ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY
DIRECTORATE OF EDUCATION STANDARDS
DRAFT STRATEGIC PLAN 2011-2015
1.
Vision, mission and values
2.
Key Drivers
3.
Responsibilities
4.
(i)
Publicly-funded bodies: national and district contexts
(ii)
Remit of DES
DES Plan 2011-2015
SP1
IMPROVEMENT & ACCOUNTABILITY: INSPECTION and QUALITY ASSURANCE
Providing a systematic and coherent inspection and quality assurance service
SP2
IMPROVEMENT & ACCOUNTABILITY: PARTNERSHIP WORKING
Strengthening impact and adding value through partnership working
SP3
IMPROVEMENT & ACCOUNTABILITY: REPORTING
(a) Reporting on national standards and the quality of education
(b) Providing advice to the education system
(c) Identifying, supporting and disseminating good practice
SP4
IMPROVEMENT & ACCOUNTABILITY: SELF-EVALUATION AND CPD
Developing professional effectiveness and building capacity in the education system
SP5
IMPROVEMENT & ACCOUNTABILITY: INTEGRATION OF DIS WITHIN DES
Strengthening the national and local impact of inspection
5.
Summary Plan 2011-2015
6.
Measures of progress
Appendix 1
DES: established in the 2008 Education Act
Appendix 2
MoES: Education Sector Strategic Plan: Overall Policy Thrusts
Appendix 3
Education for All (EFA) Goals
Appendix 4
Key Functions of the Ministry of Education and Sports
Appendix 5
The Inspection Cycle
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ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY
1.
Vision, mission and values
1.1
The overarching vision of the Directorate of Education Standards is to contribute to
improvements in the learning experiences and achievements of all children, young people and
adult learners in Uganda.
1.2
Within the Ministry of Education and Sport (MoES), the Directorate of Education Standards
(DES) has a significant role in leading, promoting and supporting improvement in education. Our
mission is to provide a rational system of setting, defining and reviewing standards and quality of
education and sports and to monitor the achievement of such standards and quality to ensure
continually improved education and sports in Uganda. The legal requirements and functions of DES
are defined in the Education Act of 2008 (cf Appendix 1).
1.3
We will undertake our mission by systematically monitoring, evaluating and reporting on the
quality and standards of learning, teaching and achievement in educational establishments, drawing
on substantive evidence to promote good practice and support improvements for all learners. Key
elements of our mission include supporting effective implementation of government policy priorities
such as quality education for all (EFA) with a focus on literacy, numeracy and life skills. Within that
context we will promote, support and evaluate the implementation of “The Inspection Cycle” which
provides an overview of all key processes and procedures for inspection activity.
1.4
At all times our professional conduct will meet the highest standards. We will demonstrate
commitment and enthusiasm in performing our duties. We adhere to the following core values
which underpin all aspects of our work: integrity, honesty, objectivity and impartiality. By integrity
we mean that we work to the highest professional and moral standards. By honesty we mean that
we tell the truth and are not open to corruption or pressure from others. By objectivity we mean
that we are fair and are not influenced by personal feelings or prejudices. By impartiality we mean
that we are unbiased and do not favour some people or institutions more than others.
1.5
When putting our values into practice, we always:
 have the best interests of learners as our prime focus;
 promote and support equality and fairness in all our work;
 ensure our inspection evaluations and reports are independent, fair, consistent and timely;
 promote and disseminate good practice;
 interact with all those involved in inspection activity in a purposeful, friendly, compassionate
and professional manner, treating them with courtesy, respect and sensitivity.
Further guidance on our values and expectations of conduct is identified in the Handbook for School
Inspectors (2005) and in the “DES: Code of Conduct for Inspectors” (2011) leaflet.
1.6
Continuous professional development (CPD) is a vital feature of our work. As part of our
commitment to supporting quality improvement in education, ensuring that the needs of children
are well met and providing advice to Ministers, we are committed to continuously developing the
expertise and skills of our colleagues in DES. We are also committed to developing the skills of local
government inspectors, and to promoting self-evaluation throughout the education system.
1.7
We adhere to the MoES policy themes which prioritise access, equity, quality, relevance and
efficiency (cf Appendix 2). These themes, together with the Joint Assessment Framework (JAF)
indicators also provide benchmarks for us to evaluate how well we are achieving our vision, mission
and values.
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ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY
2.
Key Drivers
2.1
The key drivers for the DES Strategic Plan are:





