PARLIAMENT OF UGANDA

OFFICE OF THE LEADER OF THE OPPOSITION

ALTERNATIVE POLICY STATEMENT FOR THE EDUCATION

AND SPORTS SECTOR FOR FY 2020/21

BY

HON MATHIAS MPUUGA

SHADOW MINISTER FOR EDUCATION AND SPORTS

2020

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 TABLE OF CONTENTS

Abbreviations and Acronyms………………………………………………………………………………..……………………………3

EXECUTIVE SUMMARY……………………………………………………………………………………………………………5

Chapter 1: BACKGROUND TO THE ALTERNATIVE MINISTERIAL POLICY STATEMENT............... 7

1.1 Legal Provisions ............................................................................................................................ 8
1.2 The Education and Sports Sector Overview ............................................................................. 8
1.3 Education and Sports Sector Priorities ........................................................................................ 10
Chapter 2: SITUATIONAL ANALYSIS OF THE EDUCATION AND SPORTS SECTOR MINISTERIAL
POLICY STATEMENT 2020/21……………………………………………………………………………………………...14

2.1 Sector budget allocation.............................................................................................................. 15

2.1.1 Overview of sector performance for FY2019/20 ......... Error! Bookmark not defined.17
2.1.2 Medium term projections analysis .................................................................................. 18
2.2 Key Outcomes ................................................................................................................................ 19
2.3 Alignment to the National Development Plan ........................................................................ 20
2.4 Sector Compliance with Gender and Equity ............................................................................ 21
2.5 Key Emerging Issues .................................................................................................................... 24
Chapter 3: ALTERNATIVE PROPOSALS ............................................................................................... 27
3.1 Prioritizing a quality Teaching Force with equal pay for equal work.....………….28
3.2 Government takeover of willing private/community schools under the seed
school policy………………………………………………………………………………..…………………………..29
3.3 Government funded school feeding program………………………………………………….30
3.4 Streamlining and mainstreaming Higher Education Financing…………….…………30
3.5 Mainstreaming skills development through Centers of Excellence ………………..31
Chapter 4: CONCLUSION…………………………………………………………………………………………..32

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Abbreviations and Acronyms

ACE African Centres of Excellence

BFP Budget Framework Paper
Bn Billion
BTVET Business Technical Vocational Education and Training
CBET Competence Based Education and Training
C/IRE Christian/Islamic Religious Education
CPIC Community and Polytechnic Instructors College
ECCE Early Childhood Care and education
ECD Early Childhood Development
EMIS Education Management Information System
ESC Education Service Commission
ESSR Education and Sports Sector Review
FY Financial Year
GOU Government of Uganda
HESFB Higher education students’ financing Board
ICT Information Communication Technology
IFMS Integrated Financial Management System
Ls Languages
LGs Local governments
MC Municipal Council
MoES Ministry of Education and Sports
MoFPED Ministry of Finance Planning and Economic Development
MPS Ministerial Policy Statement
MTEF Medium Term Expenditure Framework
MUST Mbarara University of Science and Technology
NBFP National budget Framework paper
NCDC National Curriculum Development Centre
NCHE National Council for Higher Education
NCS National Council for Sports
NDP National Development Plan
NRM National Resistance Movement
NTC National Teachers’ College
'O' Level Ordinary Level
PLE Primary Leaving Examination
PTC Primary Teachers’ College
SDG Strategic Development Goals
SST Social Studies
SWOT Strengths Weaknesses Opportunities Threats
TVET Technical, Vocational Education and Training
UACE Uganda Advanced Certificate of Education
UCE Uganda Certificate of Education
UMEA Uganda Muslim Education Association

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UMI Uganda Management Institute
UNATCOM-UNESCO Uganda National Commission for United Nations Educational, Scientific
and Cultural Organisation
UNATU Uganda National Teachers' Union
UNEB Uganda National Examination Board
UPE Universal Primary education
UPOLET Universal Post ordinary Level Education and Training
USE Universal Secondary Education
USEEP Uganda secondary Education Expansion Project

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EXECUTIVE SUMMARY

Right Honorable Speaker, in fulfilment of the dictates of Section 6E of the Administration of

Parliament (Amendment) Act, 2006 and subject to Rule 146 of the Rules of Procedure of the
Parliament of Uganda, I have the privilege to present the Alternative Policy Statement to the
Education and Sports Sector Ministerial Policy Statement.

This presentation is our analysis of the Sector Ministerial Policy Statement, a follow-up of the
respective engagements that we have had with different stakeholders both in the Committee on
Education and Sports and also from field/oversight visits among others. We have over the year
engaged at different fora, including conferences and workshops both within and outside the
country, and therein taken keen interest in interfacing with different players in the sector with a
view to develop our minds on the best way to make the Education and Sports Sector relevant,
vibrant and effective in its service delivery.

Education and Sports Sector Overview

This sector is made of six sub-sectors namely; pre-primary and primary education; secondary
education; business, technical, vocational, education and training (BTVET); teacher instructor
education and training; higher education; and physical education and sports.

The budget allocation for the Sector for the FY2020/21 is Ushs. 3,496.40bn up from Ushs.
3,397.64bn, for FY2019/20 which represents a marginal increase of Ushs. 98.76bn. Despite the
decline in external Financing of Ushs. 92.96bn, (from Ushs. 316.30bn in FY 2019/20 to Ushs.
223.34bn in FY 2020/21), there is a slight increase in Government of Uganda Financing to the
budget which is a welcome move.

The Education and Sports sector is number 3 call in the overall budget allocation after
infrastructure (Works and Transport) and Interest repayment. This gives the sector a pole
position but this same position is not as protected as the sector continues to suffer budget cuts,
late and/or reduced releases as well as unfunded priorities. The issue of enhanced pay for
teachers and University professors and lectures has become an annual theme for most
engagements and the strikes for non-compliance have formed a constant part of the Educational
institutions calendar.

Whereas the budget allocation indicates some increase on the wage component, it is not
sufficiently clear which specific aspects are to be catered for.

Sector Priorities
The Sector consistency in as far as laying its priorities over the years is laudable and this has made
continuity of programmes and projects smooth. The policy for having a government secondary
school per Sub County, a government primary school per Parish and a technical institute per
district is commendable and supported.

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It is noted however that the progress and implementation of most of these projects leaves a lot
to be desired. The construction of seed schools is marred by delayed completion and contract
mismanagement and most Technical Institutes have either stalled or been abandoned
altogether. Funding for Higher education remains an unfunded programme and we are convinced
the government is not taking it as a priority. The government has equally not taken the
recruitment and retention of a quality, motivated and engaging teaching force as a priority. The
management challenges in Soroti University must be addressed once and for all and the takeover
of Mountains of the Moon University should be taken as a priority.

Sector Alignment and Compliance to the NDP III and Gender and Equity requirements
Overall, the sector MPS is aligned to and feeds into the NDPIII especially through the sector
strategic objectives. The sector MPS is largely compliant with the gender and equity
requirements and most Votes duly qualified for the issuance of the certificate of compliance. It
is however noted that 06 of the 17 Votes did not qualify for issuance of the Certificate of Gender
and Equity Compliance.

