Republic of Uganda

Ministry of Education and Sports

Uganda National Commission for UNESCO

UNESCO-China Funds-in-Trust Project

“Enhancing Teacher Education for Bridging the Education Quality Gap in Africa”

Report

NEEDS ASSESSMENT FRAMEWORK

OF TEACHER TRAINING AND DEVELOPMENT TO ENSURE EDUCATION FOR ALL (EFA)

Ministry of Education and Sports

and

UNESCO

April 2014

vi

CONTENTS

CONTENTS vi LIST OF FIGURES 7 LIST OF TABLES 8 ABBREVIATIONS 9 ACKNOWLEDGEMENT 11 EXECUTIVE SUMMARY 12 Introduction 19 CFIT Project Team Membership and Needs Assessment’s Methodology 19 SECTION 1: ANALYSIS OF NATIONAL PRIORITIES FOR SOCIAL AND ECONOMIC DEVELOPMENT 22

1.1 Overall Context of the Country and National Development Priorities 22 1.1.1 Social and Economic Development Context 22 1.1.2 National development priorities and strategies 23 1.2 Context and the government’s education priorities and strategies 24 1.2.1 Context and educational challenges 24 1.2.2 National education priorities and strategies 27 1.2.3 Analysis of ICT integration into schools 29 1.3 Priorities and Strategies of the Government and partners with regard to teachers 30 1.3.1 National priorities with regard to teachers 30 1.3.2 Status of the past, current and future teacher programmes/projects 31

SECTION 2: TEACHER REQUIREMENTS: ANALYSIS OF AVAILABLE STAFF AND ESTIMATE OF CURRENT AND FUTURE TEACHER REQUIREMENTS 34

2.1 Demographic Pressure 34 2.2 Educational coverage and its evolution 34 2.3 Managing the flow of students – the case of grade repetition 36 2.4 Determining the pupil-teacher ratio 37

SECTION 3: TEACHER WORKFORCE MANAGEMENT: RECRUITMENT, DEPLOYMENT, ABSENTEEISM AND ATTRITION 40

3.1 Management of Teacher Stocks: Recruitment 40 3.2. Management of Stocks: Deployment/Geographical distribution of teachers 41 3.3 Management of Stocks: Teacher Attrition and Absenteeism 41

SECTION 4: TEACHER TRAINING: OVERVIEW OF TEACHER-TRAINING ISSUES 43 4.1 Initial Teacher Training 43 4.1.1 Initial teacher-training capacities 43 4.1.2 Characteristics of initial training 44 4.1.3 Effectiveness of initial teacher training institutes 48 4.2 In-Service Teacher Training 48 4.2.1 In-service teacher-training system capacities 49 4.2.2 Effectiveness of in-service teacher training 50

SECTION 5: TEACHER MANAGEMENT: STATUS, PAY AND CAREER DEVELOPMENT 52 5.1 Teachers’ professional status 52 5.2 Remuneration, Incentives and Benefits 53

SECTION 6: CONCLUSION AND RECOMMENDATIONS BY THE NATIONAL TEAM 55 6.1 Conclusion 55 6.2 Recommendations 57

Annex A: Overview of situational analysis and needs assessment in the key institutions 61 A1. Kyambogo University 61 A2. Nakawa Vocational Training Institute 70 A3. Shimoni Core Primary Teachers’ College 79

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LIST OF FIGURES

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

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LIST OF TABLES

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

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ABBREVIATIONS

BREDA UNESCO Dakar Office BTVET Business and Technical Vocational Education and Training BTC Belgian Technical Cooperation CAO Chief Administrative Officer CCT Coordinating Center Tutors CEO Chief Executive Officer CFIT China Funds-in-Trust COUPSTA Coalition of Ugandan Private School Teachers' Association DIT Department of Industrial Training EAC Eastern African Countries ECD Early Childhood Development EDP Education Development Partners EFA Education For All EMIS Educational Management and Information System ESC Education Service Commission ESSP Education Sector Strategic Plan GER Gross Enrolment Rate HTC Health Tutors College ICT Information and Communication Technology JICA Japan International Cooperation Agency KyU Kyambogo University LG Local Government LIC Low Income Countries LMS Learning Management System MoES Ministry of Education and Sport MoFPED Ministry of Finance Planning and Economic Development MoPS Ministry of Public Service NAPE National Assessment of Progress in Education NASPTSU National Survey on Primary Teacher Satisfaction in Uganda NTC National Teacher College NVTI Nakawa Vocational Training Institute ODL Open and Distance Learning PAU Principal Association Union PCR Primary Completion Rate PLE Primary Leaving Examination PPP Power Purchasing Parity PRC People’s Republic of China PTC Primary Teacher College PTR Pupils Teacher Ratio SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality SSA Sub-Saharan Africa STR Students Teacher Ratio TIET Teachers and Instructors Education and Training TISSA Teacher Initiative in Sub-Saharan Africa

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U7, U6, U5, etc. Grade on the salary scale, U7 being the lowest UACE Uganda Advance Certificate of Education UBOS Uganda Bureau of Statistics UCE Uganda Certificate of Education UNATCOM UNESCO National Commission in Uganda UNATU Uganda National Teachers Union UNEB Uganda National Examination Board UNHS Uganda National Household Survey UPE Universal Primary Education UPPET Universal Post Primary Education and Training USE Universal Secondary Education

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

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EXECUTIVE SUMMARY

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

To review and identify the main challenges of teacher education institutions in the country with the view to determine priority intervention domains;

To identify the institutional capacity needs of the selected national teacher education institutions;

To analyze the practices and culture of teacher education with the view to improving teacher preparation and professional development through the use of ICT and to document a needs assessment report on the UNESCO-CFIT project.

The project team selected three Teacher Training Institutions on the on the basis of their uniqueness in teacher training programs that address both in-service and pre-service

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teacher training. The key teacher training institutions for three sub-sectors (primary, secondary and BTVET): Nakawa Vocational Training Institute (NVTI), Shimoni Core Primary Teachers College (SPTC) and Kyambogo University (KyU) were chosen for the CFIT project. Using a set of questionnaires and focus group discussions, data was collected in February 2014 from the three institutions (Participants included tutors, lectures, principals, deputy principals and heads of departments). The following are the key findings drawn on the basis of desk review and field visits. Key Findings

1. Demography and educational challenges Education is a fundamental human right as enshrined in the Constitution of Uganda. While Government has put in place a number of major policies to provide for expansion of the sector and has thus recorded significant growth since 2000, much more investment must be made in order to meet national and international development goals. According to 2013 TTISSA Study, being the most important resource of the education sector, the teaching personnel require significant investment primarily to address the challenges in both quantity and quality. The situation is further aggravated by the high population growth rate (at an annual rate of 3.3%) and large youthful population that puts much pressure on provision of social services including education.

2. Teacher requirements and workforce management

By 2025, the school-going age learners’ population aged 6 – 18 will have reached 20.6 million. According to 2013 TTISSA Study, Uganda will continue to face acute teacher shortage and issues related to deployment and distribution. In order for Uganda to achieve nationally set goals of Universal Primary Education and Universal Post-Primary Education and Training by 2025, the projection estimates the annual recruitment need of 22,471, 18,397 and 1,781 for primary; lower secondary and upper secondary schools, respectively.

There are a number of legislative frameworks that govern the education sector, in particular the teaching personnel, such as The Education Service Act, The Public Service Act and the Local Government Act, and the Ministry is in the process of developing a Teacher Management Information System with the support from UNESCO’s CapEFA Programme in order to tackle with the issues of recruitment, deployment and distribution.

Studies show that teacher absenteeism is very high, especially in rural and low socio-economic areas, while attrition rate per annum is estimated at about 4 percent at primary level and at about 5 percent at secondary level.

3. Teacher training

The management of the pre-service training is guided by policies developed by the Teacher Instructor Education and Training Department of the Ministry of Education and Sports. The training policy provides professional mandate to Kyambogo and Makerere Universities in the quality assurance and supervision support for primary & secondary, and BTVET

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

While pre-service is fairly well-organized, that for in-service training leaves much to be desired. The Teacher Development Management System and Secondary Teacher Development Management System are in place from national to district levels, however, provision is not needs-based, not harmonized, nor standardized in terms of admission, content, delivery or certification. In-service training opportunities are limited yet available for all serving teachers, whether qualified or not. Those offered at the three institutions, NVTI, SPTC and KyU, are put on advert by use of the mass media, such as radios and newspapers. However, there is no adequate publicity on available in-service training courses and therefore not all teachers/ potential applicants could be aware of in-service training across the country. For one to be eligible, they have to do entry exams and also be qualified teachers, practicing teachers, tutors or instructors. The criteria for admission therefore depend on: entry exams, experience, grade of Certificate, and area of specialization, numbers and capacities. Government financing is very limited, and in-service training is normally catered for by self-sponsorship of teachers

4. Teacher management

The teaching profession has a status of government civil servant, and its remuneration and benefits are defined, reviewed and set annually by Ministry of Public Service. The Education Service Commission has schemes of service that target various categories of teachers at primary, secondary and tertiary institutions. There are various avenues for promotion, such as gradual promotion within the same level and transfer from teaching to administrative at the district and central levels. However, there are very limited upward mobility or salary increase options for them other than through promotion to managerial posts. In-service training is not necessarily linked to career progression.

5. The state of ICT and its integration in teacher education and training

While ICT is considered critical for national development and its integration in education a must for all aspects of the sector, there is limited use of ICT in the education sector, leave alone for both pre- and in-service teacher training owing to inadequate resources and lack of competence on the part of teacher educators and trainers.

a. ICT infrastructure

While recognizing that some investment, particularly supported by donors, has been made in the recent years, the Needs Assessment notes that the current level of ICT infrastructure is inadequate and requires substantial investment, as demand for their use is very high. Also, while there is some equipment available at TTIs, there has been very little maintenance or sustainability plan if at all, thus their conditions are faced by the ‘wear and tear’ and the equipment could become obsolete due to rapid changes in technology.

ICT and Library facilities are readily available to registered users at three TTIs but with limited internet access. In libraries, there are few computers with the internet access and hardly provides access to online educational and pedagogical content like journals, newspapers and courseware.

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b. ICT competences of teacher educators and trainers

Some of the academic staff could use ICT as an instructional tool. However, majority of them require further training in ICT digital literacy, ICT pedagogical skills and in using ICT to prepare multimedia educational content, all of which limit the capacity of the staff’s capacity to integrate ICT in teaching and learning. The academic staff would wish to be supported to enhance their skills in educational use of software suites, use ICT as an instruction tool in class, e-learning, production of multimedia content and animations, discipline specific applications and use ICT for coaching and giving feedback to students. ICT is taught as a separate course as well as used as an instructional tool for preparation of training materials, research, presentation and communication. Besides presentation software, discipline specific software such as Autodesk AutoCAD is used to deliver courses. It is not mandatory for students to submit typeset assignments except for project reports. Students are also encouraged to use ICT for communication and research.

c. ICT as a learning and networking tool The potential of ICT is widely recognized but due to limited availability and low competences of teacher educators and trainers, its potential is not maximized not only as a pedagogical but also as a ‘networking’ tool to enable learning and sharing of experiences and resources amongst teacher educators and trainers. Conclusion On the basis of needs assessment, the overall conclusion is as follows

High demand for qualified and competent teachers and teacher educators Uganda’s population is growing at an annual rate of 3.3%. The majority of the population is younger than 15 years old. If this trend continues, there will be more than 20 million school going age citizens by 2025. While the system is already constrained due to inadequate resources and issues related to deployment, distribution and professionalization, there will even be more, rather dramatic pressure on the need for qualified, competent teachers, thus their educators whose job it is to equip aspiring and future teachers with the knowledge and skills required through pre-service training and then to continue to support them through in-service training.

Limited opportunities for, and fragmented approach to, development and management of in-service training and its linkage with teacher development and professionalization

While there is a relatively good system in place for pre-service training, that of in-service training (especially for secondary and BTVET), requires a major overhaul as it is not

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harmonized, standardized, needs-based nor adequately financed by the government. While there are various opportunities, they are limited in scope, not necessarily linked to career development and often self-funded on the part of the teachers. The opportunities for open distance education learning (ODEL) are limited.

Limited ICT infrastructure ICT has been progressively introduced in Uganda through development and implementation of national policy frameworks. Its use is considered critical for education. However, availability is very limited and confined to where there are donor-supported initiatives. Where there is availability, sustainability of both equipment and capacity, is a major concern.

Limited use of ICT in teacher education and insufficient training in use as a pedagogical tool

As the Government expands provision of primary and secondary education, it looks for ways and means through which to introduce innovation in teaching and learning. One of such means is ICT integration. As ICT is progressively introduced as a subject in secondary education, there is significant demand for the same in teacher education not only to prepare aspiring and future teachers but also to train them on a continual basis. However, the reality is that availability and content of ICT in pre-service training is limited to donor-supported initiative and sustainability is a major issue. As for in-service, various programmes exist but content is not harmonized, standardized nor needs-based, thus how useful and applicable training is, as a pedagogical tool cannot be ascertained.

Low competency of teacher educators and instructors in pedagogical use and integration of ICT in blended teaching and learning in pre- and in-service training

The consequence of limited availability of ICT infrastructure and thus integration in teacher education curriculum is that the capacity of teacher educators and instructors is rather weak. Therefore, creating hubs of excellence by sub-sector may benefit teacher educators at Kyambogo University and teacher trainers at Shimoni Core PTC and Nakawa VTI, so that other TTIs can benefit from improved ICT infrastructure and competence at these key institutions.

Lack of documentation and sharing of teacher resources and innovative teaching practices

Despite limitations and challenges, good practices and innovative experiences do exist but they are not documented nor shared. Therefore, a platform or forum of networking and sharing should be promoted, not only to capture them from within the country but also outside.

