Financial Year 2015/2016 - Ministry of Education and Sports
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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 Seninde (MP) Minister of State for Primary Education Hon. Dr. John Chrysostom Muyingo (MP) Minister of State for Higher Education Dr. Rose Nassali Lukwago Permanent Secretary Hon. Bakabulindi Charles (MP) Minister of State for Sports 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. ii. iii. iv. Early Childhood Care and Development for children up to 8 years; Universal Primary Education for children from 6 years to 12 years; Education for the disadvantaged groups from 6 years to 18 years; and, 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 Total Enrolment GPI Total Enrolment GER NER GIR NIR GPI Survival rate to grade 5 Survival rate to grade 7 P.7 Completion rate Literacy rate at P3 Literacy rate at P6 Numeracy rate at P3 Numeracy rate at P6 PLE Pass Rate PLE performance Index Enrolment USE Students GER NER GPI Completion rate Senior 4 Pass Rate at O’Level Performance Index at O’Level Performance Index at A ‘level BTVET Enrolment GPI 4,956 433,258 1.02 8,772,655 117% 97% 148% 59% 1.00 60.6% 33.1% 72% 64.2% 38.3% 72.7% 39.4% 88.3% 57% 1,391,250 817,366 30% 26% 0.88 35.8% 93.4% 42.2% 59% 111,479 0.75 5,763 477,123 1.02 8,264,317 109% 93.7% 152% 65% 1.00 59.9% 30.1% 61.6% 60.2% 51.9% 71.7% 52.6% 86% 53.6% 1,284,008 912,394 24.5% 21.8% 0.90 36.2% 91% 43% 56% 129,599 0.84 Primary Secondary BTVET 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 4.2.4 4.2.5 4.3 4.3.1 4.3.2 4.3.3 4.3.4 4.3.5 5.0 5.1 6.0 6.1 6.2 7.0 7.1 7.2 7.3 7.4 7.5 7.6 7.7 8.0 8.1 Secondary Education ................................................................................ 119 Business Technical Vocation Education and Training (BTVET) ..................... 124 University Education ............................................................................... 129 Efficiency and effectiveness .................................................................................. 131 Pre- Primary Education .............................................................................. 131 Primary Education ................................................................................... 132 Secondary Education .............................................................................. 136 Business Technical Vocational Education and Training (BTVET) ................... 142 University Education ................................................................................ 148 Teacher Training, Recruitment and Deployment ................................................ 152 Education Service Commission (ESC) ................................................................... 156 Sports Development .............................................................................................. 160 Physical Education and Sports................................................................................ 161 Community Sports ................................................................................................. 163 Cross-Cutting Issues ................................................................................................. 166 Guidance and Counselling ..................................................................................... 166 Special Needs Education (SNE) .............................................................................. 168 Communication and Information Management ................................................... 171 Gender in Education ............................................................................................... 173 HIV and AIDS in Education .................................................................................... 175 National Curriculum Development Centre (NCDC) ............................................ 178 School Inspection .................................................................................................... 180 International Commitments ................................................................................... 183 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 ABEK AIDS Awareness Group Alternative Basic Education for Karamoja ADB AEAA AfDB AICAD APL ARMS ARVS ASC ATL ATPs BADEA BFP BIC Bn BoGs BRMS BTC BTVET C/EPPA CAO CBA CBET CCC CCT CESS CMU CP CPDs CPIC Africa Development Bank Association of Education Assessment in Africa African Development Bank Africa Institute for Capacity Development Adaptable Program Loan Project Academic Records Management System Anti-Retro-Viral Supplements Annual School census Active Teaching and Learning Assessment and Training Packages Arab Economic Development Bank in Africa Budget Framework Paper Business Incubation Centres Billion Board of Governors Basic Requirements and Minimum Standards Belgium Technical Cooperation Business, Technical, Vocational Education and Training Commissioner Planning and Policy Analysis Chief Administration Officer Competence Based Assessment Competency-Based Education and Training Certificate in Community Child Care Coordinating Centre Tutor Comprehensive Education and Sports Sector Data Collection Exercise Construction Management Unit Community Polytechnic Continuous Professional Development Community Polytechnic Instructors' College CPTs Customized Performance Targets CRE CRMS CRTT CSO C-TEP CTs CURASSE CUUL CVTI DAC DACUM DAT DEO DES Christian Religious Education Crime Records Management System Centre of Research in Transportation Technologies Civil Society Organization Certificate in Teacher Education Proficiency course Coordinating Tutors Curriculum Assessment and Examination Reform Programme Consortium of Uganda University Libraries Certificate in Vocational Education Training Instruction District Aids Committee Developing a Curriculum District Aids Task Force District Education Officer Directorate of Education Standards viii DIMP DIS DIT DLG DTIM DVTI EAC ECD ECDCs EDP EFA EMIS EPPAD ESBWG ESC ESCC ESS ESSAPR ESSP ESSR ESWAPI F&A FAL FEASSA FUBA FUFA FY G&C GAPR GDP GEM GER GIR GoU GPE GV GWP H.E HESFB HEST HIV/AIDS HTC IAAF IAEA ICT IDB IDPC Decentralized Instructional Materials Procurement District Inspector of Schools Directorate of Industrial Training District Local Government Diploma in Training Instruction Management Diploma in Vocational Education Training Instruction East African Community Early Childhood Development Early Childhood Development Centres Education Development Partners Education for All Education Management Information System Education Planning Policy and Analysis Department Education Sector Budget Working Group Education Service Commission Education Sector Consultative Committee Education and Sports Sector Education and Sports Sector Annual Performance Report Education Sector Strategic Plan Education and Sports Sector Review Education Sector Workplace AIDS Policy Implementation Finance and Administration Functional Adult Literacy Federation of East African Secondary Schools Association Federation of Uganda Basketball Association Federation of Uganda Football Association Financial Year Guidance and Counselling Government Annual Performance Report Gross Domestic Product Girls’ Education Movement Gross Enrolment Ratio Gross Intake Rate Government of Uganda Global Partnership in Education Grade V Government White Paper His Excellency High Education Student’s Financing Board Higher Education Science and Technology Human Immune Virus/ Acquired Immune Deficiency Syndrome Health Training College International Athletics World Cross Championships International Association of Education Assessors Information Communication Technology Islamic Development Bank Internally Displaced Persons’ Camp ix IEACL IFMS IMU INSET IT JAB JAF JICA JPP KCCA KOICA KPEP KPI KYU LARA LDCs LGs M&E M/C MDAs MDGs MEOs MLA MoES MoFPED MoH MoLG MP MTBF MTEF MTN MUBS MUK MUST NAPE NCDC NCHE NCS NDP NEMA NER NFE NGO NHATC NIR NPES NSGE Inter University Council for East Africa Integrated Financial Management Systems Instructional Material Unit In –service Teacher Training Information Technology Joint Admission Board Joint Assessment Framework Japanese International Cooperation Agency Joint Position Paper Kampala Capital City Authority Korea International Cooperation Agency Karamoja Primary Education Project Key performance Indicators Kyambogo University Literacy Achievement and Retention Activities Least Developed Countries Local Governments Monitoring & Evaluation Municipal Council Ministries Departments and Agencies Millennium Development Goals Municipal Education Officers Monitoring Learning Achievements Ministry of Education & Sports Ministry of Finance Planning and Economic Development Ministry of Health Ministry of Local Government Member of Parliament Medium Term Budget Framework Medium Term Budget Framework Mobile Telecom Network Makerere University Business School Makerere University Kampala Mbarara University of Science and Technology National Assessment of Progress in Education National Curriculum Development Centre National Council of Higher Education National Council of Sports National Development Plan National Environment Management Authority National Enrolment Ratio Non Formal Education Non- Government Organization National High Attitude Training Centre Net Intake Rate National Physical Education and Sports National Strategy for Girls Education x NSSF NTC NUDIPU OBT OPEC OPM OVC P/S PAF PAS PCR PCU PE PES PG PhD PIASCY PIASCY PLE PPE PPET PPP PRDP PS/ES PSA PSFU PTA PTC PTE PTR PUJAB QEI RHU RTF RTRR S.S.S SACCO SARB SCA SCR SCSA SDA SDGs SESEMAT SFG National Social Security Fund National Teachers’ College National Union for Dis Output Budgeting Tools Organization of Petroleum Exporting Countries Office of the Prime Minister Orphans and Vulnerable Children Primary School Poverty Alleviation Fund Physical Activity & Sports Pupil Classroom Ratio Project Coordination Unit Physical Education Physical Education and Sports Post Graduate Doctorate in Philosophy Presidential Initiative on AIDS Strategy for Communication to the Youth Presidential Initiative on AIDS Strategy to Youth Primary Leaving Education Pre-Primary and Primary Education Post Primary Education and Training Public Private Partnership Peace Recovery and Development Plan Permanent Secretary Education and Sports Practical Skills Assessment Private Sector Foundation Uganda Parent Teacher’s Association Primary Teachers’ College Primary Teacher Education Pupil Teacher Ratio Private University Joint Admission Board Quality Enhancement Initiative Reproductive Health Uganda Reform Task Force Reporting , Tracking , Referral and Response Guidelines on Violence against Children in Schools Senior Secondary School Savings and Credit Cooperative Organization SESEMAT Regional Based Activities Secretary for Children Affairs Student Classroom Ratio Supreme Council for Sports in Africa Seventh Day Adventists Sustainable Development Goals Science and Mathematics Teachers School Facilities Grant xi SHRP SHRP Shs. SIDs SMC(s) SME SMP WG SNE SPEAR SRGBV STDMS STF SWAp TAAG TIET TMD TMM ToT Tr TS TVET UACE UAF UAHEB UBTEB UCC UCCEF UCE UGAPRIVI UGX UJTC UMA UMI UN UNAIDS UNAIDS UNATCOM UNATU UNEB UNESCO UNESCO UNFPA UNFPA UNGEI UNICEF School Health and Reading Program School Health and Reading Program Uganda Shilling Small Island Developing States School Management Committees Small Scale Enterprises Sector Policy and Management Working Group Special Needs Education Support Public Sector Workplace to Expand Action & Response against HIV/AIDS School Related Gender-based Violence Secondary Teacher Development Management System Straight Talk Foundation Sector Wide Approach Teacher’s Anti-AIDS Action Group Teacher Instructor Education and Training Training Modules Development Top Management Meeting Teachers of Trainers Teacher Technical School Technical and Vocation Education and Training Uganda Advanced Certificate of Education Uganda Athletics Federation Uganda Allied Health Examinations Board Uganda Business and Technical Examination Board Uganda Communications Commission Uganda Community Coach Education Framework Uganda Certificate of Examination Uganda Association of Private Vocational Institutions Uganda Shilling Uganda Joint Technical Cooperation Uganda Manufacturers Association Uganda Management Institute United Nations United Nations Agencies on HIV/AIDS The Joint United Nations Programme on HIV/AIDS Uganda National Commission for UNESCO Uganda National Teachers Union Uganda National Examination Board United Nations Education Scientific and Culture Organization United Nations Educational, Scientific and Cultural Organization United Nations Population Fund United Nations Population Fund United Nations Girls’ Education Initiative United Nations Children's Fund xii UN-JPGE UNMC UNMEB UOTIA UPIK UPOLET UPPET USAID USAID USE USSIA USSPE UTC UTSEP UVQF UYP VACiS VLAN VTI WADA WASH WFP WHO United Nations Joint Programme on Gender Equality Uganda Nurses and Midwives Council Uganda Nurses and Midwifes Examination Board Universities and Other Tertiary Institutions Act Uganda Petroleum Institute Kigumba Universal Post-O'Level Education and Training Programme Uganda Post Primary Education and Training United States Agency for International Development United States Agency for International Development Universal Secondary Education Uganda Small Scale Association Uganda Society for Sports Science & Physical Education Uganda Technical College Uganda Teacher and School Effectiveness Project Uganda Vocational Qualifications Framework Uganda Young Positives Violence Against Children in Schools Virtual Local area Network Vocational Training Institute World Anti-Doping Agency Water, Sanitation and Hygiene World Food Programme 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). Is the total number of pupils/students who have registered in school during the current school year. Total enrolment in a specific level of education (Pre-primary, Primary, 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. Enrolment of the official age-group for a given level of education (Preprimary, Primary, Secondary and Tertiary) expressed as a percentage of the corresponding population. Refers to the sum of the number of pupils in each grade of primary 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 Total number of new entrants in the first grade of a given level of 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; Preprimary: 3 years Primary: 6 years, Secondary:13 years, Tertiary : 19 years Number of new entrants of official age expressed as a proportion of the official school entry age (3 years for pre- primary, 6years for primary, 13 years for secondary and 19 years for tertiary) Percentage of pupils with ability to read and write in any language. Enrolment Gross Enrolment Ratio (GER) Net Enrolment Ratio (NER) Under-age Primary School in Gross Intake Ratio (GIR) Net Intake (NIR) Ratio Literacy Rate Performance Indicators PCR/SCR Pass Rate Performance Index PTR/STR Refers to the several key indicators that can be computed and utilized 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. Is the average number of pupils/students per classroom in primary/secondary education in a given school year 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. This is an index that measures the quality of passing at all levels of Education. 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 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. Additionally, 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. 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 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. 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) (ii) (iii) The number of pre-primary schools Increased by 16.3% from 4,956 in 2014/15 to 5,763 in 2015/16; 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. 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) (ii) 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; 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 (iii) 4.1.3 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; 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. Secondary Education Interventions undertaken in secondary sub sector to expand access resulted into the following outcomes:(i) (ii) (iii) (iv) 4.1.4 The sector experienced a decrease of 8% in total enrolment in secondary subsector 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; 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; 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, 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. Business, Technical and Vocational Education and Training Education The main outcomes registered by the BTVET Sub sector include:(i) (ii) 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, 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) (ii) (iii) 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; Through HESFB, loans were provided to 1,273 students (863 male; 410 female); and, 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) (ii) (iii) (iv) 4.2.2 The Pupil Teacher Ratio (PTR) improved by 2 points from 24:1 in FY 2014/15 to 22:1 in FY 2015/16. 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). 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 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. 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) (ii) (iii) (iv) The Student Classroom Ratio declined from 50:1 FY2014/15 to 52.1 in FY2015/16; The Student Teacher Ratio remained constant at 22:1 between FY2014/15 and 2015/16; 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, 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) (ii) (iii) 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; 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, 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) (iii) (iv) 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; 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, 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) (ii) (iii) (iv) 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; 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; 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, 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) (ii) (iii) 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; 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, 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) (ii) (iii) (iv) (v) (vi) Sponsored 20,335 teacher trainees in PTCs, NTCS, Instructors Colleges; and Mulago Health Tutors College ; Completed construction works in 10 PTCs(Kisoro, Rukungiri, Rakai, Kabukunge, Christ the King, Erepi, Busuubizi, Kabale- Bukinda, Kabwangasi and Kaliro); 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 Enhanced the proficiency capacity of 300 lecturers to use Active learning and learning methodologies including use of information technology; Trained 2,680 primary school head teachers and 3,860, P.1 teachers on the implementation of early grade reading in primary schools; and, 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 (i) (ii) (iii) Guidance and Counselling Conducted school based vocational and career talks in 98 education institutions throughout the country; Distributed 5,000 copies of Career Guidance Handbooks (Guide for Enrolment in Health Training Institutions); and, Conducted school based supervision and technical support in 60 schools throughout the country. xxiii 7.2 (i) (ii) (iii) HIV/AIDS 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; A total of 359,327 children were taken through an hour of HIV and Health education sessions; and, 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; 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, 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. (ii) (iii) 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) (ii) (iii) (iv) Expanded capacity through training of Associate Assessors and acquiring motor cycles to carry out inspection; Improved internal supervision by the head teachers; Enhanced capacity building for the district inspectors; and, Started implementing the revised inspection model. xxiv 7.6 National Curriculum Development Centre (NCDC) (i) (ii) (iii) Translated and printed 24,877 copies of song books for the thematic curriculum for P.1 – P.3; Developed Senior One prototype text books and teacher’s guides for the proposed 8 learning areas of the reformed lower secondary curriculum; and, 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 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). Executive Summary provides the overall summary of the 23rd ESSAPR. 