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
ESSP FY 2017/18 – 2019/20
i
i
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
ESSP FY 2017/18 – 2019/20
ii
ESSP FY 2017/18 – 2019/20
ii
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
ESSP FY 2017/18 – 2019/20
iii
ESSP FY 2017/18 – 2019/20
ii
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
ESSP FY 2017/18 – 2019/20
iii
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
ESSP FY 2017/18 – 2019/20
iv
ESSP FY 2017/18 – 2019/20
iv
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
ESSP FY 2017/18 – 2019/20
v
ESSP FY 2017/18 – 2019/20
v
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
ESSP FY 2017/18 – 2019/20
vi
ESSP FY 2017/18 – 2019/20
vi
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
ESSP FY 2017/18 – 2019/20
vii
ESSP FY 2017/18 – 2019/20
vii
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
ESSP FY 2017/18 – 2019/20
viii
ESSP FY 2017/18 – 2019/20
viii
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
ESSP FY 2017/18 – 2019/20
ix
ESSP FY 2017/18 – 2019/20
viii
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
ESSP FY 2017/18 – 2019/20
ix
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
ESSP FY 2017/18 – 2019/20
x
ESSP FY 2017/18 – 2019/20
x
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
ESSP FY 2017/18 – 2019/20
xi
ESSP FY 2017/18 – 2019/20
xi
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.
ESSP FY 2017/18 – 2019/20
xii
ESSP FY 2017/18 – 2019/20
xii
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.
ESSP FY 2017/18 – 2019/20
1
ESSP FY 2017/18 – 2019/20
xii
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.
1
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.
ESSP FY 2017/18 – 2019/20
2
ESSP FY 2017/18 – 2019/20
2
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
ESSP FY 2017/18 – 2019/20
3
ESSP FY 2017/18 – 2019/20
2
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
ESSP FY 2017/18 – 2019/20
3
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;
ESSP FY 2017/18 – 2019/20
4
ESSP FY 2017/18 – 2019/20
4
(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
ESSP FY 2017/18 – 2019/20
5
ESSP FY 2017/18 – 2019/20
4
(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
ESSP FY 2017/18 – 2019/20
5
(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.
ESSP FY 2017/18 – 2019/20
6
ESSP FY 2017/18 – 2019/20
6
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.
ESSP FY 2017/18 – 2019/20
7
ESSP FY 2017/18 – 2019/20
7
(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.
ESSP FY 2017/18 – 2019/20
6
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.
ESSP FY 2017/18 – 2019/20
8
ESSP FY 2017/18 – 2019/20
8
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).
ESSP FY 2017/18 – 2019/20
9
ESSP FY 2017/18 – 2019/20
9
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
ESSP FY 2017/18 – 2019/20
10
ESSP FY 2017/18 – 2019/20
10
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:
ESSP FY 2017/18 – 2019/20
11
ESSP FY 2017/18 – 2019/20
10
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:
ESSP FY 2017/18 – 2019/20
11
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
ii. Introduction of Non-Formal Skills Training Program
ESSP FY 2017/18 – 2019/20
12
ESSP FY 2017/18 – 2019/20
12
Strategic Objective 1: Access and Equity Subsector Indicators 2007 Target
2015 Actual
2015 Explanatory Notes
iii. Government continued to pay capitation grants for students
iv. Licensing and Registering Private BTVET institutions
Post S4 Enrolment
23,475 28,720 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 S6 Enrolment Health Training Institutions
6,943 17,384 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 S6 Enrolment Specialized Technical Institutes
2,711 8,016 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
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.
