Republic of Uganda

Ministry of Education and Sports

Uganda National Commission for UNESCO

UNESCO-China Funds-in-Trust Project

Enhancing Teacher Education for
Bridging the Education Quality Gap in Africa

Report
NEEDS ASSESSMENT FRAMEWORK
OF TEACHER TRAINING AND DEVELOPMENT TO ENSURE EDUCATION FOR ALL (EFA)

Ministry of Education and Sports

and
UNESCO

April 2014

CONTENTS
CONTENTS
vi
LIST OF FIGURES
7
LIST OF TABLES
8
ABBREVIATIONS
9
ACKNOWLEDGEMENT
11
EXECUTIVE SUMMARY
12
Introduction
19
CFIT Project Team Membership and Needs Assessments Methodology
19
SECTION 1: ANALYSIS OF NATIONAL PRIORITIES FOR SOCIAL AND ECONOMIC DEVELOPMENT
22
1.1
Overall Context of the Country and National Development Priorities
22
1.1.1
Social and Economic Development Context
22
1.1.2
National development priorities and strategies
23
1.2
Context and the governments education priorities and strategies
24
1.2.1
Context and educational challenges
24
1.2.2
National education priorities and strategies
27
1.2.3 Analysis of ICT integration into schools
29
1.3
Priorities and Strategies of the Government and partners with regard to teachers
30
1.3.1
National priorities with regard to teachers
30
1.3.2
Status of the past, current and future teacher programmes/projects
31
SECTION 2: TEACHER REQUIREMENTS: ANALYSIS OF AVAILABLE STAFF AND ESTIMATE OF CURRENT
AND FUTURE TEACHER REQUIREMENTS
34
2.1
Demographic Pressure
34
2.2 Educational coverage and its evolution
34
2.3
Managing the flow of students the case of grade repetition
36
2.4
Determining the pupil-teacher ratio
37
SECTION 3: TEACHER WORKFORCE MANAGEMENT: RECRUITMENT, DEPLOYMENT, ABSENTEEISM
AND ATTRITION
40
3.1
Management of Teacher Stocks: Recruitment
40
3.2. Management of Stocks: Deployment/Geographical distribution of teachers
41
3.3
Management of Stocks: Teacher Attrition and Absenteeism
41
SECTION 4: TEACHER TRAINING: OVERVIEW OF TEACHER-TRAINING ISSUES
43
4.1
Initial Teacher Training
43
4.1.1
Initial teacher-training capacities
43
4.1.2
Characteristics of initial training
44
4.1.3
Effectiveness of initial teacher training institutes
48
4.2
In-Service Teacher Training
48
4.2.1
In-service teacher-training system capacities
49
4.2.2
Effectiveness of in-service teacher training
50
SECTION 5: TEACHER MANAGEMENT: STATUS, PAY AND CAREER DEVELOPMENT
52
5.1
Teachers professional status
52
5.2
Remuneration, Incentives and Benefits
53
SECTION 6: CONCLUSION AND RECOMMENDATIONS BY THE NATIONAL TEAM
55
6.1 Conclusion
55
6.2 Recommendations
57
Annex A: Overview of situational analysis and needs assessment in the key institutions
61
A1. Kyambogo University
61
A2. Nakawa Vocational Training Institute
70
A3. Shimoni Core Primary Teachers College
79

ED/2014/TLC/LTR/24

vi

LIST OF FIGURES
Figure 1: School intake rates and enrolment evolution from the year 2002 to 2012 .......................... 35
Figure 2: Primary schools Gross Intake Rate (GIR) and Net Intake Rate (NIR), 2002-2012 .................. 35
Figure 3: Trends in Primary Schools Survival Rate to Grade 5 and Completion Rate to Grade 7, 20022012 ...................................................................................................................................................... 36
Figure 4: Proposed CFIT Implementation Model .................................................................................. 58

LIST OF TABLES
Table 1: CFIT Project Team Members ................................................................................................... 20
Table 2: ICT Experts ............................................................................................................................... 20
Table 3: UNESCO Team ......................................................................................................................... 20
Table 4: Status of the past, current and future teacher programmes/projects ................................... 32
Table 5: Projected Number of Primary Teachers, by Scenario and School Ownership, 2010-25 ......... 37
Table 6: Projected Number of Lower Secondary Teachers, by Scenario and School Ownership, 201025 .......................................................................................................................................................... 38
Table 7: Projected Number of Upper Secondary Teachers, by Scenario and School Ownership, 201025 .......................................................................................................................................................... 39
Table 8: Structure of Teacher Preparation in Uganda .......................................................................... 44
Table 9: Grade III Certificate Examination Results, 2006-11 ................................................................ 48
Table 10: Basic Salary Structure in Uganda shillings (1 $ = Ug . Sh. 1,750)........................................... 54

ABBREVIATIONS
BREDA
BTVET
BTC
CAO
CCT
CEO
CFIT
COUPSTA
DIT
EAC
ECD
EDP
EFA
EMIS
ESC
ESSP
GER
HTC
ICT
JICA
KyU
LG
LIC
LMS
MoES
MoFPED
MoPS
NAPE
NASPTSU
NTC
NVTI
ODL
PAU
PCR
PLE
PPP
PRC
PTC
PTR
SACMEQ
Quality
SSA
STR
TIET
TISSA

UNESCO Dakar Office

Business and Technical Vocational Education and Training
Belgian Technical Cooperation
Chief Administrative Officer
Coordinating Center Tutors
Chief Executive Officer
China Funds-in-Trust
Coalition of Ugandan Private School Teachers' Association
Department of Industrial Training
Eastern African Countries
Early Childhood Development
Education Development Partners
Education For All
Educational Management and Information System
Education Service Commission
Education Sector Strategic Plan
Gross Enrolment Rate
Health Tutors College
Information and Communication Technology
Japan International Cooperation Agency
Kyambogo University
Local Government
Low Income Countries
Learning Management System
Ministry of Education and Sport
Ministry of Finance Planning and Economic Development
Ministry of Public Service
National Assessment of Progress in Education
National Survey on Primary Teacher Satisfaction in Uganda
National Teacher College
Nakawa Vocational Training Institute
Open and Distance Learning
Principal Association Union
Primary Completion Rate
Primary Leaving Examination
Power Purchasing Parity
Peoples Republic of China
Primary Teacher College
Pupils Teacher Ratio
Southern and Eastern Africa Consortium for Monitoring Educational
Sub-Saharan Africa
Students Teacher Ratio
Teachers and Instructors Education and Training
Teacher Initiative in Sub-Saharan Africa
9

U7, U6, U5, etc.

UACE
UBOS
UCE
UNATCOM
UNATU
UNEB
UNHS
UPE
UPPET
USE

Grade on the salary scale, U7 being the lowest

Uganda Advance Certificate of Education
Uganda Bureau of Statistics
Uganda Certificate of Education
UNESCO National Commission in Uganda
Uganda National Teachers Union
Uganda National Examination Board
Uganda National Household Survey
Universal Primary Education
Universal Post Primary Education and Training
Universal Secondary Education

10

ACKNOWLEDGEMENT
On behalf of the Government of Uganda I would like to extend our appreciation to UNESCO
and the Government of the Peoples Republic of China for the support given through the
UNESCO-China Funds in-Trust project towards improvement of quality education through
teacher education. This project support was made possible through bilateral discussion
between the Honorable Jessica Alupo Epelu, Minister of Education and Sports, Republic of
Uganda and Dr. Qian Tang, Assistant Director-General for Education at UNESCO during his
official visit to Uganda in July 2012, whereby he personally announced the CFIT support in
Uganda. I would like to express sincere appreciation to Honorable Jessica Alupo Epelu,
Minister of Education and Sports, for her vision and leadership for education in the Republic
of Uganda.
Subsequently, we have received high-level technical support from Directors and Staff from
UNESCO Headquarters, Paris and the Director and staff form the Eastern Africa Regional
Office, Nairobi. We are truly grateful to UNESCO for its focused support to Uganda in the
area of teachers through Teacher Training Initiative for the sub-Saharan Africa (TTISSA)
Diagnostic Study of the Teacher Issues conducted jointly in 2010-2013 and ongoing work
through the Capacity Development for Education for All Programme (CapEFA), which the
CFIT will respond to, and capitalize on, for further improvement of quality of education
through teacher education.
I would also like to thank the project team that worked tirelessly to produce this needs
assessment report, that identifies the gaps in integration of ICT in education in Uganda, and
in particular within the teacher training institutions. This report could have not been
completed without participation of the CFIT Project Team drawn from various organizations
that are members of the Teacher Education Working Group and the heads of the beneficiary
Teacher Training Institutions (TTI), namely, Nakawa Vocational Training Institute (NVTI),
Shimoni Core Primary Teachers College (SCPTC) and Kyambogo University (KyU). In
particular, we thank the three TTIs heads and staff for their insight, cooperation and
hospitality extended to the Project Team during the field visits. In addition, we
acknowledge the technical support provided by two ICT experts from Makerere University
and Kyambogo University. Furthermore, special thanks go to Uganda National Commission
for UNESCO (UNATCOM) for the effective support and guidance given to the project team.
Lastly, it is our belief that this support and the findings of the study will form a basis for
improving quality of education in the country at this critical junction of national education
sector development. It will form the basis of improving the quality of teaching and learning
by integrating ICT pedagogical tools in the teacher training institutions (both pre-service and
in-service training) as stated in the recommendations on priority areas of support within the
UNESCO-CFIT project.

Dr. Rose Nassali Lukwago,

Permanent Secretary
Ministry of Education and Sports
Republic of Uganda
11

EXECUTIVE SUMMARY
Education is a fundamental human right as enshrined in the Constitution of the Republic of
Uganda. Thus, the country has long attached paramount importance to education as the
main vehicle for nation building and sustainable development and invested in the provision
accordingly. The Government through Ministry of Education and Sports has been
progressively expanding the education system so as to provide equitable access and quality
education for all citizens.
After having recorded significant expansion in the access, Uganda is confronted with the
task of improving student learning with substantial investment in developing, managing and
professionalizing the teaching force. Teacher Education addresses professional education of
teachers towards attainment of attitudes, skills and knowledge considered desirable so as to
make them efficient and effective in their work in accordance with the need of a society at
any point in time. Pre-service teacher education and In-service teacher education are the
two main avenues of becoming a qualified, competent teacher in Uganda.
In order to chart a way forward, Ministry of Education and Sports with the support from
UNESCO Pole de Dakar, Regional Office for Eastern Africa and the Secretariat of Teachers for
EFA undertook its first comprehensive national diagnostic study of the teacher issues,
known as TTISSA Diagnostic Study from 2010 to 2013. The evidence-based Study revealed
the dire shortage of qualified teachers if Uganda were to achieve its education goals and the
need to invest in system strengthening to support and motivate the teaching force for
quality teaching and learning.
Ministry of Education and Sports and UNESCO-China Funds-in-Trust Project
The Ministry of Education and Sports and the Section for Teacher Development and
Education Policies (THE/TEP), the Division for Teacher Development and Higher Education
(ED/THE) and the UNESCO Regional Office for Eastern Africa initiated a strategy to explore
the state of ICT-supported programs in teacher training institutions. The UNESCO-China
Funds-in-Trust Project Enhancing Teacher Education for Bridging the Education Quality Gap
in Africa has been proposed to equip teacher trainers and teachers with the relevant
competencies of using pedagogical ICT.
Specifically, the aims of the needs assessment were:
To review and identify the main challenges of teacher education institutions in the
country with the view to determine priority intervention domains;
To identify the institutional capacity needs of the selected national teacher education
institutions;
To analyze the practices and culture of teacher education with the view to improving
teacher preparation and professional development through the use of ICT and to
document a needs assessment report on the UNESCO-CFIT project.
The project team selected three Teacher Training Institutions on the on the basis of their
uniqueness in teacher training programs that address both in-service and pre-service
12

teacher training. The key teacher training institutions for three sub-sectors (primary,
secondary and BTVET): Nakawa Vocational Training Institute (NVTI), Shimoni Core Primary
Teachers College (SPTC) and Kyambogo University (KyU) were chosen for the CFIT project.
Using a set of questionnaires and focus group discussions, data was collected in February
2014 from the three institutions (Participants included tutors, lectures, principals, deputy
principals and heads of departments).
The following are the key findings drawn on the basis of desk review and field visits.
Key Findings
1. Demography and educational challenges
Education is a fundamental human right as enshrined in the Constitution of Uganda. While
Government has put in place a number of major policies to provide for expansion of the
sector and has thus recorded significant growth since 2000, much more investment must be
made in order to meet national and international development goals. According to 2013
TTISSA Study, being the most important resource of the education sector, the teaching
personnel require significant investment primarily to address the challenges in both
quantity and quality. The situation is further aggravated by the high population growth rate
(at an annual rate of 3.3%) and large youthful population that puts much pressure on
provision of social services including education.
2. Teacher requirements and workforce management
By 2025, the school-going age learners population aged 6 18 will have reached 20.6
million. According to 2013 TTISSA Study, Uganda will continue to face acute teacher
shortage and issues related to deployment and distribution. In order for Uganda to achieve
nationally set goals of Universal Primary Education and Universal Post-Primary Education
and Training by 2025, the projection estimates the annual recruitment need of 22,471,
18,397 and 1,781 for primary; lower secondary and upper secondary schools, respectively.
There are a number of legislative frameworks that govern the education sector, in particular
the teaching personnel, such as The Education Service Act, The Public Service Act and the
Local Government Act, and the Ministry is in the process of developing a Teacher
Management Information System with the support from UNESCOs CapEFA Programme in
order to tackle with the issues of recruitment, deployment and distribution.
Studies show that teacher absenteeism is very high, especially in rural and low socioeconomic areas, while attrition rate per annum is estimated at about 4 percent at primary
level and at about 5 percent at secondary level.
3. Teacher training
The management of the pre-service training is guided by policies developed by the Teacher
Instructor Education and Training Department of the Ministry of Education and Sports. The
training policy provides professional mandate to Kyambogo and Makerere Universities in
the quality assurance and supervision support for primary & secondary, and BTVET
13

institutions, respectively. Curriculum used is a nationally standardized, sub-sector based

one.
While pre-service is fairly well-organized, that for in-service training leaves much to be
desired. The Teacher Development Management System and Secondary Teacher
Development Management System are in place from national to district levels, however,
provision is not needs-based, not harmonized, nor standardized in terms of admission,
content, delivery or certification. In-service training opportunities are limited yet available
for all serving teachers, whether qualified or not. Those offered at the three institutions,
NVTI, SPTC and KyU, are put on advert by use of the mass media, such as radios and
newspapers. However, there is no adequate publicity on available in-service training courses
and therefore not all teachers/ potential applicants could be aware of in-service training
across the country. For one to be eligible, they have to do entry exams and also be qualified
teachers, practicing teachers, tutors or instructors. The criteria for admission therefore
depend on: entry exams, experience, grade of Certificate, and area of specialization,
numbers and capacities. Government financing is very limited, and in-service training is
normally catered for by self-sponsorship of teachers
4. Teacher management
The teaching profession has a status of government civil servant, and its remuneration and
benefits are defined, reviewed and set annually by Ministry of Public Service. The Education
Service Commission has schemes of service that target various categories of teachers at
primary, secondary and tertiary institutions. There are various avenues for promotion, such
as gradual promotion within the same level and transfer from teaching to administrative at
the district and central levels. However, there are very limited upward mobility or salary
increase options for them other than through promotion to managerial posts. In-service
training is not necessarily linked to career progression.
5. The state of ICT and its integration in teacher education and training
While ICT is considered critical for national development and its integration in education a
must for all aspects of the sector, there is limited use of ICT in the education sector, leave
alone for both pre- and in-service teacher training owing to inadequate resources and lack
of competence on the part of teacher educators and trainers.
a. ICT infrastructure
While recognizing that some investment, particularly supported by donors, has been made
in the recent years, the Needs Assessment notes that the current level of ICT infrastructure
is inadequate and requires substantial investment, as demand for their use is very high.
Also, while there is some equipment available at TTIs, there has been very little
maintenance or sustainability plan if at all, thus their conditions are faced by the wear and
tear and the equipment could become obsolete due to rapid changes in technology.
ICT and Library facilities are readily available to registered users at three TTIs but with
limited internet access. In libraries, there are few computers with the internet access and
hardly provides access to online educational and pedagogical content like journals,
newspapers and courseware.
14

b. ICT competences of teacher educators and trainers

Some of the academic staff could use ICT as an instructional tool. However, majority of
them require further training in ICT digital literacy, ICT pedagogical skills and in using ICT to
prepare multimedia educational content, all of which limit the capacity of the staffs
capacity to integrate ICT in teaching and learning. The academic staff would wish to be
supported to enhance their skills in educational use of software suites, use ICT as an
instruction tool in class, e-learning, production of multimedia content and animations,
discipline specific applications and use ICT for coaching and giving feedback to students.
ICT is taught as a separate course as well as used as an instructional tool for preparation of
training materials, research, presentation and communication. Besides presentation
software, discipline specific software such as Autodesk AutoCAD is used to deliver courses.
It is not mandatory for students to submit typeset assignments except for project reports.
Students are also encouraged to use ICT for communication and research.
c. ICT as a learning and networking tool
The potential of ICT is widely recognized but due to limited availability and low competences
of teacher educators and trainers, its potential is not maximized not only as a pedagogical
but also as a networking tool to enable learning and sharing of experiences and resources
amongst teacher educators and trainers.

