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5 CHAPTER 2: POLICY AND INSTITUTIONAL FRAMEWORK This chapter presents the policy, institutional, legal and regulatory frameworks for delivery of Education and Sports services. 2.1 Overview of Policy, Institutional, legal and Regulatory Frameworks for education and sports services delivery. The Ministry of Education and Sports has over time undergone several reforms that are institutional, legal and regulatory in nature. Examples include UPE, USE and UPOLET, the development of subsector strategic plans, the establishment of new departments as a result of the restructuring process, adoption of SWAp, and the reviewing of various Acts (eg Education Act 2008). All the reforms are aimed at improving service delivery at all levels of education and training, for better outcomes as articulated in the Government policy document on education and National Planning Framework (Government White Paper (1992) on Education; and National Development Plan). Since its initiation, the National Development Plan (NDP) 2010/11 – 2014/15 has been providing the framework for planning and service delivery for all Government sectors, Education and Sports inclusive, for the medium term, directing development priorities and implementating strategies. 2.2 Policy Framework and Commitments The Government White Paper (1992) on Education is the basis for official policy regarding the various education programmes in the Country. It is the supreme guiding document for the overall policy framework and main thrust of the Education and Sport Sector There is however other policy documents (subsector policies and strategic plans) that have been and continue to be developed to complement the broad policy objectives articulated in the Government White Paper. These help to guide subsector specific policy priorities and implementation strategies. Such subsector policies and strategic plans include the Universal Secondary Education (USE) Policy, Special Needs Education (SNE) Policy, NonFormal Education (NFE) Policy, Physical Education and Sports (PES) Policy, among others. Strategic plans include the BTVET Strategic plan 2010 – 2020, Secondary Education Strategic Plan (SESP) 2009 – 2018, draft Special Needs and Inclusive Education Implementation Strategy 2012 – 2017. ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012
6 The aforementioned policy documents are developed in line with the revised Education Sector Strategic Plan (ESSP) 2007 – 2015 and are geared toward the attainment of the broad sector strategic policy priorities contained in the ESSP. 2.2.1 Sector Strategic Policy Priorities The broad sector strategic policy priorities are: (a) (b) (c) To increase and improve equitable access to quality education at all levels To improve the quality and relevancy of education at all levels To enhance effectiveness and efficiency in education service delivery. The sector policy priority during the period under review was to improve delivery of quality education services with emphasis on promoting appropriate training which imparts practical skills that are applicable at all levels for career development, employability and livelihood. The subsector policy objective is to ensure quality education and sports services delivery. 2.2.2 Sub‐sector policy objectives and thrusts Key subsector policy objectives and thrusts mirror the broad sector strategic objectives and policy thrusts. However, as in previous FYs, meeting the quality challenge (due to low literacy levels in primary schools, poor performance of science subjects at secondary and inability to impart the required skills for employability and entrepreneurship at BTVET and Tertiary levels) remained the overriding policy concern in the sector and across all subsectors. Consequently, the subsector policy priorities meant to address the quality challenge were categorized under sector commitments to be implemented during the financial year under review, and are highlighted together with progress of implementation in Table 1. To achieve the broad strategic objectives and policy thrusts, the sector directly or indirectly addresses the international commitments which the Government of Uganda is a signatory to. Box 1 indicates the international long term commitments that relate to Education. (a) EFA GOALS Box 1: Long Term International Commitments (i) Expand and improve early childhood care and education, especially for the most vulnerable and disadvantaged. (ii) Ensure that by 2015, all children, particularly girls and those in difficult circumstances or belonging to ethnic minorities, have access to free quality and compulsory primary education. (iii) Ensure that the education needs of both children and adults are met through equitable access to appropriate learning and life skills (iv) Achieve a 50 % improvement in adult literacy levels, especially among women, and equitable access to basic and continuing education for all adults by 2015 (iv) Achieve gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to quality basic education. (vi) Improve all aspects of education and ensure excellence so that identifiable and measurable outcomes are achieved by all, especially in the areas of literacy, numeracy and essential life skills. (b) (i) (ii) MDGs for Education Goal 2: Achieve Universal Primary Education Goal 3: Promote gender equality and empower women ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012
Page 1 and 2: i CURRENT TOP LEADERSHIP OF THE EDU
Page 3 and 4: iii TABLE OF CONTENTS TABLE OF CONT
Page 5 and 6: v 4.5.4 HIV and AIDS...............
