1

REPORT

VERIFICATION - III

REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

INDEPENDENT VERIFICATION OF TEACHER PRESENCE IN PUBLIC

PRIMARY SCHOOLS UNDER THE UGANDA TEACHER AND SCHOOL

EFFECTIVENESS PROJECT

( UTSEP )

MAY 2019

UTSEP Distri cts

2

Map of UTSEP Districts

3

Table of Contents

Contents ACRONYMS: ........................................................................................................................................................... 5 LIST OF FIGURES ................................................................................................................................................... 6 LIST OF TABLES ..................................................................................................................................................... 7

EXECUTIVE SUMMARY .................................................................................................................................... 8

1.0 INTRODUCTION AND BACKGROUND .................................................................................................... 11

A. OBJECTIVES OF THE VERIFICATIONS ............................................................................................................... 12 B. DEFINITION OF KEY CONCEPTS ....................................................................................................................... 13

2.0 APPROACH AND METHODOLOGY ...................................................................................................... 15

2.1 METHODOLOGY .............................................................................................................................................. 15 2.1.1 Study Population ................................................................................................................................... 15 2.1.2 Sampling Design ................................................................................................................................... 15 2.1.3 Sample Size and Power Calculation ..................................................................................................... 15 2.1.4 Sampling of schools by Language and District .................................................................................... 17 2.1.5 Source of data for teacher Verification ................................................................................................ 17

2.2 APPROACH TO DATA COLLECTION .................................................................................................................. 18 2.3 ENUMERATOR DEPLOYMENT .......................................................................................................................... 18

2.3.1 Training of District Supervisors and Enumerators............................................................................... 18 2.3.2 Data collection in the sampled schools ................................................................................................ 19 2.3.3 Use of GPS ........................................................................................................................................... 20 2.3.4 Photography ......................................................................................................................................... 20 2.3.5 Data analysis ........................................................................................................................................ 20

2.4 ETHICAL CONSIDERATIONS AND DATA QUALITY ASSURANCE ......................................................................... 20 2.5 LIMITATIONS ................................................................................................................................................... 21

3.0 FINDINGS .................................................................................................................................................. 22

3.1 GENERAL CHARACTERISTICS .......................................................................................................................... 22 3.2 TEACHER PRESENCE GENERAL ....................................................................................................................... 24

3.2.1 Teacher Presence by region ................................................................................................................. 26 3.2.2 Teacher Presence by Gender and Age Category .................................................................................. 27 3.2.3 Teacher Presence by Assigned Class .................................................................................................... 27 3.2.4 Teacher Presence by District ................................................................................................................ 29 3.2.3 Accountability of Teacher Presence by Region, District and School level ................................................ 32

3.3 P2 TEACHER - TIME ON TASK .......................................................................................................................... 35 3.3.1 P2-teacher Physically Present at the time of the Verification .............................................................. 35 3.3.2 Teacher rightly assigned to P2 class .................................................................................................... 36 3.3.3 P2-teacher teaching EGR timetabled lessons ....................................................................................... 38 3.3.4 Teacher Teaching According to Scheme of work and Lesson Plan ...................................................... 40 3.3.5 EGR Textbooks in hands of learners .................................................................................................... 43 3.4.6 Pupil-EGR Textbook Ratio ......................................................................................................................... 45 3.4.7 P2 Teachers trained in EGR ................................................................................................................. 46

3.4 GENDER IMBALANCE IN TEACHING STAFF DEPLOYMENT .................................................................................... 47 3.5 TEACHER DEPLOYMENT AT SCHOOL LEVEL ....................................................................................................... 48 3.6 TEACHER UTILISATION .................................................................................................................................... 52 3.7 DISTRICT SPECIFIC PECULIARITIES ..................................................................................................................... 55

4.0 DLI PERFORMANCE AND ELIGIBLE PAYMENT .............................................................................. 61

4.1 DLI PERFORMANCE ........................................................................................................................................ 61

5.0 CONCLUSIONS ......................................................................................................................................... 62

6.0 RECOMMENDATIONS ............................................................................................................................ 63

ANNEX 1: DETAILED RESULTS -SAMPLED SCHOOLS BY REGION AND DISTRICT .............................. 66

4

ANNEX 2: TEACHER DEPLOYMENT BY SCHOOL ...................................................................................................... 90

4 ANNEX 3 TEACHER WORKLOAD BY SCHOOL ............................................................................................... 115

ANNEX 4: DATA COLLECTION TOOL FOR VERIFICATION 3..................................................................... 133 ANNEX 4: HEADTEACHER DEBRIEFING/EXIT FORM –VERIFICATION III ............................................. 139 139 ANNEX 5: PHOTO GALLERY ............................................................................................................................ 143

5

ACRONYMS:

AA Authorized Absence

ADE Absent Due to Emergency

CAPE Creative and Performing Arts Education

DEO District Education Officer

DFA Development Financing Agreement

DLG District Local Government

DLI Disbursement Linked Indicator

DSC District Service Commission

EDC Electronic Data Collection

EGR

EMIS

Early Grade Reading

Education Management Information System

GPE Global Partnership for Education

GPS Global Positioning System

HT Head Teacher

M&E Monitoring and Evaluation

MoES Ministry of Education and Sports

NGOs

NST

SMC

SWT

Non-Governmental Organizations

National Study Team

School Management Committee

Senior Woman Teacher

TIET Teacher/Tutor, Instructor Education and Training

UA Un Authorized Absence

UTSEP Uganda Teacher and School Effectiveness Project

6

LIST OF FIGURES

Figure 1: Percentage of Occurrence of Sampled Schools through the four Verification Surveys . 16

Figure 2: Comparison of School level respondents between Verification I, II and III by

designation(percent) ....................................................................................................................... 22 Figure 3: Comparison of Background Characteristics of teachers Baseline - VIII ........................ 23 Figure 4: Teacher Presence in UTSEP Districts ............................................................................ 24 Figure 5: Teacher Presence Across the Surveys (Percent) ............................................................. 25 Figure 6: Teacher Presence by Region (Baseline – Verification I, II & III) .................................. 26

Figure 7: Teacher Presence by District from Baseline to Verification III (percent) ...................... 29 Figure 8: Average number of schools with all teachers fully accounted for .................................. 32 Figure 9: Teacher rightly assigned at time of verification III by District ...................................... 37 Figure 10: P2 Teacher on Task ....................................................................................................... 40

Figure 11: EGR text books in the hands of learners....................................................................... 43 Figure 12: Percent of Female Teachers by District ........................................................................ 47 Figure 13 Teacher deployment at School Level (n=6,103) ............................................................ 48

Figure 14: Distribution of teachers by qualifications ..................................................................... 49

Figure 15: Distribution of teachers by class by Sex ....................................................................... 49 Figure 16 : Workload distribution for primary teachers................................................................ 52 Figure 17: Learners of Akakat P/S attending class under a tree .................................................... 56

Figure 18: Lolwe Ps with a collapsed classroom wall ................................................................... 60 Figure 19: Teacher Presence during Verification III for payment under DLI 7: ........................... 61

7

LIST OF TABLES

Table 1: Guideline on DLI Disbursement ...................................................................................... 11 Table 2: Objective and Activity Matrix ......................................................................................... 12 Table 3: Sampling of Schools by Language and District ............................................................... 17 Table 4: Enumerators by Region .................................................................................................... 18

Table 5: Chronology of events for enumerator during Verification .............................................. 19 Table 6: Background Characteristics of Teachers Verified ........................................................... 23 Table 7: Status of teacher Presence in the Sampled Schools ......................................................... 25 Table 8: Verified number of P1-P7 Teachers Physically Present and Reasons for Absence ......... 26 Table 9: Teachers Presence by selected Background Characteristics ............................................ 28

Table 10: Teacher Presence by Sampled District ........................................................................... 30 Table 11: Accountability of Teacher Presence by Region, District and School. ........................... 33 Table 12: P2 Teacher Presence by District .................................................................................... 36 Table 13: P2 teachers rightly assigned at the time of the Verification by district ......................... 37 Table 14: P2 - Teacher teaching EGR Timetabled Lesson by Sampled District ........................... 39

Table 15: Teacher teaching according to the Scheme of Work by the Sampled District ............... 42 Table 16: Textbooks in the hands of learners in line with EGR by the Sampled Districts ............ 44 Table 17: Pupil: EGR Textbook Ratio ........................................................................................... 45

Table 18: Class teacher distribution by District ............................................................................. 50 Table 19: Teacher deployment per School ..................................................................................... 51 Table 20: Average Teaching Periods by Region and District ........................................................ 53 Table 21: Workload Distribution across different parameters (%) ................................................ 54

Table 22: Class-Assigned by Qualification ............................................................................... 54

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EXECUTIVE SUMMARY

This report presents findings of the third and final verification of teacher presence in public primary schools

in 29 districts of Uganda.The study which was commissioned by Ministry of Education and Sports under

Uganda Teacher and School Effectiveness Project (UTSEP) was undertaken in phases: Baseline (June 2018),

Verifications; I (July 2018), II (October 2018) and III (March 2019). The UTSEP is a Government of Uganda

(GoU) project supported by key development partners to address major education challenges and promote

Universal Primary Education (UPE) program in public primary schools. It is administered by World Bank

on behalf of Global Partnership for Education (GPE) with the key objective of improving teacher and school

effectiveness in the public primary school system. The project has three components namely; effective

teachers, effective schools and implementation support & capacity building.

Similar to previous surveys in this assignement, Verification III was conducted by UPIMAC Consultancy

Services Ltd (UPIMAC). It targeted 580 public primary schools with 6,103 teachers across the 29 target

EGR implementing districts under UTSEP.

The verification activity was designed as a descriptive cross-sectional study involving spot-check and

Verification of teachers in the 29 districts under UTSEP. The randomly selected sample was 580 schools out

of the 2727 UTSEP schools. The specific respondents in the baseline and the three verification studies were:

Head teachers, P1- P7 Teachers and P2 Teachers to specifically identify those teaching the timetabled EGR

lesson. The study categorized teacher presence as: Physically Present, Authorized Absence and

Unauthorized Absence. For this study teacher presence includes physical presence and authorized absence.

The central objective of the study was to ascertain teacher presence at the time of Verification.

Cumulatively, a total of 24,967 teachers from 2,304 schools at four-time intervals over a period of nine

months were verified.

Teacher presence at Baseline was 6,073 (93%); Verification 1: 5,490 (91%); Verification II: 5,654 (90%)

and verification III: 5,494 (90%).

Analysis of teacher presence at district level for the three verification reveals that Kakumiro district

registered the highest improvement from baseline across the verifications and Maracha recorded the highest

decline.

The other objective of the study was to assess Teacher Time on Task and key attributes of the P2 classes in

the schools surveyed. During this verification, out of the 580 P2 Teachers (one teacher per school sampled)

486 (84%) were physically present which compares with 472 (81%) at Verification II and 494 (85%) at

Verification I. For the other attributes, teaching the EGR time tabled lesson was at 486 (84%) while it was

406 (86%) at Verification II and 422 (85%) at Verification I. For the teacher rightly assigned it was 466

(96%) compared to 443 (94%) in Verification II and 538 (93%) in Verification I. For the teacher trained in

Early Grade Reading it was 438 (91%) compared to 438 (93%) in Verification II and 411 (91%) in

Verification I. For the teacher teaching according to scheme of work and lesson plan, it was 437 (90%)

compared to 425 (90%) at Verification II and 425 (86%) at Verification I.

The study also set out to establish the deployment and utilization of teachers in the schools verified.

Of the 6,103 teachers verified, 694 (11.4%) were assigned P1, 701 (11,5%) P.2, 726 (11.9%) P.3, 888

(14.6%) P.5, 889 (14.6%) P.6, 1180 (19.3%) P.7 and 112 (1.8%) were not assigned to a specific class.

Regarding utilization, the verification sought to establish the workload of teachers in the sample schools.

Data was collected on 3730 teachers from 370 schools representing 61% of the total number of teachers and

63% of schools from the initial sample. From the Analysis 980 (26%) teachers have the stipulated 40 periods

per week. The majority of teachers therefore have less than 40 period per week with a 958 (26%) falling in

the 11-20 period category, while 311 who are predominantly designated head teachers and their deputies fall

within the 1-10 period category. Two hundred and fifty-seven (257) representing 7% of the teachers who

responded have more than 40 periods.

9

The central strategy for improvement of teacher presence under UTSEP is Disbursement Linked Indicator

(DLI) where rewards are tagged on level of teacher presence in schools with different amounts earned

according to achievement visavis agreed target. The Verification III study has registered a 90% score

which attracts a payment of USD 5 Million by the funding Agency to the Ministry of Education and

Sports based on the DLI. This compares with 91% at Verification II that attracted USD 5 Million and 91%

which attracted USD 4 Million.

The exercise from baseline to verification III has made several recommendations for improvement with some

having policy implications while others are targeted at improving the practices that affect both school

management and teaching.

,

Headteachers need to do more effective management, supervision and reporting on their teachers to ensure

regular teacher presence and those found to be failing in this task be severely reprimanded. Effort should be

made to ensure that each teacher has sufficient workload (not below 25 teaching periods a week) to

effectively utilize them at school.

The District Service Commission should ensure that Headteachers and teachers are regularly appraised to

reprimand those with persistent poor learner performance and reward those with excellent performance.

A teacher presence monitoring book be established at school level to be filled in by all key stakeholders that

conduct supervision and monitoring of schools. A summary report be made termly by a headteacher to the

DEO who should consequently prepare and submit a summary report to MOES.

There is need for Sub-county Chief to make teacher presence key on the school supervision agenda and

support the headteacher to be more effective.

There is need for enhanced community vigilance on teachers’ presence in schools for instance reporting to

the relevant authorities on teachers’ misconduct.

Head teachers and school supervisors should ensure that lesson plans are available and being used for

reference by all teachers in the school.

There is need to ensure that each school has at least a teacher trained in EGR to manage lower classes and

refresher training be arranged for those who were trained in the past.

There is need for periodic review of the content of EGR training materials incorporating feedback from the

teachers and users/learners. It is important to effectively map local languages against the EGR materials to

be used.

Further study be made on teacher utilization covering all teachers in Uganda with the objective of

rationalizing deployment and fostering effective teacher utilization.

As gender balance is not yet attained with males outnumbering females, there is need to attract more females

for training and posting to public primary schools.

There is need for immediate transfer of female teachers to those schools with no single female teacher so

that at least every school has a female teacher to handle unique needs of female learners.

For sparsely located schools in the remote areas there is need to explore the possibility of use of virtual

technology where a good teacher located far away can teach the learners in distant location.

Accommodation for teachers in hard to reach areas needs to be prioritized to minimize late attendance, or

the time frames of the teaching in those schools is flexible to accommodate the time taken to and from

school.

There is need to address the gaps in infrastructure especially classroom blocks and teachers’ houses

provision to Public primary schools in Uganda.

There is need to address the high pupil teacher ratios especially in northern region where the pupil teacher

ratios are very high.

10

Increase supervision and quality assurance especially in the remote areas to curtail arbitrary closure of

entire school under flimsy and unjustifiable reasons. For a headteacher to close a school, express

permission be sought from the DEO.

There is need for coordination by the MOES of programmes that affect school teaching to avoid undue

interruptions to the school activities.

Independent verification activities should be fully integrated in the Education Management System including

planning and implementation.

A similar country wide verification exercise would greatly facilitate both the update of teacher lists and the

establishment of teacher presence nation-wide.

The Ministry should provide clear policy guidelines on what constitutes Authorized Absence and

Unauthorized for observance by key stakeholders in supervision and monitoring of schools.

Reinforced mechanisms that require headteachers to sign performance agreements based on clear assessment

indicators as a prerequisite for appointment.

There is need for a specific study to harmonize teacher lists between the Ministry of Education and Sports

and the CAO posted ones.

There is need for DLGs to strengthen supervision of schools and submit regular reports to relevant authorities

to take necessary action.

There is need for SMC to make teacher presence key on their school supervision agenda and generally

support the headteacher and teachers to be more effective.

There is need for synthetization of the findings from various researches done on the Education sector to

enhance shared knowledge and develop appropriate policy and implementation framework.

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1.0 INTRODUCTION AND BACKGROUND

This Verification Report marks the final in a series of three verification studies following the

baseline undertaken in June 2018. The field activity for Verification III was undertaken from 11-

12 March 2019. The report provides an overview of the independent Verification of the status of

teacher presence in public primary schools in all the 29 Districts under the Uganda Teacher and

School Effectiveness Project (UTSEP). It provides a trend analysis of teacher presence from the

baseline undertaken in June 2018, the first verification undertaken in July 2018 and the second

verification undertaken in October 2018. The Project is implemented by the Ministry of Education

and Sports with US$100m support from the Global Partnership for Education (GPE). It aims at

improving teacher and school effectiveness in public primary schools in Uganda.

Arising from the Mid Term Review of the project, a new innovation of a Disbursement Linked

Indicator (DLI) was introduced with the main purpose of improving teacher attendance in schools

benefiting under the Early Grade Reading. This was after the Service Delivery Indicators (SDI)

survey conducted in 2013 found an average teacher absenteeism rate of 27% nationwide.

The Disbursement Linked Indicator (DLI) method was designed to provide a monetary incentive

to the project based on performance of teacher presence in schools at four points of intervention

starting with the Baseline study, Verifications; I, II and III. The project was allocated USD

15million as total financing available for DLI - 7 as follows: Baseline - USD 1m, Verification I -

USD 4m, Verification II - USD 5m and Verification III - USD 5m as shown in Table 1.

Total

Financing

Allocated to

DLI (US$

million)

As % of

Total

Financing

Amount

(%)

DLI

Baseline

Indicative timeline for DLI achievement

(figures are cumulative)

Period 1 Period 2 Period 3

Percentage of

P1-P7

teachers

physically

present in

schools in

targeted

districts

US $15 million 100%

Baseline June-18 Sep-18 Mar-19

US $ 1m

80% and

above: US $ 4

m

75-79%:

US $ 2.6m

Below 75%:

US $ 0

85% and Above:

US $ 5m

80-84%: US

$ 4.25 m

75-79%: US

$ 3.25 m

Below 75%: US

$ 0

90% and Above: US $ 5m

85-89%: US $

4.5m

80-84%: US $ 4.25

m

75-79%: US $ 3.25

m

Below 75%: US $ 0

Table 1: Guideline on DLI Disbursement

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a. Objectives of the Verifications

The key aim of the independent verifications was to establish the percentage of P1-P7 teachers

physically present in schools and P2 teachers found teaching the timetabled lesson across the 29

target districts at the time of verifications spread in different periods. The key tasks involved were

(i) Verification of P1-P7 teachers physically present at sampled schools (ii) Checking P2 teachers

in class teaching a timetabled lesson, (iii) Calculation of eligible payments against the DLI. The

objective and activity information matrix are highlighted in table 2.

Objective Information Sought Source of

Information

Method

1. Verify P1- P7

Physically

Present

- Number of teachers physically present

- Number of teachers absent with

authority- evidence of authorization

- Number of teachers absent without

authority and

- Reasons for absence if no evidence of

authority is available

- Teachers absent due to verified

Emergency

- Teachers without appointment letters

from DSC (PTA recruited)

- Availability of a general time table for

the school

- Posting instructions for teachers

- Enrolment/ number of learners in the

school

✓ Head teacher

✓ Teachers

- Head Counting

- One – to one interaction

- Comparison of Teacher list at

school with one from DEO

- Check the daily teacher roaster for

Absent Due to emergency to

confirm teacher presence in

previous periods

- Photography

2. P2 Class

Verification

- Whether teacher is trained under EGR

- Who funded the training?

- Availability of a scheme of work

- Whether timetable is displayed in class

- Availability of a lesson plan

- Whether teacher is in class teaching a

timetabled lesson at the time of

Verification

- Are the books in the hands of learners in

line with lesson timetabled?

- Reason for variance

P2 Class teacher

Teacher Scheme

of Work- outline

of learning

progress

- Observation of timetabled lesson

- Photograph time table

- Time check to confirm alignment

with time table

- Review of scheme of work

- Photograph the instruction

materials

3 Conclusion

and

computation

of

performance

- Performance score Field Verification

findings

Analysis

Table 2: Objective and Activity Matrix

13

b. Definition of key Concepts

The study identified key concepts and related standard definitions for use in all verifications for appreciation of

the findings and the nomenclature used. Accordingly, the following definitions and explanations of the

concepts were adopted and therefore apply to the findings under this report.

Concept/Item Definition

Disbursement Linked Indicator The aggregate percentage of teachers present at the time when

enumerators visited and verified the teachers in the sample schools,

computed against expected number of teachers in the school as per the

list of teachers provided by the MoES and the head teachers

Teachers present against

which the DLI will be

computed

This will include the following:

1) Teachers who are physically present in the school at the time of

the Baseline/Verification exercise teachers who have

authorized absence in line with Public Service Standing Orders

(see Annex 7). Accordingly, authorized absence is where a

teacher has sought in writing before leaving his or her school or

duty station and is approved as follows:

• < 2 days granted by head teacher

• > 2 days but not > 3 days, granted by DEO or Sub-county chief

• More than 3 days granted by CAO

2) Teachers who have emergence unauthorized absence with

evidence of continued presence prior to the time of the

Verification. This can be established from the teacher register.

The teacher should not have been away from the school for

more than a week.

Early Grade Reading program

Full Accountability

Early Grade Reading program is one of the program/interventions being

implemented to enhance competencies and practices by improving the

reading ability of learners in early grades (P1- P3) in both English and

local language-

Physically present and Authorized Absence.

Global Positioning System The coordinates capturing the geo location of the schools in the

sample verified.

Head Teacher The teacher designated to head the school from the teacher list as

provided by the MoES. Where the substantive HT is absent, the deputy

head teacher or any other teacher designated to act in this position will

be interviewed as head teacher. Absent Head teachers will also be

categorized as AA, UA or UAE Un Authorized Emergence

Authorized Absence Teachers not present at the school at the time of the Baseline or

Verification exercise with written evidence of authorization.

Absent due to Emergency

(ADE)

Teachers not present at the school at the time of the Baseline or

Verification exercise with no written evidence of authorization but with

verified emergency problems (death of; biological parent, spouse or

biological child) establish the number of days’ teacher has been absent-

teachers who have been away for more than a week will be marked as

UA. Those with verifiable emergency will be counted as present during

computation of DLI 7

Un Authorized Absence

(UA)

Teachers not present at the school at the time of the Baseline or

Verification exercise with no written evidence of authorization or

verified emergency

14

Concept/Item Definition

Enumerator The person recruited and trained by UPIMAC to participate in (i) the

counting of teachers present and ii) the assessment of the P2 teaching

as per the EGR time tabled lesson. All Enumerators will have

introduction letters. Two enumerators are expected per school in the

sample

District Supervisor The person recruited and trained by UPIMAC to participate in the

teacher presence Verification exercise- the District Supervisor is the

field coordinator and will be responsible for all the enumerators in a

particular UTSEP district.

Valid identification For teachers in the school valid identification will be either

− National Identity Card,

− Driving License,

− Passport,

− School Identity Card or

− Any other identification paper that is recognized at national level.

− Teacher appointment/posting letter

Baseline The first field exercise to establish teacher presence that was undertaken

in the UTSEP schools

Verification Establishing the number of teachers present in a school at the time of

field Verification and P2 teachers teaching the time tabled lesson

P2 Time table The time table pinned on the class notice board

Scheme of Work

Teacher Utilization

Teaching Period

A scheme of work is the teachers own plan outlining what they will teach

during an academic term or period based on the curriculum. It is the

teachers’ interpretation of the curriculum and plan on how to implement

it in the period available

Number of teaching periods per teacher per week from school timetable

Appearance of a teacher on a time table to deliver a given lesson

Teacher Verification list

List of teachers expected in the UTSEP Schools as provided by

MOES

15

2.0 APPROACH AND METHODOLOGY

A scientific and vigourous methodological design was utilized to meet the objectives of the Verifications.

Similar to earlier exercises (Baseline Verification I and II), the Verification III was designed as a

descriptive cross-sectional study involving spot-check and verification of teachers in all public primary

schools in the 29 UTSEP implementing districts with the school as the unit of analysis. To effectively

manage the operational and logistical requirements of the verification exercise, the district was identified

as the point of of field coordination covering all the 29 UTSEP focussed Districts.

2.1 Methodology

The quantitative data collection method involving enumeration of teachers in selected schools through

unannounced Verifications was applied.

2.1.1 Study Population

The respondents identified as critical for inclusion in this study were: Head teachers, P1- P7 Teachers. The

P2 Teachers were used to address the study objective of Teacher on Task.

2.1.2 Sampling Design

The target school population for UTSEP is 2727 public primary schools. These constituted the sampling

frame for schools in the specified districts. The study population was stratified by districts with the

Coordinating Centres as the second stratification. The national sample of schools was allocated to each

district proportional to the number of schools in the district. Within each district a random sample of schools

was selected proportional to the number of schools in the Coordinating Centres from which teacher

presence was verified. By implication, all the 11 local languages targeted under UTSEP are covered in the

sample (see table 3). For the purpose of observing a P2 reading lesson, a stream was selected at random

where the school had more than one P2 streams. Random selection was employed to minimize selection

bias. The sampling design as adopted in the Baseline was continued in subsequent Verifications and applied

to Verification III.

2.1.3 Sample Size and Power Calculation

The score test statistic was used to construct the standard error for the sample proportion since its sampling

distribution is closer to the standard normal distribution than if the Wald statistic were used. In this regard

we have the power of a one-sided proportion (StataCorp, 2015) given by

1

2( )

1(1 )

a o n

a a

n p p

p pz

− −

−−

= −

1

Where n is the sample size:

0.73op = is the Null proportion

0.778ap = is the Alternative proportion

(1 )

(1 )

o o

a a

p p

p p

−=

− Transformation factor between Wald and Score statistics,

0.05 = is the level of significance or Type I error, and

(.) is the cumulative standard normal distribution

16

Re-arranging Equation 1, we get that the sample size for the one sample proportion test for an effect size a op p = −

is given by

2

1 1(1 ) (1 )o o a az p p z p pn

− − − + −

=

Where is the Type II error, for which the power of the test is 1 = − .

Using Equation 2, we get:

2

21.64485 (0.73 0.27) 0.84735012 (0.778 0.222)22.54949 508.48

0.048n

+ = = =

Assuming a design effect of 1.14 owing to loss of precision by way of stratification we have a sample of

508.48 1.14 579.6672 580n = = schools. Hence, sample size of 580 schools for a positive minimum

detectable effect size of 4.8% on teacher attendance in primary schools (Kremer, Miguel, and Thornton1,

2009) would provide a power of 88.7% for a one-sided proportion test at 5% level of significance at every

Verification stage. The power calculation was made in Stata 13.1.

While each random sample for the Baseline, Verification I & II had a total of 580 schools, 120 schools

overlapped across the Baseline and Verification I sample, 99 schools overlapped across Verification1 & II,

while 115 schools overlapped across the Baseline and Verification II. A total of 25 schools appeared in all

the three sample sets. The distribution by sample and the overlaps are shown in Figure 1.

Source: UTSEP Survey Data, 2018/19

1Kremer, M., Miguel, E., & Thornton, R. (2009). Incentives to learn. The Review of Economics and Statistics, 91(3), 437-456.

49

40

9

2

0

10

20

30

40

50

60

Once Twice Thrice Four times

Per

cen

tage

Number of Occurance

(284)

(52)

(12)

Figure 1: Percentage of Occurrence of Sampled Schools through the four Verification Surveys

(232)

17

2.1.4 Sampling of schools by Language and District

For Verification III similar to the preceding studies distribution of sampled schools was undertaken by:

language, district, district school population, sample proportion and district school sample that was derived

during Verification I was upheld as reflected in Table 3.

Region Language District Coordinating

Centres

District School

Population

Sample

Proportion

District School

Sample

Northern

Leb-Lango

Alebtong 4 66 2.41 14

Amolatar 2 47 1.72 10

Dokolo 3 61 2.24 13

Oyam 6 108 3.97 23

Leb-Acoli

Agago 5 113 4.14 24

Amuru 5 56 2.07 12

Lamwo 6 80 2.93 17

Nwoya 3 42 1.55 9

Lugbarati Maracha 3 61 2.24 13

Ngakarimojong Kotido 1 23 0.86 5

Eastern

Ateso

Amuria 7 122 4.48 26

Bukedea 2 94 3.45 20

Soroti 6 99 3.62 21

Lumasaaba Bududa 4 94 3.45 20

Bulambuli 3 52 1.9 11

Lusoga

Bugiri 3 146 5.34 31

Buyende 3 89 3.28 19

Kaliro 2 89 3.28 19

Luuka 3 89 3.28 19

Mayuge 3 146 5.34 31

Namayingo 4 85 3.1 18

Namutumba 2 113 4.14 24

Western

Lukhonzo Bundibugyo 4 113 4.14 24

Runyankore-Rukiga Kamwenge 5 151 5.52 32

Runyoro-Rutoro

Kagadi 7 136 5 29

Kakumiro 7 85 3.1 18

Kibaale 4 52 1.9 11

Central Luganda Kyankwanzi 3 99 3.62 21

Mubende 11 216 7.93 46

TOTAL 121 2727 100 580

2.1.5 Source of data for teacher Verification

Teacher lists exists at different levels namely; MoES, CAO and School Headteacher. The study used

Teacher Lists at the Headteacher level as the source of data for verification of teacher presence. This was

deemed more reliable as it is at the receiving-end and is more regularly updated compared to the list from

the MOES/CAO. It is envisaged that the head teacher list as verified in March 2019 will be used as the

baseline for updating the lists of the respective schools at the district and national level.