Conclusion
On the basis of needs assessment, the overall conclusion is as follows
High demand for qualified and competent teachers and teacher educators
Ugandas population is growing at an annual rate of 3.3%. The majority of the population is
younger than 15 years old. If this trend continues, there will be more than 20 million school
going age citizens by 2025. While the system is already constrained due to inadequate
resources and issues related to deployment, distribution and professionalization, there will
even be more, rather dramatic pressure on the need for qualified, competent teachers, thus
their educators whose job it is to equip aspiring and future teachers with the knowledge and
skills required through pre-service training and then to continue to support them through
in-service training.
Limited opportunities for, and fragmented approach to, development and
management of in-service training and its linkage with teacher development and
professionalization
While there is a relatively good system in place for pre-service training, that of in-service
training (especially for secondary and BTVET), requires a major overhaul as it is not
15

harmonized, standardized, needs-based nor adequately financed by the government. While

there are various opportunities, they are limited in scope, not necessarily linked to career
development and often self-funded on the part of the teachers. The opportunities for open
distance education learning (ODEL) are limited.
Limited ICT infrastructure
ICT has been progressively introduced in Uganda through development and implementation
of national policy frameworks. Its use is considered critical for education. However,
availability is very limited and confined to where there are donor-supported initiatives.
Where there is availability, sustainability of both equipment and capacity, is a major
concern.
Limited use of ICT in teacher education and insufficient training in use as a pedagogical
tool
As the Government expands provision of primary and secondary education, it looks for ways
and means through which to introduce innovation in teaching and learning. One of such
means is ICT integration. As ICT is progressively introduced as a subject in secondary
education, there is significant demand for the same in teacher education not only to
prepare aspiring and future teachers but also to train them on a continual basis. However,
the reality is that availability and content of ICT in pre-service training is limited to donorsupported initiative and sustainability is a major issue. As for in-service, various
programmes exist but content is not harmonized, standardized nor needs-based, thus how
useful and applicable training is, as a pedagogical tool cannot be ascertained.
Low competency of teacher educators and instructors in pedagogical use and
integration of ICT in blended teaching and learning in pre- and in-service training
The consequence of limited availability of ICT infrastructure and thus integration in teacher
education curriculum is that the capacity of teacher educators and instructors is rather
weak. Therefore, creating hubs of excellence by sub-sector may benefit teacher educators
at Kyambogo University and teacher trainers at Shimoni Core PTC and Nakawa VTI, so that
other TTIs can benefit from improved ICT infrastructure and competence at these key
institutions.
Lack of documentation and sharing of teacher resources and innovative teaching
practices
Despite limitations and challenges, good practices and innovative experiences do exist but
they are not documented nor shared. Therefore, a platform or forum of networking and
sharing should be promoted, not only to capture them from within the country but also
outside.

16

Recommendations
On the basis of the needs assessment, the following broad-based recommendations can be
drawn:
Increase quantity of qualified and competent teachers in particular in the use of ICT as
a pedagogical tool;
Increase opportunities for in-service training and continuous professional
development;
Harmonize policy, curriculum and training programmes and teacher competency
profiles standards;
Promote e-learning through investment in ICT infrastructure and capacity
development of teacher educators and teachers in innovative pedagogical
approaches through creation of hubs of excellence for sub-sector-based teacher
training programme; and
Promote a forum of networking and sharing of teacher resources and innovative
teaching practices and research
Considering the CFIT project framework, the following are recommended as priority
interventions under each of the three Components in Uganda:
Component A: Institutional capacity development (infrastructure)
Expected Result 1: ICT labs reinforced and effectively used to support teaching and learning
in the key TTIs
Activity 1.1: Design of specifications on prioritized ICT institutional lab requirements
Activity 1.2: Development of TTI-specific costed procurement and disposal plan
Activity 1.3: Equipping of ICT labs of the key TTIs
Activity 1.4: Development of ICT guidelines on management and sustainability
Activity 1.5: Sensitization of users on the ICT guidelines on management and sustainability
Activity 1.6: Development of monitoring and evaluation Tools
Component B: Institutional capacity development (human resources)
Expected Result 2: Competency of teacher educators improved in use of ICT as a
pedagogical tool for quality teaching and learning in the key TTIs
Activity 2.1: Adaptation and incorporation of UNESCO ICT teacher competency framework
into teacher education curriculum
Activity 2.2: Development/review of training modules for teacher educators proficiency in
use of active teaching and learning method in literacy, numeracy, science assessment,
research methodology, and ICT as a pedagogical tool
Activity 2.3: Organization of an in-service training course for teacher educators in use of ICT
as a pedagogical tool, assessment and certification

17

Component C: Networking and partnerships to support school-based continuous

professional development
Expected Result 3: Effective use of ICT in networking and partnership among the key TTIs
and other for enhanced school-based teachers continuous professional development
Activity 3.1. Development of a Learning Management System (LMS) and a portal for teacher
educators in the key TTIs
Activity 3.2. Training of teacher educators in the use and maintenance of LMS and portal
Activity 3.3: Utilization of LMS and portal to share best practices and experiences to
enhance school-based continuous professional development.

18

Introduction
In line with the Millennium Declaration and Education for All Dakar Framework for Action,
the target of the global community is to provide equitable, quality education for all and
lifelong learning by 2015 towards improved human capital for sustainable development.
What is central to EFA is the quality teaching force, the most important asset and resource
in any education system. To this end, fully aligned to UNESCOs Priority Africa Operational
Strategy, Education Programme and the Teacher Strategy, UNESCO has joined hands with
the Peoples Republic of China (PRC) through a China Funds-in-Trust Project (CFIT), in order
to enhance the capacities of teacher education institutions to prepare an adequate number
of qualified teachers to achieve EFA in Africa. The target of the project is to enhance the
capacity of teacher training institutions (TTIs) by following three strategic objectives: (1)
improving the capacity of key TTIs to provide quality pre-service programmes so as to
increase the supply of qualified teachers particularly through ICT-supported distance
training programmes; (2) strengthening the capacity of key TTIs in supporting teachers
continuous professional development, particularly through blended learning modalities and
programmes; (3)enhancing the capacity of key TTIs to equip teacher trainers and teachers
with the competency of using ICT to improve the quality of teaching and learning; and by
supporting networks of TTIs for knowledge sharing among policy makers, institutional
leaders on effective strategies and practices.
In this context, recognizing the progress made vis--vis EFA Goals as evident in a recently
conducted Education for All Assessment, responding to TTISSA Diagnostic Study, the first
comprehensive national study that points to major issue regarding increasing teacher
quantity and improving teacher quality and considering complementary interventions of
UNESCO through CapEFA Programme, UNESCO selected Uganda as one of 8 Member States
in Africa to benefit from the CFIT initiative.
Attended by a delegation comprising senior officials from Ministry of Education and Sports
and the Uganda National Commission for UNESCO, the first consultative meeting was held in
October 2013 in Paris, at which a road map for the development of the project was
prepared. Following this meeting, a national project team was officially appointed by the
Permanent Secretary in October 2013 and three project beneficiary TTIs were selected in
November 2013: Kyambogo University, Nakawa Vocational Training Institute (NVTI) and
Shimoni Core Primary Teachers College (PTC). Preparatory work for the needs assessment
phase commenced in November 2013, and the actual needs assessment was conducted
between January 2014 and March 2014.
CFIT Project Team Membership and Needs Assessments Methodology
The principles of this project are national ownership and participation. Therefore, the
composition of the CFIT project team is drawn from various organizations that are members
of the Teacher Education Working group and the heads of the 3 beneficiary institutions. The
assessment was also supported by the Secretary General, the Deputy Secretary-General and
the Education Programme Officer of UNATCOM. In addition, technical support was provided
19

by two ICT experts and staff from UNESCO. The membership of the project team can be
found below:
Table 1: CFIT Project Team Members
Name
Designation
1. Mrs. Margaret N. Nsereko
Commissioner / Team Leader
2
Dr. Jane Egau Okou
Assistant Commissioner
3
Mr Matovu Musoke Aloysious Principal
4. Rev. Dr Lubaale Grace
Head of Department
5
Mrs Rose Bwire
Academic Registrar
6
Dr Bilali Athman
Assistant Commissioner
7
Mr Hajji Kibedi A. Nkuutu
PEO/STE
8
Mrs Mugisha Annet
SEO/PTE
9
Mr Balyogera Patrick
Assistant Commissioner
10 Mrs Beatrice Byakutaga
Principal
11 Mr Patrick Muinda
Assistant Commissioner
12 Mr Moses Bateganya
SEO
13 Mr Kyakulumbye Ali
TTE
14 Mr Hajji Kalinaki Mubaale
Expert for TEWG
15 Mrs Beatrice Kabwa
(ESC)
16 Mr Augustine Omare-Okurut
Secretary General
17 Mrs Rosie Agoi
Deputy Secretary General
18 Mr David Twebaze
Education Programme Officer
Table 2: ICT Experts
Name
1.
Mr Louis T. Kakinda
2
Mr Stephen Ndawula
Table 3: UNESCO Team
Name
1. Mr Mohamed Djelid
2
Mrs Jianhong Dong
3. Mrs Florence Ssereo
4
Mrs Yayoi Segi-Vltchek
5. Mr Jaco Du Toit
6.

Mr Charles Obiero

7.

Ms Dorcas Avinyia

Institution
MOES, TIET
MOES, TIET
Nakawa VTI
Kyambogo University
Kyambogo
MOES, HE
MOES, TIET
MOES, TIET
MOES, DES
Shimoni CPTC
MOES, CIM
MOES, TIET
Kyambogo University
Kampala
ESC
UNATCOM
UNATCOM
UNATCOM

Designation
Lecturer, Makerere University
Lecturer, Kyambogo University

Designation
Director, UNESCO Regional Office, Nairobi
Seconded Expert, THE/TEP, HQ, Paris
Programme Specialist, THE/TEP, HQ, Paris
Programme Specialist, Regional Office, Nairobi
Communication and Information Advisor, Regional
Office, Nairobi
CapEFA Project Coordinator, UNESCO Kampala Project
Office
Programme Assistant, UNESCO Kampala Project Office

The project team prepared the needs assessment report for the UNESCO-Chinese Funds in
Trust project, based on the national context and also prepared three teacher training
institutions reports. The scope of the tasks was enumerated as follows:

20

Review and identification of the main challenges of teacher education institutions in

the country with the view to determine priority intervention domains;
Identification of the institutional capacity needs of the selected national teacher
education institutions;
Analysis of the practices and culture of teacher education with the view to improving
teacher preparation and professional development through the use of ICT;
Finalization of UNESCO-CFIT project needs assessment report indicating priority
areas of action.

In January 2014, a concept note was prepared with details of the preparatory phase, as
processes and outcomes that are were to feed into the Uganda CFIT Project Document. The
project team developed detailed Terms of Reference (TOR) that consisted of five interlinked activities: desk review; field visits; report writing; HQ/RO joint mission; and validation
and finalization of the report. The desk review involved review of education policies and
programmes with the focus on ICT support and in this regard, the project team members
were assigned tasks based on five thematic areas:

Education priorities and strategies of the government ;

Capacity Status of Teacher Education Institutions;
Teacher Education Institutions: Teacher Preparation (pre-service training);
Continuous professional development (CPD): In-service teacher training; and
Teacher management, administration and conditions of service.

Conducted by the project team, the desk review took place from 3rd to 14th February 2014.
The project team, with the assistance of two ICT in Education experts from Makerere and
Kyambogo Universities, developed criteria for assessing the ICT capacities and pedagogy
delivery methods in the three teacher training institutions. Using the tools developed, the
project team undertook a three-day field visits to the three institutions between 11 and 13
February 2014.
The desk review and field visits outcomes were analyzed and a draft needs assessment
report was compiled prior to the UNESCO Headquarters and UNESCO Regional Office for
Eastern Africa joint mission. A five-day joint mission took place from 17 to 22 February 2014
with the objective to review and validate the draft needs assessment report, assess the
capacity of teacher training institutions based on UNESCO ICT Competency Framework for
Teachers and identify priority areas as an input to the Uganda CFIT project document. The
mission programme included 3-day workshop and technical consultations between UNESCO
and the project team, and one-day teacher project initiative forum for the Teacher
Education Working Group that included other development partners. The participants of the
mission included the project team, UNESCO Regional Office, UNESCO Headquarters and
UNATCOM. The draft needs assessment report was deliberated and improved during the
joint HQ/RO mission. After the mission, the project team further reviewed the draft with the
support from the UNESCO Regional Office, Nairobi. The final draft was submitted to
UNESCO Headquarters for further validation and finalized, in liaison with the donor and will
validate it as part of their responsibility in the overall project.

21

SECTION 1: ANALYSIS OF NATIONAL PRIORITIES FOR SOCIAL AND ECONOMIC

DEVELOPMENT
1.1

Overall Context of the Country and National Development Priorities

1.1.1 Social and Economic Development Context

The Republic of Uganda is located in the Eastern region of Africa, and bordered by Kenya to
the East, Tanzania and Rwanda to the South, Democratic Republic of Congo to the West and
South Sudan to the North. The country occupies an area of about 241,500 square
kilometers, lies within the Nile basin and is a source of river Nile from Lake Victoria.
According to the 2002 Census, the population of Uganda was 24.3 million and is projected to
have reached 35.0 million in 2013, growing at a high rate of 3,3 % annually. The Uganda
Bureau of Statistics has put in place mechanism to conduct a comprehensive Census in
August 2014, which would provide accurate data for planning and management of the
country. The available data shows that, the population density is high (126 inhabitants per
square kilometer) and the majority is living in rural areas (about 87 %) Also, the country
experiences rapid growth in population due to high fertility (average rate of 6.7 children per
woman) coupled with declining infant mortality, low life expectancy and with nearly half the
population below the age of 15. Similarly, Ugandas adolescent fertility rates which reached
141 births per 1000 women ages 15-19 in 2009 is also alarmingly high.
The rapidly growing population has exacerbated the high levels of unemployment
especially among the youth and this has exerted extreme pressure on the available
resources and job opportunities1. Ugandas demographic characteristics have profound
effects on employment and labor market outcomes. The 2011/2012 Uganda National Labor
Force and Child Activities Survey also reveal that the vast majority of youth (79%) are
literate with the male youths (85%) being more literate than the female youth (75%).
Overall, about 1 in 10 youth (10%) had no formal education with the proportion of female
youth with no formal education being higher (13%) than that of the male (6%). About 47%
had no primary education. A combination of these two categories accounts for nearly 57%
of the youth, which could explain the low levels of formal skills and the high involvement of
the youth in the non-formal sector activities in the economy. The economic challenges
facing the youth in Uganda cannot be better stated than by the fact that the youth form
83% of the unemployed population in Uganda, and that 75% of Ugandans are below 30
years.
Over the last two decades, the country has had improved political stability, with post war
conflict areas in Northern Uganda receiving significant support from UN agencies and other
development partners in social, cultural, economic and infrastructural reconstruction.
During this period, Uganda has experienced positive economic growth with real GDP
increasing steadily at an average annual growth rate of 7% between 2000/20001 and
2010/20011. In 2010, Uganda adopted a five-year National Development Plan (NDP) with
the theme Growth, Employment and Socio-Economic Transformation for Prosperity. The
plan was formulated on the basis of a broader national vision for transforming Uganda
1

Youth Livelihood Project analysis, Ministry of Gender, Labour and Social Development, 2013

22

from a peasant society to a modern and prosperous country over the next 30 years. The
poverty levels declined from nearly 39 % in 2002 to 20003 to about 23 % in 2009 to 2010.
Despite these improvements, the country still faces considerable challenges and is ranked
161 out of 187 countries on the 2013 UNDP Human Development Index. The contribution
to GDP by the key sectors of the economy, namely: agriculture, forestry and fishing;
industry; and services, has been changing over the years, reflecting the changing structure
of the economy.
Uganda is endowed with a rich and diverse cultural heritage with many communities
continuing to attach great value to their cultures and endeavor to conserve, inculcate and
sustain them. Traditional kingdoms or chiefdoms also exist alongside the central
government and remain at the core of modern day Uganda. The country is administratively
divided into 112 districts in four geographical regions: Northern, Eastern, Central and
Western.
1.1.2 National development priorities and strategies

The 2007-2015 Education Sector Strategic Plan (ESSP) is based on the governments White
Paper for Education, its long-term commitments to the international community, and on the
medium-term goals and plans and current undertakings of the Ministry of Education and
Sports. The ESSP is contextualized within the broader National Development Plan (NDP) and
the Poverty Eradication Action Plan (PEAP).
Primary and Post-primary education provision in Uganda is set out in the Education Act of
2008 which states that basic education shall be provided and enjoyed as a right by all
persons. The policy objectives of the ESSP are to:
Increase equitable access at all levels of education, ensuring universal participation at
primary level and lower secondary;
Increase retention and transition to primary level (7 years) and lower (secondary for
four years)
Improve the quality and relevance of education; and
improve effectiveness and efficiency in delivery of education services
One of the priority areas mentioned in the Ministry Education Sector Strategic Plan is to
ensure that there is quality and efficiency in the education system. In order to address
quality, some of the strategies identified are: improving provision of instructional materials
to schools to raise learning achievement; improving pupil assessment, including school
based continuous assessment; ensuring adequate recruitment, distribution and
performance of qualified teachers; and strengthening primary teacher colleges to supply
sufficient adequately prepared teachers. On effectiveness and efficiency, some of the
strategies noted include: improve school management through the Teacher Development
and Management Systems; implement the customized performance targets (CPT) scheme
for head teachers and use school improvement plans; and effective monitoring of learning
achievement in numeracy and literacy skills and publish the results.
The ESSP recognizes the centrality of teachers to raising learning standards and the critical
role of having the capacity to produce and sustain sufficient appropriately trained teachers,
23

to deploy them equitably and manage them effectively. The Pre-service teacher training
colleges weakness in capacity to meet the demand for qualified teachers is acknowledged.
Therefore TTIs should be strengthened through programmes including the implementation
of the new Primary Teacher Education Certificate Curriculum. Also, the TTIs tutors skills
should be enhanced and supported to provide the serving teachers using the Teacher
Development Management System (TDMS) framework. The success of the introduced
Thematic Curriculum in primary schools will largely depend on good teaching and adequate
instructional materials.

1.2

Context and the governments education priorities and strategies

1.2.1 Context and educational challenges

The provision of education is provided for from the Constitution and the corresponding
vision of education. The Education Sector Strategic Plan is based on governments White
Paper for Education, its long-term commitments to the international community, and on the
medium-term goals and plans and current undertakings of the Ministry of Education and
Sports. The 1992 Government White Paper on Education is the basis of official policy on the
purposes and programs of education. Its aims are to promote citizenship; moral, ethical, and
spiritual values; promote scientific, technical and cultural knowledge, skills, and attitudes;
eradicate literacy and equip individuals with basic skills and knowledge and with the ability
to contribute to the building of an integrated, self-sustaining and independent national
economy.
Structure and Organization of Education System
The education sector administration is also structured within the administration, with
District Education Officers in charge of education activities. The formal education system is
divided into four levels:

Early childhood development (2 years);

Primary education (7years)

Lower secondary (4 years) followed by advanced secondary education (2 years); and

Tertiary and university education. The overall responsibility for the education sector
falls under the leadership of the Cabinet Minister for Education assisted by three
State Ministers who responsible for primary education, higher education and
physical education and sports.

