GLOBAL COUNTRY REPORT

UGANDA EDUCATION SECTOR OVERVIEW

Submitted to: Somlalit Institute of Business Management

IN PARTIAL FULFILLMENT OF THE REQUIRMENT OF THE AWARD FOR THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION IN GUJARAT TECHNOLOGICAL UNIVERSITY

Submitted by:- Nibha Ogra, Mauli Desai, Ranita Lakra, Khushbu Kalaria, Ritika Jain, Manali Mehta
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TABLE OF CONTENTS

Executive Summary Introduction Education Policy

Background to Education Policy in Uganda The Evolution of Education Policy The Current Education Policy The Education Sector Strategy Plan (ESSP)

Higher Education Finance and Cost Sharing Financing Higher Education University and other Tertiary institution ESIP Issues of Interest to USAID New Strategic Direction Reduce Wastage in Teacher Training Improve Teacher Performance in Classroom Improve Pupils Health and Safety Decentralise Education Service Next Steps and Recommendation Statistics
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References

EXECUTIVE SUMMARY

Development of education sector has been guided by the first Education Sector Investment Plan (ESIP I) 1998-2003 and the second Education Sector Investment Plan (ESIP II) 20042015.Although highly successful in achieving its goals of increasing access, of mobilizing resources and of sector wide approach, the first ESIP has been less successful in addressing some of the major issues facing the sector, such as the improvement of education quality, the delivery of education services, including devolution of responsibilities to the district level, and the development of capacity in strategic planning and programming. ESIP as a strategy encourages civil society involvement in education development. It confirms that communities will retain the responsibility for the expansion of primary classrooms. With the expansion of enrolment within UPE, the ability of rural and urban poor communities to provide classrooms and recruit and retain school teachers has placed an additional strain upon the fragile fabric of self-provisioning. The second ESIP has much more broader focus on the issues of quality and adopt a holistic view of the sector including education from pre-primary through to university level. Uganda has achieved remarkable successes in the field of education during the last decade to date. Recognizing that basic education is a human right and is fundamental to reducing extreme poverty and achievement of both the Millennium Development Goals (MDGs) and Education for All goals (EFA).

INTRODUCTION

Overview of Education System in Uganda

Ugandans formal education terrain today has undergone several modifications since the 1880s when education was first introduced by the Christian Missionaries. Until the early 1990s the education policy was fraught with gender disparities in enrolment, dropout, performance and general attainment. Uganda became independent in October formal 1962 and since then has not changed fundamentally its education system. The education system consist four levels of institutions, each followed by a national selection exam which feeds a centrally administered process of distributing successful candidates among the options available at the next level. Starts with seven years of primary school (ages 6-12), which is compulsory (supposedly) and free according to the current Universal Primary Education (UPE) policy. This is followed by four years of secondary education (ages 13-16), which is optional though plans are underway make it universal too. This is then followed by two years upper secondary school (A level), and finally by five years of University or Tertiary education depending on professional selected by the individual. Universal primary education (UPE) has been introduced to ensure that all children gain education up to the age of 12. This policy has been fairly successful and 86% of the school age children are now enrolled in primary school. Only 19% of children are enrolled in secondary school and can continue their education and gain qualifications. The average school fees at a cheaper secondary school in Uganda costs ~$420 per year when the average GNI per capita is only ~$280. Makerere University, the biggest and the oldest University in East Africa, is located in Kampala. For several decades, this was the only university in Uganda. There are some communities that have resisted education. But overall, the education has improved greatly and the gratitude rate continues to increase.

EDUCATION POLICY

Background to Education Policy in Uganda

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Formal education was first initiated by voluntary Missionary Organizations in Uganda during the colonial period around the 1880s.Since 1925; the Government started playing an active role of exercising control over education, which was expanded rapidly during the 1950s and 1960s. A strong emphasis on the quality of education for all people was pointed out by the Castle commission (1963), which argued for raising standards of agriculture, and technical education, expansion of girls education, and provision of a adult education. Between the Early 1980s and 1990s, emphasis on educational policy was on largely a general recovery and rehabilitation of educational facilities and manpower to restore functional capacity. By the late 1980s physical infrastructure had deteriorated with nearly twenty years of civil strife. Text books, instructional materials were almost non-existent in most schools, making teaching and learning extremely difficult. The few remaining teachers who did not flee the country during repression were underpaid, under trained and demoralized. Many facilities were damaged by warfare and vandalism. In 1986, the post-conflict government dealt with the education situation by appointing an education Commission. It is this method of appointing commissions that has been one utilized for determining major policy changes, which eventually evolved the Universal Primary Education (UPE) programmer. Education and training in Uganda is governed by the Education Act and other related Acts of Parliament, including University Act, Tertiary institutions Act various other Acts and Charters for universities.