ESSP FY 2017/18 – 2019/20
13
ESSP FY 2017/18 – 2019/20
13
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
2015 Actual 2015 Explanatory Notes
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
ESSP FY 2017/18 – 2019/20
14
ESSP FY 2017/18 – 2019/20
14
Strategic Objective 3: Efficiency and Effectiveness Subsector Indicators 2007 Target
2015 Actual 2015 Explanatory Notes
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
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
P.7 Completion rate
47% N/A 61.6% 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 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
49.60% N/A 51.9% i. Increase in the provision of instructional materials
ii. Continuous Professional Development for Primary Teachers
iii. Increased monitoring and support supervision
Numeracy rate at P3
44.80% N/A 71.7% i. Increase in the provision of instructional materials
ii. Continuous Professional Development for Primary Teachers
iii. Increased monitoring and support supervision
Numeracy rate at P6
41.40% N/A 52.6% i. Increase in the provision of instructional materials
ii. Continuous Professional
ESSP FY 2017/18 – 2019/20
15
ESSP FY 2017/18 – 2019/20
14
Strategic Objective 3: Efficiency and Effectiveness Subsector Indicators 2007 Target
2015 Actual 2015 Explanatory Notes
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
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
P.7 Completion rate
47% N/A 61.6% 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 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
49.60% N/A 51.9% i. Increase in the provision of instructional materials
ii. Continuous Professional Development for Primary Teachers
iii. Increased monitoring and support supervision
Numeracy rate at P3
44.80% N/A 71.7% i. Increase in the provision of instructional materials
ii. Continuous Professional Development for Primary Teachers
iii. Increased monitoring and support supervision
Numeracy rate at P6
41.40% N/A 52.6% i. Increase in the provision of instructional materials
ii. Continuous Professional
ESSP FY 2017/18 – 2019/20
15
Strategic Objective 3: Efficiency and Effectiveness Subsector Indicators 2007 Target
2015 Actual 2015 Explanatory Notes
Development for Primary Teachers
iii. Increased monitoring and support supervision
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
35% N/A 36.2% i. Provision of capitation grant ii. Increased access which reduced
travel distances iii. Increased monitoring and
supervision iv. Increased community
participation through BoGs& PTAs
v. Gender responsive policies improved survival of the girl child
vi. Reduced PCR created a more favorable study environment
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
ESSP FY 2017/18 – 2019/20
16
ESSP FY 2017/18 – 2019/20
16
Strategic Objective 3: Efficiency and Effectiveness Subsector Indicators 2007 Target
2015 Actual 2015 Explanatory Notes
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
ESSP FY 2017/18 – 2019/20
17
ESSP FY 2017/18 – 2019/20
16
Strategic Objective 3: Efficiency and Effectiveness Subsector Indicators 2007 Target
2015 Actual 2015 Explanatory Notes
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
ESSP FY 2017/18 – 2019/20
17
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.
ESSP FY 2017/18 – 2019/20
18
ESSP FY 2017/18 – 2019/20
18
(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.
ESSP FY 2017/18 – 2019/20
19
ESSP FY 2017/18 – 2019/20
19
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.
ESSP FY 2017/18 – 2019/20
20
ESSP FY 2017/18 – 2019/20
20
(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.
ESSP FY 2017/18 – 2019/20
21
ESSP FY 2017/18 – 2019/20
21
(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,
ESSP FY 2017/18 – 2019/20
22
ESSP FY 2017/18 – 2019/20
22
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;
ESSP FY 2017/18 – 2019/20
23
ESSP FY 2017/18 – 2019/20
22
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;
ESSP FY 2017/18 – 2019/20
23
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.
ESSP FY 2017/18 – 2019/20
24
ESSP FY 2017/18 – 2019/20
24
(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.