Alternative Proposals
Having identified a number of emerging issues namely; high school drop-outs; teacher
recruitment, retention and remuneration; science teaching; vocational education and skilling
programs; school feeding programs; seed schools; new lower secondary school curriculum;
students loan scheme; and remuneration for professors and lecturers; we propose a number of
alternative policy interventions. These are;
Prioritizing a quality Teaching Force with equal pay for equal work; The sector must
prioritise the recruitment of quality and relevant teachers, training programs for in-service
teachers, provision of housing for teachers, and payment of commensurate remuneration
especially on attainment of further qualifications. University lecturers should have their pay
enhanced as has been agreed between government and the staff to avoid unnecessary agitation
and loss of manpower. The policy of higher pay for science teachers and workers should be
abolished and equal pay for equal work policy applied.
Government takeover of willing private/community schools under the Seed School
policy; In the process of establishing a government secondary school per Sub County,
government should give first priority to private/community schools that have requested for
government takeover before going for fresh construction. This is a great cost cutting measure
that will enable the government cover a wider area with less resource.
Government funded School Feeding Programme; Government should implement a school
feeding programme for primary and post primary school children. This should be done in
collaboration and partnership with the local governments, local leaders and parents.
Streamlining and mainstreaming Higher Education Financing; The State House scholarship
scheme should be abolished and sufficient funds voted to facilitate the Higher Education
students’ Financing Board to institutionally and statutorily manage Higher Education Financing.

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Mainstreaming Skills Development through Centers of Excellence; There is urgent need to
revamp the BTVET sector with a view to establishing and equipping regional centers of excellence
each with a capacity intake of at least 1,000 students per year. These centers of excellence should
be equipped with modern gadgets that support ICT uptake and adoption in the BTVET sector. All
the other initiatives including the Presidential Skilling initiatives should be mainstreamed.

Right Honorable Speaker and Honorable Members, I seek the support of all of us that we realign
our Education and sports sector priorities as proposed above and witness holistic growth of our
Nation.

I beg to submit.

Chapter 1: BACKGROUND TO THE ALTERNATIVE MINISTERIAL POLICY STATEMENT

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 1.1 Legal Provisions
Rt. Hon. Speaker, in line with Section 6E of the Administration of Parliament (Amendment) Act
2006, I beg to present to Parliament, the Alternative Policy Statement to the Education and
Sports Sector Ministerial Policy Statement, for the FY 2020/21.

Rt. Hon Speaker, under the provisions of Section 6E (2) of the Administration of Parliament
(Amendment) Act 2006, I was appointed the Shadow Minister for Education and Sports, the
authority and responsibility with which I present this Alternative Ministerial Policy Statement.

As enjoined under Section 6E (4) of the same Act, we have studied the Ministerial Policy
Statement for FY2020/21 as presented by the Minister of Education and Sports, continually
followed through the Education Committee proceedings, participated in field visits and
engagements, reviewed relevant policy documents and herein present our analysis together with
our considered policy alternatives.

Rt. Hon. Speaker, as per the dictates of Rule 146 of our Parliamentary Rules of Procedure, this
presentation of the Alternative Ministerial Policy Statement for consideration by this House is
made before the 29th day of March.

1.2 The Education and Sports Sector Overview

The Education and Sports sector in Uganda has over the years attracted center focus in the
successive planning processes with the most recent shifting particular emphasis to the teaching
and learning of science related subjects. The last ten plus years have seen a leap in the numbers
of school going children at the respective levels attracting fresh challenges of space and quality
of education attained. These can be looked at as positive challenges that should motivate
government to make resources available to provide for more classrooms and other infrastructure
space as well as addressing the quality challenges through teacher retooling and provision of
corresponding instructional materials.

The Education and Sports sector is responsible for the delivery of equitable, relevant, affordable
and quality education for all Ugandans across the country. The sector is the stimuli for the
country’s development agenda and her focus greatly impacts on the direction and speed at which
the country shall grow. The Education and Sports sector is made of six sub-sectors namely; pre-
primary and primary education; secondary education; business, technical, vocational, education
and training (BTVET); teacher instructor education and training; higher education; and physical
education and sports.

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The Education and Sports Sector has outlined a set of principles and core values on which it runs
and these include: Effectiveness and efficiency; Impartiality, Integrity and Selflessness;
Transparency and accountability; Professionalism; Responsiveness and client focus; Partnership
and continuous improvement; Decency; Discipline and Diligence; Loyalty.1

According the Minister of Education and Sports, interventions in the Education and Sports Sector
clearly point to the effort to fulfil the United Nations Sustainable Development Goal Number 4
which is, “To ensure equitable and inclusive quality education and promote lifelong learning
opportunities for all”. Accordingly, the Universal Primary and Secondary Education Programmes
have covered the larger part of inclusivity, equitability, and lifelong learning for all. The one part
that the sector must strive to address is the quality aspect, which if achieved, will have fulfilled
the United Nations Sustainable Development Goal number 4.2

The strategic objectives of the sector are to;

(i) Achieve equitable access to relevant and quality education and training;
(ii) Ensure delivery of relevant and quality education and training; and
(iii) Enhance efficiency and effectiveness of education and sports service delivery at all
levels.

Over the years, the Sector has made tremendous strides towards achieving the stated objectives
amidst the many challenges of inadequate budget allocations coupled with rapid population
growth currently estimated at 3.0% per annum that put pressure on the existing resources and
facilities. As regards increasing equitable access, the continued implementation of UPE increased
enrolment at primary level from 7,537,971 in 2007 to 8,655,924 in 2016. Enrolment at Secondary
level increased with the introduction of USE and UPPOLET from 954,328 in 2007 to 1,457,277 in
2016. BTVET and PTCs enrolment increased from 29,441 in 2007 to 63,285 in 2016 and a similar
trend was realized at Tertiary (Diploma and Degree awarding) level with enrolment growing from
155,082 in 2007 to 258,866 in 2016.