the Government White Paper on Education (1992)& The Constitution of Uganda (1995)
the National Development Plan 2010/11-2014/15;
the Ministry of Education’s Education Sector Strategic Plan (ESSP) 2007-2015;
the Millennium Development Goals (MDGs); and
the Education for All goals (EFA).
2.2
The 1992 Government White Paper on Education is the basis of policy on education. While
some programmes have been revised in the intervening years, the White Paper’s articulation of the
purposes of Uganda’s education system continues to be the supreme guidance for the sector, and
therefore for MoES and DES. The aims of education are to promote citizenship; moral, ethical, and
spiritual values; scientific, technical and cultural knowledge, skills, and attitudes; literacy; and to
equip individuals with basic skills and knowledge - in short, “to contribute to the building of an
integrated, self-sustaining and independent national economy.” In addition, The Constitution of the
Republic of Uganda (1995) highlights educational aims and emphasises the right to education. All
government Ministries and departments share the aim of contributing to sustainable economic
growth. There is also the expectation that MoES, as with all Ministries, will be effective and efficient.
2.3
The National Development Plan 2010/11-2014/15 outlines an ambitious strategy for the
socio-economic transformation of Uganda to a modern and prosperous country within 30 years. Its
ambition is to promote and support major economic growth and wealth creation for the benefit of
the people of Uganda. Education and training feature as high priorities in the National Plan.
2.4
The MoES Strategic Plan is set within that context. The MoES mission statement confirms
the breadth and depth of the Ministry’s responsibilities: “to provide technical support, guide,
coordinate, regulate and promote quality education and training to all persons in Uganda for
national integration, development and individual advancement”. The references to “quality” and
“all” are particularly important for DES. The ESSP (cf Appendix 1 for summary of policy thrusts)
recognises the need to raise standards of literacy, numeracy and life skills, and the current review of
the curriculum seeks to address these concerns. In addition to the ESSP, the Education and Sports
Sector Review (ESSR) and the Joint Assessment Framework (JAF) indicators are important drivers
providing an annual milestone and benchmark to measure progress.
2.5
The ESSP also recognises two sets of commitments to the international community which
have an impact on Uganda’s long-term plans: the Millennium Development Goals (MDGs) and the
Education for All goals (EFA). The ESSP is fully consonant with these broad sets of goals and provides
the specific context within which DES monitors, evaluates and supports improvement throughout
the education system.
2.6
The Millenium Development Goal that is most relevant to MoES, and therefore DES, is to
ensure that by 2015 all boys and girls are able to complete a full course of primary schooling, and
that gender disparities will be eliminated at all levels by 2015.
2.7
MoES is also responsible for implementing, monitoring and regular reporting on the six
Education for All goals. The goals self-evidently focus on education, but obviously highlight the
importance of health in the different contexts of nutrition, AIDS, and health and safety. DES clearly
supports MoES as it works towards achieving EFA goals (cf Appendix 3). With particular reference to
the sixth goal, DES has a key role in contributing to improvements in the quality of education and
outcomes for pupils in literacy, numeracy and life skills.
2.8
The drivers include the five political and moral imperatives which underpin education policy
and permeate the work of DES: access, equity, quality, relevance and efficiency. A further reference
point for DES’ work can be found in the list of functions of MoES (cf Appendix 4).
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3.
Responsibilities
Publicly-funded bodies: national and district contexts
3.1
As a national, publicly-funded body, we have a responsibility to deliver high quality,
continually improving, efficient services responsive to need. We are charged with monitoring and
supporting the work of local government inspectors who have similar responsibilities for delivering a
quality service in their districts. To strengthen accountability and the impact of inspection on
improvement nationally and locally, this Strategic Plan includes proposals for the integration of local
government inspectorates within DES.
3.2
Together with local government inspectors, DES is committed to working with other public
bodies to make planned contributions to the system which maximise outcomes and minimise net
public sector costs. DES will lead and contribute to joint inspection activity with colleagues in other
Ministries.
Remit of DES
3.3
DES is the quality assurance arm of the Ministry of Education and Sports and has
responsibility for setting standards, assuring quality and evaluating performance in education.
3.4
DES’ strategic national responsibilities include:





coordinating and managing national inspection programmes;
collating reports from regional offices and other sources to provide national reports on
quality and standards in education;
providing policy advice to Ministers, the Permanent Secretary and Directors MoES, linking
with other Ministries and Departments as appropriate;
working in partnership with a wide range of bodies and agencies; and
providing national leadership, ensuring effective systems of recruitment and continuing
professional development.
3.5
DES has a central team based in Kampala and inspectors based in four regional offices.
Currently, the central team comprises the Director, four Commissioners for primary & pre-primary,
secondary, teacher education, and BTVET, and specialist senior inspectors making a complement of
twelve. Some 25 specialist inspectors (reporting to four Assistant Commissioners) are based in the
four regional offices located at Mpigi, Mbale, Gulu and Mbarara. Each of these offices has
responsibilities which include:



coordinating each region’s contribution to national inspection programmes;
managing and organising the inspection of education institutions in the region;
monitoring inspections carried out by local government inspectors.
3.6
In delivering on the above, all DES inspectors have roles as District Focal Point Officers
(DFPOs), linking with three or four named districts. DES also uses “Associate Assessors” who, as
experienced educators, assist with the work of DES on a part-time or short-term basis.
3.7





