Strategic Plan for Universal Secondary Education in Uganda (2009 - 2018)

Abstract

1.0 BACKGROUND AND CONTEXT Since the launch of Universal Secondary Education (USE) in February 2007, enrolment at S1 has grown rapidly. Enrolment (S1-S6) rose by 17.2% (from 814,087 to 954,328) between 2006 and 2007. The USE programme covers costs that are directly related to the teaching and learning process. Currently, it covers the lower cycle of secondary (S1 S4) education. With increased enrolments, significant additional resources are required. In view of the remaining quality problems' in primary education and the importance of moving towards the Millennium Development Goals (MDGs), it will be important to protect resources for primary education while increasing resources for secondary education. The introduction of USE has subsequently increased the transition rate from P7 to S1 by 22% from 46.9% in 2006 to 69.6% in 2007. The sector has made strides in recruiting some of the teachers required and provision of facilities in 38 sub-counties without any form of secondary school. In Uganda, the provision of secondary education is done in a two-pronged manner. There are two categories of secondary schools: The Government (Public) and the Private Secondary schools. The former type totaling 911 are a mix of schools established by Government and government- aided schools which were formerly community. The later, numbering 3,620 were founded by individuals, community or religious bodies or NGOs. There is strong political commitment and will to support increased access to quality secondary education, including undertaking key policy reforms in the long term in line with the Sector Strategic Plan (ESSP 2007-2015) that also covers secondary education. The new challenges arising from the introduction of USE has necessitated the need of an overarching strategic plan for secondary education sub-sector with a vision, goals, policy and financial framework, with clear indicators and annual targets. To enable participation in secondary education to expand to the maximum level possible, the VOES has initiated a number of measures designed to maximize access, improve equity and protect quality with improved management and efficiency. These include: (i) the projected increased resource for secondary expansion, (ii) introduction of the eighteen subject curriculum from the current 42 subject curriculum with a school menu of ten subjects, (iii) reform of teacher deployment and utilization practices, all teachers now moving towards a minimum of 24 periods a week (iv) introduction of double-shift teaching in over enrolled schools, (v) use 35 periods per week per class for the revised curriculum (vi) planning for an accelerated program of low-cost classroom construction, (vii) plans for the provision of an initial stock of textbooks and instructional materials, (viii) provision of support for USE students in non-government schools, (ix) completion of incomplete permanent structures, (x) rehabilitation of existing facilities, and, (xi) construction of new facilities in NTCs.