Education and Sports in Focus

1.0 Introduction

Rt. Hon Speaker and Honorable Members, I am honored to present to this Parliament and our electorate in whom we trust, the views of the opposition on Education and Sports, as a response to the Ministerial Policy statement (Vote 013) and the other sub sectors in the ministry. I am grateful to the Minister of Education for lifting the sector from under performance to the level where it is, Hon. Minister, thank you for taking the future of this country seriously. Hon Speaker, allow me to most sincerely thank the committee on Social services, for a job well done. Although I am a member of the committee, I am here to present the views of the Opposition regarding Education and Sports with a focus on this year's Budget, in my capacity as the Alternative Minister in charge.

2.0 Overview of the Ministry Policy Statement.

Hon. Speaker, the Vision of the Ministry is indeed acceptable 'Quality Education and Sports for all'. The mission and mandate of the Ministry are relevant but actualizing them has proved an uphill task due to budgetary constraints and or often times mismanagement of the little resources available to the ministry.

Hon. Speaker, the various sub sector missions need to be streamed into the general mission of the Ministry's in order to track realization of the strategic objectives since many of the sub sector objectives seem to be overlapping particularly those in the mainstream Ministry.

2.1 Universal Primary Education (UPE).

Hon. Speaker, we appreciate the fact that Uganda is striving to achieve some of the millennium development goals, particularly that of lowering illiteracy levels in the country by provision of Universal Primary Education. However, providing this for only four children per family is not adequate. It is the position of the Opposition that UPE be made compulsory for all. This way no sections of our society would be left out of such a very basic human right-the right to education enshrined in Article 30 of our constitution.

Hon. Speaker, Government has given us what has been achieved so far under UPE, despite acute shortfall in resources and the achievements so far registered. However, we feel the quality of UPE remains a challenge, particularly in the cognitive development of our children. With only 19% of UPE graduates attaining proficiency in numeracy and literacy, this trend leaves a lot to be desired from the sub sector.

The question of quality in teaching and instruction will not be addressed unless there is improvement in the general welfare of the teachers in terms of pay, housing among others. No unmotivated worker performs to the best of their ability. We in the Opposition propose that teachers be paid a minimum of Sh. 250.000 per month. Hon Speaker, this may appear to be too much given the many teachers we have. But it must be remembered that investing in our people sensibly is the most lasting investment and it is the responsibility of government to look for money and other related resources for such critical investment.

There is still abnormal teacher pupil ratio in most of the UPE schools. This hampers concentration and effective teaching. Hon. Speaker, this calls for more recruitment and training of teachers and construction of more classrooms. We in the Opposition propose that over the next two years Government should strive to reduce the teacher pupil ratio to 1:75, particularly for the lower classes (P1-P3) and subsequently upper classses. Hon. Speaker, it is sad to note that under the 0944 project only 5.9 billion was secured yet the expenditure requirements were at 32.136 billion. Only 18 PTCs received support for general upgrading while 22 PTCs were unattended to. This hampers training of teachers since "their status is indescribable in terms of quality teacher education" (Policy statement, page 107). We appreciate upgrading of 5 PTCs into Core PTCs. However, there is need for budgetary reflection for the remaining 22 if we are to improve the quality of UPE right from the instructors themselves.

Hon. Speaker, school indiscipline has reached intolerable levels in most of our schools. Teacher student and or pupil interaction is more based on mistrust than trust. There is more horizontal interaction between teachers and students than the used to be vertical interaction. Much as this may reflect the general decay in the morals of society and promotion of children's rights, the ministry needs to move first to rescue a seemingly lost generation. There is need for more parental involvement in the education of our children since most of them are shifting discipline of their children to the teachers who often have an 'I don't care' attitude due to the poor rewarding system. We propose monthly parent-pupil class days and parent-teacher dialogues.

3.0 Universal Post Primary Education and Training

Much as the idea of UPPET is excellent, its implementation during a time when the health of Uganda's economy is on life support system leaves a lot to be desired from government as to how it hopes to generate the enormous resources it requires to kick start UPPET. The budget allocation of 30 billion shillings for the start is too insignificant to make any impact in the running of a program of such magnitude, with a shortfall of 106 billion shillings.

Hon. Speaker, the unit cost of investment in this sub sector is more mythical than realistic. The estimated 7 million shillings per government aided school and an additional 29,420 and 47,000 shillings per student in both government and private secondary schools introduce an unachievable dream in this sub sector. What is the breakdown of such allocation for food, sanitation, instructional materials among others? Does such unit costs take into account that some operating environments of schools as day and boarding? Can the ministry of education provide a realistic breakdown of such figures for day and boarding schools?

Hon Speaker, Government expects to place UPPET funds in the hands of private players in the secondary education sub sector to cater for students in whose location there is no government aided school. How is government going to exercise control over management of these funds and what monitoring mechanisms are in place? What eligibility criterion is in place for private schools during the uptake of students? The Opposition strongly feels that Government needs to put up the necessary physical infrastructure particularly the promised at least one secondary school per sub county before pronouncing itself on such a massive undertaking.

The running of UPPET will much depend on the availability of staff particularly the teachers. How far has the recruitment process gone for the promised 4,863 teachers for financial year 2005/2006 and what is the additional teacher requirement for the take off of UPPET? Hon. Speaker, unless such inputs are in place it is advisable that government rethinks its position on UPPET.

