Social structures and access to quality primary school education in northern Uganda, a case of olilim sub- county, otuke district.

Abstract

This study examined social structures and access to quality primary school education in Northern Uganda using Olilim Sub-County, Otuke District as a case study. Focusing on three objectives, (1) to assess the current social structures of primary school education; (2) to establish the status of access to quality primary education; and (3) to evaluate the relationship between social structures and access to quality primary education, the research adopted a mixed-methods, cross-sectional design. Data were collected using structured questionnaires (N = 357 valid responses; response rate = 85.6%), semi-structured interviews with key informants (headteachers, SMC/PTA leaders, DEO), focus group discussions, and documentary review (school records, PTA/SMC minutes, inspection reports). Descriptive analyses of scale items produced generally positive but modest scores on the principal constructs. A composite of ten social-structure indicators (traditional leadership, functional SMCs, active PTAs, religious support, local government monitoring, community elders, village education committees, NGO/CBO activity, cultural integration, school–community coordination) averaged M = 3.70 (item-level SDs clustered around 0.67). The composite of ten access-to-quality indicators (teacher availability, learning materials, classroom conditions, water access, sanitation, pupil–teacher ratios, equity, curriculum implementation, attendance, safety) averaged M = 3.37 (item-level SDs clustered around 0.75). Bivariate and multivariate results showed a moderate, statistically significant positive association between social structures and access. Pearson correlation yielded r = 0.314 (p = 0.001). A simple linear regression (Access = B0 + B1·SocialStructures) produced R = 0.314, R² = 0.098 (Adjusted R² = 0.095), F(1,355) = 38.56, p < 0.001. The unstandardised slope for social structures was B = 0.353 (SE = 0.057, t = 6.23, p < 0.001), indicating that a one-point improvement in the social structures index was associated with an approximate 0.35-point rise in the access index on the same 5-point scale. While statistically meaningful, social structures explained about 9.8% of variance in access, implying important roles for other supply- and demand-side factors. Qualitative and document-review evidence qualified the quantitative findings: PTAs and SMCs frequently mobilised labour and small funds (improving repairs, some book procurement), traditional and religious leaders influenced attendance and norms, and NGOs provided targeted support; however, weaknesses included uneven SMC/PTA activity, irregular meeting records, limited sanitation/WASH infrastructure, teacher shortages and occasional absenteeism, and constrained coverage of bursary or cash supports. These implementation gaps limit the potential of social structures to fully offset material and systemic deficits. The study recommends a sequenced, integrated approach: scale early-grade foundational programmes with system supports; expand pre-primary services to reduce age heterogeneity; institutionalise targeted demand-side supports for the poorest households and girls (bursaries, sanitary supplies); strengthen teacher recruitment, rural deployment incentives and CPD; formalise and capacitate SMCs/PTAs via training and minimum reporting standards; and establish a DEO-managed sub-county dashboard to monitor equity and target resources. Implementing these measures should increase equitable access, improve learning environments, and enhance the effectiveness of community governance in Northern Uganda.