AF5r Report No. AF-58a V %.JIl.J I I%, £_.T This report was prepored for use within the Bank and its affiliated organizations. They do not ncspnt raqnonsibilitv for .ts arcurcry or completeness The repnort may not be published nor may it be quoted as representing their views. TX 9PNMATIrT(WAT, RANK FPCR RECCONSTRUCTION AND DT3VPT1COPMFRNT TNTPPNAT'CONAT DPVF-LTPMFNT ASSOCIATION PROSPECTS FOR ECONOMIC DEVELOPMENT IN EAST AFRICA (in four volumes) ITCnT TT1KXL- TIr TTrl-ATrTnA VO LVUME; IV = G-ND (in seven parts) PART SEVEN: ANNEX F - EDUCATION August 31, 1967 Africa Department EQUIVALENTS Currency I TT ~ ..1 TT C (4 A I A I UdgandJa Sh 11±iing U.d. .J. $0. 14 U.S. $1 U. Sh 7. 14 E 1 U.S. $2.80 L I U. Sh 20.00 Weigrht Througnout th1is report, uniess othlerwise stateU, tons refers to long tons of 2240 lbs. COMPOSITION OF THE MISSION This report is based on the findings of a Mission to East Africa which did its field work in October, November and December 1966 and consisted of the following: John C. de WTilde, Chief of Mlssion (TBPTD) Colin M. F. Bruce, Deputy Chief of Mission and Ch1ief Economist = Kenya (IBRD) Kudlapur G. V. Krishna, Economist - Kenya (IBRD) C. A. Ak1ur s, - i-4 cul UraAlAdv - Kenya (FAO).. Maurice Fenn, Agricultural Economist - Kenya (FAO) Pr~ Tveite, ULLtyU UChief of Mission and Chief Economist - Tanzania (Consultant) Druno E. Ocneil'Uema, Economist - Tanzania (IBD)lLJ) Archie Forbes, Agricultural Adviser - Tanzania (FAO) Jacques Kahane, Agricult-ur-al Economrist - Tanzania (IBRD) Otto Maiss, Deput;y Chief of Mission and Chief Economist - Uganda (IBRD) Nicholas Carter, Economist - Uganda (IBRD) David IV. M. Haynes, Agricultural Adviser - Uganda (IBRD) Montague Yudelman, Agricultural Economist - Uganda (Consultant) H. David Davis, Adviser on Tourism (lBRD) Bernard H. Lecaux, Adviser on Industry (Consultant) Jack Derrick, Adviser on Industry (Consultant) Edward V. K. Jaycox, Adviser on Transport (IBRD) Aristides J. Macris, Adviser on Agricultural Training and Education (IBRD) David McLellan, Adviser on General Education (Consultant) Lyell H. Ritchie, Adviser on Industrial Finance (IFC) Gavin Wyatt, Adviser on Power (IBRD) The Mission's findings relate for the most part to the situation as of the end of 1966, although in some respects note has been taken of developments up to the middle of 1967. TARTF OF GONTTRNTS P'age No. SLTMMA.PY AND CONCLTUTSIONS I .The Gwath inysenllmn ................................... ..... 1 nlal + vuclur Ieysm .......................................................... - ... IL-- The Growth in Enrollments.. . 1 l'he StrutI UI UofI LIyster, . . Administration and Organization .................... 2 r-.Lri,[ary EIducatiLnL1. . .. . . .3. . . ) Secondary Education .... .... .. . 3 uUrricula .. . ..... . ....... .... . 14 Private Schoolsl.... . .... 4 II. Teachers: Supply-, Training and Conditions oI Service . .... The Present Supply. . .... . ................. ........... . ) The Recruitment and Training of Teachers .....6 The institute of Education . . ... .. Ugandans Training Overseas .. . ... 8 Conditions of Service of Teachers . ............. ........... 8 II. Techmnical Education. 8 Secondary Trade Schools chs... .................. 0.0 ...... 9 Uganda Technical College ..... 9 The Faculty of Engineering, University College, Nairobi ............. 10 Overseas Courses .. . ... . .. . .......... . ... .10 Training Within Industry . .. 10 Technical Teacher Training .........................., 11 Commercial Education . ................... 11 The Uganda College of Commerce .. ................................ 11 Other Training Courses ........ ............ IV. Higher Education .. .................. .... . ......... . ............ .12 The University of East Africa .... 12 Teaching Staff ........................... -o ................ 13 Accommodation ........................ 0....... a............ ,-13 Higher Education Overseas. .................. 13 V. The Costs of Education ......... ..................... . .. . . .13 Recurrent Costs .... . . ...................... .. .. ,* .. 14 Capital Costs ......... ............ ................ ... .............. ............ .. l Page No. VI. Iltle evelopmient PIan (19 6U-71) ....J............. ............ 1 6 U Intro-uc.ory-. . . . . . . . . . . . .. *1 Content of the Plan ......... . .................. . 18 Analy-sis of' the Plan and Mission Proposais .....i Primary Education ...19 General Secondary Education . . ..... anrollments . . . ....... 20 Recurrent Costs. . . . 20 Capital Costs . . .. .. .... 21 Teacher-Training Colleges ..................... . .... 22 Technical Education . ... .23 Trade Schools.... ...... 23 Farm Schools. . . . 24 The Technical College ..... . . . ... 24 The College of Commerce...... ............ .. 24 Higher Education . . . ...25 Academic Programs. . . 25 Enrollments . ..... . . . .... . 26 Staff ...28 Recurrent Costs . . . ....... 28 Capital Costs ................... ........... .30 VII. Overseas Aid . . .............. . . .30 The Background .............................,, 30 External Aid Priorities . ... ............................ .31 Technical Assistance Requirements. o ...32 Statistical Tables CHARTS 1 - Uganda: Structure of Education, 1967 2 - Uganda Educational Administration 3 - Uganda: Educational Pyramid EDUCATTON TN UC7ANDA SUMIVIARY AND CONCLUSIONS 1. In the development of education in Uganda. the main problems are to reconcile the social pressures for more schools with the financial resources and employment opportunities likely to be available and with the need tc, maintain quality. 2. Though enrollments have increased rapidly, if erratically, especi- lly sinre Tndependence there are still nnlv hbo_t 144 percent of the Trnpri- ate age group in public primary schools and 4 percent in public secondary se~hools~ 3 ~~~The- epnnnsinn eof thep pnrimary, sysz.;tem hasn beeon posslble'h1 onlyx by-x t.he use of teachers whose general schooling has been confined to eight or nine years supplemented by three or four years in teachers' training institutilons. With over 80 percent of primary school teachers in this category, standards are not high enou1-gh1A. Tro -irn-n-rn.me +e-mn, +tneach-rs! are bhelng re-ruit+r t+ E higher level; more appropriate curricula, syllabuses and teaching materials are being preared; arnd teachl-ngmethods are belng modernized. TPhis e-r.hasis on quality is correct, but the rate of improvement may be prejudiced by lack of funds. There is no econom,c justification for expanding the pr-may system quickly because (a) it is more than adequate to feed the secondary system, ('k) te i n 1 . e nmonn t pr imary school leavers or nd (c! the resources required in money and personnel could be more effectively used 4. For the secondar-y system hI uiie posIti o Ui I i ieter.t ThIUUgh aLt Inde- pendence, intakes increased too rapidly at 40 percent a year, a further though much slower expInSiori is requuied to mi-eet manpower needs. Standarus are reasonably good, but with only 15 percent of the teaching force African it is necessary to recruit and train African teachers to replace expatriates as well as to staff new schools and provide for normal wastage. The supply is being increased by the use of "tied" bursaries binding graduates to teach and by training nongraduates in preservice and in-service courses. In the past, cur- ricula have been too academic and weighted towards the arts rather than the sciences. The balance is being adjusted by the inclusion of optional subjects with a prevocational bias towards Engineering, Agriculture, CoTmerce and Home Economics, by adding laboratories and workshops to existing schools and by bonding teachers. The emphases are correct but the special personnel require- ments for Africanizing the teacher corps should not be allowed to cause overex- pansion of teacher-training facilities. 5. At the university level the position is complicated because more than half the students are overseas. Of those at the University of East Africa, about 60 percent are at Makerere College, the rest at the Colleges in Nairobi and Dar es Salaam. All the colleges have their own faculties of Arts and Social Sciences and Science, but as yet they share professional faculties. The signs are that they will develop their own professional faculties and be- come independent universities by the early 1970's. There may be a net loss of students at Makerere., so that special care is needed in planning its capi- tal development. - ii - 6. Education tends to be very expensive. Total expenditure probably exceeds 5 percent of GDP and annual recurrent expenditure by the central Government 25 percent of its total recurrent budget. Average unit costs range from 17.2 a year for a primary pupil +on 72 a year for a secondary pupil and nearly T1,000 a year for an undergraduate. These differences are due to the wide range in salaries and student/teacher ratios and to the need for boarding accommodation at the post-primary stage. Capital costs are also high, ranging from JU1 fLL) .IAJ._. a p.rim4ua.Ly col p1lac +to 41cJ'0 fo.r a secondary boarding and up to 15,000 1/ for a university place. These very high costs are a major constraint on the texpansio -n of- stecondau-y ,du highe'lr education. 7. In preparing the 1966-71 Development Plan, the Government's policy was to expand secondary and higher education to meet manpower needs and, while giving primary education a lower priority, to increase enrollments substanti- ally as a first step to universal primary education in the 1970's. In 1963-64 a manpower survey was carried out and projections made of the outputs needed from the education system at various levels for the economic development that was planned. These showed the greatest need at the subprofessional/technician level. 8. The Plan is appropriately geared to manpower needs only at the second- ary level. At the primary stage it provides for an expansion governed more by social pressure than economic circumstances. For the University, the expansion proposed would lead to a serious overproduction of graduates after 1970, es- pecially in Arts. In the Mission's view the proposed expenditure on capital development should be reduced from 118.5 million to 112.15 million and 1971 recurrent costs from 113.4 million to Ill million. Table 1 surmarizes the Mission's proposals and a brief analysis tfollows. Primary Education 9. The Plan mentions the achievement of universal primary education before 1980 as a target, though the Government is apparently not committed to this goal. Within the plan period primary school enrollment is to increase from 227,000 to 804,000. This expansion is a concession to social pressures and has little economic justification. If the already accepted principle of automatic promotion were enforced, the target enrollment could be reduced to 730,000 without any appreciable reduction in the number of new admissions. Recurrent costs in 1971 would then be 15.1 million instead of 15.6 million and capital expenditure 11. 5 million instead of E2 million. Secondary Education 10. The Plan proposes to increase lower secondary enrollments to 30,500. The expansion is geared fairlv closely to manpower needs but would fail to meet them in 1971-76. The Mission proposes a slightly larger expansion which could be provided at no appreciable extra cost by raising the pupil/teacher ratio. The Mission recommends that fees should be retained. This would save nearly 1/ A more recent estimate of marginal cost is 11,750. - iii - c800,000 a year by 1971. The expansion of upper secondary education has thle highest manpowner priority and the Mi ssion's proposal agrees closely with thiat in the Plan. Higher Education 11. The University plan differs from the Government Plan, making comment sions proposed for 1967, 1968 and 1969 would lead to outputs in the 1970's greatly _in s o n , -specially of art- graduates. Instead of a consolidation of undergraduate courses, there is to be more specialization, Witll th11se nceed for ore stuaf anu grecater costls . TihCe MIission recmlmelD ca mlUlch more gradual expansion geared to manpower needs, a greater emphasis on consol- iUdatL,Lng existing courses, LIU greaLLUter Ui ±11 econ e i L stLun aclc11UUUuA0LUcd . * h III annual recurrent costs in 1971 might thus be reduced from 12.6 million to X1.6 mili-u1on, 01 Wli'Lich luu. j Lu.3 Lm.LLi WUUJid be fr stl-u dLUtLts uverseais. * ije UUveIIICluenu should reexanine the possibility of giving loans to students instead of grants and bursariles which would alesosu taily reduce recur%re-nt co-sts. *The Government Plan provides for a capital expenditure at Makerere of 12 million in five years whereas the University proposes to spend 13 millon in three years. The Mission's view is that only 800 extra places are required at a capital cost of -1 million. Teacher Training 12. The Mission endorses the policy of expanding Grade 3 training and. gradually phasing out Grade 2 training, but does not support the proposal to build four 1,000-place colleges. At the most, three Grade 3 colleges are needed with a capacity of about 450 each. The capital cost would be about fO.9 million instead of 13.5 million. The higher enrollments in primary train- ing colleges in 1971 would raise the recurrent costs to 1f0.7 million a year instead of 1o.6 million. There is a case for consolidating the small Grade 2 colleges into new larger tunits. About eight colleges each with 450 places would be needed, at a cost of over .12 million. However, as the policy is to phase out Grade 2 training and funds are short, the Mission would give this program relatively low priority. 