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RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 3(2):10-18, 2024

©RIJRE Publications ISSN: 1597-8656

The Impact of Community-Led Development

Initiatives on Education Quality and Academic
Performance in Uganda
1
Ugwu Jovita Nnenna, 2Asuma Mariita Nchaga and 3Ugwuanyi Ifeoma Perpetua
1
Department of Publication and Extension, Kampala International University Uganda
2
Department of Public Administration Kampala International University Uganda
3
Department of Educational Management Enugu State University of Science and Technology,
Enugu Nigeria.
ABSTRACT
Community-led development initiatives play a significant role in enhancing education quality and
academic performance in Uganda. This study explores the effectiveness of community-based management
and its impact on education outcomes, such as academic performance, infrastructure, and student
engagement. Drawing from fieldwork, interviews, and data analysis, we examine various community-led
programs and their role in improving education quality. Through examples from successful initiatives in
Kibuku, Kamuli, and other districts, the study demonstrates that involving community members in
education-related projects leads to higher retention rates, improved academic performance, and better
infrastructure. These outcomes are influenced by enhanced teacher training, community participation, and
resource allocation, showing that when communities are engaged in education, it creates a positive ripple
effect on academic achievements and overall school environments.
Keywords: Community-led Development, Education Quality, Academic Performance, Uganda, School
Infrastructure

INTRODUCTION
Related work focuses less on the role of communities in projects that aim to promote general welfare and
not just outcomes related to education [1, 2]. For instance, they discuss citizen participation in health
outcomes. They look at the construction of water and sanitation facilities in rural communities in Punjab,
Pakistan's poorest province. In the project, the entire community was encouraged to plan and implement
the project. They find that the interventions succeed when the community takes ownership of the
installations, deploying resources to improve maintenance after construction [3, 4]. Additionally, some
theoretical papers have argued in favor of broader community involvement in projects. However, the
majority of work in this space does not look beyond actual project outcomes. Instead, the focus is usually
on the improvements of the participating communities or on the quality of the project, regardless of the
outcomes [5, 6]. In a 1996 seminal meta-analysis paper, it was found that when school management is in
the hands of local community members, academic performance improves in developing countries. The
study used 12 articles judged to meet stringent criteria for rigorousness, including a randomly assigned,
statistically matched, or statistically controlled design, and well-described measures of performance.
Community-led change initiatives have long been part of development efforts in the social sector and are
increasingly gaining more attention in the field of education. Recently, various non-governmental aid
programs aiming to improve education-related outcomes in low-income countries have introduced
community-led efforts as a central aspect of their programs [7]. These initiatives focus on improving
primary and secondary education outcomes. As part of these interventions, community leaders are asked
to identify their problems and come up with solutions, along with the implementation, delivery, and
monitoring of these interventions. Collectively, these interventions are often referred to as community-
based management of schools [8, 9].
Importance of Community-Led Development Initiatives
Findings from site surveys with supported information from the focus group discussions found that on a
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large scale, the value of traditional CBO or developmental projects as an effective tool that can quicken
the rate at which academic excellence and education are actualized today is admissible and factually held.
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It is feasible that most traditional CBO projects in rural settings positively influence the quality of
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education today. Sparse is statistically deducible indices to argue that traditional developmental projects
in many a rural setting are significant drivers of academic excellence, intelligent construction of
classroom blocks, teacher's houses, rain silted pit latrines, and granaries for abuse; among others, was
found to present in the two districts of study [10, 11]. Over the years, the importance of community-led
development initiatives or CBO projects in accelerating education quality and ensuring that learners
perform well academically continues to live. Among other things, development initiatives have been seen
to share the heavy burden of ensuring that school infrastructures, like construction of classrooms,
teacher's houses, granaries for parents visiting to offer food to pupils, and bricks among others are put in
place. Today, the critical reading of this study transcends around the perspectives set up to understand (i)
the importance of traditional CBO projects to accelerating the quality of education today, (ii) the extent to
which some factors responsible for the influence of emergent CBO projects in rural areas can overshadow
the role of traditional CBO projects to accelerating education today and (iii) the effectiveness of some
CBO projects in rural areas today, considering concrete cases established in the districts of Kibuku and
Kamuli in Uganda study used a mixed method design [12, 13].
