MINISTRY OF EDUCATION AND SPORTS

CapEFA Project

TMIS NEEDS ASSESSMENT STUDY

REPORT

DECEMBER 29, 2013

Table of Contents

List of Accronyms ....................................................................................................................... 3

Executive Summary ..................................................................................................................... 5

Acknowledgement ..................................................................................................................... 10

Background ................................................................................................................................ 11

Terms of Reference and Scope .................................................................................................. 13

Study Methodology .................................................................................................................... 15

Policy and Related Initiatives .................................................................................................... 17

Structure and Functions of Ministry .......................................................................................... 23

Structure and Functions of Education Agencies ........................................................................ 35

Structure and Functions of District Offices ............................................................................... 43

Existing Education/ Teacher Data Systems ............................................................................... 49

Analysis of data Instruments ...................................................................................................... 59

Teacher Recruitment and generalManagement Process ............................................................ 68

Common Teacher Data Instruments and areas of immediate Computerisation ........................ 72

Existing Technologies and Capacity .......................................................................................... 75

Application Software and Related Requirements ...................................................................... 82

Systems at Ministry of Public Service ....................................................................................... 90

GITs Modernization Plan ........................................................................................................... 94

GITs and PSC Technical Support .............................................................................................. 96

Existing Telecommunication Initiatives .................................................................................... 98

Telecommunication Infrastructure Requirements and Costs ..................................................... 99

EMIS Implementation log frame ............................................................................................. 102

Recommentations ..................................................................................................................... 108

Appendices ............................................................................................................................... 118

LIST OF ACRONYMS CAO – County Administrative Officer

DES – Directorate of Education Standards

DIT – Directorate of Industrial Training

DEO – District Education Officer

DSC – District Service Commission

ESC – Education Service Commission

GIT- Government Information Technology

HTVET - Higher, Technical, Vocational Education and Training

ICT – Information Communication and Technology

LAN – Local Area Network

LG – Local Government

MOES - Ministry of Education and Sports

MOLG – Ministry of Local Government

MPSC – Ministry of Public Service Commission

NCDC - National Curriculum Development Centre

NCHE – National Commission of Higher Education

NTC – National Teacher College

PED – Primary Education Department

PSC – Public Service Commission

PS - Permanent Secretary

PTC – Primary Teacher College

PTE - Primary Teacher Education

TIET – Teacher Instructor Education and Training

TVET – Technical, Vocational Education and Training

SED – Secondary Education Department

UNEB – Uganda National Examination Board

UNESCO – United Nations Educational, Scientific and Cultural Organization

TISSA - The Teacher Issues in Sab-Sahara Africa

EXECUTIVE SUMMARY

The Ministry of Education and Sports and UNESCO CapEFA carried out a TMIS needs

assessment to address concerns on teacher management issues that were identified under

the TISSA diagnostic report. The main objective of the needs assessment was to assess the

teacher data requirements of the various departments of the MoES and its associated

agencies such as Education Service Commission, Public Service Commission and Districts,

Education institutions including information on Teacher Training Institutions and refugee

education, as a basis for designing an integrated network computer system framework to

support the TMIS.

The review was involved to determine the nature and scope of the requirements for

education data in the Ministry and Agencies, major constraints and challenges in collection,

processing and use and with a view to recommend ways to address prevailing limitations

and to improve efficiency in the use of education data.

It will also be recalled that the major component of the terms of reference was to examine

functions of the various departments and agencies, their information requirement and

processes, available data and data systems with a view to recommend ways to achieve

efficiency, eliminate duplication and related constraints and to recommend the nature,

scope and ways to adopt and implement Education Management Information System

(EMIS) to support required efficiency and controls in processing, use and management of

education data and/or information.

This report presents observations, analysis and recommendations made on the functions

and information requirements for the various departments and agencies of the Ministry. It

also incorporates observations and recommendations made during field visit, review of

various policy documents and reports and consultations made with the relevant officials.

The structure of the Ministry

During this needs assessment, it was noted that the ministry consists of four (4)

directorates, eleven (11) departments and six (6) affiliated agencies. It was noted that in the

Ministry and agencies, the data and information requirements are substantially similar.

Common education data

During this review, it was noted that common education and Teacher data consists of

registration of Teachers and school particulars including Teachers bio-data, college of

study details, salary information, school details, enrollment and attendance, dropout

and repeaters, staffing, physical facilities, textbooks and learning materials, schools

management and special data such as school feeding program.

Data collection instruments

During this review, it was noted that the ministry and agencies use a wide range of

instruments to collect and maintain education data leading to substantial duplication,

insurmountable volumes and limited capacity for timely processing, analysis, use and

dissemination of resulting information. Indeed, these constraints have resulted to

excessive and repeated inquiries for the same data at the districts and schools.

In view of these constraints, it is recommended that core data instrument be adopted

and implemented taking into account the needs for most of the departments and

agencies, with supplementary modules to address specialized data requirements and

updates.

In view of the fact that the registration of Teachers is mandatory and enforceable with

Education Act, it is recommended that registration instruments be modernized and

harmonized with other data collection instruments to constitute the core instrument.

Volume of Data and Work

During this review and analysis made, it was noted that duplications and collection of

non-core education that have led to handling substantially overwhelming volumes of

data and attendant man-hours at the schools, districts and Headquarters.

In view of this observation, it is recommended that the core data collection instruments

and supplementary modules should be revised and restricted to core education.

It was noted during this review that such modernization and harmonization of the core

and supplementary data collection instruments, to eliminate duplications and

repetitions, will result to a reduction of 56% of the volumes of work in collection,

processing, analysis of the education data.

Centralization of Data Processing

It was noted also during this review that the capture, processing and analysis of data is

highly centralized and carried-out at the Headquarters. With such centralization, in

addition to expanded education, duplication and large volume of data, as well as limited

capacity, the processing and analysis of data are substantially delayed, and/or never

carried out leading to ad-hoc decision-making, planning and resource allocation.

In view of these observations and the need to eliminate and/or reduce overload and

congestion of data arising from high centralization, it is recommended that the data

capture, processing and use be decentralized to the districts thereby enabling the

headquarters and respective agencies to concentrate on analysis, dissemination, policy

review, and related intervention measures.

Computer Systems Support

During this review it was noted that with the exception of PSC, the support computer

systems at the Ministry and other agencies are substantially low and considerably

isolated and/or departmentalized.

In addition, it was noted that again with exception of PSC and Education standards, skills

and competencies of the staff to support electronic based systems remains substantially

low leading to manual processing and analysis of data at various levels.

In view of the limited capacity at various levels and particularly at the district, it is

recommended that appropriate and upwardly scalable computerized systems be

established to support capture, processing, sharing and use of the data at the district,

the various departments and agencies of the Ministry.

In view of the limited sharing of data among the departments and agencies of the

Ministry and lack of feedback to the districts and schools, it is recommended that

policies and infrastructure be adopted and given priority at all levels to support

information sharing and feedback at various levels.

District Potential and Capacity

It was also noted that whereas there is high potential for the districts to carryout

effective and timely capture and processing as well as use the data, the capacity in terms

of equipment and human resources remains substantially limited.

It was also noted and recommended that the on-going and largely uncoordinated

initiatives at the districts constitute a fundamental and crucial foundation for the

development of the envisaged Integrated TMIS.

It was noted during this review that districts needed, at present and as a matter of

priority, to be supported to harmonize capture, processing and use of data in order to

take more systematic and productive advantage of the computers from in place and the

trained staff of the PSC that are already in the districts.

Education Agencies

During this review, it was noted and recommended that Education Agencies of the

Ministry handle largely specialized education/ Teacher data that should be harmonized

and integrated with revised core instruments and development of Applications Software

and related infrastructure to support adoption and implementation of EMIS.

In this respect, it was noted and recommended that, besides handling data for staffing in

public schools and/or institutions and Teachers Management, BTVET directorate handles

data for the registration of teachers in both public and private sectors and that the

required Applications Software should be harmonized and integrated with EMIS

applications.

Similarly, it was noted and recommended that, besides handling data for registration of

candidates and processing of examinations, Uganda National Examination Board (UNEB)

handles data for the examination results relevant for admission in the subsequent

transition stages and that the required Application Software should be harmonized and

integrated with EMIS applications.

Of equally strategic importance, it was noted and recommended that, besides handling

data for staffing, registration of teachers and examination performance, NCDC handles

data for development and delivery of the curriculum of which the required Applications

Software should be harmonized and integrated with EMIS applications.

Also of equal strategic importance, it was noted and recommended that, besides

handling data for Teacher recruitment, confirmation, promotion, discipline and transfers

of which the required Applications Software should be harmonized and integrated with

EMIS applications.

Implementation of EMIS

In accordance with the terms of reference it is proposed and recommended that EMIS

be implemented over a period two(2) years, with the 1st year involving harmonisation of

data collection instrument, Development of an integrated TMIS with the baseline of the

exisitng EMIS system and pilot of the core data collection instruments, supplementary

modules, supporting computerized systems, necessary network infrastructure, capacity

building and development of required capacity.

In this respect, it is recommended that the 2nd year should involve implementation of an

Integrated online TMIS and supporting systems, applications and infrastructure in all the

districts and education institutions.

It is recommended further that during these phases efforts should be made to ensure

affordability, manageability and sustainability.

ACKNOWLEDGEMENT We appreciate the opportunity availed to us by the Government of Uganda, Ministry of

Education and Sports (MoES) to carry out a comprehensive needs assessment study that will

form a basis for the development of Teacher Management Information System (TMIS). In

particular, we thank the UNESCO Uganda chapter, the PS/MoES and Technical group/MoES

for the guidance and support rendered to the Consultancy team during the course of its

assignment.

We thank the various directorates, departments, institutions and the stakeholders

specifically the TIET department and Dr. Jane the Assistant Commissioner, and Mr. Patrick

the ICT Assistant Commissioner, who made invaluable contributions and input to the Team

that enriched the knowledge and views of its members about the local and international

needs assessment in review of Teacher Management Information System (TMIS).

We affirm that the views contained in the report are the collective considerations of the

Consultant team members, and they do not, in any way, represent the Government of

Uganda position on the subject matter of development of Teacher Management

Information System (TMIS).

CHAPTER 1: BACKGROUND

The Teacher Issues in Sab-Sahara Africa (TISSA) study report indicates that Uganda faces

challenges in the quantity and quality of Teachers at all levels. The technical team came up

with key recommendations that formed the basis for developing an action plan for

addressing Teacher issues in Uganda. The project of CapEFA on Teachers of Uganda that is

facilitated by UNESCO in partnership with the Ministry of Education and Sports is now to

implement a capacity development programmes to support the implementation of some of

the key recommendations from TISSA study. Based on the action plan and activities derived

from the TISSA recommendations, the team prepared a Capacity Development of Education

for All on Teachers of Uganda. In this work plan, the Teacher working team prioritized four

components to be implemented for the period September 2013 to December 2014. One of

these components is development of a Teacher Management Information System (TMIS)

with a profile of Teachers on licensing, management (recruitment, deployment, transfers

and appraisals) and Teacher training.

The TMIS is to provide accurate information on demand and supply of Teachers at primary

and secondary level. In this way the Ministry will plan for training and recruitment of

relevant Teachers. This will ensure that pre-service training needs are evidenced based to

equip a sufficient number of Teachers with adequate qualifications. Also, in terms of the

Teacher profiles, the Teacher Instructor on education and training, would require

information on the in-service training and plan for improving the quality of Teachers by

ensuring that there are sufficient opportunities for upgrading of pedagogical skills. For the

implementation for the TMIS components, a request of expression for consultancy has been

proposed to review the existing information systems/needs assessment, design and

specification of the system and support for installation of the TMIS. The ultimate goal is to

ensure that there is comprehensive information on Teachers that is accessible and shared

within an online platform by all the stakeholders at all levels.

This consultancy therefore is about the TMIS Needs Assessment study that is envisaged to

form a basis for the development of a comprehensive working TMIS.

The consultant(s) is expected to work with a team drawn from the TMIS sub working group

whose membership is drawn from relevant departments that reports to the Teacher

Working Group of Uganda education sector.

The TMIS Needs assessment study was conducted in the duration between 9th December

2013 and 29th December 2013 with below defined objectives.

Study Objectives

The TMIS needs assessment undertaking revolves around below main objective and specific

objectives

To undertake a comprehensive needs assessment for development of TMIS

And specifically

i. To assess the Teacher data requirements of the various departments of the

MoES and its associated agencies as a basis for designing an integrated

network computer system framework to support the TMIS

ii. To assess the ICT infrastructure in the MoES and its agencies

iii. To assess the ICT capacity level of the staff

CHAPTER 2: TERMS OF REFERENCE AND SCOPE

The terms of reference for the needs assessment, design and support to implementation of

the envisaged EMIS were divided into three phases. The sections of the report that address

each of the terms of reference are indicated below;

Phase I: TMIS Needs Assessment

1. A review of the organizational structure and functions of the various

departments of the MOES at all levels and identification of the information

requirements for effective functioning of the Ministry on teacher data in

education institutions including those from refugee camps. This item is addressed

in Chapters 5 of the report.

2. An assessment of existing educational data systems in MoES including the format

and use of such data and the current constraints on effective access and use of

the available data. This item is addressed in Chapters 8 of the report.

3. A review of the instruments for collection of teacher data with a view to

institutionalizing a core instrument covering data needed by all the departments

and agencies, supplemented by specific modules. This item is addressed in

Chapters 9 of the report.

4. Analysis of teacher issues from a gender perspective and identification of gender

indicators. This item is addressed in Chapters 10 of the report.

5. Identifying monthly volume of work, existing bottlenecks and the areas for

immediate computerization within an integrated approach. This item is

addressed in Chapters 9 of the report.

6. A review of the existing computer technology and capacity at the MoES and

agencies in order to determine internal technological capacities available and

improvements required to support and sustain enhanced and timely information

and data processing. This item is addressed in Chapters 12 of the report.

7. An assessment of the nature and functions of computer systems at Government

Information Technology Services which processes a considerable amount of

MoES data, including salary and ESC data. This item is addressed in Chapters 13

and 14 of the report.

8. A review of Information Technology Services (ITS) plans for computer hardware

and software upgrades including type, extent, timing and certainty of

implementation as well as linkage with other ministries. This item is addressed in

Chapters 15 of the report.

9. Recommendations of the software requirements and support for MoES including

changes that will be necessary in the near future. This item is addressed in

Chapters 13 of the report.

10. In consultation with ITS provide full technical specification of proposed TMIS

hardware and software needs. This item is addressed in Chapters 18 of the

report.

11. Assessment of the capacity building requirements at MoES and development of a

programme of training needs on IT and propose appropriate training

arrangements and programmes to meet these needs. This item is addressed in

Chapters 18 of the report.

12. Evaluation of existing IT initiatives from which MoES including agencies and

education institutions could incorporate the teacher data. This item is addressed

in Chapter 17 of the report

13. Determination of the telecommunication infrastructure needed to support

handling the envisaged online platform and the likely costs. This item is

addressed in Chapter 18 of the report.

14. Estimating the costs for the various components in computerization of the

TMIS within the EMIS framework at the headquarters, district and institutions,

particularly in the following areas: This item is addressed in Chapters 13 and 18

of the report.

i. Installation of the system

ii. Training costs for users and system maintenance staff

iii. Operational/maintenance costs including paper, toner, ribbons and

replacement items for both laser and dot matrix printers.

iv. Full service maintenance from computer firms with extensive national

network.

v. Hardware requirements for installing the system.

15. Preparation of a phased programme for the establishment of an upgraded TMIS

networked system. This item will be taken care of in the Design phase of the

engagement. This item is addressed in Chapters 19 of the report.

CHAPTER 3: STUDY METHODOLOGY AND APPROACH

By using the various means and sources, there is need to synthesize the findings of the

country needs assessments as well as to document the experience draws from the previous

efforts in the processes. The following methods may be employed to gather the information

to prepare the report.

a) Discussions and consultations with the MoES departments and its agencies on the

key Teacher findings prior and during the presentation----will involve Meetings and

Visits in the Department / Agencies, Districts and institutions

b) A desk review of the Teacher education policy documents

c) Brief Questionnaires targeting Departments, directorates, PTCs, NTCs, PSC, Districts

technical institutes and Local authorities

d) Observations of Teacher functions and processes at MOES and its agencies on

Teacher management issues

Sample population

During the needs assessment study, the consultant identified from various directorates the

departments that deal with Teacher management functions and below forms the sampled

scope of study population from where data was collected to carry the findings:

1.3.1.1 Directorates/Department/Divisions

Teacher Education – TIET,

Education Service commission (ESC),

Public service commission (PSC),

Planning and policy analysis – EMIS

Human Resources department

Information Communication Technology,

Directorate of Education standards,

Special Needs department

Pre-primary and primary education department

Secondary education department

BTVET department

1.3.1.2 District visited

During the assessment, the team envisioned to carry a survey in two districts, but it

happened in one district since all districts carry similar functions and processed as enshrined

in the policy documents. Below is the district that was visited

I. KOLE

The team also visited the district Local Government (LG) office, which is tasked as a LG

personnel, below was the LG office visited.

