Empowered School Environment for Effective Learning in Uganda’s Muslim Founded Primary Schools
DOI:
https://doi.org/10.53449/ije.v6i2.314Keywords:
barriers to effective learning, empowered school environment, Muslim founded primary schools, Universal Primary Education, effective learningAbstract
We present the envisioned framework for Empowered School Environment (ESE) in Uganda’s Universal Primary Education (UPE) schools. An ESE is critical for attaining functional literacy, numeracy and life-skills that deprived children need to become confident, resourceful, innovative and high achievers in life. Launched in 1997, UPE was introduced to create and sustain an inclusive and enabling school environment for upward social mobility of children from poor households. However, 25 years down the road, the envisioned mobility remains a distant dream. We attributed this irksome shortfall to a series of Barriers to Effective Learning (B2EL) in UPE schools; specifically, in schools founded by Uganda’s Muslim community. The barriers include, but are not limited to: overcrowded classes; scarce learning materials; teacher-centered learning; lack of school meals; poor water, sanitation and hygiene; teacher apathy; and lack of PWD-friendly environment. The B2EL are exacerbated by declining government spending on the education sector and rising household poverty. We gave the implication of the barriers for the learning achievement, and suggested a framework for mitigating the barriers so as to promote and sustain ESE in Muslim founded UPE schools.
Downloads
References
Abizari, A., Buxton, C., Kwara, L., Mensah-Homiah, J., Armar-Klemesu M., & Brouwer, I. D. (2014). School Feeding Contributes to Micronutrient Adequacy of Ghanaian School Children. British Journal of Nutrition, 112 (6), 1019–33. PubMed
ACPF. (2011). Children with disabilities in Uganda: The hidden reality. Addis Ababa: The African Child Policy Forum.
African Promise. (2017). The global goals for sustainable development. hello@africanpromise.org.uk
Agaba, A. (2014, July 2). Challenges in universal primary education. The Red Pepper. Retrieved from: http://www.redpepper.co.ug/challenges-in-universal-primary-education.
Altinyelken, H. K. (2010). Pedagogical renewal in Sub-Saharan Africa: The case of Uganda. Comparative Education, 46(2), 151–171. htpps://doi.org/10.1080/03050061003775454
Bategeka, L., Ayok, M., & Mukungu, A. (2004). Financing primary Education for All: Uganda. Institute of Development Studies at the University of Sussex.
Borys, M., & Laskowski, M. (2013). Implementing game elements into didactic process: A case study [Paper presentation]. Management, Knowledge and Learning International Conference, Zadar, Croatia. https://www.researchgate.net/publication/260060814_Implementing_game_elements_into_didactic_process_a_case_study
Brook, A. K., Clay, C., & Randolph, S. (2020). Human rights data for everyone: Introducing the Human Rights Measurement Initiative (HRMI). Journal of Human Rights, 19(1), 67-82. https://doi.org/10.1080/14754835.2019.1671176
Center for Theory of Change, Inc. (2023). Setting standards for the theory of change. How the theory of change works.
Crea, T. M., Klein, E. K., Okunoren, O., Jimenez, M. P., St. Arnold G., Kirior, T., Velandria, E., & Bruni, D. (2022). Inclusive education in a refugee camp for children with disabilities: How are school setting and children’s behavioural functioning related? Conflict and Health, 16(53), 1-10.
Dzamesi, F. E., & Van Heerden, J. A. (2020). A professional development program for implementing indigenous play-based pedagogy in kindergarten schools in Ghana. South African Journal of Education, 40(3), 1-11. https://doi.org/10.15700/saje.v40n3a1793
Elisabeth, R. (2012, February 23). Is it goodbye to universal primary education in Uganda? The Ritchie’s. Retrieved from: http://ritchiesinuganda.blogspot.com/2012/02/.