Overview of Education Quality and Academic Performance in Uganda
[14], argue that the backbone of performance and academic achievement is teacher skills, knowledge,
experience, education, academic, and professional qualifications. This know-how, perhaps of the teacher
and student, is contributed by an organized free-flowing community-centered learning environment. The
teachers work with elderly and lay people who provide in-kind and monetary support to the school. For
example, the community can aid in the construction of the classroom block to yield a conducive learning
environment, engage in midmorning meal provision, and instill moral descent values, all of which support
the teachers' performance. Educational excellence mainly depends on the quality of learning
environments and the respective support from teachers, parents, and laypeople determines their
performance [15, 16]. According to [17], quality education enhances the knowledge and skills for
transforming challenges into opportunities. [18], confirms that the school-going child is unable to
acquire the set standards for academic achievement. In Uganda, schools attended by the majority of
children are characterized by poor water and sanitation facilities, overcrowded classes, and inadequate
instructional learning materials including furniture [19]. This, on a physical level, impacts the academic
performance of pupils, teaching, and learning at personal, intellectual, emotional, and social levels.
Community-Led Development Initiatives in Education
This program had a positive and statistically significant effect on education investments, community
engagement, school grants, and student performance. The program also showed that it increased the
academic performance of Ugandan students, particularly in science and mathematics disciplines. Guided
by the premise that the specific needs and aspirations of communities must be given the highest policy
attention, priority, and support, the EDUTE program embraced a participatory strategy to maximize
community involvement in addressing problems at the heart of the education system. The EDUTE's
community-based management approaches involve community contributions as "a key stimulus for
community interests and participation" in a broad range of service delivery areas including teaching,
healthcare, HIV/AIDS, and improved maternal health [20 – 24]. The Education in Transforming
Economies (EDUTE) is an example of one highly participatory and inclusive character. Launched in 2004
by the Government of Uganda (GoU), this is a community-led development program in education
initially implemented in 60 (expanded to 68) districts that voted the lowest share of their budgets for
education during the mid-1990s fiscal decentralization. Community-led development initiatives grounded
in projects in education are believed to affect schooling access or enrollment rates, attendance, academic
performance, dropout rates, and education quality. A plausible approach through which these objectives
can be pursued involves reduced non-wage direct costs of schooling to realize enhanced participation and
monitoring of schools from all stakeholders in improving the quality of education [25]. Community-led
initiatives provide for collective actions undertaken by people of a certain community to address issues of
collective or public concern under the leadership of the community itself. In general, participatory
development refers to an understanding of the developmental needs of a specific community, starting
from its characteristics and ending in its ability to put in place tailored responses to the identified needs of
the community. Community-led development initiatives have been implemented in different places across
the globe. These initiatives become increasingly important in countries experiencing funding challenges
in human development sectors as they present a source of solutions to communities in need. In subsistent
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economies with limited or stagnating public expenditure, countries such as Uganda rely almost entirely
on external borrowing or aid to support capital investments in infrastructure, social services, and other
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systems of public goods [26].