Key issues addressed in the Plan include the following:
The need to improve DES efficiency and effectiveness through transparent forward planning
and implementation of inspection activity focused on national and local priorities.
The need to improve partnership working with key stakeholders, particularly with the
Districts, through closer liaison and strengthened monitoring of The Inspection Cycle.
The need to strengthen the impact of inspection through timeous, accurate reporting
throughout the system, and systematic dissemination of good practice.
The need to improve professional skills within DES and DIS to build capacity in the system.
The need to strengthen accountability and achieve value for money, and to improve the
impact of inspection on improvement nationally and locally through the integration of local
government school inspectorates within DES.
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4.
DES Plan 2011-2015
4.1
The Plan covers the period 2011-2015 to coincide with the periods identified in the National
Development Plan and the Ministry of Education’s Education Sector Strategic Plan. Similarly, the
Millenium Development Goals and the Education for All goals identify targets to be achieved 2015.
4.2
The following sub-sections provide an overview of priorities for DES in 2011-2015. They
match Section 5 of this document which summarises, in tabular form, the activities planned.
SP1
IMPROVEMENT & ACCOUNTABILITY: INSPECTION and QUALITY ASSURANCE
Providing a systematic and coherent inspection and quality assurance service
4.3
In the course of 2011, we will develop a systematic and coherent approach to the national
planning of inspections in 2012-2015. Priority areas (geographical and thematic) will be agreed in
discussion with MoES and the Education Planning Department, and will draw on recent inspection
evidence, intelligence from DFPOs, the views of stakeholders and reputable information and data
from Foundation Bodies, international donors and NGOs. In addition, DES will review operations as
necessary, to address any adjustments to government priorities.
4.4
In conjunction with the production of a 3-year plan of inspection activity, we will develop a
model of inspection which uses available resources efficiently and effectively, and can be deployed
flexibly to address different priorities. This will involve, for example, a focus on a small number of
key Quality Indicators (QIs), with self-evaluation and School Improvement Planning providing the
entry and exit points for the inspection. All inspections will include a focus on the quality of pupils’
learning, achievement and attainment, aspects of leadership and management, and issues relating
to child protection. The Joint Assessment Framework (JAF) and the BRMS indicators will provide a
context for questions to be explored in any form of inspection.
SP2
IMPROVEMENT & ACCOUNTABILITY: PARTNERSHIP WORKING
Strengthening impact and adding value through partnership working
4.5
We work with all sectors of the education community to improve learning and achieve
better outcomes for children, young people and adult learners. Working with partners and
stakeholders in coherent and cohesive partnership arrangements accrues significant educational and
value-for-money benefits. We will continue to strengthen the links we have with UNEB and NCDC as
key national strategic partners.
4.6
A key aim of our Strategic Plan is to strengthen our formal and informal arrangements for
working in partnership with the districts (esp DIS), teacher education providers (esp CCTs) and
Foundation Bodies at both strategic and operational levels. In order to build capacity across the
education system, DES will continue to develop mutually supportive partnership arrangements. An
integral feature of our partnership with the districts will be the work of DFPOs in promoting and
supporting self-evaluation, and ensuring implementation of The Inspection Cycle (cf Appendix 5).
4.7
Our partnership with the districts, teacher education institutions and Foundation Bodies has
the following aims:
 to strengthen the impact of our own work and that of other key bodies in the shared
purpose of delivering on the government’s policies and on the Ministry’s ESSP and ESSR;
 to add value through partnership working at different levels in the system;
 to engage in joint programmes and joint activities, including support for self-evaluation;
 to inform the national agenda for education by advising on policy and standards;
 to stimulate and inform DES’ strategic and organisational development through dialogue and
the active sharing of information;
 to promote and enable knowledge transfer to help broaden expertise and skills.
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4.8
To achieve these aims DFPOs will share information, discuss reports produced by DES and
DIS, and agree on follow-up action with a focus on school improvement planning and disseminating
good practice. Through planned CPD opportunities and in other contexts we will promote and
support continuing dialogue between DES, DIS, NTCs, PTCs and CCTs on priorities for improvement.
4.9
Liaison with other Ministries and Departments is key to ensuring consistency in delivery of
government policy. The development of joint inspection activities will underpin consistency and
efficiency. On planning and district matters, contact with officials in the Department of Education
Planning and the Ministry of Local Government will be required on a regular basis. Liaison with the
Ministry of Health will be an important element of ensuring joined-up government approaches to
promoting, supporting and monitoring the impact of health initiatives (including HIV/AIDS), care and
welfare, child protection and health education.
4.10 MoES and DES work closely with UNESCO, UNICEF, international donors such as USAID and
Irish Aid, and other education development partners (EDPs) on agreed priority areas. The Millenium
Development Goals, Education for All goals and JAF indicators provide the context for these projects.
SP3
IMPROVEMENT & ACCOUNTABILITY: REPORTING
(a)
(b)
(c)
Reporting on national standards and the quality of education
Providing advice to the system
Promoting, supporting and disseminating good practice
4.11 The 2008 Education Act requires DES to undertake a number of functions including:
“…….to provide and disseminate regular reports on the quality of education at all levels;
to develop the use of the reports as a mechanism to provide support and the dissemination of good
practice……..; to provide independent expert comment and advice on educational provision and
practice at all levels of education……”.
4.12 We will publish an annual report which gives an overview of the standards and quality of
education in Uganda. The annual report will identify strengths and good practice, point up priorities
for improvement, and provide recommendations for action. We intend to publicise the annual
report and, thereafter, inspection reports on individual institutions and districts, using print and
broadcast media.
4.13 Our annual report will be published in October as an annual event prior to the ESSR. It will
include evaluative commentary on progress and success of the education system in implementing
the ESSP and the recommendations of each year’s ESSR. The report will be based on inspection
findings. It will also draw on evidence from our partners and stakeholders, and from national data on
the performance of the education system. That evidence will underpin our advice to Ministers and