Equally, the establishment of new schools and training institutions at all levels, construction of
new classroom blocks, workshops, renovation and expansion of existing facilities resulted into
improvements in the pupil classroom ratio from 72:1 in 2007 to 63:1 in 2015.3

1
ESSP FY 2017/18 2019/20
2
ESSP FY 2017/18 2019/20
3
Ibid

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In FY 2019/20, the sector was able to achieve the following milestones:4
Pre-Primary and Primary Education: The sub-sector trained 1,154 Pre-service tutors in
Early Grade Reading and held a second refresher training of 14,791 P.1-P.4 teachers in Early
Grade Reading methodologies; increased the unit cost per pupil from Ushs. 10,000 to Ushs.
14,000 under UPE.
Secondary Education: The Ministry has increased the unit cost for USE students from Ushs
41,000 to Ushs 55,000per student per term and UPOLET students from Ushs.80, 000to
Ushs.88, 000per student per term; grant aided 64 Community secondary schools in sub
counties without Government aided secondary schools.
Skills Development: under this program, the sub-sector assessed, marked and graded:
49,007 candidates under DIT in both modular and Formal; continued construction Works at
Kiruhura Technical Institute and Bamunanika Technical Institute; implementation of works
at St. Joseph’s Virika Vocational Training Institute improved from 25% in FY 2018/19 to 35%
in FY 2019/20; and, at Millennium Business School from 60% to 65%;evaluation of bids for
construction works was at Bid evaluation stage for UTC Bushenyi.
Higher Education: The Ministry completed delivery of furniture and installation of
equipment to beneficiary Universities; accredited 243 programs, published annual report
and signed MoUs with professional bodies; advanced loans for 6,443 students in all 20
Universities and 33 OtherTertiary Institutions; completed delivery of furniture and
installation of equipment to beneficiary institutions (MUST, Lira, Muni, Gulu, Kyambogo,
Makerere, Busitema Universities and UMI).
Quality and Standards: The sub-sector inspected 900 secondary schools, 150 BTVET
Institutions and followed up Inspection in 40 Secondary schools which had major
weaknesses; launched the National Teachers’ Policy; registered 94,830 teachers using the
Teacher Management Information System and issued certificates to 37,386 teachers;
completed rehabilitation of 2 dormitories, and 5 teacher’s houses at NTC Muni; completed
renovation of 2 boys’ dormitories, 3 girls’ dormitories and 7 staff’ houses at NTC Kaliro.
Guidance and Counseling: The sub-sector provided support supervision to 62 selected
PPET institutions; carried out career Talks and dissemination in 35 institutions.
Special Needs Education: The sub-sector facilitated staff to participate in the International
Day for Persons with Disability held in Iganga MC; and, monitored and supervised 62 schools
supporting learners with special educational needs; produced a draft National Inclusive
Education Policy in line with SDG 4.

4
Ministry of Education and Sports MPS FY2020/21

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Physical Education and Sports: The sub-sector supported participants to national and
international sports competitions; construction of the 3km Jogging Track was estimated at
80%; Artificial Turf Field at National Higher Altitude Training Center was estimated at 80%;
6 lanes Running Track was estimated at 80%; 300m Long Site Roads & Parking was
estimated at 80%; Pump House & Water Reservoir/Pond at 72%; Electrical Reticulation at
9%; Mechanical Reticulation works at 38%; External Kitchen at 95%; Gate House and chain
link fencing at 75%; and, Hostel block at 96%.
Policy, Planning and Support Services: under this program the sector prepared the
Education and Sports Sector Annual Performance Report for FY 2018/19; finalized the
master list of Education institutions across the country; cleaned the Payroll for July –
November 2019.
Uganda National Examinations Board: the vote reviewed the UNEB Act, 183 and the UNEB
Bill, 2020 was submitted to the First Parliamentary Council for publishing in the Gazette.
Education Service Commission: under this vote 1,851 personnel were confirmed; 2,006
personnel were appointed and out of this 62 were people with special needs; 3,268
personnel were validated in Lango and Acholi sub-regions.
NCDC: Primary Six Curriculum (SST, C/IRE and Local Ls) translated into Braille for deaf and
blind learners; 250,000 copies of Curriculum materials (syllabus documents, teacher
training manuals, framework documents and implementation guidelines) printed.

As the opposition, we wish to appreciate the government for the roll out program on
establishing at least one public secondary school per Sub county/Town Council. Much as we
have noted challenges in procurement of contractors, value for money and uniformity of
structures put across as we shall discuss later, the progress amidst budget challenges is
commendable.

It should be noted though that the introduction and roll out of the new lower secondary
school curriculum has not been as smooth. Whereas we appreciate the fact that it’s a new
policy that will take time to effectively roll out, there is urgent need to make available the
teachers’ and learners’ guides for the new curriculum. The communication that schools
should download these guidelines is farfetched given the remoteness of most of our schools.
The emphasis on ICT is not backed by availability of computers for learning purposes. The
good news though is that the schools and both teachers and learners are appreciative of the
new curriculum content.

The policy of one primary school per parish has registered more success compared to the
secondary school policy. This has greatly influenced growth in the numbers of pupils
enrolled for primary education though infrastructure challenges remain.

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At the technical education level, the policy of a technical institute per constituency is far from
reality as many districts haven’t had a single technical institute. This has created visible gaps
in the skilling of youths across the country and the adhoc Presidential Skilling Initiatives are
not making the situation any better. Despite the mention of ongoing works at Kiruhura
(Kazo) Technical Institute and Bamunanika Technical Institute, a recent visit in March 2020
showed that the construction process at both sites has stalled 6 years after their start.

There is also need for systematic and sustainable government intervention in the sports sub
sector so as to take good advantage of the performance dividend already shown by Ugandan
sports personalities at international, Regional and National levels.

1.3 Education and Sports Sector Priorities

The Ministry should be applauded for its consistency in as far as the sector priorities are
concerned. This has enabled a progressive delivery of services over the years devoid of abrupt
changes in the sector implementation priorities. The priority interventions that the Ministry
continues to implement are based on the 2016-2021 NRM Election Manifesto, the twenty three
Presidential guidelines, NDP II and now NDP III, International Policy Commitments and the
Sector’s SWOT Analysis.

To achieve equitable access to relevant and quality education and training, the Government has
committed to continue implementing among others, the policy of having a Government Primary
School per parish; Government Secondary School in every sub-county; a Government Technical
Institute per district as well as operationalizing Soroti University and completing the takeover of
Mountains of the Moon University, and construction of more classrooms in already existing
Primary and Secondary Schools so as to meet the targets of 50:1 pupil classroom ratio and
construction of teachers’ houses in education institutions, among others.

The start and progress of Soroti University has however been marred with serious management
challenges that are threatening to bring the University to a sudden halt. A number of University
Administrators are currently in court on several counts.

As stated in the MPS, the specific undertakings by the sector in FY 2020/21 include:5
Pre-Primary and Primary: The subsector plans to enhance adherence to basic requirements and
minimum standards; expand Early Grade Reading; complete construction works in 26 Primary
schools in 18 LGs; procure and install lightning arrestors in 360 beneficiary primary schools in 10