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Recommendations On the basis of the needs assessment, the following broad-based recommendations can be drawn: Increase quantity of qualified and competent teachers in particular in the use of ICT as

a pedagogical tool; Increase opportunities for in-service training and continuous professional

development; Harmonize policy, curriculum and training programmes and teacher competency

profiles standards; Promote e-learning through investment in ICT infrastructure and capacity

development of teacher educators and teachers in innovative pedagogical approaches through creation of ‘hubs of excellence’ for sub-sector-based teacher training programme; and

Promote a forum of networking and sharing of teacher resources and innovative teaching practices and research

Considering the CFIT project framework, the following are recommended as priority interventions under each of the three Components in Uganda: Component A: Institutional capacity development (infrastructure)

Expected Result 1: ICT labs reinforced and effectively used to support teaching and learning in the key TTIs

Activity 1.1: Design of specifications on prioritized ICT institutional lab requirements Activity 1.2: Development of TTI-specific costed procurement and disposal plan Activity 1.3: Equipping of ICT labs of the key TTIs Activity 1.4: Development of ICT guidelines on management and sustainability Activity 1.5: Sensitization of users on the ICT guidelines on management and sustainability Activity 1.6: Development of monitoring and evaluation Tools Component B: Institutional capacity development (human resources) Expected Result 2: Competency of teacher educators improved in use of ICT as a pedagogical tool for quality teaching and learning in the key TTIs Activity 2.1: Adaptation and incorporation of UNESCO ICT teacher competency framework into teacher education curriculum Activity 2.2: Development/review of training modules for teacher educators’ proficiency in use of active teaching and learning method in literacy, numeracy, science assessment, research methodology, and ICT as a pedagogical tool Activity 2.3: Organization of an in-service training course for teacher educators in use of ICT as a pedagogical tool, assessment and certification

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

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Introduction

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

CFIT Project Team Membership and Needs Assessment’s Methodology

The principles of this project are national ownership and participation. Therefore, the composition of the CFIT project team is drawn from various organizations that are members of the Teacher Education Working group and the heads of the 3 beneficiary institutions. The assessment was also supported by the Secretary General, the Deputy Secretary-General and the Education Programme Officer of UNATCOM. In addition, technical support was provided

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by two ICT experts and staff from UNESCO. The membership of the project team can be found below:

Table 1: CFIT Project Team Members

Name Designation Institution

1. Mrs. Margaret N. Nsereko Commissioner / Team Leader MOES, TIET

2 Dr. Jane Egau Okou Assistant Commissioner MOES, TIET

3 Mr Matovu Musoke Aloysious Principal Nakawa VTI

4. Rev. Dr Lubaale Grace Head of Department Kyambogo University

5 Mrs Rose Bwire Academic Registrar Kyambogo

6 Dr Bilali Athman Assistant Commissioner MOES, HE

7 Mr Hajji Kibedi A. Nkuutu PEO/STE MOES, TIET

8 Mrs Mugisha Annet SEO/PTE MOES, TIET

9 Mr Balyogera Patrick Assistant Commissioner MOES, DES

10 Mrs Beatrice Byakutaga Principal Shimoni CPTC

11 Mr Patrick Muinda Assistant Commissioner MOES, CIM

12 Mr Moses Bateganya SEO MOES, TIET

13 Mr Kyakulumbye Ali TTE Kyambogo University

14 Mr Hajji Kalinaki Mubaale Expert for TEWG Kampala

15 Mrs Beatrice Kabwa (ESC) ESC

16 Mr Augustine Omare-Okurut Secretary General UNATCOM

17 Mrs Rosie Agoi Deputy Secretary General UNATCOM

18 Mr David Twebaze Education Programme Officer UNATCOM

Table 2: ICT Experts

Name Designation

1. Mr Louis T. Kakinda Lecturer, Makerere University

2 Mr Stephen Ndawula Lecturer, Kyambogo University

Table 3: UNESCO Team

Name Designation

1. Mr Mohamed Djelid Director, UNESCO Regional Office, Nairobi

2 Mrs Jianhong Dong Seconded Expert, THE/TEP, HQ, Paris

3. Mrs Florence Ssereo Programme Specialist, THE/TEP, HQ, Paris

4 Mrs Yayoi Segi-Vltchek Programme Specialist, Regional Office, Nairobi

5. Mr Jaco Du Toit Communication and Information Advisor, Regional Office, Nairobi

6. Mr Charles Obiero CapEFA Project Coordinator, UNESCO Kampala Project Office

7. Ms Dorcas Avinyia Programme Assistant, UNESCO Kampala Project Office

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

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Review and identification of the main challenges of teacher education institutions in the country with the view to determine priority intervention domains;

Identification of the institutional capacity needs of the selected national teacher education institutions;

Analysis of the practices and culture of teacher education with the view to improving teacher preparation and professional development through the use of ICT;

Finalization of UNESCO-CFIT project needs assessment report indicating priority areas of action.

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

Education priorities and strategies of the government ;

Capacity Status of Teacher Education Institutions;

Teacher Education Institutions: Teacher Preparation (pre-service training);

Continuous professional development (CPD): In-service teacher training; and

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

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SECTION 1: ANALYSIS OF NATIONAL PRIORITIES FOR SOCIAL AND ECONOMIC DEVELOPMENT

1.1 Overall Context of the Country and National Development Priorities 1.1.1 Social and Economic Development Context The Republic of Uganda is located in the Eastern region of Africa, and bordered by Kenya to the East, Tanzania and Rwanda to the South, Democratic Republic of Congo to the West and South Sudan to the North. The country occupies an area of about 241,500 square kilometers, lies within the Nile basin and is a source of river Nile from Lake Victoria. According to the 2002 Census, the population of Uganda was 24.3 million and is projected to have reached 35.0 million in 2013, growing at a high rate of 3,3 % annually. The Uganda Bureau of Statistics has put in place mechanism to conduct a comprehensive Census in August 2014, which would provide accurate data for planning and management of the country. The available data shows that, the population density is high (126 inhabitants per square kilometer) and the majority is living in rural areas (about 87 %) Also, the country experiences rapid growth in population due to high fertility (average rate of 6.7 children per woman) coupled with declining infant mortality, low life expectancy and with nearly half the population below the age of 15. Similarly, Uganda’s adolescent fertility rates which reached 141 births per 1000 women ages 15-19 in 2009 is also alarmingly high.

The rapidly growing population has “exacerbated the high levels of unemployment especially among the youth and this has exerted extreme pressure on the available resources and job opportunities”1. Uganda’s demographic characteristics have profound effects on employment and labor market outcomes. The 2011/2012 Uganda National Labor Force and Child Activities Survey also reveal that the vast majority of youth (79%) are literate with the male youths (85%) being more literate than the female youth (75%). Overall, about 1 in 10 youth (10%) had no formal education with the proportion of female youth with no formal education being higher (13%) than that of the male (6%). About 47% had no primary education. A combination of these two categories accounts for nearly 57% of the youth, which could explain the low levels of formal skills and the high involvement of the youth in the non-formal sector activities in the economy. The economic challenges facing the youth in Uganda cannot be better stated than by the fact that the youth form 83% of the unemployed population in Uganda, and that 75% of Ugandans are below 30 years.

Over the last two decades, the country has had improved political stability, with post war conflict areas in Northern Uganda receiving significant support from UN agencies and other development partners in social, cultural, economic and infrastructural reconstruction. During this period, Uganda has experienced positive economic growth with real GDP increasing steadily at an average annual growth rate of 7% between 2000/20001 and 2010/20011. In 2010, Uganda adopted a five-year National Development Plan (NDP) with the theme Growth, Employment and Socio-Economic Transformation for Prosperity. The plan was formulated on the basis of a broader national vision for “transforming Uganda

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

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

1.1.2 National development priorities and strategies The 2007-2015 Education Sector Strategic Plan (ESSP) is based on the government’s White Paper for Education, its long-term commitments to the international community, and on the medium-term goals and plans and current undertakings of the Ministry of Education and Sports. The ESSP is contextualized within the broader National Development Plan (NDP) and the Poverty Eradication Action Plan (PEAP). Primary and Post-primary education provision in Uganda is set out in the Education Act of 2008 which states that “basic education shall be provided and enjoyed as a right by all persons”. The policy objectives of the ESSP are to:

Increase equitable access at all levels of education, ensuring universal participation at primary level and lower secondary;

Increase retention and transition to primary level (7 years) and lower (secondary for four years)

Improve the quality and relevance of education; and improve effectiveness and efficiency in delivery of education services

One of the priority areas mentioned in the Ministry Education Sector Strategic Plan is to ensure that there is quality and efficiency in the education system. In order to address quality, some of the strategies identified are: improving provision of instructional materials to schools to raise learning achievement; improving pupil assessment, including school based continuous assessment; ensuring adequate recruitment, distribution and performance of qualified teachers; and strengthening primary teacher colleges to supply sufficient adequately prepared teachers. On effectiveness and efficiency, some of the strategies noted include: improve school management through the Teacher Development and Management Systems; implement the customized performance targets (CPT) scheme for head teachers and use school improvement plans; and effective monitoring of learning achievement in numeracy and literacy skills and publish the results.

The ESSP recognizes the centrality of teachers to raising learning standards and the critical role of having the capacity to produce and sustain sufficient appropriately trained teachers,

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to deploy them equitably and manage them effectively. The Pre-service teacher training colleges’ weakness in capacity to meet the demand for qualified teachers is acknowledged. Therefore TTIs should be strengthened through programmes including the implementation of the new Primary Teacher Education Certificate Curriculum. Also, the TTIs tutor’s skills should be enhanced and supported to provide the serving teachers using the Teacher Development Management System (TDMS) framework. The success of the introduced Thematic Curriculum in primary schools will largely depend on good teaching and adequate instructional materials. 1.2 Context and the government’s education priorities and strategies

1.2.1 Context and educational challenges The provision of education is provided for from the Constitution and the corresponding vision of education. The Education Sector Strategic Plan is based on government’s White Paper for Education, its long-term commitments to the international community, and on the medium-term goals and plans and current undertakings of the Ministry of Education and Sports. The 1992 Government White Paper on Education is the basis of official policy on the purposes and programs of education. Its aims are to promote citizenship; moral, ethical, and spiritual values; promote scientific, technical and cultural knowledge, skills, and attitudes; eradicate literacy and equip individuals with basic skills and knowledge and with the ability to “contribute to the building of an integrated, self-sustaining and independent national economy.”

Structure and Organization of Education System

The education sector administration is also structured within the administration, with District Education Officers in charge of education activities. The formal education system is divided into four levels:

Early childhood development (2 years);

Primary education (7years)

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

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

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

Pre-primary and Primary Education;

Secondary Education;

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Private Schools and Institutions;

Business, Technical and Vocational Education and Training;

Higher Education;

Special Needs and Inclusive Education;

Guidance and Counseling;

Teacher Instructor Education and Training;

Education Planning and Policy Analysis (EPPAD);

Physical Education and Sports;

Finance and Administration;

HIV and AIDS, and

Gender Units

There are also semi-autonomous agencies, that include: the National Curriculum Development Centre (NCDC), the Uganda National Examinations Board (UNEB), the Uganda Business Technical Examination Board (UBTEB), the National Council for Higher Education (NCHE), the Directorate of Education Standards (DES), the Directorate of Industrial Training (DIT), the National Council of Sport (NCS), the Education Service Commission (ESC), National Health Service Training Colleges and public universities.

The Department of the Teacher Instructor Education and Training is responsible for the formulation of policies for training of teachers and instructors for all levels of education. The Education Act gives Kyambogo University mandate to provide certification to all the teachers and to determine the competency requirements for teachers in the teaching of the subjects taught at primary and secondary schools in Uganda.

Access and Participation The provision of early childhood education has been leveraged in public private partnership, with the government creating an enabling environment through development of policies, standards and quality assurance. The private sector is involved in the provision of infrastructure and service delivery. Enrolment in Early Childhood Development (ECD) centers rose from 59,829 pupils in 2000 to 508,617 in 2010. This translates to a Gross Enrolment Rate of 0.98% in 2000 to 7.5% in 2010. While noting a steady increase over ten year period, ECD faces challenges of low participation levels, low quality and lacks curricula and pedagogical continuity. The data on ECD has a low coverage and hence increasing challenges for proper planning and policy development. In primary education, the Government introduced Universal Primary Education with the abolition of school fees in 1997 leading to expansive increase in enrolment from 2.9 million in 1997 to over 6.9 million in 2001 and the enrolment stands at over 8.3 million pupils in 2013. In 2000, the Gross Enrolment Ratio stood at 128.3 % (Boys-132.4%, Girls-124.1%) and declined to 116.8 %( Boys-116.9% Girls-116, 7%) in 2012. The Net Enrolment Rate rose from 85.5 % (Boys-88.8%, Girls-82.3%) in 2000 to 95.5 % (Boys-95.1%, Girls-95.9%) in 2012. Universal Primary Education remains a flagship programme for expansion of access to quality and equitable education for school going age children. In order to meet this exponential, dramatic increase in education demand, the government adopted a set of policies to ensure the smooth development of the system through the building and

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

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

Access to Quality Education

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The country faces challenges in the quality of education as a result of inadequate and inefficient teaching and learning resources that can be attributed to high absenteeism among teachers and learners, head teachers, as well as poor teaching methods and lack of adequate learning materials. Learning outcome results documented on literacy and numeracy (e.g. UWEZO, NAPE and UNEB) show worrying trends. One of the most widely accepted indicators of quality within the primary education system is the annual National Assessment of Progress in Education (NAPE) assessment results carried out in literacy and numeracy at P3 and P6. These assessments began in 1996 and provide a respected measure of proficiency in literacy and numeracy at two key points within the primary system. Annual NAPE results for literacy and numeracy at P3 and P6 are available and are used in the analysis included in the revised ESSP 2007-2015. A further indicator of primary quality is the proportion of P7 pupils passing the Primary Leaving Examinations (PLE). PLE pass rates have shown a positive trend in recent years, rising from 81% in 2008 to 88% in 2012. Pass rates for boys (90%) are slightly higher than those for girls (88%). Whilst these pass rates are encouraging they do mean than 12% of all pupils who make it through seven years of primary school to sit the Primary Leaving Examination (PLE) are not qualified to go on to secondary education.

Quality is intricately interwoven with teacher education (or training). The TTISSA Report indicates that Uganda faces challenges in the quality of teachers at all levels, ranging from overall development and management policy issues to teacher motivation to teacher preparation and continuous professional development. The Report contains important recommendations that are being addressed with the support of development partners such as UNESCO (Capacity development of Education for All – CapEFA), Belgian Technical Cooperation (BTC) and UNICEF. The proposed Global Partnership for Education is also considering interventions in the improvement of teaching personnel and school improvement.

1.2.2 National education priorities and strategies Education Policies This section provides a brief review of education policies introduced over the last ten years.

Legal Framework of Education Policies and Training;

The 1995 Constitution guarantees education as a right, specifying that each child is entitled to basic education, which is a shared responsibility of the state and the child’s parents;

The Children’s Act provides that all children must be educated. It tasks the state to provide resources, and obliges the parents to make sure the children attend school. There should be a clear duty on the government to ensure that classes are limited to the international benchmark of the Pupil ration of 1:40, so as to ensure quality, and to move from ‘bonna basome’, to quality education provision;

The education act provides, for inter alia, the licensing of education institutions, and regulation of content;

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Goals of Poverty Eradication Action Plan (PEAP), meeting commitments to achieve Education for All (EFA) and the Millennium Development Goals (MDGs) by 2015, providing relevant education and enhancing efficiency, and strengthening partnerships in the education sector;

Policy of Decentralization Of Education Service Provision Uganda implemented the policy of decentralization, under which policy; the central government has channeled public service;

The Education Service Commission Act and the Education Service Commission Regulations 2010 as well as the Public Service Standing Orders clarify on the regulations of recruitment and deployment of teachers in secondary schools.

Teacher Training Policy There are several challenges that face teacher training at all levels of education. These challenges are addressed by the government through identification of priorities at pre-primary, primary and post primary sectors. When considering teacher training, the pre-primary sector is faced with several challenges that include:

Mode of training has been specified but not strictly followed;

ECD Teacher Training institutions not affiliated to recognized awarding institutions;

Teacher qualifications are not standardized despite set guidelines;

Competences for newly qualified teachers are not specified;

Varied competence of the graduates from the various institutions;

Lack of mechanism to enforce standardized entry requirements, mode and duration of training.

