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MINISTRY OF EDUCATION AND SPORTS
CapEFA Project
TMIS NEEDS ASSESSMENT STUDY
REPORT
DECEMBER 29, 2013
Table of Contents
List of Accronyms ....................................................................................................................... 3
Executive Summary ..................................................................................................................... 5
Acknowledgement ..................................................................................................................... 10
Background ................................................................................................................................ 11
Terms of Reference and Scope .................................................................................................. 13
Study Methodology .................................................................................................................... 15
Policy and Related Initiatives .................................................................................................... 17
Structure and Functions of Ministry .......................................................................................... 23
Structure and Functions of Education Agencies ........................................................................ 35
Structure and Functions of District Offices ............................................................................... 43
Existing Education/ Teacher Data Systems ............................................................................... 49
Analysis of data Instruments ...................................................................................................... 59
Teacher Recruitment and generalManagement Process ............................................................ 68
Common Teacher Data Instruments and areas of immediate Computerisation ........................ 72
Existing Technologies and Capacity .......................................................................................... 75
Application Software and Related Requirements ...................................................................... 82
Systems at Ministry of Public Service ....................................................................................... 90
GITs Modernization Plan ........................................................................................................... 94
GITs and PSC Technical Support .............................................................................................. 96
Existing Telecommunication Initiatives .................................................................................... 98
Telecommunication Infrastructure Requirements and Costs ..................................................... 99
EMIS Implementation log frame ............................................................................................. 102
Recommentations ..................................................................................................................... 108
Appendices ............................................................................................................................... 118
LIST OF ACRONYMS CAO – County Administrative Officer
DES – Directorate of Education Standards
DIT – Directorate of Industrial Training
DEO – District Education Officer
DSC – District Service Commission
ESC – Education Service Commission
GIT- Government Information Technology
HTVET - Higher, Technical, Vocational Education and Training
ICT – Information Communication and Technology
LAN – Local Area Network
LG – Local Government
MOES - Ministry of Education and Sports
MOLG – Ministry of Local Government
MPSC – Ministry of Public Service Commission
NCDC - National Curriculum Development Centre
NCHE – National Commission of Higher Education
NTC – National Teacher College
PED – Primary Education Department
PSC – Public Service Commission
PS - Permanent Secretary
PTC – Primary Teacher College
PTE - Primary Teacher Education
TIET – Teacher Instructor Education and Training
TVET – Technical, Vocational Education and Training
SED – Secondary Education Department
UNEB – Uganda National Examination Board
UNESCO – United Nations Educational, Scientific and Cultural Organization
TISSA - The Teacher Issues in Sab-Sahara Africa
EXECUTIVE SUMMARY
The Ministry of Education and Sports and UNESCO CapEFA carried out a TMIS needs
assessment to address concerns on teacher management issues that were identified under
the TISSA diagnostic report. The main objective of the needs assessment was to assess the
teacher data requirements of the various departments of the MoES and its associated
agencies such as Education Service Commission, Public Service Commission and Districts,
Education institutions including information on Teacher Training Institutions and refugee
education, as a basis for designing an integrated network computer system framework to
support the TMIS.
The review was involved to determine the nature and scope of the requirements for
education data in the Ministry and Agencies, major constraints and challenges in collection,
processing and use and with a view to recommend ways to address prevailing limitations
and to improve efficiency in the use of education data.
It will also be recalled that the major component of the terms of reference was to examine
functions of the various departments and agencies, their information requirement and
processes, available data and data systems with a view to recommend ways to achieve
efficiency, eliminate duplication and related constraints and to recommend the nature,
scope and ways to adopt and implement Education Management Information System
(EMIS) to support required efficiency and controls in processing, use and management of
education data and/or information.
This report presents observations, analysis and recommendations made on the functions
and information requirements for the various departments and agencies of the Ministry. It
also incorporates observations and recommendations made during field visit, review of
various policy documents and reports and consultations made with the relevant officials.
The structure of the Ministry
During this needs assessment, it was noted that the ministry consists of four (4)
directorates, eleven (11) departments and six (6) affiliated agencies. It was noted that in the
Ministry and agencies, the data and information requirements are substantially similar.
Common education data
During this review, it was noted that common education and Teacher data consists of
registration of Teachers and school particulars including Teachers bio-data, college of
study details, salary information, school details, enrollment and attendance, dropout
and repeaters, staffing, physical facilities, textbooks and learning materials, schools
management and special data such as school feeding program.
Data collection instruments
During this review, it was noted that the ministry and agencies use a wide range of
instruments to collect and maintain education data leading to substantial duplication,
insurmountable volumes and limited capacity for timely processing, analysis, use and
dissemination of resulting information. Indeed, these constraints have resulted to
excessive and repeated inquiries for the same data at the districts and schools.
In view of these constraints, it is recommended that core data instrument be adopted
and implemented taking into account the needs for most of the departments and
agencies, with supplementary modules to address specialized data requirements and
updates.
In view of the fact that the registration of Teachers is mandatory and enforceable with
Education Act, it is recommended that registration instruments be modernized and
harmonized with other data collection instruments to constitute the core instrument.
Volume of Data and Work
During this review and analysis made, it was noted that duplications and collection of
non-core education that have led to handling substantially overwhelming volumes of
data and attendant man-hours at the schools, districts and Headquarters.
In view of this observation, it is recommended that the core data collection instruments
and supplementary modules should be revised and restricted to core education.
It was noted during this review that such modernization and harmonization of the core
and supplementary data collection instruments, to eliminate duplications and
repetitions, will result to a reduction of 56% of the volumes of work in collection,
processing, analysis of the education data.
Centralization of Data Processing
It was noted also during this review that the capture, processing and analysis of data is
highly centralized and carried-out at the Headquarters. With such centralization, in
addition to expanded education, duplication and large volume of data, as well as limited
capacity, the processing and analysis of data are substantially delayed, and/or never
carried out leading to ad-hoc decision-making, planning and resource allocation.
In view of these observations and the need to eliminate and/or reduce overload and
congestion of data arising from high centralization, it is recommended that the data
capture, processing and use be decentralized to the districts thereby enabling the
headquarters and respective agencies to concentrate on analysis, dissemination, policy
review, and related intervention measures.
Computer Systems Support
During this review it was noted that with the exception of PSC, the support computer
systems at the Ministry and other agencies are substantially low and considerably
isolated and/or departmentalized.
In addition, it was noted that again with exception of PSC and Education standards, skills
and competencies of the staff to support electronic based systems remains substantially
low leading to manual processing and analysis of data at various levels.
In view of the limited capacity at various levels and particularly at the district, it is
recommended that appropriate and upwardly scalable computerized systems be
established to support capture, processing, sharing and use of the data at the district,
the various departments and agencies of the Ministry.
In view of the limited sharing of data among the departments and agencies of the
Ministry and lack of feedback to the districts and schools, it is recommended that
policies and infrastructure be adopted and given priority at all levels to support
information sharing and feedback at various levels.
District Potential and Capacity
It was also noted that whereas there is high potential for the districts to carryout
effective and timely capture and processing as well as use the data, the capacity in terms
of equipment and human resources remains substantially limited.
It was also noted and recommended that the on-going and largely uncoordinated
initiatives at the districts constitute a fundamental and crucial foundation for the
development of the envisaged Integrated TMIS.
It was noted during this review that districts needed, at present and as a matter of
priority, to be supported to harmonize capture, processing and use of data in order to
take more systematic and productive advantage of the computers from in place and the
trained staff of the PSC that are already in the districts.
Education Agencies
During this review, it was noted and recommended that Education Agencies of the
Ministry handle largely specialized education/ Teacher data that should be harmonized
and integrated with revised core instruments and development of Applications Software
and related infrastructure to support adoption and implementation of EMIS.
In this respect, it was noted and recommended that, besides handling data for staffing in
public schools and/or institutions and Teachers Management, BTVET directorate handles
data for the registration of teachers in both public and private sectors and that the
required Applications Software should be harmonized and integrated with EMIS
applications.
Similarly, it was noted and recommended that, besides handling data for registration of
candidates and processing of examinations, Uganda National Examination Board (UNEB)
handles data for the examination results relevant for admission in the subsequent
transition stages and that the required Application Software should be harmonized and
integrated with EMIS applications.
Of equally strategic importance, it was noted and recommended that, besides handling
data for staffing, registration of teachers and examination performance, NCDC handles
data for development and delivery of the curriculum of which the required Applications
Software should be harmonized and integrated with EMIS applications.
Also of equal strategic importance, it was noted and recommended that, besides
handling data for Teacher recruitment, confirmation, promotion, discipline and transfers
of which the required Applications Software should be harmonized and integrated with
EMIS applications.
Implementation of EMIS
In accordance with the terms of reference it is proposed and recommended that EMIS
be implemented over a period two(2) years, with the 1st year involving harmonisation of
data collection instrument, Development of an integrated TMIS with the baseline of the
exisitng EMIS system and pilot of the core data collection instruments, supplementary
modules, supporting computerized systems, necessary network infrastructure, capacity
building and development of required capacity.
In this respect, it is recommended that the 2nd year should involve implementation of an
Integrated online TMIS and supporting systems, applications and infrastructure in all the
districts and education institutions.
It is recommended further that during these phases efforts should be made to ensure
affordability, manageability and sustainability.
ACKNOWLEDGEMENT We appreciate the opportunity availed to us by the Government of Uganda, Ministry of
Education and Sports (MoES) to carry out a comprehensive needs assessment study that will
form a basis for the development of Teacher Management Information System (TMIS). In
particular, we thank the UNESCO Uganda chapter, the PS/MoES and Technical group/MoES
for the guidance and support rendered to the Consultancy team during the course of its
assignment.
We thank the various directorates, departments, institutions and the stakeholders
specifically the TIET department and Dr. Jane the Assistant Commissioner, and Mr. Patrick
the ICT Assistant Commissioner, who made invaluable contributions and input to the Team
that enriched the knowledge and views of its members about the local and international
needs assessment in review of Teacher Management Information System (TMIS).
We affirm that the views contained in the report are the collective considerations of the
Consultant team members, and they do not, in any way, represent the Government of
Uganda position on the subject matter of development of Teacher Management
Information System (TMIS).
CHAPTER 1: BACKGROUND
The Teacher Issues in Sab-Sahara Africa (TISSA) study report indicates that Uganda faces
challenges in the quantity and quality of Teachers at all levels. The technical team came up
with key recommendations that formed the basis for developing an action plan for
addressing Teacher issues in Uganda. The project of CapEFA on Teachers of Uganda that is
facilitated by UNESCO in partnership with the Ministry of Education and Sports is now to
implement a capacity development programmes to support the implementation of some of
the key recommendations from TISSA study. Based on the action plan and activities derived
from the TISSA recommendations, the team prepared a Capacity Development of Education
for All on Teachers of Uganda. In this work plan, the Teacher working team prioritized four
components to be implemented for the period September 2013 to December 2014. One of
these components is development of a Teacher Management Information System (TMIS)
with a profile of Teachers on licensing, management (recruitment, deployment, transfers
and appraisals) and Teacher training.
The TMIS is to provide accurate information on demand and supply of Teachers at primary
and secondary level. In this way the Ministry will plan for training and recruitment of
relevant Teachers. This will ensure that pre-service training needs are evidenced based to
equip a sufficient number of Teachers with adequate qualifications. Also, in terms of the
Teacher profiles, the Teacher Instructor on education and training, would require
information on the in-service training and plan for improving the quality of Teachers by
ensuring that there are sufficient opportunities for upgrading of pedagogical skills. For the
implementation for the TMIS components, a request of expression for consultancy has been
proposed to review the existing information systems/needs assessment, design and
specification of the system and support for installation of the TMIS. The ultimate goal is to
ensure that there is comprehensive information on Teachers that is accessible and shared
within an online platform by all the stakeholders at all levels.
This consultancy therefore is about the TMIS Needs Assessment study that is envisaged to
form a basis for the development of a comprehensive working TMIS.
The consultant(s) is expected to work with a team drawn from the TMIS sub working group
whose membership is drawn from relevant departments that reports to the Teacher
Working Group of Uganda education sector.
The TMIS Needs assessment study was conducted in the duration between 9th December
2013 and 29th December 2013 with below defined objectives.
Study Objectives
The TMIS needs assessment undertaking revolves around below main objective and specific
objectives
To undertake a comprehensive needs assessment for development of TMIS
And specifically
i. To assess the Teacher data requirements of the various departments of the
MoES and its associated agencies as a basis for designing an integrated
network computer system framework to support the TMIS
ii. To assess the ICT infrastructure in the MoES and its agencies
iii. To assess the ICT capacity level of the staff
CHAPTER 2: TERMS OF REFERENCE AND SCOPE
The terms of reference for the needs assessment, design and support to implementation of
the envisaged EMIS were divided into three phases. The sections of the report that address
each of the terms of reference are indicated below;
Phase I: TMIS Needs Assessment
1. A review of the organizational structure and functions of the various
departments of the MOES at all levels and identification of the information
requirements for effective functioning of the Ministry on teacher data in
education institutions including those from refugee camps. This item is addressed
in Chapters 5 of the report.
2. An assessment of existing educational data systems in MoES including the format
and use of such data and the current constraints on effective access and use of
the available data. This item is addressed in Chapters 8 of the report.
3. A review of the instruments for collection of teacher data with a view to
institutionalizing a core instrument covering data needed by all the departments
and agencies, supplemented by specific modules. This item is addressed in
Chapters 9 of the report.
4. Analysis of teacher issues from a gender perspective and identification of gender
indicators. This item is addressed in Chapters 10 of the report.
5. Identifying monthly volume of work, existing bottlenecks and the areas for
immediate computerization within an integrated approach. This item is
addressed in Chapters 9 of the report.
6. A review of the existing computer technology and capacity at the MoES and
agencies in order to determine internal technological capacities available and
improvements required to support and sustain enhanced and timely information
and data processing. This item is addressed in Chapters 12 of the report.
7. An assessment of the nature and functions of computer systems at Government
Information Technology Services which processes a considerable amount of
MoES data, including salary and ESC data. This item is addressed in Chapters 13
and 14 of the report.
8. A review of Information Technology Services (ITS) plans for computer hardware
and software upgrades including type, extent, timing and certainty of
implementation as well as linkage with other ministries. This item is addressed in
Chapters 15 of the report.
9. Recommendations of the software requirements and support for MoES including
changes that will be necessary in the near future. This item is addressed in
Chapters 13 of the report.
10. In consultation with ITS provide full technical specification of proposed TMIS
hardware and software needs. This item is addressed in Chapters 18 of the
report.
11. Assessment of the capacity building requirements at MoES and development of a
programme of training needs on IT and propose appropriate training
arrangements and programmes to meet these needs. This item is addressed in
Chapters 18 of the report.
12. Evaluation of existing IT initiatives from which MoES including agencies and
education institutions could incorporate the teacher data. This item is addressed
in Chapter 17 of the report
13. Determination of the telecommunication infrastructure needed to support
handling the envisaged online platform and the likely costs. This item is
addressed in Chapter 18 of the report.
14. Estimating the costs for the various components in computerization of the
TMIS within the EMIS framework at the headquarters, district and institutions,
particularly in the following areas: This item is addressed in Chapters 13 and 18
of the report.
i. Installation of the system
ii. Training costs for users and system maintenance staff
iii. Operational/maintenance costs including paper, toner, ribbons and
replacement items for both laser and dot matrix printers.
iv. Full service maintenance from computer firms with extensive national
network.
v. Hardware requirements for installing the system.
15. Preparation of a phased programme for the establishment of an upgraded TMIS
networked system. This item will be taken care of in the Design phase of the
engagement. This item is addressed in Chapters 19 of the report.
CHAPTER 3: STUDY METHODOLOGY AND APPROACH
By using the various means and sources, there is need to synthesize the findings of the
country needs assessments as well as to document the experience draws from the previous
efforts in the processes. The following methods may be employed to gather the information
to prepare the report.
a) Discussions and consultations with the MoES departments and its agencies on the
key Teacher findings prior and during the presentation----will involve Meetings and
Visits in the Department / Agencies, Districts and institutions
b) A desk review of the Teacher education policy documents
c) Brief Questionnaires targeting Departments, directorates, PTCs, NTCs, PSC, Districts
technical institutes and Local authorities
d) Observations of Teacher functions and processes at MOES and its agencies on
Teacher management issues
Sample population
During the needs assessment study, the consultant identified from various directorates the
departments that deal with Teacher management functions and below forms the sampled
scope of study population from where data was collected to carry the findings:
1.3.1.1 Directorates/Department/Divisions
Teacher Education – TIET,
Education Service commission (ESC),
Public service commission (PSC),
Planning and policy analysis – EMIS
Human Resources department
Information Communication Technology,
Directorate of Education standards,
Special Needs department
Pre-primary and primary education department
Secondary education department
BTVET department
1.3.1.2 District visited
During the assessment, the team envisioned to carry a survey in two districts, but it
happened in one district since all districts carry similar functions and processed as enshrined
in the policy documents. Below is the district that was visited
I. KOLE
The team also visited the district Local Government (LG) office, which is tasked as a LG
personnel, below was the LG office visited.
