Education Sector Strategic Plan 2004-2015 - Planipolis

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Work Plan 2004/5-200617: NCDC Intervention Activities Manager Completion date 1.2.2 Reconfigure post-primary to offer a flexible system of BTVET 1.2.2.3 Offer short modular courses that lead to certification. 1.2.3 Expand, equip and improve post-primary school facilities 1.2.3.2 Rehabilitate, expand and furnish existing postprimary schools, beginning with one Centre of excellence in each district. Objective 2. Students achieving education goals Investigate structure of existing BTVET programs for suitability to conversion into a modularised flexible qualifications framework responsive to gender and SNE demands.Conduct surveys on job profiles for which to design modular courses that lead to certification under the Uganda Vocational Qualifications Framework (UVQF/A)Design, organise and carry out consultations with stakeholders (DIT, UNEB, BTVET dept., employers/private sector, NGO, UVQA on appropriate selection and verification of job profiles for which to design modular courses. Review existing curricular specifications for modifications into modular courses.Design and provide orientation to curriculum development teams to revise existing BTVET programs.Review BTVET programs and design demand-driven modular courses. Revise 0 and A Level Syllabuses in Business/Techncial areas. Design and conduct teacher/ instructior/ToT orientation/training. Repair and service science and technology equipment. Rehabilitate and install laboratory services in schools. Identify equipment needs for selected modules in the three science subject areas and produce them. 2.1. Primary-level pupils mastering basic literacy (reading and writing), numeracy, and basic life skills Strategy 2.1.1.Improve the instructional processes that lead to students' achievement of basic skills and knowledge 2.1.1.1 Give highest priority to literacy, numeracy and basic life skills in P1-P4 NCDC as curriculum review Lead Agency. BTVET as program management partner. ESA and UNEB as main collaborators. Higher Education/Tertiary and Teacher - Education as curriculum partners. Jun-06 STEPU at NCDC Annual Investigate need for modification / review of pre-primary learning framework and the primary NCDC as Lead curriculum to ensure delivery of literacy/ numeracy / basic life skills and other high priority skills. (Identifying learners' needs and materials for a revised curriculum).Review curricula as necessary Agency. as partner on TDMS especially by use of thematic areas and identified competences (Design, trial out and evaluate TOT/teacher's curricular proposals for responsiveness to gender, minority communities, SNE and modalities of orientation. learner assessment).Re-design the syllabuses of English, Mother Tongue/ Local Languages and Kiswahili to accommodate reading and writing programmes and reflect the expected competences.Design syllabuses for the teaching of Braille and Sign Language Design, develop and produce specimen leaner assessment testing tools and schemes that are relevant to the reviewed Teacher-Education as collaborator. UNEB as collaborator. curricula. Design and conduct TOT/teachers' orientations on delivery of desired skills/ attainments and sensitisation of stakeholders on changes in Curriculum. (IPS) Develop and produce new guides/schools' guidelines on new changes and allocation of time to specific skill areas, including RE Dec. 2005
Work Plan 2004/5-2006/7: NCDC Intervention Activities Manager Completion date 2.1.1.3 Provide teachers with Develop and produce trainer's materials for TOT programs on teachers' orientation to teaching new NCDC NCDC Dec. 2005D the resources and skills they skills. Design and conduct training exposures on desirable as Lead Agency. need to teach reading, writing and numeracy and basic life ways of teaching reading, writing, numeracy and other high priority skills. TDMS as Partner. 2.1.1.4 Provide teachers with NCDC as Lead the resources and skills they Agency. SNE need to teach Braille and Sign ' Jun-06 as content partner. 2.1.1.5 Provide adequate instructional time on these subjects. 2.1.1.6 Ensure sufficient quantities of reading materials in local languages and English, 2.1.1.7 Ensure sufficient quantities of reading materials in sign language. 2.1.1.8 Continously assess student progress at each grade level. 2.1.1.10 Design and use curricula and instruction appropriate for pupils in disadvantaged and conflict areas. 2.1.2 Strengthen and motivate the primary level teaching force. 2.1.2.1 Train and employ more teachers, tutors, head teachers, CCTs and special needs teachers. 