| dc.description.abstract | 1.0 Introduction
This ESSAPR is the 13th Annual Education and Sports Sector performance report. It is also the 23rd in a series since the adoption of the SWAp in 1999. The structure of this ESSAPR is broadly constituted of three parts (i.e. the executive summary, eight chapters and annexes).
1.1 Purpose of ESSAPR
ESSAPR is a performance report. The 23rd ESSAPR therefore presents an assessment of progress made by the Education and Sports Sector towards achieving its broad goals and strategic objectives during FY 2015/16. It also highlights main challenges/constraints that influenced the level of achievement by the sector. In addition, this report highlights priority policy and operational issues that the sector needs to address to improve its performance.
The purpose of the ESSAPR, therefore, is to provide feedback to the stake holders on the overall sector performance during FY 2015/16.
The 23rd ESSAPR, therefore, will constitute the key document that will inform stakeholders during the 23rd ESSR.
2.0 Legal, Policy and Institutional Framework
The Sector’s Legal Framework is hinged on the Constitution of the Republic Uganda (1995), the Education Act (2008), the BTVET Act (2008), the Universities and other Tertiary Institutions Act (2001), the UNEB Act (1983), NCDC Act (2000), Education Service Act (2002), UNESCO-UNATCOM Act, 2014 and Higher Education Students’ Financing Board (HESFB) Act, 2014 which provide guidance to delivery of quality and equitable education services in the country.
While the policy framework provides a foundation on guides sub-sector specific policy priorities which include among others; policies like the Gender in Education Policy, 2009; Early Childhood Development Policy, 2007; HIV&AIDS workplace policy; Physical Education and Sports (PES) Policy; Special Needs Education policy and Guidance & Counselling policy and strategic plans like the overall Education Sector Strategic Plan (ESSP) 2007 – 2015; the BTVET Strategic plan 2010/11 – 2020/21; Secondary Education Strategic Plan (SESP) 2009 – 2018; National Strategy for Girls’ Education (NSGE) 2014 – 2019 and draft Special Needs and Inclusive Education Implementation Strategy 2012 – 2017.
The institutional framework provides the structure for the management of the Education and Sports sector at three levels i.e., at national (Central), district level (Local Governments) and School/institution levels.
2.6 Legal, Policy and Institutional Developments during FY 2015/16
The Sector’s legal framework was unchanged. However, the sector embarked on the process of updating obsolete policies and reconciling the overlapping provisions contained in the various education acts. Some of these policies and regulations include: the Universities and Other Tertiary Institutions Act (2001), the Uganda National Examinations Board (UNEB) Act, 1983 and the BTVET Act (2008) and the National Curriculum Development Centre (NCDC) Act (2000).
The review of the Government White Paper on Education (GWP), 1992 and the Education Sector Strategic Plan 2007 – 2015 commenced with the aim to ensure that national educational issues are aligned to the National Development Plan II, the Vision 2040 and Sustainable Development Goals (SDGs), specifically Goal 4.
In addition, four votes (National Curriculum & Development Centre (NCDC); Lira University; Soroti University; and, Kabale University) were created under the period under review while the human resource function was granted a departmental status as programme 16.
3.0 Sector Budget Performance
3.1 Overall Financial Budget Performance (FY 2015/16)
The total approved budget for the Education and Sports sector in FY 2015/16 stood at Ushs. 2,029.07bn including external financing out of the total national budget of Ushs. 18,311.37bn, translating into 11.08% share. Corresponding to a 2.39% sector budget share in relation to the FY 2014/15 where the sector had a budget of Ushs. 2,026.63bn out of the total national Ushs.15, 041.87bn.
Wage was the biggest expenditure category standing at 41.19% followed by non-wage at 7.84%, domestic development at 3.58% and external financing at 4.55%. Comparison to FY 2014/15 indicates a decrease of budget allocation in all categories of expenditure (Wage by 0.52%, non-wage by 0.71% and external financing by 5.12%) except for domestic development whose allocation increased by 1.13% of the national budget.