II. KOLE Chief Administration Officer- Local Authority Personnel
1.3.1.3 Institutions visited
Loro Core Primary Teacher College
Abilonino Teacher Technical Training
CHAPTER 4: POLICY AND RELATED INITIATIVES
E-Government Framework Policy
The Government of Uganda has recognized the critical importance of ICT in national
development, and has started a policy framework to start implementing these technologies
throughout the country. This is indicated in several documents covering policies, statutes,
and other initiatives in the area of ICTs in Uganda. The most recent documents, among
others, include: (i) A National ICT Policy which was approved in 2003 with the aim of
promoting the development of ICT infrastructure in the country (ii) A Draft broadcasting
policy which is in place; (iii) The Uganda Communications Commission Rural Development
Policy; (iv) The Communications Policy that seeks to connect all schools, sub-counties, urban
centers, health centers and public libraries; (v) The Government project for promotion of
Public-Private Partnerships to build the requisite backbone infrastructure for
telecommunications in Uganda.
Though we find the above documents to propose a unified structure for ICT development,
individual Ministries continue to adopt ICT initiatives based on their unique internal factors,
especially available opportunities for funding they can access which is often on an ad hoc
terms. As a result, ICT development within the Government remains more integrated at the
national policy level, than it does with respect to translating that policy to a harmonized ICT
implementation and operational guidelines across all Ministries.
The Government, through the E-Government Strategy, 2004, has a strong belief that ICT has
the potential not only to revolutionize the way government operates, but also to enhance
the relationship between Government and Citizens (G2C), Government and Business
community (G2B) and within Government to Government departments (G2G). All
government agencies have been encouraged to use this framework to further focus and
inform their e‐Government strategic plans as one of the facets to transform our country into
a knowledge‐based economy.
The framework outlines four broad categories of pre-requisite for improved communication
with the Government as consisting of the following:
i. To harmonize functions, to carryout re-structuring to enhance services
delivery and to foster adoption of multi-channel information sharing and
communication [Institutional framework].
ii. To review, enact and enforce laws related to electronic based information
and communication, including interagency electronic exchange of files [Legal
framework].
iii. To develop secure and reliable ICT infrastructure, including intranet [ICT
infrastructure].
iv. To develop and embrace a service-oriented and customer-centric approach
of conducting its businesses by becoming more transparent and more
accountable [Business level]
It is proposed in the e-government strategy and the draft national ICT policy that
automation and electronic based systems will improve education policy analysis, policy
dissemination, decision-making and service delivery.
Consultation with the Ministry of Public Service Commission (MPSC) resulted to indication
that TMIS as a component to improve management of teacher and education would be
considered as part of e-government strategy in education sector and public service delivery.
In the short-term (2004/2005) the strategy envisages integration of internal Government
processes, procedures and regulations as well as elimination of duplicated efforts and
wasted resources through high levels of shared information infrastructure. It also include
increasing internal operational efficiency and effectiveness with consolidated systems such
as IFMIS and IPPD as well as developing information websites for all the Ministries and
strategic agencies.
Ministerial Policy Statement on ICT
According to the E-Government strategy (2004) and envisaged decentralization of the
Government IT Services, each Ministry and/or Department is required to put in place its
policy for Information Technology Infrastructure, supporting committees and institutional
framework.
Whereas the Ministry of Education and Sports has not adopted a policy on Information
Technology Infrastructure, the draft (Information and Communication Technology in
Education Sector Policy - Note: still in draft, December, 2013) in use recognizes that the
electronic delivery of services to the public wherever possible is presently on high agenda of
the government.
In the draft ministerial policy, the stated overall policy objective is to “use Information
Technology Infrastructure to improve efficiency and effectiveness of the administrative and
service-delivery processes.” It states further that the aim of the Ministry is to establish high
quality; robust, sustainable, secure, easily supportable and flexible Information Technology
Infrastructure that meets wide-range of education needs and achieves best value. The policy
objectives may be summarized as follows:
Infrastructure and capacity
To build and support capacity for use of the Information Technology Infrastructure in
various departments of the Ministry and Education Agencies.
To develop, maintain and upgrade sector-wide Information Technology Infrastructure in
conformity with National ICT Policy, E-Government framework Strategy, international
conventions and experience as well as the prevailing industry standards,
To develop the use of the Internet and Intranets to maximize availability of high-quality
information, improve interactive services to users, and to reduce overheads on information
management.
To put in place and maintain executive information systems to support managers,
administrators and inspectors, and other staff on administration and management of
education
To develop and maintain regularly updated databases, consistent with data warehousing
approach in order to eliminate ad hoc requests of data and/or information.
Office productivity
This will seek:
To carry out efforts to ensure that all staff have access to appropriate ICT systems and
relevant training to facilitate effective and efficient work conditions.
To put in place and to maintain relevant and appropriate application software to support
office automation and productivity
To put in place relevant and appropriate technologies, communication, and network
infrastructure to support office automation and productivity
Management of teacher data and general education data
In the effort to management of teacher data and general education data, the ministry is;
To carry out effort to ensure shared, coordinated, and consistent approach to handling of
education data, including teacher management data, and information particularly with
Planning and Policy Analysis Directorate, ESC, PSC, DES, Ministry of ICT (e-Government
Department) and Public/Private Sect
To put in place and to maintain relevant and appropriate application software to support
timely, integrated and coordinated collection, processing and use of education data and
information for effective administration and management of teacher and broadly education.
To put in place relevant and appropriate technologies, communication, and network
infrastructure to support timely, integrated and coordinated collection, processing and use
of teacher management and general education data and information for effective
administration and management of education.
To adopt and promote EMIS and related systems to transform collection, processing and use
of education data, and more specifically with emphasis on teacher management, from
manual to electronic based systems supported by infrastructure for effective and efficient
transmission and sharing of information among the relevant departments and education
agencies.
To identify cost-effective options for development and implementation of TMIS
Computerization of administrative systems
In effort to modernization of the administrative systems, the ministry is;
To prioritize relevant and appropriate application software to maintain effective and
efficient systems for the administration of human and financial resources
To put in place relevant and appropriate technologies, communication and network
infrastructure to maintain effective and efficient systems for the administration of human
and financial resources
In this respect provision has been made to implement the finance, procurement and
personnel management information systems (IFMIS and IPPS) based on the principle of
distributed management and administration of work.
The ICT section of the Ministry will carry out customization, installation and implementation
of the finance, and personnel management systems in the Ministry in consultation with
relevant technical teams for IFMIS and IPPS.
Equipped technical and support staff
Efforts will be made to equip technical and support staff with relevant and appropriate tools
for development, coordination and maintenance of the various systems in the Ministry of
Education and related agencies.
In addition efforts will be made to provide technical and support staff with regular and
systematic training for capacity building to meet present and emerging challenges.
Policy and Administrative Framework
The ministry will complete development and adoption of the ministerial policy on
Information Technology Infrastructure that will be aligned to the e-government Strategy and
the National ICT policy
Education Information Technology Services (EdITS) as an educational information technology
service Unit of the ministry will be established within the Directorate of Planning and Policy
Analysis to provide housing for TMIS within existing EMIS, Education ICT, and E-learning
programmes and to coordinate, harmonize and institutionalize systems, applications and
infrastructure for these three sections.
Under this framework, TMIS will address management and use of teacher data, Education ICT
will address management and support for the Government-wide common functions,
systems and infrastructure, and E-learning will address management, coordination and
maintenance of relevant standards for programmes related to e-learning in schools and
educational institutions.
Part of this recommendation is to enhance clarification on the present and future
development of the proposed unit and the three sections and also to make computerized
systems and applications, which support education functions (including teacher
management), data and information, as well as related IT and ICT infrastructure integral part
of the Ministry with relevant staff answerable directly to the Permanent Secretary in
conformity with E-government framework strategy.
ICT Policy at Agency Level
The Ministerial draft policy recognizes and makes provisions for the various education
agencies to make their own policy on Information Technology Infrastructure taking into
account the need harmonized and integrated systems within education sector.
CHAPTER 5: STRUCTURE AND FUNCTIONS OF MINISTRY EDUCATION MANAGEMENT INFORMATION SYSTEM (EMIS)
The Ministry of Education and Sports started collecting education data in 1963 on basic
variables like enrollments, teachers, number of schools, and infrastructure among others,
and processed manually. As a constitutional mandate, MoES has as a requirement to
provide education & sports related information to the public and related government
institutions through a MIS (EMIS) which is a one-stop data center for informed decision
making and policy formulation.
EMIS consists basically of the following core components;
i. Annual school census database,
ii. Geographical Information System,
iii. School Registers,
iv. Pupil/student Identification numbers system (STIN/PIN),
v. Surveys,
vi. Monitoring & Verification exercises
vii. Headcounts (Both routine and adhoc),
In 1999 after the introduction of UPE, MoES embarked on the introduction of a customized EMIS with
a relatively wider scope in terms of sub sector and variable coverage to capture enrollment, teachers’
details, infrastructure, sanitation, instructional materials among others.
The objective of EMIS then was to establish effective and efficient systems and
infrastructure that supports harmonized and timely collection, processing, analysis,
dissemination and management of education data.
Besides the imperative to increase enrolment and attendance at all levels of education, the
goal of the government is to improve relevance and quality of learning, mobilization and
allocation of resources and to reduce inequalities.
In addition, it is envisaged that effective EMIS will provide necessary tools and capacity for
monitoring and evaluation of various intervention policies including the Free Primary
Education (FPE), Universal Primary Education (UPE) and Education For All (EFA).
Besides duplication in data collection and processing, there is limited access to data, policy
analysis and use from the existing EMIS infrastructure largely because supporting
instruments and related systems are isolated and independently developed.
EMIS Objectives
The objective is to establish harmonized and integrated information systems and relevant
infrastructure to support timely collection, processing, dissemination and use of education
data for management and necessary interventions to achieve relevant and quality
education. The envisaged electronic-based infrastructure is intended to support the Ministry
and the various education agencies to address challenges related to policy analysis, planning
and management of education; including necessary intervention measures.
Recognizing that there are various sources of education data, a wide range of data collection
instruments processed manually and/or supported by isolated and independently
developed systems within the Ministry and its education agencies, the principal objective of
EMIS is to modernize, harmonize and integrate collection, processing, analysis,
dissemination, and use of education data.
The effort will be to move gradually and progressively from modernized and harmonized
instruments to on-line computerized systems that address present and future challenges in
the management and administration of education in the country.
Ministry Headquarters
This section address the terms of reference on review of the organizational structure and
functions of the various departments of the MOES at all levels and identification of the
information requirements for effective functioning of the Ministry.
The Ministry comprises of 11 Departments headed by the Permanent Secretary, Directors and
Commissioners. These Departments under four (4) Directorates:-
a) Directorate of Basic and Secondary Education,
b) Directorate of Higher, Technical, Vocational Education and Training,
c) Directorate of Education Standards and
d) Directorate of Industrial Training.
There are also affiliated institutions as Education Service Commission (ESC), Uganda National
Examination Board (UNEB), and other examination bodies including Uganda Business and Technical
Examination Board, Uganda Allied Health Examination Board, Uganda Nurses and Midwives
Examination Board, National Council for Higher Education (NCHE), National Curriculum
Development Centre (NCDC), National Council of Sports, and Uganda National Commission for
UNESCO (UNATCOM) etc.
The ministry’s core functions are to:
a) Formulate, develop and implement education, training, research, science and
technology policies
b) General planning, administration and management of ministry functions and
resources
c) Ensue provision of equitable quality education, and training through regular quality
control assurance and development
d) Determine Teacher requirements, co-ordinate and manage Teachers in liason with
other agencies and stakeholders
e) Promote, co-ordinate, monitor, evaluate and manage the implementation of
education, research, technology development and training programmes
f) Determine, formulate and co-ordinate curriculum development, implementation,
valuation and certification;
g) Liaise with stakeholders in education, technology, research and specialized agencies
and
h) Promote the implementation of priority research and technology development
programme.
Education Policy
The main mandate of the Ministry is to provide quality Education and sports services in the
country, which are constitutional obligations for the Ugandan State and Government
therefore,
The vision of the Ministry is to promote and administer Quality and appropriate Education
and Sports services, for all and the Mission is to provide technical support, guide,
coordinate, regulate and promote quality education, training and sports to all persons in
Uganda for national integration, development and individual advancement."
Strategic objectives
1. To ensure universal and equitable access to quality basic education for all children
through:
i. Early Childhood Care and Development for children up to 8 years. ii. Universal Primary Education for children from 6 years to 12 years
iii. Education for the disadvantaged groups from 6 years to 18 years
2. To improve the Quality of Education in the following levels:-
i. In Primary Education by ensuring pass rates in literacy and numeracy (at the appropriate class grade) levels through the National Assessment of Progressof Education (NAPE).
ii. In Post-primary Education by ensuring achievements attainment targets andpass rates in English, Mathematics, Science and Information Technology.
3. To ensure equal access by Gender, District and Special Needs at all levels of Education.
4. To build capacity of districts by helping Education Managers acquire and improve on their knowledge, skills and attitudes to be able to plan, monitor, account and perform managerial functions.
The sector is run on a principle of promoting Public – Private Partnerships at all levels and
the Private sector has played significant roles in provision of Education services especially
at the post primary and tertiary education levels.
Directorate of Higher, Technical and Vocational Education Training (HTVET)
The Directorate of Higher, Technical and Vocational Education Training (HTVET) consists of three(3) Departments: Technical and Vocational Education and Training, Higher Education and Training and Teacher and Instructor Education and Training Departments TIET. It is charged with managing and coordinating training of Teachers, Instructors and Tutor in the training institutions.
The Teacher/tutor, instructor education and training department has a cross-cutting
function that serves the need of all Technical/ Vocational needs of the Ministry of
Education & Sports. The department is responsible for the training of:
a) Teachers of primary and secondary schools
b) Tutors of Primary Teachers' Colleges & Health training institutions
c) Instructors of Technical Training institutions
d) Lectures for specialized training institutions including National Teachers'
Colleges, Colleges of Commerce and Technical Colleges among others.
TIET is mainly responsible for policy, control and maintenance standards through control of
Teacher education curriculum program activities and examinations (The Education and
Sports sector Annual Performance report, 2011). This arrangement enhances flexibility,
transparency and accountability and allows Teacher / Tutor, Instructor college
administrators to contextualize policies and information from the centre for effective
implementation.
The specific objectives of The Teacher/Tutor, Instructor Education & Training Department
is to:
a) Make Teacher/Tutor, Instructor Education & Training responsive to the needs of
the education sector by ensuring that Teachers/Tutors and Instructors are
available in adequate numbers and of the right caliber and quality.
b) Make the Teacher/Tutor, Instructor preparation environment conducive to
promote quality, efficiency and effectiveness.
c) Develop in Teachers, Tutors and Instructors the attitude and qualities needed for
participation in techno-cultural environment; ability to teach, instruct and
educate others; an awareness of the principals that govern orderly human
relations within and across national boundaries; a sense of responsibility to
contribute both by teaching and example to social, cultural and economic
progress; and by acquiring through training skills relevant to the provision of an
enabling learning environment for pupils/students/trainees.
d) Improve the quality of the staff for the Teacher/Tutor, Instructor Education sub-
sector.
e) Strengthen the Teacher/Tutor, Instructor colleges' staff, primary, secondary and
technical school Teachers and head Teachers, instructors and head instructors,
health tutors and Principals of Health training schools, Governing Councils,
School Management Committees and Boards of Governors support system.
TIET department has three divisions; Pre-primary and Primary Teacher Education,
Secondary Teacher Education and Instructor and Tutor divisions. The department is headed
by a Commissioner who is responsible for all Teacher development programs, including in-
service and pre-service training. Each division is headed by an Assistant Commissioner. The
structure of the department is as presented below
Directorate of Basic and Secondary Education
Directorate of Basic and Secondary Education has three(3) Departments: Pre-Primary Education,
Private Secondary Schools and Government Secondary Schools Departments. Its major function is to
manage servicing Teachers in terms of deployment (posting after recruitment, transfers, Promotion
(upgrading), discipline and appointments.
Department of Pre-Primary and Primary Education key functions are to:-
a) Develop strategies for improving the quality of Pre and Primary Education.
b) Develop and ensure implementation of appropriate policies, plans and guidelines
for effective coordination and management of Pre and Primary Schools.
c) Guide, monitor and evaluate the implication of set policies and guidelines, on the
teaching and learning process, in collaboration with the stakeholders.
d) Ensure effective and timely feedback from all stakeholders of Basic Education.
e) Ensure sufficient capacity to manage quality teaching and learning process in the
schools.
f) Ensure there is value for money in the programmes run under the Department.
g) Ensure oversight and appraisal of all staff under Basic Education Department.
h) Ensure continuous improvement of all staff under Basic Education Department –
Initiate capacity development programmes for all.
It was noted that most of the Teacher management functions are decentralised at the
Districts, where DEO, District Education Service Commission and the chief Administration
officer are mandated.
