SN	Educational level/Type	Indicators	2003/04 Status	2004/05 Status	Source
1.	Primary	ACCESS AND EQUITY
		(a) Total Enrolment	7,633,314	7,377,292	EMIS
		(i) Boys	3,872,589	3,732,928	EMIS
		(ii) Girls	3,760,725	3,644,364	EMIS
		(iii) Rural	6,320,334	6,034,572	EMIS
		(iv) Peri-Urban	846,569	862,222	EMIS
		(v) Urban	466411	480,493	EMIS
		(b) GER	127.45	127.52	EMIS, UBOS
		(i) Boys	129.88%	129.12%	EMIS, UBOS
		(ii) Girls	125.05%	125.93%	EMIS, UBOS
		(iii) Rural	104.49%	103.69%	EMIS, UBOS
		(iv) Peri-Urban	14.16	14.91	EMIS, UBOS
		(v) Urban	8.03%	8.57%	EMIS, UBOS
		(c) NER	100.77	109.93	EMIS, UBOS
		(i) Boys	101.16%	111.06%	EMIS, UBOS
		(ii) Girls	100.39%	108.81%	EMIS, UBOS
		(iii) Rural	82.42%	88.77%	EMIS, UBOS
		(iv) Peri-Urban	11.24	13.11	EMIS, UBOS
		(v) Urban	6.50%	7.74%	EMIS, UBOS
2.	Secondary	(a) Total Enrolment
		(i) Boys	683,609	383,652	EMIS
		(ii) Girls	374,659	313,855	EMIS
3.	SNE/CGC	(a) Total Enrolment
		Primary Level	247,953	218,380	EMIS
		(i) Males	133,487	117,002	EMIS
		(ii) Females	114,466	101,378	EMIS
		Secondary Level	10,699	10,893	EMIS
		(i) Males	5,697	5,737	EMIS
		(ii) Females	5,002	5,156	EMIS
1.	Primary	QUALITY AND EFFICIENCY
		(a) Pupil –Teacher Ratio	52	50	EMIS
		(i) Rural	56	53	EMIS
		(ii) Peri-Urban	42	41	EMIS
		(iii) Urban	40	39	EMIS
		(b) Text-book – Pupil Ratio	0.93	0.63	EMIS
		(i) Rural	0.96	0.64	EMIS
		(ii) Peri-Urban	0.65	0.57	EMIS
		(iii) Urban	0.77	0.58	EMIS
		(c) Pupil – Classroom Ratio	87	78.8	EMIS
		(i) Rural	93.66	84.63	EMIS
		(ii) Peri-Urban	65.8	61.65	EMIS
		(iii) Urban	59.83	57.52	EMIS
2.	Secondary	(a) Student– Teacher Ratio	18	19	EMIS
		(i) Rural	17	18	EMIS
		(ii) Peri-Urban	17	18	EMIS
		(iii) Urban	19	20	EMIS
		(b) Student– Text-book Ratio	1.16	0.82	EMIS
		(i) Rural	1.08	0.81	EMIS
		(ii) Peri-Urban	1.16	0.80	EMIS
		(iii) Urban	1.35	0.84	EMIS
		(c) Student– Classroom Ratio	51	48.3	EMIS
		(i) Rural	49.32	47.14	EMIS
		(ii) Peri-Urban	49.24	46.61	EMIS
		(iii) Urban	56.34	54.09	EMIS

Source: EMIS, 2005.

foreword

In pursuit of the cardinal goals of strengthening overall policy formulation, planning and resource allocation, the Education Sector adopted the SWAp process as a means of increasing the effectiveness and enhancing the management and coordination of sector activities. This policy shift gave birth to the Education Sector Review (ESR) process, as an inbuilt self-corrective provision.

Since 1999, the ESR has contributed to the enhancement of collective and coordinated multi stakeholder participation in policy dialogue, planning, management and monitoring Education Sector activities. It has also enhanced the ministry’s capacity for oversight management and quality assurance.