Table 3: Sampling of Schools by Language and District

18

2.2 Approach to Data collection

Similar to previous verifications, this study employed modern techniques for data collection with a mobile

electronic data collection platform using palmtops and the survey tool SurveyCTO. This comes with speed

and reliability in data collection and real time transmission to the main server. The platform for electronic

data-collection was optimized for ease-of-use and data-security. Electronic Data Collection (EDC) enabled

real-time data flow which facilitated quick turnaround data cleaning, remote monitoring of data quality,

crosschecking of all entries for internal consistency and flagging of outliers.

Enumerators were further requested to identify those unique attributes at the respective schools. The District

supervisor compiled these extra-ordinary findings into a district report that was submitted together with the

data collection tools.

Additional data collection was made through phone interviews with the respective head teachers to

ascertain the workload/ number of periods taught by each teacher in the sample schools. Using the initial

teacher list as a guide, head teachers were requested to provide a detail of the weekly load.

2.3 Enumerator Deployment

A total of 157 enumerators (maintained from Baseline survey and Verification I&II except for 3 that

dropped out) were deployed for the exercise. It is worth mentioning that at the time of their recruitment and

deployment, a number of factors were considered including ability to speak local language, availability and

comprehension of the assignment. The distance between sampled schools was used to determine the number

of enumerators deployed in each region as shown in Table 4.

Region Baseline Verification I Verification II Verification III Eastern 57 56 54 54

Central 18 18 18 17

Northern 58 57 58 57

Western 28 29 30 29

Total 161 160 160 157

2.3.1 Training of District Supervisors and Enumerators

In order to ensure continuity and build on lessons leant during previous verifications, Verification III study

deployed the 29 District Supervisors that were recruited and deployed during Baseline and the two previous

verifications. Similar to the previous Verification activities, a District Supervisors’ debriefing meeting was

conducted shortly before commencement of the field activity. The purpose of the debriefing was to share

lessons learnt from previous experiences, adjust appropriately and pick data collection tools for Verification

III. During the debrief updates on the mobile platform functions and the pre-entered variables were availed.

The Supervisors were cautioned on the importance of team work, data quality assurance, ethical data

management and timely completion of the exercise. Upon reaching their respective districts, the District

Supervisors carried out an orientation of their respective enumerators before commencement of the

verification exercise. The re-orientation was utilized to ensure district teams’ appreciation of updates to the

Table 4: Enumerators by Region

19

data collection tool, strategize for effective data collection, distribution and test running of the palmtops.

Other points priotitized were: decent dress codes, friendly approaches, time management and safety of

person, data and equipment and a coutersy call on district officials by district supervisors.

2.3.2 Data collection in the sampled schools

As in previous verifications, data was collected in two days from all the 580 sampled schools making a

response rate of 100%. The second time a 100% rate was registered after Verification II. This compares to

578 (99.6%) at Verification I and 566 (97.5 %) at Baseline. This exceptional performance is attributed to;

Cooperation of District officials, maintainace of same pool of Supervisors and Enumerators who had

garnered experience in the activity, adequate advance preparations including District Supervisor Debrief

meeting, motivation and commitment of field team, proficient use of palmtops, continuous contact with

District Supervisors and Enumerators through their respective Whatsapp groups and quick and timely

backup support from Secretariat, specifically during field work. The enumerators were paired and allocated

specific schools in the allotted districts with one utilizing the palmtop. In order to attain a standard approach

to data collection by all enumerators, a chronology of events at a school was developed at Baseline stage

and maintained throughout the verifications as reflected in Table 5.

Event/Activity

A Courtesy call on Head teacher

Two enumerators (E1, E2) enter the HT office

EN 1 Introduces the team and gives purpose of Verification

EN 1, asks HT the number of P.2 Streams available (If more than one randomly sample out which one to go to)

Head teacher directs Enumerator two (E2) to P2 Class

EN 1 checks for existence of Teachers List and take photograph

EN 1 utilizes Headteacher List as the key verification list to check teacher presence

B Teacher Head Count by EN 1

Assembly of Teachers

Individual Verification commences

C Observation of P2 Class by EN 2

Greetings with Learners and Teacher

Observe if teacher in class is the one supposed to be teaching at that point (refer to Time table)

Observe if teacher is in class teaching a timetabled lesson at the time of Verification (if not ask for reason for

variance)

Ask whether teacher is trained under EGR

Check for availability of a scheme of work

Check whether timetable is displayed in class

Check for availability of a lesson plan

Observe if the text books in the hands of learners are in line with lesson timetabled

Walk to join the teacher Verification by EN 1

C Group Photograph

Head teacher mobilises the verified teachers for a group photograph

D Debrief of HT and signing the School Verification Exit form

Headteacher signs the debrief form

Table 5: Chronology of events for enumerator during Verification

20

Total Time at a School

Shuttling from one school to another (average)

Available time for exercise (start time 8:30am)

The enumerators’ entry point at the school (similar to the Baseline and all verifications) was the head

teacher, except in cases where the head teacher was absent, the deputy head teacher or the teacher on duty

was substituted as the initial point of contact. As a data control mechanism for teacher presence, the

permissible point of entry at each school was 8:30 a.m.

During the teacher presence verification, the following identification documents were acceptable: National

Identity Card, school identity card, daily attendance record and appointment letters with any two of the

identification documents permissible since the Verification was impromptu.

The last stage of school visit was for the head teacher or his/her representative to sign on the hard copy of

the Head Teacher Debriefing form (see annex 3).

2.3.3 Use of GPS

The GPS capture was used as a quality control mechanism for confirmation of enumerator arrival at the

designated schools. It was also deemed useful in locating the schools in future. The SurveyCTO application

programmed in palmtops was utilized for the purpose. The derived GPS coordinates for the sampled schools

is shown in Annex 4.

2.3.4 Photography

Another quality control mechanism utilized was a group photograph which is evidence of actual teacher

presence in the school. It also helped to minimize the possibility of a head teacher compromising the

independence of an enumerator. Each teacher signed on the Verification attendance sheet as evidence of

presence in the school at the time of the Verification.

2.3.5 Data analysis

Data was analysed in due consideration of the study objectives which were mainly teacher presence and P2

teacher time on task. Descriptive analysis of the key variables such as presence and teacher time on task

early grade reading are presented in tables, charts and graphs in chapter 3 of the report. The analysis further

used bivariate approaches to establish association between key outcome variables textbooks in hands of

learners with and location (district) to establish areas where UTSEP may need to attach more effort.

2.4 Ethical Considerations and data quality assurance

To ensure that human rights and ethical concerns were observed, informed consent from teachers was

sought during the collection of direct information and indirect personal identifiers used during data

collection. The survey tool had a provision for outlining the purpose of the survey and each enumerator had

a copy of the letter of introduction from UPIMAC detailing the expectations for the Verification exercise.

Similar in the previous Verification activities, a Secretariat was maintained at UPIMAC office as a central

coordination point to provide technical and administrative back up support during the field data collection

exercise. After a day of field work, group data editing under the supervision of the District Supervisor was

conducted and data transmitted to the central server.

21

2.5 Limitations

Generally, the Verification III activity was a success with less significant limitations as reflected below:

a) Respondents for the P2 Teacher Time on Task

Similar to previous verification exercises, some Schools did not have P2 teachers assigned to the class

which limited the response rate and real time observations related to time on task.

b) Weather:

The exercise was undertaken during the rainy season and as such there were cases of late coming and

absence of teachers attributed to heavy rains.

c) Access Denial

A few head teachers especially from schools that had not been visited during previous verifications

denied the enumerators access until phone calls would be made advising them to allow the exercise to

go on which delayed the onset of the exercise in some schools.

d) Alcohol abuse

A few headteachers and teachers were found to be under high influence of alcohol such as that the

headteacher of Kakwa PS and a P2 teacher for Kamaka PS both in Maracha District.

22

3.0 FINDINGS

The main task of the verification was to establish the status of teacher presence and P2 teacher Time– on-

task in the schools sampled. This chapter accordingly presents findings on status of teacher presence and

P2 teacher Time– on- task in the schools sampled. It begins with general characteristics, portraying

geographical location and the demographics of the teachers in the 580 schools enumerated. The main

respondent for the status of teacher presence was the head teacher or the designated responsible officer at

the time of the visit.

There has been some decline in the number of head teachers present at the schools to respond during the

time of varication. For Verification III fifty-six (56%) of the head teachers were found at the school. This

compares to 61% at Verification II and 71% at Verification I. On the whole for both head teacher and his

or her deputy 86% were present compared to 94% at Verification I as shown in Figure 2. Fourteen 14%

teachers responded as persons of authority at the time of verification. These included, the Senior Wo/Man

teacher, the Director of Studies, the Welfare Officer, Class teacher and Teacher.

3.1 General characteristics

The Verification III covered a total of 6103 teachers compared to 6,252 teachers during verification II, 6013

at verification 1 and 6509 at Baseline. Cumulatively a total of 24,877 teachers have been verified over the

course of this exercise. The background statistics have remained consistent over the verification exercise.

Male teachers continue to dominate the profession for the UTSEP districts at 65%. Most teachers are within

the age brackets of 31-50 representing 75% of the total number of teachers. The majority of teachers 69%

are grade 3 compared to 72% at Baseline (see Table 6 and Figure 3).

71 61 5623 29 306 10 140

10

20

30

40

50

60

70

80

V1 V2 V3

Head teacher Deputy Others

Figure 2: Comparison of School level respondents between Verification I, II and III by designation(percent)

23

Characteristic Baseline 1st Verification 2nd Verification 3rd Verification

Percentage Number

of

Teachers

Verified

Percentage Number

of

Teachers

Verified

Percentage Number

of

Teachers

Verified

Percentage Number

of

Teachers

Verified

Sex

Male

Female

63.9

36.1

4,200

2,309

66.1

33.9

3,972

2,041

65.1

34.9

4,072

2,180

64.6

35.4

3,944

2,159

Age Categories

in Years

18-30

31-40

41-50

51+

18.0

36.7

31.4

13.9

1,111

2,390

2,069

939

12.1

39.1

33.5

15.3

730

2,350

2,012

921

12.5

39.5

33.3

9.9

783

2,468

2,082

919

9.9

40.5

34.2

15.4

602

2,471

2,089

941

Education

Level

Grade III

Grade V

Degree in

Education

Degree others

Other

Qualifications

72.0

18.4

4.8

0.2

4.6

4,656

1,212

319

14

308

70.0

23.4

6.0

0.2

0.5

4,208

1,406

360

11

28

70.0

23.0

5.8

0.2

1.0

4,375

1,439

366

11

61

68.7

23.9

6.4

0.1

1.0

4,190

1,457

390

3

63

Total 100.0 6,509 100.0 6,013 100.0 6,252 6,103 Source: UTSEP Baseline, Verification Surveys I, II & III.

0

10

20

30

40

50

60

70

80

Male Female 18-30 31-40 41-50 51+ Grade III Grade V EducationDeg

Baseline % 1st Verification % 2nd Verification % 3rd Verification %

Table 6: Background Characteristics of Teachers Verified

Figure 3: Comparison of Background Characteristics of teachers Baseline - VIII

24

3.2 Teacher Presence General

The central objective of the verifications was teacher presence at the time. This Verification found that of the

6,103 teachers verified, 4,843 (79%) were physically present, 651 (11%) were under Authorised Absence

(AA) while 609 (10%) were falling under the Unauthorised Absence (UA) category. Figure 4 shows the

status of teacher presence in the districts.

Physical teacher presence across the four surveys; Baseline at 76% Verification I at 82%, Verification II

at 81% and Verification III at 79%, indicates an increase of 3% from Baseline to Verification III.

However, compared to Verification II, there was a decline of 2%. Comparing the 651 (9%), Authorised

Absence across verifications, verification II had 591 (9%), verification I, 220 (4%) and 486 (8%) at

Baseline. On the whole, physical presence appears to have increased between Baseline and Verification

1. Teachers on sick leave are 2% across the board, similarly teachers with verbal permission are 2%. The

two parameters therefore take a total of 4% out of the school system. Teachers with verbal official absence

were 379 (6%) down from 486 (8%) at Baseline to 220 (4%) at Verification I and up from 259 (4%) at

Verification II. Three percent (3%) of the teachers were captured as late comers for the Verification III

study and have accordingly been clustered under Unauthorised Absence. Unlike Verification I where

teachers were categorized as late if they found the enumerator having started the exercise, under this

Verification, teachers were categorised as late if they appeared after the enumerator had completed palm

top data entry at a school. The entry time for the enumerators was 8:30 am. Similar to Verification I and

II, teachers who according to the respondents had received verbal permission to be away from school have

been categorised under Unauthorised Absence. (see figure 5 & Table 8)

Physically present

79%

Authorized absence

11%

Unauthorized

absence10%

Figure 4: Teacher Presence in UTSEP Districts

25

#

Teacher Status

Baseline Verification I

Varia

nce Verification

II

Verification

III

%age

variance

between

V3 &

Baseline

Num

ber %

Num

ber % %

Num

ber %

Num

ber %

%

A Physically Present 4,598 76% 4,946 82% 6% 5,063 81% 4,843 79% 3%

B Sick 123 2% 150 3% 1% 149 2% 131 2% 0%

C Annual Leave 3 0% 6 0% 0% 6 0% 3 0% 0%

D Study Leave 39 1% 20 0% -1% 38 1% 33 1% 0%

E Maternity/Paternity 40 1% 66 1% 0% 68 1% 34 1% 0%

F Official absence e.g.

attending workshop 486 8% 220 4%

-4% 259 4% 379 6% -2%

G Emergency 70 1% 82 1% 0% 71 1% 71 1% 0%

H Authorized absence

[H=B+C+D+E+F+G] 761 13% 544 9%

-4% 591 9% 651 11% -2%

I Total teacher present

[I=A+H] 5,359 89% 5,490 91%

2% 5,654 90% 5,494 90% 1%

J Late Attendance 91 2% 69 1% -1% 138 2% 152 3% 1%

K Verbal Permission 201 3% 91 2% -1% 150 2% 136 2% -1%

L Absent with no reason 394 7% 363 6% -1% 310 5% 321 5% -2%

M Unauthorized absence

[M=J+K+L] 686 11% 523 9%

-2% 598 10% 609 10% -1%

N Verified and Posted

Teachers by CAO 6,045 6,013

6,252 6,103

0

10

20

30

40

50

60

70

80

90

100

Baseline Verification I Verification II Verification III

76 82 81 79

139 9 11

11 9 10 10

Physically present Authorized absence Unauthorized absence

Figure 5: Teacher Presence Across the Surveys (Percent)

Table 7: Status of teacher Presence in the Sampled Schools

26

3.2.1 Teacher Presence by region

Additional analysis of data by region indicates that teacher presence in Eastern region improved from 90%

to 92% when Verification II and III are considered. However, from Baseline to Verification III, there was

an increase of 5% from 87% to 92%. Western region registered the lowest performance across the baseline

and three verification exercises moving from 81% at Baseline to 87% at Verification III. Central and

Northern regions have slight variation between Baseline and Verification III. Table 9 gives the details of

teacher presence and reasons for absence by region for Verification III while figure 6 compares

performance in teacher presence by region across the Baseline survey and the three Verifications.

Teacher Status Central Eastern Northern Western Total %

Physically Present 496 78% 2318 81% 1327 81% 702 75% 4843 79%

Sick 19 3% 59 2% 24 2% 29 3% 131 2%

Annual Leave 1 0% 1 0% 1 0% 0 0% 3 0%

Study Leave 0 0% 20 1% 11 1% 2 0% 33 1%

Maternity/Paternity 6 1% 16 1% 5 0% 7 1% 34 1%

Official absence e.g. attending workshop 41 6% 168 6% 104 6% 66 7% 379 6%

Emergency 11 2% 28 1% 20 1% 12 1% 71 1%

Total teacher present 574 90% 2610 92% 1492 91% 818 87% 5494 90%

Late Attendance 31 5% 53 2% 52 3% 16 2% 152 3%

Verbal Permission 8 1% 65 2% 31 2% 32 3% 136 2%

Absent with no reason 39 6% 118 4% 83 5% 48 5% 288 5%

Unauthorized absence 24 4% 149 5% 73 4% 75 8% 321 5%

Verified and Posted Teachers by CAO 637 100% 2877 1648 100% 941 100% 6103 100%

Figure 6: Teacher Presence by Region (Baseline – Verification I, II & III)

89

87

89

81

9291

93

89

9190

93

88

90

9291

87

74

76

78

80

82

84

86

88

90

92

94

Central Eastern Northern Western

Per

cen

tage

Regions

Baseline Verification I Verification II Verification III

Table 8: Verified number of P1-P7 Teachers Physically Present and Reasons for Absence

27

3.2.2 Teacher Presence by Gender and Age Category

The study disaggregated data by Gender to show who among the females and males was likely to be

present and by Age Category to show which age category was more likely to be present. Female teachers

have consistently been more physically present than their male counterparts, that is, 95% at Baseline, 94%

at Verification I & II, and 93% at Verification III. For the male counterparts, the percentage of teachers

present at Baseline was 92%, 90% at Verification I, 89% at Verification II and 88% at Verification III.

The 18-30 age category were found more physically present across all the Verifications compared to the

51+ age group.

3.2.3 Teacher Presence by Assigned Class

The study found that Teachers with no class assigned to them were less physically present during

Verification III at 80% compared to 76% at verification II, while for those assigned, P1, P2 and P7 teachers

were more physically present. Overall, the variations between Baseline and Verification I - III are not

significant as depicted in Table 10.

28

Characteristic Baseline Verification I Verification II Verification III

Teacher

Present

p-

value

Teacher

Present

p-

value

Teacher

Present

p-

value

Teacher

Present

p-value

Yes No Yes No Yes No Yes No

Sex

Male 92.3 7.7 0.000

90.0 10 0.000

88.8 11.2 0.000

88.3 11.7 0.000

Female 95.4 4.6 93.9 6.1 93.5 6.5 93.1 6.9

Age

18-30 93.9 6.1

0.002

93.2 6.8

0.211

93.0 7.0

0.006

91.7 8.3

0.282 31-40 93.8 6.2 90.9 9.1 91.0 9.0 89.9 10.1

41-50 93.1 6.9 90.8 9.2 89.6 10.4 90.3 9.7

51+ 92.3 7.7 91.9 8.2 88.5 11.5 88.7 11.3

Educa

tion

Lev

el

Grade III 93.5 6.5

0.022

90.9 9.1

0.140

90.6 9.4

0.533

89.7 10.3

0.005

Grade V 93.5 6.5 92.8 7.2 90.7 9.3 91.6 8.4

Degree in Education 93.0 7.0 90.0 10.0 88.8 11.2 89.0 11.0

Degree others 92.7 6.3 100.0 0.0 81.8 18.2 66.7 33.3

Other Qualifications 91.4 8.6 92.9 7.1 86.9 13.1 79.4 20.6

Ass

igned

Cla

ss

P1 94.2 5.8

0.000

94.1 5.9

0.000

91.6 8.4

0.000

92.2 7.8

0.000

P2 95.3 4.7 93.1 6.9 92.2 7.8 91.3 8.7

P3 92.7 7.3 91.4 8.6 89.5 10.5 90.8 9.2

P4 93.4 6.6 91.3 8.7 90.6 9.4 88.5 11.5

P5 92.9 7.1 88.2 11.8 90.2 9.8 88.4 11.6

P6 91.9 8.1 89.5 10.5 89.5 10.5 89.3 10.7

P7 93.7 6.3 92.4 7.6 91.8 8.2 91.5 8.5

None 93.0 7.0 88.7 11.3 75.9 24.1 79.6 21.4

Total % age 93.3 6.6 91.3 8.7 90.4 9.6 90.0 10

Total 6,073 436 5490 523 5,654 598 5,494 609

Source: UTSEP Baseline, Verification Surveys I, II & III.

Table 9: Teachers Presence by selected Background Characteristics

29

3.2.4 Teacher Presence by District

The study disaggregated data by district in order to understand the level of Teacher presence at the district

level. Results show that the best performance was recorded in Kakumiro when Verification III is compared

to Baseline. Data further reveals that only nine districts of; Nwoya, Dokolo, Alebtong, Kibaale, Kotido,

Buyende, Luuka, Soroti and Amuru show improvement (from highest to lowest) in performance between

Baseline and Verification III. Maracha, Bundibugyo and Namayingo record the worst performance

between Baseline and Verification III. For most districts, however, there are no major variations between

the Baseline and Verification III. (see Figure 7 and Table 11).

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

0.80

0.90

1.00

KakumiroNwoya

Dokolo

Alebtong

Kibaale

Kotido

Buyende

Luuka

Soroti

Amuru

Amuria

Bulambuli

Bududa

MubendeTotal %age

OyamNamutumba

Kyankwanzi

Kamwenge

Kaliro

Amolatar

Bugiri

Bukedea

Kagadi

Lamwo

Mayuge

Agago

Namayingo

BundibugyoMaracha

Baseline VI V2 V3

Figure 7: Teacher Presence by District from Baseline to Verification III (percent)

30

District

Baseline Verification I Variatio

n

[Verific

ation I

&Baseli

ne]

Verification II Verification III

Unautho

rized

absence

Teacher

present

#

Verified

Teacher

s

Unauth

orized

absence

Teacher

present

#

Verified

Teachers

Unauth

orized

absence Teacher

present

#

Verifi

ed

Teach

ers

Unauth

orized

absence Teacher

present

#

Verified

Teachers

Variation

[V III &

Baseline]

Amuria 2% 98% 249 2% 98% 239 0% 2.1% 97.9% 243 2.2 97.8 230 -0.2%

Dokolo 6% 94% 167 3% 97% 154 3% 5.5% 94.5% 164 2.5 97.6 163 3.6%

Kibaale 6% 94% 125 14% 86% 97 -8% 7.6% 92.4% 92 3.0 97.0 99 3.0%

Nwoya 9% 92% 106 5% 96% 88 3% 2.7% 97.3% 74 3.5 96.5 85 4.5%

Soroti 5% 96% 248 4% 96% 220 0% 6.5% 93.5% 248 3.6 96.4 249 0.4%

Luuka 5% 95% 296 9% 91% 292 -4% 13.4% 86.6% 269 4.5 95.5 269 0.5%

Oyam 2% 98% 324 5% 95% 314 -3% 4.5% 95.5% 352 5.1 94.9 353 -3.1%

Amuru 6% 94% 155 5% 96% 112 2% 5.3% 94.7% 150 5.8 94.2 154 0.2%

Kaliro 1% 99% 251 5% 95% 246 -4% 10.0% 90.0% 230 7.4 92.6 242 -6.4%

Bulambuli 7% 93% 123 14% 86% 118 -7% 8.4% 91.6% 131 7.7 92.3 130 -0.7%

Kamwenge 3% 98% 284 3% 97% 293 -1% 7.2% 92.8% 307 7.7 92.3 286 -5.7%

Mubende 6% 94% 445 8% 92% 400 -2% 10.4% 89.6% 424 8.6 91.4 431 -2.6%

Namutumba 6% 94% 262 5% 95% 270 1% 8.8% 91.2% 285 9.1 90.9 265 -3.1%

Alebtong 13% 87% 189 15% 85% 175 -2% 9.0% 91.0% 166 9.9 90.1 181 3.1%

Bugiri 3% 97% 323 8% 92% 319 -5% 8.2% 91.8% 331 9.9 90.1 322 -6.9%

Kakumiro 35% 65% 145 16% 84% 136 19% 10.6% 89.4% 123 10.6 89.3 122 24.3%

Bukedea 4% 96% 276 16% 84% 272 -12% 8.8% 91.2% 285 11.0 89.0 272 -7.0%

Mayuge 3% 97% 402 6% 94% 361 -3% 7.1% 92.9% 379 10.9 89.0 365 -8.0%

Buyende 12% 88% 216 12% 89% 235 1% 7.4% 92.6% 244 11.4 88.6 201 0.6%

Kyankwanzi 10% 91% 200 10% 90% 166 -1% 8.2% 91.8% 184 12.6 87.4 206 -3.6%

Kotido 16% 85% 52 4% 96% 45 11% 9.1% 90.9% 55 13.0 87.0 46 2.0%

Maracha 0% 100% 231 10% 90% 209 -10% 14.7% 85.3% 217 14.0 85.9 213 -14.1%

Table 10: Teacher Presence by Sampled District

31

District

Baseline Verification I Variatio

n

[Verific

ation I

&Baseli

ne]

Verification II Verification III

Unautho

rized

absence

Teacher

present

#

Verified

Teacher

s

Unauth

orized

absence

Teacher

present

#

Verified

Teachers

Unauth

orized

absence Teacher

present

#

Verifi

ed

Teach

ers

Unauth

orized

absence Teacher

present

#

Verified

Teachers

Variation

[V III &

Baseline]

Agago 6% 94% 228 6% 94% 213 0% 6.1% 93.9% 212 14.2 85.8 197 -8.2%

Amolatar 8% 92% 147 10% 90% 120 -2% 14.8% 85.2% 128 14.7 85.3 136 -6.7%

Bududa 14% 86% 197 16% 84% 165 -2% 20.9% 79.1% 182 15.3 84.6 169 -1.4%

Lamwo 9% 91% 170 7% 93% 134 2% 7.1% 92.9% 126 16.6 83.3 120 -7.7%

Kagadi 12% 88% 284 8% 92% 226 4% 13.5% 86.5% 244 19.6 80.4 209 -7.6%

Bundibugyo 8% 92% 229 20% 80% 240 -12% 20.1% 79.9% 254 19.5 80.4 225 -11.6%

Namaying

o

12% 88% 185 15% 85% 154 -3% 22.4% 77.6% 153 23.3 76.7 163 -11.3%

Total

%age

7% 93% 6,509 9% 91% 6,013 -2% 9.6% 90.4% 6,252 10.0 90.0 6,103 -3.0%

Source: UTSEP Baseline, Verification Surveys I, II & III.

32

3.2.3 Accountability of Teacher Presence by Region, District and School level

The study analysed data to sieve out Accountability (Physically Present and Authorized Absence) of

Teacher Presence by Region, District and School level. Central region reduced from 56% at baseline to

49%, Eastern moved from 66% at baseline to 48% at Verification III Northern from 60% to 49% and

Western lost highest from 62% to 42%. The implication that more than 50% of the schools in all the regions

had at least one teacher missing or with unauthorised absence by the time verification III was undertaken

as shown in Table 12

In terms of fully accounting for teachers at district level, six districts namely, Dokolo, Lamwo, Kakumiro,

Nwoya, Amuru and Kibaale districts registered improvements in the number of schools that had no

unauthorised teacher absence. Dokolo improved by 31% while Lamwo improved by 28% compared to

baseline. The baseline values notwithstanding, there was a decline when verification II and III are

considered for Lamwo and Nwoya districts. Kakumiro remained constant. The biggest decline was

registered in Maracha district which moved from 100% at Baseline to only 8% by the time of

Verification III. Eleven districts had a decline of more than 20% when the baseline and the Verification

III values are considered, Bundibugyo had a decline of 42%, Mayuge declined by 36% and Namayingo

declined by 33%.

At School level there are several schools that have full accountability of the teachers on the Head Teachers

list (physically present or with authorized absence). However, for V3 the number of schools who could

account for the teachers declined. Several schools registered 100% teachers fully accounted for. Marked

improvements were mainly registered at Verification 1 possibly because the time lag between the baseline

and verification one was considerably short. For example. The school with the highest percentage of

teachers Un-Authorised to be absent from school was Akakaat Christ The King Primary School in

Bukedea district where 8 out of the expected 12 teachers including the head teacher were found out of

school under Unauthorised Absence as portrayed in figure 8.

56

6660 62

7165

68 68

52

44

524749 48 49

42

0

10

20

30

40

50

60

70

80

Central Eastern Northern Western

Baseline V1 V2 V3

Figure 8: Average number of schools with all teachers fully accounted for

33

Table 11: Accountability of Teacher Presence by Region, District and School.