Department of Secondary Education is responsible for Government owned and Government
aided Secondary Schools. The Department has two Divisions headed by Assistant
Commissioners, one in charge of Secondary Schools directly participating in the Universal
Secondary Education (USE) Programme and the other in charge of Government owned and
aided Secondary Schools operating outside the USE Programme.
Key Functions
a) Develop, formulate and review policies, plans, programmes, strategies and
guidelines for secondary education; monitor and evaluate their implementation
in collaboration with relevant stakeholders.
b) Promote the advancement of quality, appropriate, accessible, and affordable
Secondary Education to the nationals.
c) Provide technical support and support supervision to Government and
Government-aided Secondary Schools.
d) Advice Government on all matters on Secondary Education (including staffing,
financing equipment, infrastructure development and maintenance etc).
e) Coordinate matters of appointments, confirmation and transfers of technical and
support staff in Government owned/Government aided secondary education.
f) Identify skills, capacity gaps and recommend appropriate continuous
professional development/capacity programmes for the schools.
g) Ensure discipline of staff and students in Government owned/aided secondary
schools,
h) Develop the classification and grading systems and ensure their appropriate
appropriate application.
i) Ensure timely appointment, provision of technical support and support
supervision to management Boards and Committees of Government
owned/aided secondary schools to ensure their effective performance,
management and attainment of the Sector objectives and goals.
j) Establish and maintain an up-to-date comprehensive data bank, information
management and communication system covering Government/ Government
aided secondary schools in line with the EMIS procedures
Directorate of Education Standards
The Directorate of Education Standards (DES) was established as an Education Standards
Agency (ESA) in July 2001 as a semi-autonomous body to replace Central Inspectorate MOES
with mandate of inspectorate as was proposed in the Government white paper on
Education 1992. It became a Directorate in the year 2008.
The Directorate’s work covers all the districts of Uganda, all Institutions/schools
(Government and Private), in Pre-Primary and Primary, Secondary, PTE and BTVET
institutions;
The clientele covers learners, Teachers, school administrators and governors, parents and
community.
It provides professional and policy advice to MOES, MOLG, Sister Institutions e.g. UNEB,
NCDC, ESC, NCHE and other partners
Mandate: To provide a rational system of setting and defining standards and quality of
education and training and to monitor the achievement of such standards and quality to
ensure continually improved education and sports in Uganda.
Structure
DES headquarters at Kyambogo is the administrative arm of the directorate. It is headed by
a Director with four (4) departments namely; Pre-Primary and Primary, Secondary, Teacher
Education (TE) and Business, Technical, Vocational Education and Training (BTVET).
There are four regional offices at Mpigi (Central), Mbale (Eastern), Gulu (Northern), and
Mbarara (Western) – these are headed by Principal Inspectors (PIs).
The regions have subject specialist, as Senior Inspectors (SIs) English, Mathematics, and
Computer, literature in English, Languages, Social Sciences, Sciences, Technical Education
and Arts.
There are also senior inspectors for special areas of:
Special need Education
Career Guidance and Counseling
Physical Education and Sports
BTVET, Primary and Pre-Primary
The Directorate of Education Standards has a staff of 54 officers countrywide, with 40
inspectors and associate assessors who are engaged when need arises
Key Functions
a) To set, define and review standards in educational practice and provision
b) Through planned series of inspection, to assess the achievements of standards
and to evaluate effectiveness of education programmes of institutions and
agencies across Uganda.
c) To develop systematic approaches to inspection and evaluation systems using
appropriate quality indicators within the education service
d) To provide regular reports on the quality of education and disseminate these
reports
e) To develop the use of report as a mechanism to provide support for and the
dissemination of the good practice and thus to improve the quality of practice
in education service as a whole and in particular aspects
f) To provide independent expert comment and advice on education provision
and practice at all levels of education
g) To give advice to the minister on such matters as may be specified by the
minister
Finance And Administration Department
This department facilitates the operations of the technical departments through the
provision of support services in areas of administration, establishment management,
management of financial resources, manpower development, and procurement and
disposal of utilities and assets.
The department is headed by the Under Secretary and four functional areas manned as
follows;
i. Administration Division – Principal Assistant Secretary (PAS)
ii. Policy Analysis and Planning Unit – Commissioner (CEPPA)
iii. Human Resource Division – Assistant Commissioner Personnel (ACP)
iv. Accounts Division – Assistant Commissioner Accounts (AC/A)
v. Communication and Information Management Unit – Assistant Commissioner
(AC/CIMU)
vi. Procurement and Disposal Unit – Assistant Commissioner (AC/PDU)
vii. Construction Management Unit – Assistant Commissioner (AC/CMU)
viii. Internal Audit Unit – Assistant Commissioner (AC/IA)
Objectives of the Department
i. To initiate, generate and disseminate policies.
ii. Ensure availability of high caliber staff and that they are motivated, dedicated
and contribute to the Ministry goals and Government at large.
iii. Provide for an ideal working environment for staff to perform.
iv. To ensure efficient and effective deployment and utilization of the human,
material and financial resources achieve the sector goals.
v. To account for resources allocated to the sectors.
vi. Provide for general administration support services.
vii. Disseminate policy decision, rules and regulations to all members of staff.
viii. Coordinate the recruitment, induction, confirmations, training needs
assessment, performance appraisals, leave, promotions, disciplining and
retirement of staff.
ix. Procure all necessary goods and services in a transparent manner, and ensure
their maintenance and cost effective use.
The core function of the department is to facilitate linkages between the Ministry and other
relevant Stakeholders. The department has thus been active in promoting the image of the
Ministry in various fora, including interacting with the development partners, private sector,
and other Ministries. Internally Finance and Administration department plays a key role of
providing the binding link with other departments.
Human Resource division is a unit under Finance and administration. The division mainly
supports other departments and divisions in the MOES in terms of Teacher management
and as division it has disaggregated functions such as-:
i. Ensure availability of high caliber staff and that they are motivated, dedicated
and contribute to the Ministry goals and Government at large.
ii. Provide for an ideal working environment for staff to perform.
iii. To ensure efficient and effective deployment and utilization of the human,
material and financial resources achieve the sector goals.
iv. Coordinate the recruitment, induction, confirmations, training needs
assessment, performance appraisals, leave, promotions, disciplining and
retirement of staff.
The division is the custodian of all Teachers' files both for those in-service (only for
Secondary and tertiary Teachers) and all those awaiting to be recruited after registration in
the country.
It was noted that there is no system in place to show the total number of Teachers in service
hence difficult to retrieve Teachers details especially when a Teacher is due for retirement.
Also noted that, there is a new system HRIS under implementation whose main function is
to capture health instructor institutions.
Communication And Information Management Unit
Introduction
Information Communication and Technology (ICT) Unit is headed by an assistant
commissioner. The department was divided basing on the various functions instated to
perform.
Structure
The Unitt has three units and is headed by an assistant commissioner
i. Information Technology (IT)
ii. Resource Centre
iii. Communication
The Unit has a total of 24 staff members, 21 are technical staff members running, and
managing and supporting the functions while others are support staff
Key Functions
The Unit performs communication of all the efforts performed by the Teachers and students
to the stakeholders and other sectors
Perform Ad hoc management of ICT Infrastructure. This is done through various
interventions such as optimization of networks, labelling of network cables, bridge
communication gap between MOES and the stakeholders. Information dissemination to the
relevant consumers such as Teachers, schools, colleges, parents, government and
stakeholders
It is fully charged with the responsibility of harmonization of all the records and mails for the
MoES.
Support in the Teacher registration at the registry unit by managing the storage system and
record keeping. The department has developed an in-house software solution that help in
easy retrieval of Teacher records.
CHAPTER 6: STRUCTURE AND FUNCTIONS OF EDUCATION AGENCIES
Education Service Commission
The Education Service Commission (ESC) is a statutory body established by the Constitution
of the Republic of Uganda in 1995. The mandate and functions of the Commission are
identified under articles 167 (1) and 168 (1) of the Constitution. The ESC is responsible for
the appointment of all personnel to the Education Service, who constitute approximately
68% of the public service in Uganda. They include staff of the Ministry of Education and
Sports headquarters and all staff (Teaching and Non- Teaching) of Pre- Primary and
Primary, Post-Primary and Tertiary Institutions except for national Universities.
Structure of the Education Service Commission The approved structure of the Commission comprises of two (2) departments and three (3)
support units:
i. The Education Service Department
ii. The Finance and Administration Department
iii. Policy Analysis Unit
iv. Information Science unit and
v. Procurement unit
The Commission is served by a Secretariat headed by the Permanent Secretary who is the secretary to the Commission. Vision Statement
The Vision of the Commission is to see "quality education delivered by efficient and effective
education service personnel".
Mission Statement
" To provide an efficient, professional, accountable, transparent and motivated education
service."
Functions of the Commission
The following functions of the Commission are spelt out in section 8 of the Education
Service Act, 2002.
i. To advise the president in performing his or her functions in relation to the
education service as stipulated under article 172 of the constitution.
ii. To appoint persons to hold or act in any office in the education service, to confirm
such appointments, to exercise disciplinary control over such office and terminate
their service.
iii. To review the terms and conditions of service, standing orders, training and
qualifications of public officers in the education service and matters connected with
their management and welfare and make recommendations on them to
Government.
iv. To monitor, offer technical advice, support and training to the District Service
Commissions in matters relating to the Education Service.
v. To tender advise to the Ministry responsible for Education in the process of
formulating of education policy with respect to:
Training
Management of public officers in the education service
Research, analysis, grading and registration of all Teachers in Uganda.
vi. To Establish and maintain a record of all public officers in the Education Office
vii. To report to parliament annually on the performance of the Education Service
Commission.
viii. To research, analyse, develop and formulate national standards of the Education
Service in relation to:
Training and qualifications of persons in the Education Service
Recruitment and appointment procedures
Instruments of appointments
Ethics and conduct
Disciplinary control
National Council of Sports (NCS)
National Council of Sports (NCS) is a statutory organ whose establishment, status and powers are enshrined under Act of Parliament of 1964, to among other things; Develop, Promote and Control sports activities in Uganda on behalf of Government, under the Ministry of Education and Sports. The NCS which is linked to the Supreme Council for Sports
in Africa (SCSA) and other relevant sports organisations serves as an apex organisation that coordinates all sports activities in the country, in liaison with National Sports Associations.
The Mission of NCS is to Maximise opportunities for all Ugandans to participate and excel in
Sports while its vision is to provide an enabling environment for the investment in and
promotion of sports in Uganda.
The NCS mandate is to:
Develop and promote all forms of sport on national basis, in conjunction with
voluntary amateur sports bodies, and also providing training and the required staff.
Encourage and facilitate cooperation among the various national sports associations.
Approve international and national sports competitions and festivals organized by
national and other associations.
Organize, in conjunction with the nation associations, national and International
competitions and festivals as a means of gaining experience and fostering friendly
relations with other nations, and other activities as may be approved by the minister.
Stimulate interest in sports at all levels.
Plan the general policy of sports promotion.
Award, in consultation with the national associations, medals, diplomas, certificates
and other incentives for the encouragement and promotion of sporting activities.
National Council for Higher Education (NCHE)
The National Council for Higher Education is mandated to regulate higher education and
guide the establishment of institutions of higher learning as well as ensure that quality and
relevant education is delivered. Corporate
Governance of NCHE
The national Council is a semi-autonomous and self-accounting body with a secretariat
headed by the Executive Director. The day to day operations of the secretariat are vested by
the Executive Director who reports to the National Council. The Executive director is
assisted by the heads of Departments.
Vision
The provision of relevant, broad based technology driven, dynamic, sustainable and quality
higher education accessible to all qualified Ugandans.
Mission
To set standards and regulations to ensure that all public and private tertiary education
institutions in Uganda create, sustain and provide relevant and quality higher education for
all qualified Ugandans and to meet the local, national and global higher education
challenges of the future.
Composition of NCHE
The Council consists of eighteen persons, the majority of whom are representatives of
various social constituencies including public and private universities, religious
organizations, commerce, industry, agriculture, the general public, the Ministry of Education
and people with disabilities. The Council members are appointed under Section 7 of the
Universities and Other Tertiary Institutions Act, 2001 as follows:
i. Chairperson appointed by the president.
ii. Vice Chairperson elected by the Council members.
iii. Two Representative of Vice-Chancellors of Public and private Universities.
iv. Two Senates Representative Private and public Universities.
v. Four Representative of religious non-degree awarding institutions appointed
by the Minister of Education.
vi. Three Representative from Commerce, industry and agricultural Sector.
vii. Four members of other sectors of higher education.
viii. One Representative of the public elected by the Council.
ix. One Representative of people with disabilities.
x. An officer in charge of Higher Education, Ministry of Education and Sports.
xi. Two Representatives of Students from Tertiary and Universities.
xii. Executive Director, National Council for Higher Education.
National Curriculum Development centre (NCDC)
The National Curriculum Development centre (NCDC) is a corporate autonomous body of
the Ministry of Education and Sports (MoE&S). It is responsible for inter-alia development
of curricula and related materials for various levels of education (i.e. Pre-Primary, Primary,
Secondary and Tertiary), organizing capacity building courses for stakeholders on curricula
and matters related to curriculum
Uganda National Examination Board (UNEB)
The Uganda National Examinations Board is the national assessment body in Uganda. The
UNEB Secretariat is headed by the Executive Secretary, who is the Chief Executive head and
the accounting officer of the Board. Under the Executive Secretary, there are seven
departments, each headed by a Deputy Secretary.
Another Cross-cutting Ministry dealing with Teacher Management is the Ministry of Public
Service exists to Develop, Manage and Administer Human Resource Polices, Management Systems,
Procedures and Structure for the Public Service.
Key Functions
The main key functions of PSC are:-
a) Advise the President in the performance of his/her functions under Article 172 of
the Constitution.
b) Appoint, confirm in appointments, promote and exercise disciplinary control
over persons holding office of the Public Service under Article 172 of the
Constitution.(
c) Appoint, Permanent Secretaries under Article 174 (2).
d) Appoint Clerk to Parliament under Article 87
e) Appoint Secretary to Cabinet under Article 111(3)
f) Appoint Director of Public Prosecutions under Article 120(1)
g) Appoint Secretary and other staff of the Uganda Human Rights Commission
under Article 57 of the Constitution.
h) Appoint Secretary and other staff of the Electoral Commission under Article 65 of
the Constitution.
i) Review Terms and Conditions of Service, Standing Orders, qualifications of Public
Officers, matters connected with Personnel Management and development of
the Public Service and make recommendations on them to government.
j) Guiding and coordinating the work of the District Service Commission under
Article 166 (1) of the Constitution.
k) Hear and determine grievances from persons appointed by the District Service
Commissions.
l) Approve and appoint the Chairpersons and Members of District Service
Commissions under Article 198 (2) of the Constitution.
m) Appoint, confirm and exercise disciplinary control over Chief Administrative
Officers and Deputy Chief Administrative Officers and Town Clerks of a City and
Municipalities under Article 188 and 200 of the Constitution. (Amendment Act
2005)
Structure
The PSC comprises of three (3) departments-:
Finance and Administration
The Finance and Administration Department is in charge of coordinating all activities
undertaken by the Commission. It is also responsible for providing optimal delivery of
support services and logistics to facilitate the work of the Commission and is composed of
the following five sections:-
Selection System
The Department exists in order to develop instruments for assessing appropriate knowledge
required by the Public Service Commission for recruitment and selection. Its main activities
include:-
(iAdministering written examinations, psychometric tests for officers at the Centre, Districts
and other organizations.
(ii)Developing competency profile on all jobs in the Public Service Commission
(iii)Developing a competency Dictionary in conjunction with the Ministry of Public Service.
Guidance and Monitoring
The Department is responsible for developing guidelines, appropriate procedures,
regulations and systems to be applied in handling Human Resource Management (HRM)
activities. It is also responsible for monitoring compliance and adherence to Public Service
Commission established procedures and regulations by both Central and Local governments
(especially District Service Commissions).
The Ministry of Public Service Commission comprises of many departments and divisions. In
this study we only focus on the division that affects Teacher management in the country,
that is, Payroll Management Division.
Payroll Management Division
This division is headed by an assistant commissioner.
The division has the following offices
o Chief Administration Officer
o Internal Auditor
o Human Resource Personnel
During the review it was noted that management of payroll for Pre-Primary and Primary
Teachers is decentralised in the districts, while for Secondary and Tertiary Teachers is
managed at the headquarters.
The division in charge of Teachers payroll is called Payroll Administration, where several
tools are used to collect details of employees to be either introduced in the payroll or
ammend details of existing employees on the payroll. Some of the tools used are-:
a. Human resource data entry form- details such as Employee personal information,
Employee address, Banking information, recruitment information, assignment
information, salary details, payment details, deductions, authorization details. This
kind of tool is used when a Teacher is being introduced to the payroll for the first
time.
b. Pay Change Advise (PCA)- which is completed by the head of station informing PSC
the date the Employee reported on duty. This is important to effect the salary of the
Employee from that indicated date.
c. IPPS data collection form- captures details such as Employee personal information,
date of current appointment, terms of employment, File number, designation,
station and finally signature of the Employee. This kind of tool is used mainly when
there is a headcount of Employees.
