THE REPUBLIC OF UGANDA MINISTRY OF EDUCATION ...THE REPUBLIC OF UGANDA THE REPUBLIC OF UGANDA MINISTRY OF EDUCATION AND SPORTS EDUCATION AND SPORTS SECTOR STRATEGIC PLAN 2017/18 -

THE REPUBLIC OF UGANDA

THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

EDUCATION AND SPORTS SECTOR STRATEGIC PLAN

2017/18 - 2019/20

SEPTEMBER 2017

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Table of Contents

List of Acronyms and Abbreviations .................................................................................... iv List of Tables ..........................................................................................................................vii Foreword .............................................................................................................................. viii Preface ..................................................................................................................................... ix Executive Summary ................................................................................................................. x

1.0 Background and Context.......................................................................................... 1

1.1 Vision of the Education and Sports Sector ............................................................................. 1

1.2 Mission of the Education and Sports Sector ........................................................................... 1

1.3 Principles and Core Values of the Education and Sports Sector ............................................. 1

1.4 The Context of the Education and Sports Sector .................................................................... 2

1.4.1 Economic Context ........................................................................................................... 3

1.4.2 Demographic Trends and Projected Enrolment in Education ......................................... 4

1.4.3 Policy and Legal Framework .......................................................................................... 5

2.0 Situation Analysis of the Education and Sports Sector ......................................... 9

2.1. SWOT Analysis of the Education and Sports Sector .............................................................. 9

2.2 Performance against Strategic Objectives of ESSP 2007-2015 ............................................ 10

2.3 Performance in Sports outside the School System ................................................................ 17

2.4 Lessons Learnt from the ESSP 2007-2015 ........................................................................... 17

3.0 Strategic Objectives and Priority Interventions .................................................. 19

3.1. Strategic Objectives .............................................................................................................. 19

3.2. Priority Interventions for ESSP 2017-2020 .......................................................................... 19

3.2.1 Strategic Objective 1: Achieve Equitable Access to Education and Training. ............ 19

3.2.2 Strategic Objective 2: Enhanced Quality and Relevant Education and Training .......... 20

3.2.3 Strategic Objective 3: Efficient & Effective Delivery of Education & Sports ............ 22

3.2.4 Development of Physical Education and Sports outside Schooling System ................. 24

3.3. Key Development Result Indicators for ESSP 2017-2020 ................................................... 25

4.0 Costing and Financing Framework of the ESSP 2017-2020 ............................... 28

4.1. Enrolment Growth ................................................................................................................ 28

4.2 Summary of Estimated Costs by Strategic Objective and Sub-Sector .................................. 28

4.2.1 Estimated Costs by Strategic Objective ........................................................................ 28

4.2.2 Estimated Costs by Sub-Sector .................................................................................... 29

4.3 Projected Sub-Sectoral Government Expenditure Shares and Funding Gap ........................ 29

4.3.1 Sub-Sectoral Expenditure Shares .................................................................................. 29

4.3.2 Analysis of Sub-Sectoral Funding Gaps ....................................................................... 30

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4.4 The Sector MTEF and Anticipated Private Sector Contribution .......................................... 31

4.4.1 Private Sector Contribution ........................................................................................... 31

4.4.2 MTEF Expenditure Priorities and Sub-sector Budget Shares ....................................... 31

4.4.3 Closing the funding gap ................................................................................................ 31

5.0 Implementing the Plan............................................................................................ 33

5.1 Institutional Set-Up ............................................................................................................... 33

5.2. Monitoring and Evaluation Framework ................................................................................ 34

5.3. Environmental Impact Assessment and Social Safeguards ................................................... 35

5.4 Annualized Implementation Plan of ESSP 2017-2020 ......................................................... 35

REFERENCES .................................................................................................................... 136

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4.4 The Sector MTEF and Anticipated Private Sector Contribution .......................................... 31

4.4.1 Private Sector Contribution ........................................................................................... 31

4.4.2 MTEF Expenditure Priorities and Sub-sector Budget Shares ....................................... 31

4.4.3 Closing the funding gap ................................................................................................ 31

5.0 Implementing the Plan............................................................................................ 33

5.1 Institutional Set-Up ............................................................................................................... 33

5.2. Monitoring and Evaluation Framework ................................................................................ 34

5.3. Environmental Impact Assessment and Social Safeguards ................................................... 35

5.4 Annualized Implementation Plan of ESSP 2017-2020 ......................................................... 35

REFERENCES .................................................................................................................... 136

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Annexes Annex 1a: Organogram of the Ministry of Education and Sports ................................... 57 Annex 1b: Education SWAp Implementation and Management Arrangement .............. 58 Annex 2: On-going Projects in the Education and Sports Sector .................................. 59 Annex 3a: Breakdown of Unit Cost of a New Complete Primary School ...................... 60 Annex 3b: Details of Instructional Materials to be supplied to Each Primary School .... 61 Annex 4: Breakdown of Unit Cost of a Fully Furnished Seed Secondary School ........ 64 Annex 5: Breakdown of Unit Cost of a Fully Furnished Technical Institute ................ 66 Annex 6: List of Pending Presidential Pledges.............................................................. 68 Annex 7: Extract of Relevant Laws for the Education and Sports Sector ..................... 74 Annex 8(a): Checklist for New Policy Initiatives in the Education Sector ........................ 75 Annex 8(b): Guidelines for Adopting New Policy Initiatives and Projects ....................... 77 Annex 9: Monitoring Indicators and Outcome Targets for 2020 .................................. 78 Annex 10: SWOT Analysis for the Education and Sports Sector ................................... 80 Annex 11a: Summary of Estimated Costs by Strategic Objective .................................... 87 Annex 11b: Costing and Financing Framework of Uganda’s ESSP 2016 - 2020 ............. 97 Annex 12: Technical Notes on the Costing and Financing Framework 2016-2020 ...... 129 Annex 13: Recommended Critical Analytic Studies in the ESSP 2017-2020. .............. 133 Annex 14: List of Athletes and Medals won during the last ESSP 2007-2015 Period . 134

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List of Acronyms and Abbreviations AACP Accreditation, Assessment, and Certification Programme ABEK Alternative Basic Education for Karamoja AfDB Africa Development Bank ALP Accelerated Learning Programme ARSDP Albertine Region Skills Development Project ARVS Anti-Retro-Viral Supplements ASC Annual School Census ATPs Assessment and Training Packages BFP Budget Framework Paper Bn Billion BoGs Board of Governors BRMS Basic Requirements and Minimum Standards BTC Belgian Technical Cooperation BTVET Business, Technical, Vocational Education and Training CAO Chief Administrative Officer CAPE Creative Arts and Physical Education CCT Coordinating Centre Tutor CHANCE Child Centred Alternative None Formal Community Basic Education CMU Construction Management Unit CP Community Polytechnic CPTs Customized Performance Targets CTEP Certificate in Teacher Education Proficiency course CTs Coordinating Tutors DEO District Education Officer DES Directorate of Education Standards DIMP Decentralized Instructional Materials Procurement DIS District Inspector of Schools DIT Directorate of Industrial Training DLG District Local Government EC Electoral Commission ECD Early Childhood Development EFA Education for All EFAG Education Funding Agencies Group EMIS Education Management Information System ESAPR Education and Sports Sector Annual Performance Report ESC Education Service Commission ESCC Education Sector Consultative Committee ESSP Education Sector Strategic Plan ESSR Education and Sports Sector Review FY Financial Year G&C Guidance and Counselling GDP Gross Domestic Product GEM Girls’ Education Movement GER Gross Enrolment Ratio GIR Gross Intake Rate GoU Government of Uganda GPE Global Partnership for Education

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GWP Government White Paper (on Education) H.E His Excellency HESFB Higher Education Students Financing Board HIV/AIDS Human Immune Virus/ Acquired Immune Deficiency Syndrome ICT Information Communication Technology IDPC Internally Displaced Persons‟ Camp IMU Instructional Material Unit IT Information Technology JAF Joint Assessment Framework LGs Local Governments MCs Municipal Councils MDGs Millennium Development Goals MEOs Municipal Education Officers MoES Ministry of Education & Sports MOFPED Ministry of Finance Planning and Economic Development MoLG Ministry of Local Government MoWT Ministry of Works and Transport MP Member of Parliament MTBF Medium Term Budget Framework MTEF Medium Term Expenditure Framework MUBS Makerere University Business School MUK Makerere University Kampala NAPE National Assessment of Progress in Education NCDC National Curriculum Development Centre NCHE National Council of Higher Education NCS National Council of Sports NDP National Development Plan NEMA National Environment Management Authority NER National Enrolment Ratio NFE Non-Formal Education NGO Non- Government Organization NIR Net Intake Rate NIRA National Identification and Registration Authority NPES National Physical Education and Sports NRM National Resistance Movement NSSF National Social Security Fund NTC National Teachers College NTR Non-Tax Revenue OPM Office of the Prime Minister PAF Poverty Alleviation Fund PCR Pupil Classroom Ratio PCU Project Coordination Unit PES Physical Education and Sports PG Post Graduate PhD Doctorate in Philosophy PIASCY Presidential Initiative on AIDS Strategy for Communication to the Youth PIN Personal Identification Number PLE Primary Leaving Education PPE Pre-Primary and Primary Education PPET Post Primary Education and Training

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PPP Public Private Partnership PRDP Peace Recovery and Development Plan PS/ES Permanent Secretary Education and Sports PTC Primary Teachers College PTE Primary Teacher Education PTR Pupil Teacher Ratio QEI Quality Enhancement Initiative RPL Recognition of Prior Learning SCR Student Classroom Ratio SDG Sustainable Development Goal STR Student Teacher Ratio SWAp Sector Wide Approach TVET Technical, Vocational Education and Training TIET Teacher, Instructors and Education Training UAHEB Uganda Allied Health Examination Board UBTEB Uganda Business and Technical Examination Board UN United Nations UNEB Uganda National Examinations Board UNMEB Uganda Nurses and Midwifes Examinations Board UN-SDGs United Nations Sustainable Development Goals UPOLET Universal Post ‘O’ Level Education and Training USDP Uganda Skills Development Project UTSEP Uganda Teacher and School Effectiveness Project

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List of Tables

Table 1: Districts, Municipalities, Constituencies, Sub-Counties & Parishes in Uganda 2 Table 2: Education Expenditure as a Share of the National Budget ................................. 4 Table 3: Enrolment by level of Education (2007-2016) ................................................... 5 Table 4: Summary of the SWOT analysis for the Education and Sports Sector ............... 9 Table 5: Performance by Strategic Objective of ESSP 2007-2015 ................................. 11 Table 6: Key Development Indicators and Targets for 2020 .......................................... 25 Table 7: Projected Enrolment by Sub-sector 2016-2020 ................................................ 28 Table 8: Estimated Costs by Strategic Objective (Billion Uganda Shillings) ................ 29 Table 9: Summary Costs by Sub-sector (Billion Uganda Shillings)............................... 29 Table 10: Sub-Sectoral shares of Government Expenditures on Education 2015-2018 ... 30 Table 11: Estimated Sub-Sectoral Funding Gaps (Billion Uganda Shillings) .................. 30 Table 12: Recommended Sub-Sectoral Budget Shares ..................................................... 31 Table 13: Proposed Uganda’s GDP Allocation to Education Sector ................................ 32 Table 14: Annualized Implementation Plan. ..................................................................... 36

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Foreword The Education and Sports Sector Strategic Plan (ESSP) 2017-2020 has been prepared to provide the policy framework that will guide the Sector as it navigates through its ambitious goals of providing quality education with an insufficient resource envelope. Many times, Strategic Plans are referred to as “Statements of Faith,” for they are written to show the future hoped for and show the formula to follow to bring that envisaged future into existence. The ESSP points out key strategic bottlenecks that have to be overcome such as inadequate school inspection which creates room for ghost pupils, teachers and even ghost schools and/or absenteeism of both teachers and learners. It also brings out an outline of the profound contribution that Universal Education has made since its introduction in the country in 1997, clearly pointing out our effort to fulfil the United Nations Sustainable Development Goal Number 4 which is, “To ensure equitable and inclusive quality education and promote lifelong learning opportunities for all”. The Universal Primary and Secondary Education Programmes have covered the larger part of inclusivity, equitability, and lifelong learning for all. The one part that we now must strive to address is the “quality” aspect; which if achieved; we will have fulfilled the United Nations Sustainable Development Goal number 4. The document you hold in your hands therefore, serves to inspire all those Sector partners who wish Uganda well, to be confident that here is a compass that will help us navigate the winds of 2017-2020; so to speak. My prayer is that, with God’s help, the Education and Sports Sector will be resilient on this journey. Let us strongly know that God cannot start what He will not complete. Hon. Janet K. Museveni FIRST LADY AND MINISTER OF EDUCATION AND SPORTS

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Foreword The Education and Sports Sector Strategic Plan (ESSP) 2017-2020 has been prepared to provide the policy framework that will guide the Sector as it navigates through its ambitious goals of providing quality education with an insufficient resource envelope. Many times, Strategic Plans are referred to as “Statements of Faith,” for they are written to show the future hoped for and show the formula to follow to bring that envisaged future into existence. The ESSP points out key strategic bottlenecks that have to be overcome such as inadequate school inspection which creates room for ghost pupils, teachers and even ghost schools and/or absenteeism of both teachers and learners. It also brings out an outline of the profound contribution that Universal Education has made since its introduction in the country in 1997, clearly pointing out our effort to fulfil the United Nations Sustainable Development Goal Number 4 which is, “To ensure equitable and inclusive quality education and promote lifelong learning opportunities for all”. The Universal Primary and Secondary Education Programmes have covered the larger part of inclusivity, equitability, and lifelong learning for all. The one part that we now must strive to address is the “quality” aspect; which if achieved; we will have fulfilled the United Nations Sustainable Development Goal number 4. The document you hold in your hands therefore, serves to inspire all those Sector partners who wish Uganda well, to be confident that here is a compass that will help us navigate the winds of 2017-2020; so to speak. My prayer is that, with God’s help, the Education and Sports Sector will be resilient on this journey. Let us strongly know that God cannot start what He will not complete. Hon. Janet K. Museveni FIRST LADY AND MINISTER OF EDUCATION AND SPORTS

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Preface As we implement the Education and Sports Sector Strategic Plan (ESSP) 2017-2020, it is essential to bear in mind the critical role that the education and sports sector is primed to play in the realization of the national development agenda, articulated in NDP II and Vision 2040. Investment and interventions in the sector are geared towards improving access to quality education, training and sports for the people of Uganda in order to create a critical mass of adequately skilled labor force to actualize the demographic dividend. It is through human capital development that Uganda’s development objectives will be realized. The ESSP 2017-2020 has been formulated to support the country’s drive towards middle income status by 2020 through consolidation of the gains made by the Government in the Education and Sports sector over the years. Increased access at all levels has been realized through major investments in programs like UPE, USE and UPOLET. There has been establishment of more new primary and secondary schools, expansion of existing schools and grant-aiding community schools, with the target of at least one government and primary and secondary school per parish and sub-county respectively. New public universities and other tertiary institutions, especially technical colleges, have been established with emphasis on courses that are critically relevant to national development. The establishment of the Students’ Loan Scheme has been a significant complementary measure towards enhancement of equitable access to Higher Education. In order to build on these gains and attain even greater aspirations for education and sports, the ESSP 2017-2020 is proposing to implement more focused strategic interventions. Key among them will include improving the quality and relevance of education and training by re-aligning the curriculum and strengthening the inspection and regulation functions; improving the management capacity at all levels, supporting teacher development; promoting community engagement, increasing and improving infrastructure and, importantly, ensuring better resource utilization. As a way of ensuring inclusiveness, ownership and for purposes of benefiting from international best practices and other planning experiences, this Plan was formulated through an interactive process involving various stakeholders; the Education Development Partners, the National Planning Authority and Local Government leadership. The result, I believe, is a plan that represents national aspirations and the best possible way to achieve them. I wish to express my appreciation to everyone who played a role and contributed to the formulation of this Plan and in particular the Ministry’s Planning and Policy Department that led the process and UNICEF that supported the critical activities of this process. In a singular way, I express sincere gratitude to the political leadership, especially the First Lady and Honorable Minister of Education and Sports for the invaluable guidance throughout the process. I call upon all those with a stake in this country, including parents, school managers, Local Government leaders, education institutions, foundation bodies and the private sector in general to support the Ministry successfully implement this Plan. Alex Kakooza PERMANENT SECRETARY

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Executive Summary Performance of previous ESSP 2007-2015. Uganda’s Education and Sports Sector has grown over the past three decades under the leadership of the NRM Government. The sector has made significant gains with regard to pupil and student enrolment growth, quality of education, participation in international sports competitions and on key dimensions such as research publications and innovations at higher education level. These achievements are a testament to the continued deep investment in education and sports by the Government, Development Partners and the Private sector. The Sector made tremendous strides towards achieving these objectives despite challenges of inadequate budget allocations and rapid population growth estimated at 3.0% per annum that put pressure on the existing resources and facilities. In terms of increasing equitable access, the continued implementation of UPE increased enrolment at primary level from 7,537,971 in 2007 to 8,264,317 in 2015. Enrolment at Secondary level increased with the introduction of USE and UPPOLET from 954,328 in 2007 to 1,284,008 in 2015. BTVET enrolment increased from 21,763 in 2007 to 87,963 in 2015 and a similar trend was realized at University level with enrolment growing from 96,821 in 2007 to 198,315 in 2015. The establishment of new schools and training institutions at all levels, construction of new classroom blocks, workshops, renovation and expansion of existing facilities resulted into improvements in the pupil classroom ratio from 72:1 in 2007 to 63:1 in 2015. Nonetheless, the Ministry recognises that a lot still needs to be done with regard to increasing equitable access to quality and relevant education and sports if the country’s education system is to stay abreast with the requirements of the job market and global trends. For example, the automation and computerisation of work requires that the graduates are well equipped with IT skills necessary for not only increasing their employability, but also innovativeness and creativity necessary for job creation. Formulation process. The ESSP was developed through a collaborative and consultative process steered by the MoES involving National Planning Authority, Education Development Partners, Local Government actors, Private Sector players and many other stakeholders. The process started with a review of the performance of the previous ESSP 2007-2015, prioritization and strategizing for the next three years 2017-2020 through consultative meetings with Political leadership, Heads of Departments, Development Partners and lower level stake holders at Local Governments through four regional workshops before finally determining cost implications and anticipated resource envelope. Current situation of Uganda’s Education sector. A robust SWOT analysis of the Education and Sports Sector revealed a strong political commitment to the Sector and the liberalized education policy that ushered in many non-state education providers as key strengths to act as a springboard that will propel the sector towards achieving its objectives. Notwithstanding the strengths, there are weaknesses and threats that pose challenges to the achievement of its goals like outdated policies and legal frameworks, poor inspection and supervision of schools and the negative perception towards vocational skills-training. Enrolment projections and cost estimates. The Plan is underpinned by a scientific model of the education system that produces internally consistent estimates driven by enrolment

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growth that helps to derive the concomitant holistic sector resource requirements and investment needs. The model follows each cohort of children from birth until its last member leaves the education system as either a dropout or a completer. The total population to be served is determined by demographic variables including - the total population, birth rates, and survival rates and by policies regarding access and re-entry into the formal education system. Strategic objectives of the ESSP 2017-2020. The ESSP 2017-2020 is hinged on three major strategic policy objectives aimed at improving equitable access to quality and relevant education in the country. These three strategic objectives are to: (i) achieve equitable access to relevant and quality education and training; (ii) ensure delivery of relevant and quality education and training; and (iii) enhance efficiency and effectiveness of education and sports service delivery at all levels. Priority Interventions for ESSP 2017-2020. The priority interventions that the Ministry plans to implement in next three years are based on the 2016-2021 NRM Election Manifesto, the twenty three Presidential guidelines, NDP II, International Policy Commitments and the Sector’s SWOT Analysis. To achieve equitable access to relevant and quality education and training, the Government will continue implementing the policy of having a Government Primary School per parish; Government Secondary School in every sub-county; a Government Technical Institute per district as well as operationalizing Soroti University and construction of more classrooms in already existing Primary and Secondary Schools so as to meet the targets of 50:1 pupil classroom ratio and construction of teachers’ houses in education institutions, among others. Ensuring delivery of quality education and training. Under the strategic objective of ensuring delivery of relevant and quality education and training, Government will strengthen the current inspection system by increasing the frequency of inspection of schools and institutions (at least 2 times per school/institution per term) with a special focus on the quality of leadership, management, teaching, the learning process and learner achievement; developing and implementing an education and training assessment policy at all levels that integrates development of skills and competences alongside academic achievement in the final results as well as recruitment of teachers, teacher educators, tutors and lecturers to meet the set standards of PTR and STR respectively. Government will also increase the staff establishment of public Universities from the current 35% on average to at least 55%. Government will also establish an institutional framework for coordinating skills development through establishment of a TVET Council (as an alternative to the Skills Development Authority); enhancing capacity of Universities to teach science and technology through rehabilitation and expansion of science, technology &innovation learning facilities in nine Public Universities among others. In order to ensure efficiency and effectiveness in education and sports service delivery at all levels, Government plans to establish a semi-autonomous body in charge of inspection and supervision of both public and private education and training institutions; strengthen NCHE through increased funding and staffing to improve quality assurance in universities and other higher institutions of learning; restructuring programmes in Public Universities with a view of making them relevant to national development goals; strengthening the EMIS to improve collection and processing of more accurate and timely data for decision-making; develop and implement a policy for regulation of private provision at all levels of education &sports among others.

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Expected Results. Successful implementation of the above interventions is expected to result into improved Sector outputs and outcomes whose progress is going to be monitored through key result areas outlined in Section 3.3 (Pages 25- 27) of the Plan. Estimated cost of the ESSP 2017-2020. The planned outputs and outcomes are estimated to cost approximately Shs. 17,947.49 bn, of which the available MTEF allocation is Shs. 7,723.30 bn (43%) and Shs. 10,497.88 8 bn (57%) is the funding gap. The wage bill takes over Shs.4,997.90 bn (63%) of the allocated MTEF, leaving only 37% for operations of the Sector. Implementation arrangement. The ESSP 2017-2020 will be implemented within the Ministry’s current procedures for Planning, Budgeting and Annual Reviews in order to meet the requirements of the NRM Manifesto, NDP II, Uganda Vision 2040 and SDGs. Implementation will be undertaken through the SWAp which began in 1998 with its Secretariat in the Education Planning and Policy Analysis Department. The MTBF will be revised every year to reflect revisions to the strategies and interventions of the ESSP 2017-2020. Uganda’s Education SWAp process entails MoES working together with key stakeholders including EDPs to agree on key priorities, and allocation of resources in a manner that enhances efficiency and effectiveness. Monitoring and Evaluation Framework. The Ministry of Education and Sports acts as a coordinating centre for the SWAp for implementing the M&E System in assessing informational needs of all decision makers, disseminating information through comprehensive reporting mechanisms and ensuring that needs are met in an efficient and timely manner. The M&E framework measures progress in achieving priority strategic sector objectives (access, equity, quality and efficiency). Environmental Impact Assessment and Social Safeguards. The implementation of the ESSP 2017-2020 is not expected to make a negative contribution to the environment and to the community. All the planned activities including those that impact directly on the national environment such as provision of construction materials (bricks, roofing timber, etc.) shall be implemented in accordance with the existing National Environmental Legislation and social safeguards to minimize negative effects they cause on the biophysical and human environment.

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Expected Results. Successful implementation of the above interventions is expected to result into improved Sector outputs and outcomes whose progress is going to be monitored through key result areas outlined in Section 3.3 (Pages 25- 27) of the Plan. Estimated cost of the ESSP 2017-2020. The planned outputs and outcomes are estimated to cost approximately Shs. 17,947.49 bn, of which the available MTEF allocation is Shs. 7,723.30 bn (43%) and Shs. 10,497.88 8 bn (57%) is the funding gap. The wage bill takes over Shs.4,997.90 bn (63%) of the allocated MTEF, leaving only 37% for operations of the Sector. Implementation arrangement. The ESSP 2017-2020 will be implemented within the Ministry’s current procedures for Planning, Budgeting and Annual Reviews in order to meet the requirements of the NRM Manifesto, NDP II, Uganda Vision 2040 and SDGs. Implementation will be undertaken through the SWAp which began in 1998 with its Secretariat in the Education Planning and Policy Analysis Department. The MTBF will be revised every year to reflect revisions to the strategies and interventions of the ESSP 2017-2020. Uganda’s Education SWAp process entails MoES working together with key stakeholders including EDPs to agree on key priorities, and allocation of resources in a manner that enhances efficiency and effectiveness. Monitoring and Evaluation Framework. The Ministry of Education and Sports acts as a coordinating centre for the SWAp for implementing the M&E System in assessing informational needs of all decision makers, disseminating information through comprehensive reporting mechanisms and ensuring that needs are met in an efficient and timely manner. The M&E framework measures progress in achieving priority strategic sector objectives (access, equity, quality and efficiency). Environmental Impact Assessment and Social Safeguards. The implementation of the ESSP 2017-2020 is not expected to make a negative contribution to the environment and to the community. All the planned activities including those that impact directly on the national environment such as provision of construction materials (bricks, roofing timber, etc.) shall be implemented in accordance with the existing National Environmental Legislation and social safeguards to minimize negative effects they cause on the biophysical and human environment.

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1.0 Background and Context

1.1 Vision of the Education and Sports Sector

The Vision of the Education and Sports Sector is, “Quality Education and Sports for All”.

1.2 Mission of the Education and Sports Sector

The Mission of the Sector is, “To provide for, support, guide, coordinate, regulate, and promote delivery of quality Education and Sports to all persons in Uganda; for national integration, individual, and national development”.

1.3 Principles and Core Values of the Education and Sports Sector

The following Principles and Core Values of the Sector will guide the implementation of this Plan:

Effectiveness and efficiency: We shall achieve the intended results in terms of quality and quantity in accordance with targets and performance standards set for service delivery and optimally use resources, including time, in the attainment of our objectives.

Impartiality, Integrity and Selflessness: In carrying out our work, we shall give fair treatment to all our clients irrespective of sex, race, religion, ability, ethnic background or political affiliation; be honest and open in conducting public affairs.

Transparency and accountability: We shall put public interest before personal interest; not take decisions in order to gain personal, financial and any other benefits and hold office in public trust and shall be responsible for our actions or inactions.

Professionalism: We shall adhere to the Public Service Code of Conduct and Ethics and/or the relevant professional codes of conduct.

Responsiveness and client focus: We shall attend to our clients in a timely manner and involve our clients in monitoring and evaluating the delivery of services.

Partnership and continuous improvement: We shall engage our partners including MDAs, LGs, Development Partners, Civil Society and the Private Sector in designing, implementing, monitoring and evaluating our programs. Working in collaboration with our clients and stakeholders, we shall seek to continuously improve the quality of the services that we provide, for the ultimate benefit of our clients.

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Decency: We shall present ourselves in a respectable manner that generally conforms to the morally acceptable standards and values of the Public Service and society.

Discipline and Diligence: We shall behave in a manner as to conform to the rules and regulations in the Service, we shall be hard-working and careful in carrying out our official duties.

Loyalty: We shall be committed to the policies and programs of the Government at National and Local levels.

1.4 The Context of the Education and Sports Sector

Provision of quality education is well embedded in the Constitution of Uganda Article 30; and it is clearly spelt out that all children in Uganda are entitled to quality education.

The ESSP 2017-2020 is based on the NRM Manifesto for 2016-2021, the 1992 Government’s White Paper on Education (currently under review), the Second National Development Plan (NDP-II), ESSP 2007-2015, medium and long-term commitments to the international community, and the medium-term goals, plans, and current undertakings of the Ministry of Education and Sports. Annex 7 provides extracts from Uganda’s Constitution and relevant Acts that provide a legal framework for the planning and implementation of the Education and Sports Sector service delivery.

The largest part of education service delivery is undertaken by local governments in line with the Decentralization Policy. They provide the frontline services in the implementation of education policies and programs.

Table 1 below summarizes the number of administrative units in Uganda. These have a direct bearing on the delivery of Education and Sports Sector services.

Table 1: Districts, Municipalities, Constituencies, Sub-Counties & Parishes in Uganda

Particular Quantity Number of districts in Uganda 122 Number of constituencies in Uganda 290 Number of sub-counties in Uganda 1,293 Number of parishes in Uganda 7,243 Number of wards in Uganda 500 Number of Divisions in Uganda 127

Source: Ministry of Local Government, 2017

Proportion of schools by Ownership - In Uganda, the provision of education is done through the Government (public) schools, and, Private schools, which include (community founded schools, schools owned by entrepreneurs, faith based schools and Schools owned by NGOs) and non-formal learning centers that are both

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Decency: We shall present ourselves in a respectable manner that generally conforms to the morally acceptable standards and values of the Public Service and society.

Discipline and Diligence: We shall behave in a manner as to conform to the rules and regulations in the Service, we shall be hard-working and careful in carrying out our official duties.

Loyalty: We shall be committed to the policies and programs of the Government at National and Local levels.

1.4 The Context of the Education and Sports Sector

Provision of quality education is well embedded in the Constitution of Uganda Article 30; and it is clearly spelt out that all children in Uganda are entitled to quality education.

The ESSP 2017-2020 is based on the NRM Manifesto for 2016-2021, the 1992 Government’s White Paper on Education (currently under review), the Second National Development Plan (NDP-II), ESSP 2007-2015, medium and long-term commitments to the international community, and the medium-term goals, plans, and current undertakings of the Ministry of Education and Sports. Annex 7 provides extracts from Uganda’s Constitution and relevant Acts that provide a legal framework for the planning and implementation of the Education and Sports Sector service delivery.

The largest part of education service delivery is undertaken by local governments in line with the Decentralization Policy. They provide the frontline services in the implementation of education policies and programs.

Table 1 below summarizes the number of administrative units in Uganda. These have a direct bearing on the delivery of Education and Sports Sector services.

Table 1: Districts, Municipalities, Constituencies, Sub-Counties & Parishes in Uganda

Particular Quantity Number of districts in Uganda 122 Number of constituencies in Uganda 290 Number of sub-counties in Uganda 1,293 Number of parishes in Uganda 7,243 Number of wards in Uganda 500 Number of Divisions in Uganda 127

Source: Ministry of Local Government, 2017

Proportion of schools by Ownership - In Uganda, the provision of education is done through the Government (public) schools, and, Private schools, which include (community founded schools, schools owned by entrepreneurs, faith based schools and Schools owned by NGOs) and non-formal learning centers that are both

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Government and community led e.g. ABEK, CHANCE, COPE and others. The distribution of ownership of formal Education schools and institutions in Uganda, as presented in Figure 1 below, highlights the critical complementary role of private sector in achieving the policy objective of providing equitable access to education and sports by Government to all people living in Uganda.

Figure 1: Proportion of Schools and Institutions by Ownership

Source: EMIS 2015

Government will continue providing resources to the Education and Sports Sector and consolidate the gains already registered in the last three decades of the National Resistance Movement (NRM) leadership. The gains and gaps will always trigger the provision of resources from both Government and Development Partners.

1.4.1 Economic Context

The prudent macro-economic management by the NRM Government has greatly contributed to poverty reduction in Uganda from 24.5% in 2011 to the current rate of 19.7% and created conditions for steady growth of Gross Domestic Product (GDP). The economy registered an average annual GDP growth of above 4.3% in the last decade. The steady growth has enabled Government to spend more on key sectors including Education and Sports that in turn create the conditions for further GDP growth.

Government fiscal and monetary policy continues to aim at sustaining sound economic fundamentals including:-

(i) A low and stable inflation environment;

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(ii) A competitive exchange rate; (iii) Promoting domestic savings; and (iv) Accelerating economic growth through increased private sector investment.

Steady macroeconomic environment, especially GDP growth would assure increased funding to the Sector and as a result impact positively on education service delivery.

Resource Allocation for the period 2012/13 to 2016/17: - As summarized in Table 2 below, although allocations to the Education and Sports Sector as a proportion of the National Budget have reduced from 14.7% to 11.08 % over the 5-year period 2012/13-2016/17, in relative terms, the absolute amount allocated to the Sector increased by an annual average of Shs. 243 Billion, accounting for a total allocation increase of 86% over the period. This means that the total budget allocation increase for the Sector was slightly more than Shs. 946 Billion over the 5-year period 2012/13 to 2016/17. The increase has been mainly driven by wages, constituting 65.2% over the period.

Table 2: Education Expenditure as a Share of the National Budget

FY 2012/13 2013/14 2014/15 2015/16 2016/17

% Share 14.6 13.5 13.4 11.8 11.08

Amount allocated (Bn. Shs.) 1,687.63 1,868.06 2,275.45 2,009.61 2,634.31

Difference in amount allocated (Bn) in comparison with previous FY

210.68 180.43 407.39 -265.84 624.70

Source: Annual Budget Estimates Books, MoFPED

Notwithstanding the insufficient level of budget allocation for the Sector to address the several bottlenecks to the attainment of quality Education and Sports for all in Uganda, the moderate increase in total allocation over the previous 5 years demonstrates that despite the competing priorities for the limited National resource envelope, Government has the political commitment to bolster investment in the Education and Sports Sector. This commitment is a critical success factor for the gains so far witnessed, because Government appreciates the Sector, particularly human capital development as a critical driver for sustainable socio-economic transformation.

1.4.2 Demographic Trends and Projected Enrolment in Education

The population of Uganda has increased at the rate of 3.0 % in the last 10 years. The 2014 National Population Census revealed a decline in birth rates (per 1,000 population) over the previous inter-censual period (from 47.7 to 43.0). However, this remains one of the highest population growth rates in the world and it has a direct impact on education service provision especially at Pre-primary and Primary levels.

The school-age population is expected to continue to grow at a rate of about 3.0% per year over the next decade. According to projections done by UBOS, the number of children reaching school age is expected to increase by 37% between 2016 and 2020

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(ii) A competitive exchange rate; (iii) Promoting domestic savings; and (iv) Accelerating economic growth through increased private sector investment.

Steady macroeconomic environment, especially GDP growth would assure increased funding to the Sector and as a result impact positively on education service delivery.

Resource Allocation for the period 2012/13 to 2016/17: - As summarized in Table 2 below, although allocations to the Education and Sports Sector as a proportion of the National Budget have reduced from 14.7% to 11.08 % over the 5-year period 2012/13-2016/17, in relative terms, the absolute amount allocated to the Sector increased by an annual average of Shs. 243 Billion, accounting for a total allocation increase of 86% over the period. This means that the total budget allocation increase for the Sector was slightly more than Shs. 946 Billion over the 5-year period 2012/13 to 2016/17. The increase has been mainly driven by wages, constituting 65.2% over the period.

Table 2: Education Expenditure as a Share of the National Budget

FY 2012/13 2013/14 2014/15 2015/16 2016/17

% Share 14.6 13.5 13.4 11.8 11.08

Amount allocated (Bn. Shs.) 1,687.63 1,868.06 2,275.45 2,009.61 2,634.31

Difference in amount allocated (Bn) in comparison with previous FY

210.68 180.43 407.39 -265.84 624.70

Source: Annual Budget Estimates Books, MoFPED

Notwithstanding the insufficient level of budget allocation for the Sector to address the several bottlenecks to the attainment of quality Education and Sports for all in Uganda, the moderate increase in total allocation over the previous 5 years demonstrates that despite the competing priorities for the limited National resource envelope, Government has the political commitment to bolster investment in the Education and Sports Sector. This commitment is a critical success factor for the gains so far witnessed, because Government appreciates the Sector, particularly human capital development as a critical driver for sustainable socio-economic transformation.

1.4.2 Demographic Trends and Projected Enrolment in Education

The population of Uganda has increased at the rate of 3.0 % in the last 10 years. The 2014 National Population Census revealed a decline in birth rates (per 1,000 population) over the previous inter-censual period (from 47.7 to 43.0). However, this remains one of the highest population growth rates in the world and it has a direct impact on education service provision especially at Pre-primary and Primary levels.

The school-age population is expected to continue to grow at a rate of about 3.0% per year over the next decade. According to projections done by UBOS, the number of children reaching school age is expected to increase by 37% between 2016 and 2020

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(from 1,842,006 to 2,514,830 Enrolment at all Education levels in the period 2007-2016 is given in Table 3 below.

Table 3: Enrolment by level of Education (2007-2016)

Level Sex 2007 2009 2011 2013 2015 2016

Pre Primary Male 37,689 114,473 105,428 210,966 236,284 279,089

Female 38,849 119,955 109,369 219,459 240,839 284,824 Total 76,538 234,428 214,797 430,425 477,123 563,913

Primary Male 3,779,338 4,150,037 4,039,734 4,219,523 4,122,663 4,294,473

Female 3,758,633 4,147,743 4,058,443 4,240,197 4,141,654 4,361,451 Total 7,537,971 8,297,780 8,098,177 8,459,720 8,264,317 8,655,924

Secondary Male 517,254 648,014 662,003 727,212 657,163 765,406

Female 437,074 546,440 596,081 635,527 608,845 691,871 Total 954,328 1,194,454 1,258,084 1,362,739 1,284,008 1,457,277

Post-Primary (BTVET & PTCs)

Male 23,102 27,300 28,601 35,415 33,212 37,107 Female 6,339 11,628 14,577 23,383 24,020 26,178

Total 29,441 38,928 43,178 58,798 57,232 63,285

Tertiary (Diploma & Degree awarding)

Male 88,228 95,441 100,831 113688 143,212 144,314 Female 66,854 74,035 78,738 87,572 114,643 114,552

Total 155,082 169,476 179,569 201,260 257,855 258,866 Total 8,753,360 9,935,066 9,793,805 10,512,942 10,340,535 10,999,265

Source: EMIS 2016 1.4.3 Policy and Legal Framework 1.4.3.1 Policy Framework for the ESSP 2017-2020

The ESSP (2017-2020) policy framework is hinged on the NRM Manifesto (2016-2021); the NDP-II, the GWP on Education (1992) as well as international education commitments enshrined in the UN-SDGs - specifically, SDG4.

This Section, therefore, provides an overview of the policy basis for the ESSP 2017-2020, which is to put into effect key provisions of the Constitution of the Republic of Uganda within the mandate of the Education and Sports Sector and recommendations of the GWP-1992; within the following priority frameworks:

(i) To implement all the Manifesto commitments of the Ruling Party in

Government (NRM), Presidential Pledges and Directives on education and sports in respect to enrichment and improvement of quality education provision.

(ii) To align with the NDP-II and the Medium Term Expenditure Framework (MTEF) in planning, implementation and management of Education and Sports services delivery.

(iii) Making progress towards international commitments pertaining to the SDGs applicable to the Sector.

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The specific details of how the objectives, policies, and strategies outlined in this Section will be put into operation, including indicative targets and time-frames are included in the detailed implementation plan of the ESSP.

1.4.3.2 Recommendations under the Government White Paper on Education (1992 GWPE)

The 1992 GWP is the overall policy direction tool and it guides the development of broader policies and interventions in the education sector. In the ESSP (2017-2020), the following policy thrusts, as highlighted in the 1992 GWPE, have informed the strategic objectives and proposed interventions:

(i) Introduction and institutionalization of the community service scheme into the

education sector. (ii) Undertaking of curriculum review at primary and lower secondary levels to

strengthen the learning of vocational and technical skills. (iii) Strengthening the democratization of education through increased support to

UPE, UPPET, UPOLET and the Student Loan Scheme. (iv) Introduction of a system to track and identify all students enrolled in the

education system as a mechanism to ensure effective monitoring and follow up of learning trends in the country.

(v) Development of continuous assessment system at primary and secondary levels to track overall development and growth of learners comprehensively.

(vi) Development and implementation of sub sector policies, guidelines and regulations to enable them effectively undertake their respective mandates.

1.4.3.3 International Policy Commitments

Uganda was one of the first countries in Africa and the whole world at large to embrace and incorporate the 2030 UN Sustainable Development Goals in the National Planning Framework. The ESSP 2017-2020 has therefore been formulated in cognizance of the Government’s International Policy Commitments, more specifically, the ten UN-SDG 4 targets as outlined below:

(i) By 2030, ensure that all girls and boys complete free, equitable and quality

primary and secondary education leading to relevant and Goal-4 effective learning outcomes.

(ii) By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

(iii) By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

(iv) By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

(v) By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

(vi) By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

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(vii) By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.

(viii) Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all.

(ix) By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small Island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programs, in developed countries and other developing countries.

(x) By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.

These targets which will largely focus the ESSP 2017-2020 are in line with the recommendations of the International Commission on Financing Global Education Opportunity, also known as the Education Commission, for achieving the SDGs through our transformations: (i) reforming performance of education systems to put results at the centre; (ii) innovation using new and creative approaches to achieve results including harnessing technology and improving partnerships with non-state actors, among others; (iii) inclusion that prioritizes access for the most disadvantaged and marginalized as well as early years; and (iv) improved and increased financing through domestic and international financing and effective leadership and accountability systems.

Locally, the targets are also consistent with Government policy objectives encapsulated in the NRM Manifesto and NDP II National Planning Frameworks. They will form the guiding principles for developing implementation plans for the various sub-sectors.

Uganda is a member state of and contributor to East African Community (EAC) and New Partnerships for African Development (NEPAD), which have special significance for the education sector and therefore education policy prescriptions like Learning Generation Lab Approach to improve education and sports service delivery will be part of the Plan.

The Learning Generation Lab Approach under the International Commission on Financing Global Education Opportunity, which identifies priorities for reform, develops focused, inclusive and realistic implementation plans, and emphasizes disciplined execution of programs with clear lines of responsibilities and accountability will be a panacea to plan implementation.

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The specific details of how the objectives, policies, and strategies outlined in this Section will be put into operation, including indicative targets and time-frames are included in the detailed implementation plan of the ESSP.

1.4.3.2 Recommendations under the Government White Paper on Education (1992 GWPE)

The 1992 GWP is the overall policy direction tool and it guides the development of broader policies and interventions in the education sector. In the ESSP (2017-2020), the following policy thrusts, as highlighted in the 1992 GWPE, have informed the strategic objectives and proposed interventions:

(i) Introduction and institutionalization of the community service scheme into the

education sector. (ii) Undertaking of curriculum review at primary and lower secondary levels to

strengthen the learning of vocational and technical skills. (iii) Strengthening the democratization of education through increased support to

UPE, UPPET, UPOLET and the Student Loan Scheme. (iv) Introduction of a system to track and identify all students enrolled in the

education system as a mechanism to ensure effective monitoring and follow up of learning trends in the country.

(v) Development of continuous assessment system at primary and secondary levels to track overall development and growth of learners comprehensively.

(vi) Development and implementation of sub sector policies, guidelines and regulations to enable them effectively undertake their respective mandates.

1.4.3.3 International Policy Commitments

Uganda was one of the first countries in Africa and the whole world at large to embrace and incorporate the 2030 UN Sustainable Development Goals in the National Planning Framework. The ESSP 2017-2020 has therefore been formulated in cognizance of the Government’s International Policy Commitments, more specifically, the ten UN-SDG 4 targets as outlined below:

(i) By 2030, ensure that all girls and boys complete free, equitable and quality

primary and secondary education leading to relevant and Goal-4 effective learning outcomes.

(ii) By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

(iii) By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

(iv) By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

(v) By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

(vi) By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

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The Commission is a new global initiative engaging world leaders, policy makers and researchers to develop a renewed and compelling case and financing pathway for achieving equal educational opportunity for children and young people in the same generation through the use of Learning Generation Lab Approach. The Commission believes that the United Nations Sustainable Development Goal 4 (UN-SDG 4) can be attained in 2030 through transforming the education systems, unleashing innovations, prioritizing inclusion and expanding financing.

1.4.3.4 Legal Framework

The Education and Sports Sector’s overall Legal Framework is derived from the Constitution of the Republic of Uganda (1995). This is reinforced, among others, by the Local Government Act (1997) as amended, the Higher Education Students Finance ACT (2014), the Education Act (2008), the Business, Technical, Vocational Education and Training (BTVET) Act (2008), the Universities and other Tertiary Institutions Act (2001), the Uganda National Examinations Board (UNEB) Act (1983), the National Curriculum development Centre (NCDC) Act (2000), the Industrial Training Act Cap 130 and Education Service Act (2002).

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2.0 Situation Analysis of the Education and Sports Sector 2.1. SWOT Analysis of the Education and Sports Sector

A SWOT analysis to assess the robustness of the Education and Sports Sector reveals a strong political commitment to the Sector and the liberalized education policy having ushered in many education providers in the Education and Sports sector. Notwithstanding the strengths, there are weaknesses and threats that pose challenges to the achievement of its goals. Table 4 provides a summary of the analysis of the SWOT for Education and Sports Sector.

The detailed analysis of Sector SWOT for Education and Sports is contained in Annex 10 (Page 80).The key weaknesses partly provide a basis for identifying most critical interventions in the next three years and opportunities avail themselves to renege for improved service delivery.

Table 4: Summary of the SWOT Analysis for the Education and Sports Sector

Strengths (Internal Environment)

Weaknesses (Internal Environment)

1. Political commitment to both equitable access and quality education for all Ugandans.

1. Some policies and legal frameworks are outdated e.g. the NCDC Act, UNEB Act and NCS Act.

2. Enabling policy frameworks. 2. Successes within the Sector are not well-communicated to the public.

3. Increasing - though modest, budget allocations to the Sector.

3. Internal indiscipline to focus on priority interventions that are of high-impact and can be implemented with reasonable ease.

4. Government commitment to provide instructional materials.

4. Curriculum and assessment systems are not matched with the development aspirations of the economy.

5. Government commitment to improve the welfare and motivation of teachers.

5. Poor inspection and supervision of schools – both public and private institutions.

6. Qualified human resource in the Sector.

6. Teacher preparation and readiness lags behind the pace of change in the industry.

7. Liberalized Education and Sports Sector

7. Underutilization of ICTs in delivery of education services and products.

8. Functionality, particularly data entry interface, multi-user access,

8. Technology biased EMIS, low priority to people and practice

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multi-screen display, questionnaire tracking, multiple reporting, import & export capacities, mobile & GIS platforms, decentralization structural design.

procedures, inadequate resource allocation.

Opportunities (External Environment)

Threats (External Environment)

1. Good performance in revenue collection by the URA.

1. Negative perception towards vocational skills-training; and over-glorification of university education.

2. Good societal will towards transformation of the Education and Sports Sector.

2. Attitude of looking to government to provide everything; i.e. low levels of community participation.

3. Robust media and ICT Sector to disseminate information.

3. Unquantified burden of learners with special learning needs; and their requirements.

4. Goodwill from friends and partners of Uganda; and the Sector in particular.

4. Limited capacity of local governments to recruit, hire, retain, and manage teaching staff and institutions.

5. Availability of Planning & Budgeting frameworks e.g. the Manifesto, NDP, SDG, and support systems such as the NPA.

5. Infiltration of undesirable instructional materials into schools/teaching institutions.

6. Wider labour market opportunities arising from the East African Community.

6. Poverty and socio-cultural barriers such as early marriage and hindrance of education of the girl-child.

7. Regional geo-political stability and harmonious relationship.

7. A substantial part of education service delivery is in the hands of the non-government Sector.

8. Donor support (UNESCO & USAID) in strengthening EMIS.

8. Closed technology is a challenge in terms of maintenance, sustainability, Low skills transfer.

9. Communities willing to offer land for setting up of Education and Sports institutions.

9. Rampant grabbing of land for Education and Sports institutions in the Country.

2.2 Performance against Strategic Objectives of ESSP 2007-2015

The ESSP 2007-2015 was hinged on three major Policy Objectives aimed at improving equitable access to quality and relevant education in the country. The sector made tremendous strides towards achieving these objectives despite challenges of inadequate budget allocations and rapid population growth estimated at 3.5% per annum that put pressure on the existing resources and facilities. The overview of the performance during the Plan period is summarized in Table 5 below:

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multi-screen display, questionnaire tracking, multiple reporting, import & export capacities, mobile & GIS platforms, decentralization structural design.

procedures, inadequate resource allocation.

Opportunities (External Environment)

Threats (External Environment)

1. Good performance in revenue collection by the URA.

1. Negative perception towards vocational skills-training; and over-glorification of university education.

2. Good societal will towards transformation of the Education and Sports Sector.

2. Attitude of looking to government to provide everything; i.e. low levels of community participation.

3. Robust media and ICT Sector to disseminate information.

3. Unquantified burden of learners with special learning needs; and their requirements.

4. Goodwill from friends and partners of Uganda; and the Sector in particular.

4. Limited capacity of local governments to recruit, hire, retain, and manage teaching staff and institutions.

5. Availability of Planning & Budgeting frameworks e.g. the Manifesto, NDP, SDG, and support systems such as the NPA.

5. Infiltration of undesirable instructional materials into schools/teaching institutions.

6. Wider labour market opportunities arising from the East African Community.

6. Poverty and socio-cultural barriers such as early marriage and hindrance of education of the girl-child.

7. Regional geo-political stability and harmonious relationship.

7. A substantial part of education service delivery is in the hands of the non-government Sector.

8. Donor support (UNESCO & USAID) in strengthening EMIS.

8. Closed technology is a challenge in terms of maintenance, sustainability, Low skills transfer.

9. Communities willing to offer land for setting up of Education and Sports institutions.

9. Rampant grabbing of land for Education and Sports institutions in the Country.

2.2 Performance against Strategic Objectives of ESSP 2007-2015

The ESSP 2007-2015 was hinged on three major Policy Objectives aimed at improving equitable access to quality and relevant education in the country. The sector made tremendous strides towards achieving these objectives despite challenges of inadequate budget allocations and rapid population growth estimated at 3.5% per annum that put pressure on the existing resources and facilities. The overview of the performance during the Plan period is summarized in Table 5 below:

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Table 5: Performance by Strategic Objective of ESSP 2007-2015

Strategic Objective 1: Access and Equity Subsector Indicators 2007 Target

2015 Actual

2015 Explanatory Notes

Pre-primary

No. of schools

703 N/A 5,763 Development of the National integrated Early Childhood Development (NiECD) Policy for regulation.

Total Enrolment

76,538 N/A 477,123 Advocacy and social campaigns for Pre-Primary Education

GPI 1.03 N/A 1.02 Advocacy and Community engagement promoted gender equality and education for girls

Primary

Total Enrolment

7,537,971 11,630,791 8,264,317 i. Continued implementation of UPE

ii. Licensing and Registering of Private Primary Schools; and,

iii. Provision of education for the disadvantaged learners

GER 113.10% 148% 109% Continued implementation of UPE and regulation of private sector providers.

NER 93.30% N/A 91% GIR 128.50% N/A 152% NIR 57.40% N/A 65% GPI 0.99 0.99 1.00 Community sensitization promoted

gender equality and education for girls

Secondary

Total Enrolment

954,328 2,395,582 1,284,008 Introduction of USE in 2007 and UPOLET orchestrated the growth in enrolment

Enrolment of USE Students

161,396.

1,178,319 912,394 Introduction of USE in 2007

GER 25% N/A 24.5% Introduction of USE in 2007 and UPOLET orchestrated the growth in enrolment

NER 21.3% N/A 21.8% Introduction of USE in 2007 and UPOLET orchestrated the growth in enrolment

GPI 0.84 N/A 0.90 Community sensitization promoted gender equality and education for girls

BTVET

BTVET Enrolment (All Institutions)

21,763 51,689 87,963 i. Establishment of new BTVET Institutions

ii. Introduction of Non-Formal Skills Training Program

iii. Government continued to pay capitation grants for students

iv. Licensing and Registering Private BTVET institutions

Post P7 Enrolment

18,560 33,843 i. Establishment of new BTVET Institutions


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Strategic Objective 1: Access and Equity Subsector Indicators 2007 Target

2015 Actual

2015 Explanatory Notes



Post S4 Enrolment





Post S6 Enrolment Health Training Institutions





Post S6 Enrolment Specialized Technical Institutes





GPI 0.40 N/A 0.84 Advocacy and Community sensitization towards educating the girl child

Tertiary Total Enrolment in PTCs

19,849 17,238 16,495

Enrolment at Universities

96,821 92,652 185,315 i. Sponsoring students to university under the merit scheme.

ii. Implementation of the student Loan Scheme

iii. Development, expansion and rehabilitation of infrastructure in all public universities.

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Strategic Objective 2: Quality and Relevance Subsector Indicators 2007 Target

2015 Actual 2015 Explanatory Notes

Pre-primary

N/A N/A N/A N/A i. Monitoring and support supervision of pre-primary

ii. Capacity Building for Care Givers.

Primary

PCR (Govt & Private)

72:1 63:1 63:1 Increased stock of infrastructure through construction of classrooms as well as rehabilitating and maintaining the existing ones.

PTR (Govt & Private)

50:1 48:1 43:1 Increased training and recruitment of primary school teachers

PTR (SNE) 10:1 10:1 30:1 Increased training and recruitment of specialized teachers.

Secondary

SCR (Govt & Private)

46:1 76:1 52:1 Increased stock of infrastructure through construction of classrooms as well as rehabilitating and maintaining the existing ones.

STR (Govt & Private)

19:1 33:1 22:1 Increased training and recruitment of secondary school teachers (especially Grade V teachers)

BTVET

Student per Workshop Ratio

30:1 30:1 30:1 Increased stock of workshops through construction of new ones as well as rehabilitating and maintaining the existing ones.