Gardner, M., Melnick, H., Meloy, B., & Barajas, J. (2019). Promising models for preparing a diverse, high-quality early childhood workforce. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Early_ Educator_Preparation_REPORT.pdf
Holvoet, N., & Inberg, L. (2014). Gender sensitivity of Sub-Saharan Africa National Adaptation Programmes of Action: findings from a desk review of 31 countries. Climate and Development, 6(3), 266-276. https://doi.org/10.1080/17565529.2013.867250
Horváth, I. (2007, July 28-31). Comparison of three methodological approaches of design research [Paper presentation]. Proceedings of ICED 2007, the 16th International Conference on Engineering Design, Paris, France.
Hungi, N., & Thuku, W. (2010). Variations in Reading Achievement Across 14 Southern African School Systems: Which Factors Matter? International Review of Education, 56(1), 63-101.
Kabuzire L. (2023). Breaking barriers: FCA Uganda ensures access to education for children with disabilities. Informing humanitarians worldwide 24/7—a service provided by UN OCHA.
Kasozi, A. (1986). The spread of Islam in Uganda. London: Oxford University Press.
Kewaza, S., & Welch, M. I. (2013). Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda’s Central Municipality, Kampala, Uganda, East Africa. US-China Education Review, 3(5), 283-296.
Kim, B. (2015). Designing Gamification in the Right Way. Library Technology Reports. 51 (2). Retrieved 5 August 2016.
Kiyimba, A. (1986). The problem of Muslim education in Uganda: Some reflections. Journal of the Commission for Racial Equality, 12(2), 247-256.
Latif, W. B., & Karim, M. (2018). The art of developing entrepreneurial leadership. International Journal of Research in Management, 1(1), 18-21.
Marczewski, A. (2013). Gamification: A simple introduction and a bit more. Self-published on Amazon Digital Services.
Mendenhall, M., Chopra. V., Falk, D., Henderson C., & Jihae, C. (2021). Teacher Professional Development & Play-based Learning in East Africa Strengthening Research, Policy, and Practice in Ethiopia, Tanzania, and Uganda. White Paper
Mendenhall, M., Cha, J., Falk, D., Bergin, C., & Bowden, L. (2020). Teachers as agents of change: Positive discipline for inclusive classrooms in Kakuma refugee camp. International Journal of Inclusive Education, 25(2), 1-19. https://doi.org/10.1080/13603116 .2019.1707300
Ministry of Education & Sports (2017). All change: Strengthening the primary education system in Uganda.
Ministry of Education & Sports (2017). Guidelines for three-star approach for planning and implementation of WASH in Schools. Basic Education Department.
Ministry of Education & Sports (2020). Uganda End of 2020 Gender Eye Issue. Gender Unit Milestones. Learning and resources on gender in education. United Nations Girls Education Initiative.
Ministry of Education and Sports (2018). Education statistical abstract 2018: Findings from the annual school census 2018. Kampala, Uganda: MoES.
Ministry of Education and Sports. (2009). Education statistical abstract 2009: Findings from the annual school census 2009. Kampala, Uganda: MoES.
Ministry of Education and Sports. (2019). Education statistical abstract 2019: Findings from the annual school census 2019. Kampala, Uganda: MoES.
Ministry of Education, Science, Technology and Sports (2014). Education statistical abstract 2018: Findings from the annual school census 2014. Kampala, Uganda: MoESTS.
Ministry of Finance Planning and Economic Development. (2014). Uganda poverty status report: Structural change and poverty reduction in Uganda. Kampala, Uganda: MoFPED.
Moyi P. (2012). Access to education for children with disabilities in Uganda: Implications for Education for All. Journal of International Education and Leadership, 2(2), 1-13. http://www.jielusa.og/home/ ISSN: 2161-7252
Mugerwa, Y. (2016, July 30). Half of UPE pupils cannot read: Government. The Daily Monitor. from: http://www.monitor.co.ug/News/National/UPE-pupils-readgovernment/688334-3322152-me5m1y/index.html.
Mukhaye D. (2022, February 09). Upcountry schools grapple with congested classrooms. Monitor.
Mukhaye, D. (2019, Nov 26). Most Schools Unsafe for Students-Report. Monitor.
