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This Page replicates the Ministry's fact booklet which is an annual output of Education Management information system (EMIS) cycle. The fact booklet provides key


Education is a key factor to national development. In case of Uganda, it is the Ministry of Education and Sports (MoES) that is charged with the responsibility of providing high quality education in the country at the lowest affordable cost and accessible by all.  Besides, the current education system has been structured to benefit all Ugandans with basic skills and attitudes to enable them exploit their surroundings for national and self-development in terms of health, nutrition, environment, politics, beliefs, etc.

The education structure currently includes the following sub-sectors:

  • Pre-primary
  • Primary
  • Secondary
  • Post primary / BTVET
  • Tertiary
  • Non-formal

The MoES being the overall coordinator, formulator, and implementer of education policies, attaches a big importance to availability of accurate, timely, and reliable information for informed decision-making, planning, monitoring, and evaluation of progress according to set goals and objectives.

It is against that background that MoES conducts a school census every year to obtain and update information on all education sub-sectors, which it analyses and disseminates to all stakeholders.  In addition, termly school registers have also been instituted to facilitate in frequent updates of pupil and teacher daily attendances, absentees and dropouts.

The key data collected (at school level) includes school particulars, enrollments, attendance and dropout rates, inter-school transfers (teachers and pupils/students), classrooms, instructional materials, income and expenditure.

In terms of data analysis, the data items above are stored in a format and structure that permit aggregating/dis-aggregating information at all the current administrative levels within Uganda's decentralization policy framework i.e. national, district, county/municipal, sub-county/division, and parish/ward.

Purpose of the Fact Booklet

The main reason why the MoES annually conducts a school census is to update, analyze, and disseminate education sector information.

Being aware of the fact that information delayed is of very little value, and given the fact that a school census cycle (i.e. from the point school census data is collected to when it is fully processed and published) is a long one (approximately 10 months), with effect from 2000 MoES embarked on a dissemination strategy with three key publications i.e. a fact file, fact booklet, and a full abstract.


The fact file is a two-page document summarizing all the key information and is published as soon as school census data entry is completed.


The fact booklet, small enough to fit in a pocket is published next and provides an in-depth analysis (including trends). Its main purpose is to communicate and explain to stakeholders, relationships and trend of events within the education sector.

Full Abstract

On the other hand, a full abstract is published last and it is designed to furnish stakeholders with data/information for own analysis.

Trend Analysis Report

Just like the fact booklet, the trend analysis report gives an in-depth analysis of data from all variables captured in the questionnaire on a multi-year data approach Annual Report
This document is based on single year data cross-section covering all variables captured in the questionnaire.

Education in Uganda


The majority of literate Ugandans go through two basic levels of education i.e. primary and secondary schools and very few make progress to university and other tertiary institutions. For the period 1986-2004, enrollment in primary schools rose from 2,203,824 to 7,377,292 and 123,479 to 697,507 in secondary schools. Out of these students, some Ugandans had a chance to attain pre-primary (pre-school) education from 59,829(795 schools) in 2001 to 64,484 pupils in 2003(893 schools).

However, due to low response rates in the annual school census 2004, only pupils were registered from 538 schools. The gap between primary and secondary school enrollments is very big, an indication that most Ugandans stop at primary level of education since very few join post-primary institutions. For example, in 2004 only 32,047 were enrolled in post-primary institutions compared to 7,377,292 and 697,507 enrolled in primary and secondary schools respectively.

The gap widened much further when UPE was introduced in 1997. Given that UPE program has been in place for eight (8) years, it is a big challenge for the government and other stakeholders to manage the UPE thrust for the beneficiaries to continue to secondary and post-primary institutions in 2004 and beyond.


Fact Sheet 2015

Fact Sheet 2015

August 15, 2019

July 14, 2019
Fact Sheet 2012 final

July 14, 2019
Fact Sheet 2002-2013

July 14, 2019