Introduction [TJ]

8. SCHOOLNET UGANDA /

CURRICULUMNET

Anne Ruhweza Katahoire, Grace Baguma and Florence Etta

Area: 236 040 sq km Location: Eastern Africa, west of Kenya Capital: Kampala Population: 23 985 712 (July 2001 est.) Age: 0-14 years:  51.08% 15-64 years:  46.78% 65 years+:  2.14% (2001 est.) Life expectancy: Total population:  43.37 years Male:  42.59 years Female:  44.17 years (2001 est.) Literacy: 61.8% of adult pop. (1995)^294 Official language: English Telecommunications: Landlines 80 868 (1998)^295 Mobiles 280 000 (Nov 2001)^296 School Enrolments^297 Primary 74% of schoolgoing age Secondary 12% of schoolgoing age

UGANDA IN BRIEF

Evaluation Survey Name of Project: SchoolNet Uganda / CurriculumNet Implementing Agency: SchoolNet Uganda Beneficiaries: 14 schools Sample size: No of Schools 5 No of Learner Questionnaires 141 No of Interviews 18 No of e-mail questionnaires 30 Period of evaluation: November – December 2000

8.1 Country Context

8.1.1 Introduction

Unlike the other school networking projects included in this evaluation study, Acacia has not directly supported SchoolNet Uganda, although it has been engaged in the exchange of experiences with Acacia. The Acacia Initiative is however supporting a pilot CurriculumNet project in Uganda being implemented by the National Curriculum Development Centre (NCDC). This project is deploying, on a pilot basis, a mechanism for delivery of the Uganda primary and secondary school curriculum via computer-based tools and communication networks. The project is a research and experience-gaining exercise to test the economic, technical and operational feasibility of ICTs as teaching and learning support mechanisms in the core subject areas of the educational system.
The CurriculumNet project aims to determine the value added by ICTs to the educational process in Uganda. It is expected that ICT facilities will enhance intra- and inter-school learning and that students from different schools will collaborate in the learning process by using ICTs to interact with each other. It was hoped that the CurriculumNet project would benefit from the existing experiences of SchoolNet Uganda in this area and that these experiences would serve as a useful input not only for the CurriculumNet Project but also for other school networking projects in Africa and elsewhere, hence the inclusion of SchoolNet Uganda in this Pan African evaluation study.

8.1.2 ICTs in Schools in Uganda

Formal education in Uganda has its origins in missionary activity dating back to the turn of the 19^th century. The formal education system consists of seven years of primary education, four years of secondary education and two years of advanced level education. After the seven years of primary education, students undertake a Primary Leaving Examination (PLE). Those who continue into secondary education have four years studying for ‘O’ level examinations, provided by the Uganda National Examinations Board (UNEB). A further two years are available for study towards ‘A’ Level examinations also provided by UNEB.
Despite political disruption and the substantial decline in the economy, the education system has recently grown dramatically as shown by the growth in government-aided primary schools. By the year 2000 student enrolments in primary schools had risen to more than 6.5 million from a figure of about 1.3 million in 1980. To accommodate this burgeoning population of school going children, the number of primary schools rose from 4 276 in 1980 to 9 500 by 1997.

Since the introduction of Universal Primary Education (UPE), the enrolment in primary schools in Uganda has more than doubled. Enrolments increased from 1 297 million in 1980 to more than 6,5 million by 2000. Slightly fewer than half (3 164 092) of these pupils were females. The total number of teachers teaching in primary schools in 1999 was 110 298.

The secondary school system has grown even more rapidly in recent years. According to Government statistics (1994), there were 666 government-aided. 44% of these were female. Of the students who successfully complete primary school only about 25% complete secondary education and of these only about 20% complete the Uganda Advanced Certificate of Education. In 1999 the total number of teachers teaching in secondary schools was 22 599.
Until very recently secondary education formed a relatively small sector of the total education provision. What has to be set against this otherwise favourable trend is the serious decline in this provision.

The Ministry of Education and Sports (MoES) divides secondary schools into government-aided and private schools, the difference lying in the state funding to the former. In essence, the extent of such funding for aided schools is a minimal proportion of any school budget hence the distinction is minor.

Another way of classifying the schools is by origin. The oldest secondary schools are missionary in origin, and because of their history are generally by far the best equipped, though not necessarily the best run or the most successful. Another group of schools were those developed in the 1960s and 1970s under international donor funding programs. These schools are sometimes termed ‘IDA schools’ after the International Development Agency’s program that sponsored them. These schools have sound buildings some of which have suffered seriously through civil strife and neglect. Some of these schools were looted during the wars and this has left them with low equipment levels. More recently, both government–aided and private schools have been established but these institutions have been severely affected by the current state of the economy - they are sometimes referred to as ‘third world schools’. A review of government statistics indicates that most ‘O’ level secondary schools are mixed day schools (73%), while girls’ boarding schools are more numerous than boys or mixed boarding schools by a 2:1 ratio. With the growth and development of secondary education in Uganda, different types of curricula at different levels of the secondary school have emerged over time.
The rapid growth in demand for secondary education in Uganda and the severe financial constraints on government expenditure caused by the prolonged economic crisis has resulted in substantial increases in family and community financing of secondary education. The number of secondary schools increased sharply in the 1980s, but many of these schools had inadequate physical facilities and could not afford to pay teachers adequate salaries or provide textbooks or materials. The result is that all schools, whether government–aided or private, now rely mainly on fees, PTA contributions and other charges to cover costs. There are still hundreds of schools without laboratories, science equipment or an adequate supply of textbooks. In addition, Uganda’s secondary education system continues to face the same challenges as many other developing countries - how to provide better quality education and greater relevance of education, with limited resources, to an increasing number of students. Financial problems and civil unrest have made Uganda’s situation particularly difficult.
Secondary school management is in the hands of the Boards of Governors (BOGs) and Parent Teachers Associations (PTAs), who liaise with the head teachers and staff. BOGs were established in 1962 and are the supreme body responsible for assisting the head-teacher to run the school in accordance with government policies and procedures. The PTAs in contrast are voluntary organisations but must be recognised by the MoES. PTAs play a major role in aiding, constructing and developing schools. There are some important executive differences between the two bodies: PTAs are allowed to levy extra school income above government funding, while Governors have no fund raising powers; Governors have powers to probe into professional conduct of PTAs and approve PTA recommendations concerning finances, discipline and development projects. From this point of view, there is limited government control over the day to day running of schools. Both manpower and physical resources for each school are catered for through BOGs and PTAs; there is thus both the potential and the reality of wide differences in provision between schools, and between districts and regions.
8.2 Project Background