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Education in Uganda

May 10, 2023

The system of education in Uganda has a structure of 7 years of primary education, 6 years of secondary education (divided into 4 years of lower secondary and 2 years of upper secondary school), and 3 to 5 years of post-secondary education.[1] Education in Uganda is administered in English. All throughout the levels in the education structure, modules are taught and assessed in English. The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country. However, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda.[2] Girls in Uganda are disproportionately discriminated against in terms of education; they face harsher barriers when trying to gain an education and it has left the female population disenfranchised, despite government efforts to close the gap.[3]

Students in Uganda.

Primary education

 
The headmaster of Nsaasa Primary School answers a question for a USAID worker.

The present system of education, known as Universal Primary Education (UPE), has existed since 1997, and its introduction was the result of democratisation and open elections, as there was popular support for free education.[4] Despite its promising boosts in enrolment, issues with funding and organisation have continued to plague the UPE.[5][4] In 1999 there were six million pupils receiving primary education, compared to only two million in 1986. Numbers received a boost in 1997 when free primary education was made available to four children per family. According to UgStandard, one of the authoritative publications in Uganda, only some of primary school graduates go on to take any form of secondary education.[6]

This is contingent upon their passing their Primary Leaving Examinations (PLE).

Uganda is one of East Africa's developing countries, bordered by Tanzania, Rwanda, the Democratic Republic of the Congo, South Sudan, and Kenya. It occupies 236,040 square kilometres (91,140 sq mi) and has 26,404,543 people.[7] According to CIA World Fact Book 2004, more than 80 percent of its population is rural and 35% of the people lives below poverty line.[8] The United Nations characterised the current condition of Uganda with its unstable government and struggling people as "the world’s worst humanitarian crisis."[9]

 
Community school at Kolir (Bukedea District)

In 1997 the Ugandan government introduced the Universal Primary Education (UPE) program to improve enrollment and attainment in primary schools.[10] It was initially realized to provide free education for four children per family, but the program was not performing based in its regulations due to the complex structure of Ugandan families. Most Ugandan families have more than four children and households started sending every child, which resulted in a rapid increase in student enrollment in primary schools.[8] Due to the circumstances, President Museveni announced that the UPE was open to all children of all families (Omona 74). When the new policy was executed, schools experienced a massive influx of pupils and the demand for learning materials, teachers, and infrastructure became a challenge to the education system.[8] Ngaka argues that the UPE resulted in costly consequences, including but not limited to a poor quality education, low pupil achievement, untrained teachers, improper infrastructures and classroom settings.[8] The Human Rights Measurement Initiative gives Uganda a score of 92.3% for primary school enrolment.

Uganda has seven years of primary education and the legal age for school entry is six.[9] According to the Ministry of Education and Sports (MoES) statistics, school enrollments increased from three million to 5.3 million in 1997 and the number rapidly increased to seven million by 2004.[11] Even though the increased number of pupils was perceived as a good thing, there were only 125,883 teachers, exceeding the UPE required pupil-teacher ratio of 1:40.[11] The large number of pupils worsens the learning environment and it becomes harder for the teacher to be heard and teach. According to Arbeiter and Hartley, classes have between 70 and 150 pupils and there is over-age studying in all schools. Moyi explains the issue of many classes having the inappropriate age of pupils as having been driven by late enrolment or grade repetition, which in turn is caused by the poor quality of education.[9] For instance, “third grade included pupils aged between seven to sixteen years and in sixth grade there were pupils up to nineteen years of age."[9]

Secondary education

There is a significant disparity between enrolment rates in primary and secondary schools in Uganda. Census data from 2004 indicates that for every ten students enrolled in primary schools, only one is enrolled at a secondary institution.[1][12] The Human Rights Measurement Initiative gives Uganda a score of 36%. The structure of Uganda's secondary education system follows the education system of its former colonial masters, Britain. It is divided into the Ordinary level and Advanced level.

Lower secondary consists of 4 years of schooling at the end of which students undertake Ordinary-level exams (O-level) in at least 8 subjects with a maximum of 10 subjects. Upper secondary consists of 2 years of schooling at the end of which students sit Advanced-level exams (A-level) in at least 3 subjects.[13][14]

The curriculum for lower secondary is currently being reviewed by the National Curriculum Development Centre, and a new curriculum is expected to be rolled out in 2014 or 2015.

