do not go there.

k) Schools should be left to operate exible accounts where they incur less money in bank

charges.

l) Head teachers to be given a forum to report cases of corruption without being exposed.


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i) Improve the information management system for drugs, patients, medical supplies,

and ailments. The manual and un- coded approach does not seem to give adequate

statistics about the performance of the health units

j) Civil society to advocate for increased access to information at all levels of management

in the health care system.

k) NMS to revise the formula for quantication of medicines and medical supplies to

ensure health centres are supplied the required drugs

The objective of the Government of Uganda is very clear; have a functional education and health care

system as a means of enhancing human capital development. However, the loop holes in the systems

need to be plugged to ensure self-sustaining systems especially at the service consumption levels.

The study ndings point to an illusion that some of the challenges faced by schools and health centres

are a result of gaps in policy implementation, the widening gaps between schools, health centres,

districts and the line ministries due to inadequate supervision and capacity development. The inabilityto supervise schools has made them to go off-track in implementation of UPE based on guidelines.

The study calls for transparency in information generation, recording and availability across all levels

of governance in all sectors.


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CHAPTER ONE

1.0 INTRODUCTION TO THE STUDY

Uganda has been implementing a range of different projects and campaigns aimed at enhancing

social service delivery, governance and accountability. Signicant funding is injected into the service

sectors by the government of Uganda and development partners. The success story of Government

of Uganda in improving service delivery is documented in the Uganda Poverty Status report (2012),

which shows marked improvement in the trends of social services delivery between 1986 to 2011. The

report indicates that poverty levels have dropped 56% to 24% in the same period. The report however

notes that 24% of Ugandans are absolutely poor and 26% are at the risk of poverty and vulnerability

largely due to inability to access crucial social services like education and health. The Ministry of

Finance, Planning and Economic Development Background to the budget for the FY 2013/14 (June,

2013) indicated that the health and education sectors are among the top sectors in funds allocation

on the development and recurrent budgets. The question raised in this baseline is whether the funds

allocated reect the intended socio-economic improvement in the lives of Uganda focusing on

education and health.

Transparency International Uganda commissioned a baseline study to establish whether the funds

allocated to Universal Primary Education sub-Sector and the health sector reach the intended target

institutions (schools and health units) and benet the intended population at a community level.

1.1 Goal of Study

To carry out a public expenditure tracking of funds allocated to the health and education sectors in

Wakiso district and review how much of government money intended for schools and health centres

in the implemented areas is actually used for this purpose.

1.2 Objectives of Study

1) Make a detailed mapping of government primary schools and government Health Centre IIIs,

Health Centre IVs and District Hospitals.

2) Establish the process of ow of public funds from national to local government in the health and

education sector.

3) Examine the risks that contribute to leakages, diversion and misuse of public funds in the health

and education sector.

4) Examine and report on the extent to which public funds have been effectively used for the intended

purpose in the health and education sector.

5) Assess and determine the extent, availability and accessibility of documentation pertaining to

expenditure at the National and local government levels.


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Ministry of Finance, Planning and Economic Development, Ministry of Education and Sports, Ministry

of Health, Ministry of Public Service, Directorate of Education Standards and National Medical Stores

addition. Perception Interviews were conducted with patients and caregivers at the health centres.

2.6 Specifc Methods to achieve assignment Objectives

Objective One: Make a detailed mapping of government primary schools and government

health centre III, IVs and district hospitals. Obtain the data base of all the UPE schools, Health

Centre IIIs and IVs and district hospitals in the district from the Ministry of Education and Ministry of

Health. Specic data was obtained from the schools and health units. The position (school and health

unit coordinates) were obtained from Google Maps.

Objective Two: Establish the process of how public funds from national to local government

in the health and education sectors. The team used a funds ow map from National to Community

level and established how funds go through the established procedures as stated in the national

guidelines for educations and health sectors.

Objectives Three: Examine the risks that contribute to leakages, diversion and misuse of funds in

the education and health sectors. Identied areas of risk in the ow of funds procedure and raise red

ags for stakeholders at national, district and community level.

Objective Four: Examine and report on the extent to which public funds have effectively been used

for the intended purposes in the health and education sectors.

• Conduct a qualitative analysis of the ow of funds from the national government toschools and health units.

•

Establish how much was sent by review of records from Ministry of Finance, Planningand Economic development, Ministry of Education and Ministry of Health.

• Verify gures with district department of health and education.

• Examine actual district workplans and implementation reports.

• Field visits to verify the deliverables that are indicated in the reports.

• Take a random sample of service consumers to establish the level of perception ongovernance and accountability issues in education and health.

Objective Five: Assess and determine availability and accessibility of documentation pertaining to

expenditure at the national and government levels

• Establish availability of national and district budget documents at the information centre

• Establish availability of mechanism to provide funds ow information at the district,schools and health units

• Establish awareness of national, district, school and health budget information atnational, district, schools and health units

2.7 Pre-Testing the Survey Tools

Prior to the assignment a pre-test of the tool was conducted in Kisimbiri Primary School in Wakisodistrict. The pre-test was a means to predict any short comings in the design of the survey. The

ndings of the pre-test were used to rene the tools of data collection.


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2.8 Validation of Research Findings

The ndings of the study were pre-validated with the technical heads of department and staff from

departments of health and education as well as politicians. Two validation meetings were conducted

for education and health respectively. Heads of schools and health center in-charges were invited to

validate the study ndings. Their comments were incorporated in the nal report. The team from MBSand TIU also visited the Ofce of the Chief Administrative Ofcer to discuss the study ndings.


