Performance of Public-Private Partnerships in delivering Education services: The Case of Universal Secondary Education Policy Implementation in Uganda

Barungi, Mildred; Wokadala, James; Ibrahim, Kamarulzaman

doi:10.14738/assrj.27.1327

Cited by 3 publications

(4 citation statements)

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“…In Uganda, the phenomenon of PPPs is not novel. For instance, the government has engaged in partnerships with private schools to provide secondary education through programmes like Universal Secondary Education (Barungi & Kasirye, 2015;Brans, 2011;Twinomuhwezi & Herman, 2020), as well as government-aided schools. There is also evidence of PPPs involving the government and private universities, particularly in the context of scholarships and loan schemes, albeit primarily being limited to a few chartered universities (Ministry of Education and Sports [MoES], 2012;2013).…”

Section: The Problem Purpose and Objectives Of The Studymentioning

confidence: 99%

Prospects of Mobilising Resources through Private-Public Partnerships (PPPs) in Private Universities in Uganda

Komba Rwakijuma,

Lunyolo

2023

UHERJ

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Higher education is important in fostering knowledge production and innovation, and in attracting global government investment. However, in developing nations like Uganda, the surging demand for higher education strains government funding for universities, with private universities being more affected. Thus, private-public partnerships (PPPs) have emerged as a remedy to ease financial burdens. Nonetheless, it is uncertain whether private universities in Uganda have embraced PPPs. Our purpose was to explore the prospects of mobilising financial resources through PPPs by private universities in Uganda. We specifically aimed at exploring the possibilities for mobilising resources through PPPs and the conditions necessary for effectively mobilising resources through PPPs by private universities. Using a qualitative research approach with a descriptive design, we conducted interviews with PPP experts from both private and public universities. We analysed data by coding, categorising and thematising. Our findings revealed various PPP possibilities, including securing facilities, utilising staff services from public institutions, securing government grants and strengthening the existing chartered private universities. We found, too, that conditions for effective PPPs were unfavourable in terms of the legal framework, government support to private universities, willingness to partner, transparency, accountability, partnering skills and the economic environment. We concluded that private universities in Uganda have shown minimal engagement in PPPs, as conditions necessary for them to mobilise resources through PPPs were unfavourable. We recommend that private universities in Uganda should actively embrace PPPs with strong government support to address resource gaps and leverage additional resources to strengthen their position in advancing knowledge and innovation, thus enhancing their contribution to national development.

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Section: The Problem Purpose and Objectives Of The Studymentioning

confidence: 99%

Prospects of Mobilising Resources through Private-Public Partnerships (PPPs) in Private Universities in Uganda

Komba Rwakijuma,

Lunyolo

2023

UHERJ

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“…Guidelines require for PPP schools the funds be spent on covering tuition per eligible pupil, teacher salaries and other inputs (Barungi et al, 2015;Omoeva and Gale, 2016). In USE government schools, parents are still expected to provide their children with scholastic materials.…”

Section: Costmentioning

confidence: 99%

The Efficiency of Secondary Education in Sub-Saharan Africa: EESSA Project The Case of Uganda

Mindano¹,

Sentengo²,

Lewin³

et al. 2018

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xi 10. Accessing data for the analysis of school efficiency and effectiveness demonstrated the need for systematic data on secondary education in Uganda that is comprehensive to improve decision-making on investment to provide equitable quality secondary education. This also has implications for how schools can improve. The lack of school efficiency data readily accessible to school governing boards means it will be difficult for them to make informed decisions that can improve their efficiency and effectiveness. At the national level, improved database on secondary schools will be useful in monitoring performance and promoting policies that deliver quality secondary education for all.

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“…! 'Wokadala,'J.,'&'Kasirye,'I.'(2015). 'Performance'of'PublicBPrivate'Partnerships'in'delivering'Education'Services:'the'Case'of'Universal' Secondary'Education'Policy'Implementation'in'Uganda.…”

Section: Introduction) Background)mentioning

confidence: 99%

“…'Performance'of'PublicBPrivate'Partnerships'in'delivering'Education'Services:'the'Case'of'Universal' Secondary'Education'Policy'Implementation'in'Uganda. )Advances)in)Social)Sciences)Research)Journal,)2 (7) 'Wokadala,'J.,'&'Kasirye,'I.'(2015). 'Performance'of'PublicBPrivate'Partnerships'in'delivering'Education'Services:'the'Case'of'Universal' Secondary'Education'Policy'Implementation'in'Uganda.…”

Section: Introduction) Background)mentioning

confidence: 99%