Page 7 and 8: vii FIGURE 4.26: SENIOR FOUR COMPLE
Page 9 and 10: ix FAWE FY G&C GEM GER GEP GoU GTZ
Page 11 and 12: xi UNMEB UPE UPIK UPOLET UPPET UPS
Page 13 and 14: xiii 4.0 Overview of the Education
Page 15 and 16: xv (vi) (c) Establishment of ICT la
Page 17 and 18: xvii (iii) which 46% are female; an
Page 19 and 20: xix (x) (xi) (xii) Sports for Life
Page 21 and 22: xxi 5.0 Sector Performance against
Page 23 and 24: 2 1.4 OVERVIEW OF THE 19 TH EDUCATI
Page 25: 4 (viii) (ix) (x) and biology at se
Page 29 and 30: ESSAPR FY 2011/12 to inform the 19
Page 31 and 32: S/N Issue Agreed Recommendations /
Page 37 and 38: 26 ESSAPR FY 2011/12 to inform the
Page 39 and 40: 19 3.2 Analysis of the Financial Bu
Page 41 and 42: 20 Table 3.5: Recurrent (Wage) for
Page 43 and 44: ESSAPR FY 2011/12 to inform the 19
Page 45 and 46: 22 Secondary Education (i) Wages o/
Page 47 and 48: 24 candidates. Quality and standard
Page 49 and 50: 26 Policy Planning and Support serv
Page 51 and 52: 28 office under renovation 12,376 t
Page 53 and 54: 30 rehabilitated and handed over On
Page 55 and 56: Rehabilitation of National Health T
Page 57 and 58: 34 Quality and Standards (i)Develop
Page 59 and 60: 36 district 200m remitted Valuation
Page 61 and 62: In the primary subsector, since the
Page 63 and 64: The main challenges encountered dur
Page 65 and 66: 42 (i) New entrants to Primary One
Page 67 and 68: services; and, enhancing Public Pri
Page 69 and 70: Secondary Schools and expansion of
Page 71 and 72: 48 (ii) Gross Enrolment and Net Enr
Page 73 and 74: 50 Figure: 4.3. Stock of classrooms
Page 75 and 76: 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
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During the period under review, the
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88 (ix) Direct remittance of USE ca
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The survival rate to senior six imp
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92 (iii) Conducting Curriculum Revi
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94 Gulu University As part of its s
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96 4.4 INTERNATIONAL COMMITMENTS ON
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Out of 1,712,420 (male 859,343; fem
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As a result of this policy the prop
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102 Figure 4.33: Net Enrolment rate
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104 120.00% 100.00% Survival Rate t
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affirmative action and educational
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108 Figure 4.39: Adult Literacy Rat
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Before the launch of the Universal
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112 Figure 4.43: Primary Three (P.3
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114 r a c y e m u N i n t n f c i e
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116 4.5 CROSS CUTTING ISSUES Cross
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118 4.5.2 Guidanceand Counselling G
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120 (c) Constraints/Challenges (i)
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Organized and coordinated Secondary
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With support from Chinese governmen
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126 4.5.4 HIV and AIDS During the p
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128 (vi) Orienting Heads and Admini
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130 Participants from the MoES disc
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Figure 4.49: HIV prevalence among i
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134 (a) Interventions for ICT under
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136 (xv) The promotion of Girls Edu
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138 4.5.7 Environmental Education (
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140 (ii) Register Caregivers During
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142 (x) Inspect Teacher Education I
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144 (xxvi) Train and orient primary
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made a budgetary provision for the
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148 (i) Monitoring and support supe
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(ii) Follow up inspection During th
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152 (iii) Increased quality of tuto
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Table 5.1: JAF IV: Targeted Sector
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UBOS No target Annex A: Sector Perf
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(b) Sector Performance Indicator Pe
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160 Legend Colour Performance Issue
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162 Annex 1: Terms of Reference for
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164 (e) Five (5) papers will be pre
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166 ANNEX 2 :LIST OF PARTICIPANTS F
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Category of participant Number 98.
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170 ESSAPR FY 2011/12 to inform the
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49. Buyende Igalaza sda p.s 5830046
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174 51 Kalungu 31 0 52 Kampala 0 0
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176 Districts Abim Kotido Kaabong A
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178 ANNEX 5 ADB EDUCATION IV PROJEC
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180 Buikwe (2) Yiga Henry M Kabasan
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182 Nabwire Cossy Melissa F Teisire
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184 Bukwo (5) Gubahama Martini M Bu
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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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