ESSAPR-FY-2015-16.Pdf

THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

THE EDUCATION AND SPORTS SECTOR ANNUAL PERFORMANCE REPORT

Financial Year 2015/2016

Produced By: M&E Section, Education Planning and Policy Analysis Department, Ministry of Education & Sports, Floor 6, Embassy House, Kampala. The Republic of Uganda Top Leadership of the Ministry of Education & Sports

Hon. Janet Kataaha Museveni Minister of Education and Sports

Hon. Nansubuga Rosemary Hon. Dr. John Chrysostom Hon. Bakabulindi Charles (MP) Seninde (MP) Muyingo (MP) Minister of State for Sports Minister of State for Minister of State for Primary Education Higher Education

Dr. Rose Nassali Lukwago Permanent Secretary Vision, Mission Statement and Strategic objectives

Vision: "Quality Education and Sports for All"

Broad Priority Objectives:  To make significant and permanent gains in achieving equitable access to education at all leaves;  To improve considerably the quality of education, particularly at primary level;  To enhance the management of education and sports service delivery at all levels particularly at district level;  To develop the capacity of districts by helping Education Managers acquire and improve on their knowledge, skills and attitudes to be able to plan, monitor, account and perform managerial functions.

Mission Statement: "To provide for, support, guide, coordinate, regulate and promote quality education and sports to all persons in Uganda for national integration, individual and national development". Strategic Objectives:

 To ensure universal and equitable access to quality basic education for all children through: i. Early Childhood Care and Development for children up to 8 years; ii. Universal Primary Education for children from 6 years to 12 years; iii. Education for the disadvantaged groups from 6 years to 18 years; and, iv. Implementing Universal Post Primary Education and Training.

 To improve the Quality of Education; and  To ensure equal access by Gender, District and Special Needs at all levels of Education.

i Summary Performance Indicators

Level Indicators FY 2014/15 FY 2015/16

Pre-primary No. of schools 4,956 5,763 Total Enrolment 433,258 477,123 GPI 1.02 1.02 Primary Total Enrolment 8,772,655 8,264,317 GER 117% 109% NER 97% 93.7% GIR 148% 152% NIR 59% 65% GPI 1.00 1.00 Survival rate to grade 5 60.6% 59.9% Survival rate to grade 7 33.1% 30.1% P.7 Completion rate 72% 61.6% Literacy rate at P3 64.2% 60.2% Literacy rate at P6 38.3% 51.9% Numeracy rate at P3 72.7% 71.7% Numeracy rate at P6 39.4% 52.6% PLE Pass Rate 88.3% 86% PLE performance Index 57% 53.6% Secondary Enrolment 1,391,250 1,284,008 USE Students 817,366 912,394 GER 30% 24.5% NER 26% 21.8% GPI 0.88 0.90 Completion rate Senior 4 35.8% 36.2% Pass Rate at O’Level 93.4% 91% Performance Index at O’Level 42.2% 43% Performance Index at A ‘level 59% 56% BTVET BTVET Enrolment 111,479 129,599 GPI 0.75 0.84

ii Table of Contents

Vision, Mission Statement andStrategic objectives ...... ii Summary Performance Indicators ...... iii Table of Contents ...... iii List of Figures ...... v List of Tables ...... vi List of Acronyms ...... viii Glossary of Terms ...... xiv Executive Summary ...... xvi 1.0 Background ...... 1 1.1 Purpose ...... 1 1.2 Rationale for the ESSAPR ...... 2 1.3 ESSAPR Preparation Process ...... 2 2.0 Legal, Policy, planning and Institutional Framework ...... 3 2.1 Legal and Regulatory Framework ...... 3 2.2 Policy Framework ...... 3 2.3 Planning Framework ...... 3 2.4 Institutional Framework and Arrangements for Service Delivery ...... 3 2.4.1 Ministry of Education and Sports Headquarters ...... 4 2.4.2 Local Government and Authorities ...... 4 2.4.3 School/institution ...... 4 2.5 Implementation of Policy Recommendations of the 22nd ESSR ...... 4 2.6 Legal, Policy and Institutional Developments during FY 2015/16 ...... 15 2.6.1 Legal Development during the period under review ...... 15 2.6.2 Policy Development during the Period under Review ...... 16 2.6.3 Institutional Developments ...... 17 3.0 Education and Sports Budget Performance ...... 18 3.1 Overview of Financial Budget Performance for FY 2015/16 ...... 18 3.2 Analysis of the Financial Budget Performance Outturn for FY 2015/16 ...... 20 4.0 The Education and Sports Sector Performance ...... 82 4.1 Access and Equity in the Education Sector ...... 82 4.1.1 Pre-Primary ...... 82 4.1.2 Primary Education ...... 84 4.1.3 Secondary Education ...... 91 4.1.4 Business Technical and Vocation Education and Training (BTVET) ...... 96 4.1.5 University Education ...... 99 4.2 Quality of Education ...... 105 4.2.1 Pre-Primary Education ...... 105 4.2.2 Primary Education ...... 109 iii 4.2.3 Secondary Education ...... 119 4.2.4 Business Technical Vocation Education and Training (BTVET) ...... 124 4.2.5 University Education ...... 129 4.3 Efficiency and effectiveness ...... 131 4.3.1 Pre- Primary Education ...... 131 4.3.2 Primary Education ...... 132 4.3.3 Secondary Education ...... 136 4.3.4 Business Technical Vocational Education and Training (BTVET) ...... 142 4.3.5 University Education ...... 148 5.0 Teacher Training, Recruitment and Deployment ...... 152 5.1 Education Service Commission (ESC) ...... 156 6.0 Sports Development ...... 160 6.1 Physical Education and Sports...... 161 6.2 Community Sports ...... 163 7.0 Cross-Cutting Issues ...... 166 7.1 Guidance and Counselling ...... 166 7.2 Special Needs Education (SNE) ...... 168 7.3 Communication and Information Management ...... 171 7.4 Gender in Education ...... 173 7.5 HIV and AIDS in Education ...... 175 7.6 National Curriculum Development Centre (NCDC) ...... 178 7.7 School Inspection ...... 180 8.0 International Commitments ...... 183 8.1 Sustainable Development Goal 4 targets and indicators ...... 184 ANNEXES ...... 185

iv List of Figures

Figure 3.1: Education Expenditure Categories as a percentage of the National llocation .. 18 Figure 3.2: Allocations by subsector as a share of the total Sector budget ...... 19 Figure 4.1: Enrolment trends in Pre-primary schools (FY 2014/15-FY 2015/16) ...... 83 Figure 4.2: Gross Enrolment Ratio in Primary Schools ...... 89 Figure 4.3: Net Enrolment Ratio in Primary Schools ...... 90 Figure 4.4: Net Intake Rate in Primary Schools ...... 90 Figure. 4.5: Enrolment in secondary schools by sex (FY 2015/2016) ...... 93 Figure 4.6: GER and NER in Secondary schools (FY 2015/2016) ...... 94 Figure 4.7: Students Registered by institution in FY 2015/16 ...... 100 Figure 4.8: Pupil Teacher Ratio at Pre-Primary ...... 107 Figure 4.9: Pupil Classroom Ratio at Pre-Primary ...... 107 Figure 4.11: Pupil Classroom Ratio in primary schools (FY 2014/15- FY 2015/16) ...... 116 Figure 4.12: Literacy and Numeracy indicators for P.3 ...... 117 Figure 4.13: Literacy and Numeracy indicators for P.6 ...... 117 Figure 4.14: Primary Leaving Examinations Pass Rate for FY’s 2013/14 -2015/16 ...... 118 Figure 4.15: Student Classroom Ratios ...... 122 Figure 4.16: Student Teacher Ratios ...... 122 Figure 4.17: Performance Index for UCE and UACE for FY 2014/15 and FY 2015/16 .... 124 Figure 4.18: Performance of students in May/June examinations of 2015 ...... 127 Figure: 4.19: Performance of students in Oct/Nov examinations of 2015 ...... 128 Figure 4.20: Trends in P.7 Completion Rates (FY 2013/14-2015/16) ...... 135 Figure 4.23: Trends in Senior Four Completion Rate (2015-2016) ...... 140 Figure 4.25: Showing assessment of students under UAHEB ...... 146 Figure 4.26: showing assessment of students under UNMEB ...... 147 Figure 4.27: Showing candidates presented for examinations for FY 2014/15 and FY 2015/16………………………………………………………………………………………….147

v List of Tables

Table 2.2: Amendment and Drafting of Bills/Act ...... 15 Table 2.3: The review and drafting of policies ...... 16 Table 2.4: Recruitment of staff in FY 2015/16 ...... 17 Table 3.1: Education Expenditure Categories as a percentage of the National Allocation…………………………………………………………………………………………………18 Table 3.2: Allocations by subsector as a share of the total Sector budget ...... 19 Table 3.3: Budget Performance by Vote (excluding external financing) ...... 20 Table 3.4: Performance of Recurrent budget (Wage) for Vote 013 (MoES) ...... 21 Table 3.5: Performance of the Recurrent budget (Non-Wage) for Vote 013 (MoES) ...... 22 Table 3.6: Domestic Development Budget performance for Vote 013 (MoES) excluding Taxes…………………………………………………………………………………………………23 Table 3.7: Performance of the Domestic Taxes Budget for Vote 013 (MoES) ...... 24 Table 3.8: Key Physical Outputs Arising from the Approved Budget FY 2015/16 ...... 25 Table 4.1: Rehabilitated Primary School under KPEP (2015/16) ...... 85 Table 4.2: List of Schools earmarked for rehabilitation under Emergency Constrution………………………………………………………………………………………….86 Table 4.3: Status of civil works under Emergency Construction FY 2015/16 ...... 87 Table 4.4: Primary schools benefitting under Presidential Pledges ...... 88 Table 4.5: Enrolment in primary schools by sub region and gender (FY 2014/15 – 2015/16) . 88 Table 4.6: List of new secondary schools rolled over from FY 2014/15 ...... 92 Table. 4.7: List of completed schools under GoU funding ...... 93 Table 4.8: Secondary Enrolment by Sub-Region (FY 2014/15 – FY 2015/16) ...... 94 Table 4.9: Enrolment in USE/UPOLET Schools FY 2015/16 ...... 95 Table 4.10: Capitation Grants for BTVET institutions in FY 2015/16 ...... 97 Table 4.12: Showing Student’s Loan Scheme Beneficiaries by Discipline FY 2015/16 ...... 101 Table 4.13: Enrolment in Universities and other tertiary institutions ...... 104 Table 4.15: Schools under KPEP supplied with furniture in FY 2015/16 ...... 110 Table 4.16: Implementation of Early Grade Reading and HIV/AIDS activities in FY2015/16 .. 111 Table 4:17: Implementation of Early Grade Reading, Positive and Supportive School Activities……………………………………………………………………………………………114 Table.4.18: Pupil Teacher Ratio in Primary schools FY 2014/2015- FY 2015/16 ...... 115 Table 4.19: Status of rolled over civil works from APL1 ...... 119 Table 4.20: Teachers recruited per subject ...... 121 Table 4.21: Pass Rates in UCE and UACE for FY 2014/15 and FY 2015/16 ...... 123 Table 4.22: Number of students assessed under UVQF Levels I, II and III ...... 127 Table 4.23: Status of construction of facilities under SFG/PRDP FY 2015/16 ...... 134 Table 4.24: Survival rates to Upper Grades of Primary by Gender ...... 134 Table 4.25: List of schools with renewed tenure of Boards of Governors FY 2015/16 ...... 137 Table 4.26: Cohort Analysis for USE Students FY 2011/12 – FY 2015/16 ...... 140 Table 4.27: Summary of the achievements of the Reform Task Force ...... 145 Table 4.28: Number of graduates from the five (5) public Universities ...... 150

vi vii List of Acronyms

AAG AIDS Awareness Group ABEK Alternative Basic Education for Karamoja ADB Africa Development Bank AEAA Association of Education Assessment in Africa AfDB African Development Bank AICAD Africa Institute for Capacity Development APL Adaptable Program Loan Project ARMS Academic Records Management System ARVS Anti-Retro-Viral Supplements ASC Annual School census ATL Active Teaching and Learning ATPs Assessment and Training Packages BADEA Arab Economic Development Bank in Africa BFP Budget Framework Paper BIC Business Incubation Centres Bn Billion BoGs Board of Governors BRMS Basic Requirements and Minimum Standards BTC Belgium Technical Cooperation BTVET Business, Technical, Vocational Education and Training C/EPPA Commissioner Planning and Policy Analysis CAO Chief Administration Officer CBA Competence Based Assessment CBET Competency-Based Education and Training CCC Certificate in Community Child Care CCT Coordinating Centre Tutor CESS Comprehensive Education and Sports Sector Data Collection Exercise CMU Construction Management Unit CP Community Polytechnic CPDs Continuous Professional Development CPIC Community Polytechnic Instructors' College CPTs Customized Performance Targets CRE Christian Religious Education CRMS Crime Records Management System CRTT Centre of Research in Transportation Technologies CSO Civil Society Organization C-TEP Certificate in Teacher Education Proficiency course CTs Coordinating Tutors CURASSE Curriculum Assessment and Examination Reform Programme CUUL Consortium of Uganda University Libraries CVTI Certificate in Vocational Education Training Instruction DAC District Aids Committee DACUM Developing a Curriculum DAT District Aids Task Force DEO District Education Officer DES Directorate of Education Standards viii DIMP Decentralized Instructional Materials Procurement DIS District Inspector of Schools DIT Directorate of Industrial Training DLG District Local Government DTIM Diploma in Training Instruction Management DVTI Diploma in Vocational Education Training Instruction EAC East African Community ECD Early Childhood Development ECDCs Early Childhood Development Centres EDP Education Development Partners EFA Education for All EMIS Education Management Information System EPPAD Education Planning Policy and Analysis Department ESBWG Education Sector Budget Working Group ESC Education Service Commission ESCC Education Sector Consultative Committee ESS Education and Sports Sector ESSAPR Education and Sports Sector Annual Performance Report ESSP Education Sector Strategic Plan ESSR Education and Sports Sector Review ESWAPI Education Sector Workplace AIDS Policy Implementation F&A Finance and Administration FAL Functional Adult Literacy FEASSA Federation of East African Secondary Schools Association FUBA Federation of Uganda Basketball Association FUFA Federation of Uganda Football Association FY Financial Year G&C Guidance and Counselling GAPR Government Annual Performance Report GDP Gross Domestic Product GEM Girls’ Education Movement GER Gross Enrolment Ratio GIR Gross Intake Rate GoU Government of Uganda GPE Global Partnership in Education GV Grade V GWP Government White Paper H.E His Excellency HESFB High Education Student’s Financing Board HEST Higher Education Science and Technology HIV/AIDS Human Immune Virus/ Acquired Immune Deficiency Syndrome HTC Health Training College IAAF International Athletics World Cross Championships IAEA International Association of Education Assessors ICT Information Communication Technology IDB Islamic Development Bank IDPC Internally Displaced Persons’ Camp

ix IEACL Inter University Council for East Africa IFMS Integrated Financial Management Systems IMU Instructional Material Unit INSET In –service Teacher Training IT Information Technology JAB Joint Admission Board JAF Joint Assessment Framework JICA Japanese International Cooperation Agency JPP Joint Position Paper KCCA Kampala Capital City Authority KOICA Korea International Cooperation Agency KPEP Karamoja Primary Education Project KPI Key performance Indicators KYU Kyambogo University LARA Literacy Achievement and Retention Activities LDCs Least Developed Countries LGs Local Governments M&E Monitoring & Evaluation M/C Municipal Council MDAs Ministries Departments and Agencies MDGs Millennium Development Goals MEOs Municipal Education Officers MLA Monitoring Learning Achievements MoES Ministry of Education & Sports MoFPED Ministry of Finance Planning and Economic Development MoH Ministry of Health MoLG Ministry of Local Government MP Member of Parliament MTBF Medium Term Budget Framework MTEF Medium Term Budget Framework MTN Mobile Telecom Network MUBS Makerere University Business School MUK Makerere University Kampala MUST Mbarara University of Science and Technology NAPE National Assessment of Progress in Education NCDC National Curriculum Development Centre NCHE National Council of Higher Education NCS National Council of Sports NDP National Development Plan NEMA National Environment Management Authority NER National Enrolment Ratio NFE Non Formal Education NGO Non- Government Organization NHATC National High Attitude Training Centre NIR Net Intake Rate NPES National Physical Education and Sports NSGE National Strategy for Girls Education

x NSSF National Social Security Fund NTC National Teachers’ College NUDIPU National Union for Dis OBT Output Budgeting Tools OPEC Organization of Petroleum Exporting Countries OPM Office of the Prime Minister OVC Orphans and Vulnerable Children P/S Primary School PAF Poverty Alleviation Fund PAS Physical Activity & Sports PCR Pupil Classroom Ratio PCU Project Coordination Unit PE Physical Education PES Physical Education and Sports PG Post Graduate PhD Doctorate in Philosophy PIASCY Presidential Initiative on AIDS Strategy for Communication to the Youth PIASCY Presidential Initiative on AIDS Strategy to Youth PLE Primary Leaving Education PPE Pre-Primary and Primary Education PPET Post Primary Education and Training PPP Public Private Partnership PRDP Peace Recovery and Development Plan PS/ES Permanent Secretary Education and Sports PSA Practical Skills Assessment PSFU Private Sector Foundation Uganda PTA Parent Teacher’s Association PTC Primary Teachers’ College PTE Primary Teacher Education PTR Pupil Teacher Ratio PUJAB Private University Joint Admission Board QEI Quality Enhancement Initiative RHU Reproductive Health Uganda RTF Reform Task Force RTRR Reporting , Tracking , Referral and Response Guidelines on Violence against Children in Schools S.S.S Senior Secondary School SACCO Savings and Credit Cooperative Organization SARB SESEMAT Regional Based Activities SCA Secretary for Children Affairs SCR Student Classroom Ratio SCSA Supreme Council for Sports in Africa SDA Seventh Day Adventists SDGs Sustainable Development Goals SESEMAT Science and Mathematics Teachers SFG School Facilities Grant

xi SHRP School Health and Reading Program SHRP School Health and Reading Program Shs. Uganda Shilling SIDs Small Island Developing States SMC(s) School Management Committees SME Small Scale Enterprises SMP WG Sector Policy and Management Working Group SNE Special Needs Education SPEAR Support Public Sector Workplace to Expand Action & Response against HIV/AIDS SRGBV School Related Gender-based Violence STDMS Secondary Teacher Development Management System STF Straight Talk Foundation SWAp Sector Wide Approach TAAG Teacher’s Anti-AIDS Action Group TIET Teacher Instructor Education and Training TMD Training Modules Development TMM Top Management Meeting ToT Teachers of Trainers Tr Teacher TS Technical School TVET Technical and Vocation Education and Training UACE Uganda Advanced Certificate of Education UAF Uganda Athletics Federation UAHEB Uganda Allied Health Examinations Board UBTEB Uganda Business and Technical Examination Board UCC Uganda Communications Commission UCCEF Uganda Community Coach Education Framework UCE Uganda Certificate of Examination UGAPRIVI Uganda Association of Private Vocational Institutions UGX Uganda Shilling UJTC Uganda Joint Technical Cooperation UMA Uganda Manufacturers Association UMI Uganda Management Institute UN United Nations UNAIDS United Nations Agencies on HIV/AIDS UNAIDS The Joint United Nations Programme on HIV/AIDS UNATCOM Uganda National Commission for UNESCO UNATU Uganda National Teachers Union UNEB Uganda National Examination Board UNESCO United Nations Education Scientific and Culture Organization UNESCO United Nations Educational, Scientific and Cultural Organization UNFPA United Nations Population Fund UNFPA United Nations Population Fund UNGEI United Nations Girls’ Education Initiative UNICEF United Nations Children's Fund

xii UN-JPGE United Nations Joint Programme on Gender Equality UNMC Uganda Nurses and Midwives Council UNMEB Uganda Nurses and Midwifes Examination Board UOTIA Universities and Other Tertiary Institutions Act UPIK Uganda Petroleum Institute Kigumba UPOLET Universal Post-O'Level Education and Training Programme UPPET Uganda Post Primary Education and Training USAID United States Agency for International Development USAID United States Agency for International Development USE Universal Secondary Education USSIA Uganda Small Scale Association USSPE Uganda Society for Sports Science & Physical Education UTC Uganda Technical College UTSEP Uganda Teacher and School Effectiveness Project UVQF Uganda Vocational Qualifications Framework UYP Uganda Young Positives VACiS Violence Against Children in Schools VLAN Virtual Local area Network VTI Vocational Training Institute WADA World Anti-Doping Agency WASH Water, Sanitation and Hygiene WFP World Food Programme WHO World Health Organization

xiii Glossary of Terms

Terms Definition Completion Rate Total number of pupils/students who registered for the end of cycle exams regardless of age, expressed as a percentage of the population at the official primary/secondary graduation age (12 years for primary and 16 years for lower secondary). Enrolment Is the total number of pupils/students who have registered in school during the current school year. Gross Enrolment Total enrolment in a specific level of education (Pre-primary, Primary, Ratio (GER) Secondary and Tertiary), regardless of age, expressed as a percentage of the eligible official school-age population corresponding to the same level of education in a given school-year. Official school age groups for the specific levels of education are; Pre-primary: 3 – 5 years, Primary: 6– 12 years, Secondary: 13-18 years, Tertiary: 19-25 years. Net Enrolment Enrolment of the official age-group for a given level of education (Pre- Ratio (NER) primary, Primary, Secondary and Tertiary) expressed as a percentage of the corresponding population. Under-age in Refers to the sum of the number of pupils in each grade of primary Primary School school who are one or more years younger than the official age (6 - 12yrs) for that grade, expressed as a percentage of the number of pupils attending primary school Gross Intake Ratio Total number of new entrants in the first grade of a given level of (GIR) education (Primary and Secondary), regardless of age, expressed as a Percentage of the population at the official school-entrance age. Official school-entrance ages for the specific education levels are; Pre- primary: 3 years Primary: 6 years, Secondary:13 years, Tertiary : 19 years Net Intake Ratio Number of new entrants of official age expressed as a proportion of the (NIR) official school entry age (3 years for pre- primary, 6years for primary, 13 years for secondary and 19 years for tertiary) Literacy Rate Percentage of pupils with ability to read and write in any language.

Performance Refers to the several key indicators that can be computed and utilized Indicators for evaluating the educational system's performance at various levels, using the data available in the education statistics data bank. These indicators constitute an important component of a management information system. PCR/SCR Is the average number of pupils/students per classroom in primary/secondary education in a given school year Pass Rate Total number of candidates who scored between division one and division four in the end of cycle exams expressed as a percentage of the candidates that sat the end of cycle exams. Performance Index This is an index that measures the quality of passing at all levels of Education. PTR/STR Refers to the average number of pupils/students per teacher in a primary /secondary education in a given school year.

xiv Repeaters These are pupils/students who are enrolled in the same grade/year for a second (or more) time. Repetition Rate Proportion of pupils/students from a cohort enrolled in a given grade at a given school-year who study in the same grade/class in the following school-year. School-Age Is the population between the ages of six and twenty-four, irrespective of Population the time frame of education provided for in various types of schools. Survival Rate Percentage of a cohort of pupils (or students) enrolled in the first grade of a given level or cycle of education in a given school-year who reach successive grades. Transition Rate The number of pupils/students admitted to the first grade of a higher level of education in a given year, expressed as a proportion of the number of candidates who successfully sat and passed the final grade of the lower level of education in the previous year. Formal Education Highly established, organized and hierarchically structured education system that begins from the primary level to the tertiary education. Higher Education is the period of formal education following the secondary level leading to bachelor's degree and other degree courses of study beyond the under graduate level. Non-Formal Refers to an organized, methodical educational activity outside the Education structure of the formal education system to provide selected types of learning to a cross-section of population and across age groups. Vocational/Techni Is the post-secondary education with non-degree programs leading to cal Education one, two, or three-year certificates in preparation for middle-level (BTVET) occupations.

xv Executive Summary

1.0 Introduction

This ESSAPR is the 13th Annual Education and Sports Sector performance report. It is also the 23rd in a series since the adoption of the SWAp in 1999. The structure of this ESSAPR is broadly constituted of three parts (i.e the executive summary, eight chapters and annexes). 1.1 Purpose of ESSAPR ESSAPR is a performance report. The 23rd ESSAPR therefore presents an assessment of progress made by the Education and Sports Sector towards achieving its broad goals and strategic objectives during FY 2015/16. It also highlights main challenges/constraints that influenced the level of achievement by the sector. In addition, this report highlights priority policy and operational issues that the sector needs to address to improve its performance. The purpose of the ESSAPR, therefore, is to provide feedback to the stake holders on the overall sector performance during FY 2015/16. The 23rd ESSAPR, therefore, will constitute the key document that will inform stakeholders during the 23rd ESSR.

2.0 Legal, Policy and Institutional Framework

The Sector’s Legal Framework is hinged on the Constitution of the Republic Uganda (1995), the Education Act (2008), the BTVET Act (2008), the Universities and other Tertiary Institutions Act (2001), the UNEB Act (1983), NCDC Act (2000), Education Service Act (2002), UNESCO-UNATCOM Act, 2014 and Higher Education Students’ Financing Board (HESFB) Act, 2014 which provide guidance to delivery of quality and equitable education services in the country.

While the policy framework provides a foundation on guides sub-sector specific policy priorities which include among others; policies like the Gender in Education Policy, 2009; Early Childhood Development Policy, 2007; HIV&AIDS workplace policy; Physical Education and Sports (PES) Policy; Special Needs Education policy and Guidance & Counselling policy and strategic plans like the overall Education Sector Strategic Plan (ESSP) 2007 – 2015; the BTVET Strategic plan 2010/11 – 2020/21; Secondary Education Strategic Plan (SESP) 2009 – 2018; National Strategy for Girls’ Education (NSGE) 2014 – 2019 and draft Special Needs and Inclusive Education Implementation Strategy 2012 – 2017.

The institutional framework provides the structure for the management of the Education and Sports sector at three levels i.e. at national (Central), district level (Local Governments) and School/institution levels.

2.6 Legal, Policy and Institutional Developments during FY 2015/16

The Sector’s legal framework was unchanged. However, the sector embarked on the process of updating obsolete policies and reconciling the overlapping provisions

xvi contained in the various education acts. Some of these policies and regulations include: the Universities and Other Tertiary Institutions Act (2001), the Uganda National Examinations Board (UNEB) Act, 1983 and the BTVET Act (2008) and the National Curriculum Development Centre (NCDC) Act (2000).

The review of the Government White Paper on Education (GWP), 1992 and the Education Sector Strategic Plan 2007 – 2015 commenced with the aim to ensure that national educational issues are aligned to the National Development Plan II, the Vision 2040 and Sustainable Development Goals (SDGs), specifically Goal 4.

In addition, four votes (National Curriculum & Development Centre (NCDC); Lira University; Soroti University; and, Kabale University) were created under the period under review while the human resource function was granted a departmental status as programme 16. 3.0 Sector Budget Performance

3.1 Overall Financial Budget Performance (FY 2015/16)

The total approved budget for the Education and Sports sector in FY 2015/16 stood at Ushs. 2,029.07bn including external financing out of the total national budget of Ushs. 18,311.37bn, translating into 11.08% share. Corresponding to a 2.39% sector budget share in relation to the FY 2014/15 where the sector had a budget of Ushs. 2,026.63bn out of the total national Ushs.15, 041.87bn. Wage was the biggest expenditure category standing at 41.19% followed by non-wage at 7.84%, domestic development at 3.58% and external financing at 4.55%. Comparison to FY 2014/15 indicates a decrease of budget allocation in all categories of expenditure (Wage by 0.52%,non-wage by 0.71% and external financing by 5.12%) except for domestic development whose allocation increased by 1.13% of the national budget.

3.2 Analysis of the Financial Budget Performance Outturn for FY 2015/16

The recurrent non-wage release performed at 110.38% against an absorptive capacity of 98.85%. Under Programme 01 Finance and Administration, the over performance of 233.75% is on account of a supplementary budget release Pension and Wage. Despite this over performance, the absorptive capacity of programme 01 was 93.74% because of an error in release by MoFPED of 3.45bn to pension and wage and delayed xvii recruitment of staff. For Programme 12 (Physical Education and Sports), the over performance of 133.61% was because of supplementary funds to cater for the International Athletics world cross country championships (IAAF). In the face of this over performance by the components enlisted above, however, programme 08 (Education Planning and Policy Analysis) had the least budget release at 67.69%. This was because the Non-PAF component experienced budget cuts totaling to 5.866bn. The Development budget release performed at an average of 90.85% against an absorptive capacity of 99.36%. Project 1273 Support to Higher Education, Science & Technology cumulative release performed at 125.8% due to a supplementary budget release of Ushs. 1.26 bn provided for scholarships. Project 1378 Support to the Implementation of Skilling Uganda Strategy (BTC); Project 1241Development of Uganda Petroleum Institute Kigumba and Project 1370 National High Altitude Training Centre (NHATC) cumulative budget release performed the worst at 56.00%, 61.88% and 61.71% respectively. This is generally attributed to budget release cuts, Administrative issues specific to Project 1241 and preliminary activities that were on going for projects 1378 and 1370.

The total Domestic taxes budget to vote 013 was Ushs. 19.26 bn out of which 82.39% (Ushs. 15.87 bn) and all of the release spent thus expenditure performed at 100%. 4.0 Overview of Education Sector Performance 4.1 Access and Equity

4.1.1 Pre-Primary Education

In the pre-primary sub sector, the following outcomes were registered:-

(i) The number of pre-primary schools Increased by 16.3% from 4,956 in 2014/15 to 5,763 in 2015/16; (ii) Total enrolment increased by 10% from 433,258 (214,996 boys; 218,262 girls) in 20114/15 to 477,123 (236,284 boys; 240,839 girls) in 2015/16. (iii) Gender Parity Index at pre-primary stood at 1.02 in FY 2015/16 showing a disparity in favor of girls.

4.1.2 Primary Education

In the primary sub sector, the main outcomes include:-

(i) The GER declined by 8 percentage points from 117% (117% boys; 118% girls) in 2014/15 to 109% (107% boys; 111% girls) in 2015/16; (ii) The Net Enrolment Ratio (NER) also declined by 6 percentage points from 97% (96% boys; 98% girls) in 2014/15 to 91% (89% boys; 93% girls) in 2015/16 as indicated in the figure 4.3. This is attributed to the actual 2014 population census figures used in computation than the projected population figures that were previously used. However, the percentage share of new entrants to Primary One with the eligible xviii age (6 years), referred to as the Net Intake Ratio (NIR) increased by 6 percentage points from 59% (58 boys; 60% girls) in 2014/15 to 65% (63% boys; 68% girls) in 2015/16; (iii) The Gender Parity Index measures the progress towards elimination of gender imbalances in education participation and access of girls in relation to the boys. This indicator measures the accessibility of schooling for girls. Similar to FY 2014/15, the sector continued to maintain gender parity at primary level in the year under review. In FY 2015/16, a total of 4,122,663 boys and 4,141,654 girls were enrolled in primary schools resulting into a Gender Parity Index of 1.00 implying that for every boy enrolled in primary school, there is at least a girl enrolled. 4.1.3 Secondary Education

Interventions undertaken in secondary sub sector to expand access resulted into the following outcomes:-

(i) The sector experienced a decrease of 8% in total enrolment in secondary sub- sector from 1,391,250(738,391 boys, 652,859 girls) in 2014/15 to 1,284,008 in FY2015/16. The decrease in enrolment at secondary level is attributed to the low response rates especially among private schools; (ii) The proportion of USE students to the overall total enrolment of secondary education increased by 12% from 817,366 in FY2014/15 to 912,394 in FY2015/16, and also increased by 11% from 63,579 in FY2014/15 to 70,771 in FY2015/16 in schools under the UPOLET programme; (iii) The sector continued to put in place strategies to enable increased participation for girls in secondary education. As a result, the GPI improved from 0.884 in FY 2014/15 to 0.902 in FY 2015/16; and, (iv) The total number of secondary schools in the country that responded to the annual school census reduced from 2,950 (1,060 Government; 1,890 Private) in FY2014/15 to 2,695 (1,023 Government; 1,672 Private) in FY2015/16. However, the number of secondary schools both government and private implementing USE program also increased from 1,822 in FY 2014/15 (945 governments; 877 private) to 1,823(943 government; 880 private) in FY2015/16.

4.1.4 Business, Technical and Vocational Education and Training Education

The main outcomes registered by the BTVET Sub sector include:-

(i) The overall enrolment in BTVET increased by 16.2% from 111,479 students (Female: 48,012 and Male: 63,467) in FY 2014/15 to 129,599 (Female: 59,351 and Male 70,248) in FY 2015/16; and, (ii) The GPI increased from 0.75 in FY 2014/15 to 0.84 in FY 2015/16. The male students continue to out-number the female students in BTVET institutions. This is due to a number of factors including the current perceptions on male versus female labour intensive roles.

xix 4.1.5 University Education

In the University sub sector, the main achievements include:-

(i) According to NCHE, total enrolment in University and Other Institutions grew by 73% from 200,000 in FY 2014/15 to 345,000 in FY 2015/16; (ii) Through HESFB, loans were provided to 1,273 students (863 male; 410 female); and, (iii) Established 3 new universities of Lira, Kabale and Soroti. 4.2 Quality

4.2.1 Pre-primary Education

Under pre- primary sub sector registered the following outcomes:-

(i) The Pupil Teacher Ratio (PTR) improved by 2 points from 24:1 in FY 2014/15 to 22:1 in FY 2015/16. (ii) The total number of qualified care givers increased by 9 percent from 15,332 (1,885 Male; 13,447 Female) in FY 2014/15 to 16,741 (2,262 Male; 14,479 Female). (iii) The Pupil Classroom Ratio (PCR) declined by 3 points from 28:1 in FY 2014/15 to 31:1 in FY 2015/16. This is attributed to the mismatch that exists between classroom construction and the number of pupils (iv) The Pupil Latrine Stances Ratio declined by 2 points from 21:1 in FY2014/15 to 23:1 in FY2015/16. This is attributed to the increase in enrolment without a proportionate increase in latrine stance construction.

4.2.2 Primary Education

Initiatives implemented under the primary sub sector to enhance quality of education resulted into the following outcomes:-

(i) The Pupil Teacher Ratio improved by 3 percentage points from 46:1 (54:1 government; 29:1 private) in 2014/15 to 43:1 (53:1 government; 23:1 private) in FY 2015/16; (ii) The Pupil Classroom Ratio (PCR) declined by 4 points from 59:1 in FY2014/15 to 63:1 in FY2015/16. This decline is attributed to the rapid increase of enrolment which does not match the rate at which classrooms are being constructed in the sector; (iii) The Pupil Stance Ratio in primary level improved by one point from 53:1 in FY2014/15 to 52:1 in FY2015/16. This is attributed to the increase in construction pit latrine stances under School Facilities Grant; (iv) The number of qualified teachers during the period under review increased by 0.7% from 191,217 (111,272 male; 79,945 female) in FY 2014/15 to 192,566 (111,177 male: 81,389 female) in FY 2015/16. This increase in the number of qualified teachers in the sector was mainly attributed to use of the new teacher recruitment guidelines distributed to private schools; (v) The number of P.3 pupils rated proficient in literacy declined by 4 percentage points from 64.2% (62 % boys; 66.5% girls) in 2014 to 60.2% (59% boys; 61.3 girls) in 2015. The decline in pupils’ performance in literacy in primary three can be xx attributed to the longer stories that pupils have to read and limited guidance given to the pupils in the development of skills for reading comprehension. In addition, the percentage of P.3 pupils proficient in numeracy was still high at 71.7% (73.0% boys; 70.6% girls) in FY 2015/16 despite a 1 percentage point drop. Literacy and Numeracy rates at P.3; and (vi) The P.L.E Pass Rate declined by 2.3 percentage points from 88.30% in 2014/15 to 86% in 2015/16.

4.2.3 Secondary Education Quality outcomes under the secondary sub sector included:-

(i) The Student Classroom Ratio declined from 50:1 FY2014/15 to 52.1 in FY2015/16; (ii) The Student Teacher Ratio remained constant at 22:1 between FY2014/15 and 2015/16; (iii) The percentage of students that passed UNEB O’ level exams reduced from 93.4% (94.0% boys; 92.7% girls) in 2014/15 to 91% (92% boys; 90% girls) in FY2015/16;and, (iv) The percentage of students that passed UNEB A’ level exams increased by one percentage point from 82.0% (80.0% male; 85.0% female) in FY2014/15 to 83% (81% male; 85% female) in FY2015/16.

4.2.4 Business, Technical and Vocational Education and Training Education The main outcomes registered by the sub sector included:-

(i) The deliberate policy by government to enhance staffing levels in all BTVET institutions has favorably improved the Student Instructor Ratio which now stands at 12:1 down from 13:1 in FY 2014/15; (ii) The UNMEB results for the May/June sitting for last year’s (FY 2015/16) Certificate in Comprehensive Nursing final examinations in which 1,953 candidates sat indicated a decline in the pass rate by 5.8% from 91.0% in FY 2014/15 to 85.2% in FY 2015/16; and, (iii) Out of 4,419 candidates who sat for the October/November examinations, 3880 passed representing a pass rate of 88%. This is a decline considering that in FY 2014/15, the pass rate was 89.5% with 3,347 out of the 3,740 candidates passing.

4.3 Efficiency and Effectiveness 4.3.1 Pre-primary Education

The number of qualified teachers in the pre-primary sub sector in the period under review increased from 15,332 (1,885 Male; 13,447 Female) in FY 2014/15 to 16,741 (2,262 Male; 14,479 Female). This translates into a 9% point increase. 4.3.2 Primary Education In the area of efficiency, the outcomes registered included:- (i) The Survival Rates to Grade 5 declined by 0.7 percentage point from 60.6 % (59.5% boys; 61.7% girls) in 2014/15 to 59.9% (58.6% boys; 61.1% girls) in 2015/16; while the Survival Rate to grade 7 also declined by 3 percentage points from 33.1% (Boys 33.2%; Girls 32.9%), in 2014/15 to 30.1% (Boys 30.1%; Girls 30.0%) in 2015/16; xxi (ii) The P7 Completion Rate declined by 10.4 percentage points from 72% (72% boys; 72% girls) in 2014/15 to 61.6% (59.8% boys; 63.3% girls) in 2015/16. This is attributed to factors that include among others; increase in early marriages, increased repetition rates and high teenage pregnancies; (iii) The proportion of pupils repeating grades remained constant at 7.2%. However, there were variations in repetition rates by grade with P.6 registering the highest repetition rate of 9.1% (9.4% boys; 8.9% girls) and P.1 registering the lowest at 3.9% (4.0% boys; 3.9% girls) in 2015/16; and, (iv) There was a decline in attendance in UPE schools by 8% from 95% in FY 2014/15 to 87% in FY 2015/16. 4.3.3 Secondary Education

The efficiency and effectiveness outcomes included:

(i) Transition Rate to Senior One declined by 7.3 Percentage points from 70.5% in 2014/15 to 63.2% in 2015/16. Transition Rate to Senior Five also declined by 5 Percentage points from 30% 2014/15 to 25.0 in 2015/16. The decline in Transition Rate to S.1 and S.5 can be explained by fact that the current PPP institutions can only absorb approximately 50% of the student completing these levels in a particular academic year; (ii) The number of students who registered for the Uganda Certificate of Education increased by 1.6 % from 308,397 (160,918 male; 147,479 female) in 2014/15 to 313,382(159,946 male; 153,436 female) in FY2015/16; (iii) The survival Rates to S.4 of USE students improved by 3 percentage points from 67% (68.3% male; 65.4% female) in 2014/15 to 70% (72.2% male; 67.6% female) in 2015/16 based on the cohort analysis; and, (iv) An increase in attendance of 3% was registered in USE schools from 93% in FY 2014/15 to 96% in FY 2015/16. 4.3.4 Business, Technical and Vocational Education and Training

Efficiency outcomes under the BTVET included:

(i) Increase in the number of students assessed by UAHEB during the period under review by 13% from 2,309 in FY 2014/15 to 2,610 in FY 2015/16; (ii) UNMEB was able to record significant increases in the number of students assessed. The overall increase was by 33% from 6,170 in FY 2014/15 to 8,214 in FY 2015/16; and, (iii) UBTEB was able to assess 67,333 (Male 46,444; Female 20,889) for the Business, Technical and Specialized examinations during FY 2015/16 up from 59,000 (Male 17,421; Female 41,579) candidates in FY 2014/15. The overall, number of candidates sat for examinations during the year increased by about 14%.

xxii 4.3.5 University Education Under efficiency and effectiveness, the university sub-sector, registered the following outcomes: A total of 22,180 students graduated in FY2015/16.

5.0 Teacher Instructor Education and Training Achievements (i) Sponsored 20,335 teacher trainees in PTCs, NTCS, Instructors Colleges; and Mulago Health Tutors College ; (ii) Completed construction works in 10 PTCs(Kisoro, Rukungiri, Rakai, Kabukunge, Christ the King, Erepi, Busuubizi, Kabale- Bukinda, Kabwangasi and Kaliro); (iii) Rehabilitated, constructed new facilities and equipped three(3) National Teachers Colleges( Unyama, Kaliro and Muni)NTC’s and National Instructors College Abilonino and Mulago Health Tutors College (iv) Enhanced the proficiency capacity of 300 lecturers to use Active learning and learning methodologies including use of information technology; (v) Trained 2,680 primary school head teachers and 3,860, P.1 teachers on the implementation of early grade reading in primary schools; and, (vi) Registered 3,104 and licensed 3,684 caregivers for Early Childhood Care and Education Centres.

5.1.1 Education Service Commission (i) Improved access to education; (ii) Improved learning and efficiency through increased supply of personnel; and, (iii) Increased morale among promoted primary school teachers due to better remuneration. 6.0 Sports Development (i) Trained 300 primary school teachers in Primary schools in Kids Athletics, Volley ball and Handball; (ii) Facilitated the participation of:- 900 students in the PTC and Technical Institutions Games; 2,300 pupils and Special Needs Learners national ball games; and, secondary school ball games II; and, (iii) She Cranes emerged 8th overall in the Netball World Cup; Team Uganda won Four medals at the 5th Common wealth Youth Games in Samoa;, Solomon Mutai won a Bronze Medal at the 15th IAAF World Athletics Championships in China; and, Ivan Byekwaso won a Gold Medal at the IBNA/ PBNA World Cup in San Diego California, USA.

7.0 Cross cutting issues

7.1 Guidance and Counselling (i) Conducted school based vocational and career talks in 98 education institutions throughout the country; (ii) Distributed 5,000 copies of Career Guidance Handbooks (Guide for Enrolment in Health Training Institutions); and, (iii) Conducted school based supervision and technical support in 60 schools throughout the country.

xxiii 7.2 HIV/AIDS (i) Trained 2,271(1,293 male;978 female)Teachers; 76 Trainer of Trainers; 67 Head teacher, 06 post- primary teachers and 05 District Inspectors of Schools in enhanced PIASCY; (ii) A total of 359,327 children were taken through an hour of HIV and Health education sessions; and, (iii) Established an inter-ministerial committee to widen access to information and services on HIV and Health Education to adolescents, youth and young people in the Education Institutions. 7.3 Gender in Education

(i) Conducted dialogues with district leaders, CCTs, senior women and male teachers from the districts of: Pallisa, Lira, Kween, Mbarara and Masaka, Gulu, Kitgum, Luweero, Kamuli, Iganga, Namutumba, Mayuge, Jinja, Bugiri, Namayingo, Buyende, Luuka and Kaliro. The dialogues focused on the development of strategies to tackle the vices of early/forced marriages, child mothers and teenage pregnancy issues; (ii) Trained 1,100 teachers (740 senior women and 360 senior men) from the districts of Kaabong, Pallisa, Kween, Moroto, Jinja, Namayingo, Buyende, Luuka, Kamuli, Namutumba, Mayuge, Iganga, Kaliro, Bugiri, Arua, Nebbi, Moyo, Adjumani, Zombo, Yumbe, Koboko, Maracha, Kyankwanzi, Kiboga and Mubende on menstrual hygiene management; and, (iii) Conducted mentorship camps in the districts of Kamuli, Iganga, Kaabong, Kween, Arua, Nebbi, Adjumani, Maracha, Koboko, Yumbe, Moyo, Kasese, and Pallisa. A total of 4,800 pupils (boys and girls) from the primary schools within the districts were mentored. 7.4 Special Needs Education

(i) Monitored and support supervised 60 Special Needs Education schools; (ii) Trained 80 education managers (i.e CCTs, inspector of schools and DEOs) from PTCs situated in the central region (i.e. Busubizi, Shimoni, Nakaseke, Ndegeya, Kabulasoke and Kibuli) and 65 teachers from Mbale and Wakiso Schools for the Deaf in basic sign language; and, (iii) Distributed Braille Embossers to 5 schools of (i.e Arua, P/S, Salaama School for the Blind, St. Hellens P/S, Gulu P/S and St. Francis School for the Blind Madera), Braille papers to 50 schools supporting visually impaired students and assorted Braille materials to Mbale School for the deaf.

7.5 School Inspection

(i) Expanded capacity through training of Associate Assessors and acquiring motor cycles to carry out inspection; (ii) Improved internal supervision by the head teachers; (iii) Enhanced capacity building for the district inspectors; and, (iv) Started implementing the revised inspection model.

xxiv 7.6 National Curriculum Development Centre (NCDC)

(i) Translated and printed 24,877 copies of song books for the thematic curriculum for P.1 – P.3; (ii) Developed Senior One prototype text books and teacher’s guides for the proposed 8 learning areas of the reformed lower secondary curriculum; and, (iii) Designed and developed Syllabi, Teacher’s Guides, Orientation Manual and Assessment Guidelines for 4 National Technical Certificates in Automotive Mechanics, Woodwork Technology, Machining and Fitting, Welding and Fabrication. 8.0 International Commitments Uganda is a signatory to the new ‘Education 2030’ agenda which aims at ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all. It was among the countries that affirmed their commitment to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no-one behind. This commitment otherwise referred to as the Incheon Declaration (May, 2015) was made at the World Education Forum of 2015 (WEF, May 2015). It is important to note that this agenda builds on the foundation laid by the MDGs, seeks to complete the unfinished business of the MDGs, and responds to new challenges. This goal constitutes an integrated, indivisible set of global priorities for sustainable development.

xxv Chapter 1: Background to the Report

1.0 Background

Chapter 1: Provides background information on ESSAPR and the 23rd ESSR

Chapter 2: Presents the legal/ regulatory, policy and institutional framework for Education and Sports service delivery for the period under review Chapter 3: Highlights the Education and Sports Sector Budget Performance

Chapter 4: Presents the Education and Sports Sector performance

Chapter 5: Provides information on Teacher Training, Recruitment and Deployment

Chapter 6: Discusses Sports Development in the sector

Chapter 7: Articulates the implementation of cross cutting issues

Chapter 8: Provides an overview on International commitments (SDG 4)

Annexes: Constitute the last part and provide necessary details intended to facilitate cross-referencing.

1.1 Purpose

ESSAPR is a performance report. The 23rd ESSAPR therefore presents an assessment of progress made by the Education and Sports Sector towards achieving its broad goals and strategic objectives during FY 2015/16. It also highlights main challenges/constraints that influenced the level of achievement by the sector. In addition, this report highlights priority policy and operational issues that the sector needs to address to improve its performance. The purpose of the ESSAPR, therefore, is to provide feedback to the stake holders on the overall sector performance during FY 2015/16.

The 23rd ESSAPR, therefore, will constitute the key document that will inform stakeholders during the 23rd ESSR.

1 1.2 Rationale for the ESSAPR

In the last five years, the Government of Uganda (GoU) has adopted a number of mechanisms to strengthen its accountability systems. This demand among others regular reporting of progress in the utilization of resources accorded every sector through the GoU budget. The process involves quarterly reporting based on Output Budgeting Tools (OBT) as well as production of Annual Sector Performance Reports (ASPRs). The ASPRs are integrated into the Government Annual Performance Report (GAPR).The GAPR independently evaluates the Annual Performance of every sector and submits its findings to the cabinet.

Under Minute 34(CT 2009) of the meeting of cabinet on 21st January 2009, the Office of the Prime Minister (OPM) was directed to report on Government Performance to Cabinet on six monthly bases. As a result, the Office of the Prime Minister (OPM) requires that all sectors prepare their Annual Sector Performance Report and hold their sector review by the end of August every Year. This is to give the OPM ample time to prepare the Government Annual Performance Report and also organize the Government Retreat of (Ministers, Ministers of State, Permanent Secretaries and Representatives of Local Governments),to discuss Government Performance during the FY under review.

In order to beat the OPM’s deadline of August 2016, the preparation of the Annual Performance Report for Education, Science, Technology and Sports for FY 2015/16 has commenced. As in the previous Financial Years, the FY 2015/16 ESSAPR will present progress made by the Sector towards achieving the broad objectives of equitable access to quality education at all levels through effective and efficient delivery mechanisms. It will also outline the major implementation constraints experienced by the Sector during FY 2015/16.

1.3 ESSAPR Preparation Process

This 13th ESAPR was prepared by Education and Sports Sector. It was spearheaded by Education Planning and Policy Analysis Department in collaboration with other MoES Departments and Affiliate bodies. The following institutional structures were established to prepare the report:-

(a) Sector Performance Technical Working Group: this Working Group was setup and it composed of; Sector Policy, Sector Budget Performance and Sector Performance Working Groups. The roles and responsibility of these groups were to collect and compile performance data/information based on agreed reporting format; (b) ESSAPR Secretariat: A Secretariat was established within the SME Division of EPPAD to coordinate all activities related to the preparation of the report. In addition, the secretariat was responsible for analysis, synthesis, editing and formatting of the report prior to its submission to the printery; and,

(c) A Reference Group: A Reference Group (comprised of representatives of all Departments) was constituted to validate the report. This Group was further, complemented by Heads of Departments, Education Development Partners and members of Top Management.

Chapter 2- Legal, Policy, Planning and Institutional Framework

2.0 Legal, Policy, planning and Institutional Framework

Chapter 2 outlines the legal, policy and institutional framework for service delivery in the Education and Sports sector during the period under review

2.1 Legal and Regulatory Framework

As in the previous reporting period, the legal and regulatory framework remained the same and was broadly constituted by the Constitution of the Republic of Uganda (1995), the Education Bill (2008), the BTVET Act (2008), the Universities and other Tertiary Institutions Act (2001 as amended), the Uganda National Examination Board (UNEB) Act (1983), National Curriculum Development Centre (NCDC) Act (2000), Education Service Act (2002), Uganda National Commission for United Nations Educational, Scientific, Cultural Organisation (UNATCOM-UNESCO) Act, 2014 and the Higher Education Students’ Financing Board (HESFB) Act (2014).

2.2 Policy Framework

The Government White Paper (1992) remained the overarching policy framework just as it was in the previous reporting period. It was complemented by support sub-sectoral that include: Gender in Education Policy, 2009; Early Childhood Development Policy, 2007; HIV&AIDS workplace policy; National Physical Education and Sports (NPES) Policy; Special Needs Education Policy and Guidance & Counselling Policy.

2.3 Planning Framework

For FY 2015/16, Vision 2040 and NDP II constituted the overarching planning framework. This was reinforced by the adoption of SDGs in the year 2015.

At the sector level, the SWAp provided the overall mechanism for sector planning (i.e Sector Working Groups, Annual Sector Review and Budget Workshop). The resultant plans are mainly operationalised through the Education Sector Strategic Plan. This strategic plan is complemented by the BTVET Strategic plan (2010/11 – 2020/21), Secondary Education Strategic Plan (2009 – 2018) and the National Strategy for Girls’ Education (2014 – 2019).

During the period under review, the Education Sector Strategic Plan (ESSP II) expired and the process of reformulating the plan is under way.

2.4 Institutional Framework and Arrangements for Service Delivery

Institutional framework and arrangement for service delivery consists of three levels. These are: Ministry of Education and Sports headquarters, Local Governments and Schools/institutions level.