The overall daily administration lies in the hands of the Permanent Secretary, who is the
Chief Accounting Officer and overall supervisor of the education sector. The Ministry of
Education and Sport has 13 technical departments, headed by commissioners:

Pre-primary and Primary Education;

Secondary Education;
24

Private Schools and Institutions;

Business, Technical and Vocational Education and Training;
Higher Education;
Special Needs and Inclusive Education;
Guidance and Counseling;
Teacher Instructor Education and Training;
Education Planning and Policy Analysis (EPPAD);
Physical Education and Sports;
Finance and Administration;
HIV and AIDS, and
Gender Units

There are also semi-autonomous agencies, that include: the National Curriculum
Development Centre (NCDC), the Uganda National Examinations Board (UNEB), the Uganda
Business Technical Examination Board (UBTEB), the National Council for Higher Education
(NCHE), the Directorate of Education Standards (DES), the Directorate of Industrial Training
(DIT), the National Council of Sport (NCS), the Education Service Commission (ESC), National
Health Service Training Colleges and public universities.
The Department of the Teacher Instructor Education and Training is responsible for the
formulation of policies for training of teachers and instructors for all levels of education. The
Education Act gives Kyambogo University mandate to provide certification to all the
teachers and to determine the competency requirements for teachers in the teaching of the
subjects taught at primary and secondary schools in Uganda.
Access and Participation
The provision of early childhood education has been leveraged in public private partnership,
with the government creating an enabling environment through development of policies,
standards and quality assurance. The private sector is involved in the provision of
infrastructure and service delivery. Enrolment in Early Childhood Development (ECD)
centers rose from 59,829 pupils in 2000 to 508,617 in 2010. This translates to a Gross
Enrolment Rate of 0.98% in 2000 to 7.5% in 2010. While noting a steady increase over ten
year period, ECD faces challenges of low participation levels, low quality and lacks curricula
and pedagogical continuity. The data on ECD has a low coverage and hence increasing
challenges for proper planning and policy development.
In primary education, the Government introduced Universal Primary Education with the
abolition of school fees in 1997 leading to expansive increase in enrolment from 2.9 million
in 1997 to over 6.9 million in 2001 and the enrolment stands at over 8.3 million pupils in
2013. In 2000, the Gross Enrolment Ratio stood at 128.3 % (Boys-132.4%, Girls-124.1%) and
declined to 116.8 %( Boys-116.9% Girls-116, 7%) in 2012. The Net Enrolment Rate rose from
85.5 % (Boys-88.8%, Girls-82.3%) in 2000 to 95.5 % (Boys-95.1%, Girls-95.9%) in 2012.
Universal Primary Education remains a flagship programme for expansion of access to
quality and equitable education for school going age children. In order to meet this
exponential, dramatic increase in education demand, the government adopted a set of
policies to ensure the smooth development of the system through the building and
25

renovation of schools, the purchase of instructional materials, and increased training, and
hiring and retention of teachers.
Access to primary education is enhanced through both public and private investments. The
enrolment in private schools constituted 9.3 % of the total enrolment in 2006 and rose to 14
% in 2012. Also, the number of teacher in the private schools increased more than two fold
from 22,176 in 2006 to 49,681 in 2012, an increase of 124 %.
In 2007, the Government introduced the Universal Secondary Education / Universal Post
Primary Education and Training programme (USE/UPPET). The objective was to increase
access to quality secondary education for pupils completing P7. Those who continue their
education can opt between lower secondary and vocational and technical institutions.

Completion, Retention and School Drop outs

The primary school completion rate has increased slightly, but the pace of progress is
insufficient to enable all Ugandan children to complete the full course of primary education
by 2015. Concerns regarding education quality and poor learning outcomes persist,
although basic literacy is gradually improving. While gender parity in primary education has
been achieved, progress at the secondary and tertiary levels has slowed down (MDG Report,
2012). The share of a generation attending school decreases with each grade, to reach 61 %
at P7. This means that 39 % of a given generation never completes the primary cycle. It also
shows that many children dropout before the end of the cycle. There is a need to improve
the efficiency of the system to ensure that all those who enter P1 complete P7. Even though
many children go to school, a considerable share (about 39 %) never completes the primary
cycle. System efficiency, especially at the primary level, is undermined by a high level of
dropout and repetition, the combination that seriously undermines the efficient use of
scarce education resources. It is estimated that 57 % of primary education resources are
inefficiently spent on repetition and dropout. As a result, the primary completion rate is
low, affecting access rates to subsequent cycles. Indeed, although almost every child enrolls
in P1, only 61 % of a generation reaches P7, only 49 % enter lower secondary and ultimately,
only 10 % reach S6 (TTISSA Report, 2013).
Equity in Education
The Government has made progress in promoting gender equality and empowering women,
most notably in achieving gender parity in primary education. Ugandas affirmative action
policies have helped to steadily increase the share of women who take part in political
decision making at all levels of society. However, existence of gender based inequity and
inequality undermines the efficiency and quality of education and therefore creating
disparities in access to economic opportunities and livelihood. Uganda faces challenges with
low completion rate for girls as a result of high dropout rates coupled with repetition. The
girl child faces persistent social-cultural barriers and high poverty levels that inhibit access
education due to prevalent gender based discrimination that includes: early marriages, child
labor and teenage pregnancy.
Access to Quality Education
26

The country faces challenges in the quality of education as a result of inadequate and
inefficient teaching and learning resources that can be attributed to high absenteeism
among teachers and learners, head teachers, as well as poor teaching methods and lack of
adequate learning materials. Learning outcome results documented on literacy and
numeracy (e.g. UWEZO, NAPE and UNEB) show worrying trends. One of the most widely
accepted indicators of quality within the primary education system is the annual National
Assessment of Progress in Education (NAPE) assessment results carried out in literacy and
numeracy at P3 and P6. These assessments began in 1996 and provide a respected measure
of proficiency in literacy and numeracy at two key points within the primary system. Annual
NAPE results for literacy and numeracy at P3 and P6 are available and are used in the
analysis included in the revised ESSP 2007-2015. A further indicator of primary quality is the
proportion of P7 pupils passing the Primary Leaving Examinations (PLE). PLE pass rates have
shown a positive trend in recent years, rising from 81% in 2008 to 88% in 2012. Pass rates
for boys (90%) are slightly higher than those for girls (88%). Whilst these pass rates are
encouraging they do mean than 12% of all pupils who make it through seven years of
primary school to sit the Primary Leaving Examination (PLE) are not qualified to go on to
secondary education.
Quality is intricately interwoven with teacher education (or training). The TTISSA Report
indicates that Uganda faces challenges in the quality of teachers at all levels, ranging from
overall development and management policy issues to teacher motivation to teacher
preparation and continuous professional development. The Report contains important
recommendations that are being addressed with the support of development partners such
as UNESCO (Capacity development of Education for All CapEFA), Belgian Technical
Cooperation (BTC) and UNICEF. The proposed Global Partnership for Education is also
considering interventions in the improvement of teaching personnel and school
improvement.
1.2.2 National education priorities and strategies

Education Policies
This section provides a brief review of education policies introduced over the last ten years.

Legal Framework of Education Policies and Training;

The 1995 Constitution guarantees education as a right, specifying that each child is
entitled to basic education, which is a shared responsibility of the state and the
childs parents;
The Childrens Act provides that all children must be educated. It tasks the state to
provide resources, and obliges the parents to make sure the children attend school.
There should be a clear duty on the government to ensure that classes are limited to
the international benchmark of the Pupil ration of 1:40, so as to ensure quality, and
to move from bonna basome, to quality education provision;
The education act provides, for inter alia, the licensing of education institutions, and
regulation of content;

27

Goals of Poverty Eradication Action Plan (PEAP), meeting commitments to achieve

Education for All (EFA) and the Millennium Development Goals (MDGs) by 2015,
providing relevant education and enhancing efficiency, and strengthening
partnerships in the education sector;
Policy of Decentralization Of Education Service Provision Uganda implemented the
policy of decentralization, under which policy; the central government has channeled
public service;
The Education Service Commission Act and the Education Service Commission
Regulations 2010 as well as the Public Service Standing Orders clarify on the
regulations of recruitment and deployment of teachers in secondary schools.

Teacher Training Policy

There are several challenges that face teacher training at all levels of education. These
challenges are addressed by the government through identification of priorities at preprimary, primary and post primary sectors. When considering teacher training, the preprimary sector is faced with several challenges that include:
Mode of training has been specified but not strictly followed;
ECD Teacher Training institutions not affiliated to recognized awarding institutions;
Teacher qualifications are not standardized despite set guidelines;
Competences for newly qualified teachers are not specified;
Varied competence of the graduates from the various institutions;
Lack of mechanism to enforce standardized entry requirements, mode and duration
of training.
In the case of the primary sector, the emerging issues in the teacher training include:
Teachers in the practicing school are not effectively utilized to support the trainees;
During admission, personality and interest in the profession are not considered;
Mandate for KyU to regulate training programs has not been reviewed;
Imbalance between practical skills and theoretical knowledge.
ICT in Development and in Education Policy Frameworks
Information and Communication Technology (ICT) is taking root steadily in the wider
Ugandan society (Andema 2009; Edejer 2000; Mutonyi & Norton 2007; Nawaguna 2005). In
2006 the Ugandan Government launched a National ICT Policy Framework that envisioned
Uganda where national development broadly and human resource development more
specifically would be achieved and sustained through efficient application of ICT and digital
literacies (The Republic of Uganda, 2006)2.
The National ICT Policy Framework is to:
Integrate ICT in mainstream educational curricula as well as other literacy
programmes and provide for equitable access by pupils and/or students at all levels.
2

Andema, S., Kendrick, M.& Norton, B., 2013, Digital literacy in Ugandan teacher education: Insights from a
case study, Reading and writing. http:/dx.doi.org/10.4102/rw.v4i1.27

28

 Include ICT education in curricula from primary to university level. Establish computer
labs in schools. Setup e-learning programs in schools to ensure broad use of ICT for
training in education institutions. (The Republic of Uganda 2006:133)
The significance of ICT in development is further articulated in following policy documents
and initiatives:
A National ICT Policy which was approved in 2003 with the aim of promoting the
development of ICT infrastructure in the country
A Draft Broadcasting Policy;
The Uganda Communications Commission Rural Development Policy;
The Communications Policy that seeks to connect all schools, sub-counties, urban
centers, health centers and public libraries;
The Government project for promotion of Public-Private Partnerships to build the
requisite backbone infrastructure for telecommunications in Uganda.
Besides being signatory to several international intellectual property agreements, Uganda
has eight different laws governing intellectual property. These include: The Copyright and
Neighboring Rights Act 2006, The Copyrights and Neighboring Right Regulations, S.I No. 1 of
2010, The Patents Act, Cap 216, The Patents (Amendment) Act, 2002, The Patent
Regulations, S1 216-1, The Trademarks Act No. 17 of 2010, The United Kingdom Designs
(Protection) Act Cap 218, and The Trade Secrets Protection Act, 2009.
Whereas the Ministry of Education and Sports has not adopted a policy on Information
Technology Infrastructure, the draft Information and Communication Technology in
Education Sector Policy in use recognizes that the electronic delivery of services to the
public wherever possible is high on the agenda of the government. In the draft ministerial
policy, the stated overall policy objective is to use Information Technology Infrastructure to
improve efficiency and effectiveness of the administrative and service-delivery processes. It
further states that the aim of the Ministry of Education and Sport is to establish high quality;
robust, sustainable, secure, easily supportable and flexible Information Technology
Infrastructure that meets wide-range of education needs and achieves best value.
1.2.3 Analysis of ICT integration into schools

Curriculum and assessment

The primary school curriculum has no provision for computer studies. However, the 4-year
O-level curriculum has computer studies as an optional subject with two hours every week
for each 12-week school term. In the curriculum review that has been on going since 2012
there is a particular focus on the role of ICT as an integral part of curriculum and
assessment. At the 2-year A-level computer studies were introduced in 2012 as a subsidiary
subject for students offering Mathematics and Economics as principal subjects only. At the
tertiary level the teaching of computer studies greatly varies. Although there are no digital

The Republic of Uganda, 2006, Information and communication technology in the

education sector,

29

libraries and digital content provided at the national level, a few institutions like Makerere
University have created local digital repositories and are subscribed to digital content.
With the introduction of Subsidiary ICT at A-level many schools at this level have access to at
least one computer. However, it is not clear if and how computers are used for teaching and
learning. The Computer Studies Teaching Syllabus notes, Using computers enhances a
number of activities such as study, information creation, storage, sharing, data analysis,
problem solving and production. And though there has been Computer Studies in schools,
there are variations from school to school in terms of scope and depth, content delivery
timing, use of reference materials and deployment of technologies and resources.
Pedagogy
The use of ICTs in the classroom may take the form of teacher preparation and delivery tool,
enhancing the teaching and assessment or full integration where students have wellstructured engagement with learning materials facilitated through and with computers.
There have been several initiatives aimed at equipping schools with computers/computer
labs, encouraging pedagogical use of computers and providing Internet connectivity in
schools. Key among these is SchoolNet Uganda and Uganda Communication Commissions
Rural Communications Development Programme.
The key subjects that use some level of ICT-assisted instruction are Subsidiary ICT at A-level
and Computer Studies at O-level. Even among these the level of use cannot be precisely
determined nor ascertained due to lack of resources constraining the availability of ICT
facilities in most schools. Most of the ICT-enabled distance education initiatives in Uganda
focus on providing foreign/international courses through local providers. However, the
Rapid Distance Education Project at Makerere University is championing development and
use of local distance education solutions, which target adult learners.

ICT Infrastructure
Most institutions have the basic ICT equipment, which include thin client computers,
printers, solar power where there are no mains power, modem, LAN. The general situation
in Ugandan schools is that there are more computers in post primary institutions than in
primary because of the curriculum provisions. However, there is very low computer
penetration in private institutions. Internet access in various schools, where available,
includes fiber-optic, GSM connections, VSAT, dial-up, wiMAX, Wi-Fi and satellite.

1.3

Priorities and Strategies of the Government and partners with regard to teachers

1.3.1 National priorities with regard to teachers

In the education sector, several quality initiatives and policy reforms have been undertaken
in recent years, including a revised lower primary curriculum and customized performance
targets for school leaders. The Education Policy Review Commission (1989) stated that the
quality of education of any country depends to a large extent on the quality of its teachers
30

and that no education system can succeed without adequately trained and motivated
teachers. According to the Government White Paper on Education (1992) the aims and
objectives of teacher education include among others: to broaden and deepen the trainees
own academic knowledge of the teaching subjects; to produce competent, reliable, honest
and responsible teachers; to produce highly motivated, conscientiously and effective
teachers.
The Education Act 2008, part IV Article 10, states that pre-primary education is run by
private agencies or persons to provide education to children aged 2-5 years. Government
through the Department of Teacher Instructor Education and Training department (TIET) at
Ministry of Education and Sport in line with the ECD Policy, 2007 spearheads and
coordinates the training of teachers at this level. Effective recruitment and utilization of
teachers is one of the most challenging functions of the Ministry of Education and Sports.
The Education Service Act, The Public Service Act and the Local Government Act 1997
attempt to set fairest way of recruiting civil servants (including teachers) into public
institutions. To date, across almost all levels of education in Uganda, recruitment of
teachers is mainly based on interviews, a method that reveals very little about the very
competences and qualities looked for in a teacher. Deployment is another challenge found
all over the country right from primary to tertiary levels. While the government has tried its
utmost to satisfy the staffing needs especially in primary and secondary schools, the TISSA
Report (2013) revealed that:
There is a mismatch between the number of teachers a school is supposed to receive and
the number of teachers it actually gets, hence questioning the teacher allocation process.
The TISSA Study further reveals about primary schools staffing that: .data shows that
only 17.3 % of the schools have the adequate number of teachers. About 37.0 % of them
have more teachers than they should receive, whereas 45.7 % of the schools are in deficit of
teachers. The production of secondary school teachers in Uganda has been met with some
level of satisfaction and indeed, there are enough teachers to cover the needs at secondary
schools, but the situation on the ground is that in 40% of the cases, secondary teachers are
not posted according to the needs. (TISSA, 2013)
1.3.2 Status of the past, current and future teacher programmes/projects

Uganda is implementing various projects that address the quality of teaching and learning
targeting capacity development of teachers for both pre-service and in-service, and
infrastructure development that include classrooms and teacher houses. The current largest
project is the one funded by the BTC that has a total financing of 17.5 million Euros. The
country is also to benefit from Global Partnership in Education programme to handle four
components including one on teachers. A few major projects under implementation as at
March 2014 are indicated below:

31

Table 4: Status of the past, current and future teacher programmes/projects

List of Project
Teacher
Training and
Education
Project

Support
to
Universal Post
Primary
Education and
Training
Science
&
Mathematics
Teachers
(SESEMAT)
program

Capacity
Development
for Education
for
All
Programme

Objectives
Strengthen
support from
MoES/University
to colleges;
Support
Institutional
development;
Improve
pedagogy;
Improve
infrastructure
Create
an
enabling
environment for
Post
Primary
Education
and
Training
Establish inservice training
system;
Strengthen inservice training
for science and
mathematics
teachers; Capacity
development for
policy making and
teaching methods
Implement
Certificate
in
Teacher
Education
Proficiency
Programme
for
NTC
Lecturers
(40),
Health
Tutors (5) and the
Instructors (5)
Develop
onestop
comprehensive
Teacher Policy ;
Establish
a
Teacher

Partners
BTC

Beneficiaries
Abilonino
Mulago

Funding
17,510,636

BTC

US$ 635 million

JICA

Lower secondary US$ 3.8 million

science
and
mathematics
teachers
in
government and
private schools

USD 100,000

UNESCO

TIET,
Planning USD 650,000
and ESC

32

Global
Partnership
for Education

management
information
system
(TMIS);
Harmonize preservice and inservice
training
programmes;
Established
a
platforms
for
social dialogue on
teachers
Teacher
IDA
Component (to be
determined)

Various
departments

US$ 100 million

33

SECTION 2: TEACHER REQUIREMENTS: ANALYSIS OF AVAILABLE STAFF AND ESTIMATE OF

CURRENT AND FUTURE TEACHER REQUIREMENTS
Teacher requirements are determined by a series of factors that must be considered in
order to estimate a future trend that would determine new teacher recruitment needs in
order to ensure the achievement of education for all. This section is essential to reflect upon
training needs; it will allow us to answer the following two questions: (i) how many new
teachers need to be trained (and consequently, how the initial training most appropriate for
the needs of the teaching force can be organized), and (ii) how many teachers already in
service require training in order to improve the quality of education. In other words, this
means ascertaining whether the country is ready to meet the quantitative challenge facing
it.
2.1

Demographic Pressure

According to the latest projections, Ugandas population which stood at about 8 million
people at the time of independence in 1962 now stands at over 34 million (of which 51% are
female, yielding a sex ratio of 97 males per 100 females). There have also been demographic
dynamics in the countrys population structure and characteristics. These demographic
dynamics have significant implications for the present and future generations, in terms of
meeting their developmental needs in particular social services including, education. For the
education sector this demographic pressure will post major challenges because the system,
already under strain and with low performance, will have to accommodate 20.6 million
children aged 6 to 18 years by 2025.
2.2 Educational coverage and its evolution
In examining the state of Universal Basic Education, the further away from achieving the
goal of universal basic education, the greater the pressure is on human resource needs
(teachers) to accelerate and meet the target in a reasonable time frame. In this section,
therefore, information is provided on the potential demand for education, based on school
enrolment, school intakes rates and completion rates as presented in Figures 1.1, 1.2 and
1.34. Gross Enrolment Rate (GER) at primary education has maintained at a level of over 100
% in the decade 2002-2012. The highest GER was recorded in 2009 at 133.3 % and the
lowest was 104.4 % in 2004. The GER as at 2012 stood at 115.4 %. The GER takes into
account both the overage and underage who are in primary school. The Net Enrolment Rate
(NER) provides information on the magnitude of the primary school age 6-12 years who are
in school. The NER increased from 84.8 % in 2002 to 95.7 % in 2012. This implies that in
2012, the proportion of out of school children in primary education is 4.3 %.

