Abstract: Introducing UPE worldwide led to a surge in enrolment rates in most countries, which often overwhelmed and exceeded the capacity of education systems. Severe constraints such as shortage of teachers and school materials led to overcrowding in Uganda, the student teacher ratio moved from 37.6million in 1996 to 59.4million in 1997.dropout rates also increased and survival rates sunk from 59% to 37%. Notable is that promoting a nation’s social and economic growth depends on universal primary education. This article investigated the universal basic education policy and the primary school completion rates of pupils in Isingiro District in South Western Uganda. A secondary data review and a qualitative research approach were the study’s compass. Document analysis was done, data from articles reports and research done by different scholars was collected to identify and examine relevant themes associated with the effect of UPE on completion rates in primary schools of Isingiro district. The main conclusion was that the introduction of UPE in primary schools of Isingiro district did not have observable positive change on the completion rates at the end of primary seven as compared to when UPE was not yet introduced to Ugandan education system.

Abstract: The study seeks to examine the effect of head teachers’ planning strategies on teacher effectiveness in UPE schools in Kaliro District. The researcher used a cross-sectional survey design with a concurrent mixed-methods strategy in which the researcher integrated qualitative and quantitative tactics in data collection, analysis, and inference approaches for the broad objective of understanding and corroboration. A sample of 228 respondents involving 16 head teachers, 16 headteachers, 16 leaders, and 196 teachers was selected using simple random, purposive, and stratified sampling techniques. A questionnaire and interview guide were used to obtain the findings. Data for biodata were presented in graphs, while findings for the main objective were presented in a summary table. The study reveals that head teachers in primary schools in Kaliro District have a standard level of achievement in planning strategies, including curriculum planning, assessment methods, and training. However, lack of funding, inadequate funding, and a lack of motivational planning processes in UPE schools hinder their effectiveness. The biggest challenge is teachers’ failure to plan and lesson plan time, as most plan during school days. The findings suggest that many headteachers have not met the expectations of the School Management Committee (SMC) in terms of planning and implementation strategies, leading to ineffective performance. A majority of respondents acknowledge head teachers’ active role in ensuring teaching quality and effectiveness, but a significant minority disagrees, suggesting variations in supervision levels. It was concluded that many headteachers of UPE schools in Kaliro District have not played their roles as planners in terms of laying strategies to improve teachers’ effectiveness in performance. This was exhibited in the lack of strategies like teachers’ motivation, accommodation, positive feedback, and an appraisal system in place.