stakeholders.
4.14 Our annual report therefore serves a number of purposes. Primarily, it is to inform the public
about the state of education in Uganda. Secondly, it provides a platform for disseminating good
practice. Thirdly, it offers an opportunity for DES to present its work, demonstrating its
accountability as a public service by recording DES’ performance against agreed targets.
SP4
IMPROVEMENT & ACCOUNTABILITY: SELF-EVALUATION AND CPD
Developing professional effectiveness and building capacity in the system
4.15 One of the policy thrusts of the ESSP is to achieve “the effective and efficient management
of education service delivery at all levels”. Between 2011 and 2015, we will take the following steps
to strengthen our efficiency and effectiveness. A planned series of continuous professional
development (CPD) opportunities for DES inspectors will be provided during the main school
holidays around Easter, August and Christmas. These will include: updates on current national
priorities for inspectors and inspection, and staff development seminars and workshops to support
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consistency and rigour in inspection activity. On a regular basis other internal fora will focus on
improving our ways of working, including: internal and external communications and the use of ICT;
investigating opportunities for coaching and mentoring; and gathering stakeholders’ views.
4.16 As a specific example of our focus on CPD in inspecting care and welfare, child protection
and health, in 2011 representatives from MoES and the African Network for the Prevention and
Protection against Child Abuse and Neglect (ANPPCAN) led training on aspects of mental health and
child protection. In 2012, representatives from UNICEF will be invited to lead CPD on the UN
Convention on the Rights of the Child (UNCRC). UNCRC (1992) provides an international benchmark
which underpins our commitment to the needs of the learner at the centre of all our work.
4.17 We will evaluate the quality of our own work by establishing an internal “Quality
Improvement Group”. The QIG (comprising 6 DES inspectors ranging in age and experience) will help
us to improve our efficiency and effectiveness, and ensure we adhere to the highest standards of
professionalism and integrity. We are committed to two specific actions:
 adapting and applying rigorously the MoES individual performance review system
 appointing a staff development coordinator, responsible for managing the professional
development needs of DES.
4.18 We have already identified the need to improve the quality of:
 our internal communications;
 our external communications; and
 administrative support arrangements for inspectors.
Throughout the period of our Strategic Plan we will take action on these three issues, including
developing Codes of Conduct and Practice to cover inspection arrangements and procedures. We
will establish a management structure that promotes and supports regular, efficient, formal and
informal communications internally and externally. We will monitor closely the impact of any
adjustments we implement.
4.19 Between 2011 and 2015 we aim to provide CPD support to DIS, CCTs and Foundation Bodies
to strengthen their professionalism and impact. DES will work in partnership with CCTs in leadership
roles in a planned series of professional development opportunities similar to those described in
4.14 above. These will be arranged on a regional basis to encourage districts to come together to
share expertise and develop consistent approaches to inspection and self-evaluation.
SP5
IMPROVEMENT & ACCOUNTABILITY: INTEGRATION OF DIS WITHIN DES (2011-2013)
Strengthening the national and local impact of inspection
4.20 It is proposed that local government inspectorates are brought within the aegis of DES
rather than the districts. Key benefits (in addition to gaining greater value for money) include the
following:
 the aims, purposes and methods of inspection will be shared and applied consistently;
 all inspection activity will be planned and coordinated within a coherent national strategy;
 issues of accountability and responsibility will be clear and transparent to all stakeholders;
 the impact of inspection on improvement nationally and locally will be strengthened;
 two-way communications and linkages between national and local government on
education policy and initiatives will become more direct and consistent across the country;
 internal and external capacity building and CPD will become more efficient and effective.
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ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY
Year 2011-12
SP1
INSPECTION &
QUALITY
ASSURANCE
SP2
PARTNERSHIP
WORKING
SP3
REPORTING
SP4
SELFEVALUATION
& CPD
Objectives
Activities
Providing a
systematic and
coherent
inspection and QA
service.
Strengthening
impact, adding
value through
partnership
working.
Reporting on nat
standards/quality.
Providing advice
to the system.
Promoting,
supporting and
disseminating
good practice.
Develop systematic and coherent approach to national planning of inspections in 2012-2015 through:
- discussion with MoES on inspection coverage/priorities (focus on learning & achievement);
- liaison with key stakeholders (esp districts, teacher education institutions, FBs);
- annual workplan (including focus on JAF and BRMS benchmarks, & plans for follow-up (FU)).
Develop a flexible/adaptable model of inspection & FU (a few key QIs, School Improvement Planning).
Liaise with Ministry of Health, Gender, other Ministries (& UNICEF, international donors, NGOs as
appropriate) on MDGs to develop inspection approaches for care & welfare, child protection and
health issues for implementation in 2012-2013 (including piloting joint inspection activities).
DFPOs to support districts and Foundation Bodies through meetings with key staff (DIS, CCTs) to
provide briefings, CPD, monitor implementation of Inspection Cycle, and promote self-evaluation.*
Gather evidence systematically for annual report in October 2011:
- overview of standards and quality in education in Uganda
- summarising key messages from inspections of establishments and districts;
- reviewing the work of DES, including DES’ impact in implementing ESSP and ESSR 2010 with
specific reference to JAF and BRMS benchmarks.*
Preparation & planning for publication of inspection reports on establishments.
Implement arrangements for publishing reports (specific reference to JAF and BRMS benchmarks).*
Disseminate good practice.*
Develop an internal “Quality Improvement Group” to evaluate quality of work of DES to include, eg:
- quality of internal and external communications (new management structure);
- administrative support for inspectors;
Codes of Conduct & Practice on inspection arrangements, procedures and communications.
Consider priorities for DES activity identified in annual report.*
Deepen knowledge, widen expertise, strengthen inspection skills:
rationale, principles of inspection; using QIs; feedback & reporting (for DES & DIS).*
Strengthen Annual Performance Review (APR) system for DES inspectors; and implement in 2011-12.
Construct operational plan for the integration of DIS within DES. Submit for MoES approval. Following
approval: implement plan with full transfer of personnel by March 2012, develop an induction
programme and CPD for DIS on transfer to DES, review current structure and responsibilities in DES.
Developing
professional
effectiveness and
building capacity
in the system.
SP5
Strengthening