The Evolution of Education Policy:

The Government involvement in formal education began in the colonial period following a report in 1922 by the Phelps-Stokes Fund. Prior to that report formal education was entirely in the hands of missionary organizations. The first commission was the de Bunsen Committee appointed in 1952, which recommended among other things;( a) the expansion of secondary education in order to provide teachers for primary and junior secondary school, (b) the expansion of facilities, both primary and secondary, for girls, (c) the establishment of new primary schools. The major and limited functions that these recommendations were apparently meant to serve were to provide a Ugandan cadre for the local colonial civil service especially at the lower levels. The next commission was the Castle Commission appointed in 1963, less than a year after independence. The demand was for high-level human power to take over the running and management of both the public and private sectors. Although the need for expanding primary education was recognized, it was felt that there were not enough resources for both primary-level and higher levels. A large proportion of the education budget then went to post-primary institutions. The practice of more resources going to post-primary institutions continued for more two decades. That situation persisted despite two attempts to promote universal primary education through the Third Five year Development Plan (1972-1976) and the Education Policy Review of 1977. The major constrain of achieving universal primary education was the negative political climate closely coupled with poor economic growth that characterized that period. The
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post-conflict NRM government instituted a series of commissions to investigate the situation in all areas of government. One of them was the Education Policy Review Commission, which was appointed in 1987 under the chairmanship of Professor W.Setenza Kajubi. A major recommendation made by this commission was the Universalisation of primary education (UPE) in as near future as possible but not later than 2000.The commission defended its position thus: Only when every child is enrolled at the right age and does not leave school without completing the full cycle of primary education it would be possible to ensure that all citizens have the basic education needed for living a full live.

The Current Education Policy :

The 1992 Government White Paper on Education is the basis of official policy on the purpose and programmed of education .While some of the programmed have been revised as a result of intervening events; the White Papers articulation of the purposes of Ugandans education system continues to be the supreme guidance for the sector. Its aims are to promote citizenship; moral, ethical and spiritual values; promote scientific, technical and cultural knowledge, skills and attitudes; eradicate literacy and equip individuals with basic skills and knowledge and with the ability to contribute to the building of an integrated, self-sustaining and independent national economy. The key policy thrust in the educational sector for both rural and urban Uganda includes providing equitable access to quality and affordable education to all Ugandans, propelling the nation towards achieving the goals of Poverty Eradication Action Plan (PEAP), meeting commitments to achieve Education for All (EFA) and the Millennium Development Goals (MDGs) by 2015. In Uganda, education is a constitutional right enshrined in the constitution of the republic of Uganda, articles 30 makes educations for children a human right, and article 34 children are entitled to basic education by the state and parents. More resources have been allocated to lower educational public sector through the UPE programmed in order to enhance equity of access at that level between boys and girls (MoSE 1998 b). Higher education especially tertiary education is increasingly becoming liberalized, which in fact means privatized. The impact of this shift in policy on the female gender is yet to be ascertained, but for females from poor districts, their chances for higher education have become increasingly small. In addition to the MDGs, Uganda is also committed to meeting the Education for all (EFA) goals (set in Jomtien in 1990 and reaffirmed in Dakar in 2000). The current Government efforts in education sector, especially the launching of the Universal Primary Education (UPE) policy are, by and large, premised on the recommendation of the Government White Paper on Education of 1992, but also focus towards attaining the Millennium Development Goals (MDGs) and Education for All (EFA) goals. Equitable Access to Primary Education and Universal Primary Education The government has pursued policies to expand access to all levels of education system, with a special emphasis placed on primary education because it directly benefits the rural poor. The
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Universal Primary Education (UPE) was launched in 1997 following the recommendations of the Education Policy Review Commission (EPRC, 1989), and the subsequent relevant stipulations of the GoU White Paper (1992) and the development of childrens Statute (1996), has been implemented since then. The Government set key objectives of UPE as: (a)Making basic education accessible to the learners and relevant to their needs as well as meeting national goals; (b) Making education equitable in order to eliminate and disparities and inequalities; (C) Establishing, providing and maintaining quality education as the basis for promoting the necessary human resource development; (d) Initiating a fundamental positive transformation of society in the social, economic and political fields; and (e) Ensuring that education is affordable by the majority of Ugandans by providing initially, the minimum necessary facilities and resources, and progressively the optimal facilities, to enable every child to enter and remain in school until they complete the primary school education cycle.

The Education Sector Strategy Plan (ESSP):

The 1995 Constitution posited education as a right, specifying that each child is entitled to basic education, which is a shared responsibility of the state and the childs parents. The ESSP commit the government to assuring universal access to primary education as the highest priority, points to the removal of financial impediments and pay particular attention to gender and regional equity. Putting the plan into practice was envisaged through shared contributions by the public and private sector, by the household and community. The ESSP of Ugandas Ministry of Education and Sports (MoSE) covers the fiscal years 2004/5 to 2014/5, and it succeeds the Education Strategic Investment Plan (ESIP of1998-2003. In 1998 the MoSE developed and launched the Education Sector Investment Plan (ESIP) as the sectorial development framework over a period (1989-2003). The broad objectives of ESIP were: (a) Achieving equitable access to education at all levels; (b)Improving quality of education, particularly at the primary level; (c) Enhancing the management of education service delivery at all levels; and (d) Developing the capacity of MoSE to plan, programmed and manage an investment portfolio that will effectively develop the education sector.