II. KOLE Chief Administration Officer- Local Authority Personnel

1.3.1.3 Institutions visited

Loro Core Primary Teacher College

Abilonino Teacher Technical Training

CHAPTER 4: POLICY AND RELATED INITIATIVES

E-Government Framework Policy

The Government of Uganda has recognized the critical importance of ICT in national

development, and has started a policy framework to start implementing these technologies

throughout the country. This is indicated in several documents covering policies, statutes,

and other initiatives in the area of ICTs in Uganda. The most recent documents, among

others, include: (i) A National ICT Policy which was approved in 2003 with the aim of

promoting the development of ICT infrastructure in the country (ii) A Draft broadcasting

policy which is in place; (iii) The Uganda Communications Commission Rural Development

Policy; (iv) The Communications Policy that seeks to connect all schools, sub-counties, urban

centers, health centers and public libraries; (v) The Government project for promotion of

Public-Private Partnerships to build the requisite backbone infrastructure for

telecommunications in Uganda.

Though we find the above documents to propose a unified structure for ICT development,

individual Ministries continue to adopt ICT initiatives based on their unique internal factors,

especially available opportunities for funding they can access which is often on an ad hoc

terms. As a result, ICT development within the Government remains more integrated at the

national policy level, than it does with respect to translating that policy to a harmonized ICT

implementation and operational guidelines across all Ministries.

The Government, through the E-Government Strategy, 2004, has a strong belief that ICT has

the potential not only to revolutionize the way government operates, but also to enhance

the relationship between Government and Citizens (G2C), Government and Business

community (G2B) and within Government to Government departments (G2G). All

government agencies have been encouraged to use this framework to further focus and

inform their e‐Government strategic plans as one of the facets to transform our country into

a knowledge‐based economy.

The framework outlines four broad categories of pre-requisite for improved communication

with the Government as consisting of the following:

i. To harmonize functions, to carryout re-structuring to enhance services

delivery and to foster adoption of multi-channel information sharing and

communication [Institutional framework].

ii. To review, enact and enforce laws related to electronic based information

and communication, including interagency electronic exchange of files [Legal

framework].

iii. To develop secure and reliable ICT infrastructure, including intranet [ICT

infrastructure].

iv. To develop and embrace a service-oriented and customer-centric approach

of conducting its businesses by becoming more transparent and more

accountable [Business level]

It is proposed in the e-government strategy and the draft national ICT policy that

automation and electronic based systems will improve education policy analysis, policy

dissemination, decision-making and service delivery.

Consultation with the Ministry of Public Service Commission (MPSC) resulted to indication

that TMIS as a component to improve management of teacher and education would be

considered as part of e-government strategy in education sector and public service delivery.

In the short-term (2004/2005) the strategy envisages integration of internal Government

processes, procedures and regulations as well as elimination of duplicated efforts and

wasted resources through high levels of shared information infrastructure. It also include

increasing internal operational efficiency and effectiveness with consolidated systems such

as IFMIS and IPPD as well as developing information websites for all the Ministries and

strategic agencies.

Ministerial Policy Statement on ICT

According to the E-Government strategy (2004) and envisaged decentralization of the

Government IT Services, each Ministry and/or Department is required to put in place its

policy for Information Technology Infrastructure, supporting committees and institutional

framework.

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 - Note: still in draft, December, 2013) in use recognizes that the

electronic delivery of services to the public wherever possible is presently on high 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 states further that the aim of the Ministry 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. The policy

objectives may be summarized as follows:

Infrastructure and capacity

To build and support capacity for use of the Information Technology Infrastructure in

various departments of the Ministry and Education Agencies.

To develop, maintain and upgrade sector-wide Information Technology Infrastructure in

conformity with National ICT Policy, E-Government framework Strategy, international

conventions and experience as well as the prevailing industry standards,

To develop the use of the Internet and Intranets to maximize availability of high-quality

information, improve interactive services to users, and to reduce overheads on information

management.

To put in place and maintain executive information systems to support managers,

administrators and inspectors, and other staff on administration and management of

education

To develop and maintain regularly updated databases, consistent with data warehousing

approach in order to eliminate ad hoc requests of data and/or information.

Office productivity

This will seek:

To carry out efforts to ensure that all staff have access to appropriate ICT systems and

relevant training to facilitate effective and efficient work conditions.

To put in place and to maintain relevant and appropriate application software to support

office automation and productivity

To put in place relevant and appropriate technologies, communication, and network

infrastructure to support office automation and productivity

Management of teacher data and general education data

In the effort to management of teacher data and general education data, the ministry is;

To carry out effort to ensure shared, coordinated, and consistent approach to handling of

education data, including teacher management data, and information particularly with

Planning and Policy Analysis Directorate, ESC, PSC, DES, Ministry of ICT (e-Government

Department) and Public/Private Sect

To put in place and to maintain relevant and appropriate application software to support

timely, integrated and coordinated collection, processing and use of education data and

information for effective administration and management of teacher and broadly education.

To put in place relevant and appropriate technologies, communication, and network

infrastructure to support timely, integrated and coordinated collection, processing and use

of teacher management and general education data and information for effective

administration and management of education.

To adopt and promote EMIS and related systems to transform collection, processing and use

of education data, and more specifically with emphasis on teacher management, from

manual to electronic based systems supported by infrastructure for effective and efficient

transmission and sharing of information among the relevant departments and education

agencies.

To identify cost-effective options for development and implementation of TMIS

Computerization of administrative systems

In effort to modernization of the administrative systems, the ministry is;

To prioritize relevant and appropriate application software to maintain effective and

efficient systems for the administration of human and financial resources

To put in place relevant and appropriate technologies, communication and network

infrastructure to maintain effective and efficient systems for the administration of human

and financial resources

In this respect provision has been made to implement the finance, procurement and

personnel management information systems (IFMIS and IPPS) based on the principle of

distributed management and administration of work.

The ICT section of the Ministry will carry out customization, installation and implementation

of the finance, and personnel management systems in the Ministry in consultation with

relevant technical teams for IFMIS and IPPS.

Equipped technical and support staff

Efforts will be made to equip technical and support staff with relevant and appropriate tools

for development, coordination and maintenance of the various systems in the Ministry of

Education and related agencies.

In addition efforts will be made to provide technical and support staff with regular and

systematic training for capacity building to meet present and emerging challenges.

Policy and Administrative Framework

The ministry will complete development and adoption of the ministerial policy on

Information Technology Infrastructure that will be aligned to the e-government Strategy and

the National ICT policy

Education Information Technology Services (EdITS) as an educational information technology

service Unit of the ministry will be established within the Directorate of Planning and Policy

Analysis to provide housing for TMIS within existing EMIS, Education ICT, and E-learning

programmes and to coordinate, harmonize and institutionalize systems, applications and

infrastructure for these three sections.

Under this framework, TMIS will address management and use of teacher data, Education ICT

will address management and support for the Government-wide common functions,

systems and infrastructure, and E-learning will address management, coordination and

maintenance of relevant standards for programmes related to e-learning in schools and

educational institutions.

Part of this recommendation is to enhance clarification on the present and future

development of the proposed unit and the three sections and also to make computerized

systems and applications, which support education functions (including teacher

management), data and information, as well as related IT and ICT infrastructure integral part

of the Ministry with relevant staff answerable directly to the Permanent Secretary in

conformity with E-government framework strategy.

ICT Policy at Agency Level

The Ministerial draft policy recognizes and makes provisions for the various education

agencies to make their own policy on Information Technology Infrastructure taking into

account the need harmonized and integrated systems within education sector.

CHAPTER 5: STRUCTURE AND FUNCTIONS OF MINISTRY EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS)

The Ministry of Education and Sports started collecting education data in 1963 on basic

variables like enrollments, teachers, number of schools, and infrastructure among others,

and processed manually. As a constitutional mandate, MoES has as a requirement to

provide education & sports related information to the public and related government

institutions through a MIS (EMIS) which is a one-stop data center for informed decision

making and policy formulation.

EMIS consists basically of the following core components;

i. Annual school census database,

ii. Geographical Information System,

iii. School Registers,

iv. Pupil/student Identification numbers system (STIN/PIN),

v. Surveys,

vi. Monitoring & Verification exercises

vii. Headcounts (Both routine and adhoc),

In 1999 after the introduction of UPE, MoES embarked on the introduction of a customized EMIS with

a relatively wider scope in terms of sub sector and variable coverage to capture enrollment, teachers’

details, infrastructure, sanitation, instructional materials among others.

The objective of EMIS then was to establish effective and efficient systems and

infrastructure that supports harmonized and timely collection, processing, analysis,

dissemination and management of education data.

Besides the imperative to increase enrolment and attendance at all levels of education, the

goal of the government is to improve relevance and quality of learning, mobilization and

allocation of resources and to reduce inequalities.

In addition, it is envisaged that effective EMIS will provide necessary tools and capacity for

monitoring and evaluation of various intervention policies including the Free Primary

Education (FPE), Universal Primary Education (UPE) and Education For All (EFA).

Besides duplication in data collection and processing, there is limited access to data, policy

analysis and use from the existing EMIS infrastructure largely because supporting

instruments and related systems are isolated and independently developed.

EMIS Objectives

The objective is to establish harmonized and integrated information systems and relevant

infrastructure to support timely collection, processing, dissemination and use of education

data for management and necessary interventions to achieve relevant and quality

education. The envisaged electronic-based infrastructure is intended to support the Ministry

and the various education agencies to address challenges related to policy analysis, planning

and management of education; including necessary intervention measures.

Recognizing that there are various sources of education data, a wide range of data collection

instruments processed manually and/or supported by isolated and independently

developed systems within the Ministry and its education agencies, the principal objective of

EMIS is to modernize, harmonize and integrate collection, processing, analysis,

dissemination, and use of education data.

The effort will be to move gradually and progressively from modernized and harmonized

instruments to on-line computerized systems that address present and future challenges in

the management and administration of education in the country.

Ministry Headquarters

This section address the terms of reference on review of the organizational structure and

functions of the various departments of the MOES at all levels and identification of the

information requirements for effective functioning of the Ministry.

The Ministry comprises of 11 Departments headed by the Permanent Secretary, Directors and

Commissioners. These Departments under four (4) Directorates:-

a) Directorate of Basic and Secondary Education,

b) Directorate of Higher, Technical, Vocational Education and Training,

c) Directorate of Education Standards and

d) Directorate of Industrial Training.

There are also affiliated institutions as Education Service Commission (ESC), Uganda National

Examination Board (UNEB), and other examination bodies including Uganda Business and Technical

Examination Board, Uganda Allied Health Examination Board, Uganda Nurses and Midwives

Examination Board, National Council for Higher Education (NCHE), National Curriculum

Development Centre (NCDC), National Council of Sports, and Uganda National Commission for

UNESCO (UNATCOM) etc.

The ministry’s core functions are to:

a) Formulate, develop and implement education, training, research, science and

technology policies

b) General planning, administration and management of ministry functions and

resources

c) Ensue provision of equitable quality education, and training through regular quality

control assurance and development

d) Determine Teacher requirements, co-ordinate and manage Teachers in liason with

other agencies and stakeholders

e) Promote, co-ordinate, monitor, evaluate and manage the implementation of

education, research, technology development and training programmes

f) Determine, formulate and co-ordinate curriculum development, implementation,

valuation and certification;

g) Liaise with stakeholders in education, technology, research and specialized agencies

and

h) Promote the implementation of priority research and technology development

programme.

Education Policy

The main mandate of the Ministry is to provide quality Education and sports services in the

country, which are constitutional obligations for the Ugandan State and Government

therefore,

The vision of the Ministry is to promote and administer Quality and appropriate Education

and Sports services, for all and the Mission is to provide technical support, guide,

coordinate, regulate and promote quality education, training and sports to all persons in

Uganda for national integration, development and individual advancement."

Strategic objectives

1. To ensure universal and equitable access to quality basic education for all children

through:

i. Early Childhood Care and Development for children up to 8 years. ii. Universal Primary Education for children from 6 years to 12 years

iii. Education for the disadvantaged groups from 6 years to 18 years

2. To improve the Quality of Education in the following levels:-

i. In Primary Education by ensuring pass rates in literacy and numeracy (at the appropriate class grade) levels through the National Assessment of Progressof Education (NAPE).

ii. In Post-primary Education by ensuring achievements attainment targets andpass rates in English, Mathematics, Science and Information Technology.

3. To ensure equal access by Gender, District and Special Needs at all levels of Education.

4. To build capacity of districts by helping Education Managers acquire and improve on their knowledge, skills and attitudes to be able to plan, monitor, account and perform managerial functions.

The sector is run on a principle of promoting Public – Private Partnerships at all levels and

the Private sector has played significant roles in provision of Education services especially

at the post primary and tertiary education levels.

Directorate of Higher, Technical and Vocational Education Training (HTVET)

The Directorate of Higher, Technical and Vocational Education Training (HTVET) consists of three(3) Departments: Technical and Vocational Education and Training, Higher Education and Training and Teacher and Instructor Education and Training Departments TIET. It is charged with managing and coordinating training of Teachers, Instructors and Tutor in the training institutions.

The Teacher/tutor, instructor education and training department has a cross-cutting

function that serves the need of all Technical/ Vocational needs of the Ministry of

Education & Sports. The department is responsible for the training of:

a) Teachers of primary and secondary schools

b) Tutors of Primary Teachers' Colleges & Health training institutions

c) Instructors of Technical Training institutions

d) Lectures for specialized training institutions including National Teachers'

Colleges, Colleges of Commerce and Technical Colleges among others.

TIET is mainly responsible for policy, control and maintenance standards through control of

Teacher education curriculum program activities and examinations (The Education and

Sports sector Annual Performance report, 2011). This arrangement enhances flexibility,

transparency and accountability and allows Teacher / Tutor, Instructor college

administrators to contextualize policies and information from the centre for effective

implementation.

The specific objectives of The Teacher/Tutor, Instructor Education & Training Department

is to:

a) Make Teacher/Tutor, Instructor Education & Training responsive to the needs of

the education sector by ensuring that Teachers/Tutors and Instructors are

available in adequate numbers and of the right caliber and quality.

b) Make the Teacher/Tutor, Instructor preparation environment conducive to

promote quality, efficiency and effectiveness.

c) Develop in Teachers, Tutors and Instructors the attitude and qualities needed for

participation in techno-cultural environment; ability to teach, instruct and

educate others; an awareness of the principals that govern orderly human

relations within and across national boundaries; a sense of responsibility to

contribute both by teaching and example to social, cultural and economic

progress; and by acquiring through training skills relevant to the provision of an

enabling learning environment for pupils/students/trainees.

d) Improve the quality of the staff for the Teacher/Tutor, Instructor Education sub-

sector.

e) Strengthen the Teacher/Tutor, Instructor colleges' staff, primary, secondary and

technical school Teachers and head Teachers, instructors and head instructors,

health tutors and Principals of Health training schools, Governing Councils,

School Management Committees and Boards of Governors support system.

TIET department has three divisions; Pre-primary and Primary Teacher Education,

Secondary Teacher Education and Instructor and Tutor divisions. The department is headed

by a Commissioner who is responsible for all Teacher development programs, including in-

service and pre-service training. Each division is headed by an Assistant Commissioner. The

structure of the department is as presented below

Directorate of Basic and Secondary Education

Directorate of Basic and Secondary Education has three(3) Departments: Pre-Primary Education,

Private Secondary Schools and Government Secondary Schools Departments. Its major function is to

manage servicing Teachers in terms of deployment (posting after recruitment, transfers, Promotion

(upgrading), discipline and appointments.

Department of Pre-Primary and Primary Education key functions are to:-

a) Develop strategies for improving the quality of Pre and Primary Education.

b) Develop and ensure implementation of appropriate policies, plans and guidelines

for effective coordination and management of Pre and Primary Schools.

c) Guide, monitor and evaluate the implication of set policies and guidelines, on the

teaching and learning process, in collaboration with the stakeholders.

d) Ensure effective and timely feedback from all stakeholders of Basic Education.

e) Ensure sufficient capacity to manage quality teaching and learning process in the

schools.

f) Ensure there is value for money in the programmes run under the Department.

g) Ensure oversight and appraisal of all staff under Basic Education Department.

h) Ensure continuous improvement of all staff under Basic Education Department –

Initiate capacity development programmes for all.

It was noted that most of the Teacher management functions are decentralised at the

Districts, where DEO, District Education Service Commission and the chief Administration

officer are mandated.

Department of Secondary Education is responsible for Government owned and Government

aided Secondary Schools. The Department has two Divisions headed by Assistant

Commissioners, one in charge of Secondary Schools directly participating in the Universal

Secondary Education (USE) Programme and the other in charge of Government owned and

aided Secondary Schools operating outside the USE Programme.

