{"paragraphs": [{"content": "1. There was no documented UPE policy, which led to ambiguity in educational direction and inconsistent implementation.", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "2. There were no written policies or guidelines on the implementation of other policies supporting the implementation of UPE, like the abolition of PTA charge policy, the automatic promotion policy, which led to contractions and ambiguities, resulting in some schools charging PTA fees and inconsistent application of the automatic grade promotion policy.", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "3. It was noted that different schools were using different syllabi. In addition, it was also noted that schools were not adequately preparing schemes of work, and where they were done, there were instances where Head Teachers were not signing them off.", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "4. There was inadequate coverage of the syllabus.", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": " \n", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}, [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}]], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "5. It was noted that for SNE pupils, the ratio of teacher to SNE pupil was not aligned to the recommended ratio of 1:1 for severe SNEs and 1:10 for minor SNEs.", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "6. The overall average classroom to pupil ratio for the sampled schools was 1:70 in FY 2020/21, 1:75 in FY 2021/22, and 1:77 in FY 2022/23.", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "7. The average desk to pupil ratios for the sampled schools was 1:4 in FY 2020/21, 1:5 in FY and 1:4 in FY", "metadata": {"headings": [{"headings_0": {"content": "Ministry of Finance Planning and Economic Development", "page": 7, "level": 1}}], "page": 8, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "Recommendations \nAudit recommended that MoES should; \n1) Through the Education Policy Review Commission expedite the development of a \ncomprehensive UPE policy and guidelines to streamline the implementation, inspection and monitoring & evaluation of the UPE programme. \n2) Consider establishing a statutory instrument to standardize and enforce PTA guidance, \naimed at uniformity in application in the schools. In addition, provide guidance on the implementation of automatic promotion pronouncement to avoid ambiguity. \n", "metadata": {"headings": [{"headings_0": {"content": "Recommendations", "page": 9, "level": 6}}, [{"headings_0": {"content": "Recommendations", "page": 9, "level": 6}}], [{"headings_0": {"content": "1) Through the Education Policy Review Commission expedite the development of a", "page": 9, "level": 1}}], [{"headings_0": {"content": "1) Through the Education Policy Review Commission expedite the development of a", "page": 9, "level": 1}}], [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}]], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "heading"}}, {"content": "3. Collaborate with key stakeholders to implement the policy of establishing a UPE school in every parish aimed at improving accessibility to schools.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "4. Review both the standard and abridged curricula, to establish the relevance of the topics merged or deleted and officially communicate to educational stakeholders the type of curriculum to apply, going forward.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "5. Ensure that the supervision of teachers by the Head Teachers and DISs is enforced so that schemes of work are prepared for all subjects by the respective teachers.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "6. Evaluate the joint supervision approach used in some districts and if practical and effective, then consider persuading other districts to adopt for better supervision.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": " \n", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}, [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}]], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "7. Through the districts ensure that the Head teachers review and sign off the teachers\u2019 schemes of work as evidence of supervision.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "8. Take deliberate measures to provide appropriate infrastructure and offer incentives to attract SNE teachers to undertake the complex and tedious work that comes with handling SNE learners, so that they are not left behind, as envisioned by the SDGs.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "9. Take stock of infrastructure shortage in schools and liaise with relevant stakeholders to seek for support for the construction of additional classrooms, latrines, staff houses and procure desks to improve the learning environment in schools.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}, {"content": "Overall Conclusion  \nAlthough UPE program has led to increased number of pupils attending school, leading to increased access of education, the quality of education is still a challenge. The challenges pointed out in this report; if not addressed may reverse the gains, the country has achieved over the years in the UPE program, which may affect the country\u2019s ability to attain the SDG 4 objective of inclusive and equitable quality education and the promotion of life-long \nCHAPTER ONE \n1.0 INTRODUCTION \n1.1 Background  \nThe Government of Uganda (GoU) has been providing Universal Primary Education (UPE) to all Ugandan children in government schools since 1997!: Universal Primary Education (UPE) is the provision of Basic Education to all Ugandan children of primary school going age of six (6) and above\u2019. Initially the programme was to cover four (4) children per family but was later extended to all children of primary school going age\u2019.", "metadata": {"headings": [{"headings_0": {"content": "2) Consider establishing a statutory instrument to standardize and enforce PTA guidance,", "page": 9, "level": 3}}, [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}]], "page": 9, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "Basic education is the minimum package of learning, which every individual must receive to live as a good and useful citizen in society. The importance of free primary education in Uganda cannot be over emphasized since many pupils in Uganda drop out of school at this stage. Primary school education is the only basic education that such Ugandans can, in most cases, ever be exposed to. Besides being foundational to post- primary education, primary education plays a major role in the acquisition of functional literacy, numeracy, communication skills and a number of other skills that are important for social development. Furthermore, primary education helps the children to gain and maintain sound mental and physical health. It is