Three-year technical schools provide an alternative to lower secondary school. Alternatives for graduates from lower secondary school include: 2-3 year Technical institutes; 2 year Primary Teacher Colleges (PTC); Department Training Colleges (DTCs) and Upper secondary schools; including:

International schools

Post-secondary education

Although 60,000 to 70,000 students in Uganda leave secondary school each year qualified to go on to higher education, only some 35 percent of them (25,000) are able to find places at the limited number of institutions. The majority of students go to universities, both public and private. Makerere University in Kampala has about half of the total student population in Uganda's universities. The remainder are distributed among the more than 30 private universities and a smaller number of non-university institutions. Recognized universities in Uganda include:

Government universities

Religious-affiliated universities

Private secular universities

Vocational and technical education

 
Ugandan Schools and Workplace training incorporate computer skills

Vocational and Technical Education is a necessary aspect of the education system in Uganda. The UN has led efforts to support this form of education through the UNESCO subdivision International Centre for Technical and Vocational Education and Training (TVET). According to a UN report, "Uganda’s TVET mission is defined as being to ensure that individuals and enterprises acquire the skills they need to raise productivity and income."[20] These TVET programs range in both complexity and scope. Some provide for craftsmen or technician level training that replaces standard modes of secondary education, while some TVET programs provide graduate engineering level education to students seeking education at the tertiary or post secondary level.[20]

Literacy programs

 
Young mothers receive communal based informal education

Early literacy movements were characterized by Western aid and leadership and have since given way to a more local decentralized approach to adult and youth literacy in Uganda. This transition is due in part to the realization of leaders in the West and in Uganda that literacy, and literacy in English particularly, is not a silver bullet for solving Uganda's economic issues.[21] Much of the literacy work is conducted by NGOs acting on a local level in conjunction with local or village governments. There is a great demand for these programs, and their rates of return, satisfaction,[22] and literacy retention for graduates have been high.[23] However, these programs face great challenges including lack of funding, social reluctance, and a general lack of appreciation for literacy and literature.[24][23]

Northern Uganda

Education is important for a successful post-conflict transition in Northern Uganda (see Conflict in Northern Uganda), as it helps develop peoples' abilities to break free of circles of violence and suffering.[25] Uganda's Universal Primary Education (UPE) has resulted in high enrolment rates in Northern Uganda, but education tends to be of a low quality and few pupils actually complete primary school. There are inadequate facilities; e.g. out of 238 primary schools in Pader, 47 are still under trees, limited teacher accommodation is causing high rates of teacher absenteeism and in some areas the average primary school teacher to student ratio is 1:200.[25]

Furthermore, there is some evidence to suggest completion of secondary school is necessary to provide an individual with a proper chance to escape poverty, as employment and income levels for those who completed primary schools are similar to those who did not attend at all.[25] Their region has particular difficulties as teachers are hard to find, the conflict created a lost generation without an adequate education themselves and teachers from other areas are still highly concerned about security in the region.[25]

Female education

 
Young women receiving teacher training

Literacy discrepancies and educational inequity are a serious factor in the propagation of gender inequality. Female school attendance at all levels of society in Uganda is lower than that of men.[26] This can be attributed to poverty, inadequate infrastructure, social pressures, and early maternity.[27] These barriers continue throughout a woman's life, as one cited challenge to adult females' participation in literacy education in Uganda is home life.[26] A World Bank report found that a significant force in preventing attendance at adult literacy classes was husbands stopping their wives from attending.[23] According to United Nations' Girls Education Initiative statistics, literacy rates for young females still lag behind that of young boys by five percent, and nearly half of all girls in Uganda are married before the age of 18.[28] Studies have shown that marriage and pregnancy rates prior to the age of 18 is decreased by roughly 7% when girls receive an extra year of education.[29]

Since 1997, UPE has aimed to bring equality of education to all the children of the country, specifically to those in rural, impoverished areas. It has had controversial results, but overall the UPE program has successfully allowed for higher enrollment, specifically among young girls. However, there is no clarity over whether there are true gender discrimination factors affecting whether the children go to school; it is noted that girls enrollment is dependent upon their age and their mother's level of schooling. Boys, on the other hand, are not affected by their father or mother's education level.[30] Uganda received a score of .517 on the UN Development Programme Gender Equality index as reported in the Human Development Report.[28] This measure evaluates the respective equality of women in various dimensions including: health, empowerment, and access to labor market.[31]

Uganda implemented the National Strategy for Girls' Education (NSGE) in order to bring equality in the education system for both women and girls and indicates some of the various impediments to them obtaining an education, and particularly secondary education.[32] Ultimately, the NSGE framework is more inclined to identify these barriers rather than offer insight to help overcome these obstacles such as location, menstruation, home responsibilities and overall attitudes within the school domain.[32]

In 2007 the government implemented Universal Secondary Education (USE) with research showing that girls secondary public education enrollment rates increased approximately 49%.[33] This policy is most beneficial to girls of poor households who otherwise would not have had the opportunity to attend due to fees and the general belief that boys secondary education yields more benefits than a girls.[33] There are a few explanations for the increased enrollment aside from the USE policy such as poor or inaccurate reporting of student enrollment, the growing population, and new schools being built or included in the USE policy.[34] Further, the overall performance since the USE has been utilized has decreased in the schools, as teachers are working in worse conditions and students are not as motivated, especially as their parents have now seen education as completely in the realm of the government whereas the policy meant to involve a plethora of actors to support children's education.[34]