As an entry point therefore, the Ministry of Education and Sports regularly produces commentaries about its own performance ratings, not just because of the feedback imperative, but also to define the direction and scope of the ESR. The ESAPR 2005 is one such end product of a stocktaking process in the sector. It gauges the progress made and the challenges encountered by the Ministry during the previous financial year in its bid to achieve the overarching goal of enhancing access, equity, quality and efficiency in education as articulated in the PEAP, ESSP, EFA and MDGs.

This report sets the agenda and feeds into the Education Sector Review (ESR) process, which is a potent forum for brainstorming, information sharing, data validation and harmonisation of the diverse stakeholders viewpoints. It is the outputs of the ESR that are used to benchmark and fine tune subsequent education sector work plans and activities. This is what makes the ESAPR and ESR defacto roadmaps for corrective action and/or for consolidation of the gains so far made in the sector.

The value-addition function of the ESAPR and ESR becomes more apparent when and where it is appreciated, the success of education sector programmes is contingent on reflective monitoring and understanding of input-output relationships and how these impact on the configuration of the education sector policies and actions. Since educational policy formulation is an on-going process, the regular preparation of ESAPR becomes indispensable.

To this end, I would like to present to you the ESAPR 2005 and welcome positive and constructive comments from all the stakeholders on how best to tap into the synergies from the ESAPR and ESR processes. I also take this opportunity to welcome all stakeholders to the 12^th ESR.

Finally, I commend all the senior officials and technical staff in the MoES for their dedication and professionalism exhibited during the implementation of sector policies, programmes and activities during the period under review and I thank them for compiling this ESAPR.

Hon. Geraldine Namirembe Bitamazire (MP)

Minister of Education and Sports

October 2005

THE STRUCTURE OF THE REPORT

The Education Sector Annual Performance Report (ESAPR 2005), tracks progress made and the challenges encountered in a bid to achieve the overarching education sector goals of enhancing access, equity, quality and efficiency during the FY 2004/05. This will be used to inform the 12^th ESR.

The report is broadly structured into six component parts viz;

The Executive Summary gives an overview of the entire report.

Chapter One provides background information about the 12^th ESR. It highlights the purpose, theme, methodology and expected outputs of the review process.

Chapter Two summarises the overall budget performance for FY 2004/05 sub-sectoral budgetary allocations, actual budget releases and budget outturns.

Chapter Three constitutes the main body of the ESAPR 2005. It contains an evaluation of the progress made by various sub-sectors towards the realisation of the overall sector goals of access, equity, quality and efficiency. In addition, this chapter reflects cumulative progress made towards national targets for Education For All (EFA), achieving the Millennium Development Goals (MDGs); and H.E the President’s 2001 Manifesto.

Chapter Four gives a succinct summary of the lessons learnt and the conclusions reached. It also presents policy suggestions for the way forward.

Finally, relevant technical annexes that provide in-depth information have been attached to facilitate cross-referencing.

EXECUTIVE SUMMARY

1.0 Background

This is the second in a series of ESAPRs that have since October 2004 marked a shift from the predominantly process-focussed bi-annual ESSMRs to a more results-oriented yearly performance appraisals. This particular ESAPR II is an end product of a stocktaking process conducted against the backdrop of the educational access, equity, quality and efficiency targets and undertakings as agreed during the November 2004 ESR. It is, in turn, going to feed into the forthcoming 12^th ESR slated for November 2005.

2.0 FY 2004/05 Budget

On the whole, the budgetary resource allocations during the review period, were in tandem with the high premium given to education in the PEAP; the sub-sectoral prioritisation and the focus on the overall sector goals of access, equity, quality and efficiency as articulated in the ESSP, EFA and MDGs. The key manifestations of the FY 2004/05 budget compliance with these concerns include:

§ a 5.6% increment of the total approved budget for the education sector from Ushs. 587.31 bn in FY 2003/04 to Ushs. 619.93 bn (direct donor project support of ushs 64.41 bn inclusive) in FY 2004/05;

§ fulfilment of the required undertaking of 31% since the FY 2004/05. The total approved education recurrent budget constituted 30.9% of the total government discretionary recurrent budget.