Regi

on District

Baseline Verification I Verification II Verification III

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

Varian

ce

Ver3

and

Baseli

ne

Centra

l

Kyankwa

nzi 9 12 21 43% 12 8 20 60% 13 8 21 62%

9 12 21 43% 0%

Mubende 28 17 45 62% 35 11 46 76% 22 24 46 48% 24 22 46 52% -10% Sub

Total 37 29 66 56% 47 19 66 71%

35 32 67 52% 33 34 67

49% -7%

Easter

n

Namutu

mba 14 10 24 58% 17 7 24 71% 11 12 23 48%

10 14 24 42% -16%

Bududa 8 11 19 42% 10 9 19 53% 4 16 20 20% 8 12 20 40% -2%

Mayuge 22 9 31 71% 24 7 31 77% 13 18 31 42% 11 20 31 35% -36% Namayin

go 9 9 18 50% 10 8 18 56% 4 14 18 22%

3 15 18 17% -33%

Amuria 21 4 25 84% 23 3 26 88% 21 5 26 81% 22 4 26 85% 1% Bulambul

i 5 6 11 45% 5 6 11 45% 5 6 11 45%

4 7 11 36% -9%

Luuka 12 7 19 63% 12 7 19 63% 5 14 19 26% 9 10 19 47% -16% Buyende 11 8 19 58% 11 8 19 58% 9 11 20 45% 10 9 19 53% -5%

Bugiri 21 8 29 72% 22 9 31 71% 15 16 31 48% 15 16 31 48% -24% Kaliro 17 2 19 89% 13 6 19 68% 7 12 19 37% 12 7 19 63% -26%

Bukedea 12 8 20 60% 6 14 20 30% 10 10 20 50% 11 9 20 55% -5% Sub

Total 152 82 234 66% 153 84 237 65% 104 134 238 44% 115 123 238 48% -18%

Northe

rn

Dokolo 6 7 13 46% 12 1 13 92% 8 5 13 62% 10 3 13 77% 31%

Lamwo 5 11 16 31% 11 6 17 65% 13 4 17 76% 10 7 17 59% 28%

Amuru 7 5 12 58% 9 3 12 75% 6 6 12 50% 8 4 12 67% 9%

Soroti 14 7 21 67% 17 4 21 81% 8 13 21 38% 14 7 21 67% 0% Nwoya 5 4 9 56% 6 3 9 67% 7 2 9 78% 6 3 9 67% 11%

34

Regi

on District

Baseline Verification I Verification II Verification III

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

All

Teache

rs

account

ed for

At

least

a

teach

er

abse

nt

with

no

reaso

n

Total

#

Scho

ols

% fully

Accoun

ted for

Varian

ce

Ver3

and

Baseli

ne

Amolatar 3 7 10 30% 4 6 10 40% 3 7 10 30% 2 8 10 20% -10%

Oyam 17 6 23 74% 19 4 23 83% 12 11 23 52% 12 11 23 52% -22%

Agago 14 8 22 64% 17 7 24 71% 16 8 24 67% 8 16 24 33% -31%

Kotido 3 2 5 60% 3 2 5 60% 1 4 5 20% 2 3 5 40% -20% Alebtong 7 7 14 50% 5 9 14 36% 7 7 14 50% 6 8 14 43% -7%

Maracha 13 0 13 100% 6 7 13 46% 2 11 13 15% 1 12 13 8% -92% Sub

Total 94 64 158 60% 109 52 161 68% 83 78 161 52% 79 82 161 49% -11%

Weste

rn

Kakumir

o 7 9 16 44% 12 6 18 67% 10 8 18 56%

10 8 18 56% 12%

Kagadi 15 14 29 52% 20 9 29 69% 13 16 29 45% 6 23 29 21% -31% Kamwen

ge 25 5 30 83% 27 5 32 84% 20 12 32 63%

20 12 32 63% -21%

Bundibu

gyo 13 9 22 59% 14 10 24 58% 3 21 24 13%

4 20 24 17% -42%

Kibaale 7 4 11 64% 5 6 11 45% 8 3 11 73% 8 3 11 73% 9% Sub

Total 67 41 108 62% 78 36 114 68% 54 60 114

47% 48 66 114 42% -20%

Total 350 216 566 62% 387 191 578 67% 276 304 580 46% 48 66 114 42% -20%

35

3.3 P2 Teacher - time on task

The study focused on the P2 Teacher – Time on Task as the second objective of the

Verification. Accordingly the Verification III sought data on key variables of Teacher on Task

as follows: (i) teacher presence at the time of Verification (ii) the rightly assigned teacher to

the class (iii) the teacher is teaching the time tabled EGR lesson at the time of Verification; (iv)

Time tabled lesson running at scheduled time (v) lesson is according to the scheme of work

(vi) running lesson is according to prepared lesson plan (vii) EGR textbook in the hands of

learners, (viii) language of instruction in P2 Class (ix) teacher was trained in EGR.

3.3.1 P2-teacher Physically Present at the time of the Verification

The data analysis shows that out of the 580 P2 Teachers (one teacher per school sampled)

verified in the sampled schools, 486 (84%) were physically present as reflected in Figure 11.

This compares with 472 (81%) at Verification II and to 494 (85%) at Verification I. Forty-six

46 (8%) were under Authorised Absence compared to 65 (11%) for Verification II and to 33

(6%) at Verification I; Unauthorised Absence was 46 (8%) compared to 43 (7%) at

Verification II and 51 (9%) at Verification I. The variance between Verification I and II for

P.2 Teacher presence by district is shown in Table 13.

Several districts had full presence of the P2 teachers by the time of the independent verification.

For example, Amuria, Oyam, Soroti, Kaliro and Luuka all had the Primary two teachers

physically present. Cases of consistent presence over the three verification surveys include

Physically present84%

Authorized absence8%

Unauthorized absence

8%

Figure 11: Percent Distribution of P2 Teacher Presence at School - Verification III

36

Amuria, Alebtong, and Amolatar. The worst performing district was Agago at 75% down from

100% at Verification I&II. Decline was also registered in Bugiri and Bulambuli.

DISTRICT

Verification I Verification II Verification III

Absent Present

# Schools Absent Present

#

Schools Absent Present

#

Schools

Amuria 0% 100% 26 0% 100% 26 0 100% 26

Oyam 24% 77% 23 4% 96% 23 0 100% 23

Soroti 33% 67% 21 10% 90% 21 0 100% 21

Kaliro 9% 91% 19 16% 84% 19 0 100% 19

Luuka 13% 87% 19 0% 100% 19 0 100% 19

Alebtong 0% 100% 14 0% 100% 14 0 100% 14

Dokolo 5% 95% 13 0% 100% 13 0 100% 13

Amuru 0% 100% 12 25% 75% 12 0 100% 12

Amolatar 0% 100% 10 0% 100% 10 0 100% 10

Nwoya 21% 79% 9 0% 100% 9 0 100% 9

Kotido 11% 89% 5 0% 100% 5 0 100% 5

Kakumiro 8% 92% 18 0% 100% 18 6 94% 18

Lamwo 13% 87% 17 12% 88% 17 6 94% 17

Kagadi 8% 92% 29 14% 86% 29 7 93% 29

Maracha 14% 86% 13 8% 92% 13 8 92% 13

Mubende 16% 84% 46 4% 96% 46 9 91% 46

Bulambuli 3% 97% 11 0% 100% 11 9 91% 11

Kibaale 9% 91% 11 9% 91% 11 9 91% 11

Mayuge 15% 85% 31 3% 97% 31 10 90% 31

Kyankwanzi 11% 89% 20 10% 90% 21 10 90% 21

Bukedea 0% 100% 20 25% 75% 20 11 89% 19

Bugiri 0% 100% 31 0% 100% 31 13 87% 32

Kamwenge 9% 91% 32 6% 94% 32 13 87% 32

Bundibugyo 3% 97% 24 8% 92% 24 13 87% 24

Buyende 5% 95% 19 5% 95% 20 16 84% 19

Namutumba 21% 79% 24 17% 83% 23 17 83% 24

Namayingo 21% 79% 18 17% 83% 18 17 83% 18

Bududa 0% 100% 19 20% 80% 20 20 80% 20

Agago 0% 100% 24 0% 100% 24 25 75% 24

9% 91% 578 7% 93% 580 8% 92% 580

Source: UTSEP Verification I, II & III

3.3.2 Teacher rightly assigned to P2 class

The study made it a priority to ascertain whether the teacher found at the time of the

Verification was the rightly assigned for the class being taught. Of the 486 that were physically

present, 466 (96%) were rightly assigned at Verification III compared to 443 (94%) at

Verification II and 457 (93%) physically present at Verification I. Several Schools across the

region had rightly assigned P2 teachers at the time of the Verification mission. Out of the 29

Table 12: P2 Teacher Presence by District

37

districts in the survey, 14 had schools with all the P2 teachers rightly assigned. Only 4 districts

had more than one school with mis-matched P2 teacher assignment. See Figure 9 and Table

14.

Region District

Verification I Verification II Verification III

Yes No

%

rightly

Assigned

Yes No

%

rightly

Assigned

Yes No

%

rightly

Assigned

%

Variance

V3 - V1

Eastern Amuria 24 0 100% 22 3 88% 23 0 100% 0%

Eastern Bududa 13 0 100% 11 0 100% 13 0 100% 0%

Eastern Bukedea 17 0 100% 14 1 93% 15 0 100% 0%

Eastern Bulambuli 8 2 80% 10 0 100% 10 0 100% 20%

Western Bundibugyo 18 0 100% 17 0 100% 18 0 100% 0%

Northern Dokolo 11 0 100% 12 0 100% 13 0 100% 0%

Western Kakumiro 15 0 100% 13 1 93% 12 0 100% 0%

Western Kamwenge 26 2 93% 26 0 100% 26 0 100% 7%

Western Kibaale 8 2 80% 9 0 100% 10 0 100% 20%

Northern Kotido 5 0 100% 3 0 100% 5 0 100% 0%

Northern Lamwo 13 0 100% 14 0 100% 14 0 100% 0%

Eastern Namutumba 23 0 100% 15 1 94% 18 0 100% 0%

Northern Nwoya 5 0 100% 8 0 100% 8 0 100% 0%

Northern Oyam 17 4 81% 21 1 95% 23 0 100% 19%

Central Mubende 36 0 100% 38 1 97% 38 1 97% -3%

Eastern Bugiri 23 3 88% 30 1 97% 23 1 96% 8%

0%

20%

40%

60%

80%

100%

120%

Am

uri

a

Bu

du

da

Bu

ked

ea

Bu

lam

bu

li

Bu

nd

ibu

gyo

Do

kolo

Kak

um

iro

Kam

we

nge

Kib

aale

Ko

tid

o

Lam

wo

Nam

utu

mb

a

Nw

oya

Oya

m

Mu

ben

de

Bu

giri

Soro

ti

Kal

iro

Kya

nkw

anzi

Luu

ka

Aga

go

Ale

bto

ng

Bu

yen

de

Nam

ayin

go

Kag

adi

Am

uru

May

uge

Mar

ach

a

Am

ola

tar

Figure 9: Teacher rightly assigned at time of verification III by District

Table 13: P2 teachers rightly assigned at the time of the Verification by district

38

Region District

Verification I Verification II Verification III

Yes No

%

rightly

Assigned

Yes No

%

rightly

Assigned

Yes No

%

rightly

Assigned

%

Variance

V3 - V1

Eastern Soroti 19 1 95% 18 0 100% 20 1 95% 0%

Eastern Kaliro 16 0 100% 12 1 92% 17 1 94% -6%

Central Kyankwanzi 16 1 94% 15 3 83% 17 1 94% 0%

Eastern Luuka 12 0 100% 10 6 63% 17 1 94% -6%

Northern Agago 20 3 87% 20 0 100% 14 1 93% 6%

Northern Alebtong 10 2 83% 10 0 100% 13 1 93% 10%

Eastern Buyende 14 1 93% 16 0 100% 13 1 93% 0%

Eastern Namayingo 16 0 100% 15 0 100% 13 1 93% -7%

Western Kagadi 22 5 81% 20 3 87% 24 2 92% 11%

Northern Amuru 9 2 82% 7 0 100% 9 1 90% 8%

Eastern Mayuge 26 4 87% 21 3 88% 23 3 88% 1%

Northern Maracha 7 3 70% 7 4 64% 10 2 83% 13%

Northern Amolatar 8 2 80% 9 0 100% 7 2 78% -2%

Total 457 37 93% 443 29 94% 466 20 96% 3% Source: UTSEP Surveys, 2018/2019.

3.3.3 P2-teacher teaching EGR timetabled lessons

The Verification mission set out to establish the number of P2 Teachers teaching the EGR

timetabled lesson at the time of visit. Results indicate that out of the 486 teachers observed 413

(85%) were teaching the time tabled lesson. This compares to 406 (86%) at the time of

Verification II and 420 (85%) observed at Verification I (see figure 13). This variable

improved from 66% at Baseline to 85% for the subsequent verifications.

Analysis at district level indicates that six (6) districts had all the P2 teachers who were

observed teaching a time tabled lesson. All districts improved apart from Namayingo,

Amolatar, Oyam and Bundibugyo as shown in Table 15.

0 20 40 60 80 100 120

Baseline

V1

V2

V3

Yes No

Figure 13: Teacher Teaching EGR Timetabled Lesson

39

District Baseline Verification I Verification II Verification III

%

Yes

%

No

Scho

ols

Verif

ied

%Y

es %

No Scho

ols

Verif

ied

%Y

es

%

No

Scho

ols

Verif

ied

%Y

es

%

No

Scho

ols

Verif

ied

Varia

nce

(V 3 -

Baseli

ne)

Agago 73 28 22 96 4 24 100 0 24 100 0 15 27

Namutu

mba 54 46 24

100 0 24

100 0 23

89 11 18 35

Agago 73 28 22 96 4 24 100 0 24 100 0 15 27

Nwoya 55 45 9 100 0 9 100 0 9 100 0 8 45

Kamwe

nge 67 33 30 75 25 32 92 8 32 100 0 26 33

Kaliro 94 6 19 100 0 19 92 8 19 100 0 18 6

Lamwo 81 19 16 92 8 17 86 14 17 100 0 14 19

Kakumir

o 50 50 16 80 20 18 79 21 18 100 0 12 50

Amuria 92 8 25 96 4 26 96 4 26 96 4 23 4

Kagadi 65 35 29 85 15 29 91 9 29 96 4 26 31

Bududa 79 21 19 92 8 19 91 9 20 92 8 13 13

Mubend

e 64 36 45 94 6 46 87 13 46 90 10 39 26

Namutu

mba 54 46 24 100 0 24 100 0 23 89 11 18 35

Mayuge 81 19 31 83 17 31 88 13 31 88 12 26 7

Bukedea 55 45 20 76 24 20 67 33 20 87 13 15 32

Buyende 55 45 19 80 20 19 94 6 20 86 14 14 31

Alebton

g 43 57 14 83 17 14 80 20 14 86 14 14 43

Dokolo 62 38 13 82 18 13 92 8 13 85 15 13 23

Bulamb

uli 63 37 11 80 20 11 80 20 11 80 20 10 17

Kibaale 82 18 11 90 10 11 78 22 11 80 20 10 -2

Bugiri 55 45 29 92 8 31 87 13 31 79 21 24 24

Luuka 57 43 19 67 33 19 56 44 19 78 22 18 21

Soroti 43 57 21 95 5 21 94 6 21 76 24 21 33

Maracha 62 38 13 70 30 13 82 18 13 75 25 12 13

Kyankw

anzi 48 53 21 76 24 20 61 39 21 72 28 18 24

Oyam 74 26 23 62 38 23 77 23 23 70 30 23 -4

Amuru 34 66 12 82 18 12 57 43 12 70 30 10 36

Amolata

r 79 21 10 80 20 10 100 0 10 67 33 9 -12

Bundibu

gyo 72 28 22 83 17 24 71 29 24 67 33 18 -5

Total 66 34 568 85 15 494 86 14 472 85 15 486 11

Source: UTSEP Surveys, 2018

Table 14: P2 - Teacher teaching EGR Timetabled Lesson by Sampled District

40

Data was further analyzed to asceratain performance of other key variables for P2 Teacher

Time - on -Task. Results show that of the four hundred and eighty-six (486) physically present

P2 teachers, 408 (84%) were teaching the time tabled lesson, 467 (96%) were rightly assigned

and 442 (91%) were trained in Early Grade Reading as shown in Figure 13.

3.3.4 Teacher Teaching According to Scheme of work and Lesson Plan

UTSEP emphasizes teacher teaching according to scheme of work as one of the ways for

improving teacher competencies and practises. The survey, therefore, included establishing the

availability of scheme of work and lesson plans. Findings reveal that there was slight variation

within all the verifications with Verification III registering 552 (88%) of the P2 teachers

physically present were found to be teaching according to the scheme of work, compared to

86% at Verification I and 91% at Baseline. (See figure 15)

84

9691

16

49

0

20

40

60

80

100

120

Timetabled lesson being run at thescheduled time

P2 teacher the rightly assignedteacher at the time of visit

Teacher trained in Early GradingReading

Per

cen

tage

Yes No

91 86 90 88

9

14

1012

75

80

85

90

95

100

105

Baseline V1 V2 V3

Yes No

Figure 10: P2 Teacher on Task

Figure 15: P2 Teacher Teaching According to Scheme of Work

41

Results show variances in district performance regarding P2 teacher teaching according to the

Scheme of work. While there are improvements in districts such as Kotido and Amuru, several

districts have registered a decline in the number of P2 teachers teaching according to the

Scheme of Work. Districts such as Namayingo, Maracha, Kagadi and Amolatar considerably

declined. A total of 59 schools were not teaching according to the scheme of work. see Table

16.

42

District

Baseline

Verification I Verification II Verification III

Teaching as

per Scheme

of Work

Teach

ers

Verifie

d

Teaching as

per Scheme of

Work

P2

Teach

ers

Verifi

ed

Teaching as per

Scheme of Work P2

Teach

ers

Verifi

ed

Teaching as per

Scheme of Work

P2

Teache

rs

Verifie

d

Vari

ance

Yes No Yes No Yes No Yes No

Kotido 33 67 3 100 0 5 67 33 3 60 40 5 27

Amuru 63 37 8 82 18 11 71 29 7 80 20 10 17

Bundibugyo 67 33 21 78 22 18 82 18 17 72 28 18 5

Dokolo 75 25 12 73 27 11 100 0 12 100 0 13 25

Amolatar 77 23 9 70 30 10 78 22 9 56 44 9 -21

Bulambuli 85 15 7 90 10 10 90 10 10 80 20 10 -5

Oyam 85 15 20 76 24 21 82 18 22 91 9 23 6

Alebtong 86 14 8 67 33 12 80 20 10 86 14 14 0

Kamwenge 86 14 22 79 21 28 92 8 26 100 0 26 14

Luuka 86 14 14 75 25 12 81 19 16 72 28 18 -14

Soroti 86 14 14 90 10 20 83 17 18 90 10 21 4

Kyankwanzi 87 13 15 82 18 17 94 6 18 83 17 18 -4

Lamwo 87 13 15 100 0 13 100 0 14 100 0 14 13

Kakumiro 88 12 9 73 27 15 93 7 14 100 0 12 12

Namutumba 88 12 16 96 4 23 81 19 16 89 11 18 1

Agago 92 8 14 96 4 23 100 0 20 87 13 15 -5

Bukedea 92 8 13 88 12 17 93 7 15 87 13 15 -5

Mayuge 93 7 28 83 17 30 92 8 24 88 12 26 -5

Bugiri 95 5 21 92 8 26 90 10 31 92 8 24 -3

Amuria 96 4 24 96 4 24 100 0 25 100 0 23 4

Mubende 97 3 35 97 3 36 92 8 39 95 5 39 -2

Bududa 100 0 15 100 0 13 91 9 11 100 0 13 0

Buyende 100 0 9 73 27 15 100 0 16 86 14 14 -14

Kagadi 100 0 24 81 19 27 91 9 23 77 23 26 -23

Kaliro 100 0 14 100 0 16 92 8 13 100 0 18 0

Kibaale 100 0 9 80 20 10 89 11 9 100 0 10 0

Maracha 100 0 9 80 20 10 91 9 11 67 33 12 -33

Namayingo 100 0 15 75 25 16 80 20 15 57 43 14 -43

Nwoya 100 0 5 100 0 5 100 0 8 100 0 8 0

Total %age 91 9 428 86 14

494 90 10

472

88

12

486 -3

Source: UTSEP Baseline, Verification I, II & III

Table 15: Teacher teaching according to the Scheme of Work by the Sampled District

43

3.3.5 EGR Textbooks in hands of learners

The verification surveys included observation of EGR Textbooks in the hands of learners in

order to establish the extent of availability and use of EGR textbooks. Results for Verification

III, show that 355 (73%) out of the 486 schools surveyed had textbooks in the hands of P2

learners. This compares with 359 (76%) out of the 472 at verification II verified had learners

with the right text books while 113 (24%) did not have. Comparing the four Verification points,

there is minimal but declining variance (Baseline 78%, Verification I, 77% and Verification II,

76% and Verification III, 73%). The implication may be that the text books were distributed

once and there is no replacement to cater for changes in enrolment or changes as a result of

wear and tear, (see Figure 15 and Table 17).

At district level Dokolo, Kakumiro, Maracha and Namutumba improved in terms of schools

with textbooks in the hands of P2 learners when Verification III is compared with the

Baseline.

Bundibugyo, Kibaale, Amolatar and Mubende declined (see Table 16).

Baseline V1 V2 V3

Yes 78 77 76 73

70

71

72

73

74

75

76

77

78

79

Yes

Figure 11: EGR text books in the hands of learners

44

District

Baseline Verification I Verification II Verification III Varianc

e

(Verific

ation III

&

Baseline

Textbo

oks in

Line

with

EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Textbook

s in Line

with EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Textbooks

in Line

with EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Textbo

oks in

Line

with

EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Numb

er of

P2

Teach

ers

Verifi

ed

Y

es

N

o

Y

es

No/

NA

Y

es

No/

NA

Yes No/N

A

Dokolo 42 58 12 73 27 11 83 17 12 92 8 13 50

Kakumi

ro 66 34 9 53 47 15 79 21 14

92 8 12 26

Maracha 67 33 9 50 50 10 64 36 11 83 17 12 16

Namutu

mba 63 38 16 87 13 23 88 13 16

78 22 18 15

Kamwe

nge 77 23 22 96 4 28 85 15 26

92 8 26 15

Bulamb

uli 57 43 7 60 40 10 70 30 10

70 30 10 13

Luuka 57 43 14 10

0 0 12 69 31 16

67 33 18 10

Soroti 72 28 14 80 20 20 78 22 18 81 19 21 9

Buyend

e 67 33 9 67 33 15 88 13 16

71 29 14 4

Bugiri 81 19 21 58 42 26 81 19 31 83 17 24 2

Amuria 10

0 0 24 88 13 24 92 8 25

100 0 23 0

Nwoya 10

0 0 5

10

0 5

10

0 0 8

100 0 8 0

Kaliro 79 21 14 10

0 16 62 38 13

78 22 18 -1

Lamwo 94 6 15 92 8 13 93 7 14 93 7 14 -1

Kagadi 66 34 24 70 30 27 74 26 23 62 38 26 -4

Alebton

g 75 25 8 83 17 12 80 20 10

71 29 14 -4

Bukedea 84 16 13 82 18 17 60 40 15 80 20 15 -4

Oyam 70 30 20 76 24 21 77 23 22 65 35 23 -5

Kyankw

anzi 66 34 15 59 41 17 61 39 18

56 44 18 -10

Kotido 33 67 3 80 20 5 10

0 0 3

20 80 5 -13

Agago 86 14 14 87 13 23 90 10 20 73 27 15 -13

Amuru 75 25 8 73 27 11 71 29 7 60 40 10 -15

Namayi

ngo 67 33 15 81 19 16 93 7 15

50 50 14 -17

Mayuge 75 25 28 77 23 30 67 33 24 58 42 26 -17

Bududa 86 14 15 92 8 13 82 18 11 69 31 13 -17

Bundibu

gyo 62 38 21 56 44 18 41 59 17

44 56 18 -18

Table 16: Textbooks in the hands of learners in line with EGR by the Sampled Districts

45

District

Baseline Verification I Verification II Verification III Varianc

e

(Verific

ation III

&

Baseline

Textbo

oks in

Line

with

EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Textbook

s in Line

with EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Textbooks

in Line

with EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Textbo

oks in

Line

with

EGR

Numb

er of

P2

Teach

ers

Verifi

ed

Numb

er of

P2

Teach

ers

Verifi

ed

Y

es

N

o

Y

es

No/

NA

Y

es

No/

NA

Yes No/N

A

Mubend

e 88 12 35 75 25 36 62 38 39

69 31 39 -19

Kibaale 10

0 0 9 80 20 10 67 33 9

80 20 10 -20

Amolata

r 88 12 9 50 50 10 78 22 9

67 33 9 -21

Total 78 22 428 77 23 494 76 24 472 73 27 486 -5 Source: UTSEP Baseline, Verification I, II & III

3.4.6 Pupil-EGR Textbook Ratio

Verification III survey collected data on the number of P2 learners in the whole school and the

number of textbooks the school had in total. Twenty-seven schools had no data on the number of

EGR Textbooks leaving a total 553 schools. A median value (to avoid potential outliers) was used

to compute the pupil-textbook ratio. Results show that majority of the districts (93%) had more

than one textbook per pupil. In total, one pupil had on average 1.4 textbooks. The districts of

Kagadi. Bundibugyo and Oyam had the lowest pupil-textbook ratio as shown in Table 18.

Verification III

District Median number of textbooks per

pupil Number of Schools

KAGADI 0.8 24

BUNDIBUGYO 0.9 22

OYAM 0.9 22

BUDUDA 1.1 19

KAMWENGE 1.1 29

LUUKA 1.1 17

NAMAYINGO 1.1 18

KAKUMIRO 1.2 18

MUBENDE 1.2 44

BUGIRI 1.2 30

AGAGO 1.2 22

AMURU 1.3 10

ALEBTONG 1.3 14

LAMWO 1.3 17

Table 17: Pupil: EGR Textbook Ratio

46

Verification III

District Median number of textbooks per

pupil Number of Schools

MAYUGE 1.4 30

KALIRO 1.4 19

SOROTI 1.4 20

AMURIA 1.5 26

BUYENDE 1.5 19

BUKEDEA 1.5 19

BULAMBULI 1.6 11

KYANKWANZI 1.6 20

KIBAALE 1.6 11

AMOLATAR 1.8 10

DOKOLO 2.0 12

MARACHA 2.1 13

NWOYA 2.1 9

NAMUTUMBA 2.4 23

KOTIDO 3.9 5

Total 1.4 553

Note: Data provided for schools that had data on textbooks

1.1.7 P2 Teachers trained in EGR

Early Grade Reading (EGR) is one of the interventions being implemented to enhance

competencies and practices by improving the reading ability of children in early grades in both

English and local language. Accordingly, UTSEP prioritizes teacher training so as to foster teacher

EGR training effectiveness. The verification studies sought to establish how many P2 Teachers

were trained in EGR. For Verification III, results show that of the 486 teachers who were verified,

438 (92%) compared to 438 (93%) at verification II and 411 (91%) at Verification I. See Figure

17.

Figure 12: Number of Teachers who were trained in EGR

47

3.4 Gender imbalance in teaching staff deployment

Male and Females teachers play a complimentary role in child education at school with females

particulary being more supportive to the girl child. It is, therefore, pertinent that a fair

representation of both genders is prioritized in each school. The verification studies, therefore,

sought to alienate gender representation in schools. For verification III, results show a

disproportionate representation of females in several districts with Mubende (51%), Kotido (50%)

recording the highest and Agago (17%) and Amolatar (18%) recording the lowest percentages

(see Figure 12).

V1, 411 V2, 438 V3, 437

83 34 49

0

100

200

300

400

500

600

V1 V2 V3

Yes No

17%

26%

18%

27%

33%29%

48%44%

32%

26%29%

21%

31%

39%40%36%

44%

50%

36%

21%

45%

26%

46%51%

29%

41%

32%

25%

45%

0%

10%

20%

30%

40%

50%

60%

AG

AG

O

ALE

BTO

NG

AM

OLA

TAR

AM

UR

IA

AM

UR

U

BU

DU

DA

BU

GIR

I

BU

KED

EA

BU

LAM

BU

LI

BU

ND

IBU

GYO

BU

YEN

DE

DO

KO

LO

KA

GA

DI

KA

KU

MIR

O

KA

LIR

O

KA

MW

ENG

E

KIB

AA

LE

KO

TID

O

KYA

NK

WA

NZI

LAM

WO

LUU

KA

MA

RA

CH

A

MA

YUG

E

MU

BEN

DE

NA

MA

YIN

GO

NA

MU

TUM

BA

NW

OYA

OYA

M

SOR

OTI

Figure 12: Percent of Female Teachers by District

48

3.5 Teacher Deployment at School level

The study set out to establish the deployment of teachers by class in the schools verified. Of the

6,103 teachers verified, 694 (11.4%) were assigned P1, 701 (11,5%) P.2, 726 (11.9%) P.3, 888

(14.6%) P.5, 889 (14.6%) P.6, 1180 (19.3%) P.7 and 112 (1.8%) were not assigned to a specific

class. Out of the 112 teachers not classified with any class, 91 of them were either head teachers

or their deputies. There were 11 teachers who were not associated with the main class but were

simply class teachers teaching particular subjects. The remaining 10 teachers who were not

associated with any other class were either senior teachers or in charge of games and sports. The

status of teacher deployment is reflected in Figure 13

694 701 726

913 888 889

1180

112

0

200

400

600

800

1000

1200

1400

1. P1 2. P2 3. P3 4. P4 5. P5 6. P6 7. P7 8. None

Nu

mb

er o

f Te

ach

ers

Main class assigned

Figure 13 Teacher deployment at School Level (n=6,103)

Gender Balance

Gender imbalance in schools remains a problem with male teachers far out-

numbering female teachers. For instance, in Amolatar, for the ten schools sampled,

female teachers were only 24 (18%) compared to male teachers who were 112

(82%). There were also a number of schools with no single female teacher

including Hakitara P.S in Bundibugyo district which had 07 males, Bugambaihe PS

in Kagadi having 6 Males, and in Lamwo District Lacara PS with 5 males and

Paracelle PS with 6 males. Bumba Island PS in Mayuge had 8 Males.