The MoSE is developing the Education Sector Strategic plan (ESSP) for the fiscal years 20042015. The ESSP is set to succeed the ESIP in two ways. It will build on and take forward the successes of ESIP, particularly in the implementation of UPE, while addressing the weaknesses /gaps in ESIP such as providing adequate treatment of the post primary and other sub sector in addition to primary. The objectives of the ESSP are: To build an education system that is relevant to Ugandans national development To ensure that all children participating in the education system achieve education goals. Nursery/kindergarten (duration: three years) This is the pre-school level of education in Uganda. Children usually start at the age of three and complete nursery school by the age of six. Until recently rural areas like Katina sub-county did not have nursery schools. But more and more villagers, inspired by the early start in the education of children in towns, want nurseries for their children. Primary school (duration: seven years) In areas like Katina, most children never attend nursery; they start their education at the age of five or six at the nearest primary school. In Uganda, there are seven primary school years, from primary one to primary seven. With normal annual progression this means primary school should last seven years. At the end of primary seven, pupils sit their first major national exams the primary leaving examinations (PLE). Presently PLE has four examinable subjects English language, mathematics, science and social studies. The best possible mark pupils can achieve is a total of four (which means one point - a distinction - in each subject), while the worst is a total of 36 (nine points for each subject, who means a fail). Students with between four and 12 points pass the PLE with a first grade, or division one.Those with scores between 13 and 23 get a second grade; 24 to 29 get a third grade, while those with 30 to 34 pass with a fourth grade. Secondary school (duration: six years) Pupils who pass their PLE can progress to secondary school. This has two stages; the first four years, senior one (S1) to senior four (S4), constitute the O-level period. At the end of S4, students sit the second major national exams known as the Uganda Certificate of Education (UCE) or simply O-level examinations. Students who pass their O-level exams may progress to A-levels or the Higher School Certificate (HSC). This lasts two years, S5 and S6, after which students sit for the Uganda Advanced Certificate of Education (UACE) examinations, also known simply as A-levels. All these three annual national exams are sat between October and December.Katina has only one secondary school and at present it is only able to offer education up to O-levels. The government abolished tuition fees in public secondary schools in 2007 to increase access.
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Higher Education Finance and Cost-Sharing Brief Description of the Higher Education System in Uganda Uganda, located in East Africa, has a population of 21 million. The current per capita income is $300, and agriculture is the mainstay of the countrys economy. At independence, Uganda had one of the best higher education systems in Africa. In the 1990s, a number of reforms were undertaken to reverse this decline including the adoption of alternative financing strategies, the offering of demand driven courses and administrative changes (Court, 1999). Uganda follows a 7-4-2-4 model of education, with seven years of primary education, 4 years of lower secondary, 2 years of upper secondary and 4 years of tertiary education. The public higher education sector is composed of universities, national teachers colleges, colleges of commerce, technical colleges, training institutions, and other tertiary institutions. The two major public universities in Uganda are Makerere University in Kampala established in 1922, and Mbarara University of Science and Technology, established in 1989. Three other public universities have been established recently: Kyambobo University, the University of Gulu, and the Open University of Uganda, and another university in Eastern Uganda is in the planning stages. There are also 102 private higher education institutions including 23 private universities (14 of which are licensed) (National Council for Higher Education 2004).
Financing Higher Education Governmental funding for tertiary education has been declining

over the years due in large part to the financial constraints brought about by the unprecedented growth at the lower levels of education. In 1992, the White Paper and Education Strategic Investment Plan (ESIP) recommended diversification of revenue through cost sharing, private sponsorship, evening and weekend programs, and entrepreneurship ventures by public higher education institutions to supplement the declining governmental funding (Musisi, 2003). Higher education received about 10 percent of a total ministry budget of Ushs 619.93 billion in the 2004/05 budget year (Ministry of Education and Sports, 2005), a rate that has remained more or less constant since the mid 1990s despite the massive enrollment increases. The revenue support for higher education and the great expansion of enrollments, therefore, are through cost sharing and private sponsorship (Ssebuwufu, 2002). The government sponsors 4,000 students (about one-quarter of total university entrants). These students, who are fully financed by the government (tuition fees, room and board), attend only public universities. The two rationales given for this policy are that it meets the needs of the national economy and it addresses the issue of equity in higher education (UTESR, 2003). The students that do not receive government sponsorship finance their own education. Under this system of higher education finance, known as a dual track tuition policy, those students who score above a certain grade point cut off on the Uganda Advanced Certificate of Education Examination (UACE) attend higher education institutions at no cost, while those who score below this threshold can enroll in universities but only if they pay for themselves. University and other tertiary institutions Students who pass their A-levels may choose to progress to university, where they can study for degrees, or to other tertiary institutions that award diplomas and certificates. Some wealthier parents send their children to universities and colleges abroad.