Student Instructor Ratio

30:1 30:1 30:1 Increased recruitment of instructors

Student per workshop attendant

30:1 30:1 30:1 Increased recruitment of workshop attendants based on proper needs assessment

Strategic Objective 3: Efficiency and Effectiveness Subsector Indicators 2007 Target


Pre-primary

N/A N/A N/A N/A N/A

Primary

Survival rate to grade 5

49% N/A 59.9% i. Provision of capitation grant ii. Increased access which reduced

travel distances iii. Increased monitoring and

supervision iv. Increased community

participation through SMCs and PTAs

v. Gender responsive policies improved survival of the girl child

vi. Reduced PCR created a more favorable study environment

vii. Reduced PTR

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Survival rate to P7

29% N/A 30.1% i. Provision of capitation grant ii. Increased access to schools

which reduced travel distances iii. Increased monitoring and





vii. Reduced PTR

P.7 Completion rate







vii. Reduced PTR Literacy rate at P3

45.50% N/A 60.2% i. Increase in the provision of instructional materials

ii. Continuous Professional Development for Primary Teachers

iii. Increased monitoring and support supervision

Literacy rate at P6




Numeracy rate at P3




Numeracy rate at P6


ii. Continuous Professional

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Survival rate to P7

29% N/A 30.1% i. Provision of capitation grant ii. Increased access to schools

which reduced travel distances iii. Increased monitoring and





vii. Reduced PTR

P.7 Completion rate







vii. Reduced PTR Literacy rate at P3




Literacy rate at P6




Numeracy rate at P3




Numeracy rate at P6


ii. Continuous Professional

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Development for Primary Teachers


PLE Pass Rate

86.50% N/A 86% Low numeracy and literacy levels at P6

PLE performance Index

55.70% N/A 53.6% Low numeracy and literacy levels at P6

Repetition Rate

14.80% 3% 7.2% Implementation of the automatic promotion policy

Secondary

Completion rate to Senior 4




participation through BoGs& PTAs



Pass Rate at O’ Level

95.30% N/A 91% i. Inadequate teachers especially Science, Mathematics and English Language especially in rural schools

ii. Reduced levels of proficiency in English and Mathematics

iii. Ineffective utilization of instructional materials.

Performance Index at O’ Level

50.10% N/A 43% i. Reduced levels of proficiency in English and Mathematics

ii. Ineffective utilization of instructional materials

Performance Index at A ‘level

63.40% N/A 56% i. Reduced levels of proficiency in English and Mathematics

ii. Ineffective utilization of instructional materials

Transition to S1

69% 86% 63% i. Current PPP institutions can only absorb approximately 50% of the student completing P7 in a particular academic year.

ii. Other students join UPPET implementing institutions

Transition to S5

44% 60% 25% i. Students join UPOLET implementing institutions

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Repetition Rate

3% 1.5% 1.5% Improvement in quality of secondary education.

BTVET

Transition P7 to TS,VI &CP

3% 3% 3% Increased advocacy for skills training.

Transition S4 to TIs

3% 3.0% 5.2% Increased advocacy for skills training.

Note: N/A means no target was set

Enrolment in Primary Education: In 1996, before the adoption of Universal Primary Education (UPE) in 1997, national total enrolment stood at 3,068,625 of which 1,647,742 (54%) were boys and 1,420,883 (46%) were girls.

The introduction of UPE led to a significant increase in the enrolment figures in the primary sub-sector, catapulting from 3,068,625 to 8,264,317 (4,122,663 [50%] boys; 4,141,654 [50%] girls) in FY 2015/16. This translated into 169% increase and gender parity ratio of 1:1. Specifically, while the boys registered a 150% increase in enrolment, the girls experienced a 192% phenomenal increase in enrolment.

Therefore, the implementation of the UPE Policy of free tuition at primary school education since 1997 has had two important effects on enrolments: (i) First, it has increased enrolment of children from poor households and

eliminated the gender gap in terms of access to primary education. (ii) Second, the effect of increased enrolment was particularly beneficial for girls

who saw a higher increase in enrolment relative to boys.

Based on current performance trends, Uganda is likely to attain a Net Enrolment Rate (NER) of 94.8%, by 2020 provided the concerns of low quality of education, as manifested in both learning achievements and survival rates, are overcome.

However, despite these achievements, dropout rates remain high at upper primary (i.e. survival rate is 34%) resulting in low transition to secondary especially for girls. There is also a fairly low survival rate of 34% for primary and a low P7 completion rate of 61.5%. Further, there is limited participation of children with disability and other vulnerable children in education.

Transition Rate from Primary Seven (P7) to Senior One (S1):- The transition rate from P7 to S1 increased by 12.3% from 50.9 % to 63.2% in the period 2007 to 2015. With increased enrolments, significant additional resources are required. In view of the remaining quality problems in primary and secondary education and the importance of moving towards the fourth UN Sustainable Development Goal (SDG), the ESSP takes cognisance of this and aims to deliver the goals.

Enrolment for Secondary School Education: - Following the launch of Universal

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Repetition Rate

3% 1.5% 1.5% Improvement in quality of secondary education.

BTVET

Transition P7 to TS,VI &CP

3% 3% 3% Increased advocacy for skills training.

Transition S4 to TIs

3% 3.0% 5.2% Increased advocacy for skills training.

Note: N/A means no target was set

Enrolment in Primary Education: In 1996, before the adoption of Universal Primary Education (UPE) in 1997, national total enrolment stood at 3,068,625 of which 1,647,742 (54%) were boys and 1,420,883 (46%) were girls.

The introduction of UPE led to a significant increase in the enrolment figures in the primary sub-sector, catapulting from 3,068,625 to 8,264,317 (4,122,663 [50%] boys; 4,141,654 [50%] girls) in FY 2015/16. This translated into 169% increase and gender parity ratio of 1:1. Specifically, while the boys registered a 150% increase in enrolment, the girls experienced a 192% phenomenal increase in enrolment.

Therefore, the implementation of the UPE Policy of free tuition at primary school education since 1997 has had two important effects on enrolments: (i) First, it has increased enrolment of children from poor households and

eliminated the gender gap in terms of access to primary education. (ii) Second, the effect of increased enrolment was particularly beneficial for girls

who saw a higher increase in enrolment relative to boys.

Based on current performance trends, Uganda is likely to attain a Net Enrolment Rate (NER) of 94.8%, by 2020 provided the concerns of low quality of education, as manifested in both learning achievements and survival rates, are overcome.

However, despite these achievements, dropout rates remain high at upper primary (i.e. survival rate is 34%) resulting in low transition to secondary especially for girls. There is also a fairly low survival rate of 34% for primary and a low P7 completion rate of 61.5%. Further, there is limited participation of children with disability and other vulnerable children in education.

Transition Rate from Primary Seven (P7) to Senior One (S1):- The transition rate from P7 to S1 increased by 12.3% from 50.9 % to 63.2% in the period 2007 to 2015. With increased enrolments, significant additional resources are required. In view of the remaining quality problems in primary and secondary education and the importance of moving towards the fourth UN Sustainable Development Goal (SDG), the ESSP takes cognisance of this and aims to deliver the goals.

Enrolment for Secondary School Education: - Following the launch of Universal

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Secondary Education (USE) in February 2007, enrolment at Secondary School level has witnessed rapid growth. Enrolment for Senior One to Senior Six (1 to S.6) rose by 34% from 954,328 to 1,284,008 students between 2007 and 2015.

The sector has made strides in recruiting required teachers, provision of materials and establishment of new schools.

2.3 Performance in Sports outside the School System

In the Plan period 2007-2015, the Sector registered a number of achievements in international sports events while participating in sports outside the school system. Outstanding sports personalities raised the Ugandan flag high by winning Gold, Silver and Bronze medals in various sports disciplines. The most prominent of them was the Gold medal won by Steven Kiprotich in the Marathon at the 2012 Olympics, London, UK. In total, Ugandans won 51 medals in international events, of these 22 Bronze, 10 Silver and 19 Gold. The details of the athletes who won the medals are in Annex 14.

2.4 Lessons Learnt from the ESSP 2007-2015

As a result of the Education and Sports Sector Reviews held annually, the following lessons were learnt from the implementation of the ESSP 2007-2015:

(i) It is important to make good prior preparation for new projects to avoid slow

implementation and delayed effectiveness. (ii) The presence of strong PTAs is very key in improving school performance. (iii) Establishment of education institutions without carrying out proper needs

assessment may lead to creation of redundant or underutilized facilities. (iv) The shortage of female teachers in the school system presents serious challenges

to retention of the girl child due to absence of role models. (v) Given that our curriculum implementation is examination-driven, the non-

examinable subjects have received low prioritization in resource allocation (time, funds, teachers etc.).

(vi) To enable BTVET graduates to fit into the job market, they have to be equipped with soft skills which include communication, computer literacy, customer care, problem solving, work attitudes and ethics.

(vii) Private sector involvement in BTVET training is key in improving the quality and relevance of training.

(viii) Good role modelling in the community by BTVET graduates is critical in erasing the negative perceptions of BTVET.

(ix) Schools which have embraced the school feeding programs are those that have attracted strong community participation.

(x) The current structure arrangement of the inspection function where the inspection at the district report to the CAO and not Director DES has impacted negatively on the quality of education in schools.

(xi) Non-formal education and skills training are key in enabling the under-privileged to participate in national development activities and in the labor market.

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(xii) The Higher Education Student Financing scheme is an effective strategy for increasing student access to science, technology, engineering and mathematics programs.

(xiii) A comprehensive teacher policy and guidelines are important in addressing all teacher issues.

(xiv) The private sector has a very big role to play in revamping physical education and sports in education institutions.

(xv) To fully bring on board all SNE learners there have to be targeted home based programs for learners who are within the school reach.

(xvi) Supporting PPP schools which are close to Government seed schools is not strategic because it may lead to under enrolment in the Government schools.

(xvii) Non-formal education has become a catalyst for children to join formal education.

(xviii) It is important for Government to survey land offered by the local communities for setting up Education and Sports institutions to protect it from encroachment.

(xix) Sports outside the school system has enabled talented out of school children to gain access to school.

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3.0 Strategic Objectives and Priority Interventions 3.1. Strategic Objectives

The strategic objectives of the ESSP 2017-2020 are in line with the Ministry’s Vision and Mission. The three strategic objectives are to:

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

at all levels.

The Plan is aimed at providing equitable access for all eligible children at the primary level and post-primary levels as well as quality instructional programs. Providing access and quality depends on the efficient use of the limited available resources.

3.2. Priority Interventions for ESSP 2017-2020

Basing on the 2016-2021 NRM Manifesto, Presidential directives, NDP II and international commitments and the Sector’s SWOT Analysis, the Ministry plans to implement the under-listed priority interventions under the three strategic policy objectives.

3.2.1 Strategic Objective 1: Achieve Equitable Access to Education and Training.

(i) Government Primary School per Parish: - Continue implementing the policy of having a government Primary School per parish through grant aiding and construction in a phased manner to reduce on the average walking distances to school for pupils.

(ii) Government Secondary School per Sub-County: - Continue with the policy of establishing a government secondary school in every sub-county in a phased manner through grant aiding and construction.

(iii) BTVET Institution per Constituency: - Continue with the programme of establishing technical and vocational institutes in a phased manner starting with districts without a Public Technical Institute.

(iv) Operationalize Soroti University: - This will bring the number of public universities to nine, which is an indication of the NRM Government’s commitment to providing university education to the people.

(v) Constituent College of Gulu University in Karamoja: - Start a Constituent College of Gulu University in Karamoja.

(vi) Construction and rehabilitation of more classrooms in existing schools: continue with construction of more classrooms in already existing Primary and Secondary Schools so as to meet the target of 50:1 Pupil Classroom Ratio.

(vii) Rehabilitate, expand and equip lecture rooms: - Set up a special program to rehabilitate, expand and equip lecture rooms at Public Universities and other tertiary institutions to cater for the increasing numbers of students.

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(viii) Infrastructure in PTCs: - Rehabilitate and expand Primary Teachers’ Colleges.

(ix) Construction of Teachers’ Houses: - Continue with the construction of teachers’ houses in education institutions to improve their welfare and motivation.

(x) Feeding School-children: - Develop and implement a strategy to address school feeding and nutrition for school-going children. The Strategy must include continuous sensitization of parents about their role in feeding children and providing school uniforms.

(xi) Participation of Disadvantaged Persons in Primary, Secondary and BTVET: - Develop and implement programs that increase the participation of girls, women and the disadvantaged persons such as PWDs, disadvantaged communities, persons with special learning needs, conflict hit areas, refugees and the disaster hit; in education and skills development programs.

(xii) Provision of education to refugees and host communities: - Develop and implement response programs for provision of quality education to refugees and the host communities.

(xiii) Re-tooling Unemployed Graduates: - Unemployed graduates lacking the requisite vocational/market skills will be retrained and re-tooled to fit into the existing job market requirements.

(xiv) Lower costs to families: - Improve the implementation of UPE, USE, UPOLET and lower costs to families.

(xv) Support Student Loan Scheme: - To increase access of eligible students to Higher Education.

(xvi) School /Institutional Fees: - Formulate and implement a policy to rationalize levying of fees in both public and private schools/institutions.

(xvii) School Health and Safety Policy including Sexuality Education Framework: - Formulate and implement a policy that ensures a safe learning environment and a framework that equips young people with accurate, age appropriate, religiously acceptable and culturally relevant information and skills to effectively cope with adolescent sexual reproductive health challenges.

(xviii) Safe Water Infrastructure: - Expand and improve provision of safe water supply infrastructure to primary Schools within the mandate of MoES. Safe water is a critical factor in prevention of hygiene-related illnesses that are often preventable.

(xix) Presidential pledges: - Continue to clear the Presidential pledges in education and sports sector. Annex 6 provides a list of pending pledges.

(xx) Distance Learning for Post-Secondary: - Continue with distance, mobile and e-learning education systems for post-secondary education.

(xxi) Scholarships for Disadvantaged Areas: - Increase the number of scholarships for disadvantaged areas to enrol for critical programs in higher education.

3.2.2 Strategic Objective 2: Enhanced Quality and Relevant Education and Training

(i) Strengthening the current inspection system: - Strengthen the current inspection system and approaches by increasing the frequency of inspection of schools and institutions. The focus will be on the quality of leadership and management, teaching and learning process and learner achievement.

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(ii) Learning Assessment System: - Develop and implement an Education and Training Assessment Policy at all levels from Primary to Tertiary Institutions; that integrates development of skills and competences alongside academic achievement in the final results.

(iii) Competence Profile: - Develop a basic Competence and Skills profile for each Level – Primary Seven, Senior Four, A-Level, BTVET, Teacher-Instructor Training, and under-graduate; in line with National aspirations for socio-economic transformation and labour market needs.

(iv) Teacher-Instructor, Tutor Competencies and Instructional Processes: - Improve teacher and instructor competencies (content, knowledge, skills and pedagogy) and practices for the delivery at all levels with special focus on early grade numeracy and literacy in the Primary school curriculum - targeting primary school teachers and instructors, so as to increase learners’ achievement and basic life skills.

(v) Recruitment of Teachers, Teacher educators, Tutors and Lecturers: - Recruit Primary and Secondary School teachers to meet the set standards of Pupil-to-Teacher and Student-to-Teacher ratios respectively. In addition, increase the staffing levels of public Universities from the current 35% on average to at least 55% of their staff establishments.

(vi) Talent Identification and Nurturing: - Strengthen basic learning, nurturing and talent identification techniques to prepare learners for early career formation.

(vii) International Certification in BTVET: - Support international certification, particularly in such areas as oil, gas, industrial machinery, transport and other technicians’ certification.

(viii) Internship and apprenticeship: - Institutionalize internship and apprenticeship with the view to increase exposure of the up-coming labor (students) to work systems and practices. This shall include among others, promoting collaboration between BTVET institutions and the private sector to facilitate imparting of practical knowledge and skills in the students.

(ix) Institutional Framework for Coordinating Skills Development: - Establish a TVET Council.

(x) Centers of Excellence: - Promote and establish regional centres of excellence among BTVET institutions and Tertiary institutions to ensure production of a critical mass of high quality technicians that continue to be on great demand in the national and regional economy.

(xi) BTVET Curriculum Review: - Review the BTVET curriculum to ensure that the technical institutions in the country produce technicians who meet the increasing requirements of various critical Sectors of the economy.

(xii) Expand Level of Vocational Qualifications Framework: - The Uganda Vocational Qualifications Framework for 60 occupations will be expanded from the current level five to eight in order to provide more latitude in the Informal Skills development space.

(xiii) Recognition of Prior Learning (RPL) in Skills Development: - In order to enhance inclusiveness with regard to Informal skills development, certification, assessment, and certification process of the trainee beneficiaries will emphasise RPL.

(xiv) Capacity of Universities to teach Science and Technology: - Will be enhanced through rehabilitation and expansion of Science Technology Innovation (STI) learning facilities in eight institutions: Makerere University,

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Kyambogo University, Mbarara University of Science and Technology, Gulu University, Busitema University, Muni University, Uganda Management Institute, and Makerere University Business School.

(xv) Research and Technology Incubation Facilities at Universities: - Support universities to effectively collaborate with the private sector in research and development work aimed at creating new technological innovations and products. In this regard, universities will be supported to establish and maintain incubation facilities for PhD graduates with promising science and technological innovations. Successful innovations will be provided with seed capital in form of affordable loans and grants so as to establish private companies for commercialization of their inventions. For proper implementation of this program, universities will also be supported to specialize in particular disciplines.

(xvi) Mainstream Physical Education & Sports: - Mainstream physical education and sports at all levels of education and training in the country.

(xvii) Training of Teachers of Physical Education and Sports: - Continue with the training of teachers of physical education, including conducting sports in-service training for teachers annually, as a means of strengthening physical education and sports in schools.

(xviii) A National Teacher Policy: - Professionalize and motivate the teaching workforce by developing and implementing a comprehensive Teacher Policy that elevates the standards in the Teaching profession to a level that aligns with the Nation’s aspirations for socio-economic transformation. This policy shall provide for among others the establishment of a Teachers’ Regulatory Council (akin to other professional Councils such as the Uganda Dental and Medical Practitioners Council), a National Institute of Teacher Education, accreditation in the teaching profession, and mandatory continuous professional development (CPD).

(xix) Mathematics and Science Teachers: - Recruit more Mathematics and Science teachers for Secondary schools.

(xx) Framework for ECD: - Develop and implement a comprehensive policy framework for ECD that among others provides for the institutionalization of training of ECD Caregivers/Teachers.

(xxi) Textbooks: - Reduce the pupil-textbook and student-textbook ratios from 6:1 to 3:1 for Primary and 3:1 to 1:1 for Secondary schools respectively in line with set standards.

(xxii) Scholastic materials:-.Provide free scholastic materials such as mathematical geometry sets, exercise books, pens and pencils to pupils and students in Primary and Secondary level respectively.

(xxiii) Equipment and textbooks: - Provide training institutions with the necessary equipment and textbooks to facilitate learning in line with set standards.

(xxiv) Revise Capitation Grants: - Adopt a differentiated formula for allocation of capitation grants with the goal of increasing them so as to improve the quality of education.

3.2.3 Strategic Objective 3: Efficient & Effective Delivery of Education & Sports

(i) Inspection and Supervision: - establish a semi-autonomous body in charge of inspection of Education and Training Institutions so as to radically improve the quality of inspection and supervision of public and private training institutions;

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Kyambogo University, Mbarara University of Science and Technology, Gulu University, Busitema University, Muni University, Uganda Management Institute, and Makerere University Business School.

(xv) Research and Technology Incubation Facilities at Universities: - Support universities to effectively collaborate with the private sector in research and development work aimed at creating new technological innovations and products. In this regard, universities will be supported to establish and maintain incubation facilities for PhD graduates with promising science and technological innovations. Successful innovations will be provided with seed capital in form of affordable loans and grants so as to establish private companies for commercialization of their inventions. For proper implementation of this program, universities will also be supported to specialize in particular disciplines.

(xvi) Mainstream Physical Education & Sports: - Mainstream physical education and sports at all levels of education and training in the country.

(xvii) Training of Teachers of Physical Education and Sports: - Continue with the training of teachers of physical education, including conducting sports in-service training for teachers annually, as a means of strengthening physical education and sports in schools.

(xviii) A National Teacher Policy: - Professionalize and motivate the teaching workforce by developing and implementing a comprehensive Teacher Policy that elevates the standards in the Teaching profession to a level that aligns with the Nation’s aspirations for socio-economic transformation. This policy shall provide for among others the establishment of a Teachers’ Regulatory Council (akin to other professional Councils such as the Uganda Dental and Medical Practitioners Council), a National Institute of Teacher Education, accreditation in the teaching profession, and mandatory continuous professional development (CPD).

(xix) Mathematics and Science Teachers: - Recruit more Mathematics and Science teachers for Secondary schools.

(xx) Framework for ECD: - Develop and implement a comprehensive policy framework for ECD that among others provides for the institutionalization of training of ECD Caregivers/Teachers.

(xxi) Textbooks: - Reduce the pupil-textbook and student-textbook ratios from 6:1 to 3:1 for Primary and 3:1 to 1:1 for Secondary schools respectively in line with set standards.

(xxii) Scholastic materials:-.Provide free scholastic materials such as mathematical geometry sets, exercise books, pens and pencils to pupils and students in Primary and Secondary level respectively.

(xxiii) Equipment and textbooks: - Provide training institutions with the necessary equipment and textbooks to facilitate learning in line with set standards.

(xxiv) Revise Capitation Grants: - Adopt a differentiated formula for allocation of capitation grants with the goal of increasing them so as to improve the quality of education.

3.2.3 Strategic Objective 3: Efficient & Effective Delivery of Education & Sports

(i) Inspection and Supervision: - establish a semi-autonomous body in charge of inspection of Education and Training Institutions so as to radically improve the quality of inspection and supervision of public and private training institutions;

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to ensure compliance with set national Standards and Regulations. The new body will have powers to compel district officials to take action on its reports and if they fail, Government will act on them.

(ii) Strengthen NCHE: - Strengthen and empower NCHE through increased funding and staffing to improve inspection and supervision of universities and other higher institutions of learning.

(iii) Restructuring programmes in Public Universities: - Public Universities to restructure programmes with a view of making them relevant to national development goals.

(iv) Job evaluation in Public Universities: - Undertake Job evaluation in Public Universities with a view of creating harmony in salary structures and implement its recommendations.

(v) Community Participation and Engagement: - Develop and implement a comprehensive Strategy that strengthens community and parent participation in the affairs of the Schools and training institutions – public and private institutions; in the community’s respective areas.

(vi) E-learning and Computer Literacy: - Promote e-learning and computer literacy in Secondary and Tertiary Education in order to enhance learning outcomes. Need for an ICT Policy for the Sector.

(vii) Restructuring of DIT: - The Directorate of Industrial Training (DIT) will be restructured in order to facilitate the implementation of an Accreditation, Assessment and Certification Programme (AACP). This programme will ensure that Ugandans, especially the youth, attain international standards/qualifications, which will reduce unemployment.

(viii) Accountability for NTR: - Operationalize the legal requirement for accountability for non-tax revenue collected by Sports bodies, universities and other tertiary institutions.

(ix) Development and Commercialization of Innovations: - Develop and implement a Framework for supporting the development and commercialization of innovations, especially those from education and training institutions.

(x) Teacher, Tutor, and Instructor Development and Management System: - Review the existing Development and Management System in order to provide a more efficient and effective training and support for Teachers, Tutors, and Instructors. Special attention should be given to reviewing the existing coverage for each Core PTC in respect to In-Service Teacher Development and Training.

(xi) Research, Evaluation and Planning Agenda: - Develop and implement a rigorous agenda for research, evaluation and planning for the Sector.

(xii) Optimize ICTs: - Optimize ICTs in the delivery of education services, research, monitoring, evaluation, and communication of impact of interventions. Optimization will target BTVET activities aimed at changing the negative perception of the public.

(xiii) Review and Amend Outdated Legal Frameworks: - Review and amend existing legal frameworks such as Policies, Laws, and Guidelines with the view of eliminating redundancies, overlaps, and those that have been overtaken by the evolving context of the Sector; e.g. the BTVET Act, Universities and other Tertiary Institutions Act, the NCDC Act, the UNEB Act and NCS Act.

(xiv) MoES Headquarters: - Construct headquarters for the Ministry of Education and Sports at Kyambogo in a phased manner.

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(xv) Strengthen EMIS – Strengthen the Education Management and Information System (EMIS) to collect and process more accurate and timely data for use by decision-makers. EMIS should be linked to NIRA (by giving students/pupils a national identification number - NIN) and the Inspection Information System.

(xvi) Continue to study the possibility/ feasibility of establishing of new Public Universities: - Undertake studies to investigate the feasibility of new universities.

(xvii) Strengthening the SWAp through the Learning Generation Lab Methodology Approach: - A Learning Generation Lab methodology which helps identify priorities for reform, develops focussed inclusive and realistic implementation plans and emphasises disciplined execution of programmes and projects with clear levels of responsibilities and accountability will be implemented.

(xviii) Policy for regulation of Private Providers: - Development and implementation of a policy for regulation of private provision of pre-primary, primary and post primary education by non-state actors for efficient and effective delivery of education and sports services.

(xix) Rationalize and improve teacher recruitment, deployment and payroll management at Primary and Post-primary education levels.

(xx) Survey land for all education institutions to guard against the prevalent land grabbing in all regions of the Country including protection of all existing sports facilities.

(xxi) Introduce Operation Wealth Creation Programmes in education institutions in liaison with the Ministry of Agriculture, Animal Industry and Fisheries to create and enhance income earning opportunities for staff.

3.2.4 Development of Physical Education and Sports outside Schooling System

Physical Education and Sports makes significant contribution to livelihoods of many youth and businesses; who are earning a living out of it. In addition, and perhaps most important, Sports is a powerful medium for promoting and marketing Uganda when our athletes participate in regional and international competitions – more so, when they win medals.

The following shall be the focus for the Sports Sub-Sector in the next 3 years:

(i) Promotion of Sports: - Promote sports in the country by doing the following:

a) Affirmative action: - Continue implementing a policy of affirmative action for persons talented in sports.

b) Bursaries and scholarships: - Continue providing bursaries and scholarships for elite athletes.

c) Reward & Recognition Scheme: - Put in place a national rewards scheme for excelling national athletes.

d) Pension Scheme: - Put in place a pension scheme for nationally acclaimed sports persons.

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e) Incentives for Investment: - Put in place incentives for private sector investment in sports.

(ii) Policy and Legal Frameworks: - Strengthen the policy and legal frameworks governing sports in order to enhance professionalism and integrity in sports. Complement this with support for training coaches of various disciplines to improve the performance and attain professionalism.

(iii) Facilitate National teams: - Facilitate national teams to participate in international tournaments when they qualify.

(iv) Talent identification and nurturing: - Support all sports associations to identify and nurture talent at local and national level.

(v) Investment in Sports academies: - Give incentives to private investors interested in setting up sports academies in Uganda. Ugandans graduating from these academies will market Uganda when they excel.

(vi) Sports Infrastructure: - Support the construction, rehabilitation and management of sports facilities throughout the country in addition to the National High Altitude Training Center in Kapchwora currently under construction.

(vii) Coach Qualifications: - Implement community coach qualification initiatives to ensure talent initiation, identification and development by the qualified competent coaches at all levels.

(viii) District Sports Councils: - Revitalizing and establishing District Sports Councils.

The indicative targets and timeframes for each Strategic Objective are included in the Annualized Implementation Plan under Section 5.4.

3.3. Key Development Result Indicators for ESSP 2017-2020

During the period 2017-2020 of the Plan, the sector will focus on the following as key development indicators and targets for 2020 under the three strategic objectives and key result areas as indicated in Table 6 below:

Table 6: Key Development Indicators and Targets for 2020

Strategic Objective Key Result Areas (Outcomes) Key Development Indicators Baseline

2015 Target 2020

Achieve equitable access to relevant and quality education and training

Improved Learning Achievements

Gross Enrolment Ratio- Pre-Primary 9.90% 21.10%

Net Enrolment Ratio – Pre-Primary 9.50% 13.40%

Gender Parity Index(GPI) – Pre-primary 1.2 1

Gross Enrolment Ratio [GER]- Primary 109.00% 116.90%

Net Enrolment Ratio[NER] –Primary 91.00% 94.80%

Gross Intake Ratio 152.00% 124.40%

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2015 Target 2020

Gender Parity Index(GPI) –-primary 1.02 1

Pupil Class Room Ratio 63 60

Gross Enrolment Ratio- Secondary 24.50% 35.50%

Net Enrolment Ratio – Secondary 21.805 30.30%

Gender Parity Index(GPI) – Secondary 0.9 1

Transition Rate to S.1 63.20% 70.50%


Student Class room Ratio 52 52

GPI at BTVET 0.84 1

Student Instructor/Tutor Ratio 12 7

% of Students Eligible for Tertiary 83% 97%

GPI at Tertiary 0.79 1

SNE % age of SNE Pupils enrolled in school 1.79% 3.14%

Transition from P.7 to VTC, Community Polytechnics and Farm Schools

3.00% 3.00%

Transition from S.4 to Tech. Institutions 5.20% 5.20%

Ensure delivery of relevant and quality education and training

Improved Competence of the learners

Literacy Rate P3 60.20% 72.20%


Numeracy Rate P3 71.70% 77.10%


Pupil Teacher Ratio 43 53

S.2 Student Rate Proficiency in Biology 20.40% 27.40%

S.2 Student Rate Proficiency in Math 41.80% 43.50%

S.2 Student Rate Proficiency in English 50.30% 55.30%

Student Teacher Ratio 22 22

Student Tutor Ratio (PTC) 13 12

Student Tutor Ratio (NTC) 14 12

SNE

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2015 Target 2020

Gender Parity Index(GPI) –-primary 1.02 1

Pupil Class Room Ratio 63 60

Gross Enrolment Ratio- Secondary 24.50% 35.50%

Net Enrolment Ratio – Secondary 21.805 30.30%

Gender Parity Index(GPI) – Secondary 0.9 1



Student Class room Ratio 52 52

GPI at BTVET 0.84 1

Student Instructor/Tutor Ratio 12 7

% of Students Eligible for Tertiary 83% 97%

GPI at Tertiary 0.79 1

SNE % age of SNE Pupils enrolled in school 1.79% 3.14%

Transition from P.7 to VTC, Community Polytechnics and Farm Schools

3.00% 3.00%

Transition from S.4 to Tech. Institutions 5.20% 5.20%

Ensure delivery of relevant and quality education and training

Improved Competence of the learners





Pupil Teacher Ratio 43 53

S.2 Student Rate Proficiency in Biology 20.40% 27.40%

S.2 Student Rate Proficiency in Math 41.80% 43.50%

S.2 Student Rate Proficiency in English 50.30% 55.30%

Student Teacher Ratio 22 22

Student Tutor Ratio (PTC) 13 12

Student Tutor Ratio (NTC) 14 12

SNE

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2015 Target 2020

PTR/SIR (moderately disabled) at all levels and BTVET

10 10

PTR/SIR (severely disabled) at all levels and BTVET 3 3

PTR/SIR (profoundly disabled e.g. deaf, blind, multiple injuries.

1 1

PTR (Average) 5 5

Pupil/student Text Book Ratio 1 1

Enhance efficiency and effectiveness of education and sports Service delivery at all levels. (To minimize wastage)

Efficient and Quality Service delivery

P 7 Completion Rate 61.60% 69.60%

P 7 PLE Pass Rate 86.00% 89.00%

Repetition Rate 7.20% 4.00%

Survival Rate to Grade 5 59.90% 63.20%

Survival Rate to Grade 7 30.10% 33.00%

S.4 Completion 36.20% 40.60%

UCE Pass Rate 91.00% 94.90%

Repetition Rate 1.50% 0.80%

DIT Pass Rate 79.60% 97.00%

UNMEB Pass Rate 86.60% 92.00%

UAHEB Pass Rate 85.60% 92.00%

UBTEB Pass Rate 78% 85%

Percentage of Primary schools inspected (2 visits per term) 70.00% 85%

Percentage of Secondary schools inspected (2 visits per term)

80.00% 100.00%

Percentage of BTVET inspected (2 visits per term) 80.00% 90.00%

Percentage of PTCs inspected (2 visits per term) 100% 100.00%

Percentage of NTCs inspected (2 visits per term) 100% 100.00%

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4.0 Costing and Financing Framework of the ESSP 2017-2020 4.1. Enrolment Growth

Participation in education is projected to increase over the next three years (see details in the Costing and Financing Framework in Annexes 11a & 11b and the Technical Notes in Annex 12. The number of pupils enrolling in primary schools is expected to increase by over 6.0% (i.e. from 10,719,580 to 11,360,937). Details on projected enrolment by sub-sector are in Table 7.

Table 7: Projected Enrolment by Sub-sector 2016-2020

Sub-sector 2015/16 (Actual) 2016/17 2017/18 2018/19 2019/20 Primary 8,264,217 8,689,723 8,893,447 9,055,260 9,236,324 Secondary 1,284,008 1,396,055 1,516,423 1,656,527 1,798,774 "O" Level 1,147,952 1,263,752 1,368,677 1,484,833 1,608,473 "A" Level 136,056 132,302 147,746 171,695 190,301 BTVET: 67,236 38,386 38,824 39,339 40,590 Post-P7 16,922 17,880 17,908 18,004 18,829 Post-S4 20,104 20,506 20,916 21,334 21,761 Post-S6/Tertiary 30,211 34,178 34,392 34,607 34,825 TIET: 59,133 59,711 60,469 61,237 62,017 Post-S4 16,495 16,825 17,161 17,505 17,855 Post-S6/Tertiary 42,638 42,887 43,308 43,733 44,162 University 198,338 204,289 210,417 216,730 223,232 Total 9,872,932 10,388,164 10,719,580 11,029,093 11,360,937

Source: UBOS 2014 Census and EMIS 2016 4.2 Summary of Estimated Costs by Strategic Objective and Sub-Sector

The interventions and activities outlined in the ESSP 2017-2020 are estimated to cost Government Ug. Shs. 17,947.49 bn or an annual average of Ug. Shs. 5,982.5 bn, equivalent to about USD 1.662bn. This is approximately 21% (national MTEF allocates about 11% to the sector) of the total national budget. The private enterprises, households and charitable organizations will contribute a total of about Ug. Shs. 2,848.92bn of total education cost, i.e. about 17%.

4.2.1 Estimated Costs by Strategic Objective

Table 8 provides a summary of estimated costs by strategic objective. Details on costs and priority interventions are given in Annex 11a. The Annualized Implementation Plan, which includes proposed targets, level of resource allocation and responsibility centres, is outlined in Section 5.4.

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4.0 Costing and Financing Framework of the ESSP 2017-2020 4.1. Enrolment Growth

Participation in education is projected to increase over the next three years (see details in the Costing and Financing Framework in Annexes 11a & 11b and the Technical Notes in Annex 12. The number of pupils enrolling in primary schools is expected to increase by over 6.0% (i.e. from 10,719,580 to 11,360,937). Details on projected enrolment by sub-sector are in Table 7.

Table 7: Projected Enrolment by Sub-sector 2016-2020

Sub-sector 2015/16 (Actual) 2016/17 2017/18 2018/19 2019/20 Primary 8,264,217 8,689,723 8,893,447 9,055,260 9,236,324 Secondary 1,284,008 1,396,055 1,516,423 1,656,527 1,798,774 "O" Level 1,147,952 1,263,752 1,368,677 1,484,833 1,608,473 "A" Level 136,056 132,302 147,746 171,695 190,301 BTVET: 67,236 38,386 38,824 39,339 40,590 Post-P7 16,922 17,880 17,908 18,004 18,829 Post-S4 20,104 20,506 20,916 21,334 21,761 Post-S6/Tertiary 30,211 34,178 34,392 34,607 34,825 TIET: 59,133 59,711 60,469 61,237 62,017 Post-S4 16,495 16,825 17,161 17,505 17,855 Post-S6/Tertiary 42,638 42,887 43,308 43,733 44,162 University 198,338 204,289 210,417 216,730 223,232 Total 9,872,932 10,388,164 10,719,580 11,029,093 11,360,937

Source: UBOS 2014 Census and EMIS 2016 4.2 Summary of Estimated Costs by Strategic Objective and Sub-Sector

The interventions and activities outlined in the ESSP 2017-2020 are estimated to cost Government Ug. Shs. 17,947.49 bn or an annual average of Ug. Shs. 5,982.5 bn, equivalent to about USD 1.662bn. This is approximately 21% (national MTEF allocates about 11% to the sector) of the total national budget. The private enterprises, households and charitable organizations will contribute a total of about Ug. Shs. 2,848.92bn of total education cost, i.e. about 17%.

4.2.1 Estimated Costs by Strategic Objective

Table 8 provides a summary of estimated costs by strategic objective. Details on costs and priority interventions are given in Annex 11a. The Annualized Implementation Plan, which includes proposed targets, level of resource allocation and responsibility centres, is outlined in Section 5.4.

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Table 8: Estimated Costs by Strategic Objective (Billion Uganda Shillings)

Strategic Objective Estimated Cost in Billions FY

2017/18 FY

2018/19 FY

2019/20 Total

Strategic Objective 1: Achieve Equitable Access to Relevant and Quality Education and Training.

5,348.49 4,443.14 2,327.65 12,119.28

Strategic Object 2: Enhanced Quality and Relevant Education and Training.

1,369.15 1,693.19 1,907.84 4,970.18

Strategic Objective 3: Efficient and Effective Delivery of Education and Sports Services

111.61 120.78 118.54 350.93

Strategic Priority Interventions for the Sports Sub-Sector

0.00 247.82 259.28 507.10

Total Cost Estimates 6,829.25 6,504.93 4,613.31 17,947.49

Source: Costing Model (Annex 11a) 4.2.2 Estimated Costs by Sub-Sector

Table 9 gives estimated costs by sub-sector over the 3-year period of the Plan.

Table 9: Summary Costs by Sub-sector (Billion Uganda Shillings)

Recurrent Costs: Sub-sector 2017/18 2018/19 2019/20 Total Primary 1,307.70 1,487.02 1,679.03 4,473.75 Secondary 126.53 141.45 148.78 416.76 BTVET 138.04 161.37 165.95 465.35 Sports 203.22 212.45 415.67 University/Tertiary 359.81 459.25 560.90 1,379.96 Centralized Services (Agencies, Autonomous Bodies & MoES Headquarter Services) 90.10 103.70 104.32 298.11

Total - Recurrent Cost 2,022.18 2,556.00 2,871.42 7,449.61 Development Costs: Primary 3,790.86 2,674.71 823.80 7,289.37 Secondary 346.42 663.87 768.67 1,778.96 BTVET 362.24 349.88 283.25 995.36 Sports 62.00 65.05 127.05 Tertiary / University 58.82 15.77 18.99 93.58 Centralized Services (Agencies, Autonomous Bodies & MoES Headquarter Services) 71.10 70.20 72.27 213.56

Total 4,629.43 3,836.43 2,032.02 10,497.88 Total – Recurrent & Development 6,651.6 6,392.4 4,903.4 17,947.5 Source: Costing Model (Annex 11b)

4.3 Projected Sub-Sectoral Government Expenditure Shares and Funding Gap 4.3.1 Sub-Sectoral Expenditure Shares

Table 10 presents the projected sub-sectoral Government expenditure shares in the next three years, based on current MTEF provisions.

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Table 10: Sub-Sectoral shares of Government Expenditures on Education 2015-2018

Subsector FY 2015-16(Ushs.bn)

% share FY 2016-17 (Ushs.bn)

% share FY 2017-18 (Ushs.bn)

% share

Primary 1,094.63 53.95% 1,226.66 49.97% 1,224.22 49.47% Secondary 363.63 17.92% 373.41 15.21% 396.06 16.01% BTVET 190.16 9.37% 258.09 10.51% 279.98 11.31% Tertiary 293.29 14.45% 479.96 19.55% 466.72 18.86% Sports 11.10 0.59% 12.213 0.49% 12.213 0.49% Others 75.28 3.7% 97.34 3.9% 107.51 4.34% Total 2,029.08 100.00% 2,454.61 100.00% 2,474.49 100.00%

4.3.2 Analysis of Sub-Sectoral Funding Gaps

The estimated total funding gap of the Plan is Ug. Shs. 10,224.19 bn for 3 years representing an annual gap of Ug. Shs.3,408.1 bn (equivalent to USD 946,668,425 at an exchange rate of 3,600 UGX). Table 11 gives a breakdown of the annual sub-sectoral funding gaps.

Table 11: Estimated Sub-Sectoral Funding Gaps (Billion Uganda Shillings)

Sub-Sector FY 2017/18 FY 2018/19 FY 2019/20 Total (3 Years) Primary Estimated Costs 5,098.56 4,161.74 2,502.82 11,763.12 MTEF Allocation 1,176.94 1,196.09 1,216.24 3,589.27 Funding Gap 3,921.62 2,965.65 1,286.58 8,173.85 Secondary Estimated Costs 472.95 805.32 917.45 2,195.72 MTEF Allocation 443.16 442.42 442.05 1,327.63 Funding Gap 29.79 362.90 475.40 868.09 BTVET Estimated Costs 500.27 511.24 449.20 1,460.71 MTEF Allocation 279.98 278.64 308.96 867.58 Funding Gap 220.29 232.60 140.24 593.13 University Estimated Costs 418.63 475.02 579.89 1,473.54 MTEF Allocation 466.73 559.56 602.68 1,628.97 Funding Gap (48.10) (84.54) (22.79) (155.43) Sports Estimated Costs 265.22 277.50 542.72 MTEF Allocation - - - Funding Gap 265.22 277.50 542.72 Others (Centralized Services) Estimated Costs 161.19 173.89 176.59 511.68 MTEF Allocation 107.33 101.26 101.26 309.85 Funding Gap 53.86 72.63 75.33 201.83 Total Estimated Costs 6,651.61 6,127.21 4,625.95 17,947.49 Total MTEF Allocations

2,474.14 2,577.97 2,671.19 7,723.30

Total Funding Gap 4,177.47 3,814.46 2,232.26 10,224.19 Source: Costing Model (Annex 11)

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4.4 The Sector MTEF and Anticipated Private Sector Contribution 4.4.1 Private Sector Contribution

The private sector is anticipated to contribute Ug. Shs.2,848.92 bn, which translates into about 17% of the overall estimated cost. The estimated contribution to primary sub-sector is about 10% (about Shs. 1,139.03bn), 45% to secondary sub-sector (about Shs. 988.09bn), 20% to BTVET (about Shs. 292.14bn) and 30% to Tertiary/University (about Shs. 429bn).

4.4.2 MTEF Expenditure Priorities and Sub-sector Budget Shares 4.4.2.1 Recommendations on MTEF Expenditure Priorities

Table 12: Recommended Sub-Sectoral Budget Shares

Sub-sector FY 2015-16 FY 2016-2017 FY 2017-2018 FY 2018-2019 FY 2019-2020 Primary 53.95% 49.97% 49.47% 49.47% 49.47% Secondary 17.92% 15.21% 16.01% 16.01% 16.01% BTVET 9.37% 10.51% 11.31% 11.31% 11.31% Tertiary 14.45% 19.55% 18.86% 18.86% 18.86%

4.4.3 Closing the funding gap

The funding gap of Ug. Shs. 10,224.19 bn (approximately US$ 2.84 bn at an Exchange Rate of 3,600 UGX) cannot be closed entirely through Government budgetary resources. In order to meet the costs of providing education and sports, it will be necessary not only to strengthen public-private partnerships in the sector, but also to reduce costs.

4.4.3.1 Enhancing Contribution of Non-State Actors

The Plan estimates the private sector contribution to be 17% of the total cost of providing education to Ugandans. The proposed priority intervention (xviii) under Strategic Objective 3 to develop and implement a policy on regulation of non-state actors is critical in creating an enabling environment for more efficient, effective and increased private sector contribution towards education and sports delivery.

4.4.3.2 Increasing GDP Allocations to Education Sector

The SDG recommends that for the countries to achieve the 2030 agenda, they should commit at least 4% of their GDP to Education. Currently, as of FY2016/17, Uganda’s education share to GDP was at about 2.46% excluding donor. Therefore, there is need for the country to steadily increase/stagger increment of its share to education to 2.5% over the Plan period, effective FY2018/19 by 0.14% annually as proposed in Table 13.

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Table 13: Proposed Uganda’s GDP Allocation to Education Sector

FY FY2016/17 FY2017/18 FY2018/19 FY2019/20 FY2020/21

% GDP (excluding donor)

246% 2.6% 2.74% 2.88% 3.02%

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Table 13: Proposed Uganda’s GDP Allocation to Education Sector

FY FY2016/17 FY2017/18 FY2018/19 FY2019/20 FY2020/21

% GDP (excluding donor)

246% 2.6% 2.74% 2.88% 3.02%

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5.0 Implementing the Plan 5.1 Institutional Set-Up

The ESSP 2017-2020 will be implemented within the Ministry’s current procedures for Planning, Budgeting and Annual Reviews in order to meet the requirements of the NRM Manifesto, NDP II, Uganda Vision 2040 and SDGs. Implementation will be undertaken through the SWAp which began in 1998 with its secretariat in the Education Planning and Policy Analysis Department. The MTBF will be revised every year to reflect revisions to the strategies and interventions of the ESSP 2017-2020. Uganda’s Education SWAp process entails MoES working together with key stakeholders including EDPs to agree on key priorities, and allocation of resources in a manner that enhances efficiency and effectiveness. Details on the institutional set up of the sector are given in Annexes 1a and 1b.

The proposed indicators and outcome targets (see Annex 9) laid out in the ESSP 2017-2020 are in line with the sector strategic objectives, which will guide the implementation of the Plan. Different sub-sectors (and departments), under the coordination of Education Planning and Policy Analysis Department will develop annual activity work plans, in line with the agreed policy objectives, strategies and interventions. The annual work plans shall be subjected to quarterly reviews for approval by TMM.

Pre-primary and primary education is a decentralized service and the decentralized framework governs its implementation. Other levels of education are virtually centralized. Implementing the Plan will involve various players being in charge of various functions. The MoES shall be the engine to propel the implementation of the Plan. Departments will generate work plans, set standards and policies and monitor and evaluate delivery of services. Districts and Municipalities (LGs) shall oversee implementation of the decentralized programs and activities translating from the Plan. Schools and institutions are at the level at which the education and training service is delivered. Head teachers and their deputies will be responsible for school-level supervision of the teaching and learning process. Communities/Civil Society and parents have a key role of monitoring, inspecting of education services, and where possible, funding the education of their children. These functions are key to the Plan. Development Partners will facilitate the implementation of the Plan when they participate in the planning function, provision of finances, monitoring and evaluation together with Line Ministries that support the implementation of the Education and Sports Service.

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The Head of Public Service/Secretary to Cabinet will play the role of call of last resort for purposes of ensuring harmonization in the delivery of services. Ministry of Public Service is responsible for recruitment and deployment of staff. Ministry of Local Government is responsible for coordinating, overseeing and building capacity of local Government structures. Ministry of Health is responsible for the delivery of health services, while Ministry of Water and Environment ensures sanitation standards and protection of the environment in schools/institutions.

The technical capacity to implement the Plan is available within the Sector, while the SWAP framework, through which the Plan will be implemented, enhances the institutional capacity. One key constraint envisaged in the implementation of the Plan is the fact that some of the education service is decentralized. The decentralization policy presents challenges in ensuring accountability and timeliness. It is hoped that penalizing errant officers will serve to mitigate this constraint. Another capacity constraint is the limited resources available within the MTEF ceilings.

5.2. Monitoring and Evaluation Framework

The MoES acts as a coordinating center for implementing the M&E System in assessing informational needs of all decision makers, disseminating information through comprehensive reporting mechanisms and ensuring that needs are met in an efficient and timely manner. The M&E Framework measures progress in achieving priority strategic sector objectives (access, equity, quality and efficiency) and the following activities will be routinely carried out:

(i) Monitoring the progress of sector programs and projects and assemble, on a

regular basis, key education sector indicators; (ii) Ensuring coverage of all required education sector indicators and investigating

critical issues in education sector; (iii) Maintaining quality of data collection procedures and undertaking efforts to

develop new methods or materials for use in the education sector; (iv) Verifying accuracy and quality of data from the field and designing

appropriate reporting mechanisms; (v) Disseminating data and reports to stakeholders at appropriate levels and

training decision-makers in the use of data for improved management of education and;

(vi) Undertaking efforts to estimate longer-term impact of education programs.

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The Head of Public Service/Secretary to Cabinet will play the role of call of last resort for purposes of ensuring harmonization in the delivery of services. Ministry of Public Service is responsible for recruitment and deployment of staff. Ministry of Local Government is responsible for coordinating, overseeing and building capacity of local Government structures. Ministry of Health is responsible for the delivery of health services, while Ministry of Water and Environment ensures sanitation standards and protection of the environment in schools/institutions.

The technical capacity to implement the Plan is available within the Sector, while the SWAP framework, through which the Plan will be implemented, enhances the institutional capacity. One key constraint envisaged in the implementation of the Plan is the fact that some of the education service is decentralized. The decentralization policy presents challenges in ensuring accountability and timeliness. It is hoped that penalizing errant officers will serve to mitigate this constraint. Another capacity constraint is the limited resources available within the MTEF ceilings.

5.2. Monitoring and Evaluation Framework

The MoES acts as a coordinating center for implementing the M&E System in assessing informational needs of all decision makers, disseminating information through comprehensive reporting mechanisms and ensuring that needs are met in an efficient and timely manner. The M&E Framework measures progress in achieving priority strategic sector objectives (access, equity, quality and efficiency) and the following activities will be routinely carried out:

(i) Monitoring the progress of sector programs and projects and assemble, on a

regular basis, key education sector indicators; (ii) Ensuring coverage of all required education sector indicators and investigating

critical issues in education sector; (iii) Maintaining quality of data collection procedures and undertaking efforts to

develop new methods or materials for use in the education sector; (iv) Verifying accuracy and quality of data from the field and designing

appropriate reporting mechanisms; (v) Disseminating data and reports to stakeholders at appropriate levels and

training decision-makers in the use of data for improved management of education and;

(vi) Undertaking efforts to estimate longer-term impact of education programs.

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Proposed indicators and outcome targets for the Plan are presented in Annex 9. These are aligned with objectives, strategies and interventions. They will be used for Annual Sector Reviews of progress and determining budgetary allocations for the subsequent FYs.

5.3. Environmental Impact Assessment and Social Safeguards

The implementation of the ESSP 2017-2020 is not expected to make a negative contribution to the environment and to the community. All the planned activities including those that impact directly on the national environment such as provision of construction materials (bricks, roofing timber, etc.) shall be implemented in accordance with the existing National Environmental Legislation and Social Safe Guards to minimize negative effects they cause on the bio-physical and human environment.

5.4 Annualized Implementation Plan of ESSP 2017-2020

Annual targets by strategic objective, over the 3-year period of the Plan, are stated in Table 14. The targets are derived from Annex 11a (pages 87-96) and it is linked to Annex 11b (pages 97-128). Annex 11a provides a summary of estimated costs by strategic objective while Annex 11b gives detailed cost estimates by sub-sector.

Highest priority interventions are allocated 100% of the required budget, 60% for lowest priority interventions and 25% for those with huge costs like construction works and recruitment of staff.

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364

Uni

ts

1,36

4 U

nits

C

/BE

476

units

79 U

nits

79 U

nits

C/G

SS

298

units

54 U

nits

54 U

nits

CB

TV

ET

7 un

its

4

Uni

ts 4

Uni

ts C

/TIE

T

ESSP

FY

2017

/18

– 20

19/2

0

38

ESSP

FY

2017

/18

– 20

19/2

0

38

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

10

Feed

ing

Scho

ol

Chi

ldre

n:

- D

evel

op

and

impl

emen

t a

stra

tegy

to

ad

dres

s sc

hool

fe

edin

g an

d nu

tritio

n fo

r sch

ool-

goin

g ch

ildre

n.

The

Stra

tegy

m

ust

incl

ude

cont

inuo

us

sens

itiza

tion

of

pare

nts

abou

t th

eir r

ole

in fe

edin

g ch

ildre

n an

d pr

ovid

ing

scho

ol u

nifo

rms.

N/A

D

raft

Polic

y &

Im

plem

enta

tion

stra

tegy

in p

lace

Num

ber o

f com

mun

ity

dial

ogue

s hel

d N

umbe

r of

com

mun

ity d

ialo

gues

he

ld

C/B

E

11

Part

icip

atio

n of

D

isad

vant

aged

Pe

rson

s in

Pr

imar

y,

Seco

ndar

y an

d B

TVE

T:

- de

velo

p an

d im

plem

ent

prog

ram

s th

at

incr

ease

th

e pa

rtici

patio

n of

gi

rls,

wom

en

and

the

disa

dvan

tage

d pe

rson

s su

ch a

s PW

Ds,

disa

dvan

tage

d co

mm

uniti

es,

pers

ons

with

sp

ecia

l le

arni

ng n

eeds

, co

nflic

t hi

t ar

eas,

refu

gees

an

d th

e di

sast

er

hit;

in

educ

atio

n an

d sk

ills d

evel

opm

ent p

rogr

ams.

50,0

00 le

arne

rs

10,0

00 le

arne

rs

10,0

00 le

aner

s 10

,000

lear

ners

C

/BE,

C/G

SS,

C/P

SI

C/B

TVE

T

12

Re-

tool

ing

Une

mpl

oyed

G

radu

ates

: -

unem

ploy

ed

grad

uate

s la

ckin

g th

e re

quisi

te

voca

tiona

l/mar

ket

skill

s w

ill b

e re

train

ed a

nd re

-tool

ed to

fit i

nto

the

exis

ting

job

mar

ket

requ

irem

ents

.

