Formal education

Structure of the Ugandan Education System:

The existing structure of the education system in Uganda has been in force since the early 1960s. It consists of seven years of primary education followed by the lower secondary cycle of four years and the upper secondary cycle of two years, after which there are three to five years of university studies.

On successful completion of the primary school cycle, one can either join lower secondary school or take a three-year craft course in a technical school. However, only about 40% of the primary school graduates are absorbed into the secondary cycle, which implies that there are fewer schools than available students, presenting an investment opportunity to private investors.

Successful students completing lower secondary education have four possible outlets:

• Upper secondary school (Advanced Level);
• Technical institutes for a 2-3 year advanced craft course;
• Primary Teacher College (PTC) for a 2 year course; and
• Government's Department Training Colleges (DTCs).

Graduates of upper secondary have several options depending on their performance in advanced level examinations. They can join:

• University on private or government sponsorship;
• A National Teacher's College for a 2 year course;
• A College of Commerce;
• A Technical College;
• Department Training Colleges.

The important feature of the country's educational structure is its flexibility in permitting one to exercise their discretion in choosing a course of study, especially after completing upper secondary education.

The Education System in Uganda

The Educational system in Uganda consists of pre-primary, primary, secondary and post secondary or tertiary education.

Pre-primary Education

The demand for pre-primary education is still low and only about 10 percent of the total school going children pass through pre-primary schools. There has so far been lack of government control over this sector resulting into questionable trends regarding the content and quality of the curriculum, teaching methods, facilities, age of entry, quality of teachers and school charges to mention but a few.

Primary Education  

The demand for primary education has radically increased with the introduction in 1997 of free primary education for four children in every family. This saw school enrolment increase from 2 million pupils in 1986 to over 6 millions pupils by 1999. There are variations however, between urban and rural areas with the former having more permanent schools and better teaching and instructional materials than the latter.  

Secondary Education

This sector has witnessed a growth of over 20% in the number of government-aided secondary schools over the last 10 years and a 15% increase in the number of registered private secondary schools the same period. Still the sector is yet to attain the necessary capacity to cope with the large number of primary school leaver

Post Secondary Education

Between 9,000 and 12,000 students per year qualify to join post-secondary education. However, only about 25% of these are absorbed in post-secondary institutions. Makerere University is Uganda's leading institution of higher learning, accounting for 95% of the total University enrolments. The enrolments into tertiary institutions over the last 10 years increased by over 90% while the number of tertiary institutions increased by 1.8% in the same period. This indicates that there is need for more institutions at tertiary level to absorb the high numbers of students.

PROBLEMS/ CHALLENGES OF PRIMARY EDUCATION

There are thousands of primary schools in eastern Uganda. They never have fewer than 600 pupils; in fact classes are usually over 120; even in the first level of primary school. It’s all “chalk and talk” that is when they have chalk…….that is when they have something to write on and a pencil, but they certainly do not have the luxury of text books per subject. Education here is totally geared towards passing the primary level national exam because without it, you cannot go to secondary school. Even if you pass examination, many cannot afford to pay for their secondary education.

• It is difficult sometimes because children are generally hungry during the day, there are no school meals here and few have enough at home to pack a lunch. Families eat once a day, normally in evening. School children also walk very long distances to school, walking 10 – 14 km to and from school is not usual. The saddest thing of all is that after walking this distance, they may not even have a teacher….. Teacher absence is a great challenge here and also pupils being sent back home for school fees after walking that long distance.
• Teachers complain that UPE program aims merely boost the number in education without addressing the quality of teaching. It does not, for example ensure that school curricula are in the line with the requirements for examinations.
• The principles on which examinations are used to promote students in the education system are ignored in the UPE program me.
• Teachers say they do not even get the state salaries they are due, and depend instead on contributions from parents, which can halt the moment there is a disagreement between them. That is one of the reasons why teachers at schools like.
• Pupils –to – classroom ratio in Uganda was set to 55 to one; the rural schools have about 285 students per classroom.
• Finding enough space for the pupils is also a problem in rural schools with more than 1000 enrolled, only 300 children can attend the school at any time and even then is crowded.
• Thousands of Ugandan children attend makeshift primary schools, with low teaching standards, frequent absence and disproportionately exam-oriented approach.

TRICH MINISTRIES SOLUTION TO THE PROBLEM

• The real solution to the problem is the construction of more physical infrastructure, while the issue of human resources should also be given the attention it deserves.
• Provide pupils and students with breakfast, lunch and supper every day during their school term
• TRICH Ministries hopes to set up schools from pre-primary, primary, secondary and vocational schools to help end the viscous cycle of poverty.