3.2 Analysis of the Financial Budget Performance Outturn for FY 2015/16
According to the Budget Financial Performance outturn (excluding external financing) for the FY 2015/16, a total release of Ushs. 1,836.2bn was made to the Sector out of the overall approved budget of Ushs. 1,828.61bn. This translated to an overall release performance of 100.41%. This was on account of supplementary budget releases to wage component for Votes 013, 149 and 122 to cater for wage shortfalls. Additionally, releases to non-wage component over performed at 102.6% on account of a supplementary budget to votes 013 and 111, to cater for pension shortfalls. The GoU development budget release performed at 95% due to budget cuts (under releases) to Votes 013, 132 and 149.
The recurrent non-wage release performed at 110.38% against an absorptive capacity of 98.85%. Under Programme 01 Finance and Administration, the over performance of 233.75% is on account of a supplementary budget release Pension and Wage. Despite this over performance, the absorptive capacity of programme 01 was 93.74% because of an error in release by MoFPED of 3.45bn to pension and wage and delayed recruitment of staff. For Programme 12 (Physical Education and Sports), the over performance of 133.61% was because of supplementary funds to cater for the International Athletics world cross country championships (IAAF). In the face of this over performance by the components enlisted above, however, programme 08 (Education Planning and Policy Analysis) had the least budget release at 67.69%. This was because the Non-PAF component experienced budget cuts totaling to 5.866bn.
The Development budget release performed at an average of 90.85% against an absorptive capacity of 99.36%. Project 1273 Support to Higher Education, Science & Technology cumulative release performed at 125.8% due to a supplementary budget release of Ushs. 1.26 bn provided for scholarships. Project 1378 Support to the Implementation of Skilling Uganda Strategy (BTC); Project 1241Development of Uganda Petroleum Institute Kigumba and Project 1370 National High Altitude Training Centre (NHATC) cumulative budget release performed the worst at 56.00%, 61.88% and 61.71% respectively. This is generally attributed to budget release cuts, administrative issues specific to Project 1241 and preliminary activities that were on going for projects 1378 and 1370.
The Absorption capacity for the development projects averaged at 99.36% with Project 1369 Akii Bua Olympic Stadium falling below the average at 84.7%. This was because the project was still at the design phase.
The total Domestic taxes budget to vote 013 was Ushs. 19.26 bn out of which 82.39% (Ushs. 15.87 bn) and all of the release spent thus expenditure performed at 100%.
4.0 Overview of Education Sector Performance
4.1 Access and Equity
4.1.1 Pre-Primary Education
In the pre-primary sub sector, the following outcomes were registered: -
(i) The number of pre-primary schools Increased by 16.3% from 4,956 in 2014/15 to 5,763 in 2015/16;
(ii) Total enrolment increased by 10% from 433,258 (214,996 boys; 218,262 girls) in 20114/15 to 477,123 (236,284 boys; 240,839 girls) in 2015/16.
(iii) Gender Parity Index at pre-primary stood at 1.02 in FY 2015/16 showing a disparity in favor of girls.