2.4.1 Ministry of Education and Sports Headquarters

The Ministry Headquarters (comprised of 4 Directorates, 12 departments, 10 affiliate bodies and 4 Line ministries that include MoFPED, MoPS, MoLG and MoGLSD; Education Development Partners and other government agencies that include OPM, NPA and UBOS).

The Ministry headquarters is responsible for among others policy formulation, resource mobilisation, monitor implementation of policies, plans, strategies and programmes as well as provide technical guidance and support to delivery of quality education and sports services.

Affiliated bodies i.e. NCDC (responsible for curriculum development); UBTEB, UAHEB, UNMEB and UNEB (responsible for assessment of students); NCHE and NCS (responsible for accreditation of educational institutions and management of sports in country respectively); HESFB (responsible for providing loans to students admitted to the institutions of higher learning; and, ESC (responsible for recruitment of teaching and non-teaching staff in educational institutions).

The line ministries are responsible for mobilisation of funds (MoFPED), management of the pay roll, recruitment and retirement aspects as well as other related entitlements (MoPS), ensuring good workplace environment and advocacy for gender and welfare aspects (MoGLSD).

2.4.2 Local Government and Authorities

Local Government is another level of institutional framework and arrangement for service delivery. It comprises of Municipalities and Authorities established with the enactment of the Local Government Act (1997). They are responsible for implementation and process monitoring, operational management and supervision of delivery of services.

2.4.3 School/institution

Schools/institutions offer the lowest level of education and sports service delivery and the level where implementation of sector programs take place. 2.5 Implementation of Policy Recommendations of the 22nd ESSR

During the 22nd ESSR, a number of policy recommendations were made. The policy recommendations and status of implementation are indicated Table 2.1 below.

Table 2.1: Policy and Operational Recommendations Arising from the 22nd ESSR Theme Policy Issue Policy and Operational Implementation Status Recommendations General Limited Competency and Review operational guidelines for They are to be reviewed hand in hand with Governance functionality of constituting SMCs and BoGs The Education Act 2008, since they are part and Governance Bodies of the Act. Management Ensure expedited approval and Training of SMC’s is on-going under GPE – induction of SMCs and BoGs UTSEP and by the CCT’s. Induction of BOG’s is also on –going. Improve coordination and Consultation between foundation bodies collaboration between foundation and the local government authorities is bodies and Ministry/LGs continuous as provided for in The Education Act 2008. Limited understanding and Conduct regular sensitization and District dialogues have been conducted to Implementation of capacity building trainings for address a number of issues including Management and SMC/BoG members on their functions sensitizing SMCs and others stakeholders on Governance Mandates advantages of UPE and its implementation. Scale up dissemination of the This has been done during district dialogue Education Act (2008) and other meetings on UPE, gender dialogues at operational policy guidelines district level. Limited application of Develop school specific strategic plans Head teachers, Deputy Head teachers and strategic planning and SMC members were trained (under GPE- Governing Boards should supervise the management by institutions UTSEP) in strategic plan development, implementation of the plans. implementation and supervision. Limited motivation of Staff Fully implement Teachers’ Scheme of This is being undertaken by Education in the sector Service Service Commission. Appoint substantive deputies and The Ministry promoted 157 care-taker heads of educational institutions Deputy Head-teachers to Head-teacher level and 594 teachers (Education Officers) to Deputy Head-teacher level. In FY 2016/17, Ministry plans to promote Grade V teachers (Assistant Educ. Officers) to Education Officer level. Streamline deployment and transfers of Every year the Ministry carries out a national teachers deployment and transfer of teachers and 5

Theme Policy Issue Policy and Operational Implementation Status Recommendations head teachers. Additionally, guidelines for deployment and transfer of teachers are being developed to further strengthen the process. Ensure payment of science allowance This is being paid to officers. to all entitled officers Inadequate monitoring, Improve functionality of Governing The Department of Private Schools and supervision and inspection bodies through capacity building and Institutions has held sensitization workshops sensitization aimed at guiding schools to license, register and run schools legally.

The Department of Private Schools and Institutions (PSI) has intensified monitoring and support supervision to private schools and in the period under review at least 775 schools were monitored. Enhance oversight role of private The Department is in the process of drafting schools and institutions department a general policy to govern and guide private schools/institutions operations. Expedite the establishment of an  The principles are being re-drafted autonomous inspectorate body  A hybrid model borrowing from the UNBS (standard setting and enforcement) and AOG (reporting) is being explored with a structure up to sub-county level. Commercialization of Implement Continuous Assessment Continuous assessment is being education processes implemented in schools though not effectively by all schools. Regulate the assessment function NCDC has developed a concept paper on reforming assessment function and has been discussed at various sectoral working groups (BE, M&E, SPM and ESCC). Regulate school fees

Theme Policy Issue Policy and Operational Implementation Status Recommendations Inadequate infrastructural Carryout schools/institutions need So far a rapid mapping was conducted in development and assessment and develop an secondary schools to assess among other maintenance implementation plan things their infrastructural development needs. Develop guidelines to require schools Guidelines (maintenance manual) are in to provide for maintenance of school place and are provided for all new infrastructure constructions. Inadequate funding to the Advocate for increased resource The Ministry continues to engage Ministry of sector allocation Finance Planning and Economic Development and Education Development partners. Institute efficiency measures The Ministry has and will continue to sensitize all educational institutions to adopt internal self-sustainability measures like construction of facilities from supplied instructional materials for the case of BTVET. Pre Primary & Renew commitment to Implement the NFE policy for NFE policy is still in a draft format as no funds Primary Sub- reach the most hard to Educationally disadvantaged children have been identified for printing and its sector reach children implementation. Education Service Implement the teachers code of The teacher’s code of conduct is commission should conduct in schools operational. operationalize the teachers code of conduct Persistent low learning Hold managers accountable at all Head teachers of primary schools sign outcome levels by setting performance targets performance contracts every year with the sub-county chief. Limited community Encourage SMC/BoG members to give During the district dialogue meetings on UPE participation in school feedback to respective constituencies at district level, SMCs were encouraged to management and provide feedback. governance Revitalize PTAs in schools Revitalizing PTAs in schools will be discussed during the consultative process for reviewing the Education Act 2008. Secondary Low transition rates from O- Carry out research establish causes of The Terms of Reference to guide the study

Theme Policy Issue Policy and Operational Implementation Status Recommendations Sub-sector level to A-level secondary low transition to lower secondary have been developed for discussion at the education sectoral working groups.

Implement relevant interventions under The Gender Unit with support from UNICEF National Strategy for Girl’s education and other development partners have among other interventions conducted district dialogues on gender issues including: -i) Dissemination of the Menstrual Hygiene and Management Reader and trained Senior Women and Men teachers and pupils to make low cost reusable sanitary pads in primary schools across the country. ii) Commenced on the process to review the Gender in Education Policy, 2009. Inadequate number and Carry out a comprehensive staffing A teacher mapping exercise was inequitable deployment of gaps assessment conducted in both public and private science teaching staff secondary schools. Data is being analyzed to guide the next steps. A draft report will be ready by end of August 2016 Recruit additional staff for improved No recruitment has been done. However, in service delivery order to systematically address the staffing gaps, the Ministry started with promotion of staff where 157 care-taker Deputy Head- teachers were promoted to Head-teacher level and 594 teachers (Education Officers) promoted to Deputy Head-teacher level. The process will continue with Grade V teachers (Assistant Educ. Officers) promoted to Education Officer level. Expedite development of a rational Guidelines on teacher transfer were policy on teacher transfers developed and a draft discussed at various working groups for approval. Debt burden in secondary Develop regulatory framework for The framework is being worked upon. In the schools which negatively schools borrowing meantime a school is only allowed to 8

Theme Policy Issue Policy and Operational Implementation Status Recommendations affects governance. execute one development project at a time in a bid to reduce the financial requirements. Loan requests are only approved when there is a clear demonstration that this was incorporated in their annual school budget/estimates. No school is allowed to take on a new loan before the previous loan has been paid fully. Consider debt management in transfer The department of secondary education of head- teachers has come up with a database to capture schools with debts arising from loans which informs the transfer process of head teachers. BTVET Sub- Low enrolment in technical Sensitize the public on the importance Carried out community outreach to sensitize sector and vocational training of skills training public about the Skilling Uganda. Strengthen career guidance in schools Developed career guidance handbook on BTVET and skills acquisition and disseminated to BTVET institutions. Inadequate provision for Increase levels of competence based A phased implementation (taking on a few non-formal training certification non formal centers per quarter) for programmes competence-based certification is being carried out in non-formal skills training due to inadequate funds. Low enrolment at BTVET Encourage more girls to enroll in skills During national placement exercise for institutions especially girls training institutions including the use of students joining S.1 and other post primary female role models institutions, female students are given priority. Non-recognition of BTVET Review the definition of a science The department has followed up with MoPS science oriented tutors as teacher to include BTVET science through the Human Resource Management scientists oriented instructors department but this has not been fully addressed as BTVET science oriented instructors have not yet received a Science

Theme Policy Issue Policy and Operational Implementation Status Recommendations Allowance. Inability to attract suitable Address motivational issues for BTVET The Ministry has under the various candidates as TVET tutors teachers and instructors development projects provided for capacity building for BTVET teachers and instructors. Local governments without Conduct mapping for BTVET institutions The mapping of BTVET institutions was not BTVET institutions conducted as it was not budgeted for in the FY under review. Provide for grant aiding of private Established more BTVET institutions to community BTVET institutions increase access to public but challenge is the ever increasing establishment of new administrative units (new Districts). Operationalize non-functional BTVET In the FY under review, at least 4 BTVET institutions that have structures already institutions (Kisomoro T/I, Balunyo T/I, Colonel Nasulu T/I and Kotido T/I) in addition to 16 newly constructed making a total of 20 BTVET institutions are now operational. Consider construction of BTVET In the FY under review, this was not possible institutions in Local Governments due to inadequate funds and ever without. increasing number of new districts.

Higher Contradictions between Review and harmonize the existing Consultations are on-going with Universities Education NCHE Act and existing legislations to seek views on the review and and Training legislations for professional harmonization of UOTIA 2001 with other bodies legislations e.g. BTVET Act, 2008 to avoid overlaps. Three new public Provide funding to three new Funds were provided accordingly to the universities will become Universities three Universities though only two Universities operational in FY 2016/17 (Kabale and Lira) are operational. which require funding. Low staffing levels in public Raise staffing levels by filling posts to at Government did not recruit staff in the universities least 50% of the approved public Universities as it prioritized enhancing establishment. salaries for University staff (teaching and

Theme Policy Issue Policy and Operational Implementation Status Recommendations non-teaching). For instance a professor’s salary enhanced to reach the target of 15m per month. Low number of student loan Review cut off points for science based During FY 2015/16, the fund provided to beneficiaries in public courses in public Universities. HESFB was not enough to allow a sizeable universities number of students to get loans. The Board was provided with Ushs. 12bn to cater for both the 1st cohort of 1200 students and new loan beneficiaries (2nd cohort) of 1,276 students altogether making a total of 2,476 students benefitting. Expand facilities and increase This is being implemented under support to enrolments for science courses in Higher Education Science and Technology public universities. (HEST) Project with funding from African Development Bank (ADB) where 7 public Universities are beneficiaries i.e. KYU - 5 facilities and library; Gulu – Labs and Faculty of Agric; MUST – Science labs; MUK – 2 facilities; Lira – teaching hospital; Busitema etc. Low efficiency and Roll out the Computerized Education MoFPED has already installed CEMAS system effectiveness in public Management and Accounting System in Mbarara University and is in the process of universities [CEMAS] to all public universities. rolling it out to Makerere University and Makerere University Business School. Students who fail/refuse to Enhance the capacity of university The Ministry is in the process of the University pay tuition on grounds that councils to take action. and Other Tertiary Institutions Act, 2001(as they are enrolled in public amended) with a view of empowering the universities when they were University Councils and integrating other admitted on private emerging issues in the day to day sponsorship operations.

TIET Understaffing in tertiary Consider carrying out a staffing gaps Staffing gap assessment was conducted institutions/colleges assessment in schools/institutions to and recruitment has and continues to be

Theme Policy Issue Policy and Operational Implementation Status Recommendations identify subjects in dare need and executed on a replacement basis and relief existing teachers by recruiting according to subject and college needs. additional staff for improved service delivery. Low levels of collaboration Institute a policy to promote enhanced The department is developing a between teacher/tutor networking comprehensive TIET policy which will cover training institutions and several issues including specialized institutions networking/collaboration aspects highlighted in the TISSA Report. Low tutors/teachers Develop competency profiles for Competency profiles were developed, competency tutors/teachers discussed at various sectoral working groups and approved ready for printing and dissemination. Enhance in-service training The department is carrying out Continuous Professional Development Trainings through the CCTs mentorship arrangement. In addition, with support from development partners a number of interventions including UTSEP/GPE project and Aga Khan Foundation are facilitating in-service training of tutors/teachers. Huge workload/number of Carryout remapping Remapping of schools under each Core PTC schools under each core has been planned to be executed under PTCs the UTSEP/GPE project.

PES Low participation at the Highlight the gala day to enable all the A Loose Minute was written to PS/ES seeking sports gala especially sector members to attend the trainings her approval of the position to ring-fence headquarter staff and and competitions gala day to enable all Ministry’s semi-autonomous directorates, departments, units and semi- institutions/agencies autonomous institutions observe the gala day such that all the staff are released to fully participate in the gala that day.

Theme Policy Issue Policy and Operational Implementation Status Recommendations Low fitness levels among Engage staff into continuous regular A Loose Minute was written to US/FA staff that may cause hypo- PES activities for at least 30 min two – requesting for permission and avail space for kinetic diseases, obesity, three days a week training on a weekly basis. This is not yet arthritis, premature aging operational due to lack of funds to procure and longevity some facilities required. Inadequate skilled and Establish/gazette a specialized PES A specialized PES training institution has competent PES personnel training institution/college been provided in the PAS Bill which is being drafted by the First Parliamentary Counsel (FPC), Ministry of Justice and Constitutional Affairs. Low priority and emphasis require LGs to encourage primary The Ministry through PES department has put on sports at primary schools to participate in sports activities sent a circular to Local Governments school level by local requiring them to ensure that Physical government Education is taught in schools. At the same time, requiring all Local Governments to ensure that schools at different levels participate in sports activities/championships right from school, zonal, district, regional to national levels. The sporting activities are Explore the possibility of increasing the The Ministry through Physical Education and not expanded to include sporting fields for schools Sports department has encouraged and new emerging areas in supported schools to participate in the sports following new areas of sporting which include: swimming, tennis and handball for secondary schools; kids athletics and SNE sports at primary school level; wood ball, board games (chess, scrabble, mwesso, draughts etc), handball at BTVET institutions sports championships.

Cross cutting Inadequate funding to Provide a separate capitation grant to While the Ministry still pursues the provision of issues specialized SNE schools SNE schools a separate capitation grant to SNE schools, including SNE a budget line was created under SNE

Theme Policy Issue Policy and Operational Implementation Status Recommendations department vote function where funds (subvention grants) are budgeted and disbursed to SNE schools as subvention grant to assist in the teaching and learning process of SNE learners. Poor design of school Review designs for school infrastructure Designs were reviewed to take care of infrastructure that does not students with Special needs. This evident take care of SNE with the new constructions of school facilities (classrooms have ramps, pit latrines have at least a stance for SNE learners). Mismatch in SNE provision Re-map SNE Provision at all levels This was planned under the Development of in primary schools (Intensify assessment of learners to Special Needs Project but due to identify their special learning needs). inadequate funds the department was unable to perform the assessment of learners in schools to identify their special learning needs. Workplace HIV/AIDS policy Create links with health service An inter-ministerial committee was in school – the TAG groups providers for support and care established to strengthen advocacy on without support and care HIV/Health Education among others.

2.6 Legal, Policy and Institutional Developments during FY 2015/16 This section describes the legal, policy and institutional development during the period under review as follows:

2.6.1 Legal Development during the period under review

The Sector embarked on the process of amending some regulatory frameworks to ensure harmony and to address emerging regulatory concerns within the provisions due to obsolete and overlaps in the Acts. The regulations include: the Universities and Other Tertiary Institutions Act (2001), the Uganda National Examinations Board (UNEB) Act (1983) and the BTVET Act (2008) to address the overlaps within the provisions in the Acts. National Curriculum Development Centre (NCDC) Act (2000) is also being amended to address the curriculum issues and gaps in implementation, technical and operational issues that have emerged since its enactment.

The Bills under drafting process among others is the Physical Activity and Sports (PAS) Bill to address emerging sports regulatory concerns and gaps in implementation, governance, technical and operational issues that have emerged in National Council of Sports Act (1964) since its enactment over several decades ago. The Principles to the Bill were approved and with guidance of the Solicitor General, the drafting of the PAS Bill has commenced.

A Summary status on the progress towards the amendment of Acts and drafting new Bills is highlighted in Table 2.2 below. Table 2.2: Amendment and Drafting of Bills/Act Sn Regulation/Law/Act under Implementation Status Amendment process 1. Universities and other Tertiary Consultations with stakeholders are on- Institutions Act (UOTIA), 2001 going. 2. Uganda National Examinations The drafting of principles to amend the Board (UNEB) Act, 1983 UNEB Act has commenced. 3. National Curriculum The draft NCDC (Amendment) Bill, 2016 was Development Centre (NCDC) finalized and submitted to Cabinet in Act, 2000 August 2016. New Regulation/Law/Act under Implementation Status drafting process 1. Physical Activity and Sports The development of PAS Bill, 2016 is (PAS) Bill to repeal obsolete underway. Benchmarking trips to inform the National Council of Sports Act consultative process to finalize the bill will (1964). take place during FY 2016/17.

2.6.2 Policy Development during the Period under Review

In the period under review, the Sector commenced on the process to review the Government White Paper on Education (GWP), 1992 the overarching policy that guides delivery of all education programs and services at all levels in the country. The process of reviewing the white paper is aimed at addressing gaps and aligning it with the emerging global and national educational issues that responds to today’s and future challenges including its linkage to the National 5 years planning framework of National Development Plan II, the Vision 2040 and the international commitments of Sustainable Development Goals (SDGs) specifically Goal 4.

In addition to reviewing the policy, the Sector has also commenced on the process to review its strategic plan (the Education Sector Strategic Plan 2007 – 2015) which guides investment programmes and delivery of quality education at all levels in the Education sector. The ESSP review process is sought to set new sector targets drawing from the good practices and lessons learnt during its implementation. The revised ESSP also will address emerging issues on education as well as ensuring linkage to NDP II, Vision 2040 and the SDGs. Other sectoral specific policies under review include among others: Gender in Education Policy (GEP), 2009, Early Childhood Development (ECD) Policy, 2007. The emerging policy under drafting process is the National Education for Sustainable Development (NESD) Policy. A summary of progress on the process for reviewing policies and sector strategic plan and drafting new policy is provides in Table 2.3 below. Table 2.3: The review and drafting of policies Sn Policy/Plan Implementation Status

1. The Government White A final draft roadmap to guide the review of the GWP, Paper on Education 1992 was submitted to the Ministry and discussed at (GWP),1992 M&E WG and SPM WG meetings which consequently recommended the draft roadmap to be discussed by Top Management Meeting. 2. Gender in Education Policy Consultations with various stakeholders have (2009) commenced to guide the review of the policy. 3. Early Childhood Consultations with various stakeholders have Development Policy (2007) commenced to guide the review of the policy.

4. The Education Sector Commenced on the process to secure a consultant. Strategic Plan (ESSP) 2007- 2015 5. The draft National Consultation with various stakeholders is on-going to Education for Sustainable seek views/input to enrich the draft ESD policy. Development (ESD) Policy

2.6.3 Institutional Developments Institutional developments in the period under review (FY2015/16) were as follows:

2.6.3.1 Creation of Votes: During the period under review, votes were curved out from Quality and Standards, and Higher Education Vote Functions of Vote 013. These include: 303-National Curriculum Development Centre (NCDC); 301-Lira University; 308-Soroti University; and, 307-Kabale University. Additionally, the Human resource function was granted a departmental status as programme 16 – Human Resource Management Department (moved from Finance and Administration department).

2.6.3.2 Change in Political Leadership: The political leadership of the Ministry changed with the appointment of Mama Janet K. Museveni as the Minister of Education and Sports and Hon. Rosemary Nansubuga Seninde as Minister of State for Primary Education. Meanwhile, Hon. Charles Bakabulindi retained his portofolio as Minister of State for Sports and while Hon. Dr. John Chrysostom Muyingo was appointed as the Minister of State for Higher Education.

2.6.3.3 Change of Sector Mandate:

At the beginning of FY 2015/16, the mandate of the Ministry was expanded to include Science and Technology however, towards the end of the FY the expanded mandate was withdrawn.

2.6.3.4 Recruitments: In the period under review, the Sector was able to recruit and fill staffing gaps as per vacancies declared by the departments and educational institutions as reflected in the table 2.4 below.

Table 2.4: Recruitment of staff in FY 2015/16 Post Positions Status of action Declared Commissioner, Government Secondary 1 Position re-advertised Education Head Teachers 221 Interviews Completed, awaiting results. Deputy Head Teacher 593 Interviews Completed, awaiting results. Staff under Health Training Institutions 119 Positions filled and officers deployed Teacher Instructor and Education Training (TIET) 47 Positions filled and officers deployed Department. Uganda Colleges of Commerce (UCC) 191 Staff recruited and deployed Business Technical Vocation and Education 343 Pending at the ESC for Training ( BTVET) Department Advertisement MoES Headquarter Positions 85 Positions filled

Source: MoES 2016

Chapter 3- Education & Sports Budget Performance

3.0 Education and Sports Budget Performance

This section presents details of the Budget Performance over the Review period and analyses the progress against planned activities.

3.1 Overview of Financial Budget Performance for FY 2015/16 The total approved budget for the Education and Sports sector in FY 2015/16 stood at Ushs. 2,029.07bn including external financing out of the total national budget of Ushs. 18,311.37bn, translating into 11.08% share. This indicates a 2.39% decrease in the sector budget share when compared to FY 2014/15 where the sector had a budget share of 13% (Ushs. 2,026.63bn) out of the total national budget of 15,041.87bn. The education sector major expenditure categories in relation to the national budget were as follows:- Table 3.1: Education Expenditure Categories as a percentage of the National Allocation Category of expenditure Sector Allocation National allocation % share of (Ushs bn) (Ushs bn) National allocation

Wage 1,191.98 2,894.07 41.19% Non-Wage 451.92 5,762.59 7.84% Domestic Development 184.69 4,056.97 4.55% External financing (Donor) 200.48 5,597.75 3.58% Total 2,029.07 18,311.38 11.08% Source: Medium Term Budget Framework (MTEF) 2015/16

Figure 3.1: Education Expenditure Categories as a percentage of the National Allocation 70.0% 59.8% 58.7% 60.0% 50.0% 40.0% 30.0% 21.3% 22.3% 20.0%

Percentage Percentage share 11.5% 7.5% 9.1% 9.9% 10.0% 0.0% Wage Non-Wage Domestic Development External financing (Donor) Financial Year

FY 2014/15 FY 2015/16

Source: MTEF 2015/16

Wage was the biggest expenditure category standing at 58.7% followed by non- wage at 22.3%, external financing at 9.9% and domestic development at 9.1%. 18

Drawing comparison with FY 2014/15 indicates that there was a decrease in the percentage share of wage and external financing by 1.1% and 1.6% respectively. Conversely, the non-wage and domestic development components registered an increase of 1% and 1.6% respectively. The detailed distribution of the total sector budget allocation of Ug Shs. 2,029.07bn by subsector is shown in the table 3.2 below.

Table 3.2: Allocations by subsector as a share of the total Sector budget Sub sector Allocation (UGX. Bn) Percentage Share Primary 1,094.63 53.90% Secondary 363.63 17.90% BTVET 190.16 9.40% Tertiary 293.29 14.50% Others 87.38 4.30% Total 2,029.09 100.00% Source: MTEF 2015/16

Figure 3.2: Allocations by subsector as a share of the total Sector budget

Others 4%

Tertiary 16% BTVET 9% Primary Secondary 54% 18%

Source: MTEF 2015/16

Figure 3.2 above shows that 53.9% of the total sector budget was allocated to Primary, 18% to Secondary, 16% to Tertiary, 9% to BTVET and 4% to others (Physical Education and Sports, Special Needs Education, Guidance and Counseling and Policy, Planning and Support Services). In comparison to the FY 2014/15, the total sector allocation to Secondary Education declined by 5.1% while tertiary had the highest increment in the sector budget allocation of 2.5%. The increment under tertiary is attributed to the Ushs. 50bn wage enhancement for public universities.

3.2 Analysis of the Financial Budget Performance Outturn for FY 2015/16

Table 3.3: Budget Performance by Vote (excluding external financing) Code Vote FY 2015/16 Approved Budget FY 2015/16 Budget Release FY 2015/16 Release performance Wage Non- Domesti Total Wage Non- Domestic Total Wage Non- Domestic Total wage c Dev’t. Excl. wage Dev’t. Excl. wage Dev’t. Excl. Rect. Donor Rect. Donor Rect. Donor 13 MoES inc 11.22 131.23 81.48 223.93 12.40 144.85 72.40 229.65 110.5% 110.4% 88.9% 102.6% PriEduc 132 ESC 1.27 4.57 0.65 6.49 1.18 4.59 0.20 5.97 92.9% 100.4% 30.8% 92.0% 136 MUK 72.48 21.47 21.11 115.06 72.48 21.47 21.11 115.06 100.0% 100.0% 100.0% 100.0% 137 Mbarara 17.34 3.31 3.89 24.54 17.34 3.31 3.89 24.54 100.0% 100.0% 100.0% 100.0% 138 MUBS 11.43 2.96 2.80 17.19 11.43 2.96 2.80 17.19 100.0% 100.0% 100.0% 100.0% 139 Kyambogo 23.23 7.29 0.22 30.74 23.23 7.25 0.22 30.70 100.0% 99.5% 100.0% 99.9% University 140 UMI 1.23 0.30 1.50 3.03 1.23 0.30 1.50 3.03 100.0% 100.0% 100.0% 100.0% 149 Gulu University 13.19 5.09 2.82 21.10 14.68 5.09 2.77 22.54 111.3% 100.0% 98.2% 106.8% 111 Busitema 12.15 7.24 1.10 20.49 11.71 7.41 1.10 20.22 96.4% 102.3% 100.0% 98.7% University 127 Muni University 2.64 3.33 4.76 10.73 2.64 3.25 4.76 10.65 100.0% 97.6% 100.0% 99.3% 128 UNEB 3.45 27.50 30.95 3.45 27.50 - 30.95 100.0% 100.0% 0.0% 100.0% - 501- Dist LG 997.5 231.58 63.06 1292.17 999.44 229.67 63.06 1292.17 100.2% 99.2% 100.0% 100.0% 850 3 122 KCCA 24.82 6.07 1.30 32.19 25.97 6.07 1.30 33.35 104.6% 100.0% 100.4% 103.6% Education Grant TOTAL 1191. 451.94 184.69 1828.61 1197.18 463.72 175.11 1836.02 100.4% 102.6% 94.8% 100.4% 98 Source: MTEF, 2015/16

According to the Budget Financial Performance outturn (excluding external financing) for the FY 2015/16, a total release of Ushs. 1,836.2bn was made to the Sector out of the overall approved budget of Ushs. 1,828.61bn. This translated to an overall release performance of 100.41%. This was on account of supplementary budget releases to wage component for Votes 013, 149 and 122 to cater for wage shortfalls. On the other hand, releases to non-wage component over performed at 102.6% on account of a supplementary budget to votes 013 and 111, to cater for pension shortfalls. The GoU development budget release performed at 95% due to budget cuts (under releases) to Votes 013, 132 and 149. Table 3.4: Performance of Recurrent budget (Wage) for Vote 013 (MoES) Prog Description Cumulative Cumul Cumm. Cumm. . Approved Releases ative Release Exp. % Annual FY Expend % Perf. Perf. Budget FY 2015/16 itures (Absorptio 1 Finance and Administration 2015/161.76 (Ushs.bn)2.94 as at2.45 167.31% n capacity)83.26% (Headquarters) (Ushs.bn) 30th 2 Primary and Pre-Primary 0.23 0.23 June0.23 100.00% 98.77% Education 2016 3 Secondary Education 0.13 0.13 (Ushs.0.08 100.00% 62.39% Bn) 4 Teacher Education 3.66 3.66 3.66 100.00% 99.92% 5 BTVET 2.57 2.57 2.55 100.00% 99.36% 7 Higher Education 0.16 0.16 0.16 100.00% 99.17% 8 Education Planning and Policy 0.59 0.59 0.58 100.00% 99.58% Analysis 9 Directorate of Education 0.93 0.93 0.92 100.00% 99.28% Standards (DES) 10 Departmental Training Institutions 0.69 0.69 0.69 100.00% 99.84% 12 Physical Education and Sports 0.09 0.09 0.09 100.00% 99.67% 13 Internal Audit 0.07 0.07 0.06 100.00% 92.39% 14 Private Schools Department 0.13 0.13 0.13 100.00% 98.79% 6 Special Needs Education 0.11 0.11 0.10 100.00% 99.55% 15 Guidance and Counseling 0.11 0.11 0.10 100.00% 98.36% Total 11.22 12.40 11.82 110.56% 95.28%

Source: MTEF, 2015/16

From the above table, it can be observed that the recurrent wage release on average performed at 110.56%. This over performance as already alluded to was due to supplementary funds (Ushs. 1.18 bn) to vote 013 which were meant to cater for wage shortfalls. Despite the over performance of the wage component, the absorptive capacity of vote 013 for these funds stood at 95.28%.

Table 3.5: Performance of the Recurrent budget (Non-Wage) for Vote 013 (MoES) Prog. Description Cumulative Cumulative Cumm. Cumm. Exp. Approved Releases FY Expenditures Release % Perf. Annual 2015/16 as at 30th % Perf. (Absorption Budget FY (Ushs.bn) June 2016 capacity) 1 Finance and 2015/1611.31 26.43 (Ushs. Bn)24.77 233.75% 93.74% Administration (Ushsbn) (Headquarters) 2 Primary and 24.05 23.81 23.81 99.01% 100.00% Pre-Primary Education 3 Secondary 1.35 1.22 1.22 90.28% 100.00% Education 4 Teacher 13.20 13.19 13.19 99.95% 100.00% Education 5 BTVET 18.89 18.88 18.88 99.95% 99.99%

7 Higher 30.80 30.34 30.33 98.50% 99.99% Education 8 Education 5.81 3.93 3.93 67.69% 100.00% Planning and Policy Analysis 9 Directorate of 3.09 3.09 3.09 100.00% 100.00% Education Standards (DES) 10 Departmental 2.68 2.68 2.68 99.86% 100.00% Training Institutions 11 NHSTC 11.59 11.58 11.58 99.97% 100.00%

12 Physical 5.18 6.93 6.93 133.61% 100.00% Education and Sports 13 Internal Audit 0.47 0.36 0.36 76.06% 100.00%

14 Private Schools 0.85 0.63 0.63 74.72% 100.00% Department 6 Special Needs 1.02 0.95 0.95 93.45% 100.00% Education 15 Guidance and 0.96 0.84 0.83 87.38% 99.38% Counseling Total 131.23 144.85 143.18 110.38% 98.85%

Source: IFMS, 2015/16

22 programme 08 (Education Planning and Policy Analysis) had the least budget release at 67.69%. This was because the Non-PAF component experienced budget cuts totaling to 5.866bn.

Table 3.6: Domestic Development Budget performance for Vote 013 (MoES) excluding Taxes Code Project Approved Cumulative Cumulative Cumm. Cumm. Annual Releases FY Expenditure Release Exp. % Budget FY 2015/16 s as at 30th % Perf. Perf. 2015/16 June 2016

0897 Development of Secondary 7.35 7.35 7.35 99.90% 100.00% Education 0942 Development of BTVET 13.80 13.34 13.12 96.62% 98.38%

0971 Development of TVET P 7 1.10 1.04 1.04 94.39% 100.00% Graduate Enrlt Inst. & UVQF 0984 Relocation Of Shimon PTC & P/S 0.64 0.64 0.64 100.00% 100.00%

1093 Nakawa Vocational Training 0.70 0.70 0.70 99.99% 100.00% Institute 1232 Karamoja Primary Education 1.10 1.10 1.10 99.61% 100.00% Project 1233 Improving the Training of BTVET 0.20 0.19 0.19 95.81% 99.79% Technical Instructors 1270 Support to National Health & 2.85 2.79 2.79 98.13% 100.00% Departmental Training Institutions 1241 Development of Uganda 8.00 4.95 4.95 61.88% 100.00% Petroleum Institute Kigumba 1273 Support to Higher Education, 4.90 6.16 6.15 125.80% 99.82% Science & Technology 1296 Uganda Teacher and School 2.06 2.02 2.02 97.99% 99.95% Effectiveness Project 1339 Emergency Construction of 1.86 1.86 1.86 99.76% 100.00% Primary Schools Phase II 1308 Development and improvement of 2.06 2.04 2.04 98.95% 100.00% Special Needs Education (SNE) 1310 Albertine Region Sustainable 2.37 2.36 2.34 99.31% 99.43% Development Project 1338 Skills Development Project 0.30 0.30 0.30 100.00% 100.00%

1368 John Kale Institute of Science and 0.61 0.61 0.61 99.12% 99.95% Technology (JKIST) 1378 Support to the Implementation of 0.10 0.06 0.06 56.00% 100.00% Skilling Uganda Strategy (BTC) 1340 Development of PTCs Phase II 5.38 4.68 4.68 86.96% 100.00%

1369 Akii Bua Olympic Stadium 1.00 0.76 0.65 76.30% 84.70%

1370 National High Altitude Training 5.83 3.60 3.60 61.71% 99.98% Centre (NHATC)

Total 62.23 56.54 56.18 90.85% 99.36%

Source: IFMS, 2015/16

The Development budget release performed at an average of 90.85% against an absorptive capacity of 99.36%. Project 1273 Support to Higher Education, Science & Technology cumulative release performed at 125.8% due to a supplementary budget release of Ushs. 1.26 bn provided for scholarships. Project 1378 Support to the

Implementation of Skilling Uganda Strategy (BTC); Project 1241Development of Uganda Petroleum Institute Kigumba and Project 1370 National High Altitude Training Centre (NHATC) cumulative budget release performed the worst at 56.00%, 61.88% and 61.71% respectively. This is generally attributed to budget release cuts, Administrative issues specific to Project 1241 and preliminary activities that were on going for projects 1378 and 1370.

The Absorption capacity for the development projects averaged at 99.36% with Project 1369 Akii Bua Olympic Stadium falling below the average at 84.7%. This was because the project was still at the design phase. Table 3.7: Performance of the Domestic Taxes Budget for Vote 013 (MoES) Code Project Cumulative Cumulative Cumm. Cumm. Approved Releases Expenditure Release Exp. % Annual FY s as at 30th % Perf. Perf. Budget FY 2015/16 June 2016 2015/16 0897 Development of Secondary 0.43 0.29 0.29 66.48% 100.00% Education 1233 Improving the Training of 2.30 1.53 1.53 66.48% 100.00% BTVET Technical Instructors 1273 Support to Higher Education, 3.57 5.44 5.44 152.28 100.00% Science & Technology % 1296 Uganda Teacher and School 11.01 7.32 7.32 66.48% 100.00% Effectiveness Project 1310 Albertine Region Sustainable 1.95 1.29 1.29 66.48% 100.00% Development Project Total 19.26 15.87 15.87 82.39% 100.00%

Source: IFMS, 2015/16

The total Domestic taxes budget to vote 013 was Ushs. 19.26 bn out of which 82.39% (Ushs. 15.87 bn) and all of the release spent thus expenditure performed at 100%.

Table 3.8: Key Physical Outputs Arising from the Approved Budget FY 2015/16 Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn

RECURRENT Local (i)Wage (Primary, 997.53 Pay salaries for 149,441 999.44 149,363 primary teachers, 28,553 Government Tertiary and primary teachers 24,415 secondary teachers and 4,334 Secondary Wage) secondary teacher’s and tutors were paid salaries tutors respectively.

(ii) Non-Wage 4.779 All schools inspected and 4.779 Local governments ensured that Inspection of monitored at least once a all schools were inspected and schools & DEO term monitored at least once a year. Monitoring(LG) (iii) Development 63.06 Construction and 63.06 Funds disbursed for the (SFG & Secondary rehabilitation of secondary construction and rehabilitation of Development) and Primary schools 54 Secondary Schools. Under Primary works that were completed and those ongoing were for the Completion and renovation of 177 Classrooms, New Construction for 610 classrooms, construction of 2,145 V.I.P Latrines, provision of 28 office furniture and 6,181 3-seater classroom desk and construction of 330 Teachers Houses. Pre-Primary and PLE Exams(UNEB) 8.799 639,279pupils examined 8.799 Disbursed funds to UNEB to Primary Education facilitate 621,939 pupils’ examinations. UPE Capitation 0.685 Pay Capitation Grants for 0.667 Paid Capitation Grants for Grants 6,321,964 6,993,962 pupils Teachers SACCO 5 Teachers benefit from the 5 Funds were transferred to UNATU teachers SACCO Apex organisation.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Monitoring and 0.405 P1-P3 classes in 20 private 0.38 P1 – P3 Classes in 5 Private schools Supervision of schools monitored. Nursery in monitored. Monitored 35 ECD Primary Schools 20 schools monitored.60 centers and nursery schools in nursery schools /ECD centres Lira, Kitgum, Hoima, Kibaale, and 120 primary schools Ntungamo, Jinja and Mbarara. supervised and monitored Facilitated the monitoring of 1,140 focusing on sanitation, primary schools benefiting from hygiene and girls’ education. World Food Program support in DEO and DIS conference the Karamoja Sub-region. facilitated. 1,053 school Monitoring visits carried out by WFP. Instructional 16.837 39,000 wall charts; 330,000 16.83 Paid 50% of the contract price to Materials English text books; 39,000 MK Publishers for the supply and song books procured and delivery of 96,860 Primary 5, 6 and distributed for primary 5 to 7. 7 Local Language sets of readers Assorted instructional (1, 2, 3) books for Luo Acholi, materials for Primary 1 and Runyankore-Rukiga, Madi, Primary 2 plus SNE procured Luganda and Lusoga; 19,742 and distributed. Local Language Pupils’ Books for Delivery, storage and usage Madi, Runyoro-Rutoro and Luo- of instructional materials in Acholi and 1,268 Local Language schools monitored. Teachers’ Guides for Madi, Awareness of stake holders Runyoro-Rutoro and Luo- Acholi. on Instructional materials in Procured 337,414 Primary 5 and schools carried out. Primary 7 English Course books and 92,800 Primary 5 and Primary 7 English Teachers ‘Guides Books from St. Bernard Publishers Ltd. Procured 800 cartons of Braille Papers Materials Procured 5 pieces of Embossers for St. Francis P/S School for the Blind Madera, Salaam School for the blind, Arua Demonstration School (Unit), St. Hellen’s P/S (Unit) and Gulu Primary School (Unit) 26

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Verified the delivery of instructional materials to 45 PTCs Monitored the state, usage and management of Instructional Materials in Districts of Arua, Yumbe, Maracha, Bushenyi, Ibanda, Soroti, Katakwi, Amuria, Kamuli, Kaliro, Namutumba, Iganga, Kyenjojo, Kyegegwa, Kabarole, Masaka, Kalungu, Ssembabule, Lira, Apac and Otuke Guidance and Advocacy and 0.217 Career talks covering 320 0.163 Career talks conducted in 158 Counseling Information education institutions educational institutions in dissemination conducted. Northern, Western, Central, and Support supervision and Eastern Regions. Conducted follow up in provision of support supervision and follow up standardized G&C services in in provision of standardized G&C 180 institutions and services in 110 institutions Counseling services conducted. Teachers oriented in Guidance and Counseling o/w Selection 0.418 Organising and conducting 0.415 Organized and conducted Exercise and National Placement of National Placement of 503,565 placement of 400,000 P.7 and 180,000 S.4 P.7 and 195,029 S.4 leavers to the children leavers to the next level of next level of education. Procured education. services and supplies to conduct placement/admission of P.7 and S.4 Leavers

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Special Needs 0.074 School based field visits 0.065 Monitored 54 schools at both Education covering 60 schools to offer Primary and Secondary levels: in support supervision Arua, Gulu, Soroti, Kasese, Kamuli, conducted. NFE face-to-face Mbale, Manafa, Luwero, training in 6 CPTCs Mubende, Koboko, Hoima, Moyo, monitored. Nebbi, Gulu, Apac, Lira, Oyam, Mukono, Shema, Kanungu, Participation in International Moroto, Abim, Kotido, Kabale, day for Persons with Kisoro, Kiboga, Masindi; Bugiri, Disabilities and White Cane Iganga, Jinja, Dokolo, Amolatar day. and Mbarara.Monitored NFE trained teachers under the 4 CPTCs of Nakaseke, Arua, Bulera and Kibuli. o/w Transfer to 0.644 Transferred Subvention grants 0.642 Transferred Subvention grants to Schools(Grants) to 100 institutions supporting 100 institutions (Aber P/S, Agola learners with special needs P/S, Agururu P/S, Amanang P/S, (5,000 learners benefitted). Alemere P/S, Angal Girls P/S, Angwencibange, Arua Primary School, Arua demonstration P/S, Balitta Lwogi P/S, Bishop Rwakaikara SNE Unit, Bishop Stuart Demonstration P/S, Bishop West P/S Mukono, Bishop Willis Demonstration school, Brim P/S, Budadiri Girls P/S, Bukwo P/S, Bumbo P/S, Bushenyi Centre for Disabled Children, Buwologoma P/S, Canon Apollo Dem. P/S, Cheboi P/S, Chemuron P/S, Ediofe Girls P/S, Entebbe Children Welfare Unit, Eruba P/S, Good Samaritan school for the Deaf Kitengesa, Goodwill Special Needs Demonstration Academy, Kireka, Gulu High school, Gulu P/S for Blind Annex, Gulu Prisons P/S, 28

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Hassan Tourabi Education Centre, Hornby Junior School, Iganga Secondary School, Ikwera Negri P/S, Ikwera P/S, Ishekye Unit for the Handicapped, Kalasa Mixed and Boarding P/S, Kamet P/S, Kamurasi Dem. School, Kapkoros P/S, Kasambya Unit for the Blind, Kashwa P/S, Kateera Biikira P/S, Kavule Parents school for the Deaf, Katikamu Sebamala P/S, Kinyamaseke P/S, Kinyinya P/S, Kireka Home, Kisoro Dem. P/S, Kiteezi Centre for the Disabled, Kortek P/S, Kyambogo Primary School, Luteete Mixed P/S, Luwero Boys P/S, Magale Girls' Boarding, Manjiya P/S, Martin Nkoyoyo Inclusive P/S, Masindi Centre for the Handicapped, Mbale School for the deaf, MM Wanyange P/S, Moyo P/S Annex for the Blind, Mukono Bishop West P/S, Mulago School for the Deaf, Nancy Comprehensive S.S, Ngora High School, Ngora School for the Deaf, Nsawo C/U Primary School, Nyabyeya P/S, Nyakibale Lower, Pajobi P/S, Rugazi Central P/S, Rukoki Model P/S, Rustya P/S, Rwera Mixed P/S, SAAD Memorial Secondary school, Salaama School for the Blind, Seeta C/U P/S, Shimoni Demonstration School, Sir Apollo Kagwa S.S. Nazigo, Special Needs Education Centre Kitanga, Spire Road P/S, 29

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn St. Bernadette’s Parents P/S, St. Francis P/S. for the Blind Madera, St. Hellen's P/S, St. John’s SS.S Nyabwina, St. Ludovico’s Kitana P/S, St. Mark VII school for the Deaf, Bwanda, St. Mary Gorreti Ngetta Girls, St. Peter and St. Paul P/S, St. Thereza Bujuni P/S, St. Ursula Day Care Centre, Suam P/S, Teremunga P/S, Tukore Invalids P/S, Uganda School for the Deaf, Ntinda, Walukuba West P/S, Waluwerere P/S, Wandegeya Moslem P/S, Wigua P/S). 5,000 learners benefited from this fund while a scholarship was awarded to 1 student with visual impairment in Iganga S.S. for his senior 3 second term tuition.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Secondary Monitoring and 0.217 Provided support supervision 0.196 Provided administrative and Education Supervision of to 145 government USE support supervision to 202 Secondary Schools secondary schools and government schools that is administrative support to 150 Naama SS, Trinity College USE schools. Nabbingo,Makerere College School, Kololo High School, Atutur Seed SS, Okapel SS, St Catherine, St. Acquinas Kashaki, Hornbay SS, Kamuronko SS, Kyogo SS, Kamwezi, SS, Rwamanyonyi SS, St. Pauls SS Rushoka, Nayakyera SS, Bubangari SS, Kashenyi SS, Rwabukoba SS, Mvara SS, Kololo SS, Baale SS, Galiraya Seed SS, Ndeeba SS, Kangulumira Public S S, St. Kalemba SS Nazigo, Jinja College, PMM Girls SS, Iganga High Sch, Iganga SS, Kisiki College, Busembatya SS Bukoyo SS, Kawanga Parents SS, Lwemiyaga SS, Mateete Comp SS, Mawogola HS, Ssembabule CoU SS, St. Ann’s SS Ntuusi, St. Charles Lwanga Lwebitakuli, St. Barnads SS Manya –Rakai district, Kyambogo College School, Kololo HS, Kalinabiri SS, Nabisunsa Girls SS,Entebbe SS, Kitende SS, Namilyango college, Kira SS, MM Wairaka, PMM Girls SS, Jinja SS, Jinja College, Iganga HS, Iganga HS, St Paul SS Nasuuti, Budini SS, Wanyange Girls, Busoga College Mwiri, Mother Kelvin, Karugutu SS, Kololo SS, Makerere College School, Nyakasura School, St. Leo’s College Kyegobe, Arua 31

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Public, Vurra SS Mvara S S, Bwera SS, Kitante Hill Sch and Nyakiyumbu SS . Attended the sensitization/induction workshops of Head teachers and newly appointed BoG members in 46 secondary schools. Facilitated the implementation of Education Service Commission (ESC) minute no. 243-323 of 2015 for Assistant Education Officers. Investigated management issues in Chemanga SS in Kapchorwa.

129.509 Pay capitation grants for 129.447 Paid capitation grants for 875,529 867,789 USE and 1,785 USE and 64,807 UPOLET Students UPOLET Students 0.5 Facilitate secondary schools 0.5 Facilitated secondary schools music, dance and drama; music, dance and drama; and and East African Games. East African Games. Capitation 129.509 Pay capitation grants for 129.447 Paid capitation grants for 875,529 Grants(LG) 867,789 USE and 1,785 USE and 64,807 UPOLET Students UPOLET Students Private Schools 0.600 600 Non USE private schools 0.420 Monitored and provided support Department and 400 USE/UPOLET private supervision to 625 non- USE schools monitored and schools and 150 USE/UPOLET support supervised. schools.

Dissemination of guidelines Four workshops were held for for licensing, registration and dissemination of classification of private guidelines(Eastern, Western, 32

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn schools Northern and Greater Masaka regions )

Higher Education Monitoring/supervis 2.94 AICAD Supported. JAB intake 2.94 AICAD supported. 5,600 students ion and Quality capacities monitored. admitted by JAB to 37 Other assurance for Subvention to NCHE to Tertiary Institutions. Tertiary Institutions support its programmes. NCHE supported to maintain (AICAD, NCHE, District Quota activities quality in higher education. JAB) monitored and reviewed. Completion, survival and dropout rates monitored. Turn-up of 1st year students at Other Tertiary Institutions monitored Operational 10.95 Funds to support 7.14 Paid for verified certificate for the support for public establishment of Soroti ongoing construction of Soroti and private University provided. University. Universities Funds to support 100 science 150 Science Education students education students at Kisubi supported at Kisubi Brothers Brothers’ University College University. provided. Support to Bishop Stuart, Kabale University, Mt of the Support extended to six private moon University, Ndejje universities University, Kumi University and Nkumba University provided. Support to 2.00 10 research projects funded 1.560 Supported research conference Research at Public Universities. Students at College of Natural Sciences Institutions in Public in Cuba supported; top-up and at Uganda Management Universities allowances to 400 students Institute. Top-up allowances to abroad. Air ticket paid for students on scholarship abroad students’ scholarship abroad. paid to 371 (China 47, India 52, Uganda Commonwealth Turkey 14, Egypt 42, Cuba 6, Scheme supported. Thailand 5 and Algeria 205).Paid contribution to Common Wealth Scheme

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Sponsorship 12.966 At least 20 candidates for 12.958 Uganda’s Attaché in Algeria and Scheme and Staff Masters and PhDs as annually India facilitated Development for selected by NCHE at an Disbursed funds to the higher Masters and PhDs average cost of UGX 10M per education institutions as loans to annum sponsored. 1,918 students to cater for two Uganda’s Education Attaché semester fees. in India and Algeria Consultative meetings held in supported. Busitema University, Gulu University and Kampala Student Loan Scheme international University. Visited Facilitated. Universities and other higher Airline tickets for at least 10 education institutions to verify students returning home from students’ information and Cuba at an average cost of existence. US$4000 per ticket and Part payment made for the repatriation cost for students Integrated Loan Management who fall sick or asked to System. leave the country paid for. Payment to Centenary bank for a Supervisory visits to students service in loan application abroad facilitated. handling FY 2014/15. Printed 4,600 copies of frequently asked questions and 300 copies of loan award report and 2,500 ILMIS user manual. Sensitization exercise conducted in the various universities and other tertiary institutions. Printed and distributed 100 copies of the Loan award report. Conducted a cleanup exercise of student’s data in the integrated Loan Management System (ILMIS). Conducted follow up visits to Higher Education Institutions to review the progress and performance of students 34

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn supported by the Board.

Operationalized the Integrated Loan Management Information System (ILMIS). The loan application module and selection and award module are now working. Uganda 1.52 Procure all teaching 1.52 Procured all teaching materials Management materials during the period during the period Institute (Teaching 13 Advertisements were run 13 Advertisements were run and Research) during the period during the period 22 Short and 14 Tailor made 22 Short and 14 Tailor made courses conducted courses were conducted 2,928 Participants were 2,928 Participants were registered registered on Long courses on Long courses 1,856 Participants graduated 1,856 Participants graduated 39 staff attended international Conduct research seminars, and 11 local conferences attending local and national 12 Journals were sold conferences. Published 10th issue journal

1 Policy paper, 3 Policy briefs was developed 1 Public dialogue held 3 Research seminar was held Makerere University 93.95 Enrolment: Enrolment is 93.95 The enrolment as at the end of (Teaching, expected at 45,000 (40,552 2nd semester was 37,610 Research & undergraduate and 5000 undergraduate and 2,250 Outreach) graduate students). graduate students in 80 Academic programmes undergraduate programmes and include 112 undergraduate 100 postgraduate programmes and 127 graduate Operated and managed of two programmes. newly established campuses in Operation and management Jinja and Fort Portal of two newly established 14,193 students graduated in campuses in Jinja and Fort January 2016 of which 6,998 were 35

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Portal female students and 7,195 male Admission: 14,000 students students graduated. will be admitted in six Programme phasing to move laboratory based and four towards E- learning mode carried humanities and liberal arts out. units of the university 1,476 academic staff, 71 Graduation 12,000 students in professors, 116 Associate prof, 172 their final year of study senior Lecturers, 308 lecturers, 648 Programme phasing to move Assistant lecturers paid towards E- learning mode. 1476 academic staff; 71 Multidisciplinary research teams professors; 116 Associate targeting the university research professors; 172 senior agenda. Lecturers 308 lecturers; Books published 648 Assistant lecturers; Dissemination 131 teaching staff time workshops/seminars meetings 10,000 undergraduate held students in yr 2 undertake Civil society engagement and internship Consultancy services/Reports Multidisciplinary research Colleges teams targeting the university Short courses in five Colleges- research agenda. Computing and IT, Books published CHUSS/Gender, Law, CoBMAS, Dissemination COVAB workshops/seminars meetings

Civil society engagement and Consultancy services/Reports Colleges

Short courses in five Colleges- Computing and IT, CHUSS/Gender, Law, CoBMAS, COVAB

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Muni University 5.97 Conduct 34 weeks of lecture 5.968 39 weeks of lectures conducted for 200 government for 186 government sponsored sponsored students and 200 students and 14 privately privately sponsored students, sponsored students. prepare and conduct 2 semester examination sessions examinations for 400 students of two weeks conducted and 10 research proposals written results released. for funding, and 10 articles 9 part time lecturers paid published 2 faculty board meetings held ICT problems identified and and minutes produced. defined. 1 week of orientation conducted Community trained in for 200 new students. effective use of ICT 21 academic staff paid salary. 80 students supervised during 200 government sponsored internship in various field and students paid living out report produced. allowance and faculty 10 research proposals written/ allowances prepared for funding to partners. 12 academic articles published in the Journal. 2 academic research conducted -still ongoing. 1 training organized for Key ICT Users on effective use of ICT and report produced. 2 community trainings carried out for 55 community members in Arua on effective use of ICT and report produced.