30,0

00 g

radu

ates

10

,000

gra

duat

es

10,0

00 g

radu

ates

10

,000

gra

duat

es

C/B

TVE

T

13

L

ower

co

sts

to

fam

ilies

:

- Im

prov

e th

e im

plem

enta

tion

of

UPE

, U

SE,

UPO

LET

to l

ower

co

sts t

o fa

mili

es.

UPE

: U

nit c

ost

of 1

0,00

0/=

per

child

per

yea

r m

aint

aine

d

UPE

: U

nit c

ost o

f 10

,000

/= p

er c

hild

pe

r yea

r mai

ntai

ned

UPE

: U

nit c

ost o

f 10

,000

/= p

er c

hild

per

yea

r m

aint

aine

d

UPE

: U

nit c

ost o

f 10

,000

/= p

er c

hild

pe

r yea

r mai

ntai

ned

C/B

E

ESSP

FY

2017

/18

– 20

19/2

0

39

ESSP

FY

2017

/18

– 20

19/2

0

39

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

UPE

: U

nit c

ost

of 1

0,00

0/=

per

child

per

yea

r m

aint

aine

d

USE

: U

nit c

ost o

f 41

,000

/= p

er st

uden

t pe

r yea

r mai

ntai

ned

USE

: U

nit c

ost o

f 41

,000

/= p

er st

uden

t per

ye

ar m

aint

aine

d

USE

: U

nit c

ost o

f 41

,000

/= p

er st

uden

t pe

r yea

r mai

ntai

ned

C/G

SS

UPO

LET:

Uni

t co

st o

f 82,

000/

= pe

r stu

dent

per

ye

ar m

aint

aine

d

UPO

LET:

Uni

t cos

t of

82,

000/

= pe

r st

uden

t per

yea

r m

aint

aine

d

UPO

LET:

Uni

t cos

t of

82,0

00/=

per

stud

ent p

er

year

mai

ntai

ned

UPO

LET:

Uni

t cos

t of

82,

000/

= pe

r st

uden

t per

yea

r m

aint

aine

d

C/B

TVE

T

14

Supp

ort S

tude

nt L

oan

Sche

me

to

incr

ease

ac

cess

of

el

igib

le

stud

ents

to H

ighe

r Edu

catio

n.

stud

ents

4,

297

stude

nts

5,29

7 stu

dent

s 5,

297

stude

nts

ES/

HE

SFB

15

Scho

ol/

Inst

itutio

nal

Fees

: -

Form

ulat

e an

d im

plem

ent

a po

licy

to r

atio

naliz

e le

vyin

g of

sc

hool

fee

s in

bot

h pu

blic

and

pr

ivat

e sc

hool

s/ in

stitu

tions

.

N/A

Polic

y &

Impl

emen

tatio

n St

rate

gy in

pla

ce

Impl

emen

tatio

n of

th

e po

licy

D/B

SE&

D

/HT

VE

T

16

Scho

ol

Hea

lth

and

Safe

ty

Polic

y:

- D

evel

op

and

impl

emen

t a P

olic

y th

at e

nsur

es

that

the

lear

ning

env

ironm

ent i

n Sc

hool

s an

d Tr

aini

ng

Inst

itutio

ns

is

safe

fo

r th

e le

arne

r an

d te

ache

r w

ithin

the

m

anda

te o

f MoE

S.

N/A

Polic

y &

Impl

emen

tatio

n St

rate

gy in

pla

ce

Impl

emen

tatio

n of

th

e po

licy

D/B

SE

17

Safe

Wat

er I

nfra

stru

ctur

e: -

Ex

pand

and

im

prov

e pr

ovisi

on

of

safe

w

ater

su

pply

in

fras

truct

ure

to

prim

ary

Scho

ols

with

in t

he m

anda

te o

f M

oES.

Saf

e w

ater

is

a cr

itica

l fa

ctor

in p

reve

ntio

n of

hyg

iene

-re

late

d ill

ness

es t

hat

are

ofte

n pr

even

tabl

e.

8,34

2

4,04

2 w

ater

tank

s sup

plie

d to

4,0

42 sc

hool

s 4,

300

wat

er ta

nks

supp

lied

to 4

,300

sc

hool

s

C/B

E

18

Pres

iden

tial

pled

ges:

- C

ontin

ue

impl

emen

ting

the

94 P

ledg

es

18 p

ledg

es fu

lfille

d 18

ple

dges

fulfi

lled

18 p

ledg

es fu

lfille

d D

/BSE

, D

,HTV

ET

,

ESSP

FY

2017

/18

– 20

19/2

0

40

ESSP

FY

2017

/18

– 20

19/2

0

40

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

Pres

iden

tial

pled

ges

in

the

Educ

atio

n an

d Sp

orts

Sec

tor.

C/B

E, C

/GSS

, C

/BTV

ET

, C

/HE

19

Dis

tanc

e L

earn

ing

for

Post

-Se

cond

ary:

-

Con

tinue

w

ith

dist

ance

, m

obile

and

e-le

arni

ng

educ

atio

n sy

stem

s fo

r po

st-

seco

ndar

y ed

ucat

ion.

N/A

Inst

itutio

ns im

plem

entin

g di

stan

ce le

arni

ng

Inst

itutio

ns

impl

emen

ting

dist

ance

lear

ning

D/H

TV

ET

, C

/HE

, C

/TIE

T

20

Scho

lars

hips

fo

r D

isad

vant

aged

A

reas

: -

Incr

ease

th

e nu

mbe

r of

sc

hola

rshi

ps

for

disa

dvan

tage

d ar

eas

to

enro

ll fo

r cr

itica

l pr

ogra

ms i

n hi

gher

edu

catio

n.

150

scho

lars

hips

15

0 sc

hola

rshi

ps

D/H

TV

ET

, C

/HE

Ens

ure

deliv

ery

of

qual

ity a

nd

rele

vant

ed

ucat

ion

and

trai

ning

1 St

reng

then

ing

the

curr

ent

insp

ectio

n Sy

stem

: St

reng

then

th

e cu

rren

t in

spec

tion

syste

m

and

appr

oach

es

by

incr

easin

g th

e fr

eque

ncy

of i

nspe

ctio

n of

sc

hool

s an

d in

stitu

tions

. Th

e fo

cus

will

be

on t

he q

ualit

y of

le

ader

ship

an

d m

anag

emen

t, te

achi

ng

and

lear

ning

pr

oces

s an

d le

arne

r ach

ieve

men

t.

2 vi

sits p

er

scho

ol p

er te

rm

2 vi

sits p

er sc

hool

pe

r ter

m

2 vi

sits p

er sc

hool

per

term

2

visit

s per

scho

ol p

er

term

D

/DE

S

2a

Lea

rnin

g A

sses

smen

t Sy

stem

: D

evel

op a

nd i

mpl

emen

t a

valid

an

d re

liabl

e Le

arni

ng

Ass

essm

ent

syste

m a

t al

l le

vels

–

for

Prim

ary;

tha

t in

tegr

ates

de

velo

pmen

t of

sk

ills

and

com

pete

nces

al

ongs

ide

acad

emic

ac

hiev

emen

t in

th

e fin

al re

sults

.

New

Ass

essm

ent

syste

m in

pla

ce

New

Ass

essm

ent

syste

m in

pla

ce

Pilo

t the

new

syste

m to

test

its

feas

ibili

ty

Rol

l out

the

new

sy

stem

into

gra

ding

E

S/U

NE

B&

D

/NC

DC

2b

Lea

rnin

g A

sses

smen

t Sy

stem

: D

evel

op a

nd i

mpl

emen

t a

valid

N

ew A

sses

smen

t sy

stem

in p

lace

N

ew A

sses

smen

t sy

stem

in p

lace

Pi

lot t

he n

ew sy

stem

to te

st

its fe

asib

ility

R

oll o

ut th

e ne

w

syste

m in

to g

radi

ng

ES/

UN

EB

&

D/N

CD

C

ESSP

FY

2017

/18

– 20

19/2

0

41

ESSP

FY

2017

/18

– 20

19/2

0

41

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

and

relia

ble

Lear

ning

A

sses

smen

t sy

stem

at

all

leve

ls

– fo

r Sec

onda

ry In

stitu

tions

; tha

t in

tegr

ates

dev

elop

men

t of

ski

lls

and

com

pete

nces

al

ongs

ide

acad

emic

ac

hiev

emen

t in

th

e fin

al re

sults

. 2c

L

earn

ing

Ass

essm

ent

Syst

em:

Dev

elop

and

im

plem

ent

a va

lid

and

relia

ble

Lear

ning

A

sses

smen

t sy

stem

at

all

leve

ls

– fo

r SN

E In

stitu

tions

; th

at

inte

grat

es d

evel

opm

ent

of s

kills

an

d co

mpe

tenc

es

alon

gsid

e ac

adem

ic

achi

evem

ent

in

the

final

resu

lts.

New

ass

essm

ent

syste

m in

pla

ce

New

ass

essm

ent

syste

m in

pla

ce

Pilo

t the

new

syste

m to

test

its

feas

ibili

ty

Rol

l out

the

new

sy

stem

into

gra

ding

E

S/U

NE

B&

D

/NC

DC

3 C

ompe

tenc

e Pr

ofile

: Dev

elop

a

basi

c C

ompe

tenc

e an

d Sk

ills

prof

ile fo

r eac

h Le

vel –

Prim

ary

Seve

n,

Seni

or

Four

, A

-Lev

el,

BTV

ET,

Teac

her-

Inst

ruct

or

Trai

ning

, and

und

er-g

radu

ate;

in

line

with

N

atio

nal

aspi

ratio

ns

for

soci

o-ec

onom

ic

trans

form

atio

n an

d la

bor

mar

ket

need

s.

N/A

A

writ

e-up

on

com

pete

nce

prof

ile

by e

duca

tion

leve

l in

plac

e

A w

rite-

up o

n co

mpe

tenc

e pr

ofile

by

educ

atio

n le

vel

in p

lace

A w

rite-

up o

n co

mpe

tenc

e pr

ofile

by

edu

catio

n le

vel i

n pl

ace

D/B

SE&

D/H

TV

ET

,

4 T

each

er-I

nstr

ucto

r C

ompe

tenc

ies

and

Inst

ruct

iona

l Pr

oces

ses:

Im

prov

e te

ache

r an

d in

stru

ctor

co

mpe

tenc

ies

(con

tent

, kn

owle

dge,

skill

s and

ped

agog

y)

and

prac

tices

for

the

deliv

ery

of

the

early

gra

de n

umer

acy

and

liter

acy

in t

he P

rimar

y sc

hool

45

PTC

s 45

PTC

s 45

PTC

s C

/TIE

T&

C/B

E

ESSP

FY

2017

/18

– 20

19/2

0

42

ESSP

FY

2017

/18

– 20

19/2

0

42

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

curr

icul

um -

tar

getin

g pr

imar

y sc

hool

tea

cher

s an

d in

struc

tors

, so

as

to

in

crea

se

lear

ners

’ ac

hiev

emen

t an

d ba

sic

life

skill

s.

5 R

ecru

itmen

t of

T

each

ers,

Tea

cher

edu

cato

rs, T

utor

s and

L

ectu

rers

: Rec

ruit

Prim

ary

and

Seco

ndar

y Sc

hool

te

ache

rs

to

mee

t the

set

sta

ndar

ds o

f Pu

pil-

to-T

each

er

and

Stud

ent-t

o-Te

ache

r ra

tios

resp

ectiv

ely.

In

addi

tion,

in

crea

se

the

staf

fing

leve

ls

of

publ

ic

Uni

vers

ities

fr

om

the

curr

ent

35%

on

av

erag

e to

at l

east

55%

of

thei

r st

aff e

stab

lishm

ents

.

44,1

87

15,1

01 P

rimar

y Sc

hool

s 12

,952

Prim

ary

Scho

ols

C/B

E

2,32

1

77

0 Se

cond

ary

Scho

ols

1103

Sec

onda

ry

Scho

ols

C/G

SS

34

24

BTV

ET In

stitu

tions

10

BTV

ET

Inst

itutio

ns

C/B

TVE

T

76

30

PTC

s 30

PTC

s C

/TIE

T

17

7 Le

ctur

ers

177

Lect

urer

s D

/HT

VE

T

6 T

alen

t Id

entif

icat

ion

and

Nur

turi

ng:

Stre

ngth

en

basi

c le

arni

ng,

nurtu

ring

and

tale

nt

iden

tific

atio

n te

chni

ques

to

pr

epar

e le

arne

rs f

or e

arly

car

eer

form

atio

n.

N/A

O

rient

teac

hers

in

curr

icul

um d

eliv

ery

Gui

delin

es fo

r tal

ent

iden

tific

atio

n in

pla

ce

Gui

delin

es fo

r tal

ent

iden

tific

atio

n in

pla

ce

D/B

SE

7 In

tern

atio

nal

Cer

tific

atio

n in

B

TVE

T:

Supp

ort

inte

rnat

iona

l ce

rtific

atio

n, p

artic

ular

ly in

suc

h ar

eas

as

oil,

gas,

indu

stria

l m

achi

nery

, tra

nspo

rt an

d ot

her

tech

nici

ans’

cer

tific

atio

n.

Pr

ocur

e se

rvic

e pr

ovid

ers

500

stude

nts A

sses

sed

1,00

0 stu

dent

s A

sses

sed

C/B

TVE

T&

D

/DIT

8 In

tern

ship

an

d ap

pren

tices

hip:

Ins

titut

iona

lize

inte

rnsh

ip

and

appr

entic

eshi

p w

ith

the

view

to

in

crea

se

expo

sure

of t

he u

p-co

min

g la

bor

(stu

dent

s) t

o w

ork

syste

ms

and

N/A

D

raft

guid

elin

es o

n in

tern

ship

and

ap

pren

tices

hip

deve

lope

d

MoU

s with

the

priv

ate

sect

or e

mpl

oyer

s Sig

ned

Man

dato

ry

inte

rnsh

ip/

appr

entic

eshi

p fo

r all

final

ist s

tude

nts

D/H

TV

ET

,

ESSP

FY

2017

/18

– 20

19/2

0

43

ESSP

FY

2017

/18

– 20

19/2

0

43

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

prac

tices

. Th

is sh

all

incl

ude

amon

g ot

hers

, pr

omot

ing

colla

bora

tion

betw

een

BTV

ET

inst

itutio

ns

and

the

priv

ate

sect

or t

o fa

cilit

ate

impa

rting

of

prac

tical

kno

wle

dge

and

skill

s in

the

stud

ents

. 9

Inst

itutio

nal

Fram

ewor

k fo

r C

oord

inat

ing

Skill

s D

evel

opm

ent:

Esta

blis

h a

TVET

Cou

ncil.

N/A

D

raft

Polic

y &

im

plem

enta

tion

stra

tegy

dev

elop

ed

Ope

ratio

naliz

e th

e TV

ET

Cou

ncil

Ope

ratio

naliz

e th

e TV

ET C

ounc

il C

/BTV

ET

10

Cen

ters

of E

xcel

lenc

e: P

rom

ote

and

esta

blis

h re

gion

al c

entre

s of

ex

celle

nce

amon

g B

TVET

in

stitu

tions

an

d Te

rtiar

y in

stitu

tions

to e

nsur

e pr

oduc

tion

of a

crit

ical

mas

s of

hig

h qu

ality

te

chni

cian

s th

at c

ontin

ue t

o be

on

gre

at d

eman

d in

the

natio

nal

and

regi

onal

eco

nom

y.

4 C

ente

rs, i

.e. 1

pe

r reg

ion.

2 C

ente

rs o

f Exc

elle

nce

2 C

ente

rs o

f Ex

celle

nce

C/B

TVE

T

11

BTV

ET

Cur

ricu

lum

Rev

iew

: R

evie

w t

he B

TVET

cur

ricul

um

to

ensu

re

that

th

e te

chni

cal

inst

itutio

ns

in

the

coun

try

prod

uce

tech

nici

ans

who

mee

t th

e in

crea

sing

requ

irem

ents

of

vario

us c

ritic

al S

ecto

rs o

f th

e ec

onom

y.

N/A

D

evel

op C

BET

m

odul

es a

nd 1

6 sy

llabi

Rev

iew

and

upd

ate

asse

ssm

ent g

uide

lines

for

BTV

ET

Rev

iew

and

upd

ate

asse

ssm

ent

guid

elin

es fo

r B

TVET

D/H

TV

ET

, D

/NC

DC

, C

/BTV

ET

12

Exp

and

Lev

el

of

Voc

atio

nal

Qua

lific

atio

ns:

The

Uga

nda

Voc

atio

nal

Qua

lific

atio

ns

Fram

ewor

k fo

r 60

occ

upat

ions

w

ill

be

expa

nded

fr

om

the

curr

ent

leve

l fiv

e to

eig

ht i

n or

der

to p

rovi

de w

ider

lat

itude

13,0

00 w

orke

rs

asse

ssed

5

occu

patio

ns

prof

iled

and

asse

ss

2,00

0 w

orke

rs in

en

terp

rises

Ass

ess 5

,000

wor

kers

in

ente

rpris

es

Ass

ess 6

,000

wor

kers

in

ent

erpr

ises

D

/DIT

ESSP

FY

2017

/18

– 20

19/2

0

44

ESSP

FY

2017

/18

– 20

19/2

0

44

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

in

the

Info

rmal

Sk

ills

deve

lopm

ent s

pace

.

13

Rec

ogni

tion

of P

rior

Lea

rnin

g (R

PL)

in S

kills

Dev

elop

men

t: In

or

der

to

enha

nce

incl

usiv

enes

s w

ith

rega

rd

to

Info

rmal

sk

ills

deve

lopm

ent,

certi

ficat

ion,

as

sess

men

t, an

d ce

rtific

atio

n pr

oces

s of

th

e tra

inee

be

nefic

iarie

s w

ill

emph

asiz

e R

PL.

N/A

D

evel

op g

uide

lines

fo

r RPL

Im

plem

enta

tion

of R

PL

Impl

emen

tatio

n of

R

PL

D/D

IT,

14

Cap

acity

of

U

nive

rsiti

es

to

teac

h sc

ienc

e an

d te

chno

logy

: -

will

be

en

hanc

ed

thro

ugh

reha

bilit

atio

n an

d ex

pans

ion

of

Scie

nce

Tech

nolo

gy I

nnov

atio

n (S

TI)

lear

ning

fac

ilitie

s in

eig

ht

inst

itutio

ns:

Mak

erer

e U

nive

rsity

, K

yam

bogo

U

nive

rsity

, M

bara

ra U

nive

rsity

of

Sc

ienc

e an

d Te

chno

logy

, G

ulu

Uni

vers

ity,

Bus

item

a U

nive

rsity

, M

uni

Uni

vers

ity,

Kab

ale

Uni

vers

ity,

Soro

ti U

nive

rsity

& L

ira U

nive

rsity

9 Pu

blic

U

nive

rsiti

es

9 Pu

blic

Uni

vers

ities

9

Publ

ic U

nive

rsiti

es

9 Pu

blic

Uni

vers

ities

C

/HE

15

Res

earc

h an

d T

echn

olog

y In

cuba

tion

Faci

litie

s at

U

nive

rsiti

es:

Supp

ort

univ

ersi

ties

to

effe

ctiv

ely

colla

bora

te

with

th

e pr

ivat

e se

ctor

in

re

sear

ch

and

deve

lopm

ent

wor

k ai

med

at

cr

eatin

g ne

w

tech

nolo

gica

l in

nova

tions

and

pro

duct

s. In

this

9 Pu

blic

U

nive

rsiti

es

supp

orte

d

Key

STI

in

fras

truct

ure

sim

ilar

that

und

er H

EST

deve

lope

d in

9

Publ

ic U

nive

rsiti

es

Key

STI

infr

astru

ctur

e si

mila

r tha

t und

er H

EST

deve

lope

d in

9 P

ublic

U

nive

rsiti

es

Key

STI

in

fras

truct

ure

sim

ilar

that

und

er H

EST

deve

lope

d in

9 P

ublic

U

nive

rsiti

es

C/H

E

ESSP

FY

2017

/18

– 20

19/2

0

45

ESSP

FY

2017

/18

– 20

19/2

0

45

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

rega

rd,

univ

ersi

ties

will

be

su

ppor

ted

to

esta

blis

h an

d m

aint

ain

incu

batio

n fa

cilit

ies

for

PhD

gra

duat

es w

ith p

rom

isin

g sc

ienc

e an

d te

chno

logi

cal

inno

vatio

ns.

Succ

essf

ul

inno

vatio

ns

will

be

pr

ovid

ed

with

se

ed

capi

tal

in

form

of

af

ford

able

loan

s and

gra

nts s

o as

to

est

ablis

h pr

ivat

e co

mpa

nies

fo

r co

mm

erci

aliz

atio

n of

the

ir in

vent

ions

. Fo

r pr

oper

im

plem

enta

tion

of th

is p

rogr

am,

univ

ersi

ties

will

al

so

be

supp

orte

d to

sp

ecia

lize

in

parti

cula

r dis

cipl

ines

. 16

M

ains

trea

m

Phys

ical

E

duca

tion

&

Spor

ts:

Mai

nstre

am p

hysic

al e

duca

tion

and

spor

ts i

n th

e cu

rric

ulum

at

all

leve

ls

of

educ

atio

n an

d tra

inin

g in

the

coun

try.

C

urric

ulum

for P

ES

for a

ll le

vels

de

velo

ped

Ass

essm

ent m

odal

ities

for

PES

deve

lope

d O

rient

atio

n of

key

st

akeh

olde

rs o

n th

e PE

S cu

rric

ulum

and

as

sess

men

t

D/N

CD

C

17

T

rain

ing

of

Tea

cher

s of

Ph

ysic

al

Edu

catio

n an

d Sp

orts

: C

ontin

ue

with

th

e tra

inin

g of

tea

cher

s of

phy

sical

ed

ucat

ion,

inc

ludi

ng c

ondu

ctin

g sp

orts

in

-ser

vice

tra

inin

g fo

r te

ache

rs a

nnua

lly, a

s a

mea

ns o

f st

reng

then

ing

phys

ical

edu

catio

n an

d sp

orts

in sc

hool

s.

1,25

0 te

ache

rs

orie

nted

35

0 te

ache

rs o

rient

ed

400

teac

hers

orie

nted

50

0 te

ache

rs o

rient

ed

C/P

ES

18

A

Nat

iona

l T

each

er

Polic

y:

Prof

essio

naliz

e an

d m

otiv

ate

the

teac

hing

w

orkf

orce

by

de

velo

ping

and

im

plem

entin

g a

A c

ompr

ehen

sive

Te

ache

r Pol

icy

deve

lope

d,

Teac

hers

'

A c

ompr

ehen

sive

Te

ache

r Pol

icy

deve

lope

d &

Tas

k fo

rce

cons

titut

ed.

Teac

hers

' Reg

ulat

ory

Cou

ncil

Esta

blis

hed.

N

atio

nal I

nstit

ute

of

Teac

her E

duca

tion

Esta

blis

hed.

C/T

IET

ESSP

FY

2017

/18

– 20

19/2

0

46

ESSP

FY

2017

/18

– 20

19/2

0

46

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

com

preh

ensi

ve

Teac

her

Polic

y th

at e

leva

tes

the

stan

dard

s in

the

Teac

hing

pro

fess

ion

to a

lev

el

that

al

igns

w

ith

the

Nat

ion’

s as

pira

tions

fo

r so

cio-

econ

omic

tra

nsfo

rmat

ion.

Thi

s po

licy

shal

l pr

ovid

e fo

r am

ong

othe

rs t

he

esta

blish

men

t of

a

Teac

hers

’ R

egul

ator

y C

ounc

il (a

kin

to

othe

r pro

fess

iona

l Cou

ncils

suc

h as

th

e U

gand

a D

enta

l an

d M

edic

al P

ract

ition

ers

Coun

cil),

a

Nat

iona

l In

stitu

te o

f Te

ache

r Ed

ucat

ion,

acc

redi

tatio

n in

the

te

achi

ng

prof

essi

on,

and

man

dato

ry

cont

inuo

us

prof

essi

onal

de

velo

pmen

t (C

PD).

Reg

ulat

ory

Cou

ncil

Esta

blis

hed

&

Nat

iona

l Ins

titut

e of

Tea

cher

Ed

ucat

ion

Esta

blis

hed

19

Mat

hem

atic

s an

d Sc

ienc

e T

each

ers:

Rec

ruit

mor

e M

athe

mat

ics

and

Scie

nce

teac

hers

for S

econ

dary

Sch

ools.

1,50

0

700

800

C/G

SS,

C/H

RM

&

Secr

etar

y E

SC

20

Fram

ewor

k fo

r E

CD

: Dev

elop

an

d im

plem

ent a

com

preh

ensi

ve

polic

y fr

amew

ork

for

ECD

tha

t am

ong

othe

rs p

rovi

des

for

the

inst

itutio

naliz

atio

n of

trai

ning

of

ECD

Car

egiv

ers/

Teac

hers

.

Polic

y fo

r EC

D

deve

lope

d

Polic

y fo

r EC

D

deve

lope

d Im

plem

enta

tion

stra

tegy

de

velo

ped

Con

tinuo

us

impl

emen

tatio

n of

st

rate

gy

C/B

E

21

Tex

tboo

ks:

- R

educ

e th

e pu

pil-

text

book

an

d st

uden

t-tex

tboo

k ra

tios

for

Prim

ary

and

Seco

ndar

y sc

hool

s re

spec

tivel

y;

and

scho

last

ic m

ater

ials

in l

ine

with

set s

tand

ards

.

4.2

M te

xt b

ooks

pr

ocur

ed

2.

1 m

illio

n te

xt b

ooks

pr

ocur

ed

2.1

mill

ion

text

boo

ks

proc

ured

C

/BE,

&C

/GS

S

ESSP

FY

2017

/18

– 20

19/2

0

47

ESSP

FY

2017

/18

– 20

19/2

0

47

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

22

Scho

last

ic

mat

eria

ls:

prov

ide

free

sch

olas

tic m

ater

ials

such

as

mat

hem

atic

al

geom

etry

se

ts,

exer

cise

boo

ks, p

ens

and

penc

ils

to

pupi

ls

and

stud

ents

in

Prim

ary

and

Seco

ndar

y le

vel

resp

ectiv

ely.

9,23

6,32

4 pu

pils

be

nefit

2,00

0,00

0 pu

pils

ben

efit

3,23

6,69

2pup

ils

bene

fit

C/B

E

1,79

8’77

4 st

uden

ts b

enef

it 81

3,02

1stu

dent

s ben

efit

882,

648s

tude

nts

bene

fit

C/G

SS

23

Equ

ipm

ent:

-

equi

p tra

inin

g in

stitu

tions

with

the

nec

essa

ry

equi

pmen

t to

fac

ilita

te l

earn

ing

in li

ne w

ith se

t sta

ndar

ds.

36 In

stitu

tions

16 in

stitu

tions

16

inst

itutio

ns

C/B

TVE

T

24

Rev

ise

Cap

itatio

n G

rant

s:

- ad

opt

a di

ffer

entia

ted

form

ula

for

allo

catio

n of

ca

pita

tion

gran

ts

with

th

e go

al

of

incr

easi

ng

them

so

as

to

im

prov

e th

e qu

ality

of

ed

ucat

ion.

Rev

iew

and

ass

ess t

he

suff

icie

ncy

of c

apita

tion

gran

ts a

t all

leve

ls

Rev

ised

uni

t cos

ts

appl

ied

CE

PPA

Ens

ure

effic

ient

an

d ef

fect

ive

deliv

ery

of

Edu

catio

n an

d Sp

orts

se

rvic

es

1 In

spec

tion

and

Supe

rvis

ion:

Es

tabl

ish

a se

mi-a

uton

omou

s bo

dy i

n ch

arge

of

insp

ectio

n of

Ed

ucat

ion

and

Trai

ning

In

stitu

tions

so

as

to

ra

dica

lly

impr

ove

the

qual

ity

of

insp

ectio

n an

d su

perv

isio

n of

pu

blic

an

d pr

ivat

e tra

inin

g in

stitu

tions

; to

en

sure

co

mpl

ianc

e w

ith

set

natio

nal

Stan

dard

s an

d R

egul

atio

ns. T

he

new

bod

y w

ill h

ave

pow

ers

to

com

pel

dist

rict

offic

ials

to

take

ac

tion

on it

s re

ports

and

if th

ey

fail,

G

over

nmen

t w

ill

act

on

them

.

N/A

C

abin

et m

emo

deve

lope

d D

ES e

stab

lishe

d as

a S

emi-

Aut

onom

ous B

ody

Se

mi-a

uton

omou

s D

ES o

pera

tiona

lized

D

/DE

S

ESSP

FY

2017

/18

– 20

19/2

0

48

ESSP

FY

2017

/18

– 20

19/2

0

48

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

2 St

reng

then

NC

HE

: St

reng

then

an

d em

pow

er

NCH

E th

roug

h in

crea

sed

fund

ing

and

staf

fing

to

impr

ove

insp

ectio

n an

d su

perv

isio

n of

uni

vers

ities

and

ot

her

high

er

inst

itutio

ns

of

lear

ning

.

All

Uni

vers

ities

an

d Te

rtiar

y in

stitu

tions

In

spec

ted

Insp

ect 1

5 in

stitu

tions

R

ecru

itmen

t of 5

Qua

lity

Ass

uran

ce S

peci

alis

t for

U

nive

rsiti

es a

nd T

ertia

ry

Inst

itutio

ns&

2 p

rogr

amm

e sp

ecia

lists

. 25

inst

itutio

ns In

spec

ted

All

Uni

vers

ities

and

Te

rtiar

y in

stitu

tions

In

spec

ted

D/N

CH

E

3 R

estr

uctu

ring

pr

ogra

ms

in

publ

ic

Uni

vers

ities

: Pu

blic

U

nive

rsiti

es

to

rest

ruct

ure

prog

ram

s w

ith a

vie

w o

f mak

ing

them

re

leva

nt

to

natio

nal

deve

lopm

ent g

oals

.

D

evel

op a

pr

elim

inar

y lis

t of

prog

ram

s to

be

appr

oved

Rev

iew

the

curr

icul

um o

f th

e se

lect

ed p

rogr

ams

Acc

redi

tatio

n of

the

revi

ewed

cur

ricul

a C

/HE

4 Jo

b ev

alua

tion

in

Publ

ic

Uni

vers

ities

: U

nder

take

Jo

b ev

alua

tion

in P

ublic

Uni

vers

ities

w

ith a

vie

w o

f cre

atin

g ha

rmon

y in

sa

lary

st

ruct

ures

an

d im

plem

ent i

ts re

com

men

datio

ns.

Jo

b Ev

alua

tion

Rep

ort i

n pl

ace

Cab

inet

Mem

o on

ha

rmon

ized

sala

ry

stru

ctur

es in

uni

vers

ities

in

plac

e

App

rove

d C

abin

et

Mem

o R

ecom

men

datio

ns

impl

emen

ted

C/H

E

5 C

omm

unity

Par

ticip

atio

n an

d E

ngag

emen

t: -

deve

lop

and

impl

emen

t a

com

preh

ensiv

e St

rate

gy

that

st

reng

then

s co

mm

unity

an

d pa

rent

pa

rtici

patio

n in

the

affa

irs o

f the

Sc

hool

s an

d tra

inin

g in

stitu

tions

–

publ

ic a

nd p

rivat

e in

stitu

tions

; in

the

com

mun

ity’s

res

pect

ive

area

s.

Com

preh

ensi

ve

stra

tegy

app

lied

to se

nsiti

ze

pare

nts a

nd

com

mun

ities

Dra

ft C

ompr

ehen

sive

st

rate

gy d

evel

oped

C

ompr

ehen

sive

stra

tegy

ap

plie

d to

sens

itize

par

ents

and

com

mun

ities

Com

preh

ensi

ve

stra

tegy

app

lied

to

sens

itize

par

ents

and

co

mm

uniti

es

C/B

E

6 E

-lear

ning

an

d C

ompu

ter

Lite

racy

: Pr

omot

e e-

lear

ning

an

d co

mpu

ter

liter

acy

in

Seco

ndar

y an

d Te

rtiar

y Ed

ucat

ion

in o

rder

to

enha

nce

Impl

emen

tatio

n of

ICT

at

Seco

ndar

y &

Te

rtiar

y le

vel

ICT

in E

duca

tion

Polic

y de

velo

ped

Impl

emen

tatio

n of

ICT

Impl

emen

tatio

n of

IC

T U

S/F&

A

ESSP

FY

2017

/18

– 20

19/2

0

49

ESSP

FY

2017

/18

– 20

19/2

0

49

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

lear

ning

out

com

es. N

eed

for

an

ICT

Polic

y fo

r the

Sec

tor.

7 R

estr

uctu

ring

of

D

IT:

The

Dire

ctor

ate

of

Indu

stria

l Tr

aini

ng

(DIT

) w

ill

be

rest

ruct

ured

in o

rder

to fa

cilit

ate

the

impl

emen

tatio

n of

an

A

ccre

dita

tion,

A

sses

smen

t an

d C

ertif

icat

ion

Prog

ram

med

(A

AC

P).

This

prog

ram

me

will

en

sure

that

Uga

ndan

s, es

peci

ally

th

e yo

uth,

at

tain

in

tern

atio

nal

stan

dard

s/qu

alifi

catio

ns,

whi

ch

will

redu

ce u

nem

ploy

men

t.

Res

truct

ured

DIT

op

erat

iona

lized

. C

abin

et M

emo

on

rest

ruct

urin

g of

DIT

de

velo

ped

&

appr

oved

DIT

restr

uctu

red

as p

er

Cab

inet

reco

mm

enda

tions

R

estru

ctur

ed D

IT

oper

atio

naliz

ed.

D/D

IT

8 A

ccou

ntab

ility

fo

r N

TR

: O

pera

tiona

lize

the

lega

l re

quire

men

t fo

r ac

coun

tabi

lity

for n

on-ta

x re

venu

e co

llect

ed b

y sp

orts

bod

ies,

univ

ersi

ties

and

othe

r ter

tiary

inst

itutio

ns.

A

ccou

ntab

ility

m

echa

nism

for N

TR

deve

lope

d

NTR

Acc

ount

abili

ty

mec

hani

sm im

plem

ente

d

NTR

acc

ount

abili

ty

mec

hani

sm

impl

emen

ted

D/H

TV

ET

&

Vic

e C

hanc

ello

rs

9 D

evel

opm

ent

and

Com

mer

cial

izat

ion

of

Inno

vatio

ns:

Dev

elop

an

d im

plem

ent

a Fr

amew

ork

for

supp

ortin

g th

e de

velo

pmen

t and

co

mm

erci

aliz

atio

n of

in

nova

tions

, es

peci

ally

th

ose

from

ed

ucat

ion

and

train

ing

inst

itutio

ns.

Dev

elop

dra

ft fra

mew

ork

Fina

l fra

mew

ork

D/H

TV

ET

10

Tea

cher

, Tut

or a

nd I

nstr

ucto

r D

evel

opm

ent

and

Man

agem

ent

Syst

em:

Rev

iew

th

e ex

istin

g D

evel

opm

ent

and

Man

agem

ent S

yste

m (T

DM

S) in

TD

MS

Rev

iew

ed

Rev

iew

ed T

DM

S im

plem

ente

d PT

Cs&

CC

s Re-

map

ped

C/T

IET

ESSP

FY

2017

/18

– 20

19/2

0

50

ESSP

FY

2017

/18

– 20

19/2

0

50

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

orde

r to

prov

ide

a m

ore

effic

ient

an

d ef

fect

ive

train

ing

and

supp

ort

for

Teac

hers

, Tu

tors

, an

d In

stru

ctor

s. Sp

ecia

l atte

ntio

n sh

ould

be

give

n to

revi

ewin

g th

e ex

istin

g co

vera

ge f

or e

ach

Cor

e PT

C

in

resp

ect

to

In-S

ervi

ce

Teac

her

Dev

elop

men

t an

d Tr

aini

ng.

11

Res

earc

h,

Eva

luat

ion

&

Plan

ning

Age

nda:

Dev

elop

and

im

plem

ent a

rigo

rous

age

nda

for

rese

arch

, ev

alua

tion

and

plan

ning

for t

he S

ecto

r.

22 S

tudi

es

cond

ucte

d

2 stu

dies

con

duct

ed

3 stu

dies

con

duct

ed

3 stu

dies

con

duct

ed

CE

PPA

12

Opt

imiz

e IC

Ts:

Opt

imiz

e IC

Ts

in

the

deliv

ery

of

educ

atio

n se

rvic

es,

rese

arch

, m

onito

ring,

ev

alua

tion,

and

com

mun

icat

ion

of im

pact

of i

nter

vent

ions

.

Po

licy

guid

elin

es o

n op

timiz

ing

ICT

in

deliv

ery

of e

duca

tion

serv

ices

in p

lace

.

Impl

emen

tatio

n of

the

guid

elin

es

Impl

emen

tatio

n of

th

e gu

idel

ines

U

S/F&

A

13

Rev

iew

and

Am

end

Out

date

d L

egal

Fr

amew

orks

: R

evie

w

and

amen

d ex

istin

g ou

tdat

ed

lega

l fr

amew

orks

su

ch

as

Polic

ies,

Law

s, an

d G

uide

lines

w

ith

the

view

of

el

imin

atin

g re

dund

anci

es,

over

laps

, an

d th

ose

have

bee

n ov

erta

ken

by

the

evol

ving

co

ntex

t of

th

e Se

ctor

; e.g

. the

BTV

ET A

ct, t

he

Uni

vers

ities

and

Oth

er T

ertia

ry

ALL

out

date

d Le

gal

Fram

ewor

ks

revi

ewed

UO

TI A

ct, P

AS

Act

, N

akiv

ubo

War

M

emor

ial S

tadi

um

Trus

t Act

, UN

EB

Act

, NC

DC

Act

, G

WP

on E

duca

tion,

EC

D P

olic

y, S

NE

Polic

y, N

atio

nal

Teac

her P

olic

y

BTV

ET A

ct, N

atio

nal

Teac

hers

' Act

, Ed

ucat

ion

Act

, IC

T in

Edu

catio

n Po

licy,

Env

ironm

ent i

n Ed

ucat

ion

Polic

y, S

choo

l H

ealth

Pol

icy,

HIV

/AID

S w

orkp

lace

Pol

icy,

Nat

iona

l PE

S Po

licy

BTV

ET P

olic

y,

Nat

iona

l Ass

essm

ent

and

Cur

ricul

um

Dev

elop

men

t Pol

icy,

N

atio

nal H

ighe

r Ed

ucat

ion

Polic

y,

Scho

ol L

ibra

ry

Dev

elop

men

t Pol

icy,

EM

IS P

olic

y.

D/B

SE,

D/H

TV

ET

, D

/NC

DC

, E

S/U

NE

B,

US/

F&A

, C

/PE

S,

CE

PPA

ESSP

FY

2017

/18

– 20

19/2

0

51

ESSP

FY

2017

/18

– 20

19/2

0

51

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

inst

itutio

ns A

ct, t

he N

CD

C A

ct,

the

UN

EB A

ct a

nd N

CS

Act

.

14

MoE

S H

eadq

uart

ers:

C

onstr

uct

head

quar

ters

for

the

M

inis

try

of

Educ

atio

n an

d Sp

orts

at K

yam

bogo

in a

pha

sed

man

ner.

Com

men

ce

cons

truct

ion

Sour

ce fo

r ext

erna

l or

GoU

fina

ncin

g R

evie

w a

nd u

pdat

e th

e en

gine

erin

g de

sign

s C

omm

ence

co

nstru

ctio

n U

S/F&

A

15

Stre

ngth

en E

MIS

: S

treng

then

th

e Ed

ucat

ion

Man

agem

ent

and

Info

rmat

ion

Syst

em

(EM

IS).

EMIS

to

co

llect

an

d pr

oces

s m

ore

accu

rate

and

tim

ely

data

fo

r us

e by

de

cisi

on-m

aker

s. EM

IS s

houl

d be

link

ed to

NIR

A

(by

givi

ng

pupi

ls/s

tude

nts

a na

tiona

l id

entif

icat

ion

num

ber

-N

IN)

and

the

Insp

ectio

n In

form

atio

n Sy

stem

.

CE

PPA

16

Con

tinue

to

st

udy

the

poss

ibili

ty/

feas

ibili

ty

of

esta

blish

ing

of

new

Pu

blic

U

nive

rsiti

es:

Und

erta

ke s

tudi

es

to i

nves

tigat

e th

e fe

asib

ility

of

new

uni

vers

ities

.

Feas

ibili

ty st

udy

cond

ucte

d an

d re

com

men

datio

ns

of C

abin

et

impl

emen

ted

ToR

s for

feas

ibili

ty

stud

y de

velo

ped

Fe

asib

ility

Stu

dy

Rep

ort r

eady

Cab

inet

Mem

o pr

epar

ed

Impl

emen

tatio

n of

C

abin

et

reco

mm

enda

tions

CE

PPA

ESSP

FY

2017

/18

– 20

19/2

0

52

ESSP

FY

2017

/18

– 20

19/2

0

52

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

17

Stre

ngth

enin

g th

e SW

Ap

thro

ugh

the

Lea

rnin

g G

ener

atio

n La

b M

etho

dolo

gy

App

roac

h:

A

Lear

ning

G

ener

atio

n La

b m

etho

dolo

gy

whi

ch h

elps

ide

ntify

prio

ritie

s fo

r re

form

, de

velo

ps

focu

sed

incl

usiv

e an

d re

alist

ic

impl

emen

tatio

n pl

ans

and

emph

asiz

es

disc

iplin

ed

exec

utio

n of

pr

ogra

ms

and

proj

ects

w

ith

clea

r le

vels

of

re

spon

sibi

litie

s an

d ac

coun

tabi

lity

will

be

im

plem

ente

d.

Prio

ritie

s and

Pr

ogra

ms

deve

lope

d in

the

Lab

Wor

ksho

p im

plem

ente

d

Con

duct

the

Lab

Wor

ksho

p an

d se

t up

a La

b de

liver

y un

it

Impl

emen

t the

prio

ritie

s an

d pr

ogra

ms d

evel

oped

in

the

Lab

Wor

ksho

p

Impl

emen

t the

pr

iorit

ies a

nd

prog

ram

s dev

elop

ed

in th

e La

b W

orks

hop

US/

F&A

18

Polic

y fo

r R

egul

atio

n of

Pr

ivat

e Pr

ovid

ers:

D

evel

opm

ent

and

impl

emen

tatio

n of

a p

olic

y fo

r re

gula

tion

of p

rivat

e pr

ovis

ion

of p

re-p

rimar

y, p

rimar

y an

d po

st

prim

ary

educ

atio

n by

non

-sta

te

acto

rs f

or e

ffic

ient

and

eff

ectiv

e de

liver

y of

edu

catio

n an

d sp

orts

se

rvic

es.

Polic

y in

Pla

ce &

im

plem

ente

d Po

licy

for

regu

latio

ns o

f non

–

stat

e ac

tors

in p

lace

Impl

emen

tatio

n St

rate

gy in

pl

ace

Cab

inet

mem

o pr

epar

ed

Impl

emen

tatio

n of

ca

bine

t re

com

men

datio

ns

C/P

SI

19

Rat

iona

lize

and

impr

ove

teac

her

recr

uitm

ent,

depl

oym

ent

and

payr

oll

man

agem

ent

at

Prim

ary

and

Post

-prim

ary

educ

atio

n le

vels.

D

evel

op T

oRs

&C

ondu

ct a

teac

her

depl

oym

ent s

tudy

Dev

elop

a c

ompr

ehen

sive

al

loca

tion

form

ula

for

prim

ary

& p

ost p

rimar

y sc

hool

s/ in

stitu

tions

Dis

sem

inat

e th

e fo

rmul

a C

EPP

A

20

Surv

ey l

and

for

all

educ

atio

n in

stitu

tions

to g

uard

aga

inst

the

prev

alen

t la

nd g

rabb

ing

in a

ll re

gion

s of

the

Cou

ntry

incl

udin

g pr

otec

tion

of a

ll ex

istin

g sp

orts

Land

for a

ll ed

ucat

ion

inst

itutio

ns

surv

eyed

All

affe

cted

sc

hool

s/ins

titut

ions

id

entif

ied

&

docu

men

ted

400

Scho

ols

400

Scho

ols

US/

F&A

ESSP

FY

2017

/18

– 20

19/2

0

53

ESSP

FY

2017

/18

– 20

19/2

0

53

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

faci

litie

s.

21

Intr

oduc

e O

pera

tion

Wea

lth

Cre

atio

n Pr

ogra

ms

in

educ

atio

n in

stitu

tions

in li

aiso

n w

ith th

e M

inis

try o

f Agr

icul

ture

, A

nim

al In

dust

ry a

nd F

isher

ies.

Join

t pro

gram

s ex

pand

ed to

200

sc

hool

s pilo

ted

Dia

logu

e w

ith

MA

AIF

initi

ated

an

d a

fram

ewor

k fo

r co

oper

atio

n dr

afte

d

Join

t pro

gram

s in

100

scho

ols p

ilote

d Jo

int p

rogr

ams

expa

nded

to 2

00

scho

ols p

ilote

d

US/

F&A

Spor

ts

outs

ide

the

Scho

ol

Syst

em

1 Pr

omot

ion

of S

port

s: -

Prom

ote

spor

ts i

n th

e co

untry

by

doin

g th

e fo

llow

ing:

a A

ffir

mat

ive

actio

n: -

Con

tinue

im

plem

entin

g a

polic

y of

af

firm

ativ

e ac

tion

for

pers

ons

tale

nted

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orts

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y gu

idel

ines

to

scho

ols f

or ta

lent

ed

lear

ners

dra

fted

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y gu

idel

ines

in

scho

ols d

isse

min

ated

C

/PE

S

b B

ursa

ries

and

sch

olar

ship

s: -

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ontin

ue

prov

idin

g bu

rsar

ies

and

scho

lars

hips

fo

r el

ite

athl

etes

.

120

burs

arie

s 40

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sarie

s 40

bur

sarie

s 40

bur

sarie

s C

/PE

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c R

ewar

d &

R

ecog

nitio

n Sc

hem

e:

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t in

pl

ace

a na

tiona

l re

war

ds

sche

me

for

exce

lling

nat

iona

l ath

lete

s.

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iona

l R

ewar

ds S

chem

e fo

r exc

ellin

g na

tiona

l ath

lete

s in

pla

ce a

nd

impl

emen

ted

Po

licy

draf

ted

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y im

plem

ente

d C

/PE

S

d Pe

nsio

n Sc

hem

e: -

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in p

lace

a

pens

ion

sche

me

for

natio

nally

ac

clai

med

spor

ts p

erso

ns.

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ion

sche

me

for n

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nally

ac

clai

med

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ts

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n pl

ace

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licy

draf

ted

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y im

plem

ente

d C

/PE

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e In

cent

ives

fo

r In

vest

men

t: -

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in

plac

e in

cent

ives

fo

r pr

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e se

ctor

in

vest

men

t in

sp

orts

.

Polic

y dr

afte

d Po

licy

impl

emen

ted

C/P

ES

2 Po

licy

and

Leg

al F

ram

ewor

ks:

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ngth

en th

e po

licy

and

lega

l fr

amew

orks

gov

erni

ng s

ports

in

PAS

Act

bill

en

acte

d

Dra

fting

of t

he P

AS

Bill

co

mpl

eted

PA

S A

ct b

ill e

nact

ed

C/P

ES

ESSP

FY

2017

/18

– 20

19/2

0

54

ESSP

FY

2017

/18

– 20

19/2

0

54

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

T

arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

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017/

18

FY 2

018/

19

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019/

20

orde

r to

en

hanc

e pr

ofes

sion

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m a

nd i

nteg

rity

in

spor

ts.

Com

plem

ent

this

w

ith

supp

ort

for

train

ing

coac

hes

of

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us d

isci

plin

es t

o im

prov

e th

e pe

rfor

man

ce

and

atta

in

prof

essi

onal

ism

. 3

Faci

litat

e N

atio

nal

team

s:

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cilit

ate

natio

nal

team

s to

pa

rtici

pate

in

in

tern

atio

nal

tour

nam

ents

whe

n th

ey q

ualif

y.

20 te

ams

faci

litat

ed

10

team

s 10

team

s C

/PE

S

4 T

alen

t id

entif

icat

ion

and

nurt

urin

g: -

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port

all

spor

ts

asso

ciat

ions

to

id

entif

y an

d nu

rture

ta

lent

at

lo

cal

and

natio

nal l

evel

.

Fram

ewor

k fo

r tal

ent

iden

tific

atio

n th

roug

h sp

orts

scie

nce

deve

lope

d

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emen

t the

fr

amew

ork

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ES

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vest

men

t in

Sp

orts

ac

adem

ies:

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ive

ince

ntiv

es to

pr

ivat

e in

vesto

rs

inte

rest

ed

in

setti

ng u

p sp

orts

aca

dem

ies

in

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nda.

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gand

ans

grad

uatin

g fr

om

thes

e ac

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ies

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arke

t Uga

nda

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n th

ey e

xcel

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y dr

afte

d Po

licy

impl

emen

ted

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6 Sp

orts

In

fras

truc

ture

: -

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ort

the

cons

truct

ion,

re

habi

litat

ion

and

man

agem

ent

of

spor

ts

faci

litie

s th

roug

hout

th

e co

untry

in

addi

tion

to t

he

Nat

iona

l Hig

h A

ltitu

de T

rain

ing

Cen

ter

in K

apch

wor

a cu

rren

tly

unde

r con

struc

tion.

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ATC

co

mpl

eted

and

co

mm

issio

ned

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igns

for A

kii-b

ua

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mpi

c St

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m

com

plet

ed

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men

ce A

kii-b

ua

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mpi

c St

adiu

m

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plet

e N

HA

TC

C/P

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7 C

oach

Q

ualif

icat

ions

: -

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emen

t co

mm

unity

co

ach

qual

ifica

tion

initi

ativ

es to

ens

ure

tale

nt

initi

atio

n,

iden

tific

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n

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elop

a fr

amew

ork

for

qual

ifyin

g co

ache

s Im

plem

ent t

he

fram

ewor

k C

/PE

S

ESSP

FY

2017

/18

– 20

19/2

0

55

ESSP

FY

2017

/18

– 20

19/2

0

55

Polic

y O

bjec

tive

Sn

Prio

rity

Inte

rven

tions

U

ncon

stra

ined

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arge

t for

the

Plan

Plan

ned

Ann

ual T

arge

ts

Res

pons

ibili

ty

Cen

tre

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017/

18

FY 2

018/

19

FY 2

019/

20

and

deve

lopm

ent

by

the

qual

ified

com

pete

nt c

oach

es a

t al

l lev

els.

8 D

istr

ict

Spor

ts

Cou

ncils

: -

Rev

italiz

ing

and

esta

blis

hing

D

istri

ct S

ports

Cou

ncils

.

