Parental participation and the quality of education in universal primary education (UPE) schools in Lira District a case study of selected schools in Barr sub-county

Abstract

The major objective of the study was to examine the link between parental participation and the quality of education in UPE schools in Barr Sub County, Lira district. This was in an attempt to address the problem of limited parental participation in education quality improvement in UPE Schools despite numerous interventions which incorporated and promoted the participation of different stakeholders in education. The researcher used a case study research design and employed quantitative and qualitative approaches. The study was conducted using interview schedule and questionnaire which the researcher administered himself to the teachers, parents and pupils with support of two research assistants. A total of seven schools were used in the study and the data collected from 350 respondents. The researcher also used document review and observation checklist to verify information generated. The data generated was analyzed manually and used to produce this report. The findings were that parents were participating in the education of their children through provision of resources, labour, attending meetings, and enrolling children in school but these forms of participation could not be directly linked to the quality of education their children get in UPE schools. The impact of parents participation was seen in increased pupils’ enrolment, number of teachers houses built within the school compound, parents’ attendance of school meetings and their willingness to contribute more money to support school financial demands. Various factors such as inadequate information sharing between schools and parents, lack of interesting school initiated activities and limited time on the part of parents due to other domestic chores were found to be limiting parental participation in ensuring education standards improves. Parental level of participation in education was at 16% and their level of influence on how children are taught at only 14%. From the above findings, it is concluded that there was parental participation in UPE schools although, very limited and its impact wasn’t easily linked to quality of education. Following the above conclusion, it is recommended that; Parents request schools to initiate activities that assist them in parenting, with pupils learning at home and decision making. School may also want to examine their method of communicating with parents as the leadership endeavours to attract parents to the school.