PROGRESS TOWARDS PRODUCING
SECONDARY EDUCATION GRADUATES WITH
THE SKILLS AND KNOWLEDGE REQUIRED TO
ENTER UGANDA’S WORKFORCE OR HIGHER
EDUCATION
A
PAPER TO BE PRESENTED AT THE EDUCATION
AND SPORTS SECTOR REVIEW 2014
PRESENTER:
DR. YUSUF K. NSUBUGA
DIRECTOR BASIC AND SECONDARY EDUCATION
DISCUSSANT:
PROFESSOR MARY OKWAKOL
VICE CHANCELLOR, BUSITEMA UNIVERSITY
AUGUST 2014
1.0
Introduction
The Skilling Uganda Strategic plan is a paradigm shift for skills development in Uganda. The
plan is intended to create employable skills and competencies relevant in the labour market.
The plan seeks to embrace the skills requirements and competences for all students
including those in secondary schools. Vocational skills are seen as essential for individuals,
enterprise and the economy. Skills are also useful in increasing the level of productivity of
individuals and in raising their personal incomes. A skilled work force is deemed vital for
increased productivity and profitability. The Government of Uganda continues to give
special priority to increasing access to education at all levels. Of similar concern is the quality
and relevance of the education being offered. The prioritization of skills education therefore
is to address the issues of relevance of education to the Ugandan context.
According to the Government White Paper on Education (1992), the aims of Secondary
education in Uganda include to:
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Instill and promote national unity as well as an appreciation of international relations
and beneficial international co-operation
Promote an appreciation and understanding of Uganda’s cultural heritage
Impart sense of self discipline, ethical and spiritual values and responsibility
Acquire understanding of society’s needs
Provide current knowledge and practical aspects relative to Uganda
Develop basic skills required for self employment
Develop a range of generic skills
Lay the foundation for further education
Acquire skills for community problem solving
Instill positive attitudes towards work
1.1` Background:
Secondary Education constitutes post primary education and training (PPET) and is divided
into two levels that is lower and upper secondary. Lower secondary covers the first four (4)
years while upper secondary covers two years. The first two years of lower secondary
generally a continuation of basic education. The skills and competences attained at this level
of basic secondary education are concretised at secondary level as students are prepared for
further education and receive skills to manipulate the environment for a living in the world
of work. In as much as knowledge acquisition is emphasised at secondary education level,
several skills including analysis, synthesis and manipulation skills are learnt by students.
These are attained through lesson content in class and out of class activities.
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Against the background, skills education in the secondary education context therefore
refers to a curriculum which remains overwhelmingly general or ‘academic’ in nature, but
which includes vocational or practical subjects as a minor portion of the students’ timetable
during the secondary school course. A distinctive feature of vocationalized secondary
education is that vocational subject matter is integrated in the total curriculum. This allows
the student to pursue a sufficient load of general education courses to qualify for higher
stages of academic education as well as improve the relevance of education for work; the
main objective being to prepare students for work in designated occupations, clusters of
occupations—and more generally for the world of work. The goal of improving such
relevance is the reason why the Uganda government is stressing skills/ vocational education
generally and in the secondary education context.
1.2
Objectives of the Paper
(i)
To carry out an appraisal on the progress made towards producing secondary
education graduates with skills and knowledge required to enter Uganda’s workforce
(ii)
To identify the critical and salient issues affecting the capacity of secondary to
produce graduates with relevant academic and employment skills
(iii)
To identify strategies that have been identified (current and planned) to improve the
capacity of secondary education to produce graduates with relevant academic and
employment skills
(iv)
To incorporate wider stakeholder views on the proposed strategies to produce
secondary education graduates with relevant skills and competencies required for
secondary education graduate to function effectively in the world of work and
further education.
1.3
Statement of the problem
In Uganda Secondary education suffers from being thought of as a route to further
education education rather than itself being a terminal stage in education and
remains largely conceptualized as an interim step for the elite en route to higher
education. Arising from public concerns and systems bottlenecks, there is an
increasing demand for relevant skills to be attained at secondary level with a view to
producing a holistic and functional graduate for the economy. Such bottlenecks
include mid cycle drop outs, those who complete the lower secondary education
level and are unable to proceed with further education, and the need to produce
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adaptable graduates who can ably survive in the competitive world. Yet secondary
education is increasingly the level from which youth enter the labor force. With the
implementation of USE in 2007 and UPOLET in 2012, enrolment at secondary has
continued to increase with over 80% of those that transit to post primary level joining
secondary education. Given the fact that the major preoccupation of secondary level
is knowledge acquisition, the necessity to impart skills has become so critical. The
problem has been the absence of vocationalised secondary education targeted
towards specific employable skills needs and that the curriculum has not been
practical enough. As secondary education moves from an elite to mass education, a
major rethink is needed of the skills acquired at this level in order to provide for a
broader, more inclusive curriculum designed to satisfy the needs of all abilities. With
few exceptions, vocational education has been generally neglected compared to
academic secondary education. This relative neglect is a matter of great concern in
the face of specific skills shortages.