Ministry of Education and Sports: Education and Sports Sector Fact Sheet 2000-2012

34

Figure 1: School intake rates and enrolment evolution from the year 2002 to 2012

140

130

Percentage

120

110

100

90

80

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

GER

128.3

127.5

104.4

107.8

114.4

113.1

115.7

133.3

128.0

117.8

115.4

NER

84.8

87.4

90.0

93.0

92.0

93.3

95.0

96.1

96.0

97.5

95.7

Source: EMIS, MoES, 2013

Gross intake Rate has been high (at over 100%). In 2002, the GIR was 135 % and was as high
as 168.1 % in 2010. In 2012, the GIR stood at 133.5 %. This implies that primary education
will continuously retain high admission levels and hence creating pressure on teacher
demands. However, the NIR has remained at lower than 100 % and indication that most of
the pupils join primary education at an older age (late age entry). In 2002, the NIR was 57.8
% rising to 63.9 % in 2011, and dropping to 59.9 % in 2012.
Figure 2: Primary schools Gross Intake Rate (GIR) and Net Intake Rate (NIR), 2002-2012
180

160

Percentage

140

120

100

80

60

40

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

GIR

135.0

155.7

147.1

152.8

129.2

128.5

137.1

168.1

160.6

140.1

133.5

NIR

57.8

59.1

55.9

56

56

57.4

59

60.6

61.9

63.9

59.9

Source: EMIS, MoES, 2013

35

Retention in school is tracked by using the survival rate and completion rate. The survival
rate to grade 5 was 68.3 % in 2002 and dropped to 49.0 % in 2007. In subsequent years the
survival rate increased from 54.1 % in 2008 to 60.9 % in 2009 and then a further drop to 59
% in 2012. The low retention rates can be attributed to high poverty levels of the household
especially in the marginalized areas. However, in overall the completion rates that is
measured against expected school age population at grade 7, recorded an increase from
49.1 % in 2002 to 67 % in 2012. This implies that there is increased likelihood of having more
pupils completing primary education.
Figure 3: Trends in Primary Schools Survival Rate to Grade 5 and Completion Rate to
Grade 7, 2002-2012

70

65

Percentage

60

55

50

45

40

200
2

200
3

200
4

200
5

200
6

200
7

200
8

200
9

201
0

201
1

201
2

68.2
Completion rate to Grade 7 49.1

52.0

55.7

52.0

49.5

49.0

54.1

60.9

60.0

58.0

59.0

56

62

51

48

47

49

52

54

64

67

Survival rate to Grade 5

Source: EMIS, MoES, 2013

2.3

Managing the flow of students the case of grade repetition

When students repeat a grade at school, this has a direct impact on teacher requirements
and the internal efficiency of the system. A high grade repetition rate puts pressure on
educational resources, including teachers, and may be considered wasteful. EMIS data show
that despite the No-Repetition Policy, 10 % of primary pupils were repeaters in 2010.
According to the TISSA report, in government primary schools, the Internal Efficiency
Coefficient (IEC) is equal to 0.43; this meant that more than half of the resources (57 %)
devoted by the government to primary schools are spent inefficiently. This is partly due to
repetition and in a larger account due to drop out. Indeed, it is estimated that without
dropout, the IEC would be 0.88 rather than 0.43. This suggests that fighting dropout is a key
condition to improve the systems internal efficiency. At the secondary level (lower and
upper), the use of resources in government schools is more efficient; the IEC is equal to
0.86, meaning that only 14 % of resources are wasted. At this level, dropout is low and the
repetition rate is 2.6 %. The share of repeaters has a direct impact on class sizes and the
number of teachers needed.

36

According to the TISSA Report findings, in a high scenario, if the government implements a
no repetition policy, the share of repeaters is expected to reach two % by 2025. In the case
of low scenario, it is assumed that efforts to reduce repetition will effectively halve it by
2025, to five %. Given resource constraints, it may be difficult for the government to provide
primary education to all children. A strategy to overcome this situation is to stimulate the
involvement of the private sector in the supply of primary education. The more private
teachers are recruited, the fewer government teachers will be required. Both the high and
low scenarios assume that the share of pupils enrolled in the private sector will increase
from 17 % to 20 % by 2025.
2.4

Determining the pupil-teacher ratio

The pupil teacher ratio is an indicator that determines the quantity of teachers available in
primary schools. At secondary level, the deployment is based on curriculum-based
establishment.
Primary
The Ministry of Education and Sport desirable target for the pupil-teacher ratio at primary
level is 45:1: An estimation of the teacher requirement was provided in the TTISA report
based on two scenarios: high scenario and low scenario. For the low scenario, based on the
current value of 57:1 in government schools, the PTR should reach 55:1 by 2025. In both
scenarios, the expected PTR for private schools was set at 30:1, mildly higher than the
current ratio of 26:1. The table below provides a summary of the projection of primary
teacher requirements by scenario and type of school ownership.
Table 5: Projected Number of Primary Teachers, by Scenario and School Ownership, 201025
Low Scenario
Government Private
Schools
Schools
2010
2015
2020
2025
2025/2010
Ratio

Total

High Scenario
Government Private
Schools
Schools

Total

126,448
151,392
181,220
216,580

57,827
69,288
83,001
99,266

184,275
220,680
264,220
315,846

126,448
160,453
204,895
263,186

57,827
69,075
82,586
98,695

184,275
229,528
287,481
361,880

1.7

1.7

1.7

2.1

1.7

2.0

18,752

16,366

6,105

22,471

Average Annual
New
12,596
6,156
Recruitments
Source: TTISA Report, MoES (2013)

The projections show that the size of the teaching force will have to increase significantly
between 2010 and 2025. If the education system evolves following past trends (low
37

scenario), the number of teachers will increase by a factor of 1.7 (from 184,275 to 315,846
teachers). If Universal Primary Education and Universal Secondary Education and Universal
Post Primary Education and Training policies are achieved by 2025 (high scenario), the total
number of teachers will have to double (from 184,275 to 361,880 teachers). In terms of new
recruitments, these scenarios imply average annual recruits of government teachers of
12,596 (low scenario) and 16,366 (high scenario). Both scenarios suggest that private
schools will have to recruit about 6,150 new teachers per year.

O Level (Lower Secondary)

At secondary level, estimation of teachers depends on the teachers' average workload. The
teachers average workload refers to the number of hours of class teachers effectively give
per week. Although this is supposed to be 16 hours for lower secondary, real workloads can
be more or less depending on the characteristics of the school where teachers are posted,
such as the availability of the adequate number of teachers for a given subject, the number
of streams, the type of subjects offered, etc. On the basis of EMIS data for the number of
teachers and streams in lower secondary and the supposed number of hours of class per
stream, it was computed that in 2010, lower secondary teachers effectively taught 12 hours
on average.5 The target for both scenarios was therefore set at 16 hours of teaching per
week by 2025, assuming Ministry of Education and Sport will analyze the situation and take
measures to progressively bring effective teaching hours into line with the set target.
Table 6: Projected Number of Lower Secondary Teachers, by Scenario and School
Ownership, 2010-25
Low Scenario
High Scenario
Government Private
Government Private
Total
Total
Schools
Schools
Schools
Schools
2010
2015
2020
2025
2025/2010
Ratio

23,114
31,462
44,319
60,869

44,054
58,120
79,233
105,191

67,168
89,582
123,552
166,060

23,114
41,054
74,000
128,921

44,054
60,702
84,179
111,399

67,168
101,756
158,178
240,321

2.6

2.4

2.5

5.6

2.5

3.6

Average Annual
New
4,396
7,815
12,211
9,981
8,415
18,397
Recruitments
Source: TISSA Reports authors computations based on UBOS and EMIS data and the
hypotheses made in Table 6.
Projections show that the size of the teaching force will have to increase significantly
between 2010 and 2025. Following past trends (low scenario), 2.5 times as many teachers
5

The number of hours of class per stream is computed as 10 periods of 40 minutes per day, or 33.3 hours per
week, on average.

38

will be needed (an increase from 67,168 to 166,060 teachers). Should UPE and USE/UPPET
goals be achieved by 2025 (high scenario), the number of teachers will have to increase by a
factor of 3.6 (from 67,168 to 240,321 teachers). This represents an annual average of 4,396
new recruitments per year according to the low scenario, or 9,981 according to the high
scenario. Projections suggest that private schools will have to recruit between 7,815 and
8,415 new teachers per year.
A-Level (Upper Secondary)
The projection of teacher needs for upper secondary is conducted according to the same
approach as the projection for lower secondary. The values are computed based on the key
indicators and the assumptions in terms of teacher workload and pupils per stream in the
government schools. These assumptions are reflected in the projection of upper secondary
teacher needs in the Table below. Projections again show that the size of the teaching force
will have to increase significantly between 2010 and 2025. According to the low scenario the
number of teachers will almost double (from 13,870 to 27,519 teachers). The high scenario
indicates that the number of teachers will have to increase by a factor of 2.6 (from 13,870 to
35,686 teachers). This represents an average of 733 new recruits per year according to the
low scenario or 974 new recruits per year according to the high scenario, in government
schools. Projections suggest that private schools will have to recruit between 455 (low
scenario) and 807 (high scenario) new teachers per year.
Table 7: Projected Number of Upper Secondary Teachers, by Scenario and School
Ownership, 2010-25
Low Scenario
High Scenario
Government Private
Government Private
Total
Total
Schools
Schools
Schools
Schools
2010
2015
2020
2025
2025/2010
Ratio

2,857
4,563
6,661
9,687

11,014
13,227
15,185
17,832

13,870
17,790
21,846
27,519

2,857
5,085
8,075
12,562

11,014
14,739
18,408
23,125

13,870
19,824
26,483
35,686

3.4

1.6

2.0

4.4

2.1

2.6

Average Annual
New
733
455
1,187
974
807
1,781
Recruitments
Source: TISSA Reports authors computations based on UBOS and EMIS data and the
hypotheses made in Table 7.

39

SECTION 3: TEACHER WORKFORCE MANAGEMENT: RECRUITMENT, DEPLOYMENT,

ABSENTEEISM AND ATTRITION
Teacher management is of crucial importance, especially in a teacher shortage context as
that prevailing in many sub-Saharan African countries. The shortage of teachers combined
with poor management can worsen teaching conditions considerably.
3.1

Management of Teacher Stocks: Recruitment

This section concentrates on teacher recruitment procedures that must naturally be put into
perspective with the projections on the required number of teachers contained in Section 2.
The teacher education programs in Uganda are structured into three levels: the primary,
secondary and tertiary levels. Teachers are trained under two main categories: the preservice and in-service categories the pre-service training is offered to students who have
successfully attained the Uganda Certificate of Education.
For Primary level teachers, the minimum entry requirement is Ordinary Level (O level) with
pass in 6 subjects including mathematics, English and at least two sciences. Applicants can
join only within 2 years of taking their O Level. Initial primary school teacher training takes
place in Primary Teachers Colleges (PTCs) for a period of two years. At completion of two
years, teachers are awarded Grade III teaching certificates to teach in any primary school in
the Uganda. The pre-service teacher education in PTCs consists of two years of training in
content and pedagogy, with three school practice periods of 8 weeks each. Government
provides grant on the basis of student enrollment to each college to cover the running
expenses of the pre-service program. On the other hand, in-service program follows four
years. Student teachers attend college during school holidays, take school practice twice,
and should meet their own tuition fees.
A common curriculum is followed across the colleges, designed by Kyambogo University,
which has the mandate for primary teacher education. The curriculum consists of
Professional Studies, Mathematics, Language, Science, Social Studies and Cultural
Studies. Student teachers are trained to teach all subjects on the primary school
curriculum. Kyambogo University also trains tutors and administers PTC
examinations. Promotional examinations are done at the end of the first year, which
determine student teachers progress to second year. Qualified students graduate with a
Grade III Teacher Certificate, which is the basic requirement for a primary teaching
post. The newly qualified teachers should be able to teach English, Mathematics, Science,
Performing Arts, Production Skills and Art & Craft at any level in primary schools. This
approach differs from the practice in schools - teachers are deployed to teach specific
subjects and class levels depending on a schools needs and the perceived ability of the
teacher.
For secondary level, teachers are trained at National Teachers Colleges (NTCs) and
Universities for 2 to 3 years. These NTCs and Universities are both private and public.
Secondary school teachers graduating from these institutions are awarded Diplomas or
Bachelors degree. The training period at NTCs and Universities ranges for a period of one to
three years. Secondary school teachers are awarded Diplomas or Postgraduate Diplomas in
Education, or Bachelors of Arts/Science/Vocational studies with Education degree or
40

Bachelors of Education degree (B.Ed.). Bachelors of Education degree (B.Ed.) are mainly an
in-service program. Of recent, the African Virtual University (AVU) jointly with the African
Development Bank (ADB) has funded the ICT supported distance teacher education program
for in-service student teachers at public universities in Uganda. Being a Virtual institution,
AVU is not meant to have physical infrastructure in form of a campus or faculty of its own in
Uganda; instead utilizes facilities, programs and courses offered by other member
universities. AVU has set up a satellite station at KyU for on-line communication. AVU
intends to use SMS (text messaging) as one-way students can get tutor support for their
online programs. On-line modules have been accomplished and can be accessed from OER
@AVU [Open Education Resources @ AVU.
For purposes of quality assurance the National Council for Higher Education (NCHE) is
mandated to regulate teacher training institutions and guide the establishment of learning
as well as ensure that quality and relevant education is delivered.
3.2. Management of Stocks: Deployment/Geographical distribution of teachers
The geographical distribution of teachers to schools is often a management problem that is
particularly critical when there is a shortage of teachers. As payroll costs account for a
substantial proportion of the education budget, the way in which teachers are assigned can
influence the fairness of the allocation of public resources.
The mandate of teachers appointment is given to the education service commission
Uganda. The modernity for teachers appointment in Education Service Commission Uganda
varies according to the nature of institution. At primary level it is the District Education
Committee that advertises and invites teachers for interviews to fill the available vacancies.
Candidates who pass the interviews are then shortlisted and appointed to serve in
government primary schools. For private schools, vacancies are identified by the school
administration after taking note of a class without a teacher, or by experiencing a high
pupils-teacher ratio in a school.
Teacher deployment by government in Uganda faces challenges in rural areas where
accessibility has been very hard. To a great extent, the terrain dictates and limits the use of
modern transport to reach some schools, especially the rural schools. Consequently, it is
hard to attract teachers to serve in rural areas, as the conditions are unfavorable. The young
teachers, even those originating from those rural areas, want to escape the remoteness as
soon as they can. In 2001, government of Uganda introduced a hardship allowance of 20%
of salary increment for such hard-to-reach areas.

3.3

Management of Stocks: Teacher Attrition and Absenteeism

Teacher attrition refers to the loss of individuals from the profession. The teacher attrition
rate in Uganda is estimated at about four % in primary and at about five % in secondary

41

schools. This level is in line with the African average.6 The main cause of teacher attrition,
are: retirement, death, prolonged illness, and transfers to non-teaching posts, dismissal and
resignation.
Teacher absenteeism refers to a case where a teacher is supposed to report, to be in class,
yet he has not. When that teacher is repeatedly absent, learner performance is significantly
impacted in a negative way. Learners attending school in low socioeconomic areas
experience more teacher absences. Some teachers tend to be absent more often from lowsocioeconomic and rural schools. Such schools have least monitored usage of leave, hence
affecting the absence behavior of teachers, leading to more leave usage. Teacher
absenteeism is therefore a crucial issue that education stakeholders must tackle. According
to an evaluation by the Southern and Eastern Africa Consortium for Monitoring Educational
Quality (SACMEQ, 2007) of Grade 6 students achievement conducted in Uganda in 2007
and has targeted 235 government schools all around the country, head teachers revealed
that a significant number of teachers were absent without authorization.