Key Functions

a) Develop, formulate and review policies, plans, programmes, strategies and

guidelines for secondary education; monitor and evaluate their implementation

in collaboration with relevant stakeholders.

b) Promote the advancement of quality, appropriate, accessible, and affordable

Secondary Education to the nationals.

c) Provide technical support and support supervision to Government and

Government-aided Secondary Schools.

d) Advice Government on all matters on Secondary Education (including staffing,

financing equipment, infrastructure development and maintenance etc).

e) Coordinate matters of appointments, confirmation and transfers of technical and

support staff in Government owned/Government aided secondary education.

f) Identify skills, capacity gaps and recommend appropriate continuous

professional development/capacity programmes for the schools.

g) Ensure discipline of staff and students in Government owned/aided secondary

schools,

h) Develop the classification and grading systems and ensure their appropriate

appropriate application.

i) Ensure timely appointment, provision of technical support and support

supervision to management Boards and Committees of Government

owned/aided secondary schools to ensure their effective performance,

management and attainment of the Sector objectives and goals.

j) Establish and maintain an up-to-date comprehensive data bank, information

management and communication system covering Government/ Government

aided secondary schools in line with the EMIS procedures

Directorate of Education Standards

The Directorate of Education Standards (DES) was established as an Education Standards

Agency (ESA) in July 2001 as a semi-autonomous body to replace Central Inspectorate MOES

with mandate of inspectorate as was proposed in the Government white paper on

Education 1992. It became a Directorate in the year 2008.

The Directorate’s work covers all the districts of Uganda, all Institutions/schools

(Government and Private), in Pre-Primary and Primary, Secondary, PTE and BTVET

institutions;

The clientele covers learners, Teachers, school administrators and governors, parents and

community.

It provides professional and policy advice to MOES, MOLG, Sister Institutions e.g. UNEB,

NCDC, ESC, NCHE and other partners

Mandate: To provide a rational system of setting and defining standards and quality of

education and training and to monitor the achievement of such standards and quality to

ensure continually improved education and sports in Uganda.

Structure

DES headquarters at Kyambogo is the administrative arm of the directorate. It is headed by

a Director with four (4) departments namely; Pre-Primary and Primary, Secondary, Teacher

Education (TE) and Business, Technical, Vocational Education and Training (BTVET).

There are four regional offices at Mpigi (Central), Mbale (Eastern), Gulu (Northern), and

Mbarara (Western) – these are headed by Principal Inspectors (PIs).

The regions have subject specialist, as Senior Inspectors (SIs) English, Mathematics, and

Computer, literature in English, Languages, Social Sciences, Sciences, Technical Education

and Arts.

There are also senior inspectors for special areas of:

Special need Education

Career Guidance and Counseling

Physical Education and Sports

BTVET, Primary and Pre-Primary

The Directorate of Education Standards has a staff of 54 officers countrywide, with 40

inspectors and associate assessors who are engaged when need arises

Key Functions

a) To set, define and review standards in educational practice and provision

b) Through planned series of inspection, to assess the achievements of standards

and to evaluate effectiveness of education programmes of institutions and

agencies across Uganda.

c) To develop systematic approaches to inspection and evaluation systems using

appropriate quality indicators within the education service

d) To provide regular reports on the quality of education and disseminate these

reports

e) To develop the use of report as a mechanism to provide support for and the

dissemination of the good practice and thus to improve the quality of practice

in education service as a whole and in particular aspects

f) To provide independent expert comment and advice on education provision

and practice at all levels of education

g) To give advice to the minister on such matters as may be specified by the

minister

Finance And Administration Department

This department facilitates the operations of the technical departments through the

provision of support services in areas of administration, establishment management,

management of financial resources, manpower development, and procurement and

disposal of utilities and assets.

The department is headed by the Under Secretary and four functional areas manned as

follows;

i. Administration Division – Principal Assistant Secretary (PAS)

ii. Policy Analysis and Planning Unit – Commissioner (CEPPA)

iii. Human Resource Division – Assistant Commissioner Personnel (ACP)

iv. Accounts Division – Assistant Commissioner Accounts (AC/A)

v. Communication and Information Management Unit – Assistant Commissioner

(AC/CIMU)

vi. Procurement and Disposal Unit – Assistant Commissioner (AC/PDU)

vii. Construction Management Unit – Assistant Commissioner (AC/CMU)

viii. Internal Audit Unit – Assistant Commissioner (AC/IA)

Objectives of the Department

i. To initiate, generate and disseminate policies.

ii. Ensure availability of high caliber staff and that they are motivated, dedicated

and contribute to the Ministry goals and Government at large.

iii. Provide for an ideal working environment for staff to perform.

iv. To ensure efficient and effective deployment and utilization of the human,

material and financial resources achieve the sector goals.

v. To account for resources allocated to the sectors.

vi. Provide for general administration support services.

vii. Disseminate policy decision, rules and regulations to all members of staff.

viii. Coordinate the recruitment, induction, confirmations, training needs

assessment, performance appraisals, leave, promotions, disciplining and

retirement of staff.

ix. Procure all necessary goods and services in a transparent manner, and ensure

their maintenance and cost effective use.

The core function of the department is to facilitate linkages between the Ministry and other

relevant Stakeholders. The department has thus been active in promoting the image of the

Ministry in various fora, including interacting with the development partners, private sector,

and other Ministries. Internally Finance and Administration department plays a key role of

providing the binding link with other departments.

Human Resource division is a unit under Finance and administration. The division mainly

supports other departments and divisions in the MOES in terms of Teacher management

and as division it has disaggregated functions such as-:

i. Ensure availability of high caliber staff and that they are motivated, dedicated

and contribute to the Ministry goals and Government at large.

ii. Provide for an ideal working environment for staff to perform.

iii. To ensure efficient and effective deployment and utilization of the human,

material and financial resources achieve the sector goals.

iv. Coordinate the recruitment, induction, confirmations, training needs

assessment, performance appraisals, leave, promotions, disciplining and

retirement of staff.

The division is the custodian of all Teachers' files both for those in-service (only for

Secondary and tertiary Teachers) and all those awaiting to be recruited after registration in

the country.

It was noted that there is no system in place to show the total number of Teachers in service

hence difficult to retrieve Teachers details especially when a Teacher is due for retirement.

Also noted that, there is a new system HRIS under implementation whose main function is

to capture health instructor institutions.

Communication And Information Management Unit

Introduction

Information Communication and Technology (ICT) Unit is headed by an assistant

commissioner. The department was divided basing on the various functions instated to

perform.

Structure

The Unitt has three units and is headed by an assistant commissioner

i. Information Technology (IT)

ii. Resource Centre

iii. Communication

The Unit has a total of 24 staff members, 21 are technical staff members running, and

managing and supporting the functions while others are support staff

Key Functions

The Unit performs communication of all the efforts performed by the Teachers and students

to the stakeholders and other sectors

Perform Ad hoc management of ICT Infrastructure. This is done through various

interventions such as optimization of networks, labelling of network cables, bridge

communication gap between MOES and the stakeholders. Information dissemination to the

relevant consumers such as Teachers, schools, colleges, parents, government and

stakeholders

It is fully charged with the responsibility of harmonization of all the records and mails for the

MoES.

Support in the Teacher registration at the registry unit by managing the storage system and

record keeping. The department has developed an in-house software solution that help in

easy retrieval of Teacher records.

CHAPTER 6: STRUCTURE AND FUNCTIONS OF EDUCATION AGENCIES

Education Service Commission

The Education Service Commission (ESC) is a statutory body established by the Constitution

of the Republic of Uganda in 1995. The mandate and functions of the Commission are

identified under articles 167 (1) and 168 (1) of the Constitution. The ESC is responsible for

the appointment of all personnel to the Education Service, who constitute approximately

68% of the public service in Uganda. They include staff of the Ministry of Education and

Sports headquarters and all staff (Teaching and Non- Teaching) of Pre- Primary and

Primary, Post-Primary and Tertiary Institutions except for national Universities.

Structure of the Education Service Commission The approved structure of the Commission comprises of two (2) departments and three (3)

support units:

i. The Education Service Department

ii. The Finance and Administration Department

iii. Policy Analysis Unit

iv. Information Science unit and

v. Procurement unit

The Commission is served by a Secretariat headed by the Permanent Secretary who is the secretary to the Commission. Vision Statement

The Vision of the Commission is to see "quality education delivered by efficient and effective

education service personnel".

Mission Statement

" To provide an efficient, professional, accountable, transparent and motivated education

service."

Functions of the Commission

The following functions of the Commission are spelt out in section 8 of the Education

Service Act, 2002.

i. To advise the president in performing his or her functions in relation to the

education service as stipulated under article 172 of the constitution.

ii. To appoint persons to hold or act in any office in the education service, to confirm

such appointments, to exercise disciplinary control over such office and terminate

their service.

iii. To review the terms and conditions of service, standing orders, training and

qualifications of public officers in the education service and matters connected with

their management and welfare and make recommendations on them to

Government.

iv. To monitor, offer technical advice, support and training to the District Service

Commissions in matters relating to the Education Service.

v. To tender advise to the Ministry responsible for Education in the process of

formulating of education policy with respect to:

Training

Management of public officers in the education service

Research, analysis, grading and registration of all Teachers in Uganda.

vi. To Establish and maintain a record of all public officers in the Education Office

vii. To report to parliament annually on the performance of the Education Service

Commission.

viii. To research, analyse, develop and formulate national standards of the Education

Service in relation to:

Training and qualifications of persons in the Education Service

Recruitment and appointment procedures

Instruments of appointments

Ethics and conduct

Disciplinary control

National Council of Sports (NCS)

National Council of Sports (NCS) is a statutory organ whose establishment, status and powers are enshrined under Act of Parliament of 1964, to among other things; Develop, Promote and Control sports activities in Uganda on behalf of Government, under the Ministry of Education and Sports. The NCS which is linked to the Supreme Council for Sports

in Africa (SCSA) and other relevant sports organisations serves as an apex organisation that coordinates all sports activities in the country, in liaison with National Sports Associations.

The Mission of NCS is to Maximise opportunities for all Ugandans to participate and excel in

Sports while its vision is to provide an enabling environment for the investment in and

promotion of sports in Uganda.

The NCS mandate is to:

Develop and promote all forms of sport on national basis, in conjunction with

voluntary amateur sports bodies, and also providing training and the required staff.

Encourage and facilitate cooperation among the various national sports associations.

Approve international and national sports competitions and festivals organized by

national and other associations.

Organize, in conjunction with the nation associations, national and International

competitions and festivals as a means of gaining experience and fostering friendly

relations with other nations, and other activities as may be approved by the minister.

Stimulate interest in sports at all levels.

Plan the general policy of sports promotion.

Award, in consultation with the national associations, medals, diplomas, certificates

and other incentives for the encouragement and promotion of sporting activities.

National Council for Higher Education (NCHE)

The National Council for Higher Education is mandated to regulate higher education and

guide the establishment of institutions of higher learning as well as ensure that quality and

relevant education is delivered. Corporate

Governance of NCHE

The national Council is a semi-autonomous and self-accounting body with a secretariat

headed by the Executive Director. The day to day operations of the secretariat are vested by

the Executive Director who reports to the National Council. The Executive director is

assisted by the heads of Departments.

Vision

The provision of relevant, broad based technology driven, dynamic, sustainable and quality

higher education accessible to all qualified Ugandans.

Mission

To set standards and regulations to ensure that all public and private tertiary education

institutions in Uganda create, sustain and provide relevant and quality higher education for

all qualified Ugandans and to meet the local, national and global higher education

challenges of the future.

Composition of NCHE

The Council consists of eighteen persons, the majority of whom are representatives of

various social constituencies including public and private universities, religious

organizations, commerce, industry, agriculture, the general public, the Ministry of Education

and people with disabilities. The Council members are appointed under Section 7 of the

Universities and Other Tertiary Institutions Act, 2001 as follows:

i. Chairperson appointed by the president.

ii. Vice Chairperson elected by the Council members.

iii. Two Representative of Vice-Chancellors of Public and private Universities.

iv. Two Senates Representative Private and public Universities.

v. Four Representative of religious non-degree awarding institutions appointed

by the Minister of Education.

vi. Three Representative from Commerce, industry and agricultural Sector.

vii. Four members of other sectors of higher education.

viii. One Representative of the public elected by the Council.

ix. One Representative of people with disabilities.

x. An officer in charge of Higher Education, Ministry of Education and Sports.

xi. Two Representatives of Students from Tertiary and Universities.

xii. Executive Director, National Council for Higher Education.

National Curriculum Development centre (NCDC)

The National Curriculum Development centre (NCDC) is a corporate autonomous body of

the Ministry of Education and Sports (MoE&S). It is responsible for inter-alia development

of curricula and related materials for various levels of education (i.e. Pre-Primary, Primary,

Secondary and Tertiary), organizing capacity building courses for stakeholders on curricula

and matters related to curriculum

Uganda National Examination Board (UNEB)

The Uganda National Examinations Board is the national assessment body in Uganda. The

UNEB Secretariat is headed by the Executive Secretary, who is the Chief Executive head and

the accounting officer of the Board. Under the Executive Secretary, there are seven

departments, each headed by a Deputy Secretary.

Another Cross-cutting Ministry dealing with Teacher Management is the Ministry of Public

Service exists to Develop, Manage and Administer Human Resource Polices, Management Systems,

Procedures and Structure for the Public Service.

Key Functions

The main key functions of PSC are:-

a) Advise the President in the performance of his/her functions under Article 172 of

the Constitution.

b) Appoint, confirm in appointments, promote and exercise disciplinary control

over persons holding office of the Public Service under Article 172 of the

Constitution.(

c) Appoint, Permanent Secretaries under Article 174 (2).

d) Appoint Clerk to Parliament under Article 87

e) Appoint Secretary to Cabinet under Article 111(3)

f) Appoint Director of Public Prosecutions under Article 120(1)

g) Appoint Secretary and other staff of the Uganda Human Rights Commission

under Article 57 of the Constitution.

h) Appoint Secretary and other staff of the Electoral Commission under Article 65 of

the Constitution.

i) Review Terms and Conditions of Service, Standing Orders, qualifications of Public

Officers, matters connected with Personnel Management and development of

the Public Service and make recommendations on them to government.

j) Guiding and coordinating the work of the District Service Commission under

Article 166 (1) of the Constitution.

k) Hear and determine grievances from persons appointed by the District Service

Commissions.

l) Approve and appoint the Chairpersons and Members of District Service

Commissions under Article 198 (2) of the Constitution.

m) Appoint, confirm and exercise disciplinary control over Chief Administrative

Officers and Deputy Chief Administrative Officers and Town Clerks of a City and

Municipalities under Article 188 and 200 of the Constitution. (Amendment Act

2005)

Structure

The PSC comprises of three (3) departments-:

Finance and Administration

The Finance and Administration Department is in charge of coordinating all activities

undertaken by the Commission. It is also responsible for providing optimal delivery of

support services and logistics to facilitate the work of the Commission and is composed of

the following five sections:-

Selection System

The Department exists in order to develop instruments for assessing appropriate knowledge

required by the Public Service Commission for recruitment and selection. Its main activities

include:-

(iAdministering written examinations, psychometric tests for officers at the Centre, Districts

and other organizations.

(ii)Developing competency profile on all jobs in the Public Service Commission

(iii)Developing a competency Dictionary in conjunction with the Ministry of Public Service.

Guidance and Monitoring

The Department is responsible for developing guidelines, appropriate procedures,

regulations and systems to be applied in handling Human Resource Management (HRM)

activities. It is also responsible for monitoring compliance and adherence to Public Service

Commission established procedures and regulations by both Central and Local governments

(especially District Service Commissions).

The Ministry of Public Service Commission comprises of many departments and divisions. In

this study we only focus on the division that affects Teacher management in the country,

that is, Payroll Management Division.

Payroll Management Division

This division is headed by an assistant commissioner.

The division has the following offices

o Chief Administration Officer

o Internal Auditor

o Human Resource Personnel

During the review it was noted that management of payroll for Pre-Primary and Primary

Teachers is decentralised in the districts, while for Secondary and Tertiary Teachers is

managed at the headquarters.

The division in charge of Teachers payroll is called Payroll Administration, where several

tools are used to collect details of employees to be either introduced in the payroll or

ammend details of existing employees on the payroll. Some of the tools used are-:

a. Human resource data entry form- details such as Employee personal information,

Employee address, Banking information, recruitment information, assignment

information, salary details, payment details, deductions, authorization details. This

kind of tool is used when a Teacher is being introduced to the payroll for the first

time.

b. Pay Change Advise (PCA)- which is completed by the head of station informing PSC

the date the Employee reported on duty. This is important to effect the salary of the

Employee from that indicated date.

c. IPPS data collection form- captures details such as Employee personal information,

date of current appointment, terms of employment, File number, designation,

station and finally signature of the Employee. This kind of tool is used mainly when

there is a headcount of Employees.

