The introduction of the Universal Primary Education (UPE) Policy in 1997 was part of the
reform program of the Ugandan government. The adoption of the said policy was to increase
access, equity, and quality of primary education with the view to eradicate illiteracy and
subsequently transform society from the doldrums of poverty. This was also in line with the
Poverty Eradication Action Plan (PEAP) of 1997 and the Education Sector Strategic Plan of
1998-2003. The adoption of the UPE Policy also demonstrated the country’s commitment to
the achievement of Millennium Development Goals (MDGs) and Education for All (EFA).
Due to the government’s strong commitment to implement such policies, the enrollment rate
at the primary education has improved signi cantly, from 3.0 million in 1996 to 5.3 million in
1997. In 2010 over 8.0 million students are enrolled in primary schools, of which 51 percent are
females and 49 percent males. Consequently, the ratio of boys to girls in primary schools has
improved from 55:45 in 1986 to 52:48 in 2000 and to 49:51 in 2010 (MoES 2010). As in many
education systems of the world, the rapid increase in enrollment at the primary level in Uganda
brought about several challenges, one of which is the quality of the education being received at
the primary level.
One cannot deny that the education of our children today is a vital part of our future.
However, we hear repeatedly in today’s media that the present state of Uganda’s educational
system is failing. One area in particular under scrutiny is our primary school system. It is
argued that our nation’s primary schools are not preparing pupils with the technical knowhow,
intelligence, and problem-solving skills that they need to live out their dreams and pursue
successful careers. Since education plays an important role in the increase in human capital
capacity and competitiveness of a country, the schools are not clearly preparing Ugandan
students.
Recent findings that cognitive achievement is statistically important in determining
workers’ productivity suggest that pupils’ achievement has important implications for economic
growth (Byamugisha 2010). This recognition of the economic importance of the quality of
pupil learning has led to attempts, both in Uganda and internationally, to understand better the
determinants of pupil achievement. Consequently, the quality of education is a key parameter
for the assessment of the performance of any educational system.