13. Projections of the need for secondary teachers in 1971-76 indicate that the annual output of Grade 5 teachers need not exceed 140. The provision of 100 extra places at National Teachers' College is therefore unnecessary, giving a saving of I0.05 million in capital and f0.1 million a year in recur- rent expenditure. Technical Education 14. The Plan proposals for the development of technical education are generally reasonable, particularly now that the original plan for starting degree level courses at the Technical College has been dropped. A study of unit costs indicates that the Plan estimates of capital and recurrent costs could be reduced. In the agricultural section of the report it is recommended that the farm schools should not be expanded. I. THE EDUCATION SYSTEM 1/ nackgroulnd i. Uganda owes the early development of its education systemrl entirely to the Missions. The Government first took an active interest in the 1920's when it set up a Department of Education, built its own schoois and training colleges and gave financial help to the Missions. In the 1950?s the respon- sibility for primary and junior secondary education was delegated to the districts and kingdoms, and in 1962 Buganda was also given the responsibility for its secondary schools. The central Government has now resumed this responsibility. 2. Makerere College in Kampala has provided a university education for East Af'rican students since 1949. Tn 19639 the University of East Africa was founded, with Makerere one of its three constituent colleges. Recent develop- ments suggest that they will become independent national universities by the early 1.970's. The Growth in EnrollMents 3. Primary enrollments doubled in the 1956-66 decade but the growth was very uneven, being concentrated in the years immediately after Independence in 1962. Though the Government acknowledges the higher priority to be given for economic reasons to secondary and higher education, it still plans tc achieve universal primary education during the 1970's. This would only be pcssible at the expense of resources more urgently needed for economic development and by a dangerous lowering of standards. 4. Secondary education has developed mainly since 1950. Its recent growth, too, has been very erratic. In the three years since Independence, enrollments in Form 1 increased at 40 percent a year, with the result. that the target set by the World Bank Mission in 1961 was exceeded by 70 percent. In 1964, there were 41 secondary schools; in 1965 there were 66. Thcugh a rapid expansion of the secondary system was clearly needed to meet the needs of the economy and provide teachers for the primary schools, an expansion of this magnitude puts a. great strain on financial resources and teacher supply and could have serious effects on standards. The Structure of the System 5. This is shown diagrammatically in Chart 1. Until 1966, the full school course had been one of 14 years, 6 years primary (P1-6), 2 years junior secondary (J.S. 1 and. 2), 4 years secondary (S1-4), and 2 years upper secondarv (S5 and 6). with selection examinations to determine promotion from one stage to the next. In 1967., the eight-year primary and Junior secondary course was telescoped into a seven-year primary course and the selection examination after P6 was abolished. The present pattern is thus P1-7, Sb-49 S5-6. Students in Form 4 take the Cambridge School Certificate Examination, which determines admission to Form 5 and to the Teacher-Training and Technical Colleges and College of Commerce. Students in Form 6 take the Higher Certificate Examination on the results of whleh admissior to the- Universitv of East Africa is based. 1/ Th:is report does not include agricultural education and training. 6. In 1965, there were 2,508 aided primary schools, 66 general secondary schools, 27 primary teacher-training colleges, 5 trade schools and 3 farm schools. There were also a number of small institutions, e.g., rural trade schools and "modern" schools whose day is almost over. At a higher level are the National Teachers' College for training secondary teachers, -the Technical College for training technicians and the College of Commerce. At the apex is the University of East Africa with its three constituent colleges, including Makerere in Kampala. Associated with Makerere is the National Institute of Education which has the important role of coordinating teacher training. Administration and Organization 7. The Minister is responsible for the administration of all schools. For the general administration of the primary schools he has delegated some of his authority to local governments, for secondary and postsecondary institutions (other than the University) to approved boards of governors-. but he still exer- cises close overall control through (a) his representatives on local education committees and boards of governors, (b) the Inspectorate, (c) the registration of teachers, and (d) regulations made under the Education Ordinance prescribing clrri r yl a vl I1 labuss, - hours of work and bui ding standards. For secondary and higher education, grants from the central Government are channeled through the Mini strv of Educationn but for primarv education thev are included in block grants paid through the Ministry of Regional Administrations to local govern- ments. These block grants do not distinguish between funrc9q fo-r ed9ucation and funds for other purposes. 8. In Uganda, administration has been complicated by the federal structure andl by the independPnc'e of the Kingdoms, pqrarticuii1arly Bv PnpandaI whicoh until 1 qv 1966 had responsibility for its own secondary as well as primary schools. Now -t-hnt. TIanr9n i c P lf ±.PYtny-T f.hhp Prliont; on (9rfl iTtPri -liniOl A ho Pj;iFor to adl_ minister. 9. The organization of the Hinistry is shown in Chart 2. There are three main divlsljro - Sooinls anr lVllpuo 3 WFirnap and9 Estalh shment, and Inspecto- rate. The Schools and Colleges Division is responsible for the general running of the schools and for the s,,,-sl,r of tcr it includ s a Conm-n+ kut overworked planning unit which is responsible for preparing) implementing and reviewing plans for. education developmern,t -n c+op +Vai Twi4t the I f--1-4,-s of Finance and Economic Development and Planning, and for preparing applications 4for external- aid. MThe ur4t Jincl-udes statisticalI and architectural sections 10.* .1i £ UL1 The Utes of ithe J114 Ip tora i 0.1413 1 u1a3ll.cL1, al.l 111UL, uttr whichl re'lat1 e to the quality of education - the efficiency of school and teachers' training college operation, curriculum development, the revision of syllabuses and the preparation of teaching materials (including the use of radio and television), in-service courses for teachers, and examinations, including those of primary teachers in training. In much of this work the Inspectorate is closely asso- ciated with the Institute of Education, which is responsible for coordinating activities in these fields. In addition, the Inspectorate is responsible for the inspection of private schools and for their classification and registration. It has a central branch with a staff of 25 responsible for secondary schools and colleges, and four regional branches, each with a staff of four, responsible for primary schools. The central branch is reasonably well-staffed but the regional branches are s serio usly mnderstafrfe that vprv few nrirnary schools are inspected and there is no effective control of private schools. 11. The Finance and Establishment Division deals with all bursaries, scholarships nnd grants as well as the usunl schools' finnncial and establish- ment matters. 12. All the senior administrative and most Inspectorate posts are now held by Afric-oncs . They arve gener-ally obj - -d w ahi a , elq-in'1. J s-e Acokn, a Jr schools and senior training colleges are staffed mainly by expatriates. About on percent of" thhe a,---;n-istrat--ve/profeP-ssl;ona-l- posts in thle M/1in4stry are un- filled. Primary Education 13. There are now 2,580 primary schools in Uganda, over 90 percent of thlerm one-stream schools with one teacher (including the headmaster) for each class. The average class size is 37. The percentage of girls is slowly in- creasing and they now constitute about 42 percent of new entrants. Drop-out rates have varied widely but appear to be improving, with roughly 70 percent of the original intake completing the course. Over 10 percent of the pupils are repeating their classes (Table 2(a)).l/ 14. Eighty percent of the teachers have had at best only a primary edu- cation followed by two years of training (Table 3(a)). Attempts are being made to improve the quality by recruitment at a higher level, by in-service training and by extra supervision. 15. The medium of instruction in the lower classes is usually a vernacular language, but English is sometimes used in urban schools. English is introduced as a subject in about the third year and, if teachers are available, as the medium of instruction in about the fifth year. The 1963 Education Commission commented at length on curricula, teaching methods and teaching aids. The Mission endorses its views, in particular those on the teaching of languages, arithmetic and rural science ("without the drudgery of the hoe"), on examina- tions, and on the need for a more generous supply of teaching materials (in- cluding textbooks) and help with school meals. 16. The provision of schools for the backward Karamoja district is a special problem, involving law and order as well as social customs, on which the Mission is not competent to judge. Secondary Education 17. There are now 71 aided secondary schools of which 24 are housed in junior secondary school premises awaiting conversion. Nineteen of the schools have upper secondary classes. Nearly all are single-sex schools, or, if t;hey 1/ For all numbered tables see Appendix. are coeducational, have only a small rinority of girls. Because there are so few areas whose population could support a viable day school, most schools are necessarily boarding or at least part boarding schools- 60 percent of all secondary pupils are boarders. This high proDortion of boarders inflates capital and recurrent costs. On the other hand, f'ive urban day schools have reduced unit capital costs bv running two schools in the same premises. 18. The proportion of girls is much lower than in primarv schools - only 23 percent in lower secondary classes and 18 percent in upper secondary classes. Though long-term develnnment wouldl best be served by increasing these propor- tions, the short-.term need for higher level manpower supports the present emnhasis on the edueiatinn of koys. 19 There are no adenuate data on which to estimntp t.he proportion of 'dropouts;' or 'repeaters'i (Table 2(a)). Curricula 20. Ilith a few notable exceptions, secondary schools have provided a wholly academi'c education 9 training in -raial siL.ls beingL-, left t tad schools and farm schools which were of lower status. This situation is now changing, .Th-e new.1 ToroC-s f, h-l b u'kiilt and] s+taf-fed iTi+h TT ATID provides courses in commercial subjects and Home Economics, and the 35 schools to which facilities are to be added under a new TIA -proect will offer courses in at least two of the following four "practical" subjects - Industrial tiE 0 Co mnUKe* U c e l5. A 4 1L ULI U aIu LII UIIJ1- L + I A V.1 !JULA A; A 111 ~ ~~ U ±, IIIUII11 W UUUU 9 I IJI ak !LLLL D. OU)*. U Cl.ll U. lll,L L)Jllllll UO iD1 .J L 21. It is understood from a " Inslsry source thlatu enrol'i nLaw T.olj nly, in nr- e Cs1aaam. AAmi si c; nns to these courses (except Commerce) are by quotas which are roughly the same for each cou-ntry. Admissions to the common fac,,1-vties are proport+ional to th'e n bers of qualified applicants from each country. Makerere thus has students from. Ken-y (and other cou tres. as well as TUgUanda, JAU-4 as ther e are Ugana students at Nairobi, Dar es Salaam and overseas as well as at Makerere. Devel- opme n+ an sn forn +he TUniversci +t aremr madle -) n +ti enni alb_ e subject1 to the approval of the University Developr,ent Committee on which the three Governments and the three Colleges are represented. For the first '1964-6 triennium it was expected that the older Makerere would mark time to allow the newer Colleges at Nairobi and Dar es Salaa&m to catch uip. In fact, tu 124o,ooo of a 13,440,000 capital program was spent at Makerere, undergraduate enroCl. J..nts exparded -o A.- ra-l that TTe U 4--nvri Grant'. CSlLmi4-- p -) - - ected enrollment for 1966-67 has been exceeded by over 30 percent (see Table 7). Ir'he 4total enrol' nt- is -o - -,6I17 -1/ ofP whom I,8 .are - er 116 diplor. -ar 115 postgraduate students. Data on the number of students from Uganda now at the University aue notU available UtAU Jin 196/6 theIIreCt were 748 d e IU I 3 diploma students. The breakdown of degree students was Arts, 266; Science, 120; Commerce, 28; Education, 539 Agriculture, 26C Architecture, 13; Engineering, 53; Law, 39; Medicine, 113; and Veterinary Science, 37. 52. First degree courses in Medicine take five years, in Veterinary Science four years and in Engineering four years as from 1967; in other faculties they take three years. Most courses have been on the 3:2:2 pattern (i.e., 3 subjects are taken in the first year, 2 in the second and 2 in the third) but the more specialized 3:2:1 or even 3:1:1 pattern is becoming more common. In principle the last two patterns are designed for the more gifted students and particu- larly for those likely to proceed to higher degrees. However, they may provide more specialized education than is necessary or perhaps desirable and they add to the amount of staff required. 