The government has attempted various policies targeted at adult education, with inconsistent results. These include: the Functional Adult Literacy (FAL) Programme, Women's Empowerment Programme (WEP), and the National Adult Literacy Strategic Investment Plan (NALSIP).[3][35] Some results prove that these programmes have bettered the living conditions of women, as they have increased influence in decision making, greater economic accumulation, better self-esteem, and knowledge of their rights in society.[35] However, these results are not widespread; many women do not register for these programmes, especially those in the rural parts of Uganda. The women who do choose to enroll often have low attendance rates or high drop-out rates.[35]

See also

References

  1. ^ a b Ssebwami, Javira (2021-02-05). "Education in Uganda". UgStandard. Retrieved 2021-02-05.{{cite news}}: CS1 maint: url-status (link)
  2. ^ "Education in Uganda". www.globalpartnership.org. Retrieved 2017-11-13.
  3. ^ a b Hasaba, Sarah (2014). "Women and Poverty Eradication Efforts in Uganda: Why is Ending Gendered Poverty Still Far-Fetched?". In Falola, Toyin; Abidogun, Jamaine (eds.). Education, Creativity, and Economic Empowerment in Africa. New York, NY: Palgrave Macmillan. pp. 43–52. ISBN 978-1-137-43849-2.
  4. ^ a b Stasavage, David (2005). "The Role of Democracy in Uganda's Move to Universal Primary Education" (PDF). The Journal of Modern African Studies. 43 (1): 53–73. doi:10.1017/S0022278X04000618. JSTOR 3876259. S2CID 15216417.
  5. ^ Javira, Ssebwami (2021-02-05). "10 important facts to know about education in Uganda". UgStandard. Retrieved 2021-02-05.
  6. ^ Ssebwami, Javira (2021-02-05). "Status of primary education in Uganda". UgStandard. Retrieved 2021-02-05.
  7. ^ CIA, "CIA World Fact Book, 2004/Uganda", Central Intelligence Agency of the United States, 1 January 2003
  8. ^ a b c d Ngaka, Willy1 (December 2006). "Co-operative Learning in a Universal Primary Education System". International Journal of Learning. 13 (8): 171–178.
  9. ^ a b c d Moyi, Peter1, moyi@mailbox.sc.edu (August 2013). "Primary School Attendance and Completion Among Lower Secondary School Age Children in Uganda". Current Issues in Education. 16 (2): 1–16.
  10. ^ Ssebwami, Javira (2021-02-05). "Status of primary education in Uganda". UgStamdard. Retrieved 2021-02-05.
  11. ^ a b Kakuru, Doris M.1 (June 2007). "HIV/AIDS, Children's Rights and Gender Equality in Uganda's Universal Primary Education". International Journal of Learning. 14 (2): 137–148. doi:10.18848/1447-9494/CGP/v14i02/45193.
  12. ^ Ssebwami, Javira (2021-02-02). "Education in Uganda". UgStandard. Archived from the original on 2021-02-06. Retrieved 2021-02-06.
  13. ^ "Lower Secondary Curriculum Reform | National Curriculum Development Centre". www.ncdc.go.ug. Retrieved 2020-06-01.
  14. ^ independent, The (2012-10-31). "Bad news for new curriculum". The Independent Uganda. Retrieved 2020-06-01.
  15. ^ "Uganda Laden: Victorian High School". www.germanschool-uganda.com.
  16. ^ . www.graduates.com. Archived from the original on 2017-08-27. Retrieved 2014-04-23.
  17. ^ . hellouganda.com. Archived from the original on July 25, 2014.
  18. ^ . www.schoolguideuganda.com. Archived from the original on 2017-10-14. Retrieved 2013-04-13.
  19. ^ Ssebwami, Javira (2021-02-05). "Best International schools in Uganda". UgStandard. Retrieved 2021-02-05.{{cite news}}: CS1 maint: url-status (link)
  20. ^ a b UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. "World TVET Database Uganda." UNESCO, 2014.