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The government gives about 4,000 university scholarships each year, and sponsors thousands of other students in other tertiary institutions. But tens of thousands of students who do not get the competitive government scholarships depend on their parents and guardians to pay their tuition and upkeep.Some tertiary institutions, like primary teachers' colleges and some nursing schools, also admit students who have only completed their O-levels.

ESIP Issues of Interest to USAID

ESIP: - Education Sector Investment Plan. USAID: - United State Agency for International Development Teachers: Teachers are of interest to USAID for two reasons. First, the overarching objective of the SUPER project was to improve teachers conditions and training. Second, the performance of teachersrelated directly to their conditions and trainingis the single most important influence on the quality of the primary education system, and USAIDs program and strategy will continue to address quality issues. The ESIP review identified the shortage of qualified teachers in primary schools as the most serious problem faced by the education sector. Recruitment: Eight years ago, when Uganda began to reform its education system, the greatest constraint on improving education was an education budget too small to pay teachers a living wage. Today, when the budget can accommodate 125,000 teachers at a wage four times what it was in 1992, improvement in the education system is constrained by too few teachers. By mid2000, the ministry had only been able to recruit 89,000 teachers. As the number of pupils is now above 6.2 million, these results in an average pupil-teacher ratio of at least 70:1. 1. Several factors have hampered the ministrys recruitment efforts since April 2000, when the ESIP Review stressed recruitment as top priority. The recruitment process is long and complex, involving seventeen steps and four ministries. Recruitment has been decentralized, yet District Service Commissions have not always been able to recruit in time for the opening of the school year. In spite of a concerted effort by the Ministry of Public Service to pay teachers on time, salary arrears in most districts are significant.

2. These conditions discourage qualified teachers from taking (or keeping) their position. Compounding these problems is the delay in payroll access. About 14 percent of teachers serving in 4000 government-aided schools are not yet on the payroll. Recruiting more teachers is the most urgent problem to surface at the ESIP review, and its solution is highest priority. Training: An important contributing factor to recruitment problems is the wastage rate of over 40 percent at Primary Teachers Colleges (PTCs). Pre-service training programs at these 45 colleges graduate about 9,000 teacher candidates each year. But this number would be much larger if more students passed their exams after two years. Those who dont pass either drop out or repeat, clogging the system. According to a preliminary report by a team evaluating the Teacher Development and Management System (TDMS), the causes of wastage are manifold: candidates who enter the PTCs have poor records (low passes) from secondary school; the quality of tutors, especially pre-service tutors, is poor, and the morale of those not yet on the
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payroll is low; and instructional materials are inadequate. Most of the better pre service tutors were attracted to the in-service program introduced by the TDMS in 1992, leaving pre-service training especially weak. Finally, now that the TDMS has been absorbed by the Ministry of Education and Sports (MOES), leadership in improving the quality of teacher training has been given to the Institute for Teacher Education at Kyambogo (ITEK), which has not yet taken significant steps to address the problem. Deployment: In addition to recruitment and training challenges, the Ministry continues to struggle with deployment issues: attracting teachers to disadvantaged rural areas. Deployment strategies, which have never been satisfactorily implemented, have now been complicated by decentralization of primary education. Procedures for inter-district transfer of teachers must be developed and implemented. Equity: Equity issues are important to USAID because of its new focus on girls education. Among the conditions not met by the Ministry at this ESIP review, one is the completion of a framework for equitable access in disadvantaged areas. Issues of equity, including girls education, did not attract much attention during the review. The incomplete equity framework did not draw any comments from government or funding agency participants. The importance of equity in the ESIP does seem to be a contentious issue, however, among the funding agencies. One of the four ESIP strategic policy objectives is an increase in the participation of females, of disadvantaged groups, and of children with special educational needs. Some funding agencies argue however that the equity problems addressed in this objective are secondary to more mainstream concerns, notably the shortage of teachers. Others argue that funding agencies should pay more attention to improving the persistence of girls and providing education to children in economically disadvantaged parts of the country. The issue came to a head in this ESIP review over whether or not to drop the requirement (undertaking) for a framework for equitable access in disadvantaged areas, and whether or not to strengthen performance indicators regarding girls. Decentralization: The ongoing process of decentralizing primary education is important to USAID because this process is having a profound effect on the quality of education, and because USAID has a project supporting decentralized governments and their provision of services, including education. Issues directly related to decentralization were prominent at the ESIP review. District Education Officers (DEOs) are responsible, in conjunction with communities, for the delivery of primary education, while the MOES role has shifted to become one of policymaking, investment management, and quality assurance. In practice, DEOs are responsible for monitoring and supporting all primary schools within their districts, and they work with the districts Chief Administrative Officer (CAO) to develop plans and budgets that integrate social services. Through the District Service Commission, each district recruits and assigns primary school teachers, although payment of teachers salaries remains a central responsibility. The main source of financial support to primary education is through the Poverty Action Fund (PAF), which provides for 12 conditional grants for education. While a number of these are donor-specific initiatives, primary teachers salaries, classroom construction, school capitation grants, support for TDMS, and funds for instructional materials are provided through the PAF. Currently, about 75 percent of the total PAF is transferred for education, and 72 percent of all government resources for education are provided through the districts.
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The devolution of responsibility for primary education to district level has a number of consequences. The lack of clarity over roles and responsibilities, especially between the CAO, DEO, and Local Council, confuses management and accountability responsibilities. Instructional Technology: USAID has decided to include support to instructional technology in PTCs in its current program and long-term strategy. The Teacher Development and Management Plan (TDMP), which received special attention in the ESIP review, includes as a strategy for improving teacher training the introduction of communication technology in PTCs. The strategy, however, was not discussed at the review.

