Documente Academic
Documente Profesional
Documente Cultură
A PAPER ON
BY
AT THE
OCTOBER 2013
1.0 BACKGROUND
1.1 INTRODUCTION
Access to quality education is a defining characteristic of a sustainable community and it is also a childs
fundamental right to have quality education. By definition quality education is an ongoing process that
involves learners, environment, content, processes and outcomes that encompass knowledge, skills and
attitudes, and are linked to national goals for education and positive participation in society
The process of delivering quality education is a complex system embedded in a political, social,
environmental, legal, cultural, technological and economic context and it involves the entire relevant
stakeholder such as Policy makers, development partners, civil societies, religious leaders, private
sectors, academia, community and parents. Key stakeholders often hold different views and meanings
of quality education. Indeed, each of us judges the school system in terms of the final goals we set for
our children, our community, our country and ourselves.
1.2 COMPONENTS OF QUALITY OF TEACHING AND LEARNING.
a) Quality of Learners- A Learner must have good health and nutrition, early childhood psychosocial
development experiences, regular attendance for learning and family support for learning
b) Quality Learning EnvironmentLearning can occur anywhere, but the positive learning outcomes generally sought by educational
systems happen in quality learning environments such as i) quality of school facilities, ii) class size iii)
Peaceful, safe environments especially for girls, v) Teachers behaviors towards safety, vi) Effective
school discipline policies. vii) Inclusive environments. Viii) Delivery of service
c) Quality Content
Quality content refers to the intended and taught curriculum of schools, National goals for
education, and outcome statements that translate those goals into measurable objectives The
content contain i) Student-centred, non-discriminatory, standards-based curriculum structures. ii)
Literacy iii) Numeracy iv) Life skills v) Peace education
d) Quality Processes
This refers on how teachers and administrators use inputs to frame meaningful learning experiences
for students. Professional learning for teachers and factors include: i) Teacher competence and
school efficiency ii) Ongoing professional development iii) Continuing support for student-centred
learning iv) Active, standards-based participation methods v) Teacher feedback mechanisms vi)
Teacher beliefs that all students can learn vi) Teachers working conditions vii) Administrative
support and leadership viii) Diversity of processes and facilities
e) Quality Outcomes
The environment, content and processes that learners encounter in school lead to diverse results,
some intended and others unintended. Quality learner outcomes are intentional, expected effects
of the educational system. They include what children know and can do, as well as the attitudes and
expectations they have for themselves and their societies
It is against to this background that the role of inspection at school and classroom level is derived
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3. Classroom
Management
Challenges
Parents involve pupils in child labour
activities
Pupils lack scholastic materials
Many of UPE schools are not childfriendly- no washrooms, canning takes
place, lack of lunch and furniture
Teachers still have the challenges of
not interpreting the revised primary
school curriculum and so find it hard to
make lesson plans
Head teachers in UPE schools are not
seriously supervising both schemes and
lesson plans
Schools in Wakiso, Mukono, Mityana,
Kampala and Luweero buy prepared
schemes of work from SKY Line
Education Services
Methods used to teach literacy are not
helping pupils to achieve, Literacy
levels are at 37% in lower primary.
Teachers lack professional and ethical
behavior
Teachers dont know how to use
registers
Findings presented have been generated from 403 quarterly reports submitted to DES by Educational Districts in the FY2012/13
Page 4 of 18
Recommendation
District Councils should enact
by-laws to enforce pupil
school attendance
i)
Headteachers
should
intensify
support
supervision
ii) DIS
should
conduct
capacity
building
programmes on teaching
reading and writing
iii) MoES should put in place
legal frame work to
regulate
ancillary
education
services
providers
i)
DSC
should
instill
discipline in teachers
ii) PTCs should prepare
student-teacher on the
code of conduct
iii) DIS should ensure that
schools use registers
properly
Issues
Recommendation
i)
i)
Issues
Classroom and/or school practice
7. Assessment
of No continuous assessment takes place.
Teaching/Learning
In a few schools where it is done
commercial tests are used
Only end of term assessment records are
available and sent to parents
No free remedial lessons conducted
Parents in boarding and private schools
have a day of interacting with Teachers
on their childrens learning in a term
Continuous testing is order of the day
8. Availability
of UPE schools lack appropriate chalk
teaching/instructio
boards
nal materials
Reading and text books are not given to
pupils to take home
Pupils lack exercise books in UPE schools
Pupils dont determine the pace of
learning
9. Support
to the The classroom teacher rarely gets
classroom teacher
support supervision from CCTs.
by CCTs
The role of CCTs to mentor teachers has
been
overtaken
by
the
many
responsibilities the CCT has to perform.