2.0
Rationale for strengthening skills acquisition in Secondary education
2.1 Personal Development reasons
Secondary education generally seeks to provide an ideal well-rounded education—that
education should develop moral, aesthetic, physical, and practical capacities, not just
cognitive knowledge organized in academic disciplines. However, it is expected that
Practical subjects on the other hand will allow students to learn from more active “doing”
than what is typical in academic subjects. Under this perspective, the teaching of practical
skills and familiarization with the “world of work” are legitimate parts of general education
that ought to be integrated at the secondary school level.
2.2 Economic reasons
In Uganda, the issue at the heart of the policy debate on skills education has undoubtedly
been “economic relevance”. By teaching vocational skills, the hope is that students will
more easily find work when they leave school, and become more productive and trainable.
Another goal is preparation for self-employment by easing school leavers’ transition to
work.
2.3 The need for 21st century skills of secondary and other school graduates
This concept has stemmed from two factors: the growing prevalence of ICT throughout all
economies and rising youth unemployment. These skills generally fall into four categories:
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1. Core subjects (3Rs or basic literacy and numeracy plus 21st century themes such as
global awareness and health literacy);
2. Life and career skills (flexibility and adaptability, initiative and self-direction, social
and cross cultural skills, productivity and accountability, leadership and
responsibility);
3. Learning and Innovation skill (critical thinking, communication, collaboration,
creativity); and
4. Information, Media and Technology skills.
2.4 The Global employment context:
By 2030 the global labor force is expected to be 3.5 billion, an increase of 600 million from
today. Sixty percent of this net increase will be in South Asia and Africa. A recent overview
suggests that the 2030 global work force will contain a potential surplus of 90-95 million
low-skill workers, 58 million of them in developing countries. By contrast, there will likely be
a shortage of 45 million medium-skill workers in developing countries, as industrialization
raises demand but secondary education does not keep pace (McKinsey, 2012).
These long-term trends assume slower job growth, on top of a serious current youth
unemployment situation. Everywhere, youth unemployment is higher than overall
unemployment and, because youth make up such a large proportion of the population and
labor force, the numbers of unemployed youth often exceed those of adults. Also, persisting
unemployment in the face of available job vacancies in the labour market indicates that
there is some mismatch due to labor force entrants having inadequate skills.
In Africa the demographic advantages of having a large labour force could instead become a
major disadvantage in the future, resulting in too many non-skill workers. Educational
systems therefore need to respond more rapidly to changing economies, to expand
sufficiently and to become more relevant to employment to address skills mismatches which
are likely to increase because of broader trends. Advances in technology are reducing the
demand for low-skill and even some medium-skill jobs, thereby increasing the frequency
with which skills training needs to be upgraded.
2.5 The place skills in individual livelihoods
Education and skills have strong economic benefits for individuals. Studies have looked at
numbers of years in school, at cognitive skills and at non-cognitive skills. They have found an
average 10 percent private return on individual earnings for each additional year of schooling
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and that the returns to education overall have evolved depending on the education level
and have especially increased for post-primary education in growing economies, as
schooling levels have increased overall. Beyond just years of education, there is increasing
evidence that cognitive skills are strongly and significantly associated with individual
earnings in both developed and developing countries. Similarly non-cognitive skills are also
highly positively associated with productivity and earnings in developing countries on the
whole. Private returns to both years of schooling and to cognitive skills are generally high in
developing countries, which partly reflects the greater scarcity of schooling and of skills in
the developing world. Other important findings about specific cognitive skills include that
numeracy skills have particularly high returns as do computing skills.
The evidence indicates that acquiring technical skills does pay off in terms of the immediate
transition to work, so long as these skills are in the right sectors and so long as the right
conditions are in place for this to happen (for example, links to the world of work, job
expansion, tight alignment of the curriculum with short-term labor market demand).
It is interesting (and important) that these findings from economic analysis correspond also
with survey results: Gallup polls from 2009-11 in 38 countries in sub-Saharan Africa show that
only 62 percent of adults with a secondary education live on less than $2 per day, compared
to 85 percent of adults with a primary education. Less than half of those with secondary
education also said that they did not have enough money to buy food compared to fully
two-thirds of those with primary education. Those with secondary education are twice as
likely as those with a primary education to work full-time for an employer, though
emphasizing the importance of the informal economy. (Gallup, 2012).
