Vote - Ministry of Education and Sports

646 Pages·2012·5.72 MB·English

Education and Sports Ministerial Policy Statement
MPS:
Education and Sports
Table of Contents
PRELIMINARY
Foreword
Abbreviations and Acronyms
Structure of Report
Executive Summary
Vote:013 Ministry of Education and Sports
V1: Vote Overview
V2: Past Vote Performance and Medium Term Plans
V3: Proposed Budget Allocations for 2012/13 and the Medium Term
V4: Vote Challenges and Unfunded Outputs for 2012/13 and the Medium Term
V5: Vote Crosscutting Issues
Annex 1: Vote function Profiles and Composition
Annex 2: Draft Profiles and Annual Workplans for Projects and Programmes
Annex 3: Staff Establishment Structures
Vote:500 501-850 Local Governments
V1: Vote Overview
V2: Past Vote Performance and Medium Term Plans
V3: Proposed Budget Allocations for 2012/13 and the Medium Term
V4: Vote Challenges and Unfunded Outputs for 2012/13 and the Medium Term
V5: Vote Crosscutting Issues
Annex 1: Vote function Profiles and Composition
Foreword
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Education and Sports Ministerial Policy Statement
MPS:
Education and Sports
Foreword
The Right Honorable Speaker,
In accordance with section 6 sub-section 2 of the Budget Act (2001), I have the honor to present to the
Ninth Parliament the Policy Statement of the Ministry of Education and Sports for the Financial Year
2012/13. During the FY 2011/12, the Education and Sports Sector was allocated UShs 1,416.27bn out of
which UShs 1,400.49bn was recurrent and UShs 250.49bn domestic while Ushs 319.90bn was Donor
funded. The Sector priority has continued to be placed on increasing access to quality education at all
levels. The performance outcomes for the sector are measured on the basis of the following indicators:
improved quality and relevancy of education at all levels; improved equitable access to education and,
improved effectiveness and efficiency in delivery of the education services.
Improved quality and relevancy of education at all
levels
The Education and Sports Sector has recorded significant gains in the FY 2011/12 attributed to the high
priority accorded by Government to continuous improvement in the quality of education, as a key strategy
of achieving socio-economic transformation and elimination of abject poverty in the country. Other
initiatives for supporting the Sector have included the cordial and growing partnership with the various
stakeholders including Education Development Partners (EDP) and Local Governments.
Basic Education
The Sector procured and delivered P.1 and P.2 instructional materials, including assortment of non-text
book materials. Adverts were placed for P.3 and P.4. In addition, a total of 615,000 copies of P.4 and P.5
were procured. A total of 690 Caregivers and proprietors of ECD centers were trained in the district of
Luwero. The learning achievement at lower primary level showed marked improvement from 57.6% in
2010 to 58.2% in 2011 in literacy and 72.8% to 73% in numeracy for P.3
In order to enhance quality of the teaching and learning process, the sub-sector will continue to support
District Service Commissions to implement the new teacher allocation formula of one teacher per class with
emphasis on gender-balance in teacher recruitment.
Secondary Education
The digital project under development of secondary has been expanded to cover an additional 300
secondary schools in FY 2010/11, up from 200 in 2009/10. A total of 2,412 teachers of science and
mathematics have been trained under SESEMAT. In addition, 809 Government USE schools were
facilitated with science specimen to conduct UCE science practical examinations.
Under Private Secondary Education, the sub-sector developed Policy guidelines on licensing & registration
of private schools, and recruitment & retention of teachers. An additional 828 schools were graded on top
of 2000 graded in FY 2010/11. Additional 144 private schools signed MoU with government to implement
USE and 236 selected to implement UPOLET in 2012. The sub-sector set up a registry, licensed and
registered 114 and 206 schools respectively.