5
Ministry of Education and Sports MPS FY2020/21

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LGs; construct and rehabilitate facilities in primary schools in selected LGs; develop the National
Curriculum, Assessment and Placement Policy; finalize the Instructional Materials Policy; finalize
Early Childhood Care and Education(ECCE)Policy.
Secondary Education: The sub-sector plans to provide support supervision to 384 Secondary
Schools both USE and Non USE; finalize the School Health Policy; monitor lower secondary
curriculum implementation; continue construction of Secondary schools in sub-counties without
Secondary schools under UGIFT program and grant aiding schools; rehabilitate existing
traditional secondary schools and construction of new schools under Uganda Secondary
Education Expansion Project (USEEP).
Higher Education: The sub-sector plans to develop a National Qualifications Framework; develop
the Higher Education Policy and Strategic Plan; advance loans to 1800 new undergraduate and
200 diploma students in Academic Year 2020-21 and 5,037 undergraduate and 460 diploma
continuing students; complete construction and rehabilitation of facilities at Uganda Petroleum
Institute Kigumba; implement the decisions of the White Paper on Higher Education; develop a
higher education strategic plan; review the Universities and Tertiary Institutions Act, 2001.
Quality and Standards: The sub-sector will follow up inspection of schools that have been
identified during inspection requiring improvement; finalize the process of enacting the National
Teachers’ Bill and establish a National Teachers’ Council; complete rehabilitation and expansion
works in 4 NTCs; review of the White Paper on Education;
Skills Development: The subsector plans to retool 590 Assessors, Practitioners, Instructors and
Tutors in Competence Based Training and Assessment; monitor and provide technical support on
the implementation of the TVET policy; monitor 10 Health Institutions; establish the TVET
Council; review the BTVET Act, 2008.
Physical Education and Sports: The sub-sector plans to develop the National Physical Education
and Sports Policy; continue Construction works at Teryet; undertake a National mapping for P.E
teachers; construct a perimeter wall at Nambole Stadium.
Special Needs Education: The sub-sector plans to complete construction works at Wakiso school
for the deaf; construct perimeter wall for Mbale school for the deaf; procure 40 Victor Readers,
150 Mathematical Cubes, 200 White canes, 20 Wheelchairs and Assorted materials for learners
with Intellectual Impairment ,150 cartons of braille paper procured; finalize the National Inclusive
Education Policy.
Education Service Commission: plans to monitor and guide District Service Commissions in
recruitment of education personnel; confirm and regularize appointments to ensure continuity
in service.
Public Universities: will focus on infrastructure development; research and innovation;
knowledge transfer partnerships; strengthening community outreach programmes.
Uganda National Examinations Board: Plans to prepare, conduct, mark and process all-inclusive
examinations and assessment results for 723,624 PLE, 347,845 UCE and 106,570 UACE

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candidates; build the capacity of the Board to deliver assessment mandate through provision of
relevant policies, legal framework, management and accountability, staff competencies and
infrastructure.
NCDC: will focus on the implementation of lower secondary curriculum.

In the current, a look at a SWOT analysis of the Education and Sports Sector reveals a semblance
of a strong political commitment to the Sector and the liberalized education policy that ushered
in many non-state education providers as key strengths to act as a springboard that will propel
the sector towards achieving its objectives and priorities. Notwithstanding the strengths, there
are weaknesses and threats that pose challenges to the achievement of its goals like outdated
policies and legal frameworks, budget cuts, inadequate releases, poor inspection and supervision
of schools and the negative perception towards vocational skills-training.

Chapter 2: SITUATIONAL ANALYSIS OF THE EDUCATION AND SPORTS SECTOR MINISTERIAL

POLICY STATEMENT 2020/21

The obligation and duty to present before Parliament the Sector Ministerial Statement is
contained in the Public Finance Management Act (2015), and Rule 145 of the Rules of Procedure
of the Parliament of Uganda where among others:
1) Each Minister responsible for a vote, ministry or the head responsible for a vote shall by
the 15th day of March submit to Parliament a policy statement for the proceeding
financial year for the ministry or vote.
2) The policy statement made under sub rule (1) shall be in a form prescribed by the minister
responsible for finance.
The proceeding part of this statement will make an analysis of the Ministerial Policy Statement
of the Education and Sports Sector with a critical view to establish adherence to the above
considerations. It is commendable to note that unlike FY2019/20 when the Ministry of Education
and Sports lay on the Table a dummy document purporting to lay the MPS, this FY the laying way
proper and in time.

The Ministry of Education and Sports is the lead agency in the sector under review. The sector
comprises of 17 votes: the Ministry of Education and Sports; Kampala Capital City Authority; the
Education Service Commission; the National Curriculum Development Center; Uganda
Management Institute; Uganda National Examinations Board; Busitema University; Muni
University; Lira University; Kabale University; Mbarara University; Kyambogo University; Gulu
University; Makerere University; Makerere University Business School; Soroti University; and the
local governments.

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2.1 Sector Budget Allocation
Table 1 Sector Expenditure (Ushs. Billion)

FY2018/19 FY2019/20 FY2020/21 Difference between

FY2019/20 -
Outturn Approved Proposed
2020/21
Budget Budget
Recurrent wage 1,651.969 1,810.767 1,953.65 142.88
Non-Wage 577.840 963.657 1,010.25 465.9

Dev’t GoU 251.481 306.926 309.16 2.24

Ext. Financing 251.053 316.293 223.34 92.95
GoU Total 2,481.290 3,081.349 3,273.06 191.71
Total GoU + Ext. 2,732.343 3,397.642 3,496.40 98.76
Fin (MTEF)
A.I.A Total 320.989 0.000 0.000 0.00
Grand Total 3,053.332 3,397.642 3,496.40 98.76
Source: Ministry of Education and Sports MPS FY2020/21

Whereas the approved budget allocation for the Sector for FY 2019/20 is Ushs. 3,397.64bn, the
projection according to the MPS FY2020/21 is Ushs. 3,496.40bn which represents a marginal
increase of Ushs. 98.76bn.

The breakdown of this allocation per Vote is as follows: Ushs. 552.54bn is for Vote 013; Ushs.
39.31bn is for Vote 111; Ushs. 47.45bn is for Vote 122; Ushs. 18.75bn is for Vote 127; Ushs.
123.28bn is for Vote 128; Ushs. 9.41bn is for Vote 132; Ushs. 330.35bn is for Vote 136; Ushs.
48.61bn is for Vote 137; Ushs. 80.48bn for Vote 138; Ushs.134.95bn is for Vote 139; Ushs.
33.75bn is for Vote 140; Ushs. 49.95bn is for Vote 149; Ushs. 20.94 is for Vote301; Ushs. 14.27bn
is for Vote 303; Ushs. 32.97bn is for Vote 307; Ushs. 17.99bn is for Vote 308 and 1,941.83bn is
for Votes 500-850.

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 Budget allocation by Vote
111 122 127
1% 1% 1%
013
16% 128
4%
132
0%
500-850
56% 136
9%
137
138 1%
2%
149 139
308 307 303 301 1% 140 4%
1% 1% 0% 1% 1%

It is of interest to note however that the Ministerial BFP for FY2020/21 that was presented to
Parliament a few weeks ago projected a decrease in total budget allocation of 110.993bn shs in
the FY 2020/21 projections from 3,397.642 bn in FY 2019/20 to 3,286.469 in the FY 2020/21. This
was largely as a result of reduced external financing. It is not clear how the sector managed to
secure additional funding that had not been projected in the NBFP.

Allocation trends for FY2018/19, 2019/20, 2020/21

3,500.00
3,000.00
2,500.00
2,000.00
1,500.00 2018/19 Outturn
1,000.00
500.00 2019/20 Approved
0.00 Budget
2020/21 Proposed Budget

We note with appreciation that the sector has continually received budget allocations with a
marginal increase in the last three years from 3,053.33bn in FY2018/19, 3,397.64bn in FY 2019/20
and now 3,496.40bn for FY 2020/21. This is a positive trend given the strategic importance of
the Sector.