4.1.2 Primary Education
In the primary sub sector, the main outcomes include: -
(i) The GER declined by 8 percentage points from 117% (117% boys; 118% girls) in 2014/15 to 109% (107% boys; 111% girls) in 2015/16;
(ii) The Net Enrolment Ratio (NER) also declined by 6 percentage points from 97% (96% boys; 98% girls) in 2014/15 to 91% (89% boys; 93% girls) in 2015/16 as indicated in the figure 4.3. This is attributed to the actual 2014 population census figures used in computation than the projected population figures that were previously used. However, the percentage share of new entrants to Primary One with the eligible
(iii) The Gender Parity Index measures the progress towards elimination of gender imbalances in education participation and access of girls in relation to the boys. This indicator measures the accessibility of schooling for girls. Similar to FY 2014/15, the sector continued to maintain gender parity at primary level in the year under review. In FY 2015/16, a total of 4,122,663 boys and 4,141,654 girls were enrolled in primary schools resulting into a Gender Parity Index of 1.00 implying that for every boy enrolled in primary school, there is at least a girl enrolled
4.1.3 Secondary Education
Interventions undertaken in secondary sub sector to expand access resulted into the
following outcomes: -
(i) The sector experienced a decrease of 8% in total enrolment in secondary sub sector from 1,391,250(738,391 boys, 652,859 girls) in 2014/15 to 1,284,008 in FY2015/16. The decrease in enrolment at secondary level is attributed to the low response rates especially among private schools;
(ii) The proportion of USE students to the overall total enrolment of secondary education increased by 12% from 817,366 in FY2014/15 to 912,394 in FY2015/16 and also increased by 11% from 63,579 in FY2014/15 to 70,771 in FY2015/16 in schools under the UPOLET programme;
(iii) The sector continued to put in place strategies to enable increased participation for girls in secondary education. As a result, the GPI improved from 0.884 in FY 2014/15 to 0.902 in FY 2015/16; and,
(iv)The total number of secondary schools in the country that responded to the annual school census reduced from 2,950 (1,060 Government; 1,890 Private) in FY2014/15 to 2,695 (1,023 Government; 1,672 Private) in FY2015/16. However, the number of secondary schools both government and private implementing USE program also increased from 1,822 in FY 2014/15 (945 governments; 877 private) to 1,823(943 government; 880 private) in FY2015/16.
4.1.4 Business, Technical and Vocational Education and Training Education
The main outcomes registered by the BTVET Sub sector include: -
(i) The overall enrolment in BTVET increased by 16.2% from 111,479 students (Female: 48,012 and Male: 63,467) in FY 2014/15 to 129,599 (Female: 59,351 and Male 70,248) in FY 2015/16; and,
(ii)The GPI increased from 0.75 in FY 2014/15 to 0.84 in FY 2015/16. The male students continue to out-number the female students in BTVET institutions. This is due to a number of factors including the current perceptions on male versus female labour-intensive roles.
University Education
In the University sub sector, the main achievements include: -
(i) According to NCHE, total enrolment in University and Other Institutions grew by 73% from 200,000 in FY 2014/15 to 345,000 in FY 2015/16;
(ii) Through HESFB, loans were provided to 1,273 students (863 male; 410 female); and,
(iii)Established 3 new universities of Lira, Kabale and Soroti.
4.2 Quality
4.2.1 Pre-primary Education
Under pre- primary sub sector registered the following outcomes: -
(i) The Pupil Teacher Ratio (PTR) improved by 2 points from 24:1 in FY 2014/15 to 22:1 in FY 2015/16.
(ii) The total number of qualified care givers increased by 9 percent from 15,332 (1,885 Male; 13,447 Female) in FY 2014/15 to 16,741 (2,262 Male; 14,479 Female).
(iii) The Pupil Classroom Ratio (PCR) declined by 3 points from 28:1 in FY 2014/15 to 31:1 in FY 2015/16. This is attributed to the mismatch that exists between classroom construction and the number of pupils
(iv) The Pupil Latrine Stances Ratio declined by 2 points from 21:1 in FY2014/15 to 23:1in FY2015/16. This is attributed to the increase in enrolment without a proportionate increase in latrine stance construction.
4.2.2
Primary Education
Initiatives implemented under the primary sub sector to enhance quality of education resulted into the following outcomes: -
(i)The Pupil Teacher Ratio improved by 3 percentage points from 46:1 (54:1government; 29:1 private) in 2014/15 to 43:1 (53:1 government; 23:1 private) in FY 2015/16;
(ii) The Pupil Classroom Ratio (PCR) declined by 4 points from 59:1 in FY2014/15 to 63:1 in FY2015/16. This decline is attributed to the rapid increase of enrolment which does not match the rate at which classrooms are being constructed in the sector;
(iii) The Pupil Stance Ratio in primary level improved by one point from 53:1 in FY2014/15 to 52:1 in FY2015/16. This is attributed to the increase in construction pit latrine stances under School Facilities Grant;
(iv) The number of qualified teachers during the period under review increased by 0.7% from 191,217 (111,272 male; 79,945 female) in FY 2014/15 to 192,566 (111,177 male: 81,389 female) in FY 2015/16. This increase in the number of qualified teachers in the sector was mainly attributed to use of the new teacher recruitment guidelines distributed to private schools;
(v) The number of P.3 pupils rated proficient in literacy declined by 4 percentage points from 64.2% (62 % boys; 66.5% girls) in 2014 to 60.2% (59% boys; 61.3 girls) in 2015. The decline in pupils’ performance in literacy in primary three can be attributed to the longer stories that pupils have to read and limited guidance given to the pupils in the development of skills for reading comprehension. In addition, the percentage of P.3 pupils proficient in numeracy was still high at 71.7% (73.0% boys; 70.6% girls) in FY 2015/16 despite a 1 percentage point drop. Literacy and Numeracy rates at P.3; and
(vi) The P.L.E Pass Rate declined by 2.3 percentage points from 88.30% in 2014/15 to 86% in 2015/16.