See attached tools

CHAPTER 7: DISTRICT LOCAL GOVERNMENT PSC AND DISTRICT EDUCATION

OFFICE

Uganda has both Centralized and Decentralized government functions which are

implemented by Local Governments (LG) as guided by the Decentralization Policy anchored

in the National Constitution (entire of Chapter 11) and enacted by the parliament giving it

full effect to the decentralized functions.

The LGs have powers to make and implement their own development plans; to make, approve and

execute their own budgets; to raise and use resources according to their own priorities; to appoint

statutory committees, Boards and Commissions; to make ordinances and bye-laws that are

consistent with the Constitution and other existing laws; to hire, manage and fire personnel; to

manage their own payroll; and to implement a broad range of decentralized services previously

handled by the centre.

Whereas the LG organizational structure for most of the departments and sections were

examined, the study attention was given to the departments, sections and agencies at the

LG that handle over 70% of the teacher management data. The departments/sections

include: District Public Service Commission (PSC), The District Education Office (DEO),

District Service Commission (DSC), and other small units like sub county offices.

The DEOs office is mandated to manage all Pre-Primary and Primary Teachers functions.

These includes; identifying Teachers' gaps in the schools, advertising for teaching jobs,

shortlisting of the candidates, conducting the interviews, appointment and posting of

successful candidates, as well as facilitating appointment to the payroll.

Other functions of the local government education office include, deployment of serving

Teachers, Promotions, discipline, among others.

The structure

The district LG has a District public service commission, which is headed by the Chief

Administrative Officer (CAO), Deputy CAO and other roles as listed below, who has a various

functions but this study concentrates on education and teacher management functions as

described below;

Deputy County Administrative Officer (DCAO), Principal Assistant Secretary – PAS, Principal

Human Resources Officer – PHRO, Senior Human Resources Officer SHRO, Human Resources

Officer – HRO, Information Officer – IO, Records Officer, Assistant Records Officer, Records

Assistant, Office Supervisor, Stenographer Secretary, Pool Stenographer, Stores, Office

typist

Core Functions of the Local government can be summarized as;

i. Formulating and reviewing policies relating to payroll management for the Public

Service.

ii. Effecting Payroll and Personnel changes.

iii. Ensuring Payroll Managers are trained in Payroll Management.

iv. Proving information on the size of the Public Service.

v. Update records, validation and verification

vi. Advertise positions/vacancies

vii. To prepare and submit reports on the operation of the division

District Education Office

The country has over 120 districts established under the LGs with educational functions fully

devolved- established, managed and implemented at the local government levels.

The District Education Office is headed by the District Education Officer (DEO) and its

mandate is to manage and administer pre-primary and primary schools

Structure

District Education Office is headed by DEO. The district has a number of sub-county divisions

at lower level of administration with hosting both government schools and government-

aided schools. All the teachers and educational matters for pre-primary and primary

education levels are monitored and management by the DEO’s office

Under DEO, we have the following offices

Senior Education Officer – SEO

District Institution Officer

Inspectors

Special Needs Education Inspectors

Sports officer

Records officer

DEO’s Functions

i. Monitoring Education in schools ---Teachers and learning activities with inspectors in

pre-primary and primary schools

ii. Support in the verifications of school reports in schools

iii. Perform technical advisory at the Teacher recruitment function at the district level /

local government

iv. Perform identification of Teacher vacancy in schools and posting of appointed

Teachers to their respective stations

During the review of the study at Kole District, DEO’s office had a total of 7 staff members

and support staff to support office functions.

At Kole District, there was no standardized tools/instruments defined to carry out

the above functions, therefore this is replicated in all district local governments in

the country.

District Service Commission

District Service Commission (DSC) is body constituted to carry on recruitment of local

government county personnel including Teachers for pre-primary and primary education at

grassroots level. It comprises of professional membership on part-time basis (selected on

merit from the qualified personnel) but with only a chairperson who’s contracted on full

time basis. The representation of the membership comes from various sectors which

includes education (DEO on technical education matters) among other representations such

as Agriculture, health and energy.

Structure And Functions Of Education Institutions

The Ugandan education system has various institutions level due to the nature and

differences in their operation structures and functions; below are the institutions levels

University institutions

Tertiary institutions

Secondary institutions

Pre-primary and Primary institutions

The study reviewed the Tertiary institution’s structure and functions as follows; that the

tertiary institutions are managed by the Governing council who are the stakeholders and are

appointed by the Permanent Secretary MOES. Principals are the secretary to the council and

are also responsible for daily running of the institution. Under the Principals are the deputy

principals and the academic registrars, Administration staff, dean of students, Heads of

departments and lecturer/tutors/instructors.

Core Functions of Tertiary institutions

i. Train technical officers/Teachers/ Instructors/ Tutors to train in colleges or work in

industries and other resourceful applications

ii. Upgrade Technicians/Teachers/ Instructors/ Tutors capacities by exposing them to

the new technologies.

iii. Admits candidates from Technical Institutions, Vocational Institutions, and

Agricultural institutions.

iv. Offering non-formal education to the community through Equipping them in skills

such as tailoring, agricultural techniques, electrical & electronics and plumping.

The study also reviewed the structure and various functions of basic and secondary

education institutions. The secondary schools are managed by the Board of

Governors (BOG) who are appointed by the permanent secretary MoES, The school

principal who is the secretary to the BOG and runs the daily affairs of the institution.

The core functions of the secondary institution is to impact knowledge and life skills to

learner / children from age 13 years to 18 years; provide universal education for all by

ensuring achievements attainment targets and pass rates in English, Mathematics, Science

and Information Technology.

For pre-primary and primary institutions, they are managed by the Parent Teachers

Association (PTA) who are appointed by the parents, teachers and stakeholders of the

institutions. The head teacher of the school is the secretary to the PTA and runs the daily

affairs of the school. The core function of the institution is to manage Early Childhood Care

and Development for children up to 8 years for pre-primary and age 6 years to 12 years for

primary institutions and ensuring numeracy and literacy pass rate is high and equal access to

quality education is implemented well.

CHAPTER 8: EXISTING EDUCATION/ TEACHER DATA SYSTEMS

This section is in respect to the terms of reference on assessment of existing educational

data systems in MOEST including the format and use of such data and the current

constraints on effective access and use of the available data. In this section the three

components of education/ Teacher data systems are considered namely existing education/

Teacher data, data collection instruments and existing support system. Data collection

instruments are considered in more detail in the next section

Presently the Ministry, and its agencies use a wide range of instruments to collect

education/ Teacher data to support various education and Teacher management functions.

Some of the data collected by these instruments is substantially similar but some is

different.

Education/ Teacher Data, Format and Use

The existing education/ Teacher data that are collected by the ministry and agencies include

school particulars, enrollment and attendance data, staffing data, finances and school

management data, physical facilities data, curriculum data, textbooks and learning

materials, examinations and performance data, internal efficiency (quality assurance and

standards) and other special data. On Teacher data, details such as: Teacher establishment

details, salary details, promotion, discipline, Teacher registration details, Transfer details

and so on.

In the case of school particulars the data, format and use can be summarized as follows,

DATA FORMAT USE

Education Data

School Particulars

1 School Names and Contact Details

Descriptive name Identification

2 School Location Data Codes and description Administrative classification

Geographical classifications

3 School Contacts Descriptive contacts Identification

4 School particulars

DATA FORMAT USE

Status of Operations Defined Numeric Codes

1. Government

2. Private

Identification of various stages of

registration

Founding Body . Government

2. Islamic

3. COU

4. Catholic

5. SDA

6. community

7. Entrepreneurs

8. Others

Founder of the institutions

2. Funding Source 1 Govt aided

2 Not Govt aided

Determination schools with special requirements

3.Ownership/Management 1. Public,

2. Private,

3. Community

Identify sponsor, management

and nature of support

4. Rural/ Urban 1. Rural

2. Urban

Rural urban balance access to education and learning facilities

5. School type 1. Girls

2. Boys

3. Mixed

Gender balance in access to

education and learning facilities

6. Day/ Boarding 1. Day

2. Boarding

3. Day & Boarding

Determination of accommodation facilities

In the case of school enrolment and attendance the data, format and use can be summarized

as follows:

DATA FORMAT USE

1 Streams Number of Stream Access, capacity and staff planning

2 Enrolment Gross Enrolment Numbers

Resource planning

3 Age 1. Under Age

2. Right Age

3. Over Age

Age analysis to determine gross

and net enrolment.

DATA FORMAT USE

4 Sex 1. Girls/Female

2. Boys/Male

Gender balance in access to

education

5 Nationality 1. Kenyan

2. Non Kenya

Cultural exchange and immigrant loads

6 Attendance Total learning days per

term / year

To determine consistency of learning

7 Drop outs Actual number of drop

outs by sex, age, class,

cause

Determine internal efficiency,

vulnerability and transition

8 Repeaters Actual number of

repeaters outs by sex, age,

class, cause

Determine internal efficiency, vulnerability and transition

In the case of staffing the data, format and use can be summarized as follows:

DATA FORMAT USE

1 MPS payroll No. Alpha Numeric Code Unique identification, personnel and

Payroll records

2 Teacher bio Data Name, Age, Sex, Date of

birth, Nationality,

Religion,

Identification and classification of

teaching staff

3 Teacher Qualification Qualification code Classification and grading

4 Teacher Experience Number of years in service Classification, grading and career

succession

5 Terms of service Terms of service code Classification, grading, career succession

and remuneration

6 Designation Designation Code Classification, grading, career succession and remuneration

7 Grade Grade Code Classification and grading

8 Class attached to Class code Classification and grading

9 Highest level of

education

Code Classification and grading

DATA FORMAT USE

10 Dated of first

appointment

Date Classification and grading

11 Dated of first posting date Classification and grading

12 Responsibility Codes Classification and grading

13 MPS salary codes Classification and grading

In the case of school physical facilities the data, format and use can be summarized as

follows,

DATA FORMAT USE

1 Inventory of School Facilities:

- Classrooms

- Labs

- Dormitories

- Toilets

- Furniture

- Equipment

- Workshops

- Teacher Houses

- Dining Halls

- Play grounds

Facility types, condition and quantities

Assessment of internal efficiency,

absorption capacity and access

2 Utilities

- Water

- Electricity

- Roads

- Telephone

Utility type and availability

Assessment of internal efficiency,

absorption capacity and access

In the case of Teaching materials the data, format and use can be summarized as follows:

DATA FORMAT USE

1 Text books and other learning materials

By class, by subject Text book ratio and internal

efficiency

2 Source Government, NGO/Donor Agency, Church, Politician

Determine sources of funding and

support to the education sector

In the case of HIV/AIDS indrmation the data, format and use can be summarized as follows:

DATA FORMAT USE

1 Number of victims per category and gender

By category, gender Number of victims determined

This data is collected by MoES for purposes of administering Teachers management in terms

of confirmation, promotion and upgrading. Some of the details are shared with the

directorates in ESC and PSC to facilitates Teacher registration and management.

In the case of Teacher Registration data, format and use can be summarized as follows:

DATA FORMAT USE

1 Teacher bio Data Name, Age, Sex, Nationality, Religion,

Identification and classification of

teaching staff

2 Highest Academic qualification

Academic Qualification code

Classification and grading

3 Professional Qualification Prof. Qualification code Classification and grading

4 College attended College name

5 Terms of service Terms of service code Classification, grading, career

succession and remuneration

6 Designation Designation Code Classification, grading, career

succession and remuneration

7 Grade Grade Code Classification and grading

8 Teacher Qualification Qualification code Classification and grading

9 Teacher Experience Number of years in service

Classification, grading and career

succession

In the case of Teacher Recruitment fact finding, the data aspects, format and use can be

summarized as follows:

DATA FORMAT USE

DATA FORMAT USE

1 Background data District, Responded, designation of responded, contacts of the responded

Identification of source of

information

2 Enrolment status Total number of schools

Total enrolment

Total new schools

Total non formal centres

Status information

3 Teachers statistics Current teachers staffing ceiling by level

Recruitment gap

Total teachers

Teachers status information

4 Payroll issues Total teachers recruited and not in payroll

Cause of delay

Total teachers deleted from the payroll and the reason of delete

Challenges encountered during recruitment

Payroll issues and challenges

In the case of Confirmation the data aspects, format and use can be summarized as follows:

DATA FORMAT USE

1 Teacher bio Data Name, Age, Sex, Nationality, Religion,

Identification and classification of

teaching staff

2 Highest Academic qualification

Academic Qualification code

Classification and grading

3 Professional Qualification Prof. Qualification code Classification and grading

4 College attended College name

5 Terms of service Terms of service code Classification, grading, career

succession and remuneration

DATA FORMAT USE

6 Designation Designation Code Classification, grading, career

succession and remuneration

7 Grade Grade Code Classification and grading

8 Teacher Qualification Qualification code Classification and grading

9 Appointment Authority Number of years in service

Classification, grading and career

succession

10 TSC/DTSC Advise No

11 Present station

12 Teaching subjects

13 Professional Registration No.

In the case of Human resource data entry and IPPS data collection, format and use can be

summarized as follows:

DATA FORMAT USE

1 Teacher bio Data Name, Age, Sex, Nationality, Religion,

Identification and classification of

teaching staff

2 Teachers contact address Home district, postal address, location, Telephone, residential contact,

Identification and classification of

teaching staff

3 Banking information Bank name, account name, account number

Classification and grading

4 Date of Appointment date Classification, grading, career

succession and remuneration

5 Date to retire date Classification, grading, career

succession and remuneration

6 Appointment Authority Number of years in service

Classification, grading and career

succession

7 Employment assignment data

Position, open file no Salary payment

DATA FORMAT USE

8 Salary details Grade, Teacher Qualification, salary scale

Salary payment

9 Payments Elmolument description, amount, start date, end date,

Salary payment

It can be noted in the above data that there is duplication of data in different directorates,

departments and agencies. Also noted is that, there is no common unique identification of a

Teacher being referenced in all directorates and agencies.

It can be noted in the above data that there is lack uniform format arising from adoption of

different codes for the same data leading to inability to harmonize the processing and use.

As a consequence most of the data collected and processed are not extracted into accessible

executive summary.

Existing Systems

Presently the ministry and its agencies maintain a number of systems that are used to

support processing of some of the education data. The existing systems are reviewed in detail

in;

Data System Data Instruments Constraints

1. Registration System Registration of Teachers to

teach in all levels

1. Primary

2. Secondary

3. Post

Primary/Secondary

Manual

2. Statistical Return System Monthly Statistical Return Extensively manual but operational in a few districts

Data System Data Instruments Constraints

3. Annual School Census

Database System

Annual Schools Census

Questionnaire

1. Pre-Primary and

Primary

2. Post

Primary/Secondary

3. Non-Formal

4. Tertiary

Limited Data capture and access capacity

4. FPE Disbursement System FPE Enrolment Extensively manual

5 FPE Expenditure Returns Expenditure Returns Extensively manual

6. School Feeding Programme System

School Feeding Programme 1. SFP-6 – School Return 2. SFP- 7 – Zonal Returns 3. SFP-8- District Return

Extensively manual

10. IPPs Personnel and Payroll Records at the Ministry Casualty, PCa

Based on lower-end database,

on pilot and lack of

institutionalized technical

support

IFMIS Procurement, Accounting and Finance

On pilot stage and dependent

on GITS

During this review it was observed that the data and/or information supported by these

systems are not regularly updated because of centralization of processing, bulkiness and

complexity of the returns. It was noted that invariably data capture and processing are

centralized to the headquarters and agencies in which manual forms are submitted from the

schools through district to the headquarters or agencies.

During this review it was observed that eighty percent (80%) of the existing systems are

manual and the twenty percent (20%) automated were observed they have wide range of

constraints and limitations including lack design of documents, user manuals, backup,

upgrade procedures and maintenance procedures. It is noted therefore that these

constraints need to be addressed as part of the overall modernization and harmonization.

CHAPTER 9: ANALYSIS OF DATA INSTRUMENTS

This section is in respect to the terms of reference on review of the instruments for

collection of data with a view to institutionalizing a core instrument covering data required

by all the departments and agencies, supplemented by specific modules to serve the special

need of some departments.

As pointed out elsewhere in this report, the Ministry and its education agencies use a wide

range of instruments to collect education/ Teacher data with considerable duplication,

omission and complexity.

School/ Teacher Data Instruments

During this review it was observed that while most of the data requirements are common,

the instruments are designed to meet needs for different functions within the departments

and education agencies resulting to substantial duplication, omission and complexity.

The table below summarizes instruments that are used presently in Ministry and education

agencies.

Data Instrument Data Directorate /Department/ Agency/ Unit

1 Registration of Teachers for

Primary

Secondary

Post Primary/

Tertiary

Teachers Particulars

Teachers Bio-data Contact address, Highest academic and Professional education.