See attached tools
CHAPTER 7: DISTRICT LOCAL GOVERNMENT PSC AND DISTRICT EDUCATION
OFFICE
Uganda has both Centralized and Decentralized government functions which are
implemented by Local Governments (LG) as guided by the Decentralization Policy anchored
in the National Constitution (entire of Chapter 11) and enacted by the parliament giving it
full effect to the decentralized functions.
The LGs have powers to make and implement their own development plans; to make, approve and
execute their own budgets; to raise and use resources according to their own priorities; to appoint
statutory committees, Boards and Commissions; to make ordinances and bye-laws that are
consistent with the Constitution and other existing laws; to hire, manage and fire personnel; to
manage their own payroll; and to implement a broad range of decentralized services previously
handled by the centre.
Whereas the LG organizational structure for most of the departments and sections were
examined, the study attention was given to the departments, sections and agencies at the
LG that handle over 70% of the teacher management data. The departments/sections
include: District Public Service Commission (PSC), The District Education Office (DEO),
District Service Commission (DSC), and other small units like sub county offices.
The DEOs office is mandated to manage all Pre-Primary and Primary Teachers functions.
These includes; identifying Teachers' gaps in the schools, advertising for teaching jobs,
shortlisting of the candidates, conducting the interviews, appointment and posting of
successful candidates, as well as facilitating appointment to the payroll.
Other functions of the local government education office include, deployment of serving
Teachers, Promotions, discipline, among others.
The structure
The district LG has a District public service commission, which is headed by the Chief
Administrative Officer (CAO), Deputy CAO and other roles as listed below, who has a various
functions but this study concentrates on education and teacher management functions as
described below;
Deputy County Administrative Officer (DCAO), Principal Assistant Secretary – PAS, Principal
Human Resources Officer – PHRO, Senior Human Resources Officer SHRO, Human Resources
Officer – HRO, Information Officer – IO, Records Officer, Assistant Records Officer, Records
Assistant, Office Supervisor, Stenographer Secretary, Pool Stenographer, Stores, Office
typist
Core Functions of the Local government can be summarized as;
i. Formulating and reviewing policies relating to payroll management for the Public
Service.
ii. Effecting Payroll and Personnel changes.
iii. Ensuring Payroll Managers are trained in Payroll Management.
iv. Proving information on the size of the Public Service.
v. Update records, validation and verification
vi. Advertise positions/vacancies
vii. To prepare and submit reports on the operation of the division
District Education Office
The country has over 120 districts established under the LGs with educational functions fully
devolved- established, managed and implemented at the local government levels.
The District Education Office is headed by the District Education Officer (DEO) and its
mandate is to manage and administer pre-primary and primary schools
Structure
District Education Office is headed by DEO. The district has a number of sub-county divisions
at lower level of administration with hosting both government schools and government-
aided schools. All the teachers and educational matters for pre-primary and primary
education levels are monitored and management by the DEO’s office
Under DEO, we have the following offices
Senior Education Officer – SEO
District Institution Officer
Inspectors
Special Needs Education Inspectors
Sports officer
Records officer
DEO’s Functions
i. Monitoring Education in schools ---Teachers and learning activities with inspectors in
pre-primary and primary schools
ii. Support in the verifications of school reports in schools
iii. Perform technical advisory at the Teacher recruitment function at the district level /
local government
iv. Perform identification of Teacher vacancy in schools and posting of appointed
Teachers to their respective stations
During the review of the study at Kole District, DEO’s office had a total of 7 staff members
and support staff to support office functions.
At Kole District, there was no standardized tools/instruments defined to carry out
the above functions, therefore this is replicated in all district local governments in
the country.
District Service Commission
District Service Commission (DSC) is body constituted to carry on recruitment of local
government county personnel including Teachers for pre-primary and primary education at
grassroots level. It comprises of professional membership on part-time basis (selected on
merit from the qualified personnel) but with only a chairperson who’s contracted on full
time basis. The representation of the membership comes from various sectors which
includes education (DEO on technical education matters) among other representations such
as Agriculture, health and energy.
Structure And Functions Of Education Institutions
The Ugandan education system has various institutions level due to the nature and
differences in their operation structures and functions; below are the institutions levels
University institutions
Tertiary institutions
Secondary institutions
Pre-primary and Primary institutions
The study reviewed the Tertiary institution’s structure and functions as follows; that the
tertiary institutions are managed by the Governing council who are the stakeholders and are
appointed by the Permanent Secretary MOES. Principals are the secretary to the council and
are also responsible for daily running of the institution. Under the Principals are the deputy
principals and the academic registrars, Administration staff, dean of students, Heads of
departments and lecturer/tutors/instructors.
Core Functions of Tertiary institutions
i. Train technical officers/Teachers/ Instructors/ Tutors to train in colleges or work in
industries and other resourceful applications
ii. Upgrade Technicians/Teachers/ Instructors/ Tutors capacities by exposing them to
the new technologies.
iii. Admits candidates from Technical Institutions, Vocational Institutions, and
Agricultural institutions.
iv. Offering non-formal education to the community through Equipping them in skills
such as tailoring, agricultural techniques, electrical & electronics and plumping.
The study also reviewed the structure and various functions of basic and secondary
education institutions. The secondary schools are managed by the Board of
Governors (BOG) who are appointed by the permanent secretary MoES, The school
principal who is the secretary to the BOG and runs the daily affairs of the institution.
The core functions of the secondary institution is to impact knowledge and life skills to
learner / children from age 13 years to 18 years; provide universal education for all by
ensuring achievements attainment targets and pass rates in English, Mathematics, Science
and Information Technology.
For pre-primary and primary institutions, they are managed by the Parent Teachers
Association (PTA) who are appointed by the parents, teachers and stakeholders of the
institutions. The head teacher of the school is the secretary to the PTA and runs the daily
affairs of the school. The core function of the institution is to manage Early Childhood Care
and Development for children up to 8 years for pre-primary and age 6 years to 12 years for
primary institutions and ensuring numeracy and literacy pass rate is high and equal access to
quality education is implemented well.
CHAPTER 8: EXISTING EDUCATION/ TEACHER DATA SYSTEMS
This section is in respect to the terms of reference on assessment of existing educational
data systems in MOEST including the format and use of such data and the current
constraints on effective access and use of the available data. In this section the three
components of education/ Teacher data systems are considered namely existing education/
Teacher data, data collection instruments and existing support system. Data collection
instruments are considered in more detail in the next section
Presently the Ministry, and its agencies use a wide range of instruments to collect
education/ Teacher data to support various education and Teacher management functions.
Some of the data collected by these instruments is substantially similar but some is
different.
Education/ Teacher Data, Format and Use
The existing education/ Teacher data that are collected by the ministry and agencies include
school particulars, enrollment and attendance data, staffing data, finances and school
management data, physical facilities data, curriculum data, textbooks and learning
materials, examinations and performance data, internal efficiency (quality assurance and
standards) and other special data. On Teacher data, details such as: Teacher establishment
details, salary details, promotion, discipline, Teacher registration details, Transfer details
and so on.
In the case of school particulars the data, format and use can be summarized as follows,
DATA FORMAT USE
Education Data
School Particulars
1 School Names and Contact Details
Descriptive name Identification
2 School Location Data Codes and description Administrative classification
Geographical classifications
3 School Contacts Descriptive contacts Identification
4 School particulars
DATA FORMAT USE
Status of Operations Defined Numeric Codes
1. Government
2. Private
Identification of various stages of
registration
Founding Body . Government
2. Islamic
3. COU
4. Catholic
5. SDA
6. community
7. Entrepreneurs
8. Others
Founder of the institutions
2. Funding Source 1 Govt aided
2 Not Govt aided
Determination schools with special requirements
3.Ownership/Management 1. Public,
2. Private,
3. Community
Identify sponsor, management
and nature of support
4. Rural/ Urban 1. Rural
2. Urban
Rural urban balance access to education and learning facilities
5. School type 1. Girls
2. Boys
3. Mixed
Gender balance in access to
education and learning facilities
6. Day/ Boarding 1. Day
2. Boarding
3. Day & Boarding
Determination of accommodation facilities
In the case of school enrolment and attendance the data, format and use can be summarized
as follows:
DATA FORMAT USE
1 Streams Number of Stream Access, capacity and staff planning
2 Enrolment Gross Enrolment Numbers
Resource planning
3 Age 1. Under Age
2. Right Age
3. Over Age
Age analysis to determine gross
and net enrolment.
DATA FORMAT USE
4 Sex 1. Girls/Female
2. Boys/Male
Gender balance in access to
education
5 Nationality 1. Kenyan
2. Non Kenya
Cultural exchange and immigrant loads
6 Attendance Total learning days per
term / year
To determine consistency of learning
7 Drop outs Actual number of drop
outs by sex, age, class,
cause
Determine internal efficiency,
vulnerability and transition
8 Repeaters Actual number of
repeaters outs by sex, age,
class, cause
Determine internal efficiency, vulnerability and transition
In the case of staffing the data, format and use can be summarized as follows:
DATA FORMAT USE
1 MPS payroll No. Alpha Numeric Code Unique identification, personnel and
Payroll records
2 Teacher bio Data Name, Age, Sex, Date of
birth, Nationality,
Religion,
Identification and classification of
teaching staff
3 Teacher Qualification Qualification code Classification and grading
4 Teacher Experience Number of years in service Classification, grading and career
succession
5 Terms of service Terms of service code Classification, grading, career succession
and remuneration
6 Designation Designation Code Classification, grading, career succession and remuneration
7 Grade Grade Code Classification and grading
8 Class attached to Class code Classification and grading
9 Highest level of
education
Code Classification and grading
DATA FORMAT USE
10 Dated of first
appointment
Date Classification and grading
11 Dated of first posting date Classification and grading
12 Responsibility Codes Classification and grading
13 MPS salary codes Classification and grading
In the case of school physical facilities the data, format and use can be summarized as
follows,
DATA FORMAT USE
1 Inventory of School Facilities:
- Classrooms
- Labs
- Dormitories
- Toilets
- Furniture
- Equipment
- Workshops
- Teacher Houses
- Dining Halls
- Play grounds
Facility types, condition and quantities
Assessment of internal efficiency,
absorption capacity and access
2 Utilities
- Water
- Electricity
- Roads
- Telephone
Utility type and availability
Assessment of internal efficiency,
absorption capacity and access
In the case of Teaching materials the data, format and use can be summarized as follows:
DATA FORMAT USE
1 Text books and other learning materials
By class, by subject Text book ratio and internal
efficiency
2 Source Government, NGO/Donor Agency, Church, Politician
Determine sources of funding and
support to the education sector
In the case of HIV/AIDS indrmation the data, format and use can be summarized as follows:
DATA FORMAT USE
1 Number of victims per category and gender
By category, gender Number of victims determined
This data is collected by MoES for purposes of administering Teachers management in terms
of confirmation, promotion and upgrading. Some of the details are shared with the
directorates in ESC and PSC to facilitates Teacher registration and management.
In the case of Teacher Registration data, format and use can be summarized as follows:
DATA FORMAT USE
1 Teacher bio Data Name, Age, Sex, Nationality, Religion,
Identification and classification of
teaching staff
2 Highest Academic qualification
Academic Qualification code
Classification and grading
3 Professional Qualification Prof. Qualification code Classification and grading
4 College attended College name
5 Terms of service Terms of service code Classification, grading, career
succession and remuneration
6 Designation Designation Code Classification, grading, career
succession and remuneration
7 Grade Grade Code Classification and grading
8 Teacher Qualification Qualification code Classification and grading
9 Teacher Experience Number of years in service
Classification, grading and career
succession
In the case of Teacher Recruitment fact finding, the data aspects, format and use can be
summarized as follows:
DATA FORMAT USE
DATA FORMAT USE
1 Background data District, Responded, designation of responded, contacts of the responded
Identification of source of
information
2 Enrolment status Total number of schools
Total enrolment
Total new schools
Total non formal centres
Status information
3 Teachers statistics Current teachers staffing ceiling by level
Recruitment gap
Total teachers
Teachers status information
4 Payroll issues Total teachers recruited and not in payroll
Cause of delay
Total teachers deleted from the payroll and the reason of delete
Challenges encountered during recruitment
Payroll issues and challenges
In the case of Confirmation the data aspects, format and use can be summarized as follows:
DATA FORMAT USE
1 Teacher bio Data Name, Age, Sex, Nationality, Religion,
Identification and classification of
teaching staff
2 Highest Academic qualification
Academic Qualification code
Classification and grading
3 Professional Qualification Prof. Qualification code Classification and grading
4 College attended College name
5 Terms of service Terms of service code Classification, grading, career
succession and remuneration
DATA FORMAT USE
6 Designation Designation Code Classification, grading, career
succession and remuneration
7 Grade Grade Code Classification and grading
8 Teacher Qualification Qualification code Classification and grading
9 Appointment Authority Number of years in service
Classification, grading and career
succession
10 TSC/DTSC Advise No
11 Present station
12 Teaching subjects
13 Professional Registration No.
In the case of Human resource data entry and IPPS data collection, format and use can be
summarized as follows:
DATA FORMAT USE
1 Teacher bio Data Name, Age, Sex, Nationality, Religion,
Identification and classification of
teaching staff
2 Teachers contact address Home district, postal address, location, Telephone, residential contact,
Identification and classification of
teaching staff
3 Banking information Bank name, account name, account number
Classification and grading
4 Date of Appointment date Classification, grading, career
succession and remuneration
5 Date to retire date Classification, grading, career
succession and remuneration
6 Appointment Authority Number of years in service
Classification, grading and career
succession
7 Employment assignment data
Position, open file no Salary payment
DATA FORMAT USE
8 Salary details Grade, Teacher Qualification, salary scale
Salary payment
9 Payments Elmolument description, amount, start date, end date,
Salary payment
It can be noted in the above data that there is duplication of data in different directorates,
departments and agencies. Also noted is that, there is no common unique identification of a
Teacher being referenced in all directorates and agencies.
It can be noted in the above data that there is lack uniform format arising from adoption of
different codes for the same data leading to inability to harmonize the processing and use.
As a consequence most of the data collected and processed are not extracted into accessible
executive summary.
Existing Systems
Presently the ministry and its agencies maintain a number of systems that are used to
support processing of some of the education data. The existing systems are reviewed in detail
in;
Data System Data Instruments Constraints
1. Registration System Registration of Teachers to
teach in all levels
1. Primary
2. Secondary
3. Post
Primary/Secondary
Manual
2. Statistical Return System Monthly Statistical Return Extensively manual but operational in a few districts
Data System Data Instruments Constraints
3. Annual School Census
Database System
Annual Schools Census
Questionnaire
1. Pre-Primary and
Primary
2. Post
Primary/Secondary
3. Non-Formal
4. Tertiary
Limited Data capture and access capacity
4. FPE Disbursement System FPE Enrolment Extensively manual
5 FPE Expenditure Returns Expenditure Returns Extensively manual
6. School Feeding Programme System
School Feeding Programme 1. SFP-6 – School Return 2. SFP- 7 – Zonal Returns 3. SFP-8- District Return
Extensively manual
10. IPPs Personnel and Payroll Records at the Ministry Casualty, PCa
Based on lower-end database,
on pilot and lack of
institutionalized technical
support
IFMIS Procurement, Accounting and Finance
On pilot stage and dependent
on GITS
During this review it was observed that the data and/or information supported by these
systems are not regularly updated because of centralization of processing, bulkiness and
complexity of the returns. It was noted that invariably data capture and processing are
centralized to the headquarters and agencies in which manual forms are submitted from the
schools through district to the headquarters or agencies.
During this review it was observed that eighty percent (80%) of the existing systems are
manual and the twenty percent (20%) automated were observed they have wide range of
constraints and limitations including lack design of documents, user manuals, backup,
upgrade procedures and maintenance procedures. It is noted therefore that these
constraints need to be addressed as part of the overall modernization and harmonization.
CHAPTER 9: ANALYSIS OF DATA INSTRUMENTS
This section is in respect to the terms of reference on review of the instruments for
collection of data with a view to institutionalizing a core instrument covering data required
by all the departments and agencies, supplemented by specific modules to serve the special
need of some departments.
As pointed out elsewhere in this report, the Ministry and its education agencies use a wide
range of instruments to collect education/ Teacher data with considerable duplication,
omission and complexity.
School/ Teacher Data Instruments
During this review it was observed that while most of the data requirements are common,
the instruments are designed to meet needs for different functions within the departments
and education agencies resulting to substantial duplication, omission and complexity.
The table below summarizes instruments that are used presently in Ministry and education
agencies.
Data Instrument Data Directorate /Department/ Agency/ Unit
1 Registration of Teachers for
Primary
Secondary
Post Primary/
Tertiary
Teachers Particulars
Teachers Bio-data Contact address, Highest academic and Professional education.