NEW STRATEGIC DIRECTION

USAID/Uganda is making adjustments to its current program (1996-2001) and beginning the process of developing a future strategic plan (2002-07). Following what is outlined in its Concept Paper, USAID/Uganda intends to focus its education sector support in four areas: Quality Girls education Computerization of ITEK and PTCs Combined health and education activities, including HIV/AIDS. The activities suggested below meet a number of criteria: They are within the framework of the Ministrys Education Sector Investment Plan (ESIP) policy objectives to be achieved by 2002/03. They are within USAIDs current Strategic Objectives and incorporate its future strategic focus on quality, girls education, computerization of ITEK and PTCs, and combined health and education activities. They are feasible within reasonable cost boundaries. They could be implemented on a project basis with optional budgetary support. They build on USAIDs competitive advantages. Options Reduce the wastage in teacher education Improve teachers performance in the classroom

Reduce the Wastage in Teacher Training

The problem:-According to records of ITEK, roughly half the young men and women who enter the two-year pre-service and the three-year in-service teacher training programs fail to pass the qualifying examinations. The reasons for this wastage are complex. Essentially, in spite of dramatic recent improvements in teachers remuneration and conditions (strongly supported by
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USAID/Uganda), primary school teaching still fails to attract students meeting minimum qualifications (O-levels in math, English, and science). Living conditions in many non-Core PTCs are poor. In many PTCs, there is a shortage of tutors actually at the college (though there is currently a surplus on the payroll). In-service tutors are spread thin. The curriculum seems still to be in flux, and pre-service teaching methods in most colleges have not been revitalized for decades. Suggested USAID support: - Solutions to this problem range from rethinking teacher training policies to improving both pedagogical and non-pedagogical inputs and processes at ITEK and Primary Teachers Colleges (PTCs). Help Core PTCs better integrate their pre-service and in-service (outreach) training programs. Help the Ministry continue to offer Refresher Courses to in-service teachers, Continuous Professional Development courses, and to produce materials in response to need. Improve ITEKs capacity to continually improve the teacher-training curriculum, to train PTC staff in implementation of the curriculum, and to provide materials in support of the curriculum. Improve ITEKs capacity to continually align curriculum with examinations, to enhance continuous assessment in PTC classrooms and on-the-job training, and to supervise PTC tutors. Continue to computerize the teacher-training curriculum and related materials so that it is easier to deliver to PTCs. Use the computerized curriculum to enhance supervision of PTC tutors. Conditions for budgetary support might include: (1) an increasing percentage of teacher training candidates qualifying for teacher positions, or (2) improved ratio between trained teachers and pupils. Opportunities: - First, the ESIP places high priority on getting trained teachers into classrooms, and solving the teacher training wastage problem will contribute significantly to this objective. Activities aligned with ESIP priorities are likely to get strong attention from the Ministry. Second, USAID/Uganda is well respected by the Ministry in teacher training. Third, these activitieslike any related to teachersgo to the heart of improving the quality of education. Finally, the activities incorporate computerization of ITEK and PTCs, which is part of USAID/Ugandas current program and future strategy. Constraints: - ITEK, which is responsible for the quality of teacher training, should work closely with the Ministrys department of Teacher Training. But the Ministry office is suffering from staff shortages, and the ITEKMinistry relationship still seems weak.