2.6 Skills required employers in the formal and informal sector:
The major skill gaps in Uganda are cognitive (especially numeracy, critical thinking), noncognitive (especially communication, leadership and decision-making) and technical
(depending on the industry). Non-cognitive skills are becoming increasingly important as the
economy changes. Technical and vocational skills are needed in sectors like finance, and
construction. Similarly, employers are concerned with cognitive skills (basic knowledge, the
level of educational attainment, and critical thinking) and non-cognitive skills (attitudes,
communication skills, flexibility and adaptability). Overwhelmingly, employers believe that
the theoretical knowledge acquired in the classroom is just the ‘tip of the iceberg’, and that
it is insufficient by itself. (NCDC)
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All employers look for a varying mix of non-cognitive or technical skills (depending on the
sector). Interestingly, employers felt that schooling should deliver the fundamental skills for
employability to youth, so that employers can then conduct on-the-job-training that is
specific to their needs.
The 2012 ADEA Triennial on Education and Training in Africa also highlighted similar skill
needs, and described three basic capacities or common core skills are needed for
sustainable development in Africa. First, communication skills and ‘learning to learn’ is
crucial. These capacities include literacy, numeracy and cognitive skills. Second, youth need
to acquire social or citizenship skills (for instance, being able to cooperate with others,
manage conflicts) and work-related skills for being able to function in the workplace. Lastly,
life skills, personal development skills, and being able to contribute to a pan-African identity
are key.
3. 0 Progress of skilling of Secondary Education students in Uganda:
As secondary education moves from an elite to a mass sector, a major rethink is being
undertaken of the skills acquired at this level. In secondary school, students acquire both
general academic and, for some, vocational skills. With exceptions, vocational education has
been relatively neglected compared to academic secondary education. There are some
reasons for this, such as the relative returns of vocational education and the high unit costs.
But this relative neglect does not make sense in the face of specific skills shortages. Many of
the reforms envisaged will go some way to add what might be called generic vocational
skills to academic secondary education.
3.1 Curriculum Review:
A comprehensive review of the lower secondary school curriculum is being
undertaken and the process is in its advanced stages. The main aims of the reform
are:
• To develop 21st Century workforce skills.
• To focus on modern trends that test a wider variety of knowledge, application and
skills.
• To apply knowledge of Mathematics, Science and Technology
• To acquire competencies required for higher education and labour market
To cater for the majority of learners
• To promote effective learning and acquisition of skills
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To address the needs of all students and lay the foundation for improved pedagogy
and assessment procedures which allow learners to more effectively realise their full
potential and demonstrate their achievements
To address the social and economic needs of the country by meeting the educational
needs of learners who will take jobs in the world of work, become self-employed
people or pursue academic studies beyond senior 4.
To allow flexibility to absorb emerging fields of knowledge in a rapidly-changing
world
To reduce content overload by specifying a realistic set of expected learning
outcomes with a range of essential generic skills at the heart of the curriculum
To achieve these objectives, the curriculum content had been packaged in eight learning
areas as detailed in the table below:
Table 1: Showing the Learning Areas in the new lower secondary school curriculum
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There is a very strong argument being made in the curriculum for practically-oriented
secondary education aimed at specific skill shortages. The lower secondary curricula
is being reviewed to emphasize cognitive skills (literacy, numeracy, scientific literacy),
some non-cognitive skills (creativity, persistence, reliability, communication), and
specific technology or technical skills. The education system intends to make for
differences between skills students currently have and those that future students will
likely have. Behind some of these reforms are two themes – reducing the total load
of the curriculum which has grown too heavy and trying to orient learning more
towards employment. In the Science Learning Area for instance, learners will acquire
knowledge about, and understanding of, the living, material and physical world. They
will learn to value the processes that support life on our planet. They will appreciate
the application of Science in the protection and enhancement of the natural and
modified environment. They will become aware of a range of technologies, and learn
about how Science contributes to technological progress. They will begin to
appreciate the impact of Science on their own health and wellbeing, the health of
society and the environment. Science contributes to the development of critical
thinking, creativity, invention and innovation by encouraging learners to use evidence
to evaluate the way science is used in daily life. Learners engage in a wide range of
collaborative, investigative tasks. These tasks will help learners to develop the skills
of scientific inquiry and investigation using practical techniques to solve societal
needs. They will also develop skills in the accurate use of scientific language and
formulae. The skills and knowledge of the Sciences are needed in all sectors of the
country’s economy.
