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137 Affirmative action was taken with regard to Girlchild education in sciences with the inauguration of a Female Scholarship Fund that is designed to cater for bright but disadvantaged girls particularly in the sciences. Busitema University The University drafted a Gender and Equity Policy which is awaiting the University Council's consideration and approval. When approved, the Policy will lead to the establishment of the Gender and Equity Unit whose structures will guide the recruitment of staff in a phased manner. The Unit will also organize sensitization workshops and seminars to create awareness among the Advocacy team, University staff and students. The Unit will also conduct training sessions on Gender Responsive Budgeting (GRB) and Gender Tracking Systems for staff of Finance Department as well as other stakeholders. (xviii)Strengthening, net working and advocacy for gender initiatives in education. MoES is net working with a number of partners to address gender inthe Education Sector. In FY 2011/12, MoES recieved funding from Plan International to hire a consultant to conduct a study which would inform the mid term Review Report to CEDAW in November 2012. (c ) Out comes/ results Increased gender specific and responsive environments; Increased gender participatory learning and teaching methods Consolidation of gender parity at both primary and secondary education Increased gender awareness, need for gender interventions at the centre (c) Constraints and challenges The challenges of gender mainstreaming are still pervasive in the Education and Sports Sector as follows; (i) (ii) (iii) (iv) (v) (vi) Sociocultural factors that put the girl child at a disadvantage. These include bias in favor of boys, domestic chores, early marriages and teenage pregnancies which create barriers for girls’ access to education The proprietors of private schools and Head teachers still are not yet fully embracing gender responsiveness in their schools as they are focused on profit making rather than quality The majority of stakeholders have limited knowledge and understanding of gender; There is still a challenge of attracting female students to the science discipline and BTVET institutions Gender disparities in Secondary and Tertiary Education remain a major concern of the sector which calls for efforts to narrow the gender gaps at these levels. High girlchild school dropout due to various reasons e.g. early marriages, teenage pregnancy and socio cultural factors, ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012
138 4.5.7 Environmental Education (a) Interventions undertaken during FY2011/12 Under environment education the interventions indicated in Box 4.18 were undertaken Box 4.18 Interventions undertaken during FY 2011/12 Develop and disseminate guidelines to education stakeholders (b) Progress and Main Achievements In FY 2011/12 the subsector in liaison with National Forestry Authority (NFA), developed and disseminated guidelines to education stakeholders on the Implementation of Environmental Management at Education Institutions. The guidelines cover tree planting, planting and nurturing grass, protection of schools from excessive soil erosion and waste disposal. (c) Outcomes/Results In the period under review the following outcomes were realized: (i) (ii) (d) In environment education there was increased awareness of environmental concerns in schools, districts and at the Ministry headquarters; and, There has been adoption of common standards for responding to environment concerns in schools, districts and at the Ministry headquarters. Main Constraints and Challenges In the period under review the following constraints and challenges were faced: (i) (ii) Lack of funds to carry out environment activities Lack of sensitization on environment issues 4.5.7 Teacher and Instructor Education and Training Under the Teacher and instructor Education and Training Subsector the following objectives were set that include among others to increase access to PTCs and NTCs in line with the government policy of choosing subjects critical to national development; enhance the implementation of multigrade teaching program for the sparsely populated districts; improve the management and accountability of funds disbursed to Teacher Education institutions; Handover facilities of the recently rationalized NTCs to the owning Foundation Bodies; and, improve student examination performance in Teacher Education institutions.See Box 4.19 for interventions undertaken. ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012
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i CURRENT TOP LEADERSHIP OF THE EDU
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iii TABLE OF CONTENTS TABLE OF CONT
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v 4.5.4 HIV and AIDS...............
