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Meetings were held where it was agreed that a survey on re­entry of pregnant girls in primary and
secondary schools in Uganda be conducted first to inform the formulation of guidelines. Consultants
to conduct the study were procured and ToR developed;
A study on teenage Pregnancies was carried out by FAWE and a Gender Task Force workshop
conducted in November 2011 to present the draft study report and seek input of other stake holders.
The sub sector undertook a UN advocacy campaign in western Uganda (Mbarara, Kisoro, and Kabale)
in July, August and September, 2011.
The sub sector continued to Train care givers and proprietors of ECD centers in 3 sub counties of
Kyotera, Matale, and Sanje in Rakai district.
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(v)
Implementation of the curriculum
In FY 2011/12, NCDC embarked on a number of activities to improve the quality of preprimary and
primary education. These included; holding Cluster meetings with teachers in 8 poorly performing
districts;
Monitoring implementation of; thematic curriculum in P.1, P.2 and P.3; and P.6 curriculum in schools;
Printing and distribution of 100,000 copies of the curricula; orienting 45,724 P.7 classroom teachers
nationwide; printing and distributing 25,000 copies of the implementation guidelines; sensitization
and formation of 13 area language boards in 23 districts; and,
Retooling of 127 teachers on term 1 and term 2 P.5 Kiswahili syllabus.
(d)
Outcomes/Results.
(1) Pre‐primary
Pre­primary schooling (ECD) is a process by which children grow and thrive, physically, socially,
emotionally, and cognitively. ECD is considered to be the most critical foundation stage of growth
and development. Both the World Declaration on Education For All (Jomtien, 1990) and the Dakar
Framework for Action (2000) to which Uganda is signatory, underscore the importance of Early
Childhood Care and Education (ECCE) as part of a comprehensive approach to achieving Education
For All (EFA).
(i)
Pupil Classroom Ratio in Pre­Primary Schools
The number of pupils per class is key in determining the effectiveness and efficiency of learning and
teaching in pre­schools. Classes with fewer pupils are easy to manage and monitor as compared to
classes with large numbers of pupils. Figure 4.5 below shows the Pupil Classroom Ratio in Pre­school
during FY 2010/11 and 2011/12.
ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012