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) (b) (c) 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; 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, 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. 2 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. 3 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. 4 Table 2.1: Policy and Operational Recommendations Arising from the 22nd ESSR Theme Policy Issue Policy and Operational Recommendations General Limited Competency and Review operational guidelines for Governance functionality of constituting SMCs and BoGs and Governance Bodies Management Ensure expedited approval and induction of SMCs and BoGs Improve coordination and collaboration between foundation bodies and Ministry/LGs Limited understanding and Implementation of Management and Governance Mandates Limited application of strategic planning and management by institutions Limited motivation of Staff in the sector Conduct regular sensitization and capacity building trainings for SMC/BoG members on their functions Scale up dissemination of the Education Act (2008) and other operational policy guidelines Develop school specific strategic plans Governing Boards should supervise the implementation of the plans. Fully implement Teachers’ Scheme of Service Appoint substantive deputies and heads of educational institutions Streamline deployment and transfers of teachers 5 Implementation Status They are to be reviewed hand in hand with The Education Act 2008, since they are part of the Act. Training of SMC’s is on-going under GPE – UTSEP and by the CCT’s. Induction of BOG’s is also on –going. Consultation between foundation bodies and the local government authorities is continuous as provided for in The Education Act 2008. District dialogues have been conducted to address a number of issues including sensitizing SMCs and others stakeholders on advantages of UPE and its implementation. This has been done during district dialogue meetings on UPE, gender dialogues at district level. Head teachers, Deputy Head teachers and SMC members were trained (under GPEUTSEP) in strategic plan development, implementation and supervision. This is being undertaken by Education Service Commission. The Ministry promoted 157 care-taker 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. Every year the Ministry carries out a national deployment and transfer of teachers and Theme Policy Issue Policy and Recommendations Inadequate monitoring, supervision and inspection Commercialization education processes of Operational Ensure payment of science allowance to all entitled officers Improve functionality of Governing bodies through capacity building and sensitization Implementation Status head teachers. Additionally, guidelines for deployment and transfer of teachers are being developed to further strengthen the process. This is being paid to officers. The Department of Private Schools and Institutions has held sensitization workshops 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. Implement Continuous Assessment Continuous assessment is being 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 6 Theme Policy Issue Inadequate infrastructural development and maintenance Policy and Operational Recommendations Carryout schools/institutions need assessment and develop an implementation plan Inadequate funding to the sector Develop guidelines to require schools to provide for maintenance of school infrastructure Advocate for increased resource allocation Institute efficiency measures Pre Primary & Primary Subsector Secondary Renew commitment to reach the most hard to reach children Education Service commission should operationalize the teachers code of conduct Persistent low learning outcome Implement the NFE policy for Educationally disadvantaged children Limited participation management governance Encourage SMC/BoG members to give feedback to respective constituencies community in school and Low transition rates from O- Implement the teachers conduct in schools code of Hold managers accountable at all levels by setting performance targets Revitalize PTAs in schools Carry out research establish causes of 7 Implementation Status So far a rapid mapping was conducted in secondary schools to assess among other things their infrastructural development needs. Guidelines (maintenance manual) are in place and are provided for all new constructions. The Ministry continues to engage Ministry of Finance Planning and Economic Development and Education Development partners. 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. NFE policy is still in a draft format as no funds have been identified for printing and its implementation. The teacher’s code of conduct is operational. Head teachers of primary schools sign performance contracts every year with the sub-county chief. During the district dialogue meetings on UPE at district level, SMCs were encouraged to provide feedback. Revitalizing PTAs in schools will be discussed during the consultative process for reviewing the Education Act 2008. The Terms of Reference to guide the study Theme Policy Issue Sub-sector level to A-level secondary Inadequate number and inequitable deployment of science teaching staff Policy and Recommendations low transition to education Operational lower secondary have been developed for discussion at the sectoral working groups. Implement relevant interventions under National Strategy for Girl’s education The Gender Unit with support from UNICEF 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. A teacher mapping exercise was conducted in both public and private secondary schools. Data is being analyzed to guide the next steps. A draft report will be ready by end of August 2016 No recruitment has been done. However, in order to systematically address the staffing gaps, the Ministry started with promotion of staff where 157 care-taker Deputy Headteachers 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. Guidelines on teacher transfer were developed and a draft discussed at various working groups for approval. The framework is being worked upon. In the meantime a school is only allowed to Carry out a comprehensive staffing gaps assessment Recruit additional staff for improved service delivery Expedite development of a rational policy on teacher transfers Debt burden in secondary schools which negatively Implementation Status Develop regulatory schools borrowing 8 framework for Theme Policy Issue Policy and Recommendations Operational affects governance. Consider debt management in transfer of head- teachers BTVET sector Sub- Low enrolment in technical and vocational training Sensitize the public on the importance of skills training Strengthen career guidance in schools Inadequate provision for non-formal training programmes Increase levels of competence based certification Low enrolment at BTVET institutions especially girls Encourage more girls to enroll in skills training institutions including the use of female role models Non-recognition of BTVET science oriented tutors as scientists Review the definition of a science teacher to include BTVET science oriented instructors 9 Implementation Status 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. The department of secondary education has come up with a database to capture schools with debts arising from loans which informs the transfer process of head teachers. Carried out community outreach to sensitize public about the Skilling Uganda. Developed career guidance handbook on BTVET and skills acquisition and disseminated to BTVET institutions. A phased implementation (taking on a few non formal centers per quarter) for competence-based certification is being carried out in non-formal skills training due to inadequate funds. During national placement exercise for students joining S.1 and other post primary institutions, female students are given priority. The department has followed up with MoPS through the Human Resource Management department but this has not been fully addressed as BTVET science oriented instructors have not yet received a Science Theme Policy Issue Policy and Recommendations Operational Implementation Status Allowance. Inability to attract suitable candidates as TVET tutors Address motivational issues for BTVET teachers and instructors Local governments without BTVET institutions Conduct mapping for BTVET institutions Provide for grant aiding of private community BTVET institutions Operationalize non-functional BTVET institutions that have structures already Consider institutions without. Higher Education and Training construction of BTVET in Local Governments Contradictions between NCHE Act and existing legislations for professional bodies Review and harmonize the existing legislations Three new public universities will become operational in FY 2016/17 which require funding. Low staffing levels in public universities Provide funding Universities to three new Raise staffing levels by filling posts to at least 50% of the approved establishment. 10 The Ministry has under the various development projects provided for capacity building for BTVET teachers and instructors. The mapping of BTVET institutions was not conducted as it was not budgeted for in the FY under review. Established more BTVET institutions to increase access to public but challenge is the ever increasing establishment of new administrative units (new Districts). In the FY under review, at least 4 BTVET 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. In the FY under review, this was not possible due to inadequate funds and ever increasing number of new districts. Consultations are on-going with Universities to seek views on the review and harmonization of UOTIA 2001 with other legislations e.g. BTVET Act, 2008 to avoid overlaps. Funds were provided accordingly to the three Universities though only two Universities (Kabale and Lira) are operational. Government did not recruit staff in the public Universities as it prioritized enhancing salaries for University staff (teaching and Theme Policy Issue Policy and Recommendations Low number of student loan beneficiaries in public universities Operational Review cut off points for science based courses in public Universities. Expand facilities and increase enrolments for science courses in public universities. Low efficiency effectiveness in universities TIET and public Roll out the Computerized Education Management and Accounting System [CEMAS] to all public universities. Students who fail/refuse to pay tuition on grounds that they are enrolled in public universities when they were admitted on private sponsorship Enhance the capacity of university councils to take action. Understaffing in tertiary institutions/colleges Consider carrying out a staffing gaps assessment in schools/institutions to 11 Implementation Status non-teaching). For instance a professor’s salary enhanced to reach the target of 15m per month. During FY 2015/16, the fund provided to HESFB was not enough to allow a sizeable 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. This is being implemented under support to Higher Education Science and Technology (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. MoFPED has already installed CEMAS system in Mbarara University and is in the process of rolling it out to Makerere University and Makerere University Business School. The Ministry is in the process of the University and Other Tertiary Institutions Act, 2001(as amended) with a view of empowering the University Councils and integrating other emerging issues in the day to day operations. Staffing gap assessment was conducted and recruitment has and continues to be Theme Policy Issue Low levels of collaboration between teacher/tutor training institutions and specialized institutions Low tutors/teachers competency Policy and Operational Recommendations identify subjects in dare need and relief existing teachers by recruiting additional staff for improved service delivery. Institute a policy to promote enhanced networking Develop competency tutors/teachers profiles for Enhance in-service training PES Huge workload/number of schools under each core PTCs Carryout remapping Low participation at the sports gala especially headquarter staff and semi-autonomous institutions/agencies Highlight the gala day to enable all the sector members to attend the trainings and competitions 12 Implementation Status executed on a replacement basis and according to subject and college needs. The department is developing a comprehensive TIET policy which will cover several issues including networking/collaboration aspects highlighted in the TISSA Report. Competency profiles were developed, discussed at various sectoral working groups and approved ready for printing and dissemination. 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. Remapping of schools under each Core PTC has been planned to be executed under the UTSEP/GPE project. A Loose Minute was written to PS/ES seeking her approval of the position to ring-fence gala day to enable all Ministry’s directorates, departments, units and semiautonomous institutions observe the gala day such that all the staff are released to fully participate in the gala that day. Theme Policy Issue Low fitness levels among staff that may cause hypokinetic diseases, obesity, arthritis, premature aging and longevity Inadequate skilled and competent PES personnel Cross cutting issues including SNE Policy and Operational Recommendations Engage staff into continuous regular PES activities for at least 30 min two – three days a week Establish/gazette a specialized training institution/college PES Low priority and emphasis put on sports at primary school level by local government require LGs to encourage primary schools to participate in sports activities The sporting activities are not expanded to include new emerging areas in sports Explore the possibility of increasing the sporting fields for schools Inadequate funding to specialized SNE schools Provide a separate capitation grant to SNE schools 13 Implementation Status A Loose Minute was written to US/FA requesting for permission and avail space for training on a weekly basis. This is not yet operational due to lack of funds to procure some facilities required. A specialized PES training institution has been provided in the PAS Bill which is being drafted by the First Parliamentary Counsel (FPC), Ministry of Justice and Constitutional Affairs. The Ministry through PES department has sent a circular to Local Governments requiring them to ensure that Physical 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 Ministry through Physical Education and Sports department has encouraged and supported schools to participate in the 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. While the Ministry still pursues the provision of a separate capitation grant to SNE schools, a budget line was created under SNE Theme Policy Issue Policy and Recommendations Operational Poor design of school infrastructure that does not take care of SNE Review designs for school infrastructure Mismatch in SNE provision in primary schools Re-map SNE Provision at all levels (Intensify assessment of learners to identify their special learning needs). Workplace HIV/AIDS policy in school – the TAG groups without support and care Create links with health providers for support and care 14 service Implementation Status 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. Designs were reviewed to take care of students with Special needs. This evident with the new constructions of school facilities (classrooms have ramps, pit latrines have at least a stance for SNE learners). This was planned under the Development of Special Needs Project but due to inadequate funds the department was unable to perform the assessment of learners in schools to identify their special learning needs. An inter-ministerial committee was established to strengthen advocacy on 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 onInstitutions 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. 15 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 Paper on Education (GWP),1992 A final draft roadmap to guide the review of the GWP, 1992 was submitted to the Ministry and discussed at 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 (2009) Consultations with various stakeholders commenced to guide the review of the policy. have 3. Early Childhood Development Policy (2007) Consultations with various stakeholders commenced to guide the review of the policy. have 4. The Education Sector Strategic Plan (ESSP) 20072015 Commenced on the process to secure a consultant. 5. The draft National Education for Sustainable Development (ESD) Policy Consultation with various stakeholders is on-going to seek views/input to enrich the draft ESD policy. < 16 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 Commissioner, Education Head Teachers Government Secondary Positions Declared 1 Status of action 221 Interviews Completed, awaiting results. Interviews Completed, awaiting results. Positions filled and officers deployed Positions filled and officers deployed Deputy Head Teacher 593 Staff under Health Training Institutions Teacher Instructor and Education Training (TIET) Department. Uganda Colleges of Commerce (UCC) Business Technical Vocation and Education Training ( BTVET) Department MoES Headquarter Positions 119 47 Source: MoES 2016 17 191 343 85 Position re-advertised Staff recruited and deployed Pending at the ESC Advertisement Positions filled for 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 Wage Non-Wage Domestic Development External financing (Donor) Total Sector Allocation (Ushs bn) National allocation (Ushs bn) % share of National allocation 1,191.98 2,894.07 41.19% 451.92 184.69 5,762.59 4,056.97 7.84% 4.55% 200.48 2,029.07 5,597.75 18,311.38 3.58% 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% Percentage share 60.0% 59.8% 58.7% 50.0% 40.0% 30.0% 21.3% 22.3% 20.0% 7.5% 10.0% 9.1% 11.5% 9.9% 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 nonwage 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 54% Secondary 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. 19 3.2 Analysis of the Financial Budget Performance Outturn for FY 2015/16 Table 3.3: Budget Performance by Vote (excluding external financing) Code 13 132 136 137 138 139 140 149 111 127 128 501850 122 Vote MoES inc PriEduc ESC MUK Mbarara MUBS Kyambogo University UMI Gulu University Busitema University Muni University UNEB Dist LG KCCA Education Grant TOTAL FY 2015/16 Approved Budget Wage NonDomesti wage c Dev’t. Rect. 11.22 131.23 81.48 Total Excl. Donor 223.93 FY 2015/16 Budget Release NonDomestic Total wage Dev’t. Excl. Rect. Donor 12.40 144.85 72.40 229.65 FY 2015/16 Release performance Wage NonDomestic wage Dev’t. Rect. 110.5% 110.4% 88.9% Wage Total Excl. Donor 102.6% 1.27 72.48 17.34 11.43 23.23 4.57 21.47 3.31 2.96 7.29 0.65 21.11 3.89 2.80 0.22 6.49 115.06 24.54 17.19 30.74 1.18 72.48 17.34 11.43 23.23 4.59 21.47 3.31 2.96 7.25 0.20 21.11 3.89 2.80 0.22 5.97 115.06 24.54 17.19 30.70 92.9% 100.0% 100.0% 100.0% 100.0% 100.4% 100.0% 100.0% 100.0% 99.5% 30.8% 100.0% 100.0% 100.0% 100.0% 92.0% 100.0% 100.0% 100.0% 99.9% 1.23 13.19 12.15 0.30 5.09 7.24 1.50 2.82 1.10 3.03 21.10 20.49 1.23 14.68 11.71 0.30 5.09 7.41 1.50 2.77 1.10 3.03 22.54 20.22 100.0% 111.3% 96.4% 100.0% 100.0% 102.3% 100.0% 98.2% 100.0% 100.0% 106.8% 98.7% 2.64 3.45 3.33 27.50 4.76 10.73 30.95 2.64 3.45 3.25 27.50 4.76 - 10.65 30.95 100.0% 100.0% 97.6% 100.0% 100.0% 0.0% 99.3% 100.0% 1292.17 999.44 229.67 63.06 1292.17 100.2% 99.2% 100.0% 100.0% 997.5 3 24.82 231.58 63.06 6.07 1.30 32.19 25.97 6.07 1.30 33.35 104.6% 100.0% 100.4% 103.6% 1191. 