| dc.description.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. | en_US |
