Effect of universal primary education on pupils’ academic performance

Abstract

The study investigates the Effect of Universal Primary Education on pupils’ academic performance. Uganda started implementing the Universal Primary Education (UPE) program in January 1997. The initiative aimed at providing free primary education to all school-age children, increase access to education and improve literacy rates across the country. To examine this relationship, the study used time series data for 33 years from 1990 to 2022. The pupil-teacher ratio (PTR) was found to be stationary, according to the unit root test. However, the variables of pupils’ academic performance (SAP), trained teachers (TT), public spending on primary education (PEP), and gross school enrollment (GSE) became stationary after differencing. The order of integration was determined using the Phillip-Perron and Augmented Dickey-Fuller root tests, which revealed a combination of I (1) and I (0) integration. Using Autoregressive Distributed Lag (ARDL), the results show that gross school enrollment, public spending on primary education, and the presence of trained teachers positively correlate with pupils’ academic performance. In the policy perspective, the government should invest in building and maintaining school facilities, including classrooms, libraries and sanitation facilities, to accommodate the growing number of pupils and provide a conducive learning environment. Second, the government should continue to allocate substantial and increased funds to primary education to maintain and enhance the quality of education. Third, the government can develop strategies to attract qualified individuals into the teaching profession and retain experienced teachers. This can include offering competitive salaries, benefits, and opportunities for career advancement. Subject keywords; Academic performance, Pupils, Universal primary education