TVET
HR
2 Monthly Statistical Return School Particulars
Enrollment and Attendance
Staffing Facilities Teachers salary adjustments
DEO /PDE/Local Government
3 Annual Schools Census
Questionnaire
Pre-Primary
Primary
Secondary
Post Primary/Secondary
Non-Formal
School Particulars
Enrollment and Attendance
Staffing Facilities
School Finances
School Management
Special Education
Policy and Planning / Central Planning Unit
4 FPE Enrolment Enrolment & Attendance
for areas under SFP
Basic Education
5 FPE Expenditure Returns School Expenditure Basic Education (FPE)
6 School Feeding Programme 1. SFP-6 – School Return SFP- 7 – Zonal Returns 3. SFP-8- District Return
Enrolment & Attendance Basic Education
The paragraphs that follow outline the respective processes, including the process flow
diagrams and procedures. They also point to the constraints and provide recommendations
on collection and management of education data
Teacher Registration Process
Teacher leaves college having passed the examinations as required by the examination
board and having successfully met the minimum threshold as per the current criteria
Registration process begins – Interested candidates goes to the MoES Registry unit which is
based at the Human Resources (HR) division. Here the documents are scrutinized, verified
against the original copies and a Teacher file is created at HR division – The opened file has a
unique file no. and contains copies of the certificates, birth certificate and other
professional qualifications.
The File with Teacher’s details is then sent from HR division to the Technical Department,
that is, TIET department where further verification of subjects passes and results
verifications against certified copies of certificates. This stage will inform how and where the
Teacher level will be graded.
Teacher then is registered and graded using special registration numbers based on level of
qualifications e.g. TS No., VT, and GT no. The registration number, normally it is unique at
registration, also the file no is unique to Teachers.
It was also noted that the Registration number changes (for same Teacher) according to
level of education professional development of a Teacher, for example, a PTC Teacher with
certificate get registered and when he further pursues education to NTC for a Diploma,
same Teacher is registered and given a second registration number on the same file.
After registration by the technical department, the file details are entered in a record book
which is retained and the original file is returned to HR division for filing at the Unified
Teacher registry (UTR).
NOTE: File number. – Never changes
Teacher registration Number - Changes with level of education for Teachers progression
The registered Teacher is provided a printed certificate of registration who will wait for the
vacancy availability and recruitment by the Education Service Commission (ESC)
Once recruitment is done by the ESC, the successful employed Teachers are posted to the
gaps/needs identified by the division.
The colleges under the division are classified in three categories.
A. Instructor Training Colleges
There are 3 instructor training colleges countrywide
1. Abelonino Institute – This is an established instructor institute training located in the
Northern part of the country, Kole district
2. Nakawa – vocational – in-service institute, it is located within Kampala city. It
provides an in-service professional training to the Teachers
3. Jinja VTI – vocational – Pre-service institute. It is located in the western part of the
country and provides 2 year course programme as basic Teacher professional skills.
B. Tutor Training Colleges
Healthy tutor: This is a training facility for training Teachers who qualifies to train in nursing
schools in the country
C. Business, Technical and Vocational Education and Training (BTVET)
This is a section within the TIET division that deals with training on business courses,
technical and training for all who qualified but did not meet the necessary direct entry
requirements to other institutions such as Universities and NTCs
The institution is a Vocational and training institute specialist in training students in any
technical training fields such as carpentry, masonry, plumbing, tailoring, welding, electrical
and wiring certificate courses.
The trainees join the system at Level 4 of the entry and the qualification admission entry
level to the BTVET institutions is O-Level examination and/or A Level who join as Level 6 and
qualify as S6
Trainees are Qualified as Advanced level at minimum
The qualified trainees from the BTVET institutes can join any Instructor colleges to be
trained as technical Teachers on a 2 year course programme who then graduates with a
Diploma in Teacher training
Registration categories:
1st Level – The Diploma Teachers who joined the Instructor colleges after passing through
the BTVET are registered as Grade 5 – Diploma technical Teachers/ Instructor Teachers.
They are then posted in any BTVET or technical institutions as Teachers.
2nd level – After successfully passing well the examinations from the BTVET and with a
Diploma from the Instructor colleges, same candidates can further their studies to the
Universities and come out as graduates. These instructors are successfully registered as
Graduate technical Teacher – grade GT.
Challenges on functions and processes
i) Division cannot tell how many Teachers have been trained – total of registered and
non-registered Teacher across country
ii) Teachers never come for registration till last minute when recruitment by ESC is on-
going – large turnout
iii) One cannot be recruited for employment without having been registered
iv) Registration process is prone to many challenges like double registration
anomalies/sharing registration numbers by many Teachers
v) No data to inform on how much input is needed for training Teachers – reduce /
increase intake to colleges never established
vi) Reports are done annually with many records, with the manual system in place and
less personnel the division is challenged in delivering on time and storage.
vii) Registration processes experiences high turnouts every year
Monthly Statistical Return
The diagram below maps the school statistic return process. A sample of instruments currently
used for monthly statistical is attached in Appendix H: Existing Data Instruments
The School Statistical Return is one of the oldest instruments for collection of data from the
school through the Sub-County and District Education Office to the Departments and agencies
at the headquarters. At the school the form contains statistical summaries of enrolment of
students, teaching staff and facilities. The information is compiled further at the Sub-County
and forwarded to the district where the returns are compiled further and forwarded to the
headquarters. With semi-computerized support systems, this data collection instrument was
technically replaced by the EMIS data collection Instruments.
However, during this review it was observed that the School Statistical Returns continue to be
the primary sources for statistical summaries at the District Education Office where they are re-
compiled and converted into highlight reports for MoES, ESC, PSC and some departments that
may need them from time to time. In some cases a copy of this instrument is directly to the
headquarters or agency to support specific decision-making.
SCHOOL Instrument D.E.O
ESC
UNEB
Summaries
PSC
BASIC EDUCATION
HIGHER EDUCATION
OTHERS
NCDC
PLANNING
Annual Schools Census
The diagram below maps the annual school process. A sample of instruments currently used
for annual school census is attached in Appendix H: Existing Data Instruments
The instrument for Annual School Census consists of five (5) substantially large modules
namely: Pre-Primary (8– Pages), Primary (15 Pages), Secondary (17 Pages), BTVET (14 pages)
and Non-Formal (9 Pages) that amounts to a total of 63 Pages.
SCHOOL D.E.O
ESC
UNEB
CENSUS FORMS
PSC
PLANNING
HIGHER EDUCATION
BASIC EDUCATION
TECHNICAL
HR
PRE-PRIMARY CENSUS FORM
8 Pages)
PRIMARY CENSUS FORM
(15 Pages)
SECONDARY CENSUS FORM
(17 Pages)
NON FORMAL CENSUS FORM
(9 Pages)
BTVET CENSUS FORM
(14 Pages)
CENSUS FORMS
3. FLOW OF ANNUAL SCHOOL CENSUS FORM
During this review it was observed that Annual School Census had dual objectives; to validate
registered institutions and to re-establish a comprehensive database at the headquarters.
While the objective to validate registered schools and/or institution has not been addressed,
a comprehensive database has been established but requires to be completed and to be
updated annually.
During this review it was observed that a major constraint with the Annual School Census,
and particularly in a centralized environment is the nearly insurmountable volumes
(approximately 500,000 pages), of data and information to be collected, processed, analyzed,
and used. It was also observed that an equally critical constraint is that the Annual School
Census duplicates substantially the data that have or should have been captured during
Registration of the Educational Institution, School Statistical Returns and payroll processing at
PSC.
During this review it was noted that a major constraint and/or limitation is that data and
information from these instruments are processed, managed and maintained in a
substantially private virtual network, which is within the departments in MoES and are not
able to access and use the data for their daily operations and decision making.
It was also noted that, departments are not aware of what data is captured in the annual
School census.
During this review it was repeatedly observed that there is, in the use of all these instruments
in the present versions, substantial duplication, omission, complexity, resulting to substantial
bottlenecks, delays, inconsistencies, repeated queries on the same data and/or information
and attendant wastages of resources.
It was noted also that high centralization at the Headquarters on processing of the data from
these instruments have resulted to insurmountably large volumes of data that has continued
to diminish the capacity of the Ministry and the concerned Departments and/or Agencies to
carry out timely processing, analysis, use and dissemination of the data and/or information.
The same problems and/or challenges have continued precipitate emergent and re-design of
other instruments with different time interval, i.e. quarterly, monthly etc.
It was noted further that in addition to the above constraints and challenges, there is no
institutionalized mechanism to share existing data and/or information resulting to
departments and agencies making efforts to obtain data on ad-hoc basis. In other words,
different departments and agencies have resorted to devising their own data collection
instruments, structure and programs to obtain data.
It was also noted that a distributed system should be put in place that supports data and/or
information sharing as well as decentralized systems particularly those associated with the
specialized functions of the departments / agencies.
There is need to harmonize frequency in data collection. The table below summarizes the
existing data collection instruments, the data collected as well as the frequency and related
processing support systems.
Teacher Fact Finding Support Supervision Monitoring Tool for Recruitment
This is the process of collecting facts on the teachers gaps at the districts before the
Government decides to recruit teachers. The process helps in determining the gaps based on
what is on the ground. It is initiated at the headquarters, where the tool is printed and
distributed to the district headquarters i.e. D.E.Os, who liases with sub-county officers to give
the information of schools on the ground.
Once the tools are completed, they are submitted to the Ministry headquarters at EMIS unit,
where the information is captured and analysed. The analyses displays the status of staffing in
each and every district and the same information is used by the Ministry to seek permission
of recruiting Teachers as advised by the statistics.
The list of Teachers gaps is forwarded to the Ministry of PSC to confirm the availability of
funds.
After the confirmation of funds the list is returned to the Ministry, who forwards the same to
the ESC requesting them to recruit the indicated number of teachers.
CHAPTER 10: TEACHER RECRUITMENT AND GENERAL MANAGEMENT
PROCESS
Teacher Recruitment
MOES forwards the identified gaps already certified by the Ministry of Public Service
Commission to the Education Service Commission to do the recruitment.
The Education Service Commission advertises for the vacant positions to the public
indicating the last date of submission of applications. Receiving of applications and short
listing of the candidates is done. The candidates are interviewed and the successful
appointed candidates list is approved. The minutes and the list of appointed Teachers is
forwarded to the MOES for posting of the same to the education institutions as per the
identified gaps.
During the review, it was noted that the process of recruitment is both centralised and
decentralised. For Pre- Primary and Primary level, the identification of gaps and recruitment
is done at the District, and involved District Education Officer (DEO), District Education
Service and the Chief Administrative Officer (C.A.O), while for the Secondary and Tertiary
levels, everything is done at the headquarters for both MOES and Education Service
Commission.
Confirmation of appointments
After the posting of Teachers to various institutions, the Teacher is supposed to work for at
least six (6) months on probation. After which, the Teacher is supposed to request through
writing to the MOES/ DEO requesting for the appointment letter on permanent terms. The
request is received in the MOES/ DEO offices and list compiled and forwarded to Education
Service Commission. The Commission therefore confirms the list by confirming the list of
Teachers against their records of appointed Teachers stored in their recruitment and
appointed Teachers data bank. Once the list is confirmed, it is approved and forwarded back
to the MOES, who shall then issue appointment letters to respective individual Teachers.
Some of the details captured in the confirmation application are-:File Number, Teachers'
Names, Date of Birth, Nationality, Sex, Highest academic qualifications, data obtained,
professional qualification, college of study among others. Appendix H: Existing Data
Instruments
Discipline Process
The Education Service Commission, basing on the Teaching Service regulations, 1994, has a
duty to handle disciplinary cases of the personnel in the Education Service who conduct
themselves in any manner prejudicial to the good image and professional ethics of the
service. This is one of the major activities the Commission executes using submissions
made by the responsible officer of the MOES/DEO.
The Head Teacher and Board of Governors (BOG) in an education Institution are the
managers in their Education Institutions.
The discipline cases are identified and reported to the MOES/ DEO by the institution's
manager. The MOES / DEO compiles the cases and forwards them to the Education Service.
Education Service receives and plans for further investigations of the cases depending on
the wait. In the process of investigation, they may or may not invite the Teacher and the
witnesses for the case hearing, where the discipline panels constituted. The panel
determines the case verdict and forwards the decision, plus the minutes to the respective
departments in the MOES,
Promotion of Teachers
This process involves those Teachers who are already in the service. In this process,
MOES/DEO identifies the vacancies available for the posts of heads of institutions and
deputies.
The list is forwarded to the Ministry of Public Service, who advises on the availability of
funds. Once the Ministry of Public Service approves the list, the MOES/DEO forwards the
same to the Education Service Commission.
Education Service advertises the established post. After the receiving the applications,
short listing for the interviews for the successful candidates is done and candidates invited
for the interviews. The interviews are conducted and the successful Teachers list is
approved and forwarded to the MOES/DEO for appointment letters.
Transfers
A Teacher requests for the transfer by writing to the department through the head Teacher.
The head Teacher and the Board of Governors comments on the request and forwards to
the department. The department transfers the Teacher and issues a letter indicating the
new station. The Teacher reports to the new station and the head Teacher sends a PCA
which is forwarded to PSC to change the new station of the Teacher.
during the review, it was noted that transfers are only done once a year in the month of
December and in average 1200 transfer request are handled in the department.
It was noted that there is no tool used in the processes, the officers visit the schools
physically to monitor the progress in the schools. Likewise, there is no computer system
used in the department on Secondary schools and Teachers.
Challenges
a) Due to lack of a computer system, It is not possible to know the total number of
Teachers by subject or the total number of Teachers are due for retirement,
therefore it becomes difficult to plan on how many Teachers will be recruited at a
given time.
b) There is no link between the total number of Teachers appointed into the payroll
and records in respective department, which might lead to ghost Teachers.
c) There are cases of forged signatures of the head Teachers and BOG Chairman, which
is not easy to which one is genuine or not.
Granting of study Leave
This is to ensure continuity in the service and tracking of those personnel that go for up-
grading courses.
The process is initiated when a Teacher applies to be granted permission to go for study
leave to the MOES/DEO. The Teacher therefore attaches the admission letter of the college
he/she is supposed to take the course from.
The Commission after receiving the application, therefore inspects the validity of the
admission letter and also the whether the course is relevant with the teaching subjects of
the applicant, then approves the granting and forwards it to MOES/DEO.
Retirement of Teachers
It was indicated that Education Service does not take part when a Teacher is exiting the
service.
Challenges encountered in Teacher management.
a. There is no database of all Teachers in the service.
b. Although there are minutes in files indicating all Teachers appointed in the service,
the process of confirming Teachers for any promotion is manual and tedious, which
takes a lot of time.
c. There is delay in receiving discipline cases from the MOES and DEOs offices. This
implies that implicated Teachers will continue earning even after being stopped
from teaching waiting for the decision verdict.
d. There is no link between Ministry of Public Service where Teachers remunerations
(Payroll) is done, Ministry of Education and Sports, where Teachers are registered.
e. Delay in receiving study leave application, which causes Teachers to report late in
their colleges.
f. No database available on Teachers, making retrieval of Teachers records difficult.
CHAPTER 11: COMMON TEACHER DATA INSTRUMENTS
This section is in respect to the terms of reference to identify monthly volumes of work,
existing bottlenecks and the areas for immediate computerization within an integrated
approach.
Data Volume with Existing Instruments
During this review, it was noted that the Ministry and its agencies handles over 500,000 on
annual School Census volume of data pages annually, district fact finding of Teacher
recruitment with approximately 6000 volume of data though not every year, Transfers
approximately 1200 volume annually. Other processes handle high data volumes not given
in terms of figures.
During this review, it was noted that existing bottlenecks arise primarily from limited
capacity to store, retrieve, use and share existing data. This limited capability continue to
precipitate lack of confidence in accessing available data elsewhere in the Ministry resulting
to the need for departmentalized data which in turn precipitate duplications and/or
repeated demands for the same data from the districts and/or schools.
It was noted further that existing bottlenecks arise also from duplications, centralization at
the headquarters, and limited capacity for capture and processing of data at the
headquarters and districts.
It was also noted that under the proposed modernization and harmonization of the common
Teacher details collected from various departments and agencies in relation to Teacher
management will require a one-time major capture and processing of data in which variable
data will be updated through a decentralized monthly statistical returns.
It was noted during this review that under the proposed modernization and harmonization of
the core instruments, duplications and repeated demands for the same data will be
substantially eliminated.
Under the revised instruments, it will be noted that substantial bottlenecks are reduced both
at the Headquarters and at the Districts.
AREAS OF IMMEDIATE COMPUTERISATION
The immediate areas of computerization that have been outlined below were considered in
light of the need to improve capability for storage, retrieval, use and sharing of existing data
in order to restore confidence in accessing available data elsewhere in the Ministry and which
will eliminate the need for departmentalized data and the need for duplications and/or
repeated demands for the same data from the districts and/or schools.
The immediate areas of computerization, outlined below, were also considered in light of the
need to eliminate duplications, repetitions and omissions that bring about enormous
bottlenecks in collection, processing, use and dissemination of education data.
