Government support for library development In Universal Primary Education (UPE) schools: a case study of Sembabule District, Uganda

Abstract

This study examined government support for library development in Universal Primary Education (UPE) schools in Sembabule District, Uganda, focusing on Mateete Muslim Primary School and Masambya Muslim Primary School. Specifically, it examined the forms of government support provided, explored teachers’ and learners’ perceptions of libraries’ contributions to teaching and learning, identified challenges in accessing and utilizing support, and proposed strategies for strengthening sustainable library services. A mixed-methods case study design was adopted. Data were collected through structured questionnaires, semi-structured interviews, focus group discussions, observation, and document review. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed that government support was limited and inconsistent, consisting mainly of curriculum-based textbooks, with no dedicated library funding, deployment of trained librarians, or provision of ICT resources in either school. Among the 88 respondents represented in the adequacy assessment, 66% rated government support as inadequate or not adequate at all. Nevertheless, teachers and learners expressed positive perceptions of school libraries: 80% agreed that libraries promoted a reading culture, while another 80% agreed that they supported lesson preparation. These perceived benefits were constrained by insufficient and limited varieties of reading materials, inadequate reading spaces, lack of trained personnel, irregular resource provision, and weak monitoring and supervision. The study concludes that textbook provision alone was insufficient to establish and sustain functional library services in the two schools. It recommends that the Ministry of Education and Sports establish a dedicated library budget within UPE funding arrangements, support the recruitment and training of library personnel, improve library infrastructure, and expand access to diverse print and digital resources. Integrating library indicators into school inspections and strengthening partnerships with communities, non-governmental organizations, and private stakeholders could further support sustainable library development. Keywords: Government support, Library development, UPE schools, Literacy, Teacher and learner perceptions, Sembabule District, Uganda