1/ In 1966/67. Source UEA Development Plan 1967-70. Teaching Staff 53. The data obtained from different university sources about the nuLmbers of teaching sataff are incon1UUiis Utentu The oUllege De-vupuetu £l gives the following figures for 1965/66 - Arts and Social Sciences, 42;L/ Science, 30; 25 ~AN "I m-l… _ _-__ -- - -z -- Agric uture, 25 Medlcine, 74. The corresponding studerLt/t ecxier r-utiUo are about 10, 8.2, 5.9 and 4.5. Even when allowance is made for the comparatively early stage oI development anLd for the amount of researcn being done thnese figures indicate a scale of staffing that the country can hardly afford. These ratios, moreover, take into account oniy full-time teaching personnel, excluding research staff, visiting lecturers and part-time lecturers. The Mission understands that some efforts are being made to improve the ratios. Accommodation 54. The College has an excellent site and good facilities for its present numbers. The provision of extra facilities, especially student hostel accom- modation, should be undertaken only after a careful study of present usage and of the effect on student enrollments of the development of the three colleges into national universities. This development may mean a net loSs of students to Makerere which would reduce the need for both student and staff accommodation. The provision of staff housing is made more difficult by the serious housing shortage in Kampala. Higher Education Overseas- 55. Table 6 gives information about Ugandans taking higher level courses overseas in 1965 and the expected dates of their return. It will be seen that of a total of over 2,250 students about half were studying for a degree or equivalent professional qualification, i.e., 50 percent more than at the Univer- sity of East Africa. Almost one-third were on central or local government scholarships - mainly for Education, Nursing, Engineering and Accountancy - and over 90 percent of these were in the U.K. Over one-third were private students. most of them Asians studying in the U. K. Scholarships given by the host; country were mainly to the U.S., India and the Soviet bloc countries. As the po].icy of the Government is to provide higher education as far as possible within EFast Africa it must be expected that the number of officially sponsored students overseas will decline appreciably and be limited to those taking specialist courses not available in East Africa. V. THE COSTS OF EDUCATION 56. The central Government contributes to the cost of education in three ways: for primary education by an unallocated part of a block grant paid to local governments through the Ministry of Regional Administrations, by a relatively small contribtLtion to EACSO for higher education, and for all other expenditure on education through the Ministry of Education budget. Because the 1/ This figure does not include research staff at the Institute of Social Research. - i4 - block grant is not apportioned between education an(d other services it is pos- sible to make only a rough guess at the recurrent expenditure on education by the central Government. For the years 1964/65, 1965/66 and 1966/67, these ex- penditures have been about 16.9, 17.3 and 17.7 million, or roughly 24 percent, 26 percent and 28 percent of the respective total annual recurrent budgets. The total recurrent expenditures by the central and local governments combined are likely to be about 18.3 million, 18.8 million and X9.3 million for these three years. The financial Dosition is complicated by recent chanaes in the procedures of local authorities, by the use by some authorities of the calendar inst.ead o)f the fiseal vear and hv bydvelorments in BuPgnda 57 T7he cnapitaql racsts of' nrimar sediunctin are met pnqr .ar bhr lonal r'nTm_ munity effort and partly by a development grant from the central Government of E40_ 1_/ pr classo-,ro which is also expected to po-i-de a tea-er-s hou Capital expenditure by the central Government increased from 10.42 million in 1906 o.JC/n itJ.. waJ A ----- o -- t -- cpt expenditurc to E2.07 i 114-li 4n 1964/65 when it was 19 percent, but with the economy budgets of 1965/66 and ,1 *K LAI A 7 n t as ben c. otS to A J I - - - - - v 4u L L 4 _4A 4 .- L J tUAL _ l7VV/ V | WJPWLX~t.A1 1D WlLW.4J.V 111 X .1 il VLClt kI.LU .V A11 u J_i 1 I bDpUt=u b | Vz:1 . Recurrent costus 58. The~~~- folwn table -glves a boreoal,down of t1he 1965- recurrent costs in T per student for different levels of education: COST PER STUDENT AT DIFFERENT LEVELS rnV VnTrTrArmTncrvM ne r- 1?.. t OF EDUCAT.L'JJ'1 - 196L5U iJ L> I (1) (2) (3) Net Cost Teachers' Other Fees (l)+(2)-(3) Type of Institution Salaries Costs Primary 6.84 1.58 1.25 7.17 General secondary Boarding 4 .3 uu 8u Day 49.5 16.7 17 49.2 Secondary Trade School 74.5 70.4 (n.a.) (144.9) Teacher-training Grade 2 a/ 48.5 48.8 10 87.3 Grade 3 a! 77 137 b/ - 214 Grade 5 a/ 123 250 c/ - 373 Makerere College d/ 410 570 - 980 a! It is difficult to estimate the cost for separate grades because there is some overlap. b/ Includes 121 allowance. c/ Includes 130 allowance. d/ Data are for 1964-65. Source: Ministry of Education (Adapted) 1/ The grant is Tf4OO in rural areas, 1600 in urban areas. 59. As the average enrollment per class is 37 and the teacher/class ratio onlytr 1.03 there+I" appears to be 't,t+le scope for economy 4i pr4i.ary costs. Cn the contrary, as the supply of teachers improves and Grade 3 teachers replace those of lowrer qualifi-ctions, the teachers' Isalary- - eleen will inres appreciably.i/ - - 11 L4 - .L Q, .11 .C L4JA;± D DOC6Lauj CJ.JUI L, ±± ±iLe 4J-. LL d .U±y* At present there are nearly 5,000 Grade 1 teachers 2/ with an average salary of E220, nearly 8,000 Grale 2 teachers (average .35) w 1,5 Grade Da g 15380), the overall average being 1242 a year. 6o. In the general secondary schools the average cost for a boarder is 187 a year, anu for a day pupil '+9 a year, giving arn overail average of 72 a year. An increase in the pupil/teacher ratio and the replacement of expatriates by citizens would lower this cost,3/ but broadening the curriculum and increas- ing the proportions of boarders and of upper secondary pupils would tend to raise iu. Inu the trade schools the high teaching element is due to the very low pupil/teacher ratio of 9 to 1; in the Grade 3 and Grade 5 teacher-training colleges it is d-ue partly to the preponderance of expatriate graduates on the staff, partly to the low student/teacher ratios of 14 to 1 and 8 to 1 respec- tively, which could be increased. 61. There is no doubt that the salaries of teachers and of Government. servants generally are too high in relation to average per capita income in the economy as a whole. Teachers! starting salaries range from three times the GDP per capita for the vernacular teacher to over 25 times for an honors graduate. For actual salaries the ratios are appreciably higher than this. However, any changes in the levels and structure of teachers' salaries should only be made as part of a general revision of salaries in the Government service. The recurrent costs of higher education could be reduced if grants and bursaries to students were replaced by loans which could be repaid by a period of service in an approved post. It is understood that the loan system was once tried but abandoned because of the difficulty of collecting repayments. Nevertheless, it merits restudy. Capital Costs 62. The capital cost of a place in a primary school is probably at least 115, in a new secondary boarding school about 1560 of which 1175 would be for general and teaching facilities, 15205 for hostel accommodation and 1180 for staff housing (see Table 8). The design provides for an 84 percent usage of teaching accommodation. It is difficult to understand why the costs shoulo be double the Kenya costs for comparable facilities. The biggest differences are in housing and hostel costs, the smallest (though still well over 50 percent) 1/ Salary scales for trained teachers are vernacular teacher 15132 p.a., Grade 2 X189-354, Grade 3 1300-660, Grade 5 15612-1,080, graduates 1766 (or 1828) - 151,572. 2/ Teachers without a junior secondary certificate but with two years' training. 3/ For expatriate teachers, the Government pays the equivalent local salery and part of the cost of passages and gratuity. in teaching accommodation. Even though the costs are appreciably lower than they were a few years ago, tuh ere is sti r m.uch scope for econo-y *9. rur I-'-erPere \UL±e:,e vie Ud.L ea Ub i'o'aVeg ute a-co sb 11ae e s 11 as IU VUU a place. More recently places have been provided at a marginal cost of T1,750 a place and a Working Party has reco-nrended that this sho-uld be red-uced to 720 a place by the more intensive use of existing facilities. In the Mission's view, such a low marginai cost would only be possibie for smali increases in enrollment which could be absorbed with little extra accommodation. Although, as the WTorking Party has pointed out, the standards on which student accom- modations were planned in the past were unrealistically high and excessively expensive, the Mission has adopted the Government's figure of fl,250 a place in making its projections. This may indirectly relieve some of the present overcrowding. VI. THE DEVELOPMEDIT PLAN (1966-71) Introductory 64. In Uganda there is widespread unemployment amongst the unskilled and undereducated but a serious shortage of people with at least a secondary edu- cation. In the public service over 15 percent of all posts and about 25 percent of higher grade posts are unfilled, and most professional and technical posts, including secondary and postsecondary teachers, are occupied by expatriates. There are thus two problems - to meet the overall shortage and to reduce the heavy dependence on expatriate help. 65. Under these circumstances the broad policy must be to contain primary education as far as possible since it already provides an adequate base for selection for secondary education, and to concentrate on expanding the facilities for secondary and higher education. To determine the scope of the expansion it was necessary to know what outputs would be needed from the education system to meet the manpower needs. A survey of all higher level posts was therefore made in 1963/64 and the educational outputs needed were projected to 1981 using fore- casts of economic growth rates. The Mission has used the findings of this survey as one of the main criteria for assessing the Plan because: (1) plans for educational expansion now must be geared to manpower needs after 1970. These the survey has estimated. An increased supply of trained manpower before 1970 can only be provided by in-servire training; and (2) if out-nuts are too low to meet manpnower needs there is a hrnke on development; if they are too high, scarce resources are wasted.- However, the Mission realizes that manpower surveys are subject to wide margins of error, and would stress the need to review the findings continually and adjust the education plan to any changes that have to be made. - 17 - 66. The Mission has tried to give due weight also to the other inter- dependent variables which serve to constrain educational development. They include the financial resources likely to be available, the teacher supply, social and political pressures, the quality of education, and the inertia of the education system itself. The Mission's proposals are not predictions but merely a guide to the developments which seem most anpronriate in Dresent circumstances. 67. The manpower suarvey covered only posts which required an education to at least.-. schoo1 oerti firnte stanr1ard1 The nosts wtere dli-virdied into th:ree levels: (1) professional or managerial level or graduate equivalent; (2) subprofessional or technician level, or higher certificate equivo'ent; -n equivalent. The survey placed 3,560 in the first category, 8,600 in the second and 1:3,500 (including 3,300 teachers, in Uuh third. Projecu±uus were then made 0f .-uture requirements at each level taking into account the projected growth rates for the different sectors of the economy, the numbers of vacancies, normai wastage rates, the progressive replacement of expatriates by Ugandans and the supply of recruits for nigher levels. It was assumed that the total high level man- power stock would increase in linear relation to the rate of economic growth but that the second level would increase more quickly at the expense of the first until by 1981 the ratio of second to first level workers would be 4 to 1 instead of 2.5 to 1 as now. The needs as estimated by the survey are shown in the table below. PROJECTIONS OF HIGH LEVEL MANPOWER NEEDS (1966-81) a/ (figures rounded) In post Output In post Output In post Output In post Level 1966 1966-70 1971 1971-75 1976 1976-80 1981 1 3,560 2,620 5,130 2,860 6,830 3,320 9,t)00 2 8,6oo 12,200 15,400 15,000 24,000 20,000 37,000 3 b/ 5,200 21,250 8,150 24,000 13,000 32,000 20,000 A/ Tt cis n.t cear fro.m the limitec9 information avnilahle h.^w the 1eve;s Pre defined. The Mission has assumed that level 1 is graduate, level 2 TTi-m-ir-ci ±u of Eastqq+. Africr entranee and leiel 3 p-assed school eertifieat (or their equivalent). b/ Excludes teachers. 