1 ICT workshop organised to Identify its problems and solutions with key stakeholders and report produced. 186 government sponsored students paid living out allowance and faculty 37

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn allowances for the months of July 2015-June 2016

Busitema University 19.386 -3791 students taught and 17.691 a ) 3,247 students were examined out of which 610 registered, taught and examined government continuing b ) 1,148 students graduated students, 243 government of which 366 (32%) females fresher’s, 1150 private and 782 (68%) males continuing students and 1788 c) One science exhibition was private fresher’s. carried out by BCT department. -1,367 students graduated of 1000 trees planted around the which 494 certificates, 591 boundaries of the University land diplomas and 282 bachelors. at all campuses. -Two semester examinations - HIV /AIDS sensitization conducted workshops for the students and -Two staff capacity building communities around all training conducted campuses i.e. 4 workshops) done -Three programs reviewed - Farmers trained in best - Two Semester exams practices in conjunction with reviewed by external NAADS in Soroti and Serere examiners twice districts. -,1579 students of 2nd and 3rd - collaborations and linkages year attached to Industries with the neighbouring and supervised during the communities done recess -Engaging rural communities in term Soroti in kuroiler chicken rearing. 382 first year students to be - local community trained in given vocational training the use of herbs to treat cattle to during recess term. improve household income of -61 second year students of the rural communities around BCT trained in micro- Soroti district. computer based -12 prototypes per department instrumentation and lab tested in various areas of systems. Uganda. -51 students of BCT trained in -At least two workshops and

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Radio propagation and seminars were conducted per antenna development. Department. -562 proposals and projects -8 study tours were carried out for for final year students vetted the six departments. and approved. - 1000 trees planted around 856 students paid feeding and the boundaries of the accommodation allowances at a University land at all rate of UGX 4,500 per day for campuses. 238 days in an academic year - To organize HIV /AIDS and 70 days for recess term sensitization workshops for the activities students and communities - Health and Sports facilities around all campuses i.e. 4 was provided to all students at workshops) all campuses.- - To train farmers in best - Utility services (water and practices in conjunction with electricity) were provided to NAADS in Soroti and Serere students by timely payment of districts. bills as and when they fell due. -To establish collaborations and linkages with the neighbouring communities -Engaging rural communities in Soroti in kuroiler chicken rearing. - Training of the local community in the use of herbs to treat cattle to improve household income of the rural communities around Soroti district. -12 prototypes per department tested in various areas of Uganda. -To participate in at least two National Trade Shows and exhibition. 39

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn -At least two workshops and seminars to be conducted per Department. -18 study tours to be carried out for the six departments. - 1008 students paid feeding and accommodation allowances at a rate of UGX 4,500 per day for 238 days in an academic year and 70 days for recess term activities - To provide Health and Sports facilities to all students at all campuses.- - To provide a conducive living environment by rehabilitating all Hostels and cleaning the compounds at all campuses. - To provide Utility services (Water and electricity) to students by timely payment of bills as and when they fall due. Mbarara University 20.652 1,142 new students enrolled 20.630 Conducted 30 weeks of lectures and registered. & practical’s and 4 weeks of 30 weeks of lectures & examinations. Procured teaching practical’s and 4 weeks of materials (Computers supplies, examinations conducted. Chemicals, Apparatus, and Text 10 weeks of Recess Term for books) for 3,592 students. 41 Nursing, and 35 Medical Conducted 1 Study Trip for each Laboratory completion of the following programmes: students conducted. Procure Nursing, Pharmacy, and Medical teaching materials Laboratory Science & Business (Computers supplies, Administration. Conducted Chemicals, Apparatus, and Graduation for 921 students. Held 40

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Text books) for 3,669 students. 6 Quality Assurance and 1 Study Trip for each of the Curriculum Review following programmes: meetings/workshops. Paid Faculty Nursing, Pharmacy, Medical Allowance for 548 GoU Science Laboratory Science & based students. Timely payment Business Administration of salaries for 323 staff. conducted. Faculty Conducted 26 Research studies Allowance for 520 GoU and made 13 publications. Held 4 Science based students paid. public lectures, 7 Research Graduation for 792 students workshops, 5 Research workshops conducted. 8 Quality for ACEII Proposal development Assurance and Curriculum and 1 Research Dissemination Review meetings/workshops Conference. held. Salaries for 407 staff Conducted survey for Leadership paid & Community placement, School practice and Industrial Training. 30 Research studies and Conducted Community Twining make 10 publications for IITR and Domiciliary for Nursing conducted. Students. Conducted 10 weeks of Held 4 Public lectures, 8 Leadership and Community Research workshops and 1 placement for 70 Research Dissemination Medical students, 32 Nursing, 42 Conference. Pharmacy, 98 Medical Lab. 8 weeks of Leadership and Science, 6 Physiotherapy & 18 Community placement for 65 Pharmaceutical Science. 8 weeks Medical students, 40 Nursing, of School Practice for 277 40 Pharmacy & 40 Medical Science Education Students, 8 Lab. Science, 8 weeks of weeks of Industrial Training for 73 School Practice for 210 Science Laboratory and 36 Science Education Students, Computer Science, 70 Computer 8 weeks of Industrial Training Engineering and 86 Information for 173 Computer Science, Technology Students, 167 Business Computer Engineering and Administration, and 126 Bachelor Information Technology of Accounting Students. Students, 201 Business Fed and accommodated 246 Administration, 40 Pharmacy GoU students and paid living out and 65 Science Laboratory allowance for 422 GoU students. 41

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Technology Students Provided health care and conducted. Participate in the recreation (sports and games) Annual exhibitions for facilities for 3,592 students. Uganda National Council for Higher Education and Uganda National Council for Science and Technology. 242 GoU students fed and accommodated and living out allowance for 422 GoU students paid. Provide health care and recreation (sports and games) facilities for 3,669 students Makerere University 14.383 To admit, register, teach, and 14.383 Continued teaching of registered Business School examine students: Govt students. Placed adverts for 1,240, Private 19,710; Total Postgraduate Diploma, Ordinary 20,950. Diploma and Certificate Purchase 5000 textbooks. programmes for the academic Provide for staff development year 2016/2017. Held an programs: Phd 50, masters 85, admissions Board meeting on Bachelors 40, Diplomas 10. April 01, 2016 to consider Wkshps 16, Conference, 16 applications for Diploma and workshops & Seminars Certificates for MUBS Regional campuses and Affiliated 5,000 textbooks & increase institutions for 2015/2016 reference books by 20% academic year second intake. A total of 504 applicants were Conduct Industrial Training admitted to the Diploma and and Field attachment to certificate programmes at MUBS 5,000 students. Regional campuses and Affiliated institutions for the 2015/2016 Issues academic prizes to the academic year second intake. best students per Prepared the Almanac for programme; 10. 2016/2017 Academic Year, for reference and guidance by staff 42

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Research at all faculties with and students. First year Diploma a minimum of 120 research and certificate students were topics. issued with Identity Cards. First Year Bachelors and Masters 8 Academic Research registered students were issued Seminars. with Identity Cards. Prepared a coursework timetable for Expected 15publications to Bachelors programmes and the be done: tests conducted during the weekends of the 5th, 6th, 10th Research Conferences to be and 11th weeks of the semester. attended: Our lecturers have been starting on time and end as Students welfare to include scheduled. Lecturers are Living Out Allowance (LOA's) increasingly adjusting to the use to non-resident Gov't of ICT in teaching. sponsored students, feeding & accommodation to gov't Remedial lectures were sponsored students: 1240 conducted for the third year Bachelor programmes and second year semester one courses for Diploma programmes. The remedial lectures commenced on Tuesday June 14, 2016 and the reviewed teaching time table for remedial lectures was sent out on June 22, 2016 after the Special Academic Board meeting held on June 17,2016 agreed to teach all semester one courses. Students registered online using the Computerized Education Management and Accounting System (CEMAS). A total of 16,588 students on Masters, Bachelors Diploma and 43

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Certificates at MUBS main campus Regional and Affiliated Institutions registered online for semester two 2015/2016 academic year. Examination time table was prepared and end of Semester two 2015/2016 AY examinations were conducted as follows; • Undergraduate and Graduate students – May 09, 2016 and ended on May 28, 2016 • Diploma and Certificate students – June 13, 2016 and ended on June 21, 2016. All examinations for semester two were moderated by the Heads of Departments .Results were migrated by Faculties from EIS for verification before being used for production in CEMAS. Student examination permits were generated and printed using the Computerized Education Management and Accounting System (CEMAS). A total of 1372 students who successfully completed their Certificate, Diploma and Postgraduate diploma programmes graduated at the 11th MUBS graduation ceremony held on May 27, 2016. Eleven ( 11) Graduation Committee Meetings were held in preparation for the MUBS 11th 44

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Graduation Ceremony. The ten overall best performing male and female students for 2014/2015 AY at all levels were recognized at the ceremony, each with a Plaque and a Cash Prize of UGX. 500,000. ACCA meritorious awards were also awarded to the two best students in the Accounting discipline at Bachelors and Diploma levels. A total of 1852 new and certified transcripts were prepared between January and June 2016 for students who completed their postgraduate diploma, ordinary diploma and certificate programmes from MUBS, study centres, Uganda Colleges of Commerce and Private Affiliated Institutions. Students’ files of Bachelors, Diploma and Certificate programmes are continuously opened, retrieved and updated from the Records office The Board recommended to School Council to approve the affiliation of Meritorious Biz Tech College to MUBS. Reviewed resolutions on conducting Field attachment as indicated below: • Field attachment was decentralized to Faculties. • Students will conduct Field Attachment once not twice and 45

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn this will be after 2nd year semester two. • Students will hand in one bound hand copy of the report instead of three. On June 29, 2016, the Principal responded to the Senate Academic Programme Restructuring Committee justifying why the recommendations to restructure should no be adopted on the MUBS programmes.• 08 School Irregularities Committee meetings were held and 91 cases of student’s examination malpractices were considered. Four workshops were organized by the Entrepreneurship department. Procured 220 texts. Attended the workshops organized by the Consortium of Uganda University Libraries. Bar coded all library books. Continuous Strengthening of the role of Mgt in Campus libraries. Trained Staff in the consolidated search engine (lib hub), e- resource usage. Continuously sent alerts on availability of new information. Attended workshop on online repositories. •Help-Desk activities are decentralized to the Departments and Faculty Offices to handle all students’ issues and complaints. Staff at Faculties attended 46

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Research workshops and short term training in E-Learning platform. Using CEMAS to update student’s financial records. Commitment of funds using CEMAS by all departments and units. Under graduate programmes were Reviewed to meet National council for higher Education Standards. Course Team leaders were democratically elected by staff, workload was discussed and fairly distributed. Performance appraisal was done on daily basis to see how staff are progressing. Quality Assurance Directorate conducted surveys to determine the quality of teaching and learning initiatives of the school. Quality Assurance Directorate Policy had been drafted and Submitted. Staff completed their study programmes as follows: PhDs-2, Masters -67, Bachelors 4; Postgraduate Diploma-2, Diploma 4.; and Certificate. Registered on staff Development: PhD-5

A number of staff at Faculty were involved in conducting research activities at different phases. Eight Faculty funded Research Projects are ongoing. Faculty Research Theme was “Enhancing 47

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Business competitiveness". Two research projects were completed at the Faculty of Management. Faculty of management also has three new publications by staff and their teams. Faculty also participates annually in the Inter- university Exhibitions conducted at UMA. Staff in the departments of attended research workshops and short term training in E-Learning platform. Six research publications in phase one and three under corrections. Faculty of Entrepreneurship and Business administration organized a research clinic in which a number of staff presented different papers won “What do managers do” during the AIMC Conference

A paper on “The three M typology for SMEs during the Entrepreneurship conference was presented

Another paper on strategic planning and performance of EPZ camp in Kenya during the African Academy of Management conference was presented. Conducted research as follows: Publications 21; Completed -27 48

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Proposals/on-going- 38

Accommodated 270 both government and private students for the AY 2015/2016. Supervised cleaning and garbage collection and Hostel maintenance works. Fumigated some rooms of Hostels. Paid living out allowances to 936 government sponsored students for Semester II, AY 15/16. Paid service provider for dinning services for students feeding and hostel maintenance. Ensured that service providers render best services to students. Carried out routine checkups in student rooms with security personnel. Cleared finalist students for graduation. Processed facilitation for 28 students’ with disabilities and their helpers. Gulu University 18.276 Admit 290 Government 18.675 10 additional Masters Programme sponsored students and 3,500 students were sponsored, 40 Private students Undergraduate students were sponsored under AfDB HEST Register 10 additional PhD Project, students and sponsor 5 administration staff attended 20 additional Masters trainings, workshops, conferences Programme students under and seminars. AfDB HEST Project, 24 weeks of lectures for 5,000 students were conducted, 242 Sponsor 20 administration to Government sponsored students 49

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn undergo trainings, workshops, and 2,889 privately sponsored conferences and seminars students were admitted, Under AfDB HEST Project, Carried out recess term activities for 450 students for Faulty of Conduct students field medicine and Agriculture and training for 400 students, Environment, internship and community clerkship for 200 students, Conducted school Practice for Conduct school Practice for 750 students in the 250 schools, 750 students in the 250 Carried out recess term for 450 schools, carry out recess term students for Faculty of Agriculture activities for 450 students for and Environment and medicine in Faulty of medicine and July and August 2015, Agriculture & Environment, Carried out industrial training for Carry out industrial 200 students for Faculty of attachment for 200 students. Agriculture and Environment, carried out survey in 250 schools Conduct 10 research for schools practice. seminars and training, make 20 publications, 11th Graduation held, 1,359 Prepare and present 20 students Graduated, 2 Research proposals for Graduated with PhD, 34 students approval and funding, pursuing PhD, 25 pursuing Masters Conduct 24 Public lectures, under staff Development. Produce 4,000 brochures on Conducted 6 weeks of lectures research guides, make and 2 weeks of exams, subscriptions to 10 referred School practice for 750 students research journals. of Faculty of Education & Pay living out allowance Humanities commenced, every month for 830 Recess term activities for year Government sponsored I,II,III and IV for 300 students students, pay welfare for 30 Faculty of Medicine, campus disability students, facilitate based training for Faculty of student’s research for 250 Agriculture & Environment for students. year I, II and III for 200 students carried out. Prepared and presented 15 50

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Research proposals for approval and funding, Conducted 10 Public lectures, conducted 5 research seminars and Trainings and 16 Publications were made. Conducted 1 research conference. Made subscriptions to 10 referred research journals. 3 Public lectures were carried out. Carried out Field visits/attachments and for 100 students for Faculty of Agriculture & Environment, conducted community clerkship in 30 Health centres for 110 Medical Students and carried out internship for 70 Medical students.

Paid welfare allowances for 200 students at Faculty of Medicine and 150 for Faculty of Agriculture and Environment on Recess term in July 2015, paid living out allowance for the Months of July - December 2015 and January - March 2016 for 800 Government sponsored students and paid welfare for 30 disability students. Skills Development Technical Schools 19.125 Pay capitation grants for 19.1252 Paid capitation grants for 2,907 and Farm Schools, 2,907 students in community students in community Community Polytechnics, 7,320 students Polytechnics, 7,320 students in Polytechnics, in Technical institutes, 3,860 Technical institutes, 3,860 students Health Training students in Technical Farm in Technical Farm schools and Institutions schools and 5,230 Health 5,230 Health Training institutions Training institutions

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Assessment and 1.951 12 certified facilitators, 30 1.951 98 additional assessors trained. 63 Profiling of certified test item developers Instructors trained in West Nile Industrial skills (DIT) and 550 certified assessors sub-region. trained. 100 new centres accredited. 4 TI development sessions Registration of candidates and homework assignments successfully conducted. Modular for developers established; transcripts and Worker’s PAs booklets issued. Centres in 9 UGPRIV VI regions inspected and 2,537 copies of ATPs printed candidates registered in both 14,043 Candidates for BTVET non- full occupational and formal Programme were assessed modular assessment. including 20 candidates for Level Assessment instruments 1, 20 candidates for Level 2, 7 printed for 8,000 candidates Candidates for Level 3 assessed. and assessment conducted Test Item Development and twice a year; moderation of occupational 10 occupations assessed for instruments. A total of 24 UVQF; modular assessment occupations were handled. Six conducted for non-formal sets of instruments were training programmes for moderated for each occupation, 18,000 candidates; this include performance Occupational assessments (practical) and written conducted for BTVET instrument.11,570 Candidates instructors and manager results assessed, marked and qualification i.e.300 results released. candidates for CVTI, 150 for 135 Knowledge /theory and 65 DVTI and 150 for DTIM; performance/ practical Procurement of certificate assessment instruments and transcript materials; Print developed. 13,567 candidate’s certificates, transcripts and results compiled, analysed and workers PAS booklets. released. 420 DITTE instructors Facilitate meetings and a assessed and certified with UVQF workshop to sensitize the level III occupational public about the DIT reforms competence awards. and the BTVET Act, 2008. 25 occupational profiles 12,000 Certificates materials 52

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn produced and 5 procured. 10,500 Packing bags occupational training procured module and test items 1 advert in newspapers on DIT. produced. 600 Brochures produced. 5 Labour market surveys occupational profiles developed. conducted; salaries for 19 4 Regional Awareness seminars staff members, PAYE and on the Vocational Qualifications NSSF for contract staff paid. in the Road Sector. 9 occupations profiles developed and compiled for the DITTE program. Conducted a review and research in ATP User guide in the Regions of West, Central, West Nile Operational 16.867 Pay capitation grants for 16.865 Paid capitation grants for 1,600 Support to 1,600 students in 5 UCCs and students in 5 UCCs and 5 UTCs Government 5 UTCs. .Living out allowances for Technical Colleges students in the UCCs of: Aduku, UCC Pakwach, UCC Soroti, UCC Kabale and Tororo. Instructional Materials for Instruction materials were BTVET institutions provided. provided to Nakawa VTI, Kaberamaido TI, Jinja School of Nursing, UTC Kyema, UTC Kicwamba, Karera TI and Rwampara Farm Institute. Industrial training fees paid Industrial training fees paid for 320 for 320 students in each of students in each of the following the following UTCs: Elgon, UTCs: Elgon, Lira, Bushenyi, Kyema Lira, Bushenyi, Kyema and and Kichwamba. Kichwamba.

Capitation grants for Non Formal Trainees paid.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Examination fees for TSs, CPs, UGAPRIV, Tis, UCCs, UTCs and Agric. Insts. Paid Competence Based Educ and Training enhanced in UTCs. Skilling Uganda -Reform Key stakeholders were consulted Taskforce facilitated on the proposed mandate, roles, Effective CBET functions and key responsibilities implementation, 200 of the Skills Development Institutions and issue exam Authority. guidelines to accredit Oil & Gas Sector Skills Council centres inspected. Engaged the Key stakeholders, Needs assessment on CBET Education Development Partners, application in institutions International Oil Companies, conducted, training providers in order to have Enhance the Management better well-coordinated and conduct for 2 interventions in the sector. semesterised examinations Designed principles, mandate, (Nov/Dec 2015 and functions and responsibilities of May/June 2016 series) for the Skills Development Authority. about 70,000 students in Capacity Building of Managers of about 310 institutions and both Public and private BTVET Examiners trained on CBET Institutions on the reforms, TVET examination methodologies. Financing, Sector Skills Councils 61 Staff salaries paid. under the support of BTC SSU Institutions Inspection for project. Accreditation, Review of the Held a stakeholder mapping UBTEB strategic plan, 1 Needs exercise in Rwenzori, Albertine Assessments survey, and and Eastern sub-regions. 1Feedback workshop for Established and operationalized about 180 participants, 1 manufacturing and Agriculture Monitoring and Evaluation, Sector Skills Councils. Developed and analysis of reports a gender mainstreaming conducted, 4 staff trained to strategy. This was developed and enhance their job made available.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn performance, Development Developed a draft of Budget Manual. Communication and Marketing Improved collaboration and Strategy for Skilling Uganda. awareness with stakeholders Developed a Website for Skilling through Public Relations Uganda. Developed a consolidated budget and work plan for Oil and Gas SSC in place

Monitoring and 0.039 Monitoring of BTVET 0.033 37 BTVET institutions monitored Supervision of institutions conducted. including (Jinja School of Nursing, BTVET Institutions Masaka School of comprehensive Nursing, UTC Kyema, UTC Bushenyi, UCC Soroti, Arua SCN and Mbale SOCCO) Operational 2.637 Capitation grants disbursed 2.637 Capitation grants disbursed for: Support to UPPET for: examination and examination and industrial BTVET Institutions industrial training fees for training fees for 1,896 students in (DTI) 1,896 students in 08 08 departmental training departmental training institutions (i.e. UCC Kigumba; institutions (i.e. UCC Tororo Coop. College; NVTI; Jinja Kigumba; Tororo Coop. Voc. Training Institute; Lugogo College; NVTI; Jinja Voc. Voc. Training Centre; National Training Institute; Lugogo Meteorological Training Centre, Voc. Training Centre; Institute of Survey and Land National Meteorological Management and Nsamizi Social Training Centre, Institute of Development Institute). Survey and Land Interviews and verification of Management and Nsamizi nurses conducted Social Development Institute. Interviews and verification of nurses conducted. 360 trainees trained in various CBET activities in Nakawa VTI NHSTC Assessment and 11.535 Effective operation of 11.535 Conducted examinations for 3325 55

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Technical Support Uganda Nurses and Midwives students including four national for Health Workers Examination Board (UNMEB) exams and two regular and Colleges activities. examinations (UNMEB).

Effective operation of Examinations conducted for Uganda Nurses and Midwives 4,459 students (UAHEB) Examination Board (UAHEB) Principal's Annual Conference activities. held Consultative meetings with Principals and Registrars and Principal's Annual Conference held Funds disbursed to Hoima nursing school Quality and Teacher Training in 1.679 Teaching practice exams 1.679 Paid school practice fees for 3751 Standards Multi-Disciplinary and living out allowances for students of Kaliro, Kabale, Muni, Areas 3751 students in NTCs, 175 Unyama and Mubende NTCs students in Abilonino CPIC, Paid for teaching practice exams and 120 students in Health of 200 students of Abilonino Tutors College paid. Paid living out allowances for 120 Instructor Teacher, Vocation students of HTC Mulago Education Training (ITVET) Paid allowances for students of and Jinja VTI facilitated to Nakawa VTI & Jinja VTI provide stationery for students, living out allowances to students and supervision allowances to instructors during industrial training. Training of Capitation Grants to 5 NTCs 2.92151 Disbursed Capitation Grants for Secondary for 3751 students; Abilonino 3751 students (Kabale, Kaliro, Teachers and CPIC for 175 students, Health Mubende, Muni and Unyama Instructors (NTCs) Tutors College for 120 NTCs), 200 students of Abilonino students and 45 PTCs for CPIC instructors College and 120 16239 students paid. students of Mulago Health Tutors College

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn NCDC 8.536 10,000 copies of the thematic 8.536 Fine-tuned the P.4-P.7 Braille song book printed. Developed the draft ECD The thematic curriculum for parenting manual. the blind Brailed. Printed and dissemination Research findings from the messages on research findings study of thematic curriculum from the study on the Thematic disseminated. Curriculum in the central region Modernization of the library of the country. and subscription for resources Translated the Thematic Situational Analysis of the curriculum for the blind from print current A- level in our schools. to Braille (i.e for P.1-P.7 and fine- The reformed lower tuned that for P.1-P.3) secondary curriculum to the Developed Assessment current A level syllabus Guidelines for 4 National Aligned. Certificates. Stakeholders meeting with Developed an orientation the regional Head teachers manual for orienting Instructors on associations held. the four technical programmes. Modularized competence Draft syllabi developed for the based curricula for six following Diploma programmes: technical institutes courses Records and Information (by use of the DACUM management, Cosmetology, approach) that incorporates Hotel and institutional catering industrial training developed. and Secretarial and office Modularized competence administration. based curricula for four Trained writers (74) in text book technical institutes courses writing for 5 days at TAL cottages. (by use of the DACUM Developed 22 draft prototype approach) that incorporates text books for S1. industrial training developed. Maintenance of buildings and utilities and other operational costs paid. Draft Protype text books for the eight learning areas developed.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Text book specifications for the eight learning areas developed 60 curriculum writers trained on development of assessment procedures. Development of syllabi and teachers’ guides for the programmes in Cosmetology, Records Management, Secretarial studies, catering. DES (Inspection, 3.089 2,000 secondary; 300 BTVET 3.089 Inspected 2,303 secondary Training and institutions, 10 NTCs and 20 schools, 300 BTVET institutions, 6 Capacity Building PTCs inspected; NTCs and 23 PTCs. of Inspectors and Learning Achievements in Printed P.2 tests to cater for 30% Education Primary schools monitored. of pupils’ government aided Managers) Follow up inspection primary schools. Disseminated conducted in 100 schools. MLA results for P.4 and P.6 in all 134 Education districts Local Governments. Activities monitored and Conducted dissemination support to education workshops for the P.4 and P.6 managers provided. MLA results and to come up with 100 feedback carbonated the District Improvement Plans. booklets printed and Follow up inspection conducted disseminated. in 100 secondary schools. Under took monitoring of 134 Education districts and the compliance to the school calendar in Primary Schools. Inspected 35 ECD institutions in Lira, Kitgum, Hoima, Kibaale, Ntungamo, Jinja and Mbarara

Procured 100 carbonated feedback booklets.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Education Service 1.937 Appoint 2,000 Teaching and 1.754 1,780 Teaching and non-teaching Commission Non-Teaching Personnel personnel appointed. (1,249 - (Management of Male, 531 - Female) - Among the Education Service Validate 3,000 Teaching and 1780 personnel appointed, 904 - Personnel) Non-Teaching personnel Central, 332 - Eastern, 286 - Western and 258 - Northern Confirm 2,500 Teaching and regions respectively. 4 Persons Non-Teaching Personnel with Disability were promoted to Regularize 500 Appointments the post of Deputy Head teacher. of Teaching and Non- 2,372 Teaching and Non- Teaching Personnel teaching personnel validated. Grant Study Leave and (1,714 - Male, 658 - Female) Review Disciplinary Cases 2,319 Teaching and non-teaching Promote Implementation of personnel confirmed. (1,625 - scheme of service Male, 694 - Female) 16 Head teachers and Deputy Visit and offer Support Head teachers and 3 Non- Supervision to District Service Teaching staff predesignated Commissions from various regions (7 - Central, 7 - Eastern, 4 - Northern, 1 - Western regions) 68 personnel given study leave (42 - Male, 26 - Female) & 30 personnel disciplined. (26 - Male, 4 - Female) Support supervision and technical guidance to all 111 Districts provided. 315 Corrigenda cases handled. (195 - Male, 120 - Female) 19 Regularization cases handled (18 - Male, 1 - Female Physical Support to 0.900 20 Educational Institutions 0.900 Facilitated staff to attend PTCs, Education and National Sports Sports Championships Technical and Meteorological Sports Organisations/Bodi supported. Institutes Games 2016. Supported es for PES; Sports Monitor and support Secondary Schools National Ball Management and supervise exercises the Games 2016 hosted by St. 59

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Capacity teaching of PE in primary, Joseph’s College Layibi. Development secondary schools and Facilitated staff to attend Coca teacher training institutions. Cola Football Championship held 500 Games and Sports at Teso College, Aloet Teachers, coaches and Monitored the teaching of officiating official’s Physical Education in Schools and sensitization and capacity Training Institutions in Northern building programmes and West Nile region; Facilitated conducted. bench-marking trip for the team MoES staff team facilitated to drafting the Physical Activity and participate in PAS gala, MTN Sports Bill and Healthy training Trained 300 Primary schools activities. teachers in Kids Athletics, Volleyball and Handball. MoES staff team was facilitated to participate in PAS gala activities. National Council of 0.497 50 sports functions attended. 0.404 Facilitated pre-games inspection Sports 500 teachers oriented in PE exercise for PTCs, Technical and Management and teaching and Kids Athletics. Meteorological Institutes Games Capacity Community based training 2016. Development programmes for coaches Facilitated Pre-Games Inspection conducted. Exercise for Secondary Schools Regional and International Athletics, Cross Country, and Ball Sports Conferences Games Championship, Rukungiri. Attended. Facilitated Pre-Games inspection Regional and International exercise for host districts of Sports Trainings attended. Primary Schools National Ball International Sports Games 2016 Championship. Championships attended. Facilitated PES officers to Duo curricular to sports coordinate and attend 2 schools developed. Education Institutions Sports Championships (i.e. Primary schools National Kids and SNE Athletics Championship and Secondary Schools National Ball Games 2016). Facilitated 4 officers to travel to 60

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Eldoret, Kenya for final inspection of facilities for hosting East Africa Secondary Schools Games 2016. Facilitated Team Uganda to the International Natural Body Building Association Championship in Budapest, Hungary. Facilitated One (1) MoESTS official to accompany the National Netball Team the “She Cranes” to Netball World Cup, Sydney Australia in August 2015. Facilitated Pre-Games inspection for Ball Games 1 Championship 2016 to be held at Kabalega S.S Facilitated attendance of Sports Days in King’ College Budo, St. Jude Secondary School and Dokolo Technical Institute. Facilitated Pre-Games inspection for Primary Schools National Kids and SNE Athletics host districts. Funded the Retreat of the Taskforce to draft the Physical Activity and Sports (PAS) Bill 2015. Supported organization of Health Training Institutions National Games 2015 held in Hoima District. Facilitated PES staff to coordinate the Health Training Institutions National Games 2015, Hoima District. Supported Secondary Schools National Ball Games II and National Athletics 2015 hosted by 61

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn St. Joseph’s College Layibi. Facilitated PES staff to coordinate Primary schools sports festivals in Bundibugyo, Kasese, Kyenjojo, Hoima and Mubende districts. Conducted Sports Schools (Sports Centres of Excellence) Baseline survey in 32 Secondary Schools. National Council of 3.329 52 National Sports 5.188 Provided funds as support Sports Associations’ activities towards National Sports Management supported. Federations /Associations and Oversight for Sports Teams which enabled Uganda to Development Operations and register achievements in the (NCS) administration activities of sports sub-sector as highlighted the NCS supported below; Team Uganda won FOUR (04) District sports councils Medals at the 5th reconstituted Commonwealth Youth Games in Samoa. The NCS statutory instrument . Solomon Mutai won a Bronze 2014, to improve sports medal at the 15th IAAF World management practices Athletics Championships, in implemented Beijing, China. National teams supported to The National Boxing Team won world championships FIVE (5) Bronze Medals at the Construction works at NCS Africa Boxing Championships in office completed Casablanca, Morocco. Talent identification and Rebecca Ssengonzi won a Silver development supported Medal at the Africa Junior Swimming Championships, in Cairo, Egypt. Ivan Byekwaso won a Gold Medal at the IBNA/PNBA World Cup in San Diego- California, USA Gloria Namakula (Golf) won a Silver Medal for Team Uganda at 62

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn the 6th CISM World Military Games in Mungyeong, South Korea. Paid NCS Operational Expenses (Salaries, NCS’ Council meetings, committee meetings, travel and transport expenses inland and abroad were facilitated) Facilitated one (01) District Sports Officers’ Workshop. Procured Sports equipment. Provided funds as support towards All Africa Games, Congo Brazzaville where Team Uganda won four (04) Medals at the 11th African Games, Congo Brazzaville in September 2015.Provided funds as support the She Cranes at the Netball World Cup in Sydney Australia during which the Team emerged 8th overall. Refurbished the NCS Administration Block. The Renovated Administration Block of the NCS was commissioned by the Minister of State for Sports, Hon. Charles Bakkabulindi in October 2015. Supported other Educational Institutions Sports Programmes. Ministry Support PAF Monitoring 1.298 Budget Framework Paper 1.001 Budget Framework Paper and Services CMU and Policy and Ministerial Policy Ministerial Policy Statement for FY and Budget Unit Statement for FY 2016/17 2016/17 prepared and submitted prepared and submitted to to Parliament and MoFPED Parliament and MoFPED. Budget estimates for FY 2016/17 Budget estimates for FY prepared and submitted to 2016/17 prepared and MoFPED. 63

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn submitted to MoFPED. Release advices for Central and Release advices for the LGs for FY 2015/16 prepared and centre and LGs for FY 2015/16 submitted. prepared and submitted. Tracking, monitoring and Tracking, monitoring and analysing budget utilization; analysing: budget utilization; policies and policy guidelines policies and policy guidelines done Implementation; PAF related Participated in LG workshops for programmes and rapid head preparation of their BFP exercises conducted in local governments. Participate in LG workshops for preparation of their BFP Policy impact assessment tool developed. EMIS 2.348 Annual school Census 2015 1.653 Annual school Census 2015 and and retrieval of ASC 2015 retrieval of ASC 2015 questionnaires conducted. questionnaires conducted Headcount and validation Education Science Technology exercises conducted and Sports Sector Retreat held in Publication/printing ASC August, 2015 reports for 2014 (Abstract, School mapping exercise factsheet, fact ile etc). conducted in conjunction with the Secondary department Education Retreat (one week) held. Verification of ASC 2015 exercise conducted. Education Statistics Information dissemination workshop held. SACMEQ Coordinating centre contribution (Uganda) made. Quick Action activities (school mapping) carried 64

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn out. ESIP 1.331 Stationery for Working Groups 0.889 Stationery for Working Groups provided. provided. Departmental working Departmental working groups facilitated. groups facilitated. Bids from four (4) consultancy Revised education sector firms that were shortlisted to strategic plan (2007 - 2015) undertake the update of the ESSP reviewed and printed were evaluated between late Education and Sports Sector May and early June, 2016. The Review and Budget results were forwarded at the end workshops held. of June 2016 to World Bank office in Kampala for clearance. After Education Sector projects the clearance, the project will formulated, monitored and proceed with financial evaluation project profiles updated and (in FY 2016/17). printed The draft road map for review of Coordination meetings and the Government White Paper project missions facilitated (GWP) was presented to M&E WG meeting for appraisal. The meeting recommended the draft roadmap for presentation to the Top Management Meeting of the Ministry for approval. Headquarter 4.065 Pension for General Civil 18.751 Paid pension to 2000 beneficiaries Service paid DEVELOPMENT (i) Emergency 1.754 Construction & rehabilitation 1.754 Obtained contractors for the Construction of in 21 primary schools carried construction of facilities and Primary Schools out i.e Gayaza C/U p/s in provision of supplies (desks, tables Wakiso, St. Mary's Mubende and chairs) for the following P/S Mubende, Bundibugyo schools: Gayaza P/S (A 2- P/S in Bundibugyo, Rwere P/S Classroom Block with Office and Kabale; Road Barrier P/S in Store, 5-Stance VIP Latrine Block, Kasese, Kapyani P/S in 36 three-seater desks, 4 Teacher’s Kibuku, Kasenge R.C P/S in Tables and 4 Teacher’s Chairs). Mukono, Rwengobe P/S in Bugoola P/S (A 2-Classroom Kamwenge, Sam Iga Block, 5-Stance VIP Latrine Block,

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Memorial in Wakiso, St. 2-Stance VIP Latrine Block, 48 Joseph's Katojo P/S in three-seater desks, 2 Teacher’s Rukungiri, Napyanga P/S in Tables and 2 Teacher’s Chairs). Kaberamaido, Nakisenye P/S Makamba Memorial P/S (A 2- in Budaka, Kisanja P/S in Classroom Block, 5-Stance VIP Masindi, Wikus P/S in Tororo, Latrine Block, 61 three-seater Bugoola P/S in Budaka, desks, 2 Teacher’s Tables, 2 Mityebiri SDA P/S in Luweero, Teacher’s Chairs. Makamba in Wakiso, Kiwawu Advanced funds to the following C/U p/s in Mityana, Barocok schools to pay for the in Otuke, Buwere P/S in Mpigi, construction of schools: Katosi C/U in Mukono. Mityebiri SDA P/S (A 2-Classroom Block, 5-Stance VIP Latrine Block, 61 three-seater desks, 2 Teacher’s Tables, 2 Teacher’s Chairs. All the 21 primary schools under the project were monitored once in May, 2016. One site meeting with the contractors for Lot 1 schools (M/S Seyani Brothers) was held in April, 2016. (ii) Karamoja 0.05 Primary Schools under 0.05 The draft road map for review of Primary Education construction monitored and the Government White Paper Project supervised. (GWP) was presented to M&E WG Monthly site meetings with meeting for appraisal. The the contractors attended meeting recommended the Draft roadmap for presentation to the Top Management Meeting of the Ministry for approval. Bids from four (4) consultancy firms that were shortlisted to undertake the update of the ESSP were evaluated between late May and early June, 2016. The results were forwarded at the end of June 2016 to World Bank office 66

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn in Kampala for clearance. After the clearance, the project will proceed with financial evaluation (in FY 2016/17). Facilitated activities of Senior Presidential Education Advisor in Q1. Two steering committee meetings were held in April in preparation for the commissioning of the completed component of physical infrastructure (classrooms, teachers’ houses, dormitories, kitchens and fences). Uganda Teacher Policy and 1.05 Education Policy reviewed 1.046 Procurement of 67,497 TIET and School guidelines and updated. instructional materials for PTCs Effectiveness Education Strategic Plan and CCs is on-going.Printed Project reviewed and updated. 36,973 copies of training materials that included; Primers, Teacher Facilitate the activities of Guides and Orthography for P1 Senior Presidential Education teachers. Advisor.

Inspection, Site and Steering committee meetings attended. Instructional 31.542 Provision of instructional 23.412 Developed a second training materials materials and equipment to manual on School Internal Based CCS and PTCS (ICT Evaluation. equipment) Head teachers and deputies from 969government primary schools were trained in School Leadership and Accountability. The schools were from the following districts; Soroti, Amuria, Serere, Ngora, Bukedea, Bulambili, Manafwa, Sironko, Nakapiripirit, Mityana, 67

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Kiboga, Masindi, Kiryandongo, Hoima, Kyankwanzi, Mubende and Kibaale. Facilitated a team of Internal Auditors to visit 15 Core Primary Teachers Colleges for verification of EGR training materials procured and distributed. Training of 260 Trainers of Trainers was done at four different PTCs that include: Bishop Willis, Kabulasoke, Bushenyi and Gulu from the 27th Sept to 3rd Oct. 2015. Conducted a baseline survey in 332 selected primary schools selected from 80 districts. Conducted an assessment of selected 23 Coordinating Centres to be provided with ICT equipment under the project. Conducted visits at Soroti S.S and Nyondo CPTC to monitor training of head teachers in Leadership, ECD caregivers respectively and meetings during the bi-annual technical review for UTSEP in November 2015. Visited a sample of 10 primary schools with 80 delegates from the GPE secretariat. Alignment of Inspection guidelines and piloting of the training manual for inspectors and Associate Assessors was done. The activity was phased starting with Master Trainers in September and Trainers of 68

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Trainers until the last week of October, 2015 at four different regional sites. Verification of field appraisals conducted at 293 schools to be provided with facilities. Monitored training of 2,635 head teachers at 16 PTCs across the country. Conducted support supervision for P1 teachers that had been trained in Early Grade Reading methodology. Monitoring and 17.510 Enhancing teacher 3.540 Conducted evaluation of 155 Supervision of supervision. bids returned for construction of Primary Schools Enhancing School leadership, facilities in 55 primary schools Management and under the centralized Accountability. procurement. Support Supervision by CCTS Conducted sensitization and DPO's workshops on procurement of civil works implementation with local governments at sites that included; Arua PTC, Bishop Willis PTC, Nakaseke PTC and Ibanda PTC from 5th -16th February, 2016. Conducted an assessment of compliance to Environmental and Social Safeguard at 293 beneficiary schools. Conducted sensitization workshops for districts that are to procure contractors centrally at Shimoni core PTC in November 2015 and regional workshops in December 2015 for districts that are to procure contracts at the district level at sites that included; 69

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Arua PTC, Nyondo PTC, Kabulasoke PTC and Ibanda PTC. Classroom 21.615 Construction sites identified 2.042 Facilitated training for 2,524 construction and Science and Mathematics rehabilitation Teachers in the Mid-West and (Primary) South West SESEMAT regions. Conducted two In-Service training workshops in February and May, 2016. Monitored SESEMAT Regional Based Activities (SARB) activates in the Mid-West & South- West SESEMAT Zones. Facilitated classroom observation in the following schools: Sebei – Bugishu Subregion,Lango Subregion,Iganga,Bugiri,Mayuge, Kamuli,Jinja,Tororo,Mbale And Budaka. Supported the renewal of the tenure of Boards of Governors in 66 secondary schools. Development of Training of 5.364 Induction training for 256 0.864 Paid for certificates for on-going Secondary Secondary newly appointed members of roll over construction works under Education Teachers BOGs, 166 newly promoted APL1 in Laropi in Moyo district, head teachers and 44 newly Patongo S.S in Arua, Awara promoted deputy head College S.S in Arua, Katungulu S.S teachers conducted. in Rubirizi Facilitated implementation of 50% Accumulated tenancy national INSET training of arrears for Masaka SS paid science and mathematics teachers at Kololo SS. A total of 2,800 were trained. Facilitated lesson study/observations in 150 secondary school

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Non-residential 3.863 Completion of incomplete 3.433 Approximately 8km of high grade buildings sites under APL1 project in murram road constructed. Patongo SS in Agago, Laropi The draft designs for construction SS in Moyo and Awara of a water treatment plant were College in Arua. Completion received and reviewed. Detailed of Administration Block at design of water supply and Bukandula Mixed SS in sewerage system completed Gomba. Katungulu seed in Rubirizi, Bufunjo seed and Kyenjojo S.S in Kyenjojo constructed. Tenancy arrears for Masaka SS to Agkan Foundation paid Development of Non-residential 8 Road network and parking 4.951 4 Design and Consultancy works Uganda buildings Constructed. were signed with the Consultants Petroleum Institute Library and information currently deployed on site Kigumba centre, Local and supervising ongoing works. They International staff houses and are: KK Partnership in charge of Waste water treatment plant supervising works at Gulu Constructed. University, Kyambogo University and Muni University. Continued construction works at 5 Beneficiary Institutions while also commencing works at 2 Bis (Muni and MUST). Estimated Status of civil works at each of the 8 Bis is as follows: MUBS: 88%, Mak: 14%, Gulu Univ: 6%, Busitema Univ: 9%, KYU: 22%, Muni Univ:2%, Gulu Univ: 3% and UMI: tendering process is still ongoing. Conducted 21 site meetings (1 site meeting per month) at each of the Beneficiary Institutions namely: Gulu University, Busitema University, Kyambogo, Makerere University, MUBS, Muni University 71

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn and MUST and minutes of the site meetings produced. Support to Higher 4.352 4 design and supervision 20.094 70 ToTs (CCTs, DISs) trained at Education, consultancy firms procured. National level in Functional Science & Construction, rehabilitation Assessment in Wakiso SSFD. Technology and expansion of facilities at Trained 44 CCTs, inspector of 6 Public Universities namely: school and DEOs from PTCs Makerere University, central region (Busubizi, Shimoni, Kyambogo University, Gulu Nakaseke, Ndegeya, Kabulasoke University, Busitema University, and Kibuli). Conducted Sign Muni University, MUST and 2 language training for 130 degress awarding Institutions teachers from Mbale and Wakiso namely Uganda Schools for the Deaf to develop Management Institute and basic sign language Makerere University Business School (MUBS). Completion of multipurpose complex at UMI and construction of new faculty of Business Computing at MUBS 96 site meetings attended (1 site meetings per month for 8 Institutions) Development and Training 0.445 Capacity building in Sign 0.445 Paid certificates 1, 2, 3 and 4 to Improvement of language conducted for 60 Grand Engineering LTD for the Special Needs teachers and non-teaching construction of facilities at Mbale Education (SNE) staff of Wakiso and Mbale school for the deaf (3 classroom Sec. Schools for the Deaf.683 blocks, 2 vocational workshops tutors and inspectors of carpentry and motor vehicle and schools trained on functional staff houses). assessment. 3 Power Phase electricity installed for Mbale secondary school for the deaf

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Government 0.772 13 primary SNE schools/units 0.747 The department disbursed funds Buildings and rehabilitated. Monitor and to Lira District local Government Administrative supervise ongoing works in to finance preliminary activities of Infrastructure SNE institutions the project (opening of boundaries, access roads, reclaiming of swamp, leveling and planting of grass)

Akii Bua Olympic Government 0.95 Perimeter fencing 0.605 Concluded the procurement Stadium Buildings and constructed to secure the process for a contractor to Administrative stadium land execute the construction works. Infrastructure The successful bidder for the construction of NHATC is M/S Complant Limited. Facilitated evaluation exercise for evaluation of bids for construction of Project facilities. Facilitated project team monitoring site visit to the Project Site National High 5.435 Construction works for the 3.244 Fully settled Certificate No 1&2 for Altitude Training NHATC started (Athletics ongoing works at 10 sites of Centre (NHATC) track, jogging track, artificial Kisoro, Rukungiri, Rakai, turf/ natural grass fields, Kabukunge, Christ the King, Erepi, practice field and athletes Busuubizi, Kabale, Bukinda, dormitory) Kabwangasi and Kaliro paid. Project monitoring activities Site inspection and meetings held facilitated in all 10sites Development of 4.859 Certificates for ongoing works 4.159 Completed all construction works PTCs Phase II at 10 sites of Kisoro, Rukungiri, in Mulago HTC by October 2015 Rakai, Kabukunge, Christ the and Muni NTC by April 2016. The King, Erepi, Busuubizi, Kabale, institutions are now being Bukinda, Kabwangasi and equipped. Kaliro paid.Construction works at 5 sites of Kitgum, Busikho, Buhungiro, Jinja and Ibanda kick started. 73

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn 40 site meetings and monitoring visits at construction works paid

Improving the 1.866 Monitoring project activities 5.365 Three companies were short listed Training of BTVET in the colleges. to provide ICT packages to the Technical training institutions. The Thematic Instructors, Health Rehabilitation and Team is yet to prepare technical Tutors & construction of four colleges specifications to permit the Secondary and their practice schools shortlisted companies to submit Teachers in including transport means. technical and financial proposals. Uganda Harmonization of the NTCs curriculum with the CURASSE was awarded to Uganda Technology and Management University (UTAMU). Training on effective management was provided for 16 College Managers. CIDE was been awarded the contract for maintenance and assets management and implementation started in November 2015. The design and delivery of the ATL training package was completed in November 2015. The pedagogic projects implemented during the last academic year were evaluated by the BTVET Sector advisor and the JA Behavioural Change in NTC Kaliro (28-29/09/2015), NICA and NTC Muni (12/10/2015- 16/102015). Supported TIET in the implementation of the TIET

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn strategic plan. Finalized the ATL training package and training of national experts. Training on library management was done. Curriculum Training 0.488 The quality of teaching and 0.807 172 technical teachers trained in of Teachers learning in the supported using continuous assessment tools colleges is improved. at UTC Bushenyi. Development of Training and 0.3 Instructors trained in using 0.3 Paid compensation for squatters BTVET Capacity Building continuous assessment tools on land belonging to Ahmed of BTVET Institutions for CBET curriculum Seguya T.I to enable the Kuwait project to start Acquisition of Land 0.5 Paid compensation for 0.459 Procured assorted tools and by Government squatters on land belonging equipment for UTC Kyema, UCC to Ahmed Seguya T.I to Tororo, Kabasanda T.I, Kalera T.I, enable the Kuwait project to St. Kizito Masaka, UCC Pakwach start and L. Katwe T.I Purchase of 0.5 Tools & equipment procured 11.723 IDB- funded Uganda National Specialised Education Support (UNES) Project Machinery & (PHASE I): Equipment Expansion and rehabilitation of UTC Lira and NTC Unyama completed. Expansion of UTC Elgon is at 98%. All the 3 sites were handed over to the works contactors and works are at 60% at UTC Kyema, 45% at UTC Bushenyi and 25% at UTC Kichwamba. BADEA- funded Construction and Equipping of Technical Institute in Nakaseke (CETIN) Project: Civil works at Nakaseke Technical Institute 100% complete.

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn KUWAIT - funded Reconstruction and Equipping of Four Technical Institutes (REFTI) Project:Procurement of works contractors completed and civil. Works started at all the four sites. STATUS OF THE SAUDI – VOCATIONAL EDUCATION AND TRAINING (VET) PROJECT:Nyamango TI (Kyenjojo district) 100% complete, Bukomero TI (Kiboga district) is 100% complete, Lyantonde TI (Lyantonde district) is 100% completed, Bukedea is 85% completed and Amelo TI (Adjumani district) is at 50%. Under the OFID -funded Vocational Educational (VE) Project (OPEC): Completed civil works contracts for all the 9 new technical institutes (Amuria, Hoima, Kamuli, Masaka-Lwengo, Mukono, Nakasongola, Namutumba, Pader and Yumbe) in 9 districts with the following facilities;Main block constructed – 6 classrooms, Administration rooms and a Library/ICT Centre, Workshops for two or three priority courses, Principal’s House constructed, 120-bed student dormitory and staff accommodation for both teaching, Non-teaching staff constructed and Kitchen and external works. 76

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Construction and 61.066 IBD SAUDI South Korea OPEC 56.611 Disbursed funds to UCC Aduku rehabilitation of and KUWAIT: for construction of an learning facilities Expansion of UTC Elgon, and administration block at UCC (BTEVET) UTC lira. Rehabilitation & Aduku and UTC Bushenyi for expansion of Unyama NTC. construction of an administration Construction of Basoga block. Nsadhu Mem Technical Paid counterpart as part of the Institute - Namutumba process leading to the District, Sasiira Technical construction of a technical Institute - Nakasongola Institute at Uganda Matrys way in District, Lokopio Hills Ntinda. Technical Institute - Yumbe District, Buhimba Technical Institute - Hoima District, Lwengo Technical Institute - Lwengo District, NamatabaTechnical institute - Mukono District, Ogolai Technical Institute - Amuria District, Kilak Corner Technical Institute - Pader District Development of BTVET: Disbursed funds to St. Kizito T.I in Establishment Epel Technical Masaka to kick start the Insitute. construction of boys Dormitory Establishment Kiruhura Technical Institute. Establishment Bamunanika Technical Institute.

