About the Directorate
The functions of DES are derived from the Education Act 2008
a) To set, define and review standards in education practice and provision through planned series of inspections;
b) To assess the achievement of standards and to evaluate the effectiveness of education programs of institutions and agencies throughout Uganda;
c)To develop systematic approaches to inspection and evaluation, and to encourage evaluation and self-evaluation systems using appropriate quality indicators, within the education service;
d) To provide and disseminate regular inspection and monitoring reports on the quality of education at all levels;
e) To develop the use the reports as a mechanism to provide support for and dissemination of good practice, and thus to improve the quality of practice in the education service as a whole, and in particular aspects;
f) To provide independent expert comment and advice on educational provision and practice at all levels of education; and
g) To give advice to the Minister on such matters relate to quality control in education.
The Directorate of Education Standards is headed by a Director, who is assisted by four (4) Commissioners based at the Head office at Kyambogo each heading the four (4) departments below:
(i) Primary and Pre-Primary Education Standards,
(ii) Secondary Education Standards,
(iii) Teacher Education Standards, and
(iv) Business, Technical, Vocational Education and Training (BTVET) Education Standards.
At Regional level, there are 4 Assistant Commissioners each in charge of a Region deputized by Principal Inspectors of Schools. Each Region has 12 Senior Inspectors who are subject specialists for Inspection of Secondary Schools and those for Special needs Education, Guidance and Counselling, Music Dance and Drama and BTVET hence a total of 48 senior Subject Inspectors.
| Music Dance & Drama |
| Pre-Primary and Primary Standards |
| ICT |
| Biology/Chemistry |
| Mathematics & Economics |
| Hist |
| Economics |
| Physics / Mathematics |
| Kiswahili |
| Chem/Mathematics |
| Biol/ Geography |
| Econ /Geography |
| Kiswahili |
| Physical Education |
| Economics/Entrepreneurship |
| Geography/RE |
| Mathematics/ ICT |
| English language/ Literature |
| Mathematics/Geography |
| Home Economics |
| Guidance & Counselling |
| History/RS |
| BTVET (Business/Entrepreneurship) |
| Special Needs Education |
| Kiswahili/French |
| Fine Art |
| Chemistry/Physics |
| Physics/Mathematics |
| Agriculture |
1. Quality improvement in the delivery of education services and training through periodic inspection reports.
2. Support for and encouragement of good practice in the education system provided.
3. Quality indicators to ensure consistence of inspection and reporting as a basis for national education targets, performance standards and policy review/development established.
4. The Ministry leadership, Education Service Commission and other relevant stakeholders advised to apply immediate sanctions where there are serious digressions of expected standards and provisions.
5. Working and collaboration linkages with the relevant International and National bodies such as Uganda National Examinations Board (UNEB), National Curriculum Development Centre (NCDC), Education Service Commission (ESC), and National Council for Higher Education (NCHE) and other sister institutions established and sustained.
6. Curriculum implementation, use of instructional materials, assessment tools and systems monitored, evaluated and areas of improvement recommended.
7. The impact of national education policies, strategies and programs on the delivery of education services and training assessed.
1. Schools and institutions inspected and inspection reports submitted and disseminated to key stake holders for action.
2. Good practices reported and disseminated to improve the quality of practice in the education service.
3. Standards developed or reviewed to ensure consistence with International and national targets and obligations.
4. Stakeholders advised to apply immediate sanctions where there are serious digressions of expected standards or provisions.
5. Collaboration and linkages with the relevant International and National bodies in the provision of education and standards sustained.
6. Curriculum implementation monitored and support provided to ensure proper implementation according to the guidelines and areas of improvement recommended.
7. Reports on the impact of national educational policies, strategies and programs and recommendations given.
8. Training, mentoring and capacity building of Education Managers related to school improvement.
9. Systematic approaches to inspection and evaluation through innovations.
10. Independent expert comment and advice on educational provision and practice given on such matters related to quality control in education.
· Provides leadership and co-ordinates all Inspectorate work and ensure preparation and delivery of forward programme,
· Advise on all professional educational matters,
· Responsible for ensuring that standard for educational institutions are developed, implemented, monitored and evaluated, and regularly updated.
· Ensure that DES meets its targets for inspectors
· Accountable and responsible for the management and financial planning of the for DES,
· Ensures effective systems for collating input from Regional Offices to provide national reports on quality and standards in each sub-sector of education and on all aspects of education,
· Maintaining professional links with appropriate Ministries and with government bodies such as: NCDC, UNEB, ESC, ULAA & NCHE.
