Abstract: This study assessed the effect of Facilitation, and School Participation on Implementation of Co-Curricular Activities in Iganga District in Uganda. The researcher carried out intensive, descriptive and holistic analyses. Questionnaires were used to obtain findings from respondents. Data was analyzed Using Statistical Package for Social Science (SPSS). The Co-Curricular Activities practiced in primary schools were; conducting field excursions (55%), writing school magazines (58%) though not in all schools, writing competitions with 60% rating, and cerebration of public holidays plus holding parties/picnics (53%), membership to certain clubs (51%) in the distribution and forming drama clubs/teams in schools (58%); self-governance among pupils (53%), and availability of learners’ sports management teams (54%). Results from Linear Regression Analysis showed that Facilitation has a significant negative effect (B = -.178; p<0.05) on the implementation of CCAs or it poses a 17.8% effect on the implementation of CCAs in primary schools.The findings therefore show that both Facilitation (B= -.170; p= .000) and School Participation (B= -.139; p= .046) have negative effects on the implementation of Co-Curricular Activities in Primary Schools in Iganga district. In other words, the study found out that most of the activities meant to be ensured in the implementation of CCAs were not evident in schools, and where they were, stakeholders did not give it much priority.

ABSTRACT: The purpose of this study was to determine how teachers perceive the advancement of their education. The following aspects were considered: Value of education, challenges faced by teachers while advancing their education including and not limited to: Satisfaction with the current level of education, teachers having more education than other members of staff, lack of family support, teachers have other important projects to attend to, lack of administrative support, lack of support from staff members, those who have joined are no better, too old to be in a class, university education is too stressing. The study used descriptive statistics and comparative design; questionnaires were administered to one hundred and twenty teachers (120) who were present during the period of data collection (64 males and 56 females).The alpha level selected for the determination of statistical significance and hypothesis testing was 0.05.The findings of the study revealed that majority of the teachers fail to advance in their education due to personal, administrative and collegial perceptions.