Verification III field reports

49

The sex of teachers in the UTSEP district at the class level reflects that there are more female

teachers at the lower level. At aggregate level, there is an even distribution of teachers across the

UTSEP districts in the study and the percent of pupils is aligned to the percent distribution of

teachers. The deployment of teachers is skewed towards the upper primary classes - Primary four

to Primary Seven represent the biggest percentage of teachers in the districts. When the absolute

numbers of teachers is compared with the total number of students, Agago has the highest pupil

teacher ratio at 1:78 and Kyankwanzi has the lowest at 1:34. Eighteen (18) districts have pupil

teacher ratios that are above 50 (See table 18).

568 574 577671 609 582 566

43

113 119 132

208214 247

393

31

5 5 11

2859 50

203

290

200

400

600

800

1000

1200

1400

P1 P2 P3 P4 P5 P6 P7 None

Grade III Grade V Degree Education Degree Others Others

P 1 P 2 P 3 P 4 P 5 P 6 P 7 N O N E

508 467341 354

226116 112 35

186 234385

559662

773

1068

77

Male

Female

Figure 14: Distribution of teachers by qualifications

Figure 15: Distribution of teachers by class by Sex

50

District

P1 P2 P3 P4 P5 P6 P7 None Total

Teachers

Pupils %

teachers

%

enroll

Pupil ratio

Agago 20 20 16 30 33 31 47 197 15415 3% 5% 78

Alebtong 15 20 17 33 25 26 44 1 181 11923 3% 4% 66

Amolatar 13 13 14 19 22 29 25 1 136 7082 2% 2% 52

Amuria 26 28 33 32 29 33 49 230 15755 4% 5% 69

Amuru 15 19 17 27 22 23 30 1 154 9077 3% 3% 59

Bududa 19 19 23 24 27 23 29 5 169 10599 3% 3% 63

Bugiri 35 35 41 51 46 50 64

322 16021 5% 5% 50

Bukedea 30 30 25 45 41 40 59 2 272 13012 4% 4% 48

Bulambuli 17 15 16 17 21 16 28

130 7206 2% 2% 55

Bundibugyo 29 26 31 38 30 26 33 12 225 10370 4% 3% 46

Buyende 20 24 21 32 28 36 40

201 12074 3% 4% 60

Dokolo 14 16 18 27 25 27 36 163 9917 3% 3% 61

Kagadi 29 27 27 28 28 25 35 10 209 8924 3% 3% 43

Kakumiro 17 18 18 18 13 16 20 2 122 8209 2% 2% 67

Kaliro 24 23 29 36 43 38 48 1 242 10510 4% 3% 43

Kamwenge 33 37 38 42 39 43 50 4 286 15697 5% 5% 55

Kibaale 11 13 13 14 16 11 17 4 99 3424 2% 1% 35

Kotido 6 6 7 6 6 7 6 2 46 2231 1% 1% 49

Kyankwanzi 21 22 18 27 26 24 26 42 206 6910 3% 2% 34

Lamwo 10 13 14 17 19 19 28

120 7461 2% 2% 62

Luuka 32 31 31 35 36 41 60 3 269 12975 4% 4% 48

Maracha 27 33 24 29 31 28 41

213 13682 3% 4% 64

Mayuge 46 40 47 51 54 58 68 1 365 17542 6% 5% 48

Mubende 55 48 51 68 59 57 84 9 431 21236 7% 6% 49

Namayingo 20 18 17 26 24 23 26 9 163 9531 3% 3% 58

Namutumba 29 29 34 36 40 40 56 1 265 12595 4% 4% 48

Nwoya 12 11 9 15 9 14 15

85 4487 1% 1% 53

Oyam 41 40 43 54 61 47 65 2 353 20984 6% 6% 59

Soroti 28 27 34 36 35 38 51

249 13684 4% 4% 55

Grand Total 694 701 726 913 888 889 1180 112 6103 328533 100% 100% 54

Percent

Distribution

11

%

11% 12% 15% 15% 15% 19% 2% 100%

Table 18: Class teacher distribution by District

51

The study revealed several disparities at the school level. For example, Balita P3 in Mayuge District

has 32 teachers, with Primary Seven having 7 teachers assigned to it, the highest number of teachers

assigned to any class within the sample. Mubende Tiger P/S in Mubende district has 29 teachers,

with P1 and P2 classes each having 6 teachers assigned to it. On the other spectrum, Arwot primary

school in Alebtong has a total of 2 teachers one assigned to P2 and the other to P7. The two teachers

in Buyanga Primary School in Namayingo District are assigned to P1 and P2. While in Lolwe Island

Primary, three teachers are assigned to P3, P4, and P5 with the other classes not having class teachers.

For all the schools in the sample the maximum is 32, minimum is 2 and the mode is 7. Sixteen

schools have more than 20 teachers, 339 (59%) have between 8-13 teachers, (see figure 15 and table

19)

Maximum 32

Minimum 2 Median 10 Average 11 Mode 7

Table 19: Teacher deployment per School

52

3.6 Teacher Utilisation

As a complement to teacher deployment, the third verification study set out to establish teacher

utilization in line with the policy of Ministry of Education and Sports that requires a teacher to be

utilized with a minimum workload of 25 periods a week (Monday – Friday) and a maximum of 40

periods per week. Data was collected as a clarificatory mop up exercise through phone interviews to

the head teachers or deputy head teachers who had provided school level information during the initial

data collection exercise. A total of 3,730 teachers from 370 schools representing 61% of the total

number of teachers and 63% of schools from the initial sample was covered under this utilization

exploratory phase.

Workload in the study is denoted by the number of teaching periods a teacher is allotted in a week as

reflected in a school timetable. Results indicate that 49% (1,830) of the teachers studied are within

the stipulated range of 25-40 teaching periods while 44% (1,643) fall below the statutory range and

7% (257) are above the 40-teaching period mark, (see Figure 16).

Additional disaggregation shows that, 980 (26%) teachers have the maximum 40 periods per week.

The majority of teachers thererefore have less than 40 period per week with a 958 (26%) falling in

the 11-20 period category, while 311 who are predominantly designated head teachers and their

deputies fall within the 1-10 period category. Further analysis indicates that 257 (7 %) of the teachers

who responded have more than 40 teaching periods see (figure 16). Data further reveals that P3

teachers have at least 50 periods due to the fact that lower classes have shorter periods of 30 minutes

each compared to the 40-minute teaching period in higher (P4-P7) classes as reflected in table 20.

1-24 25-40 >40

Frequency 1643 1830 257

Percent 44% 49% 7%

0%

10%

20%

30%

40%

50%

60%

0

200

400

600

800

1000

1200

1400

1600

1800

2000

AX

IS T

ITLE

Figure 16 : Workload distribution for primary teachers

53

REGION Mean Number Std. Deviation

Central KYANKWANZI 28 156 12.1091

MUBENDE 29 307 12.7483

Total 28 463 12.5251

East AMURIA 33 166 11.4252

BUDUDA 30 131 13.0230

BUGIRI 29 221 11.4467

BUKEDEA 23 188 11.1522

BULAMBULI 33 112 9.5731

BUYENDE 29 73 11.8880

KALIRO 26 62 10.1031

LUUKA 20 118 10.3701

MAYUGE 29 124 11.3743

NAMAYINGO 28 63 11.9551

NAMUTUMBA 26 207 11.4282

SOROTI 36 72 9.4552

Total 28 1537 11.9509

North AGAGO 34 146 10.6672

ALEBTONG 30 128 10.7463

AMOLATAR 27 101 9.4232

AMURU 24 122 9.2906

DOKOLO 28 128 13.0223

KOTIDO 31 37 14.5821

LAMWO 28 108 12.1687

MARACHA 15 134 6.2268

NWOYA 25 75 10.1304

OYAM 24 135 11.3608

Total 26 1114 11.8450

West BUNDIBUGYO 28 123 11.3552

KAGADI 34 154 10.8000

KAKUMIRO 34 64 12.2606

KAMWENGE 31 201 11.8702

KIBAALE 34 74 10.3074

Total 32 616 11.5133

At district level, Maracha with an average of 15 has the lowest number of teaching periods and Soroti

at 36 has the highest disaggregation of average teaching periods per teacher per week.

The study further analysed the distribution of workload across the different parameters (age, sex,

qualification & class assigned) and established that there was an even distribution in general. Table

20 is colour coded to show the variations across the different parameters. Green shows above average

while orange is below average. Distinctively, 83% of degree holders have less than 40 periods in a

Table 20: Average Teaching Periods by Region and District

54

week with a large proportion 47% having between 1-10 periods in a week. Correspondingly, the

majority of degree holders are assigned to the upper classes which indicates less than the 40 periods

(see table 21).

Variable Teaching Period Range Total number of teachers Parameter Values 1-10 11-20 21-30 31-39 40 >40

Age

1. 18 - 30 2% 25% 28% 12% 26% 7% 364

2. 31- 40 4% 27% 24% 11% 26% 7% 1515

3. 41 - 50 11% 24% 20% 10% 27% 7% 1268

4. 51 + 16% 25% 17% 9% 26% 6% 583

Sex Female 6% 23% 22% 9% 33% 7% 1265

Male 9% 27% 22% 12% 23% 7% 2465

Qualification

1. Grade III 3% 24% 24% 12% 30% 8% 2603

2. Grade V 13% 32% 20% 10% 21% 5% 856

3. Degree Education

47% 24% 14% 3% 8% 4% 229

4. Degree Others

0% 50% 0% 0% 50% 0% 2

5. Other 18% 20% 20% 13% 28% 3% 40

Class-Assigned

1. P1 2% 17% 16% 8% 50% 7% 419

2. P2 3% 17% 16% 9% 50% 6% 438

3. P3 2% 14% 21% 10% 28% 25% 436

4. P4 6% 26% 28% 12% 22% 6% 560

5. P5 8% 29% 27% 14% 17% 4% 533

6. P6 9% 32% 27% 12% 17% 3% 540

7. P7 17% 35% 19% 10% 16% 3% 723

8. None 30% 30% 22% 4% 11% 4% 81

Average 8% 26% 22% 11% 26% 7% 3730

A pattern emerges in the distribution of periods across the primary school levels, teachers of upper

primary have less load in terms of periods but may have more engagement. This provides an

indication of the need to vary expected workload across the primary school scale. Education Degree

holders are more concentrated in upper classes while Grade III holders are more in the lower classes.

Table 21: Workload Distribution across different parameters (%)

Table 22: Class-Assigned by Qualification

55

3.7 District Specific Peculiarities

This section presents findings that are unique to schools and or districts as articulated by the

enumerators. It gives; an overview of the key challenges faced by the schools, an account of the

enumerator’s observation at the school level, district by district where practicable and provides a

snapshot of the explanations beyond the numbers. This qualitative description illuminates the status

of the physical infrastructure, the expectations and or perceptions of the stakeholders and the interface

between the school and the communities.

Synthesised further are the peculiarities at individual districts, but applicable to several of the UTSEP

districts. These include: poor infrastructure and sharing of facilities, limited involvement of parents

in child education as well as obsolete EGR Teaching skills and inadequate text books. Although the

survey was targeting teacher presence, there are several cases of pupil absenteeism some of which

are caused by tribal conflicts. There are also cases of Headteacher absentism yet they are supposed

to be the custodians of teachers’ discipline at the school level. Extreme cases of indiscipline include

alcohol abuse and entire schools closed or schools without a single teacher present due to flimsy

reasons.

The section further highlights the challenges experienced by the enumerators in the execution of the

assignment, which may be an indicator of the constraints the Ministry of Education and Sports is

likely to face in their endeavour to provide quality education in the UTSEP districts.

Bududa − Buneembe Primary School had a number of challenges; they don’t have a P2 class teacher

so there is literally no EGR activity in the entire school. The teacher for P2 class is a PTA

teacher who isn’t even trained.

− Furthermore, the Deputy Headteacher is the one in charge since the Head teacher is about to

retire and was not coming to school for over three months.

Qualification

Total 1. Grade III 2. Grade V 3. Degree Education

4. Degree Others 5. Other

Class-Assigned 1. P1 348 61 3 0 7 419

2. P2 360 75 1 0 2 438

3. P3 350 76 7 0 3 436

4. P4 415 125 18 1 1 560

5. P5 386 113 28 1 5 533

6. P6 355 146 33 0 6 540

7. P7 353 237 122 0 11 723

8. None 36 23 17 0 5 81

Total 2603 856 229 2 40 3730

56

− The deputy headteacher also said that two teachers were transferred to this school but refused

to report to work and instead went to a nearby school called Shisabasi Primary School but

he insisted he is in touch with the District leaders to replace them with new teachers.

− The class rooms for this school are also in very poor state, very dusty and untidy.

− Bumutu Primary School was also found in a very miserable state. The head teacher was

unavailable.

− There was no activity in P2 class reason being there were only three learners in the entire

school for P2 and only one pupil was in class. This is because there is a nearby market and

most children go to the market instead of going to school. There was only one pupil in the P3

class at time of visit.

− The entire school has very few learners due to reported conflicts between the school and the

community who mainly send their children to other schools.

− Bunakhayenze P/S, Nabooti P/S and Shikholo P/S had no activities in P2 class due to the

absenteeism among the teachers which makes the EGR program less effective.

− Unauthorized absence was common in most schools. For example, the teachers of Bududa

PS were all present in the morning but three of them left after break and by the time of

verification they were absent and hence marked absent.

Bukedea District − In Akakaat P/S every Monday of the week teachers are always few according to the Parish

chief where the school is located that’s why he also conducts spot checks on Mondays to

verify their school attendance for the day. The school has a challenge of sitting space with

some learners attending class under a tree. The school has only a 3-classroom block with the

head teachers’ office under a tree.

− In Okula P/S some teachers on the head teachers list have been transferred and others newly

transferred to the school are not on the head teacher’s list and no transfer letters were shown

as evidence of being transferred to the school.

− In Kachumbala P/S there is no current staff list or timetable on display.

Figure 17: Learners of Akakat P/S attending class under a tree

57

Bundibugyo General comments

- The DEO and CAO appreciated the exercise and they were so delighted and assured the team

that these sudden visits will improve teacher presence in schools. However, the DEO pointed

out that the delays in salary payments for primary teachers greatly increase teacher absence in

schools. That some teachers had gone for 3-4 months without salaries.

- Most EGR books are written in Lhukonzo and when it comes to lesson preparation, teachers

struggle to translate to Lubwiisi for the Bamba learners to understand what is being taught.

School Specifics

a. Butholya Primary School: At the time of arrival there was no single teacher at school.

However, the verification team met Mr. Mibiri Isaya chairperson of School Management

Committee who said the school has no quarters to house teachers and they come from very

far. ‘Most of the appointed teachers come from Bundibugyo town, I have forwarded names

of qualified teachers who are residents of the area to the District administration but they have

ignored and they have never bothered to consider them. This explains why the school is

always closed or you will find learners playing around the school but with no teacher at

school’

b. Bundiwerume Primary School: The H/Teacher and the rest of the teachers were not in school.

c. Bundibugyo public Primary School: The enumerators reached at school by 8am and the

school was still locked. However, they managed to meet some teachers around who explained

why the school is not functional. That they do not have learners due to the recent conflict

between the Bakonzo and Bamba. That since this term started, they registered 09 learners in

primary one as new learners but the number kept on decreasing until when it came to zero.

That this followed the transfer of the H/Teacher who is a Mubwisi and replaced with a

Mukonzo.

d. Bundiwerume Primary School: The H/Teacher and the rest of the teachers were not in

school at the time of visit but the enumerators managed to meet one PTA committee member

who availed the information. The PTA committee member also told the enumerators that the

teachers abandoned the school to teach in the neighboring school called Bundibukeke primary

school and left the H/Teacher to operate the school alone. Much as he was not at school by

the time of verification.

The PTA committee member moved the enumerators around the school. The school is

dilapidated with no latrine and the road to access the school is bushy and narrow.

e. Bundibubgyo parents’ Primary school: Rev. Mugambe Monday Geoffrey was appointed by

the church as head teacher since it is affiliated to the church. However, it was noted that the

Headteacher did not have any posting letter from either the Ministry or the District. His

appointment was done by the church.

f. Bunguha Primary School: The school has poor shelter, no water, some teachers are not on

the payroll, teachers walk long distances to get to school

58

g. The remaining schools, the problems are more less the same for example; Kanamabale

Primary School in Bundibugyo district; through observation and according to the H/Teacher

Mr. Abigabha Tomson

- It has no latrine

- “our children get married at an early age”

- Most books are written in Lhukonzo yet most learners are Bamba

- The books are few to cater for the number of learners

- Parents involvement in school activities is minimal

Buyende District

− The conditions under which some learners study is still unfavourable, especially if some

learners still sit on the ground while writing. (Such as Kamugoya P/S P.2 Class and St. Kizito

P/S).

Kaliro District

− Nakaboko primary school in Kisinda parish only had two teachers present in the whole school,

the rest including head teacher were absent without permission.

− Under staffing of teachers where by one teacher covers all subjects in a class was observed in

Bupyana primary school in Bupyana parish especially in P1, P2, P3 and P4 classes.

− Some classes are conducted under trees and lessons don’t go on during rainy season for

example in Budehe primary and Nakaboko primary schools.

− Learners sit on the floor due to inadequate seats for example Lugonyola and Bupyana primary

schools.

Kamwenge District − Nyabbani Moslem School: Absence of head teacher, deputy head teacher and P.2 teacher who

were key targets for the verification constrained the exercise.

− Teacher pupil ratio in some schools was high for example in Rutooma primary school the ratio

is 1:133 learners and in Nyarurambi primary school was 1:90 learners, Rwamwanja is around

1:100 learners because P.2 class has over 500 learners.

− Factors which lead to school dropout and poor performance of learners include; sickness,

poverty and hugger as most parents don’t pack food for their children.

− Lack of school‐staff quarters, work as an excuse for late coming in most of the schools,

because it was found out that at 80% of the schools covered did not have staff quarters.

− Some schools still need to be beefed up with more text books, for example in Mirambi

primary school which had less than 50 text books with over seventy learners in P.2.

Kyankwanzi

− Observation indicated that most teachers didn’t have morale of doing their job. A case in point

was Kiryanongo P/S where some teachers seemed unmindful about the time of arrival to

school and also relaxed during class time.

Maracha

59

− Pupil enrolment delayed because of the Ministry of Education policy of demanding national

identity cards from the parents before enrolling their learners. This policy has made so many

school going children to remain at home since the parents don’t have the national identity cards

and some lost theirs. This was a strong concern from the head teachers in most schools.

− The team on reaching Kakwa PS the head teacher was not in office and the deputy said he had

gone to have some breakfast only for him to return under heavy influence of alcohol

− The verification team found the P2 teacher teaching literacy other than CAPE 2 that appeared on

the timetable. His reason for altering the timetable was that, the learners get lazy towards

afternoon. In a related incidence the P2 teacher for Kimaka PS was found under influence of

alcohol at a time he was supposed to be teaching.

− In Ambekua PS all the teachers and the head teacher arrived earlier than 8:30 am, we applauded

them for the time management but after the team was done with information capture, they left

for their personal business making them miss the group photo which was one of the most

important components of the verification exercise.

− In Buramali PS the P2 teacher didn’t have both scheme of work and the lesson plan though he

was found teaching English language.

Mubende

At Kabaale primary school, Kigando parish, Kasambya subcounty, the substantive headteacher was

reported to have been convicted in courts of law for four years and had been out of the school for

now one year yet is considered the substantive head teacher of the school.

Namayingo

− Most head teachers were not found in schools at the various times of verification exercise. There

was always a claim that they are out for a meeting at the district. For instance, summaries for

Bugoma Academy P/S on Sigulu Island could not be stamped because the head teacher had moved

with the keys to the locker where the stamp is kept.

− Five (5) schools out of 18 visited had their offices shared with a classroom. The interaction of the

team with the heads of schools inevitably interrupted the concentration of learners in those class

rooms. This implies that each time there is visitor classes are interrupted.

− Buyanga P/S. Access to the school was through the bush. It was a partly deserted camp once

occupied by the fishermen. The school has only P.1 and P.2 with an enrollment of 7 learners

in P.1 and 3 learners in P.2. There are two teachers in the school. By the time of the exericise

there was one teacher, Ochieng Daniel. The entire P.2 class was absent and only 4 learners of P.1

were present. Both classes are taught in one room although there are 4 classrooms. Two

rooms have been abandoned to the Island sheep and goats while one room serves as the office.

Unfortunately, the one used as a class room has its roof partly swept off. The teacher explained

that fishermen migrated from the Island after illegal fishing was curbed by government. This has

left the school without learners.

− Lolwe Island P/S registered 15 learners for PLE in 2018 and out of that 5 passed in DIV 3.

However no single pupil was able to cross to a post primary institution. They are all now

fishermen on the Islands. The same school has 7 classes with only 4 classrooms and 3 teachers.

Two classes study under trees and P3 is in a dilapidated structure which is halfway collapsed.

60

Soroti District

− There is a high rate of new pupil’enrollment in Public Primary Schools, yet there is no posting of

more teachers to these schools to balance the teacher –pupil ratio for example, in Kelim-Tubur

Primary School the P.2 teacher Mr. Oumo Anthony is assigned to teach all the subjects in P.2

class. The number of learners has increased from 85 in 2018 to 125 in 2019.

− The learners who were transferred from private schools have no idea about the new learning

method of the Early Grade Reading forcing the teachers in the public primary schools to go back

and forth with two different types of learners leading to time wastage and also draining the teachers

mentally.

− In Otatai Primary School, the majority of the learners in this school are from Kumam speaking

backgrounds making it hard for both the learners and teachers to learn and translate the Ateso Early

Grade Reading books. In addition, Owalei Primary School has learners who are from various

tribal backgrounds including, Bagishu, Samia, Baganda, Basoga which makes it difficult to teach

such learners in a single language.

− The teachers who have been assigned to teach in these classes that are not Iteso by tribe request

that the Early Grade Reading books be translated in both Ateso and English for the teacher guide

books.

− Teachers reported rampant absenteeism of the learners which affects the teacher’s pattern of

effectively teaching their lessons since the learners come back to school when they have forgotten

most of what they were taught. The pupils’ parents are mostly responsible for this absenteeism

since the children come back to school saying they had to do home chores.

Figure 18: Lolwe Ps with a collapsed classroom wall

61

− In Lilim Primary School, there is no trained P.2 teacher because she was transferred and no

replacement made. The P.2 class is being taught by a P.4 teacher who has clocked his retirement

age so he will be leaving the school any time soon.

4.0 DLI PERFORMANCE AND ELIGIBLE PAYMENT

4.1 DLI Performance

The whole essence of verifications was to ascertain the level of performance of UTSEP Project so as

calculate the eligible payment in line with the Disbursement Linked Indicator 7. Data analysis of

Verification III indicates a 90% achievement in Teacher Presence with those physically present at

79%, those under Authorised Absence 11% and those under Unauthorized absence 10%. This

Disbursement Linked Indicator score attracts a payment of USD 5 Million by the Funding Agency

to the Ministry of Education and Sports. Figure 14 shows performance on teacher presence at

Verification III Survey.

Figure 19: Teacher Presence during Verification III for payment under DLI 7:

62

5.0 CONCLUSIONS

Verification III marks the final in a series of independent verifications undertaken as one of the measures

to establish the effectiveness of Early Grade Reading and Teacher Presence in the 29 UTSEP districts.

The study sought to establish the percentage of P1-P7 teachers physically present in public primary

schools, P2 Teachers Time on Task and compute eligible payments against the DLI 7 Targets.

Based on the agreed sample of 580 schools, data was collected from 580 sampled schools making a

response rate of 100% similar to Verification II, up from 578 (99.6%) at Verification I and the

Baseline response rate of 566 (97.5 %). While there are no significant variations in the general

performance across the three Verification studies, the general decline of teacher presence continued to

manifest in districts of Maracha, Namayingo, Agago, Kagadi, Lamwo, Bundibugyo and Mayuge when

Verification III is compared to the Baseline. Significant improvement is noted in some districts including

Dokolo, Kotido and Kakumiro.

Analysis of physical teacher presence across the four surveys reveals that the variations between Baseline,

Verification I, II and III are not significant. Performance was: Baseline 76%, Verification I, 82%,

Verification II at 81% and verification III 79%. Female teachers have consistently been more physically

present than their male counterparts although there remains a disproportionate distribution with less

female teachers especially in Northern Uganda.

Review of the performance across the four surveys reveals that 15 districts were persistently above

average with Amuria and Dokolo being the best performers. However, Kakumiro district showed the best

improvement moving from 65% at baseline to 89% by the time of Verification III. Kotido moved from

85% at baseline to 96% at verification III.

The final verification found improvements in the P2- Teacher -Time on Task parameters. The verifications

recorded minimal variation in the persistently high performance in teacher presence of: 91% at

Verification I, 93% at Verification II and 92% at Verification III. For P2 teacher rightly assigned at

Verification I, 93%, Verification II at 94% and Verification III at 96%, P2 teacher teaching a timetabled

lesson at Verification I, 85%, Verification II, 86% and Verification III at 85%. Teacher teaching

according to Scheme of work during Verification I at 86%, Verification II at 90% and Verification III at

88%.

There is high disparity among schools regarding numbers of teachers. There are more female teachers

at the lower and deployment of teachers is skewed towards the upper primary classes - Primary four

to Primary Seven.

There is marked underutilization of teachers in UTSEP covered public primary schools with 44%

falling below the minimum 25 teaching periods a week.

There are district specific peculiarities that impact negatively on teacher presence, teacher on task

and teacher utilization including weak headteacher supervision, marked teacher absence, teacher

indiscipline, gross absence of pupils and inadequate school infrastructure.

63

6.0 RECOMMENDATIONS

The recommendations below fit within the general framework of improving the performance of the

education sector. While focus has been made on the Uganda Teacher and School Effectiveness

Project, they have implications for the overall education sector in Uganda. Some of the

recommendations have implications for policy while others are targeted at improving the practices

that affect both school management and teaching.

1. Teacher Presence

According to the National Teacher Policy (2017) teachers are the single most important school-

related factor affecting student learning outcomes—more than anything else, as such the quality of

education is to a large extent correlated and dependent on the quality of teachers. Headteachers,

therefore, need to do more effective management, supervision and reporting on their teachers to

ensure regular teacher presence and those found to be failing in this task be severely reprimanded.

Effort should be made to ensure that each teacher has sufficient workload (not below 25 teaching

periods a week) to effectively utilize them at school.

The District Service Commission should ensure that Headteachers and teachers are regularly

appraised to reprimand those with persistent poor learner performance, indisciplined and inefficient

resource personnel in line with Education (Pre-Primary, Primary and Post Primary) Act 2008 and

reward those with excellent performance in line with the National Teacher Policy (2017). As such

sanctions and rewards mechanisms should revitalized.

A teacher presence monitoring book be established at school level to be filled in by all key

stakeholders that conduct supervision and monitoring of schools especially the subcounty chiefs,

Chairpersons of SMC’s, District Inspectors of Schools and a summary report made termly by a

headteacher to the DEO who should consequently prepare and submit a summary report to MOES.

There is need for Sub-county Chief to make teacher presence key on the school supervision agenda

and support the headteacher to be more effective.

There is need for enhanced community vigilance on teachers’ presence in schools for instance

reporting to the relevant authorities on teachers’ misconduct.

2. Teacher Time on Task

Lesson plans are part and parcel of the teacher effectiveness and head teachers and school supervisors

should ensure that these are available and being used for reference by all teachers in the school.

There is need to ensure that each school has at least a teacher trained in EGR to manage lower classes

and refresher training be arranged for those who were trained in the past.

There is need for periodic review of the content of EGR training materials incorporating feedback

from the teachers and users/learners.

It is important to effectively map local languages against the EGR materials to be used.

64

3. Teacher Deployment and Utilization

Further study be made on teacher utilization covering all teachers in Uganda with the objective of

rationalizing deployment and fostering effective teacher utilization.

Head teachers be sensitized to harmonize distribution of workload among staff for optimum

utilization of teaching resource and garnering staff motivation.

4. Gender Balancing

As gender balance is not yet attained with males outnumbering females, there is need to attract more

females for training and posting to public primary schools.

There is need for immediate transfer of female teachers to those schools with no single female teacher

so that at least every school has a female teacher to handle unique needs of female learners.

5. Rural urban Disparities

For sparsely located schools in the remote areas there is need to explore the possibility of use of

virtual technology where a good teacher located far away can teach the learners in distant location.

Accommodation for teachers in hard to reach areas needs to be prioritized to minimize late

attendance, or the time frames of the teaching in those schools is flexible to accommodate the time

taken to and from school. Where teachers reach for instance at 10:00 a.m, the time at the school

should be extended to compensate for the missed lessons with the same day.

6. School Infrastructure

There is need to address the gaps in infrastructure especially classroom blocks and teachers’ houses

provision to Public primary schools in Uganda.

7. Teacher Pupil Ratio

There is need to address the high pupil teacher ratios especially in northern region where the pupil teacher

ratios are very high.

8. Monitoring Coordination and Supervision

Increase supervision and quality assurance especially in the remote areas to curtail arbitrary closure

of entire school under flimsy and unjustifiable reasons. For a headteacher to close a school, express

permission be sought from the DEO.

As uncoordinated activities of the different government players exert pressure on completion of

school teaching calendars, there is need for coordination by the MOES of programmes that affect

school teaching. Undue interruptions to the school activities should be minimised.