68. Thus, the output of Ugandan graduates from all sources needs to average 520 a year in 1966-70, 570 a year in 1971-75 and 660 a year in 1976-80; the overall rate of growth in output is thus only 2.4 percent p.a. For level 2, the olutnuts need to average 2;440 a year in 1966-70, 3;000 a year in 1971-75 and 4,000 a year in 1976-80, or an average rate of growth in output of 5.1 per- cent a ver=- For levpl 3 i ncl ding Grade 2 tnchers, outnuts need to Pnmanr9 at about 5 percent a year. 69. Before the Plan proposals are considered, attention should perhaps be dran to the time lag betwee n invetmen ineduca&tion and the output of the finished product, which is frequently overlooked. Little that is done t i e~411 ~ ~4'~nrollr.ents -o wl significantly-affect output by 1070. TI a quick return is needed, then it must be obtained by accelerated or in-service traini;n On the other hand,teonsequences 1of pA d n nAo m a ,L OI CL -]-SE, * vs 9s11 W9lZ7~ lll ux 1C _ll% ilt_ D V UL P-.ClXl"1 P, C,1 V li;D llW 1l10iJ not be reflected in outputs for 15 years. Despite its possibly wide margin of error, Ithle mapa,poTer survey1 4 -is '- 4-vu 4in _--_ indiatin the _ lon-_, -4-put ---.d for which plans for educational development must be made now. Content of the Plan 70. The Plan is summarized in the table below: THE 1966-71 DEVELOPMENT PLAN Capital Enrollments Recurrent Expenditure Exper,diture Growth Growth 1966-70 incl. Level 1966 1971 Factor 1966 1971 Factor 2.0 Primary 577,000 804,000 1.39 4.04l/a 5.62/a 1.39 6.5 Secondary 1-4 20,100 30,500 1.52 1.620 3.005 1.85 1.5 Secondary 5-6 1,620 4,220 2.60 0.158 0.366 2.32 Teacher-training (Grade 2 3,600 3,600 1.0 ) 3.5 ( ) 0.505 0.597 1.18 (Grade 3 400 1,000 2.5 ) 0.2 Grade 5 250 500 2.0 0.17 0.25 1.47 0.5 Secondary trade schools 900 1,500 1.67 0.12 0.21 1.75 1.3 Farm schools 440 2,040 4.64 0.061 0.28 4.59 0.5 Technical College 420 5140 1.29 0.229 0.30 1.31 0 Colle- of C1-1.-r ce 170 50 2 0.0 0. or 0r163 2.81-i 2.0 University of East Africa 9140 2,400 2.55 1.1 2.6 2.36 18.5~~~~~~~~~~~~ 8.062 13.300 1.66 Less fees other than primary 0.465 - - 7.597 13.399 1.76 /a Net of fees. 71. The Plan involves a capital outlay of f18.5 million and an increase ln nnual recurrent costs t;ol3 *134 llion 1y-r 1Q71 Haning consered +the Plan from the economic as well as the educational point of view, the k,ission recommends that the cap-ittal p -4 s- l be- 1 red uced1 ToI 0 .1 5 mi 1I - on and that the recurrent expenditure in 1970 should be kept from rising above J11l millio(seeTable1). It T upot the Pl an emph asi s on s econda-Ly educ -ati4 n and stresses the dangers of an overrapid expansion of primary and universi1,y eddu.c(ation nL.d thUe nUeed for greCatelr economy in standards of accjommodation and in student/teacher ratios. Analysis of the Plan and Mission Proposals Primary Education 72. The proposal is to increase enrollments by 227,000, i.e., on the basis of the 1966 enrollment of 577,000 given in Table 31 of the Plan, to 804,000. But enrollments in 1965 were already 578,000 so that 1966 enrolltaents were probably nearer 600,000. This would make the 1971 target 827,000, wi:Lch would call for (a) a great:Ly accelerated intake into P1, (b) 6,100 more teachers for the new classes alone plus 2,400 for replacement, i.e., 8,500 in all com- pared with the expected output of about 6,000 and (c) an increase in annua:L recurrent expenditure to about f5.8 million in 1970. The Mission strongly advises against such a rapid expansion, although it realizes that there is strong social pressure in favor of it. Instead, with a similar intake of new pupils each year total enrollments could be limited to about 730,000 if pupils were no longer allowed to repeat a class. At present 10.4 percent of all primary pupils and 12.5 percent of P5 pupils are repeaters. It is there- fore suggested that automatic promotion, already accepted in principle, shDuld be strictiy enforced, at least where a retention would deny a place to a child who would otherwise be admitted or promoted. Even with the shorter course 1/ and the ban on repeating, the number of children in the primary school expressed as a percentage of the 7-13 primary age group would increase from 45 percent in 1966 to 48 percent in 1971. The recurrent cost in 1971 would be 15.11 million and the capital cost to the Government about i1.5 million. The supply of teachers from the primary training colleges would need to be increased from the present 930 a year to about 1,400 a year by 1970, which might be difficult. 73. Part of the primary program is for the development of the relatively backward Karamoja area on which it is proposed to spend 10.75 million. From a social or political point of view this is a desirable project, even though as an economic investment i-t can be expected to give only a slow return. So far the project has been reasonably successful, but it is understood that recently there has been a slowing down because funds were limited. 74. Many local authorities are finding it increasingly difficult to meet the costs of primary education and more of the burden may have to be borne by the central Government. If so, this is an additional reason for a more moderate rate of expansion than is proposed under the Plan. 1/ It was reduced from eight years in 1966 to seven years in 1967. General Secondary Education Enrollments 75. At the lower secondary level the proposed expansion is geared fairly closely to the manpower requirements indicated by the survey. it represents a compromise between an earlier plan (which would have provided a rapid expansion till 1968 followed by a sudden leveling off) and the proposals for a much more restrained expansion 1/ submitted by a Government Working Party which feared that there would be overproduction by 1971. The decision clearly depends on the reliability of the manpower survey predictions about which many doubts have been expressed. Nevertheless, these predictions are the only guide at present available to the outputs needed from the education system and so must be used, though it is important that they should be continuously revised and brought up-to-date. On this basis, the Mission suggests that the target enrollment in lower secondary classes in 1971 should be slightly higher at 31,400 than the Plan figure of 30,500 for the following reasons: (a) if the survey has erred, it is probably in underestimating the output needed at level 3; (b) reducing intakes now would have no effect on outputs for employment before 1971 which will be about 17,500 or nearly 4,000 below the estimated need,2/ but the higher intakes would give a better chance of making up the deficit in 1971-76; (c) it is proposed to include practical classes in general secondary schools, which would to some extent replace farm schools, trade schools, and hcmecraft schools whose output was excluded from the survey; (d) it is possible that any stricter limitations of secondary intakes would lead to a rapid growth in the number of private schools and to pressure for the Government to take them over. 76. The proposed expansion of upper secondary enrollments from an esti- mated 1,620 in 1966 to 4,220 (or even slightly higher) in 1971 is reasonable. Recurrent Costs 77. The present average cost per secondary school place is T112 per annum in a boarding school less 125 per annum for fees, and 166 a year in a day school less B17 for fees, or an average net cost in 1965 of B72 a olace. The factors affecting this cost are: (1) the proportion of boarders, which should increase during the Plan period; (2) the average teacher's salary, which should decrease after about 1968 as expatriates are replaced; (3) the pupil/teacher ratio, the raising of which should allow a rpeict.inn in costs; (I) the additional costs of the practical courses and 1/ o an enrollmn --- --30 i Pwn 1971. 2 Ass.ling that the qualification fror level 3 is Ja pas in r.C I./ iY) C1~ ± t.L C± - J C.') -'.J' CE) .-.L./1 .t - 21 - (5) the increasing proportion of upper secondary streams. The net result should be a slight reduction in the average cost per place. Wih a 5 percent reduction., the expansion proposed by the Mission could be achieved at a 1971 recurrent cost of 12.42 million. 78. This assumes that fees remain as at present. The Government proposal tVo abt0.ol.ish1- '4 secondary schooll lf.ees would cost a.lmost 7'800,000 a year by 1971 whch the Government could very ill afford. Whilst appreciating the arguments for the ablitlo ofL 1es the Mi;o die togyagis to iaca rounds. v Um J_ _4_s. XiUe VI _ .-i __ X_L _.___ S LU1I IS E SU1 _1V,..Y _ _CLI _ L_U o__n _1IL±cLL _ _,i _ UC. _ 79y. Te luo verumenit:i hlcrb rC£eLtly ubfen CU1±LUer-ig t exApe1-.u±m u-± )5tcltxieti 1u; - reducing costs both recurrent and capital. One was a proposal for a six-te-rm year, under w1ich pupils would attend school for three alternate terms a year and teachers teach for five. In the Mission's view, this proposal, though very economical, would be impracticable for many reasons, the most important thing being that the child's school year would be so interrupted that standards would fall drastically. Capital Costs 80. Most of the capital development program is for extending and modifying existing schools rather than building new ones. Of the 71 secondary schools, one (Tororo Girls' School) is new, 39 are included in the IDA project and 26 others are outside it. Of the 39 project schools, 15 are existing secondaly schools and 24 are ex-Junior schools waiting for conversion. The total cost of the recently expanded project is now put at T5.1 million towards which an IDA credit of 13.6 million has been negotiated. The project will provide 84 new streams of Forms 1-4 and 12 streams of Forms 5-6. Over 2,000 of the extra places will be created by the more intensive use of facilities in existing schools. The extensions and modifications will provide about 12,500 extra places 1/ at a cost of !9400 a place. 81. Without a full survey of the accommodation of the remaining 26 schools (of which 11 were included in past U.S. AID programs) it is not possible tc say what extra facilities are needed, what they would cost or how many more pup-ils could then be accommodated. However, it seems unlikely that all the 7,000 extra places needed could be provided by extensions to these schools and therefore that some new schools will be needed. In any case, a survey of all the avail- able accommodation must be made before an application for further external financing can be prepared. The additional cost of these extensions and new schools should be not more than 13.5 million and possibly considerably less, especially if the cost per place (which is still very high) can be reduced. The most likely fields for economy are staff housing and hostel accommodation, which are well over twice as expensive as in Kenya. The Plan total of G8 million for capital expenditure on general secondary schools is reasonable, though it may not all be spent within the Plan period. The Mission believes that the amount actually spent is more likely to be 27.5 million. 1/ The number of extra pupils will be only about 10,500 as 2,000 are already housed in temporary accommodation. Teacher-Training Colleges 82. Primary teachers are trained at two levels (Grade 2 and Grade 3) in 26 training colleges. All have Grade 2 courses and five also have Grade 3 courses. The colleges are small, with an average enrollment of only 140 which makes efficient staffing difficult. The Government therefore proposes to ration- alize the system of training within the Plan period by building four regional colleges each with a capaci+y of 1,000. These would eventually all be used for Grade 3 training, but until there is a sufficient supply of Grade 3 recruits i+ is proposed to use three of them to a,ircmm.oa+ve 9 +Gra-- - i- traii. The Grade 2 colleges would be closed down as the new colleges became available. This p--rogm .l mntcaoi-frn th- present outut -rade 2 teach-ers at 9m n a year and increase ouitput of Grade 3 teachers from 200 a year in 1966 to 500 a year in 1967 Provio is made in th-e P-lan fra c-apital expenditure o-P r3 mJ14-iuion and an increase in annual recurrent expenditure from T0.5 million a year in 1966 tu 0JV . U M1 i 1 i Vll ,n a y e a r 1 n.I 7 1. 83. in the Mission's view, the proposed colleges would be too large for the following reasons: (1) the atmosphere would be too impersonal. In teacher-training as In teachling', perso-nal relat-ionshb d- Vy l-Ul ant; (2) conditions in the colleges would be even further removed from the conditions in the schools in which the student would later have to teach; (3) the problems of teaching practice would be greatly magnified. Moreover, it seems pointless to build colleges before they are needed or to disrupt Grade 2 teacher training when it is the policy to replace it by Grade 3 training as soon as possible. In the present financial circumstances, it would be more reasonable to abandon the idea of 1,000-place colleges and concentrate instead on building three smaller Grade 3 colleges, with perhaps 450 places each, which could provide the 500-600 extra teachers needed by 1971. This would mean increasing the intake to Grade 3 courses by 600 before 1969, which might be difficult. If so, students might be given a sandwich type of training, e.g., with a year of teaching between their two years of training. This would serve both to advance the supply of teachers temporarily and as an experiment in a pattern of training which might have advantages over the present pattern. 84. U.S. AID is interested in the plan to build the 1,000-place colleges, though it is understood that no formal request for its assistance has yet been made by the Government. 