§ continued prioritisation of the primary education sub-sector as it received 66.1% of the total education sector budget. The overall sub-sector budgetary shares are as depicted in Figure (a) below:

Figure (a): Educational sub-sector budgetary allocations, 2004/05 FY

Source: EPD ( MoES), Oct 2005

3.0 FY 2004/05 Budget Releases

§ An overall release performance of 98.7% was realised during the reporting period since Ushs 575.85 bn out of the approved Ushs. 583.21bn was disbursed.

§ The release performance of the total development budget (net of the direct donor project funding) averaged 95.4% of the approved appropriation of Ushs. 95.08bn.

§ On the other hand, the recurrent budget recorded an impressive release performance of 99.4% since shs. 485.16bn was released against the approved budget of shs, 488.13bn.

4.0 Progress in meeting the access, equity, quality and efficiency objectives

4.1 Enhancing Access

(a) Pre-primary and primary education:

The initiatives undertaken during the 2004/05 plan period include:

(i) the licensing of 73 and 147 pre-primary and primary schools, respectively;

(ii) the registration of 43 and 103 pre-primary and primary schools, respectively;

(iii) the grant-aiding of 1240 community primary schools; and,

(iv) the distribution of 110,127 pieces of furniture to 375 primary schools in the districts of Sembabule, Katakwi, Mbale, Iganga, Nakapiripirit, Yumbe, Nebbi, Mbarara, Hoima and Kasese.

These initiatives have contributed towards the improvement in the NER from 86.7% in 2003 to 88.7% in 2004. Paradoxically, however, new enrolments in P.1 for the government-aided primary schools declined from 1,618,423 in 2003 to 1,594,055 in 2004. Cumulatively, the GER too declined from 127% in 2003 to 124% in 2004. This is attributed to the incomplete returns of the Annual School Census (only 92% of the government aided primary schools returned ASC forms in 2005). Similarly, the enrolment in the pre-primary sub-sector decreased from 64,484 in 2003 to 41,775 in 2004.

(b) Secondary school education:

(i) 166 private secondary schools were licensed;

(ii) 54 secondary schools were registered;

(iii) 4 seed secondary schools were completed in the districts of Kisoro, Mbarara, Masaka and Adjumani; and

(iv) 5,432 needy but bright students benefited from the bursary scheme in 2004 as compared to the 3,840 beneficiaries in 2003.

These interventions increased the total secondary school enrolment from 683,609 in 2003 to 697,507 students in 2004. The GER also rose from 18% in 2003 to 21% in 2004.

(c) For BTVET, there were two major contributory factors to the exponential growth in enrolment from 14,077 students in 2000 to 26,313 students in 2004 namely:

(i) the lowering of the minimum entry requirements to the Registered Comprehensive Nursing Course from the Credit grade to the ordinary pass level; and,

(ii) the increased availability of funds following the rise in the budget share of the sub-sector from 3.8% in 2003/04 to 4% in 2004/05.

(d) For Special Needs Education, there was a notable decline in the enrolment of primary school from 247,953 (133,487 boys versus 114,466 girls) in 2003 to 218,380 (117,002 boys versus 101,378 girls) in 2004. At the secondary school level however, the enrolment of students with special learning needs rose from 10,649 (5,697 males and 5,002 females) in 2003 to 10,893 (5,737 males and 5,156 females) in 2004.

(e) With regard to Teacher Education, there was a modest increase in enrolment to PTCs from 16,239 pre-service teacher trainees in 2003/04 to 16,783 trainees in 2004/05. In contrast, NTC enrolment dropped from 8,309 in 2003/04 to 7,653 in 2004/05.

(f) With regard to Higher Education,

(i) 4 Universities of Kabale, Kumi, Mountains of the moon and African Bible College were licensed by the National Council for Higher Education, bringing the total number of licensed private universities to 14.

(ii) Government also recast its sponsorship and admissions policies in the public universities with a view to promoting increased access to science and technology education.

These measures have augmented enrolment to higher education from 88,330 (65,212 at the universities and 23,118 at the other tertiary institutions) in 2003 to 108,295 (67,938 at the Universities and 40,357 at the other tertiary institutions) in 2004.

4.2 Redressing gender, regional and social group-related inequalities in education.

(a) Within primary education, measures undertaken during the period under review include:

(i) Construction of six BEUPA learning centres at Nabul