Independent verification activities should be fully integrated in the Education Management System

including planning and implementation. Verification missions be extended in scope to cover:

pedagogy, school practices, teacher utilization, status of facilities, and resources with special

emphasis on rural and hard to reach areas. A similar country wide verification exercise would greatly

facilitate both the update of teacher lists and the establishment of teacher presence nation-wide.

The Ministry should provide clear policy guidelines on what constitutes Authorized Absence and

Unauthorized for observance by key stakeholders in supervision and monitoring of schools.

65

The innovation of the Ministry of Education and Sports as contained in the National Teacher Policy,

whereby headteachers are required to sign performance agreements based on clear assessment

indicators as a prerequisite for appointment as Headteacher need to be reinforced.

There is need for a specific study to harmonize teacher lists between the Ministry of Education and

Sports and the CAO posted ones. The Ministry may also utilize modern technology where by an

appropriate ‘APP’ that can update the teachers’ payroll instantly in case of transfers or deaths.

There is need for DLGs to strengthen supervision of schools and submit regular reports to relevant

authorities to take necessary action.

There is need for SMC to make teacher presence key on their school supervision agenda and generally

support the headteacher and teachers to be more effective.

9. Use of research findings on Education sector

There is need for synthetization of the findings from various researches done on the Education sector

to enhance shared knowledge and develop appropriate policy and implementation framework.

66

ANNEX 1: DETAILED RESULTS -SAMPLED SCHOOLS BY REGION AND DISTRICT

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North OYAM ANYEKE PS 19 19 0 0 100% 100% 100% 100%

North AGAGO GEREGERE PS 12 12 0 0 100% 100% 100% 100%

West KAKUMIRO NKOOKO PS 7 6 1 0 100% 100% 100% 100%

Central MUBENDE KABAALE PS 5 2 3 0 100% 71% 100% 100%

North AMOLATAR ATOMORO PS 11 6 3 2 82% 67% 100% 100%

East NAMAYINGO MWEMA HILLS PS 9 3 2 4 56% 33% 100% 100%

North LAMWO KIROMBE PS 7 5 0 2 71% 100% 100% 100%

East SOROTI MORU-APESUR 18 15 1 2 89% 100% 100% 100%

East BUKEDEA ALIGOI PS 20 16 1 3 85% 80% 100% 100%

East NAMUTUMBA BUWIDI PS 12 11 1 0 100% 100% 92% 92%

East BUKEDEA KAJAMAKA PS 21 10 3 8 62% 82% 91% 91%

East NAMUTUMBA

BUNANGWE PRIMARY

SCHOOL 10 7 1 2 80% 85% 100% 90%

North AGAGO LADIGO PS 7 4 1 2 71% 100% 86% 86%

East BUKEDEA KOKWECH PS 14 12 2 0 100% 89% 100% 83%

North AMOLATAR NABWEYO PS 14 13 0 1 93% 64% 100% 79%

North AGAGO AKWANG PS 8 6 1 1 88% 75% 75% 75%

North DOKOLO ILONG PS 12 12 0 0 100% 100% 71% 75%

North AGAGO ISRAEL PS 7 5 1 1 86% 100% 71% 71%

North ALEBTONG ARWOT PS 2 1 0 1 50% 100% 50% 50%

West KAGADI

KAMUYANGE PARENTS

PS 8 6 1 1 88% 88% 88%

Central KYANKWANZI MULAGI PS 9 6 1 2 78% 100%

Central MUBENDE KITEREDDE PS 7 5 1 1 86% 100%

North NWOYA ALOKOLUM GOK PS 7 6 1 0 100% 100%

67

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

Central MUBENDE LWANGIRI PS 10 8 1 1 90% 90%

North OYAM ATURA PS 14 11 2 1 93% 79%

Central MUBENDE KITOKOLO PS 5 3 1 1 80% 67%

West BUNDIBUGYO BUNDIWERUME PS 5 0 0 5 0%

West BUNDIBUGYO BUTHOLYA PS 5 0 0 5 0%

East BUGIRI LUWERO PS 7 1 0 6 14%

West KAKUMIRO KIJWENGE PS 4 0 1 3 25%

West KAGADI

KYATEREKERA PARENTS

PS 8 1 1 6 25%

East KALIRO NAKABOKO PS 8 2 0 6 25%

North LAMWO GEM MEDE PS 7 2 0 5 29%

East BUYENDE INUULA CATHOLIC PS 10 3 0 7 30%

East BUKEDEA

AKAKAAT CHRIST THE

KING PS 12 3 1 8 33%

North LAMWO AYUU-ANAKA PS 6 2 0 4 33%

East NAMAYINGO BUDUMA PS 9 3 0 6 33%

East NAMAYINGO LOLWE ISLAND PS 3 1 0 2 33%

Central KYANKWANZI KABANGA PS 9 4 0 5 44%

East NAMUTUMBA BUGIRI SDA PS 8 4 0 4 50%

East BUDUDA BUKIBUMBI PS 6 2 1 3 50%

East BUDUDA BURABA PS 4 2 0 2 50%

Central MUBENDE BUSWA PS 8 3 1 4 50%

Central MUBENDE KAMUSENENE PS 6 1 2 3 50%

West BUNDIBUGYO KANAMABALE PS 6 3 0 3 50%

North LAMWO KANGOLE PS 6 3 0 3 50%

Central KYANKWANZI KIJOGOLO PS 8 3 1 4 50%

68

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East NAMUTUMBA Nangonde 8 4 0 4 50%

West KAGADI SESE PS 6 3 0 3 50%

East BUDUDA SHIKHOLO PS 6 3 0 3 50%

West KAGADI

ST.CLEOPHUS RULEMBO

PS 6 3 0 3 50%

North AMOLATAR ADWALA PS 19 9 1 9 53%

North KOTIDO LOOKOROK PS 9 5 0 4 56%

East NAMAYINGO LUGALA PS 9 5 0 4 56%

Central MUBENDE MATAMA PS 9 4 1 4 56%

Central KYANKWANZI BULONGO PS 7 4 0 3 57%

West KAGADI BURAZA PS 7 4 0 3 57%

East NAMAYINGO BUTANIRA PS 7 3 1 3 57%

West KAGADI IGWANJURA COU PS 7 3 1 3 57%

West KAGADI KISUURA PS 7 4 0 3 57%

West KAKUMIRO KITABONA PS 7 4 0 3 57%

North AGAGO KOT OMOR PS 7 4 0 3 57%

West KAMWENGE KYABYOOMA PS 7 3 1 3 57%

West KAMWENGE MAHYORO MOSLEM. PS 7 2 2 3 57%

North AGAGO ARUM PS 12 6 1 5 58%

North MARACHA MIDRIA PS 22 13 0 9 59%

East MAYUGE ANSAAR PS 8 4 1 3 63%

East BUGIRI BULEBI MUSLIM PS 8 4 1 3 63%

East MAYUGE BUMBA ISLAND PS 8 4 1 3 63%

West KAMWENGE KANYONZA PS 8 5 0 3 63%

East BUGIRI KAYANGO PS 16 9 1 6 63%

Central MUBENDE KIZIIKA-KATUNGO PS 8 5 0 3 63%

69

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North AGAGO LABIMA PARENTS PS 8 4 1 3 63%

Central KYANKWANZI MBAALI PS 8 4 1 3 63%

East MAYUGE MUGEYA COU PS 8 5 0 3 63%

East MAYUGE NAKIDUBULI PS 8 3 2 3 63%

West BUNDIBUGYO NGAMBA PS 11 6 1 4 64%

North LAMWO PALABEK KAL PS 11 6 1 4 64%

East BUYENDE BUGAYA PS 12 6 2 4 67%

East KALIRO BUGODA PS 12 7 1 4 67%

East MAYUGE BUKATABIRA PS 18 12 0 6 67%

West BUNDIBUGYO BUNDINGOMA PS 12 4 4 4 67%

East KALIRO BUPEENI PS 9 6 0 3 67%

West KAGADI KYATEREKERA SDA PS 9 5 1 3 67%

Central MUBENDE LUTEETE PS 9 6 0 3 67%

East BUYENDE NKOONE PS 9 6 0 3 67%

East BUDUDA SAMAALI PS 9 6 0 3 67%

East NAMAYINGO BUMOLI PS 10 7 0 3 70%

North AMURU LACARO P7 PS 10 6 1 3 70%

North AGAGO AJWA P7 PS 7 5 0 2 71%

Central MUBENDE BBINIKIRA PS 7 5 0 2 71%

East BUDUDA BULOBI PS 14 9 1 4 71%

West KAMWENGE BUSANZA PS 7 4 1 2 71%

West KAKUMIRO KISAIGI PS 7 5 0 2 71%

Central MUBENDE KISOJJO PS 7 1 4 2 71%

Central MUBENDE KIYUNGU PS 7 4 1 2 71%

East BUDUDA LUBIIRI PS 7 4 1 2 71%

70

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

West KAMWENGE NYAMUKOIJO (TR) PS 7 5 0 2 71%

West BUNDIBUGYO BUDENGE SDA PS 4 3 0 1 75%

East BULAMBULI BUGIMWERA PS 12 7 2 3 75%

East BUDUDA BUMUTU PS 4 3 0 1 75%

West BUNDIBUGYO BUNGUHA PS 12 5 4 3 75%

Central KYANKWANZI GAYAZA COU PS 8 4 2 2 75%

East NAMUTUMBA IGHALANGIRE PS 8 6 0 2 75%

East NAMUTUMBA KATENGEREIRE PS 8 6 0 2 75%

West KAGADI KIDUUMA PS 4 3 0 1 75%

North OYAM KONGO PS 16 10 2 4 75%

East NAMAYINGO LUBANGO COU PS 8 4 2 2 75%

East NAMUTUMBA

LWATAMA PRIMARY

SCHOOL 8 5 1 2 75%

East BUDUDA NABUSAKALA PS 4 3 0 1 75%

East MAYUGE NAMONI PS 12 9 0 3 75%

East AMURIA ODUKUL PS 8 5 1 2 75%

North AMURU OKUNGGEDI PS 12 8 1 3 75%

East BUDUDA SHITONDOSHI PS 4 2 1 1 75%

North ALEBTONG TYENGAR PS 16 8 4 4 75%

North AGAGO WIPOLO SOLOTI PS 8 4 2 2 75%

North MARACHA KAMAKA PS 21 16 0 5 76%

North ALEBTONG ANGOPET PS 13 9 1 3 77%

West BUNDIBUGYO BUNDIMULINGA PS 13 9 1 3 77%

North ALEBTONG EBULE PS 13 9 1 3 77%

West BUNDIBUGYO KIRUMYA MOSLEM PS 13 10 0 3 77%

North AGAGO AJALI LAJWA PS 9 6 1 2 78%

71

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North ALEBTONG AWINY PS 9 5 2 2 78%

East NAMAYINGO BUGALI PS 9 6 1 2 78%

West BUNDIBUGYO BUNDIKAHUNGU PS 9 7 0 2 78%

East SOROTI MEROK PS 9 7 0 2 78%

West KAMWENGE MPANGA PS 9 6 1 2 78%

West KAGADI NAIGANA PS 9 6 1 2 78%

East BUKEDEA OKULA PS 10 8 0 2 80%

North MARACHA AMBIDRO PS 15 12 0 3 80%

Central KYANKWANZI BIKOMA PS 10 8 0 2 80%

East NAMAYINGO BUCHUMBA HILL PS 10 8 0 2 80%

East NAMAYINGO BUHATANDU PS 10 8 0 2 80%

East NAMAYINGO GENGULUHO PS 10 7 1 2 80%

West BUNDIBUGYO MWIRIBONDO PS 5 4 0 1 80%

East BUGIRI NDIFAKULYA PS 15 12 0 3 80%

West BUNDIBUGYO NYANKONDA PS 10 7 1 2 80%

North MARACHA AMBEKUA PS 16 12 1 3 81%

East BUDUDA BUDUDA PS 16 13 0 3 81%

East BULAMBULI BUNALWERE PS 11 9 0 2 82%

East BUGIRI NAIGOMA PS 11 9 0 2 82%

East BUKEDEA AKERO PS 17 12 2 3 82%

North OYAM AKWANGI PS 17 11 3 3 82%

North MARACHA NYAMBIRA PS 12 10 0 2 83%

East BUGIRI BUFASI PS 6 5 0 1 83%

West KAGADI BUGAMBAIHE PS 6 5 0 1 83%

East NAMAYINGO BUSIULA PS 12 10 0 2 83%

72

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

West KAGADI BUTUMBA PS 6 5 0 1 83%

North AMURU KEYO PS 12 9 1 2 83%

West KAKUMIRO KIRASA PS 6 3 2 1 83%

West KAKUMIRO KITEGURA PS 6 5 0 1 83%

East MAYUGE MALONGO PS 12 8 2 2 83%

North LAMWO PARACELLE PS 6 4 1 1 83%

West KAGADI RUTOOMA PS 6 4 1 1 83%

West KAGADI ST. PETERS KITUMBA PS 6 5 0 1 83%

North AMOLATAR ACENGRIENY PS 13 9 2 2 85%

North AMOLATAR AGIKDAK PS 13 10 1 2 85%

North DOKOLO AMUNAMUN PS 13 11 0 2 85%

East BUDUDA BUNAKHAYENZE PS 13 8 3 2 85%

West KAMWENGE BUNENA PS 13 8 3 2 85%

East BUYENDE BUSEETE PS 13 4 7 2 85%

East BUYENDE BUTAASWA PS 13 8 3 2 85%

East BUYENDE KAGULU PS 13 11 0 2 85%

North AMOLATAR

OMARA EBEK MEMORIAL

PS 13 11 0 2 85%

West KAGADI RWENDAHI PS 7 6 0 1 86%

North AGAGO AJALI ATEDE PS 7 6 0 1 86%

East SOROTI ANGAI PS 7 4 2 1 86%

East AMURIA APOPONG PS 7 5 1 1 86%

North ALEBTONG AWINY ORU P7 14 7 5 2 86%

North AGAGO AYIKA PS 7 6 0 1 86%

East BUGIRI BUGOYOZI PS 7 5 1 1 86%

West KAKUMIRO BUJOJO PS 7 5 1 1 86%

73

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

West BUNDIBUGYO BUNDIMASOLYA PS 7 6 0 1 86%

East BUDUDA BUNEEMBE PS 7 5 1 1 86%

West BUNDIBUGYO KAHEMBE PS 7 4 2 1 86%

Central MUBENDE KASAANA PUBLIC PS 7 5 1 1 86%

West KAGADI KATALEMWA PS 7 5 1 1 86%

Central MUBENDE KAYEBE PS 7 6 0 1 86%

West KAGADI KIHUMURO PARENTS PS 7 6 0 1 86%

East MAYUGE KINAWAMBUZI PS 7 5 1 1 86%

West KIBAALE KITENGETO PS 7 6 0 1 86%

East BUKEDEA KOBAALE PS 14 12 0 2 86%

West KAKUMIRO KYAMUJUNDO PS 7 3 3 1 86%

East LUUKA LAMBALA PS 14 12 0 2 86%

North AGAGO LAMITKWEYO PS 7 6 0 1 86%

Central MUBENDE MAKUKUULUGI PS 7 2 4 1 86%

West KAMWENGE MWORRA 'B' PS 7 4 2 1 86%

East NAMUTUMBA NALENDE PS 7 6 0 1 86%

North OYAM AMINOMIR PS 15 13 0 2 87%

East KALIRO LUBUULO PS 15 12 1 2 87%

East MAYUGE MBAALE CATHOLIC PS 15 12 1 2 87%

East NAMAYINGO NAMAINGO PS 15 12 1 2 87%

North ALEBTONG OMARARI PS 15 12 1 2 87%

East LUUKA WAIBUGA MUSLIM PS 15 11 2 2 87%

East AMURIA ABOTA PS 8 6 1 1 88%

North NWOYA BIDIN PS 8 6 1 1 88%

East NAMAYINGO BUGOMA ACADEMY 8 6 1 1 88%

74

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

Central KYANKWANZI BUGOMOLWA PS 8 6 1 1 88%

West KIBAALE BUJOGORO PS 8 6 1 1 88%

Central MUBENDE KABUBBU PS 8 6 1 1 88%

West KAGADI KAMURANDU PS 8 6 1 1 88%

West KAGADI KIBANGA PS 8 7 0 1 88%

East BUYENDE KIBBAALE PS 8 7 0 1 88%

West KAGADI KINAABA PS 8 6 1 1 88%

North NWOYA KOCH LII PAKIYA PS 8 7 0 1 88%

East BUKEDEA KOMELEKES PS 16 12 2 2 88%

Central MUBENDE KYAMUYINULA SDA P.S 8 5 2 1 88%

West KIBAALE KYENGABI PS 8 4 3 1 88%

East MAYUGE MAGUNGA COU PS 8 7 0 1 88%

West KAGADI MUHORRO BCS PS 8 6 1 1 88%

East BUGIRI NABYUNYU PS 16 13 1 2 88%

North AGAGO NAM ABILI PS 8 6 1 1 88%

West KAMWENGE NYABUBALE B PS 8 6 1 1 88%

North AGAGO OMIYA PACWA PS 8 6 1 1 88%

West KAKUMIRO ST.CHARLES LWANGA PS 8 7 0 1 88%

North NWOYA ST.KIZITO BIDATI PS 8 7 0 1 88%

East BULAMBULI TABAKONYI PS 8 7 0 1 88%

North DOKOLO APWEN YANG MODERN PS 9 8 0 1 89%

East NAMUTUMBA BUDATU PS 9 8 0 1 89%

West BUNDIBUGYO BUNDIBUGYO PUBLIC PS 9 7 1 1 89%

Central MUBENDE BUSENYA PS 9 8 0 1 89%

West BUNDIBUGYO BUTOOGO PS 9 6 2 1 89%

75

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East SOROTI DAKABELA PS 9 7 1 1 89%

East BUGIRI ISAKABISOLO PS 9 8 0 1 89%

East MAYUGE KANYABWINA PS 9 6 2 1 89%

East BUGIRI KIGULU PS 9 6 2 1 89%

Central MUBENDE KIJJOMANYI PS 9 7 1 1 89%

West KAGADI KYAKABADIIMA PS 9 8 0 1 89%

West KAGADI KYEICUMU PS 9 7 1 1 89%

Central KYANKWANZI NAKAKABALA PS 9 6 2 1 89%

Central MUBENDE NALOZAALI PS 9 7 1 1 89%

East MAYUGE NANGO PS 18 15 1 2 89%

East BUGIRI NSAVU PS 9 7 1 1 89%

West KAMWENGE NYABBANI MOSLEM PS 9 5 3 1 89%

East LUUKA ST.THOMAS MAKUTU PS 9 6 2 1 89%

North AGAGO TOROMA P7 PS 9 7 1 1 89%

North MARACHA OTRAVU PS 19 14 3 2 89%

East AMURIA AGONGA PS 10 6 3 1 90%

East MAYUGE BUGADDE PS 20 15 3 2 90%

East MAYUGE BUGULU PS 10 7 2 1 90%

East NAMAYINGO JAAMI PS 10 7 2 1 90%

Central MUBENDE KAKINDU PS 10 9 0 1 90%

East BUGIRI KAVULE PS 10 8 1 1 90%

Central MUBENDE KIGAMBA PS 10 9 0 1 90%

Central KYANKWANZI KIGAMBWA PS 10 7 2 1 90%

Central KYANKWANZI LWENGO COMMUNITY PS 10 7 2 1 90%

East BUGIRI NAMUNTENGA PS 10 9 0 1 90%

76

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North KOTIDO NAPUMPUM PS 10 7 2 1 90%

North LAMWO NGOMLAC PS 10 7 2 1 90%

East NAMUTUMBA NKONO MEMORIAL PS 10 9 0 1 90%

North OYAM OGWET PS 10 8 1 1 90%

East SOROTI OMULALA PS 10 7 2 1 90%

West KAMWENGE BUNOGA PS 11 10 0 1 91%

West BUNDIBUGYO KASULENGE PS 11 10 0 1 91%

East MAYUGE MUGERI PS 11 9 1 1 91%

North AGAGO PAIMOL P7 PS 11 10 0 1 91%

West KAMWENGE RUTOOMA K PS 11 8 2 1 91%

Central MUBENDE

ST.NOA MYANZI

CATHOLIC P.S 11 9 1 1 91%

East BUYENDE ST.PAUL MPUNDE PS 11 9 1 1 91%

North OYAM KAMDINI PS 23 20 1 2 91%

North OYAM ARIBA PS 12 10 1 1 92%

East BULAMBULI BULUGANYA PS 12 11 0 1 92%

East BULAMBULI BUMUSAMALI PS 12 11 0 1 92%

East LUUKA BUNAFU PS 12 7 4 1 92%

East BUKEDEA FR.PHILAN AMUS PS 12 10 1 1 92%

East LUUKA IKUNBYA PS 12 10 1 1 92%

North KOTIDO KANAWAT PS 12 11 0 1 92%

West BUNDIBUGYO KISONKO PS 12 11 0 1 92%

East MAYUGE MULINGIRIRIE PS 12 11 0 1 92%

East NAMUTUMBA NABINYONYI PS 12 10 1 1 92%

East BUYENDE NAMUGONGO PS 12 11 0 1 92%

North AMOLATAR AKWON PS 13 7 5 1 92%

77

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North OYAM ALUTKOT PS 13 11 1 1 92%

West BUNDIBUGYO BUNDIBUGYO MOSLEM PS 13 11 1 1 92%

East NAMUTUMBA BUWONGO PS 13 12 0 1 92%

North AMOLATAR CHAKWARA P7 PS 13 11 1 1 92%

Central KYANKWANZI KABAGAYA PS 13 8 4 1 92%

North DOKOLO KACHUNG PS 13 10 2 1 92%

North MARACHA KAKWA PS 13 10 2 1 92%

East MAYUGE NABEETA PS BAKASERO 13 12 0 1 92%

East BUGIRI NAKATWE PS 13 12 0 1 92%

East NAMUTUMBA NAKYERE PS 13 9 3 1 92%

East NAMUTUMBA NAMALOWE PS 13 11 1 1 92%

North OYAM OBANGANGEO PS 13 12 0 1 92%

North MARACHA OKABI PS 13 12 0 1 92%

North MARACHA BURAMALI PS 14 12 1 1 93%

East BUKEDEA KALENGO PS 14 11 2 1 93%

East LUUKA KITUUTO PS 14 13 0 1 93%

East LUUKA MAWEMBE PS 14 13 0 1 93%

East LUUKA NAMUMERA PS 14 10 3 1 93%

East BUGIRI NAWANJUKI PS 14 12 1 1 93%

East MAYUGE WAMBETE PS 14 11 2 1 93%

North ALEBTONG AMONONENO PS 15 8 6 1 93%

East BULAMBULI BULENGENI PS 15 11 3 1 93%

West BUNDIBUGYO

BUNDIBUGYO PARENTS

PS 15 14 0 1 93%

East SOROTI Awoja primary school 16 15 0 1 94%

East MAYUGE BALIITA PS 32 29 1 2 94%

78

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North OYAM BARRIO P7 PS 16 12 3 1 94%

East NAMUTUMBA BUGOBI PS 16 12 3 1 94%

East BUGIRI BUGUBO BUTAMBULA PS 16 12 3 1 94%

East LUUKA BUWIIRI PS 16 14 1 1 94%

East SOROTI ORIMAI PS 16 13 2 1 94%

East KALIRO KANANKAMBA PS 17 14 2 1 94%

North MARACHA ANYIVU PS 18 16 1 1 94%

East BULAMBULI BUGINYANYA PS 18 17 0 1 94%

North AMURU LACOR P7 PS 18 11 6 1 94%

North MARACHA MEKI PS 18 16 1 1 94%

North MARACHA OJAPI PS 18 17 0 1 94%

North OYAM

FR.ORYANG MEMORIAL

P7 PS 19 17 1 1 95%

East LUUKA KITWEKYAMBOGO PS 19 18 0 1 95%

East KALIRO KALIRO C/U PS 20 17 2 1 95%

East MAYUGE IKULWE PS 21 18 2 1 95%

East KALIRO NAMUKOOGE PS 21 19 1 1 95%

West KAMWENGE NTONWA PS 11 8 3 0 100%

East AMURIA ONGUTOI PS 9 8 1 0 100%

East AMURIA OYAMAI PS 9 6 3 0 100%

East SOROTI ROCK VIEW PS 12 12 0 0 100%

West KAMWENGE RUGARAMA PS 11 10 1 0 100%

West KIBAALE RWABYOMA PS 8 8 0 0 100%

North AMURU ABALOKODI PS 9 7 2 0 100%

East SOROTI ABEKO PS 9 8 1 0 100%

North DOKOLO ABENYO PS 10 8 2 0 100%

79

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North ALEBTONG ABIA PS 19 19 0 0 100%

North OYAM ACABA PS 19 19 0 0 100%

East AMURIA ADEPAR PS 7 2 5 0 100%

North DOKOLO ADEPOLONGO P7 PS 12 10 2 0 100%

North OYAM ADIGO P7 PS 18 16 2 0 100%

North DOKOLO ADIP PS 10 9 1 0 100%

North AMOLATAR ADONYOIMO PS 13 8 5 0 100%

East AMURIA AGEREGER PS 8 8 0 0 100%

East SOROTI AGORA PS 13 12 1 0 100%

East AMURIA AKOROMIT PS 8 6 2 0 100%

North LAMWO ALAA PS 7 6 1 0 100%

North ALEBTONG ALEBTONG PS 19 19 0 0 100%

North DOKOLO ALIWOK PS 10 10 0 0 100%

East AMURIA AMARE PS 7 5 2 0 100%

East AMURIA AMERO PS 7 2 5 0 100%

East AMURIA AMUCU PS 13 13 0 0 100%

North DOKOLO AMUDA PS 14 14 0 0 100%

North AMURU AMURU LAMOGI PS 25 23 2 0 100%

North AMURU AMURU REC KICEKE PS 11 10 1 0 100%

North DOKOLO ANGAI P7 PS 14 10 4 0 100%

East AMURIA ANGEREPO PS 9 7 2 0 100%

North DOKOLO ANGWE CIBANGE PS 22 22 0 0 100%

North OYAM ANGWETA PS 13 12 1 0 100%

North OYAM APALA 'A' PS 13 12 1 0 100%

East AMURIA APARISA-ASAMUK PS 7 6 1 0 100%

80

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East BUKEDEA APUTIPUTI PS 12 11 1 0 100%

North LAMWO APWOYO PS 7 5 2 0 100%

East SOROTI ARAPAI PS 12 12 0 0 100%

North AMOLATAR ARWOTCEK PS 14 5 9 0 100%

North DOKOLO ATABU PS 14 13 1 0 100%

North OYAM ATAPARA PS 19 18 1 0 100%

North ALEBTONG ATELELO PS 11 10 1 0 100%

East AMURIA ATEN PS 9 7 2 0 100%

East AMURIA ATIRIR-ASAMUK PS 12 12 0 0 100%

North OYAM AWIO P7 PS 13 12 1 0 100%

North LAMWO AYOM PS 7 5 2 0 100%

North OYAM BAR WALA PS 10 10 0 0 100%

North ALEBTONG Bardago primary school 10 9 1 0 100%

North DOKOLO BARLELA PS 10 9 1 0 100%

West KAMWENGE BARYANIKA PS 10 10 0 0 100%

North AMURU BIBIA PS 10 6 4 0 100%

East LUUKA BIGUNHO PS 14 13 1 0 100%

West BUNDIBUGYO BUBANDI PS 16 15 1 0 100%

East BUDUDA BUCHUNYA PS 14 13 1 0 100%

East KALIRO BUDEHE PS 9 7 2 0 100%

East LUUKA BUDHABANGULA PS 18 16 2 0 100%

East KALIRO BUDINI C/U PS 16 15 1 0 100%

East NAMUTUMBA BUDWAPA PS 7 7 0 0 100%

East MAYUGE BUGOTO PS 10 9 1 0 100%

East MAYUGE BUGUMYA PS 8 8 0 0 100%

81

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East NAMAYINGO BUHEMBA PS 13 12 1 0 100%

East KALIRO BUKAMBA PS 12 10 2 0 100%

East BUDUDA BUKARI PS 10 9 1 0 100%

East BUDUDA BUKIGA PS 14 12 2 0 100%

West KIBAALE BUKONDA PS 9 9 0 0 100%

East BUGIRI BUKUTA PS 6 4 2 0 100%

Central MUBENDE BUKUYA ISLAMIC 7 7 0 0 100%

Central KYANKWANZI BUKWIRI COU PS 13 10 3 0 100%

East BUGIRI BULIDHA PS 9 7 2 0 100%

East BUGIRI BULUGUYI PS 15 13 2 0 100%

East MAYUGE BULUUTA PARENTS PS 11 10 1 0 100%

East KALIRO BULUYA PARENTS PS 12 12 0 0 100%

East BULAMBULI BUMWIDYEKI PS 10 10 0 0 100%

East BUDUDA BUNANDUTU PS 8 6 2 0 100%

East BUDUDA BUNDESI PS 5 5 0 0 100%

West BUNDIBUGYO BUNDIMBUGA PS 8 3 5 0 100%

East KALIRO BUPYANA PS 13 12 1 0 100%

East LUUKA BUSALAMU PS 17 16 1 0 100%

East KALIRO BUSALAMUKA PS 12 10 2 0 100%

West KIBAALE BUSEESA PS 8 7 1 0 100%

West BUNDIBUGYO BUSENGERWA PS 6 6 0 0 100%

East BUDUDA BUSHIRIBO PS 11 11 0 0 100%

Central MUBENDE BUSWERA PS 11 9 2 0 100%

Central MUBENDE BUWAATA PS 13 12 1 0 100%

East MAYUGE BUWAISWA PS 7 5 2 0 100%

82

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East BULAMBULI BUYAKA PS 10 10 0 0 100%

