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This Page replicates the Ministry's fact booklet \r\nwhich is an annual out put of Education Management information \r\nsystem(EMIS) cycle. The fact booklet provides key\r\n
Education is a key factor to national development. In\r\n case of Uganda, it is the Ministry of Education and Sports (MoES) that \r\nis charged with the responsibility of providing high quality education \r\nin the country at the lowest affordable cost and accessible by all. \r\n Besides, the current education system has been structured to benefit \r\nall Ugandans with basic skills and attitudes to enable them exploit \r\ntheir surroundings for national and self-development in terms of health,\r\n nutrition, environment, politics, beliefs, etc.\r\n
The education structure currently includes the following sub-sectors:\r\n
- Post primary / BTVET
The MoES being the overall coordinator, formulator, \r\nand implementer of education policies, attaches a big importance to \r\navailability of accurate, timely, and reliable information for informed \r\ndecision-making, planning, monitoring, and evaluation of progress \r\naccording to set goals and objectives.\r\n
It is against that background that MoES conducts a \r\nschool census every year to obtain and update information on all \r\neducation sub-sectors, which it analyses and disseminates to all \r\nstakeholders. In addition, termly school registers have also been \r\ninstituted to facilitate in frequent updates of pupil and teacher daily \r\nattendances, absentees and dropouts.\r\n
The key data collected (at school level) includes \r\nschool particulars, enrolments, attendance and dropout rates, \r\ninter-school transfers (teachers and pupils/students), classrooms, \r\ninstructional materials, income and expenditure.\r\n
In terms of data analysis, the data items above are \r\nstored in a format and structure that permit \r\naggregating/disaggregating information at all the current administrative\r\n levels within Uganda’s decentralization policy framework i.e. national,\r\n district, county/municipal, sub-county/division, and parish/ward.\r\n
Purpose of the Fact Booklet\r\n
The main reason why the MoES annually conducts a \r\nschool census is to update, analyse, and disseminate education sector \r\ninformation.\r\n
Being aware of the fact that information delayed is \r\nof very little value, and given the fact that a school census cycle \r\n(i.e. from the point school census data is collected to when it is fully\r\n processed and published) is a long one (approximately 10 months), with \r\neffect from 2000 MoES embarked on a dissemination strategy with three \r\nkey publications i.e. a fact file, fact booklet, and a full abstract.\r\n
The fact file is a two-page document summarising all \r\nthe key information and is published as soon as school census data entry\r\n is completed.\r\n
The fact booklet, small enough to fit in a pocket is \r\npublished next and provides an in-depth analysis (including trends). Its\r\n main purpose is to communicate and explain to stakeholders, \r\nrelationships and trend of events within the education sector.\r\n
On the other hand, a full abstract is published last \r\nand it is designed to furnish stakeholders with data/information for own\r\n analysis.\r\n
Trend Analysis Report\r\n
Just like the fact booklet, the trend analysis report\r\n gives an in-depth analysis of data from all variables captured in the \r\nquestionnaire on a multi-year data approach Annual Report
This document is based on single year data cross-section covering all variables captured in the questionnaire.
Education in Uganda\r\n
The majority of literate Ugandans go through two \r\nbasic levels of education i.e. primary and secondary schools and very \r\nfew make progress to university and other tertiary institutions. For the\r\n period 1986-2004, enrolment in primary schools rose from 2,203,824 to \r\n7,377,292 and 123,479 to 697,507 in secondary schools. Out of these \r\nstudents, some Ugandans had a chance to attain pre-primary (pre-school) \r\neducation from 59,829(795 schools) in 2001 to 64,484 pupils in 2003(893 \r\nschools).\r\n
However, due to low response rates in the annual \r\nschool census 2004, only pupils were registered from 538 schools. The \r\ngap between primary and secondary school enrolments is very big, an \r\nindication that most Ugandans stop at primary level of education since \r\nvery few join post-primary institutions. For example in 2004 only 32,047\r\n were enrolled in post-primary institutions compared to 7,377,292 and \r\n697,507 enrolled in primary and secondary schools respectively.\r\n
Figure 2 shows that the gap widened much further \r\nwhen UPE was introduced in 1997. Given that UPE programme has been in \r\nplace for eight (8) years, it is a big challenge for the government and \r\nother stakeholders to manage the UPE thrust for the beneficiaries to \r\ncontinue to secondary and post-primary institutions in 2004 and beyond.