They were also considered in light of the overall vision for the development of integrated
TMIS
In view of these observations, the immediate areas for computerization are as follows
i. To establish network infrastructure and necessary components to support use and
sharing of the existing data. This priority area will need to be directed to restoring
capability and confidence in access to data in existing systems; including the baseline
from EMIS Annual School Census. Priority at this stage should be given to the
Departments at the Ministry because of their immediate need to use the existing
data.
ii. To establish and encourage use of intranet within the Ministry departments, in
order to improve communication and sharing of information.
iii. To computerize with appropriate application software the modernized and
harmonized core data collection instruments. In keeping with the
recommendations that have been made, priority should be given to registration of
Teachers, school statistical return and staffing returns.
iv. To develop systems and infrastructure to support pilot decentralized and
distributed capture, processing, use and sharing of data with the modernized and
harmonized core data collection instruments.
v. To develop appropriate storage, back-up and information exchange systems and
infrastructure to support capture, processing, use and sharing of data with the
modernized and harmonized core data collection instruments.
vi. To carryout relevant and appropriate training for capacity building at all levels to
support capture, processing, use and sharing of data with the modernized and
harmonized core data collection instruments
CHAPTER 12: EXISTING TECHNOLOGY AND CAPACITY
This section of the report addresses the terms of reference on the existing computer
technology and capacity at the MOES and agencies as well as Districts in order to determine
internal technological capacities available and improvements required to support and sustain
enhanced and timely information and data processing.
During this review it was noted that while not properly utilized and/or coordinated, the
Ministry and its education agencies have considerable technological capacity that can be
harnessed to support enhanced and timely data processing and use of information.
3.1 Local Area Networks (LANs)
During this review it was noted that, at the MOES Headquarters and its agencies, LAN has
been established. It was also noted that no LAN has been established in the entire 134
districts.
It was noted also that where LAN has been established and completed, namely Ministry
Headquarters, EDC, UNEB, PSC, Education Standards and DIT, the functionality and
performance remain low and often non-operational. Priority will therefore need to be given
to effective remedial measures to achieve required levels of functionality and performance.
During this review it noted districts would require a modest LAN. As a result of analysis on the
volume of work, it is recommended that a LAN with minimum of 12 access points be
established at the districts to support decentralized data capture, processing and use.
The table below provides a summary of established and completed LANS, partially completed
and/or non-existent, and required components including Structured Cabling, Switches and
Security firewall.
No Site Number Requirements / Improvements
A Established and completed
1
Ministry of
EdHeadquarters 1
Firewall and improved functionality and performance
2 ESC 1 Improved functionality and performance
3 UNEC
1 Improved functionality and performance
4 Education Standards 1 Improved functionality and performance
5 PSC 1 Improved functionality and performance
6 Districts Offices 134 Standard LAN model of 24 data points at each office
Existing Computer Technology at the Headquarters
In addition, the existing technology includes existing data systems, computers, printers,
servers, network, and back-up and storage facilities. Inventory of these technology
components was carried out in each of the departments, agencies, and districts and the
details are summarized in the table below.
Department/ Agency Number of Existing Computer Implemented and working
computers systems
MOES Headquartes >100 EMIS
HRIS
Fully implemented
Under Implementation
ESC >60 No system
PSC- 70 Payroll
administration unit
536 - Districts
IPPS
IFMIS
Fully implemented
Education Standards 8 desktop computers
52 laptops
No system
Institutions 46- Loro Core PTC
40 AbiloNino CiTC
No system
During this review, it was observed that the Ministry and its agencies have over 600-
computers that while at various levels of aging are functional and usable. The main challenge
is lack of policy to direct their appropriate use for effectiveness and efficiency. Whereas
some of these equipment support the capture, processing and management of the core
education data, some are used mainly office management and productivity.
It was noted during this review that Departments within the MOES and agencies needed, as
a matter of priority, to be supported to harmonize departmental operations, capture and
processing of data, and use of common application system in order to take more systematic
and productive advantage of the available computers. This is to avoid duplication of efforts
existing in the departments and agencies.
It was noted that even though EMIS system captures Teachers data, which is not used by the
other departments. There is need to sensitise and train officers in the respective departments
on the available Teacher data and how to access it for their daily use.
It was also noted that these on-going and largely uncoordinated initiatives at the MOES
headquarters constitute a fundamental and crucial foundation for the development of the
envisaged EMIS.
Existing Computer Technology at Districts
During this review, it was observed that whereas they have substantially lower and poor use
of the computer technology, districts have an average of four (4) computers.
It was noted also as indicated computers in the districts, while at various stages of aging and
diminishing capacity, are functional and usable. The main constraints and challenges are
primarily lack of harmonization of the departments, capture and process of data, and
common application systems to take advantage of the available technology and resources.
Whereas districts have considerable limitations in terms of skills and competencies, MOES has
trained in each district two officers on EMIS data processing system. While waiting for the
planned DEMIS system.
It was noted during this review that districts needed, as a matter of priority, to be supported
to harmonize departmental operations, capture and processing of data, and use of common
application system in order to take more systematic and productive advantage of the
available computers.
It was also noted that these on-going and largely uncoordinated initiatives at the districts
constitute a fundamental and crucial foundation for the development of the envisaged EMIS.
During this review and analysis of the data volumes, it was observed that the districts require
at least five (5) to seven (7) computers to support envisaged DEMIS and other
modernization requirements particularly those imbedded in the E-Government strategy.
During this review, it was also noted that some of the agencies are large and handles critical
missions and subsequently with considerably higher demands for information and computer
technology.
4.4 Hardware technical specifications
Servers
The size and specifications of the servers is guided by the following factors
a. Volume of data and transactions
b. Number of concurrent users supported
c. Required level of availability, scalability and reliability
d. Type of access interface
The following table contains guidelines for determining the relative size of an application
or database server
The server requirements for the TMIS will primarily include a database server and
application server. The database server will sit on the MOES LAN and will be dedicated to
TMIS data storage and retrieval. The application Server will host TMIS software applications
and files to enable on-line access by network clients over a LAN or WAN. Other servers will
be required to for back-up facilities, development and testing and provision of email and
internet. The full server requirements are shown below
Server Size Qty Purpose Location
1. Database Server High-end
1 EMIS data storage and retrieval MOES -HQ
2. Application Server Mid-range
1 Host EMIS applications MOES -HQ
3. Back-up Server High-end
1 Provide redundancy and back-up MOES -HQ
4. Development and Test Server
Mid-range
1 For development and testing of modifications and enhancement to EMIS application before implementations
MOES -HQ
High-End Mid-Range Entry-Level
Concurrent Users >500 100-500 <100
Transactions/second >10 1-10 <1
Platform Architecture 64-bit and above 32- or 64-bit Min. 32-Bit
Server Size Qty Purpose Location
5. DNS Proxy Server ( for LAN,WAN, File, Mail and Internet)
Mid-range
5 facilitate access to WAN, electronic mail and internet services
MOES, ESC, UNEB, EDUCATION STANDARDS and PSC
Total 9
The following minimum technical specifications will apply
a. Fault tolerant hardware RAID 5 disk storage with hot swap drives
b. Digital Audio Tape (DAT) tape backup, 8 mm tape device – see Category 1800 (or
Storage Area Network) Redundant power supplies
c. RISC chip or Intel multiple processor platform.
d. Must be able to run multiple server operating systems
Other specifications are summarized below
Aspect High-end Mid-Range Entry-Level
Type BRANDED at Industry Standard and accredited
CPU Scalable to 32 CPUs Scalable to 12 CPUs Scalable to 2 CPUs
Reliability Highly Redundant Controllers, Network Cards, Back planes, Power
Supplies, Cooling Fans
High Availability Clustering Supported
Minimum Memory 32 GB 16 GB 8 GB
Internal Disks 2 * 73 GB Hot-swap Disks
for OS (Mirrored)
Minimum 3 * 73 GB
Disks for OS (RAID
0+1,5)
System Software Server Management Software
Operating System Enterprise UNIX OS
with unlimited User License
User defined
enterprise OS
Removable media CD-ROM, 20/40 DAT drive for OS backup
Support Local Dealers for warranty handling & support. 24/7/365 with 4-hour
response time
Compatibility Should support software & infrastructure
Warranty Manufacturer’s Warranty (3-years comprehensive)
Certification Authorized by Manufactures
Source Authorized channels/dealers
Desktop Computers
During needs assessment the requirement for desktop computers needed to support the
envisaged TMIS were determined as follows.
No. Sector
Required Additional Desktop
Computers
Ministry Directorates and Departments 100
Districts Education Offices 536
Education Agencies 150
786
Printers
Printers are broadly classified into small (entry-level), medium and large depending
primarily on output speed which is measured in number of pages per minute and duty
cycles measured in number of pages per month. Small printers are single user and are
normally attached to a desktop computer. They are ideal for single office environments or
for senior executives who do minimal printing. Medium size printers are ideal for small
workgroups and can be shared by many users using a local area network. Large printers are
ideal for large workgroups with large printing volume and can be attached directly on a
network
In determining printer requirements for districts, ministry departments and agencies
consideration has been given to; user to printer ratio, estimated printing volumes,
sharebility of printing resources and existing capacity. The total cost of printing has been
examined in detail as consumables and supplies are the highest cost of operation for the life
cycle of a printer.
CHAPTER 13: APPLICATION SOFTWARE AND RELATED REQUIREMENTS
This section of the report addresses the terms of reference on the recommendation of
software requirements to support the TMIS, related components and support to changes
that will be necessary in the near future.
Harmonization of Data Collection Instruments
During this review, it was noted that the main objective is to modernize and harmonize
collection, processing, use and sharing of education data with more emphasis on teacher
management data in ways that duplications and related bottlenecks are reduced or
eliminated
It was noted also that the required software applications are intended to support core
education data, including teacher data and related specialized data with appropriately
revised instruments.
Software Applications System
During this review it was noted that data in the MoES and its Agencies are supported with
various systems that are substantially manually operationalized and also using low-end
applications with considerable constraints in respect to teacher data management,
processing, analysis, sharing and use
It is proposed and recommended that a common applications system be adopted that
consist of integrated modules with capability, functionality and performance to support a
wide range of functions and operations in processing, analysis, sharing and use of education
data and/or information at the districts, headquarters and agencies.
The integrated applications for TMIS will be designed and customized to support functions
and operations of processing, analysis, sharing and use of data and/or information. The
applications software will consist of the registration of teachers, recruitment, transfer of
teachers, promotion and appraisals, teacher salary and payroll management among other
teacher management functions within the Ministry and agencies. The applications system
will also consist of registration of education institutions, student management and update
system, staffing system, examination, and teacher management system. Below is a
proposed ICT infrastructure estimates in two scenarios:
Scenario I: High cost ICT infrastructure estimate which if adopted will layout the ideal TMIS
setup.
Table :High Cost ICT infrastructure estimates
Agency Description Number Unit Cost Unit Cost (Ush) Amount (Ush)
Amount (USD)
A: MOES ICT Infrastructure required
a) Server Storage (12TB) 3 3,223,795.00 96,713,850.00 290,141,550.00 113,781.00
b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41
c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71
d) Switches 2 1,638,970.00 49,169,100.00 98,338,200.00 38,564.00
e) Cabling 4 24,395.00 731,850.00 2,927,400.00 1,148.00
B: Education Service Commission ICT Infrastructure required
a) Server Storage (12TB) 1 3,223,795.00 96,713,850.00 96,713,850.00 37,927.00
b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41
c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71
d) Switches 1 1,638,970.00 49,169,100.00 49,169,100.00 19,282.00
e) Cabling 1 24,395.00 731,850.00 731,850.00 287
C: UNEB ICT Infrastructure required
a) Server Storage (12TB) 1 3,223,795.00 96,713,850.00 96,713,850.00 37,927.00
b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41
c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71
d) Switches 1 1,638,970.00 49,169,100.00 49,169,100.00 19,282.00
e) Cabling 1 24,395.00 731,850.00 731,850.00 287
D: PSC ICT Infrastructure required
a) Server Storage (12TB) 1 3,223,795.00 96,713,850.00 96,713,850.00 37,480.80
b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41
c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71
d) Switches 1 1,619,688.00 48,590,640.00 48,590,640.00 19,055.15
e) Cabling 1 24,108.00 723,240.00 723,240.00 283.62
E: Education Standards ICT Infrastructure required
a) Server Storage (12TB) 1 3,185,868.00 95,576,040.00 95,576,040.00 37,927.00
b) Server Installation 1 300,000.00 9,000,000.00 9,000,000.00 3,529.41
c) Bandwidth at 4 Mbps (Annual Payment) 1 1,680,000.00 50,400,000.00 50,400,000.00 19,764.71
d) Switches 1 1,619,688.00 48,590,640.00 48,590,640.00 19,055.15
e) Cabling 1 24,108.00 723,240.00 723,240.00 574
F: Districts ICT Infrastructure required
a) Switches 134 1,619,688.00 48,590,640.00 6,511,145,760.
00 19,282.00
b) Cabling 134 24,108.00 723,240.00 96,914,160.00 574
c) Bandwidth at 4 Mbps (Annual Payment) 134 1,680,000.00 50,400,000.00
6,753,600,000.00
2,648,470.59
d) Desktops (4 desktops for 134 districts) 536 80,000.00 2,400,000.00
1,286,400,000.00 504,470.59
D: Common Infrastructure
a)VLAN created in the 4 Mbps Link for data sharing amongst Agencies (MOES, ESC, UNEB, EDUCATION STANDARDS and PSC)
TMIS system development and deployment 1 6,500,000.00
195,000,000.00 195,000,000.00
76,470.59
b) Consultancy for Data-Shared Services (Integration Service) for seemless data exchange amongst the Databases in MOES, ESC, UNEB, EDUCATION STANDARDS and PSC 1 2,500,000.00 75,000,000.00 75,000,000.00 29,411.76
TOTAL 3,778,010.
85
Scenario 2: Low cost ICT infrastructure estimates, where minimum additional infrastructure
will be added to the existing set of ICT equipments within the MoES and other educational
agencies. This implies, existing EMIS system will be customised to take care of emerging
system needs. Existing LAN, equipments in terms of computers, printers and servers shall be
optimised.
Table: Low Cost ICT infrastructure estimates
Agency Description Quantity
Unit Cost (Ush) Amount (Ush)
Amount (USD)
A: MOES Bandwidth at 4 Mbps (Annual Payment) 1
50,400,000.00
50,400,000.00
19,764.71
B: ESC Bandwidth at 4 Mbps (Annual Payment) 1
50,400,000.00
50,400,000.00
19,764.71
C: UNEB Bandwidth at 4 Mbps (Annual Payment) 1
50,400,000.00
50,400,000.00
19,764.71
PSC Bandwidth at 4 Mbps (Annual Payment) 1
50,400,000.00
50,400,000.00
19,764.71
E: Educ. Standards
Bandwidth at 4 Mbps (Annual Payment) 1
50,400,000.00
50,400,000.00
19,764.71
F: Districts Bandwidth at 4 Mbps (Annual Payment) 134
50,400,000.00
6,753,600,000.00
2,648,470.59
7,005,600,000.00
2,747,294.14
D: Common Infrastructure
a)VPN created in the 4 Mbps Link for data sharing amongst Agencies (MOES, ESC, UNEB, EDUCATION STANDARDS and PSC)
b) Consultancy for Data-Shared Services (Integration Service) for seemless data exchange amongst the Databases in MOES, ESC, UNEB, EDUCATION STANDARDS and PSC 1
75,000,000.00
75,000,000.00
29,411.76
TOTAL 7,080,600,000.00
2,776,705.90
Relational Database Management System (RDBMS)
During this review, it was noted that all the systems that support education data and
specifically teacher data management are considerably manually operationalized at all levels
and are also some of lower-end capacity and have limitation in respect to supporting critical
missions.
It is proposed and recommended that data in the present systems be consolidated and
migrated to a sustainable and scalable relational database management system. The
system will provide management of teacher data capture and processing, analysis, use,
sharing, storage and archiving.
It will be noted that some of the standard and high performing RDBMS include Microsoft
SQL, Informix, Sybase, IBM DB2 and Oracle. Of these database Management Systems,
Microsoft SQL is recommended because of better functionalities, development and
customization tools, and performance on shared and distributed systems, and also there is
existence of local technical expertise and capacity for sustainability and scalability.
During this review, it was noted that EMIS application architecture uses Microsoft SQL
databases although its use is not fully optimized.
Information Sharing Systems
Lack of capability and capacity to share data, information and systems between the
Departments in the Ministry, Districts and Education Agencies was noted during this review
as a major constraint and challenge. To address this challenge, the proposed and
recommended application software are Distributed Network Management System,
Communication and Collaboration System, and Security Management System. This
component will include web application support to the headquarters, district, and agencies
strategies for teacher and education data dissemination
In summary the following software applications are proposed and recommended to support
the envisaged TMIS.