Construction of an Administration block at UCC Aduku Construction of an Administration block at UTC Bushenyi Counterpart funding to 77

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn KOICA provided Completion of construction of workshops at Bukoli T.S Bugiri, Katakwi T.S Katakwi,Namisindwa T.S, Lutunku C.P Sembabule and Olio C.P Construction and 0.107 Construction of a dormitory 0.033 The site was handed over to the rehabilitation of at St. Kizito Technical contractor and advance accommodation payment of 10% made. facilities (BTVET) Relocation of 0.642 A firm to construct Shimoni 0.642 A tractor was procured for Shimoni PTC Demonstration School Namasale Technical School. (0984) procured. Construction works Procured consultants to prepare for Shimoni Demonstration the Designs for the storeyed block School re-kick started. at Bukooli TS(bid documents in place). Construction of the workshop at Namisindwa TS was 80%completed. Development Development of 1.1 Equipment and machinery 1.038 Procured assorted medical Budget TVET P7 Graduate for Mbale CP in Mbale, equipment for Mulago Namisingo technical school Paramedical schools and Fort in Manafwa, Bukooli portal SOCCO. Disbursed funds to technical school in Bugiri, Gulu SOCO, Mbale SOCO and Namasale Technical school Jinja MLT for procurement of in Amolatar, Apac Technical laboratory equipment for school in Apac, Katakwi medical training. Technical school in Katakwi, Procured classroom and office Olio CP in Serere, Kakiika furniture for the Metrology Technical School in Mbarara Training Institute. and St Joseph Kyarubingo in The 4 storeyed multipurpose Kamwenge procured. laboratory block at Mulago Completition of a storied Paramedical School was building at bukooli technical commissioned by the Right school in bugiri and a Honorable Prime Minister. classroom block namisingo in Continued with the construction

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn manafwa. of a classroom block at Nsamizi institute, a classroom block at Tororo Cooperative College.Completed construction of a dinning and Kitchen at Butabika PCO. Monitored Kabale School of Comprehensive Nursing, Butabika PCO, Butabika School of Nursing, Nsamizi and Tororo Coop College

Monitored schools in Sironko, Manafa and Kapchorwa A ground breaking ceremony for the construction of boys’ hostel at Kabale school of Nursing was held (The guest of honor was the Right Honorable Prime Minister- Dr. Ruhakana Rugunda). Contract for construction a girls’ hostel at Butabika school of nursing was awarded Support to 2.848 Assorted equipment and 2.795 Procurement of consultancy National Health & machinery procured for the services for expansion and Departmental medical training institutions. refurbishment of the existing Training Institutions Dining Hall to accommodate Procurement of classroom 2000 trainees. and office furniture for the Procurement of consultancy Metrology Training Institute. service for renovation of the Construction , a classroom workshops concluded block at Nsamizi institute, a successfully. classroom block at Tororo Cooperative College, an administration block at Mbale school of clinical Officers, and a medical laboratory at Mulago 79

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn Paramedical school. Carried out monitoring and supervision of ongoing works. Environmental activities monitored in 20 schools and institutions Construction of boys hostel at Kabale school of Nursing and a girls hostel at Butabika school of nursing Nakawa 0.702 Expansion and refurbishment 0.702 Procured one vehicle Vocational Training of the existing Dining Hall to One conference table and chairs Institute accommodate 2000 trainees procured. continued 6,000M2 of Office furniture and fittings for 5 workshops surface staff procured rescreaded. Kitchen furnished and equipped Albertine Region 5.781 Consultancy for design and 2.342 (Five) sector skills Councils were Sustainable supervision, review of established (these included Oil Development curriculum training of and Gas, Agriculture, Project instructor and technical Construction, manufacturing, support to UPIK and UTC Tourism and Hospitality Kichwamba. Procured Conference table and chairs procured. Office furniture and fittings for 5 staff procured Constructional works at UPIK and Kichwamba Technical Institute started Skills Development 19.930 Sector Skills Councils, 0.3 Conducted Needs assessment communication and and prepared architectural marketing, MIS and SDA designs, technical drawings, site established. layout plan and master plan.

Tracer studies and

Sub-Sector Activities Annual Expected Outputs Actual Exp. FY Actual Outputs Budget Shs. 15/16 Shs. Bn. Bn placements conducted. Needs assessment for 12 VTIs to attach to Colleges conducted. Baseline data assessment for skills under USDP conducted.

Preparation of design for and supervision refurbishment for lot-UTC Lira, UTC Elgon, UTC Bushenyi, BAC and 12 VTIs John Kale Institute 0.614 Needs assessment 0.608 Procured 5 Computers and of Science and conducted and prepared Peripherals, 1 Laptop Computer, Technology (JKIST) architectural designs, 1 Desktop Printer and 15 APCs technical drawings, site layout plan and master plan. Support to 0.653 Acquisition of Land for 0.035 Hostel renovation still at 80% Education Service Construction of ESC Offices. Classroom/office block still at 59% Commission Procurement of Computers Continued construction at Gulu and Peripherals, 1 Laptop Centre Computer, Procured 4 fibre internet modules 1 Desktop Printer and15 APCs and 28 UPS batteries 1 server using IPA was installed 56% Information systems integrated and upgraded 2 trainings in Navision Support to UMI 1.5 The Administration block 1.5 Infrastructure completed Development ICT equipment and software purchased Source: MoES, 2016

Chapter 4- The Education and Sports Sector Performance

4.0 The Education and Sports Sector Performance

This chapter presents the performance of the Education and Sports Sector towards achieving its strategic objectives of ensuring Universal and equitable access to quality basic education; improving the Quality of Education; and, promoting efficiency and effectiveness in education delivery.

4.1 Access and Equity in the Education Sector

The Education and Sports Sector remains committed to ensuring that all children of school going age and all individuals who are interested in acquiring education have equal opportunity, regardless of their social class, ethnicity, background or physical disabilities.

4.1.1 Pre-Primary

(a) Goals and Objectives

Policy objectives that have underpinned commitment to equitable access to Pre-Primary during FY 2015/16 remained as follows:-

(i) Encourage access to Pre-Primary education; (ii) Strengthen the legal and policy framework on early child hood education; (iii) Enactment of necessary laws and statutes; and, (iv) Implementation of teacher and caregivers training initiatives;

(b) Initiatives undertaken during FY 2015/16

In order to achieve the above strategic objectives, the Pre-primary sub-sector implemented a number of interventions which included among others: - (i) Advocacy and social campaigns for Pre-Primary Education; and, (ii) Licensing of ECD Centres (c) Main Outputs

(i) Advocacy and social campaigns for Pre-Primary Education

During the period under review, the sector supported various Advocacy and social campaigns for pre-primary education. These campaigns contributed to strengthening of intra- and inter-communal relationships. It offered opportunities for regular meetings between parents, caregivers and the centre management committee strengthened community social cohesion. (ii) Licensing of ECD Centres

In FY 2015/16, an initiative was launched to deliver ECD services in rural areas that have historically been deprived of social services. As a result over 112,000 boys and girls aged 3 to 5 years benefitted from access to ECD in community based centres in marginalized

82 communities. These ECD centres also provided a platform for social interaction among caretakers from different community background. (d) Main outcomes

As a results of the above interventions, the following outcomes were registered:

(i) The number of pre-primary schools Increased by 16.3% from 4,956 in 2014/15 to 5,763 in 2015/16);

(ii) Total enrolment increased by 10.1% from 433,258 (214,996 boys; 218,262 girls) in 20114/15 to 477,123 (236,284 boys; 240,839 girls) in 2015/16. Figure 4.1 below illustrates trend in enrolment between FY 2014/ 2015 and 2015/16.

Figure 4.1: Enrolment trends in Pre-primary schools (FY 2014/15-FY 2015/16)

Source: EMIS 2016

(iii) Gender Parity Index at pre-primary stood at 1.02 in favour of girls in FY2015/16. This implies that there are more girls enrolled than boys.

(e) Main challenges

(i) Weak Policy Framework: Although the Pre-Primary, Primary and Post Primary Education Act (2008) recognizes pre-primary as the first level of education, and gives the Ministry of Education and Sports oversight responsibility over it, there is no sector policy that specially addresses the provision of pre-primary education in the country. (ii) Limited Access to Pre-primary Education: Limited access to pre-primary education is attributed to the following factors: (i) the private sector (the main provider of pre- primary services in the country), only invests in areas of high economic potential where it can recoup its investments; (ii) Rapid expansion of the pre-primary school age population; and Private-led pre-primary education service excludes the majority poor households (which constitute over 80% of the population) because the private sector charges high fees.

(iii) Poor quality of pre-primary education. This is manifested by:

 Inadequate number of qualified pre-primary school teachers: Most of the pre-school

teachers are Senior Four and P.7 dropout and some have no prior training pre-school pedagogy. The majority of qualified pre-school teachers (mainly trained by YWCA and YMCA) are usually recruited by elite pre-schools located in the major urban centers (particularly Kampala).  Poor Infrastructure: Given the fact that pre-primary education provision in the country is private sector-led, infrastructure development is exclusively undertaken by the private sector and the community. Majority of the pre-primary school proprietors lack adequate financial strength to put up permanent and customized structures for pre-primary schools especially in rural areas. Any good Infrastructure development initiatives undertaken in pre-primary school are mainly located in high growth centers. Consequently, infrastructure remains very inadequate and a big challenge across the country.  Inappropriate Learning Materials. Quality pre-primary education depends on availability of adequate, appropriate and relevant learning materials. Although the Learning Framework specified the kind of learning materials for pre-schools, most of the materials are not available. As a result, only “high-class” pre-schools access these materials, the rest have ended up using improvised (and most times) primary education instructional materials instead;  Lack of pre-primary teachers training institutions: The Country has no institutionalized training institutions for pre-primary teachers. Privately owned Institutions like Young Men’s Christian Association (YMCA) and the Young Women’s Christian Association (YWCA), which are the cadres for training of nursery teachers, were not originally established as pre-primary Teacher Training Colleges. Besides, these centers lacks trained tutors for training of pre-primary school teacher. Consequently the present cadre of pre-primary teachers grossly lack the required pedagogy for teaching of this level.

4.1.2 Primary Education

(a) Goals and objectives

Policy objectives that have underpinned commitment to equitable access to Primary Education during FY 2015/16 remained as follows:-

(i) Equitable access to quality primary education; (ii) Provision of facilities to enable every pupil remain in school; (iii) Encourage private efforts in provision of primary education; and, (iv) Provision of basic education to educationally disadvantaged children.

(b) Interventions Undertaken during FY 2015/16

In order to achieve the above strategic objectives, the sub-sector Pre-primary and Primary education, the sector implemented a number of interventions which included among others:-

(i) Payment of UPE Capitation Grants; (ii) Development of infrastructure; (iii) Establishment of new schools; (iv) Licensing and Registering of Private Primary Schools; and, (v) Provision of education for the disadvantaged learners.

(i) Payment of Capitation Grant

The sector planned to pay UGX. UGX68.5bn as capitation Grant to UPE Schools for a total 6,321,964 Primary school pupils in FY 2015/16. This was estimated at the cost of UGX. 10,000/= per pupil. A total of UGX. 66.664bn out of the budgeted UGX 68,452bn was released as capitation grant to all Local Government for 6,993,962 pupils. This translates to a budget performance of 95% of the planned target.

(ii) Development of Infrastructure

Under the Karamoja Primary Education Project (KPEP), the sector planned to complete construction and rehabilitation work in a total of 21 primary schools in the Karamoja sub region. Civil works in these schools were carried forward from FY 2014/15.

Table 4.1: Rehabilitated Primary School under KPEP (2015/16) s/n District School S/N District School

1. Abim Kiru P.S 12 Amudat Katikit P.S

2 Abim Morulem Boys P.S 13 Moroto Kasimeri P.S 3 Abim Orwamuge P.S 14 Moroto Moroto KDA 4 Kaabong Karenga Boys P.S 15 Moroto Naitakwi P.S 5 Kaabong Komukuny Girls P.S 16 Nakapiripirit Lorengedwat P.S

6 Kaabon Nakalas P.S 17 Nakapiripirit Nakapiripirit P.S

7 Kotido Kotido P.S 18 Nakapiripirit Tokora P.S

8 Kotido Lokiteaebu P.S 19 Napak Lodoi P.S

9 Kotido Napumpum P.S 20 Napak Lorenecora P.S

10 Amudat Kalas Boys P.S 21 Napak Lotome Girl’s P.S

11 Amudat Kalas Girls P.S

Source: MoES 2016

During the FY 2015/16, civil works were completed in 21 primary schools and the facilities commissioned. Infrastructure completed included classrooms, teachers’ houses, dormitories, kitchens and fences. This translates into 100% performance under KPEP. Table 4.1 shows the list of schools where civil works were completed during the period under review.

Picture 1: Before and after KPEP intervention

Source: Irish Aid

Under emergency construction phase II, the sector planned to undertake construction and rehabilitation work in a total of 21 schools. Table 4.2 .reflects this of these schools.

Table 4.2: List of Schools earmarked for rehabilitation under Emergency Construction (FY 2015/16) S/N School District S/N School District 1 Gayaza C/U P.S Wakiso 12 Rwengobe P.S Kamwenge 2 St.Mary’s Mubende P.S Mubende 13 Sam Iga Memorial Wakiso 3 Bundibbugyo P.S Bundibugyo 14 St.Joseph’s Katogo Rukungiri 4 Rwere P/S Kabale 15 Napyanga P.S Kaberamaido 5 Road Barrier Kasese), 16 Nakisenye P.S Budaka 6 Kapyani Kibuku 17 Kisanja P.S Masindi 7 Kasenge R.C P/S Mukono 18 Wikus P.S Tororo 8 Bugoola P.S Budaka 19 Barocok P.S Otuke 9 Mityebiri SDA Luweero 20 Buwere P.S Mpigi 10 Makamba P.S Wakiso 21 Katosi C.O.U Mukono 11 KiwawuC/U P.S Mityana Source: MoES, 2016

In the period under review, the sub sector undertook a number of civil works in 9 primary schools and construction is at different stages as reflected in table 4.3: below.

Table 4.3: Status of civil works under Emergency Construction FY 2015/16 School District Status S/N School District Status

1 Gayaza Wakiso Walling 6 St. Mary's Mubende Procurement C/U P/S Completed Mubende Stage P/S 2 Makamba Wakiso Procurement 7 Bundibugyo Bundibugyo Procurement Memorial Stage. P/S Stage P/S 3 Mityebiri Luwero Roofing Stage. 8 Rwengobe Kamwenge Procurement SDA P/S P/S Stage 4 Bugoola Budaka Procurement 9 Napyanga Kaberamaido Procurement P/S Stage P/S Stage 5 Kapyani Kibuku Awaiting bidding P/S process Source: MoES, 2016

This poor performance was due to the procurement modality change (from school based procurement to MoES based).

(iii) Establishment of New Schools

The sector planned to finance construction and rehabilitation work in a total of 11 schools. These schools were to benefit under the Presidential Pledges. Out of these schools, 7 were to be new schools to be established, while 3 were for construction of new facilities and 1 for rehabilitation. These pledges were carried forward from 2012, 2013 and 2014 respectively because civil works were not completed. Table 4.4 reflects list of school under Presidential Pledges in FY 2015/16.

Table 4.4: Primary schools benefitting under Presidential Pledges School District Amount (UGX).

Rhoda Acen P.S Amuria 150,000,000

Kongunga P.S Bukedea 150,000,000

Busiaga P/S Kabarole 173,430,762

Kamwenge Catholic P.S Kamwenge 150,000,000 Mashongora P/S Kabarole 200,000,000

Source: MoES, 2016

(iv) Licensing and Registering of Private Primary Schools

In FY 2015/16, the sector planned to license and registers a total 393 primary schools. By the end of FY 2015/16, 393 primary schools had been licensed and registered. This translated into a 100% physical performance.

(v) Support Education of Disadvantaged Children in Karamoja Sub-region.

The sector continued to Support Education of disadvantaged children in Karamoja sub- region to attend school in FY 2015/16. The strategies adopted to support children attend school in the sub-region included among others; distribution of a total of 210 seedlings of assorted shade tree and fruit seedlings, 1,855 kgs of cow peas, 15 spray pumps and 110 hand hoes. All this was under the World Food Programme intervention aimed at encouraging sustainable food self-sufficiency.

(d) Main Outcomes

At the primary level, the sector registered a decline in total enrolment of 6% from 8,772,655 in 2014/15 to 8,264,317 in FY2015/16. The decrease in total enrolment in primary schools is attributed to probable high dropout rates. See table 4.5

Table 4.5: Enrolment in primary schools by sub region and gender (FY 2014/15 – 2015/16) Primary Enrolment Region 2014/15 2015/16 Boys Girls Total Boys Girls Total ACHOLI 240,053 230,114 470,167 231,982 223,933 455,915 ANKOLE 324,188 336,217 660,405 320,830 333,805 654,635 BUGANDA 981,282 1,017,002 1,998,284 877,785 906,710 1,784,495 BUKEDI 309,620 310,768 620,388 295,255 296,574 591,829 BUNYORO 230,621 225,681 456,302 221,485 217,592 439,077 BUSOGA 487,851 497,677 985,528 441,143 451,121 892,264 ELGON 255,574 261,177 516,751 249,290 253,936 503,226 KARAMOJA 76,606 57,834 134,440 75,414 57,400 132,814

KIGEZI 184,828 194,043 378,871 178,090 187,700 365,790 LANGO 323,942 319,648 643,590 293,987 290,537 584,524 TESO 278,840 284,288 563,128 265,826 271,569 537,395 TORO 299,469 300,824 600,293 287,114 291,473 578,587 WEST_NILE 384,538 359,970 744,508 384,462 359,304 743,766 Source: EMIS, 2016

On a sub-regional basis, all sub-region registered an average decrease in enrolment of 6% in the FY 2015/16. Buganda Region had the highest percentage reduction in enrolment of 10.7% followed by Busoga of 9.5%, Lango of 9.2%, Teso and Bukedi of 4.6% each, Bunyoro of 3.8%, Toro of 3.6%, Kigezi of 3.5%. Acholi, Elgon and Karamoja register reduction in enrolment of 3.0%, 2.6% and 1.2% respectively. The sub regions that registered the least reduction in enrolment are Ankole and West Nile each recording a reduction of 0.9% and 0.1% respectively. Considering the overall reduction, the average reduction in enrolment across all sub regions in the country was 4.4% in FY 2015/16.

(i) Gross Enrolment Ratio, Net Enrolment Ratio and Net Intake in Primary Schools

The GER declined by 8 percentage points from 117% (117% boys; 118% girls) in 2014/15 to 109% (107% boys; 111% girls) in 2015/16 as shown in figure 4.2.

Figure 4.2: Gross Enrolment Ratio in Primary Schools

Source: EMIS, 2016

The Net Enrolment Ratio (NER) also declined by 6 percentage points from 97% (96% boys; 98% girls) in 2014/15 to 91% (89% boys; 93% girls) in 2015/16 as indicated in the figure 4.3. This is attributed to the actual 2014 population census figures used in computation than the projected population figures that were previously used.

Figure 4.3: Net Enrolment Ratio in Primary Schools

Source: EMIS, 2016

However, the percentage share of new entrants to Primary One with the eligible age (6 years), referred to as the Net Intake Ratio (NIR) increased by 6 percentage points from 59% (58 boys; 60% girls) in 2014/15 to 65% (63% boys; 68% girls) in 2015/16 as shown by the figure 4.4 Figure 4.4: Net Intake Rate in Primary Schools

Source: EMIS, 2016

(ii) Gender Parity Index in Primary Schools.

The Gender Parity Index measures the progress towards elimination of gender imbalances in education participation and access of girls in relation to the boys. This indicator measures the accessibility of schooling for girls.

Similar to FY 2014/15, the sector continued to maintain gender parity at primary level in the year under review. In FY 2015/16, a total of 4,122,663 boys and 4,141,654 girls were enrolled in primary schools resulting into a Gender Parity Index of 1.00 implying that for every boy enrolled in primary school, there is at least a girl enrolled.

(e) Main challenges

The main challenges encountered in the implementation of programs during the period under review included among others:- (i) Rapid population growth estimated at 3.5% per annum that put pressure on the existing resources and facilities. Uganda has one of the highest proportion of young children (age 0-14 years) currently estimated at 50%; (ii) The reduction in the proportion of SNE pupils in primary education is attributed to many factors one among which is the unattractive/conducive learning environment and negative attitude among parents/ communities towards learners with special needs; (iii) Inadequate funds allocated under SFG/PRDP civil work for construction of classrooms, teachers’ houses, and pit latrines; (iv) Budget cuts on Presidential Pledges by the Ministry of Finance and Economic Development which affected the intended facilities to be provided; (v) Shortages of critical infrastructure especially classrooms and sanitation facilities occasioned by rapid expansion of enrolment that outstrips capacity to provide this infrastructure; (vi) Unacceptably high Head teacher and teachers’ absenteeism estimated at 20%. On the average, a primary teachers is estimated to be absent for at least 2 days a week; (vii) Limited community participation in UPE as on account of a misconception that being a public funded program, only government is responsible for its total implementation; (viii) Persistence regional disparities in participation in primary education among social groups as well as between districts and regions; (ix) Inadequate UPE capitation grant allocated per child per year (UGX10,000) compared to the cost of the required scholastic materials.

4.1.3 Secondary Education

(a) Goals and Objectives

Efforts to universalise secondary education is mainly based around the implementation of the Universal Secondary Education (USE). Therefore, the objectives of the USE in the sub sector are to:- (i) expand access to Secondary Education (USE) for children and improve attendance; (ii) increase equitable access for disadvantaged groups; (iii) Strengthen partnership with the private sector;(iv); and expand infrastructure.

(b) Initiatives undertaken During FY 2015/16

In order to achieve the strategic and policy objective of expanding access and equity to secondary education, the sector planned to implement a number of interventions as reflected below:-

(i) Provision of capitation grants for USE/UPOLET students; (ii) Establishing new secondary schools in sub-counties with any form of secondary school;

(iii) Rehabilitation and expansion of facilities in the existing secondary schools; and, (iv) Licensing and registering of private schools.

(i) Payment of UPPET/USE/UPOLET Capitation grants

In FY 2015/16 the sector planned to pay capitation grants to a total of 872,549 and 65,618 UPPET/USE/UPOLET students. The Sector continued to pay tuition fees for eligible USE Students, and capitation Grants amounting to UGX.129.447bn was paid for 875,529 USE and 64,807 UPOLET students (Government and PPP) respectively as compared to UGX 144, 031bn/= paid for 966,667 in FY 2014/15. This translated into sector performance of 100%.

(iii) Construction of New Secondary Schools in Sub Counties without any form of Secondary Schools

Following the directive that all sub-counties without a secondary school should at least be provided with one. Under presidential pledges in FY 2015/16, funds were disbursed to complete construction of secondary schools that included Karangura S.S (Kabarole district), Secondary School in Bihanga Sub county (Kamwenge district); a secondary school in Jinja Municipality and in Butte Parish in Mayuge district. In addition, new schools that were rolled over from FY2014/15 for establishment and completed in FY2015/16 are listed in table 4.6 below.

Table 4.6: List of new secondary schools rolled over from FY 2014/15 s/n School/Institution District 1 Bufunjo Seed SS Kyenjojo 2. Katunguru Seed SS Rubirizi 3. Kisozi Seed SS Gomba 4. Apo Seed Yumbe 5. Agoro Seed SS Arua 6. Purongo Seed SS Nwoya 7. Patongo Seed S.S Agago Source: MoES, 2016

(iv) Rehabilitation and Expansion of Facilities in the Existing Secondary Schools

In FY2015/16, the sub- sector under the Development of Secondary Project planned to support two secondary schools. Funds were disbursed directly to the respective schools under the decentralisation modality of civil works to local government’s initiative. Civil works were undertaken in Luteete S.S in Luwero to re-roof buildings that were destroyed by winds and to rehabilitate Manjasi H.S (Tororo), and Kifamba Comprehensive S.S in Rakai district.

(v) Completion of facilities for schools that were originally under APL1 Project

In FY2015/16, the sector planned to complete incomplete sites in Patongo SS (Agago), Laropi SS (Moyo) and Awara College (Arua). During the period under review, under development of secondary, funds were disbursed for payment of certificates for on-going construction works for schools formerly funded under the APL1 project. Table 4.7 below lists 92

the schools under completion with GoU funding.

Table. 4.7: List of completed schools under GoU funding S/N District School Name 1. Moyo Laropi S.S 2 Arua Awara College 3. Kyenjojo Kyenjojo S.S 4. Rubirizi St.Paul’s Source: MoES, 2016.

Furthermore, under development of secondary, in FY2015/16, an administration block was completed in Bukandula Mixed SS in Gomba and the 50% accumulated tenancy arrears for Masaka SS to Aga Khan Foundation was paid for.

(vi) Licensing and Registering of Private Schools

In an effort to increase access to secondary education in the country, the sub sector in the period under review licensed a total of 113 and registered 100 private schools compared to the 133 and 118 Private schools licensed and registered in FY 2014/15. This reduction in number is attributed to the strict guidelines and requirements that were set for the licensing and registration process which helps set minimum standards that a school has to achieve in order to be officially recognised.

(d) Key outcomes

(i) Expanded Access to Secondary Education

The sector experienced a decrease of 8% in total enrolment in secondary sub-sector from 1,391,250(738,391 boys, 652,859 girls) in 2014/15 to 1,284,008 in FY2015/16. The decrease in enrolment at secondary level is attributed to the low response rates especially among private schools.

Figure. 4.5: Enrolment in secondary schools by sex (FY 2015/2016)

Source: MoES, 2016

It can also be noted that from figure 4.6 below, reductions were recorded in GER and NER. In the period under review, GER in secondary education decreased from 30% (32% boys; 28% girls) to 25%(26% boys; 23% girls), while NER decreased from 26% (27% boys;25% girls) in (FY2014/15) to 22%(23% boys;21% girls) in FY2015/16 respectively.

Figure 4.6: GER and NER in Secondary schools (FY 2015/2016)

Source: MoES, 2016

Generally a decline in enrolment was registered across all sub-regions except for Bukedi sub-region that registered an increase of 4.8%. The highest decline was recorded in Lango at 28.4%, followed by Kigezi at 14.6% and the lowest in Bunyoro at 0.5%. See table 4.8 below for details.

Table 4.8: Secondary Enrolment by Sub-Region (FY 2014/15 – FY 2015/16) Region Gender FY2014/15 FY2015/16 Acholi Male 27,709 26,203 Female 15,875 15,845 Total 43,584 42,048 Ankole Male 67,372 60,479 Female 67,137 62,950 Total 134,509 123,429 Buganda Male 207,349 188,936 Female 214,620 199,085 Total 421,969 388,021 Bukedi Male 50,929 53,469 Female 38,374 40,164 Total 89,303 93,633 Bunyoro Male 34,389 34,062 Female 28,143 28,156 Total 62,532 62,218 Busoga Male 96,648 89,533 Female 82,026 78,157 Total 178,674 167,690 Elgon Male 55,194 52,552 Female 50,278 48,090 Total 105,472 100,642

Karamoja Male 6,716 6,014 Female 4,891 4,352 Total 11,607 10,366 Kigezi Male 35,563 29,754 Female 36,406 31,738 Total 71,969 61,492 Lango Male 29,024 19,775 Female 21,290 16,266 Total 50,314 36,041 Teso Male 39,085 33,776 Female 29,676 26,217 Total 68,761 59,993 Toro Male 47,822 43,626 Female 40,357 35,639 Total 88,179 79,265 West Nile Male 40,591 36,984 Female 23,786 22,186 Total 64,377 59,170 Source: EMIS, 2016

(ii) Increased enrolment in USE and UPOLET schools

With special reference to USE program, the sector continued to register increase in enrolment. The proportion of USE students to the overall total enrolment of secondary education increased by 12% from 817,366 in FY2014/15 to 912,394 in FY2015/16, and also increased by 11% from 63,579 in FY2014/15 to 70,771 in FY2015/16 in schools under the UPOLET programme. Table 4.9 below reflects the enrolment in USE and UPOLET in FY2015/16.

Table 4.9: Enrolment in USE/UPOLET Schools FY 2015/16 Class Sex FY 2014/15 FY 2015/16 USE/UPPE S 1 Male 125,057 139,670 T Eligible Female 111,860 125,294 students Total 236,917 264,964 S 2 Male 116,889 130,595 Female 102,384 114,483 Total 219,273 245,078 S 3 Male 108,437 121,140 Female 94,723 105,449 Total 203,160 226,589 S 4 Male 86,140 95,739 Female 71,876 80,024 Total 158,016 175,763 Total Male 436,523 487,144 Female 380,843 425,250 Total 817,366 912,394 UPOLET Senior 5 Male 22,750 25,348 Eligible Female 12,096 13,411 students Total 34,846 38,759 Senior 6 Male 18,804 21,066 95

Female 9,929 10,946 Total 28,733 32,012 Total Male 41,554 46,414 Female 22,025 24,357 Total 63,579 70,771 Source: EMIS, 2016

(iii) Gender Parity in secondary education

The sector continued to put in place strategies to enable increased participation for girls in secondary education. As a result, the GPI improved from 0.884 in FY 2014/15 to 0.902 in FY 2015/16.

(e) Main Challenges The sub sector faced a number of challenges during FY2015/16 and they include:- (i) Increasing number of sub counties without any form of secondary school due to the increase in the new government administrative units. (ii) High Dropout rates especially of the Girl – Child.

4.1.4 Business Technical and Vocation Education and Training (BTVET)

The BTVET sub-sector is in the fourth year of implementing the “Skilling Uganda” reform (otherwise known as the BTVET Strategic Plan 2012/13-2022/23) with a functional objective of boosting the creation of employable skills and competencies relevant in the labour market. The purpose of the reform is to lay down a foundation for a transition from the traditional academic teaching to skills development. This is through focusing attention on training curricula, the examination process in formal BTVET, examination boards and the development of Assessment Training Packages (ATPs).

(a) Goals and objectives The main objective of BTVET during the period under review were to; (i) Provide equitable access to skills development; (ii) Popularise BTVET education; and, enhance equitable access for special groups. (b) Initiatives undertaken during FY 2015/16

To ensure acquirable access to skills development, popularise BTVET and enhance equity in the provision of the following interventions were executed in FY 2015/16 that included:-

(i) Provision of capitation grants for students in BTVET institutions; (ii) Infrastructural development at BTVET institutions; (iii) Registration and licensing of BTVET institutions; (iv) Strengthen the institutional capacity of BTVET providers; (v) Increasing access to Formal and Non- Formal BTVET; (vi) Supporting the expansion of Public BTVET supply; and, (vii) Creation of awareness about BTVET Career patterns.

(i) Payment of capitation grants under UPPET program

Government continued to pay capitation grants for students across various institutions in the sub-sector. These institutions include:- Technical Schools, Technical Institutions, Community Polytechnics, Health Training Institutions, Uganda Colleges of Commerce (UCCs) and Uganda Technical Colleges (UTCs). The table 4.10 below provides a detailed breakdown on the disbursement of capitation grants by category of institution; including the number of students.

Table 4.10: Capitation Grants for BTVET institutions in FY 2015/16 Institution No. of Institutions No. of students Capitation UGX ( Bn) Technical Institutions 52 5,372 10,961,903 Technical Schools 26 3,917 3,896,664 Community Polytechnics 29 2,907 2,500,766 Health Training 18 3,089 8,636,689 Institutions Uganda Colleges of 05 1,600 667,524,000 Commerce (UCCs) Uganda Technical 05 1,600 961,829,000 Colleges (UTCs) Source: EMIS 2016

(ii) Non- formal Training

To counter the rising unemployment especially among the youth, the ministry introduced the Non-Formal Skills Training Program during FY 2009/2010. This program is implemented by selected public and private training providers who signed MoUs with MoES to undertake training (usually lasting up to three months). During FY 2015/16, government disbursed capitation grants amounting to UGX. 3 bn to facilitate the training of 14,043 beneficiaries from 304 training institutions (public & private) who were assessed by the Directorate of Industrial Training.

(iii) Licensing and Registering Private BTVET institutions

The BTVET department is charged with the responsibility of issuing licences and/ or registering private institutions. This follows a process of successful application by the interested institutions usually involving evaluation and inspection by the department. Promoting private sector participation goes a long way in enhancing equitable access to BTVET training. In this respect, the sub-sector was able to licence a total of 82 private institutions and register 27 private institutions respectively.

(iv) Establishment of new BTVET Institutions

This forms part of the overall strategy of expanding access to BTVET which is integral to the policy of having a BTVET institution in every district of Uganda. In FY 2015/16, civil works were completed and handed over in the twelve (12) institutions of Amuria, Hoima, Kamuli, Masaka-Lwengo, Mukono, Nakasongola, Namutumba, Pader and Yumbe (under OPEC) and in Adjumani, Bukedea, Kiboga, Kyenjojo and Lyantonde (under the Saudi funded Vocational Education and Training Project). By the time the Financial Year elapsed, civil

97 works were at 85% and 50% levels of completion at Bukedea and Amelo respectively. This translated into 86% of performance under this intervention. The picture 2 below shows some of the institutions in which civil works were completed. Picture 2: Completed structures of Lwengo and Lokopio Hills Technical Institutions An aerial view of completed structures at Lwengo TI Completed structures at Lokopio Hills TI, Yumbe

Source: MoES, 2016

(v) Grant Aiding of BTVET Institutions

Grant aiding is the means by which government provides statutory grants (salary, capital development grants, capitation grants and instructional material grants) to educational institutions. This is particularly true for privately owned institutions going into government hands and that are newly constructed. In FY 2015/16, the government grant aided twenty (20) newly constructed, BTVET institutions. These include: Basoga Nsadhu Memorial Institute in Namutumba district, Nakasongola TI in Nakasongola district, Lokopio TI in Yumbe district, Buhimba TI in Hoima, Lwengo TI in Lwengo, Namataba TI in Mukono, Ogolai TI in Amuria, Nawanyago TI in Kamuli, Kilak Corner TI in Pader, Amelo TI in Adjumani, Bukedea TI in Bukedea, Lyatonde TI in Lyatonde, Nyamango TI in Kyenjojo Kiboga TI in Kiboga, Nakaseke TI in Nakaseke, Col. Nasuru Izaruka T.I in Yumbe, Abia War Massacre in Alebtong, Barlonyo Agro TI in Lira, Kisomoro TI in Kabarole and Kotido TI in Kotido.

(d) Main Outcomes

(i) Gender Parity Index in BTVET enrolment

The male students continue to outnumber the female students in BTVET institutions. This is due to a number of factors including the current perceptions on male versus female labour intensive roles. However, the GPI increased from 0.75 in FY 2014/15 to 0.84 in FY 2015/16. This implies that for every one female student enrolled in BTVET, there are four (4) male students. (ii) Enrolment under BTVET

The overall enrolment in BTVET increased by 16.2% from 111,479 students (Female: 48,012 and Male: 63,467) in FY 2014/15 to 129,599 (Female: 59,351 and Male 70,248) in FY 2015/16. See Table 4.11 below for a detailed breakdown by category.

Table 4.11: Total Enrolment in BTVET for FY 2015/16 and FY 2014/15 FY 2014/15 FY 2015/16 BOARD LEVEL MALE TOTAL MALE Total % FEMAL FEMALE Chang Change E e increas e UNMEB Continuing 5,790 14,327 20,117 6,010 15,724 21,734 1,617 8% Final 1,693 4,477 6,170 2,099 6,080 8,179 2,009 33%

UAHEB 5,754 2,238 7,992 5,267 3,698 8,965 973 12%

UBTEB 41,57 17,421 59,000 46,444 20,889 67,333 8,333 14% 9 DIT Non formal 7,375 7,823 15,198 6,661 9,495 16,156 958 6% (Modular) UVQF 1,276 1,726 3,002 3,767 3,465 7,232 4,230 141% (Occupational ) Total 63,46 48,012 111,47 70,248 59,351 129,59 18,120 16% 7 9 9 Source: MoES, 2016

(e) Main challenges.

(i) The high costs involved (by private providers) limits access to the formal BTVET education often leading to a low enrolment numbers; (ii) Inadequate budgetary provisions to facilitate the construction of a technical school in a very district; and, (iii) Static and inadequate capitation grants. (iv) Lack of awareness and poor sensitisation about skills education and training.

4.1.5 University Education

The Sector continued to implement various strategies to avail more opportunities for all Ugandans to access university education. Most notable among which is the expansion of Higher Education Students’ Financing Scheme Beneficiaries to include Diploma Awarding institutions. Additionally the establishment of Kabale, Lira and Soroti Universities increased the provision of university education in the country.

(a) Policy Objectives

The policy objectives for the sub-sector in FY2015/16 are outlined as follows:

(i) Equitable Access to university education; (ii) Provision of equitable access to special groups; (iii) Improved management and governance in university education institution; and (iv) Encouragement of Public Private Partnership in the delivery of university education.

(b) Interventions undertaken in FY 2015/16

In order to realize the planned objectives of expanding access and equity in the university education sub sector, implemented a number of interventions that included:-

(i) Sponsoring, supporting and admitting students to university institutions (ii) Implementation of the student Loan Scheme (iii) Development, expansion and rehabilitation of infrastructure in all public universities (iv) Implementation of the district quota system for admission of students to public universities (v) Provision of scholarships

(i) Sponsor, support and admit students to tertiary institution.

In FY 2015/16, the sub-sector continued to sponsor 4,000 students at the seven (7) public universities and 6,000 at other tertiary institutions. These students are part of the approximately 67,672 students that were registered in the seven (07) Public Universities (including the newly opened Muni University) and one degree awarding institution as shown in the figure 4.7 below.

Figure 4.7: Students Registered by institution in FY 2015/16

Source: MoES, 2016

In addition, the sector continued to provide financial support amounting to UGX. 0.95bn to Kisubi Brothers University, a constituent College of Uganda Martyrs University.to cater for 150 science education.

(ii) Implementation of the District Quota System

To enhance equitable access as well as government sponsorship, the government has continued to operate the district quota system whereby each district in the country is given as a specific number of students for sponsorship each academic year. Consequently, in FY 2015/16, a total of 896 students were admitted to public Universities on district quota. As in

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the previous years, the slots were shared out on the basis of a threshold of five (05) per district and the balance based on the district population.

(iii) Provision of Students Loan Scheme

In FY 2015/16, the student loans were provided to students throughout 15 participating universities (8 private and 7 public). Out of the 1,273 beneficiaries 67.8% (863) were male and 32.2% (410) were female. The Board awarded loans to students to pursue fifty (50) undergraduate degree programmes and 62 undergraduate diploma programmes which were approved by the Board under 14 major disciplines as shown in table 4.12 below.

Table 4.12: Showing Student’s Loan Scheme Beneficiaries by Discipline FY 2015/16 Beneficiaries by Discipline No. By Gender Percentage (%) Male Female Male Female Agriculture (excluding Agricultural Engineering 71 43 28 61% 39% Engineering (excluding Petroleum 434 319 115 74% 26% Geosciences) Laboratory Science Program 38 25 13 66% 34% Human Medicine (including Physiotherapy and 123 83 40 67% 33% Medical Radiography) Animal Science (Veterinary Medicine and 28 21 7 75% 25% Animal Production) Nursing ( including Midwifery and community 95 39 56 41% 59% Health) Pharmacy & Pharmaceutical Science 34 21 13 62% 38% Petroleum & Geosciences Engineering 8 7 1 88% 13% Science Education 268 185 83 69% 31% Statistics 17 10 7 59% 41% Computer Science & Technology 104 69 35 66% 34% Health Care Mgt Science(including 35 22 13 63% 37% Radiography, Orthopedics, Physiotherapy, Occupational Therapy, Audiology Psychiatry, Public Health & Environmental Health) Special Needs & Language &Speech Therapy 2 2 0 100% 0% Pure Science Program 16 7 9 44% 56% Total 1273 853 420 67% 33% Source: HESFB 2016

(iv) Provision of Scholarships

As a means to increasing access to university education, bi-lateral scholarships have been offered to students to study in countries like; China, United Kingdom, Egypt, Australia, Algeria, Indonesia, New Zealand, Thailand and Mexico. During the period under review, a total of 80 Students benefited from this scholarship scheme. Top-up allowances to students on scholarship abroad were paid to 371 (China 47, India 52, Turkey 14, Egypt 42, Cuba 6, Thailand 5 and Algeria 205). In addition, a total of 384 students from the 6 public universities benefitted from scholarships under the Support to Higher Education Science and Technology (HEST) Project in FY 2015/16.

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(v) Establishment over New Universities

In the period under review, the government established 3 new universities of Lira, Kabale and Soroti. The three universities are to provide teaching and research programs in Information Communication Technology, public health, medicine, engineering, and agriculture among others. The universities will also undertake basic and applied research that is critical to national development geared towards stimulating skills development.

(vi) Development, expansion and rehabilitation of infrastructure in all public universities

During the current period under review, the sub-sector developed, expanded and rehabilitated infrastructure in all universities. Details for each university are presented as follows:

 Busitema University;

Two deep water wells were constructed with pumping and pipe water lines systems installed at Busitema and Arapai campus. The construction of lecture block at Arapai campus phase1 is ongoing. The construction of lecture Block at Mbale School of Health Sciences (three quarters of substructure work was done) at UGX. 207 million,

 Makerere University Business School;

Preparation of Designs for the construction of the Faculty of commerce to expand lecture space are underway; Construction of the new faculty of Business Computing at MUBS is ongoing and the physical rate of implementation is estimated at 34% by the Technical Inspection carried out on 18th December 2015. Construction of Faculty of Computing is ongoing at 40% completion. The campus acquired more land for expansion of Jinja Campus.

 Makerere University;

Construction work at CONAS/JICA parking space is in progress; Renovation of teaching space and external Campuses is ongoing; Construction of perimeter wall and replacement of security lights along major campus roads on all dark spots continued; Payment for white boards and renovation of Main hall by the Japan International Cooperation Agency (JICA); Rehabilitation and renovation works at Nyabyeha hostel and Nkrumah hall were undertaken.

Under Food Technology Incubations II project; Phase1 of the building was completed, handed over and put to use in FY 2015/16; Initial designs of phase 2 (1,200 sqm, 2 processing units and shared training space) were finalized by consultants. Designs of phase 2 (1200 sqm, 2 processing units and shared training space) were finalized, and preparation of Bidding Documents commenced.

Under Kiira EV – Project; Lease Agreement for 100 acres of land was signed in June 2015 between Uganda Investment Authority and Kiira Motors Corporation, a MoU was also signed between Kiira Motors Corporation and Makerere University.

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 Kyambogo University:

In the year under review, renovation works at the East End Dinning Hall and painting of the Republic Academic Complex (RAC) Building were completed; Electrical ,carpentry & plumbing repairs were done in the halls of residence; Extension of electricity generator connection to lands & chemistry department was done; replaced 3 phase electrical consumer unit in ceramics and mechanical engineering department; Toilet repairs in halls of residence and lecture rooms; Repair of water line to North hall toilets; Renovation of staff offices at Burua Block were completed; and, Completion of phase 3 of chain link fencing Perimeter fencing from ceramics via pearl & Kulubya hall.

 Uganda Management Institute (UMI);

Construction of External works (Landscaping structures, parking lots, water supply lines, foul water drainages, storm water drainages and access roads was done; completed construction of Electricity reticulation (Power house, underground cables, overhead cables, street lights, garden lights, Hose reel booster pump and main control board/unit); Completion of disable ramps for Lecture & Administration block; Construction of Incinerator; and office partitioning and furnishing of science laboratory were also completed.

 Gulu University; Survey, land title processing and valuation of 1,552 Hectares of Land in Nwoya was conducted and partial payments made to owners; Land offers were made to the university including 60 Acres of land by Amida sub-county in Kitgum District, 200 acres of land in Patongo Sub-county offered by Agago District Local Government, 500 acres of land by Pader Local Government. Renovation of Faculty of Business & Development Studies, re- painting of the Administration block done and partitioning of Library rooms in the LAW Block were done;

 Muni University; Construction of 2 Storey Lecture block, Demonstration block, IT Workshop block, Library bock, 1 storey Administration block and Guest House block (Rolled over from FY 2014/15) was completed at a cost of UGX 8.8bn; Construction of External works (Landscaping structures, parking lots, water supply lines, foul water drainages, storm water drainages and access roads) were also completed at UGX 3.4bn; Completed the construction of Electricity reticulation (i.e. Power house, underground cables, overhead cables, street lights, garden lights, hose reel booster pump and main control board/unit UGX. 0.4bn; Completion of disable ramps for Lecture & Administration block; Construction of Incinerator is still ongoing at a 20% rate of completion; and, Office partitioning, Construction of worktops and furnishing of science laboratory also in progress. All construction and rehabilitation works in the university amounted to UGX. 13.39bn.

 Mbarara university:

Facilitated the development of University Strategic plan; Paid for Review of the Designs of the Library Block at Kihumuro; The contract for supply and installation of 2 Lifts for completion of Faculty of Applied Sciences & Technology Block at Kihumuro was awarded and awaiting supply; Procurement process for Construction works for the conversion of Skin Clinic into a Simulation Laboratory is at Award level; and, Face-lift and partitioning of the

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Main Lecture Theatre in the Institute of Interdisciplinary Training Building at Mbarara campus is still on-going.

 Under the Uganda Petroleum Institute Kigumba;

Phase one road network was completed; approximately 8km of high grade murram road were constructed; construction of 4 local and 2 international staff houses was completed; Storm drainage for the prefabricated campus was designed and its construction completed.

(vii) Implementation of Support to Higher Education, Science & Technology project

During FY 2015/16, the sector planned to undertake construction, rehabilitation and expansion of facilities in 6 Public Universities namely: Makerere University, Kyambogo University, Gulu University, Busitema University, Muni University, Mbarara University of Science and Technology and 2 degree awarding Institutions namely Uganda Management Institute and Makerere University Business School (MUBS). By the end of FY 2015/16, construction, rehabilitation and renovation works at 7 Beneficiary Institutions and the estimated status of civil works at each of the these institutions is as follows; MUBS: 88%, Makerere University: 14%, Gulu University: 6%, Busitema University: 9%, Kyambogo University: 22% and Muni University: 2% and nd Mbarara University of Science and Technology: 3%.However, at Uganda Management Institute, tendering process is still ongoing.

(d) Key outcomes

During the period under review the sub-sector achieved the following outcomes:

(i) Increased Student enrolment

According to NCHE, total enrolment in University and Other Institutions grew by 73% from 200,000 in FY 2014/15 to 345,000 in FY 2015/16. For details, refer to table 4.13 below.

Table 4.13: Enrolment in Universities and other tertiary institutions

Category FY2014/15 FY2015/16 Change % Change

Public 100,000 180,000 80,000 80%

Private 50,000 110,000 60,000 120%

Other Tertiary 50,000 55,000 5,000 10%

Total 200,000 345,000 145,000 73% Source: NCHE, 2016

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(e) Main challenges

The main challenges that faced university education sub-sector during FY under review included:- (i) Inadequate funds limit expansion of infrastructure; (ii) Increasing operation costs viz a viz a stagnant resource allocation; (iii) Industrial action by staff and student unrest at public universities; and (iv) Inadequate resources to raise staff levels at public universities to at least 50% of establishment for academic staff.

4.2 Quality of Education

Many studies in the area of education quality have shown that while dealing with the quality of education, it’s important to focus on results attained in terms of pupil/student learning (i.e. quality of the product) rather than the quality of inputs per se. However, education outputs are usually a result of a complex interaction of a number of factors that include inputs (i.e. human and material resources available for teaching); the process (i.e. the actual teaching and learning that occurs in the classroom) and the context (i.e. the environment within which teaching and learning process takes place). In the period under review therefore, the sector continued to implement intervention within these three areas at all levels of education. 4.2.1 Pre-Primary Education

During the period under review, overcoming the challenge of providing quality primary education to all children enrolled in primary schools remained a key priority of the sector. This priority reflected in the policy thrusts that the sector has continued to pursue and that have directed investment education quality initiatives in this sub-sector.

(a) Goals and objectives

During the period under review, improving the quality of Pre-Primary education continued to take priority in the sub-sector’s agenda. (b) Initiatives undertaken during FY 2015/16

Quality enhancing initiatives undertaken in the pre-primary sub-sector during FY 2015/16 focused monitoring, support services and trainings for care givers. These initiatives are:- (i) Monitoring and support supervision of pre-primary; and, (ii) Capacity Building for Nursery teachers/Care givers.

(i) Monitoring and Support Supervision

The Sub-sector in the period under review monitored and provided support to 287 ECD centres/nursery schools in the districts as reflected in table 4.14 below.

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Table 4.14: Number of ECD centres monitored and support supervised in FY 2015/16 S/n Districts Number of ECD centers S/n Districts Number of ECD centers monitored monitored 1. Nakaseke 20 11 Mitooma

2. Nakasongola 20 12 Ishaka

3. Lyandtonde 20 13 Rubirizi

4. Luwero 20 14 Bushenyi

5. Mpigi 20 15 Kabarole

6. Ngora 10 16 Fort Portal

7. Serere 14 17 Ibanda

8. Wakiso 10 18 Kiruhura

9. Jinja 25 19 Kyankwanzi

10. Iganga 28 20 Kiboga

Source: MoES, 2016

(ii) Capacity Building for Caregivers

In collaboration with the Uganda Teacher and School Effectiveness Project, the sector conducted face to face trainings with 1,000 care givers on Improving Competencies of Early Childhood Education (ECE) in 15 core PTCs throughout the country.

(d) Key outcomes

(i) Pupil Teacher Ratio.

The Pupil Teacher Ratio (PTR) at pre-primary sub sector improved by 2 points from 24:1 in FY 2014/15 to 22:1 in FY 2015/16. This is attributed to the continued support by government in training pre-primary teachers and the increase in the number of pre-primary schools. Figure 4.8 below shows the PTR.

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Figure 4.8: Pupil Teacher Ratio at Pre-Primary 24.5 24:1 24 23.5 23 22.5 22:1 22

Pupil Teacher Pupil Ratio 21.5 21 FY 2014/15 FY 2015/16 Financial Year

Source: EMIS, 2016 (ii) Increased Number and availability of Qualified Teachers

The number of qualified care givers in the pre-primary sub sector in the period under review increased by 9 percent from 15,332 (1,885 Male; 13,447 Female) in FY 2014/15 to 16,741 (2,262 Male; 14,479 Female).

(iii) Pupil Classroom Ratio

In FY 2015/16, the Pupil Classroom Ratio (PCR) at pre-primary level declined by 3 points from 28:1 in FY 2014/15 to 31:1 in FY 2015/16. This is attributed to the mismatch that exists between classroom construction and the number of pupils. This implies that the existing classroom are used to accommodate the increasing enrolment of children in pre-primary. The PCR is shown in the figure 4.9 below. Figure 4.9: Pupil Classroom Ratio at Pre-Primary 31.5 31:1 31 30.5 30 29.5 29 28.5 28:1 28

Pupil Classroom Pupil Ratio 27.5 27 26.5 FY 2014/15 FY 2015/16 Financial year

Source: EMIS, 2016

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(iv) Pupil Stance Ratio

The Pupil Latrine Stances Ratio at pre-primary level declined by 2 points from 21:1 in FY2014/15 to 23:1 in FY2015/16. This is attributed to the increase in enrolment without a proportionate increase in latrine stance construction. The PSR is shown in figure 4.10 below.

Figure 4.10: Pupil Stance Ratio at Pre-primary

23.5 23:1 23

22.5

21.5 21:1

21 Pupil Stance Pupil Ratio 20.5

20 FY 2014/15 FY 2015/16 Financial Year

Source: EMIS, 2016

(e) Main challenges

(i) Shortage of Qualified pre-primary school teachers: Most of the pre-school teachers are Senior Four and P.7 leavers and some have no prior training in pre-school pedagogy.

(ii) Poor quality of Infrastructure: Given the fact that pre-primary education provision in the country is private sector-led, infrastructure development is exclusively undertaken by the private sector and the community.

(iii) Inadequate and inappropriate Learning Materials: Quality pre-primary education depends on availability of adequate, appropriate and relevant learning materials. Although the Learning Framework specified the kind of learning materials for pre- schools, most of the materials are not available.

(iv) Poor Regulation and Coordination of Schools Inspection and Supervision: The regulatory framework for pre-primary education is almost non-existent. This makes regulation of who should provide early childhood education a complex factor. Luckily enough the national integrated ECD policy and our sector ECD policy which is under r review will go a long way in addressing this anomaly.

(v) Lack of pre-primary teachers training institution: The Country has no institutionalized training institutions for pre-primary teachers.

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4.2.2 Primary Education

During the period under review, improving the quality of Primary education continued to take priority in the sub-sectors’ agenda based on a number of policy objectives that

revolve around the implementation of different programs under UPE programmes

(a) Goals and objective

The main policy objectives in FY 2015/16 under quality education included:- (i) Ensuring achievement of literacy, numeracy and life skills; (ii) Enhancing support supervision; and, (iii) Capacity Building for teachers.