Teacher attrition is two percent in Eritrea, three percent in The Gambia, Kenya and Zanzibar, five
percent in Zambia and Malawi, and six percent in South Africa, for instance (UNESCO/BREDA,
2009).
42

SECTION 4: TEACHER TRAINING: OVERVIEW OF TEACHER-TRAINING ISSUES

4.1

Initial Teacher Training

The analysis of teacher training consists of three components. The first concentrates on the
education systems initial teacher-training capacities. The goal here is to compare existing
admission capacities with the systems needs identified in Section 2. This will make it
possible to pinpoint any gaps between those needs and the systems capacities and thus
foresee difficulties. The second component is more qualitative and takes several criteria into
account in order to highlight the characteristics of available training (method used to select
future teachers, proportion of professional practice during training, evaluation procedures,
etc.). Lastly, the third component is designed to analyze the effectiveness of the training
provided. In this section, a general description of the way in which initial training operates in
the country is presented. This section also presents how training is organized and which
institutions are responsible for initial training.
4.1.1 Initial teacher-training capacities

Pre-service training covers all basic teacher training courses for all levels of education. The
Mulago Health Tutors Colleges programmes fall under Makerere University. Teachers and
Instructors Education and Training under the Ministry of Education and Sport also offer
some health-related programmes. There are 93 ECD Teacher Institutes that train teachers
for pre-primary schools and all of them are privately owned. There are 52 PTCs (with 7 being
private) training primary school teachers and 6 National Teacher Colleges (NTCs) (with 1
being private) that train secondary school teachers. There are 4 instructor training colleges
that provide BTVET teacher training and they are: Kyambogo University, Abilonino
Instructors College, Nakawa Vocational Training Institute and a private institution Kampala
Institute of Technical Teacher Education. Mulago Health Tutor College trains tutors for
health training schools such as nursing schools and schools for medical laboratory
technicians. The university institutions also train graduates for upper secondary school
teacher posts. Various policies and guidelines provide a clear framework of the available
programmes. Kyambogo University plays a central role in this respect, handling PTC, NTC
and some technical ICTs programmes entry requirements, admissions, registration, content
and certification processes. Some colleges and universities also develop their own courses.
The total Grade III intake capacity of PTCs in 2012 was about 19,150 students. According to
the TISSA report, it is estimated that approximately 8,800 graduated over the period 2010 to
2012. This output is slightly below current new primary teacher needs in government
schools, which reached 9,887 in 2011. This entails a capacity shortfall of 1,120 teachers, or
11 %. In 2010 to 2012, NTCs hosted 4,900 DES trainees on average per year, of which an
estimated 2,350 graduated. Universities produce an estimated 12,000 teacher diploma and
degree graduates (Teacher Report, 2007). This global output of 14,000 is well above the
number of public secondary teachers needed in 2011, estimated at between 3,000 (low
scenario) and just over 4,000 (high scenario). At present, Uganda is training secondary
teachers in excess. In BTVET, the estimated annual number of trainees graduating is 390,
well above current new instructor needs, according to both low (205) and high (295)

scenarios. However, this figure does not fully indicate if instructors have the required
certification and subject.
4.1.2 Characteristics of initial training

Admission procedures and criteria

The minimum entry requirements to the teaching profession are set by:
Kyambogo University (KyU), for primary and national teacher colleges (PTCs and NTCs)
and instructor training colleges (ITCs); and
Makerere University for Health Tutor College (HTC) students.
Student selection is conducted by a joint admissions board (formed by Ministry of Education
and Sport, KyU (chair) and all tertiary institutions). Students are ranked and on merit they
are offered a scholarship. The government provides full sponsorship for the initial training of
primary school teachers who train in public institutions. The government sponsors less than
80 % of pre-service trainees in NTCs; the share is believed to be lower in universities.
However, those not selected for sponsorship are also offered with training if the capacity of
the institutions could accommodate them.
Table 8: Structure of Teacher Preparation in Uganda
Level
Primary

Training
Institution
PTCs

NTC

Lower
Secondary

NTCs

BTVET

Instructor
Colleges
Health Tutor
college
Universities

Tertiary

Admission
Course
requirement duration
S.4 & S6 2
leavers
years(pre
-service
3
years(inservice
Grade III
3
years(inservice)
S6 leavers
2 years

Award
Grade
Certificate

Teaching
Posting
III Primary schools

Advanced
Craft
Diploma

2 years

Diploma
primary
education

Diploma
secondary
education
Diploma

3 years

Degree

Grade V, &
S6 leavers
Graduates

2-3 years

Degree
Degree
PGDE

1 year

Primary schools

,
Secondary
schools
BTVET
institutions
Health Training
Institutions
Primary schools,
Secondary
schools,
PTCs,
NTCs,
BTVET
institutions&
Universities

Source: TIET, MoES

44

Delivery of teacher training

The curriculum of the PTC Grade III programme is the national curriculum designed by
Kyambogo University and used by all colleges. It aims to provide teacher trainees with the
required skills to perform as teachers for all primary grades. The certificate is given upon
successful completion of a two-year pre-service training course, or after three years inservice training by licensed teachers. Teaching and learning methods further impact on the
delivery of the curriculum. Due to the lack of teaching staff, PTCs tend to rely on
participatory teaching methods in addition to formal teaching to cover the curriculum, such
as project work, resource persons and small group discussions and tutorials. However, as
shown in the 2006 baseline study (add source), teaching in PTCs remained lecture-centered
and learning by memorization was primarily encouraged. In some cases, poor content
mastery by tutors meant they were unable to properly teach their subject (MoES, 2007).
Although some extra-curricular activities are also carried out, they remain limited due to a
lack of funding.
School practice is part of the curriculum and is organized into two parts:
A child study in Year 1: Trainees choose one or two pupils that they follow to become
acquainted with the pupils home backgrounds, behavior, learning interests and
challenges. Child study lasts for three weeks and is conducted under the supervision
of tutors and school teachers. Trainees compile a report, which is submitted to their
college and taken into account for graduation. Child studies are intended to provide
some initial understanding of childrens behavior;
Two school practices in Year 2: Trainees are expected to practice classroom teaching
and other routine activities (preparing schemes, instructional material and teaching
files), during two six-week stints (a semi-final practice at the beginning of the year
and a final school practice at the end of the year). In both cases, trainees are
assessed by their tutors and their performance is taken into account in their final
grade. The assessment of trainees progress is ensured through a variety of forms,
including continuous assessment, regular tests, group assignments and project work,
and end-of-term exams for all subjects.
Qualification Attained after Initial Training
The following are the qualifications for the various teacher training programmes in Uganda:
Pre-primary teachers should have attained at least a Certificate in Community Child
Care, granted after a twelve-week course, open to all. Alternatives are the Certificate
in Child Care and the ECD Teachers Certificate. More stringent entry requirements
apply for these: the former is obtained after one year of training and requires
holding the Primary Leaving Examination (PLE); the latter involves two years of
training with O Level as a prerequisite.
Primary teachers should have attained at least a Grade III Certificate obtained after
two years of training. Entry to this PTC programme requires the successful
completion of the Uganda Certificate of Education (UCE) examination, or O Levels.
Minimum entry requirements are six passes including English, math and any subjects
45

(agriculture, biology and physics/chemistry). Students may apply to PTCs up to three

years after obtaining their UCE; a measure that enables those who fail A Levels to
apply. Other awards include the Diploma in Education - Primary (Grade V Primary
Certificate) that is obtained after one year of in-service training, for holders of the
Grade III or Grade II Certificate.7
O Level (lower secondary) teachers should have attained at least a Diploma in
Education - Secondary (also known as Grade V Secondary Certificate) obtained after
two years of training. Teachers specialize to teach arts, science or vocational
subjects. Minimum entry requirements are usually two principal passes at A Level in
the subjects to be taught. In addition, applicants are required to have passed English
and mathematics at O Level. Due to a shortage of mathematics and science trainees,
one principal pass in a relevant subject and two subsidiary passes are accepted for
these streams.
A Level (upper secondary) teachers should have attained a bachelor degree in
Education (BA/Ed, BSc/Ed or BVoc/Ed), or a bachelor degree and a postgraduate
diploma in education.
Special needs education teachers should hold the Grade III Certificate and follow
specific training for three years.
BTVET Instructors should hold a Certificate in Technical Teacher Education (CTTE) or a
Certificate in Vocational Training Instruction, a one-year course for O Level or Craft II
Certificate holders or a university degree, in three years; or a Diploma in Technical
Teacher Education (DTTE) or Vocational Training Instruction, obtained after two
years of study.
Health tutor instructors must hold either a Health Tutor Diploma or Bachelor of
Medical Education, or Health Tutor Education, that respectively entail two and three
years of study, with varying academic/professional requirements. Shorter training
programmes are also available, training tutors at postgraduate diploma (a one-year
programme) and certificate level (a three-month course).
Use of ICTs in initial teacher training
ICT is not a criterion for initial teacher-training admission in all the teacher training
institutions. However, there is demand for ICTs to be integrated into the normal education
and learning process. With the introduction of Universal Primary Education, there has been
greater demand on teachers and the quality of primary education has increased. In order to
address the need for quality primary education and the provision of additional resources for
Ugandan primary teachers, the Connectivity for Educator Development (Connect-ED)
project was initiated in May 20008. Phase I of the Connectivity for Educator Development
Project (Connect Ed) set up computer centers and Internet points at Kyambogo University
7
8

The Grade II Certificate is no longer offered, and Grade II teachers are now considered to be undertrained.
http://www.ist-africa.org/home/default.asp?page=doc-by-id&docid=2879

46

(KyU) and at eight primary teachers' colleges (PTCs). It provided computer literacy and
materials development training for teacher educators, and began to re-purpose the printbased national PTC curriculum into an interactive, accessible online version. Connect-ED
Phase II builds on the infrastructure established in Phase I but with closer collaboration with
the Ministry of Education and Sports and KyU. The focus is on sustainability and long-term
ICT strategies for KyU and the PTCs and on continuing to provide computer training and
completing the digitization and enhancement of the national PTC curriculum. The ConnectED project is currently supported by the United States Agency for International
Development (USAID) in close cooperation with Uganda's Ministry of Education and Sports
and within the framework of the United States of America Education for Development and
Democracy Initiative (EDDI). Initial partners included Computer Frontiers (for Internet
connectivity), World Links (for Development for training in the colleges), Schools Online (for
equipment procurement), and Academy for Educational Development (for the projects at
ITEK) Connect-ED is using technology to enable and enhance learning and teaching for
primary educators through the creation of multifaceted approaches to integrating media
and computers in the Primary Teacher Colleges (PTC) classrooms. Connect-ED accomplished
this by setting up Education Technology Centers thereby increasing access, availability, and
provision of relevant and quality learning materials and support for teacher professional
development. Connect-ED is a non-governmental organization that is providing connectivity
to 8 core PTC's: Shimoni PTC; Mukuju PTC; Gulu PTC; Bushenyi PTC; Ndegeya PTC; Kibuli
PTC; Soroti PTC and Boroboro PTC. The project was funded in phase 1by USAID. Phase II of
the project is supported by International Education Systems, a division of Education
Development Center, an international, non-profit organization.
Investigations have been done on the relationship between ICT policy and professional
practice in Ugandan teacher education. Though ICT may have the transformative potential
to radically improve the quality of education in Uganda, success of such ICT initiatives will
largely depend on the extent to which the local conditions are favorable. Despite the
enthusiasm for access to digital in PTC, it was found that Internet connectivity is unavailable
or prohibitively expensive; their training was inadequate; power outages were frequent; and
material on the Internet was not always relevant. However, where possible, the participants
made use of the Internet for both professional and personal purposes, particularly with
regard to preparing teaching notes, keeping past paper questions, and sending and
receiving emails9.
Programme for the training of trainers
The Ministry of Education and Sports has a framework for master trainers in BTVET areas.
The first master trainers were trained from Japan in 2009 targeting instructors for BTIVET
institutions. Trainers from Japan were trained?
Evaluation of professional knowledge and achievements
There are no specific evaluation schemes in place to assess the effectiveness of in-service
teacher training. At the institutions level, the assessment is conducted, through continuous
9

ICT policy should address peoples use of digital technology across diverse sites, and that innovations such as
the eGranary portable digital library might be particularly useful in poorly resourced educational institutions.
Implementer to be noted

47

assessment tests (CAT) and a common examination set at the end of all available training
courses.
4.1.3 Effectiveness of initial teacher training institutes

Various studies have highlighted the poor quality of teaching and learning in primary
schools, including the National Assessment of Progress in Education (NAPE). A TISSA study of
20xx reveals that the PTC heads reported that the curriculum is not always fully covered due
to activity overload, lack of required teaching staff and tutor absenteeism. In addition,
students poor foundations in some subjects such as science and mathematics and the
absence of a reading culture, further alter the smooth running of the prescribed
programme. Inadequate teaching and learning materials was also noted as a constraint
attributed to limited funding from the government. The low morale among teaching staff
and poor attitude contributes further to poor implementation of the PTC curriculum.
The total number of candidates and pass rates for teacher trainees who sat Grade III
Certificate for the years 2006 to 2011 is presented in the table below. The proportion of
candidates who get a credit and above has improved from 41.5 % in 2006 to 88.8 % in 2011.
The pass rate shows no stable trend, generally ranging from 70 % to 85 %. However, the
number of those obtaining a distinction has remained minimal and at 1% in 2011.
Table 9: Grade III Certificate Examination Results, 2006-11

Number of Candidates
Share of Female
Number who Passed
Number who Failed (1)

2006
9,411

7,860
1,551

2007
10,947

7,805
3,142

Pass Rates
Overall
83.5%
71.3%
Pass with Distinction
0.0%
0.0%
Pass with Credit
41.5%
55.9%
Pass
42.0%
15.4%
Fail
16.5%
28.7%
Source: TIET/MoES reports, various years.
Note: (1) Includes the ungraded.

4.2

2008
11,063

7,461
3,602

2009a
11,658

8,768
2,890

2009b
9,172
48.7%
6,793
2,379

2010
11,193
49.0%
8,976
2,217

2011
9,167
52.0%
8,562
605

67.4%
0.0%
54.2%
13.3%
32.6%

75.2%
0.2%
65.3%
9.8%
24.8%

74.1%
0.0%
59.6%
14.4%
25.9%

80.2%
0.2%
73.7%
6.2%
19.8%

93.4%
1.0%
88.8%
3.6%
6.6%

In-Service Teacher Training

In-service training is not only provided for untrained teachers, but is also integral to the
overall management of teacher quality. These 2 categories of in-service training must be
taken into account. The training of untrained teachers must, therefore, be distinguished
from conventional in-service training. The systems capacity to train wholly untrained
teachers may thus be assessed separately from its capacity to provide in-service training to
trained teachers.
48

4.2.1 In-service teacher-training system capacities

Uganda has no management tool that provides relatively accurate information on the
training needs of serving teachers. It is also difficult to determine the level of ICT
competencies. The EMIS data from the Ministry of Education and Sport does indicate the
number of untrained serving teachers in both public and private schools. According the
TISSA reports, there are no records easily available to determine the number of teachers
who have undergone in-service training.
Selection of teachers for in-service training:
The opportunities for in-service training at Kyambogo University are put on advert in the
newspapers. However, there is no adequate publicity on available in-service training and
therefore not all teachers could be aware of in-service training across the country. For one
to be eligible, they have to do entry exams and also be qualified teachers, practicing
teachers, tutors or instructors. The criteria for admission therefore depend on: entry
exams, experience, grade of certificate, and area of specialization, numbers and capacities.
The following in-service training programmes are offered at Kyambogo University
and also the NTCs which are affiliated to Kyambogo University Master Degree in
Educational Planning and Management (EPM);
Master Degree in Vocational Pedagogy (MVP);
Post - Graduate Diploma in Education (PGDE-Secondary);
Post Graduate Diploma in Teacher Education (PGDTE);
Bachelor of Education Degree (B.ED);
Bachelor of Teacher Education (BTE);
Bachelor of Teacher Technical Education (BTTE);
Diploma in Teacher Education (DTE);
Diploma in Teacher Technical Education (DTTE).
Certificate courses include the:
Associate Certificate in Teacher Education (ATE);
Certificates in Principles of Management;
Nursery Teaching;
Financial Management, Human;
Resource Management;
Project Planning & Management.

INSET Distance / Open Learning Programmes include:

Bachelor of Education (B.Ed. Science Bias) in connection with the African Virtual
University and Open Learning Distance Education Learning (ODEL) Centre;
Diploma in Primary Education External -DEPE (10 Centers);
Diploma in Special Needs Education - DSNE (six Centers);
Diploma in Education (Primary) - DEP conducted by National Teachers Colleges
(NTCs) under the supervision of Kyambogo University
49

There are also plans to introduce another in-service course at Nakawa VTI and
Kyambogo University on Diploma in Instructor and Technical Teacher Education.
Kyambogo University has In- Service Education for Teachers - (INSET) Programmes
those trainees teachers to become TOTs for in-service courses to practicing
teachers. There are a total of 19 different programmes (15 on a full-time basis and
the remaining 4 through Distance/Open Learning) for in-service teachers to upgrade.
Delivery of in-service training:
The duration for in-service training for Grade III Certificate teachers is 3 years; diploma in
education primary is 3 years and offered in distance learning. The Bachelor of Teacher
Education is also an in-service for 2 years full time while the Bachelor of Education (ODeL) is
a three year programme. The content of the programmes is on professional studies. There is
a minimum ICT application in all the in-service programmes except for the ODeL that is
offered through African Virtual University. Most of the institutions do not have adequate
educational infrastructure, facilities and resources required for the provision of such
training. The main providers of conventional in-service training (for professionally trained
teachers) are Kyambogo University and NTCs.
Content of training programmes:
The in-service training needs and curriculum are determined, and the programme
developed through needs assessment, situation analysis and stakeholders. Most of the inservice courses are targeted to improve various skills including: pedagogical skills,
supervision skills and evaluation skills. The delivery strategies vary from course to course
that include: traditional methods, peer learning, coaching, mentoring and ICTs (content,
training period, classroom or distance, etc.). The focus of in-service training programmes
that are provided as at March 2014 is on the following skills:

Empowerment: Skilling
Upgrading for higher qualifications
Attitude development
Knowledge content mastery
Management,
Pedagogical and
Life skills and
Values.

4.2.2 Effectiveness of in-service teacher training

As there are several types of in-service teacher training in most countries, and a variety of
providers in some cases, each type of in-service training must be taken into account in the
analysis. To meet the requirements of this analysis, consideration will be given only to
government institutionalized in-service training or the national in-service training system, if
it exists as such.

50

The in-service training at primary school level is implemented through the framework of
Teacher Development Management System (TDMS). The framework is coordinated from the
national level to the district and school management structures. At the district level, the
Centre Coordinating Tutors (CCT) are responsible for the day-to-day supervision of teaching
in schools. However, there is no policy in place to harmonize the various in-service training
schemes in Uganda. The system that is in place for in-service training is fragmented and
lacks systematic approaches to link it to career development. The practice is that teachers
take upgrade courses to meet their own interest rather than being determined as part of
the national education needs. The in-service training courses financed and implemented by
international partners, civil society and other bodies are managed by the same
organizations using the existing structure in the Ministry of Education and Sport. Nearly all
the existing in-service training programmes do not integrate ICT application in the teaching
and learning.
The impact of teacher training on the quality of pupils learning achievements has been
assessed through National Assessment of Progress in Education and other initiatives.
Kyambogo University and National Teachers Colleges have the mandate for evaluation of inservice training and professional development of teachers in Uganda. Also, there is a
national teacher appraisal and evaluation framework. However, there are no specific
evaluation schemes in place to assess the effectiveness of in-service teacher training. At the
institutions level, the assessments are conducted, through continuous assessment tests
(CAT) and a common examination set at the end of all available training courses. The impact
of training is assessed also through monitoring and support supervision.
Costs of in-service training:
The existing in-service training programmes/courses are financed through government
grants and fees from the self-sponsored/private students. The majority of the in-service
training is the self-sponsored students. There is no reliable evidence to determine the costs
and efficiency associated with the training provided. However, the costs of the training are
mainly for: development of modules; salary/allowances; basic instructional materials;
maintenance expenses and accommodation. When comparing the costs of in-service
training costs and initial training, it all depends on the nature of the provider, course
content and duration.