  21. ^ Twaddle, Michael (2011). "Some Implications of Literacy in Uganda". History in Africa. 38: 227–255. doi:10.1353/hia.2011.0009. JSTOR 41474551. S2CID 162625503.
  22. ^ EDITORIAL, ENU EDITOR | ENU (2020-07-07). "10 important facts to know about education in Uganda". Education News Uganda. Retrieved 2020-07-07.
  23. ^ a b c The World Bank. "Adult Literacy Programs in Uganda." The World Bank, 2001.
  24. ^ Tembe, Juliet (2006). "Teacher Training and the English Language in Uganda". TESOL Quarterly. 40 (4): 857–860. doi:10.2307/40264317. JSTOR 40264317.
  25. ^ a b c d Kate Bird and Kate Higgins (2009) Conflict, education and the intergenerational transmission of poverty in Northern Uganda London: Overseas Development Institute
  26. ^ a b Moussa, Wael; Omoeva, Carina (2020-04-22). "The Long-Term Effects of Universal Primary Education: Evidence from Ethiopia, Malawi, and Uganda". Comparative Education Review. 64 (2): 179–206. doi:10.1086/708144. ISSN 0010-4086. S2CID 202690594.
  27. ^ Atekyereza, Peter R. (2001-01-01). "The education of girls and women in Uganda". Journal of Social Development in Africa. 16 (2): 115–146. doi:10.4314/jsda.v16i2.23876. ISSN 1012-1080.
  28. ^ a b "United Nations Girls' Education Initiative - Uganda - Snapshot". UNGEI. Retrieved 2017-11-13.
  29. ^ Masuda, Kazuya (April 2017). "The Effects of Female Education on Adolescent Pregnancy and Child Health: Evidence from Uganda's Universal Primary Education for Fully Treated Cohorts". National Graduate Institute for Policy Studies – via IDEAS.
  30. ^ Nishimura, Mikiko; Yamano, Takashi; Sasaoka, Yuichi (2008). "Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda". International Journal of Educational Development. 28 (2): 161–175. doi:10.1016/j.ijedudev.2006.09.017.
  31. ^ "Gender Inequality Index (GII) | Human Development Reports". hdr.undp.org. Retrieved 2017-11-13.
  32. ^ a b Jones, Shelley Kathleen (2011-07-01). "Girls' secondary education in Uganda: assessing policy within the women's empowerment framework". Gender and Education. 23 (4): 385–413. doi:10.1080/09540253.2010.499854. ISSN 0954-0253. S2CID 145160481.
  33. ^ a b Asankha, Pallegedara; Takashi, Yamano (July 2011). "Impacts of Universal Secondary Education Policy on Secondary School Enrollments in Uganda". Journal of Accounting, Finance and Economics. 1: 16–30.
  34. ^ a b "Universal Secondary Education (USE) in Uganda: blessing or curse? The impact of USE on educational attainment and performance". ResearchGate. Retrieved 2019-05-17.
  35. ^ a b c Ndidde, Alice N. (2004). "Meeting the Needs of the Marginalised in Uganda". In Okech, Anthony (ed.). Adult Education in Uganda: Growth, Development, Prospects and Challenges. Kampala, Uganda: Fountain Publishers. pp. 210–224. ISBN 9970-02-439-6.
  • Ngaka, Willy. Co-Operative Learning In A Universal Primary Education System. International Journal of Learning 13.8 (2006): 171–178. Education Research Complete. Web. 5 Mar. 2014.
  • Moyi, Peter. Primary School Attendance and Completion Among Lower Secondary School Age Children in Uganda. Current Issues in Education 16. 2 (2013) : 1–16. Print.
  • Kakuru, Doris M. "HIV/AIDS, Children's Rights And Gender Equality In Uganda's Universal Primary Education." International Journal of Learning 14.2 (2007): 137–148. Education Research Complete. Web. 10 Mar. 2014.
  • Omana, Julius. Organisational Culture: Uganda's Inspectorate Department of Education. International Journal of Educational Administration. Vol 2, Number 1. 73–99. 2010. Print.