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CHAPTER THREE

3.0 FINDINGS IN THE EDUCATION SECTOR

3.1 Context of Education Service Delivery

The Government of Uganda has been implementing Universal Primary Education (UPE) programme

since 1997. The enrolment has increased from approximately 2 million pupils to 8.2 million by 2013

(ESPR, 2013). The implication is that huge capital investment and recurrent expenditure is directed

towards the sector. MoFPED indicates that education is one of the priority sectors for the (FY 2013/14).

In the (FY 2013/14) the education sector received Ugx. 1.67 trillion. These funds are shared to the

following sub-sectors; pre-primary, primary, secondary, post primary/BTVET, Tertiary and Non-FormalEducation. In FY 2012/13 Ugx 1,592.48bn out of the total national budget of Ugx10,902.85bn was

allocated to the education sector, translating into 14.61%. In comparison with the budget for FY

2011/12 of Ugx1, 416.27 bn, this represented an increase of 12.44% in the sector budget allocations.

This conrms the assertion that the education sector continues to be a priority area for the government

of Uganda. In the FY 2011/12 for example a total budgeted vote for education for UPE was UGX 39.52

bn, of which UGX 39.22bn was actually released representing a 92% performance (MoFPED BMR,

2012). The sector was also allocated UGX 1.795 bn under emergency construction and rehabilitation

of schools and Presidential pledges. The funds are used for construction and rehabilitation school

classrooms, VIP latrines, procurement of desks, and rehabilitation of existing classrooms in 38 schools.

However, the well-conceived idea of Universal Primary Education (UPE) is being implemented

with numerous challenges that have hindered the realization of the intended benets (outputs and

outcomes) at the community level (service consumers). The situation is exacerbated by the perceived

and actual leakages of the funds that go to the sector. The study ndings showed cases of teacher

absenteeism and abscondment from duty, inconsistence between registered and actual enrolment,

poor performance of pupils and a general gap in learning and instruction environment in the schools

visited. These ndings are consistent the judicial Commission of Inquiry in the Mismanagement of

Education Sector Resources (2012).

The MDG progress Report for Uganda (2013) indicates that the country has registered slow progress

in achieving MDG target (2) “Ensure that, by 2015, children everywhere, boys and girls alike,

will be able to complete a full course of primary schooling ”. This is in conformity with results of

the study which indicates that completion rates of the enrolled pupils in schools is less than 30% in

a sample of 70 schools taken. This is in contrast with the reported 54% completion rate reported by

the Millennium Development Goals (MDGs) Uganda progress report (2013). The 54% completion

rate for Uganda also sharply contradicts the global gure of 90% (Global Corruption Report, 2013).

Completion rates of the pupils were highly affected by the level of education of the parents, guardians

and caretakers. Children from uneducated families had a lower probability of school completion than

those from families whose households had some fair level of education. The quality of education wasreported to be continually declining based on analysis of performance at Primary Leaving Examination

from the years (2010-2012). The ndings show that 54% (38) had not registered any students in the


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Characteristic Frequency Percentage

1-3 00 00

4-6 18 25.7

7-9 10 14.3

10+ 42 60.0Total 70 100.0

Are you on Government Payroll

Yes 70 100.0

No 00 00

Total 70 100.0

Others Sources of Income

Agriculture 41 58.6

Boda-Boda 08 11.4

Business and Trade 11 15.7

70 100.0

Source: Data Analysis (2013)

3.2 Performance of Primary Education Sub-Sector

The Ugandan government has been committed to the implementation of the Universal Primary

Education (UPE) since 1997. Government focuses on UPE as a major policy tool for poverty reduction

and enhancing human development. The Government White Paper on education (1992) is the

basis for its ofcial policy purposes and programs of primary education in Uganda. The EducationSector Strategic Plan (ESSP) indicates that while some of the programmes have been revised due to

intervening factors, the GWP articulation of the purposes of Uganda’s education system continues to

be the supreme guidance for implementation of UPE. Uganda’s education system aims at promoting

citizenship, ethical and spiritual values; scientic, technical and cultural knowledge, skills and

attitudes, literacy and citizens that can contribute to the building of an integrated, self-sustaining

economy. Currently the primary education sector alone has a registered enrolment of 8,390,674 pupils

with 4,250,388 boys and 4,185,286 girls as at July 2013 (ESPR, 2013). This implies a 0.6% increase

in enrolment from 8,337,069 in 2012.The level of literacy in Uganda is over 70% (ESPR, 2013). ESPR

(2013) also indicates that pupils are registered in 17,899 government, government aided and private

schools implementing the UPE programme in Uganda. The increase in enrolment supposedly implies

greater strides in ensuring that children of school-going age attain basic primary education. The

statistics also imply that there is increased access to UPE, but the study found gaps in completion

of the full course of primary schooling. MoFPED shows that UGX 5,027.63 bn has been committed to

implementation of the UPE programme between FYs 1997/98 to 2011/12 with the distribution indicated

below.


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Table 4: Allocations within the Education Sector

Sub-Sector Nominal Allocation Percentage of Budget within

sector

Primary 794.31 50%

Secondary 500.20 31.0%BTVET 91.31 6.0%

Tertiary/University 206.66 13.0%

Source: ESPR, (2013)

The above statistics indicated that the primary education sub-sector takes 50% of the total budget

allocation within the sector. The teacher’s wage bill takes 40% of the total allocation within the primary

education sub-subsector. In the FY 2012/13 UGX 559.36 bn was used to pay wages of 133,976

teachers out of the planned 149,411. The remaining 60% is used for non-wage and development

expenditure. However, physical visits to selected schools showed a weak relationship between

development expenditure allocation and availability of physical development and infrastructure in the

schools. Classes were inadequate for the schools visited with an average occupancy of 65 pupils per

class. There were cases of schools with classes of up to 90 pupil’s e.g St. Edward Gobero P/S

The perception that the district does not get School Facilities Grant based on the low ratios of pupils

per class is wrong. Interviews from the District Education Ofce indicated that the district has not

received SFG since 2005 because it is seen to be comparatively in better conditions. Structures in

32 out of the 70 schools visited were not t for habitation of pupils but schools continue to use them

because of inadequate classroom space. The District Education Ofce indicated however, that they

are given UGX 210m per FY to support infrastructural development in schools that are badly off.