51

SECTION 5: TEACHER MANAGEMENT: STATUS, PAY AND CAREER DEVELOPMENT

The status of the teaching profession and quality of the teaching force largely depends on
remuneration and career development, which in turn affect the profile of new teachers,
their motivation before recruitment, natural attrition and the social context. Consideration
must be given to the budgetary implications of choices made in respect of teachers
remuneration levels, status and career development and their effects on achievement of
universal primary education.
5.1

Teachers professional status

Government teachers career development prospects are defined by the Education Service
Commission scheme of service, which provides a general comprehensive framework for the
professional progression and development of teaching personnel. The scheme describes
minimum entry requirements at every level; training, requirements, career paths, job
descriptions, and required skills, qualities, work experience; and age where necessary. For
teaching staff, the scheme provides clear information on the requirements to upgrade
within the profession. Teachers can benefit from various promotional avenues within the
education sector:
Gradual promotional ladders have been adopted ;
Transfer from teaching to administrative positions at the district or central levels.
According to the scheme of service, teachers are expected to develop their careers through
various mechanisms, including upgrading their qualifications, undertaking refresher courses,
conducting research, attending workshops and seminars, etc. For certain top positions,
research in relevant fields and the development of a demonstrable workable project may be
required. To date, continuous professional development has not been institutionalized,
being based solely on each individuals initiative to use available in-service training
programmes, including distance-based learning or evening classes.
The current career structure provides few upward mobility or salary increase options, other
than through promotion to managerial posts, thus limiting effective opportunities for real
career progress and evolution. Career structures are relatively flat, at both the primary and
secondary/post primary levels. For the majority of teachers, pay progression to the top of
the scale is automatic, but once reached, the only avenues for further promotion are
managerial vacancies or improving their academic qualifications. Even among teaching
positions, opportunities for promotion are few, and managerial positions are not a realistic
hope for most teachers.
Annual raises are one step on the salary segment, within the limit of the maximum salary on
the scale for the post. Officers on probation are not paid salary increments until their
appointment is confirmed and they are added to the payroll, which may take longer than
the planned four weeks. Upon promotion, officers receive the minimum starting salary for
the post, being entitled to a raise on the anniversary date of their appointment. In-service
training last for 9 months or more and leading to a relevant qualification, and a pay rise of
one step, except for staff on fixed salaries or those having reached the top of the scale.

5.2

Remuneration, Incentives and Benefits

Wages do not only constitute a major component of motivation. Teachers with high passes
and have served for a period of over 5 years teaching experience stand better chances of
earning slightly higher. Teacher salary progression is analyzed using the pay structure,
issued and reviewed annually by the Ministry of Public Service. Teaching personnel, as other
civil servants, are included in the single-spine salary structure. All government teachers are
appointed according to the public service pay structure and paid by MoPS directly (primary
teacher salaries are budgeted for at the district level, whereas secondary and tertiary
teaching staff pay is budgeted for at the central level by Ministry of Education and Sport.
Salaries are fixed at annual rates and paid in 12 equal monthly installments into individual
bank accounts10. Gross wages are composed of basic pay (based on the pay structure grade
and step) and allowances; some deductions are made before obtaining net wages.
Allowances are almost non-existent, representing barely 5 % of gross wages. Since 1996/97,
all civil servants receive a consolidated pay package and no housing or medical allowances.
Accommodation for teachers is provided in relatively few schools, particularly boarding
schools.
Benefits consist mainly in retirement and medical benefits. All permanent teachers on the
payroll are entitled to retirement benefits. They consist in a monthly pension
commensurate with the teachers rank, salary and length of service, and a gratuity paid at
the beginning of retirement. Pensionable teachers may retire when they have fulfilled the
following:
They attain 60 years of age
They have served for a continuous pensionable period of at least twenty years;
They have medical conditions.
The government provides free medical and dental care for permanent teachers, their
spouses and children. Free medical care (including subsidized hospital treatment) and drugs
are made available through government health facilities. However, very few teachers are
aware of this benefit and drugs are often unavailable, meaning that this benefit is of limited
effective use.
The hardship allowance is targeted for staff working in hard-to-reach districts, defined as
areas that offer difficult living and working conditions, characterized by remoteness,
insecurity and poor infrastructure, to attract and retain public officers in these areas.
Provision for hardship is effective since the July 2010, with two components: a top-up
allowance of 30 % of the basic salary and the use of teacher accommodation where
available. Other types of compensation consist in extra-duty allowances, travel allowances,
compensation for injuries, death gratuities and burial expenses, which are mostly paid at
schools discretion. The comparative remuneration of teachers with similar qualifications in

10

(as noted in the 2007 Teacher Report, although the introduction of bank wire transfers has eased
the payment of teachers overall, it has also made it more difficult to suspend the payment of
teachers who fail to report for duty or to adjust payments following promotions or relocation)

53

government and private sector salaries differentials are shown in Table 11. The private
sector has a variation in salary offered that are not matched to government scale.
Table 10: Basic Salary Structure in Uganda shillings (1 $ = Ug . Sh. 1,750)
Qualification
Certificate(Grade III)
Certificate(Grade V Science
Certificate(Grade V Arts)
Graduate Science
Graduate Arts
Source: Ministry of Public Service

Public Schools Teachers

332,508
502,870
417,769
640,563
570,6060

54

SECTION 6: CONCLUSION AND RECOMMENDATIONS BY THE NATIONAL TEAM

6.1 Conclusion
The Government of Uganda has long attached paramount importance to education as the
main vehicle for nation building and development as stipulated in Vision 2040. As signatory
of MDG and EFA, the country is therefore committed to providing equitable provision of
quality education as enshrined in the Constitution and operationalized through the
countrys Education Sector Strategic Plan 2006-2015.
Over the last two decades primary and secondary schools have significantly expanded as a
result of continued implementation of Universal Primary Education and Universal Secondary
Education. Consequently, there has been significant demand for an increased number of
teachers as well as better infrastructure including housing in marginalized areas. While the
government has continued to put in place education reforms to increase access and
improve quality of education at all levels, due to limited budget for the education sector, it
has not been possible to fully respond to such increased demand, hence compromising on
the quality of education. The reality is that the population is growing at an exponential rate
of 3.3 percent a year with the majority of the population being below 15 years. This
demographic profile is putting and will continue to exert pressure on education provision. In
other words, the demand for qualified and competent teachers will continuously be on the
increase.
Despite challenges, the system to develop, manage and professionalize the teaching
personnel has received considerable and greater attention over the years, with particular
focus on teacher training as the main avenue for improving quality of teaching and learning.
The TTISSA Diagnostic Study and other analyses called for capacity development of the
education system on teacher development, management and professionalization t. The key
emerging issues are the need for a one-stop teacher policy, harmonized training
programmes and teacher competency profiles, all of which are addressed through UNESCO
CapEFA Programme. Complimentary to the findings of the TTISSA Report, the CFIT Needs
Assessment has enabled Ministry of Education and Sports to critically examine the status of
teacher training system holistically and to look into the issue of ICT integration and
application as a pedagogical tool. The most significant finding in this area is that while ICT
has been introduced to teacher education, the scope and outreach is very limited due to
insufficient resources, and competency requires major improvement through enhancement
of ICT infrastructure and e-learning curriculum and learning materials. Though the country
has a national ICT Policy and Draft ICT in Education Policy, the institutionalizing of ICT
integration in the education and training sectors is still a concern. ICT as a subject has been
introduced at secondary education teacher training institutions and is offered at some of
the universities. Several initiatives have been implemented in Uganda on ICT infrastructure
support in education with nearly all the PTCs being equipped with ICT facilities and
connectivity under the project Connect-ED project. However, on the ground the initiative
appears to have not included sustainability plan due to the high operational costs,
insufficient teaching and learning resources and lack of continuous training.
It is important that the country has accurate data on teacher requirement to ensure that
there is accurate information on the teacher demand and supply. In this respect UNESCO

has already initiated the development of a Teacher Management information system (TMIS)
under the CapEFA Project that is to address the need for data on teachers at teacher
training institutions on both pre-service and in-service training.
The UNESCO-Chinese FIT project is an intervention that is geared towards addressing the
quality of the teaching force, an issue that is central to EFA and the most important asset
and resource in any education system. To this end, fully aligned to UNESCOs Education and
Teacher Strategy, UNESCO joined hands with the Peoples Republic of China through a
Chinese Funds-in-Trust Project, in order to enhance the capacities of teacher education
institutions to prepare an adequate number of qualified teachers to achieve EFA in Africa.
The target of the project is to enhance the capacity of teacher training institutions (TTIs) by
improving the capacity of key TTIs to provide quality pre-service programmes so as to
increase the supply of qualified teachers particularly through ICT-supported distance
training programmes; by strengthening the capacity of key TTIs in supporting teachers
continuous professional development, particularly through blended learning modalities and
programmes; by enhancing the capacity of key TTIs to equip teacher trainers and teachers
with the competency of using ICT to improve the quality of teaching and learning; and by
supporting networks of TTIs for knowledge sharing among policy makers, institutional
leaders on effective strategies and practices.
On the basis of this needs assessment, the following areas of concern were identified that
could be addressed within the CFIT project:
High demand for qualified and competent teachers and teacher educators
Ugandas population is growing at an annual rate of 3.3%. The majority of the population is
younger than 15 years old. If this trend continues, there will be more than 20 million school
going age citizens by 2025. While the system is already constrained due to inadequate
resources and issues related to deployment, distribution and professionalization, there will
even be more, rather dramatic pressure on the need for qualified, competent teachers.
Thus the need to have competent educators whose job it is to equip aspiring and future
teachers with the knowledge and skills required through pre-service training and then to
continue to support them through in-service training.
Limited opportunities for, and fragmented approach to, development and
management of in-service training and its linkage with teacher development and
professionalization
While there is a relatively good system in place for pre-service training, that of in-service
training requires a major overhaul as it is not harmonized, standardized, needs-based nor
properly financed with government means. While there are various opportunities, they are
limited in scope, not necessarily linked to career development and often self-funded on the
part of the teachers.

56

 Limited ICT infrastructure

ICT has been progressively introduced in Uganda through development and implementation
of national policy frameworks. Its use is considered critical for education. However,
availability is very limited and confined to where there are donor-supported initiatives.
Where there is availability, sustainability of both equipment and capacity, is a major
concern.
Limited use of ICT in teacher education and insufficient training in use as a pedagogical
tool
As the Government expands provision of primary and secondary education, it looks for ways
and means through which to introduce innovation in teaching and learning. One of such
means is ICT integration. As ICT is progressively introduced as a subject in secondary
education, there is significant demand for the same in teacher education not only to
prepare aspiring and future teachers but also to train them on a continual basis. However,
the reality is that availability and content of ICT in pre-service training is limited to donorsupported initiative and sustainability is a major issue. As for in-service, various
programmes exist but content is not harmonized, standardized nor needs-based, thus how
useful and applicable training is, as a pedagogical tool cannot be ascertained.
Low competency of teacher educators and instructors in pedagogical use and
integration of ICT in blended teaching and learning in pre- and in-service training
The consequence of limited availability of ICT infrastructure and thus integration in teacher
education curriculum is that the capacity of teacher educators and instructors is rather
weak. Therefore, creating hubs of excellence by sub-sector may benefit teacher educators
at Kyambogo University and teacher trainers at Shimoni Core PTC and Nakawa VTI, so that
other TTIs can benefit from improved ICT infrastructure and competence at these key
institutions.
Lack of documentation and sharing of teacher resources and innovative teaching
practices
Despite limitations and challenges, good practices and innovative experiences do exist but
they are not documented nor shared. Therefore, a platform or forum of networking and
sharing should be promoted, not only to capture them from within the country but also
outside.

6.2 Recommendations
On the basis of the needs assessment, the following broad-based recommendations can be
drawn:

57

 Increase quantity of qualified and competent teachers in the use of ICT as a

pedagogical tool
Increase opportunities for in-service training and continuous professional
development
Harmonize policy, curriculum and training programmes and teacher competency
profiles standards
Promote e-learning through investment in ICT infrastructure and capacity
development of teacher educators and teachers in innovative pedagogical
approaches through creation of hubs of excellence for sub-sector-based teacher
training.
Promote a forum of networking and sharing of teacher resources and innovative
teaching practices and research
More specifically, this needs assessment report, points at the need to have a well-planned
and focused intervention on ICT in education that ensures sustainability of integrating ICT
into education. The priority area of intervention is to strengthen both pre-service and inservice teacher education programme at the Key Institutions so as to establish hubs of
excellence for their respective sub-sector teacher training programme. This requires
pronged intervention on capacity development of teacher educators and institutions. In
considering the scope of the project, the Ministry of Education and Sports Project Team,
UNATCOM and UNESCO conducted a joint needs assessment based on the desk review and
field visits to identify key thematic areas of action to strengthen the system at the national
level and in particular at key institutions of teacher training.
The basis of implementation of the CFIT project is presented in the model presented in
Figure 4 below:
Figure 4: Proposed CFIT Implementation Model

58

The following are therefore strongly recommended as priority interventions in the

implementation of the UNESCO-CFIT project:
6.3

CFIT Project Framework

Considering the CFIT project framework, the followings are recommended as priority
interventions under each of the three Components in Uganda:
Component A: Institutional capacity development (infrastructure)
Expected Result 1: ICT labs reinforced and effectively used to support teaching and learning
in the key TTIs
Activity 1.1: Design of specifications on prioritized ICT institutional lab requirements
Activity 1.2: Development of TTI-specific costed procurement and disposal plan
Activity 1.3: Equipping of ICT labs of the key TTIs
Activity 1.4: Development of ICT guidelines on management and sustainability
Activity 1.5: Sensitization of users on the ICT guidelines on management and sustainability
Activity 1.6: Development of monitoring and evaluation Tools

Component B: Institutional capacity development (human resources)

Expected Result 2: Competency of teacher educators improved in use of ICT as a
pedagogical tool for quality teaching and learning in the key TTIs
Activity 2.1: Adaptation and incorporation of UNESCO ICT teacher competency framework
into teacher education curriculum
Activity 2.2: Development/review of training modules for teacher educators proficiency in
use of active teaching and learning method in literacy, numeracy, science assessment,
research methodology, and ICT as a pedagogical tool
Activity 2.3: Organization of an in-service training course for teacher educators in use of ICT
as a pedagogical tool, assessment and certification

Component C: Networking and partnerships to support school-based continuous

professional development
Expected Result 3: Effective use of ICT in networking and partnership among the key TTIs
and other for enhanced school-based teachers continuous professional development
Activity 3.1. Development of a Learning Management System (LMS) and a portal for teacher
educators in the key TTIs
Activity 3.2. Training of teacher educators in the use and maintenance of LMS and portal
Activity 3.3: Utilization of LMS and portal to share best practices and experiences to
enhance school-based continuous professional development.

59

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60

ANNEXE
Annex A: Overview of situational analysis and needs assessment in the key institutions
A1. Kyambogo University
KyU is the second largest Government University in Uganda. It was established in 2003, after
a merger of three different institutions namely a Teacher Education institution, a Technical
institution and a National Institute for Teachers who handle learners with disabilities, with a
mission to advance and promote knowledge and skills in Science Technology, Education and
other fields. With this background KyU offers programmes in Teacher Education,
Engineering, Pure Sciences, Social Sciences, Creative Art, Performing Arts, Environmental
Science, Business studies and Special Needs Education. The programmes range between
Masters Degrees, Bachelors degrees and Diplomas for Day Evening and Distance Learning
students. There are also Certificate programmes conducted in the evenings only, designed
to meet specific needs in the areas of Kindergarten Teacher Education, Financial
management, Human Resource Management, Institutional Management, Teacher Technical
Education, Guidance and Counselling, Project Planning and Management. With the teaching
staff of over 380, the University primarily prepares and trains secondary school teachers and
also offers degree and in-service training for primary school teachers.
Teacher Training Curriculum:
In regards to the primary teachers training curriculum, it was noted that there has been a
policy shift in the number of subjects taught in pre-service education from 6 subjects to 13
subjects. However, the implementation did not consider the staffing levels and therefore
the institution is facing serious shortages of teaching personnel. This then requires that the
staff establishment ceiling be revised to allow the university recruits additional staff.
Integrated Production Skills
At the same time, it is expected that the staff meet the requirements of Integrated
Production skills. The institution experiences challenges in staff and have not acquired the
necessary integrated production skills for effective teaching. The outcome is that the
students do attain gain from the prerequisite skills for teaching. It was also noted that ICT
application is missing from the syllabus and preparation in the training for PTC teachers. The
PTC curriculum requires good ICT labs but integration is not adequate and in the current
arrangement ICT is not seen as a requirement in the pedagogy. According to the
deliberations it will take long to infuse ICT in the PTC curriculum, as the ICT application is not
part of the content. The University has a policy for mandatory ICT training for the staff but
it is not enforced. There is missing link between policy and practice. The students are not
trained on ICT. Most programmes are not integrating ICT in the pedagogical skills. It was
noted that if there were ICT technological champions, then it would raise the level of
awareness and improve competencies in the use of ICT especially in the faculty of
education.