TVET

HR

2 Monthly Statistical Return School Particulars

Enrollment and Attendance

Staffing Facilities Teachers salary adjustments

DEO /PDE/Local Government

3 Annual Schools Census

Questionnaire

Pre-Primary

Primary

Secondary

Post Primary/Secondary

Non-Formal

School Particulars

Enrollment and Attendance

Staffing Facilities

School Finances

School Management

Special Education

Policy and Planning / Central Planning Unit

4 FPE Enrolment Enrolment & Attendance

for areas under SFP

Basic Education

5 FPE Expenditure Returns School Expenditure Basic Education (FPE)

6 School Feeding Programme 1. SFP-6 – School Return SFP- 7 – Zonal Returns 3. SFP-8- District Return

Enrolment & Attendance Basic Education

The paragraphs that follow outline the respective processes, including the process flow

diagrams and procedures. They also point to the constraints and provide recommendations

on collection and management of education data

Teacher Registration Process

Teacher leaves college having passed the examinations as required by the examination

board and having successfully met the minimum threshold as per the current criteria

Registration process begins – Interested candidates goes to the MoES Registry unit which is

based at the Human Resources (HR) division. Here the documents are scrutinized, verified

against the original copies and a Teacher file is created at HR division – The opened file has a

unique file no. and contains copies of the certificates, birth certificate and other

professional qualifications.

The File with Teacher’s details is then sent from HR division to the Technical Department,

that is, TIET department where further verification of subjects passes and results

verifications against certified copies of certificates. This stage will inform how and where the

Teacher level will be graded.

Teacher then is registered and graded using special registration numbers based on level of

qualifications e.g. TS No., VT, and GT no. The registration number, normally it is unique at

registration, also the file no is unique to Teachers.

It was also noted that the Registration number changes (for same Teacher) according to

level of education professional development of a Teacher, for example, a PTC Teacher with

certificate get registered and when he further pursues education to NTC for a Diploma,

same Teacher is registered and given a second registration number on the same file.

After registration by the technical department, the file details are entered in a record book

which is retained and the original file is returned to HR division for filing at the Unified

Teacher registry (UTR).

NOTE: File number. – Never changes

Teacher registration Number - Changes with level of education for Teachers progression

The registered Teacher is provided a printed certificate of registration who will wait for the

vacancy availability and recruitment by the Education Service Commission (ESC)

Once recruitment is done by the ESC, the successful employed Teachers are posted to the

gaps/needs identified by the division.

The colleges under the division are classified in three categories.

A. Instructor Training Colleges

There are 3 instructor training colleges countrywide

1. Abelonino Institute – This is an established instructor institute training located in the

Northern part of the country, Kole district

2. Nakawa – vocational – in-service institute, it is located within Kampala city. It

provides an in-service professional training to the Teachers

3. Jinja VTI – vocational – Pre-service institute. It is located in the western part of the

country and provides 2 year course programme as basic Teacher professional skills.

B. Tutor Training Colleges

Healthy tutor: This is a training facility for training Teachers who qualifies to train in nursing

schools in the country

C. Business, Technical and Vocational Education and Training (BTVET)

This is a section within the TIET division that deals with training on business courses,

technical and training for all who qualified but did not meet the necessary direct entry

requirements to other institutions such as Universities and NTCs

The institution is a Vocational and training institute specialist in training students in any

technical training fields such as carpentry, masonry, plumbing, tailoring, welding, electrical

and wiring certificate courses.

The trainees join the system at Level 4 of the entry and the qualification admission entry

level to the BTVET institutions is O-Level examination and/or A Level who join as Level 6 and

qualify as S6

Trainees are Qualified as Advanced level at minimum

The qualified trainees from the BTVET institutes can join any Instructor colleges to be

trained as technical Teachers on a 2 year course programme who then graduates with a

Diploma in Teacher training

Registration categories:

1st Level – The Diploma Teachers who joined the Instructor colleges after passing through

the BTVET are registered as Grade 5 – Diploma technical Teachers/ Instructor Teachers.

They are then posted in any BTVET or technical institutions as Teachers.

2nd level – After successfully passing well the examinations from the BTVET and with a

Diploma from the Instructor colleges, same candidates can further their studies to the

Universities and come out as graduates. These instructors are successfully registered as

Graduate technical Teacher – grade GT.

Challenges on functions and processes

i) Division cannot tell how many Teachers have been trained – total of registered and

non-registered Teacher across country

ii) Teachers never come for registration till last minute when recruitment by ESC is on-

going – large turnout

iii) One cannot be recruited for employment without having been registered

iv) Registration process is prone to many challenges like double registration

anomalies/sharing registration numbers by many Teachers

v) No data to inform on how much input is needed for training Teachers – reduce /

increase intake to colleges never established

vi) Reports are done annually with many records, with the manual system in place and

less personnel the division is challenged in delivering on time and storage.

vii) Registration processes experiences high turnouts every year

Monthly Statistical Return

The diagram below maps the school statistic return process. A sample of instruments currently

used for monthly statistical is attached in Appendix H: Existing Data Instruments

The School Statistical Return is one of the oldest instruments for collection of data from the

school through the Sub-County and District Education Office to the Departments and agencies

at the headquarters. At the school the form contains statistical summaries of enrolment of

students, teaching staff and facilities. The information is compiled further at the Sub-County

and forwarded to the district where the returns are compiled further and forwarded to the

headquarters. With semi-computerized support systems, this data collection instrument was

technically replaced by the EMIS data collection Instruments.

However, during this review it was observed that the School Statistical Returns continue to be

the primary sources for statistical summaries at the District Education Office where they are re-

compiled and converted into highlight reports for MoES, ESC, PSC and some departments that

may need them from time to time. In some cases a copy of this instrument is directly to the

headquarters or agency to support specific decision-making.

SCHOOL Instrument D.E.O

ESC

UNEB

Summaries

PSC

BASIC EDUCATION

HIGHER EDUCATION

OTHERS

NCDC

PLANNING

Annual Schools Census

The diagram below maps the annual school process. A sample of instruments currently used

for annual school census is attached in Appendix H: Existing Data Instruments

The instrument for Annual School Census consists of five (5) substantially large modules

namely: Pre-Primary (8– Pages), Primary (15 Pages), Secondary (17 Pages), BTVET (14 pages)

and Non-Formal (9 Pages) that amounts to a total of 63 Pages.

SCHOOL D.E.O

ESC

UNEB

CENSUS FORMS

PSC

PLANNING

HIGHER EDUCATION

BASIC EDUCATION

TECHNICAL

HR

PRE-PRIMARY CENSUS FORM

8 Pages)

PRIMARY CENSUS FORM

(15 Pages)

SECONDARY CENSUS FORM

(17 Pages)

NON FORMAL CENSUS FORM

(9 Pages)

BTVET CENSUS FORM

(14 Pages)

CENSUS FORMS

3. FLOW OF ANNUAL SCHOOL CENSUS FORM

During this review it was observed that Annual School Census had dual objectives; to validate

registered institutions and to re-establish a comprehensive database at the headquarters.

While the objective to validate registered schools and/or institution has not been addressed,

a comprehensive database has been established but requires to be completed and to be

updated annually.

During this review it was observed that a major constraint with the Annual School Census,

and particularly in a centralized environment is the nearly insurmountable volumes

(approximately 500,000 pages), of data and information to be collected, processed, analyzed,

and used. It was also observed that an equally critical constraint is that the Annual School

Census duplicates substantially the data that have or should have been captured during

Registration of the Educational Institution, School Statistical Returns and payroll processing at

PSC.

During this review it was noted that a major constraint and/or limitation is that data and

information from these instruments are processed, managed and maintained in a

substantially private virtual network, which is within the departments in MoES and are not

able to access and use the data for their daily operations and decision making.

It was also noted that, departments are not aware of what data is captured in the annual

School census.

During this review it was repeatedly observed that there is, in the use of all these instruments

in the present versions, substantial duplication, omission, complexity, resulting to substantial

bottlenecks, delays, inconsistencies, repeated queries on the same data and/or information

and attendant wastages of resources.

It was noted also that high centralization at the Headquarters on processing of the data from

these instruments have resulted to insurmountably large volumes of data that has continued

to diminish the capacity of the Ministry and the concerned Departments and/or Agencies to

carry out timely processing, analysis, use and dissemination of the data and/or information.

The same problems and/or challenges have continued precipitate emergent and re-design of

other instruments with different time interval, i.e. quarterly, monthly etc.

It was noted further that in addition to the above constraints and challenges, there is no

institutionalized mechanism to share existing data and/or information resulting to

departments and agencies making efforts to obtain data on ad-hoc basis. In other words,

different departments and agencies have resorted to devising their own data collection

instruments, structure and programs to obtain data.

It was also noted that a distributed system should be put in place that supports data and/or

information sharing as well as decentralized systems particularly those associated with the

specialized functions of the departments / agencies.

There is need to harmonize frequency in data collection. The table below summarizes the

existing data collection instruments, the data collected as well as the frequency and related

processing support systems.

Teacher Fact Finding Support Supervision Monitoring Tool for Recruitment

This is the process of collecting facts on the teachers gaps at the districts before the

Government decides to recruit teachers. The process helps in determining the gaps based on

what is on the ground. It is initiated at the headquarters, where the tool is printed and

distributed to the district headquarters i.e. D.E.Os, who liases with sub-county officers to give

the information of schools on the ground.

Once the tools are completed, they are submitted to the Ministry headquarters at EMIS unit,

where the information is captured and analysed. The analyses displays the status of staffing in

each and every district and the same information is used by the Ministry to seek permission

of recruiting Teachers as advised by the statistics.

The list of Teachers gaps is forwarded to the Ministry of PSC to confirm the availability of

funds.

After the confirmation of funds the list is returned to the Ministry, who forwards the same to

the ESC requesting them to recruit the indicated number of teachers.

CHAPTER 10: TEACHER RECRUITMENT AND GENERAL MANAGEMENT

PROCESS

Teacher Recruitment

MOES forwards the identified gaps already certified by the Ministry of Public Service

Commission to the Education Service Commission to do the recruitment.

The Education Service Commission advertises for the vacant positions to the public

indicating the last date of submission of applications. Receiving of applications and short

listing of the candidates is done. The candidates are interviewed and the successful

appointed candidates list is approved. The minutes and the list of appointed Teachers is

forwarded to the MOES for posting of the same to the education institutions as per the

identified gaps.

During the review, it was noted that the process of recruitment is both centralised and

decentralised. For Pre- Primary and Primary level, the identification of gaps and recruitment

is done at the District, and involved District Education Officer (DEO), District Education

Service and the Chief Administrative Officer (C.A.O), while for the Secondary and Tertiary

levels, everything is done at the headquarters for both MOES and Education Service

Commission.

Confirmation of appointments

After the posting of Teachers to various institutions, the Teacher is supposed to work for at

least six (6) months on probation. After which, the Teacher is supposed to request through

writing to the MOES/ DEO requesting for the appointment letter on permanent terms. The

request is received in the MOES/ DEO offices and list compiled and forwarded to Education

Service Commission. The Commission therefore confirms the list by confirming the list of

Teachers against their records of appointed Teachers stored in their recruitment and

appointed Teachers data bank. Once the list is confirmed, it is approved and forwarded back

to the MOES, who shall then issue appointment letters to respective individual Teachers.

Some of the details captured in the confirmation application are-:File Number, Teachers'

Names, Date of Birth, Nationality, Sex, Highest academic qualifications, data obtained,

professional qualification, college of study among others. Appendix H: Existing Data

Instruments

Discipline Process

The Education Service Commission, basing on the Teaching Service regulations, 1994, has a

duty to handle disciplinary cases of the personnel in the Education Service who conduct

themselves in any manner prejudicial to the good image and professional ethics of the

service. This is one of the major activities the Commission executes using submissions

made by the responsible officer of the MOES/DEO.

The Head Teacher and Board of Governors (BOG) in an education Institution are the

managers in their Education Institutions.

The discipline cases are identified and reported to the MOES/ DEO by the institution's

manager. The MOES / DEO compiles the cases and forwards them to the Education Service.

Education Service receives and plans for further investigations of the cases depending on

the wait. In the process of investigation, they may or may not invite the Teacher and the

witnesses for the case hearing, where the discipline panels constituted. The panel

determines the case verdict and forwards the decision, plus the minutes to the respective

departments in the MOES,

Promotion of Teachers

This process involves those Teachers who are already in the service. In this process,

MOES/DEO identifies the vacancies available for the posts of heads of institutions and

deputies.

The list is forwarded to the Ministry of Public Service, who advises on the availability of

funds. Once the Ministry of Public Service approves the list, the MOES/DEO forwards the

same to the Education Service Commission.

Education Service advertises the established post. After the receiving the applications,

short listing for the interviews for the successful candidates is done and candidates invited

for the interviews. The interviews are conducted and the successful Teachers list is

approved and forwarded to the MOES/DEO for appointment letters.

Transfers

A Teacher requests for the transfer by writing to the department through the head Teacher.

The head Teacher and the Board of Governors comments on the request and forwards to

the department. The department transfers the Teacher and issues a letter indicating the

new station. The Teacher reports to the new station and the head Teacher sends a PCA

which is forwarded to PSC to change the new station of the Teacher.

during the review, it was noted that transfers are only done once a year in the month of

December and in average 1200 transfer request are handled in the department.

It was noted that there is no tool used in the processes, the officers visit the schools

physically to monitor the progress in the schools. Likewise, there is no computer system

used in the department on Secondary schools and Teachers.

Challenges

a) Due to lack of a computer system, It is not possible to know the total number of

Teachers by subject or the total number of Teachers are due for retirement,

therefore it becomes difficult to plan on how many Teachers will be recruited at a

given time.

b) There is no link between the total number of Teachers appointed into the payroll

and records in respective department, which might lead to ghost Teachers.

c) There are cases of forged signatures of the head Teachers and BOG Chairman, which

is not easy to which one is genuine or not.

Granting of study Leave

This is to ensure continuity in the service and tracking of those personnel that go for up-

grading courses.

The process is initiated when a Teacher applies to be granted permission to go for study

leave to the MOES/DEO. The Teacher therefore attaches the admission letter of the college

he/she is supposed to take the course from.

The Commission after receiving the application, therefore inspects the validity of the

admission letter and also the whether the course is relevant with the teaching subjects of

the applicant, then approves the granting and forwards it to MOES/DEO.

Retirement of Teachers

It was indicated that Education Service does not take part when a Teacher is exiting the

service.

Challenges encountered in Teacher management.

a. There is no database of all Teachers in the service.

b. Although there are minutes in files indicating all Teachers appointed in the service,

the process of confirming Teachers for any promotion is manual and tedious, which

takes a lot of time.

c. There is delay in receiving discipline cases from the MOES and DEOs offices. This

implies that implicated Teachers will continue earning even after being stopped

from teaching waiting for the decision verdict.

d. There is no link between Ministry of Public Service where Teachers remunerations

(Payroll) is done, Ministry of Education and Sports, where Teachers are registered.

e. Delay in receiving study leave application, which causes Teachers to report late in

their colleges.

f. No database available on Teachers, making retrieval of Teachers records difficult.

CHAPTER 11: COMMON TEACHER DATA INSTRUMENTS

This section is in respect to the terms of reference to identify monthly volumes of work,

existing bottlenecks and the areas for immediate computerization within an integrated

approach.

Data Volume with Existing Instruments

During this review, it was noted that the Ministry and its agencies handles over 500,000 on

annual School Census volume of data pages annually, district fact finding of Teacher

recruitment with approximately 6000 volume of data though not every year, Transfers

approximately 1200 volume annually. Other processes handle high data volumes not given

in terms of figures.

During this review, it was noted that existing bottlenecks arise primarily from limited

capacity to store, retrieve, use and share existing data. This limited capability continue to

precipitate lack of confidence in accessing available data elsewhere in the Ministry resulting

to the need for departmentalized data which in turn precipitate duplications and/or

repeated demands for the same data from the districts and/or schools.

It was noted further that existing bottlenecks arise also from duplications, centralization at

the headquarters, and limited capacity for capture and processing of data at the

headquarters and districts.

It was also noted that under the proposed modernization and harmonization of the common

Teacher details collected from various departments and agencies in relation to Teacher

management will require a one-time major capture and processing of data in which variable

data will be updated through a decentralized monthly statistical returns.

It was noted during this review that under the proposed modernization and harmonization of

the core instruments, duplications and repeated demands for the same data will be

substantially eliminated.

Under the revised instruments, it will be noted that substantial bottlenecks are reduced both

at the Headquarters and at the Districts.

AREAS OF IMMEDIATE COMPUTERISATION

The immediate areas of computerization that have been outlined below were considered in

light of the need to improve capability for storage, retrieval, use and sharing of existing data

in order to restore confidence in accessing available data elsewhere in the Ministry and which

will eliminate the need for departmentalized data and the need for duplications and/or

repeated demands for the same data from the districts and/or schools.

The immediate areas of computerization, outlined below, were also considered in light of the

need to eliminate duplications, repetitions and omissions that bring about enormous

bottlenecks in collection, processing, use and dissemination of education data.