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We further positively note that the increment has been distributed throughout wage, non-wage
and Development; and is mainly Government of Uganda funding.

The slight decline in the External Financing projections of Ushs. 92.96bn, (from Ushs. 316.30bn
in FY 2019/20 to Ushs. 223.34bn in FY 2020/21) can be to some extent be mitigated by the
increase in GOU finding from a total of Ushs. 3,081.35bn to Ushs. 3,273.06bn projecting an
increment of Ushs. 191.71bn in the same period in the overall sector allocation.

It is also noted that the decrease in External Financing is a consequence of four donor-funded
projects that are exiting the Public Investment Plan (PIP) upon conclusion. These are;

a) Support to Implementation of Skilling Uganda

b) Albertine Regional Sustainable Development Project
c) Uganda Teacher and School Effectiveness Project, and
d) Higher education, Science and Technology Project.

2.1.1 Overview of Sector performance for FY 2019/20

Below, we take a critical look at the budget performance for the respective Votes as at December
2019.

Table 2 Sector budget performance per vote as at December 2019

Program Service FY2019/20

Approved Expenditure Percentage 50%

Budget (bn) by end Dec 19 performance mark

013 Ministry of Education and Sports 648.463 193.190 29.8% 50%

111 Busiitema University 36.989 17.369 47% 50%

122 Kampala Capital City Authority 44.974 20.074 44.6% 50%

127 Muni University 17.290 5.926 34.3% 50%

128 Uganda National Examination 123.279 83.083 67.4% 50%

Board

132 Education Service Commission 9.419 4.148 44% 50%

136 Makerere University 316.113 135.353 42.8% 50%

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 137 Mbarara University of Science 47.128 22.301 47.3% 50%
and Technology

138 Makerere University Business 76.691 37.806 49.3% 50%

School

139 Kyambogo University 132.308 58.456 44.2% 50%

140 Uganda Management Institute 33.295 12.289 36.9% 50%

149 Gulu University 48.452 20.160 41.6% 50%

301 Lira university 18.900 8.669 45.9% 50%

303 National Curriculum 14.267 6.623 46.4% 50%

Development Centre

307 Kabale University 32.351 14.501 44.8% 50%

308 Soroti University 17.782 4.383 24.6% 50%

500 Local Governments 1,779.962 865.903 48.6 50%

Source: Ministry of Education and Sports MPS FY 2020/21

The Ministry of Education and Sports at 29.8%, Muni University at 34.3%, UMI at 36.9%, and
Soroti at 24.6% are performing at below 40% mark out of the expected 50% as at December 2019.
This trend must be checked especially with the Ministry which is supposed to be the lead agency
in the overall implementation.

The poor performance at Soroti University is largely associated with the Management scandals
that have rocked that institution at its infancy and they must be addressed immediately.

The above-average performance registered by the Uganda National Examinations Board is mainly
due to the fact that a substantial amount of their funds were for conducting the PLE, UACE and
UCE examinations which were concluded in the second quarter.

2.1.2 Medium Term Projection Analysis

An analysis on the successive medium term projections both from the Ministerial Policy
Statement and the National Budget Framework Paper for at least FY 2019/20 and FY20/21 has
shown glaring mismatch with the figures projected over the medium term. This is however not
accompanied with explanatory notes on why the variations occur, and as such it renders the
reliance on these projections a nullity and waste of time.

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The table below extracts the figures and projections for the Ministry of Education and Sports
Vote 013 and makes a further pointing to Programme 02 under the same vote-Secondary
Education. It remains to be appreciated as to why there are huge leaps in projections under the
NBFP 2020/21 and the MPS FY2020/21 as compared to the previous FY figures for the budget
estimates under this programme.

Table 3 Medium term projections

Vote and Approved Budget MTEF Projections as at NBFP 2020/21 MTEF Projections in the MPS FY2020/21
Program 2019/20

013 Ministry 20/21 21/22 22/23 23/24 20/21 21/22 22/23 23/24
of Education
and Sports 648.463 536.621 594.907 702.128 686.541 552.540 613.174 747.492 693.487

02 Secondary 11.568 57.704 129.853 241.134 197.993 60.898 130.353 241.634 204.419
Education

Source: Ministry of Education and Sports Ministerial Policy Statement FY 2019/20,

National Budget Framework Paper 2020/21,
Ministry of Education and Sports Ministerial Policy Statement FY 2020/21
Whereas it is normal processes to have figures vary, it remains an analysis challenge
understanding why the same sector should continue to present different projection figures over
the medium term including in a space of less than one month between the presentation of the
NBFP and the MPS for the same year. This inevitably makes planning difficult and more of guess
work and therefore hard to rely on. The ultimate effect of all this is the service delivery outcome.

I should further point out that only 1.721bn of the approved 11.568bn for Secondary Education
has been released as at end of Q2 representing a paltry 14.9%. It is almost obvious that not even
40% of the allocated money shall be utilized at the end of the FY and this poor budget
performance is impacting negatively on the learner in the countryside.

There is need to investigate this deeply given the infrastructure development projects under seed
schools that have attracted huge sums of money without tangible progress across the country.

2.2 Key Outcomes

The MPS for FY2020/21 as presented by the Ministry of Education and Sports aims at realizing 3
broad outcomes in all the respective Votes albeit with different respective outcome indicators.
The broad outcomes to be achieved are;

(i) Increased enrolment for male and female at all levels;

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 (ii) Improved proficiency and basic life skills; and
(iii) Improved resource utilization and accountability.

It remains to be seen how much the sector has gone towards the realization of this journey.

2.3 Alignment to the National Development Plan

Whereas this section is meant to assess the consistency and contribution of the sector plans and
policies as laid in the MPS for FY 2020/21 with the National Development Plan III, and the Charter
for Fiscal Responsibility, there is only a veiled reference to the NDPIII in the MPS. The requirement
for this alignment is in accordance with the Public Finance Act, 2015 under section 13(6) and
13(7).

The silent reference to the NDPIII could be largely due to the late presentation to and approval
by Parliament of the NDP III.

Nonetheless, through its strategic objectives as indicated earlier in section 1.2.1 and reproduced
here, the sector is contributing to achieving the NDP III targets. The strategic objectives are:
1. Achieve equitable access to relevant and quality education and training;
Under this objective, the sector plans to continue implementing the policy of having a
government Primary School per parish, a secondary school per sub-county through grant aiding
and construction in a phased manner and establishing technical and vocational institutes per
district with focus on completing outstanding works. Conclude the take over as a public tertiary
institution of Mountains of the Moon University and fully operationalize Soroti University;
Rehabilitate and expand Primary Teachers Colleges, among others.

2. Ensure delivery of relevant and quality education and training;

The Sector plans to strengthen the current inspection system and approaches by increasing the
frequency of inspection of schools and institutions as well as local governments, professionalize
and motivate the teaching workforce by developing and implementing a comprehensive Teacher
Policy that elevates the standards in the Teaching profession to a level that aligns with the
Nation’s aspirations for socio-economic transformation, develop and implement an Education
and Training Assessment Policy at all levels and improve teacher and instructor competencies
and practices for the delivery at all levels among other strategies.

