The Role of School Management Committee in the Achievement of Universal Primary Education (UPE) Program Objectives in Selected Primary Schools in Mukono District, Uganda

Abstract

The study intended to establish the role of the School Management Committee in ensuring achievements of the UPE program objectives within selected primary schools in Mukono District, Uganda. It focused specifically on establishing the contribution of the governance role of the school management committee to the achievement of the UPE program objectives in primary schools, assessing the contribution of the monitoring and evaluation role of the school management committee to the attainment of UPE program objectives in primary schools, and examining the contribution of the community involvement role of the school management committee to the achievement of UPE program objectives in primary schools. In addition to using both quantitative and qualitative research methods, the study was conducted using a cross-sectional survey research methodology. Using key informants through purposive sampling and the basic random sampling procedure, a sample size of 44 was obtained. Questionnaires and interviews were used to gather data. These research findings show that good governance of SMCs significantly enhances the attainment of the objectives of Universal Primary Education in Mukono District. The Pearson's correlation is strong and positive, relating governance practices to the success of UPE: r = 0.644, p < 0.05. With β = 0.317 and t = 5.003 at p = 0.004, 31.7% changes in the outcomes of UPE were explained by good governance. M&E also play an important role at r = 0.656 and p < 0.05; from β = 0.332, t = 4.686, and p = 0.000, showing that 33.2% of the success in UPE is linked to an effective M&E practice. In addition, community participation enhances UPE performance significantly: r = 0.623, p < 0.05, where UPE goals increase by 24.8% for every unit increase in community participation-β = 0.248, t = 3.076 and p = 0.003. It also recommended the improvement in governance practices of SMCs through selective training and resource allocation; improvement in M&E systems through robust frameworks and training; and involvement of communities through school-community interaction. Recommendations also include better resourcing and support for SMCs to carry out their functions more effectively and coordination between the SMCs and the educational authorities should be strengthened so that efforts for UPE are more in tune with national policy and will be more successful.