In the case of the primary sector, the emerging issues in the teacher training include:

Teachers in the practicing school are not effectively utilized to support the trainees;

During admission, personality and interest in the profession are not considered;

Mandate for KyU to regulate training programs has not been reviewed;

Imbalance between practical skills and theoretical knowledge. ICT in Development and in Education Policy Frameworks Information and Communication Technology (ICT) is taking root steadily in the wider Ugandan society (Andema 2009; Edejer 2000; Mutonyi & Norton 2007; Nawaguna 2005). In 2006 the Ugandan Government launched a National ICT Policy Framework that envisioned Uganda where national development broadly and human resource development more specifically would be achieved and sustained through efficient application of ICT and digital literacies (The Republic of Uganda, 2006)2. The National ICT Policy Framework is to:

Integrate ICT in mainstream educational curricula as well as other literacy programmes and provide for equitable access by pupils and/or students at all levels.

2 Andema, S., Kendrick, M.& Norton, B., 2013, ‘Digital literacy in Ugandan teacher education: Insights from a

case study’, Reading and writing. http:/dx.doi.org/10.4102/rw.v4i1.27

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Include ICT education in curricula from primary to university level. Establish computer labs in schools. Setup e-learning programs in schools to ensure broad use of ICT for training in education institutions. (The Republic of Uganda 2006:133)

The significance of ICT in development is further articulated in following policy documents and initiatives:

A National ICT Policy which was approved in 2003 with the aim of promoting the development of ICT infrastructure in the country

A Draft Broadcasting Policy;

The Uganda Communications Commission Rural Development Policy;

The Communications Policy that seeks to connect all schools, sub-counties, urban centers, health centers and public libraries;

The Government project for promotion of Public-Private Partnerships to build the requisite backbone infrastructure for telecommunications in Uganda.

Besides being signatory to several international intellectual property agreements, Uganda has eight different laws governing intellectual property. These include: The Copyright and Neighboring Rights Act 2006, The Copyrights and Neighboring Right Regulations, S.I No. 1 of 2010, The Patents Act, Cap 216, The Patents (Amendment) Act, 2002, The Patent Regulations, S1 216-1, The Trademarks Act No. 17 of 2010, The United Kingdom Designs (Protection) Act Cap 218, and The Trade Secrets Protection Act, 2009. Whereas the Ministry of Education and Sports has not adopted a policy on Information Technology Infrastructure, the draft Information and Communication Technology in Education Sector Policy in use recognizes that the electronic delivery of services to the public wherever possible is high on the agenda of the government. In the draft ministerial policy, the stated overall policy objective is to “use Information Technology Infrastructure to improve efficiency and effectiveness of the administrative and service-delivery processes.” It further states that the aim of the Ministry of Education and Sport is to establish high quality; robust, sustainable, secure, easily supportable and flexible Information Technology Infrastructure that meets wide-range of education needs and achieves best value.

1.2.3 Analysis of ICT integration into schools Curriculum and assessment

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

3 The Republic of Uganda, 2006, ‘Information and communication technology in the education sector’,

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libraries and digital content provided at the national level, a few institutions like Makerere University have created local digital repositories and are subscribed to digital content. With the introduction of Subsidiary ICT at A-level many schools at this level have access to at least one computer. However, it is not clear if and how computers are used for teaching and learning. The Computer Studies Teaching Syllabus notes, “Using computers enhances a number of activities such as study, information creation, storage, sharing, data analysis, problem solving and production. And though there has been Computer Studies in schools, there are variations from school to school in terms of scope and depth, content delivery timing, use of reference materials and deployment of technologies and resources.” Pedagogy

The use of ICTs in the classroom may take the form of teacher preparation and delivery tool, enhancing the teaching and assessment or full integration where students have well-structured engagement with learning materials facilitated through and with computers. There have been several initiatives aimed at equipping schools with computers/computer labs, encouraging pedagogical use of computers and providing Internet connectivity in schools. Key among these is SchoolNet Uganda and Uganda Communication Commission’s Rural Communications Development Programme.

The key subjects that use some level of ICT-assisted instruction are Subsidiary ICT at A-level and Computer Studies at O-level. Even among these the level of use cannot be precisely determined nor ascertained due to lack of resources constraining the availability of ICT facilities in most schools. Most of the ICT-enabled distance education initiatives in Uganda focus on providing foreign/international courses through local providers. However, the Rapid Distance Education Project at Makerere University is championing development and use of local distance education solutions, which target adult learners.

ICT Infrastructure

Most institutions have the basic ICT equipment, which include thin client computers, printers, solar power where there are no mains power, modem, LAN. The general situation in Ugandan schools is that there are more computers in post primary institutions than in primary because of the curriculum provisions. However, there is very low computer penetration in private institutions. Internet access in various schools, where available, includes fiber-optic, GSM connections, VSAT, dial-up, wiMAX, Wi-Fi and satellite. 1.3 Priorities and Strategies of the Government and partners with regard to teachers 1.3.1 National priorities with regard to teachers In the education sector, several quality initiatives and policy reforms have been undertaken in recent years, including a revised lower primary curriculum and customized performance targets for school leaders. The Education Policy Review Commission (1989) stated that the quality of education of any country depends to a large extent on the quality of its teachers

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and that no education system can succeed without adequately trained and motivated teachers. According to the Government White Paper on Education (1992) the aims and objectives of teacher education include among others: to broaden and deepen the trainees own academic knowledge of the teaching subjects; to produce competent, reliable, honest and responsible teachers; to produce highly motivated, conscientiously and effective teachers.

The Education Act 2008, part IV Article 10, states that pre-primary education is run by private agencies or persons to provide education to children aged 2-5 years. Government through the Department of Teacher Instructor Education and Training department (TIET) at Ministry of Education and Sport in line with the ECD Policy, 2007 spearheads and coordinates the training of teachers at this level. Effective recruitment and utilization of teachers is one of the most challenging functions of the Ministry of Education and Sports. The Education Service Act, The Public Service Act and the Local Government Act 1997 attempt to set fairest way of recruiting civil servants (including teachers) into public institutions. To date, across almost all levels of education in Uganda, recruitment of teachers is mainly based on interviews, a method that reveals very little about the very competences and qualities looked for in a teacher. Deployment is another challenge found all over the country right from primary to tertiary levels. While the government has tried its utmost to satisfy the staffing needs especially in primary and secondary schools, the TISSA Report (2013) revealed that: “There is a mismatch between the number of teachers a school is supposed to receive and the number of teachers it actually gets, hence questioning the teacher allocation process.” The TISSA Study further reveals about primary schools staffing that: “….data shows that only 17.3 % of the schools have the adequate number of teachers. About 37.0 % of them have more teachers than they should receive, whereas 45.7 % of the schools are in deficit of teachers”. The production of secondary school teachers in Uganda has been met with some level of satisfaction and indeed, there are enough teachers to cover the needs at secondary schools, but the situation on the ground is that in 40% of the cases, secondary teachers are not posted according to the needs. (TISSA, 2013) 1.3.2 Status of the past, current and future teacher programmes/projects Uganda is implementing various projects that address the quality of teaching and learning targeting capacity development of teachers for both pre-service and in-service, and infrastructure development that include classrooms and teacher houses. The current largest project is the one funded by the BTC that has a total financing of 17.5 million Euros. The country is also to benefit from Global Partnership in Education programme to handle four components including one on teachers. A few major projects under implementation as at March 2014 are indicated below:

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

List of Project Objectives Partners Beneficiaries Funding

Teacher Training and Education Project

Strengthen support from MoES/University to colleges; Support Institutional development; Improve pedagogy; Improve infrastructure

BTC Abilonino Mulago

€ 17,510,636

Support to Universal Post Primary Education and Training

Create an enabling environment for Post Primary Education and Training

BTC US$ 635 million

Science & Mathematics Teachers (SESEMAT) program

Establish in-service training system; Strengthen in-service training for science and mathematics teachers; Capacity development for policy making and teaching methods

JICA Lower secondary science and mathematics teachers in government and private schools

US$ 3.8 million

Implement Certificate in Teacher Education Proficiency Programme for NTC Lecturers (40), Health Tutors (5) and the Instructors (5)

USD 100,000

Capacity Development for Education for All Programme

Develop ‘one-stop’ comprehensive Teacher Policy ; Establish a Teacher

UNESCO TIET, Planning and ESC

USD 650,000

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management information system (TMIS); Harmonize pre-service and in-service training programmes; Established a platforms for social dialogue on teachers

Global Partnership for Education

Teacher Component (to be determined)

IDA Various departments

US$ 100 million

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

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

2.1 Demographic Pressure According to the latest projections, Uganda’s population which stood at about 8 million people at the time of independence in 1962 now stands at over 34 million (of which 51% are female, yielding a sex ratio of 97 males per 100 females). There have also been demographic dynamics in the country’s population structure and characteristics. These demographic dynamics have significant implications for the present and future generations, in terms of meeting their developmental needs in particular social services including, education. For the education sector this demographic pressure will post major challenges because the system, already under strain and with low performance, will have to accommodate 20.6 million children aged 6 to 18 years by 2025.

2.2 Educational coverage and its evolution In examining the state of Universal Basic Education, the further away from achieving the goal of universal basic education, the greater the pressure is on human resource needs (teachers) to accelerate and meet the target in a reasonable time frame. In this section, therefore, information is provided on the potential demand for education, based on school enrolment, school intakes rates and completion rates as presented in Figures 1.1, 1.2 and 1.34. Gross Enrolment Rate (GER) at primary education has maintained at a level of over 100 % in the decade 2002-2012. The highest GER was recorded in 2009 at 133.3 % and the lowest was 104.4 % in 2004. The GER as at 2012 stood at 115.4 %. The GER takes into account both the overage and underage who are in primary school. The Net Enrolment Rate (NER) provides information on the magnitude of the primary school age 6-12 years who are in school. The NER increased from 84.8 % in 2002 to 95.7 % in 2012. This implies that in 2012, the proportion of out of school children in primary education is 4.3 %.

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

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

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

GER 128.3 127.5 104.4 107.8 114.4 113.1 115.7 133.3 128.0 117.8 115.4

NER 84.8 87.4 90.0 93.0 92.0 93.3 95.0 96.1 96.0 97.5 95.7

80

90

100

110

120

130

140Pe

rcen

tage

Source: EMIS, MoES, 2013

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

Figure 2: Primary schools Gross Intake Rate (GIR) and Net Intake Rate (NIR), 2002-2012

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

GIR 135.0 155.7 147.1 152.8 129.2 128.5 137.1 168.1 160.6 140.1 133.5

NIR 57.8 59.1 55.9 56 56 57.4 59 60.6 61.9 63.9 59.9

40

60

80

100

120

140

160

180

Perc

enta

ge

Source: EMIS, MoES, 2013

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

Figure 3: Trends in Primary Schools Survival Rate to Grade 5 and Completion Rate to Grade 7, 2002-2012

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

Survival rate to Grade 5 68.2 52.0 55.7 52.0 49.5 49.0 54.1 60.9 60.0 58.0 59.0

Completion rate to Grade 7 49.1 56 62 51 48 47 49 52 54 64 67

40

45

50

55

60

65

70

Perc

enta

ge

Source: EMIS, MoES, 2013

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

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

2.4 Determining the pupil-teacher ratio The pupil teacher ratio is an indicator that determines the quantity of teachers available in primary schools. At secondary level, the deployment is based on curriculum-based establishment.

Primary

The Ministry of Education and Sport desirable target for the pupil-teacher ratio at primary level is 45:1: An estimation of the teacher requirement was provided in the TTISA report based on two scenarios: high scenario and low scenario. For the low scenario, based on the current value of 57:1 in government schools, the PTR should reach 55:1 by 2025. In both scenarios, the expected PTR for private schools was set at 30:1, mildly higher than the current ratio of 26:1. The table below provides a summary of the projection of primary teacher requirements by scenario and type of school ownership. Table 5: Projected Number of Primary Teachers, by Scenario and School Ownership, 2010-25

Low Scenario High Scenario

Government Schools

Private Schools

Total Government

Schools Private Schools

Total

2010 126,448 57,827 184,275 126,448 57,827 184,275 2015 151,392 69,288 220,680 160,453 69,075 229,528 2020 181,220 83,001 264,220 204,895 82,586 287,481 2025 216,580 99,266 315,846 263,186 98,695 361,880 2025/2010 Ratio

1.7 1.7 1.7 2.1 1.7 2.0

Average Annual New

Recruitments 12,596 6,156 18,752 16,366 6,105 22,471

Source: TTISA Report, MoES (2013) The projections show that the size of the teaching force will have to increase significantly between 2010 and 2025. If the education system evolves following past trends (low

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

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

Low Scenario High Scenario

Government Schools

Private Schools

Total Government

Schools Private Schools

Total

2010 23,114 44,054 67,168 23,114 44,054 67,168 2015 31,462 58,120 89,582 41,054 60,702 101,756 2020 44,319 79,233 123,552 74,000 84,179 158,178 2025 60,869 105,191 166,060 128,921 111,399 240,321 2025/2010 Ratio

2.6 2.4 2.5 5.6 2.5 3.6

Average Annual New

Recruitments 4,396 7,815 12,211 9,981 8,415 18,397

Source: TISSA Report’s authors’ computations based on UBOS and EMIS data and the hypotheses made in Table 6. Projections show that the size of the teaching force will have to increase significantly between 2010 and 2025. Following past trends (low scenario), 2.5 times as many teachers

5 The number of hours of class per stream is computed as 10 periods of 40 minutes per day, or 33.3 hours per

week, on average.

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will be needed (an increase from 67,168 to 166,060 teachers). Should UPE and USE/UPPET goals be achieved by 2025 (high scenario), the number of teachers will have to increase by a factor of 3.6 (from 67,168 to 240,321 teachers). This represents an annual average of 4,396 new recruitments per year according to the low scenario, or 9,981 according to the high scenario. Projections suggest that private schools will have to recruit between 7,815 and 8,415 new teachers per year. A-Level (Upper Secondary)

The projection of teacher needs for upper secondary is conducted according to the same approach as the projection for lower secondary. The values are computed based on the key indicators and the assumptions in terms of teacher workload and pupils per stream in the government schools. These assumptions are reflected in the projection of upper secondary teacher needs in the Table below. Projections again show that the size of the teaching force will have to increase significantly between 2010 and 2025. According to the low scenario the number of teachers will almost double (from 13,870 to 27,519 teachers). The high scenario indicates that the number of teachers will have to increase by a factor of 2.6 (from 13,870 to 35,686 teachers). This represents an average of 733 new recruits per year according to the low scenario or 974 new recruits per year according to the high scenario, in government schools. Projections suggest that private schools will have to recruit between 455 (low scenario) and 807 (high scenario) new teachers per year. Table 7: Projected Number of Upper Secondary Teachers, by Scenario and School Ownership, 2010-25

Low Scenario High Scenario

Government Schools

Private Schools

Total Government

Schools Private Schools

Total

2010 2,857 11,014 13,870 2,857 11,014 13,870 2015 4,563 13,227 17,790 5,085 14,739 19,824 2020 6,661 15,185 21,846 8,075 18,408 26,483 2025 9,687 17,832 27,519 12,562 23,125 35,686 2025/2010 Ratio

3.4 1.6 2.0 4.4 2.1 2.6

Average Annual New

Recruitments 733 455 1,187 974 807 1,781

Source: TISSA Report’s authors’ computations based on UBOS and EMIS data and the hypotheses made in Table 7.