85. A decision must also be made on the consolidation of Grade 2 training. Under the present financial circumstances and in view of the policy eventually to replace Grade 2 training by Grade 3, the Mission would give this relatively low priority. 86. The capital cost of the three 450-place Grade 3 colleges would be about I0.9 million. If it were decided to consolidate the existing Grade 2 - 23 - colleges, about eight more colleges of a similar size would be needed. These would cost about 12.4 million, though there would be some saving through the use of the old buildings for other purposes. 87. The recurrent costs of Grade 2 training would remain fairly constant; for Grade 3 training they would increase to about 10.35 million per year. 88. For CGrnadf 9 trai ni ng at. t.he Nnti onl T1 Tn(rhpr-, I Col l SegP the -noliyev i more clearly defined. The Plan provides for an increase in the capacity of the college by 100 places but Table 13 Jndicates tha+ the Co lleg need not produce more than 130-140 teachers a year for which the present capacity is sufficient.* Howzever, somHe of the hostel accomm.odation is below standard and facilities for training teachers in practical subjects, a students' common roo.m ond a lanrguage lcborato,ry are also needed. An experimental/demonstra+vion school would also be useful especially for teaching practice, but this might I.be provided a., part of t'he secondary expn- n prgm Th ieao "mal class" practice teaching has been mooted. This might lead to useful economies and is worth experimenting with-. Members of the College staff - J a^ e ln school television, and the College might well be the most appropriate center for a separate educatio-n-al T.V T t4-Ad A -- - -P 7PC. I E.illon shon1 -d cve the capital costs instead of the i0.2 million provided in the Plan. The re- current~ ~L cost pe tdn coulId a-1so le reduced by __4in - the studer,t/teacher c.urren.L -I cos'.J - per sudentL U '. ULU dLOC v IJ .1 ~U U. A'L. 00 11 UJI LiJ-C/CC A ratio and perhaps also by changes in teaching practice, but it is expected that- 4the 4tot-a' w4l inres t ----4o about4 T.5 n I 19 'r71. ULIL lid.C CiI CU CO _WAL. ±11_.-A. L a LId 0LULJLU. 1UVd.±).L .J..7 I J~_. n-- ~ -1 _-I C'1,. - _ T(ech1niLca±l UUUCd-CaiolL Trade Schools 89. it is planned to Increase the enrollment iLn trade schools froi y900 to 1,500. This will be done partly by extending the course from three years to four, but it is not indicated whether the remaining expansion is to be provided by building a new school or further extending the existing ones. The manpower surveys give no guidance on the output needed. This is a pity because it is essential to the success of the schools that there should be the closest cooperation with industry and with the Ministry of Labor:s proposed Industrial Vocational Training Institute (IVTI). The Plan suggests that it might be possible to organize sandwich courses, but it is doubtful whether industry in Uganda (apart from a few large firms) can provide effective super- vision; nor is there any recognized system of apprenticeship. The expansion of the trade schools may be hindered by the difficulty of recruiting staff with adequate training and industrial experience. 90. The capital cost of the program is estimated at Z0.5 million and the increase in recurrent expenditure at 190,000 a year. The present pupil/teacher ratio is very low and the recurrent cost per pupil correspondingly high. With a bigger enrollment and a concentration on the courses most in demand it; should be possible to reduce the cost per pupil appreciably. 91. A recent report showed that of 23,000 craftsmen in Uganda about 60 percent needed extra training. There is therefore a very clear need for an institution like the proposed IVTI to provide accelerated training courses. - 24 - In general, resources should be concentrated more on this form of training then on en exnsn-1ion of the trade schnols- Capnital expenditure on the trade schools should therefore probably not exceed 10.4 million or 1971 recurrent eynendit.irp exreecl ^0)]5 millinn- Faqrm Schnnol 92. T -hes redis,cussed in hlip repo-rt. on agricultu.ire, ihee i is recommended that they should not be expanded. The Technical College 93. The Plan provides for an increase in enrollment from 420 to 540 at a cap i t al. c.o s t of 404.5t million. Recu-rent cos,t ar-e ------ted to increase -from 10.23 million in 1966 to 10.3 million in 1971. As already indicated, the orgnlp -ale1o prdn the courses atti nstltuton to vi;rt4ual1 Or. ±~, iicr -1- ca±± ed~.-±C4 -t'--t ..t1 I LU C U VL -0 .LJ4±fl 4 4 UCI, 14-P11~ - C'~1 U I U L-LO degree level. Courses of this type were actually started, though the number of 1 3~~ _4 4_ e -I _ _ 'I i: A - - 4 _ - , , _w_ . _- - :_ -4 I _ _-I __ 1 StUdenUtsIl "ULA 1 LcL±-±y tiL1L1 U.L1ZU jUI Ca uWU-YJ-,y LLnluaGhUe 111 UlVl±, JUULe11iL;LL dlIU electrical engineering was only 25. By 1967 it had become apparent that this course would require an extravagantly large staff and tend to duplicate facilities for engineering education in Nairobi. It was accordingly decided that this tyype of engineering training would be abandoned and that beginning in 1968 the College should start courses for the training of higher technicians which are very-y- Iucl needed and for whi.ch no alternative facilities exist. This change, which occurred after the Mission completed its field work, may make it possible to reduce the investment program ot the College. However, the hostel accommodation is in any event inadequate and unsuitable and should be replaced. A capital expenditure of about !0.4 million may cover all the College's needs for the Plan period. The College of Commerce 94. The Plan provides for an increase in enrollment to 500 full-time students and 1,000 part-time students. Capital expenditure is estimated at 10.5 million and 1971 recurrent costs at ;fo.16 million. 95. It is extremely difficult to define the place the College should occupy in the field of commercial education. Until recently there had been scarcely any effective training in administrative, managerial or office skills, but now a wide range of departmental courses is provided, and new institutions have been set up or are planned to give in-service training for both the private and public sectors, e.g., the Management Training and Advisory Center and the proposed Institute of Public Administration. There is a real danger of dupli- cating courses and it is essential that there should be a coordinated develop- ment plan. Many Ugandans are at present taking commercial courses overseas which it would be appropriate for the College to supply. 96. The College plans to establish a diploma course in business studies and later to provide courses at degree level. This is overambitious. The development should be limited to a broadly based diploma (i.e., subprofessional) level course in business studies which would include such fields as accounting, marketing, office organization, and commercial education (in cooperation with the National Teachers' College). The course should be thoroughly practical and - 25 - if possible arranged on a sandwich basis with local firms. To start such a course, external help would be needed- especially with staffing. This might be provided by ILO under a UNDP project. The planned expansion will require boarding accommodation for an extra 300 students and at least 20 staff houses An amount of 10.3 million should be adequate instead of the 10.5 million pro- vided. The ret-orent cost in 1071 should be abou_t 7n5 mllion. Higrher IA 1 i otinn 07 This ite r-oers thI Gornm res-pnnn+ c nsibilit+lcs fo'r TTannrnn students studying overseas and at the university colleges of Nairobi and Dar es Salaam as well as Makerere, but with min4or excp n a r espo l, 4 1n +i, fo r capital development is limited to Makerere. 98. There are three separate development plans - the Government Plan which covers the -i vre year 61 66 7v1 an A 4-h T Tn J e J,r A Mb .- - -- - 1 - s which cover the three years 1966/67 to 1969/70. Though the University Plar is approved baky the Deve-lopnmnt Committee, which includes the Ministers of Education, it differs substantially from the Government Plan and in some respects al-so rom thLe College Plan. T ,for unately, th e Government P1 lar, onJL which comment should be based consists of little more than a summary of enroll- u u 4 -L L, UL _L U -L;: II;U1A 0a.. U_ __ u_ UV U11 UL ner ment targets and estimated costs, so thlait i n cessar-- to look to the ohLer two Plans for details. Academic Programs 99. The University development program is divided into a basic program wkich provides for the normal expansion of existing courses as enrollments increase, a first priority program consisting of new projects which have been approved by the University Development Committee, and a second priority program for which UDC approval has not yet been obtained. The list of development projects for 1966/67-1969/jo is given with the estimated costs in Table 9. Of a total expenditure of B3 million, i1f.425 million is earmarked for student hostels and other student facilities, 10.783 million for staff housing and 10.766 million for teaching facilities. In the program, the term basic prog- ram has been liberally interpreted to include many new courses both at the under- graduate and postgraduate levels; the first priority program includes two new projects - the opening of a new Faculty of Forestry in 1967/68 and the develop- ment of the Medical Faculty to provide master's degree courses in a wide range of subjects and diploma courses in Public Health and Child Health; and the establishment of a regional Institute of Economic and Social Statistics as recommended by the UN Economic Commission for Africa is under consideration as a priority 2 project. 100. The University also houses several national programs which serve purely national needs and are supported almost wholly by Government subven-tion and external aid. They include the Department of Extra-Mural Studies (with the Adult Studies Center) and the Institute of Education. A new plan for capital development has been prepared for the Institute which would providIe an administration block, facilities for in-service training, a curriculum development center, an audio-visual aids center and a library. The estimated cost of the project is Z84,ooo. - 26 - 101. The program for the common faculties appears to put less emphasis on the consolidation of existing courses than on the opening of new courses, on greater specialization in undergraduate studies and on the rapid development of nostgraduate courses. These developments make it diffieult to raise the present low student/staff ratio and so reduce the cost per student. Moreover, it-. i S nt least arguable whether the interests of the coint-rv t. this stage of its development would not be better served by a greater emphasis on the broadly based3::coreirepcieocst ins. T, +ln nnc,o na -'a-,114-4 +hcnnc4-4n -e nmni a In,r +V,e 102. In the pr-esioal- fLt the position is complicated b +he growing pressures in all three countries for the establishment of national instead of the present regional facilities. Thus enya 'as already slarted work on its own medical faculty and active consideration is being given to estUab lshng new facul'tis of agriuc-ulture in bUt Kenlya anu TLzania arld to upgrading the School of Medicine in Dar es Salaam into a full school. The .. |_tP1 : _ :..5e ,=__| ,_T _ _ Uf 'I ____t_ _ __)-L _t5_ n___ __ i-ac,b _1U_lL;_L,t: t:UU MrI | UlU-LLrII ±uue Pl tMj'i-e Wll.L tleletlUe probabtly soon be national rather than regional institutions, at least at the undergraduate level. It is nLot clear to wh1 extent thIey will coritnue to serve regional needs at the postgraduate level, but any plans for future development should take into accournt the probabiliity that Kenya and Tanzania will have their own faculties by the early 1970's. As Makerere has more students from Kenya and TLanzan 4 a tlan 11th C: Gere are UTgandan s n those-- conris these develoments may well entail a net loss of students from Makerere. There is no indication that this factor has influenced the University's plans for the development of Makerere. 103. There appears to be much more justification for the developments pianned for the Department of Adult Education and the Institute of Education. Both will help to give older Africans opportunities for study and advancement which were not available to them when they were young. By so doing they not only tap a large reservoir of potential talent but will help to bring a leaven of experience to departments staffed mainly with young- recruits. The Institute of Education also concentrates on those fields of education which are concerned with quality rather than quantity. Even considered only from the economic point of view, investment here should yield a high return. Enrollments 104. The Government Plan provides for Ugandan students: (1) an increased university intake from 460 in 1966 to 870 in 1971, of which 90 to 100 each year would go overseas; (2) an increase in the total enrollment in undergraduate 1/ courses in East Africa from 940 to 2,400; (3) an increase in recurrent costs from 11.1 million to 12.6 million. 1/ This presumably includes diploma and certificate courses. - 27 - 105. The University and College Plans agree in predicting intakes into the University of 370 in 19669 380 in 1967. 