# Software Requirements Core Capabilities Equivalent
# Software Requirements Core Capabilities Equivalent
1. Web Application Software Developed and customized to
support the core and
supplementary teacher data
collection instruments.
Integrated Teacher Management
Information System to be
developed and customized
and/or adoption of operational
systems in conformity with the
certified processes
2. Database Management System
Platform for storage, retrieval, management, distribution, and sharing of teacher data
Oracle, Informix, Sybase, IBM
DB2 and MS-SQL
3. Reporting and Statistical Systems
With ability to support a wide
range of reporting
requirements of various
directorates, departments,
districts, local governments and
agencies
SQL Query, Crystal Report, SPSS,
SAS
4. Geographic Information System (GIS)
With ability to support a wide
range of spatial and attribute
teacher and/or educational
related data and ability to
interface with core EMIS
application software
Arc View
ESRI
ArcInfo
5. Communication and Collaboration
With ability to support a wide
range of communication,
messaging and collaboration
between various departments
and agencies and consumers
Lotus Notes
Microsoft Exchange
Unix based Systems
Mobile gateways telephony
6. Distributed Network Management Software
With ability to support
intelligent network
management
Tivoli, HP Openview
UniCenter TNG
7. Firewall (Software and Hardware) and other security solutions
With ability to prevent
unauthorized access or attack
to the network, servers and
computers.
Firewall (Cisco, 3Com, Microsoft
Treat Management system etc)
Antivirus (Norton, McAfee,
Symantec Endpoint protection
etc)
Encryption Software
Required Support and changes to be made
During this study review, it was noted that the Ministry would require support on
customization, enhancement, maintenance and upgrading these software applications.
Therefore, to ensure rapid and timely installation and usage, it is recommended that the
Ministry, local governments and the agencies should acquire application systems that are
substantially operational, tested and certified for management of teacher and general
education data.
The major concern and concentration of efforts will be customization, enhancement,
maintenance and upgrading these software applications under such arrangements.
Customization will involve improving the systems to incorporate required and common data
format, security and reporting systems.
It is also noted that under this arrangement, enhancement, maintenance and upgrading will
be carried-out to address emerging and/or envisaged requirements.
Vendor, Manufacturer and Related Support
In order to maintain the necessary computerization and/or modernization and conformity
to the prevailing industry standards, it is observed and recommended that the expected
integrated TMIS be done by a consultant together with the Technical ICT team in the
respective departments and agencies, so that by the time the consultant leaves there is
adequate support to maintain the system locally. The consultant will be required to train the
team on the system development and guide the team in the development until all the major
modules are done. Through this, the consultant shall leave the team to be able to add any
upcoming modules required in the system.
The estimated cost of training for the integrated TMIS is shown in the table below-:
Capacity Building estimated cost Agency Description Number Unit Cost(Ush) Amount (Ush) Amount (USD)
A: MOES Technical Training and User CB
a) System Developers and Database Administrators (MCSD + DotNET Inclusive Certifications) 4 7,500,000.00 30,000,000.00 11,904.76
b) Course on WebGIS and Reporting Services 2 7,500,000.00 15,000,000.00 5,952.38
c) Sensitization of HQ Staff and CAOs, DEOs on usage of Online Services and Harmonized Data Management 5 50,400,000.00 252,000,000.00 100,000.00
d) Sensitization of Head Teachers on Data Capture and usage of Online Services and Harmonized Data Management 5 50,400,000.00 252,000,000.00 100,000.00
SUB-TOTAL 217,857.14
B: ESC Technical Training
a) System Developers and Database Administrators 4 7,500,000.00 30,000,000.00 11,904.76
b) Course on WebGIS and Reporting Services 2 7,500,000.00 15,000,000.00 5,952.38
UNEB Technical Training
a) System Developers and Database Administrators 4 7,500,000.00 30,000,000.00 11,904.76
D: General
Facilitation of Workshops on Data Management and Use
Workshops and forums to share on Data Management in the Education Sector 1 60,000,000.00 60,000,000.00 23,809.52
Total 489,285.70
TMIS Management Section
Provision of internal support to the systems and users, in addition to support from the
vendor, manufacturer and/or approved agent, should be made within TMIS Management
section that will be responsible for project administration including coordination of the
various implementation activities, needs analysis, software configurations and
management.
It is also recommended that it will be necessary to make provision for technical support to
the users in carrying-out incremental customization, maintenance and upgrading in order to
prevent deterioration of the systems and/or likelihood of downtime.
CHAPTER 14: SYSTEMS AT THE MINISTRY OF PUBLIC SERVICE COMMISSION
(MPSC)
This section is in respect to the terms of reference on the assessment of the nature and
functions of computer systems at the Directorate of E-Government as a provider of
government Information Technology Services to various ministries such as MPSC, which
processes a considerable amount of MOES data including salary for teachers and general
teacher management data.
Currently the Directorate of e-government service under the National Information
Technology Authority (NITA) is charged with development and implementation of
government initiatives on ICT systems and infrastructure as well as administration of
existing computer systems that support common government applications such accounts
and finance, procurement, personnel administration and payroll
The Directorate also provides technical expertise including procurement support on ICT
systems and infrastructure to government ministries and departments.
During the review, it was noted that the main computer applications maintained at the
Directorate are Budget and expenditure system, Integrated Financial Management
Information System (IFMIS), Public Service Payroll System, Teachers Service Payroll System,
Website and Internet Services, and Implementation of ICT Physical Infrastructure for the
Government Ministries and Departments and local governments including districts.
Budget and Expenditure System
This system was established to support processing of the Government budget, financial
estimates and expenditure, including expenditure returns from Ministries, agencies and
department, local governments and the districts.
Integrated Financial Management Information System (IFMIS)
During this study review, it was noted that this application software was procured and
customized with the aim to establish integrated financial management information system
to support common government functions in accounting, financial transactions,
procurement and inventory management.
This application software is also based on modern client-server architecture with the central
servers based at PSC headquarters with on-line, real time access by the users over a wide
area network, through a web browser interface. In this respect the transaction and back up
are in the central servers based in PSC.
This application software’s potential has not been fully exploited since it is not integrated
with other ministries, agencies and local government’s personnel modules such as MOES’s
teacher management. It was noted during this review that whereas functionality and
performance of the system is satisfactory at PSC, major constraint and challenge is poor
connectivity and low bandwidth link between the PSC and ministries, agencies and districts
that has caused poor performance of the system. The solution still poses challenges on
teacher payroll system since the process of teacher management has not been streamlined
at the MoES
It is envisaged that this application software will be rollout and integrated to other
ministries with plans to include interface between IPPS in order to update the payroll data
into the financial management system
Public Service Payroll System
GITS maintain a system that supports processing of the payroll for over entire workforce in
the civil and public service, including the teaching force which is over 120,000.
This application software is primarily a flat files technology with substantial limitations in
which there has been a standing need to migrate the payroll to a modern and Relational
Database platform.
In addition, reforms in the public sector resulted to the need to integrate payroll and
personnel management system that subsequently led to initiatives to establish Integrated
Payroll and Personnel System (IPPS).
One of the reform agenda during that period was to decentralized the budget and personnel
management to the respective Ministries, Agencies, Departments Local Governments and
districts; a policy initiative that led to the presently envisaged decentralization of the payroll
processing and management.
Teachers Payroll System
It was noted in this study review, that the Payroll for teachers constitute over 60% of the
monthly processed of the public service payroll at GITS with the use of the same system and
the same application software.
The myriad limitations, constraints and challenges are therefore the same, namely legacy
system, patched-up system for compliance to the older technology, and flat files technology.
During the review, it was observed that processing of the teachers’ salaries at PSC
constitutes less 20% of the entire payroll preparation. The rest of the 80% involve personnel
records, staff movement, payroll changes and verification of the payroll runs that are
carried-out with manual and/or semi-manual systems. The functions also include
preparation and dispatch of salary payment cheques, pays lips and management of accounts
as well as posting entries of the payroll and payroll by-products into the General Ledger.
Management of the payroll is one of the most challenging functions of the PSC mainly
because of the size of the teaching force, approximately over 130,000, distributed country-
wide and the need for timely payments as well as the need to control related financial
wastage.
Over the years, it was noted that efforts have been made to improve management and
processing of the teachers payroll with attention being directed to timely payment of
salaries and appropriate allowances, and control of related financial wastage arising from
inappropriate payments
Integrated Personnel and Payroll System (IPPS)
IPPS was introduced through the Department of Personnel Management (DPM), as part of
reforms in the public sector with the need to harmonize payroll and personnel
management, and later also to decentralize the integrated system to the respective
Ministries, agencies, Departments of the Government and Local governments.
IPPS system consists of many core components among others including; Personnel
Compliment Module, Payroll Administration Module and Education and Skills Module. It is
noted however that personnel records and payroll processing has taken priority in the
implementations
Ministry Website and Internet Services (www.education.go.ug )
It was noted during the review that NITA has been providing web-infrastructure and hosting
services to government ministries, their agencies and departments and local governments.
In this respect, the Directorate hosts the MOES website (www.education.go.ug ). It has also
provided the ministry with a domain name to facilitate email services and connectivity to
the Internet. It is however the responsibility of the respective Ministries and Departments to
update content and to maintain the site.
It was noted also that presently, the link to Website at NITA’s GITS is constrained
considerably by the severely low capacity of the bandwidth resulting to poor and often
interrupted access.
ICT Physical Infrastructure
During this study review, it was noted that from the year 2000, Ministry of ICT and the
National Information Technology Authority (NITA) was mandated to carryout budgeting and
implementation of the ICT infrastructure for the Government Ministries, agencies,
departments and local government and to the districts to facilitate connectivity and transfer
of data for the common functions and also to facilitate e-Government strategy.
CHAPTER 15: GITS MODERNIZATION PLANS
This section is in respect to the terms of reference on review of GITS plans for computer
hardware and software upgrades including type, extent, timing and certainty of
implementation as well as linkage with other ministries.
During this review, it was noted that whereas the Directorate has considerable plans, there
are fundamental reforms related to the adoption of e-Government policy and re-structuring
of ICT in the Government.
It was noted that with adoption of e-Government policy and re-structuring of ICT in the
Government, there would be substantial division of duties and responsibilities between
GITS, and the Ministry of Information and Communication, and Ministries and
government departments.
In this respect, it was noted also that considerable mandate will be shifting to the NITA that
is housing the Directorate of e-Government and Ministry of Information and
Communication that is housing the Directorate of ICT.
During this review, it was noted also that part of the reforms in this sector, the Government
will re-designate, strengthen and elevate ICT to a Division or Department in each Ministry
This re-designation, strengthening and elevation of ICT are intended to support
decentralization of some of the functions of GITS to the Ministries and/or Departments of
Government and districts or LGs.
In addition, GTIS is mandated to carryout budgeting and implementation of the ICT
infrastructure for the Government Ministries and Departments to facilitate connectivity and
transfer of data for these common functions and also to facilitate e-Government strategy.
In addition to providing web-infrastructure and hosting services to government ministries
and departments, GITS has developed and plan to expand NBI/EGI Project, the government
communication network, to cover all government ministries and departments as well as roll
out to the LG and districts. It is noted that an expanded network could have substantial
contribution to decentralization of EMIS to districts.
Indeed the successful implementation of IFMIS, IPPS and other related e-government
initiatives depend largely on successful completion of NBI/EGI, which remain uncertain due
to funding constraints and the policy of decentralizing ICT budgets and implementation of
programmes to the respective ministries and departments.
It will be noted also that GITS is part of the resources and facilities to support modernization
of ICT and e-Government to improve service delivery to the citizens. Under the initiatives to
improve communication within government, the short terms plans include; expanding the
information infrastructure, initiating integration of internal government processes,
increasing internal operation efficiency and effectiveness, developing information websites
for the ministries and capacity building
The medium term initiatives include concerted automation and integration of government
information and records, finalized information infrastructure, develop and web-enabled
databases, the integrated population registration system and other systems to deal with the
specific needs of individual ministries.
While some of the planned initiatives have promising potential to accelerate the
implementation of EMIS, the timing and certainty of implementation cannot be ascertained
and this is further complicated by the new government policy of decentralization.
CHAPTER 16: GITS AND PSC TECHNICAL SUPPORT
This section is in respect to the terms of reference on identification of the technical support
available at GITS as well as those that support computerization of the Public Service
Commission.
Technical Support
During this review, it was noted that GITS has been and will continue to provide a wide
range of technical support to the Government Ministries, Agencies and Departments that
include ICT policy guidelines, project design, technical specifications, procurement,
installation and implementation of the systems.
In respect to support in these areas GITS (under e-government directorate) have seconded
technical staff to the Government Ministries, Agencies and Departments on either
contracts, short and/or long-term basis. Indeed, technical personnel in ICT Division in the
Ministry of Education and Sports are seconded from GTIS. In addition, GITS continues to
provide technical support to the teachers’ payroll and IFMIS at the MPSC.
Policies
The document, on E-government Strategy, of 2004, is a useful reference to for policy
guidelines to the ministry on the use of ICT in the delivery of education services.
Indeed under the medium term of the E-government Strategy, EMIS is identified as a key e-
government component to support MOES to collect and process data to improve education
policy, planning and monitoring progress
It was noted during this review that establishment of Cabinet committee on ICT and the
ministerial ICT committees, under E-Government strategy can contribute substantially to
coordination and implementation of EMIS and ICT initiatives in the Ministry. It is expected
therefore that the Ministry will constitutes its ministerial committee and relevant work
groups to spearhead these initiatives and principal include teacher management as a key
component in streamlining processed and functions at the MOES.
Procurement Support
It was noted during this review that, through GITS, National Information and
Communication Technology framework policy (NICT policy) has been formulated to provide
policies, principles, standards, and guidelines intended to strengthen the acquisition,
development, management, support, and use of information systems and technology
infrastructure in the public sector.
It was noted that NICT provides sample model for minimum technical specifications to guide
in the procurement of ICT goods and services. It also provides useful reference for related
issues such as ICT management, security, acquisition and deployment strategies and
financing of ICT projects. These guideline should be considered and incorporated during the
design and implementation of the envisaged TMIS
Human Capacity
It was noted that GITS has continued to play a catalytic role in the development of ICT
teacher human capacity with the Ministry, DES and to some extent UNEC. It was noted
further that 7 ICT technical staff at MOES has seconded from GITS to provide support in
general operations, administration of the existing education systems, IFMIS, IPPS, Networks
and other infrastructure. It is recommended that this human capacity be developed and
harnessed to support the implementation and maintenance of the envisaged TMIS.
CHAPTER 17: EXISTING IT (TELECOMMUNICATION) INITIATIVES
This section is in respect to the terms of reference on the evaluation of Government of
Uganda and GITS telecommunication initiatives from which MOES including the local
Governments and districts could benefit.
It was noted as part of the e-government strategy that, GITS has been implementing a
government-wide telecommunication infrastructure. The scope of this technology includes
installation of Local Area Networks (LAN) in government ministries and departments. The
scope also includes establishment of a wide area telecommunication network interlinking
the various government departments. Also in scope is establishing a communication linkage
with the local governments and districts using a Fibre Optic cable technology, a project
known as National Data Transmission Backbone Infrastructure and e-Government Infrastructure
Project (NBI/EGI).
To date LANs have been established at the headquarters of the ministries of public service
commission, educations, Education service commission, directorate of education standards,
EMIS section and Social Security house and districts offices. WAN connectivity has not been
established between MOES and other ministries and departments working together such as
MPSC therefore posing a serious challenge on intern ministry communications.
Depending on the Ministerial policy and initiatives, education agencies that include ESC,
UNEC, NCDC and others could benefit from the rollout of current NBI/EGI project- major
towns fiber optic cable connectivity project. However, the timing and certainty of the
implementation of the telecommunication network covering the districts and local
governments cannot be established.
There are other telecommunication initiatives that TMIS can leverage on. These include
Uganda Communication Commission and Uganda Telecommunication Authority, National
Information Technology Authority.
CHAPTER 18: TELECOMMUNICATION INFRASTRUCTURE REQUIREMENTS AND
COSTS
This section addresses the terms of reference on determination of the telecommunication
infrastructure needed to support handling the envisaged wide-area-network and the likely
costs.
In view of the need to decentralize processing, analysis and use as well as sharing of data
and/or information, there is need to put in place a secure, reliable and efficient data
telecommunication systems
The telecommunication infrastructure will indeed enable inter connection between
directorates, departments in the ministry, education agencies, and local governments,
districts to facilitate teacher data management, sharing and communication
It is well documented that the telecommunications industry in Uganda is becoming
increasingly dynamic offering a number of options each with different capabilities and
coverage. There are substantial disparities in regional telecommunication infrastructure that
may influence the choice of the options to be used.
Primarily, it was noted that the options available that can be used to support the envisaged
Wide-Ares-Network include, physical data transfer via electronic media such as Tape or
Diskettes, Dial-up connection, Dedicated Leased Lines, General Packet Radio Service (GPRS),
Microwave Radio, and Very Small Aperture Terminal (VSAT)
During this study review, it was noted that there is approximately 100% coverage of the
districts by Telkom Uganda fixed line network. Of these options, there are maintained dial-
up telephone lines, dedicated leased lines and VSAT services.