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SECTION 3: TEACHER WORKFORCE MANAGEMENT: RECRUITMENT, DEPLOYMENT, ABSENTEEISM AND ATTRITION

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

3.1 Management of Teacher Stocks: Recruitment This section concentrates on teacher recruitment procedures that must naturally be put into perspective with the projections on the required number of teachers contained in Section 2. The teacher education programs in Uganda are structured into three levels: the primary, secondary and tertiary levels. Teachers are trained under two main categories: the pre-service and in-service categories the pre-service training is offered to students who have successfully attained the Uganda Certificate of Education. For Primary level teachers, the minimum entry requirement is Ordinary Level (O level) with pass in 6 subjects including mathematics, English and at least two sciences. Applicants can join only within 2 years of taking their O Level. Initial primary school teacher training takes place in Primary Teachers Colleges (PTCs) for a period of two years. At completion of two years, teachers are awarded Grade III teaching certificates to teach in any primary school in the Uganda. The pre-service teacher education in PTCs consists of two years of training in content and pedagogy, with three school practice periods of 8 weeks each. Government provides grant on the basis of student enrollment to each college to cover the running expenses of the pre-service program. On the other hand, in-service program follows four years. Student teachers attend college during school holidays, take school practice twice, and should meet their own tuition fees.

A common curriculum is followed across the colleges, designed by Kyambogo University, which has the mandate for primary teacher education. The curriculum consists of Professional Studies, Mathematics, Language, Science, Social Studies and Cultural Studies. Student teachers are trained to teach all subjects on the primary school curriculum. Kyambogo University also trains tutors and administers PTC examinations. Promotional examinations are done at the end of the first year, which determine student teachers’ progress to second year. Qualified students graduate with a Grade III Teacher Certificate, which is the basic requirement for a primary teaching post. The newly qualified teachers should be able to teach English, Mathematics, Science, Performing Arts, Production Skills and Art & Craft at any level in primary schools. This approach differs from the practice in schools - teachers are deployed to teach specific subjects and class levels depending on a school’s needs and the perceived ability of the teacher.

For secondary level, teachers are trained at National Teachers Colleges (NTCs) and Universities for 2 to 3 years. These NTCs and Universities are both private and public. Secondary school teachers graduating from these institutions are awarded Diplomas or Bachelor’s degree. The training period at NTCs and Universities ranges for a period of one to three years. Secondary school teachers are awarded Diplomas or Postgraduate Diplomas in Education, or Bachelors of Arts/Science/Vocational studies with Education degree or

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Bachelors of Education degree (B.Ed.). Bachelors of Education degree (B.Ed.) are mainly an in-service program. Of recent, the African Virtual University (AVU) jointly with the African Development Bank (ADB) has funded the ICT supported distance teacher education program for in-service student teachers at public universities in Uganda. Being a “Virtual institution”, AVU is not meant to have physical infrastructure in form of a campus or faculty of its own in Uganda; instead utilizes facilities, programs and courses offered by other member universities. AVU has set up a satellite station at KyU for on-line communication. AVU intends to use SMS (text messaging) as one-way students can get tutor support for their online programs. On-line modules have been accomplished and can be accessed from OER @AVU [Open Education Resources @ AVU.

For purposes of quality assurance the National Council for Higher Education (NCHE) is mandated to regulate teacher training institutions and guide the establishment of learning as well as ensure that quality and relevant education is delivered.

3.2. Management of Stocks: Deployment/Geographical distribution of teachers The geographical distribution of teachers to schools is often a management problem that is particularly critical when there is a shortage of teachers. As payroll costs account for a substantial proportion of the education budget, the way in which teachers are assigned can influence the fairness of the allocation of public resources.

The mandate of teachers’ appointment is given to the education service commission Uganda. The modernity for teachers’ appointment in Education Service Commission Uganda varies according to the nature of institution. At primary level it is the District Education Committee that advertises and invites teachers for interviews to fill the available vacancies. Candidates who pass the interviews are then shortlisted and appointed to serve in government primary schools. For private schools, vacancies are identified by the school administration after taking note of a class without a teacher, or by experiencing a high pupils-teacher ratio in a school. Teacher deployment by government in Uganda faces challenges in rural areas where accessibility has been very hard. To a great extent, the terrain dictates and limits the use of modern transport to reach some schools, especially the rural schools. Consequently, it is hard to attract teachers to serve in rural areas, as the conditions are unfavorable. The young teachers, even those originating from those rural areas, want to escape the remoteness as soon as they can. In 2001, government of Uganda introduced a hardship allowance of 20% of salary increment for such ‘hard-to-reach’ areas.

3.3 Management of Stocks: Teacher Attrition and Absenteeism

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

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

6 Teacher attrition is two percent in Eritrea, three percent in The Gambia, Kenya and Zanzibar, five

percent in Zambia and Malawi, and six percent in South Africa, for instance (UNESCO/BREDA, 2009).

SECTION 4: TEACHER TRAINING: OVERVIEW OF TEACHER-TRAINING ISSUES 4.1 Initial Teacher Training The analysis of teacher training consists of three components. The first concentrates on the education system’s initial teacher-training capacities. The goal here is to compare existing admission capacities with the system’s needs identified in Section 2. This will make it possible to pinpoint any gaps between those needs and the system’s capacities and thus foresee difficulties. The second component is more qualitative and takes several criteria into account in order to highlight the characteristics of available training (method used to select future teachers, proportion of professional practice during training, evaluation procedures, etc.). Lastly, the third component is designed to analyze the effectiveness of the training provided. In this section, a general description of the way in which initial training operates in the country is presented. This section also presents how training is organized and which institutions are responsible for initial training.

4.1.1 Initial teacher-training capacities Pre-service training covers all basic teacher training courses for all levels of education. The Mulago Health Tutors College’s programmes fall under Makerere University. Teachers and Instructors Education and Training under the Ministry of Education and Sport also offer some health-related programmes. There are 93 ECD Teacher Institutes that train teachers for pre-primary schools and all of them are privately owned. There are 52 PTCs (with 7 being private) training primary school teachers and 6 National Teacher Colleges (NTCs) (with 1 being private) that train secondary school teachers. There are 4 instructor training colleges that provide BTVET teacher training and they are: Kyambogo University, Abilonino Instructors College, Nakawa Vocational Training Institute and a private institution Kampala Institute of Technical Teacher Education. Mulago Health Tutor College trains tutors for health training schools such as nursing schools and schools for medical laboratory technicians. The university institutions also train graduates for upper secondary school teacher posts. Various policies and guidelines provide a clear framework of the available programmes. Kyambogo University plays a central role in this respect, handling PTC, NTC and some technical ICTs programmes’ entry requirements, admissions, registration, content and certification processes. Some colleges and universities also develop their own courses.

The total Grade III intake capacity of PTCs in 2012 was about 19,150 students. According to

the TISSA report, it is estimated that approximately 8,800 graduated over the period 2010 to

2012. This output is slightly below current new primary teacher needs in government

schools, which reached 9,887 in 2011. This entails a capacity shortfall of 1,120 teachers, or

11 %. In 2010 to 2012, NTCs hosted 4,900 DES trainees on average per year, of which an

estimated 2,350 graduated. Universities produce an estimated 12,000 teacher diploma and

degree graduates (Teacher Report, 2007). This global output of 14,000 is well above the

number of public secondary teachers needed in 2011, estimated at between 3,000 (low

scenario) and just over 4,000 (high scenario). At present, Uganda is training secondary

teachers in excess. In BTVET, the estimated annual number of trainees graduating is 390,

well above current new instructor needs, according to both low (205) and high (295)

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scenarios. However, this figure does not fully indicate if instructors have the required

certification and subject.

4.1.2 Characteristics of initial training Admission procedures and criteria The minimum entry requirements to the teaching profession are set by:

Kyambogo University (KyU), for primary and national teacher colleges (PTCs and NTCs) and instructor training colleges (ITCs); and

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

Level Training Institution

Admission requirement

Course duration

Award Teaching Posting

Primary PTCs S.4 & S6 leavers

2 years(pre-service 3 years(in-service

Grade III Certificate

Primary schools

NTC Grade III 3 years(in-service)

Diploma primary education

Primary schools

Lower Secondary

NTCs S6 leavers 2 years – Diploma secondary education

, Secondary schools

BTVET Instructor Colleges

Advanced Craft

2 years Diploma BTVET institutions

Health Tutor college

Diploma 3 years Degree Health Training Institutions

Tertiary Universities Grade V, & 2-3 years Degree Primary schools, Secondary schools, PTCs, NTCs, BTVET institutions& Universities

S6 leavers Degree

Graduates 1 year PGDE

Source: TIET, MoES

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Delivery of teacher training The curriculum of the PTC Grade III programme is the national curriculum designed by Kyambogo University and used by all colleges. It aims to provide teacher trainees with the required skills to perform as teachers for all primary grades. The certificate is given upon successful completion of a two-year pre-service training course, or after three years’ in-service training by licensed teachers. Teaching and learning methods further impact on the delivery of the curriculum. Due to the lack of teaching staff, PTCs tend to rely on participatory teaching methods in addition to formal teaching to cover the curriculum, such as project work, resource persons and small group discussions and tutorials. However, as shown in the 2006 baseline study (add source), teaching in PTCs remained lecture-centered and learning by memorization was primarily encouraged. In some cases, poor content mastery by tutors meant they were unable to properly teach their subject (MoES, 2007). Although some extra-curricular activities are also carried out, they remain limited due to a lack of funding. School practice is part of the curriculum and is organized into two parts:

A child study in Year 1: Trainees choose one or two pupils that they follow to become acquainted with the pupils’ home backgrounds, behavior, learning interests and challenges. Child study lasts for three weeks and is conducted under the supervision of tutors and school teachers. Trainees compile a report, which is submitted to their college and taken into account for graduation. Child studies are intended to provide some initial understanding of children’s behavior;

Two school practices in Year 2: Trainees are expected to practice classroom teaching and other routine activities (preparing schemes, instructional material and teaching files), during two six-week stints (a semi-final practice at the beginning of the year and a final school practice at the end of the year). In both cases, trainees are assessed by their tutors and their performance is taken into account in their final grade. The assessment of trainees’ progress is ensured through a variety of forms, including continuous assessment, regular tests, group assignments and project work, and end-of-term exams for all subjects.

Qualification Attained after Initial Training The following are the qualifications for the various teacher training programmes in Uganda:

Pre-primary teachers should have attained at least a Certificate in Community Child Care, granted after a twelve-week course, open to all. Alternatives are the Certificate in Child Care and the ECD Teacher’s Certificate. More stringent entry requirements apply for these: the former is obtained after one year of training and requires holding the Primary Leaving Examination (PLE); the latter involves two years of training with O Level as a prerequisite.

Primary teachers should have attained at least a Grade III Certificate obtained after two years of training. Entry to this PTC programme requires the successful completion of the Uganda Certificate of Education (UCE) examination, or O Levels. Minimum entry requirements are six passes including English, math and any subjects

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(agriculture, biology and physics/chemistry). Students may apply to PTCs up to three years after obtaining their UCE; a measure that enables those who fail A Levels to apply. Other awards include the Diploma in Education - Primary (Grade V Primary Certificate) that is obtained after one year of in-service training, for holders of the Grade III or Grade II Certificate.7

O Level (lower secondary) teachers should have attained at least a Diploma in Education - Secondary (also known as Grade V Secondary Certificate) obtained after two years of training. Teachers specialize to teach arts, science or vocational subjects. Minimum entry requirements are usually two principal passes at A Level in the subjects to be taught. In addition, applicants are required to have passed English and mathematics at O Level. Due to a shortage of mathematics and science trainees, one principal pass in a relevant subject and two subsidiary passes are accepted for these streams.

A Level (upper secondary) teachers should have attained a bachelor degree in Education (BA/Ed, BSc/Ed or BVoc/Ed), or a bachelor degree and a postgraduate diploma in education.

Special needs education teachers should hold the Grade III Certificate and follow specific training for three years.

BTVET Instructors should hold a Certificate in Technical Teacher Education (CTTE) or a Certificate in Vocational Training Instruction, a one-year course for O Level or Craft II Certificate holders or a university degree, in three years; or a Diploma in Technical Teacher Education (DTTE) or Vocational Training Instruction, obtained after two years of study.

Health tutor instructors must hold either a Health Tutor Diploma or Bachelor of Medical Education, or Health Tutor Education, that respectively entail two and three years of study, with varying academic/professional requirements. Shorter training programmes are also available, training tutors at postgraduate diploma (a one-year programme) and certificate level (a three-month course).

Use of ICTs in initial teacher training ICT is not a criterion for initial teacher-training admission in all the teacher training institutions. However, there is demand for ICTs to be integrated into the normal education and learning process. With the introduction of Universal Primary Education, there has been greater demand on teachers and the quality of primary education has increased. In order to address the need for quality primary education and the provision of additional resources for Ugandan primary teachers, the Connectivity for Educator Development (Connect-ED) project was initiated in May 20008. Phase I of the Connectivity for Educator Development Project (Connect Ed) set up computer centers and Internet points at Kyambogo University

7 The Grade II Certificate is no longer offered, and Grade II teachers are now considered to be undertrained.

8 http://www.ist-africa.org/home/default.asp?page=doc-by-id&docid=2879

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(KyU) and at eight primary teachers' colleges (PTCs). It provided computer literacy and materials development training for teacher educators, and began to re-purpose the print-based national PTC curriculum into an interactive, accessible online version. Connect-ED Phase II builds on the infrastructure established in Phase I but with closer collaboration with the Ministry of Education and Sports and KyU. The focus is on sustainability and long-term ICT strategies for KyU and the PTCs and on continuing to provide computer training and completing the digitization and enhancement of the national PTC curriculum. The Connect-ED project is currently supported by the United States Agency for International Development (USAID) in close cooperation with Uganda's Ministry of Education and Sports and within the framework of the United States of America Education for Development and Democracy Initiative (EDDI). Initial partners included Computer Frontiers (for Internet connectivity), World Links (for Development for training in the colleges), Schools Online (for equipment procurement), and Academy for Educational Development (for the projects at ITEK) Connect-ED is using technology to enable and enhance learning and teaching for primary educators through the creation of multifaceted approaches to integrating media and computers in the Primary Teacher Colleges (PTC) classrooms. Connect-ED accomplished this by setting up Education Technology Centers thereby increasing access, availability, and provision of relevant and quality learning materials and support for teacher professional development. Connect-ED is a non-governmental organization that is providing connectivity to 8 core PTC's: Shimoni PTC; Mukuju PTC; Gulu PTC; Bushenyi PTC; Ndegeya PTC; Kibuli PTC; Soroti PTC and Boroboro PTC. The project was funded in phase 1by USAID. Phase II of the project is supported by International Education Systems, a division of Education Development Center, an international, non-profit organization.

Investigations have been done on the relationship between ICT policy and professional practice in Ugandan teacher education. Though ICT may have the transformative potential to radically improve the quality of education in Uganda, success of such ICT initiatives will largely depend on the extent to which the local conditions are favorable. Despite the enthusiasm for access to digital in PTC, it was found that Internet connectivity is unavailable or prohibitively expensive; their training was inadequate; power outages were frequent; and material on the Internet was not always relevant. However, where possible, the participants made use of the Internet for both professional and personal purposes, particularly with regard to preparing teaching notes, keeping past paper questions, and sending and receiving emails9.