External links

  • Uganda Schools Guide
  • , Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
  • Ministry of Education and Sports, The Republic of Uganda,
  • Education and Sports Sector Fact Sheet 2000 - 2012
  • Schools in Uganda

May 10, 2023
education, uganda, system, education, uganda, structure, years, primary, education, years, secondary, education, divided, into, years, lower, secondary, years, upper, secondary, school, years, post, secondary, education, administered, english, throughout, leve. The system of education in Uganda has a structure of 7 years of primary education 6 years of secondary education divided into 4 years of lower secondary and 2 years of upper secondary school and 3 to 5 years of post secondary education 1 Education in Uganda is administered in English All throughout the levels in the education structure modules are taught and assessed in English The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country However issues with funding teacher training rural populations and inadequate facilities continue to hinder the progress of educational development in Uganda 2 Girls in Uganda are disproportionately discriminated against in terms of education they face harsher barriers when trying to gain an education and it has left the female population disenfranchised despite government efforts to close the gap 3 Students in Uganda Contents 1 Primary education 2 Secondary education 3 International schools 4 Post secondary education 4 1 Government universities 4 2 Religious affiliated universities 4 3 Private secular universities 4 4 Vocational and technical education 4 5 Literacy programs 5 Northern Uganda 6 Female education 7 See also 8 References 9 External linksPrimary education Edit The headmaster of Nsaasa Primary School answers a question for a USAID worker The present system of education known as Universal Primary Education UPE has existed since 1997 and its introduction was the result of democratisation and open elections as there was popular support for free education 4 Despite its promising boosts in enrolment issues with funding and organisation have continued to plague the UPE 5 4 In 1999 there were six million pupils receiving primary education compared to only two million in 1986 Numbers received a boost in 1997 when free primary education was made available to four children per family According to UgStandard one of the authoritative publications in Uganda only some of primary school graduates go on to take any form of secondary education 6 This is contingent upon their passing their Primary Leaving Examinations PLE Uganda is one of East Africa s developing countries bordered by Tanzania Rwanda the Democratic Republic of the Congo South Sudan and Kenya It occupies 236 040 square kilometres 91 140 sq mi and has 26 404 543 people 7 According to CIA World Fact Book 2004 more than 80 percent of its population is rural and 35 of the people lives below poverty line 8 The United Nations characterised the current condition of Uganda with its unstable government and struggling people as the world s worst humanitarian crisis 9 Community school at Kolir Bukedea District In 1997 the Ugandan government introduced the Universal Primary Education UPE program to improve enrollment and attainment in primary schools 10 It was initially realized to provide free education for four children per family but the program was not performing based in its regulations due to the complex structure of Ugandan families Most Ugandan families have more than four children and households started sending every child which resulted in a rapid increase in student enrollment in primary schools 8 Due to the circumstances President Museveni announced that the UPE was open to all children of all families Omona 74 When the new policy was executed schools experienced a massive influx of pupils and the demand for learning materials teachers and infrastructure became a challenge to the education system 8 Ngaka argues that the UPE resulted in costly consequences including but not limited to a poor quality education low pupil achievement untrained teachers improper infrastructures and classroom settings 8 The Human Rights Measurement Initiative gives Uganda a score of 92 3 for primary school enrolment Uganda has seven years of primary education and the legal age for school entry is six 9 According to the Ministry of Education and Sports MoES statistics school enrollments increased from three million to 5 3 million in 1997 and the number rapidly increased to seven million by 2004 11 Even though the increased number of pupils was perceived as a good thing there were only 125 883 teachers exceeding the UPE required pupil teacher ratio of 1 40 11 The large number of pupils worsens the learning environment and it becomes harder for the teacher to be heard and teach According to Arbeiter and Hartley classes have between 70 and 150 pupils and there is over age studying in all schools Moyi explains the issue of many classes having the inappropriate age of pupils as having been driven by late enrolment or grade repetition which in turn is caused by the poor quality of education 9 For instance third grade included pupils aged between seven to sixteen years and in sixth grade there were pupils up to nineteen years of age 9 Secondary education EditThere is a significant disparity between enrolment rates in primary and secondary schools in Uganda Census data from 2004 indicates that for every ten students enrolled in primary schools only one is enrolled at a secondary institution 1 12 The Human Rights Measurement Initiative gives Uganda a score of 36 The structure of Uganda s secondary education system follows the education system of its former colonial masters Britain It is divided into the Ordinary level and Advanced level Lower secondary consists of 4 years of schooling at the end of which students undertake Ordinary level exams O level in at least 8 subjects with a maximum of 10 subjects Upper secondary consists of 2 years of schooling at the end of