Recent research shows that attainment gains are higher in PEAS schools than in government and privates secondary schools under the Universal Secondary School (USE) Programme in Uganda. Promoting Equality in African Schools (PEAS) is an operator of low cost-private schools in Uganda.
The study conducted by EPRC to assess the performance of PEAS schools in comparison with government and other private schools operating under USE, revealed that although PEAS students start off further behind, within 1-2 years, they have equal or better Maths and English test scores as their peers in government and other private schools under the Universal Secondary Education Programme.
Dr. Francis Mwesigye, a researcher at the Economic Policy Research Centre (EPRC) and team leader of the study, alluded to integration of “Parents Teachers Associations”- (PTA’s), community involvement in monitoring of teachers and pupils attendance and strong child practises as some of the key drivers of high student attainment in PEAS schools.
The results presented during the learning summit in Kampala by PEAS in partnership with Ark and EPRC, further demonstrated that PEAS schools are reaching some of the most marginalised students in Uganda and are helping them progress in their learning at a faster rate than could be predicted. According to the study report, 60 percent of the students enrolled in PEAS schools were found to be from the poorest families, compared with 39 percent in government schools and 18 percent in other private schools.
PEAS schools also admitted an average of 50% female students compared to 44% in government schools. Dr. Rachel Linn, Monitoring and Evaluation Manager- PEAS-Uganda, explained that to avert student absenteeism, especially by the girls, they avail appropriate sanitary facilities in addition to girls’ sanitary pads to enable female students attend school even during menstruation. Additionally Christine Apiot Okudi, the Education Quality Manager, PEAS Uganda, stressed the importance of employment of senior women teachers in schools who listen to and act as confidants for female students.
In totality, the preliminary findings from the first year of the ongoing three year evaluation process which began in 2015 and ends in 2017, show promising signs that public-private partnerships in education can achieve their aims of providing equitable access to quality education.