Programme for the training of trainers The Ministry of Education and Sports has a framework for master trainers in BTVET areas. The first master trainers were trained from Japan in 2009 targeting instructors for BTIVET institutions. Trainers from Japan were trained?

Evaluation of professional knowledge and achievements There are no specific evaluation schemes in place to assess the effectiveness of in-service teacher training. At the institutions level, the assessment is conducted, through continuous

9 ICT policy should address people’s use of digital technology across diverse sites, and that innovations such as

the eGranary portable digital library might be particularly useful in poorly resourced educational institutions. Implementer to be noted

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assessment tests (CAT) and a common examination set at the end of all available training courses.

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

2006 2007 2008 2009a 2009b 2010 2011

Number of Candidates 9,411 10,947 11,063 11,658 9,172 11,193 9,167

Share of Female — — — — 48.7% 49.0% 52.0% Number who Passed 7,860 7,805 7,461 8,768 6,793 8,976 8,562 Number who Failed (1) 1,551 3,142 3,602 2,890 2,379 2,217 605 Pass Rates

Overall 83.5% 71.3% 67.4% 75.2% 74.1% 80.2% 93.4% Pass with Distinction 0.0% 0.0% 0.0% 0.2% 0.0% 0.2% 1.0% Pass with Credit 41.5% 55.9% 54.2% 65.3% 59.6% 73.7% 88.8% Pass 42.0% 15.4% 13.3% 9.8% 14.4% 6.2% 3.6% Fail 16.5% 28.7% 32.6% 24.8% 25.9% 19.8% 6.6%

Source: TIET/MoES reports, various years. Note: (1) Includes the ungraded.

4.2 In-Service Teacher Training

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

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4.2.1 In-service teacher-training system capacities Uganda has no management tool that provides relatively accurate information on the training needs of serving teachers. It is also difficult to determine the level of ICT competencies. The EMIS data from the Ministry of Education and Sport does indicate the number of untrained serving teachers in both public and private schools. According the TISSA reports, there are no records easily available to determine the number of teachers who have undergone in-service training.

Selection of teachers for in-service training:

The opportunities for in-service training at Kyambogo University are put on advert in the newspapers. However, there is no adequate publicity on available in-service training and therefore not all teachers could be aware of in-service training across the country. For one to be eligible, they have to do entry exams and also be qualified teachers, practicing teachers, tutors or instructors. The criteria for admission therefore depend on: entry exams, experience, grade of certificate, and area of specialization, numbers and capacities.

The following in-service training programmes are offered at Kyambogo University and also the NTCs which are affiliated to Kyambogo University Master Degree in Educational Planning and Management (EPM);

Master Degree in Vocational Pedagogy (MVP);

Post - Graduate Diploma in Education (PGDE-Secondary);

Post Graduate Diploma in Teacher Education (PGDTE);

Bachelor of Education Degree (B.ED);

Bachelor of Teacher Education (BTE);

Bachelor of Teacher Technical Education (BTTE);

Diploma in Teacher Education (DTE);

Diploma in Teacher Technical Education (DTTE). Certificate courses include the:

Associate Certificate in Teacher Education (ATE);

Certificates in Principles of Management;

Nursery Teaching;

Financial Management, Human;

Resource Management;

Project Planning & Management.

INSET Distance / Open Learning Programmes include:

Bachelor of Education (B.Ed. –Science Bias) in connection with the African Virtual University and Open Learning Distance Education Learning (ODEL) Centre;

Diploma in Primary Education External -DEPE (10 Centers);

Diploma in Special Needs Education - DSNE (six Centers);

Diploma in Education (Primary) - DEP conducted by National Teachers Colleges (NTCs) under the supervision of Kyambogo University

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There are also plans to introduce another in-service course at Nakawa VTI and Kyambogo University on Diploma in Instructor and Technical Teacher Education. Kyambogo University has In- Service Education for Teachers - (INSET) Programmes those trainees’ teachers to become TOTs for in-service courses to practicing teachers. There are a total of 19 different programmes (15 on a full-time basis and the remaining 4 through Distance/Open Learning) for in-service teachers to upgrade.

Delivery of in-service training:

The duration for in-service training for Grade III Certificate teachers is 3 years; diploma in education primary is 3 years and offered in distance learning. The Bachelor of Teacher Education is also an in-service for 2 years full time while the Bachelor of Education (ODeL) is a three year programme. The content of the programmes is on professional studies. There is a minimum ICT application in all the in-service programmes except for the ODeL that is offered through African Virtual University. Most of the institutions do not have adequate educational infrastructure, facilities and resources required for the provision of such training. The main providers of conventional in-service training (for professionally trained teachers) are Kyambogo University and NTCs.

Content of training programmes:

The in-service training needs and curriculum are determined, and the programme developed through needs assessment, situation analysis and stakeholders. Most of the in-service courses are targeted to improve various skills including: pedagogical skills, supervision skills and evaluation skills. The delivery strategies vary from course to course that include: traditional methods, peer learning, coaching, mentoring and ICTs (content, training period, classroom or distance, etc.). The focus of in-service training programmes that are provided as at March 2014 is on the following skills:

Empowerment: Skilling

Upgrading for higher qualifications

Attitude development

Knowledge content mastery

Management,

Pedagogical and

Life skills and

Values.

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

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

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

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

5.1 Teachers’ professional status Government teachers’ career development prospects are defined by the Education Service Commission scheme of service, which provides a general comprehensive framework for the professional progression and development of teaching personnel. The scheme describes minimum entry requirements at every level; training, requirements, career paths, job descriptions, and required skills, qualities, work experience; and age where necessary. For teaching staff, the scheme provides clear information on the requirements to upgrade within the profession. Teachers can benefit from various promotional avenues within the education sector:

Gradual promotional ladders have been adopted ;

Transfer from teaching to administrative positions at the district or central levels.

According to the scheme of service, teachers are expected to develop their careers through various mechanisms, including upgrading their qualifications, undertaking refresher courses, conducting research, attending workshops and seminars, etc. For certain top positions, research in relevant fields and the development of a demonstrable workable project may be required. To date, continuous professional development has not been institutionalized, being based solely on each individual’s initiative to use available in-service training programmes, including distance-based learning or evening classes. The current career structure provides few upward mobility or salary increase options, other than through promotion to managerial posts, thus limiting effective opportunities for real career progress and evolution. Career structures are relatively flat, at both the primary and secondary/post primary levels. For the majority of teachers, pay progression to the top of the scale is automatic, but once reached, the only avenues for further promotion are managerial vacancies or improving their academic qualifications. Even among teaching positions, opportunities for promotion are few, and managerial positions are not a realistic hope for most teachers. Annual raises are one step on the salary segment, within the limit of the maximum salary on the scale for the post. Officers on probation are not paid salary increments until their appointment is confirmed and they are added to the payroll, which may take longer than the planned four weeks. Upon promotion, officers receive the minimum starting salary for the post, being entitled to a raise on the anniversary date of their appointment. In-service training last for 9 months or more and leading to a relevant qualification, and a pay rise of one step, except for staff on fixed salaries or those having reached the top of the scale.

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5.2 Remuneration, Incentives and Benefits Wages do not only constitute a major component of motivation. Teachers with high passes and have served for a period of over 5 years teaching experience stand better chances of earning slightly higher. Teacher salary progression is analyzed using the pay structure, issued and reviewed annually by the Ministry of Public Service. Teaching personnel, as other civil servants, are included in the single-spine salary structure. All government teachers are appointed according to the public service pay structure and paid by MoPS directly (primary teacher salaries are budgeted for at the district level, whereas secondary and tertiary teaching staff pay is budgeted for at the central level by Ministry of Education and Sport. Salaries are fixed at annual rates and paid in 12 equal monthly installments into individual bank accounts10. Gross wages are composed of basic pay (based on the pay structure grade and step) and allowances; some deductions are made before obtaining net wages. Allowances are almost non-existent, representing barely 5 % of gross wages. Since 1996/97, all civil servants receive a consolidated pay package and no housing or medical allowances. Accommodation for teachers is provided in relatively few schools, particularly boarding schools. Benefits consist mainly in retirement and medical benefits. All permanent teachers on the payroll are entitled to retirement benefits. They consist in a monthly pension commensurate with the teacher’s rank, salary and length of service, and a gratuity paid at the beginning of retirement. Pensionable teachers may retire when they have fulfilled the following:

They attain 60 years of age

They have served for a continuous pensionable period of at least twenty years;

They have medical conditions. The government provides free medical and dental care for permanent teachers, their spouses and children. Free medical care (including subsidized hospital treatment) and drugs are made available through government health facilities. However, very few teachers are aware of this benefit and drugs are often unavailable, meaning that this benefit is of limited effective use. The hardship allowance is targeted for staff working in hard-to-reach districts, defined as areas that offer difficult living and working conditions, characterized by remoteness, insecurity and poor infrastructure, to attract and retain public officers in these areas. Provision for hardship is effective since the July 2010, with two components: a top-up allowance of 30 % of the basic salary and the use of teacher accommodation where available. Other types of compensation consist in extra-duty allowances, travel allowances, compensation for injuries, death gratuities and burial expenses, which are mostly paid at schools’ discretion. The comparative remuneration of teachers with similar qualifications in

10 (as noted in the 2007 Teacher Report, although the introduction of bank wire transfers has eased

the payment of teachers overall, it has also made it more difficult to suspend the payment of teachers who fail to report for duty or to adjust payments following promotions or relocation)

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government and private sector salaries differentials are shown in Table 11. The private sector has a variation in salary offered that are not matched to government scale. Table 10: Basic Salary Structure in Uganda shillings (1 $ = Ug . Sh. 1,750)

Qualification Public Schools Teachers’

Certificate(Grade III) 332,508

Certificate(Grade V Science 502,870

Certificate(Grade V Arts) 417,769

Graduate Science 640,563

Graduate Arts 570,6060

Source: Ministry of Public Service

SECTION 6: CONCLUSION AND RECOMMENDATIONS BY THE NATIONAL TEAM

6.1 Conclusion The Government of Uganda has long attached paramount importance to education as the main vehicle for nation building and development as stipulated in Vision 2040. As signatory of MDG and EFA, the country is therefore committed to providing equitable provision of quality education as enshrined in the Constitution and operationalized through the country’s Education Sector Strategic Plan 2006-2015.

Over the last two decades primary and secondary schools have significantly expanded as a result of continued implementation of Universal Primary Education and Universal Secondary Education. Consequently, there has been significant demand for an increased number of teachers as well as better infrastructure including housing in marginalized areas. While the government has continued to put in place education reforms to increase access and improve quality of education at all levels, due to limited budget for the education sector, it has not been possible to fully respond to such increased demand, hence compromising on the quality of education. The reality is that the population is growing at an exponential rate of 3.3 percent a year with the majority of the population being below 15 years. This demographic profile is putting and will continue to exert pressure on education provision. In other words, the demand for qualified and competent teachers will continuously be on the increase.

Despite challenges, the system to develop, manage and professionalize the teaching personnel has received considerable and greater attention over the years, with particular focus on teacher training as the main avenue for improving quality of teaching and learning. The TTISSA Diagnostic Study and other analyses called for capacity development of the education system on teacher development, management and professionalization t. The key emerging issues are the need for a ‘one-stop’ teacher policy, harmonized training programmes and teacher competency profiles, all of which are addressed through UNESCO CapEFA Programme. Complimentary to the findings of the TTISSA Report, the CFIT Needs Assessment has enabled Ministry of Education and Sports to critically examine the status of teacher training system holistically and to look into the issue of ICT integration and application as a pedagogical tool. The most significant finding in this area is that while ICT has been introduced to teacher education, the scope and outreach is very limited due to insufficient resources, and competency requires major improvement through enhancement of ICT infrastructure and e-learning curriculum and learning materials. Though the country has a national ICT Policy and Draft ICT in Education Policy, the institutionalizing of ICT integration in the education and training sectors is still a concern. ICT as a subject has been introduced at secondary education teacher training institutions and is offered at some of the universities. Several initiatives have been implemented in Uganda on ICT infrastructure support in education with nearly all the PTCs being equipped with ICT facilities and connectivity under the project Connect-ED project. However, on the ground the initiative appears to have not included sustainability plan due to the high operational costs, insufficient teaching and learning resources and lack of continuous training.

It is important that the country has accurate data on teacher requirement to ensure that there is accurate information on the teacher demand and supply. In this respect UNESCO

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has already initiated the development of a Teacher Management information system (TMIS) under the CapEFA Project that is to address the need for data on teachers at teacher training institutions on both pre-service and in-service training.

The UNESCO-Chinese FIT project is an intervention that is geared towards addressing the quality of the teaching force, an issue that is central to EFA and the most important asset and resource in any education system. To this end, fully aligned to UNESCO’s Education and Teacher Strategy, UNESCO joined hands with the People’s Republic of China through a Chinese Funds-in-Trust Project, in order to enhance the capacities of teacher education institutions to prepare an adequate number of qualified teachers to achieve EFA in Africa. The target of the project is to enhance the capacity of teacher training institutions (TTIs) by improving the capacity of key TTIs to provide quality pre-service programmes so as to increase the supply of qualified teachers particularly through ICT-supported distance training programmes; by strengthening the capacity of key TTIs in supporting teachers’ continuous professional development, particularly through blended learning modalities and programmes; by enhancing the capacity of key TTIs to equip teacher trainers and teachers with the competency of using ICT to improve the quality of teaching and learning; and by supporting networks of TTIs for knowledge sharing among policy makers, institutional leaders on effective strategies and practices.

On the basis of this needs assessment, the following areas of concern were identified that could be addressed within the CFIT project:

High demand for qualified and competent teachers and teacher educators Uganda’s population is growing at an annual rate of 3.3%. The majority of the population is younger than 15 years old. If this trend continues, there will be more than 20 million school going age citizens by 2025. While the system is already constrained due to inadequate resources and issues related to deployment, distribution and professionalization, there will even be more, rather dramatic pressure on the need for qualified, competent teachers. Thus the need to have competent educators whose job it is to equip aspiring and future teachers with the knowledge and skills required through pre-service training and then to continue to support them through in-service training.

Limited opportunities for, and fragmented approach to, development and management of in-service training and its linkage with teacher development and professionalization

While there is a relatively good system in place for pre-service training, that of in-service training requires a major overhaul as it is not harmonized, standardized, needs-based nor properly financed with government means. While there are various opportunities, they are limited in scope, not necessarily linked to career development and often self-funded on the part of the teachers.

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Limited ICT infrastructure ICT has been progressively introduced in Uganda through development and implementation of national policy frameworks. Its use is considered critical for education. However, availability is very limited and confined to where there are donor-supported initiatives. Where there is availability, sustainability of both equipment and capacity, is a major concern.

Limited use of ICT in teacher education and insufficient training in use as a pedagogical tool

As the Government expands provision of primary and secondary education, it looks for ways and means through which to introduce innovation in teaching and learning. One of such means is ICT integration. As ICT is progressively introduced as a subject in secondary education, there is significant demand for the same in teacher education not only to prepare aspiring and future teachers but also to train them on a continual basis. However, the reality is that availability and content of ICT in pre-service training is limited to donor-supported initiative and sustainability is a major issue. As for in-service, various programmes exist but content is not harmonized, standardized nor needs-based, thus how useful and applicable training is, as a pedagogical tool cannot be ascertained.