also helpful as it instills values of living and working cooperatively with others, and ensures cultural, moral and spiritual values of life.", "metadata": {"headings": [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], "page": 10, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "The Government implements the UPE programme through the Ministry of Education and Sports (MoES) by extending grants to all government aided primary schools. These grants are; the Capitation Grant (CG) which is used for maintenance and general upkeep of the pupils at school and the School Facilities Grant (SFG) which is extended to schools for construction and completion of classrooms, teachers\u2019 houses, latrines and acquisition of furniture. Both grants are conditional and releases are made upon satisfactory submission of accountability for previous disbursements. By achieving universal primary education, GoU would be fulfilling its mission of eradicating illiteracy while equipping every individual with the basic skills and knowledge with which to exploit the environment for both self and national development\u2019. \n1.2 Motivation \nIn 1948, The United Nations General Assembly adopted and proclaimed a resolution called \u201cUniversal Declaration of Human Rights\u201d. Article 26 of the Universal Declaration of Human \nFurthermore, Articles 13 and 14 of the International Covenant on Economic, Social and Cultural Rights (ICESCR) recognizes the right to education. According to the ICESCR, the right to education includes the right to free, and compulsory primary education for all\u00ae. \nIn the Sustainable Development Goals (SDGs) framework, education is addressed under Goal 4, whose objective is to ensure equitable and inclusive quality education and to promote lifelong learning opportunities for all and Uganda has subscribed to achieving all seven targets under this SDG by 20307. \nArticle 30 of the Constitution of the Republic of Uganda, 1995 as amended requires all persons to have right to education. In addition to article 30, article 34 (2) refers to the rights of children and states, \u201cA child is entitled to basic education which shall be the responsibility of the state and the parents of the child\u00ae.", "metadata": {"headings": [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}, [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}]], "page": 10, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "Although Uganda's legal regime (specifically article 21 of the Constitution of Uganda) upholds the principle of non-discrimination, equality in the enjoyment of human rights still eludes many. Disabled children often nurture the same aspirations as non-disabled children, and their disability status should not result into a differentiated form of living from that of the nondisabled persons. It has been reported that the implementation of the UPE programme in its present form paints an unfavorable picture of education for children with disabilities in Uganda. Yet, the value of education in a person's life needs no emphasis. Regardless of whether the potential beneficiary is disabled or not, education carries the same value and importance?. \nUganda\u2019s Vision 2040 also recognizes the provision of universal primary as a human right and emphasizes the objective of improving girls\u2019 completion rates\\*\u00ae. \nFollowing the introduction of UPE, enrolment in primary education tripled from 2.8 million in 1997 to 8.8 million in 2018. Despite the earlier registered upward pupil enrolment, UPE enrolment has slightly reduced to 8,606,034 pupils currently\", \nThis increase in enrolment led to overcrowded classrooms, inadequate learning materials and high pupil teacher ratios (IOB, 2003; Murphy, 2003)'\\*. The quality of education had remained low, because of the high pupil to teacher ratio and low teachers\u2019 morale. \nA survey \nselected schools established that some  \nof classrooms were found to have \nwas also cited that pupils shared latrines with teachers, girls and boys shared latrines and pupils studied in highly congested classrooms without desks\u2019, \nUganda has the second-lowest primary school \u201csurvival rate\u201d of 34% among its neighboring countries in the Sub-Sahara African region. Only 3 out of 10 pupils who enter the first grade (Primary one) reach the final grade (Primary seven)'\\*, \nIt is also reported that there are significant disparities in educational access between poor and better-off households, and between rural and urban households. In rural communities, the net enrolment rate of school-aged children is 7% lower than in urban areas. Children in rural areas are also five times more likely than their urban peers to travel more than two kilometers to school\u2019.", "metadata": {"headings": [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}, [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}], [{"headings_0": {"content": "CHAPTER ONE", "page": 10, "level": 6}}]], "page": 11, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "Planning for provision of quality education including the assessment and monitoring of the learning and teaching process;  \nLiaison with the Ministry of Finance and Economic Planning for payment of tuition fees for the UPE children per family  \nProvision of constructional materials in form of textbooks and teacher's guides. Contributing towards the construction of basic physical facilities inform of classrooms, laboratories, libraries and teachers houses by way of providing iron sheets, cement, timber and nails.  \nSupervising, monitoring and evaluating the implementation programme of government education policies  \nPreparing standards through providing curriculum and monitoring standards trough supervising assessment and relevant guidelines  \n,  \nDepartment of \nEnsure increased access, quality and equity in Pre and Primary Education Basic Education \u2014", "metadata": {"headings": [{"headings_0": {"content": "i 2022/3 Capitation", "page": 15, "level": 1}}, [{"headings_0": {"content": "i 2022/3 Capitation", "page": 15, "level": 1}}]], "page": 18, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "paragraph"}}, {"content": "52. \u201cArapai Primary School", "metadata": {"headings": [{"headings_0": {"content": "| | 2) | | | |", "page": 47, "level": 1}}], "page": 48, "document_name": "Delivery of Universal Primary Education, Value for money Audit Report ,2023", "type": "list"}}], "table_of_contents": [{"content": ["4.2.1 Curricula used by Schools", "4.2.2 Preparation of schemes of work and lesson plans.", "    4.2.3 Syllabus/Curriculum Coverage", "4.3 School Infrastructure and Learning Environment .", "28", "    4.3.1 Classroom availability - 29", "4.3.2 Provision of Desks", "31", "    4.3.3 Availability of Latrines", "32", "Appendix I: Organogram", "Appendix II: Sampled Schools", "Appendix III: Documents reviewed"], "page": 3}]}