Dis

trict

Spo

rts

Cou

ncils

re

vita

lized

and

es

tabl

ishe

d in

11

6 D

istri

cts

58

Dis

trict

s 58

Dis

trict

s C

/PE

S

ESSP FY 2017/18 – 2019/20

56

56

Annexes

ESSP

FY

2017

/18

– 20

19/2

0

57

ESSP

FY

2017

/18

– 20

19/2

0

57

Anne

x 1a

: Org

anog

ram

of t

he M

inist

ry o

f Edu

catio

n an

d Sp

orts

KE

Y

CE

PPA

: C

omm

issi

oner

Edu

catio

n Pl

anni

ng a

nd P

olic

y A

naly

sis

C/S

NE

:

C

omm

issi

oner

Spe

cial

Nee

ds E

duca

tion

C/C

G:

Com

mis

sion

er G

uida

nce

and

Cou

nsel

ing

C/P

ES:

Com

mis

sion

er P

hysi

cal E

duca

tion

and

Spor

ts

US/

FA:

Und

er S

ecre

tary

Fin

ance

and

Adm

inis

tratio

n C

/HE

: C

omm

issi

oner

Hig

her E

duca

tion

C/T

IET

: C

omm

issi

oner

Tea

cher

, Ins

truct

or E

duca

tion

and

Trai

ning

C

/BT

VE

T:

Com

mis

sion

er B

usin

ess,

Tech

nica

l, V

ocat

iona

l Edu

catio

n an

d Tr

aini

ng

C/G

SS:

Com

mis

sion

er G

over

nmen

t Sec

onda

ry S

choo

ls

C/P

SI:

Com

mis

sion

er P

rivat

e Sc

hool

s and

Inst

itutio

ns

C/B

E:

C

omm

issi

oner

Bas

ic E

duca

tion

C/T

ES:

C

omm

issi

oner

Tea

cher

Edu

catio

n St

anda

rds

C/S

ES:

C

omm

issi

oner

Sec

onda

ry E

duca

tion

Stan

dard

s C

PPE

S:

Com

mis

sion

er P

re-p

rimar

y an

d Pr

imar

y Ed

ucat

ion

Stan

dard

s C

/TV

ET

S:

Com

mis

sion

er T

echn

ical

, Voc

atio

nal E

duca

tion

and

Trai

ning

Sta

ndar

ds

Perm

anen

t Sec

reta

ry

NC

HE,

U

NES

CO

Nat

iona

l Com

mis

sion

N

CS,

HES

FB

Dire

ctor

ate

of B

asic

and

Se

cond

ary

Educ

atio

n D

irect

orat

e of

Edu

catio

n St

anda

rds

Dire

ctor

ate

of

Hig

her,

Tech

nica

l an

d vo

catio

nal E

duca

tion

C/H

E C

/GSS

C

/PES

UN

EB, U

BTE

B, U

NM

EB, U

AH

EB,

DIT

, NC

DC

US/

FA

C/T

IET

C/B

TVET

C

/PSI

C

/BE

C/T

ES

C/S

ES

C/P

PES

C/T

VET

S

C/S

NE

C/G

C

CEP

PA

MSE

/P

MSE

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MSE

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FL/M

ES

ESSP

FY 2

017/

18 –

201

9/20

57

Anne

x 1a:

Org

anog

ram

of t

he M

inist

ry o

f Edu

catio

n an

d Sp

orts

KEY

C

EPPA

: Co

mm

issio

ner E

duca

tion

Plan

ning

and

Pol

icy

Ana

lysis

C

/SN

E:

Co

mm

issio

ner S

peci

al N

eeds

Edu

catio

n C

/CG

:

Co

mm

issio

ner G

uida

nce

and

Coun

selin

g C

/PES

:

Com

miss

ione

r Phy

sical

Edu

catio

n an

d Sp

orts

U

S/FA

: U

nder

Sec

reta

ry F

inan

ce a

nd A

dmin

istra

tion

C/H

E:

Com

miss

ione

r Hig

her E

duca

tion

C/T

IET:

C

omm

issio

ner T

each

er, I

nstru

ctor

Edu

catio

n an

d Tr

aini

ng

C/B

TVET

: C

omm

issio

ner B

usin

ess,

Tech

nica

l, V

ocat

iona

l Edu

catio

n an

d Tr

aini

ng

C/G

SS:

Com

miss

ione

r Gov

ernm

ent S

econ

dary

Sch

ools

C/P

SI:

Com

miss

ione

r Priv

ate

Scho

ols a

nd In

stitu

tions

C

/BE:

Co

mm

issio

ner B

asic

Edu

catio

n C

/TES

: C

omm

issio

ner T

each

er E

duca

tion

Stan

dard

s C

/SES

: Co

mm

issio

ner S

econ

dary

Edu

catio

n St

anda

rds

CPP

ES:

Com

miss

ione

r Pre

-prim

ary

and

Prim

ary

Educ

atio

n St

anda

rds

C/T

VET

S:

Com

miss

ione

r Tec

hnic

al, V

ocat

iona

l Edu

catio

n an

d Tr

aini

ng S

tand

ards

Perm

anen

t Sec

reta

ry

NCH

E,

UN

ESCO

Nat

iona

l Com

miss

ion

NCS

, HES

FB

Dire

ctor

ate o

f Bas

ic a

nd

Seco

ndar

y Ed

ucat

ion

Dire

ctor

ate

of E

duca

tion

Stan

dard

s D

irect

orat

e of

H

ighe

r, Te

chni

cal

and

voca

tiona

l Edu

catio

n

C/H

E C/

GSS

C/

PES

UN

EB, U

BTEB

, UN

MEB

, UA

HEB

, D

IT, N

CDC

US/

FA

C/TI

ET

C/BT

VET

C/

PSI

C/BE

C/

TES

C/SE

S C/

PPES

C/

TVET

S

C/SN

E C/

GC

CEPP

A

MSE

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MSE

/H

MSE

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FL/M

ES

ESSP FY 2017/18 – 2019/20

58

ESSP FY 2017/18 – 2019/20

58

Annex 1b: Education SWAp Implementation and Management Arrangement

Level of Management Role Political Head of the Sector 1. Hon. MES 2. TMM Top Level MoES Management team; Chaired by the Hon. Minister Education and Sports 3. PS/ES

Technical Head of Education Sector 4. ESCC: Technical Level Management Chaired by PS/ES and comprised Of Senior Technical and Operational Personnel from MoES, other line Ministries, Agencies, Development Partners, Civil Society and Private Sector 5. Commissioners Technical Heads of Department 6. Working Groups Operational level Management Chaired by Commissioners Comprised of Technical officers from MoES, other Ministries and Funding Agencies Cross-Cutting Working Groups Sub-Sectoral Working Groups

Minister of Education & Sports

MoES Top Management Policy Assurance Monitoring of ESCC

Education Sector Consultative Committee (ESCC)

Engine room of ESSP &ESIP implementation: - Program design - ESSP &ESIP Management and Monitoring - WGs supervision and coordination - EDP liaison - Advisory to Top Management

Work engines of ESCC: - Production of planning outputs - EDP liaison joint effort - Reporting to ESCC

1. Sector Policy & Management

2. Monitoring & Evaluation

4. Primary

5. Secondary

6. Business, Technical and Vocational

7. Tertiary (Higher Education)

Cross-cutting/Sub- sectoral Working Groups (WG)

8. Teacher Education

9. Special Needs Education

Permanent Secretary /Education and Sports

Commissioners

3. Budget Sector Working Group

10. Gender Working Group

11. Physical Education and Sports

ESSP FY 2017/18 – 2019/20

59

ESSP FY 2017/18 – 2019/20

59

Annex 2: On-going Projects in the Education and Sports Sector

Sn Code Project Name Start Date

End Date Project Cost Funding Agency

1. 1296 Uganda Teacher and School Effectiveness Project (GPE)

March 2015 June 2018 USD 100M World Bank

2. 0325

Energy for Rural Transformation (ERT III)

July 2015 June 2020 USD 2.2M World Bank

3. 1273 Support to Higher Education, Science and Technology (HEST)

July 2013 June 2018 USD 102.63M African Development Bank

4. 1491 African Centers of Excellence II Oct 2016 Oct 2020 USD 24M World Bank 5. 0942 Saudi Fund (VET) 2015 2017 USD 13.3M Saudi Fund 6. 0942 IDB- funded Uganda National

Education Support (UNES) Project (PHASE II)

2015 2017 USD 14.11M IDB

7. 0942 The Kuwait Fund June 2015 Dec 2017 USD 11.9M Kuwait 8. 1432 OPEC Phase II (VE) July 2017 June 2020 USD 16.3M OFID 9. 1412 TVET Leading Institutions

Project Nakawa Vocation July 2016 June 2021 USD 5.46M JICA

10. 1310 Albertine Region Sustainable Development Project

July 2014 June 2019 USD 25M World Bank

11. 1338 Uganda Skills Development Project


12. 1378 Support to the Implementation of Skilling Uganda Strategy (BTC)

July 2015 June 2020 EUR 16M BTC

13. 1233 Improving the Training of BTVET Technical Instructors, Health Tutors & Secondary Teachers in Uganda

July 2012 June 2017 USD 23.6M BTC

14. 1457 Improving Teacher Training in NTC Muni and Kaliro

Dec 2015 Nov 2019 EUR 15M BTC

15. 1458 Improve Teacher Training in NTC Kabale and Mubende.


16 0943

Emergency Construction of Primary Schools Phase II

July 2015

June 2020

UGX 20bn

GoU

17 1308 Developmental Improvement of Special Needs Education

July 2014 June 2019 UGX 8.224bn GoU

18 0879 Development of Secondary July 2015 June 2018 UGX 80.484 bn GoU 19 0942 Development of BTVET July 2015 June 2020 UGX 214 bn GoU 20 1435 Retooling and Capacity

Development Project for MoES July 2017 June 2020 UGX 16 bn GoU

21 1340 Development of PTCs July 2016 June 2020 UGX 20.bn GoU 22 1368 John Kale Institute of Science

and Technology (JKIST) July 2015 June 2019 UGX 3.328bn GoU

ESSP FY 2017/18 – 2019/20

59

Annex 2: On-going Projects in the Education and Sports Sector

Sn Code Project Name Start Date

End Date Project Cost Funding Agency

1. 1296 Uganda Teacher and School Effectiveness Project (GPE)

March 2015 June 2018 USD 100M World Bank

2. 0325

Energy for Rural Transformation (ERT III)

July 2015 June 2020 USD 2.2M World Bank

3. 1273 Support to Higher Education, Science and Technology (HEST)

July 2013 June 2018 USD 102.63M African Development Bank

4. 1491 African Centers of Excellence II Oct 2016 Oct 2020 USD 24M World Bank 5. 0942 Saudi Fund (VET) 2015 2017 USD 13.3M Saudi Fund 6. 0942 IDB- funded Uganda National

Education Support (UNES) Project (PHASE II)

2015 2017 USD 14.11M IDB

7. 0942 The Kuwait Fund June 2015 Dec 2017 USD 11.9M Kuwait 8. 1432 OPEC Phase II (VE) July 2017 June 2020 USD 16.3M OFID 9. 1412 TVET Leading Institutions

Project Nakawa Vocation July 2016 June 2021 USD 5.46M JICA

10. 1310 Albertine Region Sustainable Development Project


11. 1338 Uganda Skills Development Project


12. 1378 Support to the Implementation of Skilling Uganda Strategy (BTC)


13. 1233 Improving the Training of BTVET Technical Instructors, Health Tutors & Secondary Teachers in Uganda

July 2012 June 2017 USD 23.6M BTC

14. 1457 Improving Teacher Training in NTC Muni and Kaliro

Dec 2015 Nov 2019 EUR 15M BTC

15. 1458 Improve Teacher Training in NTC Kabale and Mubende.


16 0943

Emergency Construction of Primary Schools Phase II

July 2015

June 2020

UGX 20bn

GoU

17 1308 Developmental Improvement of Special Needs Education

July 2014 June 2019 UGX 8.224bn GoU

18 0879 Development of Secondary July 2015 June 2018 UGX 80.484 bn GoU 19 0942 Development of BTVET July 2015 June 2020 UGX 214 bn GoU 20 1435 Retooling and Capacity

Development Project for MoES July 2017 June 2020 UGX 16 bn GoU

21 1340 Development of PTCs July 2016 June 2020 UGX 20.bn GoU 22 1368 John Kale Institute of Science

and Technology (JKIST) July 2015 June 2019 UGX 3.328bn GoU

ESSP FY 2017/18 – 2019/20

60

ESSP FY 2017/18 – 2019/20

60

Annex 3a: Breakdown of Unit Cost of a New Complete Primary School

A Wage Bill Units Used Unit Cost Annual Cost 1 Head teacher Scale U4 1 611,984 7,343,808 2 Teacher Scale U5 7 408,135 34,283,340 Sub-total 41,627,148 B Capitation Grant Capitation grant per pupil per year 500 10,000 5,000,000 Sub-total 5,000,000 C Infrastructural Needs 1 Administration Block 1 92,040,000 92,040,000 2 3-Classroom Block, includes lightening

arrestors 1 126,604,000 126,604,000

3 2-Classroom Block, includes lightening arrestors

1 84,671,956 84,671,956


1 84,671,956 84,671,956

5 5-stance VIP Latrine, includes stance for SNE Students

2 32,352,250 64,704,500

6 2-unit Teacher's House 1 108,076,800 108,076,800 7 2-unit External Kitchen 1 32,009,272 32,009,272 8 2-stance VIP Latrine 2 15,515,500 31,031,000 9 Teacher's Chair 8 180,000 1,440,000 10 Teacher's Table 8 550,000 4,400,000 11 3-Seater Desks for 500 pupils 126 300,000 37,800,000 12 Water Harvest System (10,000L) 1 9,315,789 9,315,789 Sub-total 676,765,273 D Instructional materials (see details in

attachment) 11,071,756

Sub-total 11,071,756 E Examinations PLE candidates 71 56,000 3,976,000 Sub Total 3,976,000 Total Estimated Cost 738,440,177 Summary: Cost Category Total Amount Wage 41,627,148 Non-Wage (Capitation, IMs and UNEB) 20,047,756 Development (Facilities) 676,765,273 Total Estimated Unit Cost 738,440,177

Source: Construction Management Unit, MoES

ESSP FY 2017/18 – 2019/20

61

ESSP FY 2017/18 – 2019/20

60

Annex 3a: Breakdown of Unit Cost of a New Complete Primary School

A Wage Bill Units Used Unit Cost Annual Cost 1 Head teacher Scale U4 1 611,984 7,343,808 2 Teacher Scale U5 7 408,135 34,283,340 Sub-total 41,627,148 B Capitation Grant Capitation grant per pupil per year 500 10,000 5,000,000 Sub-total 5,000,000 C Infrastructural Needs 1 Administration Block 1 92,040,000 92,040,000 2 3-Classroom Block, includes lightening

arrestors 1 126,604,000 126,604,000


1 84,671,956 84,671,956


1 84,671,956 84,671,956

5 5-stance VIP Latrine, includes stance for SNE Students

2 32,352,250 64,704,500

6 2-unit Teacher's House 1 108,076,800 108,076,800 7 2-unit External Kitchen 1 32,009,272 32,009,272 8 2-stance VIP Latrine 2 15,515,500 31,031,000 9 Teacher's Chair 8 180,000 1,440,000 10 Teacher's Table 8 550,000 4,400,000 11 3-Seater Desks for 500 pupils 126 300,000 37,800,000 12 Water Harvest System (10,000L) 1 9,315,789 9,315,789 Sub-total 676,765,273 D Instructional materials (see details in

attachment) 11,071,756

Sub-total 11,071,756 E Examinations PLE candidates 71 56,000 3,976,000 Sub Total 3,976,000 Total Estimated Cost 738,440,177 Summary: Cost Category Total Amount Wage 41,627,148 Non-Wage (Capitation, IMs and UNEB) 20,047,756 Development (Facilities) 676,765,273 Total Estimated Unit Cost 738,440,177


ESSP FY 2017/18 – 2019/20

61

Annex 3b: Details of Instructional Materials to be supplied to Each Primary School

Sn Class IM Type Quantity Ratio Unit Cost USD

Total Cost - USD

Total Cost UGX

P1 1. Wall Charts 3 3 per school 15.48 46.44 213,624 2. Picture Cards (Set) 3 3:1 19.24 57.72 265,512 3. Math Work cards 18 3:1 6 108 496,800 4. Math Practice Book 18 3:1 1.9 34.2 157,320 5. English Practice Books 18 3:1 1.32 23.76 109,296 6. English Readers 18 3:1 3.1 55.8 256,680 7. Local Language Readers 18 3:1 3.75 67.5 310,500

P2 - 1. Wall Charts 3 3 per school 15.41 46.23 212,658 2. Math Practice Book 18 3:1 1.75 31.5 144,900 3. English Practice Books 18 3:1 1.9 34.2 157,320 4. English Readers 18 3:1 2.06 37.08 170,568 5. Local Language Readers 18 3:1 3.75 67.5 310,500

P3 - 1. Math Practice Books 18 3:1 1.7 30.6 140,760 2. Teachers’ Guide - 3. English Practice Books 18 3:1 1.7 30.6 140,760 4. Teachers’ Guide - 5. English Readers 18 3:1 1.7 30.6 140,760 6. Teachers’ Guide - 7. Local Language Readers 18 3:1 1.7 30.6 140,760 . P4 - 1. English 18 3:1 1.7 30.6 140,760 2. Teachers’ Guide 3 1.7 5.1 23,460 3. English Reading Book 18 3:1 1.7 30.6 140,760 4. Teachers’ Guide 3 1.7 5.1 23,460 5. Mathematics 18 3:1 1.7 30.6 140,760 6. Teachers’ Guide 3 1.7 5.1 23,460 7. Science 18 3:1 1.7 30.6 140,760 8. Teachers’ Guide 3 1.7 5.1 23,460 9. SST 18 3:1 1.7 30.6 140,760 10. Teachers’ Guide 3 1.7 5.1 23,460 11. CAPE 1 18 3:1 1.7 30.6 140,760 12. Teachers’ Guide 3 1.7 5.1 23,460 13. CAPE 2 Teachers’ Guide 3 3:1 1.7 5.1 23,460 14. CAPE 3 18 3:1 1.7 30.6 140,760 15. Teachers’ Guide 3 1.7 5.1 23,460

16. Local Language Reading Books

18 3:1 1.7 30.6 140,760

P5 - 1. English 18 3:1 2.93 52.74 242,604 2. Teachers’ Guide 3 3:1 2.9 8.7 40,020 3. English Reading Book 18 3:1 4.45 80.1 368,460 4. Teachers’ Guide - 5. Mathematics 18 3:1 1.41 25.45 117,054 6. Teachers’ Guide 3 3:1 1.02 3.05 14,046 7. Science 18 3:1 1.26 22.74 104,609 8. Teachers’ Guide 3 - 9. SST 18 3:1 1.66 29.81 137,138 10. Teachers’ Guide - 11. CRE 18 3:1 1.79 32.14 147,833

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Total Cost - USD

Total Cost UGX

12. Teachers’ Guide 3 3:1 1.67 5.02 23,090 13. IRE 18 3:1 2.41 43.34 199,361 14. Teachers’ Guide 3 3:1 2.73 8.18 37,621 15. Kiswahili 18 3:1 2.73 49.07 225,729 16. Teachers’ Guide 3 3:1 2.73 8.18 37,621 17. CAPE 1 18 3:1 2.23 40.18 184,821 18. Teachers’ Guide 3 3:1 1.79 5.36 24,643 19. CAPE 2 Teachers’ Guide 3 3:1 1.79 5.36 24,643 20. CAPE 3 18 3:1 2.23 40.18 184,821 21. Teachers’ Guide 3 3:1 1.79 5.36 24,643


18 3:1 1.79 32.22 148,212

P6 - 1. English 18 3:1 1.83 32.95 151,554 2. Teachers’ Guide 3:1 0.00 0.00 - 3. English Reading Book 18 3:1 2.68 48.21 221,786 4. Teachers’ Guide 3 - 5. Mathematics 18 3:1 1.79 32.14 147,833 6. Teachers’ Guide 3 - 7. Science 18 3:1 1.26 22.74 104,609 8. Teachers’ Guide 3 - 9. SST 18 3:1 1.79 32.14 147,833 10. Teachers’ Guide 3 - 11. CRE 18 3:1 1.79 32.14 147,833 12. Teachers’ Guide 3 3:1 1.67 5.02 23,090 13. IRE 18 3:1 2.41 43.34 199,361 14. Teachers’ Guide 3 3:1 2.73 8.18 37,621 15. Kiswahili 18 3:1 1.96 35.36 162,643 16. Teachers’ Guide 3 3:1 1.25 3.75 17,250 17. CAPE 1 18 3:1 1.83 32.89 151,307 18. CAPE 2 Teachers’ Guide 3 3:1 2.68 8.04 36,964 19. CAPE 3 18 3:1 2.23 40.18 184,821 20. Teachers’ Guide 3 3:1 2.23 6.70 30,804


18 3:1 3.23 58.22 267,819

22. Teachers’ Guide 3 3:1 3.23 9.70 44,636

P7 - 1. English 18 3:1 2.95 53.1 244,260 2. Teachers’ Guide 3 3:1 2.95 8.85 40,710 3. English Reading Book 18 3:1 2.95 53.1 244,260 4. Teachers’ Guide 3 3:1 2.95 8.85 40,710 5. Mathematics 18 3:1 1.79 32.14 147,833 6. Teachers’ Guide 3 3:1 2.12 6.36 29,276 7. Science 18 3:1 1.26 22.74 104,609 8. Teachers’ Guide 3 3:1 0.77 2.32 10,679 9. SST 18 3:1 1.71 30.80 141,696 10. Teachers’ Guide 3 3:1 1.71 5.13 23,616 11. Kiswahili 18 3:1 1.71 30.80 141,696 12. Teachers’ Guide 3 3:1 1.71 5.13 23,616 13. CAPE 1 18 3:1 1.83 32.89 151,307 14 Teachers’ Guide 3 3:1 1.83 5.48 25,218 15. CAPE 2 18 3:1 2.68 48.21 221,786 16. CAPE 3 18 3:1 1.71 30.83 141,820 17. Teachers’ Guide 3 3:1 1.71 5.14 23,637

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ESSP FY 2017/18 – 2019/20

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Total Cost - USD

Total Cost UGX

12. Teachers’ Guide 3 3:1 1.67 5.02 23,090 13. IRE 18 3:1 2.41 43.34 199,361 14. Teachers’ Guide 3 3:1 2.73 8.18 37,621 15. Kiswahili 18 3:1 2.73 49.07 225,729 16. Teachers’ Guide 3 3:1 2.73 8.18 37,621 17. CAPE 1 18 3:1 2.23 40.18 184,821 18. Teachers’ Guide 3 3:1 1.79 5.36 24,643 19. CAPE 2 Teachers’ Guide 3 3:1 1.79 5.36 24,643 20. CAPE 3 18 3:1 2.23 40.18 184,821 21. Teachers’ Guide 3 3:1 1.79 5.36 24,643


18 3:1 1.79 32.22 148,212

P6 - 1. English 18 3:1 1.83 32.95 151,554 2. Teachers’ Guide 3:1 0.00 0.00 - 3. English Reading Book 18 3:1 2.68 48.21 221,786 4. Teachers’ Guide 3 - 5. Mathematics 18 3:1 1.79 32.14 147,833 6. Teachers’ Guide 3 - 7. Science 18 3:1 1.26 22.74 104,609 8. Teachers’ Guide 3 - 9. SST 18 3:1 1.79 32.14 147,833 10. Teachers’ Guide 3 - 11. CRE 18 3:1 1.79 32.14 147,833 12. Teachers’ Guide 3 3:1 1.67 5.02 23,090 13. IRE 18 3:1 2.41 43.34 199,361 14. Teachers’ Guide 3 3:1 2.73 8.18 37,621 15. Kiswahili 18 3:1 1.96 35.36 162,643 16. Teachers’ Guide 3 3:1 1.25 3.75 17,250 17. CAPE 1 18 3:1 1.83 32.89 151,307 18. CAPE 2 Teachers’ Guide 3 3:1 2.68 8.04 36,964 19. CAPE 3 18 3:1 2.23 40.18 184,821 20. Teachers’ Guide 3 3:1 2.23 6.70 30,804


18 3:1 3.23 58.22 267,819

22. Teachers’ Guide 3 3:1 3.23 9.70 44,636

P7 - 1. English 18 3:1 2.95 53.1 244,260 2. Teachers’ Guide 3 3:1 2.95 8.85 40,710 3. English Reading Book 18 3:1 2.95 53.1 244,260 4. Teachers’ Guide 3 3:1 2.95 8.85 40,710 5. Mathematics 18 3:1 1.79 32.14 147,833 6. Teachers’ Guide 3 3:1 2.12 6.36 29,276 7. Science 18 3:1 1.26 22.74 104,609 8. Teachers’ Guide 3 3:1 0.77 2.32 10,679 9. SST 18 3:1 1.71 30.80 141,696 10. Teachers’ Guide 3 3:1 1.71 5.13 23,616 11. Kiswahili 18 3:1 1.71 30.80 141,696 12. Teachers’ Guide 3 3:1 1.71 5.13 23,616 13. CAPE 1 18 3:1 1.83 32.89 151,307 14 Teachers’ Guide 3 3:1 1.83 5.48 25,218 15. CAPE 2 18 3:1 2.68 48.21 221,786 16. CAPE 3 18 3:1 1.71 30.83 141,820 17. Teachers’ Guide 3 3:1 1.71 5.14 23,637

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Total Cost - USD

Total Cost UGX


18 3:1 3.23 58.22 267,819

Total Cost 2,407 11,071,756 Assumptions Used: 1. Enrollment per class is 52 learners 2. There is a single stream in all classes 3. Prices remain constant. Source: Instructional Materials Unit, MoES

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Annex 4: Breakdown of Unit Cost of a Fully Furnished Seed Secondary School Working Assumptions: 1. No. of students per school (1 stream per class S1-S4) 240 2. No. of students per stream 60

Item Description Units Used

Unit Cost Annual Amount

A. Staffing 1 Head Teacher - Salary scale U1E (L) 1 1,937,548 23,250,576 2 Deputy Head Teacher (U2 (L) 1 1,464,938 17,579,250 3 Graduate Teachers Arts - (U4) 3 798,667 8,752,012 4 Graduate Teachers Sciences (U4 (SC) 4 971,323 46,623,504 5 Diploma Teachers Arts - U5 8 472,079 45,319,584 6 Diploma Teachers Sciences - U5 (SC) 4 553,157 26,551,536 Sub-total 21 188,076,462 Non-teaching staff 1 Senior Accounts Assistant (Bursar) - U5 1 472,079 5,664,948 2 Steno Secretary - U5L 1 447,080 5,364,960 3 Enrolled Nurse - U7 (SC) 0 413,158 4 Laboratory Assistant - U7U 2 316,393 7,593,432 5 Library Assistant - U7U 1 316,393 3,796,716 Sub-total 22,420,056 B. Infrastructure Development 1 2-Classroom blocks, including lightening arrestor. 2 131,753,247 263,506,494 2 Multi-purpose science laboratory block, measuring

21.23 x 9.23 meters. Includes lightening arrestors. 1 248,004,996 248,004,996

3 Administration block with staff room and book store, measuring 15.90 x 6.89 meters.

1 116,534,670 116,534,670

4 5-stance VIP lined latrines for students 2 32,352,250 64,704,500 5 2-stance VIP lined latrines for teachers 2 15,515,500 31,031,000 6 2-unit teachers' house, 2 138,294,804 276,589,608 7 2-unit External Kitchen 2 32,009,272 64,018,544 8 Water Harvest System 10,000 litres capacity. 1 9,315,789 9,315,789 9 Semi-detached house for head teacher and deputy,

with washrooms, kitchen, and a 2-stance VIP latrine 1 195,159,888 195,159,888

10 Library block, measuring 15.85 x 8.46 meters 1 97,142,910 97,142,910 11 ICT laboratory, measuring 30.6 x 12.73 meters. 1 188,303,220 188,303,220 12 Play ground 1 4,720,000 4,720,000 13 Road network within the school Lump

sum 7,080,000 7,080,000

14 Provision of compound trees and life fence Lump sum

826,000 826,000

15 Installation of electricity Lump sum

4,130,000 4,130,000

Sub-total - Infrastructure 1,571,067,619 C. Furniture 1 Classroom furniture. A set of 1-seater table and a chair

with steel legs and wooden seat. 60 sets per classroom. 40 313,333 75,200,000

2 Furniture for multi-purpose science blocks 1 22,408,200 22,408,200 3 Furniture for administration blocks 1 9,204,000 9,204,000 4 Furniture for library block 1 23,954,000 23,954,000 5 Furniture for ICT laboratory 1 22,397,580 22,397,580 Sub-total 153,163,780 D. Instructional Materials 1 Course book (using student/textbook of 3:1) 79 25,000 1,980,000 2 Teachers' guides (2 guides per subject for 14 subjects) 28 25,000 700,000

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Item Description Units Used

Unit Cost Annual Amount

3 Science Kits (1 kit for 120 students) 2 1,500,000 3,000,000 4 Chemical Kits ( 1 kit for 120 students) 2 600,000 1,200,000 5 Computer (4 students to share 1 computer) 60 1,200,000 72,000,000 6 Printer 1 600,000 600,000 7 Cupboard to store books and chemical reagents (1 per

class & for Head teacher's office) 5 500,000 2,500,000

Sub-total 81,980,000 E. Capitation Grant 240 41,000 9,840,000 Sub-total 9,840,000 Total Cost per School 2,026,547,917


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Annex 5: Breakdown of Unit Cost of a Fully Furnished Technical Institute

A. Wage Bill Salary Scale Units Used Unit Cost Total

Amount Teaching Staff 1 Principal U1E

(SC) 1 2,250,162 27,001,944

2 Deputy Principal U2 (SC) 1 1,728,187 20,738,244 3 Principal Instructors U2 (SC) 5 1,728,187 103,691,220 4 Senior Instructors U3 (SC) 5 1,204,288 72,257,280 5 Instructors U4 (SC) 5 723,836 43,430,160 6 Assistant Instructors U5 (SC) 5 568,243 34,094,580 Sub-total 22 301,213,428 Non-teaching staff 1 Senior Accounts Assistant (Bursar) U5 U 1 472,079 5,664,948 2 Pool stenographer U5 L 1 447,080 5,364,960 3 Askaris U8 L 2 187,660 4,503,840 4 Farm manager U7 L 1 268,143 3,217,716 5 Warden U7 U 1 316,393 3,796,716 6 Estates Officer U7 U 1 316,393 3,796,716 7 Office Attendants U8U 1 209,859 2,518,308 8 Catering officer/cooks U5 L 2 383,790 9,210,960 9 Waiter/Waitress U8 L 1 187,660 2,251,920 10 Stores Assistants U7 U 1 316,393 3,796,716 11 Library Assistants U7 U 1 316,393 3,796,716 12 Driver U8 L 1 187,660 2,251,920 13 Workshop assistant U7 U 5 316,393 18,983,580 Sub-total 19 69,155,016 B. Infrastructural needs 1 Administration Block 1 171,802,500 171,802,500 2 2-classroom blocks, furnished 2 149,156,813 298,313,626 3 Building construction workshop 1 168,261,950 168,261,950 4 Wood Technology Workshop 1 172,233,153 172,233,153 5 Electrical installation systems workshop 1 200,000,000 200,000,000 6 Welding, fabrication & plumbing

workshop 1 200,000,000 200,000,000

7 Automotive Workshop 1 185,233,153 185,233,153 8 Dormitory blocks, furnished 2 200,000,000 400,000,000 9 Library block (120 persons Capacity) 1 75,000,000 75,000,000 10 Dining Hall 1 200,000,000 200,000,000 11 2-unit staff house 4 150,590,500 602,362,000 12 2-stance latrines with open showers 4 15,515,500 62,062,000 13 Firewood kitchen 1 80,000,000 80,000,000 14 10,000-litre PVC water harvesting tank 2 9,315,789 18,631,578 Sub-total 2,833,899,960 C. Training Equipment 1 Welding and Fabrication Lump sum 50,000,000 50,000,000 2 Plumbing Lump sum 50,000,000 50,000,000 3 Woodwork Technology Lump sum 50,000,000 50,000,000 3 Building Construction Lump sum 50,000,000 50,000,000 5 Tailoring and Cutting Garments Lump sum 50,000,000 50,000,000 7 Electrical Installation systems and

Maintenance Lump sum 50,000,000 50,000,000

8 Automotive Mechanics Lump sum 50,000,000 50,000,000 9 Library (books and computers) Lump sum 50,000,000 50,000,000 Sub-total – Equipment 400,000,000 D. Capitation grants 120 300,000 36,000,000

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Annex 5: Breakdown of Unit Cost of a Fully Furnished Technical Institute

A. Wage Bill Salary Scale Units Used Unit Cost Total

Amount Teaching Staff 1 Principal U1E

(SC) 1 2,250,162 27,001,944

2 Deputy Principal U2 (SC) 1 1,728,187 20,738,244 3 Principal Instructors U2 (SC) 5 1,728,187 103,691,220 4 Senior Instructors U3 (SC) 5 1,204,288 72,257,280 5 Instructors U4 (SC) 5 723,836 43,430,160 6 Assistant Instructors U5 (SC) 5 568,243 34,094,580 Sub-total 22 301,213,428 Non-teaching staff 1 Senior Accounts Assistant (Bursar) U5 U 1 472,079 5,664,948 2 Pool stenographer U5 L 1 447,080 5,364,960 3 Askaris U8 L 2 187,660 4,503,840 4 Farm manager U7 L 1 268,143 3,217,716 5 Warden U7 U 1 316,393 3,796,716 6 Estates Officer U7 U 1 316,393 3,796,716 7 Office Attendants U8U 1 209,859 2,518,308 8 Catering officer/cooks U5 L 2 383,790 9,210,960 9 Waiter/Waitress U8 L 1 187,660 2,251,920 10 Stores Assistants U7 U 1 316,393 3,796,716 11 Library Assistants U7 U 1 316,393 3,796,716 12 Driver U8 L 1 187,660 2,251,920 13 Workshop assistant U7 U 5 316,393 18,983,580 Sub-total 19 69,155,016 B. Infrastructural needs 1 Administration Block 1 171,802,500 171,802,500 2 2-classroom blocks, furnished 2 149,156,813 298,313,626 3 Building construction workshop 1 168,261,950 168,261,950 4 Wood Technology Workshop 1 172,233,153 172,233,153 5 Electrical installation systems workshop 1 200,000,000 200,000,000 6 Welding, fabrication & plumbing

workshop 1 200,000,000 200,000,000

7 Automotive Workshop 1 185,233,153 185,233,153 8 Dormitory blocks, furnished 2 200,000,000 400,000,000 9 Library block (120 persons Capacity) 1 75,000,000 75,000,000 10 Dining Hall 1 200,000,000 200,000,000 11 2-unit staff house 4 150,590,500 602,362,000 12 2-stance latrines with open showers 4 15,515,500 62,062,000 13 Firewood kitchen 1 80,000,000 80,000,000 14 10,000-litre PVC water harvesting tank 2 9,315,789 18,631,578 Sub-total 2,833,899,960 C. Training Equipment 1 Welding and Fabrication Lump sum 50,000,000 50,000,000 2 Plumbing Lump sum 50,000,000 50,000,000 3 Woodwork Technology Lump sum 50,000,000 50,000,000 3 Building Construction Lump sum 50,000,000 50,000,000 5 Tailoring and Cutting Garments Lump sum 50,000,000 50,000,000 7 Electrical Installation systems and

Maintenance Lump sum 50,000,000 50,000,000

8 Automotive Mechanics Lump sum 50,000,000 50,000,000 9 Library (books and computers) Lump sum 50,000,000 50,000,000 Sub-total – Equipment 400,000,000 D. Capitation grants 120 300,000 36,000,000

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E. Instructional materials 120 414,000 49,680,000 F. Examinations 120 780,822 93,698,630 Total Cost 3,769,826,310 Summary: Cost Category Total Amount 1 Wage (for 22 teaching staff & 25 non-teaching staff) 356,547,720 2 Non-Wage (Capitation, IMs & Assessment) 179,378,630 3 Development - Facilities 2,833,899,960 4 Development - Training Equipment 400,000,000 Total Estimated Unit Cost 3,769,826,310


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Annex 6: List of Pending Presidential Pledges

Sn Pledge Sub-Sector

District / Location

Facilities Total Amount Outstanding Amount

1 Mucwin Technical Institute

BTVET Kitgum To be located at Mucwin sub-county in memory for the LRA victims

3,233,899,960 2,933,899,960

2 Abarata Keere Technical School

BTVET Bukedea Construction of a Technical School

3,233,899,960 3,233,899,960

3 Eriya Kategaya Memorial Technical College

BTVET Ntungamo Establishment of a Technical College

3,233,899,960 2,883,899,960

4 Rwentanga Farm Institute

BTVET Mbarara Equip, Expand and Upgrade Institute into an Agricultural College

650,965,000 650,965,000

5 Iruuhura Vocational School

BTVET Kabarole Admn Block, 2 Classroom block, 2 Workshop Block, Dormitory block, (2)2 Unit staff house, (2)5 stance VIP latrine stance, (2) Stance lined VIP Latrine, Assorted Tools and Equipment

675,436,076 675,436,076

6 Polytechnic Vocational Education Training Centre

BTVET Mukono Construction of a Polytechnic Vocational Education Training Centre

3,233,899,960 3,233,899,960

7 Rutooto Teachers' College

BTVET Rubirizi Transforming the former Teachers' College into a Technical School.

607,670,161 607,670,161

8 Okwang Technical Vocational School

BTVET Otuke Construction of a Technical Vocational School in Okwang Sub-County.

3,233,899,960 2,658,463,884

9 Technical Vocational School

BTVET Otuke Construction of a Technical Vocational School in any other Sub-County except Okwang.

3,233,899,960 3,233,899,960

10 James Mbigiti Memorial Technical Institute

BTVET Kamuli Construction of a Technical Institute in Bugweri

3,233,899,960 2,608,463,884

11 Polytechnic School

BTVET Namayingo Build a Polytechnic School in Sigulu Islands

536,000,000 536,000,000

12 Olio Community Polytechnic

BTVET Serere Connect Olio Community Polytechnic to the National Grid

50,000,000 50,000,000

13 Rubanda Technical Institute,

BTVET Kabale Government takeover of the Technical Institute

786,883,000 786,883,000

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Annex 6: List of Pending Presidential Pledges


District / Location


1 Mucwin Technical Institute

BTVET Kitgum To be located at Mucwin sub-county in memory for the LRA victims

3,233,899,960 2,933,899,960

2 Abarata Keere Technical School

BTVET Bukedea Construction of a Technical School

3,233,899,960 3,233,899,960

3 Eriya Kategaya Memorial Technical College

BTVET Ntungamo Establishment of a Technical College

3,233,899,960 2,883,899,960

4 Rwentanga Farm Institute

BTVET Mbarara Equip, Expand and Upgrade Institute into an Agricultural College

650,965,000 650,965,000

5 Iruuhura Vocational School

BTVET Kabarole Admn Block, 2 Classroom block, 2 Workshop Block, Dormitory block, (2)2 Unit staff house, (2)5 stance VIP latrine stance, (2) Stance lined VIP Latrine, Assorted Tools and Equipment

675,436,076 675,436,076

6 Polytechnic Vocational Education Training Centre

BTVET Mukono Construction of a Polytechnic Vocational Education Training Centre

3,233,899,960 3,233,899,960

7 Rutooto Teachers' College

BTVET Rubirizi Transforming the former Teachers' College into a Technical School.

607,670,161 607,670,161

8 Okwang Technical Vocational School

BTVET Otuke Construction of a Technical Vocational School in Okwang Sub-County.

3,233,899,960 2,658,463,884

9 Technical Vocational School

BTVET Otuke Construction of a Technical Vocational School in any other Sub-County except Okwang.

3,233,899,960 3,233,899,960

10 James Mbigiti Memorial Technical Institute

BTVET Kamuli Construction of a Technical Institute in Bugweri

3,233,899,960 2,608,463,884

11 Polytechnic School

BTVET Namayingo Build a Polytechnic School in Sigulu Islands

536,000,000 536,000,000

12 Olio Community Polytechnic

BTVET Serere Connect Olio Community Polytechnic to the National Grid

50,000,000 50,000,000

13 Rubanda Technical Institute,

BTVET Kabale Government takeover of the Technical Institute

786,883,000 786,883,000

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District / Location


14 Technical Institute

BTVET Mbarara Build a Technical Institute in Rubaya subcounty, Kashari-Mbarara in memory of the late Canon Ephraim Rwakanengyere

3,233,899,960 3,233,899,960

15 Prof. Dan Nabudere Memorial Technical Institute

BTVET Sironko Construction of a Technical Institute in Buyobo Subcounty

3,233,899,960 3,233,899,960

16 Maumbe Mukhwana Memorial Technical Institute

BTVET Mbale Construction of a Technical Institute in Bungokho Sub-County

3,233,899,960 3,233,899,960

17 18 Special Schools for the deaf and blind persons

MoES Provide 18 Special Schools for the deaf and blind persons

18,000,000,000 18,000,000,000

18 Kachumbala Catholic Mission

Primary Bukedea Construction of a primary school in war affected region of Kachumbala during 1986 war

676,765,275 676,765,275

19 Kisozi P/S Primary Gomba Development of the school

140,000,000 140,000,000

20 Lumanyo P/S Primary Gomba Development of the school

140,000,000 140,000,000

21 Bulera P/S Primary Gomba Development of the school

140,000,000 140,000,000

22 Mashongora P/S Primary Kabarole Construction of a Primary School in Hakibaale Sub county, Burahya County

676,765,275 197,686,476

23 Otuboi P/S Primary Kaberamaido 7 Classrooms, 10 Stance Latrines, Office & Store - 10,000 litre water tank

676,765,275 588,565,693

24 St. Aloysius Core PTC Ngora

PTC Ngora Renovation of old Buildings

601,419,258 601,419,258

25 Bughanga P/S Primary Butaleja Construction of a modern Government Aided Primary School in Budumba Sub-County, West Bunyole.

676,765,275 676,765,275

26 Girls Boarding School

Primary Namayingo Build a Girls Boarding School in Sigulu Islands

676,765,275 676,765,275

27 Kaguta Museveni P/S

Primary Mbale Build a 4 Classroom Block

167,999,204 167,999,204

28 Kalasa P/S Primary Luwero New Building and Renovation of Kalasa Primary School

140,000,000 140,000,000

29 Kabatunda P/S Primary Kasese Re-Building of the school

140,000,000 140,000,000

30 Sam Iga Memorial P/S

Primary Luwero Construction of a classroom block

131,946,066 131,946,066

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District / Location


31 Mbarara Municipal School

Primary Mbarara Construction of modern technical workshops, classes, equipment, furniture. For food science and technology, knitting and embroidery, computer skills and technology, carpentry and joinery and business management.

3,233,899,960 2,733,899,960

32 Kal Aloi Parents School

Primary Agago Build into a modern primary school with teachers' quarters.

676,765,275 676,765,275

33 Yabwengi P/S Primary Kiryandongo Renovation of the school (including sanitation facilities)

140,000,000 140,000,000

34 Bulanga P/S Primary Iganga rehabilitation of school structures

140,000,000 140,000,000

35 Kalongo Girls PS

Primary Kalongo Construction of one block of teachers' houses

136,290,000 136,290,000

36 Buruunga P/S Primary Kiruhura Reconstruction of the school at Buruunga - Kazo County.

140,000,000 140,000,000

37 Kasenda S Secondary Kabarole Construction of a Seed Secondary School in Kasenda Subcounty which has no secondary School

1,503,429,000 1,503,429,000

38 Atyiak Memorial Girls SS

Secondary Amuru Construction of a Memorial Girls School in Atyiak sub county in memory of the LRA victims

2,026,547,917 2,026,547,917

39 Lwala SS Secondary Kaberamaido Schoool bus for the School

150,000,000 150,000,000

40 St. Aloysius College, Nyapea

Secondary Zombo Fencing of the School 10,000,000 10,000,000

41 Masese SS Secondary Jinja MC Construction of a Secondary School on Jinja Municipality East Constituency

2,026,547,917 1,870,049,400

42 Bulamu Seed SS Secondary Mpigi Constuction of a Girl's Hostel

141,600,000 141,600,000

43 Iguli Girls SS Secondary Dokolo 5 classrooms completed, 1 Dormitory block, 5 Stance VIP latrines.

120,118,200 20,118,200

44 Magungulu S Secondary Mubende Construction of a Secondary School IN Bagezza Sub county

2,026,547,917 2,026,547,917

45 Kigando S Secondary Mubende Construction of a Secondary School in Kigando Sub county

2,026,547,917 2,026,547,917

46 Kamusenene S Secondary Mubende Construction of a Secondary School in Kitumbi sub county

2,026,547,917 1,519,892,306

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District / Location


47 Manyogaseka SS Secondary Mubende Construction of a Secondary School in Manyogaseka sub county

2,026,547,917 2,026,547,917

48 Makokoto S Secondary Mubende Construction of a Secondary School in makokoto sub county

2,026,547,917 2,026,547,917

49 St. Kizito S.S. Secondary Mityana Construction Laboratory 140,000,000 140,000,000 50 Bwizi Seed SS Secondary Kamwenge Construction of Seed SS 2,026,547,917 2,026,547,917 51 Kamwenge

(Bihanga) Secondary Kamwenge Construction of Seed SS 2,026,547,917 1,826,547,917

52 Karangura SS Secondary Kabarole Construction of a Secondary School in Karangura Sub county, Burahya County

2,026,547,917 1,663,393,789

53 Ariwa, Kei, Midigo, Lodonga, Drajini, Romogi, Kerwa and Kululu

Secondary Yumbe Construction of 5 Government Aided Secondary Schools

2,026,547,917 2,026,547,917

54 Kyezibire SSS Secondary Isingiro Rehabilitation of the School

100,000,000 100,000,000

55 Makulubita SS Secondary Luwero Rehabilitation and Construction of New Structures

634,050,000 150,000,000

56 Ndagaro SSS Secondary Rubirizi Provision of a Seed Secondary School in Ndangaro Sub-County

2,026,547,917 2,026,547,917

57 Butologgo SSS Secondary Mubende Provision of a Seed Secondary School in Butoloogo Sub-County

2,026,547,917 2,026,547,917

58 St. Joseph's S.S Secondary Kyankwanzi Rehabilitation of the School

100,000,000 100,000,000

59 Mbulamuti S Secondary Kamuli Build a science laboratory for a Secondary School in.

148,680,000 26,352,489

60 Asinge SS Secondary Tororo Acquisition of a School Bus.

150,000,000 150,000,000

61 Mbarara SS Secondary Mbarara Acquisition of a school bus.

150,000,000 150,000,000

62 Arengesiep SS Secondary Nakapiripirit Construct a girls' dormitory and a library; acquire a school lorry; construct teachers' houses

538,278,904 538,278,904

63 Guadalupe SS Secondary Gomba construction of a laboratory block

140,000,000 140,000,000

64 Kijunjula SS Secondary Luwero Up-grading 100,000,000 100,000,000 65 Budago SSS Secondary Nakaseke Up-grading 100,000,000 100,000,000 66 St. Joseph's

Kinaaba Community SS

Secondary Kanungu Provide support 100,000,000 100,000,000

67 Kansanga Seed S.S

Secondary Kampala Computers and 12 Classrooms Block and Teachers' Houses.

664,074,264 664,074,264

68 Kisozi SSS Secondary Gomba Fencing of the School 10,000,000 10,000,000

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District / Location


69 Kyogo SSS Secondary Kabale Rehabilitation of the School.

100,000,000 100,000,000

70 St. Charles Lwanga SS Lwebitakuli

Secondary Masaka Construction of Classes, Laboratory, Library, Teachers’ Houses and Latrine Stances

585,783,527 585,783,527

71 Abim SS Secondary Kotido Construction of a VIP Latrine

24,238,557 24,238,557

72 St. Mary’s Rushoroza Vocational SS

Secondary Mbarara Build and Grant Aid School

485,129,335 485,129,335

73 Nyakayojo SS Secondary Mbarara Construction of Teachers' Houses

136,290,000 136,290,000

74 Ngora High School

Secondary Ngora Construction of a Computer Laboratory

140,000,000 140,000,000

75 Kasenyi SS Secondary Mubende School Bus for the School

150,000,000 150,000,000

76 Bumayoka Seed S.S

Secondary Mbale School bus for the School

150,000,000 150,000,000

77 Buruunga Modern SS

Secondary Kiruhura Construction of a Modern Secondary School at Buruunga - Kazo County.

2,026,547,917 2,026,547,917

78 Noble Mayombo Memorial School

Secondary Kabarole Construction of a School 2,026,547,917 2,026,547,917

79 Bishop Balya Community School

Secondary Kabarole Construction of a School 2,026,547,917 1,826,547,917

80 Kyamate SS Secondary Ntungamo Provision of school bus 150,000,000 150,000,000 81 Bishop Stuart

University, Mbarara

Tertiary Mbarara Three science laboratories valued at 6.9bn and contribution towards library construction.

7,338,000,000 7,338,000,000

82 Makerere University

Tertiary Kampala Completion of the Food Science and Business Incubation Centre

8,000,000,000 8,000,000,000


Tertiary Kampala Equipment/pilot plant for banana juice extraction

3,000,000,000 3,000,000,000


Tertiary Kampala Bioscience research laboratory

15,000,000,000 15,000,000,000


Tertiary Kampala Fencing Makerere University

300,000,000 300,000,000

86 Muteesa 1 Royal University

Tertiary Masaka Provision of a university bus

380,000,000 380,000,000

87 Nkumba University

Tertiary Wakiso Construction of Biology and Environment Science laboratories

2,431,360,203 2,431,360,203

88 Nkumba University

Tertiary Wakiso Computers/Law Journals/ Mini-bus for Institute of Criminal Justice.

900,000,000 900,000,000

89 UCU Tertiary Mukono Purchase of 300 computers for Computer Laboratory

900,000,000 900,000,000

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District / Location


90 Busitema University- Namasagali Campus

Tertiary Kamuli Assorted equipment, rehabilitation of 6 units of staff quarters, a workshop, main hall, administration block, library and water borne toilets.

5,000,000,000 270,000,000

91 Gulu University Tertiary Kotido Establish a Constituent College of Agriculture in Karamoja

2,000,000,000 2,000,000,000

93 Support to FUFA and UAF

Others MoES H.E the President directed MoFPED to support FUFA and UAF.

700,000,000 608,000,000

94 Buhinga Stadium Others Kabarole Construction of a 5,000-seater stadium

20,000,000,000 20,000,000,000

Total Amount 168,393,898,637 158,521,062,337

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Annex 7: Extract of Relevant Laws for the Education and Sports Sector (1) The Constitution of the Republic of Uganda 1995.

a) Article 30 of the Constitution of the Constitution states that all persons in Uganda have the right to Education.

b) Article 34 (2) of the Constitution states the rights of children to Basic Education,

responsibility of the state and parents of the Child. The Education objectives include:

(i) The state shall promote free and compulsory basic education; (ii) The state shall take appropriate measures to afford every citizen equal

opportunity to attain highest educational standards possible; and (iii) Individuals, religious bodies and NGOs shall be free to build and operate

educational institutions in line with the education policy. (Objective XVIII (18) National Objectives and Directive Principles of State policy Constitution of Uganda 1995).

c) Article 176 (2) of the Constitution; Item 21 of the Sixth Schedule of the Constitution and

Part 1 of the Second Schedule of the Local Government Act 1997 as Amended. d) Article 178 and the First Schedule of the Constitution on regional government and the

delivery of secondary education.

(2) The Local Government Act 1997 as Amended. Sections 96 and 97 of the Local Government

Act 1997 as Amended and Item 1 of the Sixth Schedule of; Part 2- Item 1 of the Second Schedule of the Local Government Act 1997.

(3) The Education (Pre-Primary, Primary and Post-Primary) Act, 2008. (4) The Industrial Training Act Cap 130. (5) The Business, Technical, Vocational Education and Training Act, 2001. (6) The Universities and other Tertiary Institutions Act, 2001. (7) The Uganda National Examinations Board (UNEB) Act, 1983. (8) The National Curriculum Development Centre (NCDC) Act, 2000. (9) The Education Service Act, 2002. (10) The Nakivubo War Memorial Stadium Trust Act 1953 (11) The Uganda Nurses and Midwives Act, 1996 (12) The Uganda Business and Technical Examinations Board (UBTEB) Regulations 2009 (13) Uganda Allied Health Examinations Board(UAHEB) Regulations 2009 (14) Uganda National Commission for United Nations Educational, Scientific, Cultural Organization

(UNATCOM-UNESCO) Act, 2014 (15) The Higher Education Students’ Financing Board (HESFB) Act (2014). (16) Uganda Nurses and Midwifery Examination Board (UNMEB) Regulations 2009.

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Annex 7: Extract of Relevant Laws for the Education and Sports Sector (1) The Constitution of the Republic of Uganda 1995.

a) Article 30 of the Constitution of the Constitution states that all persons in Uganda have the right to Education.

b) Article 34 (2) of the Constitution states the rights of children to Basic Education,

responsibility of the state and parents of the Child. The Education objectives include:

(i) The state shall promote free and compulsory basic education; (ii) The state shall take appropriate measures to afford every citizen equal

opportunity to attain highest educational standards possible; and (iii) Individuals, religious bodies and NGOs shall be free to build and operate

educational institutions in line with the education policy. (Objective XVIII (18) National Objectives and Directive Principles of State policy Constitution of Uganda 1995).

c) Article 176 (2) of the Constitution; Item 21 of the Sixth Schedule of the Constitution and

Part 1 of the Second Schedule of the Local Government Act 1997 as Amended. d) Article 178 and the First Schedule of the Constitution on regional government and the

delivery of secondary education.

(2) The Local Government Act 1997 as Amended. Sections 96 and 97 of the Local Government

Act 1997 as Amended and Item 1 of the Sixth Schedule of; Part 2- Item 1 of the Second Schedule of the Local Government Act 1997.

(3) The Education (Pre-Primary, Primary and Post-Primary) Act, 2008. (4) The Industrial Training Act Cap 130. (5) The Business, Technical, Vocational Education and Training Act, 2001. (6) The Universities and other Tertiary Institutions Act, 2001. (7) The Uganda National Examinations Board (UNEB) Act, 1983. (8) The National Curriculum Development Centre (NCDC) Act, 2000. (9) The Education Service Act, 2002. (10) The Nakivubo War Memorial Stadium Trust Act 1953 (11) The Uganda Nurses and Midwives Act, 1996 (12) The Uganda Business and Technical Examinations Board (UBTEB) Regulations 2009 (13) Uganda Allied Health Examinations Board(UAHEB) Regulations 2009 (14) Uganda National Commission for United Nations Educational, Scientific, Cultural Organization

(UNATCOM-UNESCO) Act, 2014 (15) The Higher Education Students’ Financing Board (HESFB) Act (2014). (16) Uganda Nurses and Midwifery Examination Board (UNMEB) Regulations 2009.

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Annex 8(a): Checklist for New Policy Initiatives in the Education Sector The following questions shall be used to guide the initiation and development of education sector policy in order to maximize future success: 1. (a) What is the problem you’re trying to address?

(b) What is the root cause of the problem? (c) What is the policy solution?

2. (a) Has this problem been addressed by a previous policy? (Circle one)

(i) Yes (ii) No

(b) If yes, why hasn’t the existing policy solved the problem? (c) If No, go to question Number #3 (d) Can the existing policy be amended to address the policy problem? (e) Do any existing policies contradict the goal of the new policy?