They were also considered in light of the overall vision for the development of integrated

TMIS

In view of these observations, the immediate areas for computerization are as follows

i. To establish network infrastructure and necessary components to support use and

sharing of the existing data. This priority area will need to be directed to restoring

capability and confidence in access to data in existing systems; including the baseline

from EMIS Annual School Census. Priority at this stage should be given to the

Departments at the Ministry because of their immediate need to use the existing

data.

ii. To establish and encourage use of intranet within the Ministry departments, in

order to improve communication and sharing of information.

iii. To computerize with appropriate application software the modernized and

harmonized core data collection instruments. In keeping with the

recommendations that have been made, priority should be given to registration of

Teachers, school statistical return and staffing returns.

iv. To develop systems and infrastructure to support pilot decentralized and

distributed capture, processing, use and sharing of data with the modernized and

harmonized core data collection instruments.

v. To develop appropriate storage, back-up and information exchange systems and

infrastructure to support capture, processing, use and sharing of data with the

modernized and harmonized core data collection instruments.

vi. To carryout relevant and appropriate training for capacity building at all levels to

support capture, processing, use and sharing of data with the modernized and

harmonized core data collection instruments

CHAPTER 12: EXISTING TECHNOLOGY AND CAPACITY

This section of the report addresses the terms of reference on the existing computer

technology and capacity at the MOES and agencies as well as Districts in order to determine

internal technological capacities available and improvements required to support and sustain

enhanced and timely information and data processing.

During this review it was noted that while not properly utilized and/or coordinated, the

Ministry and its education agencies have considerable technological capacity that can be

harnessed to support enhanced and timely data processing and use of information.

3.1 Local Area Networks (LANs)

During this review it was noted that, at the MOES Headquarters and its agencies, LAN has

been established. It was also noted that no LAN has been established in the entire 134

districts.

It was noted also that where LAN has been established and completed, namely Ministry

Headquarters, EDC, UNEB, PSC, Education Standards and DIT, the functionality and

performance remain low and often non-operational. Priority will therefore need to be given

to effective remedial measures to achieve required levels of functionality and performance.

During this review it noted districts would require a modest LAN. As a result of analysis on the

volume of work, it is recommended that a LAN with minimum of 12 access points be

established at the districts to support decentralized data capture, processing and use.

The table below provides a summary of established and completed LANS, partially completed

and/or non-existent, and required components including Structured Cabling, Switches and

Security firewall.

No Site Number Requirements / Improvements

A Established and completed

1

Ministry of

EdHeadquarters 1

Firewall and improved functionality and performance

2 ESC 1 Improved functionality and performance

3 UNEC

1 Improved functionality and performance

4 Education Standards 1 Improved functionality and performance

5 PSC 1 Improved functionality and performance

6 Districts Offices 134 Standard LAN model of 24 data points at each office

Existing Computer Technology at the Headquarters

In addition, the existing technology includes existing data systems, computers, printers,

servers, network, and back-up and storage facilities. Inventory of these technology

components was carried out in each of the departments, agencies, and districts and the

details are summarized in the table below.

Department/ Agency Number of Existing Computer Implemented and working

computers systems

MOES Headquartes >100 EMIS

HRIS

Fully implemented

Under Implementation

ESC >60 No system

PSC- 70 Payroll

administration unit

536 - Districts

IPPS

IFMIS

Fully implemented

Education Standards 8 desktop computers

52 laptops

No system

Institutions 46- Loro Core PTC

40 AbiloNino CiTC

No system

During this review, it was observed that the Ministry and its agencies have over 600-

computers that while at various levels of aging are functional and usable. The main challenge

is lack of policy to direct their appropriate use for effectiveness and efficiency. Whereas

some of these equipment support the capture, processing and management of the core

education data, some are used mainly office management and productivity.

It was noted during this review that Departments within the MOES and agencies needed, as

a matter of priority, to be supported to harmonize departmental operations, capture and

processing of data, and use of common application system in order to take more systematic

and productive advantage of the available computers. This is to avoid duplication of efforts

existing in the departments and agencies.

It was noted that even though EMIS system captures Teachers data, which is not used by the

other departments. There is need to sensitise and train officers in the respective departments

on the available Teacher data and how to access it for their daily use.

It was also noted that these on-going and largely uncoordinated initiatives at the MOES

headquarters constitute a fundamental and crucial foundation for the development of the

envisaged EMIS.

Existing Computer Technology at Districts

During this review, it was observed that whereas they have substantially lower and poor use

of the computer technology, districts have an average of four (4) computers.

It was noted also as indicated computers in the districts, while at various stages of aging and

diminishing capacity, are functional and usable. The main constraints and challenges are

primarily lack of harmonization of the departments, capture and process of data, and

common application systems to take advantage of the available technology and resources.

Whereas districts have considerable limitations in terms of skills and competencies, MOES has

trained in each district two officers on EMIS data processing system. While waiting for the

planned DEMIS system.

It was noted during this review that districts needed, as a matter of priority, to be supported

to harmonize departmental operations, capture and processing of data, and use of common

application system in order to take more systematic and productive advantage of the

available computers.

It was also noted that these on-going and largely uncoordinated initiatives at the districts

constitute a fundamental and crucial foundation for the development of the envisaged EMIS.

During this review and analysis of the data volumes, it was observed that the districts require

at least five (5) to seven (7) computers to support envisaged DEMIS and other

modernization requirements particularly those imbedded in the E-Government strategy.

During this review, it was also noted that some of the agencies are large and handles critical

missions and subsequently with considerably higher demands for information and computer

technology.

4.4 Hardware technical specifications

Servers

The size and specifications of the servers is guided by the following factors

a. Volume of data and transactions

b. Number of concurrent users supported

c. Required level of availability, scalability and reliability

d. Type of access interface

The following table contains guidelines for determining the relative size of an application

or database server

The server requirements for the TMIS will primarily include a database server and

application server. The database server will sit on the MOES LAN and will be dedicated to

TMIS data storage and retrieval. The application Server will host TMIS software applications

and files to enable on-line access by network clients over a LAN or WAN. Other servers will

be required to for back-up facilities, development and testing and provision of email and

internet. The full server requirements are shown below

Server Size Qty Purpose Location

1. Database Server High-end

1 EMIS data storage and retrieval MOES -HQ

2. Application Server Mid-range

1 Host EMIS applications MOES -HQ

3. Back-up Server High-end

1 Provide redundancy and back-up MOES -HQ

4. Development and Test Server

Mid-range

1 For development and testing of modifications and enhancement to EMIS application before implementations

MOES -HQ

High-End Mid-Range Entry-Level

Concurrent Users >500 100-500 <100

Transactions/second >10 1-10 <1

Platform Architecture 64-bit and above 32- or 64-bit Min. 32-Bit

Server Size Qty Purpose Location

5. DNS Proxy Server ( for LAN,WAN, File, Mail and Internet)

Mid-range

5 facilitate access to WAN, electronic mail and internet services

MOES, ESC, UNEB, EDUCATION STANDARDS and PSC

Total 9

The following minimum technical specifications will apply

a. Fault tolerant hardware RAID 5 disk storage with hot swap drives

b. Digital Audio Tape (DAT) tape backup, 8 mm tape device – see Category 1800 (or

Storage Area Network) Redundant power supplies

c. RISC chip or Intel multiple processor platform.

d. Must be able to run multiple server operating systems

Other specifications are summarized below

Aspect High-end Mid-Range Entry-Level

Type BRANDED at Industry Standard and accredited

CPU Scalable to 32 CPUs Scalable to 12 CPUs Scalable to 2 CPUs

Reliability Highly Redundant Controllers, Network Cards, Back planes, Power

Supplies, Cooling Fans

High Availability Clustering Supported

Minimum Memory 32 GB 16 GB 8 GB

Internal Disks 2 * 73 GB Hot-swap Disks

for OS (Mirrored)

Minimum 3 * 73 GB

Disks for OS (RAID

0+1,5)

System Software Server Management Software

Operating System Enterprise UNIX OS

with unlimited User License

User defined

enterprise OS

Removable media CD-ROM, 20/40 DAT drive for OS backup

Support Local Dealers for warranty handling & support. 24/7/365 with 4-hour

response time

Compatibility Should support software & infrastructure

Warranty Manufacturer’s Warranty (3-years comprehensive)

Certification Authorized by Manufactures

Source Authorized channels/dealers

Desktop Computers

During needs assessment the requirement for desktop computers needed to support the

envisaged TMIS were determined as follows.

No. Sector

Required Additional Desktop

Computers

Ministry Directorates and Departments 100

Districts Education Offices 536

Education Agencies 150

786

Printers

Printers are broadly classified into small (entry-level), medium and large depending

primarily on output speed which is measured in number of pages per minute and duty

cycles measured in number of pages per month. Small printers are single user and are

normally attached to a desktop computer. They are ideal for single office environments or

for senior executives who do minimal printing. Medium size printers are ideal for small

workgroups and can be shared by many users using a local area network. Large printers are

ideal for large workgroups with large printing volume and can be attached directly on a

network

In determining printer requirements for districts, ministry departments and agencies

consideration has been given to; user to printer ratio, estimated printing volumes,

sharebility of printing resources and existing capacity. The total cost of printing has been

examined in detail as consumables and supplies are the highest cost of operation for the life

cycle of a printer.

CHAPTER 13: APPLICATION SOFTWARE AND RELATED REQUIREMENTS

This section of the report addresses the terms of reference on the recommendation of

software requirements to support the TMIS, related components and support to changes

that will be necessary in the near future.

Harmonization of Data Collection Instruments

During this review, it was noted that the main objective is to modernize and harmonize

collection, processing, use and sharing of education data with more emphasis on teacher

management data in ways that duplications and related bottlenecks are reduced or

eliminated

It was noted also that the required software applications are intended to support core

education data, including teacher data and related specialized data with appropriately

revised instruments.

Software Applications System

During this review it was noted that data in the MoES and its Agencies are supported with

various systems that are substantially manually operationalized and also using low-end

applications with considerable constraints in respect to teacher data management,

processing, analysis, sharing and use

It is proposed and recommended that a common applications system be adopted that

consist of integrated modules with capability, functionality and performance to support a

wide range of functions and operations in processing, analysis, sharing and use of education

data and/or information at the districts, headquarters and agencies.

The integrated applications for TMIS will be designed and customized to support functions

and operations of processing, analysis, sharing and use of data and/or information. The

applications software will consist of the registration of teachers, recruitment, transfer of

teachers, promotion and appraisals, teacher salary and payroll management among other

teacher management functions within the Ministry and agencies. The applications system

will also consist of registration of education institutions, student management and update

system, staffing system, examination, and teacher management system. Below is a

proposed ICT infrastructure estimates in two scenarios:

Scenario I: High cost ICT infrastructure estimate which if adopted will layout the ideal TMIS

setup.

Table :High Cost ICT infrastructure estimates

Agency Description Number Unit Cost Unit Cost (Ush) Amount (Ush)

Amount (USD)

A: MOES ICT Infrastructure required

a) Server Storage (12TB) 3 3,223,795.00 96,713,850.00 290,141,550.00 113,781.00

b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41

c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71

d) Switches 2 1,638,970.00 49,169,100.00 98,338,200.00 38,564.00

e) Cabling 4 24,395.00 731,850.00 2,927,400.00 1,148.00

B: Education Service Commission ICT Infrastructure required

a) Server Storage (12TB) 1 3,223,795.00 96,713,850.00 96,713,850.00 37,927.00

b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41

c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71

d) Switches 1 1,638,970.00 49,169,100.00 49,169,100.00 19,282.00

e) Cabling 1 24,395.00 731,850.00 731,850.00 287

C: UNEB ICT Infrastructure required

a) Server Storage (12TB) 1 3,223,795.00 96,713,850.00 96,713,850.00 37,927.00

b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41

c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71

d) Switches 1 1,638,970.00 49,169,100.00 49,169,100.00 19,282.00

e) Cabling 1 24,395.00 731,850.00 731,850.00 287

D: PSC ICT Infrastructure required

a) Server Storage (12TB) 1 3,223,795.00 96,713,850.00 96,713,850.00 37,480.80

b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41

c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71

d) Switches 1 1,619,688.00 48,590,640.00 48,590,640.00 19,055.15

e) Cabling 1 24,108.00 723,240.00 723,240.00 283.62

E: Education Standards ICT Infrastructure required

a) Server Storage (12TB) 1 3,185,868.00 95,576,040.00 95,576,040.00 37,927.00

b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41

c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71

d) Switches 1 1,619,688.00 48,590,640.00 48,590,640.00 19,055.15

e) Cabling 1 24,108.00 723,240.00 723,240.00 574

F: Districts ICT Infrastructure required

a) Switches 134 1,619,688.00 48,590,640.00 6,511,145,760.

00 19,282.00

b) Cabling 134 24,108.00 723,240.00 96,914,160.00 574

c) Bandwidth at 4 Mbps (Annual Payment) 134 1,680,000.00 50,400,000.00

6,753,600,000.00

2,648,470.59

d) Desktops (4 desktops for 134 districts) 536 80,000.00 2,400,000.00

1,286,400,000.00 504,470.59

D: Common Infrastructure

a)VLAN created in the 4 Mbps Link for data sharing amongst Agencies (MOES, ESC, UNEB, EDUCATION STANDARDS and PSC)

TMIS system development and deployment 1 6,500,000.00

195,000,000.00 195,000,000.00

76,470.59

b) Consultancy for Data-Shared Services (Integration Service) for seemless data exchange amongst the Databases in MOES, ESC, UNEB, EDUCATION STANDARDS and PSC 1 2,500,000.00 75,000,000.00 75,000,000.00 29,411.76

TOTAL 3,778,010.

85

Scenario 2: Low cost ICT infrastructure estimates, where minimum additional infrastructure

will be added to the existing set of ICT equipments within the MoES and other educational

agencies. This implies, existing EMIS system will be customised to take care of emerging

system needs. Existing LAN, equipments in terms of computers, printers and servers shall be

optimised.

Table: Low Cost ICT infrastructure estimates

Agency Description Quantity

Unit Cost (Ush) Amount (Ush)

Amount (USD)

A: MOES Bandwidth at 4 Mbps (Annual Payment) 1

50,400,000.00

50,400,000.00

19,764.71

B: ESC Bandwidth at 4 Mbps (Annual Payment) 1

50,400,000.00

50,400,000.00

19,764.71

C: UNEB Bandwidth at 4 Mbps (Annual Payment) 1

50,400,000.00

50,400,000.00

19,764.71

PSC Bandwidth at 4 Mbps (Annual Payment) 1

50,400,000.00

50,400,000.00

19,764.71

E: Educ. Standards

Bandwidth at 4 Mbps (Annual Payment) 1

50,400,000.00

50,400,000.00

19,764.71

F: Districts Bandwidth at 4 Mbps (Annual Payment) 134

50,400,000.00

6,753,600,000.00

2,648,470.59

7,005,600,000.00

2,747,294.14

D: Common Infrastructure

a)VPN created in the 4 Mbps Link for data sharing amongst Agencies (MOES, ESC, UNEB, EDUCATION STANDARDS and PSC)

b) Consultancy for Data-Shared Services (Integration Service) for seemless data exchange amongst the Databases in MOES, ESC, UNEB, EDUCATION STANDARDS and PSC 1

75,000,000.00

75,000,000.00

29,411.76

TOTAL 7,080,600,000.00

2,776,705.90

Relational Database Management System (RDBMS)

During this review, it was noted that all the systems that support education data and

specifically teacher data management are considerably manually operationalized at all levels

and are also some of lower-end capacity and have limitation in respect to supporting critical

missions.

It is proposed and recommended that data in the present systems be consolidated and

migrated to a sustainable and scalable relational database management system. The

system will provide management of teacher data capture and processing, analysis, use,

sharing, storage and archiving.

It will be noted that some of the standard and high performing RDBMS include Microsoft

SQL, Informix, Sybase, IBM DB2 and Oracle. Of these database Management Systems,

Microsoft SQL is recommended because of better functionalities, development and

customization tools, and performance on shared and distributed systems, and also there is

existence of local technical expertise and capacity for sustainability and scalability.

During this review, it was noted that EMIS application architecture uses Microsoft SQL

databases although its use is not fully optimized.

Information Sharing Systems

Lack of capability and capacity to share data, information and systems between the

Departments in the Ministry, Districts and Education Agencies was noted during this review

as a major constraint and challenge. To address this challenge, the proposed and

recommended application software are Distributed Network Management System,

Communication and Collaboration System, and Security Management System. This

component will include web application support to the headquarters, district, and agencies

strategies for teacher and education data dissemination

In summary the following software applications are proposed and recommended to support

the envisaged TMIS.

# Software Requirements Core Capabilities Equivalent

# Software Requirements Core Capabilities Equivalent

1. Web Application Software Developed and customized to

support the core and

supplementary teacher data

collection instruments.

