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.
Table 2.15: Number of education Institutions by type
|Teacher’s training colleges||1||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 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
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
|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
|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.
|Misanvu Demonstration School||Kibinge||Blind & mentally retarded||44||4|
|St. Leornard Butenga-Kibanda||Butenga||Physically impairement, intellectual impairement, visual impairement & hearing impairement.||37||48|
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.