10.
Support to the The classroom teacher in UPE schools
classroom teacher
lacks inputs required for effective
by
the
head
teaching/learning.
teacher.
Lack of regular support supervision
especially in UPE schools.
Challenges
Holiday, weekend and night preps are
organized for only those who can pay
for them
UPE schools lack funds to prepare and
send assessment records to parents
Lack of legal framework to regulate
ancillary education services prodders
Recommendation
DIS and Head teachers should
ensure that schools carry out
continuous assessment and
results are shared with
parents
Parents have not played their roles of District Councils should enact
bye-laws enforcing parents to
providing scholastics to their children
Due to big numbers teachers go with play their roles
only high achievers.
CCTs are overwhelmed by work other MoES should revisit the roles
of CCTs.
than mentoring teachers.
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3. Finance
management
Recommendations
i) Provide facilities such as
furniture, class rooms, pit
latrines and teachers.
ii) Action to be taken on
headteachers
iii) Develop strategies to ensure
more girls are enrolled at A level
Lack of teachers supervision
i) Headteachers
should
be
Lack of professional development
compelled to ensure that they
for teachers, only 23% of the
supervise
the
teachers
schools do so
preparation
ii) Teachers should be held
accountable for their actions.
iii) Continuous
professional
development for teachers
Value for money
Monitoring of schools should take
into account value for money.
Findings are from inspection of 57% of all secondary schools in Uganda in the FY2012/13
Consider
providing
accommodation for teachers in
a phased manner beginning
from the hard to reach and hard
to stay and seed schools.
Action should be taken on head
teachers who are not regular at
school
Issues
5. School
61% of the schools were operating Enforcement of the BRMS
i) Schools should be required to
environment
boarding of which 22% had the Enforcement of safety and
improve
communication
authority to operate
security guidelines
channels
and
feedback
42% of the schools had secure fencing
mechanisms.
and 69% had guards
ii) sanctions should be taken on
However only 28% of the schools had
schools which are not compliant
safety and security policy and 36% of
schools sensitized students on issues
of safety
All schools did not have functional
suggestion boxes although they had
democratically
elected
prefects
however the students sub committees
as recommended in the BRMS were
not in place
98% of the teachers were qualified
and registered and 83% of the schools
held at least three staff meetings.
6. Assessment
of Teaching is theoretical and does not Large classes
Continuous professional courses
teaching
and
encourage critical thinking
Inadequate science facilities
should be regularly planned by
learning
Students are not encouraged to set Departmental
meetings
to
the schools
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Issues
Recommendations
Regular inspection and support
supervision by inspectors and
head teachers
ii)
iii)
iv)
v)
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Challenges
Recommendations
Inadequate facilities to enroll i) Construct more infrastructure
especially
classrooms
and
more students
dormitories
Analysis of attendance by tutors
ii) All tutors must sign the
and students rarely done
attendance book
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Issue
College practice
4. College
Inadequate infrastructure (classrooms,
infrastructure and
dining hall, laboratories) to support
facilities
and facilitate teacher training
activities. For example, at Bushiko PTC
and Kiyoora PTC, there are no dining
halls and trainees eat from anyplace in
the compound, which is professionally
bad.
The 23 Core PTCs generally have
adequate infrastructure, whereas noncore
PTCs
have
inadequate
infrastructure e.g. Christ the King,
Erepi, Kaliro and Bushiko. The
infrastructure in private PTCs is either
old and needs repair or is insufficient
In over 80% of the colleges there are
more girls than boys, yet there are few
dormitories for girls.
Laboratories in private PTCs lack
equipments apparatus, and chemicals
Inadequate ICT facilities on most PTCs
Poor waste management manifested
by lack of dustbins and incinerators
was observed in 10 PTCs.
Dilapidated
infrastructure
was
observed in 8 PTCs
5. Assessment
of Inadequate support supervision and
teaching
and
monitoring
students
learning
learning
achievements was a key challenge in
Challenges
Recommendations
adequately cover the syllabus
Inadequate accommodation for i) Construct dormitories for girls,
girls implies that girls are missing
computer rooms and science
admission to PTCs
laboratories.