Through the contribution of Education Development Partners, the World Bank under APL1 distributed
676,743 text books in the core subjects to 1,490 secondary schools while ADB III project distributed a total
of 20,165 text books in core subjects of English, Science, and Mathematics to 37 schools. Overall, the
Student Book Ratio (SBR) has improved from 3:1 to 2:1 as a result of these interventions.
In order to enhance quality of education provision in UPOLET implementing schools, government plans to
recruit at least 2,600 additional „A‟ level graduate teachers, as well as, supporting the government‟s new
policy of 3 principles and 2 subsidiary subjects of Information, Communication Technology (ICT) and
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Education and Sports Ministerial Policy Statement
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Education and Sports
Subsidiary Mathematics.
In order to improve the quality and relevancy of education, The Ministry of Education and Sports is
undertaking a significant over-haul of the Lower Secondary Education Curriculum, with a shift away from a
more traditional approach that focuses on acquisition of knowledge, to a curriculum that prioritizes
cognitive competencies including communication, interpretation, problem-solving, critical thinking and
hypothesis testing. Post-Primary Education and Training graduates are key ingredients needed to build and
expand human capital for economic and social transformation.
The Sector has continued to improve the quality of secondary education and motivation of teachers through
appointment, confirmation and validation of teachers. During FY 2011/12, the Education Service
Commission appointed 3,470 teaching and non-teaching staff; promoted 384 under the Scheme of Service
and confirmed 850 teaching personnel. A total of 2,000 teachers were validated.
Higher Education
AICAD facilitated research in Public Universities with the assistance of the subscription fees amounting to
UShs 0.196bn. The Inter-University Council for East Africa received UShs 0.150bn to maintain standards
in the region. National Council for Higher Education accredited 118 programs, visited and inspected four
(4) Universities and four (4) other tertiary institutions; data collected is to feed into the draft report on
State of Higher Education.
Makerere University
Food Technology and Business Incubation Centre under the College of Agriculture and Environmental
Science (CAES), especially the School of Food Technology, Nutrition and Bio-engineering focused on food
processing and value addition through viable food technologies and entrepreneurship training. Sixteen (16)
projects are funded under the program at Makerere University.
New developments were made in technology transfers focusing on irrigation and improvement in the
methods of farming for the communities and use of solar technology. The outstanding innovation was the
Kiira EV, the Electric Car produced under the vehicle design project and launched by H.E the President in
November 2011;
College of Veterinary Medicine, Animal Resources & Bio-security (COVAB), under the Skills Production,
Employment; and Development in the Animal Resources Industry, trained youth in use of MEME model in
clean milk production and value addition. The control of Sleeping Sickness and Nagana was integrated in
the program. The program has strengthened the partnership with Food and Agriculture Organization (FAO).
The project covers the reconstruction and rehabilitation of Nakyesasa farm (with over 200 acres of land) to
transform it into a modern skills and technology centre;
Skills Development
In view of the strategic importance of skills development for both economic and social development,
government through the Ministry of Education and Sports is shifting from offering academic-based courses
to more competence-based skill training, with a holistic approach. Government approved the Business,
Technical, Vocational Education and Training Strategic Plan that will spine over a period of 10 years
commencing 2012-2022. The establishment of a Skills Development Authority (SDA), as a major and vital
reform in the BTVET sub-sector was approved by government and is to come into force by 2015.
The Education Sector is widening the range of occupations which are currently narrow and barely address
skills needs in a modern and emerging productive sector. These occupations include: the unmet skills
demand in ICT sector, mining, engineering, oil & gas including Hydropower Development Programs. Sixty
one (61) occupational profiles have already been developed under Directorate of Industrial Training.
The reforms are meant to accelerate growth of Technical Vocational Education and Training, as well as,
raising the much needed funds to support investment in both human and non-human resources.
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Government has therefore designed credible skills development programs with emphasis on training-out-of
school youth, who account for the most unproductive segment of the population. The Interim Reform Task
Force has been put in place to oversee the implementation of the approved reforms.