· Guide in the development of a professional development system for the DES and the Inspectorate system.
· Promote quality improvement in Education Service Delivery through periodic inspection;
· Responsible for the day to-day management of the Directorate’s business.
· Propose and implement strategic and business plans;
· Ensure the implementation of policies, objectives and ensuring that targets and service standards are achieved;
· Ensure that effective systems of quality control operate to monitor the effectiveness of the Directorate’s inspection procedures and practices;
· Establish and sustain working linkages with the relevant International and National Bodies such as UNEB, NCDC, ESC, NCHE, etc;
· Advise the Ministry leadership to apply immediate sanctions where there are serious digression of expected standards or provisions in collaboration with Education Service Commission and other stakeholders;
· Assess the impact of national education policies, strategies and programmes on the delivery of quality education at the levels in the Country;
· Give advice to the Minister on such matters related to quality control in education.
Teacher Education Standards
· Head the teacher Education Inspection
· Advice the Director on all matters relating to Teacher Education Standards
· To coordinate work plans and programmes of the department
· To prepare Teacher Education Section Annual Budgetary proposals and estimates
· To compile Annual reports for the department including the completion of staff appraisals on
· To advice the Commissioner TEDT on matters relating to information on confirmation of teachers and general conditions of service
· To liaise with Education Planning in Implementing Education reforms
· To liaise with various associations within the field
· To coordinate all teacher Education academic and professional matters in both pre-service and in-service
· To liaise with teachers’ associations in planning refresher and in service
· To be responsible for maintenance and improvement of standards in both teachers’ colleges and demonstration schools
· To monitor the Teachers Education Standards
· To monitor the implementation of policies relating to subject taught in the subsector and the related research
· To plan for activities related to instruction materials
· Monitors, inspects and evaluates the status of instructional materials
· Promote quality improvement in education service delivery through periodic inspection reports at regional level
· Provide support for and encouragement of good practice in the education service in the region
· Ensure consistence of inspection and reporting as a basis of national education targets, performance standards and policy review or development
· Prepare reports to the Director Education Standards and key stakeholders where there is serious digression of expected standards
· Monitor and evaluate curriculum implementation, use of instructional materials, assessment tools and systems in the region and recommend areas of improvement in Education and training
· Assess the impact of national education policies, strategies and programmes on the delivery of quality at all levels in the Region
- Develop subsector /subject specific indicators to ensure consistence of inspection and reporting as a basis for national education standards
- Implement immediate sanctions where there is serious digression of expected standards in collaboration with other stake holders in the region
- Monitor and evaluate curriculum implementation, use of instructional materials, assessment tools and systems and recommend areas of improvement in the region
- Carry out surveys on national education policies, strategies and programmes on education standards in the countries
- Carry out inspections to ensure adherence to establish rules, regulations and standards by private schools and institutions in the region
- Prepare and submit technical reports in respect of education standards to the relevant authorities at regional level
- Senior inspectors have subject responsibility for secondary school inspectors and BTVET Institutional Inspections
- Monitoring activities which are focused on confirming that districts are planning, carrying out and reporting on a programme of school inspection
Information Systems
Teacher Effectiveness and Learner Achievement (TELA) System
(Transforming Education Monitoring Through Digital Innovation)
Overview
The Teacher Effectiveness and Learner Achievement (TELA) System is a digital education monitoring platform implemented by the Ministry of Education and Sports (MoES) through the Directorate of Education Standards (DES) to revolutionize the way education performance data is collected, analyzed, and utilized across Uganda.
TELA leverages digital technology to provide real-time visibility into teacher and learner attendance, instructional time utilization (Time on Task), and school supervision, enabling education officials at all levels to make timely, evidence-based decisions that enhance the quality of teaching and learning.
By replacing manual reporting processes with a centralized digital platform, TELA strengthens accountability, improves transparency, and supports the Ministry’s commitment to delivering quality education services to all learners.
System URL: https://telaschool.org
Why TELA Matters
Quality education depends on effective teaching, regular learner participation, and strong school supervision. TELA provides the tools needed to monitor these critical areas and ensure that:
- Teachers are present, punctual, and effectively delivering lessons.
- Learners actively participate in the learning process.
- Instructional time is protected and utilized effectively.
- School leadership and management structures are empowered to improve performance.
- Education stakeholders have access to accurate and timely information for decision-making.