3. (a) Have you completed a Regulatory Impact Assessment (RIA)? (If no, please complete one

before moving on). (b) Does the Regulatory Impact Assessment (RIA) consider the following?

(i) MoES or Sector capacity; (ii) Local Government’s Capacity; (iii) Funding mechanisms; (iv) The overall workforce; (v) Those impacted (losers and winners) most by the policy; and (vi) Do they agree that this is a problem that should be addressed by the new Policy?

4. (a) Has a policy implementation plan been drafted? (If no, please complete one before moving

on). (b) Does the implementation plan include all the following?

(i) Communication plan; (ii) Timeline for stakeholders’ engagement/ consultations; (iii) Integration with other policies and priorities; (iv) Assignment of responsibilities; and (v) Identification of requisite resources, including time, personnel, and money.

5. (a) Does the new policy… (Tick all that apply)

(i) Create some positive Impact? (ii) Solve the current problem? (iii) Open a new opportunity? (iv) Provide needed information? (v) Consider the perspectives and needs of stakeholders?

(b) Explain your choice above.

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6. (a) Has the policy been reviewed critically to consider the following? (i) Relevant evidence-based research? (ii) Potential bias from the research source? (iii) How has similar policy played out in other jurisdictions?

7. (a) Has a Benefit / Cost Analysis (BCA) been completed? (If no, please complete one before

moving on). (b) List the results of the BCA: (c) Taken collectively, do the findings from this checklist, including MoES capacity, availability

of funding, the results of the RIA and BCA indicate that the policy should move forward? (Circle one). (1) Yes (2) No

8. List the key indicators of progress towards the policy goals:

Indicator Time Measures

9. (a) Has the new policy been properly targeted to consider the following?

(i) Those that are in critical need? (ii) Geographical considerations (iii) Net return on investment (iv) Multiplier effects.

(b) Is there consensus on this targeting?

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6. (a) Has the policy been reviewed critically to consider the following? (i) Relevant evidence-based research? (ii) Potential bias from the research source? (iii) How has similar policy played out in other jurisdictions?

7. (a) Has a Benefit / Cost Analysis (BCA) been completed? (If no, please complete one before

moving on). (b) List the results of the BCA: (c) Taken collectively, do the findings from this checklist, including MoES capacity, availability

of funding, the results of the RIA and BCA indicate that the policy should move forward? (Circle one). (1) Yes (2) No

8. List the key indicators of progress towards the policy goals:

Indicator Time Measures

9. (a) Has the new policy been properly targeted to consider the following?

(i) Those that are in critical need? (ii) Geographical considerations (iii) Net return on investment (iv) Multiplier effects.

(b) Is there consensus on this targeting?

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Annex 8(b): Guidelines for Adopting New Policy Initiatives and Projects (a) The Ministry’s programs include a number of crosscutting initiatives, such as girls’ education,

HIV/AIDS awareness and prevention, ICT, agricultural education, and sports activities. Similarly, the Ministry’s programs encompass special projects targeted towards particular groups of learners, including children in disadvantaged and poor communities, orphans, children living in areas of conflict, and street children.

(b) New initiatives such as these are likely to occur, even though their particular aims and interests

are not anticipated in the ESSP framework. The Ministry should follow explicit and approved guidelines for deciding whether and how to adopt these initiatives. This is particularly important for initiatives that are introduced from outside of the Ministry, such as projects proposed by donor agencies and NGOs.

(c) The following are the proposed guidelines to be followed in screening new policy initiatives

and projects to be implemented this Plan: (i) Is the proposed initiative or project in line with long-term goals of the SDGs? (ii) Does it lead directly to achievement of the objectives and priorities of ESSP? (iii) Does it complement existing strategies and interventions? (iv) Can it be easily accommodated into the curriculum? If not, what will it replace in the

curriculum? (v) What other aspects of the system does it impact (require additional teachers, facilities,

equipment, restructuring)? (vi) Can it be accommodated within the medium-term budget framework that covers their

period of implementation? (vii) If it is partly financed by external funding agencies, does it include a plan for

incorporation into the Ministry’s system and long-term costing framework (ESSP and subsequent ESSPs)?

(viii) If its financing is to be shared by other Government agencies or external funding agencies over the indefinite future, is there a guarantee that the partner agency can and will meet its commitment?

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Annex 9: Monitoring Indicators and Outcome Targets for 2020 Sub sector Years

2015 2016 2017 2018 2019 2020 1 Pre-Primary Enrolment Ratios a) GER 9.90% 16.0% 15.8% 17.6% 19.4% 21.1% b) NER 9.50% 10.7% 11.4% 12.1% 12.7% 13.4% c) Gender Parity Index (GPI) 1.2 1.2 1.13 1.07 1 1 2 Primary Enrolment Ratios a) GER 109.00% 114.1% 114.7% 115.0% 115.6% 116.9% b) NER 91.00% 92.4% 92.7% 93.3% 94.0% 94.8% c) GIR 152.00% 148.7% 142.7% 136.6% 130.5% 124.4% d) NIR 65.0% 64.0% 65.5% 67.0% 68.5% 70.0% e) Gender Parity Index (GPI) 1.05 1.06 1.04 1.02 1 1 Learning Achievements f) Literacy Rate P3 60.2% 64.2% 66.2% 68.2% 70.2% 72.2% P6 51.9% 51.8% 53.7% 55.6% 57.4% 57.6% g) Numeracy Rate P3 71.7% 73.3% 74.3% 75.2% 76.2% 77.1% P6 52.6% 53.2% 53.5% 53.7% 55.8% 57.8% h) P7 Completion Rate 61.60% 61.50% 67.2% 68.0% 68.8% 69.6% i) P7 PLE Pass Rate 86.0% 86.9% 87.0% 87.7% 88.3% 89.0% j) Repetition Rate 7.20% 7.10% 6.30% 5.60% 4.80% 4.00% k) Survival Rate to Grade 5 59.90% 61.6% 61.7% 62.2% 62.7% 63.2% l) Survival Rate to Grade 7 30.10% 32.0% 32.1% 32.4% 32.7% 33.0% m) Pupil Classroom Ratio (PCR) 63 56 56 55 54 53 n) Pupil Teacher Ratio (PTR) 43 43 43 43 43 43 o) Pupil Book Ratio p) P.1-P.3 3 3 3 2 2 2 q) P.4-P.7 3 3 3 2 2 2 3 Secondary Enrolment Ratios a) GER 24.5% 26.7% 28.9% 31.1% 33.3% 35.5% b) NER 21.8% 23.5% 25.2% 26.9% 28.6% 30.3% c) Gender Parity Index (GPI) 1.13 1.13 1.09 1.05 1 1 d) S.2 Students Rate Proficient in Biology 20.4% 21.8% 23.2% 24.6% 26.0% 27.4% e) S.2 Students Rate Proficient in Maths 41.8% 42.2% 42.5% 42.8% 43.2% 43.5%

f) S.2 Students Rate Proficient in the English 50.3% 50.8% 52.0% 53.2% 54.5% 55.7%

g) Transition Rate to S.1 63.2% 66.0% 67.1% 68.2% 69.4% 70.5% h) S.4 Completion 36.20% 37.80% 38.3% 39.0% 39.8% 40.6% i) UCE Pass Rate 91.0% 91.3% 91.6% 93.5% 94.6% 94.9% j) Transition Rate to S.5 25.0% 30.2% 33.5% 36.3% 39.0% 41.8% k) Repetition Rate 1.50% 1.40% 1.20% 1.10% 0.90% 0.80% l) Student Classroom Ratio (SCR) 52 53 52 52 52 52 m) Student Teacher Ratio (STR) 22 22 22 22 22 22 n) % of Students Eligible for Tertiary 83% 89% 91% 93% 95% 97% 4 BTVET a) Ratio of girls to boys at BTVET 0.84 0.87 0.9 0.94 0.97 1 b) Student Instructor/Tutor Ratio 12 11 10 9 8 7 c) DIT Pass Rate 79.60% 94.50% 95.10% 95.80% 96.40% 97.00% d) UNMEB Pass Rate 86.60% 87.70% 88.80% 89.80% 90.90% 92.00% e) UAHEB Pass Rate 85.6% 86.8% 88.0% 89.80% 91.6% 92.0% f) UBTEB Pass Rate 78% 78.8% 79.5% 80.5% 82.5% 85%

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Sub sector Years 2015 2016 2017 2018 2019 2020

5 Tertiary/Higher Education a) Ratio of females to males in Tertiary 0.8 0.79 0.85 0.9 0.95 1 6 Physical Education and Sports

a) Sports budget as a share of the overall sector budget 0.60% 0.84% 1.08% 1.32% 1.56% 2.00%

7 Quality and Standards a) Student Tutor Ratio (PTC) 13 13 13 12 12 12 b) Student Tutor Ratio (NTC) 14 14 14 12 12 12

9 Percentage of institutions inspected annually Primary 70% 74% 78% 81% 85% 85% Secondary 80.00% 82.50% 85.00% 87.50% 90.00% 90.00% BTVET 80% 83% 85% 88% 90% 90% PTCs 100% 100% 100% 100% 100% 100% NTCs 100% 100% 100% 100% 100% 100% 10 Special Needs Education (SNE) a) % of SNE Pupils enrolled in School 1.79% 2.06% 2.33% 2.60% 2.87% 3.14%

b) PTR/SIR (Moderately disabled)at all levels & BTVET 10 10 10 10 10 10

c) PTR/SIR (Severely disabled)at all levels & BTVET 3 3 3 3 3 3

d) PTR/SIR (Profoundly disabled e.g. deaf blind, multiple disabilities) 1 1 1 1 1 1

e) PTR (Average) 5 5 5 5 5 5 f) Pupil/Student Text Book ratio 1 1 1 1 1 1

g) Transition from P.7 to VTC, comm. Polytechnics & Farm Schools 3.0% 3.0% 3.0% 3.0% 3.0% 3.0%

h) Transition from S4 to Technical Institutions 5.2% 5.2% 5.2% 5.2% 5.2% 5.2%

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Annex 10: SWOT Analysis for the Education and Sports Sector SWOT Analysis is a simple but useful framework for analysing an organization's strengths and weaknesses, and the opportunities and threats that it faces. It helps the organization to focus on its strengths, seek remedies for its weaknesses, minimize threats, and take the greatest possible advantage of opportunities available to it. The SWOT analysis for the education and sports sector has been premised on the three sector strategic objectives of (i) Access and Equity, (ii) Quality and Relevance and (iii) Efficiency and Effectiveness. Key areas of focus have been identified under each strategic objective and subjected to a SWOT analysis. The key areas of focus under access and equity are: infrastructure, policies, learners, learning environment and community participation. Under quality and relevance, key areas of focus are: curriculum, assessment, instructional materials, teacher and skills training. The areas of focus under efficiency and effectiveness include: governance, capacity availability and development, quality assurance, financial resource mobilization and use, working environment (HQs & LGs) and EMIS. The SWOT analysis results are presented in a tabular form in Table 4. SWOT Analysis for Strategic Objective 1: Access and Equity

(a) Infrastructure Strengths (i) MoES continue to establish and expand

infrastructure in education institutions using budgeted resources

(ii) Land easily available for construction

Weaknesses (i) Government does not own land where some

education institutions are established. (ii) Most institutions do not have land titles where

the schools are located. (iii) There are still many areas which are

underserved in terms of infrastructure. (iv) Some infrastructure is not disability sensitive. (v) Inadequate infrastructure

Opportunities (i) Strong enabling political will exists. (ii) Available EDP support.

Threats (i) Many education institutions face eviction by

families of land donors and land grabbers.

(b) Policy Strengths Enabling policies where capitation grants to education institutions are provided e.g. UPE, USE, and UPOLET. Affirmative action in tertiary institutions where girls are awarded bonus points Availability of gender policy in education Availability of policy on non-formal education Existence of ECD learning framework

Weaknesses Slow implementation of some policies due to inadequate budget. There are some overlapping policies which need to be harmonized. Some policies are not addressing current issues and need review

Opportunities Policy implementation support from political leadership Availability of office of the President to guide on issues of policy

Threats Slow process of policy approval ECD is private sector led Increasing costs of running schools forcing head teachers to charge unauthorized fees

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(c) Learners Strengths (i) Increasing enrolment in education institutions

Weaknesses (i) High absenteeism rate (ii) Immobility of students across higher education

institutions (iii) Low provision of facilities for co-curricular

activities Opportunities (i) Enabling policy and legal frameworks to

promote access to education institutions

Threats (i) High dropout and survival rates (ii) Low completion rates (iii) High cost of education

(d) Learning Environment Strengths (i) Abolition of corporal punishment. (ii) Existence of strategy and guidelines on

elimination of violence against children (iii) Creation of cross cutting gender and HIV units

Weaknesses (i) Some teachers still use corporal punishment. (ii) Inadequate sanitation facilities in education

institutions especially for girl child. (iii) Some institutions do not have senior woman

teachers to handle issues of the girl child (iv) Low provision of facilities for co-curricular

activities (v) High dropout rates due to teenage pregnancy

and early marriages Opportunities (i) Donor support in creating a child friendly

environment (construction of sanitation facilities) i.e. UNICEF, World Vision

(ii) Good collaboration with other government agencies to fight child abuse in schools

Threats (i) Conflict and disasters in a community may

affect operations of education institutions. (ii) Introduction of un-vetted instructional materials

in our education institutions. E.g. materials on Sexuality.

(iii) Low enforcement of laws against child abuse. (e) Community participation Strengths (i) Existence of awareness creation programs via

mass media to encourage parents to send children to school.

Weaknesses (i) Low participation of parents in school activities

Opportunities (i) Existence of government structures to sensitize

the communities on importance of sending children to school

Threats (i) Misinterpretation of Government policies e.g.

government should provide every requirement for the learner (including lunch)

(ii) Existence of negative perception about education (esp. for girls) in the community

(iii) Low prioritization of education by some parents and communities

(iv) Low income levels of some parents and communities

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SWOT Analysis for Strategic Objective 2: Quality and Relevance

(a) Curriculum and Assessment Strengths (i) Existence of skills-based curricula for all levels

e.g. thematic curriculum. (ii) Thematic curriculum in place. (iii) On-going curricula review.

Weaknesses (i) Frequent review of curricula. (ii) Inadequate preparation of teachers to

implement reviewed curricula. (iii) Lack of continuous assessment to track the

progress of learners. (iv) No-examinable subjects are given low

priority. Opportunities (i) NCDC in place to review curriculum whenever

required. (ii) On-going review of the Government White

Paper on Education

Threats (i) The curricula may not be fully implemented

due to the high costs involved. (ii) NCDC not in charge of international

curriculum. (b) Instructional materials Strengths (i) Government continues to provide instructional

materials under different interventions to increase the stock

Opportunities (i) Many publishers in the book market. A variety

to choose from.

Weaknesses (i) Books not fully in the hands of the children (ii) Inadequate use of instructional materials (iii) Inadequate stock of instructional materials (iv) Poor storage facilities for instructional

materials (v) Slow & lengthy procurement process.

Threats (i) Inappropriate instructional materials may find

their way into schools

(c) Teacher Strengths (i) Ready supply of trained teachers. (ii) Willingness of trained teachers to join the

teaching service. (iii) MoES continues to invest in teachers’ houses. (iv) Draft teachers’ policy in place to address

teacher issues.

Weaknesses (i) Inability by MoES to recruit teachers and fill

the staff establishment (ii) Low teacher motivation (low salaries,

shortage of accommodation) (iii) Low teacher attraction and retention in hard

to reach/stay areas (iv) High absenteeism rate leading to inadequate

time-on- task Opportunities (i) In-service training opportunities in place,

e.g. TDMS, SESEMAT, Leadership training under UTSEP etc.

(ii) Political will to improve teachers’ conditions of service.

Threats (i) Abscondment of teachers in preference for

better job opportunities, e.g. science and language teachers

(ii) Government teachers part-timing in private schools leading to less time on task in government schools

(d) Skills training Strengths (i) Existence curricula which emphasize skills

development (ii) Existence of skills training programs both

formal and non-formal

Weaknesses (i) Frequent review of curricula (ii) Inadequate preparation of teachers to

implement reviewed curricula (iii) Obsolete equipment in some training

institutions (iv) Inadequate trained manpower to implement

skills training programs Opportunities (i) Availability of skills training institutions both

public and private (ii) Private sector involvement in skills training (iii) Available market for skilled manpower

Threats (i) Unemployment of some sections of trained

graduates (ii) Lack of start-up capital for graduates (iii) Negative attitude of some communities

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82

SWOT Analysis for Strategic Objective 2: Quality and Relevance

(a) Curriculum and Assessment Strengths (i) Existence of skills-based curricula for all levels

e.g. thematic curriculum. (ii) Thematic curriculum in place. (iii) On-going curricula review.

Weaknesses (i) Frequent review of curricula. (ii) Inadequate preparation of teachers to

implement reviewed curricula. (iii) Lack of continuous assessment to track the

progress of learners. (iv) No-examinable subjects are given low

priority. Opportunities (i) NCDC in place to review curriculum whenever

required. (ii) On-going review of the Government White

Paper on Education

Threats (i) The curricula may not be fully implemented

due to the high costs involved. (ii) NCDC not in charge of international

curriculum. (b) Instructional materials Strengths (i) Government continues to provide instructional

materials under different interventions to increase the stock

Opportunities (i) Many publishers in the book market. A variety

to choose from.

Weaknesses (i) Books not fully in the hands of the children (ii) Inadequate use of instructional materials (iii) Inadequate stock of instructional materials (iv) Poor storage facilities for instructional

materials (v) Slow & lengthy procurement process.

Threats (i) Inappropriate instructional materials may find

their way into schools

(c) Teacher Strengths (i) Ready supply of trained teachers. (ii) Willingness of trained teachers to join the

teaching service. (iii) MoES continues to invest in teachers’ houses. (iv) Draft teachers’ policy in place to address

teacher issues.

Weaknesses (i) Inability by MoES to recruit teachers and fill

the staff establishment (ii) Low teacher motivation (low salaries,

shortage of accommodation) (iii) Low teacher attraction and retention in hard

to reach/stay areas (iv) High absenteeism rate leading to inadequate

time-on- task Opportunities (i) In-service training opportunities in place,

e.g. TDMS, SESEMAT, Leadership training under UTSEP etc.

(ii) Political will to improve teachers’ conditions of service.

Threats (i) Abscondment of teachers in preference for

better job opportunities, e.g. science and language teachers

(ii) Government teachers part-timing in private schools leading to less time on task in government schools

(d) Skills training Strengths (i) Existence curricula which emphasize skills

development (ii) Existence of skills training programs both

formal and non-formal

Weaknesses (i) Frequent review of curricula (ii) Inadequate preparation of teachers to

implement reviewed curricula (iii) Obsolete equipment in some training

institutions (iv) Inadequate trained manpower to implement

skills training programs Opportunities (i) Availability of skills training institutions both

public and private (ii) Private sector involvement in skills training (iii) Available market for skilled manpower

Threats (i) Unemployment of some sections of trained

graduates (ii) Lack of start-up capital for graduates (iii) Negative attitude of some communities

ESSP FY 2017/18 – 2019/20

83

(a) Curriculum and Assessment (iv) Political support for skills training programs (v) Donor support for skills training programs (vi) Many organization are now willing to take on

students on apprenticeship and internship

towards skills training programs

SWOT Analysis for Strategic Objective 3: Efficiency and Effectiveness

(a) Governance Strengths (i) Existence of enabling legal framework i.e.

Government Education White Paper, BTVET Act 2008, Education Act 2008, Local Government Act.1997

(ii) Existence of sector implementation framework (SWAp)

(iii) Institutional management bodies in place (SMCs, BOGs, and Governing Councils etc.).

(iv) Implementation guidelines and regulations in place.

(v) EMIS in place to guide informed management decisions.

Weaknesses (i) Slow progress in filling vacant management

positions. (ii) Inadequate facilitation to operations of

management bodies. (iii) Adherence to the legal framework is weak (iv) Inequitable distribution of teaching staff. (v) Low management capacity at local

governments.

Opportunities (i) External management audits in regulating the

flow of funds to their use (ii) Available donor support (iii) Available political support

Threats (i) Negative attitude to participate as members

of the Governing Bodies. (ii) Ever changing legislative framework. (iii) Continuous reforms (iv) Resistance from foundation bodies to

change management. (faith based organizations to change management)

(v) Pressure from the community to establish education institutions in areas which are not the most deserving

(b) Capacity Availability & Development Strengths (i) Training and capacity building plan in place. (ii) Qualified staff to be trained are in place (iii) All the employed staff are well qualified

Weaknesses (i) Lack of a systematic training program for

head quarters’ staff. (ii) Inadequate funding for LGs.

Opportunities (i) Availability of training institutions both

internal and external. (ii) Donor support through leadership and

management training. i.e. GPE, JICA,

Threats (i) Attrition of trained manpower. (ii) Limited funds for recruiting new staff (iii) Tight staff ceiling

(c) Quality Assurance Strengths (i) Quality assurance in place i.e. internal audit

management, Inspection and M&E. (ii) Decentralized framework for ensuring

quality assurance with clear responsibility centers.

Weaknesses (i) Inadequate manpower to carry out

supervisory and inspection roles. (ii) Low enforcement of recommendations from

inspection reports

Opportunities (i) Availability of training opportunities

externally. (ii) Donor support in strengthening EMIS. i.e.

UNESCO, USAID.

Threats (i) Limited access to education institutions due

to poor road infrastructure. (ii) Disconnect between inspection at

headquarters and at the district (d) Financial Resource mobilization and use

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84

Strengths (i) Availability of framework for resource

mobilization e.g. Budget support, project support, and off-budget support.

(ii) Availability of expenditure framework for resource use e.g. MTBF, MTEF, etc.

Weaknesses (i) Inadequate prior preparation in the use of

donor funds (failure to take care of prior actions) leading to under-utilization of funds.

Opportunities (i) Availability of NDP II and NRM Manifesto to

guide resource mobilization and use.

Threats (i) Inadequate release of financial resources by

MFPPED. (ii) Termination of donor support during mid-

way implementation (iii) Declining allocation to the education and

sports sector

(e) Working Environment Strengths (i) Most management positions are filled (ii) Staff readiness to work (iii) Positive attitude towards work

Weaknesses (i) Limited office apace (ii) Limited tools for work, e.g. computers,

toners, stationery, etc. (iii) Inadequate office furniture (iv) Limited training opportunities for staff (v) Non-availability funds for constructing

MoES HQs and Education offices at LGs. Opportunities

Threats

(f) EMIS Strengths (i) Multi-tier database structure - allows for multi-

tier comparison and trend analysis. (ii) The database follows the Rational Database

Management System model standards. (iii) Functionality, particularly data entry interface,

multi-user access, multi-screen display, questionnaire tracking, multiple reporting, import & export capacities, mobile & GIS platforms, decentralization structural design.

Weaknesses (i) Non-operational functionalities (.i.e. the

Decentralized structure of EMIS-DEMIS is a stand-alone system at the district and with no active linkage to the National EMIS) thus no exchange of information between the two.

(ii) Its web- enabled not web- based. (iii) Non-operational modules (GIS, finance, HR,

Inspection, & school outcomes). (iv) Costly choice of technology .i.e. standalone

servers & communication networks, centralized data entry- interface.

(v) Technology biased EMIS, low priority to people and practice procedures.

(vi) Uptake of EMIS Concept within the ministry is low because of the misconception that EMIS is a statistical tool to collect annual school census data, when yet EMIS should be taken as a focal /core Sector Management tool that brings the entire Ministry together in executing its mandate.

(vii) Low sustainability. From the on-set of EMIS, Donors have been at the forefront of its uptake other than the Ministry to hold it as its own initiative.

(viii) Low maintenance of hard and soft ware.85% of the DEMIS computers at the Local Government Level are either non-operational or they no-longer have DEMIS software installed in them, due to virus, computer hardware failure, corrupt segments

ESSP FY 2017/18 – 2019/20

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ESSP FY 2017/18 – 2019/20

84

Strengths (i) Availability of framework for resource

mobilization e.g. Budget support, project support, and off-budget support.

(ii) Availability of expenditure framework for resource use e.g. MTBF, MTEF, etc.

Weaknesses (i) Inadequate prior preparation in the use of

donor funds (failure to take care of prior actions) leading to under-utilization of funds.

Opportunities (i) Availability of NDP II and NRM Manifesto to

guide resource mobilization and use.

Threats (i) Inadequate release of financial resources by

MFPPED. (ii) Termination of donor support during mid-

way implementation (iii) Declining allocation to the education and

sports sector

(e) Working Environment Strengths (i) Most management positions are filled (ii) Staff readiness to work (iii) Positive attitude towards work

Weaknesses (i) Limited office apace (ii) Limited tools for work, e.g. computers,

toners, stationery, etc. (iii) Inadequate office furniture (iv) Limited training opportunities for staff (v) Non-availability funds for constructing

MoES HQs and Education offices at LGs. Opportunities

Threats

(f) EMIS Strengths (i) Multi-tier database structure - allows for multi-

tier comparison and trend analysis. (ii) The database follows the Rational Database

Management System model standards. (iii) Functionality, particularly data entry interface,

multi-user access, multi-screen display, questionnaire tracking, multiple reporting, import & export capacities, mobile & GIS platforms, decentralization structural design.

Weaknesses (i) Non-operational functionalities (.i.e. the

Decentralized structure of EMIS-DEMIS is a stand-alone system at the district and with no active linkage to the National EMIS) thus no exchange of information between the two.

(ii) Its web- enabled not web- based. (iii) Non-operational modules (GIS, finance, HR,

Inspection, & school outcomes). (iv) Costly choice of technology .i.e. standalone

servers & communication networks, centralized data entry- interface.

(v) Technology biased EMIS, low priority to people and practice procedures.

(vi) Uptake of EMIS Concept within the ministry is low because of the misconception that EMIS is a statistical tool to collect annual school census data, when yet EMIS should be taken as a focal /core Sector Management tool that brings the entire Ministry together in executing its mandate.

(vii) Low sustainability. From the on-set of EMIS, Donors have been at the forefront of its uptake other than the Ministry to hold it as its own initiative.

(viii) Low maintenance of hard and soft ware.85% of the DEMIS computers at the Local Government Level are either non-operational or they no-longer have DEMIS software installed in them, due to virus, computer hardware failure, corrupt segments

ESSP FY 2017/18 – 2019/20

85

of hard disk storage, poor back-up practices leading to high risks of data Losses.

(ix) The current system has static data, GIS integration is not yet well demonstrated due to the static nature of the map rendered on EMIS

(x) Lack of maintenance & support plan. Opportunities (i) EMIS is the only formally recognized

management information system for the Education and Sports sector

(ii) Design of a national data bank to bring together all legacy systems within MDAs

Threats (i) Lack of system ownership. Vendor-locked-

in (vendor owned source code which does not permit client to modify the system. Integration with other systems is not possible (i.e. IPPS, IFMS, UNEB, UBOS, TMIS, etc.)

(ii) Lack of a centralized management for the system

(iii) Closed technology is a challenge in terms of maintenance, sustainability, low skills transfer.

(iv) Current EMIS lacks policy framework, this stifles its development and compounds its security threats.

(v) Remote - pointing to the current EMIS server - Cybernetic vulnerability to national data.

(vi) No Installation Software. In other words, if a computer breaks down, or software malfunctions, re-installation cannot be performed for either EMIS or DEMIS.

(vii) Lack of disaster Recovery Data backup in place - The current configuration has no database replication abilities to ensure a recovery.

SWOT for Sports outside the School System

Strengths 1. There is a legal framework for sports in place

(NCS Act, 1964). 2. Political will for sports outside school e.g.

program in place to rehabilitate sports’ facilitates and establish new ones (High altitudes training centre for athletes at Teryet in Kapchorwa).

3. There is a Presidential initiative to reward outstanding sports achievements at the international level.

4. People with special needs are provided with opportunities to participate in sports activity at different levels both locally and internationality.

5. Existence of Community competition- e.g. Masaza cup, Kabaka’s cup etc.

6. Existence of national leagues in different sports disciplines.

7. Availability of local tournaments in the community.

8. Availability of role models. 9. Tool of unification - transcends all barriers.

Opportunities 1. Some sports facilities since colonial times

are still in existence e.g. regional stadia, like Pece (Gulu) and Mbale Stadium in Mbale and Golf Courses.

2. Increased community interest in Sports. 3. Existence of sports talents in the

Community 4. Increasing support to sports from

Cooperates e.g. Coca-Cola. 5. New sports bill is being formulated (PAS

Bill). 6. Available vibrant media to promote

sports. 7. Some LGs have a post of sports officer in

their structure. 8. Politicians use sports as a mobilization

tool thereby providing some support to community sports teams.

9. Availability of facilities for watching national and international sports competitions-e.g. video halls commonly known as bibanda. This motivates the youth in the community

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10. Existence of volunteer Coaches, Referees, Managers in the community – available for training.

11. Availability of Sports centres that attract community.

Weakness 1. Outdated Sports Act (NCS Act 1964) 2. Limited funding for Sports. 3. Inadequate community sports programs. 4. Successes and achievements within the sector

are not well communicated. 5. Lack of talent identification mechanism and

nurturing systems in the community. For example, the country lacks sports academies.

6. Inadequate recognition of sports achievers. 7. Inadequate qualified sports personnel in the

community e.g. Coaches, Referees, and Managers.

8. Inadequate community sports facilities 9. Low prioritization of Sports both at the

national and Local Government levels. 10. Low publicity of achievements in sports at

education institutions, LGs and national level. 11. Lack of pension scheme for former sports

stars. 12. Inadequate protection of sports facilities

Threats 1. Mentality of the community to over

depend on Government to fund sports. 2. Poverty which disadvantages talent

development. 3. Social cultural and religious barriers in the

community do not allow girls to participate in sports.

4. Encroachment on and grabbing of community sports facilities by investors due to lack of titles.

5. Dilapidated sports facilities 6. Vandalizing of Sports facilities by

irresponsible community members. 7. Lack of capacity of LGs to manage sports

outside the schooling system. 8. Conflict in sports Associations endangers

sports development. 9. Some stake-holders e.g. parents do not

appreciate the role and value of sports. 10. Limited knowledge on the range of sports

disciplines in communities.

ESSP

FY

2017

/18

– 20

19/2

0

87

ESSP FY 2017/18 – 2019/20

86

10. Existence of volunteer Coaches, Referees, Managers in the community – available for training.

11. Availability of Sports centres that attract community.

Weakness 1. Outdated Sports Act (NCS Act 1964) 2. Limited funding for Sports. 3. Inadequate community sports programs. 4. Successes and achievements within the sector

are not well communicated. 5. Lack of talent identification mechanism and

nurturing systems in the community. For example, the country lacks sports academies.

6. Inadequate recognition of sports achievers. 7. Inadequate qualified sports personnel in the

community e.g. Coaches, Referees, and Managers.

8. Inadequate community sports facilities 9. Low prioritization of Sports both at the

national and Local Government levels. 10. Low publicity of achievements in sports at

education institutions, LGs and national level. 11. Lack of pension scheme for former sports

stars. 12. Inadequate protection of sports facilities

Threats 1. Mentality of the community to over

depend on Government to fund sports. 2. Poverty which disadvantages talent

development. 3. Social cultural and religious barriers in the

community do not allow girls to participate in sports.

4. Encroachment on and grabbing of community sports facilities by investors due to lack of titles.

5. Dilapidated sports facilities 6. Vandalizing of Sports facilities by

irresponsible community members. 7. Lack of capacity of LGs to manage sports

outside the schooling system. 8. Conflict in sports Associations endangers

sports development. 9. Some stake-holders e.g. parents do not

appreciate the role and value of sports. 10. Limited knowledge on the range of sports

disciplines in communities.

ESSP

FY

2017

/18

– 20

19/2

0

87

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ESSP

FY

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– 20

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0

88

ESSP

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0

88

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ort

Stud

ent

Loa

n Sc

hem

e to

incr

ease

acc

ess o

f elig

ible

stud

ents

to H

ighe

r Edu

catio

n.

59.6

4 94

.22

110.

25

264.

12

2

64.1

2

100%

15

Scho

ol/ I

nstit

utio

nal F

ees:

- F

orm

ulat

e an

d im

plem

ent a

pol

icy

to r

atio

naliz

e le

vyin

g of

scho

ol fe

es in

bot

h pu

blic

and

priv

ate

scho

ols/

inst

itutio

ns.

0.00

0.

10

0.10

0.

20

0.20

10

0%

ESSP

FY

2017

/18

– 20

19/2

0

89

ESSP

FY

2017

/18

– 20

19/2

0

89

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

16

Scho

ol H

ealth

and

Saf

ety

Polic

y: -

Dev

elop

and

im

plem

ent

a Po

licy

that

en

sure

s th

at t

he l

earn

ing

envi

ronm

ent

in S

choo

ls a

nd T

rain

ing

Inst

itutio

ns i

s sa

fe e

nviro

nmen

t for

the

lear

ner a

nd te

ache

r with

in th

e m

anda

te o

f MoE

S. T

his

Polic

y sh

all

prov

ide

for

Hea

lth a

nd s

afet

y pr

omot

ion

and

dise

ase

prev

entio

n pr

ogra

ms

as w

ell a

s in

terv

entio

ns th

at s

afeg

uard

lea

rner

s an

d te

ache

rs a

gain

st an

y fo

rms o

f abu

se b

y st

akeh

olde

rs in

the

lear

ning

inst

itutio

n.

0.00

0.

30

0.15

0.

45

0.45

10

0%

17

Safe

Wat

er I

nfra

stru

ctur

e: -

Exp

and

and

impr

ove

prov

isio

n of

saf

e w

ater

su

pply

inf

rast

ruct

ure

to p

rimar

y Sc

hool

s w

ithin

the

man

date

of

MoE

S. S

afe

wat

er is

a c

ritic

al fa

ctor

in p

reve

ntio

n of

hyg

iene

-rel

ated

illn

esse

s th

at a

re o

ften

prev

enta

ble.

82.5

2 83

.34

84.1

8 25

0.04

150

.03

60

%

18

Pres

iden

tial p

ledg

es: -

Con

tinue

impl

emen

ting

the

Pres

iden

tial p

ledg

es in

the

Educ

atio

n an

d Sp

orts

Sec

tor.

4.54

80

.15

79.1

8 16

3.87

98.

32

60%

19

Dis

tanc

e L

earn

ing

for

Post

-Sec

onda

ry: -

Con

tinue

with

dis

tanc

e, m

obile

and

e-

lear

ning

edu

catio

n sy

stem

s for

pos

t-sec

onda

ry e

duca

tion.

0.

00

0.00

0.

00

0.00

-

100%

20

Scho

lars

hips

for

Dis

adva

ntag

ed A

reas

: - In

crea

se th

e nu

mbe

r of s

chol

arsh

ips

for d

isad

vant

aged

are

as to

enr

oll f

or c

ritic

al p

rogr

ams i

n hi

gher

edu

catio

n.

0.00

0.

00

0.00

0.

00

-

10

0%

Su

b-To

tal f

or S

trat

egic

Obj

ectiv

e #1

5,

430.

83

4,22

0.62

2,

298.

77

11,9

40.2

8 6

,321

.38

53

%

Stra

tegi

c O

bjec

tive

2: E

nsur

e D

eliv

ery

of Q

ualit

y E

duca

tion

and

Tra

inin

g

1 St

reng

then

ing

the

curr

ent

insp

ectio

n Sy

stem

: St

reng

then

th

e cu

rren

t in

spec

tion

syste

m a

nd a

ppro

ache

s by

incr

easi

ng th

e fr

eque

ncy

of in

spec

tion

of

scho

ols

and

inst

itutio

ns

and

focu

sing

on

th

e qu

ality

of

le

ader

ship

an

d m

anag

emen

t, te

achi

ng a

nd th

e le

arni

ng p

roce

ss a

nd le

arne

r ach

ieve

men

t.

6.92

6.

94

6.95

20

.81

20.8

1 10

0%

2a

Lear

ning

Ass

essm

ent

Syst

em:

deve

lop

and

impl

emen

t a

valid

and

rel

iabl

e Le

arni

ng A

sses

smen

t sy

stem

at

all

leve

ls

– fo

r Pr

imar

y; t

hat

inte

grat

es

deve

lopm

ent o

f ski

lls a

nd c

ompe

tenc

es a

long

side

acad

emic

ach

ieve

men

t in

the

final

resu

lts.

2.00

2.

00

2.00

6.

01

6.01

10

0%

ESSP

FY

2017

/18

– 20

19/2

0

90

ESSP

FY

2017

/18

– 20

19/2

0

90

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

2b

Lear

ning

Ass

essm

ent

Syst

em:

deve

lop

and

impl

emen

t a

valid

and

rel

iabl

e Le

arni

ng A

sses

smen

t sy

stem

at

all

leve

ls –

for

Sec

onda

ry I

nstit

utio

ns;

that

in

tegr

ates

de

velo

pmen

t of

sk

ills

and

com

pete

nces

al

ongs

ide

acad

emic

ac

hiev

emen

t in

the

final

resu

lts.

1.97

1.

97

1.97

5.

90

5.90

10

0%

2c

Lear

ning

Ass

essm

ent

Syst

em:

deve

lop

and

impl

emen

t a

valid

and

rel

iabl

e Le

arni

ng A

sses

smen

t sys

tem

at a

ll le

vels

– fo

r SN

E In

stitu

tions

; tha

t int

egra

tes

deve

lopm

ent o

f ski

lls a

nd c

ompe

tenc

es a

long

side

acad

emic

ach

ieve

men

t in

the

final

resu

lts.

0.09

0.

09

0.09

0.

27

0.27

10

0%

3 C

ompe

tenc

e Pr

ofile

: dev

elop

a b

asic

Com

pete

nce

and

Skill

s pr

ofile

for

eac

h Le

vel

– Pr

imar

y Se

ven,

Sen

ior

Four

, A

-Lev

el,

BTV

ET,

Teac

her-

Instr

ucto

r Tr

aini

ng,

and

unde

r-gr

adua

te;

in l

ine

with

Nat

iona

l as

pira

tions

for

soc

io-

econ

omic

tran

sfor

mat

ion

and

labo

ur m

arke

t nee

ds.

0.00

0.

10

0.10

0.

20

0.20

0%

4 T

each

er-I

nstr

ucto

r C

ompe

tenc

ies

and

Inst

ruct

iona

l Pr

oces

ses:

Im

prov

e te

ache

r an

d in

struc

tor

com

pete

ncie

s (c

onte

nt, k

now

ledg

e, s

kills

and

ped

agog

y)

and

prac

tices

for

the

deliv

ery

of th

e ea

rly g

rade

num

erac

y an

d lit

erac

y in

the

Prim

ary

scho

ol c

urric

ulum

- ta

rget

ing

prim

ary

scho

ol te

ache

rs a

nd in

struc

tors

, so

as t

o in

crea

se le

arne

rs’ a

chie

vem

ent a

nd b

asic

life

skill

s.

0.00

0.

10

0.10

0.

20

0.20

10

0%

5 R

ecru

itmen

t of T

each

ers,

Tea

cher

edu

cato

rs, T

utor

s and

Lec

ture

rs: R

ecru

it Pr

imar

y an

d Se

cond

ary

Scho

ol te

ache

rs to

mee

t the

set

sta

ndar

ds o

f Pu

pil-t

o-Te

ache

r an

d St

uden

t-to-

Teac

her

ratio

s re

spec

tivel

y. I

n ad

ditio

n, i

ncre

ase

the

staf

fing

leve

ls o

f pub

lic U

nive

rsiti

es fr

om th

e cu

rren

t 35%

on

aver

age

to a

t lea

st

55%

of t

heir

staff

est

ablis

hmen

ts.

1,05

6.06

1,

214.

89

1,38

0.18

3,

651.

14

1,82

5.57

50

%

6 T

alen

t Ide

ntifi

catio

n an

d N

urtu

ring

: Stre

ngth

en b

asic

lear

ning

, nur

turin

g an

d ta

lent

iden

tific

atio

n te

chni

ques

to p

repa

re le

arne

rs fo

r ear

ly c

aree

r for

mat

ion.

0.

00

8.40

8.

82

17.2

2 8.

61

50%

7 In

tern

atio

nal

Cer

tific

atio

n in

BTV

ET

: Su

ppor

t in

tern

atio

nal

certi

ficat

ion,

pa

rticu

larly

in s

uch

area

s as

oil,

gas

, ind

ustri

al m

achi

nery

, tra

nspo

rt an

d ot

her

tech

nici

ans’

cer

tific

atio

n.

0.00

0.

10

0.10

0.

20

0.20

10

0%

ESSP

FY

2017

/18

– 20

19/2

0

91

ESSP

FY

2017

/18

– 20

19/2

0

91

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

8 In

tern

ship

and

app

rent

ices

hip:

Ins

titut

iona

lize

inte

rnsh

ip a

nd a

ppre

ntic

eshi

p w

ith th

e vi

ew to

incr

ease

exp

osur

e of

the

up-c

omin

g la

bor

(stu

dent

s) to

wor

k sy

stem

s and

pra

ctic

es. T

his s

hall

incl

ude

amon

g ot

hers

, pro

mot

ing

colla

bora

tion

betw

een

BTV

ET i

nstit

utio

ns a

nd t

he p

rivat

e se

ctor

to

faci

litat

e im

parti

ng o

f pr

actic

al k

now

ledg

e an

d sk

ills i

n th

e st

uden

ts.

0.00

0.

00

0.00

0.

00

- 10

0%

9 In

stitu

tiona

l Fra

mew

ork

for

Coo

rdin

atin

g Sk

ills

Dev

elop

men

t: Es

tabl

ish

a TV

ET C

ounc

il.

0.00

0.

02

0.02

0.

04

0.02

50

%

10

Cen

ters

of

Exce

llenc

e: P

rom

ote

and

esta

blis

h re

gion

al c

entre

s of

exc

elle

nce

amon

g B

TVET

inst

itutio

ns a

nd T

ertia

ry in

stitu

tions

to e

nsur

e pr

oduc

tion

of a

cr

itica

l mas

s of

hig

h qu

ality

tech

nici

ans

that

con

tinue

to b

e on

gre

at d

eman

d in

th

e na

tiona

l and

regi

onal

eco

nom

y.

0.00

0.

00

0.00

0.

00

- 0%

11

BTV

ET

Cur

ricu

lum

Rev

iew

: R

evie

w t

he B

TVET

cur

ricul

um t

o en

sure

tha

t th

e te

chni

cal

inst

itutio

ns i

n th

e co

untry

pro

duce

tec

hnic

ians

who

mee

t th

e in

crea

sing

requ

irem

ents

of v

ario

us c

ritic

al S

ecto

rs o

f the

eco

nom

y.

1.99

2.

99

3.99

8.

96

4.48

50

%

12

Exp

and

Lev

el

of

Voc

atio

nal

Qua

lific

atio

ns:

The

Uga

nda

Voc

atio

nal

Qua

lific

atio

ns F

ram

ewor

k fo

r 60

occu

patio

ns w

ill b

e ex

pand

ed fr

om th

e cu

rren

t le

vel

five

to e

ight

in

orde

r to

pro

vide

mor

e la

titud

e in

the

Inf

orm

al S

kills

de

velo

pmen

t spa

ce.

1.22

1.

22

1.22

3.

65

1.83

50

%

13

Rec

ogni

tion

of P

rior

Lea

rnin

g (R

PL)

in S

kills

Dev

elop

men

t: In

ord

er t

o en

hanc

e in

clus

iven

ess

with

rega

rd to

Info

rmal

ski

lls d

evel

opm

ent,

certi

ficat

ion,

as

sess

men

t, an

d ce

rtific

atio

n pr

oces

s of

the

train

ee b

enef

icia

ries

will

em

phas

ize

RPL

.

0.00

0.

20

0.20

0.

40

0.00

0%

14

Cap

acity

of U

nive

rsiti

es to

teac

h sc

ienc

e an

d te

chno

logy

: - w

ill b

e en

hanc

ed

thro

ugh

reha

bilit

atio

n an

d ex

pans

ion

of S

cien

ce T

echn

olog

y In

nova

tion

(STI

) le

arni

ng

faci

litie

s in

ei

ght

inst

itutio

ns:

Mak

erer

e U

nive

rsity

, K

yam

bogo

U

nive

rsity

, M

bara

ra U

nive

rsity

of

Scie

nce

and

Tech

nolo

gy, G

ulu

Uni

vers

ity,

Bus

item

a U

nive

rsity

, M

uni

Uni

vers

ity,

Uga

nda

Man

agem

ent

Inst

itute

, an

d M

aker

ere

Uni

vers

ity B

usin

ess S

choo

l.

0.00

0.

00

0.00

0.

00

- 10

0%

ESSP

FY

2017

/18

– 20

19/2

0

92

ESSP

FY

2017

/18

– 20

19/2

0

92

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

15

Res

earc

h an

d T

echn

olog

y In

cuba

tion

Faci

litie

s at

Uni

vers

ities

: Su

ppor

t un

iver

sitie

s to

eff

ectiv

ely

colla

bora

te w

ith t

he p

rivat

e se

ctor

in

rese

arch

and

de

velo

pmen

t w

ork

aim

ed

at

crea

ting

new

te

chno

logi

cal

inno

vatio

ns

and

prod

ucts

. In

this

rega

rd, u

nive

rsiti

es w

ill b

e su

ppor

ted

to e

stab

lish

and

mai

ntai

n in

cuba

tion

faci

litie

s for

PhD

gra

duat

es w

ith p

rom

isin

g sc

ienc

e an

d te

chno

logi

cal

inno

vatio

ns. S

ucce

ssfu

l inn

ovat

ions

will

be

prov

ided

with

see

d ca

pita

l in

form

of

affo

rdab

le l

oans

and

gra

nts

so a

s to

est

ablis

h pr

ivat

e co

mpa

nies

for

co

mm

erci

aliz

atio

n of

the

ir in

vent

ions

. Fo

r pr

oper

im

plem

enta

tion

of t

his

prog

ram

, un

iver

sitie

s w

ill

also

be

su

ppor

ted

to

spec

ializ

e in

pa

rticu

lar

disc

iplin

es.

0.00

0.

00

0.00

0.

00

- 10

0%

16

Mai

nstr

eam

Phy

sica

l E

duca

tion

& S

port

s: M

ains

tream

phy

sical

edu

catio

n an

d sp

orts

in

the

curr

icul

um a

t al

l le

vels

of

educ

atio

n an

d tra

inin

g in

the

co

untry

.

0.00

60

.00

63.0

0 12

3.00

61

.50

50%

17

Tra

inin

g of

Tea

cher

s of

Phy

sica

l Edu

catio

n an

d Sp

orts

: Con

tinue

with

the

train

ing

of t

each

ers

of p

hysi

cal

educ

atio

n, i

nclu

ding

con

duct

ing

spor

ts i

n-se

rvic

e tra

inin

g fo

r te

ache

rs a

nnua

lly,

as a

mea

ns o

f str

engt

heni

ng p

hysic

al

educ

atio

n an

d sp

orts

in sc

hool

s.

0.00

60

.00

63.0

0 12

3.00

49

.20

40%

18

A

Nat

iona

l T

each

er

Polic

y:

Prof

essio

naliz

e an

d m

otiv

ate

the

teac

hing

w

orkf

orce

by

deve

lopi

ng a

nd i

mpl

emen

ting

a co

mpr

ehen

sive

Tea

cher

Pol

icy

that

ele

vate

s th

e st

anda

rds

in th

e Te

achi

ng p

rofe

ssio

n to

a le

vel t

hat a

ligns

with

th

e N

atio

n’s

aspi

ratio

ns f

or s

ocio

-eco

nom

ic t

rans

form

atio

n. T

his

polic

y sh

all

prov

ide

for

amon

g ot

hers

the

esta

blish

men

t of a

Tea

cher

s’ R

egul

ator

y Co

unci

l (a

kin

to o

ther

pro

fess

iona

l Co

unci

ls s

uch

as t

he U

gand

a D

enta

l an

d M

edic

al

Prac

titio

ners

Cou

ncil)

, a N

atio

nal I

nstit

ute

of T

each

er E

duca

tion,

acc

redi

tatio

n in

the

teac

hing

pro

fess

ion,

and

man

dato

ry c

ontin

uous

pro

fess

iona

l dev

elop

men

t (C

PD).

15.9

2 11

.77

12.9

9 40

.68

20.3

4 50

%

19

Mat

hem

atic

s an

d Sc

ienc

e T

each

ers:

Rec

ruit

mor

e M

athe

mat

ics

and

Scie

nce

teac

hers

for S

econ

dary

Sch

ools.

0.

00

0.00

0.

00

0.00

-

100%

20

Fram

ewor

k fo

r E

CD

: D

evel

op

and

impl

emen

t a

com

preh

ensi

ve

polic

y fr

amew

ork

for

ECD

tha

t am

ong

othe

rs p

rovi

des

for

the

inst

itutio

naliz

atio

n of

tra

inin

g of

ECD

Car

egiv

ers/T

each

ers.

0.13

0.

13

0.13

0.

38

0.38

10

0%

21

Tex

tboo

ks: -

Red

uce

the

pupi

l-tex

tboo

k an

d st

uden

t-tex

tboo

k ra

tios f

or P

rimar

y an

d Se

cond

ary

scho

ols

resp

ectiv

ely;

and

sch

olas

tic m

ater

ials

in

line

with

set

st

anda

rds.

61.4

6 61

.46

61.4

6 18

4.37

18

4.37

10

0%

ESSP

FY

2017

/18

– 20

19/2

0

93

ESSP

FY

2017

/18

– 20

19/2

0

93

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

22

Scho

last

ic m

ater

ials

: pr

ovid

e fr

ee s

chol

astic

mat

eria

ls s

uch

as m

athe

mat

ical

ge

omet

ry s

ets,

exer

cise

boo

ks,

pens

and

pen

cils

to

pupi

ls a

nd s

tude

nts

in

Prim

ary

and

Seco

ndar

y le

vel r

espe

ctiv

ely.

211.

43

220.

12

229.

18

660.

72

660.

72

100%

23

Equ

ipm

ent:

- e

quip

tra

inin

g in

stitu

tions

with

the

nec

essa

ry e

quip

men

t to

fa

cilit

ate

lear

ning

in li

ne w

ith se

t sta

ndar

ds. B

TVET

0.

00

11.4

9 17

.24

28.7

3 28

.73

100%

24

Rev

ise

Cap

itatio

n G

rant

s: -

ado

pt a

diff

eren

tiate

d fo

rmul

a fo

r al

loca

tion

of

capi

tatio

n gr

ants

with

the

goal

of i

ncre

asin

g th

em so

as t

o im

prov

e th

e qu

ality

of

educ

atio

n.

0.00

0.

00

0.00

0.

00

- 50

%

Su

b-To

tal f

or S

trat

egic

Obj

ectiv

e #2

1,

359.

18

1,66

3.68

1,

852.

43

4,87

5.28

2,

879.

14

59%

Stra

tegi

c O

bjec

tive

3: E

nsur

e E

ffic

ient

and

Eff

ectiv

e D

eliv

ery

of E

duca

tion

and

Spor

ts S

ervi

ces

1 In

spec

tion

and

Supe

rvis

ion:

Est

ablis

h a

sem

i-aut

onom

ous

body

in c

harg

e of

in

spec

tion

of E

duca

tion

and

Trai

ning

Inst

itutio

ns s

o as

to ra

dica

lly im

prov

e th

e qu

ality

of i

nspe

ctio

n an

d su

perv

isio

n of

pub

lic a

nd p

rivat

e tra

inin

g in

stitu

tions

; to

ens

ure

com

plia

nce

with

set

nat

iona

l St

anda

rds

and

Reg

ulat

ions

. Th

e ne

w

body

will

hav

e po

wer

s to

com

pel d

istri

ct o

ffic

ials

to ta

ke a

ctio

n on

its

repo

rts

and

if th

ey fa

il, G

over

nmen

t will

act

on

them

.

6.92

6.

94

6.95

20

.81

20.8

1 10

0%

2 St

reng

then

NC

HE

: Stre

ngth

en a

nd e

mpo

wer

NCH

E th

roug

h in

crea

sed

fund

ing

and

staf

fing

to i

mpr

ove

insp

ectio

n an

d su

perv

isio

n of

uni

vers

ities

and

oth

er

high

er in

stitu

tions

of l

earn

ing.

2.94

2.

94

2.94

8.

82

8.82

10

0%

3 R

estr

uctu

ring

pr

ogra

ms

in

publ

ic

Uni

vers

ities

: Pu

blic

U

nive

rsiti

es

to

rest

ruct

ure

prog

ram

s w

ith

a vi

ew

of

mak

ing

them

re

leva

nt

to

natio

nal

deve

lopm

ent g

oals

.

0.00

0.

50

0.50

1.

00

- 0%

4 Jo

b ev

alua

tion

in P

ublic

Uni

vers

ities

: U

nder

take

Job

eva

luat

ion

in P

ublic

U

nive

rsiti

es w

ith a

vie

w o

f cre

atin

g ha

rmon

y in

sala

ry st

ruct

ures

and

impl

emen

t its

reco

mm

enda

tions

.

0.00

0.

20

0.20

0.