(b) Initiatives undertaken during FY 2015/16

(i) Monitoring and Support Supervision (ii) Provision of Instructional Materials (iii) Infrastructure Development (iv) Continuous Professional Development for Primary Teachers (v) Provision of furniture (vi) Support for Early Grade Reading (vii) Assessment in Early Grade Reading (viii) Assessment of Primary Education (PLE)

(c ) Main Outputs (i) Monitoring and Support Supervision

In the period under review, the sub-sector monitored and provided support to P1 – P3 classes in 5 private schools in the districts of Lira, Kitgum, Hoima, Kibaale and Ntungamo. The sub sector also facilitated monitoring of 1,140 primary schools benefiting from World Food Program support in Karamoja Sub-region.

(ii) Provision of Instructional Materials

In FY 2015/16, the sector procured a total of 104,136 primary 5, 6 and 7 set of local language readers (1, 2, 3) books, 125,996 P.5, P.6, and P.7 local language pupils’ books and 4,680 P. 5 P.6 and P.7 local language teachers’ guides for Aringa, Pokot, Alur, Lugabarati, Lebthur, Rufumbira, Runyoro- Rutoro, Dhoppadhola, LebLango, Lugungu, Kuman, Ruruli, Lunyole, Lugwere, Ateso and Kakwa. In addition a total of 39,873 P 5 P.6 and P.7 reading books in Lukhonzo, 16,981 P.5, P.6 and P.7 Lukhonzo pupils’ textbooks and 870 teachers’ guides were procured by M/S MK Publishers. Another addition, 96,860 P. 5,P.6 and P.7 local language sets of readers(1,2,3) books for Luo, Acholi, Runyankole-Rukiga, Madi, Luganda and Lusoga, 19,742 local language pupils’ books for Madi, Runyoro- Rutoro and Luo –Acholi and 1,268 local language teachers’ guides for Madi, Runyoro- Rutoro and Luo – Acholi were procured.

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The sector also procured 337,414 Primary 5 and Primary 7 English Course books and 92,800 Primary 5 and Primary 7 English Teachers’ guides Books after verification of the Instructional Materials for the beneficiary schools. Furthermore, procurement of CAPE 1, MDD P5, CAPE 3 ART/TECH P5, Kiswahili Dictionary P6, Kiswahili Dictionary P7, Kiswahili pupil’s Book, CAPE 3 ART/Tech P5 Teachers’ Guide, CAPE 3 Art/Tech P6 teachers’ guide. Under special needs, the sector also procured 800 cartons of braille materials and 5 pieces of embossers to St. Francis P.S School for the Blind Madera, Salaam School for the blind, Arua Demonstration School (Unit), St. Hellen’s P.S (Unit) and Gulu Primary School (Unit).

(iii) Infrastructure Development

Under School Facility Grant (SFG) and PRDP programmes, the sector made 17 Classroom completion/renovations, constructed 56 new classrooms, 41 V.I.P latrines and provided 393 classroom furniture (desks). In addition, 293 government primary schools were identified under SFG (Uganda Teacher and School Effectiveness Project) for the construction of classrooms, latrines or office blocks. However, due to cost adjustments, the number of beneficiary schools has reduced to 220.

(iv) Continuous Professional Development for Primary Teachers

In FY 2015/16, in collaboration with the Uganda Teacher and School Effectiveness Project, the sector trained a total of 2,680 head teachers in Early Grade Reading Methodology at 16 Primary Teachers Colleges. The training started with the training of 30 Master Trainers and 148 Trainers of Trainers at Nakaseke PTC.

(v) Provision of furniture

By the end of the period under review, all 21 schools under the Karamoja Primary Education Project (KPEP) had been supplied with furniture in the Karamoja sub region. Table 4:15 below lists the number of schools that have been supplied with furniture. Table 4.15: Schools under KPEP supplied with furniture in FY 2015/16 s/n District School S/N District School 1. Abim Kiru P.S 12 Amudat Katikit P.S 2 Abim Morulem Boys P.S 13 Moroto Kasimeri P.S 3 Abim Orwamuge P.S 14 Moroto Moroto KDA 4 Kaabong Karenga Boys P.S 15 Moroto Naitakwi P.S 5 Kaabong Komukuny Girls P.S 16 Nakapiripirit Lorengedwat P.S 6 Kaabong Nakalas P.S 17 Nakapiripirit Nakapiripirit P.S 7 Kotido Kotido P.S 18 Nakapiripirit Tokora P.S 8 Kotido Lokiteaebu P.S 19 Napak Lodoi P.S 9 Kotido Napumpum P.S 20 Napak Lorenecora P.S 10 Amudat Kalas Boys P.S 21 Napak Lotome Girl’s P.S 11 Amudat Kalas Girls P.S Source: MoES, 2016

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(vi) Support for Early Grade Reading

In FY 2015/16, in order to improve on the quality of education emphasis was placed on enhancing early grade reading, and HIV and AIDS education through established MoES systems. In the period under review, the USAID/Uganda School Health and Reading Program (SHRP) funded by the United States Agency for International Development supported the development of language boards and procurement of reading instructional materials (in the form of teacher guides and pupil primers in Primary 1 - 4 in both English and 12 local languages) and HIV/AIDS Knowledge, Attitudes and Practices (KAPS) activities. The achievement by the project in FY2015/16 are summarized in table 4.16 below.

Table 4.16: Implementation of Early Grade Reading and HIV/AIDS activities in FY2015/16 Intervention Results in FY 2015/2016 Comments Schools supported 3,476 Reading 588 PIASCY/School Family Initiative Learners supported in 794,247 (396,901 M, 397,346 F) reading Learners supported with 116,683 (55,962 Male; 60,721 This is a 6 months output enhanced PIASCY/life Female) (October 2015-March 2016). Final skills education (to date) data on learners supported will be collected in August MoES Policy Support Support to UTSEP developing Early Both UTSEP EGRA and the PTC Grades Reading Assessment Curriculum Addendum are IN [SHRP] PROCESS

Addendum to PTC Curriculum including Early Grades Reading Methodology Local Language Boards Local Language Boards for all 12 Supported program languages (C1, C2 and C3 supported) Early Grade Reading 108 titles (Pupil Books and Teacher To date, out of a total of 104 Materials Developed for Guides for all 12 local languages titles 54 titles have been Local Language and and English for P1 to P4 approved and handed over to English (Learner Primers MoES and 50 more titles are yet and Teachers Guides) to go through the NCDC NCDC approval process. Reading materials in the 793,355 To date, over 2.2 million pupil hands of learners and books and teacher guides have teachers been printed and distributed. Donated Books Over 100,000 reading books To date, over 830,000 library Received distributed to primary schools books have been distributed to primary schools. Early Grade Reading 8,482 Teachers, Head Teachers To date, 20,941 teachers and training for Teachers and and CCTs trained in EGR head teachers have been Head teachers trained in early grade reading methods (10,136 Male, 10,805 Female).

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Intervention Results in FY 2015/2016 Comments Teachers trained to 2,271 Teachers and Head To date, 10,202 teachers and enhance PIASCY Teachers trained head teachers have been trained in PIASCY (6,470 Male, 3,732 Female) Early Grade Reading Completed follow up data 4 page EGRA briefers with Assessments Instruments collection for Cluster 1 and 2 and findings were published for C1, Developed and baseline 3 languages C2 and C3 languages for future reading skill levels distribution and dissemination to established Supported UNEB preparations for all schools EGRA Baseline Study

Findings shared through M and E Working Group, Teacher Education Working Group, Basic Education Working Group and at national and international conferences, as well as with District Officials and PTC Staff Source: MoES, 2016

Currently there are three Early Grade Reading programmes being implemented all aiming at improving reading outcomes for children in primary schools. The pioneer one is the USAID/Uganda School Health and Reading Program (SHRP) funded by USAID and implemented by RTI International. It is supporting early grade reading (P1 – P4) in 12 local languages and English in 31 Districts and over 3,400 primary schools for 7 years (2012 – 2019). There is new intervention, the USAID / Uganda Literacy Achievement and Retention Activity (LARA), also being implemented by RTI with funding from USAID.

This is a 5-year program which commenced in 2014/2015, and aims at scaling up reading interventions of the USAID/ Uganda School Health and Reading program to more 28 districts and over 3,200 primary schools in Uganda. In this intervention, 3 local languages targeted: Luganda, Runyankore-Rukiga and Runyoro-Rutooro plus English. Additionally, the LARA program has activities aimed at reducing School Related Gender-based Violence (SRGBV) as one way of achieving increased retention of learners in schools.

There is also the Global Partnership for Education (GPE) Uganda Teacher and School Effectiveness Program (UTSEP) funded by GPE, managed by World Bank and implemented directly by MoES. The early grade reading component is also scaling up the SHRP intervention focusing on 10 local languages plus English in 27 Districts. The 3 Early Grade Reading programs are covering 86 Districts (77% of the current districts) and 9,794 primary schools, which is close to 80% of the government primary schools in Uganda.

The USAID/Uganda Literacy Achievement and Retention Activity is also a five year funded project whose goal is to improve the reading skills of 1.3 million Uganda early primary pupils. In the period under review, the project distributed pupil books and teacher guides in 1,600 schools in 13 districts, trained primary 1&2 teachers, head teachers and school management committee members, and conducted follow up visits to schools to support the trained teachers. The project also trained school change agents responsible for 112 leading school level interventions aimed at creating a positive and supportive school environment through a reduction in incidents of School Related Gender-Based Violence (SRGBV) and strengthening protection, reporting and referral mechanisms. The achievements of the project in FY2015/16 are summarized in the table 4:17 below. Table 4:17: Implementation of Early Grade Reading, Positive and Supportive school activities in FY2015/16 Intervention Results 2014/2015 Financial Year Comments

Schools supported 160 schools supported 173 schools (Reading Intervention only) 1427 schools (Both reading and SRGBV interventions). Learners supported in 241,201(118,814M & 122,387F) reading (to date) MoES Policy Support MoES Early Grade Reading Advisory Committee established.

Coordination with school founding and management authorities established.

MoES VACis policies disseminated to 13 districts and supporting Primary Teacher Training Colleges. Reading materials in the 456,958 pupil books & 11,622 teacher Topics of the pupil books are hands of learners and guides distributed to achieve a pupil linked to the national thematic teachers book ratio of 1:1 curriculum. Metallic Storage boxes and locks were provided for safe storage of books, and Head teachers and SMC member trained in monitoring access and care of the books. Continuous professional Master training from Primary Teacher In year 1 the program has development for primary Training Colleges and their teacher trained a total of 5409 Teachers in Early Grade outreach tutors: 305 (105M, 200F) Teachers/Head teachers in the Reading Methods 5,409 Teachers/Head teachers 13 districts in Early Grade trained. Reading. School level Change 3,660 (2,068M, 1,592F) Change agents will lead Agents trained in SRGBV school level initiatives to interventions reduce SRGBV. School Leadership and Leadership training; 2990 (2399M, Head Teachers and SMC Management 591F) Chairs training in educational leadership: support to reform of EGR methodology, supporting quality improvement and resource management.

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Intervention Results 2014/2015 Financial Year Comments

Early Grade Reading Completed EGRA baseline in a EGRA was conducted in 3 Assessments (EGRA) sample of 189 schools local languages (Luganda, Runyoro/Rutooro, and Runyankore/Rukiga) and English. Writing of the baseline report is in progress. School Related Gender A formative assessment was A brief is being compiled for Based Violence conducted in 6 selected schools and dissemination of the findings. Formative Assessment results were used to inform the development of positive and supportive school environment activities School Related Gender Completed SRGBV baseline in a Writing of the baseline report is Based Violence (SRGBV) sample of 216 schools in progress. Baseline study Support supervision A total of 339 teachers supported Support supervision visits Activities conducted by joint supervision teams comprised of MoES officials, district officials, CCTs and USAID/Uganda Literacy Achievement and Retention Activity staff. There are also visits conducted exclusively by the Project Field Assistants who are former teachers. Source: MoES, 2016

(vii) Assessment in Early Grade Reading

In FY 2015/16, data on reading achievement was collected by the USAID/Uganda School Health and Reading Program using the Early Grades Reading Assessment in twelve local languages and English. P3 Learners in Program Schools were reading more words than learners in control schools and are closer to becoming fluent readers in both Local Language and English. In Ateso, 18% of P3 learners could read 20 or more words per minute (wpm) compared to 7% in control schools; in Leblango, 14% of program learners reached this mark compared to 9% of control learners. In Luganda, 44% in program learners read 20 or more wpm compared to 33% in control schools and in 53% in Runyankore-Rukiga program schools compared to 50% in control schools. Learners at the end of P2 were tested in four languages: Leb Acoli, Lugbarati, Lumasaaba and Runyoro-Rutooro. Leb Acoli and Runyoro-Rutooro schools receiving program interventions are performing significantly better than control schools in local language reading fluency and comprehension and in English reading fluency. This year, Lugbarati has also started making progress. Unfortunately, Lumasaaba program learners are making little progress. Teachers in program classrooms are teaching more from lesson plans that include appropriate early grade reading methods and more program learners are reading from printed material than learners in control schools.

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P1 learners in program schools in Ngakarimojong, Lusoga, Lugwere and Lhukonzo performed better than P1 learners in control schools on pre-reading tasks including orientation to print, letter identification, and local language listening comprehension and letter sound knowledge. More teachers in program schools were using reading related “best practices” in the classroom (and at much higher rates than baseline) compared to teachers in control schools including ensuring learners are reading from printed material during the reading lesson, assessing learners and keeping learner attendance.

(viii) Assessment of Primary Education (PLE)

The number of students assessed by UNEB was 621,939 pupils (UPE 492,314 and Non UPE 129,625). The total sum of funds paid for the 492,314 UPE pupils to sit for the Primary Leaving Examinations (PLE) amounted to UGX8.799bn.

( c) Key outcomes

As a result of the various interventions undertaken in the pre-primary and primary sub- sector, the sector registered improvement in quality outcome indicators as below.

(i) Pupil Teacher Ratio

The Pupil Teacher Ratio improved by 3 percentage points from 46:1 (54:1 government; 29:1 private) in 2014/15 to 43:1 (53:1 government; 23:1 private) in FY 2015/16 as reflected in table 4.18 below.

Table.4.18: Pupil Teacher Ratio in Primary schools FY 2014/2015- FY 2015/16 2014/15 2015/16 Overall 46:1 43:1 Gov’t 54:1 53:1 Private 29:1 23:1

Source: EMIS, 2016

(ii) Pupil Classroom Ratio

The Pupil Classroom Ratio (PCR) declined by 4 points from 59:1 in FY2014/15 to 63:1 in FY2015/16. This decline is attributed to the rapid increase of enrolment which does not match the rate at which classrooms are being constructed in the sector. Figure 4.11 presents PCR in both Government and Private primary schools.

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Figure 4.11: Pupil Classroom Ratio in primary schools (FY 2014/15- FY 2015/16)

Source: EMIS, 2016

(iii) Pupil Book Ratio

The Pupil Book Ratio in primary level of 4:1 was achieved in FY 2015/16, due to an increase in the provision of instructional materials provided

(iv) Pupil Latrine Stance Ratio

The Pupil Stance Ratio in primary level improved by one point from 53:1 in FY2014/15 to 52:1 in FY2015/16. This is attributed to the increase in construction pit latrine stances under School Facilities Grant.

(v) Number and Availability of Qualified Teachers

The number of qualified teachers during the period under review increased by 0.7% from 191,217 (111,272 male; 79,945 female) in FY 2014/15 to 192,566 (111,177 male: 81,389 female) in FY 2015/16. This increase in the number of qualified teachers in the sector was mainly attributed to use of the new teacher recruitment guidelines distributed to private schools.

(vi) Literacy and Numeracy levels at Primary Three and Six

The number of P.3 pupils rated proficient in literacy declined by 4 percentage points from 64.2% (62 % boys; 66.5% girls) in 2014 to 60.2% (59% boys; 61.3 girls) in 2015. The decline in pupils’ performance in literacy in primary three can be attributed to the longer stories that pupils have to read and limited guidance given to the pupils in the development of skills for reading comprehension. In addition, the percentage of P.3 pupils proficient in numeracy was still high at 71.7% (73.0% boys; 70.6% girls) in FY 2015/16 despite a 1 percentage point drop. Literacy and Numeracy rates at P.3 are shown in figure 4.12 below.

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Figure 4.12: Literacy and Numeracy indicators for P.3 68.0% 75.0% 66.0% 74.0% 64.0% 73.0% 62.0% 72.0% 60.0% 71.0%

LiteracyRate 58.0% 70.0% NumeracyRate 56.0% 69.0% 54.0% 68.0% 2014/15 2015/16 2014/15 2015/16 Average 64.2% 60.2% All 72.7% 71.7% Boys 62.0% 59.0% Boys 73.9% 73.0% Girls 66.5% 61.3% Girls 71.4% 70.6%

Source: NAPE, 2015

In P.6, 51.9% (51.6% boys; 52.6% girls) of the pupils were rated competent in literacy in FY 2015/16 compared to 38.3% (37.8% boys; 38.7% girls) in FY2014/15 which translates into an increase of 13.6 percentage points. The numeracy rate at P.6 increased by 13.2 percentage points from 39.4% (44.2% boys; 35.0% girls) in FY 2014/15 to 52.6% (56.9% boys; 48.2% girls) in FY2015/16. Figure 4.13 below shows literacy and numeracy rates at P.6.

Figure 4.13: Literacy and Numeracy indicators for P.6

60.0% 60.0% 56.9% 51.9% 51.6% 52.2% 52.6% 50.0% 50.0% 48.2% 44.2% 38.3% 37.8% 38.7% 39.4% 40.0% 40.0% 35.0%

30.0% 30.0%

20.0% 20.0%

Literacy Rate Numeracy Numeracy Rate 10.0% 10.0%

0.0% 0.0% Average Boys Girls Average Boys Girls

2014/15 2015/16 2014/15 2015/16

Source: NAPE, 2015

This performance therefore, calls for more effort by the sector to address the challenge of improving literacy and numeracy competency levels among pupils in the primary sub- sector sector.

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(vii) Primary Leaving Examination (PLE) Pass Rate

The P.L.E Pass Rate declined by 2.3 percentage points from 88.30% in 2014/15 to 86% in 2015/16. See figure 4.14 below1

Figure 4.14: Primary Leaving Examinations Pass Rate for FY’s 2013/14 -2015/16

Source: EMIS/UNEB, 2015

( e) Main challenges

Several challenges and constraints were faced in the period under review which include among others: (i) High rate of Teacher and pupil absenteeism in schools. Pupil absenteeism is greatly attributed to lack of midday meals at school. Pupils are noted to escape from school at lunch time, and others drop out of school due to hunger; (ii) Budgetary constraints have led to reduction in appropriation of services; (iii) Insufficient teaching and learning materials e.g text books; (iv) Some teachers commute long distances to and from schools due to inadequate teachers’ houses; (v) Teachers continue to agitate for improvement of their salaries in face of the constrained sector budget; and, (vi) Teacher competences in teaching literacy need to be improved but this requires substantial financial support.

1 Education & Sports Sector Fact Sheet 2002-2015 118

4.2.3 Secondary Education

(a) Goals and Objectives

Under secondary education sub-sector, key policy objectives that have underpinned quality interventions for the period under review were: (i) Ensure the provision of quality secondary education delivery; (ii) Capacity building for teachers for improved teaching and learning; (iii) Enhance monitoring and supervision in schools; and (iv) Provision of qualified teachers.

(b) Initiatives undertaken

In FY 2015/16, key quality interventions undertaken focused on the functionality and relevancy of the students that graduate from the system. These interventions included: (i) Construction of additional classrooms and rehabilitation of facilities in both USE and non- USE schools; (ii) Provision of Instructional materials; and, (iii) Training of secondary school teachers, and managers.

In FY2015/16, the sector disbursed funds to construct a four classroom block at Budumba Community Secondary School in Butaleja district under presidential pledges. The provision of these facilities have already gone a long way in improving students learning conditions in the USE schools through addressing issues of congestion in classrooms. Furthermore, funds were disbursed to Ndejje S.S and Kasese S.S for the construction of a laboratory block and classrooms respectively.

Additionally, under the decentralised Development Grant funds were provided to 23 secondary schools for completion of facilities under APL1 project; 3 secondary schools for construction of staff houses and 7 secondary schools for last instalment payment of staff houses and 4 stance VIP latrines for staff respectively. The tables 4.19 below show the status of the civil works.

Table 4.19: Status of rolled over civil works from APL1 s/n District School Name Civil works status 1 Arua Anyavu SS Completed and in defects 2 Arua Micu SS Completed and in defects 3 Bugiri Nalubaale S.S Completed and in defects Nankoma 4 Bugiri Namasere H.S Completed and in defects 5 Bundibugyo Bubukwanga SS Completed pending defects 6 Moyo Obongi SS Completed pending defects 7 Yumbe Yumbe S.S Completed pending defects 8 Butaleja Busolwe SS Completed pending defects

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9 Abim Morulem Girls'S.S Completed pending defects 10 Buikwe Ngogwe Baskerville S.S Completed pending defects 11 Buikwe St. Peter’s Nkokonjeru Completed pending defects 12 Namayingo Banda SS Completed pending defects Amolator Aputi SS Completed 13 Amuru Keyo SS At Finishing Stage 14 Lyantonde Lyantonde SS At Finishing Stage 15 Buikwe Nyenga S.S Kigudu At Finishing Stage 16 Buvuma Buvuma College At Finishing Stage 17 Kalangala Bukasa SS At finishing stage 18 Moyo Moyo S.S At finishing stage 19 Butaleja Mugulu HS At Finishing Stage 20 Butaleja Mulagi Girls SS At Finishing Stage 21 Adjumani Adjumani SS At Finishing stage 22 Rubirizi Kirugu SS 23 Mukono Namakwa S.S Source: MoES, 2016

(ii) Provision of Instructional Materials

In relation to the teaching and learning of science, a total of 1,080 science and mathematics textbooks and science and chemical kits were meant to be procured for 28 seed secondary schools. In FY2015/16, the subsector facilitated the procurement of essential chemicals equipment, apparatus and reagents for a new laboratory for Njangali Girls (Hoima), Our Lady of Guadalupe SSS (Gomba) and for secondary schools in Buhweju district under presidential pledges that were rolled over from FY 2013/14. In addition, funds amounting to UGX. 769,983m were committed for the procurement of senior one and two Chemistry Practical manuals and Teachers’ guides.

(iii) Training of Secondary School Teachers

Under the SESESMAT Project, the sector planned to train 2,800 Science and Mathematics teachers. By the end of FY 2015/16, a total of 2,524 Science and Mathematics Teachers were trained. In addition, two in-service training workshops of science and mathematics teachers were held to enhance their teaching and learning.

(iv) Support Supervision

The sub-sector offered support supervision to a total of 145 government secondary schools, and 150 USE Secondary schools respectively. In the FY 2015/16, a total of 28 government secondary schools were monitored and advised on how to utilise instructional materials and on how to develop systems that improve on the management of their schools through the BoGs.

Furthermore, under the SESEMAT program, monitored the implementation of teaching of Science and Mathematics lessons in 91 schools from the Mid-West and South-West SESEMAT Zones and Rwenzori Sub region; and facilitated classroom observation in 77 120 schools throughout the country out of which 8 schools were from (Sebei - Bugishu Sub region), 5 schools (Teso Sub region); 9 schools (Lango Sub region), 18 schools (Busoga sub- region); 7 in Tororo; 28 in Mbale and 2 in Budaka respectively.

In FY 2015/16, 625 Non- USE(Private)secondary schools and 150 USE/UPOLET under the PPP arrangement were monitored to establish presence and functionality of BOGs in the following districts Rakai, Lwengo, Lyandtonde, Butaleja, Budaka, Bududa, Bulambuli, Manafwa, Ibanda, Kamwenge, Buikwe, Jinja, Mubende, Sembabule, Bugiri, Busia, Kamuli, Nebbi, Hoima and Arua. This represented a 104% performance in Non – USE and 37.5% in USE schools.

(v) Recruitment and deployment of Grade V teachers

In FY2015/16, 400 Grade V teachers were recruitment and deployed to various schools throughout the country to teach several subjects as listed in table 4.20 below:- Table 4.20: Teachers recruited per subject s/n Subject No. of S/N Subjects No. Teachers teachers Recruited recruited 1. Agriculture 26 8. Geography 20 2. Biology 20 9. History 25 3. Business Education 20 10. IRE 10 4. Chemistry 15 11. Kiswahili 10 5. CRE 20 12. Mathematics 26 6. English 20 13. Physics 26 7. Fine Art 25 Source: MoES, 2016

(d) Key outcomes As a result of the combined intervention undertaken by the subsector the followings were achieved:

(i) Student Classroom Ratio

The sector registered a decline in SCR from 50:1 FY2014/15 to 52.1 in FY2015/16. This decline could be attributed to a disproportionate increase in enrolment with the number of classrooms constructed as reflected in figure 4.15.

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Figure 4.15: Student Classroom Ratios

Source: EMIS, 2016

(ii) Student Teacher Ratio

The Student Teacher Ratio remained constant at 22:1 between FY2014/15 and 2015/16. It however reduced in government aided schools where it currently stands at 24:1 compared to 22:1 in private schools. This is attributed to the current high staff attrition rate which stands at 5%. See figure 4.16. Figure 4.16: Student Teacher Ratios

Source: EMIS, 2016

(iii) Student Textbook Ratio

The provision of text books targeting core subjects in USE schools has enabled each student to have a text book in the areas of mathematics and English language while in science; the Student text book ratio is 2:1.

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(iv) Practical Teaching of Science

In FY 2015/16, the sub sector facilitated lesson study and observations in 45 secondary schools where the provision of science kits and chemicals has enabled teachers to demonstrate the practical aspects of science subjects.

(v) Students Performance in UCE and UACE  Students Performance in UCE The percentage of students passing UNEB exams reduced at O’ level and improved at A’ level in the period under review. In 2015/16, the percentage of students that passed UNEB exams for O’ level reduced from 93.4% (94.0% boys; 92.7% girls) in 2014/15 to 91% in FY2015/16. While at A’ level, the percentage of students that pass exams increased by 1 percentage point from 82.0% (80.0% boys; 85.0% girls) in 2014/15 to 83% in FY2015/16. Table 4.21 below illustrates Pass Rate in UCE and UACE in FY 2014/15 – 2015/162. Table 4.21: Pass Rates in UCE and UACE for FY 2014/15 and FY 2015/16 Sex FY 2014/15 FY 2015/16 UCE Pass rate 93.4% 91% Male 94.0% 92% Female 92.7% 90% UACE Pass rate 82.0% 83% Male 80.0% 81% Female 85.0% 85% Source: EMIS, 2016

In terms of Quality of passing in both UCE and UACE, there was an improvement at O’ level while there was a reduction at A’ level respectively. The Performance index improved by 0.8 percentage points from 42.2% (44.5% male; 39.7% female) in 2014/15 to 43% in FY2015/16 in UCE while in UACE, it reduced to 56%(54% male; 60% female) in FY2015/16 from 59% (57% male; 62% female) in FY2014/15.

2 Refer to the Education & Sector Fact Sheet 2002-2015 123

Figure 4.17: Performance Index for UCE and UACE for FY 2014/15 and FY 2015/16

47.0% 64% 46.0% 62% 45.0% 44.0% 60% 43.0% 42.0% 58% 41.0% 56% 40.0% 39.0% 54% 38.0% 37.0% 52% 36.0% 50% FY2014/15 FY2015/16 FY2014/15 FY2015/16

UCE Performance Index Performance UCE UCE UACE UACE UACE PerformanceIndex Performance 42.2% 43% Performance 59% 56% Index Index Male 44.5% 46% Male 57% 54% Female 39.7% 40% Female 62% 60% Financial Years Financial years

Source: EMIS/UNEB, 2015

(e) Main challenges

The main challenges faced by the sub-sector in the implementation of interventions aimed at improving quality education include: (i) Inadequate teachers especially science, mathematics and English language majorly in rural schools (ii) Persistent high student classroom ratios in some schools (iii) Ineffective utilization of instructional materials (iv) Continued absenteeism of staff and students (v) Lack of staff accommodation in the majority of schools (vi) High cost of the curriculum review process (vii) High staff turnover.

4.2.4 Business Technical Vocation Education and Training (BTVET)

(a) Goals and Objectives

(i) Provide quality and relevance of BTVET; (ii) Strengthening the role of the business community and employers in planning and decision making; (iii) Strengthening employer based training; (iv) Expansion of the coverage and accelerated development of UVQF ; (v) Better production and deployment of instructors/tutors; (vi) Improve the quality of governance of BTVET Institutions; (vii) Procure and deliver Instructional Materials; and, (viii) Improve assessment in the provision of BTVET

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(b) Initiatives Undertaken

Basing on the above objectives, the BTVET sub-sector in FY 2015/16, continued to prioritize policy interventions geared towards improving the quality of education, so as to ensure provision of skilled manpower geared to meet the demands of the national economy. This involved provision of key inputs into teaching and learning process by undertaking a number of interventions that include: -

(i) Curriculum development and implementation; (ii) Purchase of specialized machinery and equipment; (iii) Procurement of instructional materials. (iv) Training and capacity building of BTVET teaching staff; (v) Monitoring and Support Supervision of BTVET institutions; (vi) Assessment and profiling of Industrial skills (DIT Industrial Training Council); (vii) Facilitation of the Skilling Uganda, Reform Task Force, and; (viii) Assessment and technical support for Health Workers and Colleges.

In order to impart skills and competencies relevant to the labor market, government has reviewed and approved demand driven curricula in the following categories:  Health training; curricula for Diploma in clinical medicine and Community health, Diploma in medical laboratory, Certificate in medical laboratory and enrolled mid wifery.  Technical; curricula for welding, refrigeration and air conditioning, tailoring and garment design, electronics, brick laying and concrete practice, agricultural mechanization, pottery, painting, shoe making, ceramics, electrical installation and motor vehicle.  Business; curricula in national Diploma in Business management, marketing, accounting, catering and Secretarial studies.

(ii) Provision of specialized training supplies and equipment

Under the development of BTVET, the following Technical Institutions such as: Amuria, Hoima, Kamuli, Lwengo, Mukono, Nakasongola, Namutumba, Pader and Yumbe, Adjumani, Bukedea, Kiboga, Kyenjojo and Lyantonde benefited from provision of training supplies and equipment as well as UTC Elgon, UTC Lira and Unyama NTC. Under National Health and Departmental Training Institutions programme, the sub-sector facilitated the procurement of equipment for Fort portal SOCCO, Gulu SOCO, Mbale SOCO; Jinja MLT; National Metrology School; Tororo and Pakwach UCCs. (iii) Instructional materials: In addition to provision of specialized training supplies and equipment, the following institutions i.e. Nakawa VTI, Kaberamaido TI, Rwampara TI and Namasale TI each received a tractor to enhance skills development in motor vehicle mechanics.

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(iv) Training and Capacity Building of BTVET Institutions.

In FY 2015/16, the sub-sector conducted capacity building of 146 principals of BTVET institutions in aspects of public procurement and disposal of Assets.

(v) Supply of textbooks

The sub-sector provided textbooks to the technical institutions of Amuria, Hoima, Kamuli, Masaka-Lwengo, Mukono, Nakasongola, Namutumba, Pader, Yumbe, Adjumani, Bukedea, Kiboga, Kyenjojo, Lyantonde as well as the technical colleges of Elgon and Lira to aid the teaching and learning process.

(vi) Monitoring & Support Supervision of BTVET Institutions

Conducted routine monitoring and support supervision in 40 BTVET institutions and eight (8) departmental training institutions (i.e. UCC Kigumba, Tororo Cooperative College, Nakawa Voc Training Institute, Jinja Voc Training Institute, LugogoVoc Training Centre, National Meteorological Training Centre, Institute of Survey and Land Management and Nsamizi Social Development Institute).

(vii) Development of Assessment Training Packages under UVQF

The Subsector continued with the agenda of expanding the coverage of UVQF through DIT. This involved the development of Assessment Training Packages for 8 occupations.

(viii) Recruitment and deployment of instructors.

In order to address the staffing gaps, the sub sector recruited teaching, administrative and support staff in the Business Training institutions raising the staffing levels to 65%. Further engagements are on-going with the Education Service Commission to fill the remaining staffing gaps so that the institutions can operate more efficiently.

(ix) Promotion of employer based training

Employers continued to be involved in the development of curricula in line with the guidelines contained in the BTVET Strategic Plan. The curriculum for Vocational Diploma courses was developed with the participation of individuals from employer organizations (Toyota, USSIA, Nile breweries among others). The involvement of these organizations was deliberate, to promote and strengthen employer based training.

(d) Key outcomes

(i) Student Instructor Ratio

The deliberate policy by government to enhance staffing levels in all BTVET institutions has favorably improved the Student Instructor Ratio which now stands at 12:1 down from 13:1 in FY 2014/15.

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(ii) Assessment under UVQF levels I, II and III

Occupational assessment under UVQF I posted mixed results because on the one hand, the total number of registered candidates declined by 5% while assessment centres and UVQF occupations increased by 22.1% and 5% respectively. For UVQF Level II assessment, the total number of registered candidates increased by 0.98%, assessment centres increased by 9.6% but UVQF occupations decreased by 8.7%. Under UVQF Level III, there was a decline in the number of registered candidates by 81%, assessment centres by 67% and registered occupations by 75% (See Table 4.22).

Table 4.22: Number of students assessed under UVQF Levels I, II and III SN Item FY 2014/15 FY 2015/16 Variance UVQF Level I 1 Registered Candidates 3,160 3,002 5% 2 Assessment Centres 122 149 22.1% 3 Registered Occupations 20 21 5% UVQF Level II 1 Registered Candidates 4,183 4,224 0.98% 2 Assessment Centres 125 137 9.6% 3 Registered Occupations 23 21 8.7% UVQF Level III 1 Registered Candidates 32 6 81% 2 Assessment Centres 6 2 67% 3 Registered Occupations 4 1 75% Source: MoES, 2016

(iii) Performance of BTVET Students in the Uganda Nurses and Midwifery Examination Board

The UNMEB results for the May/June sitting for last year’s (FY 2015/16) Certificate in Comprehensive Nursing final examinations in which 1,953 candidates sat indicated a decline in the pass rate by 5.8% from 91.0% in FY 2014/15 to 85.2% in FY 2015/16.

Figure 4.18: Performance of students in May/June examinations of 2015

91%

92% 90% 85.20% 88% 86%

Percentage 84% 82% 2014/15 2015/16 Percentage 91% 85.20%

Financial Year Source: UNMEB, 2016

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The figure 4.19 below shows that out of 4,419 candidates who sat for the October/November examinations, 3880 passed representing a pass rate of 88%. This is a decline considering that in FY 2014/15, the pass rate was 89.5% with 3,347 out of the 3,740 candidates passing.

Figure: 4.19: Performance of students in Oct/Nov examinations of 2015

89.50%

90.00% 88% 89.00%

88.00% percentage

87.00% 2014/15 2015/16 Financial Year

Source: UNMEB, 2016

(e) Main Challenges

(i) Low staffing levels in BTVET institutions

(ii) Non-formal Assessment challenge (Language barrier of candidates and assessors, Lack of appropriate Assessment Training Packages and inadequate number of assessors to conduct the assessment). (iii) There is also a high demand for non- formal training but with inadequate funding. (iv) The high cost involved in carrying out assessment in terms of facilities and equipment is a big challenge. (v) The Boards lack permanent homes and a printing facility to effectively handle the examinations. Boards outsource these services from other organizations such as UNEB but it so happens that these bodies conduct examinations around the same time which makes it hard to use the facilities as and when we would like to do so.

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4.2.5 University Education

During the period under review the main objectives of the sub sector were to establish and operationalize quality assurance units in public universities and expand research and development in all public universities. Particular emphasis was placed on enhancing the management of education service delivery at all universities as well as making the curriculum more responsive to national development needs.

(a) Goals and objectives

The main policy objectives during FY2015/16 were to: (i) Enhance quality and relevance of university education in the country; (ii) Provide policy formulation, guidance and evaluation; and, (iii) Promote and facilitate international Cooperation.

(b) Initiatives undertaken

The sub sector prioritized the provision of quality education which was consolidated though the introduction of the Higher Education Science and Technology (HEST) project intended to enhance quality in the public universities. The main quality interventions undertaken during the period under review include: (i) Monitoring and support supervision; (ii) Accreditation of university programs; (iii) Enhancement of outreach programmes in Public universities; (iv) Provision of Instructional materials, tools and equipment; (v) Institutionalizing programmes for staff development; (vi) Enhancement of Quality Assurance Committee of Senate and Council; and, (vii) Internship placement.

(i) Continued Support to Research activities and technological innovations

The sector made contributions to Research organizations that include; the African Institute for Capacity Development (AICAD), Inter University Council for East Africa (IEACL), Consortium of Uganda University Libraries (CUUL, among others.

In addition, a research conference took place at the College of Natural Sciences in conjunction with Uganda Management Institute; while Eight (8) Business Plans to start Business Incubation Centres for all public universities and one degree awarding institution were finalized by the Private Sector Foundation (PSFU).

(ii) Monitoring and support supervision

The sub – sector planned to commit funds for support supervision and monitoring visits to institutions of higher learning conducted. In the financial year 2015/16, facilitators attended Council meetings in MUST, Makerere, Busitema and Muni Universities in preparation for the monitoring and support supervision to universities. A total of 25 Universities (9 Public

129 universities; and 19 private) were monitored and supervised in this period under review. Issues that were monitored include; student admissions; students’ turn up; performance indicators at university level; and standards for courses of study.

(iii) Accreditation of University Programs

To enhance quality assurance, National Council for Higher Education (NCHE) assessed 1,432 programmes out of which 473 programmes were accredited. In addition, minimum standards for 19 courses of study were reviewed for better quality teaching and learning.

(iv) Provision of Instructional Materials

The sector planned to procure and supply assorted equipment and instructional materials to public institutions. In FY2015/16, a total of 2,500 books were purchased in Makerere University Business School against the planned 5,000 textbooks translating to a 50% performance. To further enhance teaching and learning, a number of databases were installed coupled with subscription to both local and international e- journals. In addition, teaching equipment was procured for Pallisa Campus.

(v) Institutionalizing program for Staff Development

The sub-sector planned through the Support to Higher Education Science and Technology project to institutionalize program for staff development by enrolling 80 university lectures for PhD and M.Sc. courses; and, 24 university administrative staff for management courses. In the period under review, In Makerere University, two staff were trained for specialized M.Sc. training in Vehicle Electronics and Industrial Design Internship at Kettering University. In addition, 208 staff registered under different staff development programmes in Makerere University Business School. Additionally, 20 candidates were selected for Masters and PhDs by NCHE and are being sponsored.

(vi) Internship placement

Furthermore, sub sector continued partnering with Uganda Manufacturers association to find placement for students for internship in their membership companies. In the FY 2015/16, Uganda Manufacturing Association (UMA) placed and supervised 680 student- internees in different industries to undergo training

(d) Key outcomes

Employment opportunities for 84 fresh graduates who were retained after their internship programme while 107 secured employment opportunities elsewhere.

(e) Main challenges

Main challenges encountered included: (i) Inadequate resources for enhancement of University lecturers’ salary, leading to great attrition rates; (ii) Inadequate resources to raise staff levels at Public Universities to at least 50% for academic staff; (iii) Inadequate classroom/ICT laboratories/libraries, and office space; and, (iv) Increased number of students which compromises quality in terms of facilities available. 130

4.3 Efficiency and effectiveness

The purpose of any educational system is to ensure that pupils that enrol in it actually complete a given cycle of schooling or obtain given certification within the official time limit. Consequently, education managers must periodically assess the relevance of pedagogic objectives, curricula and teaching methods and determine the impact of a whole series of internal and external factors on school attendance, performance and achievement. This relationship is at the core of the efficiency of the education system. Efficiency of education system can therefore be viewed as an optimal relationship between inputs available in teaching and learning and the resultant outputs from them.

Low efficiency in education is manifested by a larger number of factors that include among others high Head-teacher and Teacher Absenteeism; high Pupil/student Absenteeism, dropout and repetition, low teacher Utilization rates; large number of out-of- school children and high Teacher attrition rates. Consequently, in the FY under Review, key efficiency interventions were geared towards resolving challenges facing the sector especially teacher and pupil absenteeism; reducing high dropout rate (particularly for girls), repetition and low completion rates.

4.3.1 Pre- Primary Education

Increasing scarcity of resources allotted to the education sector has made the issue of efficiency in the use of available resources even more critical. High teacher and pupil absenteeism, high pupil repetition and drop out are a clear manifestation that Uganda’s education system has low efficiency. It is no wonder that during the period under review, the Education Sector continued to prioritize efficiency measures aimed at enhancing the efficiency in the education system. (a) Goals and objectives

Enhancing efficiency in the delivery of Pre-primary education in the country remained a key policy thrust during the period under review. Implementation of efficiency measures as well as those initiatives that contribute to organizational efficiency and effectiveness (particularly capacity development) were prioritized.

(b) Initiatives undertaken under FY 2015/16

(i) Monitor, inspect and carryout support supervision of ECD centres; (ii) Provision of improved learning environment in pre-primary; (iii) Capacity Development and Training; (iv) Sensitization and Awareness raising; and, (v) Enhance Community Participation in Schools.

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(i) Capacity Development and Training care givers

In order to improve management in schools, in FY 2015/16, a total of 1,000 care givers were trained in Improving Competencies of Early Childhood Education (ECE) in 15 core PTCs throughout the country in collaboration with the Uganda Teacher and School Effectiveness Project.

(d) Key outcomes.

(i) Increased Number and availability of Qualified Teachers

(ii) Improved environment in Pre-primary and primary schools

At pre-primary level, the subsector supported the implementation of ECD standards for creation of Child Friendly learning environment. (e) Main challenges

(i) Private-led pre-primary education service excludes the majority poor households (which constitute over 80% of the population) because the private sector charges high fees in order to recoup their investment. (ii) Weak Policy Framework that only gives the Ministry of Education and Sports an oversight responsibility without specially addresses the provision of pre-primary education in the country. (iii) Poor linkages with Primary education. The structure of the current ECD lacks curricula and pedagogical continuity. There is no ECD linkage with Primary education.

4.3.2 Primary Education

(a) Goals and objectives

Enhancing efficiency in the delivery of primary education in the country remained a key policy thrust during the period under review. Implementation of efficiency, measures as well as those initiatives that contribute to organizational efficiency and effectiveness (particularly capacity development) were prioritized.

(b) Initiatives undertaken in FY 2015/16

(i) Monitor, inspect and carryout support supervision of primary schools; (ii) Continued implementation of Straight through Process System of Payment; (iii) Provision of improved learning environment in pre-primary and primary school;

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(iv) Capacity Development and Training; (v) Provision of Improved Learning Environment in Primary Schools; (vi) Provision of Infrastructure; (vii) Payment of Primary Leaving Examination Fees; (viii) Facilitation of Teacher’s Savings and Credit Cooperative Organisation (SACCO); and (ix) Enforcement of Automatic Promotion.

(i) Monitor and carry out support supervision in Primary schools

In the period under review, the sub-sector planned to monitor P1-P3 classes in 20 primary schools across the country, as well as a total 1,053 schools in Karamoja sub-region. It was also to undertake monitoring and support supervision of the 21 primary schools completed in Karamoja. By the end of FY 2015/16, the sub-sector monitored P1-P3 classes in 5 private primary schools on issues in relation to sanitation and hygiene and ascertaining that the basic minimum standards set were being adhered to.

(ii) Continued Implementation of Straight through Process System of Payment

To minimize resource leakages and delays in transmittal of funds, the sector continued to implement the Straight-Through-Process as means by which funds are being disbursed to beneficiary schools. The Straight Through Process ensures that funds are sent direct to schools as opposed to the old arrangement were funds sent to the Local Governments then to the beneficiary schools.

(iii) Capacity development and Training

In FY2015/16, Head teachers and deputies from a total of 466 government primary schools in 8 districts (Soroti, Amuria, Serere, Ngora, Bukedea, Bulambili, Manafwa and Sironko) were trained in School leadership and Accountability under the Uganda Teacher and School Effectiveness project.

(iv) Provision of Improved Learning Environment in Primary Schools

In order to reduce dropout rate and improve completion rates (particularly for girls) in primary education, the sector planned to support and promote menstrual hygiene throughout the country. In the period under review a total of 150 senior women and men and CCTs were mentored and trained in making local sanitary towels and menstrual hygiene management and each received materials to go back and train the girls in their respective schools on making reusable sanitary pads.

(v) Provision of Infrastructure

Under School Facility Grant (SFG) and PRDP programmes, the sector planned to provide infrastructure in a 134 District Local Governments and Municipalities (i.e. 112 Districts and 22 Municipalities). A total of UGX.54 bn was earmarked for development of infrastructure in the period under review. A total of 21 classrooms, 78 V.I.P latrine stances and 566 desks were planned to be provided in FY 2015/16. Table 4.23 show the sector performance during the period under review.

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Table 4.23: Status of construction of facilities under SFG/PRDP FY 2015/16 No Type of Facility Target Actual Gap Performance Rating 1 Classroom completion/renovations 21 17 4 81% 2 New classroom construction 62 56 6 90% 3 V.I.P Construction 78 41 37 53% 4 Classroom Furniture 566 393 173 69% Source: MoES, 2016

This sub-sector performance targets under SFG/PRDP in FY 2015/16, were mainly affected by; accumulated unpaid retentions; delayed release of funds; long bureaucratic procurement system; failure to attract bidders in hard to reach areas and the re- introduction of VAT which has affected the amount of funds hence reducing the planned scopes.

(vi) Payment of Primary Leaving Examination Fees

The sector paid UGX. 8.799bn to UNEB as examination fees for a total number of 621,939 pupils.

(vii) Facilitation of Teacher’s Savings and Credit Cooperative Organisation (SACCO)

In the period under review, a total of UGX 5 bn was disbursed for the teachers’ SACCO to UNATU as the implementing agency to only teachers on government payroll at a minimum interest of 8% and maximum of 15% respectively.

(viii) Enforcement of Automatic Promotion

To improve the pupil flow through the classes of the educational cycle, the sector planned to continue the implementation of the policy of automatic promotion. This policy seeks to avoid a scenario where the same scarce resources are spent on the same individuals. (d) Key Outcomes (i) Survival Rates at Grade 5 and 7

The Survival Rates to Grade 5 declined by 0.7 percentage point from 60.6 % (59.5% boys; 61.7% girls) in 2014/15 to 59.9% (58.6% boys; 61.1% girls) in 2015/16. Despite the reduction, more girls survived to grade 5 than boys during the period under review. The Survival Rate to grade 7 also declined by 3 percentage points from 33.1% (Boys 33.2%; Girls 32.9%), in 2014/15 to 30.1% (Boys 30.1%; Girls 30.0%) in 2015/16. See table 4.24 below. Table 4.24: Survival rates to Upper Grades of Primary by Gender Financial Years 2014/15 2015/16 Survival rate to grade 5 60.6% 59.9% Boys 59.5% 58.6% Girls 61.7% 61.1% Survival rate to grade 7 33.1% 30.1% Boys 33.2% 30.1% Girls 32.9% 30.0% Source: EMIS, 2016 134

(ii) Primary Seven Completion Rate

During the period under review, the P7 Completion Rate declined by 10.4 percentage points from 72% (72% boys; 72% girls) in 2014/15 to 61.6% (59.8% boys; 63.3% girls) in 2015/16. This decline in P.7 completion rate is attributed to factors that include among others; increase in early marriages, increased repetition rates and high teenage pregnancies. Figure 4.20 Illustrates trends in P.7 completion Rates (2014/15-2015/16).3

1.1 Figure 4.20: Trends in P.7 Completion Rates (FY 2013/14-2015/16)

Source: EMIS, 2016

(iii) Grade Repetition

In FY 2015/16 the proportion of pupils repeating grades remained constant at 7.2%. However, there were variations in repetition rates by grade with P.6 registering the highest repetition rate of 9.1% (9.4% boys; 8.9% girls) and P.1 registering the lowest at 3.9% (4.0% boys; 3.9% girls) in 2015/16.

(iv) UPE Attendance patterns The sector conducted a Comprehensive Education and Sports Sector (CESS) data collection exercise in FY 2014/15 and FY 2015/16 to determine attendance pattern of learners. A comparison between the two years shows a decline by 8% from 95% in FY 2014/15 to 87% in FY 2015/16. See figure 4.21 below.

3 Refer to Annex 2 135

Figure 4.21: UPE attendance patterns

96% 94% 92% 90% 88% 86%

Attendancerate 84% 82% FY 2014/15 FY 2015/16 Attendance rate 95% 87%

Financial year

Source: MoES, 2016

(e) Main challenges

(i) Persistent pupil and teacher/head teacher absenteeism; (ii) Limited community participation in Universal Primary Education due to the misconception by the community that UPE is a free education government program; (iii) Persistent dropout of school children especially the girl child; (iv) High attrition rates of school teachers which stands at 4% per annum on average.

4.3.3 Secondary Education

(a) Policy Objectives

Secondary education sub-sector, continued to prioritize efficiency and effective measure in the delivery of secondary education in the country. In FY 2015/16, the sub-sector planned to undertake a number of activities.

(b) Interventions undertaken in FY2015/16

(i) Training of school managers (head teachers) in school management and leadership; (ii) Strengthen Governance of Secondary schools; (iii) Enhanced inspection of secondary schools (iv) Conducting the USE/UPOLET National Headcount exercise; (v) Inspection and Support Supervision; and, (vi) Pay UCE and UACE Examination Fees.

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(i) Training of student Leaders in leadership and peaceful conflict resolutions

The sub-sector planned to train a total of 50 student leaders in leadership and peaceful conflict resolutions in schools. In the period under review, the sector trained a total of 50 student leaders. This training focused on reflective practice and transformational leadership. The training enhanced the capacity of the student leaders to effectively manage and in the acquisition of competencies in non-violent conflict resolution strategies.

(ii) Strengthen Governance of Secondary Schools.

As an efficiency measure, the sub-sector planned to organize a National workshop to sensitize proprietors, head teachers and BOGs on the Education Act, 2008 and proper management of educational institutions for quality service delivery; for 256 BoGs, 166 head teachers and 44 deputy head teachers in various secondary schools. In FY2015/16, a total of 105 Board of Governors were inducted; verified ; approved and oriented through the Education Act 2008 and sensitized on their roles and responsibilities translating into a 58 % performance.

In addition, the sector renewed the tenure of Boards of Governors in 66 secondary schools and they included as shown in the table 4.25 below.

Table 4.25: List of schools with renewed tenure of Boards of Governors FY 2015/16 s/n School s/n School s/n School s/n School s/n School 1 Namilyango 14 St. Kagwa High 27 Buheesi SS, 40 Buyamba SS 53 Abongomola Seed College School SS, 2 Ofua Seed SS 15 Kasule Seed S.s 28 Bukanga SS 41 Ndejje SS 54 Fatima Aloi Comp. Girls SS, 3 Chemanga 16 Kitagata SS 29 Nyakayojo SS 42 Mbarara High 55 Agweng SS Seed SS School 4 Namisindwa 17 Bukulula SSS 30 Nabbongo SS 43 Bukaasa SS 56 Kyayi Seed SS, SS 5 Bulunguli Seed 18 Kyebambe Girls 31 Aisha Girls 44 St. Charles 57 Naama SS, SS SS High School Lwanga SS Lwebitakuli 6 Apo Seed S.S 19 St. Kizito SSS 32 St. Mary’s 45 St. Andrew’s 58 Dabani Girls SS Lorengedwat College Kisubi SS Lotome 7 St. Theresa 20 Karera Seed SS 33 Mt. St. Mary’s 46 Buswale SS 59 Bwambara SS, Girls SS Alanyi College Namagunga 8 Nyai 21 Moroto High 34 Nyakyera SS 47 Kiyuya Seed 60 Amuria SS, Secondary School SS School 9 Nakyenyi SS 22 Nyakinoni SS 35 Munteme 48 Sekanyonyi 61 , Mpeefu Seed SS Fatima SS, College 10 , Rwesasi SS 23 Ngora Girls SS 36 Lyama Seed 49 Bujubi SS 62 St. Anthonny SS SS Kayunga 11 Katakwi High 24 Morungatuny 37 Nyakishojwa 50 Baale SS 63 Agwingiri Girls SS School Seed SS SS 137

12 Kisowera SS 25 St. Gonzaga SS 38 Bubulo Girls 51 St. Charles 64 Trinity College Kijjukizo High School Lwanga SSS Nabbingo, Muko 13 Ntungu SS 26 Kagadi SS 39 Bufumbo SS, 52 Kobwin Seed 65 Mutanywana SS SS, 66 Bukomero SS Source: MoES, 2016

In addition, under the private schools and institutions sub sector, four (4) dissemination workshops were held in four sub- regions (Eastern, Western, Northern and Greater Masaka) for streamlining licensing, registration and classification of private schools. These workshops where also used as an opportunity to address pertinent issues like lack of boards of governors in schools, operation of boarding sections for learners and unsatisfactory conduct of national examinations.