98 451.94 184.69 1828.61 1197.18 463.72 175.11 1836.02 100.4% 102.6% 94.8% 100.4% Source: MTEF, 2015/16 20 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. . Approved Releases ative Release Annual FY Expend % Perf. Budget FY 2015/16 itures 2015/16 1 Finance and Administration 1.76 (Ushs.bn) 2.94 as at 2.45 167.31% (Ushs.bn) 30th (Headquarters) 2 Primary and Pre-Primary 0.23 0.23 June 0.23 100.00% Education 2016 3 Secondary Education 0.13 0.13 (Ushs. 0.08 100.00% Bn) 4 Teacher Education 3.66 3.66 3.66 100.00% Cumm. Exp. % Perf. (Absorptio n capacity) 83.26% 98.77% 62.39% 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 0.59 0.59 0.58 100.00% 99.58% 0.93 0.93 0.92 100.00% 99.28% 10 Education Planning and Policy Analysis Directorate of Education Standards (DES) 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% 11.22 12.40 11.82 110.56% 95.28% 9 Total 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%. 21 Table 3.5: Performance of the Recurrent budget (Non-Wage) for Vote 013 (MoES) Prog. Description 233.75% Cumm. Exp. % Perf. (Absorption capacity) 93.74% 23.81 99.01% 100.00% 1.22 1.22 90.28% 100.00% 13.20 13.19 13.19 99.95% 100.00% BTVET 18.89 18.88 18.88 99.95% 99.99% 7 Higher Education 30.80 30.34 30.33 98.50% 99.99% 8 Education Planning and Policy Analysis 5.81 3.93 3.93 67.69% 100.00% 9 Directorate of Education Standards (DES) 3.09 3.09 3.09 100.00% 100.00% 10 Departmental Training Institutions 2.68 2.68 2.68 99.86% 100.00% 11 NHSTC 11.59 11.58 11.58 99.97% 100.00% 12 Physical Education and Sports 5.18 6.93 6.93 133.61% 100.00% 13 Internal Audit 0.47 0.36 0.36 76.06% 100.00% 14 Private Schools Department 0.85 0.63 0.63 74.72% 100.00% 6 Special Needs Education 1.02 0.95 0.95 93.45% 100.00% 15 Guidance and Counseling 0.96 0.84 0.83 87.38% 99.38% 131.23 144.85 143.18 110.38% 98.85% Approved Annual Budget FY 11.31 2015/16 (Ushsbn) Cumulative Releases FY 2015/16 (Ushs.bn) 26.43 Cumulative Expenditures as at 30th June 2016 24.77 (Ushs. Bn) 1 Finance and Administration (Headquarters) 2 Primary and Pre-Primary Education Secondary Education 24.05 23.81 1.35 4 Teacher Education 5 3 Total Cumm. Release % Perf. Source: IFMS, 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 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, 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 Annual Budget FY 2015/16 Cumulative Releases FY 2015/16 Cumulative Expenditure s as at 30th June 2016 0897 Development of Secondary Education Development of BTVET 7.35 7.35 7.35 99.90% 100.00% 13.80 13.34 13.12 96.62% 98.38% Development of TVET P 7 Graduate Enrlt Inst. & UVQF Relocation Of Shimon PTC & P/S 1.10 1.04 1.04 94.39% 100.00% 0.64 0.64 0.64 100.00% 100.00% Nakawa Vocational Training Institute Karamoja Primary Education Project Improving the Training of BTVET Technical Instructors Support to National Health & Departmental Training Institutions Development of Uganda Petroleum Institute Kigumba Support to Higher Education, Science & Technology Uganda Teacher and School Effectiveness Project Emergency Construction of Primary Schools Phase II Development and improvement of Special Needs Education (SNE) Albertine Region Sustainable Development Project Skills Development Project 0.70 0.70 0.70 99.99% 100.00% 1.10 1.10 1.10 99.61% 100.00% 0.20 0.19 0.19 95.81% 99.79% 2.85 2.79 2.79 98.13% 100.00% 8.00 4.95 4.95 61.88% 100.00% 4.90 6.16 6.15 125.80% 99.82% 2.06 2.02 2.02 97.99% 99.95% 1.86 1.86 1.86 99.76% 100.00% 2.06 2.04 2.04 98.95% 100.00% 2.37 2.36 2.34 99.31% 99.43% 0.30 0.30 0.30 100.00% 100.00% 0.61 0.61 0.61 99.12% 99.95% 0.10 0.06 0.06 56.00% 100.00% 1340 John Kale Institute of Science and Technology (JKIST) Support to the Implementation of Skilling Uganda Strategy (BTC) 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 Centre (NHATC) 5.83 3.60 3.60 61.71% 99.98% Total 62.23 56.54 56.18 90.85% 99.36% 0942 0971 0984 1093 1232 1233 1270 1241 1273 1296 1339 1308 1310 1338 1368 1378 Cumm. Release % Perf. Cumm. Exp. % Perf. 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 23 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. Approved Releases Expenditure Release Annual FY s as at 30th % Perf. Budget FY 2015/16 June 2016 2015/16 0897 Development of Secondary 0.43 0.29 0.29 66.48% Education 1233 Improving the Training of 2.30 1.53 1.53 66.48% BTVET Technical Instructors 1273 Support to Higher Education, 3.57 5.44 5.44 152.28 Science & Technology % 1296 Uganda Teacher and School 11.01 7.32 7.32 66.48% Effectiveness Project 1310 Albertine Region Sustainable 1.95 1.29 1.29 66.48% Development Project Total 19.26 15.87 15.87 82.39% Cumm. Exp. % Perf. 100.00% 100.00% 100.00% 100.00% 100.00% 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%. 24 Table 3.8: Key Physical Outputs Arising from the Approved Budget FY 2015/16 Sub-Sector RECURRENT Local Government Pre-Primary and Primary Education Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs (i)Wage (Primary, Tertiary and Secondary Wage) 997.53 Pay salaries for 149,441 primary teachers 24,415 secondary teacher’s and tutors 999.44 149,363 primary teachers, 28,553 secondary teachers and 4,334 tutors were paid salaries respectively. (ii) Non-Wage Inspection of schools & DEO Monitoring(LG) (iii) Development (SFG & Secondary Development) 4.779 All schools inspected and monitored at least once a term 4.779 Local governments ensured that all schools were inspected and monitored at least once a year. 63.06 Construction and rehabilitation of secondary and Primary schools 63.06 PLE Exams(UNEB) 8.799 639,279pupils examined 8.799 UPE Capitation Grants 0.685 Pay Capitation Grants for 6,321,964 0.667 Funds disbursed for the construction and rehabilitation of 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. Disbursed funds to UNEB to facilitate 621,939 pupils’ examinations. Paid Capitation Grants for 6,993,962 pupils Teachers SACCO 5 Teachers benefit from the teachers SACCO 5 25 Funds were transferred to UNATU Apex organisation. Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Monitoring and Supervision of Primary Schools 0.405 0.38 P1 – P3 Classes in 5 Private schools monitored. Monitored 35 ECD centers and nursery schools in Lira, Kitgum, Hoima, Kibaale, Ntungamo, Jinja and Mbarara. Facilitated the monitoring of 1,140 primary schools benefiting from World Food Program support in the Karamoja Sub-region. Instructional Materials 16.837 P1-P3 classes in 20 private schools monitored. Nursery in 20 schools monitored.60 nursery schools /ECD centres and 120 primary schools supervised and monitored focusing on sanitation, hygiene and girls’ education. DEO and DIS conference facilitated. 1,053 school Monitoring visits carried out by WFP. 39,000 wall charts; 330,000 English text books; 39,000 song books procured and distributed for primary 5 to 7. Assorted instructional materials for Primary 1 and Primary 2 plus SNE procured and distributed. Delivery, storage and usage of instructional materials in schools monitored. Awareness of stake holders on Instructional materials in schools carried out. 16.83 Paid 50% of the contract price to MK Publishers for the supply and delivery of 96,860 Primary 5, 6 and 7 Local Language sets of readers (1, 2, 3) books for Luo Acholi, Runyankore-Rukiga, Madi, Luganda and Lusoga; 19,742 Local Language Pupils’ Books for Madi, Runyoro-Rutoro and LuoAcholi and 1,268 Local Language Teachers’ Guides for Madi, Runyoro-Rutoro and Luo- Acholi. Procured 337,414 Primary 5 and 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 Guidance and Counseling Activities Annual Budget Shs. Bn Advocacy and Information dissemination 0.217 o/w Selection Exercise and placement of children 0.418 Expected Outputs Career talks covering 320 education institutions conducted. Support supervision and follow up in provision of standardized G&C services in 180 institutions and Counseling services conducted. Teachers oriented in Guidance and Counseling Organising and conducting National Placement of 400,000 P.7 and 180,000 S.4 leavers to the next level of education. 27 Actual Exp. FY 15/16 Shs. Bn. 0.163 0.415 Actual Outputs 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 Career talks conducted in 158 educational institutions in Northern, Western, Central, and Eastern Regions. Conducted support supervision and follow up in provision of standardized G&C services in 110 institutions Organized and conducted National Placement of 503,565 P.7 and 195,029 S.4 leavers to the next level of education. Procured services and supplies to conduct placement/admission of P.7 and S.4 Leavers Sub-Sector Activities Special Needs Education Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 0.074 School based field visits covering 60 schools to offer support supervision conducted. NFE face-to-face training in 6 CPTCs monitored. 0.065 Monitored 54 schools at both Primary and Secondary levels: in Arua, Gulu, Soroti, Kasese, Kamuli, Mbale, Manafa, Luwero, Mubende, Koboko, Hoima, Moyo, Nebbi, Gulu, Apac, Lira, Oyam, Mukono, Shema, Kanungu, Moroto, Abim, Kotido, Kabale, Kisoro, Kiboga, Masindi; Bugiri, Iganga, Jinja, Dokolo, Amolatar and Mbarara.Monitored NFE trained teachers under the 4 CPTCs of Nakaseke, Arua, Bulera and Kibuli. Transferred Subvention grants to 100 institutions (Aber P/S, Agola P/S, Agururu P/S, Amanang P/S, 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, Participation in International day for Persons with Disabilities and White Cane day. o/w Transfer to Schools(Grants) 0.644 Transferred Subvention grants to 100 institutions supporting learners with special needs (5,000 learners benefitted). 28 0.642 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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. 30 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Secondary Education Monitoring and Supervision of Secondary Schools 0.217 Provided support supervision to 145 government USE secondary schools and administrative support to 150 USE schools. 0.196 Provided administrative and support supervision to 202 government schools that is Naama SS, Trinity College 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 0.5 Capitation Grants(LG) Private Schools Department 129.509 0.600 Pay capitation grants for 867,789 USE and 1,785 UPOLET Students Facilitate secondary schools music, dance and drama; and East African Games. 129.447 Paid capitation grants for 875,529 USE and 64,807 UPOLET Students 0.5 Facilitated secondary schools music, dance and drama; and East African Games. Pay capitation grants for 867,789 USE and 1,785 UPOLET Students 600 Non USE private schools and 400 USE/UPOLET private schools monitored and support supervised. 129.447 Paid capitation grants for 875,529 USE and 64,807 UPOLET Students 0.420 Monitored and provided support supervision to 625 non- USE schools and 150 USE/UPOLET schools. Dissemination of guidelines for licensing, registration and classification of private 32 Four workshops were held for dissemination of guidelines(Eastern, Western, Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. schools Higher Education Monitoring/supervis ion and Quality assurance for Tertiary Institutions (AICAD, NCHE, JAB) 2.94 Operational support for public and private Universities 10.95 Support to Research Institutions in Public Universities 2.00 Actual Outputs Northern and Greater Masaka regions ) AICAD Supported. JAB intake capacities monitored. Subvention to NCHE to support its programmes. District Quota activities monitored and reviewed. Completion, survival and dropout rates monitored. Turn-up of 1st year students at Other Tertiary Institutions monitored Funds to support establishment of Soroti University provided. Funds to support 100 science education students at Kisubi Brothers’ University College provided. Support to Bishop Stuart, Kabale University, Mt of the moon University, Ndejje University, Kumi University and Nkumba University provided. 10 research projects funded at Public Universities. Students in Cuba supported; top-up allowances to 400 students abroad. Air ticket paid for students’ scholarship abroad. Uganda Commonwealth Scheme supported. 33 2.94 AICAD supported. 5,600 students admitted by JAB to 37 Other Tertiary Institutions. NCHE supported to maintain quality in higher education. 7.14 Paid for verified certificate for the ongoing construction of Soroti University. 150 Science Education students supported at Kisubi Brothers University. Support extended to six private universities 1.560 Supported research conference at College of Natural Sciences and at Uganda Management Institute. Top-up allowances to students on scholarship abroad paid to 371 (China 47, India 52, Turkey 14, Egypt 42, Cuba 6, Thailand 5 and Algeria 205).Paid contribution to Common Wealth Scheme Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Sponsorship Scheme and Staff Development for Masters and PhDs 12.966 At least 20 candidates for Masters and PhDs as annually selected by NCHE at an average cost of UGX 10M per annum sponsored. Uganda’s Education Attaché in India and Algeria supported. 12.958 Uganda’s Attaché in Algeria and India facilitated Disbursed funds to the higher education institutions as loans to 1,918 students to cater for two semester fees. Consultative meetings held in Busitema University, Gulu University and Kampala international University. Visited Universities and other higher education institutions to verify students’ information and existence. Part payment made for the Integrated Loan Management System. Payment to Centenary bank for a service in loan application 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 Student Loan Scheme Facilitated. Airline tickets for at least 10 students returning home from Cuba at an average cost of US$4000 per ticket and repatriation cost for students who fall sick or asked to leave the country paid for. Supervisory visits to students abroad facilitated. 34 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs supported by the Board. Uganda Management Institute (Teaching and Research) Makerere University (Teaching, Research & Outreach) 1.52 93.95 Conduct research seminars, attending local and national conferences. Operationalized the Integrated Loan Management Information System (ILMIS). The loan application module and selection and award module are now working. Procured all teaching materials during the period 13 Advertisements were run during the period 22 Short and 14 Tailor made courses were conducted 2,928 Participants were registered on Long courses 1,856 Participants graduated 39 staff attended international and 11 local conferences 12 Journals were sold Published 10th issue journal Enrolment: Enrolment is expected at 45,000 (40,552 undergraduate and 5000 graduate students). Academic programmes include 112 undergraduate and 127 graduate programmes. Operation and management of two newly established campuses in Jinja and Fort 1 Policy paper, 3 Policy briefs was developed 1 Public dialogue held 3 Research seminar was held The enrolment as at the end of 2nd semester was 37,610 undergraduate and 2,250 graduate students in 80 undergraduate programmes and 100 postgraduate programmes Operated and managed of two newly established campuses in Jinja and Fort Portal 14,193 students graduated in January 2016 of which 6,998 were Procure all teaching materials during the period 13 Advertisements were run during the period 22 Short and 14 Tailor made courses conducted 2,928 Participants were registered on Long courses 1,856 Participants graduated 35 1.52 93.95 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Portal Admission: 14,000 students will be admitted in six laboratory based and four humanities and liberal arts units of the university Graduation 12,000 students in their final year of study Programme phasing to move towards E- learning mode. 1476 academic staff; 71 professors; 116 Associate professors; 172 senior Lecturers 308 lecturers; 648 Assistant lecturers; 131 teaching staff time 10,000 undergraduate students in yr 2 undertake internship Multidisciplinary research teams targeting the university research agenda. Books published Dissemination workshops/seminars meetings Civil society engagement and Consultancy services/Reports Colleges Short courses in five CollegesComputing and IT, CHUSS/Gender, Law, CoBMAS, COVAB 36 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs female students and 7,195 male students graduated. Programme phasing to move towards E- learning mode carried out. 1,476 academic staff, 71 professors, 116 Associate prof, 172 senior Lecturers, 308 lecturers, 648 Assistant lecturers paid Multidisciplinary research teams targeting the university research agenda. Books published Dissemination workshops/seminars meetings held Civil society engagement and Consultancy services/Reports Colleges Short courses in five CollegesComputing and IT, CHUSS/Gender, Law, CoBMAS, COVAB Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Muni University 5.97 Conduct 34 weeks of lecture for 200 government sponsored students and 200 privately sponsored students, prepare and conduct examinations for 400 students 10 research proposals written for funding, and 10 articles published ICT problems identified and defined. Community trained in effective use of ICT 5.968 39 weeks of lectures conducted for 186 government sponsored students and 14 privately sponsored students. 2 semester examination sessions of two weeks conducted and results released. 9 part time lecturers paid 2 faculty board meetings held and minutes produced. 1 week of orientation conducted for 200 new students. 21 academic staff paid salary. 80 students supervised during internship in various field and report produced. 10 research proposals written/ 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. 200 government sponsored students paid living out allowance and faculty allowances 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs allowances for the months of July 2015-June 2016 Busitema University 19.386 -3791 students taught and examined out of which 610 government continuing students, 243 government fresher’s, 1150 private continuing students and 1788 private fresher’s. -1,367 students graduated of which 494 certificates, 591 diplomas and 282 bachelors. -Two semester examinations conducted -Two staff capacity building training conducted -Three programs reviewed Two Semester exams reviewed by external examiners twice -,1579 students of 2nd and 3rd year attached to Industries and supervised during the recess term 382 first year students to be given vocational training during recess term. -61 second year students of BCT trained in microcomputer based instrumentation and lab systems. -51 students of BCT trained in 38 17.691 a ) 3,247 students were registered, taught and examined b ) 1,148 students graduated of which 366 (32%) females and 782 (68%) males c) One science exhibition was carried out by BCT department. 