East NAMAYINGO BUYANGA PS 2 1 1 0 100%

East BUYENDE BUYANJA PS 14 13 1 0 100%

East KALIRO BUYODI CATHOLIC PS 11 8 3 0 100%

East MAYUGE BUYUGU PS 9 9 0 0 100%

East KALIRO BWAYUYA PS 15 13 2 0 100%

West KAMWENGE BWERANYANGE PS 10 8 2 0 100%

East BULAMBULI BWIKHONGE PS 13 13 0 0 100%

East MAYUGE BWIWULA PS 9 8 1 0 100%

East SOROTI CHEECE-TUBUR PS 9 8 1 0 100%

North AMURU ELEGU PS 8 8 0 0 100%

East SOROTI FR.HILDERS PS 16 16 0 0 100%

East BULAMBULI GABUGOTO PS 9 8 1 0 100%

North NWOYA GOMA CENTRAL 14 13 1 0 100%

East LUUKA GWEMBUZI PS 16 14 2 0 100%

West BUNDIBUGYO HAKITARA PS 7 5 2 0 100%

East LUUKA IKONIA PS 16 13 3 0 100%

Central MUBENDE IKULA PS 6 5 1 0 100%

East NAMUTUMBA IRONDO PS 9 8 1 0 100%

East BUYENDE IRUNDU CATHOLIC PS 13 13 0 0 100%

East MAYUGE ISENDA PS 9 6 3 0 100%

East MAYUGE ISIKIRO PS 11 11 0 0 100%

East BUGIRI ITAKAIBOLU PS 14 13 1 0 100%

North OYAM IYANYI P7 PS 15 13 2 0 100%

Central MUBENDE KABOWA PS 11 11 0 0 100%

83

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East BUKEDEA KACHEDE PS 15 14 1 0 100%

West KAMWENGE KAHUNGE PS 13 12 1 0 100%

West KAGADI KAITEMBA PS 8 7 1 0 100%

East NAMUTUMBA KAITI PS 11 10 1 0 100%

Central MUBENDE KAKENZI PS 8 8 0 0 100%

Central MUBENDE KAKINDU CATHOLIC PS 8 8 0 0 100%

West KAKUMIRO KAKUMIRO BOYS PS 10 7 3 0 100%

Central MUBENDE KALAGALA PS 8 6 2 0 100%

Central MUBENDE KALONGA PS 10 10 0 0 100%

Central MUBENDE KAMBOJJA R/C PS 8 8 0 0 100%

North NWOYA KAMGURU PS 7 7 0 0 100%

East BUKEDEA KAMON PS 18 16 2 0 100%

East SOROTI KAMUDA PS 14 12 2 0 100%

East BUYENDE KAMUGOYA PS 8 8 0 0 100%

East BUKEDEA KANYANGA PS 16 15 1 0 100%

West KAKUMIRO KANYAWAWA PS 7 7 0 0 100%

West KAMWENGE KANYEGARAMIRE PS 5 5 0 0 100%

Central KYANKWANZI KASAMBYA PS 13 13 0 0 100%

Central MUBENDE Kasenyi church of Uganda P/S 15 14 1 0 100%

East MAYUGE KASOZI COU PS 8 5 3 0 100%

West KAKUMIRO KASOZI P.S 6 5 1 0 100%

Central MUBENDE KAWUULA PS 7 7 0 0 100%

Central KYANKWANZI KAYUNGA CATHOLIC PS 10 9 1 0 100%

East SOROTI KELIM-TUBUR PS 9 7 2 0 100%

Central MUBENDE KIBALINGA PS 16 12 4 0 100%

84

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

Central MUBENDE KIBYAMIRIZI PS 8 8 0 0 100%

Central KYANKWANZI KIGANGAZI PARENTS PS 9 5 4 0 100%

West KAKUMIRO KIGOMBA PS 5 1 4 0 100%

West KAMWENGE KIGOTO PS 10 10 0 0 100%

East BUGIRI KIMIRA PS 9 6 3 0 100%

East BUYENDE KIRIMWA CATHOLIC PS 8 8 0 0 100%

East LUUKA KIRIMWA PS 13 13 0 0 100%

East BUGIRI KIRONGERO PS 12 10 2 0 100%

Central KYANKWANZI KIRYANONGO COU PS 10 7 3 0 100%

West KAGADI KISARRA PS 5 3 2 0 100%

West KAKUMIRO KITANDA PS 5 5 0 0 100%

West KIBAALE KIYANJA MODERN PS 7 7 0 0 100%

Central KYANKWANZI KIYOMBYA PS 12 12 0 0 100%

East BUKEDEA KOMUGE PS 11 5 6 0 100%

East NAMUTUMBA Korongo Primary school 11 10 1 0 100%

North KOTIDO KOTIDO GIRLS PS 7 7 0 0 100%

East BUKEDEA Kotiokot primary school 11 11 0 0 100%

Central MUBENDE KUKANGA PS 7 4 3 0 100%

West KAKUMIRO KYAKUTEREKERA PS 7 6 1 0 100%

Central MUBENDE KYANAMUGERA C/U P.S 13 12 1 0 100%

East BUYENDE KYANKOOLE PS 9 9 0 0 100%

Central MUBENDE KYATO PS 6 6 0 0 100%

West KAGADI KYENZIGE PS 9 9 0 0 100%

North AMURU LABALA P7 PS 9 9 0 0 100%

North LAMWO LABAYANGO PS 7 7 0 0 100%

85

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

North LAMWO LACARA PS 5 5 0 0 100%

North LAMWO LAROBI PS 7 6 1 0 100%

North OYAM LELAPALA PS 17 17 0 0 100%

East SOROTI LILIM PS 8 8 0 0 100%

North LAMWO LOROMIBENGE PS 6 3 3 0 100%

North KOTIDO LOSAKUCA PS 8 8 0 0 100%

East KALIRO LUGONYOLA P.S 9 9 0 0 100%

North LAMWO LUGWAR PS 7 5 2 0 100%

East BUGIRI LWANGOSA PS 6 5 1 0 100%

Central MUBENDE LWENYANGE PS 7 7 0 0 100%

West KAMWENGE LYAKAHUNGA PS 8 8 0 0 100%

West KAMWENGE MABAALE PS 8 7 1 0 100%

West KAMWENGE MACHIRO PS 7 6 1 0 100%

East NAMUTUMBA MAGADA PS 11 10 1 0 100%

West KAMWENGE MAHYORO PS 9 8 1 0 100%

Central MUBENDE MANYOGASEKA PS 9 8 1 0 100%

West KAKUMIRO MARANATHA PS 9 5 4 0 100%

North AMURU MARO-AWOBI PS 8 5 3 0 100%

East BUGIRI MAWANGA PS 9 7 2 0 100%

East MAYUGE MBIRIZI PS 10 9 1 0 100%

West KAMWENGE MIRAMBI PS 9 6 3 0 100%

East BUKEDEA MIROI ROCK PS 11 11 0 0 100%

Central MUBENDE Mubende Tiger P/S 29 26 3 0 100%

East MAYUGE MUKUTA PS 9 7 2 0 100%

East BUGIRI NABIRERE PS 6 6 0 0 100%

86

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East BUDUDA NABOOTI PS 6 6 0 0 100%

East BUGIRI NAKAVULE PS 22 21 1 0 100%

East LUUKA NAKAVUMA PS 11 11 0 0 100%

East BUGIRI NAKAWA PS 11 10 1 0 100%

East BUKEDEA NALUGAI PS 15 11 4 0 100%

East LUUKA NAMADOPE PS 13 11 2 0 100%

East NAMAYINGO NAMAVUNDU PS 9 8 1 0 100%

East BUGIRI NAMBO PS 11 10 1 0 100%

East KALIRO NAMULUNGU PARENTS PS 10 8 2 0 100%

East BUGIRI

Nansaga Muslim Primary

School 7 6 1 0 100%

East NAMUTUMBA NAWAIKONIA PS 13 13 0 0 100%

East NAMUTUMBA NAWAMPANDU PS 20 19 1 0 100%

East KALIRO NAWAMPITI PS 12 11 1 0 100%

East NAMUTUMBA NAWANSAGWA PS 19 17 2 0 100%

East NAMUTUMBA NAWANSEKESE PS 9 8 1 0 100%

East BUYENDE NGOLE PS 8 8 0 0 100%

West KAMWENGE NGOMA PS 8 7 1 0 100%

West KAMWENGE NKARAKARA PS 7 6 1 0 100%

West KAMWENGE NKOMA PS 9 8 1 0 100%

East BUYENDE NKONDO PS 12 9 3 0 100%

Central KYANKWANZI NSAMBYA PS 10 9 1 0 100%

East BUGIRI NSANGO PS 9 7 2 0 100%

West KAMWENGE NTARA PS 13 12 1 0 100%

East KALIRO NUHIRA PS 9 8 1 0 100%

West KAKUMIRO NYABIRUNGI PS 6 6 0 0 100%

87

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East AMURIA NYADA PS 8 7 1 0 100%

West KAMWENGE NYAKAHAMA PS 10 8 2 0 100%

West KIBAALE NYAMUGURA PS 9 8 1 0 100%

West KAMWENGE NYANGA PS 8 7 1 0 100%

West KAMWENGE

NYARURAMBI PARENTS

PS 9 8 1 0 100%

East AMURIA OBALANGA PS 8 5 3 0 100%

North ALEBTONG Ocabu primary school 13 11 2 0 100%

East AMURIA OCAL PS 10 9 1 0 100%

East AMURIA ODEKERE PS 10 6 4 0 100%

East AMURIA OGOLAI PS 9 9 0 0 100%

East AMURIA OGWARAT PS 9 7 2 0 100%

East AMURIA OJOTA PS 7 7 0 0 100%

North AGAGO OKOL PS 7 4 3 0 100%

North LAMWO OKORA PS 6 4 2 0 100%

East AMURIA OKUDE PS 14 13 1 0 100%

East BUKEDEA OKUNGURO PS 13 10 3 0 100%

North AGAGO OKWENY PS 7 6 1 0 100%

East AMURIA OLIANAI PS 9 9 0 0 100%

North ALEBTONG OLORO HIGH PS 12 12 0 0 100%

East SOROTI OMODOI PS 12 11 1 0 100%

East SOROTI OMUGENYA-ODELA PS 11 10 1 0 100%

East SOROTI OPUCET PS 12 6 6 0 100%

North OYAM OPUK PS 12 12 0 0 100%

North AGAGO OPYELO P7 PS 7 6 1 0 100%

North OYAM OTWAL PS 17 17 0 0 100%

88

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

East SOROTI OWALEI PS 11 10 1 0 100%

North AGAGO OYERE PS 7 7 0 0 100%

North AMURU PABO P7 SCHOOL 22 21 1 0 100%

North NWOYA PAMINYAI PS 11 10 1 0 100%

North LAMWO PANGIRA PS 8 7 1 0 100%

North NWOYA PURONGO HILL P7 PS 12 10 2 0 100%

North NWOYA PURONGO PS 10 10 0 0 100%

North MARACHA RETRIKO PS 14 13 1 0 100%

West KAGADI RUSEKERE PS 9 6 3 0 100%

West KAGADI RUTEETE PS 6 6 0 0 100%

West KAGADI RUZAIRE PS 6 5 1 0 100%

West KAMWENGE RWAMWANJA PS 7 7 0 0 100%

East BUDUDA SAKUSAKU PS 7 4 3 0 100%

East SOROTI SOROTI ISLAMIC PS 16 13 3 0 100%

Central KYANKWANZI

ST.ANDREW KAGWA

NDIBATA PS 10 7 3 0 100%

Central KYANKWANZI ST.BALIKUDDEMBE PS 10 9 1 0 100%

West KAKUMIRO ST.JOSEPH IGAYAZA PS 8 4 4 0 100%

East BUYENDE ST.JUDE KATOGWE PS 8 8 0 0 100%

East BUYENDE ST.KIZITO KIDERA PS 10 10 0 0 100%

West KIBAALE ST.KIZITO KIGUJJU PS 8 5 3 0 100%

Central MUBENDE ST.KIZITO NABINGOLA PS 11 11 0 0 100%

East BUYENDE ST.KIZITO NAMBULA PS 10 10 0 0 100%

Central MUBENDE St.Mary's primary School 19 19 0 0 100%

East LUUKA ST.PAUL'S NABYOTO PS 12 11 1 0 100%

West KIBAALE ST.PETERS BURONZI PS 8 6 2 0 100%

89

Region District School

Government

Employed

Teachers

Physically

Present AA UA

%

Present-

Verification

III

Verification

II

Verification

I Baseline

Central MUBENDE ST.SIMON KATUUGO P.S 11 10 1 0 100%

West KIBAALE ST.THEREZA BUJUNI PS 19 19 0 0 100%

North AGAGO WANGLOBO PS 11 8 3 0 100%

East AMURIA WILLA PS 8 7 1 0 100%

North AGAGO WOL NGORA PS 7 6 1 0 100%

North AGAGO WOLKICO PS 9 9 0 0 100%

90

Annex 2: Teacher Deployment by School

Color Coding >1 With more than one (1) teacher assigned to a class >53 With Pupil teacher ration above the recommended 53 #DIV/0! With no teacher assigned to class and hence no computation of teacher pupil ratio

REG

ION

Dis

tric

t

School Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

Cen

tra

l

KY

AN

KW

AN

ZI

BIKOMA PS 436 1 1 1 2 2 1 2 0 10 120 68 77 35 24 39 8 44

BUGOMOLWA PS 369 1 1 0 1 1 1 1 2 8 163 55 #DIV/0! 38 22 29 17 46

BUKWIRI COU PS 592 1 2 1 2 2 3 2 0 13 90 43 102 59 43 22 24 46

BULONGO PS 414 1 1 1 1 0 1 1 1 7 135 38 56 70 #DIV/0! 45 20 59

GAYAZA COU PS 118 1 1 1 1 1 1 0 2 8 30 23 26 12 13 14 #DIV/0! 15

KABAGAYA PS 688 1 1 0 1 1 1 1 7 13 138 116 #DIV/0! 140 83 46 45 53

KABANGA PS 245 1 1 1 1 1 1 1 2 9 60 40 45 33 28 27 12 27

KASAMBYA PS 469 1 1 1 1 1 1 1 6 13 70 61 61 99 93 58 27 36

KAYUNGA CATHOLIC PS 553 1 1 1 2 2 1 2 0 10 109 87 100 60 28 38 22 55

KIGAMBWA PS 276 1 1 1 1 1 1 1 3 10 45 55 45 45 35 33 18 28

KIGANGAZI PARENTS PS 480 1 1 1 1 1 1 1 2 9 82 85 73 76 77 59 28 53

KIJOGOLO PS 146 1 1 1 1 1 1 1 1 8 35 20 26 23 14 19 9 18

KIRYANONGO COU PS 527 1 1 1 1 1 1 1 3 10 106 118 84 69 71 52 27 53

KIYOMBYA PS 337 1 1 1 1 1 1 1 5 12 78 49 50 50 44 30 36 28

LWENGO COMMUNITY PS 525 1 1 0 2 1 1 2 2 10 150 120 #DIV/0! 30 46 45 10 53

MBAALI PS 228 1 1 1 1 1 1 1 1 8 52 54 46 23 25 18 10 29

MULAGI PS 230 1 1 1 1 1 1 1 2 9 55 38 35 32 27 26 17 26

91

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NAKAKABALA PS 180 1 1 1 1 1 1 0 3 9 71 28 16 24 17 24 #DIV/0! 20

NSAMBYA PS 439 1 1 1 2 2 1 2 0 10 152 67 55 36 25 20 12 44

ST.ANDREW KAGWA NDIBATA PS 342

1 1 1 2 2 2 1 0 10 136 40 38 23 21 15 11 34

ST.BALIKUDDEMBE PS 650 1 1 1 1 2 1 3 0 10 261 87 108 67 34 33 9 65

8244 21 22 18 27 26 24 26 42 206 102 61 72 48 38 31 17 40

MU

BE

ND

E

BBINIKIRA PS 452 1 1 1 1 1 1 1 0 7 108 78 62 48 53 68 35 65

BUKUYA ISLAMIC 377 1 1 1 0 1 1 2 0 7 83 41 61 #DIV/0! 66 49 11 54

BUSENYA PS 429 1 1 1 2 1 1 1 1 9 102 82 76 30 50 30 29 48

BUSWA PS 400 1 1 1 1 2 1 1 0 8 95 46 55 55 29 50 41 50

BUSWERA PS 525 1 1 1 3 2 1 2 0 11 94 89 64 34 43 57 17 48

BUWAATA PS 828 1 1 3 2 2 3 1 0 13 211 105 37 55 61 35 66 64

IKULA PS 629 1 0 0 2 1 1 1 0 6 189 #DIV/0! #DIV/0! 34 76 51 77 105

KABAALE PS 243 1 0 0 2 1 0 1 0 5 97 #DIV/0! #DIV/0! 15 12 #DIV/0! 8 49

KABOWA PS 704 1 1 1 3 2 1 2 0 11 175 130 105 34 41 51 30 64

KABUBBU PS 531 1 1 1 1 1 1 2 0 8 79 82 102 101 71 56 20 66

KAKENZI PS 948 1 1 0 1 2 1 2 0 8 224 141 #DIV/0! 124 64 109 41 119

KAKINDU CATHOLIC PS 406 1 1 1 1 1 1 2 0 8 182 54 46 42 32 33 9 51

KAKINDU PS 329 2 1 1 1 2 2 1 0 10 26 50 60 52 24 20 27 33

KALAGALA PS 536 1 1 1 1 1 1 1 1 8 86 82 87 80 85 72 44 67

KALONGA PS 684 1 1 1 2 2 1 2 0 10 151 101 109 51 50 80 21 68

KAMBOJJA R/C PS 309 1 1 1 1 1 1 2 0 8 58 66 59 48 31 25 11 39

KAMUSENENE PS 645 1 0 1 1 0 1 1 1 6 286 #DIV/0! 70 56 #DIV/0! 54 25 108

KASAANA PUBLIC PS 351 1 1 1 1 0 1 2 0 7 106 75 57 47 #DIV/0! 20 13 50

Kasenyi church of Uganda P/S 328 2 2 2 2 2 3 2 0 15 30 18 27 26 31 11 17 22

92

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

KAWUULA PS 502 1 1 1 1 1 0 1 1 7 120 97 71 81 69 #DIV/0! 31 72

KAYEBE PS 397 0 2 1 1 1 1 1 0 7 #DIV/0! 45 66 58 57 29 20 57

KIBALINGA PS 839 1 1 2 5 0 0 7 0 16 144 131 53 25 #DIV/0! #DIV/0! 15 52

KIBYAMIRIZI PS 493 1 1 1 1 1 2 1 0 8 85 107 101 80 59 15 31 62

KIGAMBA PS 897 1 2 1 2 1 2 1 0 10 230 71 157 59 101 55 41 90

KIJJOMANYI PS 295 1 1 1 1 1 2 2 0 9 70 40 52 40 35 19 10 33

KISOJJO PS 454 0 1 1 1 1 1 2 0 7 #DIV/0! 78 46 96 64 40 10 65

KITEREDDE PS 387 1 1 1 1 1 0 1 1 7 121 56 55 44 34 #DIV/0! 40 55

KITOKOLO PS 363 1 0 0 1 1 0 1 1 5 165 #DIV/0! #DIV/0! 28 18 #DIV/0! 33 73

KIYUNGU PS 250 1 0 2 1 1 0 2 0 7 61 #DIV/0! 23 46 30 #DIV/0! 5 36

KIZIIKA-KATUNGO PS 530 1 1 1 1 1 1 1 1 8 239 82 40 54 52 32 31 66

KUKANGA PS 155 1 1 1 1 0 1 2 0 7 25 25 18 27 #DIV/0! 14 13 22

KYAMUYINULA SDA P.S 342 1 1 1 1 1 2 1 0 8 119 51 41 55 31 13 20 43

KYANAMUGERA C/U P.S 741 2 1 2 2 2 2 2 0 13 121 84 40 40 48 48 33 57

KYATO PS 521 1 1 0 1 1 1 1 0 6 142 96 #DIV/0! 67 55 43 30 87

LUTEETE PS 849 2 1 1 1 1 1 2 0 9 124 175 128 140 84 58 9 94

LWANGIRI PS 812 1 1 1 1 2 2 2 0 10 171 85 134 150 64 58 15 81

LWENYANGE PS 569 1 1 1 0 2 1 1 0 7 151 81 77 #DIV/0! 41 78 41 81

MAKUKUULUGI PS 375 1 1 1 1 0 1 2 0 7 109 87 66 45 #DIV/0! 22 7 54

MANYOGASEKA PS 284 1 1 1 1 1 1 2 1 9 77 49 42 37 28 31 10 32

MATAMA PS 326 1 1 1 1 2 1 2 0 9 87 48 38 50 22 30 15 36

Mubende Tiger P/S 2126 6 6 4 4 3 2 4 0 29 43 44 76 111 116 156 49 73

NALOZAALI PS 850 1 0 1 2 2 1 2 0 9 274 #DIV/0! 104 47 39 75 51 94

ST.KIZITO NABINGOLA PS 624 2 1 1 1 2 2 1 1 11 60 101 105 89 37 40 56 57

93

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

St.Mary's primary School 755 2 1 2 3 2 4 5 0 19 49 79 47 43 67 32 19 40

ST.NOA MYANZI CATHOLIC P.S 300 1 1 1 2 2 1 3 0 11 73 47 39 22 24 36 5 27

ST.SIMON KATUUGO P.S 376 1 1 1 2 1 2 3 0 11 115 45 47 27 48 20 9 34

25066 55 48 51 68 59 57 84 9 431 112 80 71 54 55 47 23 58

Ea

st

AM

UR

IA

ABOTA PS 564 1 1 1 1 1 1 2 8 120 88 121 112 60 40 12 71

ADEPAR PS 495 0 1 1 1 1 1 2 7 #DIV/0! 75 86 106 43 30 9 71

AGEREGER PS 514 1 1 1 1 1 1 2 8 138 77 69 94 55 49 16 64

AGONGA PS 922 1 1 2 1 1 2 2 10 175 127 91 141 129 60 25 92

AKOROMIT PS 1028 1 1 1 1 1 1 2 8 183 171 139 148 151 166 35 129

AMARE PS 726 1 1 1 1 1 0 2 7 168 120 131 104 72 #DIV/0! 17 104

AMERO PS 518 1 1 1 1 1 1 1 7 118 70 88 90 68 65 19 74

AMUCU PS 1333 2 2 2 2 1 2 2 13 149 98 101 143 166 59 34 103

ANGEREPO PS 806 1 1 1 2 1 1 2 9 181 95 95 78 166 77 18 90

APARISA-ASAMUK PS 513 1 1 1 1 1 1 1 7 75 80 63 112 77 60 46 73

APOPONG PS 419 1 1 1 1 1 1 1 7 109 72 57 76 49 37 19 60

ATEN PS 663 0 1 0 2 2 3 1 9 #DIV/0! 96 #DIV/0! 47 41 28 59 74

ATIRIR-ASAMUK PS 913 2 2 2 2 0 1 3 12 71 61 69 93 #DIV/0! 115 20 76

NYADA PS 533 1 1 1 1 1 2 1 8 164 68 80 66 44 33 45 67

OBALANGA PS 1094 1 1 1 1 1 1 2 8 198 184 176 172 156 133 38 137

OCAL PS 789 1 1 3 1 1 1 2 10 123 108 42 167 141 80 23 79

ODEKERE PS 363 1 1 1 2 2 1 2 10 89 57 54 37 22 26 11 36

ODUKUL PS 523 1 1 1 1 2 1 1 8 136 77 94 78 38 47 16 65

OGOLAI PS 959 1 0 2 2 1 1 2 9 238 #DIV/0! 84 70 156 82 28 107

OGWARAT PS 831 1 1 1 1 1 1 3 9 164 116 145 120 124 94 23 92

94

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

OJOTA PS 457 1 1 2 0 1 1 1 7 129 67 35 #DIV/0! 51 28 25 65

OKUDE PS 1124 1 2 2 1 1 3 4 14 301 82 68 155 172 40 19 80

OLIANAI PS 576 1 1 1 2 1 1 2 9 130 70 78 77 77 35 17 64

ONGUTOI PS 527 1 1 1 1 2 1 2 9 120 73 80 85 34 46 28 59

OYAMAI PS 715 1 1 1 1 1 2 2 9 172 99 91 104 120 53 12 79

WILLA PS 515 1 1 1 1 1 1 2 8 89 74 128 84 70 42 14 64

18420 26 28 33 32 29 33 49 230 156 95 87 100 89 59 22 80

BU

DU

DA

BUCHUNYA PS 1125 1 1 1 1 3 4 3 0 14 165 173 201 190 62 34 25 80

BUDUDA PS 850 2 2 2 3 3 2 2 0 16 60 65 72 48 45 64 27 53

BUKARI PS 550 1 1 1 1 3 1 2 0 10 103 104 84 77 22 71 23 55

BUKIBUMBI PS 484 1 1 1 0 1 0 1 1 6 50 64 66 #DIV/0! 80 #DIV/0! 58 81

BUKIGA PS 1033 2 2 2 2 2 1 3 0 14 98 82 89 81 72 128 21 74

BULOBI PS 993 0 2 2 2 3 2 3 0 14 #DIV/0! 71 93 78 62 71 28 71

BUMUTU PS 91 1 1 1 1 0 0 0 0 4 35 18 28 10 #DIV/0! #DIV/0! #DIV/0! 23

BUNAKHAYENZE PS 518 2 1 1 1 2 4 2 0 13 43 72 75 90 37 16 29 40

BUNANDUTU PS 795 1 1 1 1 1 1 2 0 8 118 101 104 127 126 128 46 99

BUNDESI PS 493 1 0 1 1 0 1 1 0 5 97 #DIV/0! 75 58 #DIV/0! 52 51 99

BUNEEMBE PS 284 0 0 1 1 1 1 1 2 7 #DIV/0! #DIV/0! 44 50 42 37 20 41

BURABA PS 497 1 0 2 0 0 0 1 0 4 138 #DIV/0! 40 #DIV/0! #DIV/0! #DIV/0! 12 124

BUSHIRIBO PS 966 1 1 1 2 3 1 2 0 11 171 154 156 75 45 139 31 88

LUBIIRI PS 932 1 1 0 1 1 1 1 1 7 181 194 #DIV/0! 130 97 102 41 133

NABOOTI PS 517 0 0 1 1 1 1 1 1 6 #DIV/0! #DIV/0! 66 59 63 88 68 86

NABUSAKALA PS 209 1 1 1 1 0 0 0 0 4 72 50 46 41 #DIV/0! #DIV/0! #DIV/0! 52

SAKUSAKU PS 555 1 1 1 1 1 1 1 0 7 140 108 86 76 54 55 36 79

SAMAALI PS 756 1 1 1 2 1 1 2 0 9 145 108 97 61 99 118 34 84

SHIKHOLO PS 605 1 1 1 1 0 1 1 0 6 142 117 95 82 #DIV/0! 59 45 101

95

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

SHITONDOSHI PS 457 0 1 1 1 1 0 0 0 4 #DIV/0! 112 99 78 47 #DIV/0! #DIV/0! 114

12710 19 19 23 24 27 23 29 5 169 122 111 91 82 64 68 32 75

BU

GIR

I

BUFASI PS 471 1 1 1 1 0 1 1 6 127 98 91 78 #DIV/0! 32 9 79

BUGOYOZI PS 396 1 0 1 1 1 1 2 7 123 #DIV/0! 73 50 40 25 10 57

BUGUBO BUTAMBULA PS 704 2 2 1 2 4 2 3 16 57 48 111 61 28 54 15 44

BUKUTA PS 588 1 1 0 1 0 1 2 6 107 101 #DIV/0! 98 #DIV/0! 80 10 98

BULEBI MUSLIM PS 211 1 1 1 1 1 1 2 8 56 30 38 25 23 15 12 26

BULIDHA PS 612 1 1 1 1 1 1 3 9 124 110 96 96 68 68 17 68

BULUGUYI PS 903 2 2 2 2 3 2 2 15 82 60 88 91 35 42 38 60

ISAKABISOLO PS 732 1 1 2 1 1 1 2 9 161 102 69 111 105 80 18 81

ITAKAIBOLU PS 829 1 1 2 3 3 3 1 14 170 133 91 53 30 21 32 59

KAVULE PS 495 1 2 1 1 1 2 2 10 72 35 79 81 72 37 24 50

KAYANGO PS 853 1 1 2 2 4 2 4 16 136 131 78 73 30 48 18 53

KIGULU PS 474 1 1 1 1 1 1 3 9 150 73 84 50 50 38 10 53

KIMIRA PS 506 0 1 1 2 2 2 1 9 #DIV/0! 64 75 48 26 16 28 56

KIRONGERO PS 679 2 1 1 3 1 2 2 12 65 142 140 30 67 26 30 57

LUWERO PS 378 1 1 1 1 0 2 1 7 88 62 54 70 #DIV/0! 17 30 54

LWANGOSA PS 284 1 1 1 1 0 1 1 6 76 48 46 35 #DIV/0! 34 10 47

MAWANGA PS 725 1 0 2 2 1 1 2 9 95 #DIV/0! 46 60 117 120 28 81

NABIRERE PS 363 1 1 0 1 1 1 1 6 102 45 #DIV/0! 68 36 43 24 61

NABYUNYU PS 899 3 1 3 1 2 0 6 16 47 119 43 151 72 #DIV/0! 13 56

NAIGOMA PS 474 1 1 2 2 1 2 2 11 102 86 32 38 48 28 21 43

NAKATWE PS 596 1 1 2 2 2 2 3 13 70 83 49 43 53 51 18 46

NAKAVULE PS 696 2 2 3 3 3 5 4 22 96 44 30 32 25 15 19 32

NAKAWA PS 1272 1 1 1 3 1 2 2 11 278 135 130 63 179 115 66 116

NAMBO PS 302 1 2 1 3 1 1 2 11 64 26 44 16 41 26 13 27

96

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NAMUNTENGA PS 534 1 1 1 2 2 2 1 10 123 76 76 40 39 33 37 53

