Education
Education
Uganda's population stands at 21 million people, and is increasing at an average rate of 2.5% each year. The Gross Domestic Product (GDP) has expanded at an annual rate of over 6% in real terms during the past 10 years, while inflation remained at less than 5% per annum. GDP per capita has grown at an annual rate of 3.4% and per capital income has been estimated at $320.
History
The 1920s were formative years in the development of Uganda’s present educational system. Previously left in the hands of Christian missionaries, the colonial government assumed direct responsibility for the education sector in the 1920s. It was during this initial period that Makerere University Kampala (MUK) was founded as a technical college to serve students from the British East African territories of Kenya, Tanganyika, and Uganda. Following the Asquith Report in 1949, the college obtained a semi-autonomous status and became affiliated to London University.
In the second phase, the main preoccupation of education planners was the Africanization of the civil service structure to encourage modernization and development. In 1953, students at Makerere College first gained London degrees. In 1956, the founding of the Royal Technical College in Nairobi ended Makerere’s preeminence as the only institute of higher education in East Africa. A few years later, in 1961, the University College of Dar es Salaam was founded.
In the third phase, in 1963, the three colleges merged to become the constituent colleges of the University of East Africa. At Makerere, undergraduate enrollment increased from 1,331 in 1964-65 to 1,805 in 1967-68. By 1967-68, Makerere had achieved 20% East Africanization of its academic staff. By 1970-71, the number of Ugandans studying at Makerere had increased to 2638. In 1970, at the close of this third phase, the University of East Africa was dissolved into three full-fledged independent universities at Makerere in Uganda, Nairobi in Kenya, and Dar es Salaam in Tanzania.
The 1970s and 1980s, the fourth period, could be characterized as arduous years of political maneuvering and underfunding in the education sector. Beginning in 1971, Uganda was plunged into the most turbulent years of its history with the coming to power of Idi Amin.
Currently Uganda hosts two public universities: Makerere University Kampala and Mbarara University of Science and Technology. The government recently announced the founding of two more publicly funded universities, Northern Uganda University of Agriculture and Kyambogo University.
Enrollment
The number of candidates eligible to enter university has been increasing at the rate of 12% annually from 1994-99. The total increase in the number of candidates with two advanced passes (the mark of eligibility to enter university) for the period, was more than 50%. The actual number rose from 7,472 in 1994 to 16,674 in 1999 (Hyuha 2000). In 2000, the number of eligible candidates surged to 24,000.
Total enrollment at Makerere stands at 21,660 students, of whom 20,441 are undergraduates and 1,220 are pursuing postgraduate programs.
Established in 1989, Mbarara University offers courses in medicine and a bachelor’s in science education. In 1998-99, its undergraduate enrollment was 419, of whom 299 were male and 120 were female.
Faculty
The academic staff at Makerere stands at 911 (175 female), of whom 221 have PhDs. Mbarara University has a total of 84 academic staff, of whom 17 are women.
Most teaching posts in higher education institutions remain empty because low salaries and unattractive benefits mitigated by the university's ability to attract Ugandans or expatriates to fill in the vacant positions.
Funding and Resources
Higher education institutions in Uganda obtain funding from both public and private sources. Publicly funded institutions fall into two categories. The first category is funded through the Ministry of Education, while the second category is funded under the auspices of the Public Sector Commission (PSC). The privately funded institutions include all the private universities, the Chartered Institute of Bankers, and various seminary and theological colleges.
Until recently, those categorized as public institutions of higher learning have been fully funded by the government. However, the 1992 White Paper and Education Strategic Investment Plan (ESIP) recommended divestiture from full sponsorship of tertiary education through the introduction of cost-sharing, private sponsorship, evening programs, long distance programs, internal generation of income through consultancies and the sale of services, and the establishment of scholarships for those who qualify but cannot afford higher education.
Higher education receives only 9% of the current education budget. Subsidies for non-instructional costs (including stipends, transport allowances, and book and stationery allowances) have been eliminated. Meals, accommodation, and related overhead expenses are to be eventually taken over by beneficiaries. Cost-sharing schemes are already in place for government-sponsored students and those on private or self-sponsorships in all public tertiary institutions.
Private Higher Education
Although the enrollment in private institutions is still small, the potential for future growth is enormous. More than 10 private universities have established or are in various stages of inauguration. It is estimated that these universities cater to a total of 3,600 students in 1998-99 including master’s degrees in various arts subjects. In contrast to Makerere University’s secularism, many of these universities are founded on religious principles (including Islamic, Anglican, Catholic, and Seventh Day Adventist).
Research and Publishing
The full development of the research potential of higher institutions of learning has not been realized for two major reasons: financial constraints and an unappreciative and underdeveloped research culture. Poor financial facilitation and inadequate research infrastructure are still a major hindrance to research development. For instance, the amount earmarked for research at Makerere University for the fiscal year 1999-2000 was a mere $80,000. As a consequence, research in the country has remained heavily dependant on donor funding and consultancies.
Research output was reported to have declined by 53% during the decade 1977-87. A number of problems related to capacity (numbers and technical knowledge) and limited access to and dissemination of research findings remain. Publications of research findings in international journals are few and far between.
