Monitoring practices and quality of education to refugees in Uganda : a case of Pagirinya refugee settlement.

Abstract

The study examined monitoring practices and quality of education to refugees in Uganda; a case of Pagirinya Refugee Settlement. The study based on three objectives which are; to assess the relationship between result-oriented monitoring and quality of education to refugees in Pagirinya refugees settlement, to assess the influence of constructive monitoring on quality of education to refugees in Pagirinya refugees settlement and to assess the relationship between reflective monitoring on quality of education to refugees in Pagirinya refugee settlement. The study used descriptive and correlation research designs to guide the study. This also enabled the researcher to collect as many options as possible from the respondents. A sample size of 244was used. Data was collected using self administer questionnaires, interviews and review of related literature. Findings indicate that 57(78.1%) were in agreement that results oriented monitoring focuses on achieving defined and measurable results. However, 16(21.9%) of the respondents disagreed. Field results revealed that 52(57.5%) were in agreement that access indicators measure participation in education through enrolment and transition rates. Findings revealed that 48(63%) agreed with the statement. However, 27(37%) of the respondents were in disagreement with the statement that equity indicators measure experience of different groups by presenting disaggregated data. Findings show, 5(6.8%) strongly disagreed, 21(28.7%) of the respondents disagreed, 12(16.4%) were not sure with the statement. From the results, 35(39.7%) of the respondents agreed with the statement that constructive alignment system puts prime importance to quality learning of refugees. Results show that, 9(12.3%) disagreed, 12(16.4%) were not sure of the subject matter, 31(42.4%) of the respondents agreed, and 21(28.8%) of the respondents strongly agreed. This shows that 51(71.2%) xiv of the respondents agreed that constructivist methods focus on monitoring progress of collective learning. Findings indicates that 33(86.7%) were in agreement that reflexive methods focus on collective learning process and results in terms of learning. However, 3(8.3%) were neutral on the statement This study recommends that monitoring practices should include early warning systems (EWS) aimed at identifying and responding to early signs of the likelihood of early school leaving or underachievement. These methods and tools can be part of a regular school monitoring practices, but also help to illustrate the need for cooperation with other institutions like social welfare and health services.