Parents’ and teachers’ view regarding learning barriers in Kenya and Uganda

• In Event: Moving beyond access to quality education: The case of urban informal settlements and rural East Africa

Abstract

Learning is a multifaceted process involving different players such as school leaders, teachers, parents, pupils and the policy stakeholders. Kenya and Uganda have successful policies on access to school enacted in 2003 and 1997 respectively. This paper is motivated by the realization that teachers hold a very significant key to unlocking the potential of children in the East African classrooms. Moreover, parents as caregivers should provide adequate support and care for children in the households as a prerequisite for learning. The objective of the paper is to document parents’ and teachers’ views regarding learning barriers in Kenya and Uganda. Data comes from the Education Research Program at the African Population and Health Research Center (APHRC), collected in the months of January to March 2012 and July August 2014 for Kenya and Uganda respectively.

Results are derived from Focus Group Discussions (FGDs) with parents and teachers. Results show a convergence of parental and teachers’ views in regard to barriers that affect learning. These include; cost of schooling; quality of teaching; distance to schools; and non-involvement of parents in the teaching and learning of their children. However, one major learning barrier unique to Uganda was child labour which discourages school attendance among children. In conclusion, barriers to learning are similar between urban and the rural contexts of Kenya and Uganda. The Ministries of Education need to liaise with the respective education stakeholders to eradicate these barriers affecting learning for success of the Universal Education Policies in both countries.

Authors

• Benta A Abuya, African Population and Health Research Center

• Milka Perez Nyariro, African Population and Health Research Center