Most faculty members spend much of their time teaching and marking students’ work, consequently devoting little or no time to research. The most senior academics are involved in administrative work in their capacity as heads of departments, deans, or directors. Some of them are in great demand as international consultants or advisers to various government ministries, which remunerate their services handsomely. Moreover, many seasoned scholars have reached the peak of their academic careers and do not seem to be motivated to engage in locally based research.
Gender Issues
In 1990-91 women constituted 27% of Makerere's student body. The following year, the government adopted a preferential admission policy to increase enrollment of female students. Female students aspiring to join public universities are awarded an additional 1.5 points. As a result, the proportion of female enrollment has risen to 34%. However, significant variations remain in access to the more competitive faculties. In 1997, participation was 30% in medicine 27% in commerce, and 26% in agriculture, veterinary medicine, and the natural sciences. Female faculty members occupy only 19.7% of established academic posts.
Note: For detailed account on the state of higher education in Uganda, please consult: Nakanyike B. Musisi, African Higher Education: An International Reference Handbook (Damtew Teferra and Philip. G. Altbach, Indiana University Press, 2003), pp. 611-623.
Term Paper on Universities in Uganda
Uganda has experienced rapid upsurge in demand for education. The Government of Uganda has taken two strategic positions to address the situation: the introduction of universal primary education on the one hand, and the liberalisation of the education sub-sector on the other. This has had dramatic effects at the various educational levels that have implications for the service providers in the education sub-sector. The demand for primary education has radically increased with the introduction, in 1997, of free primary education for four children in every family. This saw school enrolment increase from 2 million pupils to over 6 million pupils by 1999. The secondary education sector has similarly witnessed a growth of over 20% in the number of government-aided secondary schools over the last ten years and a 15% increase in the number of registered secondary schools over the same period. There is equally a big demand for higher education as reflected by rising in university enrolment. This is the product of ‘pent-up’ demand for higher education and the limited capacity of the state funded Universities to satisfy this demand. The private Universities are viewed as having vast potential to widen access to higher education without incurring significant government costs. The existing structure of the education system in Uganda has been in force since the early 1960s. It consists of seven years of primary education followed by the lower secondary cycle of four years and the upper secondary cycle of two years, after which there are three to five years of university studies.
On successful completion of the primary school cycle, one can either join lower secondary school or take a three-year craft course in a technical school. However, only about 40% of the primary school graduates are absorbed into the secondary cycle, which implies that there are fewer schools than available students, presenting an investment opportunity to private investors.
Between 9,000 and 12,000 students per year qualify to join post-secondary education. However, only about 25 percent of these are absorbed in post-secondary institutions. Makerere University is Uganda's leading institution of higher learning, accounting for 95 percent of the total University enrolments. The remaining 5 percent are shared between six other Universities at Mbarara, Ndejje, Nkumba, Mbale, Martyrs and Bugema. The enrolments into tertiary institutions over the last 10 years increased by over 90 percent while the number of tertiary institutions increased by 1.8 percent in the same period. This indicates that there is need for more institutions at tertiary level to absorb the high numbers of students.
Over a period of 8 years ten (10) new private Universities have been licensed to operate. Against this backdrop, the current research attempts to discover to what extent the private Universities in Uganda have marshalled or developed the necessary institutional capacity to address the current and the anticipated demand.
Uganda has four universities, two public and two private, as well as more than twenty specialised research institutes. The oldest and most established institution of higher education is Makerere University in Kampala, the capital. Makerere is the focal point for university research and the only institution awarding postgraduate research degrees in Uganda. It also serves as the major source for providing qualified lecturers to other universities and institutions of higher education. A recent policy decision states that all its lecturers should have PhD qualifications. Some of those who are presently pursuing PhD degrees receive their training at Makerere while others are trained overseas.
Education in Uganda is regarded as a weapon, which is used to fight against the changing world. It is a vital resource for development and a source of status among fellow countrymen and women. Moreover, the Ugandan government has initiated a massive campaign to eradicate illiteracy and educate its citizens in both the urban and rural areas of the country. This campaign is reflected in the on-going Universal Primary Education Project initiated by the country's president Yoweri Museveni as a political campaign and its goal is to provide education to four children in each family in the State owned schools.
However, although the education in Uganda in on the verge of development, the system is still faced with problems, which the Government has now set out to combat through seeking donors and encouraging self-help projects to set up these facilities.
Although Education is a vital resource among the citizens of our country, you find that students complain because of long academic terms, which even after completing lack the technical skills required to obtain certain jobs so people have less trust in what is taught in the schools. Lack of facilities such as classrooms and stationary is a problem. In addition, institutions and schools are congested with an average of 85 students in one classroom. Teachers in Ugandan schools earn a low salary. On top of that, most teachers are school dropouts or students who have failed to make it to higher institutions of learning due to a lack of funds, interest, or other reasons. This has greatly diminished their incentive to teach.
To achieve a decent education in Uganda, one has got to have the ability to pay for it. Most institutions in Uganda charge high tuition fees and those who can not meet these conditions are not favored.