1000 trees planted around the boundaries of the University land at all campuses. - HIV /AIDS sensitization workshops for the students and communities around all campuses i.e. 4 workshops) done - Farmers trained in best practices in conjunction with NAADS in Soroti and Serere districts. - collaborations and linkages with the neighbouring communities done -Engaging rural communities in Soroti in kuroiler chicken rearing. - local community trained 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. -At least two workshops and Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Radio propagation and antenna development. -562 proposals and projects for final year students vetted and approved. - 1000 trees planted around the boundaries of the University land at all campuses. - To organize HIV /AIDS sensitization workshops for the students and communities around all campuses i.e. 4 workshops) - To train farmers in best practices in conjunction with NAADS in Soroti and Serere districts. -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 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs seminars were conducted per Department. -8 study tours were carried out for the six departments. 856 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 - Health and Sports facilities was provided to all students at all campuses.- Utility services (water and electricity) were provided to students by timely payment of bills as and when they fell due. Sub-Sector Activities Mbarara University Annual Budget Shs. Bn 20.652 Expected Outputs -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. 1,142 new students enrolled and registered. 30 weeks of lectures & practical’s and 4 weeks of examinations conducted. 10 weeks of Recess Term for 41 Nursing, and 35 Medical Laboratory completion students conducted. Procure teaching materials (Computers supplies, Chemicals, Apparatus, and 40 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 20.630 Conducted 30 weeks of lectures & practical’s and 4 weeks of examinations. Procured teaching materials (Computers supplies, Chemicals, Apparatus, and Text books) for 3,592 students. Conducted 1 Study Trip for each of the following programmes: Nursing, Pharmacy, and Medical Laboratory Science & Business Administration. Conducted Graduation for 921 students. Held Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Text books) for 3,669 students. 1 Study Trip for each of the following programmes: Nursing, Pharmacy, Medical Laboratory Science & Business Administration conducted. Faculty Allowance for 520 GoU Science based students paid. Graduation for 792 students conducted. 8 Quality Assurance and Curriculum Review meetings/workshops held. Salaries for 407 staff paid 30 Research studies and make 10 publications conducted. Held 4 Public lectures, 8 Research workshops and 1 Research Dissemination Conference. 8 weeks of Leadership and Community placement for 65 Medical students, 40 Nursing, 40 Pharmacy & 40 Medical Lab. Science, 8 weeks of School Practice for 210 Science Education Students, 8 weeks of Industrial Training for 173 Computer Science, Computer Engineering and Information Technology Students, 201 Business Administration, 40 Pharmacy and 65 Science Laboratory 41 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 6 Quality Assurance and Curriculum Review meetings/workshops. Paid Faculty Allowance for 548 GoU Science based students. Timely payment of salaries for 323 staff. Conducted 26 Research studies and made 13 publications. Held 4 public lectures, 7 Research workshops, 5 Research workshops for ACEII Proposal development and 1 Research Dissemination Conference. Conducted survey for Leadership & Community placement, School practice and Industrial Training. Conducted Community Twining for IITR and Domiciliary for Nursing Students. Conducted 10 weeks of Leadership and Community placement for 70 Medical students, 32 Nursing, 42 Pharmacy, 98 Medical Lab. Science, 6 Physiotherapy & 18 Pharmaceutical Science. 8 weeks of School Practice for 277 Science Education Students, 8 weeks of Industrial Training for 73 Science Laboratory and 36 Computer Science, 70 Computer Engineering and 86 Information Technology Students, 167 Business Administration, and 126 Bachelor of Accounting Students. Fed and accommodated 246 GoU students and paid living out allowance for 422 GoU students. Sub-Sector Activities Makerere University Business School Annual Budget Shs. Bn 14.383 Expected Outputs Technology Students conducted. Participate in the Annual exhibitions for 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 To admit, register, teach, and examine students: Govt 1,240, Private 19,710; Total 20,950. Purchase 5000 textbooks. Provide for staff development programs: Phd 50, masters 85, Bachelors 40, Diplomas 10. Wkshps 16, Conference, 16 workshops & Seminars 5,000 textbooks & increase reference books by 20% Conduct Industrial Training and Field attachment to 5,000 students. Issues academic prizes to the best students per programme; 10. 42 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Provided health care and recreation (sports and games) facilities for 3,592 students. 14.383 Continued teaching of registered students. Placed adverts for Postgraduate Diploma, Ordinary Diploma and Certificate programmes for the academic year 2016/2017. Held an admissions Board meeting on April 01, 2016 to consider applications for Diploma and Certificates for MUBS Regional campuses and Affiliated institutions for 2015/2016 academic year second intake. A total of 504 applicants were admitted to the Diploma and certificate programmes at MUBS Regional campuses and Affiliated institutions for the 2015/2016 academic year second intake. Prepared the Almanac for 2016/2017 Academic Year, for reference and guidance by staff Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Research at all faculties with a minimum of 120 research topics. 8 Academic Research Seminars. Expected 15publications to be done: Research Conferences to be attended: Students welfare to include Living Out Allowance (LOA's) to non-resident Gov't sponsored students, feeding & accommodation to gov't sponsored students: 1240 43 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs and students. First year Diploma and certificate students were issued with Identity Cards. First Year Bachelors and Masters registered students were issued with Identity Cards. Prepared a coursework timetable for Bachelors programmes and the tests conducted during the weekends of the 5th, 6th, 10th and 11th weeks of the semester. Our lecturers have been starting on time and end as scheduled. Lecturers are increasingly adjusting to the use of ICT in teaching. Remedial lectures were 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 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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), eresource 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Proposals/on-going- 38 Gulu University 18.276 Admit 290 Government sponsored students and 3,500 Private students Register 10 additional PhD students and sponsor 20 additional Masters Programme students under AfDB HEST Project, Sponsor 20 administration to 49 18.675 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. 10 additional Masters Programme students were sponsored, 40 Undergraduate students were sponsored under AfDB HEST Project, 5 administration staff attended trainings, workshops, conferences and seminars. 24 weeks of lectures for 5,000 students were conducted, 242 Government sponsored students Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs undergo trainings, workshops, conferences and seminars Under AfDB HEST Project, Conduct students field training for 400 students, internship and community clerkship for 200 students, Conduct school Practice for 750 students in the 250 schools, carry out recess term activities for 450 students for Faulty of medicine and Agriculture & Environment, Carry out industrial attachment for 200 students. Conduct 10 research seminars and training, make 20 publications, Prepare and present 20 Research proposals for approval and funding, Conduct 24 Public lectures, Produce 4,000 brochures on research guides, make subscriptions to 10 referred research journals. Pay living out allowance every month for 830 Government sponsored students, pay welfare for 30 disability students, facilitate student’s research for 250 students. 50 Actual Exp. FY 15/16 Shs. Bn. Actual Outputs and 2,889 privately sponsored students were admitted, Carried out recess term activities for 450 students for Faulty of medicine and Agriculture and Environment, Conducted school Practice for 750 students in the 250 schools, Carried out recess term for 450 students for Faculty of Agriculture and Environment and medicine in July and August 2015, Carried out industrial training for 200 students for Faculty of Agriculture and Environment, carried out survey in 250 schools for schools practice. 11th Graduation held, 1,359 students Graduated, 2 Graduated with PhD, 34 students pursuing PhD, 25 pursuing Masters under staff Development. Conducted 6 weeks of lectures and 2 weeks of exams, School practice for 750 students of Faculty of Education & Humanities commenced, Recess term activities for year I,II,III and IV for 300 students Faculty of Medicine, campus based training for Faculty of Agriculture & Environment for year I, II and III for 200 students carried out. Prepared and presented 15 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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. Skills Development Technical Schools and Farm Schools, Community Polytechnics, Health Training Institutions 19.125 Pay capitation grants for 2,907 students in community Polytechnics, 7,320 students in Technical institutes, 3,860 students in Technical Farm schools and 5,230 Health Training institutions 51 19.1252 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. Paid capitation grants for 2,907 students in community Polytechnics, 7,320 students in Technical institutes, 3,860 students in Technical Farm schools and 5,230 Health Training institutions Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Assessment and Profiling of Industrial skills (DIT) 1.951 12 certified facilitators, 30 certified test item developers and 550 certified assessors trained. 4 TI development sessions and homework assignments for developers established; 1.951 98 additional assessors trained. 63 Instructors trained in West Nile sub-region. 100 new centres accredited. Registration of candidates successfully conducted. Modular transcripts and Worker’s PAs booklets issued. Centres in 9 UGPRIV VI regions inspected and candidates registered in both full occupational and modular assessment. Assessment instruments printed for 8,000 candidates and assessment conducted twice a year; 10 occupations assessed for UVQF; modular assessment conducted for non-formal training programmes for 18,000 candidates; Occupational assessments conducted for BTVET instructors and manager qualification i.e.300 candidates for CVTI, 150 for DVTI and 150 for DTIM; Procurement of certificate and transcript materials; Print certificates, transcripts and workers PAS booklets. Facilitate meetings and a workshop to sensitize the public about the DIT reforms and the BTVET Act, 2008. 25 occupational profiles 52 2,537 copies of ATPs printed 14,043 Candidates for BTVET nonformal Programme were assessed including 20 candidates for Level 1, 20 candidates for Level 2, 7 Candidates for Level 3 assessed. Test Item Development and moderation of occupational instruments. A total of 24 occupations were handled. Six sets of instruments were moderated for each occupation, this include performance (practical) and written instrument.11,570 Candidates results assessed, marked and results released. 135 Knowledge /theory and 65 performance/ practical assessment instruments developed. 13,567 candidate’s results compiled, analysed and released. 420 DITTE instructors assessed and certified with UVQF level III occupational competence awards. 12,000 Certificates materials Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. produced and 5 occupational training module and test items produced. Labour market surveys conducted; salaries for 19 staff members, PAYE and NSSF for contract staff paid. Operational Support to Government Technical Colleges 16.867 Pay capitation grants for 1,600 students in 5 UCCs and 5 UTCs. Instructional Materials for BTVET institutions provided. Industrial training fees paid for 320 students in each of the following UTCs: Elgon, Lira, Bushenyi, Kyema and Kichwamba. Capitation grants for Non Formal Trainees paid. 53 16.865 Actual Outputs procured. 10,500 Packing bags procured 1 advert in newspapers on DIT. 600 Brochures produced. 5 occupational profiles developed. 4 Regional Awareness seminars on the Vocational Qualifications 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 Paid capitation grants for 1,600 students in 5 UCCs and 5 UTCs .Living out allowances for students in the UCCs of: Aduku, UCC Pakwach, UCC Soroti, UCC Kabale and Tororo. Instruction materials were provided to Nakawa VTI, Kaberamaido TI, Jinja School of Nursing, UTC Kyema, UTC Kicwamba, Karera TI and Rwampara Farm Institute. Industrial training fees paid for 320 students in each of the following UTCs: Elgon, Lira, Bushenyi, Kyema and Kichwamba. Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Examination fees for TSs, CPs, UGAPRIV, Tis, UCCs, UTCs and Agric. Insts. Paid Competence Based Educ and Training enhanced in UTCs. Skilling Uganda -Reform Taskforce facilitated Effective CBET implementation, 200 Institutions and issue exam guidelines to accredit centres inspected. Needs assessment on CBET application in institutions conducted, Enhance the Management and conduct for 2 semesterised examinations (Nov/Dec 2015 and May/June 2016 series) for about 70,000 students in about 310 institutions and Examiners trained on CBET examination methodologies. 61 Staff salaries paid. Institutions Inspection for Accreditation, Review of the UBTEB strategic plan, 1 Needs Assessments survey, and 1Feedback workshop for about 180 participants, 1 Monitoring and Evaluation, and analysis of reports conducted, 4 staff trained to enhance their job 54 Key stakeholders were consulted on the proposed mandate, roles, functions and key responsibilities of the Skills Development Authority. 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. Designed principles, mandate, functions and responsibilities of the Skills Development Authority. 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. Held a stakeholder mapping exercise in Rwenzori, Albertine and Eastern sub-regions. Established and operationalized manufacturing and Agriculture Sector Skills Councils. Developed a gender mainstreaming strategy. This was developed and made available. Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. performance, Development of Budget Manual. Improved collaboration and awareness with stakeholders through Public Relations NHSTC Developed a draft Communication and Marketing Strategy for Skilling Uganda. Developed a Website for Skilling Uganda. Developed a consolidated budget and work plan for Oil and Gas SSC in place Monitoring and Supervision of BTVET Institutions 0.039 Monitoring of BTVET institutions conducted. 0.033 Operational Support to UPPET BTVET Institutions (DTI) 2.637 2.637 Assessment and 11.535 Capitation grants disbursed for: examination and industrial training fees for 1,896 students in 08 departmental training institutions (i.e. UCC Kigumba; Tororo Coop. College; NVTI; Jinja Voc. Training Institute; Lugogo Voc. Training Centre; National Meteorological Training Centre, Institute of Survey and Land Management and Nsamizi Social Development Institute. Interviews and verification of nurses conducted. 360 trainees trained in various CBET activities in Nakawa VTI Effective operation of 55 Actual Outputs 11.535 37 BTVET institutions monitored including (Jinja School of Nursing, Masaka School of comprehensive Nursing, UTC Kyema, UTC Bushenyi, UCC Soroti, Arua SCN and Mbale SOCCO) Capitation grants disbursed for: examination and industrial training fees for 1,896 students in 08 departmental training institutions (i.e. UCC Kigumba; Tororo Coop. College; NVTI; Jinja Voc. Training Institute; Lugogo Voc. Training Centre; National Meteorological Training Centre, Institute of Survey and Land Management and Nsamizi Social Development Institute). Interviews and verification of nurses conducted Conducted examinations for 3325 Sub-Sector Activities Annual Budget Shs. Bn Technical Support for Health Workers and Colleges Quality and Standards Teacher Training in Multi-Disciplinary Areas Training of Secondary Teachers and Instructors (NTCs) 1.679 Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Uganda Nurses and Midwives Examination Board (UNMEB) activities. students including four national exams and two regular examinations (UNMEB). Effective operation of Uganda Nurses and Midwives Examination Board (UAHEB) activities. Consultative meetings with Principals and Registrars and Principal's Annual Conference held Funds disbursed to Hoima nursing school Teaching practice exams and living out allowances for 3751 students in NTCs, 175 students in Abilonino CPIC, and 120 students in Health Tutors College paid. Instructor Teacher, Vocation Education Training (ITVET) and Jinja VTI facilitated to provide stationery for students, living out allowances to students and supervision allowances to instructors during industrial training. Capitation Grants to 5 NTCs for 3751 students; Abilonino CPIC for 175 students, Health Tutors College for 120 students and 45 PTCs for 16239 students paid. Examinations conducted for 4,459 students (UAHEB) Principal's Annual Conference held 56 1.679 Paid school practice fees for 3751 students of Kaliro, Kabale, Muni, Unyama and Mubende NTCs Paid for teaching practice exams of 200 students of Abilonino Paid living out allowances for 120 students of HTC Mulago Paid allowances for students of Nakawa VTI & Jinja VTI 2.92151 Disbursed Capitation Grants for 3751 students (Kabale, Kaliro, Mubende, Muni and Unyama NTCs), 200 students of Abilonino CPIC instructors College and 120 students of Mulago Health Tutors College Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs NCDC 8.536 10,000 copies of the thematic song book printed. The thematic curriculum for the blind Brailed. Research findings from the study of thematic curriculum disseminated. Modernization of the library and subscription for resources Situational Analysis of the current A- level in our schools. The reformed lower secondary curriculum to the current A level syllabus Aligned. Stakeholders meeting with the regional Head teachers associations held. Modularized competence based curricula for six technical institutes courses (by use of the DACUM approach) that incorporates industrial training developed. Modularized competence based curricula for four technical institutes courses (by use of the DACUM approach) that incorporates industrial training developed. Maintenance of buildings and utilities and other operational costs paid. Draft Protype text books for the eight learning areas developed. 8.536 Fine-tuned the P.4-P.7 Braille Developed the draft ECD parenting manual. Printed and dissemination messages on research findings from the study on the Thematic Curriculum in the central region of the country. Translated the Thematic curriculum for the blind from print to Braille (i.e for P.1-P.7 and finetuned that for P.1-P.3) Developed Assessment Guidelines for 4 National Certificates. Developed an orientation manual for orienting Instructors on the four technical programmes. Draft syllabi developed for the following Diploma programmes: Records and Information management, Cosmetology, Hotel and institutional catering and Secretarial and office administration. Trained writers (74) in text book writing for 5 days at TAL cottages. Developed 22 draft prototype text books for S1. 57 Sub-Sector Activities DES (Inspection, Training and Capacity Building of Inspectors and Education Managers) Annual Budget Shs. Bn 3.089 Expected Outputs 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. 2,000 secondary; 300 BTVET institutions, 10 NTCs and 20 PTCs inspected; Learning Achievements in Primary schools monitored. Follow up inspection conducted in 100 schools. 