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PART III

11.0 POLICY DIRECTIONS FOR THE FUTURE.

11.1 Expansion of Early Childhood and development activities.

Policy directions for the future of ECD will incorporate the building of capacity in ECD personnel at all levels; and the raising of awareness of policy makers, communities, and parents. There will be need to improve networking and coordination. This will also incorporate the monitoring and evaluation of programmes and the establishment of management for acquiring skills.

Efforts in curricula reform will have to be taken, from time to time to meet the growing and changing demands.

11.2 Universal Access to, and Completion of, Primary Education by the Year 2000 Goals and Targets.

For policy directions for the future of UPE, there should be constant review of UPE policies to examine strengths and weaknesses, achievements and failures of programmes. Measures should be put in place to ensure that children of school going age should benefit from the UPE provision. Primary school curriculum should, as matter of policy, be reviewed periodically to ensure that it caters for the changing needs of the society. Teacher education should be balanced such that the importance of subject matter mastery does not be compromised in favour of methodologies of teaching and delivering subject matter to the pupil. There should be instituted deliberate selective capacity building in the primary education sub-sector to build up necessary capabilities for the benefit of UPE. Community involvement to be invoked upon.

11.3 Improvement in Learning Achievement

Government future policy directions on learning achievement will embrace:

empowering and strengthening an institution such as ITEK, Ministry of Education and Sports departments to integrate the functions of TDMS such as sensitizing and mobilizing the Community; strengthening NAPE programmes; Development of curricular and training materials; training and orientation of all teachers’ on CA and other assessment modules; periodic curriculum review for basic learning needs and modernisation, preparation of pre-service and in-service primary teachers (to harmonise PTR); improving school management through training headteachers and School Management Committees; monitoring and evaluation of progress in education; promotion of local publications and strengthening national capacities.

11.4 Reduction of the adult illiterate rates.

Government along this line will formulate policies, that will increase access to adult education through community outreach programmes, open and flexible learning, worthwhile curriculum and curricular materials. The teacher training policy should be geared towards adult education too.

11.5 Expansion of basic education and training in other essential skills

required by youth and adults.

As a consequence of the need for increased self-reliance and modernization, Uganda must mobilize her entire human and material resources for her development. This will require imparting skills to as many people as possible, and eliminate indifference, elitism, and inflexibility to work especially among the youth. Further, it is vital that all people benefit from any registered growth, particularly the poorest members of the community. This means that policies targeting imparting skills to youths and adults will have to be strengthened through collaborative efforts between local communities and the Government.

As a matter of urgency, a policy to implement the encompassing Technical and Vocational Education and Training programmes must be set up. It is this organ that will implement the recommended actions and plans of the policy regarding imparting skills to people in the formal and informal sector levels. It will also be equally important to involve the private sector in the implementation of the policy guidelines. They are the chief employers and users of skilled people. They will also require to own most of the non-formal activities as their capital outlay will be significant in the successful implementation of the laid down strategies.

11.6 Increased acquisition by individuals and families of the knowledge, skills and values required for better living, made through education channels.

For policy directions of the future of essential skills for better living through education channels, Government, through the media should put in place some guidelines and regulations for all kinds of media in so far as educational programs are concerned; and more community/rural media should be established so that the masses can have affordable educational services near them. All those who are engaged in the provision of the life-long education should be facilitated by government to reach all categories of the people in Uganda. Also, Government should find ways and means of eliminating harmful media programs. Government should establish a multi-media facility in the Ministry of Education to cut down on costs of production of materials and for coordination of all Distance Education activities. Training programs of staff to manage education programs should be intensified.

END


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