Improve Teachers Performance in the Classroom

The problem: - Over the past eight years, the Ministry has developed the Teacher Development and Management System to improve teachers performance in the classroom. Although the TDMS has become part of the ministrys institutional framework, much remains to be done before teachers, administrators, and communities of all schools are receiving adequate training
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and support. As a result of Universal Primary Education policies, teachers have class sizes that are difficult to manage, and many of them still do not know how to make the best use of limited instructional materials or to use other effective teaching methods. Suggested USAID activities:- Help take to scale in some districts selected classroom-based pilot interventions in equity and/or quality (for example, New School practices, EUPEK, BECCAD, Straight Talk). Many such interventions have proven to be effective on a small scale. USAID could work with central and/or district education staffs to disseminate those that meet a broader demand. Help implement the sections of the new Teacher Development and Management Plan intended to improve the supervision of teachers. Provide technical support to Institutional and Organizational Development Officers (IODs), initially in the Teacher Training Department and eventually in the ESA. The Ministry would have to budget for and hire three or four IODs on a short-term contract basis. Based on its SUPER experience with IOD work, USAID could train and give technical support to the new cadres. IODs would work at primarily with PTCs, but a main objective of their work would be to help PTCs better serve District education officers. Budgetary support might include these kinds of conditionality: (1) Evidence of teachers making better use of instructional materials, (2) Evidence of better supervision of teachers, (3) Funds allocated to the salaries and support (including transportation) of IOD. Opportunities: - USAID, through the SUPER project, created the TDMS and the role of IOD, which has proven to be invaluable to the development of Core PTCs. USAID would have the trust of the Ministry in continuing to support this function. Because the Ministry is very close to having full capacity to sustain the TDMS, USAID inputs, including some budgetary support, can be programmed precisely to ensure that full capacity is reached. Constraints: - The Ministry must acknowledge that USAID support to the TDMS is finite. If the Ministry does not have the resources in place to fully support the TDMS within a few years, these activities would simply prolong its dependence on outside funding.

Improve Pupils Health and Safety

The problem: - Children learn inefficiently and drop out more frequently when their physical readiness for learning is impaired by poor health and/or hunger, and when the physical conditions of schools are not healthy or safe. Girls, even more than boys, suffer from lack of clean facilities and from psychologically distressing conditions, such as vulnerability to teasing
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and even predators. While the Ministry has made great strides in improving the quality of teaching and the terms and conditions of teachers, it has done much less for the quality of school life for pupils. The primary curriculum includes units at every grade level on health and safety, but this instruction is not complemented by other actions required to change behavior, rendering it largely ineffective. Suggested USAID support: - Treat nutritional deficiencies and health problems with treatments delivered at school or in cooperation with schools (example: vitamin A dosages, immunizations; school feeding) Change pupils health and safety behaviors (such as HIV/AIDS prevention behaviors) through strategic interventions that combine instruction, social marketing, and needed supplies (example: curriculum units, radio dramas, and availability of condoms) Improve the physical health and safety conditions of schools (example: latrines and/or clean water) Improve health and safety conditions for girls (See recommendations in Karen Tietjens report of October 2000) Opportunities: - Although other funding agencies, notably UNICEF, have begun to work in school health, relatively little is being done to improve school conditions. Yet among high-level Ministry officials and many funding agencies and NGOs, awareness of the importance of school health is growing. The Ministrys School Facilities Grant has a latrines component, and the Ministry has recently developed an HIV/AIDS Plan for Ministry of Education and Sports, 2000/1 2005/6 (September 28 draft). Awareness of the need to improve conditions for girls is already high, though activities that address girls problems are small-scale and scattered (see Tietjen, October 2000). USAID has taken the lead on introducing school health interventions in Malawi, and it plays a leadership role on gender issues internationally. Constraints: - First, school health issues are not central to the ESIP framework and would, at least in the near term, merit less attention from and resources of the Ministry. Girls issues, though within the framework of ESIP objectives, have been sidelined. Second, any interventions that require collaboration between the ministries of education and healthat any level of the systemwill require unprecedented communication and joint planning and implementation. Such intersectional collaboration has also been rare at USAID/Washington, and is new to this mission.

Decentralize Education Services

The problem: - Recently decentralized government provision of services, including primary education, strains the capacity of district education officials, elected and appointed. In addition, important links between central and decentralized functions have not been fully articulated and
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are not working well in many districts. Districts are without sufficient resources to take on their new responsibilities. Thus, the quality of teaching and learning suffers from weak leadership and an irregular flow of resources. Strengthening leadership and management of a decentralized education system requires work at not only the district level but at the sub-county and even the parish levels. Strategies are complicated, entailing not only training in technical skills such as budgeting and data monitoring, but also higher-level skills such as political leadership and crossinstitutional collaboration. Suggested USAID support: In selected districts, strengthen the working relationship between PTCs, DEOs, local government (LC5s, LC3s, LC1s), and the Inspectorate (and ESA). These activities could be done in close collaboration with USAIDs IPC project. Ensure that districts are actively managing their primary education programs and, in particular, are conducting timely District Education Committee meetings. This also could be done in collaboration with the IPC project. Help districts develop and implement Girls Action Plans and other policies and programs to help girls (see Tietjen, October 2000). Budgetary support might be conditioned on evidence of improved quality of teaching and use of instructional materials within selected districts. Opportunities: - The governments decentralization of social services is a serious effort that, in the long run, should improve the quality of primary education. It has high priority on the ESIP agenda. In the short run, however, the government can use the technical expertise of external funding agencies. USAID has had experience supporting decentralization in Ethiopia, South Africa, and Ghana. Constraints: - USAID is not the only funding agency with intentions to assist in decentralization. Activities must be planned so that they do not duplicate or interfere with what others are doing. In addition, the trade-offs between thinner coverage of many districts and more thorough coverage of fewer districts must be well thought through.

