Factors affecting citizens’ participation in service delivery processes in lira city

Abstract

The major objective of this study was to examine the factors influencing citizens' participation in education service delivery in Lira City East Division, with four specific objectives: to determine the magnitude and quality of education services, examine current levels of citizens participation, identify factors for insufficient citizens’ engagement, and establish other factors responsible for the current state of educations services. The research employed a mixed approach where qualitative and quantitative methods were used while combining descriptive and analytical designs. Data was collected from five public primary schools using questionnaires, interviews with teachers and duty bearers, focus group discussions with pupils and community members, document analysis of policies and school records, and direct observation of infrastructure conditions. The study engaged 74 respondents including learners, teachers, community members who were randomly identified while local leaders were purposively selected due to their knowledge of the subject matter. Qualitative data was analysed thematically while quantitative data was processed through frequency distributions and percentages. Key findings revealed severe infrastructure deficiencies, with overcrowded classrooms reaching teacher-pupil ratios of 1:99 and inadequate sanitation facilities averaging one latrine per 315 pupils. While 78% of respondents knew about the existence of School Management Committees, only 41.9% understood their formation process revealing gaps in transparency and engagement, and citizen participation remained largely tokenistic where parents are primarily limited to fee payments rather than meaningfully taking part in decision-making processes with 42.6% of respondents indicating no real involvement in decision-making. Systemic barriers such as ineffective communication by school leaders, gender related issues, low literacy level among parents, foundational and political interferences and elite capture of governance structures were preventing these bodies from effectively fulfilling their oversight roles. Academic performance suffered significantly, with only 41% of learners in some schools achieving Division 1 or 2 in national examinations highlighting broader consequences of limited participation and weak accountability. The study concluded that top-down policy implementation, weak policy implementation, social-economic and cultural factors, widespread corruption, and weak accountability mechanisms systematically excludes grassroots stakeholders from participation, leading to inequities in education service delivery in the Division. Recommendations emphasized urgent infrastructure investment to meet national standards, comprehensive capacity-building for School Management Committees, development of inclusive communication strategies including digital platforms and local radios, implementing existing policies and laws on participation and following strict anti-corruption measures aligned with Uganda's Education Act (2008). These findings contribute to broader policy discussions on decentralized governance and citizen empowerment, offering practical insights for improving educational service delivery and equity in urban Uganda and similar developing contexts.