INTEGRATION: national and local
DIS IN DES
inspection impact.
(Those marked * are repeated throughout the 4 years of the Plan)
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Year 2012-13
SP1
INSPECTION
& QUALITY
ASSURANCE
Objectives
Providing
systematic and
coherent
inspection & QA.
Strengthening
SP2
impact, adding
PARTNERSHIP
value through
WORKING
partnership
working.
Reporting on nat.
standards/quality.
Providing advice
to the system.
SP3
Promoting,
REPORTING
supporting and
disseminating
good practice.
SP4
SELFEVALUATION
& CPD
Developing
professional
effectiveness and
building capacity
in the system.
SP5
INTEGRATION
OF DIS
WITHIN DES
Strengthening the
national and local
impact of
inspection
Activities
Commence implementation of national plan for inspections and proportionate follow-up 2012-2015.
Implement systematic approaches to evaluating pupils’ learning and achievement, and inspecting care
& welfare, child protection (cf UN Convention on the Rights of the Child) and health (including
HIV/AIDS).* Promote and support effective approaches to self-evaluation.*
Involve Ministry of Health in developing and implementing inspection arrangements.
Review progress on improving communications and impact with key partners.
DFPOs to support districts, teacher education providers and FBs through meetings with key staff
(DEO/DIS, NTC/PTC/CCTs) to provide briefings, CPD and monitor implementation of Inspection Cycle.*
Make arrangements to ensure consistency or proportionality in working with the different districts.
Analyse evidence and publish annual report in October 2012:
- overview of standards and quality in education in Uganda
- summarising key messages from inspections of establishments and districts;
- reviewing the work of DES, including DES’ impact in implementing ESSP and ESSR 2010 and
specific reference to JAF and BRMS benchmarks.*
Implement systematic, consistent arrangements for publishing reports with specific reference to JAF
and BRMS benchmarks.*
Disseminate good practice.*
Involve the “Quality Improvement Group” in evaluating improvement in the work of DES, to include:
- addressing priorities for DES activity identified in annual report;*
- applying systematic arrangements for gathering stakeholders’ views;*
- agreeing, implementing and distributing Code of Practice;*
- reviewing impact of improved administrative support for DES. *
Deepen knowledge, widen expertise, strengthen inspection skills: rationale, principles of inspection;
using QIs; feedback & reporting (for DES & DIS).*
Develop and become familiar with approaches to inspecting care & welfare, child protection (cf UN
Convention on the Rights of the Child) and health (including HIV/AIDS).
Implement strengthened APR within DES.*
Implement operational plan for the integration of DIS within DES.
Monitor the effectiveness of the plan, review and adjust as appropriate.
Maintain the induction programme and CPD for former DIS.
Construct proposals for new structure of DES, and submit to MoES
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ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY
Year 2013-14
Objectives
SP1
INSPECTION
& QUALITY
ASSURANCE
Providing
systematic
coherent
inspection & QA.
Strengthening
SP2
impact, adding
PARTNERSHIP
value through
WORKING
partnership
working.
Reporting on nat.
standards/quality
SP3
of education.
REPORTING
Providing advice
to the system.
Promoting,
supporting and
disseminating
good practice.
SP4
SELFEVALUATION
& CPD
Developing
professional
effectiveness and
building capacity
in the system.
Activities
Continue implementation of national plan for inspections and proportionate follow-up 2012-2015.*
Continue to promote and support effective self-evaluation.*
DFPOs support districts, teacher education providers and Foundation Bodies through meetings with
key staff (DEO/DIS, NTC/PTC/CCTs) to provide briefings, CPD and monitor implementation of
Inspection Cycle.*
Analyse evidence and publish annual report in October 2013:
- overview of standards and quality in education in Uganda
- summarising key messages from inspections of establishments and districts;
- reviewing the work of DES, including DES’ impact in implementing ESSP and ESSR 2010 and
specific reference to JAF and BRMS benchmarks.*
Implement systematic, consistent arrangements for publishing reports with specific reference to JAF
and BRMS benchmarks.*
Disseminate good practice.*
Involve QIG in evaluating improvement in the work of DES, to include:
- addressing priorities for DES activity identified in annual report;*
- implementing systematic arrangements for gathering stakeholders’ views;*
- agreeing, implementing and distributing Code of Practice;*
- reviewing impact of improved internal/external communications and administrative support
for DES, to support continuing improvement. *
Deepen knowledge, widen expertise, strengthen inspection skills: rationale, principles of inspection;
using QIs; feedback & reporting (for DES & DIS).*
Develop and become familiar with improved approaches to inspecting literacy and numeracy,
inclusion and SEN issues.
Continue to implement APR within DES.*
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ACCESS EQUITY QUALITY RELEVANCE EFFICIENCY
Year 2014-15
SP1
INSPECTION &
QUALITY
ASSURANCE
SP2
PARTNERSHIP
WORKING
SP3
REPORTING
SP4
SELFEVALUATION &
CPD
Objectives
Providing a
systematic and
coherent
inspection and
QA service.
Strengthening
impact, adding
value through
partnership
working.
Reporting on nat.
standards/quality
of education.
Providing advice
to the system.
Promoting,
supporting and
disseminating
good practice.
Developing
professional
effectiveness and
building capacity
in the system.
Activities
Continue implementation of national plan for inspections and proportionate follow-up 20122015.*
Continue to promote and support effective self-evaluation.*
DFPOs support districts, teacher education providers and Foundation Bodies through meetings
with key staff (DEO/DIS, NTC/PTC/CCTs) to provide briefings, CPD and monitor implementation of
Inspection Cycle.*
Analyse evidence and publish annual report in October 2014:
- overview of standards and quality in education in Uganda
- summarising key messages from inspections of establishments and districts;
- reviewing the work of DES, including DES’ impact in implementing ESSP and ESSR 2010 and
specific reference to JAF and BRMS benchmarks.*
Implement systematic, consistent arrangements for publishing reports with specific reference to
JAF and BRMS benchmarks.*
Disseminate good practice.*
Involve the QIG in evaluating improvement in the work of DES, to include:
- priorities for DES activity identified in annual report;*
- stakeholders’ views;*
- reference to Code of Practice on arrangements, procedures, communications;*
- review of impact of improved administrative support for DES, in supporting continuing
improvement. *
Deepen knowledge, widen expertise, strengthen inspection skills: rationale, principles of
inspection; using QIs; feedback & reporting (for DES & DIS).*
Review progress over 2011-2015.
In October 2015, publish review of progress (2011-2015) in all aspects of Strategic Plan
11
6.
Measures of Progress
6.1
We will use a range of means to measure and report on our performance as an organisation
and public sector body. Annual reports from October 2011 onwards, for which we will be
accountable, will contain evaluative information and data on the standards and quality of education
in Uganda.
6.2
Our reporting will include information and evaluative comment on the following measures:







the number of inspections carried out compared with the number planned;
the percentage of reports produced to deadlines;
the percentage of recommendations implemented;
data and analysis of responses to satisfaction surveys;
the percentage of staff engaged in CPD;
national attainment statistics;
progress in the education system against JAF and BRMS benchmarks.
Further detail will be identified in annual plans.
6.3
Key JAF indicators (measures of impact of DES)
Increase in number of pupils reaching defined level of competence in literacy and numeracy in governmentaided schools.
Literacy P3:
2010 (actual): 55.9%
2011 (target): 60%
Literacy P6:
2010 (actual): 48.1%
2011 (target): 55%
Numeracy P3:
Numeracy P6:
2010 (actual): 71.3%
2010 (actual): 53.3%
2011 (target): 72%
2011 (target): 55% (Girls: 49%)
Increase in primary pupils passing PLE with grades I-III at pure UPE schools by sex and district.
2010 (actual): 291,479
2011 (target): 280,000
ACHIEVED
Survival to P7 by sex and district.
2010 (actual): 32%
2011 (target): 34%
% of teachers at task in the 12 worst off districts (QEI)1
2010 (actual): 58%
2011 (target): 75%
% of headteachers at task in the 12 worst off districts (QEI)
2010 (actual): 65%
2011 (target): 80%
% schools in the 12 worst off districts complying with established minimum sector standards and norms.
DES to compile figures.
1
The Quality Education Initiative (QEI) is implemented in the 12 worst off districts in education service delivery: Amuru,
Arua, Bududa, Bukedea, Bulisa, Kaabong, Kyenjojo, Lyantonde, Mubende, Nakapiripirit, Nebbi, and Oyam.
12
6.4
JAF: specific sector performance issues to be monitored/evaluated by DES
High teacher absenteeism
DES will evaluate headteachers’ leadership and management in 12 QEI districts against their
performance agreements (covering Customised Performance Targets).
Insufficient and ineffective community participation
DES will evaluate extent to which SMCs are involved in school management and actively
promote and support the work of the school.
13
Appendix 1: DES: established in the 2008 Education Act
The 2008 Education Act established DES as responsible for standards in all education
institutions in Uganda. The functions of DES are to:

set, define and review standards in educational practice and provision through
planned series of inspections;

assess the achievement of standards and evaluate the effectiveness of education
programmes of institutions and agencies throughout Uganda;

develop systematic approaches to inspection and evaluation, and encourage
evaluation and self-evaluation systems, using appropriate quality indicators, within
the education service;

provide and disseminate regular reports on the quality of education at all levels;

develop the use of the reports as a mechanism to provide support for and the
dissemination of good practice, and thus to improve the quality of practice in the
education service as a whole, and in particular aspects;

provide independent expert comment and advice on educational provision and
practice at all levels of education; and

give advice to the Minister on such matters related to quality control in education.
14
Appendix 2: ESSP 2007-2015: Overall Policy Thrusts
MoES policy on education prioritises the themes of access, equity, quality, relevance and
efficiency. As a result, the following policy thrusts have been incorporated in the plan:

Making significant and permanent gains in achieving equitable access to education at
all levels.

Improving the quality of education and ensure an education system that is relevant
to Uganda’s development goals.

Enhancing the effective and efficient management of education service delivery at all
levels.

Assuring universal access to primary education as well as to post primary education
with a view to achieving equitable access to education at all levels and continuing
support to Universal Primary Education (UPE) emphasising reducing school dropouts.

Improving considerably the quality of education at all levels, from primary to tertiary
through, enhancing the capacity of Education Standards Agency, National Council for
Higher Education, Uganda National Examinations Board and Nurses Examinations
Board.

Enhancing the management of education and sports service delivery at all levels,
particularly the district, through capacity building.

Developing the capacity of MoES to plan, program and manage an investment
portfolio that will effectively and efficiently develop the education and sports sector.

Forging the private public partnership in the education and sports service delivery.

Strengthening the role of the central government (Ministry of Education and Sports)
as the policy powerhouse for education and sports sector development.

Accelerating the Education Sector response to the HIV/AIDS at all levels.

Enhancing delivery of education services in disadvantaged areas of Uganda.
15
Appendix 3: Education for All (EFA) Goals
Goal 1: Early and childhood care and education
Expanding and improving comprehensive early childhood care and education, especially for
the most vulnerable and disadvantaged children.
Goal 2: Universal primary education
Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and
those belonging to ethnic minorities, have access to and complete free and compulsory
primary education of good quality.
Goal 3: Youth and adult skills – expanding opportunities
Ensuring that the learning needs of all young people and adults are met through equitable
access to appropriate learning and life-skills programmes.
Goal 4: Adult literacy
Achieving a 50% improvement in levels of adult literacy by 2015, especially for women and
equitable access to basic education and continuing education for all adults.
Goal 5: Gender parity
Eliminating gender disparity in primary and secondary education by 2005, and achieving
gender equality in education by 2015, with a focus on ensuring girls full and equal access to
and participation in quality basic education.
Goal 6: The quality of education
Improving all aspects of the quality of education, and ensuring excellence for all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy and essential skills.
16
Appendix 4: Key Functions of the Ministry of Education and Sports
1. Develop and implement appropriate education policies, laws, regulations and
strategies regarding the management and delivery of education and training,
including sports services within the sector.
2. Plan, mobilize and ensure availability of resources to support and promote
development and service delivery in the entire sector.
3. Ensure equitable and fair allocation, and proper utilisation and accountability for all
the resources within the sector.
4. Ensure formulation and periodic review of the education system, Sector Strategic
Plans and education and training curricula and publications.
5. Establish working and collaboration linkages with industry and international forums
to ensure relevance of education and training to the national development
aspirations and the international market.
6. Coordinate, monitor, evaluate and ensure implementation of all government policies
and programmes relating to the education and sports sector.
7. Set, disseminate, monitor, periodically evaluate and ensure quality and achievement
in national education and sports standards.
8. Ensure the establishment of an efficient, effective, fair and credible system of
assessment and certification at all levels.
9. Ensure timely appointment and effective management of the affairs of the Boards of
Governors and Governing Councils in Education and Training Institutions.
10. Ensure implementation of a proper registration, licensing and deregistration system
for education and training institutions.
11. In liaison and consultation with other stakeholders, ensure a fair and equitable
system of allocating and managing national and international scholarship/bursary
schemes.
12. Establish and maintain an up-to-date information management and communications
system for the entire sector.
13. Support and promote appropriate professional training and development of the
various trainers including cadres of teachers, instructors and tutors.
17
Appendix 5: Inspection Cycle
The Cycle is presented in two forms: graphic and matrix
Inspection Cycle graphic
15. Collation of
termly reports in
annual report issued
to stakeholders in
annual conference
(ES review)
14.
Dissemination of
termly reports to
SPM, TMM &
ESCC
1.
2. District
inspection work
plan call circular
to all Educational
Districts
Inspection
Instrument (s)
dev/review
13. Collation of
termly national
inspection
reports on status
of education
Quality

