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FACING UP TO THE CHALLENGE OF UNIVERSAL PRIMARY EDUCATION, (UPE) IN UGANDA THROUGH DISTANCE TEACHER EDUCATION PROGRAMMES

By

Jessica Norah Aguti Department of Distance Education, Makerere University, P.O. Box 7062, Kampala Uganda E-Mail: jaguti@avu.org

A Paper Presented at PAN COMMONWEALTH FORUM ON OPEN LEARNING: Open Learning: Transforming Education for Development

DURBAN SOUTH AFRICA

29th JULY- 2nd August 2002

TABLE OF CONTENTS TABLE OF CONTENTS..................................................................................ii 1.0 INTRODUCTION ................................................................................... 1 1.1 1.2 BACKGROUND .........................................................................................................1 UNIVERSAL PRIMARY EDUCATION POLICY (UPE) ..............................................3 1.2.1 Achievements of UPE........................................................................................4 1.2.2 Challenges Faced ..............................................................................................5

2.0 DISTANCE EDUCATION TEACHER EDUCATION PROGRAMMES .... 7
2.1 2.2 INTRODUCTION .......................................................................................................7 MUBENDE INTEGRATED TEACHER EDUCATION PROJECT (MITEP)...............10 2.2.1 Achievements of MITEP ..................................................................................11 THE NORTHERN INTEGRATED TEACHER EDUCATION PROJECT (NITEP).....12 2.3.1 Achievements of NITEP ..................................................................................12 TEACHER DEVELOMENT AND MANAGEMENT SYSTEM (TDMS).......................13 2.41 Achievements of TDMS ....................................................................................15 DIPLOMA IN PRIMARY EDUCATION (EXTERNAL)................................................16 2.5.1 Achievements of the Diploma in Primary Education....................................17 CHALLENGES BY DISTANCE EDUCATION PROGRAMMES................................18 2.6.1 Sustainability ...................................................................................................18 2.6.2 Quality ..............................................................................................................18 2.6.3 Relating to Policy on Recruitment .................................................................18 2.6.4 Integrating ICTs in the Programmes ..............................................................19

2.3

2.4

2.5

2.6

3.0 CONCLUSIONS .................................................................................... 19 4.0 REFERENCES ...................................................................................... 20

ii

1.0INTRODUCTION
This paper is part of an on –going study for PhD studies at the University of Pretoria, South Africa and should therefore not be quoted without permission from the author.

1.1 BACKGROUND Uganda is set in the heart of Africa astride the Equator. It has a total of 236,860 sq. miles (91,249 sq. km). Of this, swamps and open water cover 17% while forest reserves and national parks cover about 12%. Currently Uganda has a population of nearly 22 million people with an annual population growth of 2.6% (Ministry of Education and Sports 1999:4). Majority of the people are of school going age. Also, 89% of this population lives in the rural areas. Uganda was a British protectorate from 1894 till October 9th 1962 when it received its independence. Prior to independence school education, which was introduced by Missionaries in 1877, was modelled along the British System of education. This heritage is still evident in the school system even today.

The school system is structured in a hierarchical manner in a 7-4-2-3 system. That is to say 7 years of primary, 4 years Secondary ‘O’ level, 2 years Secondary ‘A’ Level and minimum of 3 years at University...
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