The Management of Government Grant-Aided Primary Schools in Goma Sub-County, Mukono District, Uganda: Implications on School Performance and Stability

The study explored the management of the government grant-aided primary schools in Goma sub-county, Mukono District. It specifically focused on the administration of schools, management of voluntary contributions, and the relationship between the school administration and the stakeholders. The exploratory research design was adopted to select ten headteachers, ten members of the foundation bodies, ten School Management Committee (SMC) members, and two officials from the District Education office. Data was collected through face to face interviews, document review and observations. The findings reveal that: (i) the SMCs lack the necessary competences and commitment to play effectively their administrative roles; (ii) the teacher support supervision by both the district education inspectors and headteachers is insufficient; (iii) the voluntary contributions towards midday meals and other administrative costs are inadequate; (iv) parents in rural schools are not as supportive as expected; and (v) there is evidence of interference by foundation bodies in the administration of schools. Therefore, the study recommends that: (i) government should revise the Education Act of 2008 to include the minimum qualification of an Advance Level certificate for SMC members to ensure competence to perform effectively their administrative and supervisory roles; (ii) government should increase the capitation grant to cater for the mid-day meals and other administrative costs; (iii) the SMCs, the Parent Teacher Associations (PTAs) and the church should sensitize the communities on the importance of voluntary contributions; and (iv) the District Education authorities should organize training workshops for the headteachers and the members of the SMC on the roles of various stakeholders as stipulated in the Education Act of 2008 to minimize conflict.