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Role of Community Participation in Education
The SDIP mandates parent/teacher associations to participate in the formulation, implementation, and
evaluation of a school's development plan. Parents, as indicated above, a key in the SDIP document,
should be present in all major, monitoring, and evaluation processes of the school plan. Participation of
parents as catalysts and partners in the educational development of learners is upheld in the international
conventions and other international policy documents. The Jomtien Declaration, which led to the
establishment of the education for all document, demands parent/community participation and
partnerships in the educational lives of their children [27]. More recently, the 2030 Agenda for
Sustainable Development demands that all stakeholders, particularly relevant government, civil society,
private sector, and non-state actors, should supplement national efforts to realize high-quality and
inclusive interpretation resolves turn participate in education development. Parents' supervision of
whether or not their children are learning is critical in quality. The Education Act of 2008 enforces parent
participation in education development plans as a key to universal education in Uganda. Section 3 of the
Education Act of 2008 introduced to education policies in Uganda a principle that there should be shared
responsibility, partnership, and mutual support among the government, local governments, parents,
pupils, communities, and civil society organizations in the establishment, maintenance, and growth of
education institutions at all levels. The policy shows the potential of community participation in the
success of learners at school make almost similar observations [28].
Examples of Successful Community-Led Initiatives in Uganda
Kyambogora, a small village of about eleven households, is in the Kagadi district of Western Uganda. The
village teachers, a small group of determined parents who have themselves received little education, teach
children in the community. Despite these parents being without clear guidelines or capacity support,
pupils’ academic performance rose from 4.6% to 10.7% between 2008 and 2010. The testing scheme of
Kyambogora uses levels to assess pupil performance. In 2018, 22 pupils were named as they scored higher
than 90% and placed in the distinguished level. This exceptional academic performance requires mention,
given it occurred in a place where none of the parents had gone beyond primary school and there was
little or no support from any level of the government in the previous years of pupil assessment, according
to Kwikiriza [29, 30]. To respond to critical gaps between policy expectations and practice, innovative
models of delivery have started emerging. A successful case in Karamoja, located in the northeastern part
of Uganda, provides a tangible example of improvement in reading skills, despite minimal inputs and
capacity support. Sauti Baridi uses a multilingual approach to integrate Kangakaramajong, the language
spoken by the community of Karamoja, into both learning and teaching. This is made possible through
the recruitment of parent educators who speak the mother tongue of the learners, as well as the language
of instruction – English. The model trains 25 young women from one sub-county, provides them with the
necessary reading materials, and steps back. These women have continued teaching, while others have
visited the program to learn from this success story. A recent assessment of the program found that these
women’s pupils, on average, scored 15 added English words per minute, significantly higher than the 52
words per minute of the control group [31].
Impact on Education Quality
The findings presented above are consistent with that reported that high Water, Sanitation, and Hygiene
(WASH) and Nutrition intakes contribute to improved student success in school. Moreover, it should be
noted that community involvement has effectively contributed to maintaining the achieved performance.
Furthermore, as a result of community values and interests, the principals and headteachers are more
accountable than they used to be to local leaders and parents, as narrated by the key informants in their
interviews. It was noted that some schools near TET schools in Kilak are now expecting the same level of
performance as TET schools. It was further emphasized that TET project activities can be adopted by the
government and scaled up for a countrywide impact, though this still will remain a challenge to contain
because of financial constraints [32, 33]. Schools located in Kilak County, but not part of TET projects,
were used as control schools to compare the results. Hence, analyzing and arriving after the impact on
academic performance/quality of education. The teachers, school authorities, local leaders, and parents
commented on the critical changes related to deworming, provision for high proficiency in teaching
mathematics (instructional materials included among other factors), as well as having school feeding
programs, which were highly appreciated from the evaluation interviews. The evaluation findings show
that because of TET projects, the quality of education achieved was good, as shown in the table below.
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The researchers carried out a pre and post-test study in Kilak County, and the findings show that TET
projects have done well in improving academic performance in about 7 years when the researchers carried
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out empirical evaluation. It should be noted that the government of Uganda had not yet implemented the
Universal Primary Education (UPE) policy when the data was collected [34].