Next Steps and Recommendations

The preceding discussion of options is very preliminary. Though it includes suggestions made by individuals working in the Ministry and has been informally discussed with individuals in the Ministry and the Mission, much more discussion is needed between the Ministry and the Mission objectives are finalized. There may well be other objectives to add; and the support suggested for the objectives presented here need much more consideration. The consultants lined up by the Mission to look at girls education and health and education activities should be helpful in these discussions. Next Steps: Present a preliminary set of options (objective and strategies), such as those presented here, to the Ministry for its initial reaction Work with the Ministry to develop a brief issues paper for each option to be considered; the issues paper would state the problem being addressed, alternative strategies (including actions) for addressing the problem, the costs of each strategy to the Ministry and to USAID, and the pros and cons of each alternative strategy.
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 Present these issues papers to the Education Funding Agencies Group (EFAG) and the Education Sector Coordinating Committee (ESCC) for their review and input. In particular, see where there is potential room for collaboration and where there might be duplication with other Ministry and funding agency plans. Work with the Ministry to prioritize and select one or more options (an option could include one or more strategies to address a problem, depending on costs and resources available). Recommendations: - Project support. In designing project activities, USAID/Uganda should work closely with the Ministry, the Education Sector Consultative Committee (ESCC), and the Education Funding Agencies Group (EFAG) to set objectives. The Ministry is actively engaged in complying with the conditions set by the Education Sector Review (ESIP), which reflect its own priorities and those of most funding agencies. For two reasons, USIAD/Uganda should try to align its objectives with ESIP priorities. First, the Ministry will pay less attention to activities that it sees as outside of its main focus (witness our review of Tranche 7 conditionalities). Second, any funding agency activities outside those set by the Ministry in the ESIP are effectively diverting Ministry resources from the priorities it has set for itself. Budgetary support. USAID/Uganda could choose to participate in the ESIP funding process, using the same conditionality (or undertakings) that are agreed to by the Ministry and the Education Funding Agencies Group (EFAG). Like the European Union, USAID/Uganda could even earmark its funding for specific parts of the ESIP program. Earmarking would help to align its budgetary support with project support. For Tranche 8 funding in particular, during which time period the Mission is reorienting its education sector objectives and program, budgetary support to the ESIP process would support the Ministrys current high-priority actions. USAID/Uganda may choose not to participate in the ESIP funding process. If it chooses instead to develop its own conditionalitys, these should be presented in terms of results, not actions. Several of the Tranche 7 conditional ties dictated specific actions that the Ministry must undertake rather than policy objectives it must meet. In three cases, the Ministry was fulfilling the spirit of the conditional ties but following different sometimes more reasonableactions. Where budgetary support is used in the future as a tool for policy reform, it should not prescribe specific actions. Examples of effective budgetary support might include the following:

Summary of Suggested Conditions for Budgetary Support Objective Condition

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Reduce The wastage problem in Teacher Education. Improve teacher performance

-Increase in percentage of teacher training candidates qualifying for teacher positions --Improved ratio between trained teachers and pupils -Evidence of teachers performing better in the classroom --Evidence of better supervision of teachers --Funds allocated to the salaries and support (including transportation) of IODs --Fully staffed and resourced Core PTCs serving every district. --Better compliance by schools with existing Ministry regulations relevant to health and safety standards --Improved quality of teaching and management within selected districts

Improve pupils health and safety Decentralize education services

Statistics:
Adjusted savings: education expenditure > % of GNI Average years of schooling of adults Duration of education > Primary level Duration of education > Secondary level Education enrolment by level > Primary level Education enrolment by level > Secondary level Education enrolment by level > Tertiary level Education enrolment by level, percentage girls > Primary level Education enrolment by level, percentage girls > Secondary level Education enrolment by level, percentage girls > Tertiary level Education enrolment ratio, net, primary level Education enrolment ratio, net, primary level > Men Education enrolment ratio, net, primary level > Women Education expenditure of government > As percentage of GNI Education expenditure of government > As percentage of total government Education, percentage of pupils starting grade 1 reaching grade 5 Education, percentage of pupils starting grade 1 reaching grade 5 > Men Education, percentage of pupils starting grade 1 reaching grade 5 > Women 3.98 % of GNI 3.5 7 6 7,354,153 687,613 74,090 49.4% 44.51% 34.47% 53% 58% 48% 5.3% 18.3% 25.4% 25.6% 25.3%
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Education, primary completion rate Education, primary completion rate > Men Education, primary completion rate > Women Enrolment ratio > Secondary level Expenditure per student, primary > % of GDP per capita Expenditure per student, secondary > % of GDP per capita Expenditure per student, tertiary > % of GDP per capita Female enrolment share > Primary level Female enrolment share > Secondary level Geographical aptitude results Girls to boys ratio, primary level enrolment Girls to boys ratio, secondary level enrolment Girls to boys ratio, tertiary level enrolment Gross intake rate in grade 1, female > % of relevant age group Gross intake rate in grade 1, male > % of relevant age group Gross intake rate in grade 1, total > % of relevant age group Illiteracy rates by sex, aged 15+ Illiteracy rates by sex, aged 15+ > Men Illiteracy rates by sex, aged 15+ > Women Illiterate population by sex, aged 15+ Illiterate population by sex, aged 15+ > Men Illiterate population by sex, aged 15+ > Women Literacy rate, adult female > % of females ages 15 and above Literacy rate, adult male > % of males ages 15 and above Literacy rate, adult total > % of people ages 15 and above Literacy rate, youth female > % of females ages 15-24 Literacy rate, youth male > % of males ages 15-24 Literacy rate, youth total > % of people ages 15-24 Literacy rates, aged 15-24 Literacy rates, aged 15-24 > Men Literacy rates, aged 15-24 > Women Net intake rate in grade 1 > % of official school-age population Net intake rate in grade 1, female > % of official school-age population Net intake rate in grade 1, male > % of official school-age population Persistence to grade 5, female > % of cohort Persistence to grade 5, male > % of cohort Persistence to grade 5, total > % of cohort Primary completion rate, female > % of relevant age group Primary completion rate, male > % of relevant age group Primary completion rate, total > % of relevant age group