Nansaga Muslim Primary School 381 0 1 1 0 3 1 1 7 #DIV/0! 65 81 #DIV/0! 14 27 20 54

NAWANJUKI PS 739 2 2 2 2 1 2 3 14 74 68 68 58 95 40 10 53

NDIFAKULYA PS 934 1 2 1 3 3 3 2 15 148 69 168 55 49 41 23 62

NSANGO PS 772 1 1 1 2 1 2 1 9 160 130 120 78 111 33 31 86

NSAVU PS 633 1 1 2 1 1 1 2 9 155 122 45 60 94 83 15 70

18435 35 35 41 51 46 50 64 322 108 81 73 58 52 43 20 57

BU

KE

DE

A

AKAKAAT CHRIST THE KING PS 722 2 1 0 3 2 2 2 0 12 112 111 #DIV/0! 33 50 35 12 60

AKERO PS 901 2 2 2 2 3 1 5 0 17 106 68 83 83 35 85 7 53

ALIGOI PS 1264 2 2 1 5 3 2 5 0 20 76 119 192 61 67 37 21 63

APUTIPUTI PS 688 2 1 1 1 2 2 3 0 12 52 103 113 137 54 32 20 57

FR.PHILAN AMUS PS 620 1 1 1 3 2 2 2 0 12 184 90 86 35 42 18 19 52

KACHEDE PS 891 1 2 2 2 3 1 4 0 15 191 70 71 81 39 83 14 59

KAJAMAKA PS 1023 2 1 2 5 4 2 5 0 21 65 183 83 39 46 50 14 49

KALENGO PS 987 2 2 1 1 2 3 3 0 14 128 84 169 162 46 22 25 71

KAMON PS 813 3 2 2 3 1 2 5 0 18 30 68 90 63 127 29 7 45

KANYANGA PS 673 1 2 2 2 2 3 4 0 16 138 41 60 60 38 26 15 42

KOBAALE PS 879 2 2 1 2 2 2 3 0 14 112 57 110 71 81 37 18 63

KOKWECH PS 765 1 2 1 3 1 4 2 0 14 186 62 125 39 88 20 22 55

KOMELEKES PS 879 2 2 2 2 3 2 3 0 16 89 60 81 69 45 47 18 55

KOMUGE PS 506 1 1 1 1 3 1 2 1 11 105 89 99 88 23 28 14 46

Kotiokot primary school 714 1 1 1 2 1 2 2 1 11 144 89 119 79 84 43 17 65

MIROI ROCK PS 886 1 1 1 2 1 3 2 0 11 180 160 145 95 115 18 21 81

NALUGAI PS 595 2 1 2 3 2 2 3 0 15 67 115 60 35 24 28 6 40

OKULA PS 273 1 1 1 2 1 3 1 0 10 45 57 32 23 52 13 2 27

97

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

OKUNGURO PS 488 1 3 1 1 3 1 3 0 13 85 19 91 85 23 68 11 38

14567 30 30 25 45 41 40 59 2 272 99 77 97 60 49 32 15 54

BU

LA

MB

ULI

BUGIMWERA PS 535 3 1 1 2 1 2 2 12 43 50 80 43 60 33 33 45

BUGINYANYA PS 852 2 2 2 2 4 1 5 18 71 63 72 71 33 122 10 47

BULENGENI PS 974 2 2 2 2 3 3 1 15 70 84 89 71 51 47 54 65

BULUGANYA PS 949 1 3 3 1 2 1 1 12 153 49 43 139 74 148 87 79

BUMUSAMALI PS 629 1 1 1 2 2 2 3 12 149 89 91 71 48 18 9 52

BUMWIDYEKI PS 864 1 1 1 1 1 1 4 10 170 153 120 125 131 134 8 86

BUNALWERE PS 881 2 1 1 1 2 1 3 11 94 110 150 140 66 120 14 80

BUYAKA PS 843 1 1 1 2 1 3 1 10 161 143 120 75 106 41 40 84

BWIKHONGE PS 856 2 2 2 3 2 1 1 13 105 80 85 45 52 51 27 66

GABUGOTO PS 606 1 1 1 0 2 0 4 9 140 96 79 #DIV/0! 40 #DIV/0! 6 67

TABAKONYI PS 535 1 0 1 1 1 1 3 8 146 #DIV/0! 81 86 77 44 7 67

8524 17 15 16 17 21 16 28 130 101 88 84 82 58 67 17 66

BU

YE

ND

E

BUGAYA PS 256 1 1 1 4 1 1 3 12 32 34 33 8 43 34 16 21

BUSEETE PS 465 1 2 2 3 0 2 3 13 155 30 38 24 #DIV/0! 18 6 36

BUTAASWA PS 785 1 2 1 2 2 3 2 13 249 57 132 42 39 28 22 60

BUYANJA PS 505 1 2 2 2 3 3 1 14 90 33 45 36 29 21 39 36

INUULA CATHOLIC PS 779 1 1 1 1 1 3 2 10 189 120 122 120 120 26 15 78

IRUNDU CATHOLIC PS 1444 2 2 2 0 2 2 3 13 95 91 122 #DIV/0! 152 95 24 111

KAGULU PS 830 1 1 1 3 2 3 2 13 162 140 150 42 54 32 25 64

KAMUGOYA PS 531 1 1 1 1 1 1 2 8 121 73 87 96 77 52 13 66

KIBBAALE PS 939 1 1 1 1 1 2 1 8 342 126 124 104 115 53 23 117

KIRIMWA CATHOLIC PS 721 1 1 1 1 1 1 2 8 166 172 93 112 74 68 18 90

KYANKOOLE PS 748 1 1 1 1 1 3 1 9 199 131 81 122 97 29 31 83

98

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NAMUGONGO PS 858 1 1 1 2 2 1 4 12 199 145 133 62 55 85 16 72

NGOLE PS 749 1 1 0 0 1 3 2 8 297 125 #DIV/0! #DIV/0! 65 24 9 94

NKONDO PS 915 1 2 2 2 2 1 2 12 184 61 74 85 75 95 24 76

NKOONE PS 1097 1 1 1 2 1 1 2 9 257 179 179 83 147 141 14 122

ST.JUDE KATOGWE PS 608 1 0 0 1 1 3 2 8 94

#DIV/0! #DIV/0! 105 98 25 13 76

ST.KIZITO KIDERA PS 669 1 2 1 2 1 1 2 10 180 49 95 40 110 68 19 67

ST.KIZITO NAMBULA PS 602 1 1 1 2 3 0 2 10 236 78 80 37 21 #DIV/0! 7 60

ST.PAUL MPUNDE PS 729 1 1 1 2 2 2 2 11 175 101 104 60 49 44 23 66

14230 20 24 21 32 28 36 40 201 176 90 103 67 71 44 17 71

KA

LIR

O

BUDEHE PS 410 1 1 1 1 2 2 1 0 9 95 104 53 60 23 24 5 46

BUDINI C/U PS 632 1 1 2 2 3 3 4 0 16 119 98 48 53 30 23 14 40

BUGODA PS 320 1 1 2 2 3 2 1 0 12 85 70 20 26 9 17 12 27

BUKAMBA PS 684 1 1 1 2 3 3 1 0 12 134 110 112 68 36 21 23 57

BULUYA PARENTS PS 755 1 1 1 1 2 2 3 1 12 131 110 101 120 52 55 27 63

BUPEENI PS 318 1 1 1 1 2 1 2 0 9 70 56 50 44 23 30 11 35

BUPYANA PS 1069 1 1 1 2 3 1 4 0 13 296 123 123 80 62 112 17 82

BUSALAMUKA PS 367 1 1 1 2 2 3 2 0 12 52 40 63 30 33 20 14 31

BUYODI CATHOLIC PS 245 1 1 1 2 3 1 2 0 11 55 38 35 19 11 33 7 22

BWAYUYA PS 419 1 2 2 2 2 3 3 0 15 71 35 41 34 22 18 10 28

KALIRO C/U PS 1013 2 2 3 4 2 2 5 0 20 86 61 61 53 57 59 19 51

KANANKAMBA PS 904 2 2 2 3 3 2 3 0 17 96 69 87 49 41 42 15 53

LUBUULO PS 905 2 1 2 2 3 2 3 0 15 71 129 57 90 40 76 24 60

LUGONYOLA P.S 613 1 1 1 1 1 2 2 0 9 110 147 99 94 77 29 14 68

NAKABOKO PS 131 1 1 1 2 2 1 0 0 8 46 21 22 6 7 17 #DIV/0!! 16

99

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NAMUKOOGE PS 1120 2 2 2 4 3 3 5 0 21 88 73 104 47 46 58 18 53

NAMULUNGU PARENTS PS 534 1 1 2 1 1 1 3 0 10 147 67 32 89 71 54 14 53

NAWAMPITI PS 1307 2 1 2 1 2 2 2 0 12 128 147 107 250 105 87 29 109

NUHIRA PS 622 1 1 1 1 1 2 2 0 9 145 123 104 79 69 40 12 69

12368 24 23 29 36 43 38 48 1 242 104 81 67 58 39 40 16 51

LU

UK

A

BIGUNHO PS 790 2 2 1 2 2 1 4 0 14 115 46 120 75 45 69 10 56

BUDHABANGULA PS 994 2 2 2 2 2 3 5 0 18 83 84 94 74 65 42 14 55

BUNAFU PS 668 3 2 1 1 1 2 2 0 12 45 44 86 95 84 48 42 56

BUSALAMU PS 854 2 2 3 0 0 5 5 0 17 69 63 45 #DIV/0! #DIV/0! 24 9 50

BUWIIRI PS 772 2 2 1 1 2 2 6 0 16 53 65 149 148 46 37 12 48

GWEMBUZI PS 712 1 2 2 2 3 2 4 0 16 178 63 48 45 29 43 13 45

IKONIA PS 1543 3 2 1 3 2 2 3 0 16 93 127 253 84 106 117 20 96

IKUNBYA PS 987 1 1 1 2 2 2 2 1 12 190 145 138 82 66 65 44 82

KIRIMWA PS 1118 2 1 2 2 1 2 2 1 13 153 203 92 68 124 54 31 86

KITUUTO PS 1003 1 2 2 2 2 3 2 0 14 162 86 82 85 69 53 20 72

KITWEKYAMBOGO PS 912 2 2 2 3 3 3 4 0 19 53 68 91 56 45 42 16 48

LAMBALA PS 740 1 2 2 2 2 3 2 0 14 108 65 62 59 63 35 16 53

MAWEMBE PS 582 2 2 2 2 2 1 3 0 14 67 52 44 49 31 55 14 42

NAKAVUMA PS 575 1 1 1 3 2 2 1 0 11 139 83 88 29 29 37 47 52

NAMADOPE PS 608 1 1 1 1 3 2 4 0 13 104 117 97 97 31 40 5 47

NAMUMERA PS 550 2 1 2 3 1 3 2 0 14 51 79 40 26 78 26 28 39

ST.PAUL'S NABYOTO PS 902 1 1 1 2 3 2 2 0 12 160 122 167 69 43 56 37 75

ST.THOMAS MAKUTU PS 341 1 1 2 1 1 1 1 1 9 97 60 26 41 36 35 21 38

WAIBUGA MUSLIM PS 786 2 2 2 1 2 0 6 0 15 71 66 66 124 53 #DIV/0! 9 52

100

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

15437 32 31 31 35 36 41 60 3 269 93 79 81 70 57 48 17 57

MA

YU

GE

ANSAAR PS 75 1 1 1 1 1 2 0 1 8 10 27 12 16 3 4 #DIV/0! 9

BALIITA PS 1744 5 4 4 3 4 5 7 0 32 33 67 73 91 77 49 28 55

BUGADDE PS 1230 2 2 2 3 6 2 3 0 20 94 78 101 67 34 72 47 62

BUGOTO PS 680 1 1 2 3 1 1 1 0 10 167 128 46 31 97 90 14 68

BUGULU PS 907 1 1 2 1 1 3 1 0 10 207 113 71 152 115 35 72 91

BUGUMYA PS 322 1 1 1 2 1 1 1 0 8 73 73 41 18 38 35 26 40

BUKATABIRA PS 1477 2 2 3 2 4 2 3 0 18 125 125 92 125 47 96 23 82

BULUUTA PARENTS PS 771 1 1 1 2 3 2 1 0 11 170 154 115 54 36 34 49 70

BUMBA ISLAND PS 314 2 1 0 1 1 2 1 0 8 61 59 #DIV/0! 37 23 6 11 39

BUWAISWA PS 157 1 1 1 2 2 0 0 0 7 30 40 47 15 5 #DIV/0! #DIV/0! 22

BUYUGU PS 1090 1 1 1 1 0 2 3 0 9 320 184 210 185 #DIV/0! 33 12 121

BWIWULA PS 409 2 1 1 1 1 2 1 0 9 35 75 70 73 53 22 25 45

IKULWE PS 1144 3 2 3 4 1 3 5 0 21 50 103 74 55 146 46 13 54

ISENDA PS 738 1 1 2 1 1 3 0 0 9 170 138 66 135 60 17 #DIV/0! 82

ISIKIRO PS 596 2 1 1 1 1 2 3 0 11 41 85 94 91 83 46 23 54

KANYABWINA PS 453 1 1 1 1 1 2 2 0 9 113 85 79 54 56 22 12 50

KASOZI COU PS 691 1 0 1 1 1 3 1 0 8 145 #DIV/0! 90 125 90 31 54 86

KINAWAMBUZI PS 515 1 0 1 1 2 1 1 0 7 138 #DIV/0! 60 83 30 53 46 74

MAGUNGA COU PS 309 1 1 1 1 2 1 1 0 8 60 50 43 53 23 39 19 39

MALONGO PS 754 2 0 2 1 2 2 3 0 12 78 #DIV/0! 69 139 46 41 13 63

MBAALE CATHOLIC PS 835 2 2 3 0 2 2 4 0 15 61 62 41 #DIV/0!! 77 59 14 56

MBIRIZI PS 196 1 2 1 1 2 1 2 0 10 64 15 15 38 7 20 8 20

MUGERI PS 451 1 1 1 2 2 2 2 0 11 106 80 69 27 33 27 12 41

MUGEYA COU PS 240 1 1 1 1 1 1 2 0 8 68 37 42 36 22 19 8 30

101

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

MUKUTA PS 326 1 1 1 1 1 2 2 0 9 148 32 36 38 29 14 8 36

MULINGIRIRIE PS 826 1 1 1 1 2 2 4 0 12 208 108 108 117 50 51 21 69

NABEETA PS BAKASERO 650 1 2 1 2 1 2 4 0 13 102 53 107 50 100 44 12 50

NAKIDUBULI PS 345 1 1 1 2 1 1 1 0 8 69 56 53 23 46 37 39 43

NAMONI PS 784 1 1 2 3 2 1 2 0 12 118 112 75 47 46 98 38 65

NANGO PS 1257 2 2 2 3 3 1 5 0 18 162 115 85 57 56 115 16 70

WAMBETE PS 687 2 3 2 2 1 2 2 0 14 59 49 57 52 82 40 21 49

20973 46 40 47 51 54 58 68 1 365 92 86 72 65 51 41 22 57

NA

MA

YIN

GO

BUCHUMBA HILL PS 1147 1 1 2 2 1 1 2 0 10 205 214 83 98 205 96 33 115

BUDUMA PS 449 1 1 1 2 2 1 1 0 9 96 73 61 39 37 43 25 50

BUGALI PS 780 1 1 1 1 1 2 2 0 9 166 125 121 152 104 40 16 87

BUGOMA ACADEMY 311 1 1 1 1 1 1 2 0 8 70 51 46 50 40 30 12 39

BUHATANDU PS 632 1 1 1 1 2 1 3 0 10 150 88 110 116 44 40 13 63

BUHEMBA PS 1222 2 1 1 2 2 1 2 2 13 110 150 242 166 73 78 28 94

BUMOLI PS 663 1 1 1 2 1 2 2 0 10 156 101 101 51 83 37 23 66

BUSIULA PS 863 1 1 1 3 2 2 2 0 12 178 132 129 53 70 40 23 72

BUTANIRA PS 232 1 1 0 1 1 1 1 1 7 37 22 #DIV/0! 36 40 35 27 33

BUYANGA PS 10 1 1 0 0 0 0 0 0 2 7 3 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 5

GENGULUHO PS 423 1 1 1 2 1 1 2 1 10 67 92 50 30 67 61 13 42

JAAMI PS 577 1 1 1 1 1 2 1 2 10 134 88 83 94 89 30 29 58

LOLWE ISLAND PS 257 0 0 1 1 1 0 0 0 3 #DIV/0! #DIV/0! 50 38 34 #DIV/0! #DIV/0! 86

LUBANGO COU PS 418 1 1 1 1 2 1 1 0 8 88 84 93 61 30 20 13 52

LUGALA PS 678 2 1 1 2 1 1 1 0 9 57 119 104 58 106 80 40 75

MWEMA HILLS PS 232 1 1 1 1 1 1 1 2 9 53 48 25 39 38 17 12 26

NAMAINGO PS 1794 2 2 1 2 2 4 2 0 15 94 125 215 182 196 67 60 120

102

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NAMAVUNDU PS 660 1 1 1 1 2 1 1 1 9 121 131 134 115 33 60 33 73

11348 20 18 17 26 24 23 26 9 163 105 101 104 81 74 50 25 70

NA

MU

TU

MB

A

BUDATU PS 370 1 1 1 1 1 1 3 0 9 82 65 52 54 54 39 8 41

BUDWAPA PS 429 0 1 1 1 1 1 2 0 7 #DIV/0! 90 56 64 65 37 12 61

BUGIRI SDA PS 477 1 1 1 1 1 1 2 0 8 111 67 79 90 36 52 21 60

BUGOBI PS 1278 2 2 2 3 2 2 3 0 16 113 79 93 89 105 90 18 80

Bunangwe primary school 514 1 1 1 1 2 1 3 0 10 171 77 76 55 35 38 9 51

BUWIDI PS 827 1 1 1 2 2 1 4 0 12 280 100 106 62 49 92 7 69

BUWONGO PS 802 1 1 2 2 2 3 2 0 13 135 107 77 64 62 40 17 62

IGHALANGIRE PS 290 1 1 1 1 1 1 2 0 8 59 40 61 39 37 39 8 36

IRONDO PS 615 1 0 3 1 1 1 2 0 9 134 #DIV/0! 32 101 84 90 23 68

KAITI PS 910 1 2 1 1 2 2 2 0 11 140 55 146 147 84 65 35 83

KATENGEREIRE PS 330 1 1 1 1 1 1 2 0 8 71 48 57 42 55 40 9 41

Korongo Primary school 331 1 1 2 2 1 1 3 0 11 120 60 28 20 30 15 4 30

Lwatama primary school 713 1 1 1 1 2 1 1 0 8 165 108 107 110 47 94 36 89

MAGADA PS 332 1 1 2 2 1 2 2 0 11 45 40 22 31 59 31 10 30

NABINYONYI PS 387 1 1 1 3 2 2 1 1 12 50 80 69 22 31 18 25 32

NAKYERE PS 445 1 2 1 1 3 2 3 0 13 134 38 67 71 15 18 6 34

NALENDE PS 388 1 1 1 1 1 1 1 0 7 101 45 93 57 42 33 17 55

NAMALOWE PS 303 2 1 2 2 1 3 2 0 13 32 50 25 25 46 12 6 23

Nangonde 901 1 1 1 1 2 1 1 0 8 247 130 127 121 64 100 48 113

NAWAIKONIA PS 936 2 2 1 2 2 2 2 0 13 74 71 145 76 68 72 36 72

NAWAMPANDU PS 1100 2 2 2 2 3 4 5 0 20 93 84 78 83 55 43 18 55

NAWANSAGWA PS 1209 3 2 3 2 2 4 3 0 19 66 98 62 99 88 48 22 64

NAWANSEKESE PS 237 1 1 1 1 2 1 2 0 9 54 55 23 37 11 28 9 26

103

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NKONO MEMORIAL PS 613 1 1 1 1 2 1 3 0 10 182 70 77 67 52 66 16 61

14737 29 29 34 36 40 40 56 1 265 110 74 67 64 53 47 15 56

SO

RO

TI

ABEKO PS 628 1 1 1 2 1 2 1 9 104 98 97 48 89 48 49 70

AGORA PS 1152 1 2 2 2 2 2 2 13 200 75 98 137 82 59 26 89

ANGAI PS 525 1 1 1 1 1 1 1 7 100 99 90 88 100 38 10 75

ARAPAI PS 544 2 1 2 2 2 1 2 12 54 72 43 55 52 48 10 45

Awoja primary school 1396 2 2 2 2 3 3 2 16 121 96 90 122 78 71 46 87

CHEECE-TUBUR PS 558 1 1 1 1 0 1 4 9 109 65 75 115 #DIV/0! 64 9 62

DAKABELA PS 660 1 1 1 1 2 1 2 9 134 120 111 126 39 62 15 73

FR.HILDERS PS 405 1 2 2 2 2 4 3 16 31 19 35 46 36 18 12 25

KAMUDA PS 869 1 1 2 2 2 1 5 14 150 130 67 89 84 71 8 62

KELIM-TUBUR PS 802 1 1 1 1 2 2 1 9 190 125 107 145 48 33 74 89

LILIM PS 1022 1 1 1 1 1 1 2 8 300 120 112 150 165 140 18 128

MEROK PS 725 1 1 1 2 1 1 2 9 130 105 106 51 101 108 37 81

MORU-APESUR 932 2 2 2 4 2 2 4 18 80 64 76 41 62 72 16 52

OMODOI PS 870 3 2 2 2 1 1 1 12 54 76 70 91 102 67 68 73

OMUGENYA-ODELA PS 682 1 1 2 2 1 2 2 11 136 105 41 86 96 30 16 62

OMULALA PS 772 1 1 1 1 2 2 2 10 140 107 105 120 63 70 18 77

OPUCET PS 722 2 1 2 1 2 1 3 12 57 108 48 125 78 79 16 60

ORIMAI PS 975 1 1 2 2 3 3 4 16 200 95 95 100 30 40 20 61

OWALEI PS 868 2 1 1 2 1 2 2 11 70 104 134 104 127 51 28 79

ROCK VIEW PS 271 1 1 2 1 2 2 3 12 44 32 23 40 22 22 8 23

SOROTI ISLAMIC PS 520 1 2 3 2 2 3 3 16 69 36 30 48 42 27 10 33

15898 28 27 34 36 35 38 51 249 106 82 70 84 69 51 19 64

104

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

Nort

h

AG

AG

O

AJALI ATEDE PS 550 1 1 0 1 1 2 1 7 100 56 #DIV/0! 80 101 65 23 79

AJALI LAJWA PS 1083 1 1 1 1 2 1 2 9 200 170 121 148 114 119 49 120

AJWA P7 PS 588 1 1 1 0 1 0 3 7 112 103 99 #DIV/0! 79 #DIV/0! 14 84

AKWANG PS 1100 1 1 0 1 1 2 2 8 227 149 #DIV/0!! 160 164 75 43 138

ARUM PS 1201 1 2 2 1 1 1 4 12 192 96 99 204 196 168 13 100

AYIKA PS 503 1 0 1 1 1 2 1 7 117 #DIV/0! 67 76 66 37 21 72

GEREGERE PS 1020 1 1 1 1 3 2 3 12 198 122 120 186 51 89 22 85

ISRAEL PS 520 1 1 1 1 1 1 1 7 110 85 61 67 73 70 54 74

KOT OMOR PS 509 1 1 1 1 0 2 1 7 85 89 62 77 #DIV/0! 35 41 73

LABIMA PARENTS PS 584 1 1 1 1 1 1 2 8 111 116 98 82 102 42 17 73

LADIGO PS 590 1 0 0 1 2 1 2 7 129 #DIV/0! #DIV/0! 85 51 62 16 84

LAMITKWEYO PS 323 0 1 0 2 2 0 2 7 #DIV/0! 47 #DIV/0! 21 16 #DIV/0! 16 46

NAM ABILI PS 409 1 1 1 1 2 1 1 8 89 60 60 64 30 45 32 51

OKOL PS 449 1 1 1 2 0 1 1 7 65 63 64 40 #DIV/0! 82 31 64

OKWENY PS 580 2 0 1 1 1 1 1 7 68 #DIV/0! 77 87 85 72 47 83

OMIYA PACWA PS 855 1 1 0 3 0 1 2 8 252 125 #DIV/0! 40 #DIV/0! 90 32 107

OPYELO P7 PS 809 1 1 1 1 1 1 1 7 110 105 109 163 165 106 51 116

OYERE PS 421 1 1 1 1 1 1 1 7 46 40 87 81 93 43 31 60

PAIMOL P7 PS 1036 0 1 1 1 4 2 2 11 #DIV/0! 127 162 154 36 58 30 94

TOROMA P7 PS 1088 1 1 0 2 1 2 2 9 189 146 #DIV/0! 97 183 84 29 121

WANGLOBO PS 1229 1 0 0 3 2 1 4 11 196 #DIV/0! #DIV/0! 64 116 181 24 112

WIPOLO SOLOTI PS 937 0 1 0 1 2 2 2 8

#DIV/0! 110 #DIV/0! 162 64 64 21 117

WOL NGORA PS 878 0 0 1 1 2 1 2 7 #DIV/0! #DIV/0! 148 135 94 107 31 125

WOLKICO PS 784 0 1 0 1 1 2 4 9 #DIV/0! 112 #DIV/0! 156 133 40 14 87

18046 20 20 16 30 33 31 47 197 177 132 155 96 90 76 26 92

105

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total A

LE

BT

ON

G

ABIA PS 1776 1 2 1 4 3 4 4 0 19 294 101 354 64 92 72 27 93

ALEBTONG PS 1261 2 2 3 4 1 3 4 0 19 90 84 53 64 224 59 25 66

AMONONENO PS 1258 1 2 1 3 2 0 6 0 15 305 93 185 62 103 #DIV/0! 10 84

ANGOPET PS 576 1 1 1 3 2 0 5 0 13 148 126 98 26 35 #DIV/0! 4 44

ARWOT PS 350 1 0 0 0 0 0 0 1 2 50 #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! 175