which students sit Advanced level exams A level in at least 3 subjects 13 14 The curriculum for lower secondary is currently being reviewed by the National Curriculum Development Centre and a new curriculum is expected to be rolled out in 2014 or 2015 Three year technical schools provide an alternative to lower secondary school Alternatives for graduates from lower secondary school include 2 3 year Technical institutes 2 year Primary Teacher Colleges PTC Department Training Colleges DTCs and Upper secondary schools including Manafwa High School Mbale mixed day and boarding s1 to s6 Kitante Hill Secondary School Mixed day school Seeta High School Mixed boarding school S1 to S6 St Mary s Secondary School Kitende Maryhill High School Boarding girls School in Mbarara S 1 to S 6 Trinity College Nabbingo Boarding girls School S 1 to S 6 St Mary s College Kisubi All boy s boarding school Mount Saint Mary s College Namagunga All girl boarding school S1 to S6 Kibuli Secondary School Mixed day and boarding school S1 to S6 Bugema Adventist Secondary School Mixed boarding school S1 to S6 King s College Budo Mixed boarding school S1 to S6 Gayaza High School All girl boarding school S1 to S6 Oldest girls secondary school Transform Educational Centre Secondary Kasangati Christian Private Secondary School Mixed Uganda Martyrs Secondary School Namugongo Mixed Boarding School Mengo Senior Secondary School Mixed day school Ndejje Senior Secondary School Mixed boarding school S1 to S6 Ntare School Yesu Akwagala high School Kalungu Masaka mixed day and boarding Nabumali High School St Henry s College Kitovu St Kizito S S Kabowa Mixed day and boarding school S1 to S6 Makerere College School Comboni College Kinaawa High School mugongo mixed school German Secondary School Uganda 15 Kiira College Butiki Boys boarding school in Jinja S1 to S6 founded in 1959 Ebony College Luwero Mixed day and boarding school S1 to S6 Seat of Wisdom Secondary School All girl day and boarding school S1 to S6 16 Sseguku Hill College All girl day and boarding school S1 to S6 17 Mackay Memorial College Mixed day and boarding school located in Nateete S1 to S6 Serere Township Secondary School 18 A Christian private O and A Level Mixed Day and Boarding School St Lawrence Group Of schools International schools EditAcacia International School Aga Khan High School Bethel International Christian School Delhi Public School International Galaxy International School of Uganda Heritage International School International School of Uganda Kampala International School Rainbow International School Seven Hills International School Taibah International School Hana International School Uganda Harvest International School Christian International School Vienna College Namugongo 19 Post secondary education EditAlthough 60 000 to 70 000 students in Uganda leave secondary school each year qualified to go on to higher education only some 35 percent of them 25 000 are able to find places at the limited number of institutions The majority of students go to universities both public and private Makerere University in Kampala has about half of the total student population in Uganda s universities The remainder are distributed among the more than 30 private universities and a smaller number of non university institutions Recognized universities in Uganda include Government universities Edit Busitema University Gulu University Kabale University Kyambogo University Makerere University Mbarara University of Science amp Technology Muni University Soroti University Lira University Mukwaya Johns University in UgandaReligious affiliated universities Edit African Bible University Africa Renewal University Buloba All Saints University Ankole Western University Bishop Stuart University Bugema University Busoga University Islamic University in Uganda Kumi University LivingStone International University Ndejje Christian University Uganda Christian University Uganda Martyrs University Uganda Pentecostal University Metropolitan International University University of Kisubi UNIK Private secular universities Edit International University of East Africa African Rural University Cavendish University Uganda International Health Sciences University Kayiwa University Muteesa I Royal University Kampala University ISBAT University Kampala International University Mountains of the Moon University Muteesa I Royal University Nkumba University Royal Open University St Augustine International University St Lawrence University Uganda Technology and Management University Victoria University Nile UniversityVocational and technical education Edit Ugandan Schools and Workplace training incorporate computer skills Vocational and Technical Education is a necessary aspect of the education system in Uganda The UN has led efforts to support this form of education through the UNESCO subdivision International Centre for Technical and Vocational Education and Training TVET According to a UN report Uganda s TVET mission is defined as being to ensure that individuals and enterprises acquire the skills they need to raise productivity and income 20 These TVET programs range in both complexity and scope Some provide for craftsmen or technician level training that replaces standard modes of secondary education while some TVET programs provide graduate engineering level education to students seeking education at the tertiary or post secondary level 20 Literacy programs Edit Young mothers receive communal based informal education Early literacy movements were characterized by Western aid and leadership and have since given way to a more local decentralized approach to adult and youth literacy in Uganda This transition is due in part to the realization of leaders in the West and in Uganda that literacy and literacy in English particularly is not a silver bullet for solving Uganda s economic issues 21 Much of the literacy work is conducted by NGOs acting on a local level in conjunction with local or village governments There is a great demand for these programs