ESSP FY 2017/18 – 2019/20
25
ESSP FY 2017/18 – 2019/20
25
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%
ESSP FY 2017/18 – 2019/20
26
ESSP FY 2017/18 – 2019/20
26
Strategic Objective Key Result Areas (Outcomes) Key Development Indicators Baseline
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%
Transition Rate to S.5 25.00% 41.80%
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%
Literacy Rate P6 51.90% 57.60%
Numeracy Rate P3 71.70% 77.10%
Numeracy Rate P6 52.60% 57.80%
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
ESSP FY 2017/18 – 2019/20
27
ESSP FY 2017/18 – 2019/20
26
Strategic Objective Key Result Areas (Outcomes) Key Development Indicators Baseline
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%
Transition Rate to S.5 25.00% 41.80%
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%
Literacy Rate P6 51.90% 57.60%
Numeracy Rate P3 71.70% 77.10%
Numeracy Rate P6 52.60% 57.80%
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
ESSP FY 2017/18 – 2019/20
27
Strategic Objective Key Result Areas (Outcomes) Key Development Indicators Baseline
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%
ESSP FY 2017/18 – 2019/20
28
ESSP FY 2017/18 – 2019/20
28
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.
ESSP FY 2017/18 – 2019/20
29
ESSP FY 2017/18 – 2019/20
28
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.
ESSP FY 2017/18 – 2019/20
29
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.
ESSP FY 2017/18 – 2019/20
30
ESSP FY 2017/18 – 2019/20
30
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)
ESSP FY 2017/18 – 2019/20
31
ESSP FY 2017/18 – 2019/20
31
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.
ESSP FY 2017/18 – 2019/20
32
ESSP FY 2017/18 – 2019/20
32
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%
ESSP FY 2017/18 – 2019/20
33
ESSP FY 2017/18 – 2019/20
32
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%
ESSP FY 2017/18 – 2019/20
33
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.
ESSP FY 2017/18 – 2019/20
34
ESSP FY 2017/18 – 2019/20
34
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.
ESSP FY 2017/18 – 2019/20
35
ESSP FY 2017/18 – 2019/20
34
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.
ESSP FY 2017/18 – 2019/20
35
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.
ESSP
FY
2017
/18
– 20
19/2
0
36
36
Tabl
e 14
: An
nual
ized
Impl
emen
tatio
n Pl
an.
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
Ach
ieve
eq
uita
ble
acce
ss
to
rele
vant
an
d qu
ality
ed
ucat
ion
and
trai
ning
1 G
over
nmen
t Pr
imar
y Sc
hool
pe
r Pa
rish
: -
Con
tinue
im
plem
entin
g th
e po
licy
of
havi
ng
a go
vern
men
t Pr
imar
y Sc
hool
per
par
ish
thro
ugh
gran
t ai
ding
an
d co
nstru
ctio
n to
re
duce
on
the
aver
age
wal
king
di
stan
ces
to s
choo
l for
pup
ils in
a
phas
ed m
anne
r.
658
Paris
hes
0 19
5 Pa
rishe
s 20
0 Pa
rishe
s C
/BE
2 G
over
nmen
t Se
cond
ary
Scho
ol
per
Sub-
Cou
nty:
-
Con
tinue
w
ith
the
polic
y of
es
tabl
ishi
ng
a go
vern
men
t se
cond
ary
scho
ol i
n ev
ery
sub-
coun
ty in
a p
hase
d m
anne
r.
385
Sub
coun
ties
12 S
ub-c
ount
ies
117
Sub-
coun
ties
117
Sub-
coun
ties
C/G
SS
3 B
TVE
T
Inst
itutio
n pe
r C
onst
ituen
cy:
- C
ontin
ue w
ith
the
prog
ram
me
of e
stab
lishi
ng
tech
nica
l an
d vo
catio
nal
inst
itute
s in
eac
h di
stric
t in
a
phas
ed
man
ner
star
ting
with
di
stric
ts w
ithou
t a
Publ
ic
Tech
nica
l Ins
titut
e.
55 D
istri
cts
0 16
Dis
trict
s 16
Dis
trict
s C
/BTV
ET
4 O
pera
tiona
lize
Soro
ti U
nive
rsity
: - T
his
will
brin
g th
e nu
mbe
r of
pub
lic u
nive
rsiti
es to
ni
ne,
whi
ch i
s an
ind
icat
ion
of
the
NRM
G
over
nmen
t’s
com
mitm
ent
to
prov
idin
g un
iver
sity
ed
ucat
ion
to
the
peop
le.