Integrated Teacher Management

Information System to be

developed and customized

and/or adoption of operational

systems in conformity with the

certified processes

2. Database Management System

Platform for storage, retrieval, management, distribution, and sharing of teacher data

Oracle, Informix, Sybase, IBM

DB2 and MS-SQL

3. Reporting and Statistical Systems

With ability to support a wide

range of reporting

requirements of various

directorates, departments,

districts, local governments and

agencies

SQL Query, Crystal Report, SPSS,

SAS

4. Geographic Information System (GIS)

With ability to support a wide

range of spatial and attribute

teacher and/or educational

related data and ability to

interface with core EMIS

application software

Arc View

ESRI

ArcInfo

5. Communication and Collaboration

With ability to support a wide

range of communication,

messaging and collaboration

between various departments

and agencies and consumers

Lotus Notes

Microsoft Exchange

Unix based Systems

Mobile gateways telephony

6. Distributed Network Management Software

With ability to support

intelligent network

management

Tivoli, HP Openview

UniCenter TNG

7. Firewall (Software and Hardware) and other security solutions

With ability to prevent

unauthorized access or attack

to the network, servers and

computers.

Firewall (Cisco, 3Com, Microsoft

Treat Management system etc)

Antivirus (Norton, McAfee,

Symantec Endpoint protection

etc)

Encryption Software

Required Support and changes to be made

During this study review, it was noted that the Ministry would require support on

customization, enhancement, maintenance and upgrading these software applications.

Therefore, to ensure rapid and timely installation and usage, it is recommended that the

Ministry, local governments and the agencies should acquire application systems that are

substantially operational, tested and certified for management of teacher and general

education data.

The major concern and concentration of efforts will be customization, enhancement,

maintenance and upgrading these software applications under such arrangements.

Customization will involve improving the systems to incorporate required and common data

format, security and reporting systems.

It is also noted that under this arrangement, enhancement, maintenance and upgrading will

be carried-out to address emerging and/or envisaged requirements.

Vendor, Manufacturer and Related Support

In order to maintain the necessary computerization and/or modernization and conformity

to the prevailing industry standards, it is observed and recommended that the expected

integrated TMIS be done by a consultant together with the Technical ICT team in the

respective departments and agencies, so that by the time the consultant leaves there is

adequate support to maintain the system locally. The consultant will be required to train the

team on the system development and guide the team in the development until all the major

modules are done. Through this, the consultant shall leave the team to be able to add any

upcoming modules required in the system.

The estimated cost of training for the integrated TMIS is shown in the table below-:

Capacity Building estimated cost Agency Description Number Unit Cost(Ush) Amount (Ush) Amount (USD)

A: MOES Technical Training and User CB

a) System Developers and Database Administrators (MCSD + DotNET Inclusive Certifications) 4 7,500,000.00 30,000,000.00 11,904.76

b) Course on WebGIS and Reporting Services 2 7,500,000.00 15,000,000.00 5,952.38

c) Sensitization of HQ Staff and CAOs, DEOs on usage of Online Services and Harmonized Data Management 5 50,400,000.00 252,000,000.00 100,000.00

d) Sensitization of Head Teachers on Data Capture and usage of Online Services and Harmonized Data Management 5 50,400,000.00 252,000,000.00 100,000.00

SUB-TOTAL 217,857.14

B: ESC Technical Training

a) System Developers and Database Administrators 4 7,500,000.00 30,000,000.00 11,904.76

b) Course on WebGIS and Reporting Services 2 7,500,000.00 15,000,000.00 5,952.38

UNEB Technical Training

a) System Developers and Database Administrators 4 7,500,000.00 30,000,000.00 11,904.76

D: General

Facilitation of Workshops on Data Management and Use

Workshops and forums to share on Data Management in the Education Sector 1 60,000,000.00 60,000,000.00 23,809.52

Total 489,285.70

TMIS Management Section

Provision of internal support to the systems and users, in addition to support from the

vendor, manufacturer and/or approved agent, should be made within TMIS Management

section that will be responsible for project administration including coordination of the

various implementation activities, needs analysis, software configurations and

management.

It is also recommended that it will be necessary to make provision for technical support to

the users in carrying-out incremental customization, maintenance and upgrading in order to

prevent deterioration of the systems and/or likelihood of downtime.

CHAPTER 14: SYSTEMS AT THE MINISTRY OF PUBLIC SERVICE COMMISSION

(MPSC)

This section is in respect to the terms of reference on the assessment of the nature and

functions of computer systems at the Directorate of E-Government as a provider of

government Information Technology Services to various ministries such as MPSC, which

processes a considerable amount of MOES data including salary for teachers and general

teacher management data.

Currently the Directorate of e-government service under the National Information

Technology Authority (NITA) is charged with development and implementation of

government initiatives on ICT systems and infrastructure as well as administration of

existing computer systems that support common government applications such accounts

and finance, procurement, personnel administration and payroll

The Directorate also provides technical expertise including procurement support on ICT

systems and infrastructure to government ministries and departments.

During the review, it was noted that the main computer applications maintained at the

Directorate are Budget and expenditure system, Integrated Financial Management

Information System (IFMIS), Public Service Payroll System, Teachers Service Payroll System,

Website and Internet Services, and Implementation of ICT Physical Infrastructure for the

Government Ministries and Departments and local governments including districts.

Budget and Expenditure System

This system was established to support processing of the Government budget, financial

estimates and expenditure, including expenditure returns from Ministries, agencies and

department, local governments and the districts.

Integrated Financial Management Information System (IFMIS)

During this study review, it was noted that this application software was procured and

customized with the aim to establish integrated financial management information system

to support common government functions in accounting, financial transactions,

procurement and inventory management.

This application software is also based on modern client-server architecture with the central

servers based at PSC headquarters with on-line, real time access by the users over a wide

area network, through a web browser interface. In this respect the transaction and back up

are in the central servers based in PSC.

This application software’s potential has not been fully exploited since it is not integrated

with other ministries, agencies and local government’s personnel modules such as MOES’s

teacher management. It was noted during this review that whereas functionality and

performance of the system is satisfactory at PSC, major constraint and challenge is poor

connectivity and low bandwidth link between the PSC and ministries, agencies and districts

that has caused poor performance of the system. The solution still poses challenges on

teacher payroll system since the process of teacher management has not been streamlined

at the MoES

It is envisaged that this application software will be rollout and integrated to other

ministries with plans to include interface between IPPS in order to update the payroll data

into the financial management system

Public Service Payroll System

GITS maintain a system that supports processing of the payroll for over entire workforce in

the civil and public service, including the teaching force which is over 120,000.

This application software is primarily a flat files technology with substantial limitations in

which there has been a standing need to migrate the payroll to a modern and Relational

Database platform.

In addition, reforms in the public sector resulted to the need to integrate payroll and

personnel management system that subsequently led to initiatives to establish Integrated

Payroll and Personnel System (IPPS).

One of the reform agenda during that period was to decentralized the budget and personnel

management to the respective Ministries, Agencies, Departments Local Governments and

districts; a policy initiative that led to the presently envisaged decentralization of the payroll

processing and management.

Teachers Payroll System

It was noted in this study review, that the Payroll for teachers constitute over 60% of the

monthly processed of the public service payroll at GITS with the use of the same system and

the same application software.

The myriad limitations, constraints and challenges are therefore the same, namely legacy

system, patched-up system for compliance to the older technology, and flat files technology.

During the review, it was observed that processing of the teachers’ salaries at PSC

constitutes less 20% of the entire payroll preparation. The rest of the 80% involve personnel

records, staff movement, payroll changes and verification of the payroll runs that are

carried-out with manual and/or semi-manual systems. The functions also include

preparation and dispatch of salary payment cheques, pays lips and management of accounts

as well as posting entries of the payroll and payroll by-products into the General Ledger.

Management of the payroll is one of the most challenging functions of the PSC mainly

because of the size of the teaching force, approximately over 130,000, distributed country-

wide and the need for timely payments as well as the need to control related financial

wastage.

Over the years, it was noted that efforts have been made to improve management and

processing of the teachers payroll with attention being directed to timely payment of

salaries and appropriate allowances, and control of related financial wastage arising from

inappropriate payments

Integrated Personnel and Payroll System (IPPS)

IPPS was introduced through the Department of Personnel Management (DPM), as part of

reforms in the public sector with the need to harmonize payroll and personnel

management, and later also to decentralize the integrated system to the respective

Ministries, agencies, Departments of the Government and Local governments.

IPPS system consists of many core components among others including; Personnel

Compliment Module, Payroll Administration Module and Education and Skills Module. It is

noted however that personnel records and payroll processing has taken priority in the

implementations

Ministry Website and Internet Services (www.education.go.ug )

It was noted during the review that NITA has been providing web-infrastructure and hosting

services to government ministries, their agencies and departments and local governments.

In this respect, the Directorate hosts the MOES website (www.education.go.ug ). It has also

provided the ministry with a domain name to facilitate email services and connectivity to

the Internet. It is however the responsibility of the respective Ministries and Departments to

update content and to maintain the site.

It was noted also that presently, the link to Website at NITA’s GITS is constrained

considerably by the severely low capacity of the bandwidth resulting to poor and often

interrupted access.

ICT Physical Infrastructure

During this study review, it was noted that from the year 2000, Ministry of ICT and the

National Information Technology Authority (NITA) was mandated to carryout budgeting and

implementation of the ICT infrastructure for the Government Ministries, agencies,

departments and local government and to the districts to facilitate connectivity and transfer

of data for the common functions and also to facilitate e-Government strategy.

CHAPTER 15: GITS MODERNIZATION PLANS

This section is in respect to the terms of reference on review of GITS plans for computer

hardware and software upgrades including type, extent, timing and certainty of

implementation as well as linkage with other ministries.

During this review, it was noted that whereas the Directorate has considerable plans, there

are fundamental reforms related to the adoption of e-Government policy and re-structuring

of ICT in the Government.

It was noted that with adoption of e-Government policy and re-structuring of ICT in the

Government, there would be substantial division of duties and responsibilities between

GITS, and the Ministry of Information and Communication, and Ministries and

government departments.

In this respect, it was noted also that considerable mandate will be shifting to the NITA that

is housing the Directorate of e-Government and Ministry of Information and

Communication that is housing the Directorate of ICT.

During this review, it was noted also that part of the reforms in this sector, the Government

will re-designate, strengthen and elevate ICT to a Division or Department in each Ministry

This re-designation, strengthening and elevation of ICT are intended to support

decentralization of some of the functions of GITS to the Ministries and/or Departments of

Government and districts or LGs.

In addition, GTIS is mandated to carryout budgeting and implementation of the ICT

infrastructure for the Government Ministries and Departments to facilitate connectivity and

transfer of data for these common functions and also to facilitate e-Government strategy.

In addition to providing web-infrastructure and hosting services to government ministries

and departments, GITS has developed and plan to expand NBI/EGI Project, the government

communication network, to cover all government ministries and departments as well as roll

out to the LG and districts. It is noted that an expanded network could have substantial

contribution to decentralization of EMIS to districts.

Indeed the successful implementation of IFMIS, IPPS and other related e-government

initiatives depend largely on successful completion of NBI/EGI, which remain uncertain due

to funding constraints and the policy of decentralizing ICT budgets and implementation of

programmes to the respective ministries and departments.

It will be noted also that GITS is part of the resources and facilities to support modernization

of ICT and e-Government to improve service delivery to the citizens. Under the initiatives to

improve communication within government, the short terms plans include; expanding the

information infrastructure, initiating integration of internal government processes,

increasing internal operation efficiency and effectiveness, developing information websites

for the ministries and capacity building

The medium term initiatives include concerted automation and integration of government

information and records, finalized information infrastructure, develop and web-enabled

databases, the integrated population registration system and other systems to deal with the

specific needs of individual ministries.

While some of the planned initiatives have promising potential to accelerate the

implementation of EMIS, the timing and certainty of implementation cannot be ascertained

and this is further complicated by the new government policy of decentralization.

CHAPTER 16: GITS AND PSC TECHNICAL SUPPORT

This section is in respect to the terms of reference on identification of the technical support

available at GITS as well as those that support computerization of the Public Service

Commission.

Technical Support

During this review, it was noted that GITS has been and will continue to provide a wide

range of technical support to the Government Ministries, Agencies and Departments that

include ICT policy guidelines, project design, technical specifications, procurement,

installation and implementation of the systems.

In respect to support in these areas GITS (under e-government directorate) have seconded

technical staff to the Government Ministries, Agencies and Departments on either

contracts, short and/or long-term basis. Indeed, technical personnel in ICT Division in the

Ministry of Education and Sports are seconded from GTIS. In addition, GITS continues to

provide technical support to the teachers’ payroll and IFMIS at the MPSC.

Policies

The document, on E-government Strategy, of 2004, is a useful reference to for policy

guidelines to the ministry on the use of ICT in the delivery of education services.

Indeed under the medium term of the E-government Strategy, EMIS is identified as a key e-

government component to support MOES to collect and process data to improve education

policy, planning and monitoring progress

It was noted during this review that establishment of Cabinet committee on ICT and the

ministerial ICT committees, under E-Government strategy can contribute substantially to

coordination and implementation of EMIS and ICT initiatives in the Ministry. It is expected

therefore that the Ministry will constitutes its ministerial committee and relevant work

groups to spearhead these initiatives and principal include teacher management as a key

component in streamlining processed and functions at the MOES.

Procurement Support

It was noted during this review that, through GITS, National Information and

Communication Technology framework policy (NICT policy) has been formulated to provide

policies, principles, standards, and guidelines intended to strengthen the acquisition,

development, management, support, and use of information systems and technology

infrastructure in the public sector.

It was noted that NICT provides sample model for minimum technical specifications to guide

in the procurement of ICT goods and services. It also provides useful reference for related

issues such as ICT management, security, acquisition and deployment strategies and

financing of ICT projects. These guideline should be considered and incorporated during the

design and implementation of the envisaged TMIS

Human Capacity

It was noted that GITS has continued to play a catalytic role in the development of ICT

teacher human capacity with the Ministry, DES and to some extent UNEC. It was noted

further that 7 ICT technical staff at MOES has seconded from GITS to provide support in

general operations, administration of the existing education systems, IFMIS, IPPS, Networks

and other infrastructure. It is recommended that this human capacity be developed and

harnessed to support the implementation and maintenance of the envisaged TMIS.

CHAPTER 17: EXISTING IT (TELECOMMUNICATION) INITIATIVES

This section is in respect to the terms of reference on the evaluation of Government of

Uganda and GITS telecommunication initiatives from which MOES including the local

Governments and districts could benefit.

It was noted as part of the e-government strategy that, GITS has been implementing a

government-wide telecommunication infrastructure. The scope of this technology includes

installation of Local Area Networks (LAN) in government ministries and departments. The

scope also includes establishment of a wide area telecommunication network interlinking

the various government departments. Also in scope is establishing a communication linkage

with the local governments and districts using a Fibre Optic cable technology, a project

known as National Data Transmission Backbone Infrastructure and e-Government Infrastructure

Project (NBI/EGI).

To date LANs have been established at the headquarters of the ministries of public service

commission, educations, Education service commission, directorate of education standards,

EMIS section and Social Security house and districts offices. WAN connectivity has not been

established between MOES and other ministries and departments working together such as

MPSC therefore posing a serious challenge on intern ministry communications.

Depending on the Ministerial policy and initiatives, education agencies that include ESC,

UNEC, NCDC and others could benefit from the rollout of current NBI/EGI project- major

towns fiber optic cable connectivity project. However, the timing and certainty of the

implementation of the telecommunication network covering the districts and local

governments cannot be established.

There are other telecommunication initiatives that TMIS can leverage on. These include

Uganda Communication Commission and Uganda Telecommunication Authority, National

Information Technology Authority.

CHAPTER 18: TELECOMMUNICATION INFRASTRUCTURE REQUIREMENTS AND

COSTS

This section addresses the terms of reference on determination of the telecommunication

infrastructure needed to support handling the envisaged wide-area-network and the likely

costs.

In view of the need to decentralize processing, analysis and use as well as sharing of data

and/or information, there is need to put in place a secure, reliable and efficient data

telecommunication systems

The telecommunication infrastructure will indeed enable inter connection between

directorates, departments in the ministry, education agencies, and local governments,

districts to facilitate teacher data management, sharing and communication

It is well documented that the telecommunications industry in Uganda is becoming

increasingly dynamic offering a number of options each with different capabilities and

coverage. There are substantial disparities in regional telecommunication infrastructure that

may influence the choice of the options to be used.

Primarily, it was noted that the options available that can be used to support the envisaged

Wide-Ares-Network include, physical data transfer via electronic media such as Tape or

Diskettes, Dial-up connection, Dedicated Leased Lines, General Packet Radio Service (GPRS),

Microwave Radio, and Very Small Aperture Terminal (VSAT)

During this study review, it was noted that there is approximately 100% coverage of the

districts by Telkom Uganda fixed line network. Of these options, there are maintained dial-

up telephone lines, dedicated leased lines and VSAT services.

