EDUCATION SECTOR

Kids day care and Nursery School

The directorate is charged with overseeing the implementation of national and district education policies and plans.  It also monitors and evaluates the performance of the education system and school operations to keep required standards within the district.

The areas of focus include teachers, pupils, and parents and school facilities.

The sector is comprised of the following sub-sectors; District Education Office, Inspection, Sports, Special Education, Uganda Primary Education, Secondary Education, Tertiary Education and Public Libraries.

The district has 73 Government Aided and 66 Private Primary Schools.07 Government Aided and 22 Private Secondary schools. There are 746 primary school teachers and 115 secondary school teachers. The areas of focus include teachers, pupils, parents and school facilities.

Education Service delivery Indicators

  • Permanent classroom to pupil ratio is 1:54 against standard ratio of 1:55
  • Sitting desk to pupil ratio 1:7 against a ratio of 1:3
  • Pit latrine stance to pupil ratio 1:72 against National ratio of 1:71.
  • Text book to pupil ratio 1:10 against National ratio of 1:1
  • Teacher to pupil ratio is 1.54 against the National Standard of 1:53.
  • Teacher student ratio is 1:31 against the National standard of 1:29
  • Classroom to student ratio is 1:53 against the National standard of 1:47
  • Girl child dropout rate is 36% due to early pregnancies, lack of condusive sanitary facilities at schools and child labour.

Current trend:-

Table 2.15: Number of education Institutions by type

Facility Ownership
  Govt Private Public-private partnership
Pre-primary 11 77 0
Primary schools 73 89 0
Secondary schools 7 25 6
Teacher’s training colleges 1 0 0
Technical college 0 0 0
Vocational 0 0 0
Technical schools 0 0 0

Source: Directorate of Education Bukomansimbi 2015

From the table above, it is evident that the number of private institutions in the district are steadily increasing year by year. This calls for strict inspection and supervision in order to ensure quality education. It should also be noted that there no government vocational and technical institutions in the district in additional to the pre-primary institutions. Though the later has peculiar characteristics that are not catered for under the government education system. There is therefore, need to continuously update the established database were we will capture relevant information on the annual Education intervention and programmes initiated.

2014 census results revealed that 6.3% of the households were located 5kms or more from public primary schools and 45.1% of the households were located 5kms or from  public secondary schools. This implies that more secondary schools are needed in the district atleast every parish should be having one.

Table 2.16: Number of primary schools by County, Sub-County and Parish

Source: Directorate of Education Bukomansimbi- 2011

COUNTYNAME SUB-COUNTY No OF PRIMARY SCHOOLS GOV’T AIDED PRIVATE
BUKOMANSIMBI

 

BUKOMANSIMBI NORTH

Bigasa 24 15 9
Kitanda 27 20 7
Kibinge 33 15 18
Butenga 26 16 10
Bukomansimbi Town Council 9 5 4

Table 2.17: Indicates the summary of each sub-Counties Performance for last 5 years

S/COUNTY YEAR DIV I DIV II DIV III DIV IV FAILURES ABSENTS DIV I

%e

FAILURE

%

ENROLL USE ELIG
BUTENGA 2009 33 268 235 149 187 52 3.6 20.3 924
2010 59 332 251 161 125 45 9.16 12.74 965
2011 9 194 166 162 153 30 1.3 21.4 714 372
2012 33 242 148 107 73 31 5.5 12 634 406
2013 25 235 169 101 108 44 3.9 16.9 682 395
2014 15 237 155 105 111 42 2.4 17.8 665 372
KITANDA 2009 2 131 118 91 155 37 0.4 29.5 526
2010 2 167 118 99 83 26 0.4 16.8 495
2011 4 237 134 158 74 29 0.6 11.6 636 414
2012 19 299 125 77 57 36 3.3 9.9 613 446
2013 7 247 190 106 72 26 1.1 11.6 648 408
2014 30 334 137 84 59 48 4.7 9.2 692 496
KIBINGE 2009 6 168 210 168 218 60 0.7 26.4 825
2010 9 218 206 106 111 34 1.01 16.7 684
2011 12 229 169 168 118 34 1.6 16.2 730 406
2012 28 309 152 94 76 34 4.2 12 693 467
2013 34 237 172 108 106 40 5.2 16.1 697 389
2014 33 328 162 87 86 48 4.7 12.4 744 486
BIGASA 2009 11 105 140 118 123 44 2.2 22.7 541
2010 26 255 135 75 78 33 2.63 17.01 602
2011 50 241 103 116 61 27 8.4 10.2 598 408
2012 73 285 88 71 56 40 12.7 9.8 613 452
2013 51 368 163 93 83 44 6.7 10.9 802 549
2014 38 319 171 89 89 39 5.4 12.6 745 501
Bukomansimbi T/C 2011 40 112 36 54 25 13 14.2 8.9 280 190
2012 75 157 40 31 6 11 24.3 1.9 320 275
2013 50 91 35 31 29 18 21.2 12.3 254 170
2014 43 115 45 26 23 9 17.1 9.1 261 195

