Scheme of Service for Teaching Personnel in Uganda Education Service Draft Report

Abstract

EXECUTIVE SUMMARY 1.0 BACKGROUND 1.1 There has been no comprehensive Scheme of Service for teaching personnel in the Uganda Education Service to date. The Education Service Commission has, therefore, developed this document using its Constitutional mandate to "review the terms and condition of service, standing orders, training and qualifications of public officers in the education service". 2.0 2.1 SAMPLES In developing the Draft Scheme of Service for teaching personnel in the Uganda Education Service an extensive survey was carried out by the Education Service Commission. The survey was carried out in 19 districts drawn from the four traditional regions of Central, Eastern, Northern and Western Uganda. The survey included: 298 teaching personnel from The National Teachers Colleges (NTCs), Uganda Colleges of Commerce (UCCs). Uganda Technical Colleges (UTCs), Para-medical Schools, Primary Teachers' Colleges (PTCs), Fisheries. Hotel and Tourism Institutes, Technical Institutes, Forestry, Cooperatives, Agricultural Colleges, Secondary and Primary schools. In addition, 32 senior and retired educationists (Board of Governors and prominent educationists), 24 Primary Head teachers, 18 Secondary Head teachers, 16 PTC Principals, 21 Educational Administrators (DEOS and DIS) and Heads of each of the Teachers Associations (Directors Forum, Principals Association of Uganda, Technical Teachers Association, Primary Head teachers' Association, Secondary Head teachers' Association and Uganda. National Organization for Teachers). 3.0 COMPONENTS OF THE SCHEME OF SERVICE 3.1 The Scheme of Service comprises three key areas namely: training, professional growth, and promotional ladders. This is for all categories of teaching personnel in the Uganda Education Service. 4.0 TEACHING PERSONNEL IN THE SERVICE 4.1 The survey recommends that for a person to be recruited as a teaching personnel he/she should have successfully completed an approved course of teacher education leading to an award of a recognized certificate in teaching and whose name has been entered in the register of teachers in accordance with the Education Act 1970. In addition, the course undertaken should provide an in-depth content of teaching subjects sufficient to enable a teacher function effectively as a teacher in his/her respective discipline; and a professional training that includes methodology, sociology psychology, child development, community based course, guidance and counseling. 5.0 PROBATION 5.1 The study shows that the majority of the stakeholders in the education service still favour that probationary period should be two years. During the probation period, no teaching personnel may register for further studies and any further study can only be undertaken, when a teaching personnel gets clearance from the employing authorities. 6.0 CONFIRMATION 6.1 The study reveals that the stakeholders are requesting for prompt confirmation of teaching personnel by improving on supervision of teachers, strengthening the inspectorate, improving records management, communication between the teaching personnel, Education Service Commission/District Service Commissions and Ministry of Education and Sports. 22 6.2 In addition to other existing requirements, the study recommends that confirmation or otherwise shall now be made by the students, Head of Institution and the Inspectors of Schools and that these recommendations shall be submitted by MOES to the confirming authority, as appropriate, at least three months before the end of the probationary period. 7.0 RETIREMENT 7.1 A retirement age of 60 years is recommended by all education sectors, except for primary education sector where a retirement age of 55 years is recommended. 8.0 PROFESSIONAL GROWTH 8.1 A teaching personnel is expected to continuously grow professionally vertically and horizontally. He/she is expected to undergo mandatory induction, short and long-term training in specific courses through appropriate training means. Furthermore, they should carry out research in their disciplines, attend workshops and seminars. Thus, there is need to institute. Institutional journals through which papers could be published. All the above are aimed at promoting and sustaining standards and quality of education. Such training could be organized at school, district, region or national levels. 9.0 CADERSHIP 9.1 The study recommends a creation of four categories of cadres as follows: Teacher for Primary, Secondary, Technical, Farms schools and Technical Institutes; Tutor for Primary Teachers' Colleges and Paramedical Schools; Lecturer for NTCs, UCCs, CPICS, Agricultural, Forestry, Fisheries, and Cooperatives Colleges, and Instructors for Community Polytechnics, Hotel and Tourism training Institutes. 10.0 PROMOTIONAL LADDERS 10.1 The survey recommends that promotional ladders should be instituted for Classroom-teaching personnel provided they meet the minimum requirements for a particular post. Five professional promotional ladders are recommended: -Assistant Teacher, Assistant Lecturer, Assistant Tutor, Assistant Instructor -Teacher, Lecturer, Tutor, Instructor -Senior Teacher, Senior Lecturer, Senior Tutor, Senior Instructor -Principal Teacher, Principal Lecturer, Principal Tutor, Principal Instructor -Senior Principal Teacher, Senior Principal Lecturer, Senior Principal Tutor, Senior Principal Instructor 10.2 In addition to other existing requirements for promotions, the study recommends that a teaching personnel can be eligible for promotion on meeting some of the following: the required experience, qualifications, and performance based on annual appraisals; developing and executing workable program in the institution; attending the required number of workshops/seminars; and a number of publications. These are included in order to make a teaching personnel work and grow professionally throughout his/her time of active service. 10.3 For Administrative promotion ladders the Education Service Commission will Work out appropriate mechanisms for reviewing the current procedures and levels for the appointment of administrators on promotions. These levels are Head of institution. Deputy Head of institution, Registrar, Dean and Head of Department. 11.0 MINIMUM REQUIREMENTS AND RESPONSIBILITIES 11.1 In each sub-sector, every cadership and promotional ladder, the minimum requirements for recruitments are described and for each promotional ladder, the responsibilities are also described.