Key Objectives of TELA
TELA is designed to strengthen education service delivery through:
1. Strengthening the Role of the Headteacher as the First Inspector
TELA empowers headteachers to take a more active role in monitoring and improving school performance by enabling them to:
- Monitor teacher attendance and punctuality.
- Track teacher presence and engagement throughout the school day.
- Monitor effective utilization of instructional time (Time on Task).
- Identify attendance and performance gaps requiring intervention.
2. Strengthening School Governance and Supervision
TELA supports School Management Committees (SMCs) and Boards of Governors (BoGs) in fulfilling their oversight responsibilities by:
- Digitally recording supervision activities.
- Monitoring implementation of school improvement actions.
- Enhancing accountability among school leadership and staff.
3. Supporting Data-Driven Decision Making
TELA provides reliable, real-time education data to support:
- Planning and resource allocation.
- Performance monitoring.
- Policy formulation.
- Targeted interventions to improve teaching and learning outcomes.
Key Features of the TELA System
1. Teacher Attendance Monitoring
TELA digitally captures teacher clock-in and clock-out records, providing accurate attendance information at:
- School level
- District level
- Sub-regional level
- National level
This enables education managers to identify attendance trends and promote teacher accountability.
2. Time on Task Monitoring
TELA monitors effective use of instructional time by comparing:
- Scheduled lessons in the timetable
- Lessons actually delivered by teachers
This helps ensure that learners receive the required instructional hours and supports improved classroom delivery.
3. Learner Attendance Monitoring
The system captures learner attendance headcounts to:
- Monitor learner participation trends.
- Identify absenteeism patterns.
- Support targeted strategies to improve learner retention and engagement.
4. Digital School Supervision and SMC Monitoring
TELA provides pre-inspection data that helps inspectors using E-Inspection system to digitize school supervision processes by enabling recording, tracking, and analysis of:
- School inspection activities.
- Headteacher and teacher supervision.
- SMC and Board of Governors engagements.
5. Digital Reporting and Analytics
TELA provides powerful dashboards and analytical reports that allow education managers to:
- Monitor performance trends.
- Compare performance across schools and regions.
- Make informed decisions based on accurate data.
TELA System Components
TELA Mobile Application
The mobile application is used by authorized school users to:
- Capture teacher attendance.
- Manage and submit timetables.
- Record learner attendance.
- Capture supervision activities.
- Synchronize education data in real time.
TELA Web Platform
The web platform provides centralized access to:
- Dashboards.
- Analytics.
- Performance reports.
- Education monitoring information.
It serves stakeholders including:
- Ministry officials.
- District education officers.
- Inspectors.
- School administrators.
TELA Achievements and Impact
Since implementation, TELA has achieved significant milestones in strengthening education monitoring across Uganda:
Nationwide Digital Coverage
Over 14,000 government schools and institutions enrolled
(Primary schools, Secondary schools, and Certificate Awarding Institutions)
Over 212,000 teachers registered on the platform
Over 10,500 schools actively using TELA on a daily basis
Improved Teacher Accountability
Over 93,000 teachers actively using digital clock-in and clock-out services
Improved visibility of teacher attendance patterns across education levels
Enhanced tracking and supervision of teacher presence and instructional activities
Digital Transformation of Education Monitoring
12,006 TELA mobile devices distributed to government schools and institutions
Timetables digitized and uploaded onto the system
Schools successfully mapped through digital geolocation (Geomapping)
Reduced dependence on manual reporting processes
Enhanced Decision Support
Developed over 72 digital reports supporting analysis and decision-making at:
- School level
- District level
- Sub-regional level
- National level
Introduced intuitive dashboards for education managers and decision-makers
Improved access to timely education performance information
Capacity Building and Adoption
Headteachers, teachers, and education stakeholders trained on effective use of the system
Teachers and school administrators empowered to independently operate TELA devices and applications
TELA Reports and Analytics
TELA generates over 72 reports covering key education performance areas, including:
1. Teacher Time Attendance Reports
Monitoring teacher presence, punctuality, and attendance trends.
2. Learner Attendance Reports
Tracking learner participation through daily attendance headcounts.
3. Time on Task Reports
Monitoring timetable implementation and actual lesson delivery.
4. School Supervision Reports
Tracking inspection activities, supervision visits, and SMC/BoG engagements.
All reports are available at multiple levels (School, District and National Levels)
The Future of Teacher Effectiveness & Learner Attendance
TELA represents the Ministry of Education and Sports’ commitment to harnessing technology to improve education quality, strengthen accountability, and ensure that every learner benefits from effective teaching and improved school management.