12. Coordinating
Centre Imp Plan
(CCIP )submitted
to Districts & copy
to DES




11. CC meetings
for CCTs & HTs in
catchment area
to develop CCIP
for schools
3. Planning at subcounty level .
Planning meetings
at District level for
work plan
generation
SET, DEFINE AND REVIEW
STANDARDS.
GUIDELINES
DEVELOPMENT
MONITORING.
DISSEMINATION OF
REPORTS, STANDARDS &
GUIDELINES.
INSPECTION FUND
4. Submission of
ED work plans
to DES
5.
Scrutiny of work
plans, approval
and feedback.
10. School Perf
Appraisal
Meetings
(SPAM)/SIP to LG
copy to DES
6.
7.
9.
8. Inspection of
Collation of
regional reports
by DES regions
Circles = Inspection activity
= Sequence of activities
schools and
submission of reports
and accountabilities by
Districts in accordance
with work plans
= Mandate relationship
Disbursement of
inspection funds
to Districts
= Consultative relationship
CENTRAL CIRCLE = Centrally managed activities.
PERIPHERAL CIRCLES =Decentralized activities.
18
Inspection
activity planning
at the Districts
SN
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Inspection Cycle - Matrix
Activity
Inspection Instrument (s)
development/reviews
District work plan call circular to all
Educational Districts (ED)
Planning meetings at sub-county level
Planning meetings at District Level for
work plan generation
Submission of ED Workplans to DES
Scrutiny of workplans and approval
Inspection activity planning in Districts
DES/MOLG
Time
frame
March
DES HQTRS
April
Disbursement of inspection funds to
Districts
Inspection of schools and submission of
reports and accountabilities by Districts
in accordance with work plan
Collation of Regional Reports by DES
Regions
DES/MOES/ July
MOFPED
5th of the
Districts
following
months
Termly
DES
March,
Regions
July, Sept
Principals
.
of Core
PTCS TE
Dept.
Districts
(DEO/DIS)
HT, FBGB
Each school holds a School Performance
Appraisal Meeting (SPAM) in presence of
CCT + Foundation/Governing Body to:
i)
Appraise school performance
ii) Discuss with school the inspection
report
III) Develop & agree on school
improvement Plan (SIP)
CC meetings for CCTs & HTs in catchment
area to develop coordinating centre
improvement Plan (CCIP) for the schools
Coordinating Centres Improvement Plans
(CCIP) submitted to district, copy DES.
Collation of termly national inspection
report on status of education
Dissemination of termly reports to SPM,
TMM & ESCC
Collation of Termly reports into yearly
report disseminated to stakeholders in an
annual conference/ES Review
Action by
Comments
The instruments will be reviewed to take
account of findings of previous inspections
Reminder giving objectives and time lines
Increase stakeholders participations in
planning for inspection
District
Districts
DES HQ
District
End May
End June
July
Principals
of PTCs/
CCTs
DIS
CCTs
DES HQ
Termly
DES HQ
Termly
DES HQ
Annual
Termly
Ensure quality
Insp team planning/explaining instrument
The three termly reports to be collated into
one report
On time per quarter for timely work
Identify regional inspection issues to be
addressed
Understand their weaknesses and strengths
and how to address them
Submit SIP to the district and a copy to the
DES district focus person for follow-up
Identify and plan to address cluster-specific
issues
Ongoing activity
Inspection findings on quality consolidated
into one report
Key issues as a result of inspection are
highlighted
NB: Throughout the Cycle, DES will monitor district inspections and reports as an ongoing activity.
19