| dc.description.abstract | The study was carried out to assess the role of refuge community in the management of universal
primary education (UPE) in the settlement camps of Uganda; A case of Kiryandongo district. Study
objectives were to examine the contributions, investigate the challenges and establish solutions to
refugee participation in the management of (UPE). The study was carried out in eight primary
schools using a cross sectional survey design employing both qualitative and quantitative methods.
Data was collected using open-ended questionnaires, structured interview, observation and
documentation review. Sampling methods used included; purposive, stratified and convenient
sampling on 178 respondents including teachers, head teachers and the school management. The
findings revealed; Stakeholder roles are not clearly defined, capitation grant to the schools is
calculated based on the number of Ugandan children in those schools, efforts by development
partners to organize parents into saving groups were wasted as parents saved for other affairs not
for the education of children. The research also discovered 3 categories of teachers at the school
those employed by government, recruited partners and community volunteers all three groups
coexisting in the same school created a chaotic situation. On the whole, the study concluded that
refugee participation in UPE was rather coincidental than planned. The study recommended policy
review to clearly define stakeholder roles. In addition, the need to manage the teacher issues to
avoid the chaotic teacher scene, which created learning disruption. | en_US |