Caption: A primary 4 and 5 classroom block at St. Edward Gobero Primary School in Wakiso District. The District

Engineer condemned the Structure but the school continues to use because they no option.


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3.4 Financing UPE Schools

Schools base the capitation funds obtained on the number of pupils they have. However, each school

receives UGX 150,000 per quarter irrespective of the number of pupils a school has (ESPR Report,

2013). The government capitation grant rate per pupil is currently at UGX 8,000. The District Education

department however, indicated that the average rate per pupil was UGX 750 per pupil per quarter in2012 and 2013. There are cases where schools received as low as UGX 450 per term. This implied

an average of UGX 3,000 for the whole academic year. This gure is UGX 5,000 less than the ofcial

government rate of UGX 8,000. Tables 7 and 8 show the amount of money received by selected

sample schools in the FY 2012/13. It will be noted that the funds received are not equivalent to the

government standard rate based on the number of pupils schools had. For example based on the

analysis in the table Sacred Heart P/S was expected to get UGX 5,952,000 based on the government

rate of UGX 7,000. The school got a disbursement of UGX 5,418,905 for that FY.This implies that the

school received UGX 2,167,562 (40%) for purchase of scholastic materials, UGX 812,836 (20%) for

co-curricular activities, UGX 812,836 (15%) for management and administration (given as separateexpenditure lines) and UGX 541,891 (10%) for contingency). Analysis also showed that 77.1% (54) of

the schools do not receive the funds on time which further hampers the implementation of the school

activities to achieve real learning outcomes and value for money. Schools were found to operate decit

budgets because the funds budgeted and approved by the schools were always less compared to

funds disbursed. Head teachers nd it very difcult to run schools in such circumstances. Schools

reported that they do not get explanations for the budget cuts. However, one of the bases for the

differences based on the ndings is that there are inconsistencies in enrolment gures both at schools

and district ofce. Capital funds are broken down under the expenditure items below;

Table 5: Percentages of Expenditure lines for Capitation Grant in UPE Schools

Expenditure Item Percentage

Scholastic Materials 40%

Co-curricular activities 20%

Administration 15%

Management 15%

Contingency 10%

Source: MoES UPE Guidelines (2008)


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Analysis shows that this school lost

approximately UGX 70,000 per release

which is equivalent to UGX 280,000 for

the four releases (in 4 quarters). This

money is over and above the capitation

grant received by the school in the last

quarter of 2011/12. The funds are also

equivalent to a capitation grant of 35

pupils in a term if government rate of

UGX 8,000 is paid per pupil.

3.5 Display of UPE Releases

It is a requirement that schools display

UPE funds they receive as a means

of accountability and transparency.

The display of UPE and other funds

released to the school was described by

some head teachers as “ceremonial”.

Statistics show that 90.0% (63) had

displayed releases on the notice

boards. Physical observations on the

notice boards afrmed this allusion.

The display was reported not to reect

the true picture of the amount of moneyobtained by the schools. Section of the

key informants at the schools indicated

they display amounts that are more than

what is actually received on external

orders in the lines of authority at district

and ministry levels. If the actual gures

are received, they are followed up to

the schools, where illegal deductions are made and funds given to architects of the releases. Those

that did not display funds released did not have any reasons for not following the stated guidelines.

3.6 Excess Capitation and Double Counting

Analysis indicates that 52.9% (37) of the teachers revealed that there are cases of excess capitation

and double counting in the numbers of UPE pupils attached to the school. The UPE guidelines (2008)

indicate that schools are supposed to receive capitation funds equivalent to the ofcial number of

pupils recorded in the school. Responses of the H/Ms indicated that at times gures at the district,

schools and ministry of education do not tally. This has resulted in excess payment to the schools. The

current system of direct transfer of funds to the schools from the ministry implies that districts at times

may not verify the amounts given to the schools. The unexplained reduction of the funds received from

the MoES to the schools was also reported to make teachers fail to ascertain actual transfers given.

H/Ms indicated that they cannot be certain of the amount of money they will receive per quarter (now

term system). Most frequently, the budgets and approved expenditure is less than what is actually

Caption: Disbursement Chart for Capitation for Gebero PS –Wakiso

District


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r e c e i v e d

f o r c a s e s w h e r e c a p i t a t i o n f u n d

s a r e n o t i n a t e d .

H e a d t e a c h e

r s i n d i c a t e d t h a t t h e y h a v e t o a

c c e p t t h a t t h e i r s c h o o l s h a v e m

o r e n u m b e r s o f

p u p i l s t h a

n t h e a c t u a l n u m b e r s . S o m e s c

h o o l s d i d t h i s i n o r d e r t o r e c e i v

e l a r g e r a m o u n t s o f c a p i t a t i o n g r a n t s .