(iii) Enhanced Inspection of Secondary Schools

In FY 2015/16, through the Directorate of Education Standards, the sub-sector planned to inspect a total of 3,600 secondary schools. A total of 2,634 secondary schools (government and private) were inspected translating into an 82% performance. In addition 170 USE/UPOLET private and 150 Non USE private secondary schools were provided with support supervision support in the area of utilization of instructional materials (schools were advised to put in place systems that put textbooks in hands of learners) and functionality of the Board of Governors.

(iv) Improvement of teaching and learning environment

To improve efficiency in schools, solar energy packages were introduced in a number of schools under the Energy for Rural Transformation (ERT) Programme. In FY2015/16, maintenance of the solar energy packages was conducted in 140 post primary schools throughout the country.

(v) Pay UCE and UACE Examination Fees

As in the previous FY, the subsector continued to pay examination fee for student to successfully sit for UCE and UACE examinations. In FY 2015/16, the sector planned to pay UNEB fee for a total of 428, 959 (i.e 323,714 candidates to sit UCE examinations; and 105,245 candidates to sit UACE. This is in comparison to a total of 414,495 (i.e.312, 979 candidates to sit UCE examinations; and 101,516 candidates to sit UACE) students at a fee UGX 18.106bn.

(d) Key Outcomes

(i) Transition Rate (S.1 and S.5)

During the year under review, Transition Rate to Senior One declined by 7.3 Percentage points from 70.5% in 2014/15 to 63.2% in 2015/16. Transition Rate to Senior Five also declined by 5 Percentage points from 30% 2014/15 to 25.0 in 2015/16. The decline in Transition Rate to S.1 and S.5 can be explained by fact that the current PPP institutions can only absorb

138 approximately 50% of the student completing these levels in a particular academic year. Also, this can be attributed to the fact that other students join UPPET and UPOLET implementing institutions. In addition, most of the youth prefer to join the labour market immediately after completing P.7 and S.4 in the interest of making quick money. See table 4.22.

Figure 4.22: Transition Rates to S.1 and S.5 (FY 2014/15- FY2015/16)

Source: EMIS, 2016

(ii) Senior Four Completion Rate

The number of students who registered for the Uganda Certificate of Education increased by 1.6 % from 308,397 (160,918 male; 147,479 female) in 2014/15 to 313,382(159,946 male; 153,436 female) in FY2015/16. Comparing the two financial years, this increment led to an increase in S.4 completion rates from 35.8 %( 36.4% male; 33.9% female) in 2014/15 to 36.2 %( 36.4% male; 35.9% female) in FY2015/16. The increase is attributed to the fact that most of the students are under the USE program. See figure. 4.23.

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Figure 4.23: Trends in Senior Four Completion Rate (2015-2016)

Source: MoES, 2016

(iii) Survival Rates of USE Students

During the period under review, the survival Rates to S.4 of USE students improved by 3 percentage points from 67% (68.3% male; 65.4% female) in 2014/15 to 70% (72.2% male; 67.6% female) in 2015/16 based on the cohort analysis. This implies that more students are surviving in the system as compared to those in the previous years. Table 4.26 presents a cohort analysis from 2011/12 to 2015/16. Table 4.26: Cohort Analysis for USE Students FY 2011/12 – FY 2015/16 Category Class Sex 2011/12 2012/13 2013/14 2014/15 2015/16 USE/UPPET S1 Male 126,031 132,596 135,506 125,057 139,670 Eligible Female 109,897 118,444 118,077 111,860 125,294 students Total 235,928 251,040 253,583 236,917 264,964 S 2 Male 118,143 115,042 128,195 116,889 130,595 Female 101,311 100,308 113,421 102,384 114,483 Total 219,454 215,350 241,616 219,273 245,078 S3 Male 96,208 105,432 109,749 108,437 121,140 Female 80,345 88,756 94,838 94,723 105,449 Total 176,553 194,188 204,587 203,160 226,589 S 4 Male 69,343 81,403 96,369 86,140 95,739 Female 52,739 65,011 77,321 71,876 80,024 Total 122,082 146,414 173,690 158,016 175,763 Total Male 409,725 434,473 469,819 436,523 487,144 Female 344,292 372,519 403,657 380,843 425,250 Total 754,017 806,992 873,476 817,366 912,394 UPOLET S 5 Male 26,291 22,426 21,708 22,750 25,348 Eligible Female 12,183 10,924 11,027 12,096 13,411 students Total 38,474 33,350 32,735 34,846 38,759

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S 6 Male 23,640 22,204 18,804 21,066 Female 10,961 10,870 9,929 10,946 Total 34,601 3,074 28,733 32,012 Total Male 26,291 46,066 43,912 41,554 46,414 Female 12,183 21,885 21,897 22,025 24,357 Total 38,474 67,951 65,809 63,579 70,771 Percentage of eligible S.1 Male 54.80% 53.60% 54.70% 54.30% 56.4% intake into USE Female 51.10% 50.90% 50.80% 50.60% 53.9% Total 53.00% 52.30% 52.80% 52.50% 55.2% Transition from S.1 to S.2 Male 93.40% 91.30% 96.70% 86.30% 98.5% Female 92.00% 91.30% 95.80% 86.70% 96.7% Total 92.80% 91.30% 96.20% 86.50% 97.6% Transition from S.2 to S.3 Male 92.60% 89.20% 95.40% 87.30% 94.5% Female 89.40% 87.60% 94.50% 94.30% 93.0% Total 91.10% 88.50% 95.00% 94.40% 93.8% Transition from S.3 to S.4 Male 88.70% 84.60% 91.40% 81.70% 90.8% Female 83.70% 80.90% 87.10% 81.00% 90.2% Total 86.40% 82.90% 89.40% 81.40% 90.5% Source: EMIS, 2016

(iv) USE attendance rates The Comprehensive Education and Sports Sector (CESS) data collection exercises conducted in FY 2014/15 and FY 2015/16 to determine attendance pattern of learners considered schools participating in the USE program. A comparison between the two years shows a marginal increase of 3% from 93% in FY 2014/15 to 96% in FY 2015/16. See figure 4.24 below.

Figure 4.24: Attendance patterns for USE students 97% 96% 96% 95% 95% 94% 94% 93% Attendancerate 93% 92% 92% FY 2014/15 FY 2015/16 Attendance rate 93% 96% Financial year

Source: MoES, 2016 141

(e) Main Challenges

The sub sector faced a number of challenges during FY2015/16 and they include:- Deployment Challenge especially in remote areas due to lack of PTA Allowances. And, Inadequate budgetary resources to facilitate capacity building and in service training of teachers. 4.3.4 Business Technical Vocational Education and Training (BTVET)

(a) Goals and objectives

BTVET sub-sector continues to prioritize efficiency and effectiveness through policy objectives that included Institutional development of BTVET sub sector.

(b) Initiatives undertaken

Enhancement of efficiency and effectiveness are some of the major themes under skills development which emphasis better management of the BTVET subsector and results oriented mechanisms whose interventions will strengthen its capacity to deliver BTVET services in a timely and cost effective manner. These interventions include:-

(i) Capacity Building activities; (ii) Enhancing strategic planning; (iii) Monitoring of institutions; (iv) Achieving greater organization and management effectiveness in BTVET; and, (v) Increasing internal efficiency and resource availability for BTVET.

(i) Facilitation of Operations of BTVET Examination Boards.

The Ministry continues to disburse funds to facilitate the operations of examination boards. With this support, the following was achieved during the period under review:-

Uganda Nurses and Midwifery Examination Board (UNMEB)

 Developed a new Strategic Plan (2015/16 – 2020/21) to guide the operations of the examination’s board in the medium term.  Assessed a total of 1,131 midwifery candidates during the period under review which is an astronomical rise over the last decade with considering that in the year 2006, the board was only assessed 31 candidates. It is anticipated that such increases in the number of candidates successfully assessed will go a long way in addressing the health sector requirement of increasing midwives in the health workforce. This is expected to translate into improved quality of care and reduction in maternal and infant mortality rates  Re-tooled 600 Assessors in Practical Skills Assessment (PSA) for Tutors, Hospital Mentors and Clinical Instructors charged with day to day training and assessment of students at school and Hospital level. 142

 Organized and conducted a three day Stakeholder’s Conference in February 2016 which attracted participants from MoES, Ministry of Health (MoH), BTVET Department, Uganda Nurses and Midwives Council (UNMC), Directorate of Education Standards (DES), Development Partners, Principals of training institutions, Senior Principal Nursing Officers (SPNOs) of Government Hospitals, Directors of Private Nursing and Midwifery Schools, consultants and the Media.

Uganda Allied Health Examination Board (UAHEB)

 Obtained registration status with the Association for Education Assessment in Africa and graduates can now compete favourably for jobs  Standardized the examination marking process by introducing the conveyer belt system to limit the rang of error  Acquired a plot of land on Kyambogo Hill (Block 220, plot 920) Kyadondo County and civil works have started. The board therefore needs resources to complete the civil works of an own home.

Uganda Business and Technical Examination Board (UBTEB)

 Successfully trained 209 item writers;  Conducted item writing and moderation of 1,219 sets of question papers for Nov/Dec 2015 and May/June 2016 examinations series;  Conducted CBET based examinations for 70,264 candidates;  The Board issued 27,594 Transcripts and 8,164 Certificates to candidates who successfully completed UBTEB examinations and other requirements;  Inspected 20 new Government Aided Technical Institutions. This brings to a total of 375 accredited centres across the country eligible to present candidates for UBTEB examinations;  Accredited on a provisional basis 28 private institutions;  Held engagement stakeholders workshop on 18th November, 2015 to come up with innovative ways to fulfilling the mandate of the Board;  Visited various institutions which include: Mbarara, Kabale, Ntungamo and Bushenyi to create an interface with the head of institutions on the progress and conduct of UBTEB examinations; sensitized stakeholders on the mandate of UBTEB and the new interventions such as Competence Based Assessment (CBA) which include real life project; and familiarization with the Board’s operations and activities by the Board;  Held feedback workshops to assess the performance of the concluded examinations so as to eliminate the likely re-occurrence of any challenges;  Procured standby generator and new Microsoft software for 48 computers for the secretariat from NITA-Uganda; and,  246 institutions were assessed for real life projects and monitoring of the Industrial Training during Nov/Dec 2015 and May/June 2016 examination series.

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Directorate of Industrial Training (DIT)

 98 assessors trained  2,537 copies of ATPs printed  100 examination centre were accredited  Successfully conducted an assessment of 14,043 Candidates for BTVET under the Non- formal Programme  135 Knowledge /theory and 65 performance/ practical assessment instruments developed  63 Instructors trained in West Nile sub region  13,567 candidates results compiled, analysed and released  Modular transcripts and Worker’s Pas booklets issued  420 DITTE instructors assessed and certified with UVQF level III occupational competence awards.  60 DTIM managers assessed and certified with UVQF level V awards.  4 Regional Awareness seminars on the Vocational Qualifications in the Road Sector  9,521 certificates printed and distributed to the candidates  Occupational profiles developed. (ii) Review and development of policy guidelines of Allied Health Institutions

The BTVET sub-sector reviewed and developed examination policy guidelines planned to finalize and disseminate copies of BTVET examination policy documents to BTVET Assessment Centres. BTVET policy document which include among others; guidelines on Examinations Standards, management and administration as well as Human Resource Manual and the Organizational Functional Structure were approved and disseminated. However, among other developed in the period under review are awaiting approval by the Boards included; a framework for grading examiners; guidelines for quality assurance in qualification awards; and, Board Audit Committee Charter.

(iii) Monitoring and evaluation of BTVET Institutions

Monitoring goes a long way in checking absenteeism by learners, education managers and instructors. Cognisant of its important role, the sub-sector monitored a total of 40 institutions focusing on management, construction works and all other related issues.

(iv) Retooling and capacity building of instructors and Institutional Managers

The dynamism of the learning environment especially with the ever changing technological trends sets preconditions for the retooling of instructors and institutional managers. As a means of promoting this concept, 25 instructors and 8 institutional managers were trained with support from EXIM bank of Korea. The training focused on the broad areas of mechanical, electrical, welding and electronics engineering. Additionally, all BTVET Principals (144) were trained in procurement and disposal processes.

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(v) Supply of Furniture.

Furniture is key to a conducive learning environment for students and instructors a like. Availability of furniture is useful in organising learning environments. Besides, for vocational instutions, it is vital in ensuring safe storage and accesss of daily equipment. Cognisant of this fact, the sector supplied furniture to the technical institutes of Amuria, Hoima, Kamuli, Masaka-Lwengo, Mukono, Nakasongola, Namutumba, Pader, Yumbe, Adjumani, Bukedea, Kiboga, Kyenjojo, Lyantonde as well as the technical colleges of Elgon and Lira.

(vi) Strengthening of the Public Private Partnership The sector continuous to implement the Public Private Partnership Principles through the involvement of private providers in the provision of BTVET. In total, 320 private sector institutions were accredited as training and assessment centers during the period under consideration.

(vii) Facilitation of the Skilling Uganda Reform Task Force

Table 4.27 below provides a summary of what was accomplished by the RTF during the period under review.

Table 4.27: Summary of the achievements of the Reform Task Force S/N KEY TASKS ACHIEVEMENTS

1. Establishment of Key stakeholders were consulted on the proposed mandate, roles, functions SDA and key responsibilities of the Skills Development Authority.

A team of Consultants concluded their first field mission on the consultations and bi-lateral meetings to agree on the structure of the SDA.

The draft proposal presented to RTF for review and several meetings held with the consultant team to refine the draft proposal.

Organised two consultative workshops on the establishment of the SDA with both members of the public and private sector.

Hosted a Namibian Delegation to discuss on the implementation of the Skills Development Fund.

2. Other Reform RTF has engaged with the Team from Solicitor General’s Office and advice has processes been given hoe to fast track the establishment of the SDA Law.

Capacity Building of Managers of both Public and private BTVET Institutions on the reforms, TVET Financing, Sector Skills Councils under the support of BTC SSU project.

Oil & Gas Sector Skills Council Engaged the Key stakeholders, Education Development Partners, International Oil Companies, training providers in order to have better well-coordinated interventions in the sector.

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S/N KEY TASKS ACHIEVEMENTS

3. Setting of Finalised the outline of the M&E System and developed instruments to monitor strategic the implementation of the BTVET 10 year strategic plan. priorities Finalised the development of the Communication and Marketing Strategy.

Finalised the gender main streaming strategy for BTVET.

Sensitized Principles and Lecturers, instructors of Technical Institutes and colleges about the skilling Uganda Reforms.

Updated the Skilling Uganda website

Source: MoES, 2016

(d) Main Outcomes

(i) Assessment of students under UAHEB

The number of students assessed increased significantly during the period under review. From the figure 4.25 below, it can be observed that the number of students assessed increased by 13% from 2,309 in FY 2014/15 to 2,610 in FY 2015/16.

Figure 4.25: Showing assessment of students under UAHEB

2,610 2,700 2,600 2,500 2,309 2,400 2,300 2,200

NumberCandidates of 2,100 2014/15 2015/16 Number of candidates 2,309 2,610 Financial Year

Source: UAHEB, 2016

(ii) Increased assessment of students under UNMEB

The examination body was able to record significant increases in the number of students assessed. The overall increase was by 33% from 6,170 in FY 2014/15 to 8,214 in FY 2015/16. See figure 4.26.

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Figure 4.26: showing assessment of students under UNMEB

8214 6170 10000

5000

NumberCandidates of 2014/15 Financial Year 2015/16

Source: UNMEB, 2016

(iii) Assessment of students under UBTEB

During FY 2015/16 for UBTEB was able to assess 67,333 (Male 46,444; Female 20,889) for the Business, Technical and Specialized examinations during FY 2015/16 up from 59,000 (Male 17,421; Female 41,579) candidates in FY 2014/15. The overall, number of candidates sat for examinations during the year increased by about 14% (See figure 4.27). Figure 4.27: Showing candidates presented for examinations for FY 2014/15 and FY 2015/16

67,333 70,000

65,000 59,000 60,000

55,000 No ofcandidates No 50,000 2014/15 Financial Year 2015/16

Source: UBTEB, 2016

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(e) Main Challenges

(i) Negative social perception and stigma. The community still considers vocational education as fit for only the less academically gifted; (ii) Weak linkages between the Public and Private Sector providers of Skills Development; (iii) Examination Bodies are still grappling less than adequate funding; (iv) Inadequate funding for instructional materials; and, (v) Existence of districts without BTVET institutions.

4.3.5 University Education

a) Goals and objectives

The sector continued to prioritize intervention in line with improving efficiency and effectiveness at university level. The main goals and objectives were to:

(i) Formulate policy, guidance and evaluation; (ii) Facilitation of international Cooperation; and, (iii) Accreditations of programmes by NCHE.

b) Initiatives undertaken during FY 2015/16

To enhance efficient and effective service delivery of university education, the sub-sector focused on a number of interventions that include:-

(i) Payment of top up allowances and funding research in public universities; (ii) Monitoring of Public and Private Universities; (iii) Accreditation of programs, licensing of private universities and other tertiary institutions; (iv) Establishment of a task force for Soroti University; and, (v) Efficiency approaches in Public Universities through capacity building.

c) Main outputs

(i) Payment of top up allowances and funding research in public universities

The sub sector paid top up allowances totalling to total of UGX 1.4bn to students on scholarship abroad. In the same period, 132 new students benefited from scholarship opportunities in India, China, Egypt, Cuba and Algeria. The subsector continued to subscribe to the African Institute for Capacity Development (AICAD) to support research in agriculture innovation and value addition.

(ii) Monitoring of Public and Private Universities

The coordination and management of higher education by NCHE and related organs was strengthened in FY2015/16. Individual universities in addition adopted and implemented a number of efficiency measures to cut down costs and wastage. They have adopted time saving technology in relation to service delivery.

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(iii) Support of the task force at Soroti University

During the period under review, support was given to the task force at Soroti university establishment of Soroti University enabling verification of certificate for the ongoing construction of Soroti University. Their salaries including that of support staff as well as for utilities were paid.

(iv) Support to capacity building

The sub sector disbursed UGX0.050bn to support 3 staff of various Universities to pursue higher degrees at Master and PHD level. Furthermore, the various public universities initiated polices that enhanced the management and effective capacity of improving their teaching and learning environment as detailed below:-

 Muni University As a newly established university, the need to recruit additional well trained and skilled staff, the university sponsored a number of staff to attend workshops and trainings. Formation of the guild government was supported through the approval of its budget by the university council.

 Busitema University The university council approved staff development policy which supports staff in developing their skills, behaviour and knowledge needed to achieve the objectives of their role, department, faculty and institution, and to enable them to respond flexibly to the demands placed upon them by internal and external change and development. The sector also 124 Million to cater for their Staff Development activities under the HEST Project.

 Gulu University Sponsored 10 additional Masters Programme students, 40 Undergraduate students. 5 staff underwent trainings attending workshops, conferences and seminars. All this was sponsored under AfDB HEST Project.

 Uganda Management Institute As one of the sole management development institutes, Uganda Management Institute prioritized capacity development of both teaching and non-teaching staff. The AfDB V together with the MoES sponsored 10 staff members (3 females and 7 males) on PhD programs. 13 staff members were sponsored by NICHE project to pursue PhD studies (4 females and 9 males). UMI also sponsored 6 consultants (3 females and 3 males) on PhD programs. 5 female staff members were sponsored under AfDB V HEST project to pursue masters studies, while other 8 staff members (3 females and 5 males) were sponsored to pursue post graduate Diploma studies; (2 females and 1 male) were sponsored on professional courses; and 2 male members sponsored to pursue bachelors’ degree courses.

 Kyambogo University In addition to support from the AfDB Hest Project Kyambogo University supported partially or fully through payment of tuition, upkeep, transport, scholastic materials, warm clothing

149 or air tickets l staff member for a PhD program, 5 for Master programs, 52 for Bachelors’ degree programs, 21 for certificates courses while 22 for workshops and conferences.

(v) Dissemination of Loan award report

100 copies of the Loan award report were printed and distributed to all relevant stakeholders including members of Parliament on the education committee.

(vi) Clean-up of student’s database

The High Education Student’s Financing Board carried out a clean-up exercise of student’s data in the integrated Loan Management System (ILMIS). This was done to improve efficiency by reducing leakages.

(d ) Key outcomes

(i) Number of graduates

A number of students managed to complete their studies in different courses both government sponsored and privately sponsored. The total graduates that were awarded academic qualifications for the academic year 2015/16 were approximately 22,180. Below in table 4.28 is the number of graduates as presented by the different higher education institutes.

Table 4.28: Number of graduates from the five (5) public Universities University No. of graduates %age

Busitema 1,148 5.2

Makerere 13,000 58.7

Mbarara 921 4.2

Gulu 1,438 6.5

Makerere University Business School 3,744 16.9

Uganda Management Institute 1,885 8.5

Total 22,136 100.0

Source: MoES, 2016.

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d) Main challenges

(i) Staff attrition and retention: particularly at higher levels of Senior Lecturers, Associate Professors and Professors. Regional (Kenya and Tanzania) and national salary comparisons continue to drain the staff capacity. The need for salary enhancement and the increase in establishment to at least 50% remains a big challenge; (ii) The persistent low staffing levels at public Universities has considerably affected the provision of quality education at that level; and, (iii) Rising unit cost; the current unit cost being used cannot cover the all the costs maintaining the students as well as paying the lecturers.

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Chapter 5 - Teacher Training, Recruitment and Deployment

5.0 Teacher Training, Recruitment and Deployment

The teacher/tutor, instructor education and training department has a cross-cutting function that serves the need of all Technical/ Vocational needs of the Ministry of Education & Sports. The department is responsible for the training of primary and secondary schools teachers; tutors of Primary Teachers' Colleges & Health training institutions; instructors of Technical Training institutions; and lectures for specialized training institutions including National Teachers' Colleges, Colleges of Commerce and Technical Colleges among others.

(a) Goals and objectives.

During the period under review, the following were the main objectives under TIET:

(i) To provide quality and relevant Teacher/Instructor Education Curricular and Programmes for both Pre-service, In-service, and Continuous Professional Development to all TIET staff; (ii) Provide technical and professional support to different stakeholders for better and quality management of Teacher Education programs and services in the country; (iii) To ensure increased and equitable access to Teacher/ Instructor /Tutor education programs; (iv) To improve quality of Education standards in schools and institutions through Teacher Development and Management System (TDMS) by providing institutional based support supervision, mentoring and coaching, periodical performance reviews and appraisals; and, (v) To initiate curriculum review processes and pedagogical reforms in colleges and schools.

(b) Initiatives undertaken

The following initiatives were undertaken during the period under review.

(i) Payment of capitation grants to facilitate teacher and instructor training (ii) Monitoring and support supervision of TIET Institutions to enhance quality in Teacher/Instructor/Tutor Education (iii) Teacher training in multi-disciplinary areas; (iv) Curriculum training of teachers (v) Continuous Professional Development for Teachers, and (vi) Capacity Development and Training (vii) Development of PTCs Project.

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( viii) (C) Main outputs.

(i) Payment of capitation grants to facilitate teacher and instructor training

During the period under review, the subsector continued to pay capitation grants to teacher training institutions in order to increase access to teacher education. Capitation Grants were disbursed for 3751 students in Kabale, Kaliro, Mubende, Muni and Unyama NTCs, 200 students of Abilonino CPIC Instructors College and 120 students of Mulago Health Tutors College. (ii) Monitoring and support supervision of TIET Institutions to enhance quality in Teacher/Instructor/Tutor Education

In order to enhance quality in Teacher Education, the subsector continued to embark on monitoring and support supervision of Teacher Training institutions. During the period under review, there was comprehensive monitoring and support supervision in the 5 National Teachers’ Colleges, 3 Instructors Colleges and the Health Tutors’ College under the Teacher Training Education (TTE) Project. Furthermore, monitoring and support supervision was conducted in 1,053 ECD Centres and 36 (thirty six) ECD Teacher Training Institutions .Issues which were monitored include among others; curriculum implementation and civil works under development projects.

(iii) Licensing and registration of ECD care givers

During the period under review, the subsector licenced a total of 2, 403 care givers from 13 districts in addition to 1281 caregivers from 30 ECD teacher training institutions. In the same period, 575 ECD Caregivers/teachers were registered for the Certificate in Early Childhood (CEC) and 55 were licenced. Under the Certificate in Community Child Care, (CCC) a total of 2,529 were registered. Licencing and registration of ECD centres enables them to operate in a more legally acceptable environment since all of them are privately owned. Parents are able to entrust these centres with their children at tender age, hence increasing access to early child development. (iv) Training in multi-disciplinary areas

Under this intervention, the sub sector planned to disburse funds to cater for teaching practice exams and living out allowances for 3,751 students in NTCs, 200 students in Abilonino CPIC, and 120 students in Health Tutors College. The subsector disbursed funds amounting to UGX1.034bn To cater for teaching practice exams and living out allowances for 3,751 students in NTCs, 175 students in Abilonino CPIC, and 120 students in Health Tutors College and for instructors under the Teacher Vocation Education Training and Jinja VTI. In addition, TIET oversaw the following training programmes:  Special DITTE Training programme organized by Kyambogo University for 45 Instructors (38 Male, 7 Female) and 15 managers (14 Male, 1 Female). These trained Instructors shall be recruited in the newly constructed BTVET Institutions. 153

 Training and Certification of 2,249 ECD caregivers; 140 trainers of trainers from 15 Core Primary Teachers’ Colleges and FBOs on the ECD Community Child Care program under the Uganda Teacher and School Effectiveness Project ;and, (v) Curriculum Training of Teachers

During the period under review, the sub sector;  Developed training modules for training of trainers in 4 colleges; and in addition, trained teachers in more specific skills like information technology for better learning and teaching abilities.  Developed two Training Manuals in Active Teaching and Learning (ATL) Methodologies; one for Instructors’ colleges, Health Tutors’ Colleges, and the National Teachers’ Colleges and the other for Primary Teachers’ Colleges and Primary schools  Developed Curricular for Clinical Instructors and Post Graduate Diploma in Medical Education in line with the new program of Bachelor of Medical Education Program at Mulago Health Tutors’ College  Printed and supplied 26,390 copies of the PTE curriculum modules to support implementation of the revised Primary Teacher Education Curriculum in the 54 Primary Teachers’ Colleges in Uganda  Procured and supplied 85,178 Kiswahili Textbooks, including Teachers’ Guides, Readers and Dictionaries to all the 45 Government aided Primary Teachers’ Colleges to support implementation of the curriculum  Coordinated an intervention supported by Sight Savers to develop a One Year Proficiency course in inclusive education for Primary Teacher Educators in Uganda  Trained 2,680 primary school head teachers in 27 districts to monitor and offer support supervision to teachers implementing the Early Grade Reading Programme under the Uganda Teacher and School Effectiveness Project (UTSEP)  Trained 3,860 P.1 teachers from the 27 districts in the Early Grade Reading Methodology to improve Literacy instruction in Primary  Conducted a four day refresher course for the 2,680 teachers trained in the Early Grade Reading Methodology  Developed three modules (3) for the ECD Teachers on the Community Child Care Program under Uganda Teacher and School Effective Project.  Procured 100 motor bikes for Coordinating Centre Tutors (CCTs) to enhance Teacher support, under the Uganda Teacher and School Effectiveness Project (UTSEP)

 Received Expressions of Interest from firms interested in conducting the Certificate Teacher Education Proficiency course for teacher educators in Primary Teachers Colleges and development of a Continuous Assessment Framework for Primary Teacher Education in Uganda

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 Oriented 34 lecturers and instructors of NIC Abilonino, Jinja VTI, Nakawa VTI and Kyambogo University on the DITTE Harmonized curriculum and instructional materials.  Coordinated an intervention under the Quality Educators Project to develop a programme for training Primary School Teachers on the use of ICT as a pedagogical tool  Conducted a 3 day training programme for 60 teachers reigning from 4 districts (Gulu, Apac, Pader and Amolatar) on the use of ICT as a pedagogical tool, under the Quality Educators’ Project  With support from the Uganda National Teachers’ Union (UNATU) and the Canadian Teachers’ Federation conducted an In-service Teacher Training (INSET) for 320 teachers in the teaching of Early Grade Literacy and Numeracy. The beneficiary districts were Bulisa, Hoima, Masindi, Namayingo and Luuka, which were selected on the basis of the low levels of learning outcomes in Literacy and Numeracy, especially in the Lower grades.

(vi) Continuous Professional Development for Teachers

During the period under review, the sub sector procured and supplied 8 sets of ICT equipment including video cameras, laptops and projectors plus their accessories to 4 districts (Gulu, Apac, Pader and Amolatar) to support Continuous Professional Development Programmes (CPDs) for teachers under the Quality Educators’ Project

The subsector continued to develop the Teacher Education Harmonization Framework for Uganda, which also includes Competence Profiles for ECD teachers, Secondary School Teachers, and those in tertiary institutions. Also included in the package is the Framework for Teacher Continuous Professional Development. This initiative was supported by UNESCO under the Capacity Building for Education for All (CapEfa) Programme.

With support from UNICEF, Capacity building of CCTs in 18 Core PTCs on the Basic Requirements & Minimum Standards (BRMS) programme was also undertaken.

Under TTE Project (funded by BTC) about 300 lecturers (from NTCs, Instructors colleges and HTC, Mulago) were trained in Active Teaching and Learning. An ATL guide and Support supervision manual are being developed. Institutional development training for administrators in these colleges has taken place.

(vii) Development of PTCs Project;

Under the Development of PTCs project, the sector planned to carry out inspection, monitoring of works and construction of facilities in PTCs for government buildings and administrative infrastructure, procurement of office, classroom furniture and fittings and facilitate curriculum Development and printing of registration certificates. In line with these interventions, the following progress was made:

The subsector facilitated CMU, HRM and TIET officers to attend site meetings and monitor construction works in 48 PTCs. 48 Site meetings were held and follow up on construction 155

works issues done in 18 PTCs, eight (8) of which are completed and ten (10) still in progress.

In addition, construction works were completed in 10 PTC’s (Kisoro, Rukungiri, Rakai, and Kabukunge, Christ the King, Erepi, Busuubizi, Kabale- Bukinda, Kabwangasi and Kaliro). Picture3 below depicts the completed Rukungiri Tutors house Block and Christ the King dormitory.

Picture 3: completed civil works in Rukungiri and Christ the King PTCs

Dormitory at Christ the King PTC Rukungiri Tutors house Block Source: MoES, 2016

Rehabilitation and Construction of facilities in Post – Primary Teachers Colleges

With support from BTC, the sub sector constructed, rehabilitated and equipped two National Teachers Colleges, (Kaliro and Muni NTCs), National Instructors College Abilonino, and Mulago Health Tutors’ College. In addition, under Islamic Development Bank (IDB) National Teachers College Unyama was also constructed, rehabilitated and equipped.

(vii) Enhanced Literacy instruction in Early Grade Reading; (viii) Enhanced use of ICT as a pedagogical tool; (ix) Improved learning environment (x) Improved staffing levels

5.1 Education Service Commission (ESC)

The mandate of Education Service Commission is to : advise the president in performing his / her functions in relation to Article 172 of the constitution and on appointing all personnel in the education service and charged in developing, maintaining and improving the quality of those personnel and that of the service generally. This section presents performance of the Education Service Commission during FY2015/16.

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(a) Goals and objectives.

During the period under review, Education Service Commission had the following goals and objectives were to: (i) Appoint and confirm personnel into the education service; (ii) Validate appointments and exercise disciplinary control over Education Service personnel; (iii) Review terms and conditions of service, standing orders, training and qualifications of public officers in the Education Service; (iv) Research, analyse, develop and formulate national standards for the Education Service in relation to the training of personnel in the service.

(b) Initiatives undertaken

During FY2015/16, the sector under the Education Service Commission embarked on the following;

(i) Appointment of personnel into the Education service. (ii) Validation of appointments of teaching and non-teaching personnel. (iii) Confirmation of Personnel. (iv) Monitoring the Implementation of the Education Service Commission Regulations, 2012 and Teachers’ Professional Code of Conduct 2012. (v) Evaluation of the Scheme of Service for Education Service Personnel. (vi) Developing an Electronic Databank for teaching personnel in the Education Service (vii) Developing the Recruitment Policy (viii) Support supervision and guidance of District Service Commissions (DSCs) on appropriate recruitment processes and procedures. (ix) Launching of the ESC Strategic Plan 2014- 2019 (x) Revision of the ESC Client Charter. (xi) Developing the Recruitment Policy

During the period under review the Commission implemented and were able to realize a number of achievements as follows:-

(i) Recruitment, Promotion, Regularization, Confirmation, Validation and Management Decisions of Education Service personnel In FY2015/16, the Commission recruited, promoted, confirmed, and validated teaching and non-teaching staff in various schools/institutions and also at the Ministry headquarters.

(ii) Appointment of personnel into the Education service. During the period under review, a total of 1780 people were appointed into the service against a set target of 2000. This represented 89% performance level for the sub sector.

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(iii) Confirmation of personnel into service.

There was a mass confirmation exercise which realized 2319 being confirmed. This was against a target of 2,500, representing a 93% performance level. All cases that were valid were confirmed. This indicates an overwhelming 64% increase compared to the previous performance where 1034 appointed personnel were Confirmed and regularized against the targeted 2000.

(iv) Validation of appointments of personnel in the service.

During the period under review the Commission validated 2372 appointments of personnel in the service from Busoga Sub-Region. The Commission ascertained the authenticity of their appointments, confirmation, and promotion letters, as well as the correctness of names, academic/professional certificates and testimonials, and also identified personnel who were due for confirmation.

(v) Monitoring the Implementation of the Education Service Commission Regulations, 2012 and Teachers’ Professional Code of Conduct 2012.

The Commission monitored the implementation of the Education Service Commission Regulations, 2012 and Teachers’ Professional Code of Conduct, 2012 in selected districts countrywide. Findings revealed that District Administrators regularly referred to the Code of Conduct during inspection and meetings with teachers, and for taking disciplinary action. Though dissemination was conducted by the Commission, a number of teachers were found not to be having copies of the Teachers’ Professional Code of Conduct, 2012. It is estimated that about 40% of the teachers still do not have access to the Teachers’ Professional Code of Conduct, 2012. Observance of the Code of Conduct by teachers in Municipalities was reported to be fairer than in rural UPE schools.

Some teachers breached the Teachers’ Professional Code of Conduct, 2012. Local Governments received cases of defilement, absenteeism, drunkenness, non- preparation of Schemes of work and Lesson plans. The most common cases were in respect to defilement, absenteeism, and drunkenness. It should however be noted that some cases of breach of the Code of Conduct are not reported through the right channels

While corporal punishment had been banned in schools and to a great extent teachers were responding to it, there was a negative scenario which had cropped up in almost all districts countrywide. Teachers believed that corporal punishment only referred to caning of learners. While some have moved away from Corporal punishment, they were using other forms of punishment. Some teachers had just neglected the children since they believed that caning is the only form of punishment that should be used. In other schools, teachers, had resorted to tormenting the children. Examples of such cases forcing pupils to look at the sun for hours, carrying big stones, pinching had been noted. It was noted that the Handbook on Alternatives to Corporal Punishments which defines it and provides alternatives was distributed to schools way back in 2010. It is possible that most teachers had not had access to it and therefore did not know what to use. These cases had been noted mainly in the Eastern and Western districts of Uganda.

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(vi) Evaluating the Scheme of Service for teaching personnel

The Education Service Commission developed the Scheme of Service for Teaching Personnel in the Education Service. In FY 2008/09 the Scheme, was adopted by the Education and Sports Sector as one of the interventions to enhance the quality of education

The Scheme of Service was implemented for a period of four years and was halted in FY 2011/2012, due to financial constraints. During the four years of implementation over 16,000 Education Assistants (Grade III Teachers) were promoted to the level of Senior Education Assistant. In one of his communications to the Ministry of Education and Sports, His Excellency the President requested the Ministry to fast track the implementation of the Scheme of Service. As part of its contribution to this, the Commission in April 2016 decided to evaluate the implementation of the Scheme of Service. Teams from the Commission visited all the districts and interviewed Education Assistants, Senior Education Assistants, Primary School Head Teachers and Secretaries of District Service Commissions. The findings are being documented and will be shared with Stakeholders. In turn, the Commission will review the Scheme of Service, develop an Implementation Strategy, which is expected to be used by the Education and Sports Sector in fast tracking the implementation of the Scheme of Service.

(vii) Developing an Electronic Databank for teaching personnel in the Education Service

During the period under review the Commission uploaded Minutes of the Full Commission Meetings. Upgrading of the data base also continued throughout the year. This enhanced efficient and effective service delivery of the commission.

(viii) Support to District Service Commissions The Commission also provided support supervision to all District Service Commissions countrywide. The support given was in line with recruitment, validation, promotion of personnel among others.

(ix) Education Service Commission Strategic Plan, 2014 - 2019

Up to FY 2014/2015, the Education Service Commission was operating under the Education and Sports Sector Strategic Plan, 2004 – 2015. Due to the changing environment and the expanded mandate, the Commission developed the Education Service Commission Strategic Plan, 2014 -2019. The Strategic Plan is aligned to the Second National Development Plan (NDP II). The Strategic Plan guides the Commission in planning its annual and medium term activities, and in budgeting, with view of responding to both sectoral and national issues.

(x) Education Service Commission Client Charter, 2016-2019

The Commission reviewed its Client Charter and made several commitments. It also spelt out the Commission’s Core values i.e.; transparency; effectiveness efficiency; professionalism; and integrity. 159

(xi) Developing the Recruitment Policy

In FY2015/16, the Commission issued recruitment guidelines which are the first step towards developing the Recruitment Policy. These guidelines spell out the processes and procedures the Commission adopts in the course of executing its duties. The Commission has also developed a checklist for all submissions. This is aimed at enhancing consistency and improving on the quality of submission to the Commission, and thus ensuring the quality of the decisions taken.

Chapter 6- Sports Development

6.0 Sports Development

Physical Education and Sports (PES), if well harnessed can serve as an effective vehicle for socio-economy transformation of a nation. PES improves academic excellence, provides leisure recreation and entertainment, improves health and physical fitness and reduces the health expenditure burden on curative measures and improves individual and national productivity. PES is not yet fully exploited, yet it provides employment opportunities as well as breaking the barriers of social status, sex, religion and race.

Furthermore, sports provide a platform for championing social change, and minority group interests. PES fosters unity, promotes peace building, patriotism, national identity and

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implores national image on the global arena. PES in the formal educational programmes provides a firm and sustainable basis for talent nurturing and professional performance.

6.1 Physical Education and Sports

(a ) Goals and objectives.

The policy objectives for Physical Education and Sports are to:- (i) improve, planning and management of Physical Education and Sports in the country; (ii) improve access to quality of Physical Education and Sports in the country; and, (iii) develop a cadre of high performing athletes on a sustainable basis.

(b) Initiatives undertaken

(i) Capacity Building for PES personnel; (ii) Organisation and facilitation of Educational Institutions national sports championships (iii) Strengthening the teaching of Physical Education and Sports in Primary, Secondary schools and teacher training institutions; (iv) Development of policies, laws, strategies and guidelines; (v) Initiation of the process of construction of the national High Altitude Training centre in Teryet, Kapchorwa district and AkiiBua Olympic stadium in Lira district; (vi) Remittance of quarterly subvention to NCS for oversight management and support of NSAs; and, (vii) Recognition and rewarding excellent performance in Sports.

During the period under review the PES department implemented the following activities:

(i) Capacity building for PES personnel

In FY 2015/16, 300 primary school teachers were trained in Kid’s Athletics Volley ball and Handball with funding from UNICEF and the German government.

(ii) Organization and facilitation of Educational Institutions’ National Sports Championships

The subsector during the period under review, facilitated, organized and coordinated the following activities in regards to National Sports Championships in Educational Institutions:

 Facilitated Health Training institutions National Games 2015 held in Hoima district.;  Facilitated the 3rd Edition of the PTC and Technical Institutions Games in Masaka attended by 900 students from 8 sports regions.  Facilitated Secondary School ball games II (Netball, Volleyball, and Hand ball) championships hosted by St. Joseph’s College Layibi;  Under support from UNICEF Conducted Primary Schools and Special Needs Learners(SNL) national ball games in Mubende attended by 2,300 Pupils in 51 districts;  Supported the 13th Edition of FEASSA East African Games in Huye-Rwanda where Uganda facilitated 955 participants;

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 Conducted Pre-Games inspection for all educational institutions sports national championships above at the various venues;  Supported Primary schools sports festivals in Bundibugyo, Kasese, Kyenjojo, Hoima and Mubende districts;  Conducted Sports Schools (Sports Centres of Excellence) Baseline survey in 32 Secondary Schools

(ii) Strengthening the teaching of Physical Education and Sports in Primary and Secondary schools and teacher training Institutions

In FY2015/16, the sector monitored the teaching of Physical Education and Sports in schools and training institutions in the North and West Nile regions.

(iii) Facilitation of Bi-lateral Cooperation programmes

In partnership with German Government German and UNICEF support, the department managed to facilitate the Primary Schools National Kids & SNL Athletics and Volley Ball and Handball Games;

(iv) Initiated process of construction of the National High Altitude Training Centre in Teryet, Kapchorwa district

 Completed the construction of 1st grade murram road and civil works on bridge near completion;  Made full remittance of funds to Water and Sanitation Development Facility- East (WSDF-E) of Ministry of Water and Environment based in Mbale for the construction of Piped Water Supply system to the NHATC site. Designs for the water supply system were completed, and the water connection works commenced for the NHATC water supply system;  Installed transformers for the power connection component; and,  Secured project land by signing agreement with the stakeholders.

(v) Initiated process of construction of the Akii Bua Olympic Stadium in Lira district

In FY 2015/16, a Needs Assessment was carried out to enable the development of the design ToRs and consequently developed the ToRs for securing of Project Land and procurement of Designs Consultancy.

(vi) Recognition and rewarding excellent performance in sports

The sub sector under the Sponsorship Scheme for recognising the talented sports students facilitated the admission of Forty (40) students to seven (7) public Universities in Uganda; and in addition with support from State House, the Ministry also recognised and rewarded outstanding performers in the categories of Gold 3M. Silver 2m and Bronze 1M.

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(vii) Continued support to National Council of Sports (NCS)

The sub-sector during the review period remitted mandatory subvention to NCS cumulative of UGX 1.95bn for its internal operations and to facilitate activities of National Sports Federations/ Associations.

Under NCS, the Sports sub-sector made the following achievements under the review period:

 Rolled out the NCS Statutory Instrument to regulate National Sports Associations/Federations;  Commissioned the renovated administration block and finalised the refurbishment of the NCS Administration Block

( c) Key outcomes

In the period under review the following outcomes were realized:

(iv) Increased participation by Primary schools in Kids Athletics; (v) The level of sports competition in Educational Institutions has significantly improved and up country schools/districts performing best; (vi) Increased participation by the national teams in regional, continental and world championships; and, (vii) Increased awareness on the need to have PE on the formal school time table.

( d ) Main challenges

The main constraints /challenges faced by the sub sector in FY2015/16 included:-

(i) Inadequate and lack of specialized physical education and sports teachers and other personnel like coaches in schools; (ii) Inadequate and poorly facilitated sports facilities in schools; (iii) Low levels of physical education and sports instructional materials for special needs learners. 6.2 Community Sports

(a) Goals and objectives

The policy objectives for community sports under the mandate of the National Council of Sports is to develop, promote and control sports activities in Uganda on behalf of Government.

(b) Initiatives undertaken.

(i) Facilitation of various national sports associations; (ii) Approval and facilitation of international and national sports competitions and festivals in the country; (iii) Development of policies for the promotion of sports; (iv) Hosting of International Championships;

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(c ) Main outputs

(i) Partnerships programs under Bi-lateral Cooperation programmes The national council of sports in FY 2015/16 under Bi-lateral Cooperation Agreement achieved the following: Made quarterly contribution to Uganda Athletics Federation (UAF); and, Paid Subscription to African Union Sports Council;

(i) Approval and facilitation of international and national sports competitions During the period under review National Council of Sports supported national teams to participate in international events which:  Participated in the 11th All Africa Games, Congo Brazzaville where Team Uganda won four (04) Medals;  Supported and facilitated She Cranes participation in the Netball World Cup in Sydney Australia during which the Team emerged 8th overall; and,  Enabled teams to register achievements as highlighted below:-  Team Uganda won FOUR (04) Medals at the 5thCommonwealth Youth Games in Samoa;  Solomon Mutai won a Bronze medal at the 15th IAAF World Athletics Championships, in Beijing, China;  The National Boxing Team won FIVE Bronze Medals at the Africa Boxing Championships in Casablanca, Morocco;  Rebecca Ssengonzi won a Silver Medal at the Africa Junior Swimming Championships, in Cairo, Egypt;  Ivan Byekwaso won a Gold Medal at the IBNA/PNBA World Cup in San Diego- California, USA  Gloria Namakula (Golf) won a Silver Medal for Team Uganda at the 6th CISM World Military Games in Mungyeong, South Korea.

1.2 Picture 4: Sports events in FY 2015/16

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Top Left: A She Cranes player (left) in action at the Netball World Cup, 2015

Top Right: Mr. Universe, Ivan Byekwaso after winning the Natural Body building World Cup

Bottom Left: Ugandan Wood ball players in training

Source: MoES, 2016

(ii) Partnerships programs under Bi-lateral Cooperation programmes

The subsector in FY20115/16 under Bi-lateral Cooperation Agreement achieved the following: Made quarterly contribution to Uganda Athletics Federation (UAF); and, Paid Subscription to African Union Sports Council. (e) Main challenges

(i) Insufficient support to National Sports Organizations/Bodies and National Sports Teams for international engagements and other sports activities; and (ii) In adequate resources in the various local governments for the development of community sports facilities.

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Chapter 7-Cross-cutting Issues

7.0 Cross-Cutting Issues

7.1 Guidance and Counselling

(a) Goals and objectives

Under G&C, the policy objectives during FY 2015/16 were to:-

(i) Formulate appropriate policies, plans, guidelines and technical advice on Guidance and Counselling; (ii) Ensure awareness, compliance, quality and equal opportunity to education and training programmes in regard to Guidance and Counselling; (iii) Strengthen collaboration with private service providers and coordination with line Ministries, Departments, National Planning Authority, Higher Institutions of learning, NGOS and other bodies nationally, regionally and internationally; and, (iv) Conduct capacity building programmes for teachers and other personnel in enhancing provision of Guidance and Counselling services.

(b) Initiatives undertaken

(i) Conducting of the National placement exercise; (ii) Dissemination of Guidance and Counselling information; (iii) Offering support to school-based Vocational and Careers talks; (iv) Conducting school- based supervision and follow up in G&C; (v) Provision of technical Guidance and Counselling to schools with specific emphasis on monitoring policy formulation for matters relating to Guidance and Counselling; and, (vi) Monitoring and follow up of Guidance and Counselling activities in schools.

(i) Conducting the National placement exercise.

During the period under review, 503,565 P.7 leavers were placed in S1 and Year1 of BTVET institutions, indicating a percentage increase of 12.9% from the 446,000 students placed in the previous year. Furthermore, the number of S.4 leavers placed in S.5, PTC and TIs increased by 2.7% from 189, 889 in FY 2014/15 to 195,029 in FY 2015/16.

(ii) Dissemination of students and teachers self-help Guidance and Counselling materials

In FY 2015/16 the department of G&C printed and distributed 5,000 copies of Career Guidance Handbooks (entitled guide for enrolment into Health Training Institutions). 6,000 copies of information guide for S.4 leavers and 659 copies of the career guidance handbook were procured. This was aimed at strengthening departmental commitment to

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continuously create awareness and strengthen guidance and Counselling in educational institutions.

(iii) Support to school – based Vocational and Careers talks

During FY2015/16, the subsector continued to conduct school-based vocational and careers talks in 98 education institutions in the Northern, Western, Central, and Eastern Regions. In addition, there was pre placement follow-up to create awareness on different Vocations and careers to enable students make informed career choices.

(iv) Conducting school- based supervision and follow up in G&C The subsector continued to conduct support supervision and follow up in the provision of standardized guidance and counselling services in schools/ institutions during the period under review. Technical support was provided to sixty (60) schools/ institutions, with a view to improve effective and efficient delivery of guidance and counselling services in educational institutions. Picture 5: A Ministry official conducting a Guidance and Counselling session with teachers

Source: MoES, 2016

(d) Key outcomes (i) Improved school environments for the learners; and, (ii) Better informed pupils and students in their career choices in schools and colleges.

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(e) Main challenges The main challenges faced by this sub sector in FY 2015/16 included:- (i) Poor supervision of guidance and counselling services due to inadequate technical expertise at local government level; (ii) There is no provision for guidance and counselling positions in the local government; and, (iii) Furthermore, the sector is faced with inadequate resources for raising awareness on importance and role of guidance and counselling in schools.

7.2 Special Needs Education (SNE)

Over the years, GoU has demonstrated committed to promoting quality inclusive education, for social transformation and development. As a result, different strategies are being implemented to ensure that all children regardless of their cultural, social and economic status benefit, stay in school and complete the full cycle of schooling. a) Goals and Objectives

The policy objectives during FY 2015/16 were to:-

(i) Formulate appropriate policies, plans, guidelines and technical advice on special needs; (ii) Ensure awareness, compliance, quality and equal opportunity to education and training programmes in regard to special needs education; (iii) Strengthen collaboration with private service providers and coordination with line ministries, departments, national planning authority, higher institutions of learning, NGOs and other bodies nationally, regionally and internationally; and, (iv) Conduct capacity building programmes for teachers and other personnel in enhancing the provision of Special Needs Services.

b) Initiatives undertaken

The Sector undertook initiatives geared towards enhancing equitable access, and relevance of SNE education. These initiatives include:-

(i) Payment of subvention grants; (ii) Monitoring and Support Supervision of Institutions in SNE activities; (iii) Training of teachers; (iv) Distribution of Specialized Materials and Equipment; and, (v) Infrastructure development.

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c) Main outputs

(i) Payment of Subvention Grants for Learners

The sub-sector transferred subvention grants to 100 institutions supporting learners with special needs. In FY 2015/16, 5,000 learners benefitted from this fund and the sub-sector awarded scholarships to 2 visually impaired students at Iganga S.S and Gulu High School.

(ii) Monitoring and Support Supervision of Institutions in SNE activities.

In order to improve on the quality and effectiveness of SNE activities in the schools, the sub- sector undertook monitoring and support supervision in a total of 60 Special Needs Education schools. This performance went high and above the planned 15 schools/ institutions which included; Adwila PS, Adyaka P/S, Gomi P/S, Alworo P/S, Cura P/S, Iwal P/S, Apii P/S, St. Paul Akalo P/S, Alyat P/S, Aculbanya P/S. Kanoni P/S,Omungarisya P/S, Rwemikyenkye P/S, Bugarihe P/S and Ibaare P/S.