40

- 0%

5 C

omm

unity

Par

ticip

atio

n an

d En

gage

men

t: -

deve

lop

and

impl

emen

t a

com

preh

ensi

ve S

trate

gy th

at s

treng

then

s co

mm

unity

and

par

ent p

artic

ipat

ion

in

the

affa

irs o

f th

e Sc

hool

s an

d tra

inin

g in

stitu

tions

– p

ublic

and

priv

ate

insti

tutio

ns; i

n th

e co

mm

unity

’s re

spec

tive

area

s.

0.15

9 0.

03

0.30

0.

759

0.38

50

%

ESSP

FY

2017

/18

– 20

19/2

0

94

ESSP

FY

2017

/18

– 20

19/2

0

94

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

6 E

-lear

ning

and

Com

pute

r L

itera

cy: P

rom

ote

e-le

arni

ng a

nd c

ompu

ter l

itera

cy

in S

econ

dary

and

Ter

tiary

Edu

catio

n in

ord

er t

o en

hanc

e le

arni

ng o

utco

mes

. N

eed

for a

n IC

T Po

licy

for t

he S

ecto

r.

0.00

0.

10

0.05

0.

15

0.07

5 50

%

7 R

estr

uctu

ring

of

DIT

: Th

e D

irect

orat

e of

Ind

ustri

al T

rain

ing

(DIT

) w

ill b

e re

stru

ctur

ed i

n or

der

to f

acili

tate

the

im

plem

enta

tion

of a

n A

ccre

dita

tion,

A

sses

smen

t an

d C

ertif

icat

ion

Prog

ram

(A

AC

P).

This

pro

gram

me

will

ens

ure

that

Uga

ndan

s, es

peci

ally

the

yout

h, a

ttain

inte

rnat

iona

l sta

ndar

ds/q

ualif

icat

ions

, w

hich

will

redu

ce u

nem

ploy

men

t.

0.32

0.

32

0.32

0.

97

0.97

10

0%

8 A

ccou

ntab

ility

fo

r N

TR:

Ope

ratio

naliz

e th

e le

gal

requ

irem

ent

for

acco

unta

bilit

y fo

r no

n-ta

x re

venu

e co

llect

ed b

y sp

orts

bod

ies,

univ

ersi

ties

and

othe

r ter

tiary

inst

itutio

ns.

0.00

0.

00

0.00

0.

00

- 0%

9 D

evel

opm

ent

and

Com

mer

cial

izat

ion

of

Inno

vatio

ns:

Dev

elop

an

d im

plem

ent a

Fra

mew

ork

for s

uppo

rting

the

deve

lopm

ent a

nd c

omm

erci

aliz

atio

n of

inno

vatio

ns, e

spec

ially

thos

e fro

m e

duca

tion

and

train

ing

inst

itutio

ns.

0.00

0.

00

0.00

0.

00

- 50

%

10

Tea

cher

, T

utor

and

Ins

truc

tor

Dev

elop

men

t an

d M

anag

emen

t Sy

stem

: R

evie

w th

e ex

istin

g D

evel

opm

ent a

nd M

anag

emen

t Sys

tem

(TD

MS)

in o

rder

to

prov

ide

a m

ore

effic

ient

and

eff

ectiv

e tra

inin

g an

d su

ppor

t for

Tea

cher

s, Tu

tors

, an

d In

stru

ctor

s. Sp

ecia

l at

tent

ion

shou

ld b

e gi

ven

to r

evie

win

g th

e ex

istin

g co

vera

ge fo

r eac

h C

ore

PTC

in re

spec

t to

In-S

ervi

ce T

each

er D

evel

opm

ent a

nd

Trai

ning

.

15.9

2 11

.77

12.9

9 40

.68

20.3

4 50

%

11

Res

earc

h, M

onito

ring

& E

valu

atio

n A

gend

a: D

evel

op a

nd i

mpl

emen

t a

rigor

ous a

gend

a fo

r res

earc

h, m

onito

ring

and

eval

uatio

n fo

r the

Sec

tor.

3.83

3.

83

3.83

11

.50

11.5

0 10

0%

12

Opt

imiz

e IC

Ts: O

ptim

ize

ICTs

in th

e de

liver

y of

edu

catio

n se

rvic

es, r

esea

rch,

m

onito

ring,

eva

luat

ion,

and

com

mun

icat

ion

of im

pact

of i

nter

vent

ions

. 0.

95

2.30

2.

30

5.56

2.

78

50%

13

Rev

iew

and

Am

end

Out

date

d L

egal

Fra

mew

orks

: R

evie

w a

nd a

men

d ex

istin

g ou

tdat

ed le

gal f

ram

ewor

ks s

uch

as P

olic

ies,

Law

s, an

d G

uide

lines

with

th

e vi

ew o

f elim

inat

ing

redu

ndan

cies

, ove

rlaps

, and

thos

e ha

ve b

een

over

take

n by

the

evol

ving

con

text

of t

he S

ecto

r; e.

g. th

e B

TVET

Act

, the

Uni

vers

ities

and

O

ther

Ter

tiary

inst

itutio

ns A

ct, t

he N

CDC

Act

, the

UN

EB A

ct a

nd N

CS

Act

.

0.00

0.

00

0.00

0.

00

- 0%

14

MoE

S H

eadq

uart

ers:

Con

struc

t hea

dqua

rters

for t

he M

inist

ry o

f Edu

catio

n an

d Sp

orts

at K

yam

bogo

in a

pha

sed

man

ner.

66.6

5 76

.95

76.9

5 22

0.55

11

0.27

50

%

ESSP

FY

2017

/18

– 20

19/2

0

95

ESSP

FY

2017

/18

– 20

19/2

0

95

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

15

Stre

ngth

en E

MIS

: S

treng

then

the

Edu

catio

n M

anag

emen

t an

d In

form

atio

n Sy

stem

(EM

IS).

EMIS

to c

olle

ct a

nd p

roce

ss m

ore

accu

rate

and

tim

ely

data

for

use

by

deci

sion-

mak

ers.

EMIS

sh

ould

be

lin

ked

to

NIR

A

(by

givi

ng

pupi

ls/s

tude

nts

a na

tiona

l id

entif

icat

ion

num

ber

-NIN

) an

d th

e In

spec

tion

Info

rmat

ion

Syst

em.

0.00

7.

60

4.00

11

.60

11.6

0 10

0%

16

Con

tinue

to

stud

y th

e po

ssib

ility

/ fe

asib

ility

of

esta

blish

ing

of n

ew P

ublic

U

nive

rsiti

es: U

nder

take

stud

ies t

o in

vest

igat

e th

e fe

asib

ility

of n

ew u

nive

rsiti

es.

0.00

0.

25

0.25

0.

50

0.25

50

%

17

Stre

ngth

enin

g th

e SW

Ap

thro

ugh

the

Lea

rnin

g G

ener

atio

n L

ab

Met

hodo

logy

App

roac

h: A

Lea

rnin

g G

ener

atio

n La

b m

etho

dolo

gy w

hich

he

lps

iden

tify

prio

ritie

s fo

r re

form

dev

elop

s fo

cuse

d in

clus

ive

and

real

istic

im

plem

enta

tion

plan

s an

d em

phas

izes

disc

iplin

ed e

xecu

tion

of p

rogr

ams

and

proj

ects

w

ith

clea

r le

vels

of

re

spon

sibi

litie

s an

d ac

coun

tabi

lity

will

be

im

plem

ente

d.

14.0

8 5.

42

5.55

25

.05

25.0

5 10

0%

18

Polic

y fo

r re

gula

tion

of P

riva

te P

rovi

ders

: Dev

elop

men

t and

impl

emen

tatio

n of

a p

olic

y fo

r reg

ulat

ion

of p

rivat

e pr

ovis

ion

of p

re-p

rimar

y, p

rimar

y an

d po

st

prim

ary

educ

atio

n by

non

-sta

te a

ctor

s fo

r ef

ficie

nt a

nd e

ffec

tive

deliv

ery

of

educ

atio

n an

d sp

orts

serv

ices

.

0.00

0.

30

0.25

0.

55

0.55

10

0%

19

Rat

iona

lize

and

impr

ove

teac

her

recr

uitm

ent,

depl

oym

ent

and

payr

oll

man

agem

ent a

t Prim

ary

and

Post

-prim

ary

educ

atio

n le

vels.

0.

00

0.00

0.

00

0.00

-

100%

20

Surv

ey la

nd fo

r al

l edu

catio

n in

stitu

tions

to g

uard

aga

inst

the

prev

alen

t lan

d gr

abbi

ng in

all

regi

ons

of th

e C

ount

ry in

clud

ing

prot

ectio

n of

all

exis

ting

spor

ts

faci

litie

s.

0.00

2.

00

2.00

4.

00

4.00

10

0%

21

Intr

oduc

e O

pera

tion

Wea

lth C

reat

ion

Prog

ram

s in

educ

atio

n in

stitu

tions

in

liais

on w

ith th

e M

inis

try o

f Agr

icul

ture

, Ani

mal

Indu

stry

and

Fish

erie

s. 0.

00

0.00

0.

00

0.00

-

100%

Su

b-To

tal f

or S

trat

egic

Obj

ectiv

e #3

11

1.61

12

0.78

11

8.54

35

0.93

21

6.14

62

%

Dev

elop

men

t of S

port

s Out

side

the

Scho

ol S

yste

m

1 Pr

omot

ion

of S

port

s: P

rom

ote

spor

ts in

the

coun

try b

y do

ing

the

follo

win

g:

(a)

Aff

irm

ativ

e ac

tion:

- Co

ntin

ue im

plem

entin

g a

polic

y of

aff

irmat

ive

actio

n fo

r pe

rson

s tal

ente

d in

spor

ts.

0.00

2.

02

2.03

4.

05

4.05

10

0%

(b)

Bur

sari

es a

nd s

chol

arsh

ips:

Con

tinue

pro

vidi

ng b

ursa

ries

and

scho

lars

hips

for

elite

ath

lete

s. 0.

00

1.50

1.

50

3.00

1.

80

60%

ESSP

FY

2017

/18

– 20

19/2

0

96

ESSP

FY

2017

/18

– 20

19/2

0

96

Sn

Prio

rity

Inte

rven

tions

E

stim

ated

Cos

t in

Bill

ions

R

esou

rces

A

lloca

ted

Lev

el o

f A

lloca

tion

of

Res

ourc

es

FY

2017

/18

FY

2018

/19

FY

2019

/20

Tot

al

(c )

Rew

ard

& R

ecog

nitio

n Sc

hem

e: P

ut in

pla

ce a

nat

iona

l rew

ards

sch

eme

for

exce

lling

nat

iona

l ath

lete

s. 0.

00

3.50

3.

50

7.00

7.

00

100%

(d)

Pens

ion

Sche

me:

Put

in p

lace

a p

ensio

n sc

hem

e fo

r nat

iona

lly a

ccla

imed

spo

rts

pers

ons.

0.00

4.

00

4.00

8.

00

4.00

50

%

(e )

Ince

ntiv

es fo

r In

vest

men

t: Pu

t in

plac

e in

cent

ives

for p

rivat

e se

ctor

inve

stm

ent

in sp

orts

. 0.

00

6.00

6.

00

12.0

0 6.

00

50%

2 Po

licy

and

Lega

l Fr

amew

orks

: St

reng

then

the

pol

icy

and

lega

l fr

amew

orks

go

vern

ing

spor

ts i

n or

der

to e

nhan

ce p

rofe

ssio

nalis

m a

nd i

nteg

rity

in s

ports

. C

ompl

emen

t th

is w

ith s

uppo

rt fo

r tra

inin

g co

ache

s of

var

ious

dis

cipl

ines

to

impr

ove

the

perf

orm

ance

and

atta

in p

rofe

ssio

nalis

m.

0.00

3.

00

3.00

6.

00

6.00

10

0%

3 Fa

cilit

ate

Nat

iona

l te

ams:

Fa

cilit

ate

natio

nal

team

s to

pa

rtici

pate

in

in

tern

atio

nal t

ourn

amen

ts w

hen

they

qua

lify.

0.

00

3.60

3.

79

7.39

7.

39

100%

4 T

alen

t ide

ntifi

catio

n an

d nu

rtur

ing:

Sup

port

all s

ports

ass

ocia

tions

to id

entif

y an

d nu

rture

tale

nt a

t loc

al a

nd n

atio

nal l

evel

. 0.

00

8.40

8.

82

17.2

2 17

.22

100%

5 In

vest

men

t in

Sp

orts

ac

adem

ies:

G

ive

ince

ntiv

es

to

priv

ate

inve

stor

s in

tere

sted

in s

ettin

g up

spo

rts a

cade

mie

s in

Uga

nda.

Uga

ndan

s gr

adua

ting

from

th

ese

acad

emie

s will

mar

ket U

gand

a w

hen

they

exc

el.

0.00

6.

00

6.30

12

.30

12.3

0 10

0%

6 Sp

orts

Inf

rast

ruct

ure:

Sup

port

the

cons

truct

ion

of s

ports

fac

ilitie

s th

roug

hout

th

e co

untry

; at

lea

st o

ne p

er R

egio

n. F

or i

nsta

nce

the

high

alti

tude

ath

letic

s tra

inin

g ce

nter

in K

apch

wor

a is

und

er c

onst

ruct

ion.

0.00

41

.00

43.0

5 84

.05

50.4

3 60

%

7 C

oach

Qua

lific

atio

ns: I

mpl

emen

t com

mun

ity c

oach

qua

lific

atio

n in

itiat

ives

to

ensu

re

tale

nt

initi

atio

n,

iden

tific

atio

n an

d de

velo

pmen

t by

th

e qu

alifi

ed

com

pete

nt c

oach

es a

t all

leve

ls.

0.00

3.

60

3.73

7.

33

4.40

60

%

8 D

istri

ct S

port

s’ C

ounc

ils: R

evita

lizin

g an

d es

tabl

ishin

g D

istric

t Spo

rts’

Cou

ncils

. 0.

00

105.

20

110.

56

215.

76

129.

46

60%

Su

b-To

tal f

or th

e Sp

orts

Sub

-Sec

tor

0.00

18

7.82

19

6.28

38

4.10

25

0.04

85

%

ESSP

FY

2017

/18

– 20

19/2

0

97

ESSP

FY

2017

/18

– 20

19/2

0

97

Anne

x 11

b: C

ostin

g an

d Fi

nanc

ing

Fram

ewor

k of

Uga

nda’

s ESS

P 20

16 -

2020

Po

licy

Opt

ions

, Enr

olm

ent P

roje

ctio

ns, I

nput

s, C

osts

& R

esou

rces

FY

201

5/16

(B

ase

Yea

r)

FY 2

017/

18

FY 2

018/

19

FY 2

019/

20

Tot

al

Prim

ary

Edu

catio

n:

PTR

in G

over

nmen

t sch

ools

53

49

47

45

PTR

P1-

P3 (S

DG

targ

et is

40:

1 by

203

0)

53

49

47

45

PT

R P

4-P7

(to

reac

h ta

rget

of 4

0:1,

pro

ject

ed g

row

th ra

te is

3.5

% p

.a.)

53

49

47

45

PC

R in

201

5 (b

ase

year

) is 7

7:1

agai

nst S

DG

targ

et o

f 40:

1.

77

65

58

52

Pu

pil/T

extb

ook

Rat

io (P

1-P3

) - 3

pup

ils sh

are

a bo

ok

0.3

0.3

0.3

0.3

Pu

pil/T

extb

ook

Rat

io (P

4-P7

) - 3

pup

ils sh

are

a bo

ok.

0.3

0.3

0.3

0.3

N

on-te

xt b

ook

mat

eria

ls fo

r P1-

P3 (7

supp

lied

are:

wal

l cha

rts, p

ictu

re c

ards

, Mat

h w

ork

card

s, M

ath

prac

tice

book

s, En

glish

pra

ctic

e bo

oks,

Engl

ish

read

ers a

nd lo

cal l

angu

age

read

ers)

. 18

piec

es su

pplie

d pe

r mat

eria

l per

scho

ol.

126.

0 12

6.0

126.

0 12

6.0

Teac

hers

on

Gov

ernm

ent p

ayro

ll 13

3,78

7

Prop

ortio

n of

Hea

d te

ache

rs/D

eput

y 12

%

12%

12

%

12%

Prop

ortio

n of

Prin

cipa

l tea

cher

s 5%

5%

5%

5%

Prop

ortio

n of

Sen

ior t

each

ers

3%

3%

3%

3%

Pr

opor

tion

of G

rade

III t

each

ers

80%

80

%

80%

80

%

Sa

lary

of H

ead

teac

hers

per

mon

th (i

nclu

ding

a p

ay re

form

5%

) 61

1,98

4 64

4,78

5 67

2,79

2 70

0,30

6

Sala

ry o

f Prin

cipa

l tea

cher

s per

mon

th (i

nclu

ding

a p

ay re

form

5%

) 51

1,61

7 52

7,12

4 53

5,03

2 54

3,17

2

Sala

ry o

f Sen

ior t

each

ers p

er m

onth

(inc

ludi

ng a

pay

refo

rm 5

%)

482,

695

487,

882

489,

988

492,

582

Sa

lary

of G

rade

III t

each

ers p

er m

onth

(inc

ludi

ng a

pay

refo

rm 5

%)

408,

135

418,

196

424,

676

431,

309

Te

ache

r attr

ition

(to

redu

ce b

y 1%

p.a

.) 12

%

10.0

%

9.0%

8.

0%

Pe

rcen

tage

enr

olle

d in

Gov

ernm

ent s

choo

ls

90.0

%

90.0

%

90.0

%

90.0

%

Pe

rcen

tage

enr

olle

d in

priv

ate

scho

ols (

10%

) 10

.0%

10

.0%

10

.0%

10

.0%

Num

ber o

f prim

ary

scho

ols (

Gov

't) -

with

1%

gro

wth

rate

p.a

. 12

,405

12

,654

12

,781

12

,909

Insp

ectio

n vi

sits

per

scho

ol p

er te

rm

1 2

2 2

Se

cond

ary

Educ

atio

n:

Stud

ent/T

each

er ra

tio (S

TR)

24

24

24

24

St

uden

t/Cla

ssro

om ra

tio (S

CR)

52

52

52

52

St

uden

t/tex

tboo

k ra

tio (S

TB) 3

:1

0.33

0.

33

0.33

0.

33

St

uden

t/Kit

ratio

(SK

T) 1

20:1

i.e.

120

stud

ents

shar

e a

kit.

0.01

0.

01

0.01

0.

01

ESSP

FY

2017

/18

– 20

19/2

0

98

ESSP

FY

2017

/18

– 20

19/2

0

98

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Prop

ortio

n of

dip

lom

a te

ache

rs

75%

75

%

75%

75

%

Pr

opor

tion

of g

radu

ate

teac

hers

25

%

25%

25

%

25%

Sala

ry o

f dip

lom

a te

ache

rs p

er m

onth

- w

ith 5

% g

row

th ra

te p

.a.

639,

768

705,

344

740,

611

777,

642

Sa

lary

of g

radu

ate

teac

hers

per

mon

th -

with

5%

gro

wth

rate

p.a

. 79

8,66

7 80

8,13

5 83

4,95

9 84

6,04

2

Teac

her a

ttriti

on

3%

3%

3%

3%

A

vera

ge n

umbe

r of n

on-te

achi

ng st

aff p

er sc

hool

(Lab

. Tec

hnic

ians

, Sec

reta

ry, B

ursa

r, St

orek

eepe

r, Fo

rem

an, e

tc.)

5 5

5 5

Non

-teac

hing

staf

f attr

ition

2%

2%

2%

2%

Prop

ortio

n of

priv

ate

enro

lmen

ts su

ppor

ted

by U

SE

32.0

%

32%

32

%

32%

Tran

sitio

n P7

-S1

63.2

%

66.0

%

67.1

%

68.2

%

N

o. o

f exi

stin

g G

over

nmen

t Sec

onda

ry S

choo

ls (S

1-S6

). Pr

opos

ed S

eed

Schs

to b

e es

tabl

ishe

d se

para

tely

. 1,

021

1,05

8 1,

058

1,05

8

No.

of e

xist

ing

PPP

Seco

ndar

y Sc

hool

s (S1

-S6)

. 76

3 84

0 -

-

No.

of n

on-te

achi

ng st

aff p

er S

choo

l 6

6 6

6

Insp

ectio

n vi

sits

per

Sch

ool p

er te

rm

1 2

2 2

B

TVE

T

Tran

sitio

n fr

om P

7 to

VTC

s, C

omm

unity

Pol

ytec

hnic

s & F

arm

Sch

ools

(Pos

t - P

7 B

TVET

) 3.

0%

3.0%

3.

0%

3.0%

Tran

sitio

n fr

om S

4 to

Tec

h. In

stitu

tes (

Post

- S4

BTV

ET) (

5.2%

) 0.

052

0.05

2 0.

052

0.05

2

Tran

sitio

n fr

om S

6 to

Tec

h. C

olle

ges &

Hea

lth S

choo

ls (P

ost -

S6

BTV

ET) (

3.0%

) 0.

03

0.03

0.

03

0.03

Tran

sitio

n fr

om S

6 to

Nat

iona

l Ins

truct

ors C

olle

ge (N

ICO

) - A

bilo

nino

(0.0

032%

) 0.

003%

0.

003%

0.

003%

0.

003%

Tran

sitio

n fr

om S

6 to

Mul

ago

Hea

lth T

utor

s (0.

0017

%)

0.00

17%

0.

0017

%

0.00

17%

0.

0017

%

Tr

ansi

tion

from

S6

to D

epar

tmen

tal T

rain

ing

Inst

itutio

ns (D

TIs,

7 in

num

ber)

(2%

) 0.

02

0.02

0.

02

0.02

Stud

ent/I

nstru

ctor

Rat

io (S

IR)

30

30

30

30

St

uden

t/Wor

ksho

p A

ttend

ant R

atio

30

30

30

30

Stud

ent/W

orks

hop/

Clas

sroo

m R

atio

30

30

30

30

Insp

ectio

n vi

sits

per

Sch

ool p

er te

rm

1 2

2 2

Sa

lary

for I

nstru

ctor

s per

mon

th -

with

5%

gro

wth

rate

p.a

. 85

9,05

2 94

7,10

5 99

4,46

0 1,

044,

183

Sa

lary

for N

on-te

achi

ng st

aff p

er m

onth

with

5%

gro

wth

rate

p.a

. 40

0,00

0 44

1,00

0 46

3,05

0 48

6,20

3

No.

of G

ovt S

kills

Tra

inin

g In

stitu

tions

(all

leve

ls) -

at l

east

1 pe

r Con

stitu

ency

star

ting

with

55

dis

trict

s with

any

. 14

6 14

6 16

8 20

1

Num

ber o

f Pos

t P7

Inst

itutio

ns -

Gov

ernm

ent (

37)

39

39

39

39

N

umbe

r of P

ost S

4 In

stitu

tions

- G

ovt.

(Tec

hnic

al In

stitu

tes)

75

79

81

83

ESSP

FY

2017

/18

– 20

19/2

0

99

ESSP

FY

2017

/18

– 20

19/2

0

99

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Num

ber o

f Pos

t S6

Inst

itutio

ns -

Gov

t. (5

UC

Cs, 5

UTC

s, 7

Dep

artm

enta

l TIs

& 8

Hea

lth

TIs)

30

34

36

38

Num

ber o

f non

-teac

hing

staf

f per

inst

itutio

n ex

clud

ing

wor

ksho

p at

tend

ants.

6

6 6

6

Enr

olm

ent P

roje

ctio

ns (P

rim

ary)

Enro

lmen

t in

Prim

ary

Scho

ols (

Priv

ate

& G

ov't)

(P1-

P7)

8,26

4,21

7 8,

965,

273

9,24

6,57

8 9,

568,

723

o/

w E

nrol

men

t - F

emal

e (a

ppro

xim

atel

y 50

.1%

in 2

015)

4,

141,

554

4,46

7,57

6 4,

595,

870

4,74

7,78

5

o/w

Enr

olm

ent -

Mal

e (a

ppro

xim

atel

y 49

.9%

in 2

015)

4,

122,

663

4,49

7,69

7 4,

650,

708

4,82

0,93

8

Enro

lmen

t in

Gov

't Pr

imar

y Sc

hool

s (ap

prox

imat

ely

90%

in 2

015)

7,

437,

795

8,06

8,74

6 8,

321,

920

8,61

1,85

1

o/w

Enr

olm

ent

(P1-

P3)

3,96

2,76

7 4,

790,

171

4,99

7,58

7 5,

089,

440

o/

w E

nrol

men

t (P

4-P7

) 3,

475,

029

3,63

6,84

6 3,

738,

500

3,87

2,98

7

Enro

lmen

t in

Priv

ate

Prim

ary

scho

ols (

10%

) 82

6,42

2 89

6,52

7 92

4,65

8 95

6,87

2

Can

dida

tes r

egist

erin

g fo

r PLE

62

0,69

2 65

8,49

2 67

8,24

7 69

8,59

4

Enr

olm

ent P

roje

ctio

ns (S

econ

dary

) En

rolm

ent i

n al

l Sec

onda

ry S

choo

ls (G

ovt.

& P

rivat

e) S

1-S4

1,

147,

952

1,36

8,67

7 1,

484,

833

1,60

8,47

3

Enro

lmen

t in

all G

ovt.

Seco

ndar

y sc

hool

s (S1

-S4)

56

3,99

2 66

2,37

1 71

8,17

3 77

7,93

7

o/w

enr

olm

ent i

n pa

rtici

patin

g U

SE G

ovt s

choo

ls

489,

182

473,

321

574,

539

622,

350

En

rolm

ent i

n al

l Priv

ate

and

Com

mun

ity S

econ

dary

Sch

ools

(S1-

S4)

583,

960

706,

306

766,

659

830,

536

o/

w e

nrol

men

t in

parti

cipa

ting

USE

priv

ate

scho

ols

423,

212

448,

177

613,

327

664,

428

En

rolm

ent i

n al

l Sec

onda

ry S

choo

ls (G

ovt.

& p

rivat

e) -

S5-S

6 13

6,05

6 14

7,74

6 17

1,69

5 19

0,30

1

Enro

lmen

t in

all G

ovt.

Seco

ndar

y Sc

hool

s (S

5-S6

) 74

,724

81

,670

94

,847

10

4,71

1

Enro

lmen

t in

all P

rivat

e an

d C

omm

unity

Sec

onda

ry S

choo

ls (S

5-S6

) 61

,332

66

,076

76

,847

85

,590

Enro

lmen

t in

all S

econ

dary

Sch

ools

(Gov

t. &

Priv

ate)

S1-

S6

1,28

4,00

8 1,

516,

423

1,65

6,52

7 1,

798,

774

En

rolm

ent i

n al

l Gov

t. Se

cond

ary

Scho

ols

(S1-

S6)

638,

716

744,

041

813,

021

882,

648

En

rolm

ent i

n al

l Priv

ate

and

Com

mun

ity S

econ

dary

Sch

ools

(S1-

S6)

645,

292

772,

381

843,

507

916,

126

E

nrol

men

t Pro

ject

ions

(BTV

ET

):

Post

P7

Inst

itutio

ns (C

omm

unity

Pol

ytec

hnic

s, V

TCs &

Far

m S

choo

ls.)

Enro

lled

in Y

1 (T

rans

ition

rate

is 3

%.)

12,9

42

12,2

39

12,8

36

13,4

95

En

rolle

d in

Y2

11,0

01

10,6

01

11,0

45

11,5

86

En

rolle

d in

Y3

9,90

1 10

,949

10

,088

10

,445

Tot

al

33,8

43

33,7

89

33,9

70

35,5

26

Po

st P

7 In

stitu

tions

(Gov

't) -

50%

16

,922

17

,908

18

,004

18

,829

ESSP

FY

2017

/18

– 20

19/2

0

100

ESSP

FY

2017

/18

– 20

19/2

0

100

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Post

S4

Inst

itutio

ns (T

echn

ical

Inst

itute

s)

Enro

lled

in Y

1 14

,653

15

,245

15

,550

15

,861

Enro

lled

in Y

2 14

,067

14

,635

14

,928

15

,226

Tot

al

28,7

20

29,8

80

30,4

78

31,0

87

Po

st S

4 In

stitu

tions

(Gov

t) -

50%

20

,104

20

,916

21

,334

21

,761

Post

-S6

(BT

VE

T In

stitu

tions

/Ter

tiary

) H

ealth

Tra

inin

g In

stitu

tions

(HTI

s)

17,3

85

21,5

66

21,7

81

21,9

99

U

gand

a Co

llege

s of C

omm

erce

(UC

Cs)

4,81

0 4,

810

4,81

0 4,

810

U

gand

a Te

chni

cal C

olle

ges (

UTC

s)

4,81

0 4,

810

4,81

0 4,

810

D

epar

tmen

tal T

rain

ing

Inst

itutio

ns

3,20

6 3,

206

3,20

6 3,

206

T

otal

(Pos

t-S6

BTV

ET

Inst

itutio

ns/T

ertia

ry)

30,2

11

34,3

92

34,6

07

34,8

25

Po

st S

6 In

stitu

tions

(Gov

t) -

50%

15

,105

17

,196

17

,304

17

,413

Tot

al E

nrol

men

t in

BT

VE

T In

stitu

tions

(Gov

t.)

52,1

31

56,0

20

56,6

42

58,0

02

E

nrol

men

t Pro

ject

ions

(TIE

T):

Po

st-S

4 TI

ET (P

rim

ary

Teac

hers

‘Col

lege

s - P

TC

s)

Num

ber o

f exi

stin

g PT

Cs

45

45

45

45

En

rolle

d in

Y1

(Tra

nsiti

on ra

te is

3%

. Est

imat

ed g

row

th ra

te is

2%

) 8,

510

8,85

4 9,

031

9,21

2

Enro

lled

in Y

2 7,

985

8,30

8 8,

474

8,64

3

Tot

al E

nrol

men

t in

PTC

s 16

,495

17

,161

17

,505

17

,855

Post

-S6

(TIE

T) -

Nat

iona

l Tea

cher

s' C

olle

ges (

NTC

s)

Num

ber o

f exi

stin

g N

TCs.

5 5

5 5

En

rolle

d in

Y1

(tran

sitio

n ra

te is

26%

) 21

,487

21

,919

22

,138

22

,359

Enro

lled

in Y

2 20

,399

20

,603

20

,809

21

,018

Tot

al E

nrol

men

t in

NTC

s 41

,886

42

,522

42

,947

43

,377

Post

-S6

(TIE

T) -

Nat

iona

l Ins

truct

or C

olle

ge -

Abi

loni

no (N

ICO

)

Enro

lled

in Y

1 (tr

ansi

tion

rate

is 0

.003

%)

264

264

264

264

En

rolle

d in

Y2

249

249

249

249

T

otal

Enr

olm

ent i

n N

ICO

s 51

3 51

3 51

3 51

3

Post

-S6

(TIE

T) -

Mul

ago

Hea

lth T

utor

s Col

lege

Enro

lled

in Y

1 (tr

ansi

tion

rate

is 0

.002

%)

140

140

140

140

En

rolle

d in

Y2

98

132

132

132

T

otal

Enr

olm

ent i

n M

ulag

o H

ealth

Tut

ors'

Col

lege

. 23

8 27

3 27

3 27

3

ESSP

FY

2017

/18

– 20

19/2

0

101

ESSP

FY

2017

/18

– 20

19/2

0

101

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

All

Post

- S6

Enr

olm

ent

42,6

38

43,3

08

43,7

33

44,1

62

E

nrol

men

t in

Uni

vers

ity E

duca

tion

19

8,33

8 21

0,41

7 21

6,73

0 22

3,23

2

Prim

ary

Staf

fing

- Gov

ernm

ent s

choo

ls Te

ache

rs in

stoc

k in

201

5 13

3,78

7 16

2,58

1 17

6,97

8 19

1,37

4

o/w

teac

hers

in st

ock

in 2

014

131,

840

148,

184

162,

581

176,

978

o

/w n

ew te

ache

rs re

crui

ted

in 2

015

1,94

7 14

,397

14

,397

14

,397

Add

attr

ition

(3%

) 4,

014

4,87

7 5,

309

5,74

1

Teac

hers

' def

icit

(i.e.

add

ition

al te

ache

rs n

eede

d) to

mai

ntai

n PT

R 5

3:1

10,5

62

14,2

77

14,2

06

13,5

32

42,0

14

Seco

ndar

y St

affin

g - G

over

nmen

t sch

ools

Teac

hing

staf

f in

stoc

k in

201

5 26

,210

31

,494

34

,135

36

,777

o/w

teac

hers

in st

ock

in 2

014

21,7

06

28,8

52

31,4

94

34,1

35

o

/w n

ew te

ache

rs re

crui

ted

in 2

015

4,50

4 2,

642

2,64

2 2,

642

A

dd a

ttriti

on (3

%)

786

945

1,02

4 1,

103

Te

ache

rs' d

efic

it (i.

e. a

dditi

onal

teac

hers

nee

ded)

to m

aint

ain

STR

22:

1 1,

189

453

765

1,10

3 2,

321

Non

-teac

hing

staf

f in

stoc

k in

201

5 (o

n av

erag

e, 5

per

scho

ol) f

or 1

,021

Gov

t. sc

hool

s. -

2,64

5 3,

968

5,29

0

o/w

non

-teac

hing

staf

f in

stock

in 2

014

1,

323

2,64

5 3,

968

o

/w n

ew n

on-te

achi

ng st

aff r

ecru

ited

in 2

015

1,

323

1,32

3 1,

323

A

dd a

ttriti

on (3

%)

- 53

79

10

6

Def

icit

in n

on-te

achi

ng st

aff

5,10

5 2,

698

1,40

2 10

6 4,

206

BTV

ET

Sta

ffin

g:

Post

P7

Inst

itutio

ns (C

omm

unity

Pol

ytec

hnic

s, V

TCs &

Far

m S

choo

ls.)

Te

achi

ng st

aff i

n st

ock

in 2

015

-Stu

dent

: Ins

truct

or R

atio

is 3

0:1)

54

4 58

6 60

7 62

8

o/w

inst

ruct

ors i

n sto

ck in

201

4 54

4 56

5 58

6 60

7

o/w

new

inst

ruct

ors r

ecru

ited

in 2

015

- 21

21

21

Add

attr

ition

(2%

) 9

9 10

10

Def

icit

in in

stru

ctor

s req

uire

d.

29

21

3 10

34

N

on-te

achi

ng st

aff i

n st

ock

in 2

015

325

369

391

413

o/

w n

on-te

achi

ng st

aff i

n st

ock

in 2

014

314

347

369

391

o/

w n

ew n

on-te

achi

ng st

aff r

ecru

ited

in 2

015

11

22

22

22

A

dd a

ttriti

on (3

%)

10

11

12

12

D

efic

it in

non

-teac

hing

staf

f num

ber

325

369

391

(7

60)

ESSP

FY

2017

/18

– 20

19/2

0

102

ESSP

FY

2017

/18

– 20

19/2

0

102

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Post

S4

Inst

itutio

ns (T

echn

ical

Inst

itute

s)

Teac

hing

staf

f in

stoc

k in

201

5.

553

639

682

725

o

/w in

stru

ctor

s in

stock

in 2

014

544

596

639

682

o

/w n

ew in

stru

ctor

s rec

ruite

d in

201

5 9

43

43

43

A

dd a

ttriti

on (1

.6%

) 9

10

11

12

D

efic

it in

inst

ruct

ors r

equi

red.

12

6 68

40

12

12

0 N

on-te

achi

ng st

aff r

ecru

ited

in 2

015.

43

0 46

4 48

1 49

8

o/w

non

-teac

hing

staf

f in

stock

in 2

014

410

447

464

481

o

/w n

ew n

on-te

achi

ng st

aff r

ecru

ited

in 2

015

20

17

17

17

A

dd a

ttriti

on (6

%)

13

14

14

15

D

efic

it in

non

-teac

hing

staf

f num

ber

33

24

19

15

58

Post

-Sec

onda

ry (D

iplo

ma

awar

ding

BTV

ET

Inst

itutio

ns)

Teac

hing

staf

f in

stoc

k in

201

5.

178

379

480

580

o

/w in

stru

ctor

s in

stock

in 2

014

150

279

379

480

o

/w n

ew in

stru

ctor

s rec

ruite

d in

201

5 28

10

1 10

1 10

1

Add

attr

ition

(3%

) 6

13

17

20

D

efic

it in

inst

ruct

ors r

equi

red.

33

2 20

7 11

4 20

34

1 N

on-te

achi

ng st

aff r

ecru

ited

in 2

015.

16

5 19

7 21

2 22

8

o/w

non

-teac

hing

staf

f in

stock

in 2

014

165

181

197

212

o

/w n

ew n

on-te

achi

ng st

aff r

ecru

ited

in 2

015

16

16

16

Add

attr

ition

(6%

) 10

12

13

14

Def

icit

in n

on-te

achi

ng st

aff n

umbe

r 25

19

16

14

49

PT

C S

taff

ing

(Tea

chin

g an

d N

on-T

each

ing

Staf

f) -

Gov

t.

Tuto

r/Stu

dent

ratio

is 3

0:1

30

30

30

30

Te

achi

ng st

aff i

n st

ock

in 2

015.

51

6 55

6 57

5 59

5

o/w

inst

ruct

ors i

n sto

ck in

201

4 46

6 53

6 55

6 57

5

o/w

new

inst

ruct

ors r

ecru

ited

in 2

015

50

20

20

20

A

dd a

ttriti

on (3

%)

15

17

17

18

D

efic

it in

tuto

rs re

quire

d.

49

33

25

18

76

Num

ber o

f non

-teac

hing

staf

f per

PTC

20

20

20

20

Non

-teac

hing

staf

f rec

ruite

d in

201

5.

900

900

900

900

ESSP

FY

2017

/18

– 20

19/2

0

103

ESSP

FY

2017

/18

– 20

19/2

0

103

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

o/w

non

-teac

hing

staf

f in

stock

in 2

014

- 90

0 90

0 90

0

o/w

new

non

-teac

hing

staf

f rec

ruite

d in

201

5 90

0 -

- -

A

dd a

ttriti

on (3

%)

27

27

27

27

D

efic

it in

non

-teac

hing

staf

f num

ber

27

27

27

27

81

Exp

ansi

on o

f Phy

sica

l Inf

rast

ruct

ure

- G

over

nmen

t Pri

mar

y Sc

hool

s Ex

istin

g st

ock

of p

erm

anen

t cla

ssro

oms i

n cu

rren

t yea

r 10

3,84

5 12

6,97

6 14

9,44

9 17

1,92

1

o/w

exi

stin

g sto

ck o

f per

man

ent c

lass

room

s in

last

yea

r (20

14)

103,

186

104,

504

126,

976

149,

449

o

/w n

ew c

lass

room

s con

stru

cted

in c

urre

nt y

ear (

2015

) 65

9 22

,472

22

,472

22

,472

Add

repl

acem

ent o

f dila

pida

ted

clas

sroo

ms (

appr

ox. 5

% o

f exi

stin

g st

ock)

5,

192

6,34

9 7,

472

8,59

6

Def

icit

in c

lass

room

stoc

k to

reac

h ta

rget

PCR

60:

1 (f

rom

77:

1 in

201

5)

56,3

01

47,4

71

31,3

97

4,32

0 83

,188

Ex

istin

g st

ock

of p

it la

trine

s in

curr

ent y

ear.

159,

130

184,

932

200,

114

215,

296

O

/w e

xisti

ng st

ock

of p

it la

trine

s in

last

yea

r (20

14)

148,

510

169,

750

184,

932

200,

114

O

/w n

ew st

ock

of p

it la

trine

s add

ed in

cur

rent

yea

r. 10

,620

15

,182

15

,182

15

,182

Add

repl

acem

ent o

f dila

pida

ted

stan

ces (

App

rox.

5%

of e

xisti

ng st

ock)

7,

957

9,24

7 10

,006

10

,765

Def

icit

in la

trine

stan

ces.

5 st

ance

s for

eve

ry 4

new

cla

ssro

oms.

Pupi

l: St

ance

Rat

io is

40:

1.

34,7

71

26,0

33

17,9

40

10,7

65

54,7

37

Exis

ting

stoc

k of

2-u

nit b

lock

s of t

each

ers'

hous

es in

cur

rent

yea

r. A

ppro

x. 1

0% sc

hool

s hav

e ho

uses

. 55

5 4,

313

7,96

5 11

,618

O/w

exi

stin

g sto

ck o

f tea

cher

s hou

ses i

n la

st y

ear (

2014

). A

ppro

x. 1

0% sc

hool

s hav

e ho

uses

. 45

0 66

0 4,

313

7,96

5

O/w

new

stoc

k of

teac

hers

’ hou

ses a

dded

in c

urre

nt y

ear.

105

3,65

3 3,

653

3,65

3

Add

repl

acem

ent o

f dila

pida

ted

hous

es (5

% o

f exi

stin

g st

ock)

28

21

6 39

8 58

1

Def

icit

in te

ache

rs' h

ouse

s. O

ne 4

-uni

t blo

ck p

er sc

hool

. App

rox.

90%

scho

ols l

ack

hous

es.

10,6

37

7,29

2 3,

936

581

11,8

09

Seco

ndar

y Ph

ysic

al in

fras

truc

ture

- G

over

nmen

t Sec

onda

ry S

choo

ls

Exis

ting

stoc

k of

per

man

ent c

lass

room

s in

curr

ent y

ear

11,2

38

14,1

06

15,5

40

16,9

74

O

/w e

xisti

ng st

ock

of p

erm

anen

t cla

ssro

oms i

n la

st y

ear (

2014

) 10

,338

12

,672

14

,106

15

,540

O/w

new

cla

ssro

oms c

onst

ruct

ed in

cur

rent

yea

r. 90

0 1,

434

1,43

4 1,

434

A

dd re

plac

emen

t of d

ilapi

date

d cl

assr

oom

s (ap

prox

. 5%

of e

xist

ing

stoc

k)

562

705

777

849

D

efic

it in

cla

ssro

om st

ock

to re

ach

targ

et S

CR 6

0:1

1,60

7 90

8 87

2 84

9 2,

628

Exis

ting

stoc

k of

pit

latri

nes i

n cu

rren

t yea

r. 13

,477

18

,190

20

,547

22

,903

O/w

exi

sting

stoc

k of

pit

latri

nes i

n la

st y

ear (

2014

) 12

,277

15

,834

18

,190

20

,547

O/w

new

stoc

k of

pit

latri

nes c

onst

ruct

ed in

cur

rent

yea

r. 1,

200

2,35

7 2,

357

2,35

7

Add

repl

acem

ent o

f dila

pida

ted

labs

(app

rox.

5%

of e

xist

ing

stoc

k)

674

910

1,02

7 1,

145

ESSP

FY

2017

/18

– 20

19/2

0

104

ESSP

FY

2017

/18

– 20

19/2

0

104

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Def

icit

in st

ock

of la

trine

stan

ces t

o re

ach

targ

et o

f Stu

dent

/Lat

rine

Stan

ce ra

tio 4

0:1

2,49

1 41

1

41

1 Ex

istin

g st

ock

of m

ulti-

purp

ose

scie

nce

labo

rato

ry b

lock

s in

curr

ent y

ear.

61

3 83

5 94

7 1,

058

O

/w e

xist

ing

stock

of l

abs i

n la

st y

ear (

2014

) 51

1 72

4 83

5 94

7

O/w

new

stoc

k of

labs

con

stru

cted

in c

urre

nt y

ear.

102

111

111

111

A

dd re

plac

emen

t of d

ilapi

date

d la

bs (a

ppro

x. 2

% o

f exi

stin

g st

ock)

12

42

47

53

Def

icit

in la

b bl

ocks

for e

very

scho

ol to

hav

e on

e.

421

264

159

53

476

Exis

ting

stoc

k of

libr

ary

bloc

ks in

cur

rent

yea

r.

613

835

947

1,05

8

o/w

exi

stin

g sto

ck o

f lib

rary

blo

cks i

n la

st y

ear (

2014

) 51

1 72

4 83

5 94

7

o/w

new

stoc

k of

libr

ary

bloc

ks c

onst

ruct

ed in

cur

rent

yea

r. 10

2 11

1 11

1 11

1

Add

repl

acem

ent o

f dila

pida

ted

libra

ry b

lock

s (ap

prox

. 2%

of e

xist

ing

stock

) 12

42

47

53

Def

icit

in st

ock

of li

brar

y bl

ocks

for e

very

scho

ol to

hav

e on

e.

421

264

159

53

476

Exis

ting

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks in

cur

rent

yea

r (40

% la

ck th

em).

61

3 83

5 94

7 1,

058

o/

w e

xist

ing

stock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

in la

st y

ear (

2014

) 51

1 72

4 83

5 94

7

o/w

new

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks c

onstr

ucte

d in

cur

rent

yea

r. 10

2 11

1 11

1 11

1

Add

repl

acem

ent o

f dila

pida

ted

teac

hers

’ hou

ses (

appr

ox. 2

% o

f exi

sting

stoc

k)

20

42

47

53

D

efic

it in

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

42

9 26

4 15

9 53

47

6 Ex

istin

g st

ock

of a

dmin

istra

tion

bloc

ks in

cur

rent

yea

r (60

% la

ck th

em).

40

8 73

3 89

6 1,

058

o/

w e

xist

ing

stock

of a

dmin

istra

tion

bloc

ks in

last

yea

r (20

14)

408

571

733

896

o/

w n

ew st

ock

of a

dmin

istra

tion

bloc

ks c

onstr

ucte

d in

cur

rent

yea

r. 0

162

162

162

A

dd re

plac

emen

t of d

ilapi

date

d ad

min

istra

tion

(app

rox.

2%

of e

xist

ing

stock

) 20

37

45

53

Def

icit

in st

ock

of a

dmin

istra

tion

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

63

3 36

1 20

7 53

62

2 Es

tabl

ishm

ent o

f Sec

onda

ry S

choo

l Cen

ters

of E

xcel

lenc

e in

all

122

dist

ricts

(1 p

er d

istri

ct).

50%

dis

trict

s lac

k th

em.

61.0

0 15

.25

15.2

5 15

.25

46

BTV

ET

Phy

sica

l Inf

rast

ruct

ure:

Gov

ernm

ent I

nstit

utio

ns

Post

- P

7 In

stitu

tions

Ex

istin

g st

ock

of p

erm

anen

t cla

ssro

oms i

n cu

rren

t yea

r 15

6 27

3 39

0 50

7

o/w

exi

stin

g sto

ck o

f per

man

ent c

lass

room

s in

last

yea

r (20

14)

156

156

273

390

o

/w n

ew c

lass

room

s con

stru

cted

in c

urre

nt y

ear.

- 11

7 11

7 11

7

Add

repl

acem

ent o

f dila

pida

ted

clas

sroo

ms (

appr

ox. 5

% o

f exi

stin

g st

ock)

8

14

20

25

D

efic

it in

cla

ssro

om st

ock

to re

ach

targ

et S

CR 3

0:1

416

338

230

146

713

Exis

ting

stoc

k of

pit

latri

nes i

n cu

rren

t yea

r. 23

4 43

1 52

9 62

8

ESSP

FY

2017

/18

– 20

19/2

0

105

ESSP

FY

2017

/18

– 20

19/2

0

105

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

o/w

exi

stin

g sto

ck o

f pit

latri

nes i

n la

st y

ear (

2014

) 15

6 33

2 43

1 52

9

o/w

new

stoc

k of

pit

latri

nes c

onst

ruct

ed in

cur

rent

yea

r. 78

98

98

98

Add

repl

acem

ent o

f dila

pida

ted

labs

(app

rox.

5%

of e

xist

ing

stoc

k)

12

22

26

31

D

efic

it in

stoc

k of

latri

ne st

ance

s to

reac

h ta

rget

of S

tude

nt/L

atrin

e St

ance

ratio

30:

1 18

9 17

18

9 11

9 32

5 E

xist

ing

stoc

k of

mul

ti-pu

rpos

e sc

ienc

e la

bora

tory

blo

cks i

n cu

rren

t yea

r.

-

o/

w e

xist

ing

stock

of l

abs i

n la

st y

ear (

2014

) -

o/w

new

stoc

k of

labs

con

stru

cted

in c

urre

nt y

ear.

A

dd re

plac

emen

t of d

ilapi

date

d la

bs (a

ppro

x. 2

% o

f exi

stin

g st

ock)

Def

icit

in la

b bl

ocks

for e

very

scho

ol to

hav

e on

e.

- Ex

istin

g st

ock

of li

brar

y bl

ocks

in c

urre

nt y

ear.

1

14

27

40

o/

w e

xist

ing

stock

of l

ibra

ry b

lock

s in

last

yea

r (20

14)

- 1

14

27

o/

w n

ew st

ock

of li

brar

y bl

ocks

con

stru

cted

in c

urre

nt y

ear.

1 13

13

13

Add

repl

acem

ent o

f dila

pida

ted

libra

ry b

lock

s (ap

prox

. 2%

of e

xist

ing

stock

) 0

0 1

1

Def

icit

in st

ock

of li

brar

y bl

ocks

for e

very

scho

ol to

hav

e on

e.

38

25

13

- 38

Ex

istin

g st

ock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

in c

urre

nt y

ear (

40%

lack

them

).

- 52

10

4 15

6

o/w

exi

stin

g sto

ck o

f 4-u

nit t

each

ers'

hous

ing

bloc

ks in

last

yea

r (20

14)

- -

52

104

o/

w n

ew st

ock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

con

struc

ted

in c

urre

nt y

ear.

- 52

52

52

Add

repl

acem

ent o

f dila

pida

ted

teac

hers

‘hou

ses (

appr

ox. 2

% o

f exi

sting

stoc

k)

- 1

2 8

D

efic

it in

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

39

10

5 54

8

167

Exis

ting

stoc

k of

adm

inis

tratio

n bl

ocks

in c

urre

nt y

ear (

60%

lack

them

).

37

38

39

39

o/

w e

xist

ing

stock

of a

dmin

istra

tion

bloc

ks in

last

yea

r (20

14)

37

38

38

39

o/

w n

ew st

ock

of a

dmin

istra

tion

bloc

ks c

onstr

ucte

d in

cur

rent

yea

r. -

1 1

1

Add

repl

acem

ent o

f dila

pida

ted

adm

inis

tratio

n (a

ppro

x. 2

% o

f exi

stin

g sto

ck)

1 2

2 2

D

efic

it in

stoc

k of

adm

inis

tratio

n bl

ocks

for e

very

scho

ol to

hav

e on

e.

3 3

2 2

7 Ex

istin

g st

ock

of w

orks

hops

in c

urre

nt y

ear

78

78.0

78

.0

78.0

o/w

exi

stin

g sto

ck o

f wor

ksho

ps in

last

yea

r (20

14)

78

78.0

78

.0

78.0

o/w

new

wor

ksho

ps c

onst

ruct

ed in

cur

rent

yea

r. -

- -

-

Add

repl

acem

ent o

f dila

pida

ted

wor

ksho

ps (a

ppro

x. 5

% o

f exi

stin

g st

ock)

4

4 4

4

Def

icit

in w

orks

hop

stoc

k to

reac

h ta

rget

SCR

30:

1 74

74

74

74

22

2 Po

st -

S4 In

stitu

tions

Ex

istin

g st

ock

of p

erm

anen

t cla

ssro

oms i

n cu

rren

t yea

r 58

0 65

3 68

9 72

5

o/w

exi

stin

g sto

ck o

f per

man

ent c

lass

room

s in

last

yea

r (20

14)

400

616

653

689

ESSP

FY

2017

/18

– 20

19/2

0

106

ESSP

FY

2017

/18

– 20

19/2

0

106

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

o/w

new

cla

ssro

oms c

onst

ruct

ed in

cur

rent

yea

r. 18

0 36

36

36

Add

repl

acem

ent o

f dila

pida

ted

clas

sroo

ms (

appr

ox. 0

.362

of e

xist

ing

stock

) 21

0 33

34

36

Def

icit

in c

lass

room

stoc

k to

reac

h ta

rget

SCR

30:

1 90

34

3 32

7 31

1 98

1 Ex

istin

g st

ock

of p

it la

trine

s in

curr

ent y

ear.

165

355

449

544

o/

w e

xist

ing

stock

of p

it la

trine

s in

last

yea

r (20

14)

165

260

355

449

o/

w n

ew st

ock

of p

it la

trine

s con

struc

ted

in c

urre

nt y

ear.

- 95

95

95

Add

repl

acem

ent o

f dila

pida

ted

labs

(app

rox.

5%

of e

xist

ing

stoc

k)

8 18

22

27

Def

icit

in st

ock

of la

trine

stan

ces t

o re

ach

targ

et o

f Stu

dent

/Lat

rine

Stan

ce ra

tio 4

0:1

338

168

84

- 25

2 Ex

istin

g st

ock

of m

ulti-

purp

ose

scie

nce

labo

rato

ry b

lock

s in

curr

ent y

ear.

55

69

76

83

o/w

exi

stin

g sto

ck o

f lab

s in

last

yea

r (20

14)

55

62

69

76

o/

w n

ew st

ock

of la

bs c

onst

ruct

ed in

cur

rent

yea

r. -

7 7

7

Add

repl

acem

ent o

f dila

pida

ted

labs

(app

rox.

2%

of e

xist

ing

stoc

k)

1 3

4 4

D

efic

it in

lab

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

21

13

9

4 26

Ex

istin

g st

ock

of li

brar

y bl

ocks

in c

urre

nt y

ear.

