Teachers and Teaching in Uganda

The challenges facing teaching in Uganda

There are numerous challenges facing Uganda's education system, arguably the most pressing of which is the shortage of qualified teachers in public schools.

This critical problem hampers the country's efforts to provide quality education to its citizens, which in turn has far-reaching consequences for the rest of society.

Research demonstrates that the highest ‘returns on social investment’, i.e. where interventions can have the biggest impact, are pedagogy and teacher focused programming (i.e., what goes on in classrooms and what goes on between teachers and learners.)

The evidence is overwhelming that teachers are key to improving the quality of education and ultimately learning. (Source)

In this article, we will explore the challenges facing public schools in Uganda with regards to teacher absenteeism and teacher quality, and look at potential remedies to what can only be described as a crisis.

Teacher Shortages

One of the most glaring challenges in Ugandan public schools is the acute shortage of qualified teachers. According to a report by the Uganda National Teachers' Union (UNATU), there is an alarming deficit of teachers in public schools, particularly in rural and remote areas. Many schools struggle to maintain a sufficient teacher-to-student ratio, which negatively impacts the quality of education. The UNESCO Institute for Statistics (UIS) reported that Uganda had a pupil-teacher ratio of 55:1 in primary schools in 2019. This ratio is significantly higher than the recommended global standard of 40:1. Moreover, the shortage is more pronounced in rural areas. See below data we collected on teacher:pupil ratios in Namisindwa District, where The Uganda School Project operates:

[Namisindwa District needs assessment data. Collected by TUSP, 2021]

Low Teacher Qualifications

Even when teachers are available, there is a concern about their qualifications and training. A significant portion of teachers in public schools do not meet the minimum qualifications and standards set by the Ministry of Education and Sports. A study conducted by the Uganda National Examinations Board (UNEB) found that a significant number of teachers in public primary schools did not meet the required qualifications in 2018. This includes teachers who lacked the necessary academic qualifications and professional training, which raises concerns about their ability to effectively impart knowledge to students.

Teacher absenteeism

High rates of teacher absenteeism further undermine the quality of education, as students are left without proper guidance and instruction either from teachers not being in school, or being in school but not in the classroom. Estimates put teacher absenteeism rates in Uganda between 20%-30% and alarmingly UNICEF Uganda estimates at least 60 per cent of Ugandan teachers are not present in the classroom at half of all public schools. Regional observations indicate teacher absence is a much larger issue in Uganda than other neighbouring countries, and that their subject knowledge is lower, comparatively.

Why is absenteeism so significant in Ugandan classrooms?

Low Wages and Non-Payment

At the national level, teachers will often not receive salaries on time or in full, or both, causing them to miss school frequently either in order to resolve the issue or to take side jobs to support themselves and their families. At Bumakenya Primary School, between 2017-2018, many teachers had not been paid up to 8 months’ worth of wages. Furthermore, when teachers started receiving their salaries again, they were not back-paid or reimbursed for their wages from the months previously missed.

Even when they are received, according to the World Bank, Ugandan teachers' salaries are relatively low compared to the cost of living, leading to financial strain. A study by the International Journal of Educational Development found that teachers in Uganda often seek secondary employment to supplement their income, which can result in frequent absences from the classroom.

Working Conditions

Teachers reporting for duty at public schools will often be met with a drastic lack of resources. Classrooms, staff rooms, desks and textbooks are often insufficient for the teachers’ to perform their role effectively. Additionally, particularly in rural areas, there can be long and expensive journeys to reach the school, often in adverse weather conditions, and no staff dormitories to stay in, further disincentivizing attendance amongst teaching staff.

Lack of oversight

Inconsistent and inadequate systems of monitoring attendance at the sub-county and district level means that teacher absenteeism is rarely noted and/or punished, allowing the behaviour to continue. This can be attributed to limited resources at district level, with school inspectors often burdened with the monitoring of a huge amount of schools, and a lack of resources to help do so.

Insufficient Training and Skills

As a result of Universal Primary Education, many teachers are rushed through the training system and find themselves in the classroom, with insufficient qualifications and essential teaching skills (e.g. classroom and time management, lesson planning, subject knowledge and pedagogical content knowledge) to effectively follow the new thematic curriculum requirements, causing them to reduce their time on task and become demotivated. If a teacher lacks confidence in their skills, they will not be motivated to teach.

Conclusions

The challenges of public schools in Uganda regarding qualified teachers are deeply rooted and multifaceted. The shortage of qualified teachers, low teacher qualifications, inadequate motivation and remuneration, and lack of accountability contribute to the difficulties faced by the education system.

Steps are being taken to address this at government level. The State Minister for Primary Education, Ms Joyce Kaducu, recently announced plans to hire over 67,000 new teachers to government schools, and a newly implemented “Teacher Management Information System” (TMIS) claims to create a centralised platform to collect reliable data on teachers’ qualifications, geographical distribution across the country and gender equity.

We at TUSP hope that these directives can have an impact, as addressing these challenges is crucial for improving the quality of education in Uganda and ensuring that all children have access to quality learning opportunities.

The Uganda School Project’s Teacher Training Programme is designed to improve skills and confidence of our teachers, because improved skills and motivation will lead to higher levels of education amongst our pupils. Learn more about our work here.