Stakeholder participation in policy implementation and girls’ performance in Universal Primary Education schools : a case study of Katale Busawula church of Uganda primary School

Abstract

Since the implementation of the Universal Primary Education (UPE) in 1997, there has been an increase in the enrolment in UPE schools but with less improvement in the performance of the girl child (MoES, 1998a). Therefore the study looks at the influence of stakeholder participation in policy implementation and performance of girls in a selected primary school under the UPE program. Specifically looking at the influence of parents' support in schools ' co-curricular activities on the performance of girl child in UPE schools, the effect of the clergy's involvement in school meetings on the performance of girl child in UPE schools and the influence of teachers' commitment on the performance of girl child in UPE schools. The study adopted both qualitative and quantitative research methods in data collection, analysis and presentation. Qualitative research methods were used in reviewing literature gathered from journals, the Ministry of Education and Sports Uganda and internet source. On the other hand, quantitative research methods involved the use of survey questionnaires in collecting data. Further quantitative data analysis methods were used that included descriptive statistics such as frequencies, percentages, mean and correlation methods. The study sample included 80 respondents consisting of the teachers, parents, PTA members, clergies and pupils in Busawulwa Church of Uganda Primary School located in Nsangi Division, Wakiso District. The 80 respondents were determined based on Morgan and Krejcie (1970) sampling table. Findings revealed that there is a significant positive relationship between stakeholder participation in policy implementation and performance of girl child (r =.894, p<.OOO 1). This means that when stakeholders participated in policy formulation, the higher the chances of girls’ improvement in performance. Therefore schools should consider organizing sensitization workshops for all stakeholders and need for key stakeholders to raise voices to district authorities to formulate policy within the UPE programs that punish parents that deny girls fundamental right of education.