Physical Education and Sports
The sub-sector of Physical Education and Sports facilitated national teams to participate in International
games where Uganda recorded tremendous achievements with a total of 16 medals (5 Gold, 6 Silver and 5
Bronze). Uganda was triumphant in four competitions of the 10th All Africa Games in Maputo-
Mozambique, the IV Commonwealth Youth Games in Isles of Man, Special Olympics in Athens Greece,
The ICC Africa Twenty20 Cricket Tournament, the ICC Africa Women‟s T20 Championship and CECAFA
Tusker Challenge Cup.
Capacity building for the PE Teachers has been ongoing. A total of 1,117 primary school teachers were
trained in Kids Athletics (KA) countrywide and 200 secondary school teachers oriented to teach PE. In the
Karamoja sub-region, 512 teachers received training in Coaching Soccer, and Volley Ball with support
from UNICEF.
Policy, Planning and Support Services
Education Planning and Policy Analysis carried out Joint Monitoring exercises and facilitated an evaluation
study in the twelve (12) QEI districts. The UNESCO Bill (2012), establishing the National Commission for
UNESCO as an autonomous body was printed and is ready for tabling before Parliament for debate and
enactment.
Improved equitable access to Education
Basic Education
The primary sub-sector improved in the Net Enrolment Ratio from 96% in FY 2009/10 to 96.7% in FY
2010/11, translating into a 0.7% increase. Enrolment at Pre-primary level increased by 2% from 498,644 in
FY 2009/10 to 508,617 in FY 2010/11. The Education For All (EFA) goal of ensuring the attainment of
gender parity by 2005 at primary level has been achieved with the percentage share of pupils standing at
49.89% boys to 50.11% for girls (EMIS FY 2010/11). However, this calls for the construction of more
classrooms and recruitment of teachers to accommodate the surge in enrolment.
One of the reasons for poor retention of children at primary level, as result of high dropout and absenteeism
has been the inability of most parents to provide packed meals for the children. By end of FY 2010/11, the
overall dropout was at 4.67% (MoES Fact Sheet 2000-2011), as a percentage of those enrolled. In order to
minimize the high dropout, government has approved a shift in policy of school feeding, where parents in
rural areas will be expected to contribute food in-kind and mobilize themselves to prepare meals for
children. The Sector is to come up with the costs involved in the preparation of meals at school for Cabinet
approval before implementation of the new policy stance.

Secondary Education
The enrolment at this level recorded a 3% increase from 1,225,692 students in FY 2009/10 to 1,258,084
students in FY 2010/11. The Net Enrolment Ratio increased from 24.6% to 25%, which is still low
considering the fact that only 25 out 100 secondary school-going age children are enrolled. The Sector has
therefore come up with interventions such as: construction of more Seed Secondary schools and equipping
them, including recruitment of more teachers with emphasis on teachers of science subjects.
Universal Post „O‟ Level Education and Training Program (UPOLET) was implemented with effect from
school year 2012 in both government and Public Private Partnership USE schools, targeting at least a
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school per County as a beginning unit of operation. To date, there are 471 officially gazetted „A‟ level
secondary schools in the country while an additional 161 have „A‟ level sections on local arrangements. So
far, 236 schools have signed a Memorandum of Understanding with government to implement UPOLET
under Private Public Partnership arrangements.
Construction of Secondary Schools has been on-going in order to accommodate the increasing number of
pupils who enroll at the Post-Primary Education and Training institutions. Under ADB IV Project, civil
works commenced on 15 sites under phase I, while the Development of Secondary Project, furniture was
supplied to Sir Samuel Baker and emergency repairs and renovations were carried out at Bugobi High
School in Namutumba district and Wakatayi Senior Secondary School in Luwero District, an
Administrative block for Busi SS in Wakiso was constructed and a Seed Secondary School at Rwemikoma
in Kiruhura district. Under APL1 Project, civil works of beneficiary schools in phase II are on-going.