55

69

76

83

o/w

exi

stin

g sto

ck o

f lib

rary

blo

cks i

n la

st y

ear (

2014

) 55

62

69

76

o/w

new

stoc

k of

libr

ary

bloc

ks c

onst

ruct

ed in

cur

rent

yea

r. -

7 7

7

Add

repl

acem

ent o

f dila

pida

ted

libra

ry b

lock

s (ap

prox

. 2%

of e

xist

ing

stock

) 1

3 4

4

Def

icit

in st

ock

of li

brar

y bl

ocks

for e

very

scho

ol to

hav

e on

e.

21

13

9 4

26

Exis

ting

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks in

cur

rent

yea

r (40

% la

ck th

em).

75

79

81

83

o/w

exi

stin

g sto

ck o

f 4-u

nit t

each

ers'

hous

ing

bloc

ks in

last

yea

r (20

14)

65

77

79

81

o/

w n

ew st

ock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

con

struc

ted

in c

urre

nt y

ear.

10

2 2

2

Add

repl

acem

ent o

f dila

pida

ted

teac

hers

’ hou

ses (

appr

ox. 2

% o

f exi

sting

stoc

k)

2 4

4 4

D

efic

it in

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

2

4 4

4 12

Ex

istin

g st

ock

of a

dmin

istra

tion

bloc

ks in

cur

rent

yea

r (60

% la

ck th

em).

55

69

76

83

o/w

exi

stin

g sto

ck o

f adm

inis

tratio

n bl

ocks

in la

st y

ear (

2014

) 55

62

69

76

o/w

new

stoc

k of

adm

inis

tratio

n bl

ocks

con

struc

ted

in c

urre

nt y

ear.

- 7

7 7

A

dd re

plac

emen

t of d

ilapi

date

d ad

min

istra

tion

(app

rox.

2%

of e

xist

ing

stock

) 1

3 4

4

Def

icit

in st

ock

of a

dmin

istra

tion

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

21

13

9

4 26

Ex

istin

g st

ock

of w

orks

hops

in c

urre

nt y

ear

225

475

600

725

o/

w e

xist

ing

stock

of w

orks

hops

in la

st y

ear (

2014

) 11

0 35

0 47

5 60

0

o/w

new

wor

ksho

ps c

onst

ruct

ed in

cur

rent

yea

r. 11

5 12

5 12

5 12

5

Add

repl

acem

ent o

f dila

pida

ted

wor

ksho

ps (a

ppro

x. 5

% o

f exi

stin

g st

ock)

11

24

30

36

ESSP

FY

2017

/18

– 20

19/2

0

107

ESSP

FY

2017

/18

– 20

19/2

0

107

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Def

icit

in w

orks

hop

stoc

k to

reac

h ta

rget

SCR

30:

1 45

6 24

6 14

1 36

42

3 Po

st -

S6 In

stitu

tions

Ex

istin

g st

ock

of p

erm

anen

t cla

ssro

oms i

n cu

rren

t yea

r 22

0 40

0 49

0 58

0

o/w

exi

stin

g sto

ck o

f per

man

ent c

lass

room

s in

last

yea

r (20

14)

120

310

400

490

o/

w n

ew c

lass

room

s con

stru

cted

in c

urre

nt y

ear.

100

90

90

90

A

dd re

plac

emen

t of d

ilapi

date

d cl

assr

oom

s (ap

prox

. 5%

of e

xist

ing

stoc

k)

11

20

25

29

D

efic

it in

cla

ssro

om st

ock

to re

ach

targ

et P

CR 3

0:1

295

193

111

29

333

Exis

ting

stoc

k of

pit

latri

nes i

n cu

rren

t yea

r. 30

0 36

8 40

1 43

5

o/w

exi

stin

g sto

ck o

f pit

latri

nes i

n la

st y

ear (

2014

) 20

0 33

4 36

8 40

1

o/w

new

stoc

k of

pit

latri

nes c

onstr

ucte

d in

cur

rent

yea

r. 10

0 34

34

34

Add

repl

acem

ent o

f dila

pida

ted

labs

(app

rox.

5%

of e

xist

ing

stoc

k)

15

18

20

22

D

efic

it in

stoc

k of

latri

ne st

ance

s to

reac

h ta

rget

of S

tude

nt/L

atrin

e St

ance

ratio

40:

1 93

81

51

22

15

4 Ex

istin

g st

ock

of m

ulti-

purp

ose

scie

nce

labo

rato

ry b

lock

s in

curr

ent y

ear.

56

66

71

76

o/w

exi

stin

g sto

ck o

f lab

s in

last

yea

r (20

14)

46

61

66

71

o/

w n

ew st

ock

of la

bs c

onst

ruct

ed in

cur

rent

yea

r. 10

5

5 5

A

dd re

plac

emen

t of d

ilapi

date

d la

bs (a

ppro

x. 2

% o

f exi

stin

g st

ock)

3

3 4

4

Def

icit

in la

b bl

ocks

for e

very

inst

itutio

n to

hav

e on

e.

4 2

1 -

3 Ex

istin

g st

ock

of li

brar

y bl

ocks

in c

urre

nt y

ear.

32

35

37

38

o/w

exi

stin

g sto

ck o

f lib

rary

blo

cks i

n la

st y

ear (

2014

) 32

34

35

37

o/w

new

stoc

k of

libr

ary

bloc

ks c

onst

ruct

ed in

cur

rent

yea

r. -

2 2

2

Add

repl

acem

ent o

f dila

pida

ted

libra

ry b

lock

s (ap

prox

. 2%

of e

xist

ing

stock

) 1

2 2

2

Def

icit

in st

ock

of li

brar

y bl

ocks

for e

very

scho

ol to

hav

e on

e.

(1)

1 1

2 4

Exis

ting

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks in

cur

rent

yea

r (40

% la

ck th

em).

14

0 26

6 32

8 39

1

o/w

exi

stin

g sto

ck o

f 4-u

nit t

each

ers'

hous

ing

bloc

ks in

last

yea

r (20

14)

60

203

266

328

o/

w n

ew st

ock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

con

struc

ted

in c

urre

nt y

ear.

80

63

63

63

A

dd re

plac

emen

t of d

ilapi

date

d te

ache

rs’ h

ouse

s (ap

prox

. 2%

of e

xisti

ng st

ock)

3

5 7

8

Def

icit

in st

ock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

for e

very

scho

ol to

hav

e on

e.

10

30

40

49

119

Exis

ting

stoc

k of

adm

inis

tratio

n bl

ocks

in c

urre

nt y

ear (

60%

lack

them

).

32

35

37

38

o/

w e

xist

ing

stock

of a

dmin

istra

tion

bloc

ks in

last

yea

r (20

14)

32

34

35

37

o/

w n

ew st

ock

of a

dmin

istra

tion

bloc

ks c

onstr

ucte

d in

cur

rent

yea

r. -

2 2

2

ESSP

FY

2017

/18

– 20

19/2

0

108

ESSP

FY

2017

/18

– 20

19/2

0

108

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Add

repl

acem

ent o

f dila

pida

ted

adm

inis

tratio

n (a

ppro

x. 2

% o

f exi

stin

g sto

ck)

1 2

2 2

D

efic

it in

stoc

k of

adm

inis

tratio

n bl

ocks

for e

very

scho

ol to

hav

e on

e.

(1)

1 1

2 4

Exis

ting

stoc

k of

wor

ksho

ps in

cur

rent

yea

r 10

29

8 44

2 58

6

o/w

exi

stin

g sto

ck o

f wor

ksho

ps in

last

yea

r (20

14)

6 15

4 29

8 44

2

o/w

new

wor

ksho

ps c

onst

ruct

ed in

cur

rent

yea

r. 4

144

144

144

A

dd re

plac

emen

t of d

ilapi

date

d w

orks

hops

(app

rox.

5%

of e

xist

ing

stoc

k)

1 15

22

29

Def

icit

in w

orks

hops

to re

ach

targ

et S

CR

30:

1 49

4 29

0 15

7 24

47

1 T

IET

Phy

sica

l Inf

rast

ruct

ure

Nat

iona

l Tea

cher

s' C

olle

ges (

NTC

s)

New

scie

nce

labo

rato

ries f

or N

TCs -

1 p

er N

TC

0 1

2 2

N

ew li

brar

ies f

or N

TC -

1 fu

lly fl

edge

d lib

rary

per

NTC

0

1 2

2

New

lect

ure

room

s for

NTC

s - 6

lect

ure

room

s per

NTC

0

6 6

6

Reh

ab 1

0 cl

assr

oom

s NTC

s (1

NTC

eve

ry tw

o ye

ars)

-

10

20

20

PT

C P

hysi

cal I

nfra

stru

ctur

e - G

ovt.

Prim

ary

Tea

cher

s' C

olle

ges.

Exis

ting

stoc

k of

per

man

ent c

lass

room

s in

curr

ent y

ear

395

421

434

446

o/w

exi

stin

g st

ock

of p

erm

anen

t cla

ssro

oms i

n la

st y

ear (

2014

) 36

0 40

8 42

1 43

4

o/

w n

ew c

lass

room

s con

struc

ted

in c

urre

nt y

ear.

35

13

13

13

A

dd re

plac

emen

t of d

ilapi

date

d cl

assr

oom

s (ap

prox

. 5%

of e

xist

ing

stoc

k)

12

34

35

36

D

efic

it in

cla

ssro

om st

ock

to re

ach

targ

et S

CR 4

0:1

29

42

39

36

116

Exis

ting

stoc

k of

pit

latri

nes i

n cu

rren

t yea

r. 39

8 42

2 43

4 44

6

o/

w e

xist

ing

stoc

k of

pit

latri

nes i

n la

st y

ear (

2014

) 34

0 41

0 42

2 43

4

o/

w n

ew st

ock

of p

it la

trine

s con

stru

cted

in c

urre

nt y

ear.

58

12

12

12

A

dd re

plac

emen

t of d

ilapi

date

d la

bs (a

ppro

x. 5

% o

f exi

stin

g st

ock)

20

21

22

22

Def

icit

in st

ock

of la

trine

stan

ces t

o re

ach

targ

et o

f Stu

dent

/Lat

rine

Stan

ce ra

tio 4

0:1

14

7 3

- 10

Ex

istin

g st

ock

of m

ulti-

purp

ose

scie

nce

labo

rato

ry b

lock

s in

curr

ent y

ear.

38

42

43

45

o/

w e

xist

ing

stoc

k of

labs

in la

st y

ear (

2014

) 35

40

42

43

o/

w n

ew st

ock

of la

bs c

onst

ruct

ed in

cur

rent

yea

r. 3

2 2

2

Add

repl

acem

ent o

f dila

pida

ted

labs

(app

rox.

2%

of e

xist

ing

stoc

k)

1 2

2 2

D

efic

it in

lab

bloc

ks fo

r eve

ry sc

hool

to h

ave

one.

8

6 4

2 12

Ex

istin

g st

ock

of li

brar

y bl

ocks

in c

urre

nt y

ear.

40

43

44

45

o/

w e

xist

ing

stoc

k of

libr

ary

bloc

ks in

last

yea

r (20

14)

30

41

43

44

ESSP

FY

2017

/18

– 20

19/2

0

109

ESSP

FY

2017

/18

– 20

19/2

0

109

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

o/

w n

ew st

ock

of li

brar

y bl

ocks

con

stru

cted

in c

urre

nt y

ear.

10

1 1

1

Add

repl

acem

ent o

f dila

pida

ted

libra

ry b

lock

s (ap

prox

. 2%

of e

xist

ing

stock

) 1

2 2

2

Def

icit

in st

ock

of li

brar

y bl

ocks

for e

very

scho

ol to

hav

e on

e.

6 5

3 2

10

Exis

ting

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks in

cur

rent

yea

r (40

% la

ck th

em).

45

45

45

45

o/

w e

xist

ing

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks in

last

yea

r (20

14)

45

45

45

45

o/w

new

stoc

k of

4-u

nit t

each

ers'

hous

ing

bloc

ks c

onst

ruct

ed in

cur

rent

yea

r. -

- -

-

Add

repl

acem

ent o

f dila

pida

ted

teac

hers

’ hou

ses (

appr

ox. 2

% o

f exi

stin

g st

ock)

1

2 2

2

Def

icit

in st

ock

of 4

-uni

t tea

cher

s' ho

usin

g bl

ocks

in a

ll ex

istin

g 45

PTC

s. 1

2 2

2 7

Exis

ting

stoc

k of

adm

inis

tratio

n bl

ocks

in c

urre

nt y

ear (

60%

lack

them

).

45

45

45

45

o/

w e

xist

ing

stock

of a

dmin

istra

tion

bloc

ks in

last

yea

r (20

14)

45

45

45

45

o/

w n

ew st

ock

of a

dmin

istra

tion

bloc

ks c

onstr

ucte

d in

cur

rent

yea

r. -

- -

-

Add

repl

acem

ent o

f dila

pida

ted

adm

inis

tratio

n (a

ppro

x. 2

% o

f exi

stin

g sto

ck)

1 2

2 2

D

efic

it in

stoc

k of

adm

inis

tratio

n bl

ocks

for e

very

PTC

to h

ave

one.

1

2 2

2 7

Exis

ting

stoc

k of

dor

mito

ries i

n cu

rren

t yea

r (60

% la

ck th

em).

45

45

45

45

o/w

exi

stin

g sto

ck o

f dor

mito

ries i

n la

st y

ear (

2014

) 45

45

45

45

o/w

new

stoc

k of

dor

mito

ries b

lock

s con

stru

cted

in c

urre

nt y

ear.

- -

- -

A

dd re

plac

emen

t of d

ilapi

date

d do

rmito

ries (

appr

ox. 2

% o

f exi

stin

g st

ock)

1

2 2

2

Def

icit

in st

ock

of d

orm

itorie

s in

all e

xist

ing

45 P

TCs.

1 2

2 2

7 In

stru

ctio

nal M

ater

ials

– P

rim

ary

Num

ber o

f tex

tboo

ks fo

r Gov

ernm

ent s

choo

ls P4

-P7

(PB

R 3

:1).

1,

182,

870

1,18

2,87

0 1,

182,

870

3,54

8,61

1 N

on-te

xt b

ook

mat

eria

ls fo

r P1-

P3 (7

supp

lied

are:

wal

l cha

rts, p

ictu

re c

ards

, Mat

h w

ork

card

s, M

ath

prac

tice

book

s, En

glish

pra

ctic

e bo

oks,

Engl

ish

read

ers a

nd lo

cal l

angu

age

read

ers)

. 18

piec

es su

pplie

d pe

r mat

eria

l per

scho

ol.

39

4,66

5 39

4,66

5 39

4,66

5 1,

183,

995

Teac

hers

' Gui

des

1,

008

1,00

8 1,

008

3,02

4 In

struc

tiona

l Mat

eria

ls -

Seco

ndar

y

S1-S

4 te

xtbo

oks f

or 1

0 co

re su

bjec

ts fo

r Gov

t. sc

hool

s usin

g SB

R o

f 3:1

. To

be su

pplie

d in

eq

ual q

uant

ities

in 3

yea

rs u

sing

202

0 en

rolm

ent.

864,

375

864,

375

864,

375

2,59

3,12

5

S1-S

4 te

xtbo

oks f

or P

PP sc

hool

s

- -

- -

S5-S

6 te

xtbo

oks f

or 1

0 su

bjec

ts in

Gov

ernm

ent s

choo

ls. S

BR

of 3

:1.

90

,744

90

,744

90

,744

27

2,23

3 S5

-S6

text

book

s for

10

core

subj

ects

in P

PP sc

hool

s.

- -

- -

Teac

hers

' Gui

des f

or G

ovt.

Scho

ols.

21

1,60

0 21

1,60

0 21

1,60

0 63

4,80

0 Te

ache

rs' G

uide

s for

PPP

Sch

ools.

- -

- -

ESSP

FY

2017

/18

– 20

19/2

0

110

ESSP

FY

2017

/18

– 20

19/2

0

110

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Scie

nce

equi

pmen

t kits

for G

over

nmen

t sch

ools

(S1-

S6) -

1 k

it fo

r 120

stud

ents

.

2,45

2 2,

452

2,45

2 7,

355

Che

mic

al re

agen

t kits

for P

PP sc

hool

s (S1

-S6)

- 1

kit f

or 1

20 st

uden

t.

- -

- -

Instr

uctio

nal M

ater

ials

- B

TVET

Text

book

s for

6 su

bjec

ts in

Gov

t. Po

st-P

7 In

stitu

tions

usi

ng ra

tio 3

:1

12

,427

12

,427

12

,427

37

,281

A

ssor

ted

train

ing

equi

pmen

t for

Gov

t. Po

st-P

7 In

stitu

tions

(4 tr

aine

es sh

are

1 as

sortm

ent)

1,

569

1,56

9 1,

569

4,70

7 Te

xtbo

oks f

or 6

subj

ects

in G

ovt.

Post

-S4

Insti

tutio

ns u

sing

ratio

3:1

14,3

62

14,3

62

14,3

62

43,0

87

Ass

orte

d tra

inin

g eq

uipm

ent f

or G

ovt.

Post

-S4

Inst

itutio

ns (4

trai

nees

shar

e 1

asso

rtmen

t)

1,81

3 1,

813

1,81

3 5,

440

Te

xtbo

oks f

or 6

subj

ects

in G

ovt.

Post

-S6

Insti

tutio

ns u

sing

ratio

3:1

11,4

92

11,4

92

11,4

92

34,4

77

Ass

orte

d tra

inin

g eq

uipm

ent f

or G

ovt.

Post

-S6

Inst

itutio

ns (4

trai

nees

shar

e 1

asso

rtmen

t)

1,45

1 1,

451

1,45

1 4,

353

Inst

ruct

iona

l Mat

eria

ls -

TIE

T (P

TC

s)

Text

book

s for

6 su

bjec

ts in

Gov

t. PT

Cs u

sing

ratio

2:1

49

,485

17

,855

17

,855

17

,855

53

,564

Sc

ienc

e eq

uipm

ent k

its fo

r Gov

t. PT

Cs -

1 k

it fo

r 60

stud

ents

. 27

4.92

99

99

99

29

8 C

hem

ical

reag

ent k

its fo

r Gov

t. PT

Cs -

1 k

it fo

r 60

stude

nts.

274.

92

95

95

95

286

(Cos

t Cal

cula

tions

(R

ecur

rent

& D

evel

opm

ent):

Cos

t ind

ex fo

r sal

arie

s 1.

00

1.10

1.

16

1.22

Cos

t ind

ex fo

r non

-wag

e re

curr

ent i

tem

s 1.

00

1.00

1.

00

1.00

Cos

t ind

ex fo

r dev

elop

men

t ite

ms o

ther

than

con

struc

tion

1.00

1.

00

1.00

1.

00

C

ost i

ndex

for c

onst

ruct

ion

& e

quip

men

t 1.

00

1.00

1.

00

1.00

Dev

elop

men

t Cos

t – P

rim

ary

Expa

nsio

n an

d m

aint

enan

ce/re

nova

tion

of fa

cilit

ies a

t exi

stin

g G

ovt.

scho

ols.

N

ew 2

-cla

ssro

om b

lock

s. U

nit c

ost S

hs. 1

09,7

51,6

70/=

. 3,

089.

58

2,60

5.03

1,

722.

94

237.

06

4,56

5.04

2-

stan

ce la

trine

blo

cks.

Uni

t cos

t Shs

. 15,

515,

500/

=.

269.

75

201.

96

139.

17

83.5

1 42

4.64

2-

unit

teac

hers

' hou

sing

bloc

ks. U

nit c

ost S

hs. 1

08,0

76,8

00/=

. 1,

149.

64

788.

09

425.

37

62.7

8 1,

276.

24

Mai

nten

ance

cos

t of C

lass

room

s (us

ing

5% o

f cos

t of n

ew fa

cilit

ies p

.a.)

92.6

9 78

.15

51.6

9 7.

11

136.

95

Wat

er H

arve

st Sy

stem

10,

000

liter

s’ c

apac

ity a

t 9,3

15,7

89/=

per

tank

. 70%

of G

over

nmen

t sc

hool

s lac

k th

em.

80.8

9 82

.52

83.3

4 84

.18

250.

04

Tot

al C

ost -

Exp

ansi

on a

nd M

aint

enan

ce -

Prim

ary

4,68

2.55

3,

755.

75

2,42

2.52

47

4.65

6,

652.

91

Inst

ruct

iona

l Mat

eria

ls –

Pri

mar

y Te

xtbo

oks (

num

ber o

f boo

ks) G

over

nmen

t sch

ools

P4-

P7 (P

BR

3:1

). -

23.6

6 23

.66

23.6

6 70

.97

Rea

ders

(num

ber o

f boo

ks) f

or G

over

nmen

t Sch

ools

P1-P

3 (P

BR

3:1

) -

3.16

3.

16

3.16

9.

47

Teac

hers

gui

des

- 0.

02

0.02

0.

02

0.05

ESSP

FY

2017

/18

– 20

19/2

0

111

ESSP

FY

2017

/18

– 20

19/2

0

111

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Tot

al C

ost -

Inst

ruct

ion

Mat

eria

ls -

Prim

ary

0.00

26

.83

26.8

3 26

.83

80.4

9 E

stab

lishi

ng N

ew F

ully

Fur

nish

ed G

over

nmen

t Pri

mar

y Sc

hool

s in

658

Pari

shes

with

out a

ny (r

efer

to A

nnex

es 3

& 6

for

deta

ils).

Con

struc

tion

of fa

cilit

ies.

Uni

t cos

t per

scho

ol is

Shs

. 676

,765

,273

.

0.00

17

8.12

26

7.19

44

5.31

W

age

for 8

staf

f per

scho

ol. U

nit c

ost p

er sc

hool

is S

hs. 4

1,62

7,14

8/=

0.

00

10.9

6 16

.43

27.3

9 N

on-w

age

(cap

itatio

n gr

ant,

IMs a

nd U

NEB

). U

nit c

ost p

er sc

hool

is S

hs. 2

0,04

7,75

6.

0.

00

5.28

7.

91

13.1

9 T

otal

Cos

t - N

ew P

rim

ary

Scho

ols i

n 65

8 Pa

rish

es

0.

00

194.

36

291.

54

485.

89

Tot

al D

evel

opm

ent C

ost -

Pri

mar

y E

duca

tion

4,68

6.97

3,

789.

32

2,66

1.48

81

0.34

7,

261.

14

Rec

urre

nt C

ost –

Pri

mar

y W

age:

H

ead

teac

hers

(832

,448

/=pe

r mon

th)

127.

21

180.

63

214.

86

252.

10

647.

59

Prin

cipa

l tea

cher

s (63

4,20

1/=

per m

onth

) 44

.31

61.5

3 71

.19

81.4

7 21

4.19

Se

nior

Tea

cher

s (55

5,10

0 /=

per

mon

th)

26.7

0 36

.37

41.6

4 47

.18

125.

18

Gra

de II

I Tea

cher

s (49

6,00

6 /=

per

mon

th)

565.

57

781.

03

904.

14

1,03

5.08

2,

720.

25

Tot

al W

age

- Pri

mar

y 76

3.79

1,

059.

56

1,23

1.83

1,

415.

83

3,70

7.22

N

on-W

age:

Cap

itatio

n C

apita

tion

gran

t for

pup

ils. 1

0,00

0/=

per p

upil

per a

cade

mic

yea

r. 74

.38

80.6

9 83

.22

86.1

2 25

0.03

C

apita

tion

gran

t- PT

C. 1

,993

/= p

er st

uden

t per

day

for 2

50 d

ays.

8.22

8.

55

8.72

8.

90

26.1

7 T

otal

- N

on-W

age

- Cap

itatio

n 82

.60

89.2

4 91

.94

95.0

1 27

6.19

N

on-W

age

- Sch

olas

tic M

ater

ials

Pe

ns (2

pen

s @50

0/=

per p

upil

per a

cade

mic

term

) 22

.31

24.2

1 24

.97

25.8

4 75

.01

Penc

ils (2

pen

cils

@30

0/=

per p

upil

per a

cade

mic

term

) 13

.39

14.5

2 14

.98

15.5

0 45

.00

Geo

met

ry S

et (1

set @

2,00

0/=

per p

upil

per a

cade

mic

term

) 6.

69

7.26

7.

49

7.75

22

.50

Exer

cise

boo

ks (6

boo

ks @

700/

= pe

r pup

il pe

r aca

dem

ic te

rm)

93.7

2 10

1.67

10

4.86

10

8.51

31

5.03

T

otal

- N

on-W

age

Scho

last

ic M

ater

ials

. 13

6.11

14

7.66

15

2.29

15

7.60

45

7.55

T

otal

Rec

urre

nt (W

age

& N

on-w

age)

- Pr

imar

y 98

2.50

1,

296.

45

1,47

6.06

1,

668.

44

4,44

0.96

T

otal

Dev

elop

men

t & R

ecur

rent

- Pr

imar

y E

duca

tion

5,66

9.47

5,

085.

77

4,13

7.54

2,

478.

79

11,7

02.1

0 D

evel

opm

ent C

ost –

Sec

onda

ry

Exp

ansi

on a

nd M

aint

enan

ce o

f Exi

stin

g Sc

hool

s – S

econ

dary

2-

Cla

ssro

om b

lock

incl

usiv

e of

furn

iture

(UG

X 2

63,5

06,4

94)

211.

71

119.

60

114.

89

111.

82

346.

31

Mai

nten

ance

cos

t of C

lass

room

s (us

ing

5% o

f cos

t of n

ew fa

cilit

ies p

.a.)

10.5

9 5.

98

5.74

5.

59

17.3

2

ESSP

FY

2017

/18

– 20

19/2

0

112

ESSP

FY

2017

/18

– 20

19/2

0

112

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

One

blo

ck o

f 2-s

tanc

e lin

ed V

IP la

trine

s (U

GX

15,

194,

300)

18

.92

1.04

1.

04

1.04

3.

12

A b

lock

of m

ulti-

purp

ose

scie

nce

room

s inc

lusi

ve o

f fur

nitu

re (U

GX

248

,004

,996

) 25

.32

27.6

2 27

.62

27.6

2 82

.85

Cen

ters

of E

xcel

lenc

e (U

GX

5.4

bill

ion

per s

choo

l) 32

9.40

82

.35

82.3

5 82

.35

247.

05

Adm

inis

tratio

n bl

ocks

incl

usiv

e of

furn

iture

(UG

X 1

16,5

34,6

06 p

er b

lock

) - a

bout

60%

G

ovt.

scho

ols l

ack

them

. 0.

000

18.9

3 18

.93

18.9

3 56

.78

Libr

ary

bloc

ks fu

rnish

ed (U

GX

25

mill

ion

per b

lock

) 10

.52

6.61

3.

97

1.32

11

.90

Teac

hers

hou

ses (

138,

294,

804m

illio

n) A

two

unit

teac

hers

' hou

se

29.6

5 18

.29

10.9

7 3.

66

32.9

2 T

otal

- C

onst

ruct

ion

of F

acili

ties -

Sec

onda

ry

636.

11

280.

41

265.

51

252.

32

798.

24

Inst

ruct

iona

l Mat

eria

ls –

Sec

onda

ry

Text

book

s for

Gov

t, sc

hool

s. 4

stud

ents

per

boo

k. U

GX

10,

000/

= pe

r boo

k.

- 21

.61

21.6

1 21

.61

64.8

3 Te

xtbo

oks f

or P

rivat

e sc

hool

s. 4

stud

ents

per

boo

k -

- -

- -

S5-S

6 te

xtbo

oks f

or G

over

nmen

t sch

ools

- 2.

72

2.72

2.

72

8.17

S5

-S6

text

book

s for

PPP

scho

ols.

- -

- -

- Te

ache

r gui

de fo

r Gov

t -

5.29

5.

29

5.29

15

.87

Teac

her g

uide

for P

PP

- -

- -

- Sc

ienc

e ki

ts (U

GX

2,0

00,0

00 p

er k

it) fo

r Gov

t. sc

hool

s. 1

kit f

or 1

20 st

uden

ts.

- 4.

90

4.90

4.

90

14.7

1 Sc

ienc

e ki

ts f

or U

SE p

rivat

e sc

hool

stud

ents

(UG

X 2

,000

,000

per

kit)

-

- -

- -

Supp

ly o

f sci

ence

kits

to N

TCs (

2,38

0,00

0/=

per k

it). 1

0 ki

ts p

er N

TC.

0.10

0.

10

0.10

0.

10

0.30

T

otal

(Ush

Mill

ion)

0.

10

34.6

3 34

.63

34.6

3 10

3.88

E

stab

lishi

ng a

Gov

ernm

ent S

eed

Seco

ndar

y in

385

Sub

Cou

ntie

s with

out A

ny (r

efer

to A

nnex

es 4

& 7

for

deta

ils)

Con

struc

tion

of fa

cilit

ies.

Uni

t cos

t per

scho

ol is

Shs

. 1,7

24,2

31,3

99/=

.

0.00

26

5.53

39

8.30

66

3.83

W

age

for 2

1 te

achi

ng st

aff a

nd 5

on-

teac

hing

staf

f per

scho

ol. U

nit c

ost p

er sc

hool

is S

hs.

210,

496,

518/

=

0.00

32

.42

48.6

2 81

.04

Non

-wag

e (c

apita

tion

gran

t, IM

s and

UN

EB).

Uni

t cos

t per

scho

ol is

Shs

. 91,

820,

000/

=.

0.

00

14.1

4 21

.21

35.3

5 T

otal

- Se

ed S

choo

ls -

- 31

2.09

46

8.13

78

0.22

G

rant

Aid

ing

214

Com

mun

ity S

econ

dary

Sch

ools

in S

ub-C

ount

ies w

ithou

t a G

over

nmen

t Sec

onda

ry S

choo

l. W

age

for 2

1 te

achi

ng st

aff a

nd 5

on-

teac

hing

staf

f per

scho

ol. U

nit c

ost p

er sc

hool

is S

hs.

210,

496,

518/

=

21.0

5 24

.00

0.00

45

.05

Non

-wag

e (c

apita

tion

gran

t, IM

s and

UN

EB).

Uni

t cos

t per

scho

ol is

Shs

. 91,

820,

000/

=.

9.

18

14.1

4 0.

00

23.3

2 T

otal

Cos

t - G

rant

Aid

ing

214

Seco

ndar

y Sc

hool

s -

30.2

3 38

.14

- 68

.37

Tot

al D

evel

opm

ent -

Sec

onda

ry

636.

21

345.

27

650.

36

755.

08

1,75

0.71

R

ecur

rent

Cos

t - S

econ

dary

ESSP

FY

2017

/18

– 20

19/2

0

113

ESSP

FY

2017

/18

– 20

19/2

0

113

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Wag

e –

Seco

ndar

y Te

achi

ng st

aff (

aver

age

sala

ry fo

r a G

radu

ate

884,

995/

= pe

r mon

th)

12.6

3 5.

29

9.42

14

.29

29.0

1 N

on-te

achi

ng st

aff (

aver

age

sala

ry 4

44,1

06/=

per

mon

th)

27.2

1 15

.82

8.67

0.

69

25.1

7 T

otal

Wag

e - S

econ

dary

39

.84

21.1

1 18

.09

14.9

8 54

.18

Non

-Wag

e - C

apita

tion

Gra

nt

Cap

itatio

n G

rant

(41,

000/

= pe

r ter

m) g

ovt s

choo

ls

19.4

1 19

.41

23.5

6 25

.52

68.4

8 C

apita

tion

Gra

nt (4

7,00

0/=

per t

erm

) USE

priv

ate

scho

ols

21.0

6 21

.06

28.8

3 31

.23

81.1

2 T

otal

- C

apita

tion

Gra

nt

40.4

7 40

.47

52.3

8 56

.74

149.

60

Non

-Wag

e - S

chol

astic

Mat

eria

ls

Pens

(3 p

ens @

500

per

stud

ent p

er a

cade

mic

term

) 2.

87

3.35

3.

66

3.97

10

.98

Penc

ils (2

pen

cils

@30

0 pe

r stu

dent

per

aca

dem

ic te

rm)

1.15

1.

34

1.46

1.

59

4.39

G

eom

etry

Set

(1se

t @2,

000/

= pe

r stu

dent

per

aca

dem

ic te

rm)

3.83

4.

46

4.88

5.

30

14.6

4 Ex

erci

se b

ooks

(10

blac

k co

unte

r boo

ks @

2,50

0/=

per s

tude

nt p

er a

cade

mic

term

) 47

.90

55.8

0 60

.98

66.2

0 18

2.98

T

otal

- Sc

hola

stic

Mat

eria

ls 55

.76

64.9

5 70

.98

77.0

6 21

2.99

T

otal

Rec

urre

nt -

Sec

onda

ry

136.

07

126.

53

141.

45

148.

78

416.

76

Tot

al D

evel

opm

ent &

Rec

urre

nt -

Seco

ndar

y 77

2.28

47

1.80

79

1.80

90

3.86

2,

167.

47

Dev

elop

men

t Cos

t – B

TVE

T

Est

ablis

hing

Gov

ernm

ent T

echn

ical

Inst

itute

s in

55 D

istri

cts (

refe

r to

Ann

exes

5 &

8 fo

r de

tails

) C

onstr

uctio

n of

faci

litie

s. U

nit c

ost p

er In

stitu

te is

Shs

. 2,8

33,8

99,9

60/=

0.00

62

.35

93.5

2 15

5.86

Eq

uipp

ing

of th

e ne

w in

stitu

tions

. Uni

t cos

t per

inst

itute

is S

hs. 4

00,0

00,0

00/=

.

8.

80

13.2

0 22

.00

Wag

e fo

r 21

teac

hing

staf

f and

5 o

n-te

achi

ng st

aff p

er sc

hool

. Uni

t cos

t per

scho

ol is

Shs

. 35

6,54

7,72

0/=

0.

00

7.84

11

.77

19.6

1

Non

-wag

e (c

apita

tion

gran

t, IM

s and

UN

EB).

Uni

t cos

t per

scho

ol is

Shs

. 179

,378

,630

/=.

0.

00

3.95

19

.12

23.0

7 T

otal

- B

TVET

Inst

itutio

n -

- 82

.94

137.

60

220.

54

Expa

nsio

n an

d re

nova

tion

of e

xist

ing

faci

litie

s - B

TVET

Infr

astru

ctur

al n

eeds

(cla

ssro

oms b

lock

s, La

trine

stan

ces,

inst

ruct

or h

ouse

s, lib

rarie

s, ad

min

. bl

ocks

and

wor

ksho

ps )

523.

0 36

0.9

236.

6 11

3.1

710.

52

Equi

ppin

g of

the

75 e

xist

ing

BTV

ET in

stitu

tions

(usi

ng 5

0% o

f cos

t of a

new

Inst

itute

i.e.

0.

5*Sh

s. 17

9,37

8,63

0/=)

)

2.

7 4.

0 6.

73

Mai

nten

ance

of P

hysic

al In

frast

ruct

ure

(app

roxi

mat

ely

5% o

n co

st o

f new

Inst

itute

i.e.

0.

05*S

hs. 2

,833

,899

,960

/=)

0.

00

4.25

6.

38

10.6

3

Tot

al D

evel

opm

ent

522.

95

360.

89

243.

52

123.

47

727.

88

ESSP

FY

2017

/18

– 20

19/2

0

114

ESSP

FY

2017

/18

– 20

19/2

0

114

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Inst

ruct

iona

l Mat

eria

ls

Text

book

s (15

,000

/= p

er st

uden

t fo

r pur

chas

e &

repl

acem

ent)

Post

P7

0.00

0.

19

0.19

0.

19

0.56

Te

xtbo

oks (

15,0

00/=

per

stud

ent

for p

urch

ase

& re

plac

emen

t) Po

st S

4 0.

00

0.22

0.

22

0.22

0.

65

Tot

al –

Ims

0.00

0.

40

0.40

0.

40

1.21

T

otal

Dev

elop

men

t Cos

t - B

TV

ET

52

2.95

36

1.29

32

6.86

26

1.48

94

9.62

R

ecur

rent

Cos

t / N

on-W

age

– B

TVE

T

Cap

itatio

n gr

ant (

150

,000

/= p

er te

rm) -

Pos

t P7

23.4

6 25

.21

25.4

9 26

.10

76.8

0 Ex

amin

atio

ns

40.7

0 43

.74

44.2

3 45

.29

133.

26

Cap

itatio

n gr

ant (

2500

/= p

er d

ay fo

r 250

day

s) -

Post

S4

32.5

8 35

.01

35.4

0 36

.25

106.

67

Ret

oolin

g U

nem

ploy

ed G

radu

ates

10

.00

10.0

0 20

.00

Parti

cipa

tion

of d

isad

vant

aged

per

sons

in B

TVET

11

.00

12.0

0 23

.00

Inte

rnat

iona

l Cer

tific

atio

n in

BTV

ET: S

uppo

rt in

tern

atio

nal c

ertif

icat

ion,

par

ticul

arly

in su

ch

area

s as o

il, g

as, i

ndus

trial

mac

hine

ry, t

rans

port

and

othe

r tec

hnic

ians

’ cer

tific

atio

n.

0.10

0.

10

0.20

Inst

itutio

nal F

ram

ewor

k fo

r Coo

rdin

atin

g Sk

ills D

evel

opm

ent:

Esta

blis

h a

TVET

Cou

ncil.

0.

02

0.02

0.

04

Tot

al C

apita

tion

– B

TVE

T

96.7

5 10

3.96

12

6.24

12

9.76

35

9.96

Sa

lari

es/W

age

– B

TVE

T

Instr

ucto

rs

4.45

5.

27

5.76

6.

26

17.2

9 Le

ctur

ers (

NH

STC

& D

TI)

14.2

92

15.5

39

14.6

99

13.7

73

44.0

1 N

on-te

achi

ng st

aff

3.71

5 4.

410

4.82

0 5.

249

14.4

8 W

orks

hop

Atte

ndan

ts

7.54

8.

85

9.85

10

.90

29.6

1 T

otal

30

.00

34.0

7 35

.13

36.1

9 10

5.39

T

otal

Rec

urre

nt C

ost –

BTV

ET

12

6.75

13

8.04

16

1.37

16

5.95

46

5.35

T

otal

(Dev

t. &

Rec

urre

nt C

osts

) - B

TVE

T

649.

70

499.

32

488.

22

427.

43

1,41

4.98

T

each

er, I

nstr

ucto

r, E

duca

tion

& T

rain

ing

(TIE

T) –

Ter

tiary

R

ecur

rent

Cos

ts –

PTC

s W

age:

Teac

hing

staf

f (av

erag

e sa

lary

800

,000

/= p

er m

onth

) 5.

49

6.26

6.

73

7.21

20

.19

Non

-teac

hing

staf

f (av

erag

e sa

lary

400

,000

/= p

er m

onth

) 4.

58

5.04

5.

31

5.59

15

.94

Tot

al –

Wag

e 10

.07

5.04

5.

31

5.59

15

.94

Non

-Wag

e:

Cap

itatio

n G

rant

(3,6

00/=

per

stud

ent p

er d

ay).

Gov

t PTC

s. 0.

06

0.06

0.

06

0.06

0.

19

ESSP

FY

2017

/18

– 20

19/2

0

115

ESSP

FY

2017

/18

– 20

19/2

0

115

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Con

tinuo

us P

rofe

ssio

nal D

evel

opm

ent.

2,00

0 te

ache

rs p

.a. @

150

0/=

per p

erso

n fo

r 150

da

ys.

0.45

0.

45

0.45

0.

45

1.35

Instr

uctio

nal m

ater

ials

0.

50

0.50

0.

50

0.50

1.

50

Impr

ovin

g Te

ache

r-In

stru

ctor

Com

pete

ncie

s and

Instr

uctio

nal P

roce

sses

0.

10

0.10

0.

20

Tot

al N

on-W

age

1.01

1.

01

1.11

1.

11

3.24

T

otal

Rec

urre

nt (W

age

& N

on-W

age)

- PT

Cs

11.0

7 6.

05

6.42

6.

70

19.1

7 D

evel

opm

ent C

osts

– P

TC

s C

onst

ruct

ion

of F

acili

ties:

2-

new

cla

ssro

om b

lock

incl

usiv

e of

furn

iture

(UG

X 1

49,1

56,8

13/=

) 2.

18

3.13

2.

89

2.66

8.

69

One

blo

ck o

f 2-s

tanc

e lin

ed V

IP la

trine

s (U

GX

15,

194,

300)

0.

11

0.05

0.

03

- 0.

08

A b

lock

of m

ulti-

purp

ose

scie

nce

room

s inc

lusi

ve o

f fur

nitu

re (U

GX

221

,235

,500

) 1.

72

1.23

0.

87

0.50

2.

60

Adm

inis

tratio

n bl

ocks

incl

usiv

e of

furn

iture

(UG

X 1

71,8

06,5

06 p

er b

lock

) - a

bout

60%

G

ovt.

scho

ols l

ack

them

. 0.

15

0.39

0.

39

0.39

1.

16

Libr

ary

bloc

ks fu

rnish

ed (U

GX

25

mill

ion

per b

lock

) 0.

15

0.12

0.

09

0.06

0.

26

2-un

it ho

usin

g bl

ocks

for t

each

ers.

Uni

t cos

t Shs

. 150

5905

00.

0.07

0.

17

0.17

0.

17

0.51

D

orm

itorie

s (20

0m/=

) for

80

stud

ents

0.

04

0.11

0.

11

0.11

0.

33

Tot

al -

Con

stru

ctio

n of

Fac

ilitie

s - P

TCs

4.42

5.

20

4.53

3.

88

13.6

2 T

otal

Dev

t. &

Rec

urre

nt C

osts

- PT

Cs

15.4

9 11

.25

10.9

6 10

.58

32.7

9 N

atio

nal T

each

ers C

olle

ges (

NTC

) - T

IET/

Tert

iary

W

age

for

NT

C st

aff:

18

lect

urer

s per

NTC

@ 9

04,2

42/=

mon

thly

sala

ry p

er L

ectu

rer.

0.08

0.

09

0.09

0.

10

0.28

Sa

larie

s for

non

-teac

hing

staf

f for

NTC

s. Sh

s. 45

0,00

0 pe

r per

son.

0.

01

0.01

0.

01

0.01

0.

04

Tot

al (U

sh M

illio

n)

0.09

0.

10

0.11

0.

11

0.32

N

on-W

age

for

NT

Cs:

Pr

e-se

rvic

e te

ache

r tra

inin

g - 4

1,88

6 stu

dent

s @ 1

,800

/= p

er st

uden

t per

day

. 0.

075

0.08

4 0.

090

0.09

5 0.

27

Re-

tool

ing

teac

hers

thro

ugh

in-s

ervi

ce te

ache

r tra

inin

g (lu

mp

sum

of 2

bn/=

) -

0.67

0.

67

0.67

2.

00

Con

tinuo

us P

rof.

Dev

t for

2,0

00 te

ache

rs p

.a. (

1bn/

=)

- 0.

3 0.

3 0.

3 1.

00

Enha

ncem

ent o

f eff

ectiv

e in

struc

tion

- tra

inin

g of

Mat

h &

Sci

ence

. (1b

n/=)

-

0.3

0.3

0.3

1.00

Tr

aini

ng te

ache

rs o

n us

e of

the

revi

ewed

cur

ricul

um (1

bn/=

) -

0.3

0.3

0.3

1.00

T

otal

Non

-Wag

e fo

r N

TCs.

0.07

5 1.

751

1.75

6 1.

762

5.27

T

otal

Rec

urre

nt C

osts

- N

TCs /

Tert

iary

. 0.

17

1.85

1.

86

1.87

5.

59

Dev

elop

men

t Cos

t - T

IET

/Ter

tiary

:

ESSP

FY

2017

/18

– 20

19/2

0

116

ESSP

FY

2017

/18

– 20

19/2

0

116

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Impl

emen

tatio

n of

Nat

iona

l Tea

cher

Pol

icy

- (O

ptio

ns 1

& 2

) D

evel

op th

e N

atio

nal T

each

ers'

Act

0.55

-

- 0.

55

Esta

blis

hmen

t and

ope

ratio

naliz

atio

n of

the

Nat

iona

l Tea

cher

s' C

ounc

il

1.10

0.

05

0.57

1.

72

Esta

blis

hmen

t and

ope

ratio

naliz

atio

n of

the

Nat

iona

l Ins

titut

e of

Tea

cher

Edu

catio

n

2.68

1.

67

1.77

6.

12

Inte

grat

ion

of T

MIS

& o

ther

rela

ted

syste

ms (

EM

IS, I

PPS,

PM

IS, I

FMS,

NIR

A d

ata)

for

effe

ctiv

e te

ache

r man

agem

ent

0.

35

0.37

0.

39

1.11

Com

mun

icat

ion

stra

tegy

1.51

0.

58

0.61

2.

70

Dev

elop

men

t and

impl

emen

tatio

n of

the

M&

E of

the

Nat

iona

l Tea

cher

Pol

icy

0.

20

0.21

0.

22

0.64

U

nder

taki

ng o

f bas

elin

e su

rvey

to id

entif

y ca

paci

ty g

aps a

mon

g te

ache

rs

0.

11

- -

0.11

In

itial

trai

ning

of m

aste

r tra

iner

s

1.04

-

- 1.

04

Rol

l out

of c

apac

ity d

evel

opm

ent a

nd re

tool

ing

for t

each

ers a

cros

s the

cou

ntry

7.99

8.

47

8.97

25

.42

Mon

itorin

g an

d Ev

alua

tion

of im

plem

enta

tion

0.

12

0.13

0.

13

0.38

C

apac

ity d

evel

opm

ent f

or m

aste

r tra

iner

s

0.20

0.

21

0.22

0.

64

Und

erta

king

revi

ew o

f the

CPD

impl

emen

tatio

n

- -

- -

Doc

umen

tatio

n an

d in

form

atio

n sh

arin

g on

impl

emen

tatio

n of

the

CPD

Fra

mew

ork

0.

08

0.08

0.

09

0.25

T

otal

Dev

elop

men

t NT

Cs/

Tert

iary

- Im

plem

enta

tion

of N

atio

nal T

each

er P

olic

y (O

ptio

ns 1

& 2

) -

15.9

2 11

.77

12.9

9 40

.68

Tot

al (D

evt.

& R

ecur

rent

Cos

ts) -

TIE

T/T

ertia

ry

0.17

17

.77

13.6

4 14

.86

46.2

7 H

ighe

r Ed

ucat

ion/

Uni

vers

ity

Wag

e 20

3.65

27

1.03

35

5.00

44

0.00

1,

066.

03

Non

-Wag

e / S

ubve

ntio

n 42

.8

64.9

66

.0

67.0

19

7.88

T

otal

Rec

urre

nt –

Uni

vers

ity

246.

5 33

6.0

421.

0 50

7.0

1,26

3.91

D

evel

opm

ent

- -

- -

- R

estru

ctur

ing

prog

ram

s in

publ

ic U

nive

rsiti

es

- -

0.5

0.5

1.00

O

pera

tiona

lizat

ion

of S

orot

i Uni

vers

ity

11

.9

21.9

24

.0

57.7

9 C

onst

ituen

t Col

lege

of G

ulu

Uni

vers

ity K

aram

oja

0.

5 1.

0 2.

0 3.

50

Reh

abili

tate

, Exp

and

and

Equi

p Le

ctur

e ro

oms

28

.9

38.9

48

.9

116.

70

Job

eval

uatio

n in

Pub

lic U

nive

rsiti

es

- -

0.2

0.2

0.40

T

otal

Dev

elop

men

t

41.3

62

.5

75.6

17

9.39

T

otal

(Rec

. & D

evt.)

– U

nive

rsity

24

6.5

336.

0 48

3.5

582.

6 1,

443.

3 H

ighe

r Ed

ucat

ion

Stud

ents

Fin

anci

ng B

oard

(HE

SFB

) R

ecur

rent

:

ESSP

FY

2017

/18

– 20

19/2

0

117

ESSP

FY

2017

/18

– 20

19/2

0

117

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Wag

e

2.

09

2.60

2.

86

7.55

N

on-w

age

3.

09

3.50

3.

85

10.4

4 Lo

ans t

o st

uden

ts

16

.82

30.3

2 45

.32

92.4

7 To

tal R

ecur

rent

– H

ESFB

-

22.0

0 36

.42

52.0

3 11

0.46

To

tal D

evel

opm

ent –

HES

FB

1.

60

4.00

6.

00

11.6

0 T

otal

- R

ecur

rent

& D

evel

opm

ent -

HE

SFB

-

23.6

0 40

.42

58.0

3 12

2.06

To

tal R

ecur

rent

- Te

rtiar

y &

Uni

vers

ity

246.

6 35

9.8

459.

2 56

0.9

1,37

9.96

To

tal D

evel

opm

ent -

Ter

tiary

& U

nive

rsity

0.

00

17.5

2 15

.77

18.9

9 52

.28

Tot

al R

ecur

rent

and

Dev

elop

men

t - T

ertia

ry &

Uni

vers

ity

246.

6 37

7.3

475.

0 57

9.9

1,43

2.2

Spor

ts S

ub-S

ecto

r (O

ut o

f Sch

ool S

port

s Act

iviti

es):

Impl

emen

ting

a po

licy

of a

ffirm

ativ

e ac

tion

for

pers

ons t

alen

ted

in sp

orts

. R

ecur

rent

Wag

e

1.

00

1.00

2.

00

Rec

urre

nt N

on-W

age

1.02

1.

03

2.05

R

ecur

rent

(Wag

e +

Non

-Wag

e)

2.02

2.

03

4.05

D

evel

opm

ent

- -

- T

otal

- A

ffir

mat

ive

Act

ion

2.

02

2.03

4.

05

Prov

idin

g bu

rsar

ies a

nd sc

hola

rshi

ps fo

r el

ite a

thle

tes.

Rec

urre

nt W

age

0.50

0.

50

1.00

R

ecur

rent

Non

-Wag

e

1.

00

1.00

2.

00

Rec

urre

nt (W

age

+ N

on-W

age)

1.

50

1.50

3.

00

Dev

elop

men

t

-

- -

Tot

al -

Bur

sari

es a

nd S

chol

arsh

ips

1.50

1.

50

3.00

Pu

ttin

g in

pla

ce a

nat

iona

l rew

ards

and

rec

ogni

tion

sche

me

for

exce

lling

nat

iona

l ath

lete

s. R

ecur

rent

Wag

e

1.

00

1.00

2.

00

Rec

urre

nt N

on-W

age

2.50

2.

50

5.00

R

ecur

rent

(Wag

e +

Non

-Wag

e)

3.50

3.

50

7.00

D

evel

opm

ent

- -

- T

otal

- R

ewar

d an

d R

ecog

nitio

n Sc

hem

e

3.

50

3.50

7.

00

Putt

ing

in p

lace

a p

ensio

n sc

hem

e fo

r na

tiona

lly a

ccla

imed

spor

ts p

erso

ns.

Rec

urre

nt W

age

0.50

0.

50

1.00

R

ecur

rent

Non

-Wag

e

3.

50

3.50

7.

00

ESSP

FY

2017

/18

– 20

19/2

0

118

ESSP

FY

2017

/18

– 20

19/2

0

118

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Rec

urre

nt (W

age

+ N

on-W

age)

4.

00

4.00

8.

00

Dev

elop

men

t

-

- -

Tot

al -

Pens

ion

Sche

me

4.00

4.

00

8.00

Pu

ttin

g in

pla

ce in

cent

ives

for

priv

ate

sect

or in

vest

men

t in

spor

ts.

R

ecur

rent

Wag

e

2.

00

2.00

4.

00

Rec

urre

nt N

on-W

age

4.00

4.

00

8.00

R

ecur

rent

(Wag

e +

Non

-Wag

e)

6.00

6.

00

12.0

0 D

evel

opm

ent

- -

- T

otal

- In

cent

ives

for

Inve

stm

ent

6.00

6.

00

12.0

0 St

reng

then

the

polic

y an

d le

gal f

ram

ewor

ks g

over

ning

spor

ts to

enh

ance

pro

fess

iona

lism

and

inte

grity

in sp

orts

. To

be c

ompl

emen

ted

with

supp

ort f

or tr

aini

ng

coac

hes o

f var

ious

dis

cipl

ines

to im

prov

e th

e pe

rfor

man

ce a

nd a

ttai

n pr

ofes

sion

alism

. R

ecur

rent

Wag

e

-

- -

Rec

urre

nt N

on-W

age

- -

- R

ecur

rent

(Wag

e +

Non

-Wag

e)

3.00

3.

00

6.00

D

evel

opm

ent

- -

- T

otal

- Po

licy

and

Leg

al F

ram

ewor

ks

3.00

3.

00

6.00

Fa

cilit

atin

g na

tiona

l tea

ms t

o pa

rtic

ipat

e in

inte

rnat

iona

l tou

rnam

ents

whe

n th

ey q

ualif

y.

Rec

urre

nt W

age

1.20

1.

26

2.46

R

ecur

rent

Non

-Wag

e

2.

40

2.53

4.

93

Rec

urre

nt (W

age

+ N

on-W

age)

3.

60

3.79

7.

39

Dev

elop

men

t

-

- -

Tot

al -

Faci

litat

ion

of N

atio

nal T

eam

s

3.

60

3.79

7.

39

Supp

ortin

g al

l spo

rts a

ssoc

iatio

ns to

iden

tify

and

nurt

ure

tale

nt a

t loc

al a

nd n

atio

nal l

evel

. R

ecur

rent

Wag

e

5.

00

5.25

10

.25

Rec

urre

nt N

on-W

age

3.40

3.

57

6.97

R

ecur

rent

(Wag

e +

Non

-Wag

e)

8.40

8.