It is sad to note that last financial year there was no budget line for funding training of laboratory technicians (Ministerial policy statement, Page 11) yet government emphasis now is on sciences. It is incumbent upon Government now to ensure that those who instruct practicals are well trained. We propose that each science subject should have at least two technicians so that incase one is away or sick, the other takes over so that students do not end up getting the theoretical bits of the sciences. Does the ministry have a funded budget line for training of these technocrats this financial year? The allocation of 2 billion shillings for science equipment is too little to sustain at least three practicals per subject per week in a secondary school.

Hon. Speaker, by Article 162 of the constitution, the Education service commission is mandated to advise His Excellency the President in relation to education service. It is incumbent upon them together with other sub sectors in the ministry to see to it he is not misled to implement a well intentioned program haphazardly just because it was another election pledge.

4.0 Tertiary/University Education

We note with concern the continuous under funding of our institutions of higher learning. This has often led to undesirable industrial action in terms of strikes among others. Universities continue to be run under minimum budgets with huge deficits. For example management of redundancies in Kyambogo University is expected to cost 978 million shillings. This is not provided for in this year's Budget. Payment of arrears on unpaid annual increments has a worked out financial implication of 225,831,821 million shillings not provided for in the budget. The non-wage Budget of the institution is 9.618 billion shillings against a ceiling of 5.187 billion shillings. Capital development Budget of Sh.1.211 billion has received government allocation of only Sh. 280 million. All these shortfalls amount to Sh. 2,134,831,821 billion. It is only reasonable that the items that are not provided for in the Budget mentioned above be included in this year's budget. Such colossal deficits compromise, effective and efficient management of the institution, compromise staff development and quality and standard of higher education.

Hon. Speaker, government must realize that tertiary education is almost the final stage of a final product for the labor market. Yes, government may not provide tertiary education for all, but the need for implementation of a loan scheme would suffice this purpose. Yet, this is one area where there is no progress on the President's manifesto with no budget provision but a reported output (Policy statement, page 63). We hope the taskforce appointed to move forward the recommendations will act sooner than later in order to enable the poor access tertiary education. Hon. Speaker, there is also no progress in the President's manifesto regarding sponsorship for students from war ravaged areas. The budget provision is 0 shillings, the output is access of university education by students from war ravaged areas (Policy statement, page 63). Does government have provision in this year's Budget for such political promises? The Opposition feels this amounts to taking the electorate for granted, disrespect for the President's election Manifesto and undermines the Institution of the Presidency.

Hon.Speaker, it has come to our knowledge that the unit cost of investment for identical courses in public universities is varied. The Opposition proposes that students admitted for same courses in all the public universities should receive the same amount of money for equity reasons. May the minister explain the variations in the unit cost of investment for same courses in the different universities?

The quality concerns raised as a result of high student population in the Universities particularly Makerere University still remains. We appreciate the fact that the University is reducing intake levels in order to have more realistic lecturer-student ratios. Hon. Speaker, we are concerned that the number of lecturers is still in adequate to handle the swelling student population. There is therefore need for more recruitment of academic staff. For example one lecturer can't effectively teach and objectively mark 500 students and have regular assessment tests. It is our belief that quality education goes with quality instruction. The Budget needs to focus on this aspect of recruitment for all the public universities particularly in areas where highly specialized skills are needed. Inadequacy of academic staff has led to delays in completion of courses in time thereby putting strains on poor parents who have to maintain their children in the city at high costs and untold risks particularly the girl child whose vulnerability to poverty and life style diseases is very high.

5.0 Sports and Games

Hon. Speaker Sir, the Opposition is disappointed with the low attention and miserable funding that the sports sub sector has continued to receive over the years. This has made the otherwise gainful sub sector to remain underdeveloped. The National Council of Sports has an insignificant budget of Sh.414 million only. We appreciate the establishment of the Department of Sports; the budget line is Sh.459 million only. The Education service commission was to advertise and appoint persons to fill established positions in this department (Policy statement, page 6). Is the department fully operational? Hon Speaker, if funding of the Sports sub sector remains low, we won't harness the enormous sports potential that the country has. We in the Opposition wonder how such a funding of less than one billion shillings will fund air tickets, allowances, medical care for the sports men and women.

Rt. Hon. Speaker, the policy statement reflected nothing to do with the reward system for sportsmen and women in terms of medals. Does the ministry have a specific worth of money or other tangibles that come with a medal? Is this being reflected in this year's budget? The opposition proposes that there should be a streamlined rewarding system for each medal won by our sportsmen and women.

The Opposition is disappointed by the lack of clear plan for absorbing graduates of the school system into the labor market. For example, how many doctors will be produced at the end of this year and where they will be absorbed, given what shortfall? Unless, the Ministry of Education and related ministries harmonize the Human resource development based on the economy's most critical demands, our training will remain void. If this has been indicated in the 10 year strategic sector plan, Hon. Speaker, it is the Opposition's appeal that the ministry of Education and Sports avails it to parliament as soon as possible.

Hon. Speaker, no resource is more important than the human being whose training exceeds no other need.

For God and My Country
One Uganda, One People.

Thank you Hon. Speaker.

Bako Christine Abia (MP)
Shadow Minister Education and Sports