1
Soro
ti U
nive
rsity
O
pera
tiona
l So
roti
Uni
vers
ity
Ope
ratio
nal
C/H
E
ESSP
FY
2017
/18
– 20
19/2
0
37
ESSP
FY
2017
/18
– 20
19/2
0
37
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
5 C
onst
ituen
t C
olle
ge
of
Gul
u U
nive
rsity
in K
aram
oja:
- St
art
a C
onst
ituen
t C
olle
ge o
f G
ulu
Uni
vers
ity in
Kar
amoj
a.
Mas
ter P
lan
in
plac
e
Task
For
ce in
Pla
ce
Mas
ter P
lan
in p
lace
C
/HE
6
Con
stru
ctio
n an
d re
habi
litat
ion
of
mor
e cl
assr
oom
s in
exi
stin
g sc
hool
s:
Con
tinue
with
con
struc
tion
of
mor
e cl
assr
oom
s in
al
read
y ex
istin
g Pr
imar
y an
d Se
cond
ary
Scho
ols
so a
s to
mee
t the
targ
ets
of 5
0:1
pupi
l cla
ssro
om ra
tio.
78,2
55
Cla
ssro
oms
13,9
05 c
lass
room
s 21
60 c
lass
room
s C
/BE
2,62
8 C
lass
ro
oms
Cla
ssro
oms
436
clas
sroo
ms
423c
lass
room
s C
/GSS
7 In
fras
truc
ture
in
PT
Cs:
-
Reh
abili
tatio
n an
d ex
pans
ion
of
Prim
ary
Teac
hers
’ Col
lege
s.
116
Cla
ss ro
oms
10 P
TCs
10 P
TCs
10 P
TCs
C/T
IET
8 R
ehab
ilita
te,
expa
nd
and
equi
p le
ctur
e ro
oms:
- s
et u
p a
spec
ial
prog
ram
to
reha
bilit
ate,
ex
pand
and
equ
ip le
ctur
e ro
oms
at P
ublic
Uni
vers
ities
and
oth
er
terti
ary
inst
itutio
ns t
o ca
ter
for
the
incr
easi
ng
num
bers
of
st
uden
ts.
54 le
ctur
e ro
oms
18 le
ctur
e ro
oms
18 le
ctur
e ro
oms
18 le
ctur
e ro
oms
C/H
E
9 C
onst
ruct
ion
of
Teac
hers
’ H
ouse
s:
- co
ntin
ue
with
th
e co
nstru
ctio
n of
teac
hers
’ ho
uses
in
ed
ucat
ion
inst
itutio
ns
to
impr
ove
thei
r w
elfa
re
and
mot
ivat
ion.
11,8
09 u
nits
1,
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
in sp
orts
.
Polic
y gu
idel
ines
to
scho
ols f
or ta
lent
ed
lear
ners
dra
fted
Polic
y gu
idel
ines
in
scho
ols d
isse
min
ated
C
/PE
S
b B
ursa
ries
and
sch
olar
ship
s: -
C
ontin
ue
prov
idin
g bu
rsar
ies
and
scho
lars
hips
fo
r el
ite
athl
etes
.
120
burs
arie
s 40
bur
sarie
s 40
bur
sarie
s 40
bur
sarie
s C
/PE
S
c R
ewar
d &
R
ecog
nitio
n Sc
hem
e:
- Pu
t in
pl
ace
a na
tiona
l re
war
ds
sche
me
for
exce
lling
nat
iona
l ath
lete
s.
Nat
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
Polic
y im
plem
ente
d C
/PE
S
d Pe
nsio
n Sc
hem
e: -
Put
in p
lace
a
pens
ion
sche
me
for
natio
nally
ac
clai
med
spor
ts p
erso
ns.