and their rates of return satisfaction 22 and literacy retention for graduates have been high 23 However these programs face great challenges including lack of funding social reluctance and a general lack of appreciation for literacy and literature 24 23 Northern Uganda EditEducation is important for a successful post conflict transition in Northern Uganda see Conflict in Northern Uganda as it helps develop peoples abilities to break free of circles of violence and suffering 25 Uganda s Universal Primary Education UPE has resulted in high enrolment rates in Northern Uganda but education tends to be of a low quality and few pupils actually complete primary school There are inadequate facilities e g out of 238 primary schools in Pader 47 are still under trees limited teacher accommodation is causing high rates of teacher absenteeism and in some areas the average primary school teacher to student ratio is 1 200 25 Furthermore there is some evidence to suggest completion of secondary school is necessary to provide an individual with a proper chance to escape poverty as employment and income levels for those who completed primary schools are similar to those who did not attend at all 25 Their region has particular difficulties as teachers are hard to find the conflict created a lost generation without an adequate education themselves and teachers from other areas are still highly concerned about security in the region 25 Female education Edit Young women receiving teacher training Literacy discrepancies and educational inequity are a serious factor in the propagation of gender inequality Female school attendance at all levels of society in Uganda is lower than that of men 26 This can be attributed to poverty inadequate infrastructure social pressures and early maternity 27 These barriers continue throughout a woman s life as one cited challenge to adult females participation in literacy education in Uganda is home life 26 A World Bank report found that a significant force in preventing attendance at adult literacy classes was husbands stopping their wives from attending 23 According to United Nations Girls Education Initiative statistics literacy rates for young females still lag behind that of young boys by five percent and nearly half of all girls in Uganda are married before the age of 18 28 Studies have shown that marriage and pregnancy rates prior to the age of 18 is decreased by roughly 7 when girls receive an extra year of education 29 Since 1997 UPE has aimed to bring equality of education to all the children of the country specifically to those in rural impoverished areas It has had controversial results but overall the UPE program has successfully allowed for higher enrollment specifically among young girls However there is no clarity over whether there are true gender discrimination factors affecting whether the children go to school it is noted that girls enrollment is dependent upon their age and their mother s level of schooling Boys on the other hand are not affected by their father or mother s education level 30 Uganda received a score of 517 on the UN Development Programme Gender Equality index as reported in the Human Development Report 28 This measure evaluates the respective equality of women in various dimensions including health empowerment and access to labor market 31 Uganda implemented the National Strategy for Girls Education NSGE in order to bring equality in the education system for both women and girls and indicates some of the various impediments to them obtaining an education and particularly secondary education 32 Ultimately the NSGE framework is more inclined to identify these barriers rather than offer insight to help overcome these obstacles such as location menstruation home responsibilities and overall attitudes within the school domain 32 In 2007 the government implemented Universal Secondary Education USE with research showing that girls secondary public education enrollment rates increased approximately 49 33 This policy is most beneficial to girls of poor households who otherwise would not have had the opportunity to attend due to fees and the general belief that boys secondary education yields more benefits than a girls 33 There are a few explanations for the increased enrollment aside from the USE policy such as poor or inaccurate reporting of student enrollment the growing population and new schools being built or included in the USE policy 34 Further the overall performance since the USE has been utilized has decreased in the schools as teachers are working in worse conditions and students are not as motivated especially as their parents have now seen education as completely in the realm of the government whereas the policy meant to involve a plethora of actors to support children s education 34 The government has attempted various policies targeted at adult education with inconsistent results These include the Functional Adult Literacy FAL Programme Women s Empowerment Programme WEP and the National Adult Literacy Strategic Investment Plan NALSIP 3 35 Some results prove that these programmes have bettered the living conditions of women as they have increased influence in decision making greater economic accumulation better self esteem and knowledge of their rights in society 35 However these results are not widespread many women do not register for these programmes especially those in the rural parts of Uganda The women who do choose to enroll often have low attendance rates or high drop out rates 35 See also EditList of universities in Uganda List of Ugandan university leaders Education in AfricaReferences Edit a b Ssebwami Javira 2021 02 05 Education in Uganda UgStandard Retrieved 2021 02 05 a href Template Cite news html title Template Cite news cite news a CS1 maint url status link Education in Uganda www globalpartnership org Retrieved 2017 11 13 a b Hasaba Sarah 2014 Women and Poverty Eradication Efforts in Uganda Why is Ending Gendered Poverty Still Far Fetched In Falola Toyin Abidogun