Through digital transformation, TELA is helping build a more transparent, efficient, and data-driven education system for Uganda’s future.
Teacher Effectiveness and Learner Achievement (TELA) System — Empowering Education Through Data, Technology, and Accountability.
E-Inspection System
The E-Inspection System is a digital school inspection platform developed by the Ministry of Education and Sports to strengthen the monitoring, supervision, and quality assurance of education institutions across Uganda. The system enables inspectors and assessors to conduct school inspections using GPS-enabled tablets that operate both online and offline.
The platform digitizes inspection tools, allowing inspectors to capture inspection findings in real time together with supporting evidence such as photographs, geolocation, electronic signatures, and observations. The system supports inspections of Government and Private Primary Schools, Secondary Schools, Technical and Vocational Education and Training (TVET) institutions, and Teacher Training Institutions (TTIs).
A web-based application complements the mobile platform by providing automated reports, analytics, and interactive dashboards at school, district, regional, and national levels. These dashboards provide timely information to education managers, enabling evidence-based planning, policy formulation, and decision-making aimed at improving the quality and standards of education.
Rationale for the E-Inspection System
The E-Inspection System was introduced to address long-standing challenges associated with manual school inspection processes, including:
- Limited verification of school visits: There was no reliable mechanism to confirm that inspections had been conducted at the reported locations.
- Inefficient use of inspection time: The duration spent conducting inspections often did not meet the recommended standards.
- Manual and paper-based processes: Heavy reliance on paper records resulted in inefficiencies, delayed reporting, increased risk of data loss, and limited integration with other education systems such as the Education Management Information System (EMIS).
- Lack of standardized inspection tools: Different Local Governments used varying inspection instruments, making it difficult to produce consistent national reports and compare education performance across districts.
- Weak inspection data management: There was no centralized mechanism for collecting, storing, managing, and retrieving inspection data.
- Delayed submission of inspection reports: Inspection findings often reached the Directorate and other stakeholders late, delaying corrective actions and reducing the effectiveness of school inspections.
Key Achievements
Since its implementation, the E-Inspection System has significantly strengthened education quality assurance through the following achievements:
- Standardized digital inspection tools: All districts now conduct school inspections using a common set of digitized inspection instruments, ensuring consistency and comparability of inspection results nationwide.
- Improved monitoring of inspection activities: GPS-enabled geolocation confirms inspection visits and provides accurate information on where and when inspections are conducted.
- Standardized reporting: The system automatically generates uniform reports at school, district, sub-regional, regional, and national levels, improving reporting quality and consistency.
- Real-time dashboards and analytics: Education managers can access up-to-date dashboards and trend analyses that support timely monitoring and evidence-based decision-making.
- Enhanced trend analysis: Historical inspection data enables the Ministry to monitor performance over time, identify emerging challenges, and evaluate the impact of interventions.
- Centralized inspection data management: Inspection records are securely stored in a central repository, allowing easy retrieval, analysis, and long-term preservation of data.
- Evidence-based policy and planning: Data generated through the system has informed the development of Standard Operating Procedures (SOPs) for inspectors, revisions to inspection guidelines and Business Process Manuals (BPMs), and improvements in inspection planning, including scheduled inspections.
- Improved inspector capacity: Continuous training has strengthened inspectors' digital competencies, leading to increased adoption and effective use of electronic inspection tools across the country.
- Improved accountability and transparency: Digital evidence, including photographs, geolocation, timestamps, and electronic signatures, enhances the credibility and integrity of inspection findings.
- Faster reporting and follow-up: Electronic submission of inspection reports has reduced reporting delays, enabling quicker implementation of recommendations and more effective follow-up by education managers.
The E-Inspection System continues to support the Ministry's commitment to improving education quality through timely, reliable, and evidence-based school inspection and monitoring.
Accessing the E-Inspection System
The E-Inspection System is accessible through a secure web portal for authorized users.
System URL:
https://education-iis.go.ug
The platform provides secure access to the E-Inspection web application, where authorized users can:
- View and manage school inspection reports.
- Access real-time dashboards and analytics.
- Monitor inspection progress at school, district, regional, and national levels.
- Review inspection findings and recommendations.
- Manage users and system administration based on assigned roles and permissions.
Access to the system is restricted to authorized Ministry officials, inspectors, education managers, and other approved stakeholders through secure user authentication.