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vii FIGURE 4.26: SENIOR FOUR COMPLE
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ix FAWE FY G&C GEM GER GEP GoU GTZ
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xi UNMEB UPE UPIK UPOLET UPPET UPS
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xiii 4.0 Overview of the Education
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xv (vi) (c) Establishment of ICT la
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xvii (iii) which 46% are female; an
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xix (x) (xi) (xii) Sports for Life
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xxi 5.0 Sector Performance against
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2 1.4 OVERVIEW OF THE 19 TH EDUCATI
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4 (viii) (ix) (x) and biology at se
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6 The aforementioned policy documen
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ESSAPR FY 2011/12 to inform the 19
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S/N Issue Agreed Recommendations /
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26 ESSAPR FY 2011/12 to inform the
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19 3.2 Analysis of the Financial Bu
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20 Table 3.5: Recurrent (Wage) for
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ESSAPR FY 2011/12 to inform the 19
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22 Secondary Education (i) Wages o/
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24 candidates. Quality and standard
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26 Policy Planning and Support serv
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28 office under renovation 12,376 t
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30 rehabilitated and handed over On
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Rehabilitation of National Health T
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34 Quality and Standards (i)Develop
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36 district 200m remitted Valuation
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In the primary subsector, since the
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The main challenges encountered dur
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42 (i) New entrants to Primary One
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services; and, enhancing Public Pri
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Secondary Schools and expansion of
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48 (ii) Gross Enrolment and Net Enr
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50 Figure: 4.3. Stock of classrooms
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52 (ii) Infrastructural development
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54 (iii) BTVET institutions under U
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The sub - sector paid faculty allow
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58 (i) (ii) (iii) (iv) (v) (vi) (vi
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60 (i) (ii) (iii) (iv) (v) Monitori
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62 Figure 4.5: Pupil Classroom Rati
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64 (2) Primary Education Learning c
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The percentage of qualified teacher
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The grades for the four subjects ar
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70 (b) (i) Progress and Main Achiev
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72 Figure 4.15: Performance of stud
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74 Box 4.7: Interventions undertake
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76 Renovations were carried out on
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Source: DIT 2010 /2011 Out of 11,83
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80 (c) Results/Outcomes A number of
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82 4.3 EFFICIENCY AND EFFECTIVENESS
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84 (b) (i) Results/outcomes Surviva
Page 109 and 110: During the period under review, the
Page 111 and 112: 88 (ix) Direct remittance of USE ca
Page 113 and 114: The survival rate to senior six imp
Page 115 and 116: 92 (iii) Conducting Curriculum Revi
Page 117 and 118: 94 Gulu University As part of its s
Page 119 and 120: 96 4.4 INTERNATIONAL COMMITMENTS ON
Page 121 and 122: Out of 1,712,420 (male 859,343; fem
Page 123 and 124: As a result of this policy the prop
Page 125 and 126: 102 Figure 4.33: Net Enrolment rate
Page 127 and 128: 104 120.00% 100.00% Survival Rate t
Page 129 and 130: affirmative action and educational
Page 131 and 132: 108 Figure 4.39: Adult Literacy Rat
Page 133 and 134: Before the launch of the Universal
Page 135 and 136: 112 Figure 4.43: Primary Three (P.3
Page 137 and 138: 114 r a c y e m u N i n t n f c i e
Page 139 and 140: 116 4.5 CROSS CUTTING ISSUES Cross
Page 141 and 142: 118 4.5.2 Guidanceand Counselling G
Page 143 and 144: 120 (c) Constraints/Challenges (i)
Page 145 and 146: Organized and coordinated Secondary
Page 147 and 148: With support from Chinese governmen
Page 149 and 150: 126 4.5.4 HIV and AIDS During the p
Page 151 and 152: 128 (vi) Orienting Heads and Admini
Page 153 and 154: 130 Participants from the MoES disc
Page 155 and 156: Figure 4.49: HIV prevalence among i
Page 157 and 158: 134 (a) Interventions for ICT under
Page 159: 136 (xv) The promotion of Girls Edu
Page 163 and 164: 140 (ii) Register Caregivers During
Page 165 and 166: 142 (x) Inspect Teacher Education I
Page 167 and 168: 144 (xxvi) Train and orient primary
Page 169 and 170: made a budgetary provision for the
Page 171 and 172: 148 (i) Monitoring and support supe
Page 173 and 174: (ii) Follow up inspection During th
Page 175 and 176: 152 (iii) Increased quality of tuto
Page 177 and 178: Table 5.1: JAF IV: Targeted Sector
Page 179 and 180: UBOS No target Annex A: Sector Perf
Page 181 and 182: (b) Sector Performance Indicator Pe
Page 183 and 184: 160 Legend Colour Performance Issue
Page 185 and 186: 162 Annex 1: Terms of Reference for
Page 187 and 188: 164 (e) Five (5) papers will be pre
Page 189 and 190: 166 ANNEX 2 :LIST OF PARTICIPANTS F
Page 191 and 192: Category of participant Number 98.
Page 193 and 194: 170 ESSAPR FY 2011/12 to inform the
Page 195 and 196: 49. Buyende Igalaza sda p.s 5830046
Page 197 and 198: 174 51 Kalungu 31 0 52 Kampala 0 0
Page 199 and 200: 176 Districts Abim Kotido Kaabong A
Page 201 and 202: 178 ANNEX 5 ADB EDUCATION IV PROJEC
Page 203 and 204: 180 Buikwe (2) Yiga Henry M Kabasan
Page 205 and 206: 182 Nabwire Cossy Melissa F Teisire
Page 207 and 208: 184 Bukwo (5) Gubahama Martini M Bu
Page 209 and 210: 186 Icemu Barbara F Tororo Girls Sc
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188 Dokolo (5) Ageno Rwot Sarah F S
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190 Acen Caroline F Sacred Heart Oy
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192 Kabale (5) Tubenaawe Happiness
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194 Kiiza Jacob M Kabasanda Technic
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196 Kanungu (5) Muganzi Allan M Mun
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198 Department No. Activities Respo
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Department No. Activities Responsib
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208 Pre Primary THE REPUBLIC OF UGA
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210 Indicators Source 2000 2001 200
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216 S/N District Net Intake Rate (N
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218 S/N District Net Intake Rate (N
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