PROJECT COMPONENTS

UTSEP is divided into three components:

Component 1 - Effective Teachers:This is aimed at Improving teacher quality and performance with specific reference to instructional practices for Early Grade Reading, use of instructional materials in teaching and teacher presence in school. This component seeks to enhance the teaching of Early Grade numeracy and literacy through improving teachers’ content knowledge, skills and pedagogy. This is supported through the provision of textbooks and materials for pupils from P1 to P7. Within this component, the Directorate of Education Standards (DES) is also supported to improve inspection through training and the development of Technological Systems (IT system) for inspection that enhance the monitoring of the schools.


Component 2 - Effective Schools:The second component of the project aims at improving the school environment through enhanced school management, accountability, and better learning conditions. It also centers on provision of school facilities (classrooms, offices, water and sanitation facilities and teacher housing). It seeks to improve teacher performance by training head teachers in school management and leadership. Through this component, it is expected that performance will improve in the project schools and accountability will also be enhanced through the strengthening of the School Management Committees, thereby holding head teachers to account on results and school performance. The construction of new infrastructure that is supported under this component is geared towards improving school learning environments. 


Component 3 - Implementation Support and Capacity Building: The third component of UTSEP centers on providing advisory, technical, monitoring and evaluation; implementation, and capacity-building support to the project and the MoES. It alsofocuses on provision of Early Childhood and Education, Information, Communication and Technologically based data management to enhance transparency. 


EXPECTED BENEFICIARIES

The 3 year project is expected to benefit the country in the following ways:

(i) Approximately. 8,100,000 pupils are expected to benefit from new textbooks; 

(ii) 1,000,000 pupils will benefit from improved teacher effectiveness in Early Grade Reading teaching;

(iii) 112,000 pupils  will benefit from new classrooms; 

(iv) 80,000 pupils will benefit from trained childhood caregivers;

(v) Approximately20,800 teachers in primary schools will be trained in teaching Early Grade Reading, improved in-service tutoring, Early Childhood Education, and school leadership;

(vi) 8,000 School Management Committee members and head teachers will be trained in school management and accountability; and,

(vii) Parents and communities with children in schools covered under the program are to indirectly benefit from higher quality education, greater information and enhanced voice in school management.


PROJECT MANAGEMENT AND IMPLEMENTATION

The World Bank acts as the supervising entity for the grant. Project implementation is the responsibility of Government of Uganda, mainstreamed in the Ministry of Education and Sports through Basic Education & Teacher Education Departments, Directorate of Education Standards (DES), the Uganda National Examination Board (UNEB), the National Curriculum Development Centre (NCDC), Instructional Materials Unit (IMU) and Construction Management Unit (CMU), under the coordination of the Department of Education Planning & Policy Analysis that also houses the Monitoring and Evaluation Unit. The districts are charged with implementation of the construction sub-component under component 2; while school management take charge of ensuring the instructional practices improve at the school level consistent with training programs that are to be provided to teachers and school management teams.


A Projects’ Coordination Unit for all World Bank/IDA Projects under the Education portfolio has been established at the Rwenzori Courts 1st and 2nd floor. The UTSEP project’s coordination Unit is run by the team of Specialists named below:

NO

Professional/Specialist

Designation

1

Dr. Daniel Nkaada

Project Coordinator

2

Ambrose Ruyooka

Deputy Project Coordinator

3

Philly Mpaata

Quantity Surveyor

4

Alex Winyi Kiiza

ESS Specialist

5

Ruhweza Mugisa David

Civil Engineer

6

Kagwisagye Sam

Civil Engineer

7

Hosoho William

Procurement Specialist

8

Mukwhana Asuman Hyuha

Civil Engineer

9

Ashabehebwa Korutaro John

Architect

10

Nakidde Caroline Kavuma

Early Grade Reading Specialist

11

Nansamba Jane Francis

Monitoring & Evaluation Specialist

12

Olobo Louis

Monitoring & Evaluation Specialist

13

Musoke Abbey Bbosa

Basic Education Specialist

14

Mugisha Boniface

Lead ICT Specialist

15

Kiwumulo Allan

ICT Regional Coordinator

16

Torinawe Doreen

ICT Regional Coordinator

17

Biryomimaisha Justus

ICT Regional Coordinator

18

Owor Valentine

ICT Regional Coordinator

19

Kisawuzi Mary Nicole

Administrative Officer


KEY ACHIEVEMENTS TO DATE

Scale up of the Early Grade Reading program

To date, 10,171 teachers have been trained in Early Grade Reading methodology for primary grades 1-3, a scale up of the USAID/Uganda School Health and Reading Program which focused on twelve local languages including in thirty districts. It is estimated that a total of 636,735 P1 and P2 pupils in 27 districts are benefiting from the trained teachers. Reading materials were also printed in the 10 selected languages that also include English.


Rolling out of the Early Childhood Development Community Childcare Program

The Ministry of Education and Sports and UNICEF country program has since 2011-2014 implemented the Community Child Care Program (CCCP) in targeted 24 districts. Under the project, the program is being rolled out targeting 4,000 in-service caregivers selected from 50 districts. Trained in three cohorts, so far, a total of 875 out of 1,000 caregivers completed the entire cycle of training for cohort one. 2,265 caregivers under cohort two have so far attended two face to face training sessions and the third and last face to face session is to be undertaken in May 2017.


Provision of Equipment and Instructional Materials

This involves supply of an estimated 6.5 million pieces of instructional materials intended to improve learner access to and utilization during the teaching –learning process. Out of a total of 4,720,041 copies of literacy and numeracy materials for P1-P7 procured to be supplied to 12,198 government primary schools, 4,335,686 copies have been distributed to the schools. An estimated number of 7,053,277 pupils are to benefit from the supply of these materials, improving the pupil book ratio to 3 to 1 and 4 to 1 for literacy and numeracy respectively.

A total of 2,700 pieces of metallic boxes for storage of EGR primers for classes P1 and P2 in the 27 districts have been fabricated and distribution expected to the schools.

Enhancing Teacher Supervision

In a bid to strengthen inspection, an integrated Inspection system was designed and is already in use. The ICT based inspection system is expected to be rolled out in 2,000 primary schools.  A total of 360 Samsung tablets were procured and delivered to MoES/DES. 612 District Inspectors, Associate Assessors, DES staff and Head teachers were trained on usage of tablets configured for education inspections. In order to strengthen the capacities of district inspectors to carry out school inspections; a training manual for use on internal school based evaluations was developed and piloted. 54 Master Trainers and 357 Trainers of trainers were trained on the use of the manual.  

A total of 75 motorcycles were procured and distributed to 70 Local Governments, 4 DES regional offices and DES headquarters. 5,000 Inspectors Handbooks were procured in September 2016 and distributed to all education officials and the DFPOs.

Enhancing school leadership, management and accountability

As a buildup on the on-going program on Education Leadership and Management targeting primary school head teachers and school management committees funded by the Royal Netherlands Embassy since 2011, implemented by the Uganda Management Institute, the ministry signed a Memorandum of Understanding with the Uganda Management Institute (UMI). A total of 968 schools have so far benefited where the Head teachers, deputy Head teachers and five members of the School Management Committees from each school have completed the training. Another set of 213 schools are currently undergoing training in School Leadership and Management in the districts of Dokolo, Amolatar and Alebtong. Training is expected to end Mid October 2017.

Provision of Needs-Based Performance Linked School Facilities

The project is to finance construction of classrooms, functioning girls’ and bo ys’ toilets, and access to water in the needy schools. Approximately 293 schools were targeted across the country. The schools were selected using a combined needs and effort-based assessment as per the Project Operational Manual (OPM).  So far, the Ministry signed contracts for fifty five (55) schools under centralized modality in December 2016 and site handover undertaken in March-April, 2017. The Bidding process of the 83 schools under the decentralized modality is on-going until April 20, 2017. Contract signing is expected to be in August 2017.