2.1.2.3 Improve curriculum, staffing, facilities, instruction and management of PTCs. Design and provide training exposures for curriculum development teacms and TOTS to give adequate support to teachers on Braille/Sign Language. Establish and maintain a desk to develop continuously materials and the Ugandan dictionary on nn Fn nln .rnnm in+nrn n}i nn Integrate learning areas (subject areas) to a manageable number of courses that best deliver literacy/numeracy, basic life skills, citizenship traits and an appropriate outlook to wealth creation pursuits consistent with sound sustainable development based on best practices in Environment Management. Design, produce and promote publications in local languages as reading materials in areas/ communities neglected by private publishers. Produce the ECE Learning Framework in sufficient qualities for distribution to schools/ learning centres. Produce and print booklets and modular workbooks on local Art and wall charts. Design, develop and produce materials as supplementary readers for teachers and pupils and for use with ICT — enhancement and by mass media-delivery in promotion of functional and effective scientific and technological literacy at grassroots in English, Kiswahili and Local Languages. Design and develop modified assessment techniques in relevant curricula for increased responsiveness to SNE.Design and develop modified assessment techniques in relevant curricula for increased responsiveness to SNE. [see also under sub-objective 3.1 strategy 3.1 ..3] intervention 3.1.3.5 - - - - Investigate the need for curricular modifications and review in response to: SNE, Marginalized areas, Conflict areas, Socio-economic structures. Review curricula as needed. Design, develop and conduct ToT and teacher orientations on appropriate interpretation of revised primary school program with emphasis on the delivery of reading, writing, IPS skills, literacy, numeracy, basic life skills and competences for the application and promotion of science and technology Investigate the need for and mode of modification of the science curriculum at PTC and primary for a thematic approach to skills development and responsiveness to: SNE, technologic application, sustainable development and integration with other learning areas. Harmonise the reviewed basic education curriculum programs with the PTC curricula. ° NCDC as Lead Agency Primary, as partner on teacher-orientation TDMS Dec. 2005 NCDC Jun-06 NCDC as Lead Agency SNE as content specialist partner. NCDC as Lead Agency on specimen specifications. UNEB as collaborator. SNE as content partner to I IAICD -- - NCDC Through 2005 NCDC 2005/06 NCDC as Lead Agency. Teacher Education as main partner. 2006 2007
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Ministry of Education and Sports Ed
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Final ESSP Sub-objective 2.2: Post-
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Final ESSP cohorts reaching age six
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Final ESSP In 2002 the Ministry’s
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2.0 POLICY OBJECTIVES Final ESSP Po
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Final ESSP primary, and tertiary, o
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Final ESSP The modern workforce, to
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3.0 STRATEGIES TO REACH THE OBJECTI
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(b) Reconfigure the post-primary su
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Final ESSP mobility of students amo
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Final ESSP (vii) Such pupils need i
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Final ESSP Like the curriculum revi
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3.1.3 Objective 3: An effective and
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Final ESSP horizon (such as agricul
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4.0 IMPLEMENTING THE ESSP Final ESS
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Final ESSP In order to accommodate
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5.2 Financing Final ESSP The Long-T
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Annexes Annex 1A: Guidelines for ad
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Annex 1B: Tables and figures cited
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Annexes Annex IA: Guidelines for ad
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Annex 1 B: Tables and figures cited
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IeI
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ANNEXES TABLES i ND FIGURES ON COST
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Secondary Recurrent Expenditures Wa
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TOTAL COST TO HOUSEHOLDS AND OTHER
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(b) Repeater rates are from EMIS an
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(c) The number of students matricul
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6.0 Technical Notes to the Model (a
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Dropout Rates Enrollment Details Ma
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With Real Growth in Salaries of 3.5
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Education Sector Strategic Plan 2004-2015 - Planipolis

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