YES, THERE ARE GAPS IN THE EDUCATION SYSTEM

Header teachers and District leaders agree that there are gaps in the education system in the Rwenzori region. This was realized during the leaders meeting on the opening of computer for schools projects in Kabarole District. This project is sponsored by Computer for Schools Uganda [CFSU] in Partnership with Rwenzori Consortium for Civic Competency [RWECO].
The meeting took place at the municipal Yard Kabarole district on 23rd march 2012. CSFU PROJECTS; “Improving effective teaching- learning processes through ICT enabled innovative methods”.“Improving literacy and proficiency levels in English language by enhancing communication skills in 30 primary schools in the Rwenzori region”. The project is narrowed down to English language. It’s being piloted in 6 schools in Kabarole and Kasese districts. This is based on the survey conducted which showed that most of the students fail because of poor quality
The projects are based on the Problem that; Teaching-learning process is still based on method of Talk and Chalk. Which method is more tradition and thus this project will supplement the method to increase efficiency in the learning-teaching process. It’s based on the Objectives: Building the capacity of 30 English teachers and 10 English Tutors in the teacher training colleges. These shall be trained on how to use the innovative method of teaching and learning, encourage the participation of parents and other stakeholders in the teaching-learning process [district leaders, community, SMC, parents].
According to Mrs. Grace Baguma of National curriculum development center, pupils fail to achieve literacy and numeracy skills in schools. She attributed the problem to unclear policy on the language of instruction, inadequate teacher knowledge of the basic techniques of teaching literacy and numeracy, the time allocated to teaching reading, writing and developing numeracy skills and the shortage of teachers to teach in local language.
The question from the above is how we can solve the literacy level in the region. The government has put in more efforts to provide materials [books, paying teachers and providing other scholastic materials] but above all the level of education is still low. There are many drop-outs from primary and secondary schools.
In support of the notion the CAO Kabarole mentioned that, Much as education is decentralized, there still exist some tendencies of centralization in the entire system. Government should allow competition which is the basis of decentralization in the school and districts. Curriculum should be reviewed at the district level. Some languages are static as compared to languages like Kiswahili and French. Thematic curriculum is good but not transitional. The curriculum needs to be enforced even in the private schools. We should consider the level of schools and the environment where we’re operating. Some schools have got light, other children do a lot of domestic chores while other are just there to read. The issue of staff sealing affects some schools. In this case district should be allowed to recruit according to the need.
The header teachers mentioned that, the curriculum in place has been examination driven hence does not give teachers the opportunity to develop numeracy and literacy skills, the government develop a curriculum and fail to orient the teachers and above all does not provide the materials to support the curriculum e.g. the kajubi report was not implemented by the government with all such rich content in it. Some many reviews have affected performance at both secondary and Primary.
It was suggested that, certain programs should pass through the curriculum center to avoid such programs that are not productive and increase the work load for the school and the students. Teaching should not only be to pass exams but to increase knowledge among the students. The ministry should establish courses that encourage the teachers to be more innovative in the teaching learning process. Professionalism should be encouraged among the teacher to determine whether learning has taken place or not. With the ongoing review of the Secondary school curriculum, the NCDC has plans to orient teachers, education officials and all the stakeholders across the country. The MOES should monitor the implementation of the entire education e.g. the language policy No 3/05 of 10/1/2005, deploy your best teacher circular No 2/2005 and other circulars.