This will also include strengthening the Education Management and Information System (EMIS),
full roll out of the new lower secondary school curriculum, reviewing and amending existing legal
frameworks such as Policies, Laws, and Guidelines. It will further optimize ICTs in the delivery of
education services, research, monitoring, evaluation, and communication of impact of
interventions and develop and implement a comprehensive Strategy that strengthens

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community and parent participation in the affairs of the Schools and training institutions, among
other strategies.

3. Enhance efficiency and effectiveness of education and sports service delivery at all levels;
Continue implementing a policy of affirmative action for persons talented in sports, Strengthen
the policy and legal frameworks governing sports in order to enhance professionalism and
integrity in sports and Support the construction, rehabilitation and management of sports
facilities throughout the country, among other strategies.

2.4 Sector Compliance with Gender and Equity

The Education and Sports sector has continued to provide in her policies programs that on the
outset address the Gender and Equity issues as laid out in the Government Policy guidelines. It
should however be noted that many times, the implementation is a far cry from the set programs.

On a positive note, there are increasing numbers of schools that are reporting a higher enrolment
for the girls as compared to the boys. In 2019 PLE for example, analysis by gender indicated that
336,040 (48.3%) boys were registered compared to 359,764 (51.7%) girls, indicating that more
girls than boys completed the Primary Education cycle. This has been the trend in the last five
years.6 The challenge then is whether the policies and budget programs in the sector reflect this
trend.
1. In many schools especially in the rural districts, there is limited or no provision for
adequate latrines separated for boys and girls.
2. Schools have been exposed to programs and interventions on gender, HIV/AIDS, safe
learning environment among others, through piloting but rarely do they see full
implementation of these programs.
3. The long standing promise of sanitary pads for the girl child for Menstrual Hygiene and
Management has remained a campaign gimmick.
4. Overlapping Partners programmes in some districts especially on infrastructure support,
while others have no support has remained evident.
5. Selective implementing of programmes where other districts do not have any
intervention remains rampant.
6. The policy on increased remuneration for science teachers and workers is against the
known equity standards and legal provisions specifically Article 40 (1) (b) of the
Constitution of the Republic of Uganda, 1995 (As amended).
In line with Section 13 (15) (g) of the Public Finance and Management Act, 2015, respective MPSs
for the FY2020/21 have been analyzed in order to among others;

6
UNEB Statement of release of the 2019 primary leaving examination results

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 (i) Ascertain the extent to which Vote objectives focus on inclusive growth as provided for
in the NDPIII;
(ii) Examine the extent to which Votes allocate budgets to priority outputs in response to
Gender and Equity concerns;
(iii) Examine the level of compliance of Votes with Gender and Equity requirements when
reporting on past performances;
(iv) Inform the issuance of the Gender and Equity Compliance Certificates to the respective
qualifying Votes.
Below is a table showing the percentage performance of the various Votes under the sector for
the three immediate successive FYs.
Table 4 Sector compliance with Gender and Equity requirements for FY2018/19 to
FY2020/21

Programme 2018/19 2019/20 2020/21 Trend

013 Ministry of Education and 87% 73%% 81.3% Progressive

Sports

111 Busiitema University 67% 72% 75.7% Progressive

122 Kampala Capital City Authority 79% 76% 78.1% Progressive

127 Muni University

128 Uganda National Examination 61% 71% 61.4% Decline

Board

132 Education Service Commission 62% 64% 53.4% Decline

136 Makerere University 51% 70% 65.4% Decline

137 Mbarara University of Science

and Technology

138 Makerere University Business

School

139 Kyambogo University 58% 79% 82.4% Progressive

140 Uganda Management Institute

149 Gulu University 54% 70% 67.7% Decline

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 301 Lira university 40% 64% 70.1% Progressive

303 National Curriculum 64% 55% 60.4% Progressive

Development Centre

307 Kabale University 62% 76% 78.8% Progressive

308 Soroti University

500 Local Governments

Source: Certificate of Gender and Equity Compliance for FY 2020/21MoFPED

Compliance to Gender and Equity requirements

100%
90%
80%
70%
60%
50%
40%
30%
20% 2018/19
10%
0% 2019/20
140 Uganda…
111 Busiitema…

132 Education Service…

136 Makerere…

139 Kyambogo…
013 MoES

137 MUST
122 KCCA

128 UNEB

138 MUBS

303 NCDC
127 Muni University

149 Gulu University

307 Kabale University

308 Soroti University
301 Lira university

500 Local Governments

2020/21

Eleven out of the 17 Votes in the sector have been assessed and rated above the 50% pass mark.
It is however noted that some of these assessed Votes have a slight decline in their performance
over the years, a trend that should be checked and reversed. (See above marked ‘Decline’). It
should further be noted that 6 Votes have not been assessed for failure to submit on time.

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2.5 Key Emerging Issues
As we analyze the MPS for the Education and Sports Sector, we note a number of emerging issues
that will need further attention so as to address specific gaps and create for respective
opportunities. It should be noted that most of these emerging issues have been identified and
highlighted over the years with little or no effort to address. Some of the salient ones are
therefore reproduced herein for emphasis. Such strategic interventions will inevitably steer the
sector higher and facilitate service delivery. These emerging issues include;

i) High School Drop-out: Whereas the enrolment rates into primary schools has been respectably
high since the inception of UPE, the completion rate remains a paltry 24%, a far cry from the
intended target of having all school going children into school and completing primary seven. Of
those who enroll in secondary school, only 36% sit the UCE examinations! This dim picture of the
system is an indictment on government for not putting in place measures to enhance retention
and progression in schools.

ii) Recruitment, training, retention and remuneration of teachers: Much as efforts for
recruitment and retention of teachers has been a point of emphasis in the sector, the lack of
uniformity in facilitation of teachers in hard to reach areas, categorization of the hard to reach
areas, provision of staff housing, and inconsistent remuneration have overshadowed the efforts
made. The failure to actualize the promise to enhance the pay for tutors and lecturers from
tertiary institutions and public universities remains another grey area.

iii) Science teaching: Recent pronouncements by the President and policy guidelines from the
Ministry of Education and Sports have shifted emphasis to the teaching of sciences especially at
post primary and tertiary institutions. This is however not being supported with adequate
facilities such as laboratories, equipment and science teachers. The only visible intervention here
has been the enhanced pay for science teachers and workers against their counterparts in other
fields.