134 Education districts Activities monitored and support to education managers provided. 100 feedback carbonated booklets printed and disseminated. Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 3.089 Inspected 2,303 secondary schools, 300 BTVET institutions, 6 NTCs and 23 PTCs. Printed P.2 tests to cater for 30% of pupils’ government aided primary schools. Disseminated MLA results for P.4 and P.6 in all Local Governments. Conducted dissemination workshops for the P.4 and P.6 MLA results and to come up with the District Improvement Plans. Follow up inspection conducted 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 feedback booklets. 58 carbonated Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Education Service Commission (Management of Education Service Personnel) 1.937 Appoint 2,000 Teaching and Non-Teaching Personnel 1.754 1,780 Teaching and non-teaching personnel appointed. (1,249 Male, 531 - Female) - Among the 1780 personnel appointed, 904 Central, 332 - Eastern, 286 Western and 258 - Northern regions respectively. 4 Persons with Disability were promoted to the post of Deputy Head teacher. 2,372 Teaching and Nonteaching personnel validated. (1,714 - Male, 658 - Female) 2,319 Teaching and non-teaching personnel confirmed. (1,625 Male, 694 - Female) 16 Head teachers and Deputy Head teachers and 3 NonTeaching staff predesignated 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 Facilitated staff to attend PTCs, Technical and Meteorological Institutes Games 2016. Supported Secondary Schools National Ball Games 2016 hosted by St. Validate 3,000 Teaching and Non-Teaching personnel Confirm 2,500 Teaching and Non-Teaching Personnel Regularize 500 Appointments of Teaching and NonTeaching Personnel Grant Study Leave and Review Disciplinary Cases Promote Implementation of scheme of service Visit and offer Support Supervision to District Service Commissions Physical Education and Sports Support to National Sports Organisations/Bodi es for PES; Sports Management and 0.900 20 Educational Institutions Sports Championships supported. Monitor and support supervise exercises the 59 0.900 Sub-Sector Activities Annual Budget Shs. Bn Capacity Development National Council of Sports Management and Capacity Development Expected Outputs Actual Exp. FY 15/16 Shs. Bn. teaching of PE in primary, secondary schools and teacher training institutions. 500 Games and Sports Teachers, coaches and officiating official’s sensitization and capacity building programmes conducted. MoES staff team facilitated to participate in PAS gala, MTN and Healthy training activities. 0.497 50 sports functions attended. 500 teachers oriented in PE teaching and Kids Athletics. Community based training programmes for coaches conducted. Regional and International Sports Conferences Attended. Regional and International Sports Trainings attended. International Sports Championships attended. Duo curricular to sports schools developed. 60 0.404 Actual Outputs Joseph’s College Layibi. Facilitated staff to attend Coca Cola Football Championship held at Teso College, Aloet Monitored the teaching of Physical Education in Schools and Training Institutions in Northern and West Nile region; Facilitated bench-marking trip for the team drafting the Physical Activity and Sports Bill Trained 300 Primary schools teachers in Kids Athletics, Volleyball and Handball. MoES staff team was facilitated to participate in PAS gala activities. Facilitated pre-games inspection exercise for PTCs, Technical and Meteorological Institutes Games 2016. Facilitated Pre-Games Inspection Exercise for Secondary Schools Athletics, Cross Country, and Ball Games Championship, Rukungiri. Facilitated Pre-Games inspection exercise for host districts of Primary Schools National Ball Games 2016 Championship. Facilitated PES officers to coordinate and attend 2 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 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 National Council of Sports Management Oversight for Sports Development (NCS) Annual Budget Shs. Bn 3.329 Expected Outputs 52 National Associations’ supported. Actual Exp. FY 15/16 Shs. Bn. Sports activities Operations and administration activities of the NCS supported District sports reconstituted councils The NCS statutory instrument 2014, to improve sports management practices implemented National teams supported to world championships Construction works at NCS office completed Talent identification and development supported 62 5.188 Actual Outputs 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. Provided funds as support towards National Sports Federations /Associations and Teams which enabled Uganda to register achievements in the sports sub-sector as highlighted below; Team Uganda won FOUR (04) Medals at the 5th Commonwealth 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 (5) 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 DiegoCalifornia, USA Gloria Namakula (Golf) won a Silver Medal for Team Uganda at Sub-Sector Ministry Support Services Activities PAF Monitoring CMU and Policy and Budget Unit Annual Budget Shs. Bn 1.298 Expected Outputs Budget Framework Paper and Ministerial Policy Statement for FY 2016/17 prepared and submitted to Parliament and MoFPED. Budget estimates for FY 2016/17 prepared and 63 Actual Exp. FY 15/16 Shs. Bn. 1.001 Actual Outputs 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. Budget Framework Paper and Ministerial Policy Statement for FY 2016/17 prepared and submitted to Parliament and MoFPED Budget estimates for FY 2016/17 prepared and submitted to MoFPED. Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. submitted to MoFPED. Release advices for the centre and LGs for FY 2015/16 prepared and submitted. EMIS 2.348 Tracking, monitoring and analysing: budget utilization; policies and policy guidelines Implementation; PAF related programmes and rapid head exercises conducted in local governments. Participate in LG workshops for preparation of their BFP Policy impact assessment tool developed. Annual school Census 2015 and retrieval of ASC 2015 questionnaires conducted. Headcount and validation exercises conducted Publication/printing ASC reports for 2014 (Abstract, factsheet, fact ile etc). 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 Actual Outputs Release advices for Central and LGs for FY 2015/16 prepared and submitted. Tracking, monitoring and analysing budget utilization; policies and policy guidelines done Participated in LG workshops for preparation of their BFP 1.653 Annual school Census 2015 and retrieval of ASC 2015 questionnaires conducted Education Science Technology and Sports Sector Retreat held in August, 2015 School mapping exercise conducted in conjunction with the Secondary department Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 0.889 Stationery for Working Groups provided. Departmental working groups facilitated. 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 in Kampala for clearance. After the clearance, the project will proceed with financial evaluation (in FY 2016/17). The draft road map for review of the Government White Paper (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. Paid pension to 2000 beneficiaries out. ESIP 1.331 Stationery for Working Groups provided. Departmental working groups facilitated. Revised education sector strategic plan (2007 - 2015) reviewed and printed Education and Sports Sector Review and Budget workshops held. Education Sector projects formulated, monitored and project profiles updated and printed Coordination meetings and project missions facilitated DEVELOPMENT Headquarter 4.065 Pension for Service paid General Civil 18.751 (i) Emergency Construction of Primary Schools 1.754 Construction & rehabilitation in 21 primary schools carried out i.e Gayaza C/U p/s in Wakiso, St. Mary's Mubende P/S Mubende, Bundibugyo P/S in Bundibugyo, Rwere P/S Kabale; Road Barrier P/S in Kasese, Kapyani P/S in Kibuku, Kasenge R.C P/S in Mukono, Rwengobe P/S in Kamwenge, Sam Iga 1.754 65 Obtained contractors for the construction of facilities and provision of supplies (desks, tables and chairs) for the following schools: Gayaza P/S (A 2Classroom Block with Office and Store, 5-Stance VIP Latrine Block, 36 three-seater desks, 4 Teacher’s Tables and 4 Teacher’s Chairs). Bugoola P/S (A 2-Classroom Block, 5-Stance VIP Latrine Block, Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Memorial in Wakiso, St. Joseph's Katojo P/S in Rukungiri, Napyanga P/S in Kaberamaido, Nakisenye P/S in Budaka, Kisanja P/S in Masindi, Wikus P/S in Tororo, Bugoola P/S in Budaka, Mityebiri SDA P/S in Luweero, Makamba in Wakiso, Kiwawu C/U p/s in Mityana, Barocok in Otuke, Buwere P/S in Mpigi, Katosi C/U in Mukono. (ii) Karamoja Primary Education Project 0.05 Primary Schools under construction monitored and supervised. Monthly site meetings with the contractors attended 66 0.05 Actual Outputs 2-Stance VIP Latrine Block, 48 three-seater desks, 2 Teacher’s Tables and 2 Teacher’s Chairs). Makamba Memorial P/S (A 2Classroom Block, 5-Stance VIP Latrine Block, 61 three-seater desks, 2 Teacher’s Tables, 2 Teacher’s Chairs. Advanced funds to the following schools to pay for the construction of schools: 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. The draft road map for review of the Government White Paper (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. 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 Sub-Sector Uganda Teacher and School Effectiveness Project Activities Policy guidelines Annual Budget Shs. Bn and 1.05 Expected Outputs Education Policy reviewed and updated. Education Strategic Plan reviewed and updated. Actual Exp. FY 15/16 Shs. Bn. 1.046 Facilitate the activities of Senior Presidential Education Advisor. Instructional materials 31.542 Inspection, Site and Steering committee meetings attended. Provision of instructional materials and equipment to CCS and PTCS (ICT equipment) 67 23.412 Actual Outputs 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). Procurement of 67,497 TIET instructional materials for PTCs and CCs is on-going.Printed 36,973 copies of training materials that included; Primers, Teacher Guides and Orthography for P1 teachers. Developed a second training manual on School Internal Based Evaluation. 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, Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Monitoring and Supervision of Primary Schools Annual Budget Shs. Bn 17.510 Expected Outputs Enhancing teacher supervision. Enhancing School leadership, Management and Accountability. Support Supervision by CCTS and DPO's 69 Actual Exp. FY 15/16 Shs. Bn. 3.540 Actual Outputs 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. Conducted evaluation of 155 bids returned for construction of facilities in 55 primary schools under the centralized procurement. Conducted sensitization 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; Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Arua PTC, Nyondo PTC, Kabulasoke PTC and Ibanda PTC. Development of Secondary Education Classroom construction and rehabilitation (Primary) 21.615 Construction sites identified 2.042 Training of Secondary Teachers 5.364 Induction training for 256 newly appointed members of BOGs, 166 newly promoted head teachers and 44 newly promoted deputy head teachers conducted. Facilitated implementation of national INSET training of science and mathematics teachers at Kololo SS. A total of 2,800 were trained. Facilitated lesson study/observations in 150 secondary school 0.864 70 Facilitated training for 2,524 Science and Mathematics Teachers in the Mid-West and 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. Paid for certificates for on-going roll over construction works under APL1 in Laropi in Moyo district, Patongo S.S in Arua, Awara College S.S in Arua, Katungulu S.S in Rubirizi 50% Accumulated tenancy arrears for Masaka SS paid Sub-Sector Development of Uganda Petroleum Institute Kigumba Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Non-residential buildings 3.863 3.433 Approximately 8km of high grade murram road constructed. The draft designs for construction of a water treatment plant were received and reviewed. Detailed design of water supply and sewerage system completed Non-residential buildings 8 Completion of incomplete sites under APL1 project in Patongo SS in Agago, Laropi SS in Moyo and Awara College in Arua. Completion of Administration Block at Bukandula Mixed SS in Gomba. Katungulu seed in Rubirizi, Bufunjo seed and Kyenjojo S.S in Kyenjojo constructed. Tenancy arrears for Masaka SS to Agkan Foundation paid Road network and parking Constructed. Library and information centre, Local and International staff houses and Waste water treatment plant Constructed. 4.951 4 Design and Consultancy works were signed with the Consultants currently deployed on site supervising ongoing works. They are: KK Partnership in charge of supervising works at Gulu 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs and MUST and minutes of the site meetings produced. Support to Higher Education, Science & Technology Development and Improvement of Special Needs Education (SNE) 4.352 Training 0.445 4 design and supervision consultancy firms procured. Construction, rehabilitation and expansion of facilities at 6 Public Universities namely: Makerere University, Kyambogo University, Gulu University, Busitema University, Muni University, MUST and 2 degress awarding Institutions namely Uganda Management Institute and 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) Capacity building in Sign language conducted for 60 teachers and non-teaching staff of Wakiso and Mbale Sec. Schools for the Deaf.683 tutors and inspectors of schools trained on functional assessment. 72 20.094 70 ToTs (CCTs, DISs) trained at National level in Functional Assessment in Wakiso SSFD. Trained 44 CCTs, inspector of school and DEOs from PTCs central region (Busubizi, Shimoni, Nakaseke, Ndegeya, Kabulasoke and Kibuli). Conducted Sign language training for 130 teachers from Mbale and Wakiso Schools for the Deaf to develop basic sign language 0.445 Paid certificates 1, 2, 3 and 4 to Grand Engineering LTD for the construction of facilities at Mbale school for the deaf (3 classroom blocks, 2 vocational workshops carpentry and motor vehicle and staff houses). 3 Power Phase electricity installed for Mbale secondary school for the deaf Sub-Sector Akii Bua Olympic Stadium Development PTCs Phase II of Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Government Buildings and Administrative Infrastructure 0.772 13 primary SNE schools/units rehabilitated. Monitor and supervise ongoing works in SNE institutions 0.747 The department disbursed funds to Lira District local Government to finance preliminary activities of the project (opening of boundaries, access roads, reclaiming of swamp, leveling and planting of grass) Government Buildings and Administrative Infrastructure 0.95 Perimeter fencing constructed to secure the stadium land 0.605 National High Altitude Training Centre (NHATC) 5.435 Construction works for the NHATC started (Athletics track, jogging track, artificial turf/ natural grass fields, practice field and athletes dormitory) Project monitoring activities facilitated Certificates for ongoing works at 10 sites of Kisoro, Rukungiri, Rakai, Kabukunge, Christ the King, Erepi, Busuubizi, Kabale, Bukinda, Kabwangasi and Kaliro paid.Construction works at 5 sites of Kitgum, Busikho, Buhungiro, Jinja and Ibanda kick started. 3.244 Concluded the procurement process for a contractor to execute the construction works. 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 Fully settled Certificate No 1&2 for ongoing works at 10 sites of Kisoro, Rukungiri, Rakai, Kabukunge, Christ the King, Erepi, Busuubizi, Kabale, Bukinda, Kabwangasi and Kaliro paid. Site inspection and meetings held in all 10sites Completed all construction works in Mulago HTC by October 2015 and Muni NTC by April 2016. The institutions are now being equipped. 4.859 73 4.159 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 5.365 Three companies were short listed to provide ICT packages to the training institutions. The Thematic Team is yet to prepare technical specifications to permit the shortlisted companies to submit technical and financial proposals. 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 (12/10/201516/102015). Supported TIET in the implementation of the TIET 40 site meetings and monitoring visits at construction works paid Improving the Training of BTVET Technical Instructors, Health Tutors & Secondary Teachers in Uganda 1.866 Monitoring project activities in the colleges. Rehabilitation and construction of four colleges and their practice schools including transport means. 74 Sub-Sector Development BTVET Activities of Annual Budget Shs. Bn Curriculum Training of Teachers 0.488 Training and Capacity Building of BTVET Institutions 0.3 Acquisition of Land by Government 0.5 Purchase Specialised Machinery Equipment 0.5 of Expected Outputs Actual Exp. FY 15/16 Shs. Bn. The quality of teaching and learning in the supported colleges is improved. Instructors trained in using continuous assessment tools for CBET curriculum 0.807 Paid compensation for squatters on land belonging to Ahmed Seguya T.I to enable the Kuwait project to start Tools & equipment procured 0.459 & 75 0.3 11.723 Actual Outputs strategic plan. Finalized the ATL training package and training of national experts. Training on library management was done. 172 technical teachers trained in using continuous assessment tools at UTC Bushenyi. Paid compensation for squatters on land belonging to Ahmed Seguya T.I to enable the Kuwait project to start Procured assorted tools and equipment for UTC Kyema, UCC Tororo, Kabasanda T.I, Kalera T.I, St. Kizito Masaka, UCC Pakwach and L. Katwe T.I IDB- funded Uganda National Education Support (UNES) Project (PHASE I): 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. BADEAfunded Construction and Equipping of Technical Institute in Nakaseke (CETIN) Project: Civil works at Nakaseke Technical Institute 100% complete. Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 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 Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs Construction and rehabilitation of learning facilities (BTEVET) 61.066 IBD SAUDI South Korea OPEC and KUWAIT: Expansion of UTC Elgon, and UTC lira. Rehabilitation & expansion of Unyama NTC. Construction of Basoga Nsadhu Mem Technical Institute Namutumba District, Sasiira Technical Institute Nakasongola District, Lokopio Hills 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: Establishment Epel Technical Insitute. Establishment Kiruhura Technical Institute. Establishment Bamunanika Technical Institute. 56.611 Disbursed funds to UCC Aduku for construction of an administration block at UCC Aduku and UTC Bushenyi for construction of an administration block. Paid counterpart as part of the process leading to the construction of a technical Institute at Uganda Matrys way in Ntinda. Construction of an Administration block at UCC Aduku Construction of an Administration block at UTC Bushenyi Counterpart funding to 77 Disbursed funds to St. Kizito T.I in Masaka to kick start the construction of boys Dormitory Sub-Sector Activities Construction and rehabilitation of accommodation facilities (BTVET) Relocation Shimoni (0984) Development Budget of PTC Development of TVET P7 Graduate Annual Budget Shs. Bn 0.107 Expected Outputs 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 of a dormitory at St. Kizito Technical Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 0.033 The site was handed over to the contractor and advance payment of 10% made. A tractor was procured for Namasale Technical School. Procured consultants to prepare the Designs for the storeyed block at Bukooli TS(bid documents in place). Construction of the workshop at Namisindwa TS was 80%completed. Procured assorted medical equipment for Mulago Paramedical schools and Fort portal SOCCO. Disbursed funds to Gulu SOCO, Mbale SOCO and Jinja MLT for procurement of laboratory equipment for medical training. Procured classroom and office furniture for the Metrology Training Institute. The 4 storeyed multipurpose laboratory block at Mulago Paramedical School was commissioned by the Right Honorable Prime Minister. Continued with the construction 0.642 A firm to construct Shimoni Demonstration School procured. Construction works for Shimoni Demonstration School re-kick started. 