4.2.3 Secondary Education
Quality outcomes under the secondary sub sector included: -
(i) The Student Classroom Ratio declined from 50:1 FY2014/15 to 52.1 in FY2015/16;
(ii) The Student Teacher Ratio remained constant at 22:1 between FY2014/15 and 2015/16;
(iii) The percentage of students that passed UNEB O’ level exams reduced from 93.4% (94.0% boys; 92.7% girls) in 2014/15 to 91% (92% boys; 90% girls) in FY2015/16;and,
(iv)The percentage of students that passed UNEB A’ level exams increased by one percentage point from 82.0% (80.0% male; 85.0% female) in FY2014/15 to 83% (81% male; 85% female) in FY2015/16.
4.2.4 Business, Technical and Vocational Education and Training Education
The main outcomes registered by the sub sector included: -
(i) The deliberate policy by government to enhance staffing levels in all BTVET institutions has favorably improved the Student Instructor Ratio which now stands at 12:1 down from 13:1 in FY 2014/15;
(ii) The UNMEB results for the May/June sitting for last year’s (FY 2015/16) Certificate in Comprehensive Nursing final examinations in which 1,953 candidates sat indicated a decline in the pass rate by 5.8% from 91.0% in FY 2014/15 to 85.2% in FY 2015/16; and,
(iii) Out of 4,419 candidates who sat for the October/November examinations, 3880 passed representing a pass rate of 88%. This is a decline considering that in FY2014/15, the pass rate was 89.5% with 3,347 out of the 3,740 candidates passing.
4.3 Efficiency and Effectiveness
4.3.1 Pre-primary Education
The number of qualified teachers in the pre-primary sub sector in the period under review increased from 15,332 (1,885 Male; 13,447 Female) in FY 2014/15 to 16,741 (2,262 Male; 14,479 Female). This translates into a 9%-point increase.
4.3.2 Primary Education
In the area of efficiency, the outcomes registered included: -
(i)The Survival Rates to Grade 5 declined by 0.7 percentage point from 60.6 % (59.5% boys; 61.7% girls) in 2014/15 to 59.9% (58.6% boys; 61.1% girls) in 2015/16; while the Survival Rate to grade 7 also declined by 3 percentage points from 33.1% (Boys 33.2%; Girls 32.9%), in 2014/15 to 30.1% (Boys 30.1%; Girls 30.0%) in
(ii)The P7 Completion Rate declined by 10.4 percentage points from 72% (72% boys; 72% girls) in 2014/15 to 61.6% (59.8% boys; 63.3% girls) in 2015/16. This is attributed to factors that include among others; increase in early marriages, increased repetition rates and high teenage pregnancies;
(iii) The proportion of pupils repeating grades remained constant at 7.2%. However, there were variations in repetition rates by grade with P.6 registering the highest repetition rate of 9.1% (9.4% boys; 8.9% girls) and P.1 registering the lowest at 3.9% (4.0% boys; 3.9% girls) in 2015/16; and,
(iv) There was a decline in attendance in UPE schools by 8% from 95% in FY 2014/15 to 87% in FY 2015/16.