T a b l e 7 : D i s t r i b u t i o n o f C a p i t a t i o n w i t

h i n E x p e n d i t u r e L i n e s f o r S e

l e c t e d S c h o o l s f o r t h e F Y 2 0 1 2 / 1 3

S i t e n a m

e

A n n u a

l

R e c e i v

a b l e s

S c h o l a s t i c

m a t e r i a l s

C

o - c u r r i c u l a r

a

c t i v i t i e s

A d m i n i s t r a t i o n

M a n a g e m e n t

C o

n t i n g e n c y

S a c r e d H e a r t P S

5 , 4 1 8 , 9 0 5

2 , 1 6 7 , 5 6 2

1 , 0 8 3 , 7 8 1

8 1 2 , 8 3 6

8 1 2 , 8 3 6

5 4 1 , 8 9 1

S s i s a P S

5 , 6 5 9 , 3 0 9

2 , 2 6 3 , 7 2 4

1 , 1 3 1 , 8 6 2

8 4 8 , 8 9 6

8 4 8 , 8 9 6

5 6 5 , 9 3 1

B u l w a n y

i P S

4 , 5 3 2 , 6 1 3

1 , 8 1 3 , 0 4 5

9 0 6 , 5 2 3

6 7 9 , 8 9 2

6 7 9 , 8 9 2

4 5 3 , 2 6 1

S t . T h e r e s a B u l w a n y i P S

6 , 5 1 0 , 2 1 7

2 , 6 0 4 , 0 8 7

1 , 3 0 2 , 0 4 3

9 7 6 , 5 3 3

9 7 6 , 5 3 3

6 5 1 , 0 2 2

S s e g u k u P S

6 , 5 1 0 , 2 1 7

2 , 6 0 4 , 0 8 7

1 , 3 0 2 , 0 4 3

9 7 6 , 5 3 3

9 7 6 , 5 3 3

6 5 1 , 0 2 2

K a z o M i x e d P S

6 , 6 7 2 , 6 4 1

2 , 6 6 9 , 0 5 6

1 , 3 3 4 , 5 2 8

1 , 0 0 0 , 8 9 6

1 , 0 0 0 , 8 9 6

6 6 7 , 2 6 4

K a b a l e C o U

P S

3 , 6 7 1 , 0 9 5

1 , 4 6 8 , 4 3 8

7 3 4 , 2 1 9

5 5 0 , 6 6 4

5 5 0 , 6 6 4

3 6 7 , 1 1 0

K i z i b a P

r i m a r y S c h o o l

4 , 3 9 8 , 7 4 2

1 , 7 5 9 , 4 9 7

8 7 9 , 7 4 8

6 5 9 , 8 1 1

6 5 9 , 8 1 1

4 3 9 , 8 7 4

S t . J u d e

K a s s u d e P S

4 , 1 3 2 , 3 7 1

1 , 6 5 2 , 9 4 8

8 2 6 , 4 7 4

6 1 9 , 8 5 6

6 1 9 , 8 5 6

4 1 3 , 2 3 7

N a n k o n g e P S

2 , 6 7 7 , 0 7 6

1 , 0 7 0 , 8 3 0

5 3 5 , 4 1 5

4 0 1 , 5 6 1

4 0 1 , 5 6 1

2 6 7 , 7 0 8

N k u n g u l a t a l e P S

2 , 8 2 0 , 0 0 7

1 , 1 2 8 , 0 0 3

5 6 4 , 0 0 1

4 2 3 , 0 0 1

4 2 3 , 0 0 1

2 8 2 , 0 0 1

S t . K i z i t o K a t w e P S

2 , 0 2 7 , 3 8 9

8 1 0 , 9 5 6

4 0 5 , 4 7 8

3 0 4 , 1 0 8

3 0 4 , 1 0 8

2 0 2 , 7 3 9

B u s a b a l a P S

4 , 3 5 9 , 7 6 1

1 , 7 4 3 , 9 0 4

8 7 1 , 9 5 2

6 5 3 , 9 6 4

6 5 3 , 9 6 4

4 3 5 , 9 7 6

L u t a b a C h a n c e P S

2 , 6 7 7 , 0 7 6

1 , 0 7 0 , 8 3 0

5 3 5 , 4 1 5

4 0 1 , 5 6 1

4 0 1 , 5 6 1

2 6 7 , 7 0 8


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S i t e n a m

e

A n n u a

l

R e c e i v

a b l e s

S c h o l a s t i c

m a t e r i a l s

C


a

c t i v i t i e s

A d m i n i s t r a t

i o n

M a n a g e m e n t

C o

n t i n g e n c y

B w e y a M

u s l i m

P S

4 , 5 1 5 , 6

8 5

1 , 8 0 6 , 2 7 4

9 0 3 , 1 3 7

6 7 7 , 3 5 3

6 7 7 , 3 5 3

4 5 1 , 5 6 9

N a n s a n a C o U P S

7 , 4 5 8 , 7

6 1

2 , 9 8 3 , 5 0 4

1 , 4 9 1 , 7 5 2

1 , 1 1 8 , 8 1 4

1 , 1 1 8 , 8 1 4

7 4 5 , 8 7 6

L i g h t a n

d G r a m m e r

5 , 0 9 3 , 9

0 1

2 , 0 3 7 , 5 6 0

1 , 0 1 8 , 7 8 0

7 6 4 , 0 8 5

7 6 4 , 0 8 5

5 0 9 , 3 9 0

S t . K i z i t o

N a m u s e r a C a t h o l i c

P S

3 , 5 1 5 , 1

6 9

1 , 4 0 6 , 0 6 8

7 0 3 , 0 3 4

5 2 7 , 2 7 5

5 2 7 , 2 7 5

3 5 1 , 5 1 7

K i g o P r i s o n P S

5 , 0 0 2 , 9

4 9

2 , 0 0 1 , 1 8 0

1 , 0 0 0 , 5 9 0

7 5 0 , 4 4 2

7 5 0 , 4 4 2

5 0 0 , 2 9 5

K i t e g o m

b a C U P S

4 , 1 6 4 , 8

5 6

1 , 6 6 5 , 9 4 2

8 3 2 , 9 7 1

6 2 4 , 7 2 8

