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111
60.00%
50.00%
%age of students
40.00%
30.00%
20.00%
10.00%
0.00%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2015*
Female 44.08% 44.09% 45.19% 45.19% 45% 44.98% 45.5% 45.8% 45.9% 45.7% 46.6% 47% 46% 50%
Male 55.92% 55.91% 54.81% 54.81% 55% 55.02% 54.5% 54.2% 54.1% 54.3% 53.4% 53% 54% 50%
Year
Source: EMIS 2000­2012
It can be seen from Figure 7.15 that the gender gap has constantly been oscillating around 45% for
girls and 55% for the boys between 2006 and 2009. In the last two years, Uganda has experienced
gradual increase in the percentage share of girls. Improvement in girl’s participation in secondary
education is attributed to a number of factors among which include the introduction of Universal
secondary Education in 2007.
7.3.6 Goal 6: Quality Education
Goal 6 targets improving all aspects of the quality of education and ensuring excellence of all so that
recognized and measureable learning outcomes are achieved by all, especially in literacy, numeracy
and essential life skills. Government is firmly committed to improve the quality of education and to
bring about improvement in pupils’ learning achievements and outcomes. For this matter,
Government through Uganda National Examinations Board set up realistic mechanisms for
measuring pupils’ achievement. The Uganda National Examinations Board (UNEB) conducted the
National Assessment of Progress in Education (NAPE) in 1996, 1999, 2003 and 2005 for Primary 3 and
Primary 6 in a sample of selected schools. An analysis showing the progress in the performance of the
children in primary three and six are shown in the following sections. It is important to note that
Uganda decided to use primary three and six and not primary Four as set by UNESCO.
4.5.6.1 Primary Three (P.3) Pupils Rated Proficient in Literacy
The condition or quality of being literate, especially the ability to read and write is a key indicator
when evaluating the quality of learner performance (UNESO, 2005). Based on the Primary curriculum,
it is assumed that pupils attending primary three are in position to read and write simple sentences.
Figure 4.43 below shows trends of the percentage of primary three pupils rated proficient in literacy;
ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012