0.642 1.1 Equipment and machinery for Mbale CP in Mbale, Namisingo technical school in Manafwa, Bukooli technical school in Bugiri, Namasale Technical school in Amolatar, Apac Technical school in Apac, Katakwi Technical school in Katakwi, Olio CP in Serere, Kakiika Technical School in Mbarara and St Joseph Kyarubingo in Kamwenge procured. Completition of a storied building at bukooli technical school in bugiri and a classroom block namisingo in 1.038 78 Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. manafwa. Support to National Health & Departmental Training Institutions 2.848 Actual Outputs 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 Assorted equipment and machinery procured for the medical training institutions. Procurement of classroom and office furniture for the Metrology Training Institute. Construction , a classroom block at Nsamizi institute, a classroom block at Tororo Cooperative College, an administration block at Mbale school of clinical Officers, and a medical laboratory at Mulago 79 2.795 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 MinisterDr. Ruhakana Rugunda). Contract for construction a girls’ hostel at Butabika school of nursing was awarded Procurement of consultancy services for expansion and refurbishment of the existing Dining Hall to accommodate 2000 trainees. Procurement of consultancy service for renovation of the workshops concluded successfully. Sub-Sector Activities Annual Budget Shs. Bn Nakawa Vocational Training Institute 0.702 Albertine Region Sustainable Development Project 5.781 Skills Development 19.930 Expected Outputs 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 Expansion and refurbishment of the existing Dining Hall to accommodate 2000 trainees continued 6,000M2 of workshops surface rescreaded. Kitchen furnished and equipped Consultancy for design and supervision, review of curriculum training of instructor and technical support to UPIK and UTC Kichwamba. Procured Conference table and chairs procured. Office furniture and fittings for 5 staff procured Constructional works at UPIK and Kichwamba Technical Institute started Sector Skills Councils, communication and marketing, MIS and SDA established. Tracer studies 80 and Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 0.702 Procured one vehicle One conference table and chairs procured. Office furniture and fittings for 5 staff procured 2.342 (Five) sector skills Councils were established (these included Oil and Gas, Agriculture, Construction, manufacturing, Tourism and Hospitality 0.3 Conducted Needs assessment and prepared architectural designs, technical drawings, site layout plan and master plan. Sub-Sector Activities Annual Budget Shs. Bn Expected Outputs Actual Exp. FY 15/16 Shs. Bn. Actual Outputs 0.608 Procured 5 Computers and Peripherals, 1 Laptop Computer, 1 Desktop Printer and 15 APCs 0.035 Hostel renovation still at 80% Classroom/office block still at 59% Continued construction at Gulu Centre Procured 4 fibre internet modules and 28 UPS batteries 1 server using IPA was installed 56% Information systems integrated and upgraded 2 trainings in Navision placements conducted. Needs assessment for 12 VTIs to attach to Colleges conducted. Baseline data assessment for skills under USDP conducted. John Kale Institute of Science and Technology (JKIST) 0.614 Support to Education Service Commission 0.653 Support to UMI Infrastructure Development 1.5 Preparation of design for and supervision refurbishment for lot-UTC Lira, UTC Elgon, UTC Bushenyi, BAC and 12 VTIs Needs assessment conducted and prepared architectural designs, technical drawings, site layout plan and master plan. Acquisition of Land for Construction of ESC Offices. Procurement of Computers and Peripherals, 1 Laptop Computer, 1 Desktop Printer and15 APCs The Administration block completed ICT equipment and software purchased Source: MoES, 2016 81 1.5 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) (ii) (iii) (iv) (b) Encourage access to Pre-Primary education; Strengthen the legal and policy framework on early child hood education; Enactment of necessary laws and statutes; and, Implementation of teacher and caregivers training initiatives; 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 preprimary 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 83 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. 84 (c) Main outputs (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. 85 Picture 1: Before and after KPEP intervention Source: Irish Aid 86 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 2 Gayaza C/U P.S St.Mary’s Mubende P.S Wakiso Mubende 12 13 Rwengobe P.S Sam Iga Memorial Kamwenge Wakiso 3 4 5 6 7 8 9 10 11 Bundibbugyo P.S Rwere P/S Road Barrier Kapyani Kasenge R.C P/S Bugoola P.S Mityebiri SDA Makamba P.S KiwawuC/U P.S Bundibugyo Kabale Kasese), Kibuku Mukono Budaka Luweero Wakiso Mityana 14 15 16 17 18 19 20 21 St.Joseph’s Katogo Napyanga P.S Nakisenye P.S Kisanja P.S Wikus P.S Barocok P.S Buwere P.S Katosi C.O.U Rukungiri Kaberamaido Budaka Masindi Tororo Otuke Mpigi Mukono 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 C/U P/S Wakiso Walling Completed 6 Mubende Procurement Stage 2 Makamba Memorial P/S Mityebiri SDA P/S Wakiso Procurement Stage. 7 St. Mary's Mubende P/S Bundibugyo P/S Bundibugyo Procurement Stage Luwero Roofing Stage. 8 Rwengobe P/S Kamwenge Procurement Stage Bugoola P/S Kapyani P/S Budaka Procurement Stage Awaiting bidding process 9 Napyanga P/S Kaberamaido Procurement Stage 3 4 5 Kibuku 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. 87 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 subregion 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 Boys Girls 2015/16 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 76,606 57,834 134,440 75,414 57,400 132,814 KARAMOJA 88 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. 89 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. 90 (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) (ii) Provision of capitation grants for USE/UPOLET students; Establishing new secondary schools in sub-counties with any form of secondary school; 91 (iii) (iv) Rehabilitation and expansion of facilities in the existing secondary schools; and, Licensing and registering of private schools. (c) Main outputs (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 1. Moyo 2 Arua 3. Kyenjojo 4. Rubirizi Source: MoES, 2016. School Name Laropi S.S Awara College Kyenjojo S.S St.Paul’s 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. 93 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 Acholi Ankole Buganda Bukedi Bunyoro Busoga Elgon Gender Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total FY2014/15 27,709 15,875 43,584 67,372 67,137 134,509 207,349 214,620 421,969 50,929 38,374 89,303 34,389 28,143 62,532 96,648 82,026 178,674 55,194 50,278 105,472 FY2015/16 26,203 15,845 42,048 60,479 62,950 123,429 188,936 199,085 388,021 53,469 40,164 93,633 34,062 28,156 62,218 89,533 78,157 167,690 52,552 48,090 100,642 94 Karamoja Male Female Total Kigezi Male Female Total Lango Male Female Total Teso Male Female Total Toro Male Female Total West Nile Male Female Total Source: EMIS, 2016 6,716 4,891 11,607 35,563 36,406 71,969 29,024 21,290 50,314 39,085 29,676 68,761 47,822 40,357 88,179 40,591 23,786 64,377 6,014 4,352 10,366 29,754 31,738 61,492 19,775 16,266 36,041 33,776 26,217 59,993 43,626 35,639 79,265 36,984 22,186 59,170 (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 USE/UPPE T Eligible students Sex S1 S2 S3 S4 Total UPOLET Eligible students Senior 5 Senior 6 Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male 95 FY 2014/15 FY 2015/16 125,057 111,860 236,917 116,889 102,384 219,273 108,437 94,723 203,160 86,140 71,876 158,016 436,523 380,843 817,366 22,750 12,096 34,846 18,804 139,670 125,294 264,964 130,595 114,483 245,078 121,140 105,449 226,589 95,739 80,024 175,763 487,144 425,250 912,394 25,348 13,411 38,759 21,066 Total Female Total Male Female Total 9,929 28,733 41,554 22,025 63,579 10,946 32,012 46,414 24,357 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) (ii) (iii) (iv) (v) (vi) (vii) Provision of capitation grants for students in BTVET institutions; Infrastructural development at BTVET institutions; Registration and licensing of BTVET institutions; Strengthen the institutional capacity of BTVET providers; Increasing access to Formal and Non- Formal BTVET; Supporting the expansion of Public BTVET supply; and, Creation of awareness about BTVET Career patterns. 96 (c) Main Outputs (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 Technical Schools Community Polytechnics Health Training Institutions Uganda Colleges of Commerce (UCCs) Uganda Technical Colleges (UTCs) Source: EMIS 2016 52 26 29 18 5,372 3,917 2,907 3,089 10,961,903 3,896,664 2,500,766 8,636,689 05 1,600 667,524,000 05 1,600 961,829,000 (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) (i) Main Outcomes 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. 98 Table 4.11: Total Enrolment in BTVET for FY 2015/16 and FY 2014/15 FY 2014/15 BOARD LEVEL MALE TOTAL MALE FEMAL E UNMEB Total FEMALE Chang e 5,790 1,693 14,327 4,477 20,117 6,170 6,010 2,099 15,724 6,080 21,734 8,179 UAHEB 5,754 2,238 7,992 5,267 3,698 8,965 UBTEB 41,57 9 7,375 17,421 59,000 46,444 20,889 7,823 15,198 6,661 1,276 1,726 3,002 63,46 7 48,012 111,47 9 DIT Continuing Final FY 2015/16 Non formal (Modular) UVQF (Occupational ) Total Source: MoES, 2016 1,617 2,009 % Change increas e 8% 33% 973 12% 67,333 8,333 14% 9,495 16,156 958 3,767 3,465 7,232 4,230 141% 70,248 59,351 129,59 9 18,120 16% 6% (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) (ii) (iii) (iv) Equitable Access to university education; Provision of equitable access to special groups; Improved management and governance in university education institution; and Encouragement of Public Private Partnership in the delivery of university education. 99 (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 (c) Main Outputs (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 100 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 Geosciences) Laboratory Science Program Human Medicine (including Physiotherapy and Medical Radiography) Animal Science (Veterinary Medicine and Animal Production) 434 319 115 74% 26% 38 123 25 83 13 40 66% 67% 34% 33% 28 21 7 75% 25% Nursing ( including Midwifery and community Health) Pharmacy & Pharmaceutical Science 95 39 56 41% 59% 34 21 13 62% 38% Petroleum & Geosciences Engineering Science Education Statistics 8 268 17 7 185 10 1 83 7 88% 69% 59% 13% 31% 41% Computer Science & Technology Health Care Mgt Science(including Radiography, Orthopedics, Physiotherapy, Occupational Therapy, Audiology Psychiatry, Public Health & Environmental Health) Special Needs & Language &Speech Therapy Pure Science Program Total 104 35 69 22 35 13 66% 63% 34% 37% 2 16 1273 2 7 0 9 100% 44% 67% 0% 56% 33% 853 420 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. 101 (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. 102 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, repainting 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 103 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% 200,000 345,000 145,000 73% Total Source: NCHE, 2016 104 (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. (c) Main outputs (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. 105 Table 4.14: Number of ECD centres monitored and support supervised in FY 2015/16 S/n Districts 1. Nakaseke Number of monitored 20 2. Nakasongola 3. ECD centers S/n Districts 11 Mitooma 20 12 Ishaka 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 Number of ECD centers monitored 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. 106 Figure 4.8: Pupil Teacher Ratio at Pre-Primary Pupil Teacher Ratio 24.5 24:1 24 23.5 23 22.5 22:1 22 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 Pupil Classroom Ratio 31 30.5 30 29.5 29 28.5 28:1 28 27.5 27 26.5 FY 2014/15 FY 2015/16 Financial year Source: EMIS, 2016 107 (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 Pupil Stance Ratio 23 22.5 22 21.5 21:1 21 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 preschools, 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. 108 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) (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) Initiatives undertaken during FY 2015/16 Monitoring and Support Supervision Provision of Instructional Materials Infrastructure Development Continuous Professional Development for Primary Teachers Provision of furniture Support for Early Grade Reading Assessment in Early Grade Reading 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. 109 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. 2 3 4 5 6 7 8 Abim Abim Abim Kaabong Kaabong Kaabong Kotido Kotido Kiru P.S Morulem Boys P.S Orwamuge P.S Karenga Boys P.S Komukuny Girls P.S Nakalas P.S Kotido P.S Lokiteaebu P.S 12 13 14 15 16 17 18 19 Amudat Moroto Moroto Moroto Nakapiripirit Nakapiripirit Nakapiripirit Napak Katikit P.S Kasimeri P.S Moroto KDA Naitakwi P.S Lorengedwat P.S Nakapiripirit P.S Tokora P.S Lodoi P.S 9 Kotido Napumpum P.S 20 Napak Lorenecora P.S 21 Napak Lotome Girl’s P.S 10 Amudat Kalas Boys P.S 11 Amudat Kalas Girls P.S Source: MoES, 2016 110 (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 Schools supported Learners supported in reading Learners supported with enhanced PIASCY/life skills education (to date) MoES Policy Support Results in FY 2015/2016 3,476 Reading 588 PIASCY/School Family Initiative 794,247 (396,901 M, 397,346 F) Comments 116,683 (55,962 Female) This is a 6 months output (October 2015-March 2016). Final data on learners supported will be collected in August Both UTSEP EGRA and the PTC Curriculum Addendum are IN PROCESS Male; 60,721 Support to UTSEP developing Early Grades Reading Assessment [SHRP] Addendum to PTC Curriculum including Early Grades Reading Methodology Local Language Boards Supported Early Grade Reading Materials Developed for Local Language and English (Learner Primers and Teachers Guides) NCDC Reading materials in the hands of learners and teachers Donated Books Received Early Grade Reading training for Teachers and Head teachers Local Language Boards for all 12 program languages (C1, C2 and C3 supported) 108 titles (Pupil Books and Teacher Guides for all 12 local languages and English for P1 to P4 793,355 Over 100,000 reading books distributed to primary schools 8,482 Teachers, Head Teachers and CCTs trained in EGR 111 To date, out of a total of 104 titles 54 titles have been approved and handed over to MoES and 50 more titles are yet to go through the NCDC approval process. To date, over 2.2 million pupil books and teacher guides have been printed and distributed. To date, over 830,000 library books have been distributed to primary schools. To date, 20,941 teachers and head teachers have been trained in early grade reading methods (10,136 Male, 10,805 Female). Intervention Teachers trained enhance PIASCY to Early Grade Reading Assessments Instruments Developed and baseline reading skill levels established Results in FY 2015/2016 2,271 Teachers and Teachers trained Head Completed follow up data collection for Cluster 1 and 2 and 3 languages Supported UNEB preparations for EGRA Baseline Study Comments To date, 10,202 teachers and head teachers have been trained in PIASCY (6,470 Male, 3,732 Female) 4 page EGRA briefers with findings were published for C1, C2 and C3 languages for future distribution and dissemination to all schools 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 Schools supported 160 schools supported 173 schools (Reading Intervention only) 1427 schools (Both reading and SRGBV interventions). 241,201(118,814M & 122,387F) Learners supported reading (to date) MoES Policy Support in Comments MoES Early Grade Reading Advisory Committee established. Coordination with school founding and management authorities established. Reading materials in the hands of learners and teachers Continuous professional development for primary Teachers in Early Grade Reading Methods School level Change Agents trained in SRGBV interventions School Leadership and Management MoES VACis policies disseminated to 13 districts and supporting Primary Teacher Training Colleges. 456,958 pupil books & 11,622 teacher guides distributed to achieve a pupil book ratio of 1:1 Master training from Primary Teacher Training Colleges and their teacher outreach tutors: 305 (105M, 200F) 5,409 Teachers/Head teachers trained. 3,660 (2,068M, 1,592F) Leadership training; 2990 591F) 113 (2399M, Topics of the pupil books are linked to the national thematic 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. In year 1 the program has trained a total of 5409 Teachers/Head teachers in the 13 districts in Early Grade Reading. Change agents will lead school level initiatives to reduce SRGBV. Head Teachers and SMC Chairs training in educational leadership: support to reform of EGR methodology, supporting quality improvement and resource management. Intervention Results 2014/2015 Financial Year Early Grade Reading Assessments (EGRA) Completed EGRA baseline sample of 189 schools School Related Gender Based Violence Formative Assessment A formative assessment was conducted in 6 selected schools and results were used to inform the development of positive and supportive school environment activities Completed SRGBV baseline in a sample of 216 schools School Related Gender Based Violence (SRGBV) Baseline study Support supervision Activities Comments in A total of 339 teachers supported a EGRA was conducted in 3 local languages (Luganda, Runyoro/Rutooro, and Runyankore/Rukiga) and English. Writing of the baseline report is in progress. A brief is being compiled for dissemination of the findings. Writing of the baseline report is in progress. Support supervision visits 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. 114 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 subsector, 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. 115 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. 116 68.0% 75.0% 66.0% 74.0% Numeracy Rate Literacy Rate Figure 4.12: Literacy and Numeracy indicators for P.3 64.0% 62.0% 60.0% 58.0% 56.0% 73.0% 72.0% 71.0% 70.0% 69.0% 54.0% 2014/15 2015/16 Average 64.2% 60.2% Boys 62.0% 59.0% Girls 66.5% 61.3% 68.0% 2014/15 2015/16 All 72.7% 71.7% Boys 73.9% 73.0% 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% 51.9% 51.6% 38.3% 37.8% 38.7% 30.0% 20.0% Numeracy Rate Literacy Rate 48.2% 50.0% 50.0% 40.0% 56.9% 52.6% 52.2% 40.0% 44.2% 39.4% 35.0% 30.0% 20.0% 10.0% 10.0% 0.0% 0.0% Average 2014/15 Boys Girls Average 2015/16 2014/15 Boys Girls 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 subsector sector. 117 (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) (ii) (iii) (iv) (v) (vi) 1 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; Budgetary constraints have led to reduction in appropriation of services; Insufficient teaching and learning materials e.g text books; Some teachers commute long distances to and from schools due to inadequate teachers’ houses; Teachers continue to agitate for improvement of their salaries in face of the constrained sector budget; and, Teacher competences in teaching literacy need to be improved but this requires substantial financial support. 