The disparity in pay between science and other humanities teachers and staff remains an
unresolved contention as similar people doing the same job are receiving different pay. This is
causing serious agitations across the country and should be resolved. This disparity has had its
own challenges and affected the overall teaching process as well as teacher placement and
supervision. A science teacher teaching only one subject is paid more than double the pay of a
similarly qualified teacher for arts subjects teaching two to three subjects.

iv) Vocational Education and Skilling Programs: Despite the key role vocational skills program
plays in the youths’ ultimate placement into society and their relevancy after the education cycle,

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little is there to show for input into this subsector. Under BTVET, government has altered her
policy on providing a technical institute per constituency to one institute per district. This has
remained on paper though with most districts standing with no technical institute at all thus
affecting the skilling program. The slow progress in the construction process of technical
institutions complicates matters more. An example is the Kazo Technical Institute in Kazo District,
which has been under construction since 2013 and is still far from completion, Epel Memorial
technical institute in Katakwi which is almost abandoned and Bamunanika technical institute in
Luwero which has equally stalled. These institutes are on average Ushs. 2.6bn projects each!

v) School Feeding Program: A rather great initiative that would significantly reduce school
dropout rates and poor performance at different levels, the school feeding programme that was
proposed in 2012 is not yet implemented 8 years later. The initial estimated cost of the school
feeding programme was UGX 2.5 trillion. Sadly, no budget allocation has been made by the
Ministry of Finance, Planning and Economic Development to the effect since.

vi) Seed Schools: The government has rightly put in place a policy for establishing at least one
government secondary school in every sub county. This however remains far from actualization
largely because of limited funding and delayed decision making especially at the District and Sub
county council levels. This has as a result locked many disadvantaged children out of secondary
schools.

vii) New curriculum: The government has introduced and rolled out the new lower secondary
school curriculum whose implementation started this academic year. There are visible
challenges with its implementation mainly on availability of teacher and learner guidelines and
facilities for teaching especially ICT and sciences. At the inception, 04 teachers were selected
from respective secondary schools and taken through the new curriculum. These were supposed
to in turn cascade the knowledge to the other teachers, a process that is yet to materialize since
most of these trainees are not as competent given the inadequate training they received. These
must be addressed for effective implementation of the curriculum which on the whole has been
appreciated as very good by the various stakeholders.

viii) The students’ loan scheme: The students’ loan scheme is still a limping program despite the
number of qualifying students every year. In FY2019/20, the Higher education Students’
Financing Board received 7,310 applications out of which over 5000 qualified for support.
However, only 1,851 students were selected for support with 1,484 at undergraduate and 367 at
Diploma level.7

7
HESFB presentation on NBFP, 2020

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xi) Remuneration for Professors and other Lecturers and Tertiary Students’ Strikes: In her
presentation of the Sector BFP to the Parliamentary Committee on Education and Sports, the
Minister of Education and Sports among others mentioned that understaffing in most public
institutions of learning right from Primary to University was alarming. She particularly put the
staffing levels in public universities at a staggering 22%!

The NBFP equally made specific mention of remuneration for staff especially University
Professors and Science cadres;
“In order to meet the critical shortfalls on the Budget for FY 2020/21, MoFPED will mobilise
additional resources to bridge up the funding gap under Security, Specialized Funds (Emyooga),
Electoral Road Map, New Cities and Salary enhancement for University Professors and Scientific
cadres in Research Institutions before the budget for FY2020/21 is finalized”8

A closer look at the allocations for the respective universities under wage points a different
picture despite an increase in the overall wage budget for the sector from Ushs. 1,810.77 bn to
Ushs. 1,953.65bn a difference of Ushs. 142.88bn. This increment is commendable but interest
should be made to study further areas that this increase in wage allocation is meant for since no
clear indications are made in the MPS.

Table 5 Analysis of Wage allocation for FY2019/20 and 2020/21

Program Service 2019/20 2020/21
Approved Budget Proposed Budget Increase in
(bn) Wage (bn) Wage allocation (bn)
111 Busiitema University 23.099 25.439 2.340
127 Muni University 9.207 10.672 1.465
136 Makerere University 166.781 166.781 0
137 Mbarara University of 31.729 33.207 1.478
Science and Technology
138 Makerere University 47.727 51.519 3.792
Business School
139 Kyambogo University 50.378 53.015 2.637
149 Gulu University 31.059 32.146 1.087
301 Lira university 8.995 11.037 2.042

8
NBFP FY2020/21

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 307 Kabale University 23.161 23.780 .619
308 Soroti University 7.423 7.627 .204

132 Education Service 2.816 2.816 0

Commission
Source: Ministry of Education and Sports MPS FY 2020/21 (Analyzed)

The marginal increments in wage cannot even cater for arrears let alone new recruitments or at
least nothing is mentioned to the effect. For example Makerere University Business School which
has the highest increment of 3.792bn does not explicitly indicate the intended utilization of this
wage budget other than a vailed reference to ‘Attract, Recruit, reward, develop and retain high-
performing staff’.

The thought of an enhanced pay for University lecturers and Professors thus remains a far cry.
Even the ESC wage budget has not changed casting a doubt on the proposed recruitment of
especially science teachers.

On the other hand, strikes continue to rock Tertiary institutions hence destabilizing the learning
cycle and destroying property as well as morals. There is need to address the causes in a more
comprehensive manner and this should include standardization of policies in same category
institutions. For example, why should there be Fees incremental systems in Makerere University
and not in other Public Universities?

x) Extra Charges in UPE and ESE Schools

There continues to be a conflict between policy and practice in as far as charging any extra fees
in UPE and USE schools. This has been made worse by inconsistent political pronouncements
over the matter. Immediate effort should be made to resolve this impasse and appropriate funds
allocated for the children under these programs.

Chapter 3: ALTERNATIVE PROPOSALS

With the ultimate aim of streamlining and realigning the Education and Sports Sector to her
original regional and International glory, alternative policy proposals are herein presented. These
alternative views are meant to either strengthen already existing policies and programs but in
other aspects to bring out a different approach through which the government of Uganda will
deliver quality affordable, equitable and competitive education for national development.

We are happy to note that the Ministry fully launched the Education Sector Strategic Plan and
the National Development Plan III has been passed for rollout. We need not over emphasize the

27 | P a g e
need for the Sector to prioritise and enforce school attendance at all levels, provision of
affordable and accessible education, quality and motivated teachers, sufficient infrastructure to
facilitate learning, increased sanitation facilities, staff housing, school feeding, improved and
commensurate remuneration, adequate supervision among others.

The recent roll out of the New Lowe Secondary School Curriculum is a welcome intervention
though the hushed nature of the rollout leaves a lot to be desired. There is an urgent need to
make available to all schools across the country, teachers and learners guidelines rather than
relying on what has been sent on line given our ICT development capabilities especially in the
rural areas. There is also need to provide for relevant infrastructure such as science and ICT
laboratories as well as instructional materials to facilitate effective implementation.

It is no longer a point of debate that government cannot singly shoulder the responsibility of
educating the country’s children. The politicking time is long gone and the results have been
dire. We almost have a lost generation because of poor education. The role of parents and the
community in the education of their children cannot be replaced and they therefore must be
involved. It is inevitable that as government meets the basic pay for education, parents must
come in, in a structured way to contribute to the education of their children. The continued
conflict between policy and practice in as far as charging any extra fees in UPE and USE schools
must be resolved. The inconsistent political pronouncements over the matter must be
harmonized. Immediate effort should be made to resolve this impasse and appropriate funds
allocated for the children under these programs.