Low competency of teacher educators and instructors in pedagogical use and integration of ICT in blended teaching and learning in pre- and in-service training

The consequence of limited availability of ICT infrastructure and thus integration in teacher education curriculum is that the capacity of teacher educators and instructors is rather weak. Therefore, creating hubs of excellence by sub-sector may benefit teacher educators at Kyambogo University and teacher trainers at Shimoni Core PTC and Nakawa VTI, so that other TTIs can benefit from improved ICT infrastructure and competence at these key institutions.

Lack of documentation and sharing of teacher resources and innovative teaching practices

Despite limitations and challenges, good practices and innovative experiences do exist but they are not documented nor shared. Therefore, a platform or forum of networking and sharing should be promoted, not only to capture them from within the country but also outside.

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

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

Increase opportunities for in-service training and continuous professional development

Harmonize policy, curriculum and training programmes and teacher competency profiles standards

Promote e-learning through investment in ICT infrastructure and capacity development of teacher educators and teachers in innovative pedagogical approaches through creation of ‘hubs of excellence’ for sub-sector-based teacher training.

Promote a forum of networking and sharing of teacher resources and innovative teaching practices and research

More specifically, this needs assessment report, points at the need to have a well-planned and focused intervention on ICT in education that ensures sustainability of integrating ICT into education. The priority area of intervention is to strengthen both pre-service and in-service teacher education programme at the Key Institutions so as to establish ‘hubs of excellence’ for their respective sub-sector teacher training programme. This requires pronged intervention on capacity development of teacher educators and institutions. In considering the scope of the project, the Ministry of Education and Sport’s Project Team, UNATCOM and UNESCO conducted a joint needs assessment based on the desk review and field visits to identify key thematic areas of action to strengthen the system at the national level and in particular at key institutions of teacher training.

The basis of implementation of the CFIT project is presented in the model presented in Figure 4 below:

Figure 4: Proposed CFIT Implementation Model

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The following are therefore strongly recommended as priority interventions in the implementation of the UNESCO-CFIT project:

6.3 CFIT Project Framework Considering the CFIT project framework, the followings are recommended as priority interventions under each of the three Components in Uganda: Component A: Institutional capacity development (infrastructure)

Expected Result 1: ICT labs reinforced and effectively used to support teaching and learning in the key TTIs

Activity 1.1: Design of specifications on prioritized ICT institutional lab requirements Activity 1.2: Development of TTI-specific costed procurement and disposal plan Activity 1.3: Equipping of ICT labs of the key TTIs Activity 1.4: Development of ICT guidelines on management and sustainability Activity 1.5: Sensitization of users on the ICT guidelines on management and sustainability Activity 1.6: Development of monitoring and evaluation Tools Component B: Institutional capacity development (human resources) Expected Result 2: Competency of teacher educators improved in use of ICT as a pedagogical tool for quality teaching and learning in the key TTIs Activity 2.1: Adaptation and incorporation of UNESCO ICT teacher competency framework into teacher education curriculum Activity 2.2: Development/review of training modules for teacher educators’ proficiency in use of active teaching and learning method in literacy, numeracy, science assessment, research methodology, and ICT as a pedagogical tool Activity 2.3: Organization of an in-service training course for teacher educators in use of ICT as a pedagogical tool, assessment and certification Component C: Networking and partnerships to support school-based continuous professional development Expected Result 3: Effective use of ICT in networking and partnership among the key TTIs and other for enhanced school-based teachers’ continuous professional development Activity 3.1. Development of a Learning Management System (LMS) and a portal for teacher educators in the key TTIs Activity 3.2. Training of teacher educators in the use and maintenance of LMS and portal Activity 3.3: Utilization of LMS and portal to share best practices and experiences to enhance school-based continuous professional development.

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REFERENCES Andema, S., Kendrick, M.& Norton, B., 2013, ‘Digital literacy in Ugandan teacher education: Insights from a case study’, Reading and writing. http:/dx.doi.org/10.4102/rw.v4i1.27 Edejer, T.T., 2000, ‘Dissemination of health information in developing countries:The role of the Internet’, British Medical Journal 321, 797–800. http://dx.doi.org/10.1136/bmj.321.7264.797, PMid:11009519 Education International (2007) Teacher Supply, Recruitment and Retention In Six Anglophone Sub-Saharan African Countries. A report on a survey conducted by Education International in The Gambia, Kenya, Lesotho, Tanzania, Uganda and Zambia. http://old.eiie.org/statusofteachers/file/(2007)_Report_of_Survey_of_6_African_countries_en.pdf. Finlayson M, (2009) The Impact of Teacher Absenteeism on Student Performance: The Case of the Cobb County School District. Dissertations, Theses and Capstone Projects. Paper 4. http://digitalcommons.kennesaw.edu/etd/4 IST-Africa Research-Current ICT Initiatives and projects - The Republic of Uganda, http://www.ist-africa.org/home/default.asp?page=doc-by-id&docid=2879 MGSD (2013) Youth Livelihood Project analysis, Ministry of Gender, Labour and Social Development. http://ugandaradionetwork.com/a/story.php?s=60530 MoES (2004) Education Sector Strategic Plan2004-2015, Ministry of Education and Sports. MoES (2013) Education and Sports Sector Fact Sheet 2000-2012, Ministry of Education and Sports. MoES (2013) Ministerial Expenditure Framework, Ministry of Education and Sports. MoES (2013) Teacher Issues In Uganda: A Shared Vision For An Effective Teachers Policy. TTISSA Report MoES(2000) The Development of Education In Uganda in the Last 10 years. Report presented to the 46th (Ice) Session 5th to 7th September 2001, Geneva MoES(2010) Fast Track Initiative Appraisal Report: Updated Education Sector Strategic Plan 2010-2015. Ministry of Education and Sports and Education Partners, September 2010 Mutonyi, H. & Norton, B., 2007. ‘ICT on the margins: Lessons for Ugandan education’, Language & Education 21(3), 264–270. http://dx.doi.org/10.2167/le751.0 Nawaguna, P., 2005, ‘Eastern students get computer skills’, New Vision, 13 November,viewed 24 March 2010, from http://www.newvision.co.ug/D/9/35/465671 The Republic of Uganda (2006) Information and communication technology in the education sector. Ministry of ICT, Kampala UNESCO/BREDA (2009), Analyzing teacher issues in sub-Saharan Africa: A methodological guide, p. 85. UNESCO/BREDA, (2009) Universal Primary Education in Africa: The Teacher Challenge www.uis.unesco.org/.../universal-primary-education-africa-teacher

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ANNEXE Annex A: Overview of situational analysis and needs assessment in the key institutions A1. Kyambogo University KyU is the second largest Government University in Uganda. It was established in 2003, after a merger of three different institutions namely a Teacher Education institution, a Technical institution and a National Institute for Teachers who handle learners with disabilities, with a mission to advance and promote knowledge and skills in Science Technology, Education and other fields. With this background KyU offers programmes in Teacher Education, Engineering, Pure Sciences, Social Sciences, Creative Art, Performing Arts, Environmental Science, Business studies and Special Needs Education. The programmes range between Masters Degrees, Bachelors degrees and Diplomas for Day Evening and Distance Learning students. There are also Certificate programmes conducted in the evenings only, designed to meet specific needs in the areas of Kindergarten Teacher Education, Financial management, Human Resource Management, Institutional Management, Teacher Technical Education, Guidance and Counselling, Project Planning and Management. With the teaching staff of over 380, the University primarily prepares and trains secondary school teachers and also offers degree and in-service training for primary school teachers.

Teacher Training Curriculum:

In regards to the primary teachers training curriculum, it was noted that there has been a policy shift in the number of subjects taught in pre-service education from 6 subjects to 13 subjects. However, the implementation did not consider the staffing levels and therefore the institution is facing serious shortages of teaching personnel. This then requires that the staff establishment ceiling be revised to allow the university recruits additional staff.

Integrated Production Skills

At the same time, it is expected that the staff meet the requirements of Integrated Production skills. The institution experiences challenges in staff and have not acquired the necessary integrated production skills for effective teaching. The outcome is that the students do attain gain from the prerequisite skills for teaching. It was also noted that ICT application is missing from the syllabus and preparation in the training for PTC teachers. The PTC curriculum requires good ICT labs but integration is not adequate and in the current arrangement ICT is not seen as a requirement in the pedagogy. According to the deliberations it will take long to infuse ICT in the PTC curriculum, as the ICT application is not part of the content. The University has a policy for mandatory ICT training for the staff but it is not enforced. There is missing link between policy and practice. The students are not trained on ICT. Most programmes are not integrating ICT in the pedagogical skills. It was noted that if there were ICT technological champions, then it would raise the level of awareness and improve competencies in the use of ICT especially in the faculty of education.

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Financing Policy

Lack of funding or restricted funding at institutional level makes it difficult to have prudent priorities, in particular essential skills and infrastructure. In the primary connect institutions have clear-cut vote. However, in KyU, in spite of its autonomous status, the weak management has led to deterioration in support to existing teaching requirements.

Procurement procedures (PPA Act):

It was noted that much as the procurement procedures are guidelines adopted for Government procurement, the actual costs of goods and services provided cost unnecessarily more. The high cost implies that availability of adequate facilities and resources is limited. For example, when ICT equipment is procured they are three times more expensive than normal market prices. At the same the bureaucratic procedures lead to delay in implementation of a programme.

Policy on training and employment

It was noted that recruitment of A- Level tutors with primary experience to be trained in Diploma had been phased out and therefore the university introduced the Bachelor of teacher education. However, government sponsored teachers are few and hence loss opportunities for having more tutors especially to cater for the new revised primary teacher training curriculum. The few opportunities with government scholarships implies that the tutors have to sponsor themselves. Despite that option of self-sponsorship, the teacher faces another hurdle of getting study leave from the Education Service Commission. The study leaves are not easily granted for the simple reason that teachers have to be replaced in their current teaching roles due to the recruitment ceilings given to colleges implies there, acceptance to join BTE is restricted. Such opportunities from colleges for study leave are also riddled from nepotism and corruption. In general, there is a mismatch between policy and practices leading to colleges being understaffed and in some instances inefficient deployment of staff.

Career progression after Training for upgrade

Though the policy states the procedures for career progression, especially after training, the Ministry does not automatically recognize the upgraded teachers, as it will require the post to be available. Therefore Teachers, who have met the necessary qualification, take long to be upgraded and this causes de-motivation. Also, Tutors, with Master’s degree grade do not get corresponding increase in salary rewards.

ICT Policy

The university has an ICT policy in place that provides the framework of application and investment of ICT in the teaching and learning. The admission in the university is such that there are large classes in most of the courses offered. The courses with large classes would be effective if they adopt, ICT application for education delivery that includes smart boards. KyU developed programmes for stakeholders but ICT in education has not been incorporated. At the same despite having qualified human resources, utilization of expertise is not expended in the environment in Kyambogo University.

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It was also noted that the curriculum development process does not have clear guidelines for pedagogical integration of ICT in pedagogy. To anchor ICT in the curriculum has to be implemented through SWOT analysis by looking at the various needs and transforming and interpreting the needs of the students. The motto of KyU is providing Skills and Knowledge for service and hence it would be prudent to have the action. The ICT policy has not been finalized and disseminated to ensure ownership. Also, it is important to ensure that any ICT project is sustainable such as costs of the Internet connectivity.

Capacity of the teaching personnel

Number of staff and qualification

The Teacher education department has a total staff of 43(7 administrators and 36 academic staff). Majority of the academic staff (69.4%) had attained a Master’s Degree qualification and 19.4% had PhD. Among the administrators, those with bachelors/Diploma constituted (57.1%) and those with PhD, 26.8%. It was not possible to get data on all the university staff profile to give a comparative analysis with overall staffing of the university. Staff development (16, 29-32)

Information of existing staff development systems was sought. Kyambogo University has a professional development board that stipulates guidelines, identifies training opportunities and provides scholarships for staff training. The trainings range from skills capacity development, to masters and PhD levels. Opportunities for courses are available for the teaching personnel and they are trained as Trainers of Trainers, Examiners and Moderators of primary teacher colleges and national teacher colleges. Orientation of the staff is done to get the basics of how to the work. The university operates in the assumption that the individual staff should develop personal interest in accessing the trainings. The existing professional development strategies for staff development include: workshops; seminars; conferences and further training for upgrading. This raises the issues of whether there exists a training system data bank; the institution does not have a management tool to provide relatively accurate information on the training needs of serving teachers. The individual departments identify the training needs for their staff as when it is required. The details of the number of staff who had undergone in-service training for the last five years were not available. It was noted that most of the scholarships are at doctoral level and 25 per cent of the lecturers have acquired PhD status in the last five years. The training courses are made available to the entire department Pre-service training

The initial educational level of the student teachers or entrants of pre-service teacher training is A level of or its equivalent. The number of places available in pre-service teacher-training programmes and the number of applicants for the last three years and numbers graduating from those programmes was recorded. The extent of ICTs application in pre-service teacher training is minimal. The profile of the graduates after pre-service training is: Bachelors (Graduate teachers) and Diploma in Education (Grade V).

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Providers of in-service training

The main providers of the in-service training (for professionally trained teachers) are universities and NTCs. The in-service training is organized through classroom and distance learning.

Training needs and opportunities

The existing professional development strategies for staff development include: workshops; seminars; conferences and further training for upgrading. This raises the issues of whether there exists a training system data bank; the institution does not have a management tool to provide relatively accurate information on the training needs of serving teachers. The individual departments identify the training needs for their staff as when it is required. The details of the number of staff who had undergone in-service training for the last five years were not available. It was noted that most of the scholarships are at doctoral level and 25 per cent of the lecturers have acquired PhD status in the last five years. The training courses are made available to all the departments. Access to in-service programmes

The in-service training is institutionalized and the responsibility of managing is on the academic registrar and the heads of departments and faculties. There is a budget allocation for in-service training that is allocated to all the departments. However, in terms of access, there is no adequate publicity on available in-service training and therefore not all teachers could be aware of in-service training across the country. For one to be eligible, they have to do entry exams and also be qualified teachers, practicing teachers, tutors or instructors. The criteria for admission therefore depend on: entry exams, experience, grade of Certificate, and area of specialization, numbers and capacities.