Pens
ion
sche
me
for n
atio
nally
ac
clai
med
spor
ts
pers
ons i
n pl
ace
Po
licy
draf
ted
Polic
y im
plem
ente
d C
/PE
S
e In
cent
ives
fo
r In
vest
men
t: -
Put
in
plac
e in
cent
ives
fo
r pr
ivat
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:
- Stre
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
FY 2
017/
18
FY 2
018/
19
FY 2
019/
20
orde
r to
en
hanc
e pr
ofes
sion
alis
m a
nd i
nteg
rity
in
spor
ts.
Com
plem
ent
this
w
ith
supp
ort
for
train
ing
coac
hes
of
vario
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:
- Fa
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: -
Sup
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
Impl
emen
t the
fr
amew
ork
C/P
ES
5 In
vest
men
t in
Sp
orts
ac
adem
ies:
- G
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
Uga
nda.
U
gand
ans
grad
uatin
g fr
om
thes
e ac
adem
ies
will
m
arke
t Uga
nda
whe
n th
ey e
xcel
.
Polic
y dr
afte
d Po
licy
impl
emen
ted
C/P
ES
6 Sp
orts
In
fras
truc
ture
: -
Supp
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.
NH
ATC
co
mpl
eted
and
co
mm
issio
ned
Des
igns
for A
kii-b
ua
Oly
mpi
c St
adiu
m
com
plet
ed
Com
men
ce A
kii-b
ua
Oly
mpi
c St
adiu
m
Com
plet
e N
HA
TC
C/P
ES
7 C
oach
Q
ualif
icat
ions
: -
Impl
emen
t co
mm
unity
co
ach
qual
ifica
tion
initi
ativ
es to
ens
ure
tale
nt
initi
atio
n,
iden
tific
atio
n
Dev
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
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
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
/H
MSE
/S
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
/P
MSE
/H
MSE
/S
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
July 2015 June 2020 USD 100M World Bank
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.
July 2016 June 2020 EUR 8M BTC
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
July 2014 June 2019 USD 25M World Bank
11. 1338 Uganda Skills Development Project
July 2015 June 2020 USD 100M World Bank
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.
July 2016 June 2020 EUR 8M BTC
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
4 2-Classroom Block, includes lightening arrestors
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
3 2-Classroom Block, includes lightening arrestors
1 84,671,956 84,671,956
4 2-Classroom Block, includes lightening arrestors
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
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
ESSP FY 2017/18 – 2019/20
62
ESSP FY 2017/18 – 2019/20
62
Sn Class IM Type Quantity Ratio Unit Cost USD
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
22. Local Language Reading Books
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
21. Local Language Reading Books
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
ESSP FY 2017/18 – 2019/20
63
ESSP FY 2017/18 – 2019/20
62
Sn Class IM Type Quantity Ratio Unit Cost USD
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
22. Local Language Reading Books
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
21. Local Language Reading Books
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
ESSP FY 2017/18 – 2019/20
63
Sn Class IM Type Quantity Ratio Unit Cost USD
Total Cost - USD
Total Cost UGX
18. Local Language Reading Books
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
ESSP FY 2017/18 – 2019/20
64
ESSP FY 2017/18 – 2019/20
64
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
ESSP FY 2017/18 – 2019/20
65
ESSP FY 2017/18 – 2019/20
65
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
Source: Construction Management Unit, MoES
ESSP FY 2017/18 – 2019/20
66
ESSP FY 2017/18 – 2019/20
66
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
ESSP FY 2017/18 – 2019/20
67
ESSP FY 2017/18 – 2019/20
66
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
ESSP FY 2017/18 – 2019/20
67
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
Source: Construction Management Unit, MoES
ESSP FY 2017/18 – 2019/20
68
ESSP FY 2017/18 – 2019/20
68