4.3.3 Secondary Education
The efficiency and effectiveness outcomes included:
(i) Transition Rate to Senior One declined by 7.3 Percentage points from 70.5% in 2014/15 to 63.2% in 2015/16. Transition Rate to Senior Five also declined by 5Percentage points from 30% 2014/15 to 25.0 in 2015/16. The decline in Transition
Rate to S.1 and S.5 can be explained by fact that the current PPP institutions can only absorb approximately 50% of the student completing these levels in a particular academic year;
(ii) The number of students who registered for the Uganda Certificate of Education increased by 1.6 % from 308,397 (160,918 male; 147,479 female) in 2014/15 to 313,382(159,946 male; 153,436 female) in FY2015/16;
(iii) The survival Rates to S.4 of USE students improved by 3 percentage points from 67% (68.3% male; 65.4% female) in 2014/15 to 70% (72.2% male; 67.6% female) in 2015/16 based on the cohort analysis; and,
(iv)An increase in attendance of 3% was registered in USE schools from 93% in FY 2014/15 to 96% in FY 2015/16.
4.3.4 Business, Technical and Vocational Education and Training Efficiency outcomes under the BTVET included:
(i) Increase in the number of students assessed by UAHEB during the period under review by 13% from 2,309 in FY 2014/15 to 2,610 in FY 2015/16;
(ii) UNMEB was able to record significant increases in the number of students assessed. The overall increase was by 33% from 6,170 in FY 2014/15 to 8,214 in FY 2015/16; and,
(iii)UBTEB was able to assess 67,333 (Male 46,444; Female 20,889) for the Business,
Technical and Specialized examinations during FY 2015/16 up from 59,000 (Male 17,421; Female 41,579) candidates in FY 2014/15. The overall, number of candidates sat for examinations during the year increased by about 14%
4.3.5 University Education
Under efficiency and effectiveness, the university sub-sector, registered the following outcomes: A total of 22,180 students graduated in FY2015/16.
5.0 Teacher Instructor Education and Training Achievements
(i) Sponsored 20,335 teacher trainees in PTCs, NTCS, Instructors Colleges; and Mulago Health Tutors College;
(ii) Completed construction works in 10 PTCs (Kisoro, Rukungiri, Rakai, Kabukunge, Christ the King, Erepi, Busuubizi, Kabale- Bukinda, Kabwangasi and Kaliro);
(iii) Rehabilitated, constructed new facilities and equipped three (3) National Teachers Colleges (Unyama, Kaliro and Muni) NTC’s and National Instructors
College Abilonino and Mulago Health Tutors College
(iv) Enhanced the proficiency capacity of 300 lecturers to use Active learning and
learning methodologies including use of information technology;
(v) Trained 2,680 primary school head teachers and 3,860, P.1 teachers on the
implementation of early grade reading in primary schools; and,
(vi)Registered 3,104 and licensed 3,684 caregivers for Early Childhood Care and
Education Centres.
5.1.1 Education Service Commission
(i) Improved access to education;
(ii) Improved learning and efficiency through increased supply of personnel; and,
(iii) Increased morale among promoted primary school teachers due to better
remuneration.
6.0 Sports Development
(i) Trained 300 primary school teachers in Primary schools in Kids Athletics, Volley
ball and Handball;
(ii) Facilitated the participation of:- 900 students in the PTC and Technical Institutions
Games; 2,300 pupils and Special Needs Learners national ball games; and,
secondary school ball games II; and,
(iii)She Cranes emerged 8th overall in the Netball World Cup; Team Uganda won
Four medals at the 5th Common wealth Youth Games in Samoa;, Solomon Mutai
won a Bronze Medal at the 15th IAAF World Athletics Championships in China;
and, Ivan Byekwaso won a Gold Medal at the IBNA/ PBNA World Cup in San
Diego California, USA.