6 2 4 , 7 2 8

4 1 6 , 4 8 6

W a t t u b a

U M E A P S

4 , 7 1 7 , 0

8 8

1 , 8 8 6 , 8 3 5

9 4 3 , 4 1 8

7 0 7 , 5 6 3

7 0 7 , 5 6 3

4 7 1 , 7 0 9

S t . J o s e p h N a b b i n g o P S

8 , 3 1 6 , 3

4 7

3 , 3 2 6 , 5 3 9

1 , 6 6 3 , 2 6 9

1 , 2 4 7 , 4 5 2

1 , 2 4 7 , 4 5 2

8 3 1 , 6 3 5

S t . J o s e p h M a y a P s

3 , 1 1 2 , 3

6 5

1 , 2 4 4 , 9 4 6

6 2 2 , 4 7 3

4 6 6 , 8 5 5

4 6 6 , 8 5 5

3 1 1 , 2 3 7

N a n z i g a

P S

3 , 4 2 4 , 2

1 3

1 , 3 6 9 , 6 8 5

6 8 4 , 8 4 3

5 1 3 , 6 3 2

5 1 3 , 6 3 2

3 4 2 , 4 2 1

K i k a j j o K

a s e n g e P S

4 , 4 3 7 , 7

2 4

1 , 7 7 5 , 0 9 0

8 8 7 , 5 4 5

6 6 5 , 6 5 9

6 6 5 , 6 5 9

4 4 3 , 7 7 2

B u s a w u

l a P S

3 , 4 6 9 , 6

8 2

1 , 3 8 7 , 8 7 3

6 9 3 , 9 3 6

5 2 0 , 4 5 2

5 2 0 , 4 5 2

3 4 6 , 9 6 8

k y e n g e r

a P S

7 , 0 9 9 , 8 8 7

2 , 8 3 9 , 9 5 5

1 , 4 1 9 , 9 7 7

1 , 0 6 4 , 9 8 3

1 , 0 6 4 , 9 8 3

7 0 9 , 9 8 9

K y e n g e z a M o s e l e m

P S

3 , 1 1 2 , 3 6 5

1 , 2 4 4 , 9 4 6

6 2 2 , 4 7 3

4 6 6 , 8 5 5

4 6 6 , 8 5 5

3 1 1 , 2 3 7

M w e r e r w

e C / U P S

4 , 4 9 6 , 1 9 5

1 , 7 9 8 , 4 7 8

8 9 9 , 2 3 9

6 7 4 , 4 2 9

6 7 4 , 4 2 9

4 4 9 , 6 2 0

S t . A n d r e

w K a g g w a N d e j j e P S

3 , 9 8 2 , 9 4 4

1 , 5 9 3 , 1 7 8

7 9 6 , 5 8 9

5 9 7 , 4 4 2

5 9 7 , 4 4 2

3 9 8 , 2 9 4

S s a y i B r i g h t P r i m a r y S c h o o l

3 , 5 8 0 , 1 3 9

1 , 4 3 2 , 0 5 6

7 1 6 , 0 2 8

5 3 7 , 0 2 1

5 3 7 , 0 2 1

3 5 8 , 0 1 4


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S i t e n a m

e

A n n u a

l

R e c e i v

a b l e s

S c h o l a s t i c

m a t e r i a l s

C


a

c t i v i t i e s


i o n

M a n a g e m e n t

C o

n t i n g e n c y

M a s o o l i

C / U P r i m a r y s c h o o l

3 , 0 1 4 , 9

1 2

1 , 2 0 5 , 9 6 5

6 0 2 , 9 8 2

4 5 2 , 2 3 7

4 5 2 , 2 3 7

3 0 1 , 4 9 1

S t . M a r i a G o r e t i K a z i n g a

3 , 8 9 8 , 4

8 4

1 , 5 5 9 , 3 9 4

7 7 9 , 6 9 7

5 8 4 , 7 7 3

5 8 4 , 7 7 3

3 8 9 , 8 4 8

K i t e z i C e n t e r f o r d i s a b e l l e d

3 , 6 6 4 , 5

9 7

1 , 4 6 5 , 8 3 9

7 3 2 , 9 1 9

5 4 9 , 6 9 0

5 4 9 , 6 9 0

3 6 6 , 4 6 0

K k a t a C U P S

4 , 4 7 6 , 7

0 4

1 , 7 9 0 , 6 8 2

8 9 5 , 3 4 1

6 7 1 , 5 0 6

6 7 1 , 5 0 6

4 4 7 , 6 7 0

W a m p e e w o B / D P S

7 , 5 2 3 , 7

3 1

3 , 0 0 9 , 4 9 2

1 , 5 0 4 , 7 4 6

1 , 1 2 8 , 5 6 0

1 , 1 2 8 , 5 6 0

7 5 2 , 3 7 3

N a m u s e

e r a U m e a P S

6 , 0 3 5 , 9

5 1

2 , 4 1 4 , 3 8 0

1 , 2 0 7 , 1 9 0

9 0 5 , 3 9 3

9 0 5 , 3 9 3

6 0 3 , 5 9 5

N a b u k a l u C U P S

4 , 4 8 3 , 2

0 1

1 , 7 9 3 , 2 8 0

8 9 6 , 6 4 0

6 7 2 , 4 8 0

6 7 2 , 4 8 0

4 4 8 , 3 2 0

B u l o b a C U P S

8 , 8 6 8 , 5

7 9

3 , 5 4 7 , 4 3 2

1 , 7 7 3 , 7 1 6

1 , 3 3 0 , 2 8 7

1 , 3 3 0 , 2 8 7

8 8 6 , 8 5 8

K i g o l u n n y a P S

3 , 6 1 2 , 6

1 3

1 , 4 4 5 , 0 4 5

7 2 2 , 5 2 3

5 4 1 , 8 9 2

5 4 1 , 8 9 2

3 6 1 , 2 6 1

N s a n g i M i x e d P S

5 , 7 7 6 , 0

7 6

2 , 3 1 0 , 4 3 0

1 , 1 5 5 , 2 1 5

8 6 6 , 4 1 1

8 6 6 , 4 1 1

5 7 7 , 6 0 8

S t . J u d e

K i r y a g o n j a

3 , 6 1 2 , 6

1 3

1 , 4 4 5 , 0 4 5

7 2 2 , 5 2 3

5 4 1 , 8 9 2

5 4 1 , 8 9 2

3 6 1 , 2 6 1