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. (c) Main outputs (i) Classrooms Construction and Rehabilitation of School Infrastructure. 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 1 2 3 Arua Arua Bugiri 4 5 6 7 8 School Name Civil works status Anyavu SS Micu SS Nalubaale S.S Nankoma Bugiri Namasere H.S Bundibugyo Bubukwanga SS Moyo Obongi SS Yumbe Yumbe S.S Butaleja Busolwe SS Completed and in defects Completed and in defects Completed and in defects Completed and in defects Completed pending defects Completed pending defects Completed pending defects Completed pending defects 119 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Abim Buikwe Buikwe Namayingo Amolator Amuru Lyantonde Buikwe Buvuma Kalangala Moyo Butaleja Butaleja Adjumani Rubirizi Mukono Morulem Girls'S.S Ngogwe Baskerville S.S St. Peter’s Nkokonjeru Banda SS Aputi SS Keyo SS Lyantonde SS Nyenga S.S Kigudu Buvuma College Bukasa SS Moyo S.S Mugulu HS Mulagi Girls SS Adjumani SS Kirugu SS Namakwa S.S Completed pending defects Completed pending defects Completed pending defects Completed pending defects Completed At Finishing Stage At Finishing Stage At Finishing Stage At Finishing Stage At finishing stage At finishing stage At Finishing Stage At Finishing Stage At Finishing stage 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 subregion); 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 1. Agriculture 2. Biology 3. Business Education 4. Chemistry 5. CRE 6. English 7. Fine Art Source: MoES, 2016 (d) No. of teachers recruited 26 20 20 15 20 20 25 S/N Subjects No. Teachers Recruited 8. 9. 10. 11. 12. 13. Geography History IRE Kiswahili Mathematics Physics 20 25 10 10 26 26 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. 121 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. 122 (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 UCE Pass rate Male Female UACE Pass rate Male Female Source: EMIS, 2016 FY 2014/15 93.4% 94.0% 92.7% 82.0% 80.0% 85.0% FY 2015/16 91% 92% 90% 83% 81% 85% 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 47.0% 46.0% 45.0% 44.0% 43.0% 42.0% 41.0% 40.0% 39.0% 38.0% 37.0% 36.0% FY2014/15 FY2015/16 UCE Performance Index 42.2% 43% Male 44.5% Female 39.7% UACE Performance Index UCE Performance Index Figure 4.17: Performance Index for UCE and UACE for FY 2014/15 and FY 2015/16 64% 62% 60% 58% 56% 54% 52% 50% FY2014/15 FY2015/16 UACE Performance Index 59% 56% 46% Male 57% 54% 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) (ii) Provide quality and relevance of BTVET; 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 124 (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. (c) Main Outputs (i) Curriculum Development and Implementation 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. 125 (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) (i) Key outcomes 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. 126 (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 UVQF Level I 1 Registered Candidates 2 Assessment Centres 3 Registered Occupations UVQF Level II 1 Registered Candidates 2 Assessment Centres 3 Registered Occupations UVQF Level III 1 Registered Candidates 2 Assessment Centres 3 Registered Occupations Source: MoES, 2016 FY 2014/15 FY 2015/16 Variance 3,160 122 20 3,002 149 21 5% 22.1% 5% 4,183 125 23 4,224 137 21 0.98% 9.6% 8.7% 32 6 4 6 2 1 81% 67% 75% (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% Percentage 92% 85.20% 90% 88% 86% 84% 82% Percentage 2014/15 91% 2015/16 85.20% Financial Year Source: UNMEB, 2016 127 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% percentage 88% 89.00% 88.00% 87.00% 2014/15 Financial Year 2015/16 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. 128 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. (c) Main outputs (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 studentinternees 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-ofschool 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) (ii) (iii) (iv) (v) Monitor, inspect and carryout support supervision of ECD centres; Provision of improved learning environment in pre-primary; Capacity Development and Training; Sensitization and Awareness raising; and, Enhance Community Participation in Schools. 131 (c) Main outputs (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 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 9 percentage point increase. (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) (i) (ii) (iii) Initiatives undertaken in FY 2015/16 Monitor, inspect and carryout support supervision of primary schools; Continued implementation of Straight through Process System of Payment; Provision of improved learning environment in pre-primary and primary school; 132 (iv) (v) (vi) (vii) (viii) (ix) (c) (i) Capacity Development and Training; Provision of Improved Learning Environment in Primary Schools; Provision of Infrastructure; Payment of Primary Leaving Examination Fees; Facilitation of Teacher’s Savings and Credit Cooperative Organisation (SACCO); and Enforcement of Automatic Promotion. Main outputs 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. 133 Table 4.23: Status of construction of facilities under SFG/PRDP FY 2015/16 No Type of Facility 1 2 3 4 Classroom completion/renovations New classroom construction V.I.P Construction Classroom Furniture Target Actual Gap 21 62 78 566 17 56 41 393 4 6 37 173 Performance Rating 81% 90% 53% 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 reintroduction 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 60.6% 59.9% Survival rate to grade 5 59.5% 58.6% Boys 61.7% 61.1% Girls 33.1% 30.1% Survival rate to grade 7 33.2% 30.1% Boys 32.9% 30.0% Girls 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 Attendance rate 96% 94% 92% 90% 88% 86% 84% 82% Attendance rate FY 2014/15 FY 2015/16 95% 87% Financial year Source: MoES, 2016 (e) (i) (ii) (iii) (iv) Main challenges Persistent pupil and teacher/head teacher absenteeism; Limited community participation in Universal Primary Education due to the misconception by the community that UPE is a free education government program; Persistent dropout of school children especially the girl child; 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) (i) (ii) (iii) (iv) (v) (vi) Interventions undertaken in FY2015/16 Training of school managers (head teachers) in school management and leadership; Strengthen Governance of Secondary schools; Enhanced inspection of secondary schools Conducting the USE/UPOLET National Headcount exercise; Inspection and Support Supervision; and, Pay UCE and UACE Examination Fees. 136 (c) Main outputs (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 1 s/n 27 School Buheesi SS, s/n 40 School Buyamba SS s/n 53 15 School St. Kagwa High School Kasule Seed S.s 28 Bukanga SS 41 Ndejje SS 54 Chemanga Seed SS Namisindwa SS Bulunguli Seed SS 16 Kitagata SS 29 Nyakayojo SS 42 55 17 Bukulula SSS 30 Nabbongo SS 43 Mbarara High School Bukaasa SS School Abongomola Seed SS, Fatima Aloi Comp. Girls SS, Agweng SS 56 Kyayi Seed SS, 18 Kyebambe Girls SS 31 Aisha Girls High School 44 57 Naama SS, 6 Apo Seed S.S 19 32 58 Dabani Girls SS St. Theresa Girls SS Alanyi 20 59 Bwambara SS, 8 21 Moroto School 34 47 Kiyuya SS 60 Amuria SS, 9 Nyai Secondary School Nakyenyi SS St. Mary’s College Kisubi Mt. St. Mary’s College Namagunga Nyakyera SS 45 7 St. Kizito SSS Lorengedwat Karera Seed SS St. Charles Lwanga SS Lwebitakuli St. Andrew’s SS Lotome Buswale SS 22 Nyakinoni SS 35 48 Sekanyonyi SS, 61 , Mpeefu Seed SS 10 , Rwesasi SS 23 Ngora Girls SS 36 49 Bujubi SS 62 11 Katakwi School 24 Morungatuny Seed SS 37 Munteme Fatima College Lyama Seed SS Nyakishojwa SS 50 Baale SS 63 St. Anthonny SS Kayunga Agwingiri Girls SS 2 3 4 5 School Namilyango College Ofua Seed SS s/n 14 High High 33 137 46 Seed 12 Kisowera SS 25 St. Gonzaga SS Kijjukizo 38 Bubulo Girls High School 51 13 Ntungu SS 26 Kagadi SS 39 Bufumbo SS, 52 St. Charles Lwanga SSS Muko Kobwin Seed SS, 64 Trinity College Nabbingo, 65 Mutanywana 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. 139 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 Eligible students S1 Male 126,031 132,596 135,506 125,057 139,670 Female 109,897 118,444 118,077 111,860 125,294 Total 235,928 251,040 253,583 236,917 264,964 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 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 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 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 Male 26,291 22,426 21,708 22,750 25,348 Female 12,183 10,924 11,027 12,096 13,411 Total 38,474 33,350 32,735 34,846 38,759 S2 S3 S4 Total UPOLET Eligible students S5 140 S6 Total Percentage of eligible S.1 intake into USE Transition from S.1 to S.2 Transition from S.2 to S.3 Transition from S.3 to S.4 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 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 Male 54.80% 53.60% 54.70% 54.30% 56.4% Female 51.10% 50.90% 50.80% 50.60% 53.9% Total 53.00% 52.30% 52.80% 52.50% 55.2% 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% 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% 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. Attendance rate Figure 4.24: Attendance patterns for USE students 97% 96% 96% 95% 95% 94% 94% 93% 93% 92% 92% Attendance rate FY 2014/15 FY 2015/16 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) (ii) (iii) (iv) (v) (c) (i) Capacity Building activities; Enhancing strategic planning; Monitoring of institutions; Achieving greater organization and management effectiveness in BTVET; and, Increasing internal efficiency and resource availability for BTVET. Main outputs 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. 143 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 Nonformal 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. 144 (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 1. KEY TASKS ACHIEVEMENTS Establishment of SDA Key stakeholders were consulted on the proposed mandate, roles, functions 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 processes RTF has engaged with the Team from Solicitor General’s Office and advice has 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. 145 S/N KEY TASKS ACHIEVEMENTS 3. Setting of strategic priorities Finalised the outline of the M&E System and developed instruments to monitor the implementation of the BTVET 10 year strategic plan. 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 Number of Candidates 2,610 2,700 2,600 2,500 2,309 2,400 2,300 2,200 2,100 Number of candidates 2014/15 2,309 2015/16 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. 146 Figure 4.26: showing assessment of students under UNMEB Number of Candidates 8214 6170 10000 5000 0 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 No of candidates 70,000 65,000 59,000 60,000 55,000 50,000 2014/15 Financial Year Source: UBTEB, 2016 147 2015/16 (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) (ii) (iii) b) Formulate policy, guidance and evaluation; Facilitation of international Cooperation; and, Accreditations of programmes by NCHE. 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) (ii) (iii) (iv) (v) c) (i) Payment of top up allowances and funding research in public universities; Monitoring of Public and Private Universities; Accreditation of programs, licensing of private universities and other tertiary institutions; Establishment of a task force for Soroti University; and, Efficiency approaches in Public Universities through capacity building. Main outputs 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. 148 (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. 150 d) (i) (ii) (iii) Main challenges 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; The persistent low staffing levels at public Universities has considerably affected the provision of quality education at that level; and, Rising unit cost; the current unit cost being used cannot cover the all the costs maintaining the students as well as paying the lecturers. 151 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) (ii) (iii) (iv) (v) (b) 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; Provide technical and professional support to different stakeholders for better and quality management of Teacher Education programs and services in the country; To ensure increased and equitable access to Teacher/ Instructor /Tutor education programs; 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, To initiate curriculum review processes and pedagogical reforms in colleges and schools. 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. 152 ( 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 154 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. (c) Main Outcomes (vii) (viii) (ix) (x) Enhanced Literacy instruction in Early Grade Reading; Enhanced use of ICT as a pedagogical tool; Improved learning environment 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. 156 (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) (ii) (iii) (iv) Appointment of personnel into the Education service. Validation of appointments of teaching and non-teaching personnel. Confirmation of Personnel. 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 (C) Main outputs. 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. 157 (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. 158 (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 160 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) (ii) (iii) Capacity Building for PES personnel; Organisation and facilitation of Educational Institutions national sports championships 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. (c) Main outputs 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; 161 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. 162 (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) (v) Increased participation by Primary schools in Kids Athletics; 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; 163 (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 DiegoCalifornia, 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 2015/16 164 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) (i) (ii) Main challenges Insufficient support to National Sports Organizations/Bodies and National Sports Teams for international engagements and other sports activities; and In adequate resources in the various local governments for the development of community sports facilities. 165 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) (ii) (iii) (iv) (v) Conducting of the National placement exercise; Dissemination of Guidance and Counselling information; Offering support to school-based Vocational and Careers talks; Conducting school- based supervision and follow up in G&C; 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. (c) Main outputs (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 166 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. 167 (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) (ii) (iii) (iv) (v) Payment of subvention grants; Monitoring and Support Supervision of Institutions in SNE activities; Training of teachers; Distribution of Specialized Materials and Equipment; and, Infrastructure development. 168 c) (i) Main outputs 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 subsector 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 subsector 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. 169 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. 170 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. 171 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 (pro@education.go.ug). Facebook, twitter, WhatsApp and the e-mail account (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) (i) Key outcomes 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 173 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. 174 (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. 175 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) (ii) (iii) (iv) Capacity building of teachers in HIV, Life Skills and Health Education; Distribution condoms to MoES headquarters and Sub-Sectors; Strengthening of the Health/HIV Unit of the MoES; 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/HIVAIDS 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. 177 (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; 178 (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) (i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x) (xi) (xii) (c) Interventions Printing of 10,000 copies of the thematic song book to support the teaching of the thematic curriculum P.1 – P.3; Brail P.1-P.3 thematic curriculum and distribute to all Government Aided schools for the blind; Development Early Childhood Development parenting manual for parenting Education; Hold Regional Workshops for dissemination of research findings from the study of thematic curriculum; Development of prototype textbooks for the 8 learning areas in the reformed lower secondary curriculum; Development of assessment framework and guidelines for assessment of each learning area of the lower secondary curriculum; Development of four Diploma programmes for Uganda Colleges of commerce; Develop modularised competence based curricula for four technical institute courses (by use of the DACUM approach)that incorporates industrial training; Aligning the reformed lower secondary curriculum to the current A level syllabus; Carry out a situational Analysis of the current A level in schools; Modernisation of the library and subscription to e –Resources; and, Develop modularised competence based curricula for six technical institute courses (by use of the DACUM approach) that incorporates industrial training. Progress and main achievements 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. 179 (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) (i) (ii) (iii) (iv) (v) (vi) Initiatives undertaken Inspection of schools and institutions; Monitoring Learning Achievements; Development of district improvement plans; Dissemination of findings to stake holders; Monitoring of local governments to ensure quality of inspection; and, Developing, reviewing and disseminating guidelines. 180 (c) (i) Main outputs 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. 181 (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. 182 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). 183 8.1 Sustainable Development Goal 4 targets and indicators Table 8.1: SDG 4 Targets and indicators SN Sustainable Development Goal and Targets SDG Indicators Data Availability (Yes/No) Baseline Data Status Data Gaps Ensure inclusive and equitable quality education and promote life-long learning opportunities for all 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.1.1 Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex Yes Ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education 4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial wellbeing, by sex No No baseline 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex Yes 2014 4.3 Ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university 4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex No No baseline Data Gap 4.4 Increase by x% the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and 4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill Yes No baseline Data can be obtained 4.2 184 Literacy, numeracy at P3 (64.2%; 72.7%, 2013) Literacy, numeracy at P6 (51.9% 52.6%, 2015) Data gap entrepreneurship 4.5 Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations 4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflictaffected, as data become available) for all education indicators on this list that can be disaggregated Yes The information can be derived from census and other household surveys where information on specialization is collected Data can be obtained 4.6 Ensure that all youth and at least x% of adults, both men and women, achieve literacy and numeracy 4.6.1 Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex Yes No baseline Data can be obtained 4.7 Ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development 4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment No No baseline Data Gap 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments 4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students No No baseline Data Gap 185 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 number of scholarships for developing countries in particular 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.b.1 Volume of official development assistance flows for scholarships by sector and type of study Yes No Baseline Data can be obtained 4.c Increase by x% the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially LDCs and SIDS 4.c.1 Proportion of teachers in: (a) preprimary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or inservice required for teaching at the relevant level in a given country No No Baseline Data Gap Source: NPA, 2016 186 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 187 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” 188 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. 