Objectives

THE

PROJECT DEVELOPMENT OBJECTIVE

The Project Development Objective was to support the Government in improving teacher and school effectiveness in the public primary education system. This has been implemented through:

Component 1 (Effective Teachers):

Improving teacher quality and performance with specific reference to instructional practices for early grade reading use of instructional materials in teaching, and presence in school.

Component 2 (Effective Schools):

Improving the school environment in the form of enhanced school management, accountability, and learning conditions including school facilities (classrooms, offices, water and sanitation facilities, teacher housing).

Component 3 (Technical Assistance & capacity building):

Financing advisory, technical, monitoring & evaluation, implementation & capacity-building support on the level of the education system.

Under the institutional arrangement of the project, the Local Education Group has overseen the implementation of the Project. UNICEF has been the Coordinating Agent, World Bank the Grant Agent and Ministry of Education and Sports the Implementing entity. At national level, the project was mainstreamed in the Ministry with the Department of Education Planning was charged with the overall coordination of the project implementation, working together with Basic Education (BE)& Teacher Instructor Education and Training (TIET) Departments, the Directorate of Education Standards (DES), the Uganda National Examination Board (UNEB), the National Curriculum Development Centre (NCDC), Instructional Materials Unit (IMU) and Construction Management Unit (CMU). The District Local Governments have been charged with implementation of the construction subcomponent under component 2; while school management took charge of ensuring the instructional practices improve at the school level consistent with training programs that have been provided to teachers and school management teams.

Overall, UTSEP has been implemented across 120 districts of Uganda. Textbooks were distributed across all these districts, while teaching of the Early Grade reading Methodology was scaled up in 29 of the worst performing districts. Training in Early Childhood Care Education was executed in 50 districts, leadership training for School Administrators in 26 districts, revamp of school facilities done in 33 districts and the electronic inspection system piloted in 46 districts.

TOP