M u t u n g o K i t i k o P S

3 , 9 7 6 , 4

4 7

1 , 5 9 0 , 5 7 9

7 9 5 , 2 8 9

5 9 6 , 4 6 7

5 9 6 , 4 6 7

3 9 7 , 6 4 5

K k u n g u

3 , 7 8 8 , 0 3 2

1 , 5 1 5 , 2 1 3

7 5 7 , 6 0 6

5 6 8 , 2 0 5

5 6 8 , 2 0 5

3 7 8 , 8 0 3

M a g a n j o U M E A P S

6 , 9 4 5 , 5 0 9

2 , 7 7 8 , 2 0 4

1 , 3 8 9 , 1 0 2

1 , 0 4 1 , 8 2 6

1 , 0 4 1 , 8 2 6

6 9 4 , 5 5 1

S t . A l o y s i o u s B u k a s a M i x e d P S

2 , 1 8 3 , 3 1 4

8 7 3 , 3 2 6

4 3 6 , 6 6 3

3 2 7 , 4 9 7

3 2 7 , 4 9 7

2 1 8 , 3 3 1

M a s a j j a

U M E A P S

5 , 5 8 7 , 6 7 2

2 , 2 3 5 , 0 6 9

1 , 1 1 7 , 5 3 4

8 3 8 , 1 5 1

8 3 8 , 1 5 1

5 5 8 , 7 6 7

B b i r a C U P S

6 , 7 5 7 , 1 0 1

2 , 7 0 2 , 8 4 0

1 , 3 5 1 , 4 2 0

1 , 0 1 3 , 5 6 5

1 , 0 1 3 , 5 6 5

6 7 5 , 7 1 0


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S i t e n a m

e

A n n u a

l

R e c e i v

a b l e s

S c h o l a s t i c

m a t e r i a l s

C


a

c t i v i t i e s


i o n

M a n a g e m e n t

C o

n t i n g e n c y

K a s e n g e

j j e

P r i m a r y

S c

h o o

l

4 , 5

2 7 , 6

8 0

1 , 8

1 1

, 0 7 2

9 0 5

, 5 3 6

6 7 9

, 1 5 2

6 7 9

, 1 5 2

4 5 2

, 7 6 8

K i s i m b i r

i P r i m a r y

S c

h o o

l

8 , 2

5 1 , 3

7 7

3 , 3

0 0

, 5 5 1

1 , 6

5 0

, 2 7 5

1 , 2

3 7

, 7 0 7

1 , 2

3 7

, 7 0 7

8 2 5

, 1 3 8

M u g o n g

o P r i m a r y

S c

h o o

l

1 0

, 4 2 7

, 8 2 5

4 , 1

7 1

, 1 3 0

2 , 0

8 5

, 5 6 5

1 , 5

6 4

, 1 7 4

1 , 5

6 4

, 1 7 4

1

, 0 4 2

, 7 8 3

S t . A p o l

l o K y a m p

i s i

3 , 2

0 0 , 0

7 2

1 , 2

8 0

, 0 2 9

6 4 0

, 0 1 4

4 8 0

, 0 1 1

4 8 0

, 0 1 1

3 2 0

, 0 0 7

K a m

b u g

u U M E A P S

5 , 1

0 0 , 4

0 3

2 , 0

4 0

, 1 6 1

1 , 0

2 0

, 0 8 1

7 6 5

, 0 6 0

7 6 5

, 0 6 0

5 1 0

, 0 4 0

S t . E d w a r d

G o

b e r o

P S

3 , 1

7 0 , 8

3 6

1 , 2

6 8

, 3 3 4

6 3 4

, 1 6 7

4 7 5

, 6 2 5

4 7 5

, 6 2 5

3 1 7

, 0 8 4

S t . K i z i t o

T t i k a

l u

3 , 5

0 2 , 1

7 6

1 , 4

0 0

, 8 7 0

7 0 0

, 4 3 5

5 2 5

, 3 2 6

5 2 5

, 3 2 6

3 5 0

, 2 1 8

S s e n

t e m

a C U

P / S

3 , 2

6 8 , 2

8 9

1 , 3

0 7

, 3 1 6

6 5 3

, 6 5 8

4 9 0

, 2 4 3

4 9 0

, 2 4 3

3 2 6

, 8 2 9

S s e n

t e m

a U M E A P S

2 , 3

6 5 , 2 2 7

9 4 6

, 0 9 1

4 7 3

, 0 4 5

3 5 4

, 7 8 4

3 5 4

, 7 8 4

2 3 6

, 5 2 3


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Analysis for example showed that 80.0% (56) have annual budgets and work plans but the activities

indicated and cost could not be veried. It was common for example to nd a cost/activity on purchase

of scholastic materials, but a physical inquiry would indicate that no or fewer materials had been

purchased during that particular planning period. It was difcult to track and reconcile a transaction/

entry across all the major books of accounts. Budgets would reect the ideal expenditure. It is noted in

the analysis of budgets that most schools had nancial decits and had challenges covering essential

teaching and learning requirements like chalk, preparation books for LPs and Schemes of Work among

others. This calls for capacity development in the nancial management for Head teachers. .