It was noted also that the mobile network has experienced phenomenal growth both in
coverage and reliability and surpassed the fixed network. By 2006, the mobile network was
seven times the size of the fixed line network. The network offers alternative data
communication services such as GPRS but these are more costly than Telkom services.
In addition to Uganda Telkom and the mobile operators, there are other Public Data
Network Operators (PDNO) such as MTN that provide data communication services. PDNOs
are relatively new in the market and are only available in the major cities and towns. These
operators offer more reliable services are priced comparable
It was also noted that most (but not all) of the local governments and districts have Internet
points of presence (pop) with which ISP’s provide Internet services within those locations
that would support envisaged Wide Area Network.
During this review, it was noted that 80% of the teacher data and general education data
traffic flow between the Ministry headquarters, ESC, DIT, DES, EMIS, and MPSC. It is
therefore recommended that high bandwidth and online WAN connectivity be established
between these six institutions. The options available for this includes Dedicated leased lines
(at least 256 kbps), VSAT and Microwave Radio link.
Due to the nature of data flowing from the local governments and districts to the
headquarters and back, it is envisaged that at the minimum dial-up or Internet based
communication will be sufficient with the TMIS software designed to handle varying
communication protocols. Depending on growth in data volumes; the need for online access
and favorable bandwidth costs the option of dedicated leased lines (64 kpbs) will be
considered
Consideration will be made on issues of availability, reliability of data transfer, sustainability
and costs. There will therefore be technological mix when it comes to the transmission and
interconnectivity between the headquarters and the districts.
The various telecommunication options will have different initial as well as operational costs
as stipulated in the table below.
Connection Type Initial Costs Monthly Costs
ISP Dial Up 12.5
Uganda TELCOM Leased-Line 346.15 1,740.11
MTN GPRS 0 57.15
UG SATTELITE VSAT 2072 170.30
Telecommunication Requirements and Costs
Directorate
/Department
Recommended
Connection Initial Investment
Recurrent-Pm
US$
1 Headquarters 256 kpbs leased line 21,064.94 1,558.50
2 ESC 256 kpbs leased line 17,168.83 1,558.50
3 UNEC 256 kpbs leased line 52,568.05 1,558.50
4 NCDS 256 kpbs leased line 52,568.05 1,558.50
5 EMIS SECTION 128 kpbs leased line 27,277.43 779.25
6 MPSC 128 kpbs leased line
5,480.52 1,558.50
7 DES 128 kpbs leased line 5,480.52 779.25
8 DIT 128 kpbs leased line 5,480.52 779.25
9 NATCOM-UNESCO 128 kpbs leased line
450.00
10 NCS&T 128 kpbs leased line 45,978.18 1,558.50
11 LG offices Dial-up
128 kpbs leased line
12 Districts Dail-up
64 kpbs leased line
CHAPTER 19: LOGFRAME FOR IMPLEMENTATION OF EMIS
The overall objective of EMIS components is to develop effective and efficient systems and
infrastructure that supports a harmonized and timely collection, processing, dissemination of
data for education planning and management. The goal of the Government is to use EMIS to
obtain timely indicators on enrolment, attendance, relevance and quality of learning,
resource mobilization and allocation and to reduce inequalities.
Narrative Summary
Indicators of
Achievement
Means of
Verification Critical Assumptions
Goal:
To facilitate use of accurate, timely
and reliable indicators on
enrolment, attendance, relevance
and quality of learning and resource
distribution.
Availability of
accurate and
timely EMIS
data and
information.
EMIS reports
1. EMIS consultancy will
finalize the needs
assessment report
2. Instruments to address the
needs of all the users.
Programme Development Objective:
To develop effective and efficient systems and infrastructure that supports a harmonized and timely collection, processing, analysis, use and dissemination of data for education planning and management.
Established
EMIS system at
the district,
headquarter
and the
agencies
EMIS reports
Output 1:
Harmonized core and
supplementary data collection
instruments developed and
adopted.
Developed and
institutionalized
core and
supplementary
data collection
instrument
Harmonized
data
collection
instruments
Activities:
1. Development and review of core
instruments (Workshops and review
panels)
Core
Instrument
developed and
reviewed
Revised Core
instrument
Narrative Summary
Indicators of
Achievement
Means of
Verification Critical Assumptions
2. Review of the existing EMIS
system to find out whether the
harmoninised instrument is fitting
EMIS reviewed Revised
Supplementar
y instrument
3. Collaboration between
Govt. and development
partners to support the
planned investment.
3. Plan to develop a new online
integrated EMIS or to Customise the
existing EMIS.
EMIS
development
plan
3. identification of TWG to develop
the system
Instruments
printed and
distributed
Printed
questionnaire
s
Output 2:
Procured and customized
specialized data processing and
analysis software application
systems.
Application
software
installed
Systems testing
and piloting
User
acceptance
results
4. Availability of staff for
effective implementation.
5. Users will need to make
provision for annual
maintenance and licensing of
application software
Activities:
1. Procurement and customization
of Relational Database Management
System
Relational
Database
Management
system installed
User
acceptance
results
2. Procurement and customization
of communication and collaboration
system
Communication
and
collaboration
software
installed
User
acceptance
results
3. Procurement and customization
of network management system
Network
management
system installed
User
acceptance
results
4. Procurement and customization
of security system
Security system
installed
User
acceptance
results
Narrative Summary
Indicators of
Achievement
Means of
Verification Critical Assumptions
5. Development and customization
of EMIS
EMIS installed User
acceptance
results
6. Development and customization
of EMIS supplementary modules
EMIS
supplementary
modules
installed
User
acceptance
results
7. Procurement of analysis and
reporting systems
Analysis and
reporting
systems
User
acceptance
results
8. Customization of policy indicators
database
Policy
indicators
database
User
acceptance
results
9. Train Head Teachers, Principals
on the on online EMIS
Trained users
Output 3:
Established computerized data
capture and processing systems at
Schools,district, headquarters and
agencies
Processed data
EMIS data
Activities:
1. Data capture and processing
Processed data
EMIS data
2. Data analysis and use Generated
Information
EMIS data
3. Data sharing and management
Increased
number staff
with online
access
Systems
access logs
report
4. Data storage and backup
Backup facilities
available
Inventory
returns
Narrative Summary
Indicators of
Achievement
Means of
Verification Critical Assumptions
Output 4:
Improved access to education data for effective planning and
intervention.
Number of
Publications,
websites,
workshops
EMIS reports
Activities: 1. Data dissemination (Workshops)
Number of
workshops held
Workshop
proceedings
2. Websites support
Availability of
websites
Website
access logs
3. Print and electronic publications
Number of
publications
EMIS
publications
Output 5:
Availed education indicators for
monitoring and evaluation of
education goals and programmes
Education
Progress trends
provided
EMIS data
Activities:
1. Validation of policy indicators
database
Updated policy
indicator
database
Policy
database
2. Analysis of education policies Number of
workshops held
Workshop
reports
Output 6:
Established EMIS infrastructure at
the districts, headquarter and
agencies.
EMIS
infrastructure
established
Project
implementati
on report
Activities:
DISTRICTS
1. Network infrastructure & Minor
Civil works
Number of
LANS
established
Project
implementation
report
2. Desktop computers and related
equipment
Number of
computers
procured
Project
implementation
report
HEADQUARTERS
3. Network infrastructure & Minor
Civil works
Number of
LANS
established
Project
implementation
report
4. Desktop computers and related
equipment
Number of
computers
procured
Project
implementation
report
5. Storage and backup facility
Number of back
up facilities
Project
implementation
report
AGENCIES
6. Network infrastructure & Minor
Civil works
Number of
LANS
established
Project
implementation
report
7. Desktop computers and related
equipment
Number of
computers
procured
Project
implementation
report
Output 7:
Relevant EMIS data use, processing
and management skills imparted.
Skilled
personnel
Training
assessment
reports
A. Core and Supplementary
Instruments
1. Target instruments respondents Number trained Training
assessment
reports 2. Primary users Number trained
3. Secondary users Number trained
4. Data administrators (workshops) Number trained
5. Management Number trained
B. Application Systems
6. Primary users Number trained Training
assessment
reports 7. Secondary users Number trained
8. System administrators Number trained
8. Data Analysts Number trained
9. Management Number trained
CHAPTER 20: RECOMMENDATIONS
Objectives of the review
It will be recalled that one of the objective of this review was to determine the nature and
scope of the requirements for education data in the Ministry and Agencies, major constraints
and challenges in collection, processing and use and with a view to recommend ways to
address prevailing limitations and to improve efficiency in the use of education data.
It will also be recalled that the major component of the terms of reference was to examine
functions of the various departments and agencies, their information requirement and
processes, available data and data systems with a view to recommend ways to achieve
efficiency, eliminate duplication and related constraints and to recommend the nature, scope
and ways to adopt and implement Education Management Information System (EMIS) to
support required efficiency and controls in processing, use and management of education
data and/or information.
Education Management Information System (EMIS)
During this review, it was noted that the Ministry has been pursuing establishment of EMIS
for a considerable period of time. EMIS was a component of Strengthening Primary and
Secondary Education (STEPS) project.
It was noted that departments and agencies were not linked with the EMIS data, therefore
duplication of efforts especially when it comes to Teacher Management. The
recommendation is that there is need to;-
i. Sensitize departments, divisions and agencies on the existence EMIS data, especially
what is captured in the system, and how to use the data.
ii. Link Departments with EMIS system to enable users in the respective departments
access EMIS data.
iii. Train Users in respective departments on the EMIS system.
The structure of the Ministry
During this needs assessment, it was noted that the ministry consists of three (3) directorates,
thirteen (13) departments, and six (6) agencies, where all have the same data and
information requirements.
Common education data
During this review, it was noted that common education data consists of registration and
school particulars including mapping data, enrollment and attendance, dropout and
repeaters, staffing, physical facilities, finances, textbooks and learning materials, schools
management, curriculum data, examination and performance data, and special data such as
school feeding program.
Data collection instruments
During this review, it was noted that the ministry and agencies use a wide range of
instruments to collect and maintain education data leading to substantial duplication,
insurmountable volumes and limited capacity for timely processing, analysis, use and
dissemination of resulting information. Indeed, these constraints have resulted to excessive
and repeated inquiries for the same data at the districts and schools.
Indeed, the printing of the data collection instruments is expensive and time consuming. It
was also noted that there is limited storage space for the instruments both at the school,
district and at the headquarters.
In this view, it is recommended that an online EMIS system be developed, where heads of
institutions will only be required to access the system online through the internet and
capture schools returns online.
In view of the constraints mentioned above, it is recommended that core data instrument
be adopted and implemented taking into account the needs for most of the departments
and agencies, with supplementary modules to address specialized data requirements and
updates.
In view of the fact that the registration of Teachers is mandatory and enforceable with
Education Act, it is recommended that registration instruments be modernized and
harmonized with other data collection instruments to constitute the core instrument.
In addition to this, registration of Teachers should be done only once, where a Teacher
should only be given one unique number instead of having different numbers for one
Teacher. Thus, when it comes to upgrading after acquiring a new course should be assigned
only grades as per the qualification acquired
Volume Data and Work
During this review and analysis made, it was noted that duplications and collection of non-
core education data that have led to handling substantially overwhelming volumes of data
and attendant man-hours at the schools, districts and Headquarters.
In view of this observation, it is recommended that the core data collection instruments and
supplementary modules should be revised and restricted to core education.
It was noted during this review that such modernization and harmonization of the core and
supplementary data collection instruments, to eliminate duplications and repetitions, will
result to a reduction of 56% of the volumes of work in collection, processing, analysis of the
education data.
Computer Systems Support
During this review it was noted that with the exception of PSC, the support computer
systems at the MoES, UNEB and ESC are substantially low and considerably isolated and/or
departmentalized.
In addition, it was noted that again with exception of MoES, UNEB and ESC, skills and
competencies of the staff to support electronic based systems remains substantially low
leading to manual processing and analysis of data at various levels.
In view of the limited capacity at various levels in the headquarters, district and also at
theinstitutions, , it is recommended that appropriate and upwardly scalable computerized
systems be established to support capture, processing, sharing and use of the data at the
headquarters, districst, the various departments and agencies of the Ministry.
In view of the limited sharing of data among the departments and agencies of the Ministry
and lack of feedback to the districts and schools, it is recommended that policies and
infrastructure be adopted and given priority at all levels to support information sharing and
feedback at various levels.
District, Institutions potential and capacity
It was also noted that whereas there is high potential for the districts to carryout effective
and timely capture and processing as well as use the data, the capacity in terms of
equipment and human resources remains substantially limited.
It was also noted and recommended that the on-going and largely uncoordinated initiatives
at the districts constitute a fundamental and crucial foundation for the development of the
envisaged online EMIS.
It was noted during this review that districts needed, at present and as a matter of priority,
to be supported to harmonize capture, processing and use of data in order to take more
systematic and productive advantage of the computers from ECD, donations, and the
trained staff of the PSC that are already in the districts. As well, heads of institutions also
need to be suppoted by training them on the basic computer literacy to enable them access
the online system.
Education Agencies
During this review, it was noted and recommended that Education Agencies of the Ministry
handle largely specialized Teacher data that should be harmonized and integrated with
revised core instruments and development of Applications Software and related
infrastructure to support adoption and implementation of EMIS.
In this respect, it was noted and recommended that, besides handling data for staffing in
public schools and/or institutions and Teachers Management, MoES at TIET department
handles data for the registration of teachers in both public and private sectors and that the
required Applications Software should be harmonized and integrated with EMIS
applications.
Similarly, it was noted and recommended that, besides handling data for registration of
candidates and processing of examinations, UNEB handles data for the examination results
relevant for admission in the subsequent transition stages and that the required Application
Software should be harmonized and integrated with EMIS applications.
Of equally strategic importance, it was noted and recommended that, besides handling data
for staffing, registration of teachers and examination performance, National Curricculum
development centre (NCDC) handles data for development and delivery of the curriculum of
which t the required Applications Software should be harmonized and integrated with EMIS
applications.
Also, it was noted and recommended that, besides handling data for Teachers enumeration
i.e. payroll information for al, Teachers and employees in the country, Ministry of Public
Service Commission (PSC)handles data for Teachers bio-data which is also captured in other
noticed tools of which the required Applications Software should be harmonized and
integrated with EMIS applications.
Also off equal strategic importance, it was noted and recommended that, besides handling
data for post secondary institutions, National Council for Higher Education(NCHE) and the
Department of Higher Education within the Ministry handles data for admissions to the
Universities of which the required Applications Software should be harmonized and
integrated with EMIS applications.
Due to the recommendations stated above, it is realised that there is need for departments
and agencies to come up with a team, who will look into all data collection instruments,
harmonize the data sets to remove duplication and come up with few core data
instruments. This follows that EMIS system should be designed to take care of the
harmonised core data sets and more so in terms of modules to take care of data capture
and processing in other departments and agencies.
This implies that EMIS will become the main system to accommodate several modules such
as school registration, Enrolment and Teacher establishment, facilities and equipments,
Teacher registration, Teachers management, Candidates registration among others. The
system should be integrated and online, to enable access by all stakeholders possible.
Hosting of the system shall be at the ministry headquater.
This implies that all data capture and processing will be at the source, for example, annual
school census, the headteacher will only be required to access and login to the online
system, capture the school information and submit. At this point the submitted data is not
reliable until validations are done at the district level to certify and confirm the information
is correct as per the situation on the ground.
EMIS Institutional Framework
Capacity building
In view of the need to sensitize staff on the revised core data collection instruments and
complementary modules, and also in view of the substantially limited skills and competencies
of the staff to support applications of computerized systems to the capture, processing and
use of education data, it is recommended that systematic and aggressive training programme
be carried out to equip the staff with relevant and necessary competencies to support
electronic based systems particularly at the district and the headquarters. Heads of
Institutions will be sensitised on the functions of the system and how to access and login to
the system.
In view of inadequate institutional framework, it is recommended the Planning and Policy
Division should be re-structured and enhanced to have EMIS Management Unit with
Integrated
Database
EMIS
Ministry of
PSC
ESC
adequate mandate and capacity to carryout effective coordination and implementation of the
various components in close collaboration with the user Departments and Agencies of the
Ministry.
Implementation of EMIS
In accordance with the terms of reference it is proposed and recommended that EMIS be
implemented over a period two(2) years, with the 1st year involving harmonisation of data
collection instrument, Development of an integrated EMIS system with various modules,
where, the modules shall be designed and developed in phases. Each completed module will
be implemented and rolled out. The modules suggested to be developed within the 1 st year
shall include:- Organisation module, Institution management module. Also of importance is
the capacity building of both headquarters staff and district staff as well as sensitizing heads
of institutions.
In this respect, it is recommended that the 2nd year should involve development and
implementation of Teacher Module, Examination results module and supporting systems,
applications and infrastructure in all the districts and education institutions.
It is recommended further that during these phases efforts should be made to ensure
affordability, manageability and sustainability.
.