| Popis: |
Although school governing bodies are responsible for raising funds, their ability of fundraising is limited by the set laws or rules in the country, irrespective of the origin of the funds or assets in question. These laws have a big impact on the funding structure and management by private schools. In 2020, schools were closed for more than 7 months because of COVID-19 pandemics. This left many school proprietors bankrupt and it became difficult for them to solicit for the funds to run their schools. Using a qualitative research approach, the purpose of this research was to find out the effects of COVID-19 lockdown of education institutions on the financial management of private schools in Uganda. The study was guided by the following objectives: To determine how the school budget was affected by COVID-19, to examine the plans put into place to balance the budget, and to identify parents’ reactions on the request to continue paying school fees during the lockdown. The findings showed that COVID-19 brought an impact on school budget like reduced income due to re-opening in phases, high operating costs (COVID response equipment, utility costs, office supplies, among others), failure to pay school fees, as well as high bank interest rates on loans taken prior to the COVID-19 era. The study further revealed the different plans the school put into place to balance the budget like to prioritize spending, from support activities (alumni associations, school dinners), support from Board of governors, school extra activities (poultry and agriculture farms). Lastly, the findings revealed the different reactions by parents when told to continue paying school fees during and after the lockdown; whereas some easily accepted to pay because it was their obligation, majority had mixed feelings and almost refused since at the time of school closure, they had just paid. The following recommendations were made; the school administrators should encourage parents to pay school fees, the government should help schools financially, and the school governing bodies should support the schools they lead. |