3.9 Payment of supplies

Analysis indicated that 91.4% (64) of the Head teachers had paid suppliers and goods using cash with

only 8.6% (6) showing that they had paid by cheque. The cash payment modality was perceived to be

dangerous by the research team and a potential risk zone for manipulation and misuse of funds by the

vote controllers (Head teachers). The Head teachers however, indicated that they have preferred to

make cash payments because of the long time it takes for the schools to receive money. They obtain

supplies on credit and when the funds are released, they pay debtors on a cash basis. The fact that

schools don’t follow any procurement policy in the supply and purchasing processes, makes it easy

for Headteachers to manipulate prices, quantity and quality to what they want.

3.10 Accountability of Funds

The provision that Head teachers have to provide accountability documents in order to receive

money from MoFPED no longer applies. The UPE yellow book stipulates the following accountability

documents that need to be provided if any funds are to be disbursed to the schools;

1. Annual Workplan/Budget (form 4A)

2. A signed Letter of Undertaking (Form 4B)

3. Quarterly Progress Reports (Form 5A)

4. Quarterly Reports on Monitoring visits (Form 5B)

5. Cumulative Progress Report (Form 6)

6. Quarterly Budget/Budget request (Form 7)

Analysis indicated that 68.6% (48) of the sample schools did not or were not knowledgeable about

these accountability records. They showed ignorance of the regulations that govern management of

their own schools. Even with the remaining 31.4% (22), the documents were lacking in many aspects

and could not be reconciled to establish a common position on income and expenditure. This situation

is exacerbated by inadequate nancial and accounting skills of the school administrators. Findings

showed that 81.4% (57) demonstrated lack of basic accounting principles to help them follow good

nancial management practices for schools.

It was also established that schools do not follow government procurement regulations. The PPDA

Act 2001 (as emended) establishes schools as autonomous procuring and disposing entities (PDEs).

However, 70.0% (49) showed ignorance of the PPDA regulations and guidelines. Procurement of goods,

services and supplies purely depend on the discretion of the Head teachers. Statistics also showed


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that 10 out of the 70 schools had procurement plans. This implies that buying of goods, services and

supplies is not regulated by any guidelines from within or outside the schools. This represents a big

accountability gap. Analysis also shows that schools received voluntary contributions from parents,

guardians and caretakers.

end on the discretion of the Head teachers. Statistics also showed that 10 out of the 70 schools hadprocurement plans. This implies that buying of goods, services and supplies is not regulated by any

guidelines from within or outside the schools. This represents a big accountability gap. Analysis also

shows that schools received voluntary contributions from parents, guardians and caretakers.

3.11 Analysis of the Academic Performance

Good performance continues to elude the visited UPE schools. Analysis indicated that 56.7% of the

schools visited had not obtained any pupils in grade one in 2012 and 2011 based on the analysis

of PLE results for those years. Head teachers indicated that parents have taken on the notion that

Universal Primary Education is free in totality and have abandoned the core duty of children protection,mentoring, provision of scholastic materials and feeding.

Children reported to go hungry throughout the day which prompted them to escape from school and

drop out in the long run. The girl child continues to be in a difcult situation given the lack of guidance

and counseling services both at school and at home. The rate of drop outs from school was high

among girls compared to boys due to reported early and forced marriages and early pregnancies due

to inadequate reproductive education at entry into puberty.

3.12 Analysis of Learning and Instruction in Schools

Effective education relies heavily on the adequacy of the instruction and learning environment. Thestudy ndings showed gaps in the teaching and learning environment based on poor stafng levels,

inadequate infrastructure and lack of knowledge of management of the schools by School Management

Committees (SMCs) and inadequate instruction and learning materials and aids.

3.13 Factors affecting performance in Schools

Analysis of the statistics in the table indicates that the factors affecting performance of the schools

are not homogenous. Each school had issues that were particular to them. However, there are some

key factors that are outstanding and cross cutting for all schools. They include; inadequate support

from parents, poor feeding, poor learning and instruction environment, lack of instructional materialsand teacher absenteeism. Parents were reported deterring children going to school; they were instead

encouraged to attend to gardens especially during the rainy season and market days. This has led to

high level absenteeism of pupils. Head teachers indicated that pupils were likely to be absent for an

average of 15-20 days per term and this greatly affected the retention of knowledge. It was reported

by teachers that it is very difcult for pupils to learn without a midday meal. The loss of education

time is partly attributed to pupils who do not return to school in the afternoon when they go for lunch.

Absenteeism of teachers was attributed to failure of teachers to get decent accommodation at school

and each teacher was reported to miss between 4-7 hours. This leads to non-completion of the

syllabus and eventually poor performance. Pupils’ conceptualization of what they were taught was

reported to be low due to poor learning and instruction environment.


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(c) Comments from Headmaster

a) Parents don’t value education

b) Learners stay at school for the whole day without meals

c) Teachers don’t prepare for teaching. They cannot do research or prepare SoW and LPs

d) Support from SMCs is not adequate

e) Inadequate accommodations affects concentration of teachers

f) Schools lack customized instruction materials

g) Pupils cannot learn well when seated on the foor

h) Children rarely come to school during the rainy season and instead tend to the gardens

(d) Source: Key Informant Interviews

3.14 Management of Teaching and Learning

Management of teaching and learning is instrumental in appropriate instruction and learning. The

UPE guidelines (2008) state that teachers are expected to develop schemes of work and lesson

plans for approval by the Director of Studies (DoS). Findings indicated that SoW and LPs are a rare

phenomenon in schools. This was observed to be a key weak point towards striving for excellent

teaching and learning. None of the Directors’ of Studies were found to have SoW and LPs. This was

attributed to laziness/complacence of teachers to prepare SoW and LPs and inadequate scheming

materials for teachers. This is one of the areas of focus of the intervention. Whereas the UPE guidelines

call for progressive assessment of learners, there was no evidence to establish that this is done in

67.2% (47) of the schools visited by the research team.