The sector plan needs to work out what parents and communities can be reasonably expected
to contribute to the education of their children, such as a partial contribution towards the cost
of uniforms, shoes, books and school feeding; while government funding leans to infrastructure,
teacher training and salaries, books, equipment, chalk among others, and teachers’
accommodation. And this should be made clear to the population rather than politicking around
it.

3.1 Prioritizing a quality Teaching Force with equal pay for equal work
Over the years, the policy makers have continued to highlight the importance of recruiting a
sufficient, qualified, well remunerated and facilitated teaching force at all levels of the education
system. This has not been actualized despite the emphasis and we wonder why sufficient finds
have not been allocated for the same. The education sector must, out of necessity, prioritize the
development of a quality teaching force because “no education system is better than the quality
of their teachers”. All efforts and resources must be made toward building a teaching force that

28 | P a g e
is not only confident and motivated, but also has knowledge of the subjects taught and has the
instructive ability to transfer that knowledge to students.

Every teacher who attains a higher qualification must be guaranteed a commensurate pay.
Teachers no longer find it attractive to further their studies especially due to the fact that it is not
a straight means to acquire commensurate pay for the upgraded status. This must change as a
way of encouraging skills and knowledge acquisition. Additional funds should be allocated to
boost the wage component for the teaching cadre.

Further, the enhanced pay for University Professors must be implemented immediately. We are
risking losing a workforce that we shall never be able to replace. Lately, we have witnessed
government awarding selective pay rise to a section of the public service and it is our conviction
that from the same resource envelope, the University Professors and lecturers should be catered
for.

The policy on paying science teachers and workers higher than their counterparts is
counterproductive and should be discarded immediately. Furthermore, teachers in hard to reach
areas should be uniformly paid their prescribed allowances. The policy of not including
Municipalities in hard to reach areas should not apply and Municipalities in originally hard to
reach areas should be covered as such. If for example Kaabong is characterized as a hard to reach
area, how does creation of Kaabong Municipality change that reality? A new and uniform
description of hard to reach areas should be developed, discussed and agreed on with all
stakeholders.

3.2 Government takeover of willing private/community schools under the Seed

School policy
Whereas we applaud the government for the policy of having a public secondary school per Sub
County, the implementation process needs review. It has been established through consultations
and field visits that there are several established private and/or community schools across the
country that are requesting for government take over at no or at a minimal cost. This has not
been fully explored by government and the same government continues to spend huge amounts
of money to build new seed schools next to private schools that would have been taken over as
public schools.

We propose that effective FY2020/21, government should evaluate all proposals of schools that
have requested for government takeover before new financial commitments are made to build
new schools. Where there is an offer of a private/community school for takeover, government
should give that option the first priority with a view to take over that school as a public

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school/seed school for that particular Sub County. Scenarios like has been witnessed in
Kichwamba Sub County in Rubirizi District, where a seed school is being proposed within a
distance of about 200 meters from an existing private/community school that has requested for
government takeover, should be avoided.

We are aware that such takeovers come with total inheritance of assets and liabilities but we also
note that largely the liabilities are far less than establishing a new structure whereas the assets
are visibly great.

3.3 Government funded School Feeding Programme

It is interesting how government has continually stated that the school feeding program could
not be taken on because of failure to secure a certificate of financial implication! The school
feeding program is a key focus area that cannot be shrouded under such excuses. The
government of Uganda has failed to implement a school feeding programme, citing lack of
resources and proposing sensitization of the communities and parents about the policy
prescriptions. The level of food security in the country makes the government insistence on
parents packing food for children laughable. The famous proposal to have these children carry
food flasks instead remains a mockery of the century.

We reiterate our stand and as an alternative, propose that government should implement a
school feeding programme for primary and post primary school children supported by local
agricultural production and involvement of parents and communities. Local production will not
only increase agricultural production, but also create new jobs. The education sector must source
for opportunities to partner with the agricultural sector and the Ministry of Agriculture to achieve
this.

3.4 Streamlining and mainstreaming Higher Education Financing

The Ministry of Education and Sports has now rolled out the Higher Education Students Loan
scheme through the Higher Education Students’ Financing Board. This is established by an Act of
Parliament, No 2 of 2014 as a body corporate mandated to provide Loans and Scholarships to
students intending to pursue Higher Education. We however note that the amount of money
allocated for this is far below the scope of duty that awaits the Board. Over the years, the
Ministry has made it clear in respective presentations to Parliament that there is no money for a
comprehensive loan scheme which leaves a large number of students unable to access higher
education.

We however note that money is successively voted for a pseudo scholarship scheme managed
under State House without any known legal and or administrative framework. As noted earlier,

30 | P a g e
out of the over 5,000 applicants to HESFB who would qualify for funding, only 1,851 were funded
because of a limited budget.

Our alternative proposal is that the government should streamline into one agency and
mainstream Higher Education Financing. This will involve the immediate abolition of the State
House Scholarship Scheme and authorization of the Ministry of Finance, Planning and Economic
Development to revote the funds from State House for state house scholarships to the Higher
Education Student’s Financing Board. It is imperative that funds are voted through an agency
that has a clear legal mandate to handle the scholarships and can account to Parliament and the
people of Uganda from time to time as to who the beneficiaries are.

3.5 Mainstreaming Skills Development through Centers of Excellence

There is urgent need to revamp the BTVET sector to refocus them to producing the kind of skill
sets that match market demands. The system requires intensive capital developments to match
those in the developed world with international standards and certification.

The alternative proposal therefore is to streamline all efforts on Skilling into one sector; the
education sector under Ministry of Education and Sports. This calls for allocating all the available
money to establishing and equipping regional centers of excellence for BTVET each with a
capacity intake of at least 1,000 students per year. These centers of excellence should be
equipped with modern gadgets that support ICT uptake and adoption in the BTVET sector. All the
other initiatives including the Presidential Skilling initiatives should be mainstreamed.

The new vocational training could go beyond the traditional areas such as plumbing, carpentry,
building, tailoring, and wiring among others and extend to national priority areas such as water
harvesting, irrigation technologies, agricultural extension services, establishment and
management of parish cooperative societies and stores, agricultural labour unions and entry level
jobs in the tourism industry.

Chapter 4: CONCLUSION

The Education and Sports sector remains among the top three budget priorities of government
though our conviction is that it should be number one. It is true that several interventions have

31 | P a g e
been made in the sector aimed at ensuring quality education for all but the implementation
bottlenecks remain real and visible.

As a result, completion levels remain a very small percentage of those who enroll defeating the
original purpose of increased enrolment and access. The products of our education system
remain far from the quality citizens that we want to be proud of. Unfunded priorities grow by the
day and most shockingly in the recurrent budgets.

We as a country have no option to quality and universal education especially given our young
population. The continuous budget cuts to the sector are not an indicator of a country planning
for her future. This government must prioritize education in entirety inclusive of the learners
and their wellbeing, teachers and their welfare, infrastructure development, and instructional
materials among others. We cannot as Parliament look on as the sector drowns under an
unfavorable resource ceiling amidst increased demands from a young spiraling population.

I beg to lay.

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