Mukisa, J. W. (2019). Policy options for combatting university education dropout in Uganda. Youth 4 Policy, Konrad Adenauer Stiftung.
Musinguzi B. (2019, March 14). When will Uganda attain quality education, lifelong learning? Monitor.
Musisi. B., & Kiggundu, M. M. (2019). Educational marginalization of Muslims in Uganda: Historical perspective, legal implications and challenges. Interdisciplinary Journal of Education. https://doi.org/10.53449/ije.v1i1.39
Najjumba, I. Mulindwa., & Marshall, H. Jeffery. (2013). Improving learning in Uganda Vol. II: problematic curriculum areas and teacher effectiveness. Insights from national assessments. Washington, DC: World Bank.
Namirembe, S., Kavuma, K., Cunningham, G., & Sebaggala, R. (2017). Assessment of public expenditure governance of the Universal Primary Education program in Uganda. ACODE Policy Research Series 80. Kampala, Uganda. Retrieved from: https://www.acode-u.org/Files/Publications/PRS_80.pdf.
Nangosi, D. (2014, April 8). Challenges Faced by Children with Disabilities. National Union of People with Disabilities, Special feature, New Vision.
National Planning Authority (2020). Third National Development Plan (NDPIII) 2020/21 – 2024/25. The Republic of Uganda.
National Planning Authority (NPA). (2019). Report of the Auditor General on the Financial Statements of National Planning Authority for the Year Ended 30th June 2019.
Newcastle University (2015). Entrepreneurial School Leadership: Literature Review Research Centre for Learning and Teaching. Newcastle University, UK.
Ngaka, W. (2006). Cooperative learning in a universal primary education system: Focus on Aroi primary school in Arua district. Uganda. International Journal of Learning, 13(8), 171-178.
O’Leary (2021). “Play Based Learning.” Edmentum. https://blog.edmentum.com/play-based-learning-what-it-and-why-it-should-be-part-every-classroom
Oboko, M., & Wasswa, D. (2020). Motivation and teachers commitment in public primary schools in Kakooge Sub-County, Nakasongola District, Uganda. Multidisciplinary Research Academic Journal, 5(1), 31-39. mdraj.openlu.org.
Ochwo, P. (2013). Pupil, teacher, and school factors that influence student achievement on the Primary Leaving Examination in Uganda: measuring development and multi-level modeling [Doctoral Dissertation]. Kent State University College.
Okaka, T. W., Nyana, F., & Ssemanda, E. (2019, September). Primary school management practices for effective performance of pupils in Uganda [Paper presentation]. 6th International Interdisciplinary Conference, University of Eldoret, Eldoret City, Kenya.
Pavlus, J. (2010). The game of life. Scientific American, 303(6), 4344. doi:10.1038/scientificamerican1210-43.
Rajanbir, K., Kanwaljit, K., & Rajinder, K. (2018). Menstrual hygiene, management, and waste disposal: Practices and challenges faced by girls/women of developing countries. Journal of Environmental and Public Health, 5, 1-9. https://doi.org/10.1155/2018/1730964
Republic of Uganda (2015). Education Abstract 2015. Education Policy and Planning Department. Ministry of Education & Sports.
Republic of Uganda (2016). Education Abstract 2016. Education Policy and Planning Department. Ministry of Education & Sports
Republic of Uganda (2017). Education Abstract 2017. Education Policy and Planning Department. Ministry of Education & Sports.
Republic of Uganda. (2020). Water, sanitation and hygiene in schools. National standards in Uganda. UNICEF.
Republic of Uganda. (2022). WASH system analysis. System strengthening for inclusive, lasting WASH that transforms people’s lives.
Republic of Uganda. (The) (1992). Education for national integration and development. Government white paper on implementation of the recommendations of the report of the Education Policy Review Commission.
Rueckert, P. (2019). Ten barriers to education that children living in poverty face: From overcrowded classrooms to poor nutrition. Global Citizen.
Safieldin, M. (2021). Prioritize re-opening of schools to secure children’s well being. UNICEF Uganda.