189 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: agdhateemwa@gmail.com copied to jamesmayoka@gmail.com. 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 1 st July 2015 to 30th June 2016 will be drawn from the following categories:a) b) c) d) e) f) g) h) i) j) k) l) m) n) Political leaders of Ministry of Education and Sports The Education Sector Consultative Committee (ESCC); The Education Sector Budget Working Group (ESWG); Monitoring and Evaluation Working Group (M&E WG); Sector Policy and Management Working Group (SPM WG) Departmental Working Groups; Line Ministries; Local Governments; Education Institutions at all levels; The private sector and private providers of education services; Teachers Associations Civil Society Organizations Foundation Bodies; and 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 190 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 4 th 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. 191 (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). 192 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 6.4.2 6.4.3 6.4.4 6.4.5 Final editing & formatting of the Aide Memoire Printing of the Aide Memoire Dissemination of the Aide Memoire within four weeks after the workshop Extraction of actionable issues contained in the Aide Memoire for follow up 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 7.1.2 7.1.3 7.1.4 7.1.5 The Education and Sports Sector Annual Performance Report 2015/16 (ESSAPR). A report on the field visit exercise. Agreed undertakings for FY 2016/17. Reports listed above in Section 6.3. The Joint Positions Paper (JPP). 7.2 Final Outputs 7.2.1 7.2.2 8.0 The Aide Memoire of the 23rd ESSR; and, The Workshop Proceedings Report (electronic and hardcopies). 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. 2. Hon. Minister of Education and Sports Hon. Minister of State for Primary Education 1 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 1 194 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 2 195 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 1 196 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 Technical 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 selected districts; Kitgum, Lira, Bududa, Amuria, Bugiri, Pallisa, Mitooma, Kisoro, Masindi, Mityana, Budaka, Rukungiri, Amudat, Adjumani and Bundibugyo. 15 131. DIS from selected districts; Lamwo, Kole, Manafwa, Bukedea, Namayingo, Kumi, Ntungamo, Kanungu, Kalungu, Moroto, Arua, Kasese, Butambala, Butaleja and Kiryandongo. 15 132. Successful Head teachers and 1 Principal (selected from a UPE school, a non-UPE school, USE school and a non-USE school) 5 133. Successful District and Municipal Education Officers (best performing). 134. Participants for Primary Schools (2 head teachers and 2 SMC chairpersons selected from each region - North, West, Central & East) 4 16 135. Participants for Secondary Schools (2 head teachers and 2 BoG/PTA chairpersons selected from each region - North, West, Central & East) 16 136. Participants for BTVET/Teacher Institutions (2 principals and 2 Governing Council Chairpersons selected from each region - North, West, Central & East) 16 137. 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) 2 197 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. Chairperson & Secretary of the Audit Committee on Education and Social Services Sub Total 11.0 No 2 365 EDP Participants: 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 14 Nathan Lenzin GIZ UG 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 198 No Name Organization Designation 28 Carolyn Nalugwa UNFPA Education Specialist 29 Raquel Palomino Gonzalez UNFPA 30 Mary Hanlon UNHCR 31 Emmie Pakkala UNICEF 32 Rosemary R-Rwanyange UNICEF 33 Jana Wooden USAID 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 Education Advisor Education Officer 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 200 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 Male Female Total Mitooma 113.4% 127.7% 120.3% Bushenyi 117.1% 123.7% Sheema 84.8% Mbarara Completion rate Rank Boys Girls Total 3 100.9% 119.8% 110.4% 2 120.3% 2 77.7% 94.9% 86.2% 91.7% 88.2% 22 82.6% 98.1% 80.0% 85.3% 82.6% 33 75.2% Luwero 96.0% 102.4% 99.0% 13 Ntungamo 86.7% 94.1% 90.3% Kabale 108.4% 114.6% Kalungu 93.7% Butambala Performance Index Average rank Overall rank Girls Total 68.2% 62.9% 65.3% 10 5.0 1 11 70.1% 66.6% 68.2% 5 6.0 2 90.2% 9 69.6% 63.3% 66.3% 8 13.0 3 85.1% 80.2% 16 74.8% 69.7% 72.0% 2 17.0 4 68.1% 87.5% 77.6% 18 58.5% 54.7% 56.4% 29 20.0 5 19 66.4% 77.4% 71.9% 26 63.6% 57.4% 60.3% 20 21.7 6 111.4% 6 63.5% 76.3% 70.0% 28 60.3% 51.8% 55.6% 33 22.3 7 117.6% 105.0% 9 63.8% 94.6% 78.9% 17 55.3% 54.2% 54.6% 41 22.3 8 105.5% 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 24 201 Boys Rank District Net Intake Rate Rank Completion rate Boys Girls Rank Male Female Total Total Bukwo 102.7% 121.7% 111.6% 5 87.9% 109.5% 98.7% 4 Kabarole 55.4% 56.4% 55.9% 76 57.6% 69.9% 63.7% Wakiso 27.2% 30.3% 28.7% 108 89.6% 99.4% Sembabule 99.9% 108.4% 104.1% 10 46.9% Ngora 83.1% 91.0% 87.0% 25 Gomba 62.6% 67.5% 65.0% Kamuli 72.2% 78.7% Jinja 57.8% Kiruhura Performance Index Average rank Overall rank Girls Total 31.9% 23.9% 27.5% 111 40.0 25 42 72.2% 71.6% 71.9% 3 40.3 26 94.7% 6 69.6% 66.1% 67.7% 7 40.3 27 57.9% 52.3% 73 57.4% 50.6% 53.7% 45 42.7 28 72.6% 78.7% 75.7% 21 49.8% 41.3% 45.2% 82 42.7 29 58 53.6% 76.3% 64.5% 40 56.3% 55.6% 55.9% 32 43.3 30 75.3% 43 61.8% 74.9% 68.3% 31 54.5% 48.2% 51.0% 56 43.3 31 60.0% 58.9% 72 78.6% 86.7% 82.8% 13 57.4% 50.2% 53.6% 46 43.7 32 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 53 202 Boys Rank District Net Intake Rate Rank Male Female Total Maracha 96.6% 111.4% 103.8% Pallisa 85.0% 89.5% Mbale 56.4% Kaabong Completion rate Rank Boys Girls Total 12 53.4% 39.3% 46.6% 82 87.2% 24 70.9% 62.6% 66.7% 61.6% 58.9% 71 65.6% 73.2% 90.7% 64.2% 77.2% 40 38.1% Sironko 80.1% 87.5% 83.7% 31 Kalangala 45.0% 54.4% 49.3% Ntoroko 56.5% 57.4% Soroti 48.1% Serere Performance Index Average rank Overall rank Girls Total 52.4% 43.4% 48.8% 65 53.0 54 36 41.1% 34.4% 37.9% 105 55.0 55 69.5% 29 52.9% 44.6% 48.4% 66 55.3 56 11.4% 24.2% 106 61.9% 50.1% 59.0% 23 56.3 57 62.0% 74.1% 67.9% 33 41.7% 34.4% 37.8% 106 56.7 58 88 52.7% 53.0% 52.8% 72 68.3% 62.3% 65.3% 11 57.0 59 57.0% 75 50.8% 56.0% 53.4% 69 59.1% 56.1% 57.6% 27 57.0 60 50.5% 49.3% 87 72.6% 71.6% 72.1% 25 52.5% 46.5% 49.5% 59 57.0 61 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 82 203 Boys Rank District Net Intake Rate Rank Male Female Total Mubende 52.9% 54.9% 53.9% Hoima 34.8% 40.9% Abim 41.2% Mityana Completion rate Rank Boys Girls Total 80 49.5% 59.0% 54.1% 62 37.7% 102 51.6% 60.4% 55.9% 37.1% 39.2% 99 39.9% 24.7% 56.6% 60.2% 58.3% 73 35.5% Dokolo 41.0% 48.1% 44.5% 92 Zombo 78.3% 84.9% 81.5% Bugiri 66.4% 70.7% Mayuge 42.4% Oyam Performance Index Average rank Overall rank Girls Total 49.4% 43.7% 46.4% 76 72.7 83 57 52.9% 45.8% 49.2% 61 73.3 84 32.1% 103 62.3% 55.2% 59.5% 21 74.3 85 43.5% 39.4% 96 51.7% 49.3% 50.3% 57 75.3 86 63.5% 54.5% 59.1% 49 48.2% 39.6% 44.3% 87 76.0 87 36 34.5% 20.8% 27.8% 104 45.7% 40.4% 43.8% 89 76.3 88 68.5% 52 51.1% 47.5% 49.3% 77 45.2% 37.6% 41.6% 100 76.3 89 44.8% 43.5% 94 64.1% 70.5% 67.3% 34 43.4% 38.3% 40.7% 102 76.7 90 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% 83 100.3 111 204 Boys Rank District Net Intake Rate Rank Male Female Total Amudat 14.0% 12.0% 13.0% NATIONAL 63% 68% 65% Completion rate Boys 112 Girls Rank Total 7.7% 6.2% 7.0% 60% 63% 61% 205 Performance Index Boys 112 45.3% 56% Girls Total 40.6% 43.4% 51% 54% Rank Average rank Overall rank 93 105.7 112 ANNEX 3: Education & Sports Sector Fact Sheet 2002 - 2015 Education and Sports Sector Fact Sheet 2002 – 2015 LEVEL PrePrimary Primary INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 No. of Preprimary schools (a) Total Enrolment (i) Boys EMIS 1032 893 538 628 717 703 1,724 2,469 6,579 2,361 4,092 4,949 EMIS 78,257 64,484 41,775 55,558 69,340 76,538 175,302 234,428 498,644 214,797 356,903 EMIS 38,581 32,148 20,596 27,548 34,500 37,689 86,006 114,473 245,605 105,428 (ii) Girls EMIS 39,676 32,336 21,179 30,010 38,840 38,849 89,296 119,955 253,039 (b) GER(Daycare) (i) Boys EMIS, UBOS NA 3.21% 2.24% 2.19% 2.35% 2.50% 5.60% 7.60% 8.10% EMIS, UBOS NA 3.12% 2.21% 2.19% 2.40% 2.50% 5.60% 7.50% (ii) Girls EMIS, UBOS NA 3.30% 2.26% 2.20% 2.30% 2.50% 5.50% (c) NER (Daycare) (i) Boys EMIS, UBOS NA 2.15% 1.47% 1.63% 1.60% 1.50% EMIS, UBOS NA 2.09% 1.45% 1.63% 1.59% (ii) Girls EMIS, UBOS NA 2.22% 1.49% 1.63% Total Schools that Responded Total Schools in Database (a) Total Enrolment (i) Boys EMIS 13,332 13,353 13,371 EMIS 14,281 14,816 EMIS 7,354,153 EMIS (ii) Girls 2014 2015 4,956 5,763 430,425 433,258 477,123 179,857 210,966 214,996 236,284 109,369 180,046 219,459 218,262 240,839 7.50% 9.10% 10.2% 9.74%* 8.20% 7.40% 9.90% 10.2% 9.67% 7.80% 8.10% 7.60% 8.70% 10.3% 9.81% 3.90% 5.60% 6.10% 6.60% 7.10% 10.1% 9.49% 1.50% 4.00% 5.50% 6.30% 7.20% 8.20% 10.2% 9.63% 1.51% 1.50% 3.90% 5.70% 6.20% 6.70% 7.20% 10.3% 9.56% 13,576 14,385 14,728 15,962 17,127 17,865 16,684 17,682 18,079 18,408 18,889 15,339 15,828 17,807 18,583 19,185 19,797 20,448 18,500 22,501 22,600 22,600* 22,600* 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 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 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 total enrolment Government EMIS 49% 49% 49% 50% 50% 50% 50% 50% 50.00% 50.00% 50.1% 50.1% 50.1% 50.1% 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 Private to total enrolment 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% 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 Rate (g) Total No. of Teachers (h) Teachers on Gv’t Payroll (i)Teachers in Private schools (i) Number of Classrooms No.of classrooms Gvt Proportion of SNE Children to total enrolment (i) Boys 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% 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 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* 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 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 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 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% 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 orphans Children to total enrolment (i) Boys 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% 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 Growth Rate (k) GER EMIS 11% 4% -2% -2% 2% 2.30% 5.70% 3% 1% -3% 3% 2% 3.7% 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 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% Public current expenditure on primary education as a percentage of GDP Primary as a %age of total public education expenditure (o) PTR (All schools) (i)PTR (Gov’t schools) (ii)PTR (Private schools) (q) PCR(All schools) (iii) PCR (Gov’t schools) (iv) PCR (Private schools) (r) Survival rate to grade 5 (i) Boys EMIS 2.23% 2.20% 1.90% 1.90% 2% 2% 2% 2% 2% 2% 2% 2% 3.1% 69.30% 66.70% 68.40% 66.20% 60% 57% 58% 58% 58% 58% 58% 58% 46.73% EMIS 56 52 50 50 48 50 50 49 49 48 45 46 46 43 EMIS 58 56 54 52 53 53 55 58 57 54 54 55 54 53 EMIS 37 33 31 29 31 28 29 26 26 27 24 25 29 23 EMIS 94 87 79 74 72 72 70 68 58 57 57 57 59 63 EMIS 94 94 84 79 78 79 78 80 67 65 67 68 72 77 EMIS 53 53 47 43 42 41 42 38 32 31 32 31 33 33 EMIS 68.30% 52% 55.70% 52% 49.50% 49% 54.10% 60.90% 60% 58% 60% 58.5% 60.6% 59.9% 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 grade 7 (i) Boys EMIS 61% 24% 30% 32% 30% 29% 29% 29% 30% 31.20% 30% 30% 33.1% 30.1% 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 Completion rate (i) Boys UNEB 49.10% 56% 62% 51% 48% 47% 49% 52% 54% 64% 67% 67.4% 72% 61.6% 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 2014 2015 68% LEVEL Secondary INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 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%* (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 P3 Male NAPE/UNEB 46.20% 46.80% 47.40%* NAPE/UNEB 45.60% 46% 46.40%* Female NAPE/UNEB 46.90% 47% 47.10%* Candidates who sat PLE Male 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 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 passed PLE Male 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 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 Index Male 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% 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% (a) Enrolment in all sch (i) Boys 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 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 total enrolment 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% 209 2014 38.7% 2015 52.2% LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 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 Private to total enrolment (e) Repeaters 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% 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 Rate (g) Total No. of Teachers (i) Number of Classrooms (j) Enrolment Growth Rate Number of USE /UPOLET Schools Government 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% 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 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 EMIS 22% 4% 2% 4% 12% 17% 14% 9.70% 2.60% 3% -0.50% 8.9% 2.1% -8.4% 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 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 (USE Students) Male 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 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 students in government schools Male 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 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 students in private schools EMIS N/A N/A N/A N/A N/A 40,595 84,482 137,534 191,706 239,956 291,139 335,266 394,922 423,212 210 2015 LEVEL INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 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 2015 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 Private USE schools (k) GER EMIS N/A N/A N/A N/A N/A 25% 27% 30% 32% 35% 38.60% 42% 45.2% 46.4% 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 (q) SCR EMIS 55 51 48 49 48 46 35 35 45 44 49 46 (r) Transition rate to S1 (i) Boys EMIS 56.10% 49.00% 48.20% 44.50% 50.90% 68.60% 69.60% 63.90% 64.80% 65% 66% EMIS 55.00% 49.00% 48.20% 44.10% 50.50% 69.70% 71.10% 65.80% 66.70% 67% (ii) Girls EMIS 57.40% 49.10% 48.10% 45.00% 51.40% 67.40% 68.00% 62.00% 63.00% (s) Completion rate Senior 4 (i) Boys EMIS 22% 18% 25% 30% 29% 35% 35.10% 37% EMIS 25% 20% 28% 34% 33% 39% 39% (ii) Girls EMIS 19% 17% 22% 26% 25% 31% (r) Transition rate to S.5 (i) Boys EMIS/UNEB 41% 41% 41% 39% 40% EMIS/UNEB 43% 35% 36% 33% (ii) Girls Total EMIS/UNEB NAPE/UNEB 49% N/A 38% N/A 39% N/A Male NAPE/UNEB N/A N/A Female NAPE/UNEB N/A Total NAPE/UNEB Male Female 22 50 52 72.2% 70.5% 63.2% 68% 72.3% 70.5% 62.8% 64.20% 65% 72.0% 70.5% 63.6% 39% 33.00% 35.50% 35.3% 35.8% 36.2% 42% 45% 35.10% 37.60% 36.7% 36.4% 36.4% 31% 31% 32% 30.80% 33.50% 33.8% 33.9% 35.9% 44% 44% 48% 50.70% 53.60% 34% 32% 30.0% 25.0% 33% 39% 38% 39% 40% 41.00% 39% 37% 33.6% 28.1% 36% N/A 37% N/A 42% N/A 41% 36.70% 44% 36.30% 45.80% 30.40% 47.70% 19.60% 29% 17.70% 27% 14.5% 25.9% 20.5% 21.4% 20.4%* N/A N/A N/A N/A 43.20% 41.40% 36.10% 24.20% 23.60% 19.9% 26.9% 26.8%* 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%* 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%* 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%* 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 PostPrimary INDICATORS Source 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 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 Female UNEB UNEB 65251 53954 74871 60922 80466 66955 92196 76439 91,414 74,958 102,397 86,824 106,228 90,265 112,847 99,649 140,122 118,074 148,875 130,349 137,401 124,489 149,401 137,276 158,622 145,567 156,412 150,315 Pass Rate Male UNEB UNEB 87.90% 90.30% 91.50% 93.30% 92.00% 93.60% 93.80% 95.10% 94.60% 95.60% 95.30% 96.20% 96.40% 97.00% 95.60% 96.50% 93.50% 94.40% 94.60% 95.20% 94.90% 95.50% 91.2% 92% 93.4% 94.0% 91% 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 Index Male Female 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% UNEB UNEB 44.50% 48.30% 51.80% 55.70% 50.50% 54.30% 52.60% 56.10% 47.00% 50.30% 44.30% 47.40% 43.70% 47.00% 48.70% 42.20% 45.70% 40.00% 46.20% 40.50% 46.1%% 41.2% 43% 38% 44.5% 39.7% 46% 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 Male Female Total Sitting UNEB UNEB UNEB N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 43,199 28,856 70,590 50,979 35,476 84,821 53,483 36,329 88,383 56,739 38,848 94,093 59,891 41,366 99,802 63,218 44,047 105,857 66,950 44,074 109,058 69,505 46,651 114,346 64,302 43,944 107,124 59,938 41,060 99,568 Male Female UNEB UNEB N/A N/A N/A N/A N/A N/A N/A N/A 42,147 28,415 49,876 34,945 52,461 35,821 55,754 38,339 58,946 40,856 62,321 43,538 65,670 43,388 68,262 46,084 63,527 43,597 58,960 40,608 Performance Index Male 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% 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 Tertiary Eligible UNEB UNEB N/A N/A N/A N/A N/A N/A N/A N/A 62.70% 64.50% 63.40% 63.70% 62.90% 65.00% 57% 63% 51.70% 61.90% 52.28% 63.16% 59.2% 69.5% 56.4% 77.8% 62% 82% 60% 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% (a) Total Enrolment (i) Male 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 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 14,662 212 2014 108,244 2015 100,989 LEVEL Tertiary 2007 2008 2009 2010 2011 2012 2013 2014 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 INDICATORS Source 2002 2003 2004 2005 2006 2015 Total BTVET (UPPET& UPOLET) Students Male 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 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 (UPPET& UPOLET) Institutions Government EMIS N/A N/A N/A N/A N/A 62 62 62 62 62 126 118 EMIS N/A N/A N/A N/A N/A 46 46 46 46 46 110 103 Private (c) Enrolment in PTCs (i) Males EMIS EMIS N/A 17,960 N/A 19,477 N/A 18,742 N/A 16,646 N/A 16,297 16 19,849 16 22,036 16 14,330 16 15,714 16 8,952 16 11,609 15 16,124 15 16,347 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 (a) Total Enrolment (i) Male 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 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 universities (i) Male 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 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 Other Tertiary institutions (i) Male 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 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 30,119 119 118 213 103 103 16