Higher Education
Over the years, there has been a surge in enrolment at higher institutions of learning. During the Academic
year 2010/11 enrolment at Makerere University reached 35,000; Kyambogo University 26,000 and
Makerere Business School 16,000 students. The surge in enrolment has exerted pressure on available
limited infrastructure necessitating the expansion of institutions of higher learning. During FY 2011/12,
Universities admitted only 47,000 students out of 61,820 admissible students. Increasing access to
education at all levels of education has therefore remained one of the top priorities for government.
The Government merit system of funding the education of only 4,000 best students has left many students
with the option of enrolling under private sponsorship scheme of which, (40%) dropout due to high cost of
education. In order to ensure equity of access to education, commencing FY 2013/14, government is to
implement the Higher Education Financing Scheme targeting the bright but needy students.
The Policy to guide the implementation modalities and the Principles for the Bill on the Students‟ Higher
Education Financing Scheme has been approved by Cabinet. The initial stages of drafting the Bill by First
Parliamentary Counsel are underway. Implementation is to commence during FY 2013/14 after the legal
framework to give full effect to the Scheme is in place.
During FY 2011/12, government approved the Principles for the Amendment Bill to establish Makerere
University Business School as an independent degree awarding institution under a new name of
Metropolitan Universal Business School (MUBS). The Business School is to be established as a center of
excellence in Business and Management Education and Training in the country.
Marked progress has been achieved under construction of Muni University. The structural plan for the
construction of the infrastructure was drawn. So far, three programs of study have been approved by NCHE
which include: Bsc. Information, Communication Technology, Bsc. Nursing and Bachelor of Science with
Education.

Physical Education and Sports
The Sector manages an extensive programme for sports in relation to educational retention and physical
well being. Through UNICEF and partner organisations, the Sports For Life program was introduced in the
Karamoja Sub-region to promote Physical/Health Education which is a regular aspect of the schools
curricula activities. Sport for Life is implemented in Moroto, Nakapiripirit, Kaabong and Kotido Districts
in Karamoja with 235,200, 192,300 and 156,200 inhabitants respectively. The 6-14 year-olds represent 25%
of the overall population (58,800 in Moroto, 48,075 in Nakapiripirit, 39,050 in Kotido, 31,600 in Kaabong).
A total of approximately 19,000 girls and boys benefit from the project directly. A further 30,000 benefit
indirectly through radio programmes, other communication outreaches and the advocacy efforts.
Plans are under way to rehabilitate six (6) regional stadia (Bugembe Stadium, Mbale, Pece in Gulu, Kabale,
Kakyeka stadium and Masaka). A contract for designs and supervision consultancy was awarded to kick-
start the rehabilitation process. In order to commence works on the construction of National High Altitude
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Education and Sports Ministerial Policy Statement
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Training Centre (NHATC), surveys were completed and a consultancy firm to design and supervise the
construction is being procured. Valuation of Squatters property at Teryet NHATC was completed for
compensation.
Cross-cutting issues
HIV and AIDS
In consultation with stakeholders, the Education and Sports Sector reviewed The Education Sector HIV and
AIDS strategic plan I (2001-2006). The revised HIV and AIDS Strategic Plan II (2011-2015) takes care of
the wider sector responses to the pandemic. The three main goals of the Strategic Plan are: (1) contributing
to the reduction in number of persons in the Education and Sports Sector (ESS) engaged in high risk
behaviors that facilitate transmission or acquisition of HIV infection; (2) increasing the number of
individuals in ESS that access prevention, care, treatment and social support services and; (3) strengthening
the capacity of ESS institutions to plan, implement, coordinate, monitor and evaluate their HIV prevention
programs.
The HIV/AIDS Work Place Policy being implemented provides for equitable approach to prevention of
HIV transmission among employees, as well as, a comprehensive management of the effects of the
pandemic especially among the teachers and staff living with HIV and AIDS. An M &E framework is being
developed to track the progress made in the implementation of the Work Place Policy.
