Post Secondary Education

Between 9,000 and 12,000 students per year qualify to join post-secondary education. However, only about 25% of these are absorbed in post-secondary institutions. Makerere University is Uganda's leading institution of higher learning, accounting for 95% of the total University enrolments. The enrolments into tertiary institutions over the last 10 years increased by over 90% while the number of tertiary institutions increased by 1.8% in the same period. This indicates that there is need for more institutions at tertiary level to absorb the high numbers of students.

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The recognised Universities in Uganda include:

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Government Universities

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Religious-Affiliated Universities

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Private Secular Universities

\r\n\r\n\r\nThe Ministry of Education and Sports\r\n \r\n

The Ministry of Education and Sports has a mandate to “plan, formulate, analyze, monitor, evaluate and review policies, provide technical support and guidance, and set national standards for the Education Sector.”

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The mission of the Ministry of Education and Sports is 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”.

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The Ministry of Education and Sports is responsible for the country’s 15,000 primary schools and 8,000 secondary schools.

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A visit to the Ministry of Education and Sports website: www.education.go.ug will give you access to more information on the education sector in Uganda:

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Policy Statement of the Ministry of Education and Sports

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Key Functions of the Ministry

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The Education (Pre-Primary, Primary and Post-Primary) Act 2008

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The School calendar

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The EasyLearning (e-learning) Program

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Uganda National Education Support Center. (www.unesc.go.ug)

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National Curriculum Development Center. (www.ncdc.go.ug)

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UNEB Uganda National Examinations Board (www.uneb.ac.ug)

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National Council for Higher Education. (www.unche.or.ug)

\r\nEquating Qualifications \r\n

The following procedures should be followed by any person who wishes to apply for his/her qualifications to be equated (e.g. Certificates, Diplomas)

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1. Applicants wishing their documents to be equated will be attended to between 2.00 p.m. and 5.00 p.m. on working days only (Monday to Friday, excluding public holidays).

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2. The applicant should:

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Apply in writing to the Executive Secretary UNEB for the equating service.

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Provide the original documents e.g. certificate(s), result slips(s), diploma(s).

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Provide one clear photocopy of each document.

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Provide the address of the institution that needs the equated results.

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Appear in person for 5 to 10 minutes interview with the equating officer.

\r\n Have a personal identification document (e.g. identit\r\n

y card, passport etc)

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Provide a photocopy of the identification document.

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3. Certificates from non-English speaking countries must be taken to Makerere University (Institute of Languages) for translation into English Language before equating commences.

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n language specialist to facilitate easy flow of information.

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5. A fee of Uganda 100,000 for each certificate originating from countries within East Africa ( Kenya, Tanzania and Uganda) and a fee of 200,000 for each certificate originating from outside East Africa must be paid to cashier in Accounts section and an appropriate receipt issued.

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6. The letter of the equated results will be ready 5 working days after payment is made. Please come with your receipt when collecting.

\r\n\r\nUganda Develops Curriculum-based ICT Learning Materials\r\n\r\n

Situation

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Uganda needed a way to boost the use of computers in schools and deliver meaningful content to students based on the national curriculum.

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Solution

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By partnering with Microsoft Partners in Learning, the Ministry of Education and Sports started equipping schools with PCs and developing localized content that maps directly to the national curriculum.

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Benefits

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To achieve its goals, Uganda is focusing its efforts simultaneously on capacity building and ICT training based on the national curriculum. In addition, Uganda is also expanding its ICT reach to universities and medical schools.

\r\nCapacity Building Extends the Reach of PCs \r\n

Through donated PCs from Microsoft and other entities, the country was able to equip 100 schools with approximately 10 computers each. The country plans to have all secondary schools a total of 8,000 schools a long with 1,000 other educational establishments, equipped with computers and training modules by the end of 2015.

\r\n\r\nExtensive Teacher Training Helps Students Succeed\r\n

Because of Uganda’s relatively low PC and Internet penetration, teacher education remains at the forefront of its ICT thrust. As part of this effort, the Ministry of Education and Sports continues to educate teachers in how to incorporate ICT-based learning modules with traditional classroom learning. And the results of the pilot program indicate that it is working. According to research conducted during the pilot phase, at least 60% of students using ICT-based training scored significantly higher on end-of-year examinations than those who did not use the additional resources.

\r\nCurriculum-based Content Makes ICT More Meaningful\r\n

By far, Uganda’s main success has been in developing relevant online content. Today, Uganda has content for mathematics, biology, chemistry, geography, and some primary school subjects all of which follow the approved national curriculum.

\r\nFuture of ICT in Uganda\r\n

Uganda’s curriculum-based ICT content continues to grow; by the end of the year, the country plans to have the material for eight additional subjects distributed to more than 400 secondary schools. “Uganda is the first country in Africa that has used Microsoft Partners in Learning to develop localized digital content that maps directly to the national curriculum,” says Mark Matunga, Microsoft Academic Program Manager for East Africa. “This represents an incredible success toward achieving relevancy of ICT in education.”

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Uganda’s success is so far reaching, in fact, that it is also rolling out ICT-based training to other educational institutions based on their individual needs. For instance, medical schools find that coursework on HIV is always changing. ICT-based training is better than printed materials because the costs of production are so much lower and information can be updated more frequently.