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
ESSP FY 2017/18 – 2019/20
68
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
ESSP FY 2017/18 – 2019/20
69
ESSP FY 2017/18 – 2019/20
69
Sn Pledge Sub-Sector
District / Location
Facilities Total Amount Outstanding Amount
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
ESSP FY 2017/18 – 2019/20
70
ESSP FY 2017/18 – 2019/20
70
Sn Pledge Sub-Sector
District / Location
Facilities Total Amount Outstanding Amount
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
ESSP FY 2017/18 – 2019/20
71
ESSP FY 2017/18 – 2019/20
71
Sn Pledge Sub-Sector
District / Location
Facilities Total Amount Outstanding Amount
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
ESSP FY 2017/18 – 2019/20
72
ESSP FY 2017/18 – 2019/20
72
Sn Pledge Sub-Sector
District / Location
Facilities Total Amount Outstanding Amount
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
83 Makerere University
Tertiary Kampala Equipment/pilot plant for banana juice extraction
3,000,000,000 3,000,000,000
84 Makerere University
Tertiary Kampala Bioscience research laboratory
15,000,000,000 15,000,000,000
85 Makerere University
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
ESSP FY 2017/18 – 2019/20
73
ESSP FY 2017/18 – 2019/20
73
Sn Pledge Sub-Sector
District / Location
Facilities Total Amount Outstanding Amount
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
ESSP FY 2017/18 – 2019/20
74
ESSP FY 2017/18 – 2019/20
74
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.
ESSP FY 2017/18 – 2019/20
75
ESSP FY 2017/18 – 2019/20
74
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.
ESSP FY 2017/18 – 2019/20
75
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.
ESSP FY 2017/18 – 2019/20
76
ESSP FY 2017/18 – 2019/20
76
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?
ESSP FY 2017/18 – 2019/20
77
ESSP FY 2017/18 – 2019/20
76
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?
ESSP FY 2017/18 – 2019/20
77
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?
ESSP FY 2017/18 – 2019/20
78
ESSP FY 2017/18 – 2019/20
78
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%
ESSP FY 2017/18 – 2019/20
79
ESSP FY 2017/18 – 2019/20
79
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%
ESSP FY 2017/18 – 2019/20
80
ESSP FY 2017/18 – 2019/20
80
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
ESSP FY 2017/18 – 2019/20
81
ESSP FY 2017/18 – 2019/20
81
(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
ESSP FY 2017/18 – 2019/20
82
ESSP FY 2017/18 – 2019/20
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
ESSP FY 2017/18 – 2019/20
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
ESSP FY 2017/18 – 2019/20
84
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
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
ESSP FY 2017/18 – 2019/20
86
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
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
Anne
x 11
a: S
umm
ary
of E
stim
ated
Cos
ts b
y St
rate
gic
Obj
ectiv
e
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
Stra
tegi
c O
bjec
tive
1: A
chie
ve E
quita
ble
Acc
ess t
o R
elev
ant &
Qua
lity
Edu
catio
n &
Tra
inin
g
1 G
over
nmen
t Pri
mar
y Sc
hool
per
Par
ish:
- C
ontin
ue im
plem
entin
g th
e po
licy
of h
avin
g a
gove
rnm
ent
Prim
ary
Scho
ol p
er p
arish
thr
ough
gra
nt a
idin
g an
d co
nstru
ctio
n to
redu
ce o
n th
e av
erag
e w
alki
ng d
ista
nces
to sc
hool
for p
upils
in a
ph
ased
man
ner.
0.00
19
4.36
29
1.54
48
5.89
291
.54
60
%
2 G
over
nmen
t Se
cond
ary
Scho
ol p
er S
ub-C
ount
y: -
Con
tinue
with
the
polic
y of
est
ablis
hing
a g
over
nmen
t sec
onda
ry s
choo
l in
ever
y su
b-co
unty
in a
pha
sed
man
ner.
0.00
31
2.09
46
8.13
78
0.22
468
.13
60
%
3 B
TVE
T I
nstit
utio
n pe
r C
onst
ituen
cy:
- C
ontin
ue w
ith t
he p
rogr
amm
e of
es
tabl
ishi
ng t
echn
ical
and
voc
atio
nal
inst
itute
s in
eac
h di
stric
t in
a p
hase
d m
anne
r sta
rting
with
dis
trict
s with
out a
Pub
lic T
echn
ical
Inst
itute
.