590 in 1968 and 760 in 1969 (see Table 10(a)). In other words, they aim tc achieve in three years the target set in the Government Plan for five years. Further predictions suggest that it is then intended to level off'' the intake rapidly. Such sudden changes in the number of admissions are undesirable hecause they are unfair to stud.nts competing for places, they cause serious administrative, accommodation and staffinrr nrohlenis at the TIniversitvy and the wide vpriations in oiitut when the students graduate can cause serious establishment problems in the Government service Quite apart from this 9 though the total output of graduates might fall about 100 short of the expressed manpower need in 1966-70, it would ex-eed l+ hi, at le-+ 50r in 1071='75 4-r ihn were no frh i in total university intake beyond the 870 1/ a year quoted. in the Government Plan for 1971. Unless the Manpower Survey is seriously at fa,,.ult 9 the conclusion is inescapable that the expansion planned for 1968 and 1969 is far too rapid a:ad 1i.1nes,c ., p, . I - that it should be verv much slower and smrrooth-ier. 1o6. It is equally disturbin_ to find that the expansion planned is pre- dominantly in the common faculties where the employment opportunities will 'be fewest, especially in 19717b6 when the students concerned will be leaving the University. From 1966 to 1969 the intake into the co mon faculties will in- crease from 240 to 599, i..e., by over 20 percent a year, while intakes into the professional faculties will increase only from 130 to 157, i.e., by less than 4 percent a year. Thus, not only is the overall expansion program too ambitious, but it will produce surpluses in some fields whilst falling short by substantial margins in others. Rough projections for 1966--76 of enrollments in relation to the numbers of students available for admission and of outputs in relation to manpower needs are given in Table 10 (a). These suggest that the University authorities have been guided in their plans less by predictel employment opportunities for their graduates than by the numbers of students reaching the present level of admission. Such a policy leads to a waste of' scarce resources., and would rapidly build up a class of educated unem-loyed. Rven granting that manpower surveys are subject to a wide mar-in of error and. that the overseas supply in particular is difficult to estimate, the nced fOr a thorough review of the Un:iversity's Development Plan cannot be doubted. 107. If University outputs are to match manpower needs enrollments must follow some such pattern as that shown in Table 10 (b). This would give a total enrollment of Ugandan students in the University of East Africa in 1971 of about 1,800. Such an ex-oansion would not meet manpower needs for 1966-7.1 - at this stage that can only be done by accelerated in-service training or the recruitment of expatriates - but if continued smoothly it would give an output in 1971--76 numerically appropriate to estimated manpower needs during that period. However, it must be emphasized that a continuous check must be kept on manpower requirements so that, if necessary, development plans can be modified at the earliest opportunity. The Mission proposals provide for an increase of 850 in the enrollment of Ugandan students into the University. Under present circumstances, it is unlikely that the increase in enrollments at Makerere will be greater than this since the development of the colleges 1/ Of which 770 enter the University of East Africa and 100 enter universities overseas. - 28 - into national universities should be accomnanied by a net loss of students from Ugranda. The TTission therefore suac.,ests thAt nrovision should he made for an additional 800 places -at TaYkerere. 108. An unnecessarv expansion of university level education has the secondarl, effect of abson-rbhing7 qt.11C1Prt.1Z ',T1-__ s1tudents cTt1ier,ri nl help to -rece9 ' the manpower slhortage where it is most serious, i.e., at technician level. In these circumnstances a largTer prowportion of school leavers than at prsn should go straight into employment from Form 6, or enter second level training institutions at Form 14, e.g. the Technical College or College of Commerce.. or enter employment direct from Form )4 end earn nromotion through in--service training, and p,art-time study. rz n ; A. Ile n-nlr oA leA c 14 n_ s.f reU4e io t> pr._pos_e. .n 41 vers- t_ Lu)~ . 11i jlILUCI J 01 ULIIU L1 D , L U Ii U CU 1I U I 1 1 1 UWCOL ULll V L I ', expansion program by faculty are shown in Table 11 together wlith the student/ st 'daiff ratios. It, ii sd 1 iffi c u lt to assess thLiCese ratios WI Ti t1hOUt liCUWIIIng acc-u-Iaey howT many of the academic staff are exclud-d as part time9 visiting, externally financed. or concerneud mainly,% with researc-. If the daUta are COSiStelt ther the ratios showi an encouras.ging rise for all facuLlties. llo0 At present, only 22 percent of the academic training staff are Africans- it is honed- to increase this to 2-4 percent buy 1969. Most of the exp,atriates are British. The U.K. Government has made it easier for British universities to release staff by provicding for 100 supernumary posts annd has made overseas service financially more attractive by supplementing salaries a.nd allowances. Even so, it is still difficult to recruit staff of the right quality in the right subjects. The number of African teachers is expected to increase only from about 45 in I966/67 to 65 in 196°/70 so that if the Univer- sity targets are to be achieved at least 40 more expatriate teachers will be needed for facultv posts alone in lG3hl.K To recruit them will be very difficult as the need. for university teachers olsewy`ere is expected to reach a peak within the Plan period. Mloreover , the Utniversity hones that external governments will meet expatriation costs in full. In other 7ords, both the rnumber of exnatriate teachers and the support costs for each are expected. to increase. Recent policy statements by donor countries surJgest tbat the amount of aid likely to be avail- able may not nmeet these demands. Pecurrent Costs 111. The Government Peovelo-nment Plasn provides for an increase in the annual recurrent expenditure on higlher education from 11.1 million in 1°66 to E2.6 million in 1971. These expenditures cover the costs of educating Ugandan students overseas and at the University Colleg,es of YTairobi and 'Dar es Salaam as well as at "akerere. The Government rmeets the costs partly by direct grants to the Uni- versity partlyr by the paym,ent of bursaries to the students, but the budget estimates give no break,down of the cost of bursaries for students at the Univer- sitv% or overseas. The grants to the University are paid by the Governments on a per capita basis. and include f,CO a student for tuition, f125 for residence and 11C1 for capitation tax. The tuition fee makles no distinction between faculties and the f125 for residlence is unrelated to actual costs. The Mission strongly recommends that; the University accounts should show the average cost per student in each faculty broken doam into faculty costs, administrative costs and the cost of residence. 112. The average cost of k.eeping a student at the University is probably a little le6s tharn 1 7000 a vear. This is extremely high - ten times the cost of supporting a secondary boarding pupil. The salaries of academic staf'f account fnr abonii+. tworthirds orf' fcr-ulty oss and9 facuiltyv otsts for over 70 percent of total recurrent costs (excluding residential costs)- thus almost half of the recurrent costs are for staff salaries. These costs are very high because the student/teacher ratios are very low. This is partly because the University is in the~ ea"rlstgso deelpmn 9- but + p rtl because lhere has been ani unne~ncs- sary emphasis on specia:Lization in undergraduate courses. It is very much to be- doubted whether- the 311or even 33:2^1 cusisbette~r suited to TUganrda's c present needs than the broader 3:2:2 course. By concentrating much more on conso-Iiating the ex;sLg, ore nes neW~slgnwnsl should be possible to reduce the need for staff appreciably and at the same 4i4me reduce capital as w'ell as recurrentl costs. Even where a high d-e- of. specialization is necessary and a heavy research load is carried, the student/ tueachler ratios are still- very Tow It- shudteefr epssible toLnres enrollments without a corresponding increase in staff. The Government 'Working 7Jar.by estirmaUed u "a'y a.-P4- P4-b- 44uhiy l . b a'.'.uuit s.ou e possible . o reduce the average cost per student by over E200 a year. In the Mission's Vlew UthiL W.rul [d entaII r[aisLing student/st rats rater more ehIan is Ldesi r- able, but a reduction by at least 1150 a year should certainly be possi'ble without ap,reciably lowering standards. 113. The Wiorking Party also calculated that the recurrent cost per student could be further reduced by f100 a year as the result of economies in the costs of student accommodation and because administrative and library costs shaould rise more slowly than s-tudent numbers. The Mission supports the Working Party in its view that Uganda cannot afford the present costs of university eaucation and that Makerere College must be much more cost-conscious in its approach to development. The Mission estimate of 1971 recurrent costs for higher elucation is based on a recurrent cost per student of 1725 a year. This gives a recurrent cost of fl.3 million for the University of East Africa, or a total Of L1.6 mil- lion allowing T0.3 million for students overseas. In this estimate, no account has been taken of the possibility of replacing student grants and bursaries by loans which could be repaid either in money or by a period of service in an approved post. This system has much to commend it. It was tried some years ago but abandoned because of the difficulty of collecting repayment installments. It has also been contended that the principles of African socialism require the student to return by services to the community some of the benefits he has received through his university education, and that a financlal repayment would conflict with these principles. As other East African Governments are adopting a loan system, there are clearly differences of opinion on this. From the eco- nomic point of view at least, the system has the great advantage that it would appreciably reduce the recurrent costs of higher education to the Government. The reintroduction of the system should be seriously considered. - 30 - Capital Costs 114. Here the Plan relates only to developments at Makerere College. Total capital costs have averaged about 15,000 a place, but recent expansion has cost about B1,750 a place. The University Plan provides for developments at Makerere to cost almost 13 million in three years at a cost of nearly 13,000 for each additional student. This is far too high especially considering that the biggest increases are in the common faculties, that facilities are not fully utilized, and that the evolution of the colleges into separate universities will release accommodation at Makerere. Lacking full information, the Mission accepts the figure of 11,250 a place used in the Government Plan. The Mission has pro- posed that provision should be made at Makerere for 800 additional places. The canital cost should therefore be about B1 million.. The Mission concedes that some additional funds will probably be required to relieve the current over- tnxing of snme colleae facilities. VII. OVERSEAS AID The- Backgrol-nd 115. Until Independence, the main source of external aid was the U. K. Colonial Development and Welfare Fund under which Uganda received about 13.7 million in grants for educational development between 1946 and 1962. Of this, about 12.9 million was for Makerere College and the rest for general secondary nan technical educaon a i o n teachertra ning. This in +addition to oveCr iE7 million spent in the same period by the Colonial Government. 116. In recent years the pattern of aid has become increasingly complex. Much has been in the form of technic-al assistance, e.g., Com0m-on.wealth scholar- ships and bursaries and especially the Overseas Service Aid Scheme under which the U.K. Government bears a l Large part of thl,e expa4triate costs of. .British personnel working in Uganda, of whom about 550 are teachers. There are also ab'o-t [50 vo-lurt-r service teachers. Th-e annual1 cost to Brit+ain -for teach,ers d.LJt LU' VlSI ±41 ua 0~ CI V .1A UClt.L4 II*4.± aJ C`Sa. LtJ S I 1 G4 4V .1l Io5. SCI.±C. alone is about 10.5 million a year. A further 17O,O00 a year was spent by the U.K. i4 196S4-67 l-n suplem1 -+he-44 si41 salari 4es anA `Lv anuces of' academi c staff`p at Makerere College. This amount is expected to increase. Other help has been with u.LraL0LL1JLIng, 411 Uln te U.K* 1. and wit1 tleachi-Cers' refEreshLlCer courses in U1ganda. I.h11ouUgh funds for capital development in education may be drawn from a 16 million British loan made to the Uganda Government for developm.,enlt in general, a request has been made for a grant of 1f0.7 million for student and staff accommodation for the Faculty of Medicine. 117. Aid from sources other than the U.K. came mostly after Independence. Much of it is provided on a regional basis so that it is sometimes possible to estimate only roughly the share allocated to Uganda. 