Poor hygiene and sanitation
ii) Purchase new vehicles for nonStudents are prone to lightening
core PTCs
Some tutors are still ICT illiterate
iii) MoES should assist core PTCs to
repair the old vehicles or sell
them off and buy new ones
iv) MoES should construct dining
halls and laboratories
v) Improve on waste management
vi) Rehabilitate the dilapidated
infrastructure
vii) Procure lightening conductors
viii) Organise training of tutors in ICT
Inadequate
tutors
make i)
assessment difficult
Inadequate assessment of student
ii)
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Issue
College practice
Challenges
three private PTCs
teachers
continuous assessment is done Lack of tutors for IPS
through
exercises,
tests,
demonstration gardens, and exams
Assessment records are regularly
updated and filed
Departmental and staff meetings are
conducted to discuss assessment
results
There was no analysis of assessment
marks to show individual students
progress, neither to form basis for
subsequent planning for teaching /
learning
Less than 50% of the CCs visited had
records on quality enhancement
initiatives
6. Availability
of All public PTCs are generally stocked Inadequate reference books
teaching/instructi
with relevant textbooks.
onal materials
The libraries at public PTCs lack
reference books for the revised PTC
curriculum
Libraries at private PTCs are poorly
stocked and some lack furniture in
terms of shelves, tables and chairs
Borrowing of books from all the
libraries of PTCs is generally well
organized
There is limited use of instructional
materials in private PTCs
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Recommendations
individual students learning
achievements trend so as to
plan for individual student
based interventions.
iii) Principals should ensure subject
based target are set
Issue
College practice
Over 90% of classrooms have charts
and other learning aids displayed on
walls.
7. Support to the Mentors supported by UNICEF at
classroom
selected PTCs are assisting colleges to
teachers by CCTs
strengthening outreach activities
In some the Coordinating Centres
(CCs) meant for conducting CPD was
being used for other activities.
In 60% of the CCs visited there was
evidence that CCTs tried to help
teachers to implement the primary
curriculum especially teaching of CAPE
1, CAPE 2 and CAPE 3.
Most CCTs had work plans, but the
majority of work plans at the CCs did
not adequately record progress.
Although CCTs claimed to have
identified and addressed teachers
training needs in their planning for
continuous professional development
(CPD) and PGMs, there was no
evidence to support these claims.
There was no evidence to indicate that
CCTs planned their visits to schools
with a focus on the particular needs of
each school and each teacher.
Less than 50% of CCTs adequately
support teachers to prepare effective
lessons
CCTs generally submitted monthly
Challenges
Recommendations
i)
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Issue
College practice
Challenges
reports to their DPOs. However, CCTs
did not share issues relating to
teachers performance with district
education officials and DES Focal Point
Officers for follow up and appropriate
action.
8. Support to tutors This is effectively done by the principal No major challenge
by Principal
and his/her deputies; through regular
monitoring, mentoring and support
supervision
Recommendations
Challenges
Recommendations
Students after gaining some basic Attendance could be pegged to
competences in practical courses, sitting examinations.
secure some work at building and
other sites and end up spending more
time at those places of work
Some instructors argue that practical
lessons dont require any lesson plans.
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Issue
3. Classroom
Environment
5. Assessment
Teaching
Learning
of
and
Challenges
Recommendations
The heads of institutions may not The intuition heads and school
know what to do with the results of management need to ensure that
the assessment
there is proper assessment of
Page 15 of 18
Issue
6. Availability
Instruction
Materials
of
7. Provision
for
Workshops
and
Special rooms
8. Support to the
classroom teacher
by
the
head
teacher
Challenges
Recommendations
learning.
Both
the
private
and
government institutions need to
have workshops and special
rooms for each of their
programmes/Courses.
ii) Private
institutions
should
legalise their existence.
4.0 CONCLUSION:
Efforts to improve the quality of teaching and learning at classroom level should focus on the quality of teachers
and instructors. Provision of better infrastructure in institutions of learning, without addressing the issue of
quality of teachers/instructors and their motivation, is not likely to improve learners achievements. It is
therefore important that the MoES addresses the identified challenges affecting the quality of teaching and
learning
Findings are based on the reports for inspection in the FY 2012/2013 that covered 477 BTVET institutions across the
country.