3.15 Analysis of the General Learning and Instruction Rating

Head teachers were requested to rate learning and instruction environment in the schools against

set criteria. Findings indicated that 89.4% of the Head teachers showed that schools did not follow

guidelines of UPE in delivery of learning because they were out of context to the real issues that affect

education delivery. This is contrary to the Ministry of Education and sports guidelines for schoolsto use the yellow book (UPE Guidelines, 2008) as a basis for management of UPE schools. Lack of

knowledge of this fact indicated that head teachers are not adequately inducted on their roles and

responsibilities. All schools had bad or obsolete classroom structures, some without furniture and

falling classrooms walls.

SMCs were reported not to adequately exercise their oversight function over the management of the

schools. The head teachers are nancially illiterate with little or no knowledge of nancial management.

This is as a result of lack of an induction programs for Head teachers. This affects utilization of UPE

funds allocated to the schools especially funds for the purchase of instruction, scholastic materials

and other expenditures. Schools did not have adequate storage facilities for instruction and learning

materials. All materials were kept in the head teacher’s ofce. This implies that whenever, the head

teacher is absent, the materials are not used by the teachers and the pupils.


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Table 10: Summary Analysis of State of UPE Schools

Indicator Analysis of the situation

Physical availability and

accessibility to Education

The physical structures in the district are not reective of the

peri-urban setting with which the district is perceived to be.

Analysis indicated that 67.4% (46) of the schools served had

dilapidated physical structures but continued to be used

because schools had not option. Analysis also showed that P1-

P3 pupils in 50.4% of the schools sat on the oor. The district

receives only Ugx. 200 Million for SFG which is inadequate

the meet the infrastructure needs of the schools. Sanitation

facilities in 56.8% of the schools were bad.

Availability of Human

Resources

Staff capacity remains as the number one challenge to UPE

schools. Analysis indicated that 77.1% (54) of the schools

did not have all the teachers they required in the schools to

cover all the subjects. This is most common in upper primary.

The factors reported to lead to low staff capacity by Head

teachers include; absenteeism at 60.0% (42), abscondment

from duty at 55.7% (39) and poor working conditions (with

teachers shunning rural schools for urban homes or private

schools) at 45.7% (32) among others. Analysis showed that

52.8% (37) of the schools visited had some of the classes not

attended to by any teachers. The Head Teachers indicatedthat this contributes to poor performance (89.6%), poor

attraction and retention of pupils and drop outs (77.8%) and

disorients Uganda’s strategy to achieve better educational

outcomes (66.1%).

Availability of material

resources

Availability of teaching and learning materials was also found

to be a major learning impediment in 72.9%% (51) of the

schools visited. The pupil to book ratio at these school was

at 1:45. This is way high for the realization of good learning

outcomes. There are no deliberate efforts for the school toprocure learning materials (numeracy, literacy and others).

Apart from those supplied by the MoES schools do not have

book banks/libraries. Books were kept in the ofce of the

Head teacher or DoS in 67.4% of the schools visited.


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Technical Quality The gateway to resourceful instruction and learning is preparation for

delivery by the teachers. Analysis indicated that in 64.3% (45) of the

schools visited, the Director of Studies could not show evidence that

they had schemes of work and lesson plans. It was more likely to bedifcult for schools to complete curriculum which has resulted into

poor performance not only in Wakiso but at national level. The 2013

UNEB report indicated that only 9.4% of the total number of schools

in Uganda obtained rst grades. Analysis indicated that 50.2% of

the schools classes were not attended to as scheduled on the time

table. This conrmed the assertion that teacher absenteeism is high.

An in-depth interview with the ofce of the inspector of schools for

the district indicated that it is the core mandate of the HMs to ensure

adequate education delivery at the schools and report any cases of

education misconduct. If this is not done, it is very challenging for the

IoS given insufcient resources to undertake inspection in all schools.

The ability of SMCs to provide oversight to the schools is too weak

to enforce procedures. The appreciation of continuous professional

development among teachers is curtailed by inadequate resources.

Education delivery was found to rely heavily on memorization

rather than development of knowledge (cognitive domain), skills

(psychomotor) and attitude (affective domain)

Transparency and

Management of FinancialResources

Analysis showed that 78.2% of the Head teachers had no

knowledge of nancial and accounting knowledge. Thosethat were found to attempt to use the FM documents required

in UPE based their performance on experience. In such

school FM documents existed but were not posted due to

lack of knowledge and limited capacity building. Whereas,

school attempt to display nances received on accounts, this

was done for procedural reasons than accountability. The

schools were not found to follow any procedures in ling and

FM transaction. The nature of business followed and inability

to get major accountability documents made it very difcultfor the research team to access any meaningful documents to

draw conclusions. The fact that the system has now changed

and schools receive funds directly on the school accounts

rather than through the district implies that it is no longer

a requirement for them to provide accountabilities before

disbursement of funds to the schools. This is a major weakness

in exerting accountability on the side of government.


39/78


38


Student Attendance Attraction and retention of pupils was reported to be a major challenge

in the schools. Based on the schools sampled, the completion rate

was less than 10% (detailed are indicated in section 3.24). This was

based on analysis of cohorts of pupils that had enrolled for primaryone in the years 2005, 2006 and 2007. Daily absenteeism was high

with an average variance of 120 pupil

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