Promotions of teachers

During the early 1980s, the government of the day (Uganda) introduced a secondary school at every sub-county. Many primary schools were converted into secondary schools overnight. There was no consideration of where and how to re-deploy the pupils of the converted primary schools. The converted schools of course were ill equipped to operate as secondary schools – there were no laboratories, no teachers, no books, no classrooms, and other resources. There were no administrators like secondary school headmasters necessitating quick/rapid promotions of teachers to headmasters.

(ii) During the early 1990s, Universal Primary Education (UPE) was introduced in Uganda also more as political program than a social service. The program lacked proper planning, resources like teachers, classrooms, books and implementation was anything but organized. Even the intended beneficiaries of UPE do not seem to receive it well as evidenced by the results of the program i. e. a very high drop out rate – 75% of the first UPE students to enroll dropped out by Primary 7 (they did not sit for PLE in 2003).Whereas genuine educationists and other individuals have come in to fill the gaps and provide alternative education, some private business people view education just as another money making venture. Consequently many educational institutions have mushroomed.

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Some of these institutions look good on the outside with flashy, tiled buildings and high sounding names but internally they are ill equipped in terms of manpower to the extent that some are run by a close knit of family members with no basics in educational management.The primary motive is money, with little or no concern for academic standards. Further, the schools are characterized by examination fraud, since the students must “pass” in order that other parents and students are attracted to these schools. Fortunately the Ministry of Education acted professionally and denied operating licenses to some of them. The situation is not only in higher institutions, but also at lower levels – secondary and primary.

Whereas the private developers may have the resources to put up the required infrastructure, teachers are scarce.Consequently graduates coming out of the magnificent buildings are not well equipped academically for the next level. The sexist attitude, the cultural insistence on male superiority has an impact on the educational system that is not small. Some societies still perceive formal education as boys’ thing and not for girls. The cultural insistence on male superiority – the impact on the educational system is not small. The girls’ place is elsewhere not in the classroom. The ideal woman is one “educated” for the family role – a mother.

The obligation of the women is to stay home and take care of the housework. She is thought to be housemother and she learns from her mother and sisters. The duty of a woman or wife is to manage the internal affairs of the household. She should not be allowed to participate in the educational, cultural, or political life of the community. Consequently, schools’ populations are characterized by relatively higher numbers of boys than girls. Some subject like Mathematics are a no-go area for many girls and poor performance therein is socially acceptable.