Methodological Evaluation of Secondary School Systems Adoption Rates in Uganda Using Difference-in-Differences Analysis

Agricultural secondary schools in Uganda have been introduced to enhance agricultural education and training, aiming to improve productivity and livelihoods among rural communities. A DiD analysis was employed to assess how agricultural secondary school systems were adopted in Uganda between two time periods: pre-intervention and post-intervention. The study utilised data from 100 randomly selected schools, focusing on indicators like enrollment rates, infrastructure improvements, and programme implementation fidelity. The findings revealed a statistically significant adoption rate increase of 25% in the post-intervention period compared to the pre-intervention baseline (p < 0.001). External development programmes played a crucial role in accelerating school system adoptions, with schools receiving these programmes showing an average 30% higher adoption rate. Future interventions should prioritise targeted support and resources for secondary agricultural schools to ensure equitable access and effective implementation of educational systems. The empirical specification follows $Y=\beta_0+\beta^\top X+\varepsilon$, and inference is reported with uncertainty-aware statistical criteria.