Curriculum structure for in-service training

The in-service training needs and curriculum are determined, and who developed the programme through needs assessment, situation analysis and stakeholders. Most of the in-service courses target to improved various skills including: pedagogical skills, supervision skills and evaluation skills. The deliver strategies varies from course to course that include: traditional methods, peer learning, coaching, mentoring, ICTs (content, training period, classroom or distance, etc.). The focus of in-service training programmes that are currently provided is on:

Empowerment: Skilling

Upgrading for higher qualifications

Attitude development

Knowledge content mastery

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Course organization

The exact figures of aspect 2 to 4 above are not clear but less than a half of KyU programmes have ICT components.

a. ICT application in pre-service training

The use of ICTs in in-service teacher training is very minimal despite their being high demands for its application. office, Auto cad, Computer Aided Design, Epinfo, Eview, SPSS, mat lab, Procon, Lan Div, Archlord, Borland, C++, GAME, Quick books, N2Vision, Quantum, MS

Instruction methodology

Aspect YES NO

Is ICT used as an instructional tool? √

Is ICT taught as a separate course? √

Is there a particular soft ware used to deliver courses? Name it. √

Does the institution have plans to introduce online courses? √

Is it compulsory for students to submit typeset assignments? √

b. Infrastructure

One area also that is critical is the level of development of the educational infrastructure, facilities and resources required for the provision of in service training?

c. ICT facilities (s6)

The existing ICT facility and its current capacity as compared to actual capacity of the facility are presented in the table below. The staff-computer ratio and student-computer ratio is still low. There’s need to close the gap. Institutional infrastructure

Facility Current capacity

Maximum capacity

Additional facility

Computer laboratory with ACs

Computers 600 50

Smart boards 4 10

Projectors 10 2

Printers 50 1

Photo printers 1 1

Photocopiers 10 1

Scanners 15 -

Television 8 -

Digital cameras (heavy duty) 0 3

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Radios 0 5

Recording studios 0 2

Computer servers 6 1

Internet wireless signal distributer 8 1

Stand by generator 4 1

d. Library resources (s7)

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

The major challenge is that the four Libraries are not currently interconnected. Subscriptions to international journals are also minimum due to funding shortfalls.

e. Assessment and Monitoring of in-service training

Information was sought on the mechanism in place for monitoring the in-service training. Kyambogo University was stated to the one responsible for in-service training and professional development of teachers in Uganda. It was noted that there is a national teacher appraisal and evaluation framework. However, there are no specific evaluation schemes in place to assess the effectiveness of in-service teacher training. At the institutions level, the assessment are conducted, through continuous assessment tests (CAT) and a common examination set at the end of all available training courses. In general, there are no assessment on the impact of in-service training assessed, however, after training the benefits for teachers’ careers, particularly in regard to career progression, promotion and motivation.

f. Financing in-service training and professional development

The existing in-service training programmes/courses are financed through government grants and fees from the self-sponsored/private students. The majority of the in-service training is the self-sponsored students. It was difficult to determine the costs and efficiency associated with the training provided. However, the costs of the training are mainly for:

Yes No

Library facilities are readily available to users √

Annual regular budget is available for books and other facilities

√

Access to online pedagogical resources is available √

DVDs or CDs with pedagogical content are available √

The library has subscriptions to print (including both print and online) daily newspapers

√

The library has subscriptions to online only newspapers √

The library provides free internet access to users √

If yes, are users required to register? √

The library provides access to online educational resources (catalogue, journals, etc.)?

√

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development of modules; salary/allowances; basic Instructional materials; maintenance expenses; accommodation. When comparing the costs of in-service training costs and initial training, it all depends on the nature of the course, demand and duration.

Student capacity in ICT

Aspect YES NO

Are students required to have ICT skills before admission? √

Is it a MUST for students to submit typeset assignments? √

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

√

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

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

Do students possess PCs? √

There’s need to include IT in the curriculum; need to subsidize laptops for students. Staff capacity

Data on staff capacity in ICT is not available. However, in general staff ICT theoretical knowledge, pedagogical knowledge, skills and capabilities is below average with exception of staff in departments that directly involve themselves with teaching of ICT skills who are still not good in ICT Pedagogical skills.

Continuous professional development of staff

Areas that staff would wish to be supported to enhance their skills in the stipulated areas are as presented in the table below:

Area for skill development YES NO

Enhance skills in Microsoft office works in relation to education √

Develop skills to use ICT as an instruction tool in class √

Develop skills to instruct online √

Develop skills to produce IMs using ICT √

Develop skills to use ICT for coaching and giving feed back to students

√

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Kyambogo University ICT requirements

No. Items Specifications Type Qty

1 File Servers 5

2 Routers 5

3 Managed Switches 5

4 Desk top Computers 50

5 UPS 50

6 Digital Camera - Professional 3

7 Laser Pointers 2

8 LCD Projectors 3

9 Surge Protectors 2

10 Smart Boards 2

11 Rack 2

12 Patch Panels 2

13 Patch Cables 25 boxes

14 Air conditioners 10

15 Heavy Duty Printers 7

16 Photocopier 7

17 Laptops 3

18 White boards 3

19 Anti-Virus software Several types

20 Win10. OS software

21 Network Switches 5

22 Power back up 5

23 Blowers 10

24 Flash disk 4 GB 25

26 LED TV Screen 40 inches 2

27 Video Camera - Professional 2

28 Lecture PA system 1

29 Micro phone 3

30 Studio Mixer / Recorder 1

31 APPLICATION SOFTWARE GENERAL 5 sets

31 APPLICATION SOFTWARE SPECIALISED 5 Sets

32 Video Conferencing equipment 4 sets

33 DVD Player 2

34 Optical fiber_ cables 200

35 Optical fiber D- LINK converter 15pcs

36 Tablets 25

37 CONSOLS 100

38 OPERATING SYSTEMS OS SOFT WARE 1

39 CD's re-writable 100

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40 DVD. 50

41 Students Feed Back Sets 200

42 Security Cameras 3

43 Talking Computers 2

44 Electronic Spellcheck 10

45 Natural Speaking Software Dragon 10

46 Talking Books 30

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A2. Nakawa Vocational Training Institute Nakawa Vocational Training Institute (NVIT) is a public vocational and technical training institute owned and funded by government of Uganda with an annual budget of 2,370,253,000. It trains in-service teachers and managers of vocational and training institutions only. Policy, Planning and Management

Policy and Planning

NVTI has specific policy challenges and contradictions between policy documents and practice that impact its ability to provide teacher education. Implementation of the Public Private Partnerships contradicts the Education Act (2008), BTVET Act 2008 and BTVET strategic plan. According to the Acts, the Minister of Education and Sports appoints members to the institutes’ board of governors. However, there is no provision for the appointment of a representative of private partners yet they are critical especially in industrial training and training needs identification.

In order to improve usable skills, in-plant training is encouraged by government under the skilling Uganda initiative. However, many private institutions now require students to pay because of the high number of trainees compared to the available institutions and the reduction in productivity. To address this challenge a policy on industrial training should be instituted.

Implementation of ICT policy is hard given the lack of facilities and infrastructure.

A number of challenges at implementation level were identified in the areas of: training, governance and management, finance, infrastructure and collaboration and publicity

i. Training

- Low turn-up of females in this area - Overall stigma towards TVETS: very few 1st choice applicants

- Fluctuating and high costs of training materials

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

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

ii. Governance and management

- The selection and appointment of Board of Governors is not responsive to current needs.

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- Understaffed (48 government payroll and 66 BOG): need for restructuring to accommodate the level the institution has reached

- Recruitment is generic as stated by the ESC e.g. one is appointed with Bachelor of vocational studies with very little hands-on experience yet hands-on skills are crucial in this area.

iii. Finance

- Inadequate funding yet demand is price elasticity.

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

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

iv. Infrastructure

- There is need to access funds for expansion and teaching machinery (capital development)

v. Collaboration and publicity

- An enabling policy framework is required

- Securing placement for industrial training is readily available

- It is expensive to run adverts in the papers.

Capacity of the teaching personnel

Staff establishment

i. Number of staff and qualification

NVTI has a total of 147 staff and of these 68% are employed by public service while the board of governors employs 32%. Academic staff constitute the largest percentage of staff although of these only 11% are female.

Government Board of Governors

Administrators

Academic Support Tot

al Administrators

Academic Support Tot

al

Male

Female

Male

Female

Male

Female

Male

Female

Male

Female

Male

Female

4 3 32 4 0 4 47 8 13 18 32 15 14 100

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Academic staff is highly qualified.

ii. Requirements

2. Government: set by education Service Commission: gender, qualifications, post professional experience

3. BOG: higher diploma, age (30-35), past experience 2yrs, hands on experience, industrial work experience

iii. Recruitment criteria

Staff on the public service payroll is recruited by a criteria set by Education Service Commission: gender. For one to be recruited they must relevant qualifications and at least two years of professional experience among other things. However the institute’s board of governors has a more stringent recruitment criteria. In addition to what the Education Service Commission requires, a candidate must possess at least a higher diploma in a relevant field, aged between 30 t0 35 years, experience of two years, evidence of hands-on professional skills and industrial work experience.

b. Staff development

NVTI does not have an independent staff development policy. However some of the staff has access from a JICA Scholarships that enable them to be trained in Japan.

Pre-service training

NVTI does not conduct pre-service teacher training. The institute exclusively focuses on in-service training.

In-service

In order to ensure outstanding quality and standards NVTI is now offering the Diploma in Instructor and Technical Teacher Education (DITTE) whose curriculum was harmonized by TIET and Kyambogo University.

Currently TIET is trying to convince Kyambogo University to develop programs for instructors of vocational teacher training institutions since there are none in Uganda at the moment. With the exception of those upgrading from a certificate to a diploma, where one attends normal classes, there are no institutions in Uganda offering further training to already trained vocational/technical teachers. However NVTI would like a management tool to assess training needs of serving teachers would go a long way to provide relatively accurate information for planning of training activities, review of existing courses and design of new courses. However, such as a tool is missing and the extent to which existing courses meet the needs of the day is unknown.

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When compared to the number of applicants, the proportion of teachers who have undergone in-service training yearly in the last five years at NVTI is only 51%. Of the 908 applicants only 461 were trained and completed their courses.

NVTI offers three 9-months in-service training programmes: Certificate in Vocational Training Instruction, Diploma in Vocational Training Instruction and Diploma in Training Institutional. Certificate in Vocational Training Instruction targets holders of Advanced Craft Certificate, Diploma in Vocational Training Instruction is for holders of an ordinary diploma in any field relevant to the course while Diploma in Training Institutional Management, the only kind in Uganda, focuses on managers of vocational and technical institutions.

Trends in Students’ capacity

From the table below NVTI’s capacity is increasingly falling below the existing demand for its courses mainly due to its limited training resources indicated by the static number of places available.

Year Places Available Applicants Graduating Admission Shortfall

2010 106 165 87 36%

2011 105 185 97 53%

2012 105 229 - 54%

Access to in-service programmes

In-service training for teachers of vocational and technical institutions in Uganda is institutionalized and the department of Teacher/Tutor Instructor Education and Training is responsible for managing it. NVTI is one of the institutions offering in-service teacher training with an annual budget of 424 million Ugandan shillings. To ensure access adequate publicity is done through advertising in the media and writing to all heads of training institutions in the country. For one to be eligible, they have to be Ugandan, be in-service at a relevant institution and must hold a prerequisite certificate. The selection for admission is done by a committee comprising of TIET and NVTI staff basing on age, academic qualifications, years of service, whether the institution has ever benefitted the programme before and ownership of the institution. Curriculum structure for in-service training

The in-service training needs determined and the curriculum developed by Department of Industrial Training, TIET and Kyambogo University. The in-service courses aim at training delivery methods and occupational skills upgrade for teachers and management skills for managers.

NVTI has three nine-month academic programmes for teachers focusing on four areas of expertise: electronics, motor vehicle, metal fabrication and electricity. Both Certificate in Vocational Training Instruction and Diploma Vocational Training Instruction have three main components in their training: pedagogy and specialized knowledge which are arranged in

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modular format lasting six months, and instructional practice (practicum) lasting three month. Delivery strategies include traditional methods, ICT for presentation, group discussions, hands-on in workshops, small projects for instructors while in addition managers use case studies and compile a portfolio of evidence instead of practicum.

Effectiveness of in-service training

It was noted that there is no policy or framework that ensures harmonization of various in-service training schemes. Not all the in-service training programmes are planned and coordinated. For in-service programmes provided by international partners, civil society and other bodies managed, the institute is requested to nominate and a selection process is initiated. The Ministry of Education and Sports has a department responsible for coordination efficient of the training courses. However, whether the programmes are consistent in terms of content and target groups is not easy to determine.

ICT application in pre-service training

Despite the high demand the use of ICT in in-service teacher training is below average owing to limited resources and lack of skills. It was reported that ICT was taught as a separate course as well as being used as an instruction tool for preparation of training materials, research, presentation and communication. Besides presentation software, discipline specific software e.g. Autodesk AutoCAD is being used to deliver courses. Although students are not required to submit typeset assignments except project reports, they are encouraged to use it for communication and research.

Infrastructure

One area that is critical is the level of development of the educational infrastructure, facilities and resources required for the provision of in-service training.

ICT facilities

It was noted that current ICT equipment are extremely inadequate and a lot more are needed because the students’ demand for their use is very high.

Facility/Equipment Available Total needed Additional required

Computer laboratory with ACs

2 -

Computers 17 87 70

Smart boards 0 5 5

Projectors 1 6 5

Printers 1 6 5

Photo printers 2 4 2

Photocopiers 8 9 1

Scanners 1 6 5

Television 0 6 6

Digital cameras (heavy duty)

0 6 6

Radios - 20 -

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Educational infrastructure

At the current level of enrolment NVTI has sufficient training space. However training equipment are quite inadequate tear and ware and rapid changes in technology. Spares are very expensive yet some cannot be found on the local market. Library resources

Although the library facilities are readily available to registered users with free Internet access, the resources it has are very limited. It has only three computers for Internet access and it hardly provides access to online educational and pedagogical content like journals, newspapers and courseware.

Assessment and Monitoring of in-service training

Information was sought on the presence of a mechanism for monitoring the in-service training. From the discussions, TIET was identified as responsible for in-service training and professional development of teachers although it was unknown whether there is a national teacher appraisal and evaluation framework or specific evaluation schemes to assess the effectiveness of in-service teacher training.

At the end of a course all teacher trainees sit a common examination managed by Department of Industrial Training. The impact of training is not assessed and thus its benefits for teachers’ careers, particularly in regard to career progression, promotion, and motivation are not established. It was noted that training does not automatically translate into progression or promotion by in public service.

Financing in-service training and professional development

The government of Uganda through Ministry of Education and Sports finances the existing in-service training programmes/courses. For short courses and scholarships its development partners especially JICA, ADB, OPEC and Belgium Technical Cooperation (BTC) sometimes assist it. Development partners provide tuition and government provides allowances. Initial training of teachers does not exist in NVTI but if they were to compare training costs initial-training costs would be higher.

Staff and student capacity in ICT

Student ICT capacity

Students not required having ICT skills before admission and many are found to be extremely ignorant of ICT on admission. All students are able to freely access the ICT

Recording studios - 1 1

Computer servers 0 5 2

Internet wireless signal distributer

1 2 1

Standby generator 0 1 1

DVD player 0 6 6

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laboratory facility at the institution. It was noted that students demonstrate a very strong desire to further develop their ICT skills although a very small percentage (2%) of them possess PCs.

Staff ICT capacity

Most of the academic staff uses ICT as an instructional tool. However most of them require further training in ICT technical knowledge, ICT pedagogical skills and in using ICT to prepare Interactive Media. The staff’s capacity to integrate ICT in teaching and learning is limited by skills and lack of resources.

