Formal education is a powerful tool for transformation of any society as people are empowered with knowledge, skills and positive attitudes to explore and utilize the available resources. Mayuge district education department was established in February 2001 and has now existed for ten years. During this period, the department has numerable achievements, constraints and challenges.
The situational analysis gives you a synopsis of the department in general.
“Creating competence and passion of all stakeholders for academic excellence”.
- To increase the literacy rate from 40% to 70% by the year 2019·
- To reduce pupil classroom ratio from 102 to 70 by 2019
- To reduce pupil-desk ratio from 7 to 4 by 2019
- To reduce pupil teacher ratio from 61 to 50 by 2019
- To reduce the school drop- out rate by 40% by 2019
- To reduce pupil-book ratio from 6 to 2 by 2019
- To increase more blind children to attend school from 19 to 42 by 2019
- Mobilize all stakeholders to champion delivery of quality education and services for sustainable development.
To ensure proper utilization of funds, teaching and learning materials.
- To promote the teaching of science subjects at all levels
The education department has three sectors; administration and management, inspectorate and special needs. The district education officer is the overall head of the directorate and directorate and coordinates the daily running of the education activities from schools, district and national levels. At the sub county there is a frame work on education matters. There are chairpersons and secretaries for education..
Ideally school immediate supervisors are the village chairpersons, PTAs, SMCs, chairpersons LCIII, sub county chiefs, assistant community development officers, CCTs for technical advice.
Mayuge district has the following categories of schools:
|SUB COUNTY||PRIMARY GOVT||PRIVATE||SECONDARY GOVT||PRIVATE||TERTIARY|
Important to note is that both primary and secondary schools are not evenly distributed in the district hence leading to many pupils/ students walking long distances.
The district has only one tertiary institute which is nkoko technical institute situated in kityerera sub county. It started operating the year 2011.
All schools both primary and secondary, government and private have always had an active participation in these activities at different levels.
That is schools, zonal county, regional and national. However at some occasions, the funds have not been readily available to send our teams for national levels. The activities are:
Music, dance and drama
• Carried school inspection and supervision.
• Conducted workshops and seminars to improve on teaching and learning process.
• Conducted sensitization meetings of parents and SMCs in Mayuge schools.
• Construction of class rooms and pit latrines and provision of desks in many schools.
• Received texts books and non text books from MOES and thematic- curriculum for p.1, p.2, and p.3.
• Successfully handled internal and external examination at all levels of education.
• Participation of co- curricular activities from zonal to national level.
• Provision of reading glasses to 14 children.
• Trained 24 teachers in Braille reading and writing.
• Trained all p.1, p.2, p.3, p.4, p.5, p.6, p.7 teachers in the curriculum.
• There is still high drop out especially in girls.
• Late and reduced UPE capitation grant.
• There are many children with learning disabilities in the villages whose parents need great sensitization to be brought to schools.
• The head teachers management principles are still lacking hence leading to poor supervision of teachers.
• The primary schools (government aided) are not enough to accommodate all the pupils.
• Inaccessibility to schools in hard to reach areas.
• Lack of funds to run sensitization workshops for teachers and other stakeholders.
• Lacks of transport to enable inspectors reach every school.
• Weak inspectorate due to inadequate facilitation.
• Un even distribution/staffing of teachers in schools/ constituencies.
• Inadequate classrooms, desks, toilets and teachers houses.
• Inadequate number of teachers trained in Braille reading and writing.
• Lack of feeding/mid day meals of pupils in schools.
• Absent seem of head teachers, teachers and pupils from school.
• Lack of electric power in office.
• Child labour.
• Concretize the centers of Excellency that encourage teamwork among teachers.
• Have uniform assessment of pupils especially at candidate levels.
• Encourage more teachers for further training.
• Have qualified teachers evenly distributed in the district.
• Encourage and recommend many of our teachers to become examiners.
• Promote parent participation in feeding provision of uniform and other scholaristic materials to their children.
• Construction of more class rooms and latrines to cater for the growing pupils’ population in school.
• Provision of furniture/ desks for pupils.
• Support government policy of universal post primary education to cater for primary leavers.
• Balanced distribution of teachers in schools.
• The district should procure a vehicle for the department.
• Train more teachers in schools.
• Train more teachers in Braille reading and writing.