Part I - Ministry Of Education and Sports

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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) To increase and improve equitable access to quality education at all levels (b) To improve the quality and relevancy of education at all levels (c) 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 objectiveis 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 girlsand those in difficult circumstances or belonging to ethnic minorities, have access to free qualityand 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 adultsby 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) MDGs for Education (i) Goal 2: Achieve Universal Primary Education (ii) Goal 3: Promote gender equality and empower women ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012 6
In a related effort to achieve EFA goals and MDGs 2 &3, Uganda became eligible for a Grant from Global Partnership for Education Fund during the period under review. The grant’s specific objectives are to: improve the learning environment in schools through provision of key infrastructure; strengthen capacity to deliver quality teacher training; ensure provision of a minimum package of learning material to all public schools and teacher training colleges; and strengthen capacity of government systems for education service delivery. 2.3 Institutional Arrangements The Education and Sports services are delivered through the Ministry of Education and Sports Headquarters (comprised of 11 departments and 8 affiliate bodies under the Ministry). Within the Ministry Headquarters, the adoption of the SWAp in 1990s led to a creation of new structures to increase stakeholders’ participation, promote a holistic and forward looking approach to policy and planning as well provide common reporting frameworks. Such structures include: Top Management Meeting, Education Sector Consultative Committee, Departmental and crosscutting Working Groups (i.e. the Sector Policy and Management Working Group the Policy Clearing House, the Monitoring and Evaluation Working Group, the Sector Budget Working Group, etc.) and annual sector reviews. The Ministry has intersectoral linkage with other lineMinistries (i.e. Ministry of Finance, Planning and Economic Development MoFPED, Ministry of Public Service MoPS and Ministry of Local Government MoLG, Ministry of Gender Labour and Social Development – MoGLSD) and Local Government authorities. In addition to the above, the private sector i.e. individual investors, Civil Society Organizations, Faith Based Organizations, NGOs (both local and international) and Communities complement the public sector in providing education and sports services in the country. All education services provided by the private sector are however regulated, monitored and supervised by the Ministry of Education and Sports. 2.4 The Legal and Regulatory Framework The overall Sector’s Legal and Regulatory Framework is derived from the Supreme Law; the Constitution of the Republic of Uganda (1995). It is supplemented by the Government White Paper on Education (1992), Education Act (2008), BTVET Act (2008), Universities and other Tertiary Institutions Act (2001), UNEB Act (1983), NCDC Act (2000) and Education Service Act (2002) among others. ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012 7
Page 1 and 2: CURRENT TOP LEADERSHIP OF THE EDUCA
Page 3 and 4: TABLE OF CONTENTS TABLE OF CONTENTS
Page 5 and 6: 4.5.6 Gender in Education .........
Page 7 and 8: FIGURE 4.28:PRIMARY SCHOOL NET ENRO
Page 9 and 10: FY Financial Year G&C Guidance and
Page 11 and 12: UNMEB Uganda Nurses and Midwives Ex
Page 13 and 14: 4.0 Overview of the Education and S
Page 15 and 16: (b) BTVET subsector In the BTVET
Page 17 and 18: (i) The percentage share of girls t
Page 19 and 20: (ix) Participating in the MTN marat
Page 21 and 22: (iii) Evaluated CCTs performance. E
Page 23 and 24: 1.1 INTRODUCTION ESSAPR FY 2011/12
Page 25 and 26: The climax of the sector review act
Page 27: CHAPTER 2:POLICYAND INSTITUTIONAL F
Page 31 and 32: S/N Issue Agreed Recommendations /
Page 37 and 38: CHAPTER 3: EDUCATION AND SPORTS SEC
Page 39 and 40: 3.4: Table Showing Financial Perfor
Page 41 and 42: The recurrent non wage release perf
Page 43 and 44: Secondary Education (i) Wages o/w f
Page 45 and 46: candidates. Non formal Education 3.
Page 47 and 48: Policy Planning and Support service
Page 49 and 50: Secondary Development (ii)Emergency
Page 51 and 52: (iii) ADB IV support to USE rehabil
Page 53 and 54: Rehabilitation of National Health T
Page 55 and 56: Quality and Standards (i)Developmen
Page 57 and 58: district 200m remitted Valuation fo
Page 59 and 60: In the primary subsector, since the
Page 61 and 62: The main challenges encountered dur
Page 63 and 64: (i) New entrants to Primary One The
Page 65 and 66: (a) Interventions undertaken during
Page 67 and 68: A total of 1,772 classrooms, 18 Adm
Page 69 and 70: Table: 4.10. Universal Secondary Ed
Page 71 and 72: 4.1.3 BTVET The Ministry of Educati
Page 73 and 74: students (1,701 male and 453 female
Page 75 and 76: (d) Constraints/Challenges (i) Fund
Page 77 and 78: Table 4.26: Construction projects a
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During the period under review, the
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Part I - Ministry Of Education and Sports

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