61

Financing Policy
Lack of funding or restricted funding at institutional level makes it difficult to have prudent
priorities, in particular essential skills and infrastructure. In the primary connect institutions
have clear-cut vote. However, in KyU, in spite of its autonomous status, the weak
management has led to deterioration in support to existing teaching requirements.
Procurement procedures (PPA Act):
It was noted that much as the procurement procedures are guidelines adopted for
Government procurement, the actual costs of goods and services provided cost
unnecessarily more. The high cost implies that availability of adequate facilities and
resources is limited. For example, when ICT equipment is procured they are three times
more expensive than normal market prices. At the same the bureaucratic procedures lead
to delay in implementation of a programme.
Policy on training and employment
It was noted that recruitment of A- Level tutors with primary experience to be trained in
Diploma had been phased out and therefore the university introduced the Bachelor of
teacher education. However, government sponsored teachers are few and hence loss
opportunities for having more tutors especially to cater for the new revised primary teacher
training curriculum. The few opportunities with government scholarships implies that the
tutors have to sponsor themselves. Despite that option of self-sponsorship, the teacher
faces another hurdle of getting study leave from the Education Service Commission. The
study leaves are not easily granted for the simple reason that teachers have to be replaced
in their current teaching roles due to the recruitment ceilings given to colleges implies
there, acceptance to join BTE is restricted. Such opportunities from colleges for study leave
are also riddled from nepotism and corruption. In general, there is a mismatch between
policy and practices leading to colleges being understaffed and in some instances inefficient
deployment of staff.
Career progression after Training for upgrade
Though the policy states the procedures for career progression, especially after training, the
Ministry does not automatically recognize the upgraded teachers, as it will require the post
to be available. Therefore Teachers, who have met the necessary qualification, take long to
be upgraded and this causes de-motivation. Also, Tutors, with Masters degree grade do not
get corresponding increase in salary rewards.
ICT Policy
The university has an ICT policy in place that provides the framework of application and
investment of ICT in the teaching and learning. The admission in the university is such that
there are large classes in most of the courses offered. The courses with large classes would
be effective if they adopt, ICT application for education delivery that includes smart boards.
KyU developed programmes for stakeholders but ICT in education has not been
incorporated. At the same despite having qualified human resources, utilization of expertise
is not expended in the environment in Kyambogo University.
62

It was also noted that the curriculum development process does not have clear guidelines
for pedagogical integration of ICT in pedagogy. To anchor ICT in the curriculum has to be
implemented through SWOT analysis by looking at the various needs and transforming and
interpreting the needs of the students. The motto of KyU is providing Skills and Knowledge
for service and hence it would be prudent to have the action. The ICT policy has not been
finalized and disseminated to ensure ownership. Also, it is important to ensure that any ICT
project is sustainable such as costs of the Internet connectivity.
Capacity of the teaching personnel
Number of staff and qualification
The Teacher education department has a total staff of 43(7 administrators and 36 academic
staff). Majority of the academic staff (69.4%) had attained a Masters Degree qualification
and 19.4% had PhD. Among the administrators, those with bachelors/Diploma constituted
(57.1%) and those with PhD, 26.8%. It was not possible to get data on all the university staff
profile to give a comparative analysis with overall staffing of the university.
Staff development (16, 29-32)
Information of existing staff development systems was sought. Kyambogo University has a
professional development board that stipulates guidelines, identifies training opportunities
and provides scholarships for staff training. The trainings range from skills capacity
development, to masters and PhD levels. Opportunities for courses are available for the
teaching personnel and they are trained as Trainers of Trainers, Examiners and Moderators
of primary teacher colleges and national teacher colleges. Orientation of the staff is done to
get the basics of how to the work. The university operates in the assumption that the
individual staff should develop personal interest in accessing the trainings.
The existing professional development strategies for staff development include: workshops;
seminars; conferences and further training for upgrading. This raises the issues of whether
there exists a training system data bank; the institution does not have a management tool
to provide relatively accurate information on the training needs of serving teachers. The
individual departments identify the training needs for their staff as when it is required. The
details of the number of staff who had undergone in-service training for the last five years
were not available. It was noted that most of the scholarships are at doctoral level and 25
per cent of the lecturers have acquired PhD status in the last five years. The training courses
are made available to the entire department
Pre-service training
The initial educational level of the student teachers or entrants of pre-service teacher
training is A level of or its equivalent. The number of places available in pre-service teachertraining programmes and the number of applicants for the last three years and numbers
graduating from those programmes was recorded. The extent of ICTs application in preservice teacher training is minimal. The profile of the graduates after pre-service training is:
Bachelors (Graduate teachers) and Diploma in Education (Grade V).

63

Providers of in-service training

The main providers of the in-service training (for professionally trained teachers) are
universities and NTCs. The in-service training is organized through classroom and distance
learning.
Training needs and opportunities
The existing professional development strategies for staff development include: workshops;
seminars; conferences and further training for upgrading. This raises the issues of whether
there exists a training system data bank; the institution does not have a management tool
to provide relatively accurate information on the training needs of serving teachers. The
individual departments identify the training needs for their staff as when it is required. The
details of the number of staff who had undergone in-service training for the last five years
were not available. It was noted that most of the scholarships are at doctoral level and 25
per cent of the lecturers have acquired PhD status in the last five years. The training courses
are made available to all the departments.
Access to in-service programmes
The in-service training is institutionalized and the responsibility of managing is on the
academic registrar and the heads of departments and faculties. There is a budget allocation
for in-service training that is allocated to all the departments. However, in terms of access,
there is no adequate publicity on available in-service training and therefore not all teachers
could be aware of in-service training across the country. For one to be eligible, they have to
do entry exams and also be qualified teachers, practicing teachers, tutors or instructors. The
criteria for admission therefore depend on: entry exams, experience, grade of Certificate,
and area of specialization, numbers and capacities.
Curriculum structure for in-service training
The in-service training needs and curriculum are determined, and who developed the
programme through needs assessment, situation analysis and stakeholders. Most of the inservice courses target to improved various skills including: pedagogical skills, supervision
skills and evaluation skills. The deliver strategies varies from course to course that include:
traditional methods, peer learning, coaching, mentoring, ICTs (content, training period,
classroom or distance, etc.). The focus of in-service training programmes that are currently
provided is on:
Empowerment: Skilling
Upgrading for higher qualifications
Attitude development
Knowledge content mastery

64

Course organization
The exact figures of aspect 2 to 4 above are not clear but less than a half of KyU
programmes have ICT components.
a. ICT application in pre-service training
The use of ICTs in in-service teacher training is very minimal despite their being high
demands for its application. office, Auto cad, Computer Aided Design, Epinfo, Eview,
SPSS, mat lab, Procon, Lan Div, Archlord, Borland, C++, GAME, Quick books,
N2Vision, Quantum, MS
Instruction methodology
Aspect
Is ICT used as an instructional tool?
Is ICT taught as a separate course?
Is there a particular soft ware used to deliver courses? Name it.
Does the institution have plans to introduce online courses?
Is it compulsory for students to submit typeset assignments?

YES

NO

b. Infrastructure
One area also that is critical is the level of development of the educational infrastructure,
facilities and resources required for the provision of in service training?
c. ICT facilities (s6)
The existing ICT facility and its current capacity as compared to actual capacity of the facility
are presented in the table below. The staff-computer ratio and student-computer ratio is
still low. Theres need to close the gap.
Institutional infrastructure
Facility
Computer laboratory with ACs
Computers
Smart boards
Projectors
Printers
Photo printers
Photocopiers
Scanners
Television
Digital cameras (heavy duty)

Current
capacity
600
4
10
50
1
10
15
8
0

Maximum
capacity

Additional
facility
50
10
2
1
1
1
3
65

Radios
Recording studios
Computer servers
Internet wireless signal distributer
Stand by generator

0
0
6
8
4

5
2
1
1
1

d. Library resources (s7)

If a library is available in your institution/school, please indicate whether or not
the following facility or service is provided.

Library facilities are readily available to users

Annual regular budget is available for books and other
facilities
Access to online pedagogical resources is available
DVDs or CDs with pedagogical content are available
The library has subscriptions to print (including both print
and online) daily newspapers
The library has subscriptions to online only newspapers
The library provides free internet access to users
If yes, are users required to register?
The library provides access to online educational resources
(catalogue, journals, etc.)?

Yes

No

The major challenge is that the four Libraries are not currently interconnected.
Subscriptions to international journals are also minimum due to funding shortfalls.
e. Assessment and Monitoring of in-service training
Information was sought on the mechanism in place for monitoring the in-service training.
Kyambogo University was stated to the one responsible for in-service training and
professional development of teachers in Uganda. It was noted that there is a national
teacher appraisal and evaluation framework. However, there are no specific evaluation
schemes in place to assess the effectiveness of in-service teacher training. At the institutions
level, the assessment are conducted, through continuous assessment tests (CAT) and a
common examination set at the end of all available training courses. In general, there are no
assessment on the impact of in-service training assessed, however, after training the
benefits for teachers careers, particularly in regard to career progression, promotion and
motivation.
f. Financing in-service training and professional development
The existing in-service training programmes/courses are financed through government
grants and fees from the self-sponsored/private students. The majority of the in-service
training is the self-sponsored students. It was difficult to determine the costs and efficiency
associated with the training provided. However, the costs of the training are mainly for:
66

development of modules; salary/allowances; basic Instructional materials; maintenance

expenses; accommodation. When comparing the costs of in-service training costs and initial
training, it all depends on the nature of the course, demand and duration.
Student capacity in ICT

Aspect
YES
Are students required to have ICT skills before admission?
Is it a MUST for students to submit typeset assignments?
Is it an admission requirement for students to be knowledgeable of ICT
technology?
Do students demonstrate a desire to further develop their ICT skills?

Are students able to access ICT laboratory facility for the institution?
Do students possess PCs?

NO

Theres need to include IT in the curriculum; need to subsidize laptops for students.
Staff capacity
Data on staff capacity in ICT is not available. However, in general staff ICT theoretical
knowledge, pedagogical knowledge, skills and capabilities is below average with exception
of staff in departments that directly involve themselves with teaching of ICT skills who are
still not good in ICT Pedagogical skills.
Continuous professional development of staff
Areas that staff would wish to be supported to enhance their skills in the stipulated areas
are as presented in the table below:
Area for skill development
Enhance skills in Microsoft office works in relation to education
Develop skills to use ICT as an instruction tool in class
Develop skills to instruct online
Develop skills to produce IMs using ICT
Develop skills to use ICT for coaching and giving feed back to
students

YES

NO

67

Kyambogo University ICT requirements

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Items
File Servers
Routers
Managed Switches
Desk top Computers
UPS
Digital Camera - Professional
Laser Pointers
LCD Projectors
Surge Protectors
Smart Boards
Rack
Patch Panels
Patch Cables
Air conditioners
Heavy Duty Printers
Photocopier
Laptops
White boards

19
20
21
22
23
24
26
27
28
29
30
31

Anti-Virus software
Win10. OS software
Network Switches
Power back up
Blowers
Flash disk
LED TV Screen
40 inches
Video Camera - Professional
Lecture PA system
Micro phone
Studio Mixer / Recorder
APPLICATION SOFTWARE GENERAL
APPLICATION
SOFTWARE
SPECIALISED
Video Conferencing equipment
DVD Player
Optical fiber_ cables
Optical fiber D- LINK converter
Tablets
CONSOLS
OPERATING SYSTEMS OS SOFT
WARE
CD's re-writable

31
32
33
34
35
36
37
38
39

Specifications Type

4 GB

Qty
5
5
5
50
50
3
2
3
2
2
2
2
25 boxes
10
7
7
3
3
Several
types
5
5
10
25
2
2
1
3
1
5 sets
5 Sets
4 sets
2
200
15pcs
25
100
1
100
68

40
41
42
43
44
45
46

DVD.
Students Feed Back Sets
Security Cameras
Talking Computers
Electronic Spellcheck
Natural Speaking Software Dragon
Talking Books

50
200
3
2
10
10
30

69

A2. Nakawa Vocational Training Institute

Nakawa Vocational Training Institute (NVIT) is a public vocational and technical training
institute owned and funded by government of Uganda with an annual budget of
2,370,253,000. It trains in-service teachers and managers of vocational and training
institutions only.
Policy, Planning and Management
Policy and Planning
NVTI has specific policy challenges and contradictions between policy documents and
practice that impact its ability to provide teacher education. Implementation of the Public
Private Partnerships contradicts the Education Act (2008), BTVET Act 2008 and BTVET
strategic plan. According to the Acts, the Minister of Education and Sports appoints
members to the institutes board of governors. However, there is no provision for the
appointment of a representative of private partners yet they are critical especially in
industrial training and training needs identification.
In order to improve usable skills, in-plant training is encouraged by government under the
skilling Uganda initiative. However, many private institutions now require students to pay
because of the high number of trainees compared to the available institutions and the
reduction in productivity. To address this challenge a policy on industrial training should be
instituted.
Implementation of ICT policy is hard given the lack of facilities and infrastructure.
A number of challenges at implementation level were identified in the areas of: training,
governance and management, finance, infrastructure and collaboration and publicity
i.

Training

- Low turn-up of females in this area

- Overall stigma towards TVETS: very few 1st choice applicants
- Fluctuating and high costs of training materials
-

Attraction and retention of high quality staff is hard due to poor remuneration

The current instructors training is covering a few fields i.e. motor vehicle
electronics, electricity and metal fabrication occupational trades (DIT). Civil
engineering, woodwork, building and construction, machining and fitting should
be covered. Facilitation should be provided to expand.

ii.

Governance and management

-

The selection and appointment of Board of Governors is not responsive to

current needs.

70

Understaffed (48 government payroll and 66 BOG): need for restructuring to

accommodate the level the institution has reached

Recruitment is generic as stated by the ESC e.g. one is appointed with

Bachelor of vocational studies with very little hands-on experience yet handson skills are crucial in this area.

iii.

Finance
-

Inadequate funding yet demand is price elasticity.

Very high utility costs: electricity 10million and water 5million per month.

Hardware and spares (office and workshop) are very expensive and a number
are not available on the local market.

iv.

Infrastructure
-

v.

There is need to access funds for expansion and teaching machinery

(capital development)

Collaboration and publicity

-

An enabling policy framework is required

Securing placement for industrial training is readily available

It is expensive to run adverts in the papers.

Capacity of the teaching personnel

Staff establishment
i. Number of staff and qualification
NVTI has a total of 147 staff and of these 68% are employed by public service while the
board of governors employs 32%. Academic staff constitute the largest percentage of staff
although of these only 11% are female.
Government
Administra
tors

Board of Governors
Academic

Support

Mal Fema Ma Fem

e
le
le
ale

M Fem
ale ale

32

Tot
al

47

Administrat
Support
Academic
ors
Mal Fema
e
le

M Fem
ale ale

M Fem
ale ale

18

15

13

32

14

Tot
al

100

71

Academic staff is highly qualified.

ii. Requirements
2. Government: set by education Service Commission: gender, qualifications, post
professional experience
3. BOG: higher diploma, age (30-35), past experience 2yrs, hands on experience,
industrial work experience
iii. Recruitment criteria
Staff on the public service payroll is recruited by a criteria set by Education Service
Commission: gender. For one to be recruited they must relevant qualifications and at
least two years of professional experience among other things. However the
institutes board of governors has a more stringent recruitment criteria. In addition
to what the Education Service Commission requires, a candidate must possess at
least a higher diploma in a relevant field, aged between 30 t0 35 years, experience of
two years, evidence of hands-on professional skills and industrial work experience.
b. Staff development
NVTI does not have an independent staff development policy. However some of the
staff has access from a JICA Scholarships that enable them to be trained in Japan.
Pre-service training
NVTI does not conduct pre-service teacher training. The institute exclusively focuses on inservice training.
In-service
In order to ensure outstanding quality and standards NVTI is now offering the Diploma in
Instructor and Technical Teacher Education (DITTE) whose curriculum was harmonized by
TIET and Kyambogo University.
Currently TIET is trying to convince Kyambogo University to develop programs for
instructors of vocational teacher training institutions since there are none in Uganda at the
moment.
With the exception of those upgrading from a certificate to a diploma, where one attends
normal classes, there are no institutions in Uganda offering further training to already
trained vocational/technical teachers. However NVTI would like a management tool to
assess training needs of serving teachers would go a long way to provide relatively accurate
information for planning of training activities, review of existing courses and design of new
courses. However, such as a tool is missing and the extent to which existing courses meet
the needs of the day is unknown.

72

When compared to the number of applicants, the proportion of teachers who have
undergone in-service training yearly in the last five years at NVTI is only 51%. Of the 908
applicants only 461 were trained and completed their courses.
NVTI offers three 9-months in-service training programmes: Certificate in Vocational
Training Instruction, Diploma in Vocational Training Instruction and Diploma in Training
Institutional. Certificate in Vocational Training Instruction targets holders of Advanced Craft
Certificate, Diploma in Vocational Training Instruction is for holders of an ordinary diploma
in any field relevant to the course while Diploma in Training Institutional Management, the
only kind in Uganda, focuses on managers of vocational and technical institutions.
Trends in Students capacity
From the table below NVTIs capacity is increasingly falling below the existing demand for its
courses mainly due to its limited training resources indicated by the static number of places
available.
Year

Places Available

Applicants Graduating

2010
2011
2012

106
105
105

165
185
229

87
97
-

Admission
Shortfall
36%
53%
54%

Access to in-service programmes

In-service training for teachers of vocational and technical institutions in Uganda is
institutionalized and the department of Teacher/Tutor Instructor Education and Training is
responsible for managing it. NVTI is one of the institutions offering in-service teacher
training with an annual budget of 424 million Ugandan shillings.
To ensure access adequate publicity is done through advertising in the media and writing to
all heads of training institutions in the country. For one to be eligible, they have to be
Ugandan, be in-service at a relevant institution and must hold a prerequisite certificate. The
selection for admission is done by a committee comprising of TIET and NVTI staff basing on
age, academic qualifications, years of service, whether the institution has ever benefitted
the programme before and ownership of the institution.
Curriculum structure for in-service training
The in-service training needs determined and the curriculum developed by Department of
Industrial Training, TIET and Kyambogo University. The in-service courses aim at training
delivery methods and occupational skills upgrade for teachers and management skills for
managers.
NVTI has three nine-month academic programmes for teachers focusing on four areas of
expertise: electronics, motor vehicle, metal fabrication and electricity. Both Certificate in
Vocational Training Instruction and Diploma Vocational Training Instruction have three main
components in their training: pedagogy and specialized knowledge which are arranged in
73

modular format lasting six months, and instructional practice (practicum) lasting three
month. Delivery strategies include traditional methods, ICT for presentation, group
discussions, hands-on in workshops, small projects for instructors while in addition
managers use case studies and compile a portfolio of evidence instead of practicum.
Effectiveness of in-service training
It was noted that there is no policy or framework that ensures harmonization of various inservice training schemes. Not all the in-service training programmes are planned and
coordinated. For in-service programmes provided by international partners, civil society and
other bodies managed, the institute is requested to nominate and a selection process is
initiated. The Ministry of Education and Sports has a department responsible for
coordination efficient of the training courses. However, whether the programmes are
consistent in terms of content and target groups is not easy to determine.
ICT application in pre-service training
Despite the high demand the use of ICT in in-service teacher training is below average owing
to limited resources and lack of skills. It was reported that ICT was taught as a separate
course as well as being used as an instruction tool for preparation of training materials,
research, presentation and communication. Besides presentation software, discipline
specific software e.g. Autodesk AutoCAD is being used to deliver courses. Although students
are not required to submit typeset assignments except project reports, they are encouraged
to use it for communication and research.
Infrastructure
One area that is critical is the level of development of the educational infrastructure,
facilities and resources required for the provision of in-service training.
ICT facilities
It was noted that current ICT equipment are extremely inadequate and a lot more are
needed because the students demand for their use is very high.
Facility/Equipment
Computer laboratory with
ACs
Computers
Smart boards
Projectors
Printers
Photo printers
Photocopiers
Scanners
Television
Digital cameras (heavy
duty)
Radios

