Education Sector Strategic Plan 2004-2015 - Planipolis

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Sub-objectives Strategies Interventions License and monitor private centers............ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Advocate for parents and communities to support good practices in early childhood development. Use - - - - mass - - - - media - - - - - and - - - - other - - - - low-cost - - - - - - - interventions - - - - - - - - - - to - help - - - - familiesprepare - - - - - - - - - - - - children.. - - - - - - - - - - - Discourage children under six years from enrolling in primar^r 1 - - - - - - - - - - - - - - - - - - - Provide instructional materials for pre-reading and other readiness skills to P1. 2.2. Post-primary 2 2.1. Give highest priority to Provide a curriculum for all post-primary students that focuses on these competencies. students prepared to competencies for the workforce and enter the workforce higher education. Align BTVET courses with human resource requirements of all sectors and the labor and higher education market. Increase supply of instructional materials through matching subsidies and seed funding for textbook rental schemes. Construct, equip, and manage laboratories and libraries -in S1-S6 schools, workshops in BTVET centers. Continuously assess student performance. Strengthen guidance and counseling services. 2.2.2. Strengthen and motivate the post- Improve teacher training in National Teachers Colleges. - - - - - - - - - - - - - - - - - - - - - - - - primary teaching force. Develop and implement a post-primary TDMS or other system to provide in-service teacher training and support. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Rationalize National Teachers Colleges and improve the facilities, curriculum, instruction, staffing, and management of those that remain. _ Deploy qualified trainers and craftsmen to BTVET centers. Recruit - - - - - - and - - - train - - - - special - - - - - - needs - - - - - teachers - - - - - - - and - - - Ruidance - - - - - - - counselors. - - - - - - - - - - - - - - - - - - - - - - - - - Continue to improve the conditions of service of post-primary teachers. 2.3. Tertiary graduates prepared to be 2.2.3. Reform and improve curricula and instruction in priority disciplines. Attract and retain academic staff by improving conditions of service. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Improve quality of instruction at training institutions Sagriculture_ health, _etc.) - - - - - - - - - innovative, creative, Give highest priority to math, science, technology, and other subjects critical to Uganda's and entrepreneurial in the private and public sectors national development. _ --- Increase capacity and use of ICT.. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Transform the five_UTCs into national polytechnics that train technicians. Strengthen guidance and counseling services. 2.2.4. Promote research, particularly applied research, and p Develop a fund for research. ublications. I mprove library resources for research.
ISub-objectives Strategies Interventions Objective 3. An effective and efficient education sector 3.1. Decentralized authority, financing, and management of education services 3.1.1. Schools/institutions manage instructional programs, staff and other resources and become accountable to their communities. Develop and implement primary School Improvement Plans and improvement plans for other institutions. ------------------------------------------------------------------------------------------------------ Mobilize community support of schools/institutions and monitoring of performance. 3.1.2. District Education Offices deliver educational services, help schools/institutions comply with standards and regulations', and monitor Allocate - - - - - - resources - - - - - - - - among - - - - - schools/institutions_ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Keep local governments advised of the needs and achievements of schools/institutions. ----------------------------------------------------------------------------------------------------- Share information and innovations within the district. regularly and report accurately on school 3.1.3. Central offices formulate sectoral policy and broadly direct financial Support the Education Service Commission's institution of a scheme of service for education cadres that provides incentives for improvinD performance- resources, ensure that the legislative framework reflects the strategic directions, conduct and disseminate research, and support the development of pilot and special programs. 3.1.4. National Council for Higher Education governs the tertiary system. Develop - - - - - - and - - - review - - - - - -policies - - - - - - concerned - - - - - - - - with - - - sub - - - -sectors - - - - - - and - - - prowrams. - - - - - - - - - - - - - - - - - - - Collect, analyze,_and_report data on schools for use by decision makers SEMIS^ - - - - - - Support projects that pilot ways to improve learning in literacy and numeracy, and spread lessons learned throughout the system: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Institute a coherent system of assessment that includes day-to-day assessment in the classroom, assessment at each grade level, and post-primary and secondary exams of critical competencies _UNEB__ Track the allocation and use of resources, such as in primary-level quality-related agencies (UNEB, ESA, NCDC, PTE, SNE/CG, EPD, Pre/Primary) and secondary school size and staffing. Regulate and Ruide the establishment and management of institutions. _ Regulate the quality of instruction and other services. 3.2. Strengthened 3.2.1. Provide administrative staff with capacity of the Ministry- needed resources and tools. -its agencies and institutions--to provide leadership and management 3.2.2. Accommodate cross-cutting initiatives as they appear. Conduct a management audit and adjust organizational structures and resource allocations to reflect priorities _and system requirements of the ESSP - - - - - - - - - - - - - Train administrative staff in good management practices and provide incentives for their use. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Train head teachers and principals in supervision and management skills and provide incentives for their use. Establish guidelines for adopting cross-cutting initiatives (such as HIV/AIDS, agricultural education, ICT, sports, environment) and procedures for incorporating them into the system and the_curricula - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Ensure that teachers have time and other resources to add cross-cutting initiatives to the curricula.