3.2 Introduction of Technology and enterprise in the secondary curriculum:
The new curriculum presents a four-year programme of study for Technology and
Enterprise (T&E), The effective application of science, technology, business skills and
mathematics and the development of the scientific, technological and
entrepreneurial attitude, are central intentions of this programme of study. The
effective application of science, technology, business skills and mathematics and the
development of the scientific, technological and entrepreneurial attitude, are central
intentions of this programme of study. The study of T&E contributes to the
development of independent thinking and living. The T&E Enquiry Skills and the
scientific, technological and entrepreneurial attitude will be developed through a
programme of study derived from six strands – Self-Employment and Money; Crop
Production and Animal Husbandry; Food Technology: Water, Sanitation and Hygiene;
Housing and Construction; and Machines and Technology. The Learning Outcomes of
the programme of study are structured to afford learners opportunities to develop
knowledge and practical performance within the six strands, across the four-year
programme. T&E offers a high potential to make a positive impact on how science
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and technology can transform traditional agricultural practices and everyday living. It
is also the basis for fast-track entrepreneurial development. T&E also provides a
strong foundation for a knowledgeable, skilled and practical workforce. This is crucial
for the development of the country’s economy.
3.3 Vocational subjects in existing curriculum:
Some secondary schools already have vocational component and offer subjects like
agriculture, entrepreneurship, computing, home economics and technical education
subjects, but with the maintenance of compulsory core subjects.
3.4 Introduction of computer studies and provision of related infrastructure:
ICT, and computer studies have been is now being emphasized in Uganda’s
secondary schools in addition to ordinary general secondary education subjects. It is
hoped that ICT will enhance innovative teaching methods and help provide
knowledge in most disciplines. Thus learners will be motivated with stimulating
material and an awareness of the possibilities beyond their own communities. In this
respect, Government has developed a school curriculum for computer studies which
is an now examinable subject. ICT is also a compulsory subsidiary at upper secondary
level. In cooperation with Uganda Communications commission the government is
rolling out the provision of computers to secondary schools including provision of
solar systems to power computers for schools not connected to the national power
grid. Under similar programmes with cyberschools, government is providing
computers at discounted prices for schools and providing computer generated
science study programmes for students.
3.5 Inclusion of extracurricular activities in the secondary curriculum
A particular issue in Uganda is that of extra-curricular activities. These can often
provide a vehicle for acquiring non-cognitive skills like creativity, persistence,
reliability, communication. Extra-curricular activities like debates quizzes, music
drama, dance, poetry recitation and sports are formally part of the school curriculum.
The challenge experienced with these activities is that they receive very different
levels attention from teachers and from school to school. It is hoped that under the
new reformed curriculum, reforms in extra-curricular activities will better articulate
these skills.
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3.6 Prioritizing teaching/learning of science subjects:
The status of science and mathematics in Uganda at secondary level has been
elevated to give priority to the teaching and learning science subjects of in order to
help the transition of secondary school leavers into employment and further
vocational training. The compulsory study of sciences at secondary school by all
students is intended to offer skills for a wide range of employment opportunities. It
will hopefully ensure that students graduating at secondary level will have some
scientific and practical knowledge that could be utilized for self-employment,
employment, or further skills training. The decision to provide science allowances for
all teachers of science is to motivate them to encourage students take up science/
technical oriented courses at secondary and higher education.
3.7 Retraining and empowering of science teachers under SESEMAT
3.8 Provision of science equipment and chemical kits
3.9 Introduction of entrepreneurial studies in secondary curriculum
3.10
Training of Headteachers in better leadership and management
3.11 Inclusion of science fairs in the secondary school curriculum
3.12
Strengthened capacity for guidance and counseling for secondary schools
3.12Review of examinations format from knowledge based (rote Learning) to testing high
order skills; interpretation, critical thinking, synthesis and evaluation
4.0 Challenges Confronting the current Uganda Secondary-Level Education System
4.1 Changes in society, the economy and the world of work are placing pressure on
secondary schools to consider new approaches to learning;
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4.2 Preparing young people for higher education is no longer an exclusive or adequate
objective, especially with so many moving directly from secondary school to
employment, to TVET or to unemployment;
4.3 As traditional institutions such as the family and religious organizations are
progressively less available as guarantors of support for younger generations, there
is a need to encourage transition from a culture of dependence to a culture of
autonomy, independence and interdependence;
4.4 The inclusion of many additional subject areas has created an overcrowded curriculum
that has reinforced a prejudicial tradition of learning by rote and/or avoiding linkages
across curricula;
4.5 The need to impart in a holistic way the knowledge, skills and attitudes that will
enable young people to be effective in life and work, including being able to deal with
paradox and conflict generated by change, being agents not just recipients of
knowledge, skills and attitudes and being lifelong learners and members of a flexible
workforce.