0.00
82
.94
137.
60
220.
54
1
32.3
2
60%
4 O
pera
tiona
lize
Soro
ti U
nive
rsity
: -
This
will
brin
g th
e nu
mbe
r of
pub
lic
univ
ersit
ies
to
nine
, w
hich
is
an
indi
catio
n of
th
e N
RM
Gov
ernm
ent’s
co
mm
itmen
t to
prov
idin
g un
iver
sity
edu
catio
n to
the
peop
le.
11.9
21.9
23.9
9
57.7
9
57.
79
100%
5 C
onst
ituen
t C
olle
ge o
f G
ulu
Uni
vers
ity in
Kar
amoj
a: -
Sta
rt a
Con
stitu
ent
Col
lege
of G
ulu
Uni
vers
ity in
Kar
amoj
a.
0.50
1.
00
2.00
3.
50
3.5
0
100%
6 C
onst
ruct
ion
and
reha
bilit
atio
n of
mor
e cl
assr
oom
s in
exi
stin
g sc
hool
s:
Con
tinue
with
con
stru
ctio
n of
mor
e cl
assr
oom
s in
alre
ady
exis
ting
Prim
ary
and
Seco
ndar
y Sc
hool
s so
as to
mee
t the
targ
ets o
f 50:
1 pu
pil c
lass
room
ratio
.
4,32
6.76
2,
732.
14
847.
54
7,89
6.51
3
,948
.26
50
%
7 In
fras
truc
ture
in
PTC
s: -
Con
stru
ctio
n, R
ehab
ilita
tion
and
expa
nsio
n of
Pr
imar
y Te
ache
rs’ C
olle
ges.
5.20
4.
53
3.88
13
.62
6.8
1
50%
ESSP
FY
2017
/18
– 20
19/2
0
88
ESSP
FY
2017
/18
– 20
19/2
0
88
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 R
ehab
ilita
te, e
xpan
d an
d eq
uip
lect
ure
room
s: -
set u
p a
spec
ial p
rogr
am to
re
habi
litat
e, e
xpan
d an
d eq
uip
lect
ure
room
s at
Pub
lic U
nive
rsiti
es a
nd o
ther
te
rtiar
y in
stitu
tions
to c
ater
for t
he in
crea
sing
num
bers
of s
tude
nts.
28.9
0 38
.90
48.9
0 11
6.70
58
.35
50
%
9 C
onst
ruct
ion
of T
each
ers’
Hou
ses:
- co
ntin
ue w
ith t
he c
onst
ruct
ion
of
teac
hers
’ ho
uses
in
ed
ucat
ion
insti
tutio
ns
to
impr
ove
thei
r w
elfa
re
and
mot
ivat
ion.
788.
09
436.
35
66.4
4 1,
290.
87
3
87.2
6
30%
10
Feed
ing
Scho
ol C
hild
ren:
- D
evel
op a
nd i
mpl
emen
t a
stra
tegy
to
addr
ess
scho
ol f
eedi
ng a
nd n
utrit
ion
for
scho
ol-g
oing
chi
ldre
n. T
he S
trate
gy m
ust
incl
ude
cont
inuo
us s
ensi
tizat
ion
of p
aren
ts a
bout
thei
r ro
le in
fee
ding
chi
ldre
n an
d pr
ovid
ing
scho
ol u
nifo
rms.
0.19
0.
10
0.10
0 0.
390
0.39
0 10
0%
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: -
dev
elop
and
impl
emen
t pro
gram
s th
at in
crea
se th
e pa
rtici
patio
n of
gi
rls,
wom
en a
nd t
he d
isad
vant
aged
per
sons
suc
h as
PW
Ds,
disa
dvan
tage
d co
mm
uniti
es,
pers
ons
with
spe
cial
lea
rnin
g ne
eds,
conf
lict
hit
area
s, re
fuge
es
and
the
disa
ster
hit;
in e
duca
tion
and
skill
s dev
elop
men
t pro
gram
s.