It was noted also that the mobile network has experienced phenomenal growth both in

coverage and reliability and surpassed the fixed network. By 2006, the mobile network was

seven times the size of the fixed line network. The network offers alternative data

communication services such as GPRS but these are more costly than Telkom services.

In addition to Uganda Telkom and the mobile operators, there are other Public Data

Network Operators (PDNO) such as MTN that provide data communication services. PDNOs

are relatively new in the market and are only available in the major cities and towns. These

operators offer more reliable services are priced comparable

It was also noted that most (but not all) of the local governments and districts have Internet

points of presence (pop) with which ISP’s provide Internet services within those locations

that would support envisaged Wide Area Network.

During this review, it was noted that 80% of the teacher data and general education data

traffic flow between the Ministry headquarters, ESC, DIT, DES, EMIS, and MPSC. It is

therefore recommended that high bandwidth and online WAN connectivity be established

between these six institutions. The options available for this includes Dedicated leased lines

(at least 256 kbps), VSAT and Microwave Radio link.

Due to the nature of data flowing from the local governments and districts to the

headquarters and back, it is envisaged that at the minimum dial-up or Internet based

communication will be sufficient with the TMIS software designed to handle varying

communication protocols. Depending on growth in data volumes; the need for online access

and favorable bandwidth costs the option of dedicated leased lines (64 kpbs) will be

considered

Consideration will be made on issues of availability, reliability of data transfer, sustainability

and costs. There will therefore be technological mix when it comes to the transmission and

interconnectivity between the headquarters and the districts.

The various telecommunication options will have different initial as well as operational costs

as stipulated in the table below.

Connection Type Initial Costs Monthly Costs

ISP Dial Up 12.5

Uganda TELCOM Leased-Line 346.15 1,740.11

MTN GPRS 0 57.15

UG SATTELITE VSAT 2072 170.30

Telecommunication Requirements and Costs

Directorate

/Department

Recommended

Connection Initial Investment

Recurrent-Pm

US$

1 Headquarters 256 kpbs leased line 21,064.94 1,558.50

2 ESC 256 kpbs leased line 17,168.83 1,558.50

3 UNEC 256 kpbs leased line 52,568.05 1,558.50

4 NCDS 256 kpbs leased line 52,568.05 1,558.50

5 EMIS SECTION 128 kpbs leased line 27,277.43 779.25

6 MPSC 128 kpbs leased line

5,480.52 1,558.50

7 DES 128 kpbs leased line 5,480.52 779.25

8 DIT 128 kpbs leased line 5,480.52 779.25

9 NATCOM-UNESCO 128 kpbs leased line

450.00

10 NCS&T 128 kpbs leased line 45,978.18 1,558.50

11 LG offices Dial-up

128 kpbs leased line

12 Districts Dail-up

64 kpbs leased line

CHAPTER 19: LOGFRAME FOR IMPLEMENTATION OF EMIS

The overall objective of EMIS components is to develop effective and efficient systems and

infrastructure that supports a harmonized and timely collection, processing, dissemination of

data for education planning and management. The goal of the Government is to use EMIS to

obtain timely indicators on enrolment, attendance, relevance and quality of learning,

resource mobilization and allocation and to reduce inequalities.

Narrative Summary

Indicators of

Achievement

Means of

Verification Critical Assumptions

Goal:

To facilitate use of accurate, timely

and reliable indicators on

enrolment, attendance, relevance

and quality of learning and resource

distribution.

Availability of

accurate and

timely EMIS

data and

information.

EMIS reports

1. EMIS consultancy will

finalize the needs

assessment report

2. Instruments to address the

needs of all the users.

Programme Development Objective:

To develop effective and efficient systems and infrastructure that supports a harmonized and timely collection, processing, analysis, use and dissemination of data for education planning and management.

Established

EMIS system at

the district,

headquarter

and the

agencies

EMIS reports

Output 1:

Harmonized core and

supplementary data collection

instruments developed and

adopted.

Developed and

institutionalized

core and

supplementary

data collection

instrument

Harmonized

data

collection

instruments

Activities:

1. Development and review of core

instruments (Workshops and review

panels)

Core

Instrument

developed and

reviewed

Revised Core

instrument

Narrative Summary

Indicators of

Achievement

Means of

Verification Critical Assumptions

2. Review of the existing EMIS

system to find out whether the

harmoninised instrument is fitting

EMIS reviewed Revised

Supplementar

y instrument

3. Collaboration between

Govt. and development

partners to support the

planned investment.

3. Plan to develop a new online

integrated EMIS or to Customise the

existing EMIS.

EMIS

development

plan

3. identification of TWG to develop

the system

Instruments

printed and

distributed

Printed

questionnaire

s

Output 2:

Procured and customized

specialized data processing and

analysis software application

systems.

Application

software

installed

Systems testing

and piloting

User

acceptance

results

4. Availability of staff for

effective implementation.

5. Users will need to make

provision for annual

maintenance and licensing of

application software

Activities:

1. Procurement and customization

of Relational Database Management

System

Relational

Database

Management

system installed

User

acceptance

results

2. Procurement and customization

of communication and collaboration

system

Communication

and

collaboration

software

installed

User

acceptance

results

3. Procurement and customization

of network management system

Network

management

system installed

User

acceptance

results

4. Procurement and customization

of security system

Security system

installed

User

acceptance

results

Narrative Summary

Indicators of

Achievement

Means of

Verification Critical Assumptions

5. Development and customization

of EMIS

EMIS installed User

acceptance

results

6. Development and customization

of EMIS supplementary modules

EMIS

supplementary

modules

installed

User

acceptance

results

7. Procurement of analysis and

reporting systems

Analysis and

reporting

systems

User

acceptance

results

8. Customization of policy indicators

database

Policy

indicators

database

User

acceptance

results

9. Train Head Teachers, Principals

on the on online EMIS

Trained users

Output 3:

Established computerized data

capture and processing systems at

Schools,district, headquarters and

agencies

Processed data

EMIS data

Activities:

1. Data capture and processing

Processed data

EMIS data

2. Data analysis and use Generated

Information

EMIS data

3. Data sharing and management

Increased

number staff

with online

access

Systems

access logs

report

4. Data storage and backup

Backup facilities

available

Inventory

returns

Narrative Summary

Indicators of

Achievement

Means of

Verification Critical Assumptions

Output 4:

Improved access to education data for effective planning and

intervention.

Number of

Publications,

websites,

workshops

EMIS reports

Activities: 1. Data dissemination (Workshops)

Number of

workshops held

Workshop

proceedings

2. Websites support

Availability of

websites

Website

access logs

3. Print and electronic publications

Number of

publications

EMIS

publications

Output 5:

Availed education indicators for

monitoring and evaluation of

education goals and programmes

Education

Progress trends

provided

EMIS data

Activities:

1. Validation of policy indicators

database

Updated policy

indicator

database

Policy

database

2. Analysis of education policies Number of

workshops held

Workshop

reports

Output 6:

Established EMIS infrastructure at

the districts, headquarter and

agencies.

EMIS

infrastructure

established

Project

implementati

on report

Activities:

DISTRICTS

1. Network infrastructure & Minor

Civil works

Number of

LANS

established

Project

implementation

report

2. Desktop computers and related

equipment

Number of

computers

procured

Project

implementation

report

HEADQUARTERS

3. Network infrastructure & Minor

Civil works

Number of

LANS

established

Project

implementation

report

4. Desktop computers and related

equipment

Number of

computers

procured

Project

implementation

report

5. Storage and backup facility

Number of back

up facilities

Project

implementation

report

AGENCIES

6. Network infrastructure & Minor

Civil works

Number of

LANS

established

Project

implementation

report

7. Desktop computers and related

equipment

Number of

computers

procured

Project

implementation

report

Output 7:

Relevant EMIS data use, processing

and management skills imparted.

Skilled

personnel

Training

assessment

reports

A. Core and Supplementary

Instruments

1. Target instruments respondents Number trained Training

assessment

reports 2. Primary users Number trained

3. Secondary users Number trained

4. Data administrators (workshops) Number trained

5. Management Number trained

B. Application Systems

6. Primary users Number trained Training

assessment

reports 7. Secondary users Number trained

8. System administrators Number trained

8. Data Analysts Number trained

9. Management Number trained

CHAPTER 20: RECOMMENDATIONS

Objectives of the review

It will be recalled that one of the objective of this review was to determine the nature and

scope of the requirements for education data in the Ministry and Agencies, major constraints

and challenges in collection, processing and use and with a view to recommend ways to

address prevailing limitations and to improve efficiency in the use of education data.

It will also be recalled that the major component of the terms of reference was to examine

functions of the various departments and agencies, their information requirement and

processes, available data and data systems with a view to recommend ways to achieve

efficiency, eliminate duplication and related constraints and to recommend the nature, scope

and ways to adopt and implement Education Management Information System (EMIS) to

support required efficiency and controls in processing, use and management of education

data and/or information.

Education Management Information System (EMIS)

During this review, it was noted that the Ministry has been pursuing establishment of EMIS

for a considerable period of time. EMIS was a component of Strengthening Primary and

Secondary Education (STEPS) project.

It was noted that departments and agencies were not linked with the EMIS data, therefore

duplication of efforts especially when it comes to Teacher Management. The

recommendation is that there is need to;-

i. Sensitize departments, divisions and agencies on the existence EMIS data, especially

what is captured in the system, and how to use the data.

ii. Link Departments with EMIS system to enable users in the respective departments

access EMIS data.

iii. Train Users in respective departments on the EMIS system.

The structure of the Ministry

During this needs assessment, it was noted that the ministry consists of three (3) directorates,

thirteen (13) departments, and six (6) agencies, where all have the same data and

information requirements.

Common education data

During this review, it was noted that common education data consists of registration and

school particulars including mapping data, enrollment and attendance, dropout and

repeaters, staffing, physical facilities, finances, textbooks and learning materials, schools

management, curriculum data, examination and performance data, and special data such as

school feeding program.

Data collection instruments

During this review, it was noted that the ministry and agencies use a wide range of

instruments to collect and maintain education data leading to substantial duplication,

insurmountable volumes and limited capacity for timely processing, analysis, use and

dissemination of resulting information. Indeed, these constraints have resulted to excessive

and repeated inquiries for the same data at the districts and schools.

Indeed, the printing of the data collection instruments is expensive and time consuming. It

was also noted that there is limited storage space for the instruments both at the school,

district and at the headquarters.

In this view, it is recommended that an online EMIS system be developed, where heads of

institutions will only be required to access the system online through the internet and

capture schools returns online.

In view of the constraints mentioned above, it is recommended that core data instrument

be adopted and implemented taking into account the needs for most of the departments

and agencies, with supplementary modules to address specialized data requirements and

updates.

In view of the fact that the registration of Teachers is mandatory and enforceable with

Education Act, it is recommended that registration instruments be modernized and

harmonized with other data collection instruments to constitute the core instrument.

In addition to this, registration of Teachers should be done only once, where a Teacher

should only be given one unique number instead of having different numbers for one

Teacher. Thus, when it comes to upgrading after acquiring a new course should be assigned

only grades as per the qualification acquired

Volume Data and Work

During this review and analysis made, it was noted that duplications and collection of non-

core education data that have led to handling substantially overwhelming volumes of data

and attendant man-hours at the schools, districts and Headquarters.

In view of this observation, it is recommended that the core data collection instruments and

supplementary modules should be revised and restricted to core education.

It was noted during this review that such modernization and harmonization of the core and

supplementary data collection instruments, to eliminate duplications and repetitions, will

result to a reduction of 56% of the volumes of work in collection, processing, analysis of the

education data.

Computer Systems Support

During this review it was noted that with the exception of PSC, the support computer

systems at the MoES, UNEB and ESC are substantially low and considerably isolated and/or

departmentalized.

In addition, it was noted that again with exception of MoES, UNEB and ESC, skills and

competencies of the staff to support electronic based systems remains substantially low

leading to manual processing and analysis of data at various levels.

In view of the limited capacity at various levels in the headquarters, district and also at

theinstitutions, , it is recommended that appropriate and upwardly scalable computerized

systems be established to support capture, processing, sharing and use of the data at the

headquarters, districst, the various departments and agencies of the Ministry.

In view of the limited sharing of data among the departments and agencies of the Ministry

and lack of feedback to the districts and schools, it is recommended that policies and

infrastructure be adopted and given priority at all levels to support information sharing and

feedback at various levels.

District, Institutions potential and capacity

It was also noted that whereas there is high potential for the districts to carryout effective

and timely capture and processing as well as use the data, the capacity in terms of

equipment and human resources remains substantially limited.

It was also noted and recommended that the on-going and largely uncoordinated initiatives

at the districts constitute a fundamental and crucial foundation for the development of the

envisaged online EMIS.

It was noted during this review that districts needed, at present and as a matter of priority,

to be supported to harmonize capture, processing and use of data in order to take more

systematic and productive advantage of the computers from ECD, donations, and the

trained staff of the PSC that are already in the districts. As well, heads of institutions also

need to be suppoted by training them on the basic computer literacy to enable them access

the online system.

Education Agencies

During this review, it was noted and recommended that Education Agencies of the Ministry

handle largely specialized Teacher data that should be harmonized and integrated with

revised core instruments and development of Applications Software and related

infrastructure to support adoption and implementation of EMIS.

In this respect, it was noted and recommended that, besides handling data for staffing in

public schools and/or institutions and Teachers Management, MoES at TIET department

handles data for the registration of teachers in both public and private sectors and that the

required Applications Software should be harmonized and integrated with EMIS

applications.

Similarly, it was noted and recommended that, besides handling data for registration of

candidates and processing of examinations, UNEB handles data for the examination results

relevant for admission in the subsequent transition stages and that the required Application

Software should be harmonized and integrated with EMIS applications.

Of equally strategic importance, it was noted and recommended that, besides handling data

for staffing, registration of teachers and examination performance, National Curricculum

development centre (NCDC) handles data for development and delivery of the curriculum of

which t the required Applications Software should be harmonized and integrated with EMIS

applications.

Also, it was noted and recommended that, besides handling data for Teachers enumeration

i.e. payroll information for al, Teachers and employees in the country, Ministry of Public

Service Commission (PSC)handles data for Teachers bio-data which is also captured in other

noticed tools of which the required Applications Software should be harmonized and

integrated with EMIS applications.

Also off equal strategic importance, it was noted and recommended that, besides handling

data for post secondary institutions, National Council for Higher Education(NCHE) and the

Department of Higher Education within the Ministry handles data for admissions to the

Universities of which the required Applications Software should be harmonized and

integrated with EMIS applications.

Due to the recommendations stated above, it is realised that there is need for departments

and agencies to come up with a team, who will look into all data collection instruments,

harmonize the data sets to remove duplication and come up with few core data

instruments. This follows that EMIS system should be designed to take care of the

harmonised core data sets and more so in terms of modules to take care of data capture

and processing in other departments and agencies.

This implies that EMIS will become the main system to accommodate several modules such

as school registration, Enrolment and Teacher establishment, facilities and equipments,

Teacher registration, Teachers management, Candidates registration among others. The

system should be integrated and online, to enable access by all stakeholders possible.

Hosting of the system shall be at the ministry headquater.

This implies that all data capture and processing will be at the source, for example, annual

school census, the headteacher will only be required to access and login to the online

system, capture the school information and submit. At this point the submitted data is not

reliable until validations are done at the district level to certify and confirm the information

is correct as per the situation on the ground.

Envisaged EMIS Modules

EMIS Institutional Framework

Capacity building

In view of the need to sensitize staff on the revised core data collection instruments and

complementary modules, and also in view of the substantially limited skills and competencies

of the staff to support applications of computerized systems to the capture, processing and

use of education data, it is recommended that systematic and aggressive training programme

be carried out to equip the staff with relevant and necessary competencies to support

electronic based systems particularly at the district and the headquarters. Heads of

Institutions will be sensitised on the functions of the system and how to access and login to

the system.

In view of inadequate institutional framework, it is recommended the Planning and Policy

Division should be re-structured and enhanced to have EMIS Management Unit with

Integrated

Database

EMIS

Ministry of

PSC

ESC

adequate mandate and capacity to carryout effective coordination and implementation of the

various components in close collaboration with the user Departments and Agencies of the

Ministry.

Implementation of EMIS

In accordance with the terms of reference it is proposed and recommended that EMIS be

implemented over a period two(2) years, with the 1st year involving harmonisation of data

collection instrument, Development of an integrated EMIS system with various modules,

where, the modules shall be designed and developed in phases. Each completed module will

be implemented and rolled out. The modules suggested to be developed within the 1 st year

shall include:- Organisation module, Institution management module. Also of importance is

the capacity building of both headquarters staff and district staff as well as sensitizing heads

of institutions.

In this respect, it is recommended that the 2nd year should involve development and

implementation of Teacher Module, Examination results module and supporting systems,

applications and infrastructure in all the districts and education institutions.

It is recommended further that during these phases efforts should be made to ensure

affordability, manageability and sustainability.

.