The Uganda National Teacher Policy

Abstract

In line with Sustainable Goal No. 4, one of the major goals of the Ministry of Education and Sports is to provide “inclusive and equitable quality education and promote lifelong learning opportunities for all.” However, the quality of education is largely dependent on the quality of its teachers. This implies an education system that attracts and retains a well-trained, motivated and effective teachers and school leaders will promote quality education. The TISSA study (2013) identified two major challenges facing Ugandan teachers to be teacher quality and quantity. Teacher quality includes: teacher development and professionalization (pre-service and in-service), and on quality assurance and standards (teacher performance standards, teacher evaluation appraisal performance and school assessment. The issue of quantity includes: teacher management (licensing, registration, code of conduct, terms and conditions of teachers, recruitment and deployment) and; teacher utilization (teacher projection in view of access, efficiency and effectiveness). The need for a comprehensive National Teacher Policy was recommended following these TISSA findings because of the scattered and contradictory policies on teacher issues, gaps identified in the Government White Paper on Education (1992) and the creation of multiple centers dealing with teacher issues as a result of current policies. In addition, global changes in the education realm have necessitated changes and the consolidation of teacher policies. The National Teacher policy provides the basis for actions to be taken to enhance teacher concerns thus improving teaching and learning in this country. It should help to bring clarity to the complex matrix of teacher issues and provides a comprehensive framework for the development and management of teacher issues in Uganda. It clearly articulates the teachers’ professional needs, the need for a conducive teaching and learning environment, and effective administration and management of teachers and learning outcomes within the broad education sector and national objectives. It provides an overall strategy for the successful attraction and retention of the best teachers into the sector, thus uplifting the status of the profession. The suggested National Teacher Policy is in line with the 1992 Government White Paper on Education and the Education Act 2008 which mandate the Ministry of Education and Sports to introduce and review policies aimed at strengthening professional practices and ethical standards for teachers. The Policy will greatly benefit teachers by helping them progress steadily on the attractive career path provided for in the Teachers’ Scheme of Service. The Policy is aligned to the provisions of the decentralized education system, Education Service Commission and Public Service Commission and its provisions supplement rather than contradict them.