(iii) Training of teachers

The sub-sector trained 80 education managers (i.e CCTs, inspector of schools and DEOs) from PTCs situated in the central region (i.e. Busubizi, Shimoni, Nakaseke, Ndegeya, Kabulasoke and Kibuli) and 65 teachers from Mbale and Wakiso Schools for the Deaf to develop basic sign language sign language skills.

(iv) Distribution of Specialized Materials and Equipment

Braille Embossers were delivered to 5 schools of (i.e Arua, P/S, Salaama School for the Blind, St. Hellens P/S, Gulu P/S and St. Francis school for the Blind Madera) while Braille papers were supplied to 50 schools supporting visually impaired students. In addition, Mbale School for the deaf also received an assortment of Braille materials. Relatedly, the sub- sector conducted a needs assessment to a certain the availability of equipment and materials in 13 schools /units (i.e Kireka home for learners with special educational needs, Ntinda school for the deaf, Masindi center, Budadiri girls, Magale Unit, Katakwi P/S, Buckely Unit for the deaf, Tukole Invalids, Merikit Unit, Agururu P/S, Bishop wills Demonstration school, Nancy school for the deaf, St. Agnes Nagalama and St Francis school for the deaf).

(v) Infrastructure development

The subsector embarked on infrastructure development in the SNE schools/ institutions during the period under review. Specifically, there was payment of the third certificate to Grand Engineering LTD for the construction of facilities (3 classroom blocks, 2 vocational workshops, carpentry, and motor vehicle and staff houses), as well as installation of the 3 power phase electricity at Mbale Secondary School for the deaf. The pictures below illustrate civil works at different levels at Mbale School for the deaf.

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Picture 6: Status of civil works at Mbale School for the deaf FY 2015/16

Source: MoES, 2016

Construction of 2 workshops (Carpentry and Motor Vehicle) at Mbale Secondary school for the deaf is at finishing level. d) Key outcomes

(i) Increased access of SNE learners in special schools; (ii) Enhanced skills for teachers for special needs; and, (iii) Improved skills for the children with special needs. e) Main challenges

The challenges faced by the sub sector in the implementation of special needs education included: Inadequate special needs teachers throughout the country.

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7.3 Communication and Information Management

The Ministry of Education and Sports acknowledges the increasing significance of Information Technology in teaching and learning; including the need to enhance computer literacy skills of the people in Uganda. As a result, the Ministry has undertaken a number of initiatives to significantly improve the level of ICT application in teaching and learning with the aim of preparing a skilled and internationally competitive work force for the future. a) Goals and objectives

The policy objectives on ICT focused on: (i) ensuring equitable access to quality education at all levels for better effectiveness in the provision of education through the use of Information Communication Technologies; and, (ii) ensuring that relevant information is shared and disseminated to all education stakeholders and the public at large.

b) Initiatives undertaken

The initiatives that were undertaken by ICT during FY 2015/16 included;- (i) Provision of E-learning Solutions (Digital Science and Virtual Laboratory software); (ii) Monitoring Status of ICT in Government Secondary Schools and institutions; (iii) Assessment on Network Optimization for the LAN Setup at Embassy House and Social Security house; (iv) Preventive maintenance of computers, printers and photo copiers; (v) Intranet development; (vi) Reinstating of the education Ministry mail system; (vii) Connection of users to the PBX System; (viii) Creating of strong Relationships and Synergies with Media; (ix) Promotion of the MoES positive image; (x) Preparation of media plans Informative campaigns; and, (xi) Fostering the ministry Innovations and best practices. c) Main out puts

(i) Provision of E-learning Solutions (Digital Science and Virtual Laboratory software)

The Ministry of Education and Sports entered into Memorandum of Understanding with Cyber School Technology Solutions to provide E-Learning solutions (Digital Science and Virtual Labs) to 872 secondary schools (250 schools by MoES; and, 622 schools by UCC). The e-learning solution is specially designed as a visual aid to help teachers to explain difficult concepts in Physics, Chemistry, Biology and Mathematics.

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Picture 7: Virtual and Digital Science Laboratories

A virtual lab under Cyber Schools Digital Science Lab

Source: MoES, 2016

(ii) Monitoring and Inspection of ICT usage and availability in secondary schools and institutions

Monitored ICT teaching and Hardware Management in 967 secondary schools country wide with the objective of tracking and reporting status of the teaching and learning of ICT as well as the achievements and challenges encountered. The exercise also focused on the utilization of Digital Science and Virtual Labs in 75 beneficiary secondary schools.

(iii) Intranet connectivity

In a bid to enhance efficient and effective service delivery by the Ministry of Education and Sports, development of the intranet was undertaken. This has enhanced internal communication, sharing of resources and best practices and improved customer service.

(iv) Promotion of the MoES’ positive image

Ministry of Education and Sports through the communication unit disseminated its milestones and Achievements to the public (i.e. in the mainstream print media, popular magazines, and regional newspapers, radio stations countrywide). The Ministry also worked effectively with members of the media fraternity to promote a positive image of the Ministry and the sector. This was done through field visits and press tours with journalists to brief them on the achievements of the Ministry of Education and Sports under the various projects, programs, and general service delivery in schools.

(v) Prepared media plans Informative campaigns

The Communications Unit continued to respond to information gaps raised by the public through deliberate Media campaigns or plans to diffuse these gaps that exist either by mid-term or long term interventions. This is supported by the government Communication & Advocacy Strategic plan. The Ministry of Education and Sports kept the communication channels open through this period of review to keep the public informed of the matters arising in the Education Sector. These communication channels included but were not

172 limited to the Ministry Facebook, twitter, WhatsApp and the e-mail account ([email protected]).

(vi) Fostering the ministry Innovations and best practices

This was done on a quarterly basis through production of video documentations in Primary and secondary education as well as UTSEP/GPE, BTC, RTI projects. One of the Ministry documentaries on the sector was published on NTV and NBS Stations in December 2015.

d) Key outcomes

(i) Enhanced use of digital Science and ICT

(ii) Better internal communications (iii) Sharing of resources and best practices (iv) Improved customer service e) Main challenges

(i) Inadequate servicing of computers (i.e. once a year by UCC), which renders large number of computers supplied to secondary schools dysfunctional. (ii) Inadequate number of qualified teachers of computer science as well as laboratory technicians in secondary schools. (iii) There is limited ICT infrastructure in schools. The schools use old and non-functioning computers in teaching and learning of computer science.

7.4 Gender in Education

1.3 Picture 8: Senior women and men teachers in a practical session on making re-usable sanitary pads

Source: MoES, 2016

(iv) Dissemination of the National Strategy for Girls’ Education

In FY 2015/16, the sector disseminated the National Strategy for Girls’ Education (2014-2019) which was launched during the 21st Education Sector Review. The Strategy is the framework concretising and harmonising the efforts of the Ministry of Education and Sports and its partners in the promotion of Girls’ Education. The Strategy has so far been

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disseminated to 53 districts across the country in districts drawn from Busoga, Karamoja, West Nile and Central sub regions. (v) Formation of School Clubs and Mentorship of Young People

Conducted mentorship camps in the districts of Kamuli, Iganga, Kaabong, Kween, Arua, Nebbi, Adjumani, Maracha, Koboko, Yumbe, Moyo, Kasese, and Pallisa. A total of 4,800 pupils (boys and girls) from the primary schools within the districts were mentored. Relatedly, support was provided towards the formation of school clubs, in total of 50 schools in Busoga sub-region.

(vi) Review of the Gender in Education Policy

District and national stakeholders were engaged in the review of the Gender in Education Policy (2009) as well as the development of implementation guidelines for the national strategy for Girls’ Education (NSGE). The review of the policy was prompted by the emergency of a number of gender concerns that affect the retention, completion and transition of learners at all levels and the need to take into account the developments at national level (in particular the Vision 2040) and at the international level (especially the Sustainable Development Goals). The implementation guidelines will support the stakeholders to comply with the Gender in Education Policy and the NSGE in the delivery of gender equality and equity in the education sector.

(vii) Launch of the Gender in Education Strategic Plan 2015-2020.

In collaboration with Plan International, MoES developed and launched the Gender in Education Strategic Plan during the celebration of the Day of Girl Child held on 11th October 2015. It is anticipated that the strategic plan will serve as a framework and guide for all actors in the sector so that they are responsive to gender issues. The strategy also seeks to transform educational institutions and professionals to actively, systematically and consistently consider and promote gender equality in their work.

(viii) Gender in education participatory audit for Karamoja sub-region

The Sector with funding from Irish Aid carried out an education gender audit for the Karamoja region in three districts of Amudat, Moroto and Nakapiripirit. The audit documented and identified issues that remain salient in the region and gives comprehensive data to support the development of evidence based Karamoja region gender in education strategy.

(ix) Engaging stakeholder on the elimination of violence against children in schools

During the FY 2015/2016, the sector was able to hold a national workshop which was complimented by 6 regional workshops held in Arua, Gulu, Masaka, Mbale, Bushenyi and Moroto. The purpose was to continue with advocacy for the elimination of Violence against Children in Schools including ending teenage pregnancy, child marriages and female genital mutilation.

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(x) Dissemination of the National Strategic Plan on elimination of Violence against Children in Schools and the Reporting, Tracking and Referral Guidelines on Violence Against Children in Schools

Following the successful launch of the Reporting, Tracking and Referral Guidelines on violence Against Children in schools during the 2015 Education Sector Annual Performance Review. Guidelines were disseminating through the involvement of religious institutions, media companies, and civil society organisations and among schools, colleges and institutes.

(xi) Development of the Teachers’ Guide on Building and Positive and Supportive School Environment

In collaboration with USAID/RTI Teachers’ Guide on building positive and supportive school environment were developed. Other related activities have included the training of teachers and learners on building positive and supportive school environment.

(xii) Continued Advocacy

During the period under review, the sector continued advocacy campaigns on gender issues affecting education through participation in international and National events e.g. the International Day of the Girl Child, the Africa Civil Service Day, the 16 days of Activism on Domestic Violence and publication of the Quarterly Newsletter- the Gender Eye.

(d) Outcomes

During the period under review, the following outcomes were realized:-

(i) Increased capacity for gender mainstreaming in the Sector; (ii) Improved coordination with relevant line ministries, development partners and NGOs as far as gender issues and violence against children in schools issues are concerned; (iii) Compliance with the provisions of the Finance Management Act (2015) on gender budgeting; (iv) Increased community engagement through participation in dialogues; and, (v) Increased awareness about key gender concerns/issues and Violence Against Children in Schools related issues affecting education amongst the political, technical, parents, religious leaders and cultural leaders.

7.5 HIV and AIDS in Education

The Education Sector plays a key multi-sectoral response in addressing issues of HIV and AIDS in line with the National HIV/AIDS Strategic Plan 2016-2020.The Health/HIV coordination Unit plan for the sector for the FY 2015/16 was to address the increasing HIV/Health challenges among the young people that have an impact to the learning achievements among boys and girls in the Education Sector at all levels.

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a) Policy Objectives

(i) To improve the school environment for living, teaching and learning; (ii) To strengthen the capacity of the education Institutions, Departments and Units to plan, implement, coordinate, monitor and evaluate HIV Prevention Programmes; (iii) Strengthen coordination in the provision of quality HIV/health interventions in schools; and, (iv) To prevent and mitigate the spread of HIV and AIDS in the Education Sector

b) Interventions

The MoES Health/ HIV Unit with support and collaboration with key line Ministries like MoH, MoGLD, MoLG and UAC and education developmental partners like UNFPA, UNESCO, UNICEF, USAID/School Health, Straight Talk Foundation, contributed to the Education Sector Response to HIV and AIDS, through the following key interventions.

(i) Capacity building of teachers in HIV, Life Skills and Health Education; (ii) Distribution condoms to MoES headquarters and Sub-Sectors; (iii) Strengthening of the Health/HIV Unit of the MoES; (iv) Conducted a consultative workshop in the development of the ESS HIV/AIDS Strategic Plan 2016 -2020; (v) Conducting of a briefing of Media Houses on the Integration of Sexuality Education in the Life Education in the Lower Secondary Curriculum; (vi) Inter-Ministerial review meetings on adolescent health education; (vii) Conducting of school dialogues on Alcohol and drug abuse ; (viii) District stakeholders sensitization on Sexuality Education in the lower secondary school curriculum; and, (ix) Dissemination of the guidelines for mitigation and prevention of teenage pregnancy and HIV in school settings.

c) Main outputs

The Health/HIV Unit jointly with the HIV Focal Point Persons of the respective departments provided technical support, recommendations and engaged in the implementation of the following key activities:

(i) Capacity building of teachers in HIV, Life Skills and Health Education

In FY 2015/2016, the sector with funding from USAID/School Health and Reading Programme, a total of 2,271 teachers (1,293 male and 978 female) from 5 districts of Kabarole, Wakiso, Gomba, Gulu and Lira were trained in the enhanced PIASCY. Additionally, 76 trainer of Trainers (45 male; 31 female) were also trained, of these, 67 were primary head teachers (42 male and 25 female), 06 post-primary teachers (3 male, 3 female) and 05 District Inspectors of Schools (01 female; 04 male). A total of 359,327 children were also taken through an hour of HIV and Health education sessions

Furthermore, UNESCO oriented 40 Heads of institutions in Northern and West Nile regions with knowledge and skills regarding HIV/AIDS, sexuality Education and Adolescents Sexual Reproductive Health. 176

(ii) Distribution of condoms to MoES headquarters and Sub-Sectors

The Health/HIV Unit with support from Uganda Cares received 480 cartons of condoms boxes; these condoms were distributed to the Ministry headquarters (Embassy and Legacy towers) and placed in the condom dispensers. These condoms are intended for teachers, head teachers, Ministry headquarters Staff as part of the strategy towards the prevention and mitigation of the spread of HIV in Education Sector.

(iii) Strengthening of the Health/HIV Unit

In FY 2015/2016, UNFPA attached full time support staff (i.e a Technical Advisor and a Financial Officer) to the Health/HIV Unit to strengthen the mainstreaming of Health/HIV- AIDS issues in the Education Sector.

(iv) Conducted media campaigns on Sexuality Education

In the FY 2015/2016 the Health/HIV Unit jointly with National Curriculum Development with support from UNFPA carried out a media campaign with 32 Media Houses to raise awareness by the public about lower Secondary curriculum reform which has integrated Sexuality Education. Sensitization was also conducted at district level (i.e in the districts of Mubende, Oyam, Katakwi, Yumbe, Bukedea, Kiryandono and Bududa). A total of 220 district stakeholders that included the community members, SDA, Pentecostal Churches, Political leaders, District officials in the Education Department, Community Development Officers and Representatives from Secondary schools (Head teachers and Directors of Studies) attended the district stakeholder’s sensitizations. (v) Established an Inter-Ministerial Committee on adolescent health education

The Ministry of Education and Sports formed an inter-ministerial committee to widen access to information and services on HIV and Health Education to adolescents, youth and young people in the Education Institutions. The committee is constituted by line ministries (i.e MoH, MoLG and MoGLSD), National Commissions involved with the fight against HIV/AIDS, Education Development Partners (i.e UNFPA, UNICEF, UNESCO, WHO, UNAIDS and USAIDS) and implementing partners (i.e STF, USAID/SHRP, RHU, UYP and Reach a Hand).

(vi) Conducted school dialogues on Alcohol and drug abuse

In collaboration with the Straight Talk Foundation, the Ministry conducted schools dialogues that educated and sensitized young people in school about the dangers of underage consumption of alcohol in the districts of Kampala, Gulu, Moroto, Nwoya, Kitgum, Adjumani, Kabale and Soroti. A total of 136,089 learners (18,175 males and 17,914 females) were trained through peer education undertaken by 203 peer educators and in school dialogues across the 100 targeted schools. The dialogues also attracted the participation of 767 (372 male and 395 female) parents and community leaders.

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(vii) Dissemination of the guidelines for mitigation and prevention of teenage pregnancy and HIV in school settings

One hundred (150) copies of the guidelines on management and prevention of HIV and teenage/unintended pregnancy in school settings were distributed to 150 schools (i.e 50 primary schools and 100 secondary schools).

d) Key Outcomes

During the period under review, the following outcomes were realized:-

(i) Reduced stigma and discrimination against learners living positively; (ii) Increased awareness of the risks of HIV and AIDS among the learners, teachers and administrators in the Education Sector; and, (iii) Increased collaboration among partners implementing HIV and Health education.

e) Main Challenges

(i) Lack of adequate resources for HIV/AIDS Workplace information dissemination and advocacy.

(ii) Inadequate school level statistics on HIV/AIDS.

(iii) Briefcase and unregulated NGOs that are implementing HIV interventions in schools.

7.6 National Curriculum Development Centre (NCDC)

In an effort to review and re-structure the education system curriculum to match it with the country’s realistic needs, National Curriculum Development Centre (NCDC) was set up in 1973 and has continued to execute its mandate of inter-alia development of curricula and related materials for various levels of education (i.e. Pre-Primary, Primary, Secondary and Tertiary). It further ensures that the education system produces school leavers at all levels that are adequately equipped with practical skills and knowledge that can make them employable and productive members of society. This is in due consideration of the current trends of social needs in the wake of technological advances and requirements and that education is still the basis for white-collar employment.

(a) Goals and objectives

NCDC was therefore guided by the following policy objectives in FY2015/16: (i) Design and develop appropriate curricula with effective instructional processes that lead to learners’ achievement of literacy, numeracy and life skills in order to improve quality and relevancy of education at pre-primary and primary school level for both girls and boys; (ii) Develop, support and implement appropriate curricula innovations and instructional materials targeting the specific needs of all types of disadvantaged groups of children and those that interest girls in the learning (instructional) process;

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(iii) Design and develop appropriate curricula for improving effectiveness and efficiency of secondary education by reducing the number of subjects at o level to a manageable number through mergers and integration and to develop learners analytical skills for courses at A-Level; and, (iv) Develop competency based skills curricula for all BTVET and Tertiary institutions focusing on Uganda’s development needs and those of the labour market.

(b) Interventions

(i) Printing of 10,000 copies of the thematic song book to support the teaching of the thematic curriculum P.1 – P.3; (ii) Brail P.1-P.3 thematic curriculum and distribute to all Government Aided schools for the blind; (iii) Development Early Childhood Development parenting manual for parenting Education; (iv) Hold Regional Workshops for dissemination of research findings from the study of thematic curriculum; (v) Development of prototype textbooks for the 8 learning areas in the reformed lower secondary curriculum; (vi) Development of assessment framework and guidelines for assessment of each learning area of the lower secondary curriculum; (vii) Development of four Diploma programmes for Uganda Colleges of commerce; (viii) Develop modularised competence based curricula for four technical institute courses (by use of the DACUM approach)that incorporates industrial training; (ix) Aligning the reformed lower secondary curriculum to the current A level syllabus; (x) Carry out a situational Analysis of the current A level in schools; (xi) Modernisation of the library and subscription to e –Resources; and, (xii) Develop modularised competence based curricula for six technical institute courses (by use of the DACUM approach) that incorporates industrial training.

During the period under review, NCDC was achieved the following:

(i) Pre - Primary and Primary

Under the Primary sub sector NCDC has undertaken to translate the Thematic Curriculum for P.1-P.3 and Teacher’s guides into Braille and printed 24, 877 copies of song books for the Thematic Curriculum. This will facilitate and support implementation of the Thematic Curriculum for P.1 – P.3. Furthermore, NCDC developed a zero draft copy of the Parenting Education Curriculum Framework. This is intended to assist parents and caregivers in the early childhood subsector.

(ii) Secondary

Under the Secondary sub-sector, NCDC has developed Senior One prototype text books and teacher’s guides for the proposed 8 learning areas of the reformed lower secondary curriculum. It has developed assessment guidelines on classroom based assessment, textbook specifications book for the reformed lower secondary curriculum and trained 74 writers on text book writing.

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(iii) BTVET

Under the BTVET Sub Sector, NCDC has designed and developed Syllabi, Teacher’s Guides, Orientation Manual and Assessment Guidelines for 4 National Technical Certificates in Automotive Mechanics, Woodwork Technology, Machining and Fitting, Welding and Fabrication and these together with the previously developed certificates of electrical installation, systems & maintenance, electronics technology, plumbing, building construction, welding were launched for use in Technical institutes. Developed Syllabi and Teacher’s guides for four Business National Diploma Programmes in; Hotel and Institutional Catering, Secretarial and office Administration management, Records and Information Management and Cosmetology during the period under review. These are ready for review and refining.

(iv) Research and Evaluation

NCDC conducted an evaluation study on the effectiveness of the Thematic Curriculum (P.1 – P.3) and has disseminated research findings from the study and guided teachers on how to effectively impart the literacy and numeracy skills to learners through holding regional workshops in Kampala for Central, Gulu for Northern, Mbale for Eastern and Fort Portal for Western Region.

(d) Challenges The Centre faced a challenge of inadequate funds to implement the undertakings. This was due to a budget cut of UGX.1bn suffered during the second and third quarter of FY 2015/2016. The budget cut has failed the Centre to implement the undertakings outlined in (b) item ix to xii. This has greatly affected meeting the strategic objectives for the year and the undertakings.

7.7 School Inspection

School Inspection is the responsibility of the directorate of education standards which is in charge of the standards in all education institutions in Uganda and in FY2015/16 it sought to accomplish a number of objectives.

(a) Goals and objectives

The objectives of school inspection are to; provide a quality assurance service; support and develop professional effectiveness; and, to strengthen inspection impact in schools. The Directorate of Education Standards therefore implemented a number of interventions as discussed below;

(b) Initiatives undertaken

(i) Inspection of schools and institutions; (ii) Monitoring Learning Achievements; (iii) Development of district improvement plans; (iv) Dissemination of findings to stake holders; (v) Monitoring of local governments to ensure quality of inspection; and, (vi) Developing, reviewing and disseminating guidelines. 180

(i) Inspection of schools

Under the secondary sub sector, 2,303 secondary schools (out of which 643 were in the districts of Serere, Kaberamaido, Amuria, Katakwi, Kanungu, Kibiga, Luweero, Kamuli, Namayingo, Namutumba, Bugiri, Buyende, Iganga, Jinja, Kaliro, Kamuli, Luuka, Mayuge, Bushenyi, Ibanda, Kabale, Kiruhura, Rubirizi, Masindi, Alebtong, Dokolo, Kole, Otuke, Oyam, Lamwo, Nwoya, Agago,and Amuru ) were inspected on:- compliance to Basic Requirements and Minimum Standards using bi carbonated tools(carbonated feedback booklets) focusing on overall management; provision of structures and facilities; quality of staff deployment and development; quality of staff supervision and teaching , and management and organization of boarding facilities.

In addition, under the BTVET sub sector, 300 BTVET institutions were inspected, focusing on the use of practical facilities in the training institutions; while, 6 National Teachers colleges and 23 PTCs were inspected on compliance to basic Requirements and Minimum Standards, throughout the country.

(ii) Monitoring Learning Achievement

The sub sector disseminated Monitoring Learning Achievement (MLA) test results for P.4 and P.6 in all Local governments to enhance the teaching and learning in schools.

(iii) Development of district improvement plans

In FY 2015/16, the sub sector conducted district conferences throughout the country to disseminate P.4 and P.6 MLA results so as to develop district improvement plans that the schools can use for guidance in their implementation.

(iv) Monitoring and Support Supervision

In FY2015/16, a total of 112 Local governments were monitored to establish compliance to the school calendar by the primary schools throughout the country.

(v) Follow up inspection

The purpose of follow up inspection is to establish whether the recommendations of previous inspection reports have been implemented. In the period under review, 54 secondary schools were revisited.

(d) Key outcomes

(i) Expanded capacity to carry out inspection; (ii) Improved internal supervision by the head teachers; and, (iii) Enhanced capacity building for the district inspectors.

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(e) Main challenges

(i) Low level of implementation of inspection recommendations at all levels; (ii) Inadequate resources to facilitate; regular inspection of schools, implementation of the revised inspection model especially the conduct of MLA and completion of the Inspection Cycle. (iii) Non-adherence to the school calendar and school days (either schools close earlier than the stated time or retain children longer especially candidate classes; or require children to report very early i.e before day break); (iv) High attrition rate affecting the quality of Inspection since most of the inspectors with experience opt to move to administrative posts; (v) Low levels of adherence, by Local Governments, to the monitoring and inspection guidelines; and, (vi) Non-prioritisation of inspection at all levels.

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Chapter 8 - International Commitments

SDG 4

8.0 International Commitments

Uganda is a signatory to the new ‘Education 2030’ agenda which aims at ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all. It was among the countries that affirmed their commitment to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no-one behind. This commitment otherwise referred to as the Incheon Declaration (May, 2015) was made at the World Education Forum of 2015 (WEF, May 2015). It is important to note that this agenda builds on the foundation laid by the MDGs, seeks to complete the unfinished business of the MDGs, and responds to new challenges. This goal constitutes an integrated, indivisible set of global priorities for sustainable development.

The SDG 4 is accompanied by seven (7) outcome targets and three (3) additional targets that help in the implementation of the 7 outcome targets (these together are referred to as the 7 plus 3 targets). These targets are elaborated through indicators focused on measurable outcomes that are action oriented, global in nature and universally applicable. They take into account different national realities, capacities and levels of development and respect national policies and priorities (see table 8.1 below).

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8.1 Sustainable Development Goal 4 targets and indicators

Table 8.1: SDG 4 Targets and indicators SN Sustainable Development Goal SDG Indicators Data Baseline Data Status Data Gaps and Targets Availability (Yes/No)

Ensure inclusive and equitable quality education and promote life-long learning opportunities for all

4.1 Ensure that all girls and boys 4.1.1 Proportion of children and young Yes Literacy, numeracy at P3 complete free, equitable and people: (a) in grades 2/3; (b) at the end (64.2%; 72.7%, 2013) quality primary and secondary of primary; and (c) at the end of lower Literacy, numeracy at P6 education leading to relevant secondary achieving at least a minimum (51.9% and effective learning outcomes proficiency level in (i) reading and (ii) 52.6%, 2015) mathematics, by sex

4.2 Ensure that all girls and boys have 4.2.1 Proportion of children under 5 years No No baseline Data gap access to quality early childhood of age who are developmentally on development, care and track in health, learning and preprimary education so that they psychosocial wellbeing, by sex are ready for primary education 4.2.2 Participation rate in organized Yes 2014 learning (one year before the official primary entry age), by sex

4.3 Ensure equal access for all 4.3.1 Participation rate of youth and No No baseline Data Gap women and men to affordable adults in formal and non-formal quality technical, vocational and education and training in the previous 12 tertiary education, including months, by sex university

4.4 Increase by x% the number of 4.4.1 Proportion of youth and adults with Yes No baseline Data can be youth and adults who have information and communications obtained relevant skills, including technical technology (ICT) skills, by type of skill and vocational skills, for employment, decent jobs and

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entrepreneurship

4.5 Eliminate gender disparities in 4.5.1 Parity indices (female/male, Yes The information can be Data can be education and ensure equal rural/urban, bottom/top wealth quintile derived from census and obtained access to all levels of education and others such as disability status, other household surveys and vocational training for the indigenous peoples and conflict- where information on vulnerable, including persons with affected, as data become available) for specialization is collected disabilities, indigenous peoples, all education indicators on this list that and children in vulnerable can be disaggregated situations

4.6 Ensure that all youth and at least 4.6.1 Percentage of population in a given Yes No baseline Data can be x% of adults, both men and age group achieving at least a fixed obtained women, achieve literacy and level of proficiency in functional (a) numeracy literacy and (b) numeracy skills, by sex

4.7 Ensure all learners acquire 4.7.1 Extent to which (i) global citizenship No No baseline Data Gap knowledge and skills needed to education and (ii) education for promote sustainable sustainable development, including development, including among gender equality and human rights, are others through education for mainstreamed at all levels in: (a) national sustainable development and education policies, (b) curricula, (c) sustainable lifestyles, human rights, teacher education and (d) student gender equality, promotion of a assessment culture of peace and nonviolence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development

4.a Build and upgrade education 4.a.1 Proportion of schools with access to: No No baseline Data Gap facilities that are child, disability (a) electricity; (b) the Internet for and gender sensitive and provide pedagogical purposes; (c) computers for safe, non-violent, inclusive and pedagogical purposes; (d) adapted effective learning environments infrastructure and materials for students

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for all with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic hand washing facilities (as per the WASH indicator definitions)

4.b Expand by x% globally the 4.b.1 Volume of official development Yes No Baseline Data can be number of scholarships for assistance flows for scholarships by sector obtained developing countries in particular and type of study Least Developed Countries (LDCs), Least Developed Countries (SIDS) and African countries to enroll in higher education, including vocational training, ICT, technical, engineering and scientific programmes in developed countries and other developing countries

4.c Increase by x% the supply of 4.c.1 Proportion of teachers in: (a) pre- No No Baseline Data Gap qualified teachers, including primary; (b) primary; (c) lower secondary; through international cooperation and (d) upper secondary education who for teacher training in developing have received at least the minimum countries, especially LDCs and organized teacher training (e.g. SIDS pedagogical training) pre-service or in- service required for teaching at the relevant level in a given country

Source: NPA, 2016

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ANNEXES

List of Annexes:

 Annex 1. Terms of reference for education and sports sector review

30th August - 2nd September 2016

 Annex 2. League Table

 Annex 3. Education And Sports Sector Fact Sheet 2002 - 2015

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ANNEX 1: Terms of Reference for the 23rd ESSR

MINISTRY OF EDUCATION AND SPORT TERMS OF REFERENCE

FOR

23RD ANNUAL SECTOR REVIEW 30TH AUGUST - 2ND SEPTEMBER 2016

Theme: “Re-Aligning School Governance and Management Towards Sustainable

Quality of Education and Training Outcomes”

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1.0 Introduction

1.0 This is the 23rd Education and Sports Annual Sector Review (ESSR) aimed at reviewing the performance of the Sector in FY 2015/16 and identifying strategic operational areas to be prioritized the budgetary process for next FY 2017/18. The Review process will involve a combination of fieldwork, a physical education and sports gala and a national workshop, all taking place between August and 2nd September 2016.

1.1 Field visits will be carried out to various Education and Training institutions. The field visit report will provide first-hand feedback on what is happening on the ground to guide and enrich the discussions during the 2016 ESSR and Planning and Budgeting Review Workshop for FY 2017/18.

1.2 The theme for this year’s ESSR is “Re-aligning School Governance and Management towards Sustainable Quality of Education and Training Outcomes”. Prominence will be put on how to capitalize on the gains of decentralization of the education function as well the management of education institutions to achieve sustained quality of education. In addition, participants will discuss how to get quick wins to enhance citizen satisfaction and participation in education and training.

1.3 Last year’s Review theme is maintained to enable the Sector to assess progress that has been attained on given performance benchmarks over the last one year.

2.0 Objective of the Review

The main objective of the 23rd ESSR is to appraise the performance of the Education and Sports Sector for the period 1st July 2015 to 30th June 2016 and plan for the FY 2017/18.

2.1 Specific Objectives

The specific objectives of the Review are to:

2.1.1 Assess progress in achieving the agreed sector level performance benchmarks as stipulated in the Ministerial Policy Statement including budgetary performance for FY 2015/16

2.1.2 Review progress on implementing Undertakings that were agreed during the 2015 Annual Sector Review Workshop and propose future Undertakings for FY 2017/18;

2.1.3 Assess the performance of Local Governments (LGs), Governing Councils, Boards of Governors (BoGs), School Management Committees (SMCs) and Parents Teachers Associations (PTAs) in governance and management of education institutions in the country;

2.1.4 Come up with strategic policies and regulations that need to be strengthened and provide feedback to stakeholders to enhance public accountability, transparency and quality in delivering education services; and

2.1.5 Generate credible recommendations for implementation in the FY 2017/18 towards improved delivery of education, training and sports at all levels in the country.

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3.0 Timing, Invitations and Venue

3.1 The Education and Sports Sector Review (ESSR) Workshop will take place from 30th August - 2nd September 2016. The Review workshop will be preceded by field visits exercise to be undertaken from 14th – 21st August 2016.

3.2 Invitations accompanied by the final Terms of Reference and documents for the Review will be issued to all invitees by 18th August 2016, at least two weeks before the date of the Review. Participants will confirm their participation on receipt of invitations one week prior to the date of the Review on the following email addresses: [email protected] copied to [email protected].

3.3 The Workshop will be non-residential and the proposed venue shall be located within Kampala for purposes of proximity.

4.0 Targeted Participants

The participants who will appraise the performance of the Education and Sports Sector during the period 1st July 2015 to 30th June 2016 will be drawn from the following categories:-

a) Political leaders of Ministry of Education and Sports b) The Education Sector Consultative Committee (ESCC); c) The Education Sector Budget Working Group (ESWG); d) Monitoring and Evaluation Working Group (M&E WG); e) Sector Policy and Management Working Group (SPM WG) f) Departmental Working Groups; g) Line Ministries; h) Local Governments; i) Education Institutions at all levels; j) The private sector and private providers of education services; k) Teachers Associations l) Civil Society Organizations m) Foundation Bodies; and n) The media.

About 400 persons are expected to participate in the Review activities. A detailed list is given below in Section 10.0. 5.0 Workshop Financing

The Review Workshop will be financed by MoES and will cover expenses for field work, hire of venue, meals, allowances for participants, production of reports, publicity, among others. Development Partners and the Civil Society will finance their own costs for participation in the field work activities.

6.0 The August 2016 ESSR Process

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The August ESSR process will involve fieldwork, physical education and sports gala and a national workshop.

6.1 Fieldwork

The field visit exercise will be undertaken countrywide in selected districts and Education and Training Institutions. The Education Management Information System (EMIS) will guide the selection of education and training institutions to be visited. A checklist will be developed to guide the fieldwork. All field teams will interact with district-level and school-level key stakeholders in implementation. The targeted stakeholders are listed in Section 6.3.2 (2). A checklist will be provided to guide the fieldwork.

6.2 Physical Education and Sports (PES) Gala As part of the review activities, the Department of Physical Education and Sports will organize the 4th PES Gala on Friday 26th August, 2016. Political Leaders, Education Development Partners, civil society, staff at the Ministry of Education, Science, Technology and Sports headquarters and its affiliated agencies will participate in this activity.

6.3 National Workshop

Activities of the national workshop will be conducted in a plenary and panel discussions arrangements.

6.3.1 Plenary Presentations (Day 1)

During the workshop, the under-listed papers/reports presented in a plenary setting:

(1) Opening and closing remarks by Honorable Minister of Education and Sports (Hon. MES) and the Coordinator Education Development Partners (EDP).

(2) Presentation of the Education and Sports Annual Performance Report (ESSAPR) to inform the Workshop on the achievements of the sector during the FY 2014/15 as well as the constraints and challenges encountered. The Permanent Secretary, Ministry of Education, Science, Technology and Sports will present this report.

(3) Presentation of the agreed positions drawn from the field visit report to provide first-hand feedback that will guide and enrich the deliberations of the Workshop.

(4) Presentation of a special paper on enhancing the role of non-state actors (Governing Councils, BoGs, SMCs and PTAs) in governance and management of education and training institutions to improve quality of education and training in Uganda (by an independent person4). Refer to section 11.0 for the proposed format of presentation.

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(5) Presentation of case study reports on the best practices in Local Government Inspection and Support Supervision and recommendations for improvement (by an independent person). Refer to section 11.0 for the proposed format of presentation.

(6) There will be a session to hold in-depth discussions on the performance of the Sector as reported in the Annual Sector Performance Report FY 2015/16. All Directors will be present for engagement during this session.

6.3.2 Plenary Discussions - Meet the Mentor (Day 2)

(1) Four successful head teachers (selected from a UPE school, a non-UPE school, USE school and a non-USE school) and a principal of a BTVET institution will be invited to give an inspiring talk on the topic: “How I turned round my school/Institution to bring it to the high level that it is today”.

(2) Two District Education Officers and two Municipal Education Officers will also be invited to give an inspiring talk on the topic: “What have I done to bring my District/ Municipality to the level that it is today”. Participants will ask direct questions to the invited Head teachers, DEOs and MEOs to hear some of their personal secrets to success.

(3) The session will have a moderator5 who will sum up the session with highlights of the presentation and discussions and allow reactions from the participants. The rapporteur will capture all proceedings of the discussion and make a presentation to the plenary (feedback session).

6.3.3 Panel Discussions (Day 3)

6.3.4 Four panels will constituted to address specific governance and management issues on enhancing the quality of education and training in Uganda. The panels are: (a) Governing Councils, (b) BOG, (c) SMCs, (d) PTA (secondary). Each of these panels will have the following representation (i) Chair BoG, (ii) relevant HoDs from MoESTS, (iii) Head teacher, (iv) DEO or DIS, (iv) DES, (v) CoUPSTA and (vi) UNATU.

6.3.5 The panel discussions will be informed by the papers/reports listed in Sections 6.3.1 and 6.3.2 above.

6.3.6 Each of the panels will have a moderator and a rapporteur. The moderator should come up with key targeted questions/issues to inspire the discussion. The moderator will then sum up the session with highlights of the discussion and allow reactions from the participants. The rapporteur will capture all proceedings of the discussion and make a presentation to the plenary (feedback session).

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6.3.7 Basing on the challenges and best practices generated and discussed, the panels will propose credible (practical) recommendations for improvement of quality of education in the short and medium term.

6.3.8 Agreeing Aide Memoire – Plenary (Day 4)

The Aide Memoire of the Review should be finalized during the workshop to minimize/avoid any delays in incorporating the agreed positions/undertakings into the on-going planning and budgeting process of FY 2016/17. During the compilation of the Aide memoire, parallel activities will be arranged in the plenary. They include: organizing a student quiz/ essay writing competition, running a documentary, a report from the Civil Society Organization (CSO) and presentation of a consolidated progress report on the Early Grade Reading (EGR) activities.

6.4 Post-ESSR Workshop Activities

The following are the Review Activities that will be undertaken by C/EPPA:

6.4.1 Final editing & formatting of the Aide Memoire 6.4.2 Printing of the Aide Memoire 6.4.3 Dissemination of the Aide Memoire within four weeks after the workshop 6.4.4 Extraction of actionable issues contained in the Aide Memoire for follow up 6.4.5 Communication of agreed positions relevant to respective departments and institutions for implementation 6.4.6 Monitoring of the implementation of undertakings

7.0 Outputs of the Review

7.1 Intermediate outputs 7.1.1 The Education and Sports Sector Annual Performance Report 2015/16 (ESSAPR). 7.1.2 A report on the field visit exercise. 7.1.3 Agreed undertakings for FY 2016/17. 7.1.4 Reports listed above in Section 6.3. 7.1.5 The Joint Positions Paper (JPP).

7.2 Final Outputs

7.2.1 The Aide Memoire of the 23rd ESSR; and, 7.2.2 The Workshop Proceedings Report (electronic and hardcopies).

8.0 Institutional Arrangements for Coordination of ESSR Process

7.7 There will be a Task-Oriented Preparatory Committee and an ESSR Secretariat both led by Commissioner Education Planning and Policy Analysis (C/EPPA). Membership of the committee will be drawn from EDPs and MoES. There will be a minimum of such two meeting per month. Among others, the committee will undertake the following tasks

7.8 Overall Coordination, Management and Administration of the ESSR process. A matrix of actions leading to the Review will guide the management process. 193

7.9 Writing the Annual Education and Sports Sector Performance Report (ESSAPR); 7.10 Writing of the Aide Memoire; 7.11 Capturing the proceedings of the Workshop; and 7.12 Managing activities of the Press

8 Documents for the August 2016 Review

8.7 Terms of Reference for August 2016 ESSR Workshop; 8.8 Education Sector Annual Performance Review Report for FY 2015/16; 8.9 Field visits report ; 8.10 Report on the current governance and management of education institutions at all levels of service delivery; 8.11 Special paper on enhancing the role of non-state actors (BoGs, SMCs and PTAs) in governance and management of education and training institutions to improve quality of education and training in Uganda; and 8.12 Case study reports on the best practices in Local Government Inspection and Support Supervision and recommendations for improvement.

10.0 Participants in August 2016 ESSR Workshop

Sn Category of Participant No. 1. Hon. Minister of Education and Sports 1 2. Hon. Minister of State for Primary Education 1 3. Hon. Minister of State for Higher Education. 1 4. Hon. Minister of State for Sports 1 5. Resident Representative African Development Bank (AfDB) 1 6. Members of Parliament (Parliamentary Session Committee on Education and Sports) 4 7. Members of Parliament (Committee for National Economy) 2 8. Head of Public Service/Secretary to Cabinet 1 9. Deputy Head of Public Service, Secretary for Administrative Reform 1 10. Permanent Secretary/Ministry of Finance, Planning and Economic Development 1 11. Permanent Secretary/Ministry of Education, Science, Technology and Sports 1 12. Permanent Secretary/Ministry of Local Government 1 13. Permanent Secretary/Ministry of Public Service 1 14. Permanent Secretary/ Office of the Prime Minister 1 15. Permanent Secretary/Ministry of Health 1 16. Permanent Secretary/Ministry of Gender, Labor and Social Development 1 17. Permanent Secretary/Ministry of Trade, Industry and Cooperatives 1 18. Permanent Secretary Ministry of Energy and Minerals 1 19. The Director NUSAF, Office of the Prime Minister 1 20. Commissioner Monitoring & Evaluation OPM 1 21. Commissioner , Aid Liaison , MoFPED 1 22. Principal Inspector, MoLG 1 23. Assistant Commissioner, Human Resource Management, MoPS 1 24. Assistant Commissionner Social Services/MoFPED 1

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Sn Category of Participant No. 25. Principal Economist (Education Desk) MoFPED 1 26. President’s Office (Advisor in-charge Education, etc.) 2 27. Executive Director, National Planning Authority and 3 other participants 4 28. Executive Director, Uganda Bureau of Statistics (UBOS) 1 29. Representative of the Office of Inspector General of Government (IGG) 1 30. Representative of the Uganda Police Force 1 31. Representative of the Uganda Peoples’ Defence Forces (UPDF) 1 32. Vice Chancellor, Busitema University 1 33. Vice Chancellor Kyambogo University 1 34. Vice Chancellor Mbarara University of Science and Technology 1 35. Vice Chancellor Makerere University 1 36. Vice Chancellor Gulu University 1 37. Vice Chancellor West Nile University (Muni) 1 38. Vice Chancellor Soroti University 1 39. Vice Chancellor Kabale University 1 40. Vice Chancellor Lira University 1 41. Vice Chancellor, Christian University Mukono 1 42. Vice Chancellor, Nkozi University 1 43. Director General, UMI 1 44. Principal School of Allied Health 1 45. Principal Makerere University Business School 1 46. HOD, Education Foundations, School of Education, MUK 1 47. The Chairperson National Primary Head teachers Association 1 48. The Chairperson of the Associations of Public BTVET Institutions 1 49. Representative of UGAPRIVI 1 50. Representatives of PTC & NTC Principals, Instructors and Health Tutors 10 51. Representatives of UTCs and UCCs 10 52. Representatives of Schools of Clinical Officers 3 53. Chairperson & Secretary for National Association of DEOs 2 54. Chairperson Coalition of Uganda Private School Teachers Association (COUPSTA) 1 55. Chairperson, Secretary and a member of NASSHU 3 56. Chairperson, Uganda Primary School Head teachers’ Association (UPSHA) 1 57. The Executive Director Private Sector Foundation Uganda 1 58. Representatives of FENU (Civil Society) 4 59. Executive Director FAWE 1 60. Executive Secretary Skilling Uganda Reform Task Force 2 61. Chairperson and Executive Director - University Students Loan Scheme/Board 2 62. Foundation Bodies (UJCC, UMSC, UMEA) 7 63. Secretary General & Deputy Secretary, UNATCOM 2 64. Chairperson and Secretary General , UNATU 2

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Sn Category of Participant No. 65. Chairpersons of District Service Commissions (Buikwe, Gulu, Mbarara &Jinja) 4 66. Chairperson and Technical Officers of Education Service Commission 9 67. Executive Secretary and Deputy Ex. Secretary, National Council of Higher Education 2 68. General Secretary, National Council of Sports 1 69. Under Secretary/Finance and Administration, MoESTS 1 70. Directorate of Industrial Training (Director & Deputy) 2 71. Director of Education KCCA 1 72. Director of Basic and Secondary Education, MoESTS 1 73. Director & Deputy Director National Curriculum Development Centre 2 74. Director & Deputy Director, Directorate of Education Standards 2 75. Director Higher, Technical, Vocational Education and Training (HTVET) 1 76. Chairperson, Industrial Training Council 1 77. Commissioner Education Planning and Policy Analysis Department 1 78. Commissioner Secondary Education ( Government ) 1 79. Commissioner Private Schools and Institutions 1 80. Commissioner Basic Education 1 81. Commissioner Teacher, Instructor Education and Training (TIET) 1 82. Commissioner Human Resource Management, MoESTS 1 83. Commissioner Special Needs Education 1 84. Commissioner Guidance and Counseling 1 85. Commissioner Higher Education and Training 1 86. Commissioner Business, Technical, Vocational Education and Training 1 87. Commissioner, Physical Education and Sports 1 88. Commissioners, Directorate of Education Standards 4 89. Assistant Commissioner, Human Resource Management, MoESTS 1 90. Assistant Commissionner, Construction Management Unit 1 91. Assistant Commissioner, Instructional Materials Unit 1 92. Assistant Commissioner, Planning and Budgeting 1 93. Assistant Commissioner, Statistics, Monitoring and Evaluation 1 94. Assistant Commissioner, Physical Education and Sports 1 95. Assistant Commissioner, Secondary Education (Govt.) 1 96. Assistant Commissioners, Private Schools 2 97. Assistant Commissioners, BTVET 2 98. Assistant Commissioner, Special Needs Education (SNE) 1 99. Assistant Commissioner Inclusive and Non-formal Education 1 100. Assistant Commissioner Guidance and Counseling 1 101. Assistant Commissioner Education and Social Work 1 102. Assistant Commissioners, Teacher Education 3 103. Assistant Commissioners, Basic Education 2 104. Assistant Commissioner, Higher Education 1

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Sn Category of Participant No. 105. Assistant Commissioner, Procurement and Disposable Unit 1 106. Assistant Commissioner, Policy Analysis 1 107. Assistant Commissioner, Accounts 1 108. Assistant Commissioner, Communication and Information Management 1 109. Assistant Commissioner, Non formal Education 1 110. Gender Technic al Advisor (MoESTS) 1 111. Gender Focal Point Officer 1 112. Principal Assistant Secretary MoESTS and Personal Assistants to Education Ministers 5 113. Assistant Commissioner Internal Audit 1 114. Principal Economist (Projects), MoESTS 1 115. Principal Economist (Budget), MoESTS 1 116. Principal Education Planner (M&E), MoESTS 1 117. Principal Statistician, MoESTS 1 118. Secretary Monitoring and Evaluation Working Group 1 119. Secretary Pre-Primary and Primary Education Working Group 1 120. Secretary Physical Education and Sports Working Group 1 121. Secretary Special Needs Education Working Group 1 122. Secretary Career Guidance Working Group 1 123. Secretary Higher Education Working Group 1 124. Secretary Secondary Education Working Group 1 125. Secretary Sector Policy and Management Working Group 1 126. Secretary Education Sector Consultative Committee. 1 127. Secretary Business, Technical, Vocational Education and Training Working Group 1 128. Secretary Teacher Education Working Group 1 129. Secretary Education Sector Budgeting Working Group 1 130. DEOs of sele cted districts; Kitgum, Lira, Bududa, Amuria, Bugiri, Pallisa, Mitooma, Kisoro, Masindi, 15 Mityana, Budaka, Rukungiri, Amudat, Adjumani and Bundibugyo. 131. DIS from selected districts; Lamwo, Kole, Manafwa, Bukedea, Namayingo, Kumi, Ntungamo, 15 Kanungu, Kalungu, Moroto, Arua, Kasese, Butambala, Butaleja and Kiryandongo. 132. Successful Head teachers and 1 Principal (selected from a UPE school, a non-UPE school, USE 5 school and a non-USE school) 133. Successful District and Municipal Education Officers (best performing). 4 134. Participants for Primary Schools (2 head teachers and 2 SMC chairpersons selected from each 16 region - North, West, Central & East) 135. Participants for Secondary Schools (2 head teachers and 2 BoG/PTA chairpersons selected from 16 each region - North, West, Central & East) 136. Participants for BTVET/Teacher Institutions (2 principals and 2 Governing Council Chairpersons 16 selected from each region - North, West, Central & East) 137. Uganda National Examinations Board (UNEB) - Executive Secretary & Deputies 3 138. Uganda Nurses and Midwives (UNMEB) - Executive Secretary & Deputy 2 139. UBTEB - Executive Secretary & Deputy 2 140. Executive Secretary, Uganda Allied Health Examinations Board (UAHEB) 2

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Sn Category of Participant No. 141. Communication & Information Management/ERTV unit 4 142. Masters of Ceremonies 2 143. Moderators 5 144. Rapporteurs 6 145. Technical Facilitators/Discussants 8 146. Secretariat (selected secretaries, ushers, assistants, drivers, etc.) 40 147. Chairperson and Secretary, Uganda Local Governments’ Association (ULGA) 2 148. Chairpers on & Secretary of the Audit Committee on Education and Social Services 2 Sub Total 365

11.0 EDP Participants:

No Name Organization Designation 1 Jeremiah Mutonga AfDB Resident Representative 2 Erwin De Wandel Belgium Embassy Head of Cooperation 3 Jason Mochache AfDB Chief Education Specialist 4 Agnes Keliki AfDB 5 Sam Vanuytsel Belgian Embassy First Secretary for Development Cooperation 6 Nebeyu Shone BTC Resident Representative 7 Rose Kato Athieno BTC Program Officer 8 Edward Barnett DfID Education Advisor 9 Catherine Kawamara DfID Program Manager 10 Elizabeth Ongom EU Education Advisor 11 Stefano Campopiano French Embassy 12 Smith, Christopher GIZ UG 13 Nathan Lenzin GIZ UG 14 Fazle Rabbani GPE 15 Ben Twikirize ICEIDA Senior Programme Officer 16 Jackie Banya ILO National Program Officer 17 Stephen Opio ILO 18 Diana Sekaggya Irish Aid Education and Local Development Advisor 19 Mariah Kizza KOICA Program Officer 20 Enusil Chae KOICA Development Effectiveness Specialist 21 Katri Pohjolainen-yap SIDA First Secretary 22 Dorcus Letasi Avinyia UNESCO Program Assistant 23 Victoria Kisaakye UNESCO Programme Coordinator 24 Charles Draecab UNESCO National Professional Officer 25 Michael Rujumba UNESCO Project Officer 26 Raquel Gonzalez UNFPA Adolescents and Youth Program Analyst 27 Penninah Kyoyagala Tomusange UNFPA Adolescents and Youth Program Analyst

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No Name Organization Designation 28 Carolyn Nalugwa UNFPA Education Specialist 29 Raquel Palomino Gonzalez UNFPA 30 Mary Hanlon UNHCR Education Advisor 31 Emmie Pakkala UNICEF 32 Rosemary R-Rwanyange UNICEF 33 Jana Wooden USAID Education Officer 34 Sarah Mayanja USAID 35 Catherine Gimono Omanyi WFP Education Specialist 36 Christine Wright WFP Head/Safety Nets and Resilience 37 Geoffrey Ebong WFP 38 Elizabeth Ninan World Bank

12.0 Guidelines for Presentation of Special Papers at the 23rd Annual Sector Review Workshop

Special Paper 1: Presentation of a special paper on enhancing the role of non-state actors (Governing Councils, BoGs, SMCs and PTAs) in governance and management of education and training institutions to improve quality of education and training in Uganda (by an independent person).