0.00
11
.00
12.0
0 23
.00
2
3.00
10
0%
12
Re-
tool
ing
Une
mpl
oyed
Gra
duat
es:
- un
empl
oyed
gra
duat
es l
acki
ng t
he
requ
isite
voc
atio
nal/m
arke
t ski
lls w
ill b
e re
train
ed a
nd r
e-to
oled
to f
it in
to th
e ex
istin
g jo
b m
arke
t req
uire
men
ts.
0.00
10
.00
10.0
0 20
.00
2
0.00
10
0%
13
Low
er c
osts
to
fam
ilies
: 89
+- I
mpr
ove
the
impl
emen
tatio
n of
UPE
, U
SE,
UPO
LET
to lo
wer
cos
ts to
fam
ilies
. 16
4.07
17
8.00
18
5.02
52
7.10
527
.10
10
0%
14
Con
tinue
pro
vidi
ng s
ubve
ntio
n to
pub
lic u
nive
rsiti
es &
Supp
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.
-
- -
- Fu
ndin
g G
ap (U
g. S
hs. B
illio
ns) -
Spo
rts
265
278
543
Estim
ated
cos
ts fo
r Oth
ers (
Cent
raliz
ed S
ervi
ces)
32
16
1 17
4 17
7 51
1.68
R
esou
rces
ava
ilabl
e fo
r Oth
ers (
cent
raliz
ed se
rvic
es)
- 10
7.33
10
1.26
10
1.26
30
9.85
ESSP
FY
2017
/18
– 20
19/2
0
128
ESSP
FY
2017
/18
– 20
19/2
0
128
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 C
entra
l Gov
ernm
ent f
inan
cing
(MTE
F re
sour
ces)
107.
33
101.
26
101.
26
309.
85
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)
-
o/
w E
xter
nal D
evel
opm
ent P
artn
ers (
Off
bud
get s
uppo
rt)
- %
age
shar
e fo
r Oth
ers (
Cen
traliz
ed se
rvic
es)
4.31
%
4.34
%
4.34
%
4.34
%
Fu
ndin
g G
ap (U
g. S
hs. B
illio
ns) -
Oth
ers (
Cent
raliz
ed S
ervi
ces)
(3
2)
(54)
(7
3)
(75)
(2
01.8
3)
Ove
rall
Fund
ing
Gap
(5
,443
.38)
(4
,177
.47)
(3
,814
.46)
(2
,232
.26)
(1
0,22
4.19
)
To
tal M
TEF
(201
5)
1,94
1.70
2,
474.
14
2,57
7.97
2,
671.
19
7,72
3.30
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.
ESSP FY 2017/18 – 2019/20
130
ESSP FY 2017/18 – 2019/20
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.
ESSP FY 2017/18 – 2019/20
131
ESSP FY 2017/18 – 2019/20
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
132
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
133
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
133
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
ESSP FY 2017/18 – 2019/20
134
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)
Cross Country Senior
2010 World Cross Country Championships, Bydgoszcz, Poland
Bronze (33:10)
Cross Country Senior
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
2009 World Cross Country Championships Amman, Jordan
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
2016 World Mountain Running Championships, Welsh
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)
Cross Country Senior
2010 World Cross Country Championships, Bydgoszcz, Poland
Bronze (33:10)
Cross Country Senior
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
2009 World Cross Country Championships Amman, Jordan
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
2016 World Mountain Running Championships, Welsh
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
Athlete Category Year/Event/Location Medal Running Championships, Italy
Kibet Soyekwo Mountain Running
2015 World Mountain Running Championships, Italy
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)
10000m 2015 Africa Junior Championships, Addis Ababa
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
ESSP FY 2017/18 – 2019/20
136
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.
Top Related