'T'he U.S. AID has been an important source of capital aid, with grants of B0.5 million for a new girls' secondary school (Tororo) and fO.4 million for extensions to four boys' schools, and soft loans of over Bl million for extensions to 11 other secondary schools and to National Teachers' College. An agreement for an IDA credit for I93.6 million towards a 15 million project involving the extension of 39 secondary schools was negotiated early in 1967. - 31 - 11LO. Iviany donors have contributed technical assistance, much of it to the University. U.S. AID has been contributing annually about 135,000 for topping up salaries, !45,000 for East African scholarships and 150,000 for the Institute of Education. and the Ford Foundation has contributed E40,000 per annum towards the Africanization program, the Rockefeller Foundation E45,000 per annum for a special lectureship program and the Carnegie Corporation f85,000 to the Institute of Education, mainly for in-service courses. 119. Earlier aid was concentrated on prestige projects which could be easily identified, defined and supervised, and most therefore went to M4akerere College, setting standards of accommodation more appropriate to much wealthier countries. It is now realized that university education needs an adequate base of secondary education and that this calls for a new kind of program, consisting perhaps of many smaller widely dispersed projects less easily prepared and super-- vised. The U.S. AID and the IDA projects are of this kind, involving alterations and additions to a large number of schools. At least one more similar project is needed to cover the remaining 15 secondary schools, after which the secondary school program will consist mainly of new schools. It is essential that all capital development programs, including those for Makerere, should fall within the Government's overall Development Plan. External Aid Priorities 120. The Manpower Survey's estimates of output needs suggest that there is already a serious danger of overproducing arts graduates and that after 1971 the planned output even of secondary teachers might be excessive. These finaings indicate the need for long, term as well as short--term development planning throughout the education system. It is essential that capital investment in particular should be related to long-term rather than short-term needs. 121. The following programs should be given priority: (1) the completion of the general secondary expansion program to nrovide ablout 7 000 more places and extra facilities for practical subjects in 15 schools. This is a somewhat diffuse project which renui_res a full surveyv of the nresent facilities before it can be defined- (2) the building of three new Grade 3 teacher-training colleges to ccommodate about 450 students each at an estnimate- total cost of 0.8 million to 10.9 million; (3) extensions to the National Teachers' College (10.15 million), the Technical College (Y.4) milllon) and the College of Commerce (10.3 million)> (4) the Institute of Education program, which includes administrative audio-visual aids room and four staff flats. The estimated cost -S O.U r i["-on. AIn out_1ine 14 has b I- eeni p'LeI'd 3 22 - (6) the orovision of midday meals for primary school children. Technical Assistance Requirements 122. The need for technical assistance will increase, partly because there is a growrin- concern for qualitv, and nartlv because there will be a general lacl of experience in senior posts. Even more help than at present will be needed in cuirriculumi development. esprecially in 1anguages, mathematies- science and the practical subjects such as Industrial Arts, Agriculture9 Commerce and Home Fconomics- in the nIanning and nrepnartinn of teanhinp materials including textbooks, radio and T.V. programs9 and correspondence courses, in inspection: and in in service traininrg Mnost of these are the eoncern of the Tnstituite ofn Education and have already attracted much valuable support. It is important that it should he extended. Examinations from primary leaving to university entrance are due for change to give effect to newi syllabuises and teaching methods) and specialist help wTill be essential. Technical assistance (e.., from the UIDP with IIO as executive agency) will also be needed if the College of Conmmerce is to st,-rt a dip oma co-urse in b-siness stuldi-s 123. Both carital aid and technical assistance t;o education in TTanda bring problems. If capital aid is not tied closely to the Government's Devel- opment Plan it can either lead toawasteful dissi-ation of resources or set standards of accommodation which are too high to be emulated or maintained. W-ith prorects becoming increr a-singly complexi their preparation and -pe-ri-sin- can put a heavy extra burden on an adrinistrative staff already overworked. kUV V CL 11111UL, v a11 u A 1 U LU U D CJ±4O CA. UZIIYCWII% aLt Q,tK) L L L v! LU. O ' 'VI1O U 1 U11 D U1 account in planning their assistance. LIST OF TABLES Table 1: Development Plan (1966-70) - Education - Surmmary of Nission's Proposals Table 2: Enrollments in Schools and Teacher Training Colleges, 196o-l965 Table 3: Teachers and Teachers in Training, 1965 Table )> Examination i~esults (196o-1965) Table 5. Summary of Teacher Training (Ugandans only) - 1965 Table 6: Ugandans Studying Overseas 1965 Table 7: Makerere College (1964/65-1966/67) Table 8: Estimated Capital Cost of a Three-stream Secondary School Table 9: Makerere College: Proposed Capital Projects 1966/67 to 1969/70 Table 10: Intakes and Cutputs of Ugandan Students at Universities (1965-76) Table 11: Makerere College - Projected Enrollments and Teaching Staff (1966/67 - 1969/70) Table 12: Data on Aided Schools and Training Colleges (1961-1976) Table 13: The Demand and Supply of Secondary Teachers a/ Mission Projections (1966-1976) Table l1: Makerere College - Summary of Recurrent Financial Requirements (1966/7-1969/70) (Excluding Student Residence) Tab-Le _ DEVELOPIENT PLPN (1966-70) - EDUJCATION SUIDI'ARY OF MISSION' S PROPOSALS Level Enro:Lment;s -- Annua1Hescurrent Cost CapitalExpenditu.re I; m __ I m_ _ Growth Growth 1966 1971 Factor 1966 1971 Factor 1966 1967 1968 1969 1970 Total 1. Primary 604,000 73(,00() 1L.21 4.04 5.1 1.25 0.3 0.3 0.3 0.3 0.3 1.5 2. Secondary 1-4 19,700 3 L,40() -L.59 1.5 2.42 1.61 (0.5) 1.6 1.9 1.8 1.7 7.5 5-6i 1,>610 4,)280D 2.66 3.* Higher Educat,ion a. U.E.A. 950 -L,800 2.0 0.8 1.6 1.88 - - - - - - b. Makerere -- - (0.2) 0.3 0.3 0.2 - lO c . Overseas 0.4 0.4 1.0 - - 4. Teacher-training a. Grade 2 3,566 3,80() 1.07 0.35 0.35 1.0 - _ _ _ _ b. Grade 3 360 1L,650 14.6 (0.05) 0-35 (7.0) _ 0.1 0.3 0.3 0.2 0.9 c. c. Grade 5 250 400 1.6 0.1 0.15 165 - 0.05 0.1 - - 0.,15 5. Technical schools 900 1L,500 1.7 0.1 0.15 1.5 0.1 0.1 0.1 0.1 - 0.,4 6. Farm schools 440 440 1.0 0.05 0.05 1.0 7. Ugancla feChnical ColLege 420 54(0 1.3 D.16 0.25 1.56 0.1 0.2 0.1 - - 0-,4 8. Uganda Commercial ColleLfe 204 5C(00 24 0O05 0.15 3.0 - 0.1 0.1 0.1 - 0.,3 TOTAI, - 7.6 10.97 1.43 1.2 2.75 3.2 2.8 2.2 12.r15 Table 2: ENROLLi4ENTS IN SCHOOLS AND TEACHER TRAINING COLLEGES 1960-1965 (a) Enrollments in primary and general secondary schools Class 1956 1960 1961 1962 1963 1964 1965 Primary 1 76,245 83,542 85,938 87,771 114,879 106,263 115,835 2 61.l48 70.186 72.93L 70,957 8L,711 94LlLO 98,264 3 48,787 64,552 68,841 66,739 88,678 81,806 93,447 L L1.299 57,.7O 61,906 60.251 70,091 73.903 80,420 5 28,089 46,588 51,591 50,996 60,901 64,924 70,642 6 2 Q989 )i'n6o)n )6- nn8 )8. 81 57. 0o 61 )J3 68.22' Primary 1-6 279,557 362,942 387,218 Th5,on5 476090n )82J,7n 526,833 Jun. Sec. 1 5,741 11,664 14,742 14,276 22,156 23,725 27,063 2_ 6,727 9,677 11, 66 n 11) 453 1 7, 0o7 19,672 2)4(560 Tr+.nl Pr/.TS Soo nr< -4R). sPa h-i9 nq(A i n R9). <1i A1 z 19s RA7 <7R 1,CA __ , __ -V - 1+ 9 -9 - - / I - I- Secondary 1 1,350 2,037 2,017 2,228 3,067 1nn A mA 2 1,021 1,581 1,876 1,957 2,529 3,047 4,488 3I I 1,3 1,40 1 700 ni Q0 5 o) 'A noo 4 633 1,297 1,17 1,412 1,907 2,068 2,)499 Total S1-4 3.919 6,248 6,)446 7,396 9,542 11,702 16,192 s5 _-- 118 149 270 399 575 608 S6 ~ ~~~ ~ ~~~~ --- 91U 1 15 25,1 _6 52 iMak. Prelim. --- 93 70 50 35 21 __ Total s5-6 302 323 477 688 964 1,131 'D-~ 9- A . U. Total Sec. 295,944 390,833 418,795 418,397 525,883 538,540 595,779 (b) Enrollments in teacher training colleges uladc & Year 1i56 196u 0oi_ 1961 _yu_ 1 1 16 1 Grade 2:- Year 1 934 867 958 858 934 929 907 2 913 908 929 932 3 n.a. n.a. n.a. 849 870 887 878 4 330 748 797 84o Total Gr.2 3,713 2,562 2,626 2,950 3,46o 3,542 3,557 Grade 3:- Year 1 62 197 n.a. n.a. 206 189 165 2 83 147 n.a. n.a. 161 203 161 Upgrading n.a. n.a. n.a. 39 74 89 145 344 369 na. _ 406 466 415 _ C Source: Ministry of' zducat ion Table 3: TEACHERS AND TEACHERS IN TRAINING, 1965 (a) Primary school teachers by qualification Hons. graduates 26 Average age 31.6 years Graduates 13 Av. pupil/teacher ratio 35.4 Grade 5 (or equivalent) 247 Total salaries £3.92 million 103 Average salary L242 p.a. 3 1249 .... 8% No. trained 14,637 .... 90% 2 7827 ....4 8 No. untrained 1,468.... 9%70 1 " 4937....30% Not known 214.... 1% Others 1917 . 12$ Total 16,319 * Now only a promotion grade (b) Enrollments in Primary Teacher Training Colleges Grade 2 Year M F Total Year M F Total 1 541 366 907 1 124 41 165 2 591 341 932 2 123 38 162 3 580 298 878 4 545 295 840*, Total 247 79 326_ Total 2257 1300 3557 * 783 passed the final examination (c) Tutors for Primary Training Colleges M F Total Hons. graduates 18 10 28 Graduates 24 6 30 Nearly half are expatriates. Grade 5 34 40 74 Average salaries Per pupil Grade 4 29 15 44 Kyambogo Grade 3 49 19 68 (Gr.5 & Gr.3) 1l165 £1h9 Others 11 15 26 Grade 3 890 77 Grade 2 7Lo L8 Total 165 105 270 About 100 teachers are taking upgrading courses. (d) Spnondnrv Tac.hers qual i fi catio nn etc. Hns aradc G.raLd - rade n Others Total M. 181 204 164 112 661 Trained 665 (90%) F. 67 74 77 51 269 Untrained 265 (-LO%) A,v.Pu-pil/tr. rantio 18.6 Total 248 278 241 163 930 Africans 137 (15%), Asians 212 (23%), Europeans 581 (62%) Source. lHinistry of Education Table 4: EXAMINATION RESULTS (1960 - 1965) (a) School Certificat' examination vn'rnI mvnt. Sc.hool Gandidates n_thers Total Passad SG F4 Aided Passed % Passed Passed Passed as % of Fh Year Schools Sat. C-r.l Gr.2 Gr.3 SC SC GCE SC SC Enrollment 1960 1297 1375 187 451 295 933 68 233 79 1012 78% 61 1147 1257 186 418 255 859 69 209 84 943 82 62 1412 1477 241 463 282 986 67 244 74 1060 75 63 1907 1970 252 532 4ol li84 60 250 60 1244 65 64 2068 2151 328 625 507 1h60 68 158 97 1557 75 05 2X9ll 2675 40) 792 636 18U9 70 575 13) 2023 8 (b) Higher Certificate examination School Candidates Others Total Passed HSC UEA Entrance Passed UEA Passed HSC UEA Entrance Year Entered No. % No. % HSC Entrance No. of7( No. T5f 7 1960 66 26 39 - - - _ 26 39 - - 61 107 on 1.7 en 17. 62 163 75 46 - - - - 75 h6 _ _ 63 265 136 51 - _ _ _ 136 51 _ 614 1403 170 42 312 77 2 8 172 43 320 79 65 555 2h9 15 420 76 - 3 249 1. 123 76 Source: Ministry of Education (adapted) T able 5: SUPIMARY OF TEACHER TRAINING (UGANDIf TS ONLY) - 1965' Urangthi Level of admissi-on of Enroll- Annual output Course Where given Qualification Years of educ.a/ Course ment (estimated) Grade 2 26 Primary training colleges Junior sec. cert., 8 4 yrs. 3557 800 Grcde ,3 5 training colleges b/ School cert. 12 2 yrs. 32 6 1,50 Grade 5 c/ National Teachers' College (i) Good. S.C. 12 3 yrs. 91 (85 in 1967) (ii) H.S.C. ilh 2 yrs. 114 (14 in 1966) ( 9 in 1966) B.Ed. Univ. College, Makere U.E.A. Entrarnce lh 3 yrs. 53 (25 in 1968) Dip.Ed. Univ. College, Makere BA or BSc. 17 1 yr. 14 14 a/ The educational background will be one year less when the: deletion of one year from the primary/junior secondary course becomes effective. b/ Three of these colleges also train Grade 3 teachers, one Grade 5 teachers. c/ The enrollment includes about 60 T.E.A. recruits from the U.K. of whom about 20 will teach in Uganda after qualifying. Source: Ministry of Education Table 6: UGANDANS STUDYING OVERSEAS 1965 (a) By field of study and type of course: 1st Higher Prof. Total Dip/Cert. or degree degree Qualif. Grad.equiv. pract. exper. Total Gen. arts 69 3 -- 72 16 88 Science 86 7 -- 93 1 94 Soc. Science 32 2 -- 34 10 44 Pub. Admin. 8 -- 3 11 21 32 Agriculture 40 4 1 45 14 59 Accountancy 4 -- 85 84 4 93 Engineering 168 4 14 186 169 355 Economics 87 3 -- 90 -- 90 Education 27 4 -- 31 196 227 Law 20 2 44 66 3 69 Medicine 182 24 -- 206 -- 206 Veterinary IMed. 28 2 -- 30 6 36 Nursing -- -- (302)* (302) 2 304 Others 114 6 59 377 556 Total 865 61 508 819+302 2253 *~ The nursing qualification is not regarded as a graduate equivalent. (b) By expected date of return: Type of course 1965 1966 1967 1968 1969 1970 1971 Not known Degree or professional equivalent 267 259 254 213 150 42 11 60 Diploma/certificate/ practical experience 139 271 123 61 10 6 1 84 Total L06 530 377 274 160 L8 12 14h Source: Planning & Statistics Unit. MAinistrv of Education Table 7: MAKERERE COLLEGE (1964/65-1966/67) (a) GroLwIn inL enrollmer,ts: Level 1964/65 1965/66 1966/67 Degree 910 1,030 1,230* Diploma 195 188 217 Post graduate 1-61 91 102 Other 65 55 60 Total 1,331 L364 1,609* * Estimated (b) Undergraduate enrollments compared with University Grant Committee's projections: 1964/65 1965/66 1966/67 Predicted Actual %+or - Predicted Actual %+or - Predicted Actual %+or - 794 846 +7 854 1,069 +25 894 1,17( +31 (c) Outputs of graduates and diplomates: 1964/65 1965/66 1966/67 1964/65 1965/66 1966/67 Arts 97 125 140 Art 7 8 11 Science 64 34 46 Education 131 100 120 Education -- 23 39 Librarianship -- 8 10 Mledicine 34 30 h8 Social W4ork 12 17 17 Agriculture 20 19 27 Total degree 215 231 300 Total Diploma 150 133 158 Source: Universitv DeveLopment Plan Table 8: ESTIMATED CAPITAL COST OF A THREE-STREAM SECuiwDARY SCHOOL Unit Cost Total Cost Capacity No. Building Furn.&Eqpt. Building Furn.