Environmental Education
Ministry of Education and Sports in liaison with National Forestry Authority (NFA), has developed and
disseminated guidelines to education stakeholders on Implementation of Environmental Management at
Education Institutions. The guidelines cover tree planting, planting and nurturing grass, protection of
schools from excessive soil erosion and waste disposal.
Gender in Education
The sector has continuously supported the gender mainstreaming initiatives; specifically the enhancement
of the girls‟ education, with two studies carried out recently to inform policy. With support from Irish Aid
through the Budget Monitoring and Accountability Unit (BMAU)-Ministry of Finance, Planning and
Economic Development, established a Gender Unit as recommended in the Gender in Education Policy.
The Unit is premised under the Directorate of Basic and Secondary Education and the unit‟s officers are
now providing technical expertise to the sector in a bid to overcome gender related challenges.
Improved effectiveness and efficiency in the delivery of Education services
Basic Education
The sub-sector intends to:
Enhance support supervision to ensure Local Governments adhere to the recruitment plans in respect of the
dynamic formula for allocation of staff ceiling by class and enrolment;
Continue supporting the implementation of Teachers Scheme of Service;
Continue providing support supervision to UPE and private schools including ECD centers in selected
districts, as well as, tracking absentee teachers and Head Teachers and report to DEOs and DISs to take
punitive action against them;
Ensure 8% of the Sector non-wage budget is spent on instructional materials.
Secondary:
Secondary Education sub-sector intends to:
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Education and Sports Ministerial Policy Statement
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Continue remitting funds through the Straight-Through Process to districts to reduce on delays due to
bureaucracy;
Strengthen the coordination of programmes under private education institutions;
Disseminate guidelines on management of foreign/international students, as well as, sensitizing the
stakeholders on the provisions in the Education Act (2008);
Special Needs Education Guidance and Counseling
During the FY 2012/13 the sub-sector will:
Conduct Functional Assessment of learners with Special Needs Education;
Facilitate the placement of Post-primary and Post „O‟ Level leavers to institutions of learning;
Conduct National Career Fair expo and enhance school-based career talks in institutions;
Skills Development
Skills Development will:
Continue monitoring and supervising construction works and conduct Needs Assessment in 9 BTVET
Institutions;
Fill the vacant staff positions and provide tools and equipment to ensure appropriate skills are attained;
Conduct Occupational Assessment for BTVET Instructors.
Higher Education
During the FY 2012/13 the sub-sector will:
Continue supporting internship at Public Universities and coordination of the implementation plans for
Universities;
Continue engaging Ministry of Finance Planning and Economic Development and Development Partners
for additional infrastructural development funds to satisfy the UPE, USE and UPOLET bulge.
Quality and Standards
The sub-sector intends to:
Step up inspection of education institutions and monitor the quality of inspection by the Local Government
Inspectors;
Monitoring of learning achievements in primary schools in a bid to make schools more accountable and
school based strategies for improvement;
Follow up inspections to assess impact of inspection and compliance to implementation of
recommendations;
Evaluating and improving the quality of education in Uganda by providing guides to school self evaluation
and planning for improvement; evaluating and improving school leadership and management; evaluating
and improving learners‟ understanding, attainment and wider achievement; to evaluate and improve the
quality of teaching, learning and assessment;
Educate and sensitize stakeholders on the purpose and importance of Thematic Curriculum and monitoring
its implementation;
Establish Area Language Boards where they do not exist in addition to the 18 existing.
Policy, Planning and Support Services
In order to ensure the effective and efficient delivery of services, the following will be undertaken:
Monitoring budget implementation in sampled districts;
Tracking and analyzing implementation and compliance of Local Governments to the provisions in the
Sector polices and guidelines;
Disseminating Education Sector Policies to the wider stakeholders;
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Education and Sports Ministerial Policy Statement
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Priority Areas for the Education and Sports Sector during FY 2012/13 and in the Medium Term Plan

For the FY 2012/2013 and throughout the Medium Term, the key policy stance is to support the
implementation of the following: Universal Post „O‟ Level; Education & Training; Skilling Uganda
National program and increasing access to higher education through The Student Higher Education
Financing Scheme. Key priorities for the Education and Sports Sector among others, by sub-sector will
include:
Pre-Primary and Primary Education
Implementing the recommendations of Cabinet on School Feeding at Primary and Post-Primary level.
Improving the Pupil Text Book Ratio and ensuring books are placed in the hands of children, through
procurement of assorted Instructional Materials for P1, P2, P3 & P4 and text books for P5 to P7 including
those for children with special learning needs;
Building consensus with the Districts to enforce bye-laws to ensure regular school attendance of head
teachers, teachers and pupils;
Working together with Local Governments (District Service Commissions) to ensure teachers are recruited
to fill the vacant positions in 120 districts and Municipalities;
Assessing and ensuring Community Schools are coded by Ministry of Public Service for grant aiding by
government;
Extending support to 600 war affected children at Laroo Boarding Primary School.
Secondary Education
Supplying more instructional materials to schools in the medium term to attain and maintain the ratio of
1:1, to improve school learning environment of secondary schools and also, implement the Scheme of
Service for teachers;
Constructing more Seed Secondary Schools in Sub-counties without any form of Secondary Schools (12
new Seed Secondary Schools under ADB IV and 15 for rehabilitation), as well as, renovating dilapidated
infrastructure. Rehabilitation and expansion will be carried out in 11 schools. Additional school
infrastructure will be constructed in 442 Secondary Schools under phase II of the APL1 Project. Such
facilities include: classrooms, libraries, administration blocks and multi-purpose science blocks.
Continue supporting ICT initiatives including digital science and other innovations in the teaching of
science and mathematics;
The sub-sector plans to increase the number of secondary schools implementing double shift to 195 and
institutionalize In-serve training to cover all subjects;
Constructing more teachers houses with focus on Hard-to-Reach/ Hard-to-Stay districts;
Coordinating and establishing Student Council programs in private education institutions;
Develop and fund the Quality Enhancement Initiative for Secondary sub-sector;
Special Needs Education, Guidance and Counseling
The sub-sector plans to finalize the draft Policy for Non-Formal Education and develop Policy on
Psychosocial Care for both Public and Private Institutions; guidelines for attachment and student‟s
vocation/holiday program are also to be developed;
Revising and updating the Information Guide for both applicants for entry into Post-Primary and Post „O‟
level institutions;
Integrating aspects of G &C into NTC Curriculum and any other teacher training programmes;
Acquiring specialized instructional materials for learners in both primary and secondary;
Transforming the current Resource Centres into centres of excellence;
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Skills Development
Recruiting students and staff for the new nine (9) Presidential Pledged Technical Institutes of Katonga
(Mpigi); Kasese Youth Polytechnic, Kyema Technical Institute, Nakaseke Community Polytechnic, Nkonko
(Mayuge), Abim, Nakapiripirit, Kabong and Moroto.
Developing the skills of 10,000 unemployed youth in various skills and asessing 10,000 youth under the
Non-Formal programme;
Constructing 3 new BTVET institutions in Katakwi, Luwero and Kiruhura and procuring assorted learning
tools and equipment for 20 institutions. Three Laboratories for Health Institutions are to be constructed for
Entomology, Medical Laboratory and Pharmacy.
Training Certified Facilitator‟s Assessors and Certified Test Item Developers; in addition, certify 190
assessment centres.
Conducting Occupational Assessment for BTVET Instructor and Manager Qualifications;
Developing more 25 Occupational Profiles, 25 Assessment and Training Packages (ATPs), with 3,000
booklets and 10,000 CDs and;
Developing more ATPs for public and private sector use to assist in modifying the UVQF and enhancing
the skills development program for the youth
Higher Education
Expanding out-reach functions through coordination with government Institutions. The purpose is to avail
students opportunity to be placed on internship;
Continuing with data collection from all Universities and Tertiary Institutions to form a basis for compiling
the State of Higher Education Report.
