15 years of the white paper: is it still relevant?
IT is 17 years since the Education White Paper was adopted as the official guide on the planning and running of education policies in the country. However, over time the country’s national needs and priorities have changed in light of increased enrollm
By Arthur Baguma
IT is 17 years since the Education White Paper was adopted as the official guide on the planning and running of education policies in the country. However, over time the country’s national needs and priorities have changed in light of increased enrollments against limited resources.
According to analysts, this calls for a radical shift from the status quo to meet the current education challenges.
Education experts argue that the education White Paper is out of touch with realities of the education terrain in the country. They advise that the paper should be cleaned up and some recommendations discarded.
Professor Senteza Kajubi, the architect of the Education White Paper asserts: “At this point in time, we should pause and ask, how we can lessen the importance of examinations in the education system so that admission of students is based on several attributes including continuous assessment of pupils in school.â€
Kajubi says recommendations in the paper should emphasise continuous assessment in schools as part of final examinations of pupils at the national level.
“UNEB should examine students out of 70% and schools should asses other attributes of the pupils and grade them out of 30%.
Otherwise, because it is entirely UNEB, which determines the final destiny–all schools only teach to pass exams,†Prof. Kajubi, a veteran education specialist warns.
Fagil Mandy, an education expert and a former commissioner in the Ministry of Education, echoes the same thought.
“Doing tests and passing papers is the only examinable factor that is given priority,†Mandy observes.
Despite calls to scrap it, the Education White Paper continues to be the supreme reference for education planning in the country.
It aims at promoting moral, ethical and spiritual values; to promote scientific, technical and cultural knowledge, skills and attitudes; to eradicate illiteracy and equip individuals with basic skills. It’s ultimate goal is to contribute to the building of an integrated, self-sustaining and independent national economy.
Connie Kateba, the Director National Curriculum Development Centre (NCDC), says a review is necessary at this point in time.
“We should carry out a review to determine what has been implemented, what needs to be implemented and how it can be implemented,†he says.
Kateba, however, notes that some of the recommendations in the paper are still credible but need to be beefed up.
Key recommendations in the White Paper still under review
A critical analysis of the report on the White Paper shows that many of the key recommendations were implemented over the last 15 years. There were no tuition fees charged for up to P4 from 1991 onwards.
It also recommended that from 1995 onwards, there should be no tuition for P5 to P6. It suggested the use of the mother tongue as a medium of instruction.
There was the teaching of a Ugandan language from P5, introduction of pre-vocational subjects from P5 and location of schools being within a walking distance of four kilometers.
Half of the cost of instructional materials was to be borne by parents and the training of teachers through distance education. Many of these recommendations have been made.
Access to primary education grew by 2.4% from 7.3 million in 2007 to 7.53 million last year, while secondary school enrollment went up by almost 17.2% from 814,328 to 954,328 over the same period.
To consolidate the gains of UPE, the Education Act 2008, which makes primary education compulsory, was enforced vigorously.
Vocational training
The report recommended introduction of advanced crafts courses in technical institutes and technicians training in technical colleges.
Others include:
Strengthening the teaching of science and mathematics in technical institutes
Establishing regional polytechnics and upgrading Masaka Technical Institute into a technical college. Increasing opportunities of further education for students pursuing technical / vocational courses.
Establishment of a school equipment production centre. This has also been largely implemented.
Management and administration
It called for an additional salary increase of 40% to teachers.
Housing and extra work load allowances to teachers. This recommendation still remains a contentious issue because teachers still decry little pay and poor working conditions.
However, over the years, the salary of primary school teachers has greatly improved though not enough to accord them a decent standard of living.
The paper also recommended that since the country has less resources, O’level should take three years instead of four and increase primary education to eight years.
However, these have not been implemented. Another key recommendation under review, is the need for a student loan’s scheme.
IT is 17 years since the Education White Paper was adopted as the official guide on the planning and running of education policies in the country. However, over time the country’s national needs and priorities have changed in light of increased enrollments against limited resources.
According to analysts, this calls for a radical shift from the status quo to meet the current education challenges.
Education experts argue that the education White Paper is out of touch with realities of the education terrain in the country. They advise that the paper should be cleaned up and some recommendations discarded.
Professor Senteza Kajubi, the architect of the Education White Paper asserts: “At this point in time, we should pause and ask, how we can lessen the importance of examinations in the education system so that admission of students is based on several attributes including continuous assessment of pupils in school.â€
Kajubi says recommendations in the paper should emphasise continuous assessment in schools as part of final examinations of pupils at the national level.
“UNEB should examine students out of 70% and schools should asses other attributes of the pupils and grade them out of 30%.
Otherwise, because it is entirely UNEB, which determines the final destiny–all schools only teach to pass exams,†Prof. Kajubi, a veteran education specialist warns.
Fagil Mandy, an education expert and a former commissioner in the Ministry of Education, echoes the same thought.
“Doing tests and passing papers is the only examinable factor that is given priority,†Mandy observes.
Despite calls to scrap it, the Education White Paper continues to be the supreme reference for education planning in the country.
It aims at promoting moral, ethical and spiritual values; to promote scientific, technical and cultural knowledge, skills and attitudes; to eradicate illiteracy and equip individuals with basic skills. It’s ultimate goal is to contribute to the building of an integrated, self-sustaining and independent national economy.
Connie Kateba, the Director National Curriculum Development Centre (NCDC), says a review is necessary at this point in time.
“We should carry out a review to determine what has been implemented, what needs to be implemented and how it can be implemented,†he says.
Kateba, however, notes that some of the recommendations in the paper are still credible but need to be beefed up.
Key recommendations in the White Paper still under review
A critical analysis of the report on the White Paper shows that many of the key recommendations were implemented over the last 15 years. There were no tuition fees charged for up to P4 from 1991 onwards.
It also recommended that from 1995 onwards, there should be no tuition for P5 to P6. It suggested the use of the mother tongue as a medium of instruction.
There was the teaching of a Ugandan language from P5, introduction of pre-vocational subjects from P5 and location of schools being within a walking distance of four kilometers.
Half of the cost of instructional materials was to be borne by parents and the training of teachers through distance education. Many of these recommendations have been made.
Access to primary education grew by 2.4% from 7.3 million in 2007 to 7.53 million last year, while secondary school enrollment went up by almost 17.2% from 814,328 to 954,328 over the same period.
To consolidate the gains of UPE, the Education Act 2008, which makes primary education compulsory, was enforced vigorously.
Vocational training
The report recommended introduction of advanced crafts courses in technical institutes and technicians training in technical colleges.
Others include:
Management and administration
However, over the years, the salary of primary school teachers has greatly improved though not enough to accord them a decent standard of living.
The paper also recommended that since the country has less resources, O’level should take three years instead of four and increase primary education to eight years.
However, these have not been implemented. Another key recommendation under review, is the need for a student loan’s scheme.