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Improved Infrastructure and Resources
The parents and children of Nansiramaonde Primary School were prompt to note that water provision at
school had since helped visitors to solve prolonged speculative closure, and at least a procession of
children and teachers show up for each day of civil work (cumulative contribution of 20, the local
analysis). From the introduction to [35] regulations, the [36] clarifies that personal hygiene, including
using the latrine, is an important aspect of healthful and favorable standards of school that, in addition to
supporting the health of children, reduce health-based absenteeism. It also summarized that latrine
provision leads to extra school attendance, attraction of residents, and higher enrollment in lower
education strata. The cluster headteacher of Nasisira PS attributes the formation of an economic center to
wider utilities, such as that for carrying apparatus and fluids to school for disinfection and farming, at the
school site. While economic centers naturally facilitate teaching to advance education, it has emerged that
when implemented, attendance doubles as a major indicator for economic activity and gifts to the school-
cluster. Appropriate economic activities could contribute to many more contributions employed at
schools. A program that attracted children to school through a little farming initiative observed that the
children's interest in going to school was sustained [37]. Basic infrastructural interventions, such as the
construction of deep wells, pit latrines, classrooms, health centers, and economic centers, have led to
improved attendance. In the No Drop out policy by [38], the latrine provision curtails absenteeism,
especially during menses for girls. Similarly, the provision of clean, safe water at schools has reduced the
15-30 minutes of drinking time off for fetching or waiting to drink water from home. The Cluster
Headteacher of Ijjanji and Nasisira Primary schools observed that they were often frustrated by late
reporting, a result of home delays in fetching water for drinking at break by pupils, adding that the last 3
years of water provision at school were what they considered the best for certain reasons. [39],
concurred, noting that water provision was a critical component of attendance (96.6%), with meeting
availability of drinking water off campus. It also attracts enrollment as resident children are often
motivated by things that perpetuate conducive, better schools and a beginning-to-end, day's village
presence of pupils.
Enhanced Teacher Training and Support
The evidence produced on the school's link to community support through the village development fund
and critical resources to teacher training (in using new materials and reflecting on classroom practice)
emphasizes the importance of strong systemic linkages to community-driven initiatives for educational
improvements. There is little evidence that transforming the relationship between the head teacher and
teachers or between teachers and students, national-level challenges found in many districts in Uganda
will result in better learning if new resources and training to build new skills that demand taboos and
politically comfortable but narrow thinking are not provided. UEESSP district experts indicated that
headteachers are often bound by rules or 'orders' from the education office that do not offer the flexibility
necessary in working with teachers to bring in critical resources and much-needed new attitudes to
improve student learning [40]. This section discusses how partnerships created under the CLD approach
support strong educational outcomes. Children learn and teachers teach best in safe and well-equipped
environments. Understanding this, the CLD team partnered with the local community to construct the
school. In addition, the family became the main source of additional support for the school renovation
while the community managed the initiative, with support from the government. However, throughout
the process, potential national funders for education suggested that improving student performance
depends on the presence of trained teachers. The local area chair expressed his belief that "the biggest
challenge to quality education in Uganda is unworthy teachers." The chairperson of the local PTA noted
that while the children are growing to understand, teachers sometimes yawn and when children see them
yawning, they do the same instead of what is being taught. Also, when a child develops a
misunderstanding, the teacher may not even realize that the child has developed a misunderstanding, but
it is always the parent or the sponsor who clears the way [41].
Strengthened Curriculum and Learning Materials
The initiative introduced subsidization of SCATMin products – reduced the cost of available materials
and helped promote community support towards the development of the materials. The early-grade
reading materials used in SCATMin schools provided the necessary guidance for the teachers to teach
literacy in English and the local language (Luganda). Since the same valued materials were produced for
all the schools, SCATMin learners had the same level of support and parental/household involvement in
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the guidance and use of the materials. This is of great importance to children when it comes to learning
how to read and write. SCATMin children also read the same story books, which are not only
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entertaining but also informative [42]. The curriculum used in public schools in Uganda is based on
materials provided by the National Curriculum Development Centre (NCDC). Often, these materials are
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very expensive and hard to access, leading to schools relying on syllabus books that are produced by
publishers and are not updated often enough. Students cannot afford to buy the required textbooks, which
forces teachers to adapt by preparing lesson guides put together from the 'incomplete' information found
in the syllabus books. When one or more teachers leave the school community, the new teachers might
not know what was in the guides prepared. When teachers use unsuitable reading materials, they often
run out of ideas, which makes teaching a monotonous activity. The students lose interest in their
education since they are unable to visualize or internalize what the teacher is trying to communicate
[43].
