Uganda - Primary Education and Teacher Development Project

Document of The World Bank FOR OFFICIAL USE ONLY 6-12 2C/tC /63- Rleport No. P-5675-UG MEtRANDU iAND RECOMMEATION OF THE PRESIDENT OF THE INTERNATIONAL DEVELOPMENT ASSOCIATION TO THE EXECUTIVE DIRECTORS ON A PROPOSED CREDIT IN THE AMOUNT OF SDR 38 MILLION TO THE REPUBLIC OF UGANDA FOR A PRIMARY EDUCATION AND TEACHER DEVELOPMENT PROJECT MARCH 19, 1993 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed witbout World Bank authorization.  REPUBUC OF UGANDA PRIMARY IEDUCATION AND TEACER DEELOMEN POET CI)REBC E0UAR Curncy Unit = Uganda Shilling (USh) US$ 1.00 USh 1165.13 (Dec. 1992) USh 1.00 - US$ 0.0012 (Dec. 1992) SDR 1.00 US$ 1.3877 WEIGHTS AND 1"SURB Metric System GQVRNIl FISCAL YEAR Jtdy 1 - June 30 ABBEOYINS AND ACWM AfDB - African Development Bank CEA - Commissioner for Education (Admiistaion) Cm - Commissioner for Education (npecorate) COMM - Community DEC - Distict Education Committee DEO - Distict Education Officer DIS - District bnsector of Schools EASL - East African School of Libarianship EPRC - Educatin Policy Review Comnuission EPU - Education Planning Unit ERP - Economic Recovery Progam ITEK - Institute of Teacher Educatin Kyanbogo LSP - Letter of Sector Policy MOES - Miisty of Education and Sports MLG - Ministry of Local Govenments NAEP - National Assessn of Educatioa Performance NCDC - National Cuniculum Development Canter NURP - Northern Uganda Reonsuction Project PER - Public Expenditure Review PIU - Project Implementation Unit PLE - Primary Laving Examination PPF - Project Preparation Faciity PTA - Parent-Teache Association PTC - Primary Teachers College REO - Regional Education Officer SAC - Stuctual Adjustment Credit SMC - School Management Committee TDMS - Teacher Development and Managemet Sysem TSC - Teaching Service Commission TU - Textbook Unit (MOES) UACE - Uganda Advanced Certificate of Education UCE - Uganda Certification of Education UNEB - Uganda National Examinations Board UPE - Univerd Primary Education USAID - United States Agency for ntntial Development  REPUBLIC OF UGANDA , OICIAL USE ONLY PRIMARY EDUCATION AND TEACHER DEVELOPMENT PRJECT CREDIT AND PROJECT SUMMA!1Y lor.rowver: Republic of Uganda Ministry of Education and Sports (MOES) Amo-vt: SDR 38 million (US$52.6 million) Teqms: Standard, with 40 years maturity ReIendl_. Tenus: Not Applicable (us$ million) ::OU COM USAD IDA Iinpov *imay School 0 0 25.0 4.8 29,' Teachng e d Mangeen Riaiittu ed C-srutn 0 1.5 0 - -3. -30: ; RevItalIzIng P o eo - ar . -0 0 0 0.7 :E p i F DX ' ' , , o . ' ;' . ',', '' ................ ~~~~~~~~~~~~~~~~~~~~~~~~. . . . . Enhancing:StrQtegic0MOBS .-4 444 Note: USAID through parallel financing will cover the majority of cost (US$ 25 million) for developing and implementing the TDMS. GOU through balance of payment support from USAID to the Ugandan Primary Education Reform Program (SUPER) will provide a further US$ 25 million for the purchase of books and learning resources. Rate of Return: Not Applicable Staff Appraisal Report: Report No. 10320-UG ME IBRD No. 23572R-UG This document has a restricted distribution and may be used by recipients only in the performance of their offcial duties. Its contents may not otherwise be disclosed without World Bank authorization.  MEMORANDUM AND RECOMMENDATION OF THE PRESIDENT OF T12 INTERNATIONAL DEVELOPMENT ASSOCIATION (IDA) TO THE EXECUTIV DIRECTORS ON A PROPOSED CREDIT TO TIE REPIBUC OF UGANDA FOR A YRIM MCA= A 3AC DOP ROZN 1. I submit for your approval the following report and recommendaon on a proposed development credit to the Republic of Uganda for SDR 38 million, the equivalent of US$52.6 million, on standard IDA terms with a maturity of 40 years to help finance a Primary Education and Teacher Development Project. The project would be cofianced with USAID who would provide a grant of US$ 25 million to c :ver the costs of implementing the Teacher Development and Management System (rDMS). QuW and Sector lB&dj&od 2. Uganda is endowed with considerable economic potential. Its soils and climate can support the production of a wide variety of crops and livestock, while its lakes are rich in fish. Unfouely, this potential has not been fully realized. In fact, throughout most of the 1970s and early 1980s the country suffered from civil wars, and generalized instability that destroyed the economic base to such an extent that today GDP, the volume of exports, and the number of export products are all much smaller than they were at the beginning of the 1970s. With the coming to power of the National Resistance Movement in 1986, peace and security have gradually been restored in most parts of the country, permiting a resurgence of economic activity. Beginning in 1987, the Government has been implementing a program of stabilization, economic recovery, and structural adjustment lhe principal objectives ef the Government program are to: promote economic rehabilitation and growth; restore interna financial stabily and achieve low Inflation; and reduce the imbalances in the etemal accounts, particuarly through increases in the volume and diversity of expots. The program has been supported by two Economic Recovery Credits (ERC I and ERC II) and a Structr Adjustment Credit (SAC) from IDA, two a rangements under the Structural Adjustment Facility, and two arrangements under the Enhanced Stuctural Adjustment Facility from the IMF, and assistance from other multilateral and bilateral donors. 3. Despite nearly two decades of strife and decay schools have continued to operate and the education system to expand, owing largely to support from parents and local communities. However, the quality of such education has deteriorated, due to a fifteen-year decline in the real value of Government spendig on education, to only 1.6% of GDP in the late 1980s, following which it has begun to recover. Community and especially parent contnbutions in the form of Parent Teacher Association dues and related fees have replaced government fiances to the etn that te government contributes only about 25% of the cost of operaing primary schools. This large parentau finacial burden is sed primarily to support teacher salaries, which etherwise would be below subsistence wages. There has been a general operational and physical deterioran of the entire system, mcluding poor mantenace. The primary school gross enrollment ratio is about 72% with many places being taken by over-aged children. The net enrollment ratio is estimated to be about 45 percent. The gross enrolment ratio at the secondary level is about 16 percent. Less than one percent of the relevant age cohort are enrolled at the tertiary level. Ihe quality of learning remains poor due to the large percentage of untrained teachers (about6l% attheprimaylevel), Iackofinstuctionalmaters (onlyabout 15% of tbe sdents have learning materials), inadequate management and supervisory capacity and limited  2 time spent on actual learning. The meager learning that does take place is fnthar undermined by inadeqwly trained headteachers, a dysfunctional inspectorate, and an examination system whose total preoccupation is with recall and selection rather than analysis and problem solving. However, as described below, a recovery process is now underway. 4. Following the restoration of peace in 1986, the National Resistance Movement Government iptiated the process of reforming and reconstructing the edudation system by establishng a !ducation Policy Review Commission in 1987. The Commission submitted its