82

17.2

2 D

evel

opm

ent

- -

- T

otal

- T

alen

t Ide

ntifi

catio

n an

d N

urtu

ring

8.

40

8.82

17

.22

Giv

ing

ince

ntiv

es to

pri

vate

inve

stor

s int

eres

ted

in se

ttin

g up

spor

ts a

cade

mie

s in

Uga

nda.

Uga

ndan

s gra

duat

ing

from

thes

e ac

adem

ies w

ill m

arke

t Uga

nda

whe

n th

ey e

xcel

. R

ecur

rent

Wag

e

1.

00

1.05

2.

05

Rec

urre

nt N

on-W

age

5.00

5.

25

10.2

5

ESSP

FY

2017

/18

– 20

19/2

0

119

ESSP

FY

2017

/18

– 20

19/2

0

119

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Rec

urre

nt (W

age

+ N

on-W

age)

6.

00

6.30

12

.30

Dev

elop

men

t

-

- -

Tot

al -

Inve

stm

ent i

n Sp

orts

Aca

dem

ies

6.00

6.

30

12.3

0 Su

ppor

ting

the

cons

truc

tion

of sp

orts

faci

litie

s thr

ough

out t

he c

ount

ry; a

t lea

st o

ne p

er R

egio

n. H

igh

altit

ude

athl

etic

s tra

inin

g ce

nter

in K

apch

orw

a is

und

er

cons

truc

tion.

Rec

urre

nt W

age

0.50

0.

53

1.03

R

ecur

rent

Non

-Wag

e

0.

50

0.53

1.

03

Rec

urre

nt (W

age

+ N

on-W

age)

1.

00

1.05

2.

05

Dev

elop

men

t Cos

t

40

.00

42.0

0 82

.00

Tot

al -

Dev

elop

men

t of S

port

s Inf

rast

ruct

ure

41.0

0 43

.05

84.0

5 Im

plem

entin

g co

mm

unity

coa

ch q

ualif

icat

ion

initi

ativ

es to

ens

ure

tale

nt in

itiat

ion,

iden

tific

atio

n an

d de

velo

pmen

t by

the

qual

ified

com

pete

nt c

oach

es a

t all

leve

ls.

Rec

urre

nt W

age

0.60

0.

63

1.23

R

ecur

rent

Non

-Wag

e

1.

00

1.05

2.

05

Rec

urre

nt (W

age

+ N

on-W

age)

1.

60

1.68

3.

28

Dev

elop

men

t

2.

00

2.05

4.

05

Tot

al -

Coa

ch Q

ualif

icat

ions

3.

60

3.73

7.

33

Rev

italiz

ing

and

esta

blish

ing

Dist

rict

Spo

rts’

Cou

ncils

. R

ecur

rent

Wag

e

2.

60

2.78

5.

38

Rec

urre

nt N

on-W

age

40.0

0 42

.00

82.0

0 R

ecur

rent

(Wag

e +

Non

-Wag

e)

42.6

0 44

.78

87.3

8 D

evel

opm

ent

20.0

0 21

.00

41.0

0 T

otal

- D

istri

ct S

port

s Cou

ncils

-

- 10

5.20

11

0.56

21

5.76

M

ains

trea

min

g PE

S in

the

curr

icul

um a

t all

leve

ls o

f edu

catio

n an

d tr

aini

ng in

the

coun

try.

R

ecur

rent

Wag

e

10

.00

10.5

0 20

.50

Rec

urre

nt N

on-W

age

50.0

0 52

.50

102.

50

Rec

urre

nt (W

age

+ N

on-W

age)

60

.00

63.0

0 12

3.00

D

evel

opm

ent

- -

- T

otal

- M

ains

trea

m P

ES

60.0

0 63

.00

123.

00

Con

tinue

with

the

trai

ning

of t

each

ers o

f PE

S, in

clud

ing

cond

uctin

g sp

orts

in-s

ervi

ce tr

aini

ng fo

r te

ache

rs a

nnua

lly, a

s a m

eans

of s

tren

gthe

ning

PES

in sc

hool

s. R

ecur

rent

Wag

e

10

.00

10.5

0 20

.50

Rec

urre

nt N

on-W

age

50.0

0 52

.50

102.

50

ESSP

FY

2017

/18

– 20

19/2

0

120

ESSP

FY

2017

/18

– 20

19/2

0

120

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Rec

urre

nt (W

age

+ N

on-W

age)

60

.00

63.0

0 12

3.00

D

evel

opm

ent

- -

- T

otal

- T

rain

ing

of T

each

ers o

f PE

S

60

.00

63.0

0 12

3.00

T

otal

- R

ecur

rent

Cos

ts -

Spo

rts S

ub-S

ecto

r -

- 20

3.22

21

2.45

41

5.67

T

otal

- D

evel

opm

ent C

osts

- Sp

orts

-

- 62

.00

65.0

5 12

7.05

T

otal

- D

evel

opm

ent a

nd R

ecur

rent

Cos

ts -

- -

265.

22

277.

50

542.

72

Age

ncie

s and

Sem

i-Aut

onom

ous B

odie

s:

Dir

ecto

rate

of I

ndus

tria

l Tra

inin

g (D

IT):

Expa

ndin

g th

e Le

vel o

f Voc

atio

nal Q

ualif

icat

ions

in D

IT

R

ecur

rent

Wag

e 1.

22

1.22

1.

22

1.22

3.

65

Rec

urre

nt N

on-W

age

- -

- -

- R

ecur

rent

(Wag

e +

Non

-Wag

e)

1.22

1.

22

1.22

1.

22

3.65

D

evel

opm

ent C

osts

-

Tot

al (R

ec &

Dev

t.) -

Exp

andi

ng L

evel

of V

ocat

iona

l Qua

lific

atio

ns in

DIT

1.

22

1.22

1.

22

1.22

3.

65

Res

truct

urin

g D

IT

- R

ecur

rent

Wag

e

-

Rec

urre

nt N

on-W

age

- -

- -

- R

ecur

rent

(Wag

e +

Non

-Wag

e)

0.32

0.

32

0.32

0.

32

0.97

D

evel

opm

ent C

osts

-

Tota

l (R

ec. &

Dev

t.) -

Res

truct

urin

g D

IT

0.32

0.

32

0.32

0.

32

0.97

T

otal

Cos

ts (R

ecur

rent

& D

evel

opm

ent)

- DIT

1.

54

1.54

1.

54

1.54

4.

62

UN

EB:

W

age

-

3.95

3.

95

3.95

11

.85

Non

-Wag

e 24

.61

27.8

3 37

.98

39.1

2 10

4.93

R

ecur

rent

(Wag

e +

Non

-Wag

e)

24.6

1 31

.78

41.9

3 43

.07

116.

78

Dev

elop

men

t -

- -

- -

Tot

al –

UN

EB

24.6

1 31

.78

41.9

3 43

.07

116.

78

UB

TE

B:

Rec

urre

nt W

age

4.

535

4.89

8 4.

956

14.3

9 R

ecur

rent

Non

-Wag

e

12.4

60

13.4

57

14.8

67

40.7

8 R

ecur

rent

(Wag

e +

Non

-Wag

e)

16

.995

18

.355

19

.823

55

.17

ESSP

FY

2017

/18

– 20

19/2

0

121

ESSP

FY

2017

/18

– 20

19/2

0

121

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Dev

elop

men

t

3.39

4 1.

987

4.01

5 9.

40

Tot

al (R

ec &

Dev

t.)- U

BT

EB

- 20

.389

20

.342

23

.838

64

.569

U

AH

EB:

W

age

0.88

1.

40

2.18

2.

87

6.45

Ex

amin

atio

n

2.71

2.

70

2.94

3.

83

9.47

N

on-W

age

1.03

1.

10

1.35

1.

75

4.20

R

ecur

rent

( W

age

+ N

on-W

age)

4.

62

5.19

6.

47

8.46

20

.12

Dev

elop

men

t Exp

endi

ture

0.

62

1.06

0.

16

0.21

1.

43

Tot

al (R

ec. &

Dev

t.) –

UA

HE

B 5.

25

6.25

6.

63

8.66

21

.54

NC

DC

: Pr

e-Pr

imar

y:

Prov

isio

n of

cur

ricu

lum

and

supp

ort m

ater

ials

that

will

pro

vide

gui

danc

e fo

r op

timal

hol

istic

dev

elop

men

t of c

hild

ren

Rev

iew

of t

he L

earn

ing

Fram

ewor

k fo

r ECD

(3-6

Yea

rs)

0.

10

0.10

0.

10

0.31

D

evel

opm

ent o

f the

Fac

ilita

tor's

gui

de a

nd p

aren

t Edu

catio

n H

andb

ook

to P

ECFW

For

U

gand

a

0.03

0.

03

0.03

0.

08

Tot

al -

Pre-

Prim

ary

0.

13

0.13

0.

13

0.38

Pr

imar

y:

Orie

ntin

g te

ache

rs o

n cu

rric

ulum

inte

rpre

tatio

n an

d im

plem

enta

tion

0.

47

0.47

0.

47

1.40

D

evel

opm

ent o

f sup

port

mat

eria

ls fo

r cur

ricul

um a

nd a

ltern

ativ

e m

odul

es

0.

77

0.77

0.

77

2.30

R

evie

win

g cu

rric

ulum

, pub

licat

ion,

inst

ruct

iona

l mat

eria

ls an

d fo

rmat

ion

of li

tera

ture

bur

eau

0.

58

0.58

0.

58

1.73

Su

ppor

t sup

ervi

sion

to te

ache

rs, a

sses

sing

appr

opria

tene

ss o

f met

hodo

logy

& su

pply

of

libra

ry re

fere

nce

book

s.

0.19

0.

19

0.19

0.

57

Tot

al –

Pri

mar

y

2.00

2.

00

2.00

6.

01

Seco

ndar

y:

Rev

iew

ing

the

low

er se

cond

ary

curr

icul

um

1.

33

1.33

1.

33

3.99

M

ains

tream

ing

ICT

in c

urric

ulum

, Orie

ntin

g ke

y st

ake-

hold

ers &

supe

rvis

ion

of re

view

ed

curr

icul

um.

0.

155

0.15

5 0.

155

0.46

Rev

iew

ass

essm

ent g

uide

lines

, ass

essin

g ap

prop

riate

ness

of t

he L

SC in

terti

ary

educ

atio

n an

d ac

quis

ition

of a

n in

tegr

ated

libr

ary.

0.48

0.

48

0.48

1.

45

Tot

al –

Sec

onda

ry

1.

97

1.97

1.

97

5.90

B

TVE

T:

Stre

ngth

en d

eliv

ery

of c

ompe

tenc

ies f

or th

e w

orkp

lace

and

mod

ular

cur

ricul

a.

0.

28

1.28

2.

28

3.85

ESSP

FY

2017

/18

– 20

19/2

0

122

ESSP

FY

2017

/18

– 20

19/2

0

122

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Teac

her s

uppo

rt on

inte

rpre

tatio

n an

d im

plem

enta

tion

of n

ew c

urric

ulum

.

1.12

1.

12

1.12

3.

35

Prin

t and

dis

tribu

te th

e ne

w c

urric

ula

0.

43

0.43

0.

43

1.30

D

evt.

of a

teac

her s

uppo

rt an

d cu

rric

ulum

impl

emen

tatio

n m

anua

l & th

e B

TVET

Nat

iona

l C

ertif

icat

e cu

rricu

la

0.

15

0.15

0.

15

0.46

Tot

al –

BTV

ET

1.

99

2.99

3.

99

8.96

SN

E:

Dev

elop

ing

curr

icul

um m

ater

ials

aim

ed a

t equ

ippi

ng te

ache

rs w

ith b

asic

kno

wle

dge

and

skill

s on

SNE

lear

ners

0.02

0.

02

0.02

0.

06

Incr

easi

ng a

cces

s to

curr

icul

a an

d in

stru

ctio

nal m

ater

ials

for t

each

ers w

ith v

isua

l im

pairm

ent

0.

04

0.04

0.

04

0.12

O

rient

ing

seco

ndar

y sc

hool

teac

hers

on

man

agin

g le

arne

rs w

ith sp

ecia

l edu

catio

nal n

eeds

0.03

0.

03

0.03

0.

09

Tot

al –

SN

E

0.

09

0.09

0.

09

0.27

T

otal

Rec

urre

nt C

ost –

NC

DC

-

6.17

7.

17

8.17

21

.52

DE

S - I

nspe

ctio

n an

d Q

ualit

y A

ssur

ance

: D

evel

opm

ent C

ost

Purc

hase

and

Sup

ply

of M

otor

cycl

es fo

r 350

Insp

ecto

rs o

f Sch

ools

@ a

t a c

ost o

f 8,

000,

000/

=

0 1.

4 1.

4 2.

80

Tota

l Dev

elop

men

t – D

ES

0

1.4

1.4

2.8

Insp

ectio

n of

all

prim

ary

scho

ols t

wic

e pe

r aca

dem

ic te

rm @

56,

000/

= pe

r vis

it pe

r sch

ool b

y LG

(Fun

ds p

aid

by D

ES to

DIS

and

DEO

s)

1.

37

1.38

1.

39

4.14

Insp

ectio

n of

all

Gov

t pos

t-prim

ary

scho

ols &

inst

itutio

ns, u

nit c

ost i

s 346

,000

/= p

er v

isit

per

scho

ol/in

stitu

tion.

1.53

1.

53

1.53

4.

59

Insp

ectio

n of

all

Priv

ate

Post

-Prim

ary

Scho

ols a

nd In

stitu

tions

, uni

t cos

t is 3

46,0

00/=

per

vi

sit p

er sc

hool

/inst

itutio

n.

1.

53

1.53

1.

53

4.59

Rev

iew

ing

mon

itorin

g an

d ev

alua

ting

of st

anda

rds

0.

67

0.67

0.

67

2.00

M

onito

ring

Lear

ner's

Ach

ieve

men

ts e

ach

finan

cial

yea

r (M

LA)

1.

00

1.00

1.

00

3.00

En

forc

emen

t of s

tand

ards

0.33

0.

33

0.33

1.

00

Cap

acity

bui

ldin

g of

insp

ecto

rs a

nd e

duca

tion

man

ager

s and

trai

ning

.

0.5

0.50

0.

50

1.50

T

otal

Rec

urre

nt –

DE

S

6.92

6.

94

6.95

20

.81

Tot

al (R

ec. &

Dev

t.) –

DE

S

6.92

8.

34

8.35

23

.61

Nat

iona

l Cou

ncil

for

Hig

her

Edu

catio

n (N

CH

E):

W

age

Non

-Wag

e (M

onito

ring/

Supe

rvis

ion

and

Qua

lity

Ass

uran

ce fo

r Ter

tiary

/Uni

vers

ity).

2.9

2.9

2.9

8.82

ESSP

FY

2017

/18

– 20

19/2

0

123

ESSP

FY

2017

/18

– 20

19/2

0

123

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Tota

l Rec

urre

nt

2.

9 2.

9 2.

9 8.

82

Dev

elop

men

t

Tota

l Dev

elop

men

t & R

ecur

rent

- N

CHE

2.

94

2.94

2.

94

8.82

Ed

ucat

ion

Serv

ice

Com

mis

sion

(ESC

):

Wag

e

1.43

1.

43

1.43

4.

28

Non

-Wag

e

5.17

5.

17

5.17

15

.52

Tota

l Rec

urre

nt

- 6.

60

6.60

6.

60

19.8

0 ES

C D

evel

opm

ent

0.

35

0.35

0.

35

0.35

To

tal –

ESC

-

6.95

6.

95

6.95

20

.15

UN

ATC

OM

:

Wag

e

4.11

8 4.

118

4.11

8 12

.35

Non

-Wag

e

-

Tota

l rec

urre

nt

0.00

4.

12

4.12

4.

12

12.3

5 D

evel

opm

ent

To

tal D

evel

opm

ent &

Rec

urre

nt -

UN

ATC

OM

-

4.12

4.

12

4.12

12

.35

Tota

l Cos

t (R

ecur

rent

& D

evel

opm

ent)

- Age

ncie

s and

Sem

i - A

uton

omou

s Bod

ies:

31

.40

87.0

6 98

.56

106.

25

291.

88

Oth

ers (

Cen

traliz

ed S

ervi

ces -

ICT,

Adm

inis

tratio

n, P

lann

ing

& P

olic

y A

naly

sis,

Cro

ss-c

uttin

g Is

sues

, etc

.):

Rec

urre

nt C

osts

- Oth

ers (

MoE

S H

eadq

uarte

r Cen

traliz

ed S

ervi

ces)

:

Stre

ngth

enin

g Ed

ucat

ion

Man

agem

ent S

yste

m (E

MIS

)

Dev

elop

men

t of E

MIS

pol

icy.

1.

08

1.08

2.

16

Reco

nfig

urat

ion

of E

MIS

softw

are

solu

tion

and

it’s a

cces

sibili

ty, a

utom

atio

n of

stat

istic

al

oper

atio

ns (i

.e.,

inte

grat

ion

with

lega

cy sy

stem

s and

sub-

syste

ms i

n th

e se

ctor

,)

4.

00

0.36

4.

36

Enha

ncem

ent o

f sta

tistic

al o

pera

tions

(dat

a co

llect

ion,

pro

cess

ing,

ana

lysi

s and

di

ssem

inat

ion)

.

2.

52

2.56

5.

08

Tota

l Rec

urre

nt -

EMIS

Stre

ngth

enin

g -

- 7.

60

4.00

11

.60

Cen

traliz

ed a

dmin

istra

tion

and

man

agem

ent b

y M

inis

try L

ine

Dep

artm

ents

ESSP

FY

2017

/18

– 20

19/2

0

124

ESSP

FY

2017

/18

– 20

19/2

0

124

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Faci

litat

ing

day-

to-d

ay a

dmin

istra

tive

and

man

agem

ent a

ctiv

ities

at H

eadq

uarte

r lev

el. U

GX

50

0m/=

p.a

.

0.50

0.

50

0.50

1.

50

Surv

eyin

g la

nd fo

r all

educ

atio

n in

stitu

tions

. App

roxi

mat

ely

Shs.

5m/=

per

inst

itutio

n/sc

hool

.

2.

00

2.00

4.

00

Tota

l Rec

urre

nt -

Cen

traliz

ed A

dmin

istra

tion

& M

gt.

- 0.

50

2.50

2.

50

13.1

0 C

omm

unic

atio

n &

Info

rmat

ion

Man

agem

ent (

CIM

)

Com

pute

rs, L

apto

ps, a

nd a

cces

sorie

s. Fi

ve c

ompu

ters

pro

cure

d ea

ch q

uarte

r. (1

20m

)

0.04

0.

04

0.04

0.

12

ICT

Polic

y to

incl

ude

cons

ulta

tive

mee

tings

(300

m)

0.

10

0.10

0.

10

0.30

A

nti-v

irus (

40m

)

0.04

0.

04

0.04

0.

12

Serv

icin

g an

d m

aint

enan

ce o

f com

pute

rs (2

40m

)

0.08

0.

08

0.08

0.

24

Proc

urem

ent o

f PBX

han

dset

s; p

rocu

red

quar

terly

(600

0$U

SD)

0.

01

0.01

0.

01

0.02

Pa

ymen

t for

the

PBX

setu

p at

the

MO

ES fo

r pha

se 1

and

2 (

177.

5m)

0.

06

0.06

0.

06

0.18

IC

T Te

ache

r ret

oolin

g fo

r Sec

onda

ry (7

0m)

0.

07

0.07

0.

07

0.21

TM

IS ro

llout

to d

istri

ct (p

er d

istri

ct 2

5m) f

or 1

26 d

istri

cts

0.

15

1.50

1.

50

3.15

M

onito

ring

and

Insp

ectio

n of

ICT

usag

e an

d av

aila

bilit

y in

seco

ndar

y Sc

hool

s (35

m )

0.11

0.

11

0.11

0.

11

0.32

N

etw

ork

Opt

imiz

atio

n at

Em

bass

y ho

use

and

stat

istic

s hou

ses (

305m

)

0.10

0.

10

0.10

0.

31

Proc

urem

ent o

f ins

titut

iona

l lic

ense

s on

com

pute

rs p

rovi

ded

by U

CC

- (40

0M)

0.

13

0.13

0.

13

0.40

D

evel

opm

ent o

f the

uni

que

ICT

stra

tegi

c pl

an a

nd IC

T Po

licy

spec

ific

to th

e Ed

ucat

ion

Sect

or th

is q

uarte

r (20

0m)

0.

067

0.06

7 0.

067

0.20

Tota

l Rec

urre

nt –

CIM

0.

11

0.95

2.

30

2.30

5.

56

LAB

App

roac

h - D

eliv

ery

Wor

ksho

p an

d Es

tabl

ishm

ent o

f a D

eliv

ery

Uni

t.

Lab

wor

ksho

p

8.48

-

- 8.

48

Cap

acity

bui

ldin

g

0.38

0.

39

0.40

1.

18

Sala

ry fo

r Del

iver

y U

nit S

taff

1.58

1.

63

1.68

4.

89

Off

ice

rent

and

util

ities

0.

32

0.33

0.

65

Purc

hase

of 3

veh

icle

s

0.62

-

- 0.

62

Off

ice

oper

atio

ns a

nd v

ehic

le m

aint

enan

ce

0.

21

0.21

0.

22

0.64

Fi

eld

Mon

itorin

g (a

llow

ance

s and

fuel

)

0.49

0.

51

0.52

1.

53

Trav

el a

broa

d (e

xper

ienc

e sh

arin

g)

0.

82

0.85

0.

87

2.54

C

oord

inat

ion

amon

g ke

y st

akeh

olde

rs a

nd S

teer

ing

Com

mitt

ee

1.

49

1.51

1.

52

4.53

To

tal R

ecur

rent

- LA

B A

ppro

ach

- 14

.08

5.42

5.

55

25.0

5 Pl

anni

ng, P

olic

y A

naly

sis a

nd S

uppo

rt Se

rvic

es

M

appi

ng e

duca

tion

inst

itutio

ns (S

ec. S

eed

Schs

., Pr

imar

y sc

hool

s in

Paris

hes &

Tec

h.

0.00

0.

50

0.50

0.

50

1.50

ESSP

FY

2017

/18

– 20

19/2

0

125

ESSP

FY

2017

/18

– 20

19/2

0

125

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Inst

itute

s in

dist

ricts

). U

nder

taki

ng a

naly

tical

sect

or &

sub-

sect

or st

udie

s (re

fer t

o A

nnex

15

for d

etai

ls)

0.00

3.

33

3.33

3.

33

10.0

0 M

onito

ring,

eva

luat

ion

and

audi

ts

0.00

0.

50

0.50

0.

50

1.50

C

ross

-cut

ting

activ

ities

(Hea

lth E

duca

tion,

HIV

/AID

S et

c.).

0.00

0.

67

0.67

0.

67

2.00

Po

licy

anal

ysis

serv

ices

0.80

1.

37

1.37

3.

54

Polic

y fo

r reg

ulat

ion

of P

rivat

e Pr

ovid

ers

0.30

0.

25

0.55

Ed

ucat

ion

Sect

or C

o-or

dina

tion

and

Plan

ning

3.61

3.

61

3.61

10

.83

Fina

ncia

l Man

agem

ent a

nd A

ccou

ntin

g Se

rvic

es

0.

39

0.39

0.

39

1.16

Pr

ovis

ion

of e

duca

tion

in e

mer

genc

y ar

eas (

refu

gees

, etc

.)

1.00

1.

00

1.00

3.

00

Tota

l Rec

urre

nt -

Plan

ning

, Pol

icy

Ana

lysi

s and

Sup

port

Serv

ices

-

9.80

10

.67

10.6

2 34

.09

Tota

l Rec

urre

nt -

Oth

ers (

Cen

traliz

ed S

ervi

ces)

0.

11

25.3

3 28

.49

24.9

7 89

.38

Dev

elop

men

t Cos

ts -

Oth

ers (

Cen

traliz

ed S

ervi

ces)

:

Con

struc

tion

of M

inis

try H

eadq

uarte

rs.

66

.30

66.3

0 66

.30

198.

89

Tota

l Dev

elop

men

t Cos

t - O

ther

s (C

entra

lized

Ser

vice

s)

- 66

.65

76.9

5 76

.95

219.

85

Tota

l Rec

urre

nt +

Dev

elop

men

t - O

ther

s (C

entra

lized

Ser

vice

s)

0.11

91

.98

105.

44

101.

92

309.

23

Pres

iden

tial P

ledg

es (r

efer

to A

nnex

9 fo

r det

ails)

Prim

ary

- 1.

54

13.2

4 13

.45

28.2

3 Se

cond

ary

- 1.

15

13.5

2 13

.59

28.2

6 B

TVET

-

0.95

23

.02

21.7

7 45

.74

Terti

ary

- 0.

90

20.0

7 20

.07

41.0

4 O

ther

s -

- 10

.30

10.3

0 20

.61

Tota

l - P

resid

entia

l Ple

dges

-

4.54

80

.15

79.1

8 16

3.87

R

ecur

rent

Cos

ts - S

ecto

r Sum

mar

y

Prim

ary

997.

99

1,30

7.70

1,

487.

02

1,67

9.03

4,

473.

75

Seco

ndar

y 13

6.07

12

6.53

14

1.45

14

8.78

41

6.76

B

TVET

12

6.75

13

8.04

16

1.37

16

5.95

46

5.35

Sp

orts

- -

203.

22

212.

45

415.

67

Uni

vers

ity/T

ertia

ry

246.

64

359.

81

459.

25

560.

90

1,37

9.96

ESSP

FY

2017

/18

– 20

19/2

0

126

ESSP

FY

2017

/18

– 20

19/2

0

126

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

Age

ncie

s, Se

mi -

Aut

onom

ous B

odie

s and

Oth

ers (

MoE

S H

eadq

uarte

r/Cen

traliz

ed S

ervi

ces)

30

.88

90.1

0 10

3.70

10

4.32

29

8.11

To

tal -

Rec

urre

nt C

ost

1,53

8.32

2,

022.

18

2,55

6.00

2,

871.

42

7,44

9.61

D

evel

opm

ent C

osts

- Se

ctor

Sum

mar

y

Prim

ary

4,68

6.97

3,

790.

86

2,67

4.71

82

3.80

7,

289.

37

Seco

ndar

y 63

6.21

34

6.42

66

3.87

76

8.67

1,

778.

96

BTV

ET

522.

95

362.

24

349.

88

283.

25

995.

36

Spor

ts -

- 62

.00

65.0

5 12

7.05

Te

rtiar

y / U

nive

rsity

-

58.8

2 15

.77

18.9

9 93

.58

Age

ncie

s, Se

mi-A

uton

omou

s Bod

ies a

nd O

ther

s (M

oES

Hea

dqua

rter/C

entra

lized

Ser

vice

s)

0.62

71

.10

70.2

0 72

.27

213.

56

Tota

l 5,

846.

76

4,62

9.43

3,

836.

43

2,03

2.02

10

,497

.88

Tota

l Est

imat

ed C

ost -

Rec

urre

nt a

nd D

evel

opm

ent

7,38

5.1

6,65

1.6

6,39

2.4

4,90

3.4

17,9

47.5

C

osts

and

Res

ourc

es:

Es

timat

ed c

osts

for p

re-p

rimar

y an

d pr

imar

y 5,

684.

96

5,09

8.56

4,

161.

74

2,50

2.82

11

,763

.12

Res

ourc

es a

vaila

ble

for p

re-p

rimar

y an

d pr

imar

y 1,

094.

63

1,17

6.94

1,

196.

09

1,21

6.24

3,

589.

27

o/

w C

entra

l Gov

ernm

ent f

inan

cing

(MTE

F re

sour

ces)

99

0.84

1,

082.

00

1,08

2.00

1,

082.

00

3,24

6.00

o/w

Loc

al G

over

nmen

t fin

anci

ng

-

o/w

Priv

ate

hous

ehol

ds

-

o/w

Ext

erna

l Dev

elop

men

t Par

tner

s (B

udge

t sup

port)

65

.49

67.5

0 13

2.99

o/w

Ext

erna

l Dev

elop

men

t Par

tner

s (Pr

ojec

t sup

port)

10

3.79

94

.94

47.6

0 65

.74

208.

28

o/

w E

xter

nal D

evel

opm

ent P

artn

ers (

Off

bud

get s

uppo

rt)

1.00

1.

00

2.00

%

age

shar

e fo

r pre

-prim

ary

and

prim

ary

53.9

5%

49.4

7%

49.4

7%

49.4

7%

Fu

ndin

g G

ap (U

g. S

hs. B

illio

ns) -

Pre

-Prim

ary

& P

rimar

y (4

,590

) (3

,922

) (2

,966

) (1

,287

) (8

,173

.85)

Es

timat

ed c

osts

for S

econ

dary

77

2 47

3 80

5 91

7 2,

195.

72

Res

ourc

es a

vaila

ble

for S

econ

dary

36

3.63

44

3.16

44

2.42

44

2.05

1,

327.

63

o/

w C

entra

l Gov

ernm

ent f

inan

cing

(MTE

F re

sour

ces)

36

1.89

39

4.63

39

4.63

39

4.63

1,

183.

89

o/

w L

ocal

Gov

ernm

ent f

inan

cing

-

o/

w P

rivat

e ho

useh

olds

-

o/

w E

xter

nal D

evel

opm

ent P

artn

ers (

Bud

get s

uppo

rt)

33.6

9 47

.42

81.1

1

ESSP

FY

2017

/18

– 20

19/2

0

127

ESSP

FY

2017

/18

– 20

19/2

0

127

Polic

y O

ptio

ns, E

nrol

men

t Pro

ject

ions

, Inp

uts,

Cos

ts &

Res

ourc

es

FY 2

015/

16

(Bas

e Y

ear)

FY

201

7/18

FY

201

8/19

FY

201

9/20

T

otal

o/

w E

xter

nal D

evel

opm

ent P

artn

ers (

Proj

ect s

uppo

rt)

1.74

48

.53

14.1

0 -

62.6

3

o/w

Ext

erna

l Dev

elop

men

t Par

tner

s (O

ff b

udge

t sup

port)

-

%ag

e sh

are

for S

econ

dary

17

.92%

16

.01%

16

.01%

16

.01%

Fund

ing

Gap

(Ug.

Shs

. Bill

ions

) - S

econ

dary

(4

09)

(30)

(3

63)

(475

) (8

68.0

9)

Estim

ated

cos

ts fo

r BTV

ET

650

500

511

449

1,46

0.71

R

esou

rces

ava

ilabl

e fo

r BTV

ET

190.

16

279.

98

278.

64

308.

96

867.

58

o/

w C

entra

l Gov

ernm

ent f

inan

cing

(MTE

F re

sour

ces)

98

.19

107.

08

100.

83

105.

80

313.

71

o/

w L

ocal

Gov

ernm

ent f

inan

cing

-

o/

w P

rivat

e ho

useh

olds

-

o/

w E

xter

nal D

evel

opm

ent P

artn

ers (

Bud

get s

uppo

rt)

-

o/w

Ext

erna

l Dev

elop

men

t Par

tner

s (Pr

ojec

t sup

port)

91

.97

172.

90

177.

81

203.

16

553.

87

o/

w E

xter

nal D

evel

opm

ent P

artn

ers (

Off

bud

get s

uppo

rt)

- %

age

shar

e fo

r BTV

ET

9.37

%

11.3

1%

11.3

1%

11.3

1%

Fu

ndin

g G

ap (U

g. S

hs. B

illio

ns) -

BTV

ET

(459

.54)

(2

20.2

9)

(232

.60)

(1

40.2

4)

(593

.13)

Es

timat

ed c

osts

for T

ertia

ry/U

nive

rsity

24

6.64

41

8.63

47

5.02

57

9.89

1,

473.

54

Res

ourc

es a

vaila

ble

for T

ertia

ry/U

nive

rsity

. 29

3.28

46

6.73

55

9.56

60

2.68

1,

628.

97

o/

w C

entra

l Gov

ernm

ent f

inan

cing

(MTE

F re

sour

ces)

29

0.31

39

4.14

48

5.76

58

3.57

1,

463.

47

o/

w L

ocal

Gov

ernm

ent f

inan

cing

-

o/

w P

rivat

e ho

useh

olds

-

o/

w E

xter

nal D

evel

opm

ent P

artn

ers (

Bud

get s

uppo

rt)

-

o/w

Ext

erna

l Dev

elop

men

t Par

tner

s (Pr

ojec

t sup

port)

2.

97

72.5

9 73

.80

19.1

1 16

5.50

o/w

Ext

erna

l Dev

elop

men

t Par

tner

s (O

ff b

udge

t sup

port)

-

%ag

e sh

are

for T

ertia

ry/H

ighe

r Edu

catio

n 14

.45%

18

.86%

18

.86%

18

.86%

0.

57

Fund

ing

Gap

(Ug.

Shs

. Bill

ions

) - T

ertia

ry &

Hig

her E

duca

tion

47

48

85

23

155.

43

Estim

ated

cos

ts fo

r Spo

rts S

ubse

ctor

-

- 26

5 27

8 54

3 R

esou

rces

ava

ilabl

e fo

r Spo

rts.

-

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FY

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Polic

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ESSP FY 2017/18 – 2019/20

129

ESSP FY 2017/18 – 2019/20

129

Annex 12: Technical Notes on the Costing and Financing Framework 2016-2020 1.0 Projection of Demographic Trends in Uganda by Single Age and Gender

2.0 Primary Education

Gross Intake Ratio (GIR) in Primary One a) Definition: Total number of new entrants in the first grade of primary education, regardless

of age, expressed as a percentage of the population at the official primary school-entrance age.

b) Purpose: To indicate the general level of access to primary education. It also indicates the capacity of the education system to provide access to grade 1 for the official school-entrance age population.

c) Calculation method: Divide the number of new entrants in grade 1, irrespective of age, by the population of official school-entrance age, and multiply the result by 100.

Net Intake Ratio (NIR) in Primary One a) Definition: New entrants in the first grade of primary education who are of the official

primary school-entrance age, expressed as a percentage of the population of the same age. b) Purpose: To precisely measure access to primary education by the eligible population of

primary school-entrance age. c) Calculation method: Divide the number of children of official primary school-entrance

age who enter the first grade of primary education for the first time by the population of the same age, and multiply the result by 100.

Gross Enrolment Ratio (GER) a) Definition: Total enrolment in a specific level of education, regardless of age, expressed

as a percentage of the eligible official school-age population corresponding to the same level of education in a given school year.

b) Purpose: To show the general level of participation in a given level of education. It indicates the capacity of the education system to enroll students of a particular age group.

a) Population projections are derived from parameters supplied by Uganda Bureau of Statistics (UBOS).

b) Total population in September 2014 is 34.6 million c) Mid-year population: 1.6% greater than the census. d) Annual rate of population growth:3.0% e) Crude birth rate (2003-2006): 44.9 per thousand f) The infant mortality rate was 43 deaths per 1,000 live births. The child mortality rate was 22 deaths

per 1,000 children surviving to age 12 months, while the overall under-5 mortality rate was 64 deaths per 1,000 live births.

g) Child mortality rate (10-14): 51 per thousand (Assumed here that 1 death per thousand occurs annually for ages 5-14 as well) (i) Crude birth rate 38.7 per 1,000 (ii) Infant Mortality Rate 43deaths per 1000 (iii) Under 5 Mortality Rate 64 per 1,000 (iv) 5-9 years Mortality Rate 83 per 1,000 (v) 10-14 years Mortality Rate 116 per 1,000

h) Adult Mortality Rate (14-49) estimated to be 9 per thousand. Assumed here that 1 death per thousand occurs annually for ages 5-14 as well.

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130

It can also be a complementary indicator to net enrolment rate (NER) by indicating the extent of over-aged and under-aged enrolment.

c) Calculation method: Divide the number of pupils (or students) enrolled in a given level of education regardless of age by the population of the age group, which officially corresponds to the given level of education, and multiply the result by 100.

Pupil to Teacher Ratio (PTR) a) Definition: Average number of pupils (students) per teacher at a specific level of

education in a given school year. b) Purpose: To measure the level of human resources input in terms of the number of

teachers in relation to the size of the pupil population. The results can be compared with established national norms on the number of pupils per teacher for each level or type of education.

c) Calculation method: Divide the total number of pupils enrolled at the specified level of education by the number of teachers at the same level.

3.0 Flow Rates and Other Parameters

a) Repetition rates are derived from EMIS and are assumed to improve by (P.1- 1.7%, P.2- 2.3%, P.3- 2.6%, P.4-2.5%,P.5 – 2.3%, P.6- 2.5%), P.7 by 1.6% from 2015 to 2020.

b) Dropout rates are from EMIS and are assumed to improve by (P.1-0.2%, P.2-11.7%, P.3- 3.0 & P.4- 3.6%, P.5-11.9%, p.6- 11.9% P.7 -17.8%) from 2015 to 2020.

c) The number of dropouts is calculated as the product of the number of students enrolled in the grade times the dropout rate for the corresponding year.

d) The number of repeaters is calculated as the product of the number of students enrolled in the grade times the repeater rate for the corresponding year.

e) The average pupil/teacher ratio is reduced gradually from the actual average of 53 in 2015 to 45 by 2020.

f) The number of teachers required is calculated as enrolment divided by average P/T ratio for corresponding years.

g) The number of untrained teachers required is calculated as the difference between total teacher requirements and the number of trained teachers available.

h) The average annual salary for a Grade III teacher is assumed to be Ug. Shs.408, 135; the average salary for a senior teacher is assumed to be 482,695; the average salary for a Principal teacher is assumed to be 511,617; and the average salary for a head teacher is assumed to 611,984.

i) Under the proposed scheme of service, the average school is assumed to employ one head teacher per school and two senior teachers; remaining staff; paid according to qualifications.

j) Salaries are assumed to increase at a rate of 5% a year the rate of growth in real per capita income – in order to ensure the teachers’ salaries maintain the same relationship to per capita income.

k) The capitation payment is assumed to be Ug. Shs. 10,000 per student for both P1-P3 and P4-P7.

l) A reduction in the average pupil-classroom ratio has been introduced to permit smaller classes. The target ratio for 2020 is 52 for P1-P7.

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131

4.0 Academic Secondary Education

a) The proportion of P7 leavers entering S1 is at 63.2% in 2020 b) The number of students transiting to S1 is the product of the number of students enrolled

in P7 in previous year and the transition rate from P7 to S1. c) The number of students enrolled in S1-S6 is calculated as one minus the sum of the

repeater and dropout rate for the grade times the number enrolled in the previous form in the previous year.

d) The number of dropouts/leavers is the product of the number of students enrolled in the grade times the grade-specific dropout/leaver rate.

e) The number of repeaters is calculated as the product of the number of students enrolled in the grade times the repeater rate.

f) The annual attrition for secondary teachers is drawn from the EMIS and is of 3% of those in service.

g) The capitation payment for secondary school students is assumed to be U Sh. 41,000 per student in government and 47,000 per student in USE private school.

h) A provision for the maintenance of buildings and furnishings has been made based upon the following assumptions of 2.00 m2 of space per student and Provision for maintenance at 5% a year.

i) The cost of constructing secondary school classrooms is estimated on the basis of 2.00m2 of space per student and a classroom for 45 students

j) Provision is made for staff housing, libraries, laboratories, offices and storerooms at the rate of 100% of secondary school classroom space constructed.

5.0 Business, Technical and Vocational Education and Training (BTVET)

a) The cost of providing BTVET is estimated to be Ug. Shs. 450, 000 per year of instruction. This estimate is based on the cost of operating Community Polytechnics and includes provisions for amortization of capital equipment and the cost of staff training.

b) Enrolment in existing programs of BTVET is projected to increase at a rate of 5% a year. c) The cost of operating existing programs of BTVET is estimated as the product of

enrolment and unit costs for each program. Unit cost estimates by program are shown in the notes and comments sheet.

6.0 Tertiary Education

a) Total enrolment in the university system is calculated as the sum of new enrolment and 70% of the total enrolment in previous year. These calculations are based on the assumption that each course takes average of 3 years and that therefore, approximately 70 % the previous years’ total enrolment will return to continue its studies.

b) Enrolment in other tertiary educational institutions is calculated as the sum of new matriculation and half of previous years’ total enrolment reflecting the fact that course are two years in duration on average.

c) Government to continue to sponsor share of students for post-secondary vocational education, and 67% of costs of the expanded program of secondary level BTVET training.

d) Government pays half of the cost of providing tertiary education. e) Computation of salary for teaching and non-teaching staff in Public Universities, the

following assumptions were considered:

ESSP FY 2017/18 – 2019/20

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ESSP FY 2017/18 – 2019/20

132

A single spine structure across all the public Universities for both teaching and non-teaching staff was considered.

The wage is computed basing on the submissions of the Universities as per their payrolls of September 2016.

ESSP FY 2017/18 – 2019/20

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ESSP FY 2017/18 – 2019/20

132

A single spine structure across all the public Universities for both teaching and non-teaching staff was considered.

The wage is computed basing on the submissions of the Universities as per their payrolls of September 2016.

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Annex 13: Recommended Critical Analytic Studies in the ESSP 2017-2020.

No. Recommended Thematic Area Research Objective 1. Education service delivery under

Decentralization Policy To assess the performance, challenges and way forward for Education service delivery.

2. Higher education student loans To examine the performance, challenges and way forward for the loan scheme in education.

3. Inter-governmental fiscal transfers in education

To assess effect of Inter-governmental fiscal transfers on the efficiency in service delivery.

4. Public Private Partnership policy in education

To establish the effectiveness and challenges of this approach.

5. Expansion of Public Universities To examine the effectiveness and efficiency of the Newly established universities.

6. Early Childhood Development delivery in education

To examine the performance, challenges, cost of inaction and way forward.

7. Vocationalization of Education To assess the performance challenges and way forward on vocational education in Uganda.

8. Language policy The challenges of implementing the language policy in the education sector institutions.

9. Teacher attrition in primary, secondary and other institutions.

Determine the causes and solutions to the problem of teacher attrition in schools.

10. School Health and Sexuality Education Policy

To assess the performance, challenges and way forward of the School Health Policy.

11. Curriculum reforms Assess the performance, challenges and way forward on curriculum reforms in Education service delivery

12. Assessment Policy To examine the efficiency and effectiveness of the various assessment bodies in the educational sector.

13. School feeding Policy Assess the impact of school feeding on learning outcomes. 14. Technical Institutes per

Constituent To assess the efficiency and effectiveness of the policy of Technical Institute per Constituent

15. University academic programs To examine the effectiveness and efficiency of the various University academic programs taught by the various universities.

16. Universal Secondary Education To assess the performance, challenges and way forward of the USE Policy.

17. Universal Primary Education To assess the performance, challenges and way forward of the UPE Policy.

18. Compulsory science policy To assess the performance, challenges and way forward of the Compulsory science Policy.

19. Inspection of education services. To assess the effectiveness of the decentralized inspection function in education sector.

20. Teacher deployment policy Undertake a tracer study of teachers who have left teacher training institutions.

21. Instructional materials in education Assess the utilization of Instructional materials -BTVET 22. School Drop-out rates To assess and quantify the magnitude of drop out and the casual

factors. 23. Existing Stocks at Post P7 and Post

S4 Govt BTVET Institutions & PTCs

To establish the existing stocks and ascertain need

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Annex 14: List of Athletes and Medals won during the last ESSP 2007-2015 period

Athlete Category Year/Event/Location Medal

Boxing Ronald Serugo Light Flyweight 2011 All Africa Games Maputo Mozambique Bronze Michael Sekabembe

Super Heavy Weight

2014 Common Wealth Games, Glasgow, Scotland

Bronze

Fazil Juma Kagwa Light Flyweight 2014 Common Wealth Games, Glasgow, Scotland

Bronze

Kennedy Katende Light Heavy Weight 81kgs 2015 African Games , Brazzaville, Congo

Bronze

Athletics Moses Kipsiro

5000m 2007 World Championships, Osaka, Japan

Bronze (13:46.75)

Cross Country Senior

2010 World Cross Country Championships, Bydgoszcz, Poland

Bronze (33:10)


2009 World Cross Country Championships Amman, Jordan

Silver (35:04)

5000m 2010 Common Wealth Games, New Delhi India

Gold (13:31.25)

10000m 2007 All Africa Games, Algiers, Algeria Gold (27:57.39) 5000m 2011 All Africa Games Maputo Mozambique Gold(13:12.51) 10000m 2014 Common Wealth Games, Glasgow,

Scotland Gold (13:43.08)

Boniface Kiprop Cross Country Junior 2013 All Africa Games, Abuja Nigeria

Bronze

Moses Kibet Cross Country Junior


Bronze(23:25)

Thomas Ayeko Cross Country Junior

2011 World Cross Country Championships, Spain

Silver (22:27)

Jacob Araptany 3000m Steeple Case

2010 World Cross Country Championships, Moncton Canada

Bronze(8:37.02)

Annet Negesa

800m 2011 World Cross Country Championships, Moncton Canada

Bronze (2:02.51)

800m 2011 All Africa Games Maputo Mozambique Gold (2:01.81) Abraham Kiplimo Marathon 2014 Common Wealth Games, Glasgow,

Scotland Bronze (2:12:23)

Winnie Nanyondo 800m 2015 Common Wealth Games, Glasgow, Scotland

Bronze (2:01.38)

Janat Chemusto

1500m 2015 Common Wealth Youth Games, Samoa

Bronze

Peruth Chemtai

1500m 2015 Common Wealth Youth Games, Samoa Silver 3000m 2015 Common Wealth Youth Games, Samoa Silver

Dorcus Ajok 2015 World University Games, South Korea Gold Halima Nakayi 2011 Common Wealth Youth Games, Isle Of

Man

Fred Musobo Mountain Running

2015 World Mountain Running Championships, Welsh

Gold (49:00)

Stella Chesang

Mountain Running


Gold (37:52)

5000m 2015 Africa Junior Championships, Addis Ababa

Bronze

Susan Aneno 800m 2015 Africa Junior Championships, Addis Ababa

Bronze

Isaac Kiprop Mountain Running

2014 World Mountain Running Championships, Italy

Gold (53.50)

Daniel Rotich Mountain 2015 World Mountain Running Silver (55.24)

ESSP FY 2017/18 – 2019/20

135

ESSP FY 2017/18 – 2019/20

134

Annex 14: List of Athletes and Medals won during the last ESSP 2007-2015 period

Athlete Category Year/Event/Location Medal

Boxing Ronald Serugo Light Flyweight 2011 All Africa Games Maputo Mozambique Bronze Michael Sekabembe

Super Heavy Weight

2014 Common Wealth Games, Glasgow, Scotland

Bronze

Fazil Juma Kagwa Light Flyweight 2014 Common Wealth Games, Glasgow, Scotland

Bronze

Kennedy Katende Light Heavy Weight 81kgs 2015 African Games , Brazzaville, Congo

Bronze

Athletics Moses Kipsiro

5000m 2007 World Championships, Osaka, Japan

Bronze (13:46.75)


2010 World Cross Country Championships, Bydgoszcz, Poland

Bronze (33:10)



Silver (35:04)

5000m 2010 Common Wealth Games, New Delhi India

Gold (13:31.25)

10000m 2007 All Africa Games, Algiers, Algeria Gold (27:57.39) 5000m 2011 All Africa Games Maputo Mozambique Gold(13:12.51) 10000m 2014 Common Wealth Games, Glasgow,

Scotland Gold (13:43.08)

Boniface Kiprop Cross Country Junior 2013 All Africa Games, Abuja Nigeria

Bronze

Moses Kibet Cross Country Junior


Bronze(23:25)

Thomas Ayeko Cross Country Junior

2011 World Cross Country Championships, Spain

Silver (22:27)

Jacob Araptany 3000m Steeple Case

2010 World Cross Country Championships, Moncton Canada

Bronze(8:37.02)

Annet Negesa

800m 2011 World Cross Country Championships, Moncton Canada

Bronze (2:02.51)

800m 2011 All Africa Games Maputo Mozambique Gold (2:01.81) Abraham Kiplimo Marathon 2014 Common Wealth Games, Glasgow,

Scotland Bronze (2:12:23)

Winnie Nanyondo 800m 2015 Common Wealth Games, Glasgow, Scotland

Bronze (2:01.38)

Janat Chemusto

1500m 2015 Common Wealth Youth Games, Samoa

Bronze

Peruth Chemtai

1500m 2015 Common Wealth Youth Games, Samoa Silver 3000m 2015 Common Wealth Youth Games, Samoa Silver

Dorcus Ajok 2015 World University Games, South Korea Gold Halima Nakayi 2011 Common Wealth Youth Games, Isle Of

Man

Fred Musobo Mountain Running


Gold (49:00)

Stella Chesang

Mountain Running


Gold (37:52)


Bronze

Susan Aneno 800m 2015 Africa Junior Championships, Addis Ababa

Bronze

Isaac Kiprop Mountain Running


Gold (53.50)

Daniel Rotich Mountain 2015 World Mountain Running Silver (55.24)

ESSP FY 2017/18 – 2019/20

135

Athlete Category Year/Event/Location Medal Running Championships, Italy

Kibet Soyekwo Mountain Running


Bronze (55.24)

Solomon Mutai Marathon 2015 IAAF World Championships, Beijing China

Bronze (2:13.30)

Stephen Kiprotich

Marathon 2012 Olympics, London UK Gold (2:08:01) Marathon 2013 World Championships, Moscow Russia Gold (2:09:51)

Joshua Cheptegei

10000m 2014 IAAF World Junior Championships, Oregon

Gold (28:32.86)


Gold Body Building Ivan Byekwaso

2014 Natural Body Building World Olympia, USA

Bronze 2015 IBNA/PNBA World Cup, California,

USA Gold

Mubaraka Kizito 2015 IBNA World Bodybuilding Championships Dubai

Gold

Kick Boxing Patricia Apolot Kickboxing 2015 World Kickboxing Federation

Championship Gold

Badminton Edwin Ekiring

Men's Singles 2007 All Africa Games, Algiers, Algeria Bronze Men's Singles 2011 All Africa Games Maputo Mozambique Silver Men's Singles 2015 Africa Games, Brazzaville Congo Bronze

Lawn Tennis Duncan Mugabe Men's Singles 2011 All Africa Games Maputo Mozambique Bronze Paralympics Christine Akullo

100m(Athletics) 2011 All Africa Games Maputo Mozambique Gold 100m(Athletics) 2015 African Games , Brazzaville, Congo Gold

David Among

5000m(Athletics) 2011 All Africa Games Maputo Mozambique Bronze 1500m(Athletics) 2015 African Games , Brazzaville, Congo Silver

Golf Flavia Namakula Golf 2015 CISM World Military Games,

Mungyeong South Korea Silver

Swimming Rebecca Ssengonzi

100m Butterfly 2015 Africa Junior Swimming Championships, Cairo Egypt

Silver(1:03.74)

Team Performance She Cranes

Netball 2011 All Africa Games Maputo Mozambique Gold Netball 2015 Netball World Cup, Sydney Australia 8th Overall

Team (Women) Pool 2015 All Africa Pool Championships Silver

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ESSP FY 2017/18 – 2019/20

136

REFERENCES 1. The 2016-2021 NRM Presidential Election Manifesto. 2. Strategic Guidelines and Directives for the Minimum Progarm for Uganda to Attain the

Middle Income Status by 2020 by H.E. the President of the Republic of Uganda, 23rd June 2016.

3. The Uganda Vision 2040 4. The Second National Development Plan (NDP II) 2015/16-2019/20 5. Education Sector Strategic Plan 2007-2015 6. The United Nations Sustainable Development Goals (Goal No. 4) 7. International Commission Financing Global Education Opportunity (Learning Generation

Lab Approach). 8. The 1992 Uganda’s Government White Paper on Education (1992 GWP) 9. The 1995 Constitution of the Republic of Uganda, as amended. 10. The Education (Pre-Primary, Primary and Post Primary) Act, 2008. 11. The Local Government Act (1997), as amended. 12. The Higher Education Students Finance Act (2014). 13. The Business, Technical, Vocational Education and Training Act (BTVET), 2008. 14. The Universities and Other Tertiary Instructions Act, 2001. 15. The Uganda National Examinations Board (UNEB) Act, 1983. 16. Uganda Allied Health Examination Board (UAHEB) Regulation. 17. Uganda Business and Technical Examination Board (UBTEB) Regulation. 18. Uganda Nurses and Midwifes Examinations Board (UNMEB) Regulation. 19. The National Curriculum Development Centre (NCDC) Act, 2000. 20. The Industrial Training Act Cap 130. 21. The Education Service Act, 2002. 22. Public Financial Management Act , 2015 23. Budget Framework Paper for Fiscal Year 2017/18 24. Background to the Budget for Fiscal Year 2017/18 (Industrialisation for Job Creation and

Shared Prosperity). 25. Education and Sports Ministerial Policy Statement FY 2017/18. 26. Uganda Bureau of Statistics, Statistical Abstract 2014 27. The 2015 & 2016 Annual Abstracts of Education Management Information System (EMIS

Abstracts) 28. The National Policy for Disaster Preparedness and Management, Office of the Prime

Minister, September 2010. 29. The National Policy on Public Sector Monitoring and Evaluation, Office of the Prime

Minister, 2011.

Documents

THE REPUBLIC OF UGANDA MINISTRY OF EDUCATION ...THE REPUBLIC OF UGANDA THE REPUBLIC OF UGANDA MINISTRY OF EDUCATION AND SPORTS EDUCATION AND SPORTS SECTOR STRATEGIC PLAN 2017/18 -