Quality Education
CONTRIBUTING TOWARDS QUALITY EDUCATION PROSPERITY AND STABILITY
Improving Access to Quality Education and Schools' Performance
Objective
To improve the access and quality of education (especially at ECD, primary and secondary level).
Uganda has made positive strides in the education sector especially in achieving the EFA goals and the MDG goal of universal education at Primary and secondary level. The enrollment ratio at Primary is over 90% and the gender parity for both boys and girls enrolling at Primary has been achieved. There is also tremendous improvement in the quality of education infrastructure and teaching materials.
Despite these out standing achievements, the country is faced with glaring challenges especially in terms of the quality of education. Research by UWEZO shows low attainment of literacy and numeracy. There is also the challenge of quality in secondary level, the increasing drop out rates at both primary and secondary level especially for the girl child, poor management of schools and low parents involvement in the education of their children. These challenges are more pressing to the Muslim community which was beginning to get on its feet in terms of education achievement.
UMTA is working with its partners, local governments and the MOES to initiate programmes aimed at improving the quality of education especially at ECD, Primary and Secondary level. In the next years, the organization will focus on CPD for teachers and school managers, twining of schools and running joint education projects, peer support supervision and monitoring of schools, level five guidance and counseling in schools, study tours and bench marking good practices, infrastructure development and working with IUIU to actualize the Uganda National Conference on Muslim Education resolutions.
Education Policy Research, Lobby and Advocacy
Objective
To contribute to the development of an enabling education policy framework.
The quality of education is partly determined by the capacity of the education system and stakeholders to continuously adapt to the emerging trends. This calls for innovativeness, monitoring and evaluation based on thorough research and the participation of all stakeholders.
UMTA believes in the role of the teachers as key stakeholders in the education sector not only in teaching but also influencing positive education policies. The organization is participating in education policy research, lobby and advocacy geared towards contributing to the development of an enabling education policy frame work.
Improving ICT Usage and Science Education
Objective (i)
To increase the usage and ICT facilities in Schools.
The 21st century is now acknowledged as the knowledge society. This knowledge society is greatly being driven by Information and Communication Technology (ICT). It is needless to say that education must not only integrate ICT skills but must be enabled by ICT. The world is becoming more and more information driven and “the 21st century skills, “as UNESCO calls them, are now in great demand. This call for education institutions to adapt to new ways of learning, and e-learning technology can be the launching pad towards improving the school experience.
Unfortunately, in Uganda, ICT is yet to be fully appreciated and integrated in the teaching – learning process. Even those schools which can afford or have ICT facilities (like computer labs) are not doing any better. This is partly due to lack of resources, innovative and affordable technology, limited exposure and bad attitude.
UMTA is working in collaboration with IUIU and other partners to main stream ICT in schools. The organization orients school heads on the emerging trends in ICT for schools, trains teachers who roll out the programme, supports schools to acquire applicable software programmes and assists teachers and schools to acquire laptops/computers.
Objective (ii)
To increase the quality and in-take of science education.
Science and technology have become the key drivers of the 21st century. Many countries in the world are re-aligning their education systems to take cognizance of this reality. Government of Uganda, through the MOES, took steps geared at improving the teaching of science and technology; and increasing enrollment at tertiary level. Science subjects were made compulsory at O’ level and most government bursaries at University were allocated to science courses.
Despite the above initiatives, science teaching in schools has not changed much in terms of pedagogy, the science based school facilities remain inadequate and the failure rate for science based subjects in UNEB examinations is relatively high. Most important of all, the number of students joining science based post secondary courses, including vocational training is still minimal and extremely worrying for girls. The implication is that Uganda will continue to do badly in the realm of science and technology and the economic innovations that go with it.
UMTA is collaborating with MOES, Universities and other partners to roll out a science based guidance and counseling programme, retooling science teachers in pedagogy, mobilizing science equipments by encouraging the usage of local materials; and encouraging the girl child to take on science courses at secondary and post secondary level.
Islamic Religious Education and Arabic Language Development
Objective (i)
To promote the teaching and practice of Islam in Schools.
UMTA looks at wholesome education to include the spiritual development of the learners and the development of values. Teaching IRE in schools is one way of achieving this goal.
But research conducted by the UMTA IRE committee across the country shows that less than 10% of the schools at both primary and secondary level are teaching IRE. This compares terribly with over 90% of the schools that are offering Christian instruction.
UMTA is stream lining IRE teaching in schools by training Muslim teachers as IRE Instructors, soliciting and distributing literature, mobilizing the community to remunerate the instructors and strengthening the Muslim Students Associations.
Objective (ii)
To improve and roll out the teaching of Arabic language in schools.
Arabic is one of the key international languages whose knowledge and competency opens numerous opportunities for networking, international work, trade and a deeper understanding of Islam. For Uganda as a country, Arabic language is extremely relevant as a second international language not only because of our membership to OIC but also the increasing business opportunities that are opening up with the Arab speaking countries.
Over the last 5 years, the number of students offering the Arabic language at all levels has reduced considerably and their performance at national examinations is deteriorating.
UMTA is working with all partners and key stake holders on a deliberate effort to support the teaching of the Arabic language in schools in Uganda and to motivate students to consider it as a key optional subject on the curriculum.
Promoting co-curricular Activities in Schools
Objective
To promote co-curricular activities in schools as a means of enhancing an all round education for the children.
Co-curricular activities are very important to the wider education of young men and women. These activities enhance social interaction, self discipline, personal health and self confidence among others. Co-curricular activities create a positive learning environment which helps students to acquire the freedom to learn, grow and be what they ought to be.
Given the increasing financial stress on many schools and the over emphasis on academic grades, co-curricular activities are systematically phasing out of schools.
UMTA is supporting the UMEA Co-curricula’s committee to encourage and support schools to increase the scope of co-curricular activities and to implement the Ministry of education physical education guidelines. The committee is supported to create strategic partners and sponsors with an aim of making co-curricular activity less costly to schools and more innovative. The committee is working on expanding the current UMEA competitions beyond games and sports into new fields like performing arts and new levels like primary schools.
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