56 59 53 12% 11.27 % 33.95 % 188.75 % 47.4% 42.8% 70.627 1 0.81 0.62 163.4 % 163.52 % 163.46 % 30.2% 20.6% 39.6% 3,895,600 1,320,700 2,569,200 57.71 % 76.81 % 66.81 % 71.21 % 82.74 % 76.64 % 76.6% 82.7% 71.2% 63.88 % 64.82 % 62.96 % 64.36 % 62.85 % 63.6 % 53.32 % 60.88 % 57.12 %
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Primary education, duration > years Primary education, pupils Primary education, pupils > % female Primary education, teachers Primary education, teachers > % female Private school enrolment > Primary level Progression to secondary school > % Progression to secondary school, female > % Progression to secondary school, male > % Public spending on education, total > % of GDP Public spending on education, total > % of government expenditure Public spending per student > Primary level Pupil-teacher ratio, primary Pupils-teacher ratio > primary level Pupils-teacher ratio > secondary level Ratio of female to male enrollments in tertiary education Ratio of female to male primary enrollment Ratio of female to male secondary enrollment Ratio of girls to boys in primary and secondary education > % Ratio of young literate females to males > % ages 15-24 Repetition rate, primary > % of total enrollment Repetition rate, primary, female > % of total enrollment Repetition rate, primary, male > % of total enrollment Repitition rate > Primary level School enrollment, preprimary > % gross School enrollment, preprimary, female > % gross School enrollment, preprimary, male > % gross School enrollment, primary > % gross School enrollment, primary, female > % gross School enrollment, primary, male > % gross School enrollment, primary, private > % of total primary School enrollment, secondary > % gross School enrollment, secondary > % net School enrollment, secondary, female > % gross School enrollment, secondary, female > % net School enrollment, secondary, male > % gross School enrollment, secondary, male > % net School enrollment, secondary, private > % of total secondary School enrollment, tertiary > % gross School enrollment, tertiary, female > % gross

7 years 7,152,099 49.57 % female 143,247 38.59 % female 9.5 36.19 % 36.35 % 36.05 % 5.23 % 18.29 % 7.7 49.93 59.1 18.6 62.47 99.68 78.63 96.45 % 86.06 % 13.75 % 13.71 % 13.79 % 9.7 2.07 % gross 2.05 % gross 2.08 % gross 117.52 % gross 117.33 % gross 117.71 % gross 9.07 % 15.99 % gross 12.96 % net 14.07 % gross 12.09 % net 17.89 % gross 13.83 % net 44.58 % 3.44 % gross 2.64 % gross
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School enrollment, tertiary, male > % gross School life expectancy > Primary to tertiary School life expectancy > Primary to tertiary > Female School life expectancy > Primary to tertiary > Male Schools connected to the Internet > % Scientific and technical journal articles Secondary education, general pupils Secondary education, pupils Secondary education, pupils > % female Secondary education, teachers Secondary education, teachers > % female Secondary education, vocational pupils Spending on teaching materials Trained teachers in primary education > % of total teachers

4.23 % gross 10 years 10 years 11 years 1% 90 619,519 651,463 43.75 % female 34,016 21.94 % female 31,944 1.2 80.38 %

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REFERENCES

1. United Nations, Economic and Social Council: Commission of Human Rights ,Economic, Social and Cultural Rights-Report by Ms Katarina Tomasevski, Special Rapporteur on the right to education-Addendum, Mission to Uganda 26 June-2 July 1999 2. Ministry of Education and Sports, the Ugandan Experience of Universal Primary Education (UPE); July 1999.

3. UNESCO, Ministerial Seminar on Education for Rural People in Africa: Policy Lessons, Options and Priorities; Status of Education for Rural People in Uganda 4. International Bureau of Education, Gender Sensitive Educational Policy and Practice, Uganda Case Study, Report by Doris Kakuru Muhwezi 5. Ministry of Education and Sports, March 2005: Education Sector Strategic Plan 20042015.

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