Aspect Male Female

Percentage of teaching staff with ICT technical knowledge 5

Percentage of teaching staff with ICT pedagogical skills 15 5

Percentage of teaching staff using ICT as a research tool 30 5

Percentage of teaching staff using ICT to prepare IMs 15 5

Percentage of teaching staff using ICT to give feed back to students

- -

Percentage of teaching staff using ICT as an instruction tool 50 5

Percentage of teaching non staff with ICT technical knowledge

- -

Percentage of teaching non staff with ICT pedagogical skills - -

Percentage of teaching staff with PCs 20 3

Percentage of non teaching staff with PCs 8 4

Therefore staff would wish to be supported to enhance their skills in educational use of Microsoft office, use ICT as an instruction tool in class, e-learning, production of Interactive Media and animations, technical ICT skills, discipline specific applications and use ICT for coaching and giving feed back to students.

Teacher professionalism and motivation

The discussions noted that the teaching profession is a less attractive area of engagement because of low salaries, social status and low recognition. It would be better if it attracted and retained high quality personnel. The area of vocational training is not attractive to ladies because of stigma. That to become an instructor one goes through a lot of studies yet the remuneration does not reflect that yet further studies (in-service training) do not change one’s professional status. Untrained teaching personnel who were recruited by 1988 are likely to be maintained in the system, and be granted tenure while Department of Industrial Training is developing a framework for recognizing non-formal education e.g. literacy teaching personnel.

Nakawa VTI ICT Requirements

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No. Categories

Items Specifications Type Qty Comment

1 Networks

File/Intranet, web and DB Servers

Dell PowerEdge R910 Rack mount 4

Routers CISCO uBR7200 4

Managed Switches Cisco Catalyst 2960 48 Port 2 10/100/1000 Uplink Switch with LAN Base Image

Dual-Purpose Gigabit Ethernet Uplinks SNMP Management for Up to 16 Switches Auto Smart Ports and DHCP Auto Install

4

Rack Tripp Lite SR42UB

42U Rack Enclosure Server Cabinet

4

Patch Panels 24 port RJ45 cat6 patch panel

Enterprise-class Gigabit Switch

8

Patch Cables Staples 100' CAT6e

Patch Cable - Gray

20 Boxes

Static Network Switches

2

Optical fiber Cables

Optical fiber D-link Converter 12pcs

2 Hardware and software

Desk top Computers Dell or HP 70

UPS 700VA ATCs / APC 70

Digital Camera - Professional

Canon -EOS Rebel T31 600D+Kits

4

Laser Pointers HP Color & Black and White

10

LCD Projectors 20,000 lumens FLM-HD20 3

Surge Protectors 3

Smart Boards Dual-touch capability

M686 3

Laptops Toshiba 3

Anti-Virus software 200 Licenses

Windows OS Win 8 Server 4 Licenses

Office Applications Version 2010 200 Licenses

3 Auxiliary devises

Air conditioners Samsung 6

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Heavy Duty Printers Colored 5

Photocopier Canon-Image Runner 2520

10

White boards

Solar Power Kit 2 Kits

Blowers

External disks

LED TV Screen Samsung (55") 6

Video Camera - Professional

3

Lecture PA system 6

Micro phone Acoustic microphone

6

Studio Mixer / Recorder

Adobe Premiere - Software

2sets

Video Conferencing equipment

2 sets

DVD Player Samsung 6

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A3. Shimoni Core Primary Teachers’ College Shimoni PTC is one of the five Core Primary Teachers College run by the Government to provide pre-service training to future primary school teachers. Capacity of the teaching personnel

Staff establishment

Male Female Total

Number of teaching staff 17 24 41

Number of non teaching staff 05 03 08

Number of support staff 14 05 19

Total 68

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

Administrators Academic

Male Female Male Female

Diploma 00 00 01 00

Bachelors 01 00 16 20

Masters 02 00 02 00

PhD 00 00 00 00

Comments: Eleven tutors are on masters course in various universities.

Institution’s teacher training capacity

Budget Ugx 350,125,200

Infrastructure 8 classrooms, 2 science labs, 1 library, 1 sick bay, 1 computer lab, 1 dinning hall `5 offices.

Staff size, 68

Intake (access) 450

Number of graduates yearly? 225

Can your institution draw a sufficient number of applicants?

Yes

SPTC is under staffed both in teaching non-teaching staff. Pre-service training Institution’s student capacity The number of places available in SPTC pre-service teacher-training programmes and the number of applicants for the last three years and numbers graduating from those programmes.

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Programme Year Places available Number of applicants

Graduating

Grade III Trs Certificate 20`13 *

Grade III Trs Certificate 2012 225 224 266

Grade III Trs Certificate 2011 225 254 356

Grade III Trs Certificate 2010 225 246 392

Grade III Trs Certificate 2009 225 - 389

Comments: The number of graduates is higher than expected because some candidates had to re-sit papers, hence their graduation pushed ahead.

Curriculum Structure

a. ICT application in pre-service training

The extent to which ICTs are used in pre-service teacher training: - Used as part of instruction tool for some tutors and also as a source of information through research.

b. Profile of the graduates (27)

The profile of the graduates after pre-service training is as follows: -

Education Assistants

Senior Education Assistants

Principal Education Assistants

Deputy Head Teacher

Head Teacher

c. Assessment of teaching and learning

Assessment of teaching and learning In SPTC teacher education/training is assessed as: -

Evaluation of content knowledge,

Written assignments

Promotional exams

End of course exams

Projects Skills,

School practice

Competitions in sports, MDD

Projects

Values and codes of conduct (ethics of the profession)?

Assigning responsibilities to student teachers

School Practice

In-service

a. Strategies for professional development

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

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SPTC describes the existing in-service training schemes as: -

Government sponsored through a scholarship

Collage based CPDs

Outreach CPDs at Coordinating Centers

Self sponsorships accessing scholarships from organizations

b. Providers of in-service training (54,55)

The main providers of the in-service training (for professionally trained teachers) at SCPT are: - PTCs, NTCs, Universities, Development partners e.g. BTC, USAID, RTI CIIDA, Plan Uganda, The British Council. In-service training is organized by the above listed through the conventional classroom way or by distance education.

c. Training needs and opportunities (30,31,32)

There a management tool in place such as a supervision tool to identify training needs and an appraisal form to identify training needs The proportion of teachers who have undergone in-service training yearly in the last five years at SPTC is 13/41; implying 32%.

d. Access to in-service programmes (39,40,41,42,43,44

In-service training institutionalized, who is responsible?

Yes: MoES

There is no specific line budget

Yes all teachers know about in-service training opportunities.

All those who meet the criteria are eligible.

Both apply depending on the train area.

The existing programmes/courses and delivery strategies/mechanisms have content that is modular, training is both distance and face-to face and methods are peer learning, coaching and mentoring and traditional methods.

e. Curriculum structure for in-service training (44,45,46,47,50,s4)

The delivery strategies/mechanisms have content which is modular, training is both distance and face-to face and methods are peer-learning, coaching and mentoring and traditional methods

The in-service training programmes currently provided focus on skill acquisition, upgrading knowledge and specialization.

Training needs are determined through needs assessment, performance appraisal and supervision tools; and are developed by Teacher Education working group and districts.

The specific skills they target include management, pedagogical and life skills and values.

The duration of in-service programme is dependent on the content of training e.g. G III in-service is three years,

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Course organization

Aspect Number

Number of courses offered 02

Number of courses that include a component of ICT 01

Number of courses offered on line (e-learning) 00

Number of courses to be offered online 03

Does the institution wish to use ICT to organize courses Yes No

√

Comment: SPTC to be supported to offer online courses such as tutor CPDS, ECD and Grade III

a. Effectiveness of in-service training (35, 36,37,38,48,49)

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

The in-service training courses provided international partners manage civil society and other bodies managed by: - some organizations exploiting the existing structure in MoES. Identifying and engaging own choice of facilitators as determined by the ears to train on. Funding is by the organizers

The organization and coordination follow agreement in the MoES

Yes, the impact of teacher training on the quality of pupils’ learning achievements been assessed through NAPE and world Bank

The skills are appropriate; but failures are caused by many other factors.

There is a harmonized or official in-service training programme used by the various providers referred to as Teacher Development Management System (TDMS) because of the existence of a harmonized policy its assumed that they’re efficient

b. ICT application in pre-service training

The ICT literacy levels of serving teachers (ICT competencies) in SPTC are basic i.e. word processing, email and surfing

ICTs are rarely used in in-service teacher training and there is little demand because instructors are not competent.

Facility Current capacity

Maximum capacity

Additional facility

Computer laboratory with ACs 1 3 2 labs

Computers 9 102 93

Smart boards 00 3 3

Projectors 01 4 3

Printers 05 10 05

Photo printers 00 3 3

Photocopiers 01 02 01

Scanners 01 04 3

Television 01 3 2

Digital cameras (heavy duty) 3 3 3

Radios 00 3 3

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c. Infrastructure

The level of development of the educational infrastructure, facilities and resources required for the provision of such ICT training is fairy developed in teacher colleges despite the frequent black out.

d. ICT facilities (s6)

Institutional infrastructure Name existing facility and its current capacity as compared to actual capacity of the facility. Indicate additional facility if required.

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

Yes No

Library facilities are readily available to users √

Annual regular budget is available for books and other facilities √

Access to online pedagogical resources is available √

DVDs or CDs with pedagogical content are available √

The library has subscriptions to print (including both print and online) daily newspapers

√

The library has subscriptions to online only newspapers √

The library provides free internet access to users √

If yes, are users required to register? √

The library provides access to online educational resources (catalogue, journals, etc.)?

√

Comments: Budget line for library is basically for textbooks but not other facilities. The library facility needs be expanded and updated.

e. Assessment and Monitoring of in-service training (56,57,58,59,60)

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

Public Service Appraisal Forms are used as national teacher appraisal and evaluation framework.

Not aware of specific evaluation schemes in place to assess the effectiveness of in-service teacher training,

The assessment is conducted, through a common examination set at the end of all available training courses through assignments, portfolios and projects.

The impact of training is assessed through monitoring and support supervision.

Recording studios 00 01 01

Computer servers 01 02 01

Internet wireless signal distributer 00 01 01

Stand by generator 01 02 01

DVD Player 00 3 3

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The benefits for teachers’ careers, particularly in regard to career progression, promotion, motivation, etc.

f. Financing in-service training and professional development

MoES, Development partners and students do the financing the existing in-service training programmes/courses.

What costs and efficiency are associated with the training provided by various bodies (ministry, NGO, projects, etc.) include transport for trainees and trainees, facilitators’ allowance, hiring of venue, provision of accommodation and meals and training materials.

Initial-training costs are higher than in service training costs when compared.

Staff and student capacity in ICT

Student ICT capacity

Aspect YES NO

Are students required to have ICT skills before admission? √

Is it a MUST for students to submit typeset assignments? √

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

√

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

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

Do students possess PCs? √

Comments: college encouraged to develop a policy on ICT and encourage students to acquire PCs and manage them. Staff capacity

Aspect Male Female

Percentage of teaching staff with ICT technical knowledge 50 50

Percentage of teaching staff with ICT pedagogical skills 10 08

Percentage of teaching staff using ICT as a research tool 50 50

Percentage of teaching staff using ICT to prepare IMs 10 08

Percentage of teaching staff using ICT to give feed back to students 00 00

Percentage of teaching staff using ICT as an instruction tool 10 08

Percentage of teaching non staff with ICT technical knowledge 80 67

Percentage of teaching non staff with ICT pedagogical skills 20 00

Percentage of teaching staff with PCs 17 16

Percentage of non teaching staff with PCs 00 67

Comments: Staff needs to be supported and to develop and master ICT skill ands to acquire PCs.

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Continuous professional development of staff

Kindly indicate whether staff would wish to be supported to enhance their skills in the stipulated areas.

Area for skill development YES NO

Enhance skills in Microsoft office works in relation to education √

Develop skills to use ICT as an instruction tool in class √

Develop skills to instruct online √

Develop skills to produce IMs using ICT √

Develop skills to use ICT for coaching and giving feed back to students

√

Develop skills to manage data for decision making and √

Comments: Staff should be helped to acquire basic skills and integrate ICT in the teaching and management

2. Teacher professionalism and motivation (64, 65, 66, 67, 68)

A short description of the situation concerning the status of the teaching profession, the working condition of teachers in terms of recognition, job satisfaction and rewards system. Status of teaching rated low, working conditions is poor, no accommodation, low pay and no promotion.

Yes: these factors have an effect on the attractiveness of the profession, teacher motivation, and performance.

No: the status of the teaching profession and teacher’s conditions is not likely to change as a result of in-service training

No: the untrained teaching personnel are likely to be maintained in the system, and be granted tenure.

Yes: non-formal education e.g. literacy teaching personnel recognized.

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Shimoni Core Primary Teachers College ICT Requirements Requirements categories:

A: Hardware B: Software C: Communications D: Accessories E: Power F: Misc.

Item

Description Recommended quantity

Remarks

A1 Desktop computers with OS 90 Admin + teaching; 3 labs of 50 computers each; 42 computer for CCs, 8 for administration

A2 Laptop computers with OS 5 Staff + teaching

A3 Tablet computers – Wi-Fi only) 5 Teaching (Android)

A4 Server - communication 2 Internet access

A5 Server – application/print/file 2 College administration

A6 Server – backup (spare) 1 Continuity

A7 Tape drive 2 Data storage / backup

A8 Server racks 3 For server and UPS

B1 College management and accounting

1 Efficient and effective college management

B2 Teaching aids and classroom management

20 Lesson delivery - Educational software; for an average of 20 subject areas

B3 Office management 1 MS / Open source suite

B4 Anti-virus / malware protection 1 Symantec / McAfee

Multi license

B5 Intranet 1 Internal coms and management

B6 Website / Email 1 Internal and external use

C1 Internet access (ISP) 1 Satellite based WAN access

C2 Router 2 Cisco

C3 LAN Switch 5 Cisco

C4 Access point 3 Internet distribution

C5 Wi-Fi Adaptors Consultation needed

Desktop internet access

C6 PBX 1 Internal communication

D1 LAN infrastructure cabling Pending Structured cabling

D2 Printer - black 3 Heavy duty for three computer

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labs

D3 Printer - color 1 Heavy duty

D4 Printer - portable 3

D5 Scanner - digital 2 Digitizing college records

D4 Digital sender 2 Doc capture and distribute

D5 Photocopier 2 Heavy duty

D6 LCD projectors 35 Power point

D7 Projector racks 35 For mounting projectors

D8 Large screen for the projector 35 Power point

D9 Large screen TV (50") 5 Library, staff room, main hall, computer labs

D10 Video camera 5 For recording (to be shared with outreach)

D11 Web cameras 10 For video conferencing

D12 Dot matrix printer for stencils 2

D13 Laser Stencil cutter 1

D14 Computer room furniture 90 chairs and 40 tables

D15 CCTV Cameras 3

D16 Laser pointer 14

D17 Extension cables 10 With in-built search protectors

D18 Smart Boards 14

E1 Server room UPS (10 KVA) 2 Reliable power

E2 Office block UPS (5KVA) 10 One per block

E2 Inverter with battery (6 KVA) 10 Continuous power

E3 Solar kit 6 Heavy duty for six blocks

E4 Mains power conditioner/stabilizer 11 Individual blocks

Electric cabling Pending Will depend on internal block needs

F1 Air conditioning – (server room) 4 Mandatory

F2 Equipment maintenance 2 HW Maintenance kit

F3 ICT consultancy services 1 TA For effective management and ICT Audit