4.6 Still generally absent, however, are direct links between schools and employers and a
role for employers in the governance of education.
In identifying solutions to the perceived inadequacies of secondary-level education,
Government needs to devised alternatives that will be more effective in helping young
people to better realize their potential at work and to take their place in society as
productive, responsible and democratic citizens. In other words secondary education should
provide effective preparation for those proceeding to academic or professional tertiary
education as well as for those entering the world of work either as trainees, wage
employees or as self-employed entrepreneurs, while inculcating the social skills for
productive and peaceful life in today’s interdependent communities. Such an education
must necessarily comprise a harmonious balance of academic disciplines, generic practical
and social skills and civic responsibility. I
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5.0 Implementation Issues envisaged in preparing students with appropriate skills under
the new curriculum:
The secondary education system envisages that the reform of its curriculum involving
diversified course content and a shared foundational period instilling essential generic
competencies will be fraught with its own implementation difficulties.
Some of these anticipated issues of implementation are considered below.
5.1 Student capability
Differences in cognitive abilities, attention spans and subject preferences are certain to
present challenges in the classroom. Ensuring that the newly developed teaching-learning
materials are sufficiently absorbing and progressive in complexity to hold the interest of the
entire class.
5.2 Information and communication technology
ICT will enhance innovative teaching methods. Making ICT the ‘key to modernization’ is one
of Uganda’s key education policies. Though access may not be evenly shared among all
schools, the Internet will hopefully provide the ability to obtain knowledge in most
disciplines. Thus learners could be motivated with stimulating material and an awareness of
the possibilities beyond their own communities.
5.3 Marginalized groups
Due attention to the values and issues surrounding gender, ethnicity, family social status,
and/or disability continues to be a concern. “Staying in school is a key element in girls’ ability
to achieve high-wage employment” It is also known that ‘career and technical programmes
have a positive effect on dropout rates. Enduring social and cultural attitudes toward
women’s role create a gap between policy and practice in providing equal opportunity and
access for females through vocational guidance. The lower secondary phase of schooling
needs to ensure that all learners, not merely a select few, are launched on a path of
intellectual and social maturity complementing their physical and emotional development.
The three Ps are:
- Personality development
- Preparation for life
- Preparation for formal tertiary education.
This implies that not only curricular revision is necessary but also, and fundamentally,
changes at the policy level.
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6.0 Conclusions and way forward:
Major conclusions of this paper relevant to skills are as follows:
6.1 Secondary education is vital:
a) Secondary education is increasingly important as it is now the level of education from
which most students now enter the labour force.
b) Secondary education is increasingly important – and seen to be important – for
individual livelihoods and economic growth. There is increasing evidence that it is not
so much the number of years of education that determine these but the specific skills
acquired.
6.2 Strengthening pedagogy is crucial for skill acquisition:
a) All young people need quality training in relevant foundation skills at lower
secondary school
b) Teachers’ inability to think of teaching as enabling learning rather than as imparting
factual knowledge and also to understand the skills that students should have is one
of the major obstacles to improving secondary skill acquisition, especially for noncognitive skills.
c) Assessment methods will have be modified to assess a wider range of skills; this shift
may also then encourage a change in teaching methods.
d) Extra-curricular activities can be very important for acquiring non-cognitive skills if
proper attention is given to them.
e) Currently skills (vocational) education remains insufficiently practical and there is a
strong need to identify the most important skills that result in employability, and
consider how they lead to increased earnings.
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f) To ensuring youth are equipped with skills for employability will mean closer linkages
between employers, educators, and policymakers, shifts in pedagogy, and a greater
focus on nurturing non-cognitive skills such as communication, leadership, and
entrepreneurialism.
g) Where technical skills are necessary for employment, a close connection between
educational institutions and employers is vital. Ultimately, employers seek graduates
who can thrive in the workforce, and an effective skills program will prepare youth
for this transition.
h) Secondary curricula should provide a balance between vocational and technical skills,
including IT, and transferable skills such as confidence and communication which are
indispensable for the work place.
i) Skills strategies must target ALL students to include the disadvantaged: particularly
young women and urban and rural poor.
j) to ensure all young people attend lower secondary education and obtain these
desired skills, . Governments as well as donors and the private sector must help fill
the funding gap.
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7.0 Prayer
8.0. References
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