7.0 Cross cutting issues
7.1 Guidance and Counselling
(i) Conducted school based vocational and career talks in 98 education institutions
throughout the country;
(ii) Distributed 5,000 copies of Career Guidance Handbooks (Guide for Enrolment in
Health Training Institutions); and,
(iii)Conducted school-based supervision and technical support in 60 schools
throughout the country
7.2
HIV/AIDS
(i) Trained 2,271(1,293 male;978 female) Teachers; 76 Trainer of Trainers; 67 Head
teacher, 06 post- primary teachers and 05 District Inspectors of Schools in
enhanced PIASCY;
(ii) A total of 359,327 children were taken through an hour of HIV and Health
education sessions; and,
(iii) Established an inter-ministerial committee to widen access to information and
services on HIV and Health Education to adolescents, youth and young people
in the Education Institutions.
7.3
Gender in Education
i. Conducted dialogues with district leaders, CCTs, senior women and male
teachers from the districts of: Pallisa, Lira, Kween, Mbarara and Masaka, Gulu,
Kitgum, Luweero, Kamuli, Iganga, Namutumba, Mayuge, Jinja, Bugiri,
Namayingo, Buyende, Luuka and Kaliro. The dialogues focused on the
development of strategies to tackle the vices of early/forced marriages, child
mothers and teenage pregnancy issues;
ii. Trained 1,100 teachers (740 senior women and 360 senior men) from the districts
of Kaabong, Pallisa, Kween, Moroto, Jinja, Namayingo, Buyende, Luuka, Kamuli,
Namutumba, Mayuge, Iganga, Kaliro, Bugiri, Arua, Nebbi, Moyo, Adjumani,
Zombo, Yumbe, Koboko, Maracha, Kyankwanzi, Kiboga and Mubende on
menstrual hygiene management; and,
iii. Conducted mentorship camps in the districts of Kamuli, Iganga, Kaabong,
Kween, Arua, Nebbi, Adjumani, Maracha, Koboko, Yumbe, Moyo, Kasese, and
Pallisa. A total of 4,800 pupils (boys and girls) from the primary schools within the
districts were mentored.
7.4 Special Needs Education
(i) Monitored and support supervised 60 Special Needs Education schools;
(ii) Trained 80 education managers (i.e CCTs, inspector of schools and DEOs) from
PTCs situated in the central region (i.e. Busubizi, Shimoni, Nakaseke, Ndegeya,
Kabulasoke and Kibuli) and 65 teachers from Mbale and Wakiso Schools for the
Deaf in basic sign language; and,
(iii) Distributed Braille Embossers to 5 schools of (i.e Arua, P/S, Salaama School for the
Blind, St. Hellens P/S, Gulu P/S and St. Francis School for the Blind Madera), Braille
papers to 50 schools supporting visually impaired students and assorted Braille
materials to Mbale School for the deaf.
7.5 School Inspection
(i) Expanded capacity through training of Associate Assessors and acquiring motor
cycles to carry out inspection;
(ii) Improved internal supervision by the head teachers;
(iii)Enhanced capacity building for the district inspectors; and,
(iv) Started implementing the revised inspection model.
7.6 National Curriculum Development Centre (NCDC)
(i) Translated and printed 24,877 copies of song books for the thematic curriculum
for P.1 – P.3;
(ii) Developed Senior One prototype text books and teacher’s guides for the
proposed 8 learning areas of the reformed lower secondary curriculum; and,
(iii) Designed and developed Syllabi, Teacher’s Guides, Orientation Manual and
Assessment Guidelines for 4 National Technical Certificates in Automotive
Mechanics, Woodwork Technology, Machining and Fitting, Welding and
Fabrication.
8.0 International Commitments
Uganda is a signatory to the new ‘Education 2030’ agenda which aims at ensuring
inclusive and equitable quality education and promoting life-long learning
opportunities for all. It was among the countries that affirmed their commitment to a
single, renewed education agenda that is holistic, ambitious and aspirational, leaving
no-one behind. This commitment otherwise referred to as the Incheon Declaration
(May, 2015) was made at the World Education Forum of 2015 (WEF, May 2015). It is
important to note that this agenda builds on the foundation laid by the MDGs, seeks to
complete the unfinished business of the MDGs, and responds to new challenges. This
goal constitutes an integrated, indivisible set of global priorities for sustainable
development. | en_US |