Impact on Academic Performance
The findings on the impact of CLD on academic performance attributes showed that 89% of the
respondents showed the following traits among their children: good self-esteem, improved confidence,
improved performance in class, children starting to love going to school, getting the courage to misuse
the flowery language and good embodiment and clarification of each aspect in the syllabus. The study also
observed that 77% of the reasons why some children perform poorly in academics are manifested in the
community and due to a lack of clear manifestation of required roles by the community. The negative
effects of a lack of better and committed implementation of jointly supported intervention by the
community and teachers affected the academic performance of the children, especially in tomorrow's
society [44]. The findings on the impact of the CLD initiative on the academic performance of children in
primary schools showed that 67% of the respondents indicated that children were passing in slates instead
of in aggregates, which means that children were not passing. Over 66% of (77) parents had no high
expectations from their children, and English words like "passing" did not exist in the community. 87%
said that a child can't pass primary leaving examinations in grades II and III for any individual. The head
teachers commented and said that what the respondents said was true, especially the sitting of children in
slates, not in aggregates, and also not passing [45].
Increased Student Engagement and Motivation
By creating easily affordable early child development interventions for parents in local communities and
ensuring strong partnerships with the teachers, the little-known and government-understaffed model,
ELSP version has stayed focused beyond all the limitations. For example, it taught a common
understanding of mutual respect, transparency, trust, and commitment to inclusive patriotism as agents
of socio-economic development. And, that teachers are curricular and core subject area reference people;
fathers bonded more with the schools, but most importantly, children need a holistic approach to their
developmental process and acquire lifelong learning skills that go beyond the typical slate writing and
blackboard use of the now old education system. By 2012, as a school reaches its semi-final stages, it is
possible to establish a transformative model that encourages self-sacrifices by all stakeholders, a model
that stresses the role of communities, especially parents and prioritizes the child-centered kind of
approach. Officially, S.N.S.E is one of the 11 South African index primary schools from which the original
2002-2007 primary education reforms took the informal discussion and school commercialization
conceptual direction in the struggle to foster sustainable quality education within the Millennium
Development Goals era [46]. By placing a student at the centerpiece of the community development
initiatives, the study highlights the fact that the poor academic performance was due to students'
perception of the school environment which is less conducive for meaningful academic learning. All
students are highly motivated and stay in school longer, with a little more experience than us, and they
come to school ready to learn. We - teachers and parents - have failed to tap into and make good use of
that natural potential and societal experience. This individual school has demonstrated that doing so isn't
all that a big deal. However, it requires a deliberate pedagogical model and investment in a relevant
resource base. Its impact on not only the academic scores but individual's developmental drive and
societal transformation is visible [47].
Higher Retention Rates and Reduced Dropout Rates
Retention rate is a long-term procedure showing improvement in academics that equally takes time to
scrutinize properly. It gauges 'net attendance in a given class and, due to the nature of the data, it is
interpreted by almost everyone to measure 'real' school participation. The NUDB - UIE project (2015)
argued that any little variation in enrollment and dropout rates, it is retention rates that will change the
most, and it is through retention that time is given to make a difference in learning. DI and CSOs in
education may take credit because the total net enrollment rate at P1 (2011) was 98.6% and, worst case,
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dropping to 89.4% by P7 in 2014, the corresponding rate for the UG sample schools (SSE, 2015) was
down by just one percentage [48]. Hahn and Kemthong cited the low dropout rates experienced by many
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schools across the education ladder as to why the learning achievements for schools remain unchanged.
