Uganda is facing a growing teacher shortage as delays in the opening of the Uganda National Institute of Teacher Education (UNITE) halt the training of new primary and nursery school educators.
This setback comes at a time when the country is grappling with an expanding population and increasing demand for qualified teachers.
Nearly five years after the Ministry of Education raised the minimum qualification for teachers to a degree, the delayed training program has left many aspiring educators in uncertainty, exacerbating the strain on Uganda’s education system.
This means the future of primary and nursery education is hanging in the balance as the training of new teachers remains stalled.
This delay follows a 2019 decision by the Ministry of Education to raise the minimum qualification for teachers to a degree, aiming to meet the increasing demand for skilled educators.
However, with Uganda’s population surging and classrooms becoming overcrowded, the absence of trained teachers is now a pressing concern, leaving the nation’s education system at a crossroads.
Following the implementation of the 2019 National Teacher Policy, colleges affiliated with Kyambogo University halted the admission of new students for primary and nursery teacher education programs.
With no new entrants into teacher training, private school owners, who have traditionally employed the majority of primary and nursery educators, are growing increasingly concerned about a looming shortage of qualified teachers.
During a recent meeting with the Ministry of Education at Greenhill Primary School in Kampala, the National Private Educational Institutions Association (NPEIA), led by Hasadu Kirabira, warned that, due to the low retention rate of teachers, a severe shortage is imminent in the coming years. Kirabira called for urgent action to address this gap in teacher supply.
“There is an urgent need to begin training primary and nursery teachers before it’s too late. The shortage is already being felt in private schools,” Kirabira said.
The school owners also suggested that if the ministry is not ready to admit new students for degree-level programs, it should consider reopening primary teacher colleges to admit Senior 4 leavers for Grade III teacher training.
However, the State Minister for Higher Education, John Chrysostom Muyingo, has dismissed concerns raised by school owners over a looming teacher shortage, asserting that the country has “more than enough teachers” and that there is no impending crisis.
However, a report by the World Bank indicates a rising demand for educators. The 22nd Edition of the Uganda Economic Update, released on February 2, 2024, projects that Uganda’s primary school-age population will grow from 9.4 million in 2020 to 12.9 million by 2040.
The report estimates that the country will need an additional 48,000 primary school teachers over the coming years to keep pace with this growth, even under a “business as usual” scenario.
Previously, Uganda’s 46 Primary Teachers’ Colleges (PTCs) produced around 9,000 Grade III teachers annually. For instance, in 2019, 9,493 students sat for their final assessments.
However, the closure of PTCs and delays in launching the Uganda National Institute of Teacher Education (UNITE) have disrupted teacher training programs.
UNITE, established to oversee teacher education under the Universities and Other Tertiary Institutions Act, was approved by Parliament and accredited by the National Council for Higher Education.
The institute, headquartered at Shimon Core PTC in Kira, was scheduled to begin admissions for senior school graduates in August 2024.
Sources within the Ministry of Education reveal that unresolved issues prevented the institute’s opening as planned, despite progress such as approval of teacher training courses and the appointment of the UNITE council.
“Several unresolved issues, including internal disagreements and ongoing politicking, delayed the opening,” a ministry source said.
The source added that some council members remain optimistic about a January intake. However, questions remain over student enrollment, as there will be no new A-level graduates ready to join.
The delays at UNITE come at a time when Uganda faces growing pressure to bolster its teacher training systems and address the increasing demand for qualified educators.
The delayed opening of the Uganda National Institute of Teacher Education (UNITE) continues to spark concerns, as officials debate its readiness and target student population.
“January is not ideal,” a Ministry of Education source revealed. “We may end up admitting upgrading teachers instead of our primary target, A-level leavers.”
The source further disclosed that during a recent council meeting in Jinja, this issue emerged as a key point of discussion.
Dr. Denis Mugimba, spokesperson for the Ministry of Education, assured the public that efforts are underway to resolve the delays. “We are working to ensure UNITE opens as soon as possible. Updates will be provided soon,” he stated.
Robert Bellarmine Okudi, Commissioner for Education Planning, offered further reassurances, affirming that UNITE is now fully operational. He noted that the institute’s council is finalizing a five-year strategic plan to steer its growth. “By next year, I have no doubt it will be running without fail,” Okudi said.
Despite these assurances, similar commitments have been made since 2020, when a task force was formed to guide the institution’s establishment.
Even if UNITE were to open immediately, it would take at least three to four years to produce its first cohort of trained teachers, given the Ministry’s proposal of a four-year program, three years of training and one year of internship.
Meanwhile, the Teachers’ Bill, intended to enforce provisions of the National Teacher Policy, has hit resistance in Parliament.
The bill mandates that all teachers must hold a degree as the minimum qualification, a provision that has sparked significant debate among legislators and educators.
During the bill’s second reading, the Chairperson of the Education Committee presented the majority report, while Joseph Ssewungu, the Shadow Minister for Education, tabled a dissenting minority report.
However, the Speaker deferred the debate, promising it would resume the following week. Despite being listed on Parliament’s order paper, the bill was not reintroduced before Parliament adjourned sine die.
The degree requirement has also divided public opinion. Critics argue it may exclude many prospective teachers, while supporters, including Ministry officials and development partners, maintain it is a necessary step to improve education quality.
This debate resurfaced during consultations conducted by the Amanya Mushega-led Education Policy Review Commission, highlighting deep-rooted concerns within the education sector.
As discussions continue and delays persist, Uganda’s education system faces growing pressure to address teacher shortages and ensure the timely training of qualified educators to meet the rising demand.
END
English 