Page 1 and 2:
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
Page 25 and 26: 3.1.3 Objective 3: An effective and
Page 27 and 28: Final ESSP horizon (such as agricul
Page 29 and 30: 4.0 IMPLEMENTING THE ESSP Final ESS
Page 31 and 32: Final ESSP In order to accommodate
Page 33 and 34: 5.2 Financing Final ESSP The Long-T
Page 35 and 36: Annexes Annex 1A: Guidelines for ad
Page 37 and 38: Annex 1B: Tables and figures cited
Page 39 and 40: Annexes Annex IA: Guidelines for ad
Page 41 and 42: Annex 1 B: Tables and figures cited
Page 43 and 44: IeI
Page 46: ANNEXES TABLES i ND FIGURES ON COST
Page 49 and 50: Secondary Recurrent Expenditures Wa
Page 51 and 52: TOTAL COST TO HOUSEHOLDS AND OTHER
Page 53 and 54: (b) Repeater rates are from EMIS an
Page 55 and 56: (c) The number of students matricul
Page 57 and 58: 6.0 Technical Notes to the Model (a
Page 59 and 60: Dropout Rates Enrollment Details Ma
Page 61 and 62: With Real Growth in Salaries of 3.5
Page 63 and 64: ACADEMIC SECONDARY ESTIMATES OF ENR
Page 65 and 66: Total Construction Furnishings Tota
Page 67 and 68: TERTIARY EDUCATION Enrollment S6 Ma
Page 69 and 70: Primary Academic Secondary BTVET Te
Page 72: ANNEXES POLICY OBJECTIVES AND STRAT
Page 75: Sub-objectives Strategies Intervent
Page 79 and 80: s and Targets Objectives and sub-ob
Page 81 and 82: EDUCATION SECTOR LEVEL INDICATORS
Page 83 and 84: Monitoring Area Indicator 9.Surviva
Page 85 and 86: Assumptions Made in determining Per
Page 88 and 89: Work Plan 2004/5—2006/7: Pre-prim
Page 90 and 91: Work Plan 2004/5x-2006/7:Pre-primar
Page 92 and 93: Work Plan 2004/5—2006/7:Pre-prima
Page 94 and 95: Work Plan 2004/5-200617: Pre-primar
Page 96 and 97: Work Plan 2004/5—2006/7: Post-pri
Page 98 and 99: Work Plan 2004/5-2006/7: Post-prima
Page 100 and 101: Work Plan 200415-200617: Post-prima
Page 102 and 103: Work Plan .2004/5—2006/7: Teacher
Page 104 and 105: Work Plan 2004/5—200617: Teacher
Page 106 and 107: Work Plan 2004/5-2006/7: Higher edu
Page 108 and 109: Work Plan 2004/5—200617: Special
Page 110 and 111: Work Plan 2004/5-200617: Special Ne
Page 112 and 113: Work Plan 2004/5-2006/7: Special Ne
Page 114 and 115: Work Plan 2004/5-200617: NCDC Inter
Page 116 and 117: Work Plan 2004/5-2006/7: NCDC Inter
Page 118 and 119: Work Plan 2004/5-2006/7: NCDC Inter
Page 120 and 121: Work Plan 200415-200617: EPD and MO
Page 122 and 123: Work Plan 2004/5-2006/7: EPD and MO
Page 124 and 125: Work Plan 2004/5-2006/7: Education
Page 126 and 127:
Work Plan 2004/5-2006/7: Education
Page 128 and 129:
Work Plan 2004/5—2006/7: UNEB Int
Page 130 and 131:
Work Plan 2004/5-2006/7: Sports Int
Page 132 and 133:
Work Plan 2004/5-2006/7: Education
Page 134:
Work Plan 2004/5—2006/7: District
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Education Sector Strategic Plan 2004-2015 - Planipolis

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