According to UNATU's statistics, only a small percent of children complete primary school when others
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are 10 to 18 years old, and just 1-2% of children complete tertiary education compared to 10% with their
age-mates in the Tanzanian statistical category [49]. According to [50] in the Uganda Quality Basic
Education Program Annual Implementation Report (s), requirements of an effective school suggested the
following indicators in the context of UG: a preliminary qualitative assessment of the level of community
satisfaction with education service, parent contribution as a percentage of total non-personnel recurrent
education expenditure, rate of growth of per-pupil public expenditure over time, retention rates from
primary 1 to primary 7, secondary intake rates as a proportion of PLE candidates, proportion of UPE
schools achieving the expected pass rates in literacy, proportion of UPE schools achieving the expected
pass rates in numeracy, proportion of teachers achieving the expected subject pass rates in literacy,
proportion of teachers achieving the expected subject pass rates in numeracy, pupil-textbook ratios, pupil-
teacher ratios, and pupil-classroom ratios. The DI also evaluated the likely impact of the UG using the
same USE, UNATU, ParE, and CSBAG elements whose responses curiously differed from those on
future and likely societal impact.
Improved Examination Results and Academic Achievements
The assertion by [51] that conditional cash transfer programs provide a means of improving human
capital with the potential to modify labor market foundations is seen in the interventions that SESEA RD
implements. The interventions exemplify the [52] recommendation that for girl education interventions
to work effectively, they require government support and widespread reforms putting in place standards,
incentives, and protection measures to uphold the enrollment and persistence of girls in school. A
proactive approach through the Ministry of Education and Sports' enforcement of tuition fee-paying
policy for all parents and guardians to support girl child education guarantees equal opportunities for
attending and completing O and A level education for both girls and boys in public schools. The
interventions act as incentives that increase the accountability of the education system with the attributed
consequences of examination performance and academic achievement that are beneficial to the
communities, districts, and sub-regions. Despite identical educational opportunities for boys and girls
guaranteed in the Ugandan educational policy framework, the girls' examination results have plagued the
system since 1990. The notable advantage boys hold over girls in examination results intensifies at the
final grade examinations of Uganda Certificate of Education (UCE) (O level) and Uganda Advanced
Certificate of Education (A level). The benefits of the mentorship and role model workshop that
Strengthening Education Systems in East Africa for Regional Development (SESEA RD) conducts with
boys’ and girls’ students during Career Days and the Entrepreneurship skill-building model schools
implement can be seen in the results of UCE and UACE examinations. These results show a slight
improvement in girls' performance in UCE and a marginal shift from a significant male advantage to a
marginal female advantage in UACE results for SESEA RD intervention model schools. In referencing
the table, the results signpost the positive involvement of male counterparts in the female students'
academic life, subsequently restraining the rampant university admission of male students that
pervasively plagued education recovery post-war periods [53].
CONCLUSION
Community-led development initiatives significantly impact education quality and academic performance
in Uganda. By involving local communities in the planning, implementation, and monitoring of
educational projects, these initiatives contribute to improved infrastructure, teacher support, and
curriculum resources. The study finds that these collaborative efforts lead to enhanced academic
outcomes, increased student engagement, and higher retention rates. Examples of successful community-
led programs underscore the importance of local ownership and participation in educational development.
This approach holds promise for broader implementation across Uganda, offering a sustainable pathway
to improving education quality in resource-constrained settings. To ensure continued success, policy
support, adequate funding, and ongoing community engagement are essential.
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CITE AS: Ugwu Jovita Nnenna, Asuma Mariita Nchaga and Ugwuanyi Ifeoma Perpetua
(2024). The Impact of Community-Led Development Initiatives on Education Quality and
Academic Performance in Uganda. RESEARCH INVENTION JOURNAL OF RESEARCH IN
EDUCATION 3(2):10-18.

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