&Eqpt. Admin. block - 1 1,360 685 1,360 685 Staff room - 1 1,690 85 1,690 85 Store _ 1 550 - 550 - Classrocms j5 7 1,230 275 8o,61 1,925 Special rooms 35 3 2,000 800 6,000 2,400 Laboratories 35 2 3,450 810 6,900 1,620 Workshops 18 2 1,500 1,100 3,000 2,200 Arts & crafts! 35 1 2,640 860 2,9640 860 home economics Library - 1 4,700 310 4,700 310 Sanitary 2 400 - 800 - Dining room 420 1 9,700 1,475 9,700 1,475 Kitchen 420 1 4,200 2,595 4,200 2,505 Admin/teaching/gen. 420 23 - - 50,150 14,155 Staff housing (a) Headmaster - 1 3,925 370 3,925 370 (b) Teachers - 10 3,440 260 34,400 2,600 (c) Yiatron - 1 1,780 125 1,780 125 Total Housing - 1' - - 40,105 3,095 Dormitories 70 6 1n,6,CC 835 63,600 5,010 Sickbay - 1 3,880 355 3,880 355 Dispensary Total Boarding - 7 - - 67,480 5,365 TGTAL - 42 - _ 157,735 22,615 Total building costs 157,735 Add 20 percent for site works, devices, fees and contingencies 31,547 189,282 Furniture & equiDment 22.615 L211,897 Noteso (1) This total does not include quarters for 5 or 6 teachers, or for axnyi inarv and suihnrdli nate stn ff The total cost. might hb as munch as L240,000. (2) Accommodation usge is R4 percent. (3) The cost per place is at least t5CO i.e. almost twice the cost of a place in a sc-1, l i 0)Tn r T.wT + sam.e roughab o f faci I i ities. Dormitories and staff houses cost well over twice as much as similar fSaccii es imt Kenya Source: Mission estimate Table 9: LIAKERERE COLLEGE: PROPOSED CAPITAL PROJECTS 1966/67 to 1969/70 Order of Estimated 1967/68 ____Priority Cost 2 Men's double halls of residence 1 900,000 100 Staff housing units 1 5009000 New maths/science building and extension 1 1749900 Gaculty of agriculture bui:lding 1 138,800 1 Women's hall of residence 1 225,000 Arts and social sciences extension 1 1209000 Senior and married postgraduate students' flats 1 75,000 Institute of education library 2 72,00C Faculty of medicine 2 75,000 11ain library extension 2 1h5,700 Un iversity boolcshop 2 30,000 Development of sports faci:lities 2 75,000 57 Staff housing units 2 213,000 Institute of economic ancd social statistics 3 39,000 TOTAL Ca-,ital Requirement; 1967/68 2,683,400 1968/69 Students' union center 1 150,000 25 Staff housing units 1 70,000 Improvement and extension of college estates 2 55,000 TOTAL Capital Requirement 1968/69 275,000 1969/70 _ _ _ GRAND TOTAL 12,958J400 Source: University Development Plan. Table l0: INTAKES AND OUTPUTS OF UGANDAN STUDENTS AT UNIVERSITIES (1965-76) (a) Assumption - Intakes as in Development Plan up to 1971; thereafter no further increase. 1965 1966 1967 1968 1969 1970 1971 1972 1973 1974 1975 1976 No. in Foi-n 6 520 570 970 1180 1400 1650 13 2 2550 2950 3350 3750 No. expected to reach UEA entr- ance stand a/ )i20 450 780 9L0 1120 1320 1540 1760 2040 2360 2680 300o Intake to over- seas Univs. 90 90 90 100 100 100 100 100 100 100 100 100 Enroase t. 2A y. 20 3170 330 340 570 770 770 770 670 770 60 770 Enrolts. 2nd yr. 230 310 330 340 530 68 0 690 690 690 690 690 690 it q- .t 1 nRn 91n 'Al 'AAn R4),n CRnA ARn AQn Ao^n Aon AQn Ao.^ Outnut UEA b/ 130 160 210 280 300 310 h80 610 620 620 620 620 Output Overseas c/ 130 250 240 240 200 170 150 140 130 120 110 100 Total Output 260 410 450 520 500 480 630 750 780 740 730 700 Manpower needs 24- , s- 26oo - Deficit 1966-70 180 Surplus 1971-75 770 (b) Mission Proposal No. in Form 6 520 570 970 1180 1400 1650 1930 2200 2550 2950 3350 3750 No. passing UEA entrar.ce 420Yr) 4C50 780 o)9n 1120l 1i320n 1540n 1760 2r0)40 -4Ar 92360 28 3nn0 No. to overseas universities 90 90 90 100 100 100 100 100 100 100 100 100 No. to UEA 340 370 380 450 520 570 620 660 700 740 780 820 Enrolt. 2nd yr. 230 310 330 340 400 470 510 560 590 630 670 700 "I 3rd yr. 180 230 310 330 340 400 470 510 560 590 630 670 UEA Output 130 160 210 280 300 310 360 420 460 500 530 570 Overseas Output 130 240 240 240 200 170 150 140 130 120 110 100 4- 23~60 - ^---> - 2930 I Manpower needs - 2540 - - 4 2840 - Deficit 1966-70 180 Surplus 1971-75 90 a/ Includes private students b/ This is only a rough approximation as it ignores those who study for longer thW' 3 years. The effect irs --.ply to dfer a of the output by 1, 2 or 3 years. Wastage is assumed to be 10 percent in the first and final yeArs. n/ A wastage rate of 10 percent of those expected to return is allowed. Source: Mission estimates Table 11: MIKERRERE COLLEGE - PROJECTED ENRCLLHINTS AND TEACHL.KIG STAFF (1966/67 - 1969/70) 19-66/_7 _ _ 197 7D - _- 119670 - Enroll*- Enroll- Enrcll- Enroll- mesnt Staff Ratio ment Staff Ratio ment Staff Ratio ment Staff Ratio Arts & Science 574 46 12.5 636 51 12.5 808 59 13.7 850 6L 13.'9 Science 2145 31 '7.9 327 37 8.8 420 b3 9.7 480 49 9.8 Educat:ion l?5 18 10.8 222 21 1U.5 (242) 22 11.,0 267 23 11.6 Agriculture ]L7 25 5.9 200 28 7.1 285 30 9'5 3C5 30 10.6 Medicine 3.50 73 4.8 402 79 5.1 462 81 5.7 506 8L 6.2 Forestry __ __ __ 16 3 5.3 31 5 6.,2 45 7 6.4 Dip./Cert. Courses (except Dip. Ed.) 116 12 9.7 175 13 13.5 225 15 15.,U 28c 1') 18.7 ________ ____ 1627 205 7.9 2078 232 9.0 2473 255 9.,7 '733 266 10.3 No-tes: 1. Enrollmen+s include degree, diploma and certificate students and post graduates. :2. Extra-mural Center and Institute of Education are excluded because enrollments are not comparable. 3. Staff includes only teaching staff. Source: University Development Plan Table 12: DATA ON AIDED SCHOOLS AND TRAINING COLLEGES (1961-1976) (a) Enrollments in aided schools Class 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 riry 1 86 88 115 16 116 118 110 ih -110 12Ob 130 136 1L2 150 158 166 2 73 71 85 94 98 102 110 105 109 114 120 126 132 139 146 154 3 69 67 89 82 93 92 96 105 101 105 110 116 122 128 135 142 4 62 60 70 74 80 88 88 91 101 97 101 107 113 119 125 132 5 52 51 61 65 71 74 85 84 87 97 94 98 104 110 116 122 6 iA6 )18 57 61 68 67 71 81 80 8L 9L 91 95 101 107 113 7 15 14 22 24 53 63 65 68 78 77 81 91 88 92 98 104 8 11 11 17 20 Total Prim. i414 410 516 526 578 604 625 648 675 698 730 765 797 839 885 933 Secondary 1 2.0 2.2 3.1 4.1 6.1 6.5 7.5 7.8 O.1 .LI 8.8 9.2 9.7 10.2 10.0 1i.4 2 1.9 2.0 2.5 3.0 4.5 5.8 6.2 7.2 7.5 7.8 8.1 8.5 8.9 9.4 9.9 10.5 3 1.)4 1.8 2.0 2.5 3.1 4.3 5.5 5.9 6.9 7.2 7.5 7.8 8.2 8.6 9.1 9.6 4 1.1 1.4 1.9 2.1 2.5 3.0 4.1 5.3 5.7 6.7 7.0 7.3 7.6 8.0 8.4 8.9 Total Si-4 6.4 7.4 9.5 11.7 16.2 19.6 23.3 26.2 28.2 30.1 31.-4 32.8 34.4 36.2 38.2 40.4 Secondary 5 149 270 399 575 608 1050 1290 1500 1750 2050 2350 2700 3100 3500 -3900 4350 6 104 157 254 368 523 570 970 1180 1400 165() 1930 2200 2550 2950 3350 3750 Total s5-6 253 427 653 943 1131 1620 2260 2680 3150 370() 4280 4900 5650 6450 7250 8lOO (b) Outputs of students with given academic qualifications 0_-',-, ,-,0/ iOl ,l 1-r{ ,Or, 0, 0nflQ l 1rn, I Zn nc- if r-, i- i, [AI7/IA n r- H HAAA S. C. uD) y9o9 i.6o1 11400 ±071 -U00UU 2700 3700 40 010 4704900 9100 5350 90U0 U 900 z02 >O9 H.S.C. 50 75 136 170 249 270 460 550 650 800) 950 1000 1200 1400 1600 1800 U2A Entr.* -- _- _ _ 312 420 450 780 _91L0 1120 _1320 1540 - 1600 1850 2100 2400 2700 * At 1965 level. The level of admission should rise steadily. (c) Teacher-training colleges - intakes and outputs Grade 2 Yr. 1 950 858 934 929 907 920 920 920 940 800 700 600 500 400 300 200 -- , ,,r-,,-~r -r-,r- -rIO 01 ,-, , O K, , 0Km O,, Q4,, OH,- Or-,, OH, -H,"-r , H,- Hcr Yr. ( (400) 330 (40 7 97 840 860 000 000 000 090 050 050 150 6,0 990 450 Total Gr.2 2626 2950 3460 3542 3557 3560 3560 3560 3600 345( 3200 2900 2500 2100 1700 1300 Output 360 300 700 7S0 800 800 600 800 600 600 600 800 700 600 500 400 Grade 3 Yr. 1 n n 206 189 165 180 200 2)40 500 750 900 lo10 1000 1100 1200 1300 Yr. 2 n n 161 203 161 180 200 200 240 500 750 900 1000 1000 1100 1200 Total Gr.3 367 392 326 360 400 440 740 1250 1650 1900 2000 2100 2300 2500 Output 150 190 150 170 190 190 230 470 700 850 950 950 1050 1150 Note: This table is no moree th-a., a rough working model for a pr-ogram of education-al exp-ansion related to Ma-npower needs and financial resources. It is not an attempt to predict future enrollments which may be influenced by other than economic factors. Table l3, THE DEMAND AND SUPPLY OF SECONDARY TEACHERS a/ MIISSION PROJECTIONS (1966-1976) 1966 19.A7 i968 1969 1970 1971 1972 1973 197L 1975 1976 DePmaqnrl F 1-4 875 1)n ii i65 1250 13L0 Thoo lh60 1530 1610 1J700 1800 F 5-6 100 140 170 200 240 270 310 350 400 450 510 nt±hers h/ 20 0n 2n 20 20 20 30 30 30 30 30 Total demand 995 12n0 1355 1,70 1600 16Q0 1800 1910 2oIlo 2-:80 23WL Supply7 InpA,ost c/ o70o iN'd ) I -1 vI-, -AI9 1 1RQ 2172 237h 2'I39 2802 B. Ed. 8 19 27 35 45 60 75 90 105 120 120 Di-,. Ed. 25 25 25 25 25 25 25 25 0 30 30 Gr. 5 -- 14 100 120 120 130 130 14o 1iho .30 120 Inst. of Ed. dU e_ 30 30 30 30 20 20 20 20 20 20 Overseas e/ 70 70 50 30 10 -- -- -- -- -- -- Total supply 1073 1199 1395 1693 1872 2051 2239 2447 2669 2889 3092 Deficit/ +78 -1 +40 +223 +272 +361 +439 +537 +629 +709 +752 Sur=plus fI a! This is a rough working model, the aim of which is simply to study the long-term effects of a given pattern of output on the supply oI secondardy teachers. b/ Includes teacher-tutors, inspectors administrators etc. c/ Allows a 3 percent wastage on the previous year's stock. Some authorities would put it much higher, others rather lower. . rl A A4-- 1 --+ --f - AnCa _hA1-18Hr a/ 711le nie eZ do r u pgrauJng cLourseI UI uu n uU cu LI .vJ i t/ I.L) LI-ime overseasco :U_ shoulld be mostly for e-e-e- Ia I would not increase the! supply. f/ The surplus represents the cumulative number of present expatriates who can be repUlace'd. Conclusions: 1. Numerically, the output should be sufficilent for expat-riates to be replaced from 1968, but it is important to ensure that the supply matches the subJect need also. 2.. From 1971, intakes should be watched to guard against the dangers of overproduction. T2ble 1k: MAKERERE COLLEGE SlUTMIARY OF RECURRENT FINANCIAL REQUTREENTS (1966/67-1969/70) (EXCLUDING STUDENT RESIDENCE) 1966-67 1967-68 1968-69 1969-70 Basin Proram Arts anc l Srci½nnc-s 11 I R 9),, 725 9R 2 ,f, 2Q1 192 Science 158,508 197,505 225,130 253,005 Education 7 ,8L4" 9nQL70 97,392 100,311 Agriculture i10,644 146,964 146,566 154,034 Fine Art 25i061 o00 A nA 3 07 30, (7 Miedicine 386,760 426,720 433,40o 433,400 Centra-1 Ad,.mini strati on 12 ' Q Al94 1 15 19cO LA 1 0 ALA .J'SLJUt CZ. .flt.I*±.Jk L~) U CA UJAJ11 L.-, 7L4-) -4- JJL>J,ILAJL]~Ll Library 65,266 78,500 84,390 86,240 Bookshc _- 5' AOL if AL8 1 0,7 -1, -L'A4. -)5A, ..-4. -L ,/ a4 Estates 103,739 113,420 121,000 127,000 S-tudent Fac-lities 2., LAQ LA 475 r' OA r 6,.23 1~u)C4L ~ U ~ ~ 14L 4,147 14,7,14 ) -)-) ,UIU J I.) >L)Ij Supernumerary Pcsts -43,800 43,800 43,800 Afl rI I n ,°°° 172n9 1 17 O1)7 1 7, 29l7 Institute of Education 11,680 10,945 10.9h5 10.945 PI r ofL-e s s or SpeciaL1 DutL,y Allwance - 2 750 2,750 2,750 Total Basic Program 1,263,559 1,59),2142 1,696,267 1,756,818 Priority 1 Program Forestry _ 84,705 174,648 112,727 11edt icine - ExdaJ1s'on f - Postgraduate Work 45,355 45,855 45,855 Total BasiCc & Priority 1 I,3O,559 1,7209U02 1,916,770 191,L4oo Contributions from out- side sources* towaards these costs are esti- mated to amount to 170,869 275,765 314.,993 318,494 Net Cost Basic & Priority 1i1,092,690 E1,7445,037 i1,601,777 E1.,596,906 Priority 2 Prcgram Inst. of Economic and Social Statistics Under study ' Assumes that all exratriaticn costs iiill be met by external sources. Source: Univers.ty Development Plan. UGANIDA: STRUCTURE OF EDUCATION, 1967' Farm Schools Trade Schools Uganda Technical College Technical Schools Technician Diploma F - - F _ il r-,I _trr F7 FL7 U[ganda College olf CoInmercel - KJ-fZlI Makerere College, University of Ecist Afirica Arts and Social Sciences Science. ._.___.__ __-- _ Education, Agriculture Primary Education Genetral Secondary Education { 1FX7F3 Diploma in Education ._______ i _U}B9 C 5 }R} H C _ Medicine Teacher Training Gradei 5 Z-w (Secondary) Gradel 5 I-H W H2]~3] (Sec:ondarY) LE - Leaving Examination Grade 3 SC - School Certificate EKaminotion (Primary) rSC r-igiger School Car.ica G Grade 2 (Primary) (R) [BRD - 3337 _ UIGANDA EDUCAT'IONAL ADMINIS,TRATION ORGANIZATION CHART MINISTER OF EDLICATION ] LATIONAL INSTITUTE OF EDUCATIOIN L DEPUT'Y MINISTER PERMANENT SECRETARY] CHIEF INSPECTOR ] [CHIEF EDUCATION OFFICERS UNDER SECRETARY INSPECTORATE SCHOOLS AND COLLEGES DIVISION FINANCE AND ESTABLISHME-NT PRIMARY, SECONDARY PRIMARY, SECONDARY DIVISION AND TEACHER TRAINING AND TEACtIER TRAINING HlGIGER EDUCATION UNIT ACCOUNTS, CURRICULA. SYLLABLISES, ORGANIZATION PC15 T [ 7 ESTABLISHMENTS EXAMIlNATIONS, BOOKS, ADMINISTRATICN OF SCHOOLS, SECONDARY UNIVERSITY AND STAFFING SCHOOL TV, PTEACHER APUOINTMETNT AND COLN OF MINISTY SCHOOL RADIO PLTANNING UNIT PROMOTIONT REGINTATRYR_ AND SCHOOL MEALS K BUDGET, - I ________ _________________ STATISTICS AND r n ~~~~~~~~~~~~~~~SCHOOL BUJILDING E REGIONAL INSPECTORATES L MINISTER OF REGIONAL _______.__ __ REGIONAL ADMINISTRATIONS AUTH-ORITIES BOARDS BOARDS BOARDS BOARDS [ LOICAL 1F 66 24 5 32 !5.08 SCHOOLS ~ ~ ~ ~ ~ ~ ~ ~~SHOL IAI (5R)IBRD-2916 UGANDA: EDUCATIONAL IPYIRAMIE) ENROLLMENT IN PRIMARY ANID SECONDARY AIDED SCHOOLS, 1965 SECONDARY (Vl) 435 88 (7r) 1 1 489 119 (5V) 4 i1,891 [608 2,393 706 (IL) 3,452 1,036 ( I ) 4,705 1,4101 PRIMARY BOY S GIRLS (8) I8,.:6 6.54 (7) 19.595 - C8 (6) 4 7.195 _ _- (5) . 46,'jj… _ ..u (4) 51, 32 _2__' . 08 (3) 57,52 3 F] ''924 (2) i883'j_-…- t. (I) 67,510 . 48,325 75,000 50,000 25,000 0 2'5,000 50,000 OuBOYS G I RLSi NOTES: 1. Primary 7 includes Junior Secondary I, Primary B includes JLnior Secondcry 1I and m. 2. From 1967, the Primary course will be 7 years. (F)IBRD-3338 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ j