A government-backed initiative aimed at improving science and mathematics education in Uganda’s secondary schools is facing operational challenges after some schools allegedly collect contributions from learners but fail to remit the money meant to support the programme.
Officials under the Secondary Science and Mathematics Teachers (SESEMAT) programme say the failure by schools to submit collected funds has affected teacher training, professional development activities and other interventions designed to improve performance in science-related subjects.
Stephen Bigirwa, the SESEMAT coordinator for Bunyoro, said some secondary schools are collecting amounts far above the approved contribution from learners but either send only a fraction of the money to SESEMAT or fail to remit anything.
He said some institutions charge learners between Shs10,000 and Shs30,000, despite the official contribution being set at Shs1,000 per learner per term.
According to Bigirwa, the practice has created financial difficulties for the programme, which relies on the contributions to organise activities aimed at strengthening the capacity of science and mathematics teachers.
“Some schools collect money from learners but do not remit it to support SESEMAT activities. This affects our ability to conduct trainings and other programmes that benefit both teachers and learners,” he said.
Established in 2005 by the Ministry of Education and Sports with support from development partners, SESEMAT was created to address persistent challenges in the teaching and learning of science subjects, including Biology, Chemistry, Physics and Mathematics.
The programme focuses on continuous teacher development through workshops, lesson studies, regional training sessions and mentorship programmes intended to improve classroom delivery.
As Uganda implements the lower secondary competence-based curriculum, SESEMAT has become an important platform for supporting teachers to adopt modern teaching approaches, including practical learning, inquiry-based methods and learner-centred instruction.
To finance its activities, schools were authorised to collect a contribution of Shs1,000 per learner per term and remit the funds to support SESEMAT programmes.
With Uganda having more than two million secondary school learners, according to the Uganda Bureau of Statistics, the approved contribution could generate billions of shillings annually for teacher training, science fairs, seminars and other education improvement activities.
However, SESEMAT officials say poor remittance of the funds has limited the programme’s ability to effectively carry out planned activities.
Namiti, a SESEMAT official, said some schools delay remitting the money, while others submit amounts that do not correspond with the collections made from learners.
He said the programme has started engaging other education bodies to strengthen compliance among schools.
One of the proposed measures, he said, is working with the Uganda National Examinations Board (UNEB) to require schools to obtain SESEMAT clearance before receiving examination materials.
The funding challenges come at a time when Uganda is prioritising science, technology, engineering and mathematics (STEM) education as part of efforts to improve learning outcomes and prepare young people for employment opportunities in a changing economy.
Parents, however, say the issue raises concerns about accountability, especially as many families continue to struggle with increasing education-related expenses.
Muhammad Keeya, a parent from Nabweru in Wakiso District, said schools should be held accountable for all money collected from learners.
He said many schools include numerous charges in their fee structures, often presenting them as compulsory, yet parents have little information about how the funds are eventually used.
“When parents pay these charges, they expect the money to serve the purpose for which it was collected. If schools fail to remit funds meant for programmes like SESEMAT, there must be stronger supervision from education authorities,” Keeya said.
Concerns over failure by schools to remit collected funds are not limited to SESEMAT. Similar complaints have previously emerged over other student-related collections, with stakeholders calling for improved transparency and accountability in the management of school finances.
Education experts warn that without proper monitoring of such programmes, efforts to improve science education may continue to face setbacks despite increased government focus on STEM development.
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