Available

Total needed

Additional required

17
0
1
1
2
8
1
0

87
5
6
6
4
9
6
6

70
5
5
5
2
1
5
6

20

74

Recording studios
Computer servers
Internet wireless
distributer
Standby generator
DVD player

signal

1
5

1
2

0
0

1
6

1
6

Educational infrastructure
At the current level of enrolment NVTI has sufficient training space. However training
equipment are quite inadequate tear and ware and rapid changes in technology. Spares are
very expensive yet some cannot be found on the local market.
Library resources
Although the library facilities are readily available to registered users with free Internet
access, the resources it has are very limited. It has only three computers for Internet access
and it hardly provides access to online educational and pedagogical content like journals,
newspapers and courseware.
Assessment and Monitoring of in-service training
Information was sought on the presence of a mechanism for monitoring the in-service
training. From the discussions, TIET was identified as responsible for in-service training and
professional development of teachers although it was unknown whether there is a national
teacher appraisal and evaluation framework or specific evaluation schemes to assess the
effectiveness of in-service teacher training.
At the end of a course all teacher trainees sit a common examination managed by
Department of Industrial Training. The impact of training is not assessed and thus its
benefits for teachers careers, particularly in regard to career progression, promotion, and
motivation are not established. It was noted that training does not automatically translate
into progression or promotion by in public service.
Financing in-service training and professional development
The government of Uganda through Ministry of Education and Sports finances the existing
in-service training programmes/courses. For short courses and scholarships its development
partners especially JICA, ADB, OPEC and Belgium Technical Cooperation (BTC) sometimes
assist it. Development partners provide tuition and government provides allowances. Initial
training of teachers does not exist in NVTI but if they were to compare training costs initialtraining costs would be higher.
Staff and student capacity in ICT
Student ICT capacity
Students not required having ICT skills before admission and many are found to be
extremely ignorant of ICT on admission. All students are able to freely access the ICT
75

laboratory facility at the institution. It was noted that students demonstrate a very strong
desire to further develop their ICT skills although a very small percentage (2%) of them
possess PCs.
Staff ICT capacity
Most of the academic staff uses ICT as an instructional tool. However most of them require
further training in ICT technical knowledge, ICT pedagogical skills and in using ICT to prepare
Interactive Media. The staffs capacity to integrate ICT in teaching and learning is limited by
skills and lack of resources.
Aspect

Male

Femal
e

Percentage of teaching staff with ICT technical knowledge

Percentage of teaching staff with ICT pedagogical skills
Percentage of teaching staff using ICT as a research tool
Percentage of teaching staff using ICT to prepare IMs
Percentage of teaching staff using ICT to give feed back to
students
Percentage of teaching staff using ICT as an instruction tool
Percentage of teaching non staff with ICT technical
knowledge
Percentage of teaching non staff with ICT pedagogical skills
Percentage of teaching staff with PCs
Percentage of non teaching staff with PCs

5
15
30
15
-

5
5
5
-

50
-

5
-

20
8

3
4

Therefore staff would wish to be supported to enhance their skills in educational use of
Microsoft office, use ICT as an instruction tool in class, e-learning, production of Interactive
Media and animations, technical ICT skills, discipline specific applications and use ICT for
coaching and giving feed back to students.
Teacher professionalism and motivation
The discussions noted that the teaching profession is a less attractive area of engagement
because of low salaries, social status and low recognition. It would be better if it attracted
and retained high quality personnel. The area of vocational training is not attractive to
ladies because of stigma. That to become an instructor one goes through a lot of studies yet
the remuneration does not reflect that yet further studies (in-service training) do not
change ones professional status. Untrained teaching personnel who were recruited by 1988
are likely to be maintained in the system, and be granted tenure while Department of
Industrial Training is developing a framework for recognizing non-formal education e.g.
literacy teaching personnel.

Nakawa VTI ICT Requirements

76

No.
1

Categori
es
Network
s

Items

Specifications

File/Intranet, web
and DB Servers
Routers
Managed Switches

Dell PowerEdge
R910
CISCO
Cisco
Catalyst
2960 48 Port 2
10/100/1000
Uplink
Switch
with LAN Base
Image

Rack

Patch Panels
Patch Cables

Type

Rack mount
uBR7200
Dual-Purpose
Gigabit Ethernet
Uplinks
SNMP
Management for
Up to 16 Switches
Auto Smart Ports
and DHCP Auto
Install
Tripp
Lite 42U
Rack
SR42UB
Enclosure Server
Cabinet
24 port RJ45 Enterprise-class
cat6 patch panel Gigabit Switch
Staples
100' Patch Cable CAT6e
Gray

Static
Network
Switches
Optical fiber
Cables
Optical fiber
D-link Converter
2

Hardwar
e
and Desk top Computers
software
UPS
Digital Camera Professional
Laser Pointers
LCD Projectors
Surge Protectors
Smart Boards
Laptops
Anti-Virus software
Windows OS
Office Applications

Auxiliary
devises

Air conditioners

Qty

4
4
4

8
20
Boxe
s
2

12pc
s

Dell or HP

70

700VA
ATCs / APC
Canon
-EOS
Rebel
T31
600D+Kits
HP
Color & Black and
White
20,000 lumens
FLM-HD20

70
4

Dual-touch
capability
Toshiba
Win 8
Version 2010
Samsung

Comme
nt

M686

Server

10
3
3
3
3
200
4
200

Licenses
Licenses
Licenses

6
77

Heavy Duty Printers

Photocopier

Colored
Canon-Image
Runner 2520

White boards
Solar Power Kit
Blowers
External disks
LED TV Screen
Samsung (55")
Video Camera Professional
Lecture PA system
Micro phone
Acoustic
microphone
Studio
Mixer
/
Recorder
Adobe Premiere Software
Video Conferencing
equipment
DVD Player
Samsung

5
10

2
Kits

6
3
6
6

2sets
2
sets
6

78

A3. Shimoni Core Primary Teachers College

Shimoni PTC is one of the five Core Primary Teachers College run by the Government to
provide pre-service training to future primary school teachers.
Capacity of the teaching personnel
Staff establishment
Number of teaching staff
Number of non teaching staff
Number of support staff
Total

Male
17
05
14

Female
24
03
05

Total
41
08
19
68

Profiles of the management/administration and teaching personnel in your institution?

Administrators
Academic
Male
Female
Male
Diploma
00
00
01
Bachelors
01
00
16
Masters
02
00
02
PhD
00
00
00
Comments: Eleven tutors are on masters course in various universities.

Female
00
20
00
00

Institutions teacher training capacity

Budget
Infrastructure

Ugx 350,125,200
8 classrooms, 2 science labs, 1 library, 1 sick bay, 1
computer lab, 1 dinning hall `5 offices.
Staff size,
68
Intake (access)
450
Number of graduates yearly? 225
Can your institution draw a Yes
sufficient
number
of
applicants?
SPTC is under staffed both in teaching non-teaching staff.
Pre-service training
Institutions student capacity
The number of places available in SPTC pre-service teacher-training programmes and the
number of applicants for the last three years and numbers graduating from those
programmes.

79

Programme

Year

Places available Number

of Graduating
applicants
Grade III Trs Certificate
20`13
*
Grade III Trs Certificate
2012
225
224
266
Grade III Trs Certificate
2011
225
254
356
Grade III Trs Certificate
2010
225
246
392
Grade III Trs Certificate
2009
225
389
Comments: The number of graduates is higher than expected because some candidates had
to re-sit papers, hence their graduation pushed ahead.
Curriculum Structure
a. ICT application in pre-service training
The extent to which ICTs are used in pre-service teacher training: Used as part of instruction tool for some tutors and also as a source of information through
research.
b. Profile of the graduates (27)
The profile of the graduates after pre-service training is as follows:

Education Assistants
Senior Education Assistants
Principal Education Assistants
Deputy Head Teacher
Head Teacher
c. Assessment of teaching and learning

Assessment of teaching and learning

In SPTC teacher education/training is assessed as: Evaluation of content knowledge,
Written assignments
Promotional exams
End of course exams
Projects
Skills,
School practice
Competitions in sports, MDD
Projects
Values and codes of conduct (ethics of the
profession)?

Assigning responsibilities
teachers
School Practice

to

student

In-service
a. Strategies for professional development
SPTC does not sponsor tutors for Staff development but regulates who goes for in-service
training. Also are internal college based CPDs.

80

SPTC describes the existing in-service training schemes as: Government sponsored through a scholarship
Collage based CPDs
Outreach CPDs at Coordinating Centers
Self sponsorships accessing scholarships from organizations
b. Providers of in-service training (54,55)
The main providers of the in-service training (for professionally trained teachers) at SCPT
are: - PTCs, NTCs, Universities, Development partners e.g. BTC, USAID, RTI CIIDA, Plan
Uganda, The British Council. In-service training is organized by the above listed through the
conventional classroom way or by distance education.
c. Training needs and opportunities (30,31,32)
There a management tool in place such as a supervision tool to identify training needs and
an appraisal form to identify training needs
The proportion of teachers who have undergone in-service training yearly in the last five
years at SPTC is 13/41; implying 32%.
d. Access to in-service programmes (39,40,41,42,43,44
In-service training institutionalized, who is responsible?

Yes: MoES
There is no specific line budget
Yes all teachers know about in-service training opportunities.
All those who meet the criteria are eligible.
Both apply depending on the train area.
The existing programmes/courses and delivery strategies/mechanisms have content that
is modular, training is both distance and face-to face and methods are peer learning,
coaching and mentoring and traditional methods.
e. Curriculum structure for in-service training (44,45,46,47,50,s4)

The delivery strategies/mechanisms have content which is modular, training is both

distance and face-to face and methods are peer-learning, coaching and mentoring and
traditional methods
The in-service training programmes currently provided focus on skill acquisition,
upgrading knowledge and specialization.
Training needs are determined through needs assessment, performance appraisal and
supervision tools; and are developed by Teacher Education working group and districts.
The specific skills they target include management, pedagogical and life skills and values.
The duration of in-service programme is dependent on the content of training e.g. G III
in-service is three years,

81

Course organization
Aspect
Number of courses offered
Number of courses that include a component of ICT
Number of courses offered on line (e-learning)
Number of courses to be offered online
Does the institution wish to use ICT to organize courses

Number
02
01
00
03
Yes No

Comment: SPTC to be supported to offer online courses such as tutor CPDS, ECD and Grade
III
a. Effectiveness of in-service training (35, 36,37,38,48,49)

There is a policy in place to regulate in-service training.

The in-service training courses provided international partners manage civil society and
other bodies managed by: - some organizations exploiting the existing structure in
MoES. Identifying and engaging own choice of facilitators as determined by the ears to
train on. Funding is by the organizers
The organization and coordination follow agreement in the MoES
Yes, the impact of teacher training on the quality of pupils learning achievements been
assessed through NAPE and world Bank
The skills are appropriate; but failures are caused by many other factors.
There is a harmonized or official in-service training programme used by the various
providers referred to as Teacher Development Management System (TDMS)
because of the existence of a harmonized policy its assumed that theyre efficient
b. ICT application in pre-service training

The ICT literacy levels of serving teachers (ICT competencies) in SPTC are basic i.e. word
processing, email and surfing
ICTs are rarely used in in-service teacher training and there is little demand because
instructors are not competent.
Facility
Computer laboratory with ACs
Computers
Smart boards
Projectors
Printers
Photo printers
Photocopiers
Scanners
Television
Digital cameras (heavy duty)
Radios

Current
capacity
1
9
00
01
05
00
01
01
01
3
00

Maximum
capacity
3
102
3
4
10
3
02
04
3
3
3

Additional
facility
2 labs
93
3
3
05
3
01
3
2
3
3
82

Recording studios
Computer servers
Internet wireless signal distributer
Stand by generator
DVD Player
c. Infrastructure

00
01
00
01
00

01
02
01
02
3

01
01
01
01
3

The level of development of the educational infrastructure, facilities and resources required
for the provision of such ICT training is fairy developed in teacher colleges despite the
frequent black out.
d. ICT facilities (s6)
Institutional infrastructure
Name existing facility and its current capacity as compared to actual capacity of the facility.
Indicate additional facility if required.
If a library is available in your institution/school, please indicate whether or not
the following facility or service is provided.
Yes No
Library facilities are readily available to users

Annual regular budget is available for books and other facilities

Access to online pedagogical resources is available

DVDs or CDs with pedagogical content are available

The library has subscriptions to print (including both print and

online) daily newspapers

The library has subscriptions to online only newspapers

The library provides free internet access to users

If yes, are users required to register?

The library provides access to online educational resources

(catalogue, journals, etc.)?

Comments: Budget line for library is basically for textbooks but not other facilities. The
library facility needs be expanded and updated.
e. Assessment and Monitoring of in-service training (56,57,58,59,60)

TIET- MoES is responsible for in-service training and professional development of

teachers.
Public Service Appraisal Forms are used as national teacher appraisal and evaluation
framework.
Not aware of specific evaluation schemes in place to assess the effectiveness of inservice teacher training,
The assessment is conducted, through a common examination set at the end of all
available training courses through assignments, portfolios and projects.
The impact of training is assessed through monitoring and support supervision.

83

The benefits for teachers careers, particularly in regard to career progression,

promotion, motivation, etc.
f. Financing in-service training and professional development

MoES, Development partners and students do the financing the existing in-service
training programmes/courses.
What costs and efficiency are associated with the training provided by various bodies
(ministry, NGO, projects, etc.) include transport for trainees and trainees, facilitators
allowance, hiring of venue, provision of accommodation and meals and training
materials.
Initial-training costs are higher than in service training costs when compared.

Staff and student capacity in ICT

Student ICT capacity
Aspect
YES
NO
Are students required to have ICT skills before admission?

Is it a MUST for students to submit typeset assignments?

Is it an admission requirement for students to be knowledgeable of ICT

technology?
Do students demonstrate a desire to further develop their ICT skills?

Are students able to access ICT laboratory facility for the institution?

Do students possess PCs?

Comments: college encouraged to develop a policy on ICT and encourage students to

acquire PCs and manage them.
Staff capacity
Aspect
Male
Female
Percentage of teaching staff with ICT technical knowledge
50
50
Percentage of teaching staff with ICT pedagogical skills
10
08
Percentage of teaching staff using ICT as a research tool
50
50
Percentage of teaching staff using ICT to prepare IMs
10
08
Percentage of teaching staff using ICT to give feed back to students
00
00
Percentage of teaching staff using ICT as an instruction tool
10
08
Percentage of teaching non staff with ICT technical knowledge
80
67
Percentage of teaching non staff with ICT pedagogical skills
20
00
Percentage of teaching staff with PCs
17
16
Percentage of non teaching staff with PCs
00
67
Comments: Staff needs to be supported and to develop and master ICT skill ands to acquire
PCs.

84

Continuous professional development of staff

Kindly indicate whether staff would wish to be supported to enhance their skills in the
stipulated areas.
Area for skill development
YES
NO
Enhance skills in Microsoft office works in relation to education

Develop skills to use ICT as an instruction tool in class

Develop skills to instruct online

Develop skills to produce IMs using ICT

Develop skills to use ICT for coaching and giving feed back to
students
Develop skills to manage data for decision making and

Comments: Staff should be helped to acquire basic skills and integrate ICT in the teaching
and management
2. Teacher professionalism and motivation (64, 65, 66, 67, 68)

A short description of the situation concerning the status of the teaching profession, the
working condition of teachers in terms of recognition, job satisfaction and rewards
system. Status of teaching rated low, working conditions is poor, no accommodation,
low pay and no promotion.
Yes: these factors have an effect on the attractiveness of the profession, teacher
motivation, and performance.
No: the status of the teaching profession and teachers conditions is not likely to change
as a result of in-service training
No: the untrained teaching personnel are likely to be maintained in the system, and be
granted tenure.
Yes: non-formal education e.g. literacy teaching personnel recognized.

85

Shimoni Core Primary Teachers College ICT Requirements

Requirements categories:
A: Hardware
B: Software
C: Communications
D: Accessories
E: Power
F: Misc.
Ite
m
A1

A2
A3
A4
A5
A6
A7
A8
B1

Description
Desktop computers with OS

Recommend
ed quantity
90

Laptop computers with OS

Tablet computers Wi-Fi only)
Server - communication
Server application/print/file
Server backup (spare)
Tape drive
Server racks
College
management
and
accounting
Teaching aids and classroom
management

5
5
2
2
1
2
3
1

B3
B4

Office management
Anti-virus / malware protection

1
1

B5

Intranet

B6
C1
C2
C3
C4
C5

Website / Email
Internet access (ISP)
Router
LAN Switch
Access point
Wi-Fi Adaptors

C6
D1
D2

PBX
LAN infrastructure cabling
Printer - black

1
1
2
5
3
Consultation
needed
1
Pending
3

B2

20

Remarks
Admin + teaching; 3 labs of 50
computers each; 42 computer
for CCs, 8 for administration
Staff + teaching
Teaching (Android)
Internet access
College administration
Continuity
Data storage / backup
For server and UPS
Efficient and effective college
management
Lesson delivery - Educational
software;
for an average of 20 subject
areas
MS / Open source suite
Symantec / McAfee
Multi license
Internal coms and management
Internal and external use
Satellite based WAN access
Cisco
Cisco
Internet distribution
Desktop internet access
Internal communication
Structured cabling
Heavy duty for three computer
86

D3
D4
D5
D4
D5
D6
D7
D8
D9

Printer - color
Printer - portable
Scanner - digital
Digital sender
Photocopier
LCD projectors
Projector racks
Large screen for the projector
Large screen TV (50")

1
3
2
2
2
35
35
35
5

D10

Video camera

D11
D12
D13
D14

Web cameras
Dot matrix printer for stencils
Laser Stencil cutter
Computer room furniture

D15
D16
D17
D18
E1
E2
E2
E3
E4

F1
F2
F3

labs
Heavy duty
Digitizing college records
Doc capture and distribute
Heavy duty
Power point
For mounting projectors
Power point
Library, staff room, main hall,
computer labs
For recording (to be shared
with outreach)
For video conferencing

10
2
1
90 chairs and
40 tables
CCTV Cameras
3
Laser pointer
14
Extension cables
10
With in-built search protectors
Smart Boards
14
Server room UPS (10 KVA)
2
Reliable power
Office block UPS (5KVA)
10
One per block
Inverter with battery (6 KVA)
10
Continuous power
Solar kit
6
Heavy duty for six blocks
Mains power conditioner/stabilizer 11
Individual blocks
Electric cabling
Pending
Will depend on internal block
needs
Air conditioning (server room)
4
Mandatory
Equipment maintenance
2
HW Maintenance kit
ICT consultancy services
1 TA
For effective management and
ICT Audit

87