Establishment of Soroti University;
Raising staffing levels of Public Universities to at least 50% for academic staff and improve enrolment
from 4.77% to 8% in the medium term;

Makerere University
Strengthening the linkage with the private sector in developing technologies for incubation, surveying
potential for knowledge transfer partners, drafting policy on Incubation Centres, administration and support
services;
Developing Research and Innovations through competitive Research Grants with focus on Agriculture,
Health, and social research;
Mbarara University of Science and Technology
Continuing with the construction of 1,675m2 of Faculty of Applied Science at Kihumuro campus;
Procuring consultancy services for architectural designs, civil designs and structural drawing including
Bills of quantities for Institute of Computer Science at Kihumuro campus;
Busitema University
Developing research, grants and publications policy;
Continuing with capacity building for farmers in best agricultural practices in partnership with NAADS;
Quality and Standards
Reviewing the curriculum for three programmes for Uganda College of Commerce;
Rehabilitating and equipping NTCs, Instructors Colleges and PTCs with Instructional Materials;
Piloting Continuous Assessment for all CAPEs and Local Languages, rolling out „A‟ level Subsidiary
Mathematics and ICT syllabi;
Digitalizing ICT curriculum materials for integrated science with technology and mathematics;
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Education and Sports Ministerial Policy Statement
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Stepping up inspection in various institutions of learning;
Strengthening and facilitating Focal Point Officers to coordinate and supervise inspection activities at Local
Government level.
Physical Education and Sports
Re-tooling teachers to teach Physical Education at all levels;
Establishing 32 Sports Schools as centres of excellence;
Improving availability for PES facilities; develop secondary school curriculum for PES and;
Developing Physical Education and Sports curriculum and strategy for talent identification in schools.
Policy, Planning and Support Services
Supporting Local Governments in the preparations of their BFPs for FY 2013/14;
Preparing and submitting BFP and Ministerial Policy Statement for FY 2013/14 to guide debate in
Parliament;
Developing and submitting key sector memoranda on policy and Bills for approval by government;
Tracking and Analyzing implementation and compliance to government policies and guidelines;
Promoting EFA goals with focus on literacy, ECD, Peace Education by UNATCOM-UNESCO;
Popularizing and raising awareness on environmental issues, global warming and food security;
Promoting and preserving cultural heritage by ensuring the ratification, domestication and implementation
of Conventions on Culture.
Ensuring necessary public information is shared with stakeholders through print and electronic media.
Challenges faced by the sector and the measures to address them.

Primary sub-sector
i) Absenteeism of teachers and pupils. The sector will continue to address this challenge through Quality
Enhancement Initiative (QEI) efforts, as well as, strengthening support
supervision.
Secondary Education sub-sector
i) Sustaining increased access without compromising quality. The sector plans to address this challenge by
reviewing the curriculum for “O” level and continue providing in-service training for secondary school staff
including science teachers, head-teachers and members of BoGs, procurement of relevant instructional
materials and continue supporting ICT initiatives including digital science and other innovations in the
teaching of science and mathematics.
(ii) High student classroom ratios. The sector will continue addressing issues of access through construction
of more seed secondary schools and expansion of facilities;
iii) Persistent shortage of teachers for science, mathematics, and physical education especially in rural
areas. The Sector intends to recruit at least 2,600 additional “A” Level graduate teachers to manage the
UPOLET program implementing the new policy of 3principles & 2 subsidiary subjects (ICT & sub math);
iv) Absence of teacher accommodation which make their deployment and retention very difficult. The
sector will continue providing staff accommodation to schools in hard to reach and hard to stay areas under
construction of teachers houses.
BTVET sub-sector
i) Inadequate funding.
ii) Inadequate office space for BTVET Department. The Sector is working on modalities of getting funds
for the new headquarter building to address the problem of office space.
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