Jamaine eds Education Creativity and Economic Empowerment in Africa New York NY Palgrave Macmillan pp 43 52 ISBN 978 1 137 43849 2 a b Stasavage David 2005 The Role of Democracy in Uganda s Move to Universal Primary Education PDF The Journal of Modern African Studies 43 1 53 73 doi 10 1017 S0022278X04000618 JSTOR 3876259 S2CID 15216417 Javira Ssebwami 2021 02 05 10 important facts to know about education in Uganda UgStandard Retrieved 2021 02 05 Ssebwami Javira 2021 02 05 Status of primary education in Uganda UgStandard Retrieved 2021 02 05 CIA CIA World Fact Book 2004 Uganda Central Intelligence Agency of the United States 1 January 2003 a b c d Ngaka Willy1 December 2006 Co operative Learning in a Universal Primary Education System International Journal of Learning 13 8 171 178 a b c d Moyi Peter1 moyi mailbox sc edu August 2013 Primary School Attendance and Completion Among Lower Secondary School Age Children in Uganda Current Issues in Education 16 2 1 16 Ssebwami Javira 2021 02 05 Status of primary education in Uganda UgStamdard Retrieved 2021 02 05 a b Kakuru Doris M 1 June 2007 HIV AIDS Children s Rights and Gender Equality in Uganda s Universal Primary Education International Journal of Learning 14 2 137 148 doi 10 18848 1447 9494 CGP v14i02 45193 Ssebwami Javira 2021 02 02 Education in Uganda UgStandard Archived from the original on 2021 02 06 Retrieved 2021 02 06 Lower Secondary Curriculum Reform National Curriculum Development Centre www ncdc go ug Retrieved 2020 06 01 independent The 2012 10 31 Bad news for new curriculum The Independent Uganda Retrieved 2020 06 01 Uganda Laden Victorian High School www germanschool uganda com seat of wisdom sss kasawo Kampala Uganda www Graduates com Reuniting School Friends www graduates com Archived from the original on 2017 08 27 Retrieved 2014 04 23 Sseguku Hill College hellouganda com Archived from the original on July 25 2014 schoolguideuganda com www schoolguideuganda com Archived from the original on 2017 10 14 Retrieved 2013 04 13 Ssebwami Javira 2021 02 05 Best International schools in Uganda UgStandard Retrieved 2021 02 05 a href Template Cite news html title Template Cite news cite news a CS1 maint url status link a b UNESCO UNEVOC International Centre for Technical and Vocational Education and Training World TVET Database Uganda UNESCO 2014 Twaddle Michael 2011 Some Implications of Literacy in Uganda History in Africa 38 227 255 doi 10 1353 hia 2011 0009 JSTOR 41474551 S2CID 162625503 EDITORIAL ENU EDITOR ENU 2020 07 07 10 important facts to know about education in Uganda Education News Uganda Retrieved 2020 07 07 a b c The World Bank Adult Literacy Programs in Uganda The World Bank 2001 Tembe Juliet 2006 Teacher Training and the English Language in Uganda TESOL Quarterly 40 4 857 860 doi 10 2307 40264317 JSTOR 40264317 a b c d Kate Bird and Kate Higgins 2009 Conflict education and the intergenerational transmission of poverty in Northern Uganda London Overseas Development Institute a b Moussa Wael Omoeva Carina 2020 04 22 The Long Term Effects of Universal Primary Education Evidence from Ethiopia Malawi and Uganda Comparative Education Review 64 2 179 206 doi 10 1086 708144 ISSN 0010 4086 S2CID 202690594 Atekyereza Peter R 2001 01 01 The education of girls and women in Uganda Journal of Social Development in Africa 16 2 115 146 doi 10 4314 jsda v16i2 23876 ISSN 1012 1080 a b United Nations Girls Education Initiative Uganda Snapshot UNGEI Retrieved 2017 11 13 Masuda Kazuya April 2017 The Effects of Female Education on Adolescent Pregnancy and Child Health Evidence from Uganda s Universal Primary Education for Fully Treated Cohorts National Graduate Institute for Policy Studies via IDEAS Nishimura Mikiko Yamano Takashi Sasaoka Yuichi 2008 Impacts of the universal primary education policy on educational attainment and private costs in rural Uganda International Journal of Educational Development 28 2 161 175 doi 10 1016 j ijedudev 2006 09 017 Gender Inequality Index GII Human Development Reports hdr undp org Retrieved 2017 11 13 a b Jones Shelley Kathleen 2011 07 01 Girls secondary education in Uganda assessing policy within the women s empowerment framework Gender and Education 23 4 385 413 doi 10 1080 09540253 2010 499854 ISSN 0954 0253 S2CID 145160481 a b Asankha Pallegedara Takashi Yamano July 2011 Impacts of Universal Secondary Education Policy on Secondary School Enrollments in Uganda Journal of Accounting Finance and Economics 1 16 30 a b Universal Secondary Education USE in Uganda blessing or curse The impact of USE on educational attainment and performance ResearchGate Retrieved 2019 05 17 a b c Ndidde Alice N 2004 Meeting the Needs of the Marginalised in Uganda In Okech Anthony ed Adult Education in Uganda Growth Development Prospects and Challenges Kampala Uganda Fountain Publishers pp 210 224 ISBN 9970 02 439 6 Ngaka Willy Co Operative Learning In A Universal Primary Education System International Journal of Learning 13 8 2006 171 178 Education Research Complete Web 5 Mar 2014 Moyi Peter Primary School Attendance and Completion Among Lower Secondary School Age Children in Uganda Current Issues in Education 16 2 2013 1 16 Print Kakuru Doris M HIV AIDS Children s Rights And Gender Equality In Uganda s Universal Primary Education International Journal of Learning 14 2 2007 137 148 Education Research Complete Web 10 Mar 2014 Omana Julius Organisational Culture Uganda s Inspectorate Department of Education International Journal of Educational Administration Vol 2 Number 1 73 99 2010 Print External links EditUganda Schools Guide Education Statistics and Quality of Education in Uganda Southern and Eastern Africa Consortium for Monitoring Educational Quality SACMEQ Ministry of Education and Sports The Republic of Uganda Education and Sports Sector Fact Sheet 2000 2012 Schools in Uganda Retrieved from https en wikipedia org w index php title Education in Uganda amp oldid 1149404305, wikipedia, wiki, book, books, library,

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