13.0 The Secretariat proposes the following as a format for writing the paper: 1. Introduction; 2. Literature review; This could explore the relationship between governance / management of education and improvements in quality based on studies and research done in Sub-Saharan Africa, including Uganda

3. The Ugandan Context; a. Who are the non-state actors in this context? b. Where do they derive authority (legal)? Reference to Education Act 2008 as amended. c. What investments have government and partners done in order to support the functioning of these governance institutions? d. To what extent are they currently working as intended? 4. Issues at hand; a. Are they exercising their role in its entirety? Why are they strong in some schools and weak in others? Intrinsic and extrinsic factors? b. What challenges do they face, including what is the level of understanding of their role? 5. Possible remedies/ recommendations; a. Learning from the literature review as well as what works currently in Uganda, what needs to be done at each level of education in order for the governance institutions to work more effectively and contribute to improved learning achievement and standards? b. How can their role be enhanced to turn-around the performance of our schools and institutions?

Special Paper 2: Presentation of case study reports on the best practices in Local Government Inspection and Support Supervision and recommendations for improvement (by an independent person).

The Secretariat proposes the following as a format for writing the paper: 199

1. Introduction; 2. Literature review; This could explore the research done on good practice in inspection and support supervision for schools in Sub-Saharan Africa, including Uganda 3. The Ugandan Context;  What are best practices in this context? Are there bad practices? 4. Issues at hand; a. Who are the responsible players? What are the motivations? b. Why is inspection and support supervision strong in some LGs and weak in others? Examples? 5. Recommendations for improvement

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ANNEX 2: League Table

LEAGUE TABLE SHOWING KEY PRIMARY PERFORMANCE INDICATORS OF DISTRICTS FOR NET INTAKE RATE (NIR), COMPLETION RATES AND PLE PERFORMANCE INDEX FOR 2015 District Net Intake Rate Rank Completion rate Rank Performance Index Rank Average Overall rank rank Male Female Total Boys Girls Total Boys Girls Total Mitooma 113.4% 127.7% 120.3% 3 100.9% 119.8% 110.4% 2 68.2% 62.9% 65.3% 10 5.0 1 Bushenyi 117.1% 123.7% 120.3% 2 77.7% 94.9% 86.2% 11 70.1% 66.6% 68.2% 5 6.0 2 Sheema 84.8% 91.7% 88.2% 22 82.6% 98.1% 90.2% 9 69.6% 63.3% 66.3% 8 13.0 3 Mbarara 80.0% 85.3% 82.6% 33 75.2% 85.1% 80.2% 16 74.8% 69.7% 72.0% 2 17.0 4 Luwero 96.0% 102.4% 99.0% 13 68.1% 87.5% 77.6% 18 58.5% 54.7% 56.4% 29 20.0 5 Ntungamo 86.7% 94.1% 90.3% 19 66.4% 77.4% 71.9% 26 63.6% 57.4% 60.3% 20 21.7 6 Kabale 108.4% 114.6% 111.4% 6 63.5% 76.3% 70.0% 28 60.3% 51.8% 55.6% 33 22.3 7 Kalungu 93.7% 117.6% 105.0% 9 63.8% 94.6% 78.9% 17 55.3% 54.2% 54.6% 41 22.3 8 Butambala 105.5% 124.3% 114.1% 4 82.1% 115.2% 98.2% 5 48.8% 47.9% 48.3% 67 25.3 9 Lyantonde 89.9% 102.3% 95.9% 15 53.0% 62.1% 57.5% 51 67.2% 59.2% 62.9% 14 26.7 10 Nakaseke 104.4% 108.5% 106.3% 7 65.4% 87.8% 76.2% 20 54.2% 48.9% 51.2% 55 27.3 11 Rukungiri 64.4% 67.3% 65.8% 53 72.0% 90.5% 81.3% 15 65.4% 59.7% 62.2% 17 28.3 12 Ibanda 70.9% 73.8% 72.3% 46 70.7% 83.0% 76.9% 19 62.9% 54.4% 58.3% 25 30.0 13 Lwengo 87.9% 100.2% 93.8% 16 55.3% 75.2% 65.1% 39 57.2% 51.3% 53.8% 44 33.0 14 Kampala 37.8% 41.9% 39.8% 97 105.1% 106.4% 105.8% 3 74.5% 70.6% 72.4% 1 33.7 15 Mukono 47.1% 53.2% 50.0% 86 82.3% 99.1% 90.7% 8 67.6% 63.5% 65.4% 9 34.3 16 Kanungu 89.4% 98.0% 93.6% 17 60.9% 66.3% 63.6% 43 58.0% 50.5% 54.1% 43 34.3 17 Masaka 60.1% 61.2% 60.6% 67 65.0% 83.7% 74.4% 24 65.6% 60.2% 62.6% 15 35.3 18 Bukomansimbi 96.7% 111.5% 103.8% 11 48.6% 73.7% 60.7% 46 55.9% 50.6% 52.8% 49 35.3 19 Busia 83.1% 83.6% 83.4% 32 63.1% 65.3% 64.2% 41 58.8% 50.7% 54.7% 40 37.7 20 Kasese 82.7% 89.9% 86.2% 27 56.4% 62.3% 59.3% 48 58.0% 52.2% 54.9% 39 38.0 21 Kisoro 101.2% 109.6% 105.3% 8 54.8% 58.2% 56.5% 56 58.0% 45.9% 51.6% 53 39.0 22 Bundibugyo 61.7% 66.9% 64.2% 61 63.8% 51.3% 57.4% 52 68.9% 66.8% 67.9% 6 39.7 23 Moroto 32.4% 34.9% 33.6% 106 265.3% 312.4% 289.7% 1 64.9% 61.6% 63.6% 13 40.0 24

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District Net Intake Rate Rank Completion rate Rank Performance Index Rank Average Overall rank rank Male Female Total Boys Girls Total Boys Girls Total Bukwo 102.7% 121.7% 111.6% 5 87.9% 109.5% 98.7% 4 31.9% 23.9% 27.5% 111 40.0 25 Kabarole 55.4% 56.4% 55.9% 76 57.6% 69.9% 63.7% 42 72.2% 71.6% 71.9% 3 40.3 26 Wakiso 27.2% 30.3% 28.7% 108 89.6% 99.4% 94.7% 6 69.6% 66.1% 67.7% 7 40.3 27 Sembabule 99.9% 108.4% 104.1% 10 46.9% 57.9% 52.3% 73 57.4% 50.6% 53.7% 45 42.7 28 Ngora 83.1% 91.0% 87.0% 25 72.6% 78.7% 75.7% 21 49.8% 41.3% 45.2% 82 42.7 29 Gomba 62.6% 67.5% 65.0% 58 53.6% 76.3% 64.5% 40 56.3% 55.6% 55.9% 32 43.3 30 Kamuli 72.2% 78.7% 75.3% 43 61.8% 74.9% 68.3% 31 54.5% 48.2% 51.0% 56 43.3 31 Jinja 57.8% 60.0% 58.9% 72 78.6% 86.7% 82.8% 13 57.4% 50.2% 53.6% 46 43.7 32 Kiruhura 66.3% 71.3% 68.7% 51 51.6% 56.5% 54.0% 63 65.2% 58.7% 61.9% 18 44.0 33 Bukedea 79.3% 82.0% 80.6% 37 53.0% 55.4% 54.2% 61 57.6% 50.8% 54.2% 42 46.7 34 Rubirizi 57.4% 70.2% 63.5% 64 47.9% 52.8% 50.3% 75 71.7% 67.7% 69.7% 4 47.7 35 Masindi 55.1% 60.6% 57.8% 74 55.3% 59.4% 57.3% 53 65.0% 59.7% 62.3% 16 47.7 36 Iganga 71.1% 72.5% 71.8% 47 79.4% 89.8% 84.7% 12 47.4% 42.9% 45.0% 84 47.7 37 Budaka 84.4% 88.8% 86.5% 26 70.8% 67.7% 69.3% 30 47.9% 39.7% 43.9% 88 48.0 38 Kapchorwa 79.8% 90.0% 84.7% 29 79.9% 99.3% 89.6% 10 41.2% 34.8% 37.6% 107 48.7 39 Rakai 72.9% 80.9% 76.8% 42 46.2% 60.1% 53.1% 71 59.2% 52.7% 55.5% 34 49.0 40 Kween 79.2% 91.6% 85.0% 28 83.9% 106.1% 94.6% 7 31.7% 23.6% 27.3% 112 49.0 41 Kaberamaido 94.6% 103.1% 98.7% 14 56.8% 50.2% 53.6% 66 50.9% 44.9% 48.1% 68 49.3 42 Buikwe 44.5% 50.0% 47.2% 89 69.1% 81.9% 75.5% 22 57.5% 53.0% 55.1% 38 49.7 43 Nakasongola 63.1% 67.9% 65.4% 54 65.4% 83.9% 74.5% 23 50.8% 43.1% 46.6% 72 49.7 44 Kumi 77.2% 82.9% 80.0% 38 66.9% 69.1% 68.0% 32 49.6% 42.7% 46.2% 79 49.7 45 Luuka 81.7% 86.4% 84.0% 30 74.5% 90.0% 82.2% 14 41.0% 34.6% 37.5% 108 50.7 46 Kibuku 67.8% 72.4% 70.0% 49 60.5% 53.2% 56.8% 54 56.0% 48.7% 52.6% 50 51.0 47 Lira 41.7% 49.7% 45.6% 91 74.8% 59.5% 66.8% 35 60.2% 53.8% 57.2% 28 51.3 48 Butaleja 116.6% 128.6% 122.5% 1 54.6% 53.9% 54.3% 60 45.2% 40.5% 42.9% 94 51.7 49 Buhweju 73.5% 72.8% 73.2% 45 40.1% 47.3% 43.7% 92 63.4% 57.9% 60.5% 19 52.0 50 Katakwi 86.2% 97.2% 91.6% 18 47.2% 41.0% 44.1% 87 55.0% 49.7% 52.5% 51 52.0 51 Tororo 85.6% 92.9% 89.2% 21 68.3% 64.1% 66.1% 37 45.2% 39.4% 42.4% 98 52.0 52 Gulu 56.9% 62.6% 59.7% 68 60.5% 47.0% 53.8% 65 61.0% 55.0% 58.4% 24 52.3 53

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District Net Intake Rate Rank Completion rate Rank Performance Index Rank Average Overall rank rank Male Female Total Boys Girls Total Boys Girls Total Maracha 96.6% 111.4% 103.8% 12 53.4% 39.3% 46.6% 82 52.4% 43.4% 48.8% 65 53.0 54 Pallisa 85.0% 89.5% 87.2% 24 70.9% 62.6% 66.7% 36 41.1% 34.4% 37.9% 105 55.0 55 Mbale 56.4% 61.6% 58.9% 71 65.6% 73.2% 69.5% 29 52.9% 44.6% 48.4% 66 55.3 56 Kaabong 90.7% 64.2% 77.2% 40 38.1% 11.4% 24.2% 106 61.9% 50.1% 59.0% 23 56.3 57 Sironko 80.1% 87.5% 83.7% 31 62.0% 74.1% 67.9% 33 41.7% 34.4% 37.8% 106 56.7 58 Kalangala 45.0% 54.4% 49.3% 88 52.7% 53.0% 52.8% 72 68.3% 62.3% 65.3% 11 57.0 59 Ntoroko 56.5% 57.4% 57.0% 75 50.8% 56.0% 53.4% 69 59.1% 56.1% 57.6% 27 57.0 60 Soroti 48.1% 50.5% 49.3% 87 72.6% 71.6% 72.1% 25 52.5% 46.5% 49.5% 59 57.0 61 Serere 78.7% 85.0% 81.8% 35 67.9% 72.7% 70.3% 27 41.0% 33.6% 37.2% 109 57.0 62 Arua 84.1% 91.3% 87.6% 23 50.7% 37.0% 43.8% 91 52.5% 45.2% 49.4% 60 58.0 63 Namutumba 71.5% 79.2% 75.2% 44 57.8% 64.0% 60.9% 45 45.2% 40.5% 42.8% 95 61.3 64 Pader 74.4% 80.8% 77.5% 39 70.3% 40.6% 55.4% 58 47.6% 36.5% 43.6% 90 62.3 65 Kiboga 58.5% 60.6% 59.5% 69 59.1% 73.5% 66.1% 38 48.2% 43.7% 45.7% 81 62.7 66 Kaliro 73.8% 80.4% 77.0% 41 59.9% 61.3% 60.6% 47 42.7% 39.7% 41.2% 101 63.0 67 Koboko 70.1% 73.4% 71.7% 48 54.9% 37.2% 46.2% 83 52.8% 43.4% 49.1% 62 64.3 68 Isingiro 49.7% 53.1% 51.4% 83 45.5% 50.5% 48.0% 80 60.7% 52.2% 56.2% 31 64.7 69 Agago 62.0% 69.0% 65.4% 55 68.9% 41.1% 55.0% 59 49.9% 39.3% 46.0% 80 64.7 70 Kyenjojo 38.8% 40.5% 39.6% 98 42.2% 47.6% 44.8% 85 66.1% 63.8% 64.9% 12 65.0 71 Kitgum 54.4% 57.3% 55.8% 77 71.6% 54.7% 63.1% 44 49.2% 43.0% 46.6% 74 65.0 72 Lamwo 59.2% 65.7% 62.3% 65 66.5% 40.4% 53.5% 68 51.9% 43.9% 48.9% 63 65.3 73 Manafwa 85.2% 93.9% 89.4% 20 46.6% 49.3% 48.0% 81 45.5% 39.7% 42.5% 97 66.0 74 Kayunga 66.5% 73.5% 69.8% 50 54.5% 63.3% 58.9% 50 46.2% 38.9% 42.3% 99 66.3 75 Amuria 60.4% 67.3% 63.9% 63 57.2% 49.8% 53.5% 67 49.6% 43.9% 47.0% 70 66.7 76 Kiryandongo 40.4% 47.9% 44.0% 93 52.9% 45.1% 49.0% 78 59.9% 52.0% 56.3% 30 67.0 77 Kamwenge 50.1% 54.0% 52.0% 82 43.6% 45.0% 44.3% 86 59.1% 51.5% 55.3% 37 68.3 78 Nebbi 76.4% 87.6% 81.8% 34 44.9% 23.9% 34.6% 101 49.6% 40.7% 46.6% 71 68.7 79 Otuke 62.5% 68.0% 65.2% 57 56.0% 46.5% 51.4% 74 50.9% 40.9% 46.6% 75 68.7 80 Mpigi 60.9% 63.4% 62.1% 66 26.2% 22.2% 24.3% 105 57.7% 53.3% 55.3% 36 69.0 81 Namayingo 64.6% 64.1% 64.4% 60 56.1% 42.7% 49.5% 76 49.2% 42.4% 46.3% 77 71.0 82

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District Net Intake Rate Rank Completion rate Rank Performance Index Rank Average Overall rank rank Male Female Total Boys Girls Total Boys Girls Total Mubende 52.9% 54.9% 53.9% 80 49.5% 59.0% 54.1% 62 49.4% 43.7% 46.4% 76 72.7 83 Hoima 34.8% 40.9% 37.7% 102 51.6% 60.4% 55.9% 57 52.9% 45.8% 49.2% 61 73.3 84 Abim 41.2% 37.1% 39.2% 99 39.9% 24.7% 32.1% 103 62.3% 55.2% 59.5% 21 74.3 85 Mityana 56.6% 60.2% 58.3% 73 35.5% 43.5% 39.4% 96 51.7% 49.3% 50.3% 57 75.3 86 Dokolo 41.0% 48.1% 44.5% 92 63.5% 54.5% 59.1% 49 48.2% 39.6% 44.3% 87 76.0 87 Zombo 78.3% 84.9% 81.5% 36 34.5% 20.8% 27.8% 104 45.7% 40.4% 43.8% 89 76.3 88 Bugiri 66.4% 70.7% 68.5% 52 51.1% 47.5% 49.3% 77 45.2% 37.6% 41.6% 100 76.3 89 Mayuge 42.4% 44.8% 43.5% 94 64.1% 70.5% 67.3% 34 43.4% 38.3% 40.7% 102 76.7 90 Oyam 52.9% 56.2% 54.6% 79 46.7% 31.8% 39.3% 97 54.0% 44.5% 50.2% 58 78.0 91 Kotido 40.4% 36.0% 38.1% 101 20.6% 8.4% 14.4% 109 62.1% 48.9% 58.0% 26 78.7 92 Bulambuli 61.7% 66.4% 64.1% 62 51.2% 56.6% 53.9% 64 36.2% 28.9% 32.4% 110 78.7 93 Napak 27.4% 23.6% 25.5% 110 27.2% 15.5% 21.3% 107 61.9% 55.1% 59.4% 22 79.7 94 Buliisa 48.5% 53.8% 51.0% 84 47.3% 40.5% 44.0% 89 52.5% 41.3% 47.5% 69 80.7 95 Alebtong 47.8% 52.8% 50.3% 85 56.8% 39.5% 48.3% 79 49.0% 42.1% 46.2% 78 80.7 96 Kyankwanzi 50.8% 55.6% 53.1% 81 48.0% 58.5% 53.3% 70 48.1% 39.8% 43.5% 91 80.7 97 Amolatar 38.2% 48.0% 42.9% 95 63.9% 49.6% 56.7% 55 47.0% 38.7% 43.4% 92 80.7 98 Kyegegwa 36.3% 41.0% 38.6% 100 40.4% 40.8% 40.6% 95 55.7% 50.8% 53.3% 48 81.0 99 Apac 44.8% 48.8% 46.8% 90 46.0% 38.5% 42.3% 93 53.2% 43.6% 48.9% 64 82.3 100 Kibaale 54.0% 57.1% 55.5% 78 43.1% 46.8% 44.9% 84 49.1% 41.1% 45.0% 85 82.3 101 Kole 35.0% 39.0% 37.0% 103 47.8% 34.9% 41.5% 94 56.5% 46.3% 52.3% 52 83.0 102 Nakapiripirit 30.9% 23.4% 27.1% 109 21.5% 11.0% 16.2% 108 59.9% 47.1% 55.4% 35 84.0 103 Moyo 39.1% 42.2% 40.6% 96 14.4% 9.6% 12.0% 110 56.7% 49.2% 53.4% 47 84.3 104 Buvuma 63.0% 66.0% 64.5% 59 35.2% 33.3% 34.3% 102 45.8% 39.1% 42.6% 96 85.7 105 Bududa 62.7% 67.9% 65.2% 56 31.3% 39.2% 35.1% 100 41.8% 37.5% 39.5% 104 86.7 106 Buyende 55.1% 63.8% 59.3% 70 42.2% 45.7% 43.9% 90 43.7% 36.2% 39.9% 103 87.7 107 Adjumani 17.7% 19.2% 18.4% 111 47.4% 27.0% 37.3% 99 54.0% 47.2% 51.6% 54 88.0 108 Nwoya 33.4% 38.0% 35.6% 105 46.1% 28.2% 37.4% 98 49.1% 42.2% 46.6% 73 92.0 109 Amuru 35.8% 37.5% 36.7% 104 57.6% 30.0% 44.0% 88 49.3% 34.8% 44.5% 86 92.7 110 Yumbe 33.2% 31.2% 32.2% 107 16.2% 7.7% 11.7% 111 46.7% 41.8% 45.0% 83 100.3 111

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District Net Intake Rate Rank Completion rate Rank Performance Index Rank Average Overall rank rank Male Female Total Boys Girls Total Boys Girls Total Amudat 14.0% 12.0% 13.0% 112 7.7% 6.2% 7.0% 112 45.3% 40.6% 43.4% 93 105.7 112 NATIONAL 63% 68% 65% 60% 63% 61% 56% 51% 54%

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ANNEX 3: Education & Sports Sector Fact Sheet 2002 - 2015

Education and Sports Sector Fact Sheet 2002 – 2015 LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Pre- No. of Pre- EMIS 1032 893 538 628 717 703 1,724 2,469 6,579 2,361 4,092 4,949 4,956 5,763 primary schools Primary (a) Total EMIS 78,257 64,484 41,775 55,558 69,340 76,538 175,302 234,428 498,644 214,797 356,903 430,425 433,258 477,123 Enrolment (i) Boys EMIS 38,581 32,148 20,596 27,548 34,500 37,689 86,006 114,473 245,605 105,428 179,857 210,966 214,996 236,284 (ii) Girls EMIS 39,676 32,336 21,179 30,010 38,840 38,849 89,296 119,955 253,039 109,369 180,046 219,459 218,262 240,839 (b) GER(Day- EMIS, UBOS NA 3.21% 2.24% 2.19% 2.35% 2.50% 5.60% 7.60% 8.10% 7.50% 9.10% 10.2% 9.74%* care) (i) Boys EMIS, UBOS NA 3.12% 2.21% 2.19% 2.40% 2.50% 5.60% 7.50% 8.20% 7.40% 9.90% 10.2% 9.67% (ii) Girls EMIS, UBOS NA 3.30% 2.26% 2.20% 2.30% 2.50% 5.50% 7.80% 8.10% 7.60% 8.70% 10.3% 9.81% (c) NER (Day- EMIS, UBOS NA 2.15% 1.47% 1.63% 1.60% 1.50% 3.90% 5.60% 6.10% 6.60% 7.10% 10.1% 9.49% care) (i) Boys EMIS, UBOS NA 2.09% 1.45% 1.63% 1.59% 1.50% 4.00% 5.50% 6.30% 7.20% 8.20% 10.2% 9.63% (ii) Girls EMIS, UBOS NA 2.22% 1.49% 1.63% 1.51% 1.50% 3.90% 5.70% 6.20% 6.70% 7.20% 10.3% 9.56% Primary Total Schools that EMIS 13,332 13,353 13,371 13,576 14,385 14,728 15,962 17,127 17,865 16,684 17,682 18,079 18,408 18,889 Responded Total Schools in EMIS 14,281 14,816 15,339 15,828 17,807 18,583 19,185 19,797 20,448 18,500 22,501 22,600 22,600* 22,600* Database (a) Total EMIS 7,354,153 7,633,314 7,377,292 7,223,879 7,362,938 7,537,971 7,963,979 8,297,780 8,374,648 8,098,177 8,328,640 8,459,720 8,772,655 8,264,317 Enrolment (i) Boys EMIS 3,721,135 3,872,589 3,732,928 3,642,568 3,692,242 3,779,338 3,987,160 4,150,037 4,179,248 4,039,734 4,157,932 4,219,523 4,377,412 4,122,663 (ii) Girls EMIS 3,633,018 3,760,725 3,644,364 3,581,311 3,670,692 3,758,633 3,976,819 4,147,743 4,195,400 4,058,443 4,170,708 4,240,197 4,395,243 4,141,654 (b) %age of girls to EMIS 49% 49% 49% 50% 50% 50% 50% 50% 50.00% 50.00% 50.1% 50.1% 50.1% 50.1% total enrolment Government EMIS 6,575,827 6,835,525 6,707,845 6,609,677 6,668,931 6,777,675 6,871,588 7,185,584 7,171,690 7,036,529 7,080,185 7,090,338 7,061,349 6,848,058 (i) Boys EMIS 3,335,756 3,472,493 3,397,082 3,337,040 3,345,502 3,402,191 3,443,507 3,595,831 3,583,383 3,512,815 3,538,689 3,542,217 3,531,910 3,425,300 (ii) Girls EMIS 3,240,071 3,363,032 3,310,763 3,272,637 3,323,429 3,375,484 3,428,081 3,589,753 3,588,307 3,523,714 3,541,496 3,548,121 3,529,439 3,422,758 Private EMIS 768,842 779,219 658,340 601,550 688,139 760,296 1,092,391 1,112,196 1,202,958 1,061,648 1,248,455 1,368,998 1,711,306 1,416,259 (i) Boys EMIS 380,827 390,415 330,389 299,316 343,721 377,147 543,653 554,206 595,865 526,919 619,243 677,109 845,502 697,363 (ii) Girls EMIS 388,015 388,804 327,951 302,234 344,418 383,149 548,738 557,990 607,093 534,729 629,212 691,889 865,804 718,896 (d) %age of EMIS 10.45% 10.21% 8.92% 8.33% 9.30% 10.10% 14% 13.40% 14.40% 13.10% 15% 16.2% 19.5% 17.1% Private to total enrolment 206

LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 (e) Repeaters EMIS 774,314 1,014,272 1,017,573 988,933 1,153,717 1,114,843 872,261 972,104 900,506 830,057 884,556 873,907 623,470 593,240

(f) Repetition EMIS 10.53% 13.79% 13.33% 13.41% 15.71% 14.80% 11% 11.70% 10.90% 10.20% 10.60% 10.3% 7.1% 7.2% Rate (g) Total No. of EMIS 139,484 145,587 147,242 144,832 150,135 152,086 159,516 168,376 172,403 169,503 170,652 185,548 191,217 192,566 Teachers (h) Teachers on EMIS 113,232 121,772 124,137 126,227 126,990 127,694 124,595 123,901 124,851 129,694 131,551 132,656 131,840* 129,787* Gv’t Payroll (i)Teachers in EMIS 20,700 23,833 21,367 20,833 22,176 26,974 37,199 42,090 45,955 39,809 49,681 56,238 59,377 62,779 Private schools (i) Number of EMIS 84,628 88,177 93,620 97,903 102,507 104,899 114,441 121,212 144,916 142,802 144,513 148,702 149,591 131,325 Classrooms No.of classrooms EMIS 69,990 73,104 79,449 83,740 85,902 86,306 88,410 91,668 107,080 108,012 105,958 104,906 103,186 Gvt Proportion of EMIS 3.00% 3.20% 3.00% 2.50% 2.60% 2.40% 2.30% 2.50% 2.40% 2.40% 2.40% 2.45% 1.85% 1.79% SNE Children to total enrolment (i) Boys EMIS 3.20% 3.40% 3.10% 2.70% 2.80% 2.60% 2.40% 2.60% 2.30% 2.60% 2.50% 2.61% 1.96% 1.89% (ii) Girls EMIS 2.70% 3.00% 2.80% 2.40% 2.40% 2.30% 2.20% 2.30% 2.60% 2.30% 2.20% 2.30% 1.74% 1.69% Proportion of EMIS 7.10% 6.80% 17.00% 17.50% 17.30% 17.70% 17.10% 15.70% 16.10% 15.60% 15.10% 17.45% 13.2% 11.6% orphans Children to total enrolment (i) Boys EMIS 7.10% 6.80% 17.00% 17.60% 17.40% 17.90% 17.30% 15.90% 16.40% 15.90% 15.30% 17.74% 13.4% 11.8% (ii) Girls EMIS 7.00% 6.80% 16.90% 17.30% 17.10% 17.50% 16.90% 15.60% 15.90% 15.30% 15% 17.17% 12.9% 11.4% (j) Enrolment EMIS 11% 4% -2% -2% 2% 2.30% 5.70% 3% 1% -3% 3% 2% 3.7% Growth Rate (k) GER EMIS, UBOS 126.30% 127.45% 104.42% 107.77% 114.40% 113.10% 115.70% 133.30% 128% 117.70% 115.40% 111.82% 117% 109% (i) Boys EMIS, UBOS 128.40% 129.88% 107.55% 108.77% 117.80% 116.50% 118.80% 134.10% 128.30% 117.90% 115.60% 111.66% 117% 107% (ii) Girls EMIS, UBOS 124.30% 125.05% 101.39% 106.76% 111.20% 109.90% 113% 132.50% 127.60% 117.60% 115.20% 111.97% 118% 111% (I)NER EMIS, UBOS 84.80% 87.40% 90.01% 93.01% 92.00% 93.30% 95.00% 96.10% 96% 97.50% 95.70% 95.30% 97% 91% (i) Boys EMIS, UBOS 83% 87.80% 92.51% 93.62% 94.10% 95% 96.90% 97.40% 95.60% 97.10% 95.20% 94.57% 96% 89% (ii) Girls EMIS, UBOS 99.80% 93.70% 87.60% 92.41% 90.10% 91.40% 93.10% 94.70% 96.40% 97.90% 96.10% 96.00% 98% 93% (m) GIR EMIS, UBOS 155% 155.74% 147.11% 152.84% 129.20% 128.50% 137.10% 168.10% 160.60% 140.10% 133.53% 131.30% 148% 152% (i) Boys EMIS, UBOS 152% 156.86% 144.99% 155.95% 133.30% 132.50% 140.90% 166.80% 162.30% 142.00% 135.10% 132.70% 149% 150% (ii) Girls EMIS, UBOS 158% 154.59% 149.34% 149.74% 125.40% 124.70% 133.50% 167.50% 159% 138.20% 131.50% 129.90% 147% 155% (n) NIR : EMIS, UBOS 57.80% 59.05% 55.89% 55.95% 56% 57.40% 59.00% 60.60% 61.95% 63.90% 60.40% 59.80% 59% 65% Male EMIS, UBOS 55.90% 59.06% 54.26% 55.63% 57% 58.00% 59.30% 60.60% 61.90% 63.90% 59.90% 59.90% 58% 63%

207

LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Female EMIS, UBOS 59.70% 59% 58% 57.00% 56% 56.90% 58.80% 60.80% 62.05% 64.00% 60.80% 60.30% 60% 68% Public current EMIS 2.23% 2.20% 1.90% 1.90% 2% 2% 2% 2% 2% 2% 2% 2% 3.1% expenditure on primary education as a percentage of GDP Primary as a %age 69.30% 66.70% 68.40% 66.20% 60% 57% 58% 58% 58% 58% 58% 58% 46.73% of total public education expenditure (o) PTR (All EMIS 56 52 50 50 48 50 50 49 49 48 45 46 46 43 schools) (i)PTR (Gov’t EMIS 58 56 54 52 53 53 55 58 57 54 54 55 54 53 schools) (ii)PTR (Private EMIS 37 33 31 29 31 28 29 26 26 27 24 25 29 23 schools) (q) PCR(All EMIS 94 87 79 74 72 72 70 68 58 57 57 57 59 63 schools) (iii) PCR (Gov’t EMIS 94 94 84 79 78 79 78 80 67 65 67 68 72 77 schools) (iv) PCR (Private EMIS 53 53 47 43 42 41 42 38 32 31 32 31 33 33 schools) (r) Survival rate to EMIS 68.30% 52% 55.70% 52% 49.50% 49% 54.10% 60.90% 60% 58% 60% 58.5% 60.6% 59.9% grade 5 (i) Boys EMIS 65.90% 52% 55.20% 52% 49.20% 49% 53.30% 60.00% 60% 57% 59% 57.6% 59.5% 58.6% (ii) Girls EMIS 70.80% 51% 56.20% 53% 49.80% 50% 54.90% 61.80% 61% 59% 61% 59.5% 61.7% 61.1% Survival rate to EMIS 61% 24% 30% 32% 30% 29% 29% 29% 30% 31.20% 30% 30% 33.1% 30.1% grade 7 (i) Boys EMIS 55% 21% 27% 28% 27% 27% 27% 29% 30% 32% 30% 30.1% 33.2% 30.1% (ii) Girls EMIS 58% 22% 29% 30% 29% 28% 28% 28% 29% 31% 30% 29.5% 32.9% 30.0% (s) P.7 UNEB 49.10% 56% 62% 51% 48% 47% 49% 52% 54% 64% 67% 67.4% 72% 61.6% Completion rate (i) Boys UNEB 58.80% 66% 72% 54% 55% 50% 51% 55% 56% 65% 68% 68% 72% 59.8% (ii) Girls UNEB 41% 47% 54% 47% 42% 44% 47% 48% 51% 63% 66% 67% 72% 63.3% (i) P3 NAPE/UNEB NA 34.30% 36.70% 39% 45.60% 45.50% 44.50% 55.90% 57.60% 47.90% 53.80% 56.21%* 64.2% 60.2% Male NAPE/UNEB NA 33.10% 35.10% 37% 44.20% 43.80% 43.80% 55.20% 57.90% 47.30% 52.10% 53.87%* 62.0% 59% Female NAPE/UNEB NA 35.50% 37.80% 40% 46.90% 47.20% 45.30% 56.50% 57.30% 48.50% 55.60% 56.42%* 66.5% 61.3% (ii) P6 NAPE/UNEB NA 20% 25.00% 30% 33.50% 49.60% 47.90% 48.10% 50.20% 41.30% 40.80% 40.15%* 38.3% 51.9% Male NAPE/UNEB NA 20.30% 26.20% 32% 33.40% 48.20% 47.90% 47.90% 49.70% 42.10% 39.60% 38.72%* 37.8% 51.6%

208

LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Female NAPE/UNEB NA 19.50% 23.80% 28% 33.60% 50.80% 47.80% 48.20% 50.70% 40.60% 42.00% 40.10%* 38.7% 52.2% (i) P3 NAPE/UNEB NA 42.90% 44.00% 45.00% 42.60% 44.80% 71.40% 71.30% 72.80% 63% 69.90% 69.8%* 72.7% 71.7% Male NAPE/UNEB NA 43.90% 45.00% 46.00% 45.40% 46.30% 74.60% 72.80% 74.10% 65% 71.30% 70.6%* 73.9% 73% Female NAPE/UNEB NA 41.90% 43.00% 44.00% 39.60% 43.30% 68.10% 69.70% 71.70% 61% 68.40% 68.8%* 71.4% 70.6% (ii) P6 NAPE/UNEB NA 20.50% 26.80% 33% 30.50% 41.40% 53.50% 53.30% 54.80% 45.60% 45.20% 41.4%* 39.4% 52.6% Male NAPE/UNEB NA 25.70% 32.40% 39% 34.40% 45.90% 58.80% 58.70% 57.90% 49.60% 49.70% 45.8%* 44.2% 56.9% Female NAPE/UNEB NA 15.30% 21.20% 27% 26.70% 37.20% 48.40% 48.10% 52.10% 41.70% 40.90% 37.4%* 35.0% 48.2% Oral reading at NAPE/UNEB 46.20% 46.80% 47.40%* P3 Male NAPE/UNEB 45.60% 46% 46.40%* Female NAPE/UNEB 46.90% 47% 47.10%* Candidates who sat UNEB 365,891 373,664 401,936 410,363 404,935 419,206 463,631 488,745 490,374 514,916 543,071 561,464 585,620 601,369 PLE Male UNEB 203,757 205,181 217,581 218,953 214,154 217,903 236,773 247,795 249,515 261,274 275,010 283,767 294,042 294,391 Female UNEB 162,134 168,483 184,355 191,410 190,781 201,303 226,858 240,950 240,859 253,642 268,061 277,697 291,578 306,978 Candidates that UNEB 273,379 301,546 320,543 347,833 357,218 362,603 374,325 418,479 431,529 444,815 480,067 494,839 516,861 518,353 passed PLE Male UNEB 167,532 177,775 181,515 190,415 193,346 193,719 197,497 217,046 224,064 229,794 247,506 256,374 265,645 259,705 Female UNEB 105,847 123,771 139,028 157,418 163,872 168,884 176,828 201,433 207,620 215,021 232,561 238465 251,216 258,648 PLE Pass Rate UNEB 74.70% 80.70% 79.70% 84.80% 88.20% 86.50% 80.70% 85.60% 88.00% 86.40% 88.40% 88.1% 88.3% 86% Male UNEB 82.20% 86.60% 83.40% 87.00% 90.30% 88.90% 83.40% 87.60% 89.80% 88% 90.00% 90.30% 90.3% 88% Female UNEB 65.30% 73.50% 75.40% 82.20% 85.90% 83.90% 77.90% 83.60% 86.20% 85% 86.80% 85.9% 86.2% 84% PLE performance UNEB 38.80% 42.60% 48.80% 51.30% 56.90% 55.70% 49.60% 52.80% 57% 63% 58%z 56.8% 57% 53.6% Index Male UNEB 41.50% 44.90% 51.50% 54.00% 59.20% 58.60% 47.10% 54.90% 59% 66% 61% 59.7% 60% 56.3% Female UNEB 35.60% 40.40% 45.60% 48.20% 54.30% 52.50% 44.50% 50.60% 54% 61% 55% 53.7% 54% 51.0% Secondary (a) Enrolment in EMIS 655,951 683,609 697,507 728,393 814,087 954,328 1,088,744 1,194,454 1,225,692 1,258,084 1,251,507 1,362,739 1,391,250 1,284,008 all sch (i) Boys EMIS 359,494 374,659 383,652 400,758 443,716 517,254 589,358 648,014 654,971 662,003 671,347 727,212 738,391 675,163 (ii) Girls EMIS 296,457 308,950 313,855 327,635 370,371 437,074 499,386 546,440 570,721 596,081 580,160 635,527 652,859 608,845 (b) %age of girls to EMIS 45.19% 45.19% 45.00% 44.98% 45.50% 45.80% 45.90% 45.70% 46.60% 47% 46.40% 47.0% 46.9% 47.4% total enrolment

209

LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Government EMIS 317,806 336,362 370,807 407,845 412,367 466,148 514,340 550,631 667,396 667,796 656,657 669,225 673,127 641,187 (i) Boys EMIS 179,753 191,718 211,244 232,617 233,943 262,663 289,083 311,936 324,448 324,643 362,434 369,326 369,792 346,094 (ii) Girls EMIS 138,053 144,644 159,563 175,228 178,424 203,485 225,257 238,695 342,948 343,154 294,223 299,899 303,335 295,093 Private EMIS 338,145 347,247 324,856 320,356 322,479 387,101 574,404 643,823 558,296 590,287 594,850 693,514 718,123 642,821 (i) Boys EMIS 179,741 182,941 171,480 168,057 166,910 199,715 300,275 336,078 330,523 337,360 308,913 357,886 368,599 329,069 (ii) Girls EMIS 158,404 164,306 153,376 152,299 155,569 187,386 274,129 307,745 227,773 252,927 285,937 335,628 349,524 313,752 (d) %age of EMIS 51.55% 50.80% 46.57% 43.98% 39.61% 41% 52.80% 54% 52.20% 46.70% 47.50% 51.0% 51.6% 50.1% Private to total enrolment (e) Repeaters EMIS 12,904 14,181 13,556 16,118 20,179 27,781 25,982 24,588 28,298 28,398 22,650 23,627 21,970 19,383 (f) Repetition EMIS 2.39% 2.16% 2.00% 2.31% 2.50% 3% 2.40% 2.10% 2.30% 2% 1.80% 1.74% 1.6% 1.5% Rate (g) Total No. of EMIS 37,227 38,549 37,313 37,607 42,673 50,767 57,158 65,045 62,921 64,675 55,270 61,100 63,957 47,439 Teachers (i) Number of EMIS 11,923 13,433 14,440 14,760 16,948 20,692 31,368 34,495 36,220 38,123 25,076 28,242 27,706 25,888 Classrooms (j) Enrolment EMIS 22% 4% 2% 4% 12% 17% 14% 9.70% 2.60% 3% -0.50% 8.9% 2.1% -8.4% Growth Rate Number of USE EMIS N/A N/A N/A N/A N/A 1,155 1,231 1,348 1,490 1,647 1,788 1,819 1,822 1,823 /UPOLET Schools Government EMIS N/A N/A N/A N/A N/A 791 803 802 841 904 921 944 945 943 Private EMIS N/A N/A N/A N/A N/A 364 428 546 649 743 867 875 877 880 Total Enrolment EMIS N/A N/A N/A N/A N/A 161,396 316,652 451,187 600,328 689,541 754,017 806,992 873,476 912,394 (USE Students) Male EMIS N/A N/A N/A N/A N/A 92,388 180,086 254,289 334,639 377,293 409,725 434,473 469,819 487,144 Female EMIS N/A N/A N/A N/A N/A 69,008 136,566 196,898 265,689 312,248 344,292 372,519 403,657 425,250 % age of females EMIS N/A N/A N/A N/A N/A 43% 43% 44% 44% 45% 45.70% 46% 46.2% 46.6% Enrolment of USE EMIS N/A N/A N/A N/A N/A 120,959 232,170 313,653 407,953 449,585 462,878 471,726 478,554 489,182 students in government schools Male EMIS N/A N/A N/A N/A N/A 69,309 132,360 177,658 229,011 249,433 255,137 258,549 262,782 267,233 Female EMIS N/A N/A N/A N/A N/A 51,650 99,810 135,995 178,942 200,152 207,741 213,177 215,772 221,949 Enrolment of USE EMIS N/A N/A N/A N/A N/A 40,595 84,482 137,534 191,706 239,956 291,139 335,266 394,922 423,212 students in private schools

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LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Male EMIS N/A N/A N/A N/A N/A 23,150 47,726 76,631 105,248 127,860 154,588 175,924 207,037 219,911 Female EMIS N/A N/A N/A N/A N/A 17,445 36,756 60,903 86,458 112,096 136,551 159,342 187,885 203,301 % of students in EMIS N/A N/A N/A N/A N/A 25% 27% 30% 32% 35% 38.60% 42% 45.2% 46.4% Private USE schools (k) GER EMIS/UBOS 19.64% 19.9 17.2 18.55 22 25 27.6 28.20% 28.30% 28% 27.20% 26.8% 30% 24.5% (i) Boys EMIS/UBOS 21.10% 21.38 19.09 20.46 24.7 27.9 30.70% 31.20% 30.70% 31% 29.90% 28.8% 32% 25.5% (ii) Girls EMIS/UBOS 18.12% 18.36 15.34 16.64 19.6 22.4 24.7 25.40% 26.00% 27% 25.40% 24.8% 28% 23.4% (l) NER EMIS/UBOS 16.71 16.9 14.55 15.43 18.6 21.3 23.50% 23.80% 24.60% 25% 23.70% 24.7% 26% 21.8% (i) Boys EMIS/UBOS 17.25 17.41 15.52 16.33 20 22.8 25.20% 25.10% 25.70% 26% 24.60% 25.9% 27% 22.1% (ii) Girls EMIS/UBOS 16.16 16.36 13.59 14.55 17.3 19.8 21.90% 22.50% 23.50% 25% 22.70% 23.6 25% 21.4% (o) STR EMIS 18 18 19 19 19 19 19 18 19 19 22 21 22 22 (q) SCR EMIS 55 51 48 49 48 46 35 35 45 44 49 46 50 52 (r) Transition rate EMIS 56.10% 49.00% 48.20% 44.50% 50.90% 68.60% 69.60% 63.90% 64.80% 65% 66% 72.2% 70.5% 63.2% to S1 (i) Boys EMIS 55.00% 49.00% 48.20% 44.10% 50.50% 69.70% 71.10% 65.80% 66.70% 67% 68% 72.3% 70.5% 62.8% (ii) Girls EMIS 57.40% 49.10% 48.10% 45.00% 51.40% 67.40% 68.00% 62.00% 63.00% 64.20% 65% 72.0% 70.5% 63.6% (s) Completion EMIS 22% 18% 25% 30% 29% 35% 35.10% 37% 39% 33.00% 35.50% 35.3% 35.8% 36.2% rate Senior 4 (i) Boys EMIS 25% 20% 28% 34% 33% 39% 39% 42% 45% 35.10% 37.60% 36.7% 36.4% 36.4% (ii) Girls EMIS 19% 17% 22% 26% 25% 31% 31% 31% 32% 30.80% 33.50% 33.8% 33.9% 35.9% (r) Transition rate EMIS/UNEB 41% 41% 41% 39% 40% 44% 44% 48% 50.70% 53.60% 34% 32% 30.0% 25.0% to S.5 (i) Boys EMIS/UNEB 43% 35% 36% 33% 33% 39% 38% 39% 40% 41.00% 39% 37% 33.6% 28.1%

(ii) Girls EMIS/UNEB 49% 38% 39% 36% 37% 42% 41% 44% 45.80% 47.70% 29% 27% 25.9% 21.4% Total NAPE/UNEB N/A N/A N/A N/A N/A N/A 36.70% 36.30% 30.40% 19.60% 17.70% 14.5% 20.5% 20.4%* Male NAPE/UNEB N/A N/A N/A N/A N/A N/A 43.20% 41.40% 36.10% 24.20% 23.60% 19.9% 26.9% 26.8%* Female NAPE/UNEB N/A N/A N/A N/A N/A N/A 28.80% 30.60% 24.60% 14.90% 10.70% 9.2% 13.4% 13.8%* Total NAPE/UNEB N/A N/A N/A N/A N/A N/A 69.40% 58.80% 49.70% 38.20% 43.30% 46.1% 41.5% 41.8%* Male NAPE/UNEB N/A N/A N/A N/A N/A N/A 74.40% 60.80% 54.70% 43.90% 50.80% 53.0% 48.7% 48.7%* Female NAPE/UNEB N/A N/A N/A N/A N/A N/A 63.30% 56.60% 44.70% 32.20% 34.30% 41.0% 33.2% 35.1%*

211

LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Total NAPE/UNEB N/A N/A N/A N/A N/A N/A 81.90% 76% 67.50% 66.40% 48.30% 43.1% 49.3% 47.9%* Male NAPE/UNEB N/A N/A N/A N/A N/A N/A 81.30% 73.50% 65.60% 64.90% 50.00% 40.9% 49.9% 46.8%* Female NAPE/UNEB N/A N/A N/A N/A N/A N/A 82.50% 78.80% 69.40% 67.90% 46.30% 45.3% 48.6% 49.0%* Total Registered UNEB 122,170 139,210 150,192 172,433 169,989 193,140 200,298 216,332 263,026 284,081 267,834 293,433 308,397 313,382 Male UNEB 66,883 76,756 81,979 94,247 93,331 104,448 108,247 114,831 142,581 151,271 140,492 152,909 160,918 159,946 Female UN EB 55,287 62,454 68,213 78,186 76,658 88,692 92,051 101,501 120,445 132,810 127,342 140,524 147,479 153,436 Total Sitting UNEB 119205 135793 147421 168635 166,372 189,221 196,493 212,496 258,196 279,224 261,890 286,677 304,189 306,727 Male UNEB 65251 74871 80466 92196 91,414 102,397 106,228 112,847 140,122 148,875 137,401 149,401 158,622 156,412 Female UNEB 53954 60922 66955 76439 74,958 86,824 90,265 99,649 118,074 130,349 124,489 137,276 145,567 150,315 Pass Rate UNEB 87.90% 91.50% 92.00% 93.80% 94.60% 95.30% 96.40% 95.60% 93.50% 94.60% 94.90% 91.2% 93.4% 91% Male UNEB 90.30% 93.30% 93.60% 95.10% 95.60% 96.20% 97.00% 96.50% 94.40% 95.20% 95.50% 92% 94.0% 92% Female UNEB 84.90% 89.20% 90.00% 92.30% 93.30% 94.40% 95.70% 94.60% 92.50% 93.80% 94.20% 90.3% 92.7% 90% Performance UNEB 51.50% 58.90% 57.40% 59.00% 53.00% 50.10% 49.80% 45.70% 43.10% 43.60% 43.8%% 41% 42.2% 43% Index Male UNEB 44.50% 51.80% 50.50% 52.60% 47.00% 44.30% 43.70% 48.70% 45.70% 46.20% 46.1%% 43% 44.5% 46% Female UNEB 48.30% 55.70% 54.30% 56.10% 50.30% 47.40% 47.00% 42.20% 40.00% 40.50% 41.2% 38% 39.7% 40% Total Registered UNEB N/A N/A N/A N/A 72,081 86,455 89,916 95,587 101,257 107,263 111,024 116,156 108,244 100,989 Male UNEB N/A N/A N/A N/A 43,199 50,979 53,483 56,739 59,891 63,218 66,950 69,505 64,302 59,938 Female UNEB N/A N/A N/A N/A 28,856 35,476 36,329 38,848 41,366 44,047 44,074 46,651 43,944 41,060 Total Sitting UNEB N/A N/A N/A N/A 70,590 84,821 88,383 94,093 99,802 105,857 109,058 114,346 107,124 99,568 Male UNEB N/A N/A N/A N/A 42,147 49,876 52,461 55,754 58,946 62,321 65,670 68,262 63,527 58,960 Female UNEB N/A N/A N/A N/A 28,415 34,945 35,821 38,339 40,856 43,538 43,388 46,084 43,597 40,608 Performance UNEB N/A N/A N/A N/A 63.40% 63.40% 63.60% 58% 53.10% 53.27% 57.2% 53.4% 59% 56% Index Male UNEB N/A N/A N/A N/A 63.90% 63.40% 64.10% 59% 54.10% 54.70% 55.9% 51.4% 57% 54% Female UNEB N/A N/A N/A N/A 62.70% 63.40% 62.90% 57% 51.70% 52.28% 59.2% 56.4% 62% 60% Tertiary Eligible UNEB N/A N/A N/A N/A 64.50% 63.70% 65.00% 63% 61.90% 63.16% 69.5% 77.8% 82% 83% Male UNEB N/A N/A N/A N/A 65.00% 63.70% 65.70% 64% 63.10% 65.08% 67.4% 75.9% 80% 81% Female UNEB N/A N/A N/A N/A 64.00% 63.60% 64.00% 62% 60.30% 60.68% 72.8% 80.6% 85% 85% Post- (a) Total EMIS 20,314 26,313 25,514 25,598 25,682 29,441 47,298 38,928 39,250 43,178 45,989 58,798 69,319 36,927 Enrolment Primary (i) Male EMIS 15,499 18,271 17,860 18,754 19,648 23,102 28,709 27,300 27,562 28,601 26,906 35,415 40,014 22,265 (ii) Female EMIS 4,815 8,042 7,654 6,844 6,214 6,339 18,589 11,628 11,688 14,577 19,083 23,383 29,305 14,662

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LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 BTVET All 21,763 25,262 24,598 23,536 34,226 34,380 42,674 39,712* Male 15,568 17,366 19,382 13,604 23,794 21,499 28,024 25,485 Female 6,195 7,896 5,216 9,933 10,432 12,881 14,650 14,227 Total BTVET EMIS N/A N/A N/A N/A N/A 3,024 6,250 9,055 9,013 9,344 11,124 16,658 16,251 14,592 (UPPET& UPOLET) Students Male EMIS N/A N/A N/A N/A N/A 2,365 4,952 7,316 7,185 7,575 8,508 12,880 12,189 10,948 Female EMIS N/A N/A N/A N/A N/A 659 1,298 1,783 1,828 1,769 2,616 3,778 4,062 3,644 No.of BTVET EMIS N/A N/A N/A N/A N/A 62 62 62 62 62 126 118 119 (UPPET& UPOLET) Institutions 118 Government EMIS N/A N/A N/A N/A N/A 46 46 46 46 46 110 103 103 103 Private EMIS N/A N/A N/A N/A N/A 16 16 16 16 16 16 15 15 16 (c) Enrolment in EMIS 17,960 19,477 18,742 16,646 16,297 19,849 22,036 14,330 15,714 8,952 11,609 16,124 16,347 PTCs (i) Males EMIS 10,901 11,311 10,742 9,382 9,185 11,460 11,343 7,918 13,958 4,807 5,407 7,391 6,674 (ii) Females EMIS 7,059 8,136 8,000 7,264 7,112 8,389 10,693 6,412 1,755 4,145 6,202 8,733 9,673 Tertiary (a) Total NCHE/EMIS 79,857 88,922 108,295 124,313 137,190 155,082 164,576 169,476 174,375 179,569 198,066 201,376 249,049 Enrolment (i) Male NCHE/EMIS 49,179 53,932 40,400 69,558 79,469 88,228 92,820 95,441 98,062 100,831 111,831 113,688 139,092 (ii) Female NCHE/EMIS 30,678 34,990 63,574 50,587 57,721 66,854 71,755 74,035 76,313 78,738 86,235 87,572 109,957 (b) Enrolment at NCHE/EMIS 57,144 65,212 71,659 78,107 92,605 96,821 98,976 109,811 120,646 136,541 140,096 140,403 180,360 universities (i) Male NCHE/EMIS 33,762 39,374 36,250 33,127 52,507 55,028 56,318 67,369 78,420 93,808 78,817 79,709 100,525 (ii) Female NCHE/EMIS 23,382 25,285 35,046 44,807 40,098 41,793 42,658 42,442 42,226 42,733 61,270 60,398 79,835 (c) Enrolment in NCHE/EMIS 22,713 32,118 39,162 46,206 55,824 58,261 59,505 60,776 53,729 55,343 56,474 60973 68,689 Other Tertiary institutions (i) Male NCHE/EMIS 15,417 14,558 25,496 36,431 32,915 33,200 33,343 33,486 19,642 19,726 31,438 33,979 38,567 (ii) Female NCHE/EMIS 7,296 9,705 7,743 5,780 22,909 25,061 26,185 27,360 34,087 35,617 24,865 27,174 30,119

213