The NRM government, has for many years been credited for putting in place instruments that have ensured realization of the right to education.
The above, has been highlighted by the programme on the Universal Primary Education (UPE) that was instituted in 1997 among many other policy and or legal mechanisms.
Recently, UBOS 2017 statistics indicated that 8.7 million pupils were pursing Primary Education of which 7.1 million were studying in UPE schools.
However, there is a growing concern over shortage of teachers, which is affecting the performance of learners.
“We still grapple with many Children and very few teachers,” noted Wandegeya Anselm, Country Director Build Africa.
Anselm was speaking at a Report Launch at Imperial Royale Hotel on Tuesday held under the theme: “Social Accountability in Education: The Role of Citizens in Improving the Quality of Universal Primary Education in Uganda”.
He added: “Government should recruit many teachers, and also work on teacher motivation especially through adequate remuneration.”
He also commented on the need to strengthen the role of supervisors so as quality education is ensured.
Apart from the challenges of high pupil-teacher ratio, the UPE program has also faced challenges like increasing cases of misuse of UPE funds, undermining lack of enforcement of accountability measures, low retention rate, inadequate or poor school infrastructure, shortage of learning materials and others.
With financial support from the Governance, Accountability, Participation and Performance (GAPP) program, a Program funded by USAID and DFID and implemented by RTI International, Build Africa has been addressing some of the most pressing challenges affecting Universal Primary Education quality in selected districts in Northern and North Western Uganda.
The unique partnership approach helps parents and teachers to create sustainable, effective schools that nurture children’s learning.
Notable successes have been registered and lessons learnt using social accountability and civic empowerment to influence better service delivery and creating an enabling environment for quality primary education.
The engagement which also included a plenary discussion, was intended to share successes, lessons learnt and challenges of using the social accountability approach to public education quality improvement.