Improving Learning In Uganda: School-Based Management -- Policy and Functionality

by Innocent Mulindwa Najjumba, James Habyarimana, Charles Lwanga Bunjo

Overview

The expansion of school systems through ongoing mass education reform in many developing countries translates into not only increased school enrollments but also increased human and fi nancial resources at the school level. How these resources are managed is therefore central to the quest for quality and effi ciency. This book is an attempt to provide insights on how schools are managed in Uganda in terms of policy and practice. The book shows that Uganda's primary education reform program is anchored on a clearly legislated policy framework that is supported by intensive provision of key inputs but is undermined by weak school management practices. This conclusion is based on an in-depth analysis of the policy evolution; the capacity of School Management Committees (SMCs), including their autonomy and participation in school-based management; support systems for SMCs and their functionality; benefi ciary participation in school governance and response to education; information availability for accountability; and how schools are organized for learning. This book clarifi es the centrality of school-based management to education quality and effi ciency, including the existing gap in policy with respect to benefi ciary representation on SMCs. A three-pronged approach to strengthen school-based management is also proposed for the government to consider. This would include developing the capacity of SMCs, improving the functionality of support structures, and enabling a greater fl ow of information to benefi ciaries for accountability. The results are of relevance to policy makers, government offi cials at the national and local levels, and all actors in education, including head teachers, teachers, school management committees, and parents.

Product Details

ISBN-13:	9780821398470
Publisher:	World Bank Publications
Publication date:	04/10/2013
Series:	World Bank Studies , #3
Pages:	130
Product dimensions:	6.80(w) x 9.90(h) x 0.30(d)

Table of Contents

Acknowledgments ix

About the Authors xi

Abbreviations and Acronyms xiii

Executive Summary xv

Legislative Context of School-Based Management xv

Chapter 1 Introduction 1

Background to the Study 1

Study Scope and Data 4

Report Structure 5

Chapter 2 Policy and Regulatory Framework of School-Based Management in Uganda 7

Chapter 3 Capacity of School Management Committees 13

SMC Members' Knowledge and Perceptions about Their Roles 13

Capacity Development Efforts for SMCs 18

Supervisory Support to Schools from the Districts as Another Capacity Enhancement Measure 21

Notes 23

Chapter 4 Functionality of School-Based Management Structures 25

Who Participates and Avenues of Participation in School Governance 25

Client Participation in School Governance and Responsiveness to Education 41

Mow are Schools Organized for Learning? 55

Information for School-level Accountability 65

Notes 72

Chapter 5 School Management and School-Level Results 73

School Management and Learning Outcomes 73

School-Based Management and Teacher Absenteeism 75

School Management and Information for Accountability 76

Chapter 6 Performance Monitoring and Evaluation of School-Based Management 79

Chapter 7 Strategic Options for the Government Going Forward 81

Appendix A Data Sources 83

Appendix B Estimation of the Likelihood of SMC Members Participating in Key School-Based Management Activities 89

Appendix C Some of the Documented Capacity Development Programs for SMCs in Uganda 93

Notes 99

Appendix D Description of the Sensitivity Tests Model for the Multivariate Analysis 101

References 103

Boxes

Box 2.1 Current Membership to SMC 7

Box 3.1 US AID/UNITY Project SMC Training Model 20

Box 3.2 Summary of Findings 22

Box 4.1 Constraints to SMC Participation in the SIP Process-Views from Focus Group Discussions 32

Box 4.2 Constraints to SMC Participation in the Budgeting and Financial Management Process-Views From Focus Group Discussions 35

Box 4.3 SMC Members' Responses That Indicate the Still Expected Roles of PTAs-Focus Group Discussions 45

Box 4.4 Constraints to SMC Participation in Head Teacher and Teacher Supervision-Views from the Focus Group Discussions 63

Box 4.5 Why SMCs Cannot Hold Head Teachers Financially Accountable-Responses from FGDs 71

Box 4.6 Summary of Findings 71

Figures

Figure 2.1 Overall Objective of SMCs in Uganda, 1969-2010 8

Figure 2.2 Evolution of SMCs Roles in Uganda, 2001-2010 10

Figure 3.1 Reported Functions of SMCs by SMC members; Uganda 2011 14