Sarton, E. & Mark, S. (2018). UNICEF think piece series: Disability inclusion. UNICEF Eastern and Southern Africa Regional Office, Nairobi. https://www.unicef.org/esaro/EducationThinkPieces_ 7_DisabilityInclusion.pdf
Schulte, M., & Kasirye, V. (2019). Education for All? Uganda’s plan for africa’s refugee crisis. Uganda – a Pioneer Nation in Refugee Management. Konrad Adenauer Stiftung Country Office Uganda & South Sudan.
Sengendo, K. A. (2010) Muslim Education in Uganda. Keynote address.
Serin, H. (2018). A comparison of teacher-centered and student-centered approaches in educational settings. International Journal of Social Sciences and Educational Studies 5(1), 164-167. https://doi.org/10.23918/ijsses
Songayroun, I. E. (2007). Educational status of Ugandan Muslims: A historical note. Education of Muslim Minorities.
Ssengendo, K. A. (2012). Education is vital for Ugandan Muslims. Arab News.
Ssenkaaba, S. (2017, January 12). Children with disabilities left out of universal primary education. New Vision.
Sujit, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behaviour, 87, 192-206. www.elsevier.com
Talemwa, M., & Eupal, F. (2019). Uganda teacher absenteeism is highest in the world. The Observer. http://observer.ug/component/content/article?id=5599/
Teach for Uganda. (n.d.). Everything wrong with Universal Primary Education program in Uganda. Educate, Lead and Transform for Equity.
World Bank. (2020). Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education.
Uganda Bureau of Statistics. (2014). National Population and Housing Census. Provisional Results.
Uganda Bureau Of Statistics (UBOS). (2018). Statistical Abstract. Government of Uganda
Uganda Bureau of Statistics (UBOS). (2019). Statistical Abstract. Government of Uganda
Uganda National Examinations Board (UNEB). (2018). National Assessment of Progress in Education Achievement in Numeracy and Literacy in English of Primary School Learners and Teachers in Uganda.
UN News. (2012). Too few teachers and resources hindering students in sub-Saharan Africa. United Nations Organization.
UNCHR. (2018, September 17). Uganda launches new education response plan for Africa’s biggest refugee crisis.
Unesco. (2022). Connecting the dots: The link between hunger, malnutrition and education proposal for a new indicator under the SDG 4 framework. Technical Cooperation Group 9th meeting 22-24 November: TCG 9 Joint Working Group on EMIS and Household Surveys.
UNHCR. (2020). Starting out - Why education for refugees matters. UNHCR Global Website. https://www.unhcr.org/57bfe7b14
UNHCR. (2020). Uganda’s school plan for refugee children could become a global template. Informing humanitarians worldwide 24/7 - a service provided by UN OCHA.
UNHCR. (2023). Education dashboard. Uganda Refugee Response Plan (RRP) 2022-2023
Unicef. (2020). Gender equality. Global Annual Results Report.
UNICEF. (2021). The education response plan for refugees and host communities in Uganda. UNICEF Uganda Country Office: Kampala@unicef.org © UNICEF
Unicef Uganda. (2023). Quality of basic education: For every child, a quality education. Unicef Uganda Annual Report.
USAID. (2016). “Safer learning environments working group: Terms of Reference” https://eccnetwork.net/wp-content/uploads/SLE-Workign-Group-TOR-June-2016.pdf
Uwezo Report. (2019). Are our children learning? Uwezo Uganda, Eighth Learning Assessment Report. https://www.pmldaily.com on November.
Wachiaya, C. (2017). Eager refugees cram crowded classrooms in Ugandan school. UNHCR.
Watkins, K. (2013). Too little access, not enough learning: Africa’s twin deficit in education. This is Africa Special Report, Access: Towards a post-MDG development agenda on education.
Wordpress. (2014). Problems with Uganda’s Universal Primary Education. Sabingin’s blog. https://matyichngony.wordpress.com/2014/05/15/
World Bank Facts Sheet. (2020). Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education.
World Health Organization. (2021). Ensuring water, sanitation and hygiene in schools. UNICEF.
