Part I - Ministry Of Education and Sports

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Figure: 4.3.Stock of classrooms in secondary FY 2010/1120112012 No. of Classrooms 14,000 12,000 10,000 8,000 6,000 4,000 2,000 ‐ 2007 2012 Classrooms 8,390 12,438 Source: EMIS 2011/12 (vii) Ratio of girls to boys in Secondary education Prior to the introduction of Universal Secondary Education in 2007, Secondary education enrolment was heavily skewed in favor of males where 63% were male while 37% were females. Since the inception of USE, there has been a change in the level of participation of girls as evidenced by the increased percentage of girls which stood at 47% in 2011. The sub – sector has continued to put in place strategies that will enable increased participation for girls. These include: creation of an enabling school environment for girls; bursary scheme for the needy students where 75% are girls; increasing the number of secondary schools under the USE programme through the PPP arrangement that has reduced the distances travelled by students; and, provision of accommodation facilities in hard to reach seed secondary schools. Table: 4.12. Percentage ratio of girls to boys in Secondary education FY 2010/11 2011/12 Male 53% 53.7% Female 47% 46.3% Source: EMIS 2011 (d) Constraints/Challenges (i) Sustaining increased access to secondary education without compromising quality; (ii) Persistent high student classroom ratios. The sector continues to grapple with high student classroom ratios despite the fact that they are constructing more classrooms and taking on additional private schools under the PPP arrangement; (viii) Persistent shortage of teachers for science, math, and physical education especially in rural areas. The situation has worsened with the implementation of the UPOLET programme; and, (ix) Absence of teachers’ accommodation which makes teacher deployment and retention very difficult especially in hardtoreach and hardtostay areas. ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012 49
4.1.3 BTVET The Ministry of Education and Sports is shifting from offering academic based courses to more competence based skills training, with a holistic approach. The education sector, therefore, is increasing access to technical, business and vocational education through the construction and rehabilitation of institutions. The sector in the pursuit of spreading broad knowledge, jobspecific skills and practical knowledge, have come up with specific objectives which include: to attract the girl child towards vocational training and education; strengthen vocational and technical education; carry out construction, renovation and equipping of BTVET institutions; and, increase access to technical education by P7 graduates; nonformal training. a) Interventions undertaken during financial year 2011/12 A variety of interventions undertaken to improve equitable access to BTVET included the following; Box 4.3; Interventions undertaken by the sub sector during FY 2011/12 a)Pay Capitation grants for Students in BTVET institutions; b) Infrastructural development at BTVET institutions; c) Starting of UPOLET (Universal Post OLevel Education and Training); and, d) Opening of newly started technical institutions. b) Progress and Main Achievements (i) Pay Capitation grants for Students in BTVET institutions During FY 2011/12 Skills Development department continued with its obligation of providing skills towards selfemployment. The subsector embarked on revolutionalising UPOLET (Universal Post O Level Education and Training) by providing vocational training in 44 Technical Institutes and Six health training institutions. The UPOLET programme has provided training to over 10,000 students and in addition, paid UPPET capitation grants for 11,160 students in Technical Institutes, Farm Schools, and Community Polytechnics and for 1,680 students in private Institutions. Capitation grants amounting to 3,900,000,000/= were also paid for 14,976 nonformal trainees, and 2,754 School leavers, for skills training and they were assessed by Directorate of Industrial training. Subvention funds for 1,896 students under operational support to UPPETBTVET institutions, were disbursed in 09 Departmental Training Institutions at a rate of shs 2,300/= per student per day for 270 days. The subsector disbursed funds to 144 BTVET Institutions to cover wages, capitation grants, examinations and Industrial Training. This covered 1,600 students in 5 UCCs, 1600 Students at UTCs, 11,250 students in Technical Institutes, 11,160 students in UPPET (Community Polytechnics and Technical and Farm Schools), and 1,103 students in 5 National Health Training Institutions, 1750 students in 5 UTCs and further facilitated Nonformal training by paying capitation grants for 14,976 nonformal traineesand 2,754 school leavers. ESSAPR FY 2011/12 to inform the 19 th ESSR – OCTOBER 2012 50
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CURRENT TOP LEADERSHIP OF THE EDUCA
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TABLE OF CONTENTS TABLE OF CONTENTS
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4.5.6 Gender in Education .........
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FIGURE 4.28:PRIMARY SCHOOL NET ENRO
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FY Financial Year G&C Guidance and
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UNMEB Uganda Nurses and Midwives Ex
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4.0 Overview of the Education and S
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(b) BTVET subsector In the BTVET
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(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 and 28: CHAPTER 2:POLICYAND INSTITUTIONAL F
Page 29 and 30: In a related effort to achieve EFA
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: Table: 4.10. Universal Secondary Ed
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
Page 79 and 80: During the period under review, the
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Part I - Ministry Of Education and Sports

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