Source: District Education Office Bukomansimbi 2015

Table 5.2.3 indicates tremendous improvement in all grades. This is evidenced by the increase in the number of first grades and reduction in the number of failures. For year 2014 Bukomansimbi Town Council was in the lead with 17.1% first grades, followed by Bigasa S/C, with 5.4%, Kitanda S/C and Kibinge with 4.7% first grades each. Butenga S/C then with 2.4% first grades.

Butenga S/C had the highest percentage of failures of 17.8%, followed by Bigasa S/C with 12.6%, Kibinge S/C with 12.4%, Kitanda S/C with 9.2% and Bukomanssimbi T/C with 9.1%.

In 2014 the number of candidates eligible for USE improved from 65% of 2013 to 70%

Table 2.18: Primary enrolment by 2013

Entity Males Females Total
Government 20,450 22,428 42,878
Private 2,900 3,111 6,011
Overall 23,350 25,539 48,889
No. of schools 97

Statistical Education Abstract 2013

2014 census results revealed that 85% of the persons aged 6-12 years were attending primary school and 32.8% of the persons aged 13-18 years were attending secondary school. 87.7% of the persons aged 15 years plus weren’t in school and their highest level completed was below S.4.Persons aged 18 years plus weren’t in school and highest level completed was S.4 whereas 1.4% of persons aged 20 years plus weren’t in school and highest level completed was S.6. Literacy levels 14.9% persons aged 10-17 years are illiterate, 21.6% of the persons aged 18 years plus are illiterate and 12% of the persons aged 18-30 years are illiterate.

Implications: As children join secondary school the percentage of those in school tend to decrease probably others drop out of school, child labour, cannot afford secondary education and long distances from households. By laws to be set so that all children of school going age should join school, more secondary schools to be established and higher institutions to be established in the district to accommodate people after S.4 and S.6.

 Table 2.19: Current development partners in the Education department

Partner Intervention
Caritas MADDO Construction of classrooms

-Water for education

-Support co-curriculum activities

-Training women in counseling skills

UNICEF Fighting violence in schools
MILDMAY  -Reduction of new HIV cases in adolescent girls and young women.

-Supply of scholastic materials.

BOCADO Support water and sanitation activities
Rakai Health Sciences Program Safe male circumsion (SMC) in schools

Special Needs Education

At the moment there are only two units for special Needs Education attached to Misanvu Demostration Primary School and St. Leonard Butenga-Kibanda. They particularly cater for children with various disabilities. Other children with disabilities are enrolled in inclusive UPE schools. Currently the education sector is making efforts to identify them and plan accordingly. The district therefore emphasizes the role of education planning as a key factor for improved performance.

 Table 2.20: Special Needs Education schools in Bukomansimbi.

School Sub/County Category Enrolment Teachers

 

Females Males Females Males

 

Misanvu Demonstration School Kibinge Blind & mentally retarded 44 4
St. Leornard Butenga-Kibanda Butenga Physically impairement, intellectual impairement, visual impairement & hearing impairement. 37 48
Grand Total 129  

Source: District Education Office Bukomansimbi 2015

Achievements of Special Needs

  • Awareness of special needs education, inclusive education and its related national policies to some stakeholders.
  • 698 children with special needs were submitted to my office from only 21 governments aided schools and 7 private ones.
  • Ramps have been established on the newly constructed buildings for easy accessibility to classrooms towards children with special needs.

Challenges of Special Needs

  • The majority of stakeholders have negative attitudes towards learners with special needs.
  • Lack of basic skills by teachers of handling, identifying and assessing such children.
  • Lack of funds for effectiveness service delivery.
  • Only two units were established for children with special needs at Misanvu P/S and Kibanda P/S in the whole district.
  • Few schools have separate pit latrines (gender sensitivity) hence unfriendly environment to a girl child with special needs.