ATELELO PS 1019 1 1 1 1 3 3 1 0 11 178 142 142 152 56 56 70 93

AWINY ORU P7 742 1 2 2 2 1 1 5 0 14 134 42 59 76 108 85 13 53

AWINY PS 703 1 2 0 2 0 0 4 0 9 125 63 #DIV/0! 54 #DIV/0! #DIV/0! 10 78

Bardago primary school 842 1 2 1 2 1 1 2 0 10 160 49 150 50 161 108 33 84

EBULE PS 922 1 1 1 1 2 3 4 0 13 163 142 154 154 73 41 10 71

Ocabu primary school 1284 1 1 1 2 3 3 2 0 13 206 204 188 124 64 55 40 99

OLORO HIGH PS 996 1 1 1 2 2 1 4 0 12 150 150 176 88 79 128 15 83

OMARARI PS 1357 1 1 2 3 3 4 1 0 15 311 255 93 81 61 28 67 90

TYENGAR PS 913 1 2 2 4 2 3 2 0 16 154 73 74 41 61 45 24 57

13999 15 20 17 33 25 26 44 1 181 171 104 130 70 87 69 20 77

AM

OL

AT

AR

ACENGRIENY PS 618 1 1 1 3 2 3 2 0 13 80 90 98 49 49 25 14 48

ADONYOIMO PS 821 2 2 1 1 1 4 2 0 13 75 66 121 115 132 31 24 63

ADWALA PS 1058 1 1 2 4 1 5 4 1 19 224 156 62 55 165 21 16 56

AGIKDAK PS 784 2 2 1 2 1 3 2 0 13 59 71 108 91 112 27 21 60

AKWON PS 758 1 1 1 1 3 3 3 0 13 170 120 140 132 36 21 8 58

ARWOTCEK PS 967 2 1 1 2 3 2 3 0 14 86 140 149 86 61 41 23 69

ATOMORO PS 980 1 1 1 2 3 2 1 0 11 170 150 150 62 56 47 126 89

CHAKWARA P7 PS 786 1 1 2 1 4 3 1 0 13 137 127 52 172 31 22 56 60

NABWEYO PS 810 1 2 2 3 2 1 3 0 14 132 60 70 54 55 82 22 58

OMARA EBEK MEMORIAL PS 808 1 1 2 0 2 3 4 0 13 120 132 71 #DIV/0! 61 42 13 62

106

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

8390 13 13 14 19 22 29 25 1 136 113 101 91 81 60 31 23 62

AM

UR

U

ABALOKODI PS 284 1 1 1 2 1 1 2 0 9 56 47 38 31 41 21 10 32

AMURU LAMOGI PS 1845 3 4 3 3 3 4 5 0 25 99 50 79 110 127 57 35 74

AMURU REC KICEKE PS 796 1 2 2 1 2 1 2 0 11 143 56 64 132 71 77 32 72

BIBIA PS 647 1 1 1 2 2 1 2 0 10 117 90 86 60 51 94 20 65

ELEGU PS 437 1 1 1 1 1 1 2 0 8 68 48 72 90 92 45 11 55

KEYO PS 588 1 2 1 2 2 2 2 0 12 78 28 55 62 57 43 39 49

LABALA P7 PS 864 1 1 2 0 1 1 3 0 9 195 116 51 #DIV/0! 142 75 16 96

LACARO P7 PS 811 1 1 1 4 1 1 1 0 10 120 90 82 36 157 132 85 81

LACOR P7 PS 1103 3 1 3 4 0 3 3 1 18 56 113 47 62 #DIV/0! 51 14 61

MARO-AWOBI PS 540 1 1 1 1 1 1 2 0 8 114 75 88 86 78 59 20 68

OKUNGGEDI PS 763 1 2 1 3 2 2 1 0 12 156 51 78 58 76 33 38 64

PABO P7 SCHOOL 1645 0 2 0 4 6 5 5 0 22 #DIV/0! 101 #DIV/0! 86 53 57 19 75

10323 15 19 17 27 22 23 30 1 154 114 66 77 76 89 57 25 67

DO

KO

LO

ABENYO PS 776 1 1 2 1 1 2 2 10 134 102 66 167 122 47 13 78

ADEPOLONGO P7 PS 751 1 1 2 1 3 1 3 12 127 134 63 112 37 102 14 63

ADIP PS 836 1 1 1 2 1 1 3 10 144 186 114 59 124 90 20 84

ALIWOK PS 803 1 1 1 1 2 2 2 10 135 137 140 138 71 37 19 80

AMUDA PS 1195 2 2 1 2 2 2 3 14 91 85 144 115 111 86 26 85

AMUNAMUN PS 654 1 1 2 3 1 2 3 13 132 111 57 36 123 22 8 50

ANGAI P7 PS 726 1 2 0 2 2 3 4 14 126 59 #DIV/0! 56 69 31 14 52

ANGWE CIBANGE PS 1688 1 1 2 5 5 4 4 22 177 179 113 60 70 72 43 77

APWEN YANG MODERN PS 870 0 1 1 1 2 1 3 9 #DIV/0! 157 144 125 63 81 24 97

ATABU PS 951 1 1 2 3 2 3 2 14 148 136 82 52 84 43 25 68

107

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

BARLELA PS 750 1 1 1 1 1 2 3 10 186 126 165 123 78 27 6 75

ILONG PS 778 2 1 0 3 2 2 2 12 66 103 #DIV/0! 51 52 44 23 65

KACHUNG PS 899 1 2 3 2 1 2 2 13 152 51 43 105 131 54 34 69

11677 14 16 18 27 25 27 36 163 139 110 102 76 77 52 21 72

KO

TID

O

KANAWAT PS 608 2 2 2 1 1 3 1 0 12 78 58 45 90 63 16 47 51

KOTIDO GIRLS PS 431 1 1 1 1 1 0 1 1 7 188 89 39 47 36 #DIV/0! 12 62

LOOKOROK PS 426 1 1 1 1 2 1 1 1 9 185 86 53 43 10 19 21 47

LOSAKUCA PS 571 0 1 2 2 1 1 1 0 8 #DIV/0! 40 24 18 39 27 34 71

NAPUMPUM PS 806 2 1 1 1 1 2 2 0 10 100 280 76 60 87 32 20 81

2842 6 6 7 6 6 7 6 2 46 180 102 44 46 41 25 26 62

LA

MW

O

ALAA PS 564 1 1 1 1 0 2 1 7 120 75 66 81 #DIV/0! 50 39 81

APWOYO PS 686 0 0 1 2 1 1 2 7 #DIV/0! #DIV/0! 80 46 123 85 24 98

AYOM PS 445 1 1 1 1 0 1 2 7 95 71 56 72 #DIV/0! 59 14 64

AYUU-ANAKA PS 464 1 1 1 0 0 0 3 6 80 47 70 #DIV/0! #DIV/0! #DIV/0! 10 77

GEM MEDE PS 500 1 1 0 2 0 2 1 7 75 59 #DIV/0! 59 #DIV/0! 21 24 71

KANGOLE PS 257 0 1 0 1 2 1 1 6 #DIV/0! 32 #DIV/0! 50 23 38 16 43

KIROMBE PS 333 1 1 1 1 1 0 2 7 76 52 40 55 61 #DIV/0! 10 48

LABAYANGO PS 654 0 1 1 1 1 2 1 7 #DIV/0! 88 94 144 93 32 35 93

LACARA PS 374 0 0 1 0 2 1 1 5 #DIV/0! #DIV/0! 71 #DIV/0! 34 41 25 75

LAROBI PS 415 1 0 1 1 1 1 2 7 89 #DIV/0! 76 71 67 47 9 59

LOROMIBENGE PS 551 0 2 1 0 1 0 2 6 #DIV/0! 41 60 #DIV/0! 82 #DIV/0! 21 92

LUGWAR PS 568 0 1 0 2 2 2 0 7 #DIV/0! 87 #DIV/0! 48 49 43 #DIV/0! 81

NGOMLAC PS 1019 1 1 1 1 2 1 3 10 165 147 155 201 94 110 18 102

OKORA PS 317 0 0 1 1 1 1 2 6 #DIV/0! #DIV/0! 55 68 51 22 6 53

PALABEK KAL PS 528 1 1 1 1 2 3 2 11 81 57 63 120 53 20 20 48

PANGIRA PS 823 1 1 1 1 2 0 2 8 160 151 112 160 72 #DIV/0! 14 103

108

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

PARACELE PS 176 1 0 1 1 1 1 1 6 38 #DIV/0! 27 35 27 15 11 29

8674 10 13 14 17 19 19 28 120 161 93 89 97 78 51 18 72

MA

RA

CH

A

AMBEKUA PS 1409 2 2 2 3 2 2 3 16 207 106 117 72 78 57 22 88

AMBIDRO PS 1343 4 2 2 1 3 1 2 15 121 133 88 160 43 89 22 90

ANYIVU PS 1522 2 3 3 2 1 3 4 18 177 101 82 109 198 53 11 85

BURAMALI PS 801 2 2 2 3 2 1 2 14 150 45 70 47 35 40 11 57

KAKWA PS 881 1 4 1 1 3 1 2 13 230 34 158 156 30 78 16 68

KAMAKA PS 1818 3 2 2 4 5 2 3 21 243 109 136 74 33 46 17 87

MEKI PS 1281 3 2 2 3 3 1 4 18 176 118 98 56 24 35 12 71

MIDRIA PS 1510 3 4 2 2 4 3 4 22 183 53 108 146 28 29 12 69

NYAMBIRA PS 436 1 2 1 2 1 2 3 12 139 28 70 32 60 15 6 36

OJAPI PS 1699 3 3 3 0 1 3 5 18 241 82 81 #DIV/0! 148 29 14 94

OKABI PS 1027 0 3 0 3 2 4 1 13 #DIV/0! 47 #DIV/0! 47 53 23 45 79

OTRAVU PS 1380 2 2 2 2 3 2 6 19 179 92 107 131 57 54 14 73

RETRIKO PS 1033 1 2 2 3 1 3 2 14 263 81 72 52 146 37 27 74

16140 27 33 24 29 31 28 41 213 201 74 102 84 52 40 15 76

NW

OY

A

ALOKOLUM GOK PS 439 2 1 1 1 0 1 1 7 41 56 72 97 #DIV/0! 54 23 63

BIDIN PS 300 1 1 1 1 1 2 1 8 64 36 37 48 35 15 51 38

GOMA CENTRAL 994 1 2 3 4 1 1 2 14 128 49 62 47 202 118 37 71

KAMGURU PS 323 1 1 0 1 2 1 1 7 55 35 #DIV/0! 70 30 34 25 46

KOCH LII PAKIYA PS 462 1 0 1 2 2 1 1 8 94 #DIV/0! 66 48 36 43 27 58

PAMINYAI PS 636 1 2 1 2 1 3 1 11 95 40 85 61 108 27 65 58

PURONGO HILL P7 PS 797 2 2 1 1 1 1 4 12 54 55 119 180 111 77 23 66

PURONGO PS 716 2 1 0 2 1 2 2 10 61 125 #DIV/0! 79 96 24 15 72

ST.KIZITO BIDATI PS 484 1 1 1 1 0 2 2 8 69 59 63 112 #DIV/0! 28 29 61

109

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

5151 12 11 9 15 9 14 15 85 68 60 90 71 90 39 30 61

OY

AM

ACABA PS 1419 2 1 2 3 4 3 4 0 19 131 246 130 67 51 55 21 75

ADIGO P7 PS 806 2 2 2 2 3 3 4 0 18 67 61 65 72 53 29 8 45

AKWANGI PS 1334 2 2 3 2 3 2 3 0 17 133 128 84 87 62 60 29 78

ALUTKOT PS 906 1 2 1 2 3 2 2 0 13 154 68 156 98 33 49 35 70

AMINOMIR PS 1241 1 1 2 2 4 3 1 1 15 100 172 104 155 51 63 60 83

ANGWETA PS 902 2 1 2 3 1 1 3 0 13 99 139 71 51 113 125 11 69

ANYEKE PS 1301 2 2 2 4 3 3 3 0 19 104 102 96 56 65 73 21 68

APALA 'A' PS 1156 2 1 1 2 2 2 3 0 13 103 169 184 108 89 68 23 89

ARIBA PS 896 1 1 2 3 1 2 2 0 12 163 136 66 48 130 66 29 75

ATAPARA PS 1248 2 2 2 4 3 4 2 0 19 106 79 103 55 78 34 43 66

ATURA PS 962 2 2 2 1 3 0 4 0 14 85 69 71 187 53 #DIV/0! 11 69

AWIO P7 PS 878 1 1 3 1 1 2 4 0 13 129 118 53 188 122 53 15 68

BAR WALA PS 571 1 1 1 2 1 2 2 0 10 105 103 96 59 67 26 16 57

BARRIO P7 PS 1213 2 2 2 2 3 3 2 0 16 103 102 96 119 60 49 25 76

FR.ORYANG MEMORIAL P7 PS 1153 2 2 2 3 4 2 4 0 19 96 91 74 62 50 83 20 61

IYANYI P7 PS 955 2 1 2 4 2 1 3 0 15 113 179 91 41 43 82 13 64

KAMDINI PS 1401 2 4 3 4 4 2 4 0 23 118 56 73 64 60 77 18 61

KONGO PS 1131 2 3 1 2 2 3 2 1 16 110 65 203 127 68 29 19 71

LELAPALA PS 1414 2 2 2 2 4 2 3 0 17 138 115 115 124 45 65 40 83

OBANGANGEO PS 1221 3 2 2 1 1 1 3 0 13 63 91 92 219 208 142 32 94

OGWET PS 387 2 1 0 2 2 1 2 0 10 41 55 #DIV/0! 30 25 44 10 39

OPUK PS 941 1 2 2 1 2 2 2 0 12 150 82 85 166 74 59 13 78

OTWAL PS 1526 2 2 2 2 5 1 3 0 17 131 137 157 147 39 118 24 90

24962 41 40 43 54 61 47 65 2 353 106 99 97 84 60 61 21 71

We

st

BU

ND IB UG

YO

BUBANDI PS 1601 2 2 1 3 3 2 3 0 16 178 168 253 68 60 70 45 100

110

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

BUDENGE SDA PS 349 0 1 1 1 0 1 0 0 4 #DIV/0! 90 51 38 #DIV/0! 12 #DIV/0! 87

BUNDIBUGYO MOSLEM PS 328 1 1 1 1 1 1 2 5 13 41 57 52 51 38 49 20 25

BUNDIBUGYO PARENTS PS 519 2 1 2 2 1 3 4 0 15 38 84 40 40 75 20 16 35

BUNDIBUGYO PUBLIC PS 10 2 2 2 3 0 0 0 0 9 4 1 0 0 #DIV/0! #DIV/0! #DIV/0! 1

BUNDIKAHUNGU PS 583 1 2 1 0 1 1 3 0 9 103 47 106 #DIV/0! 80 75 13 65

BUNDIMASOLYA PS 517 1 1 1 1 2 0 1 0 7 136 84 63 74 33 #DIV/0! 45 74

BUNDIMBUGA PS 512 1 1 1 1 1 1 2 0 8 144 106 87 46 48 40 21 64

BUNDIMULINGA PS 1035 1 1 1 1 1 1 1 6 13 177 147 138 175 159 103 136 80

BUNDINGOMA PS 542 2 1 1 2 2 2 2 0 12 83 123 70 31 28 23 12 45

BUNDIWERUME PS 0 2 0 2 1 0 0 0 0 5 0 #DIV/0! 0 0 #DIV/0! #DIV/0! #DIV/0! 0

BUNGUHA PS 533 1 1 2 2 2 2 2 0 12 125 93 40 40 28 31 20 44

BUSENGERWA PS 285 1 1 1 3 0 0 0 0 6 119 65 57 15 #DIV/0! #DIV/0! #DIV/0! 48

BUTHOLYA PS 452 1 1 1 0 1 1 0 0 5 190 84 65 #DIV/0! 35 28 #DIV/0! 90

BUTOOGO PS 569 1 1 2 1 2 2 0 0 9 141 99 63 75 32 23 #DIV/0! 63

HAKITARA PS 844 1 1 1 3 0 0 1 0 7 242 136 119 31 #DIV/0! #DIV/0! 98 121

KAHEMBE PS 354 1 1 1 1 1 1 0 1 7 76 68 65 59 45 35 #DIV/0! 51

KANAMABALE PS 370 1 1 1 1 2 0 0 0 6 140 90 60 45 18 #DIV/0! #DIV/0! 62

KASULENGE PS 460 1 1 1 3 1 1 3 0 11 119 60 63 21 62 43 17 42

KIRUMYA MOSLEM PS 675 1 2 2 1 2 3 2 0 13 166 50 48 100 46 20 32 52

KISONKO PS 823 2 1 1 2 1 2 3 0 12 78 128 116 58 123 49 29 69

MWIRIBONDO PS 403 1 0 1 1 1 0 1 0 5 120 #DIV/0! 60 55 35 #DIV/0! 15 81

NGAMBA PS 520 1 1 2 2 3 0 2 0 11 173 98 37 30 17 #DIV/0! 13 47

NYANKONDA PS 404 1 1 1 2 2 2 1 0 10 105 89 52 24 17 26 26 40

12688 29 26 31 38 30 26 33 12 225 111 89 62 45 47 44 29 56

111

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total K

AG

AD

I BUGAMBAIHE PS 445 1 1 1 1 1 0 1 0 6 99 75 60 60 56 #DIV/0! 35 74

BURAZA PS 217 1 1 1 1 1 2 0 0 7 87 49 28 20 26 4 #DIV/0! 31

BUTUMBA PS 435 1 1 1 1 1 1 0 0 6 91 70 67 65 62 50 #DIV/0! 73

IGWANJURA COU PS 167 1 1 1 1 1 1 0 1 7 56 42 30 21 11 7 #DIV/0! 24

KAITEMBA PS 181 1 1 1 1 1 2 1 0 8 33 39 31 23 25 9 13 23

KAMURANDU PS 398 1 1 1 1 1 2 1 0 8 94 78 77 61 40 15 18 50

KAMUYANGE PARENTS PS 346 1 1 1 1 1 1 2 0 8 77 58 53 50 50 42 8 43

KATALEMWA PS 275 1 1 1 1 1 1 1 0 7 66 56 53 30 44 13 13 39

KIBANGA PS 224 1 1 1 1 1 1 2 0 8 43 29 44 45 30 25 4 28

KIDUUMA PS 434 1 0 1 0 0 1 0 1 4 139 #DIV/0! 93 #DIV/0! #DIV/0! 12 #DIV/0! 109

KIHUMURO PARENTS PS 310 1 1 1 1 1 0 2 0 7 94 52 62 41 33 #DIV/0! 6 44

KINAABA PS 450 1 1 1 1 1 1 2 0 8 128 84 60 62 56 35 13 56

KISARRA PS 244 2 1 1 1 0 0 0 0 5 54 74 26 37 #DIV/0! #DIV/0! #DIV/0! 49

KISUURA PS 314 1 1 1 0 1 1 2 0 7 78 51 64 #DIV/0! 43 35 4 45

KYAKABADIIMA PS 500 1 1 1 2 1 0 3 0 9 107 79 70 49 50 #DIV/0! 11 56

KYATEREKERA PARENTS PS 510 1 1 1 2 1 1 1 0 8 130 98 87 38 45 40 34 64

KYATEREKERA SDA PS 230 1 1 1 0 3 0 3 0 9 85 18 24 #DIV/0! 4 #DIV/0! 17 26

KYEICUMU PS 366 1 1 1 1 2 1 2 0 9 68 66 44 56 29 49 13 41

KYENZIGE PS 336 1 1 1 0 2 1 3 0 9 36 63 50 #DIV/0! 24 57 11 37

MUHORRO BCS PS 606 2 1 1 2 0 1 1 0 8 50 92 84 50 #DIV/0! 98 35 76

NAIGANA PS 555 1 1 0 1 1 1 1 3 9 90 82 #DIV/0! 87 80 77 47 62

RUSEKERE PS 756 1 1 1 1 1 1 1 2 9 259 144 127 96 65 40 25 84

RUTEETE PS 304 1 1 1 1 1 0 1 0 6 84 50 34 48 31 #DIV/0! 19 51

RUTOOMA PS 535 1 0 1 1 1 2 0 0 6 139 #DIV/0! 94 69 59 27 #DIV/0! 89

112

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

RUZAIRE PS 540 0 1 1 1 1 0 1 1 6 #DIV/0! 110 112 77 58 #DIV/0! 26 90

RWENDAHI PS 315 1 1 1 1 0 1 1 1 7 103 60 44 40 #DIV/0! 14 15 45

SESE PS 292 1 1 0 1 0 1 1 1 6 69 54 #DIV/0! 39 #DIV/0! 27 21 49

ST. PETERS KITUMBA PS 502 1 1 1 1 0 0 2 0 6 125 96 71 56 #DIV/0! #DIV/0! 17 84

ST.CLEOPHUS RULEMBO PS 133 0 1 1 1 2 1 0 0 6 #DIV/0! 23 17 15 6 10 #DIV/0! 22

10920 29 27 27 28 28 25 35 10 209 95 74 64 55 45 41 17 52

KA

KU

MIR

O

BUJOJO PS 428 1 2 1 1 1 1 0 0 7 148 33 84 73 36 11 #DIV/0! 61

KAKUMIRO BOYS PS 823 1 2 0 1 2 2 2 0 10 110 48 #DIV/0! 159 73 64 43 82

KANYAWAWA PS 391 1 1 1 1 0 2 1 0 7 73 58 60 56 #DIV/0! 26 43 56

KASOZI P.S 626 0 1 1 0 1 0 3 0 6 #DIV/0! 110 106 #DIV/0! 66 #DIV/0! 9 104

KIGOMBA PS 500 1 0 1 1 1 0 1 0 5 145 #DIV/0! 84 67 55 #DIV/0! 26 100

KIJWENGE PS 148 1 0 1 1 1 0 0 0 4 40 #DIV/0! 32 25 13 #DIV/0! #DIV/0! 37

KIRASA PS 483 1 1 1 1 0 1 0 1 6 225 57 42 48 #DIV/0! 31 #DIV/0! 81

KISAIGI PS 603 1 1 1 1 1 1 1 0 7 196 130 100 77 50 35 15 86

KITABONA PS 342 1 1 1 1 1 0 2 0 7 105 66 55 58 20 #DIV/0! 10 49

KITANDA PS 238 1 1 1 1 1 0 0 0 5 68 42 34 40 18 #DIV/0! #DIV/0! 48

KITEGURA PS 509 1 0 1 1 0 1 2 0 6 185 #DIV/0! 85 56 #DIV/0! 31 15 85

KYAKUTEREKERA PS 765 1 1 1 2 0 2 0 0 7 177 152 111 54 #DIV/0! 30 #DIV/0! 109

KYAMUJUNDO PS 604 1 1 0 1 1 2 1 0 7 150 85 #DIV/0! 102 52 40 50 86

MARANATHA PS 712 1 2 2 1 1 0 1 1 9 150 61 61 136 113 #DIV/0! 30 79

NKOOKO PS 636 1 1 1 1 0 2 1 0 7 115 85 134 105 #DIV/0! 33 38 91

NYABIRUNGI PS 400 0 1 1 1 1 1 1 0 6 #DIV/0! 75 80 63 42 60 6 67

ST.CHARLES LWANGA PS 1095 1 1 2 1 1 0 2 0 8 301 163 79 160 147 #DIV/0! 33 137

ST.JOSEPH IGAYAZA PS 466 2 1 1 1 0 1 2 0 8 70 55 54 68 #DIV/0! 56 15 58

113

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

9769 17 18 18 18 13 16 20 2 122 152 87 85 82 90 55 29 80

KA

MW

EN

GE

BARYANIKA PS 300 1 1 1 3 2 2 0 0 10 124 41 26 11 19 10 #DIV/0! 30

BUNENA PS 480 1 2 1 2 2 1 4 0 13 103 33 78 37 34 54 10 37

BUNOGA PS 805 1 2 2 2 1 2 1 0 11 315 58 57 46 96 27 20 73

BUSANZA PS 262 1 1 1 0 1 2 1 0 7 78 53 33 #DIV/0! 32 12 12 37

BWERANYANGE PS 700 1 1 2 2 2 0 2 0 10 248 97 61 51 24 #DIV/0! 12 70

KAHUNGE PS 1035 1 2 2 2 2 2 2 0 13 240 66 93 65 74 66 34 80

KANYEGARAMIRE PS 342 1 1 1 1 0 1 0 0 5 133 68 65 30 #DIV/0! 18 #DIV/0! 68

KANYONZA PS 337 1 1 1 1 1 1 2 0 8 137 59 45 32 37 14 7 42

KIGOTO PS 325 1 1 1 1 2 2 2 0 10 115 44 46 40 21 11 9 33

KYABYOOMA PS 213 0 1 1 1 1 2 1 0 7 #DIV/0! 39 28 38 20 7 20 30

LYAKAHUNGA PS 425 1 1 1 1 1 1 2 0 8 66 61 71 82 62 57 13 53

MABAALE PS 567 1 1 0 2 1 1 2 0 8 147 72 #DIV/0! 42 74 68 24 71

MACHIRO PS 230 1 1 1 1 1 1 1 0 7 48 40 43 30 30 20 19 33

MAHYORO MOSLEM. PS 306 2 1 0 0 2 1 1 0 7 43 68 #DIV/0! #DIV/0! 10 22 19 44

MAHYORO PS 601 1 2 1 1 1 2 1 0 9 176 45 82 77 87 22 45 67

MIRAMBI PS 495 1 2 2 1 1 1 1 0 9 210 38 36 53 36 32 17 55

MPANGA PS 697 1 1 1 2 1 1 2 0 9 223 101 125 55 56 44 20 77

MWORRA 'B' PS 578 1 1 1 1 0 0 1 2 7 170 95 101 74 #DIV/0! #DIV/0! 23 83

NGOMA PS 318 1 1 0 1 1 2 2 0 8 97 68 #DIV/0! 36 32 17 4 40

NKARAKARA PS 413 1 1 1 1 1 1 1 0 7 120 90 65 60 48 17 13 59

NKOMA PS 524 1 1 1 1 2 2 1 0 9 114 93 88 75 34 16 56 58

NTARA PS 599 2 1 2 2 1 2 2 1 13 94 63 39 42 82 36 17 46

NTONWA PS 1033 1 1 2 2 2 1 2 0 11 282 170 108 66 51 101 16 94

NYABBANI MOSLEM PS 362 1 1 2 1 1 1 2 0 9 149 55 21 37 32 24 12 40

114

REG

ION

Dis

tric

t School

Enrollment Total

Teachers Main class assigned Pupil: Teacher Ratio

P1 P2

P3

P4 P5

P6 P7

8. None

Total P1 P2 P3 P4 P5 P6 P7

Total

NYABUBALE B PS 730 1 2 1 1 1 0 2 0 8 200 50 120 111 80 #DIV/0! 19 91

NYAKAHAMA PS 472 1 1 1 1 2 2 2 0 10 105 90 115 52 23 22 11 47

NYAMUKOIJO (TR) PS 340 1 1 1 1 1 1 1 0 7 153 59 44 39 24 13 8 49

NYANGA PS 1048 1 1 1 1 1 1 1 1 8 380 143 150 136 131 80 28 131

NYARURAMBI PARENTS PS 577 1 1 1 2 1 1 2 0 9 125 117 112 45 67 37 15 64

RUGARAMA PS 775 1 1 2 1 1 2 3 0 11 160 124 59 104 129 47 16 70

RUTOOMA K PS 705 1 1 1 2 1 3 2 0 11 161 133 115 51 85 24 18 64

RWAMWANJA PS 2292 1 0 2 1 1 1 1 0 7 902 #DIV/0! 170 218 160 52 54 327

18886 33 37 38 42 39 43 50 4 286 176 86 79 58 53 35 18 66

KIB

AA

LE

BUJOGORO PS 532 1 1 1 1 1 1 1 1 8 150 105 86 87 61 31 12 67

BUKONDA PS 307 1 1 1 1 2 1 2 0 9 62 61 41 33 19 40 17 34

BUSEESA PS 425 1 1 1 1 1 1 1 1 8 62 53 56 63 64 74 53 53

KITENGETO PS 264 1 1 1 1 0 2 1 0 7 59 40 43 38 #DIV/0! 18 11 38

KIYANJA MODERN PS 366 1 1 1 1 1 0 2 0 7 125 60 49 54 31 #DIV/0! 9 52

KYENGABI PS 281 1 1 2 1 1 1 1 0 8 103 54 22 37 24 17 3 35

NYAMUGURA PS 339 1 1 1 2 2 1 1 0 9 56 44 53 27 23 56 32 38

RWABYOMA PS 187 1 1 1 1 1 1 1 1 8 63 40 27 25 12 11 9 23

ST.KIZITO KIGUJJU PS 230 1 1 1 1 2 0 2 0 8 67 51 33 40 7 #DIV/0! 5 29

ST.PETERS BURONZI PS 269 1 1 1 1 1 1 1 1 8 72 39 43 45 35 14 21 34

ST.THEREZA BUJUNI PS 867 1 3 2 3 4 2 4 0 19 60 32 47 60 41 88 25 46

4067 11 13 13 14 16 11 17 4 99 80 49 44 47 33 45 18 41

115

4 Annex 3 Teacher Workload by School

REGION District

Period Range

Total 1-24 25-40 >40

Central KYANKWANZI School BULONGO PS 3 4 0 7

GAYAZA COU PS 1 6 1 8

KABAGAYA PS 11 2 0 13

KABANGA PS 1 7 1 9

KASAMBYA PS 10 2 0 12

KAYUNGA CATHOLIC PS 5 4 1 10

KIGAMBWA PS 1 9 0 10

KIJOGOLO PS 1 5 2 8

KIRYANONGO COU PS 7 2 1 10

KIYOMBYA PS 9 3 0 12

LWENGO COMMUNITY PS 0 5 5 10

MULAGI PS 1 7 1 9

NAKAKABALA PS 1 8 0 9

NSAMBYA PS 6 2 1 9

ST.ANDREW KAGWA

NDIBATA PS 4 5 1 10

ST.BALIKUDDEMBE PS 7 3 0 10

Total 68 74 14 156

MUBENDE School BUKUYA ISLAMIC 1 4 2 7

BUSENYA PS 1 8 0 9

BUWAATA PS 9 3 0 12

116

REGION District

Period Range

Total 1-24 25-40 >40

KABOWA PS 6 5 0 11

KABUBBU PS 1 7 0 8

KAKINDU CATHOLIC PS 1 0 0 1

KAKINDU PS 3 4 3 10

KALAGALA PS 1 5 2 8

KALONGA PS 6 4 0 10

KASAANA PUBLIC PS 1 5 1 7

KAWUULA PS 1 2 4 7

KAYEBE PS 1 5 1 7

KIBALINGA PS 12 4 0 16

KIBYAMIRIZI PS 1 5 2 8

KIGAMBA PS 8 2 0 10

KIJJOMANYI PS 2 7 0 9

KISOJJO PS 0 4 3 7

KITEREDDE PS 1 4 2 7

KITOKOLO PS 1 4 0 5

KIYUNGU PS 2 5 0 7

KIZIIKA-KATUNGO PS 4 3 1 8

KUKANGA PS 0 7 0 7

KYAMUYINULA SDA P.S 1 7 0 8

KYATO PS 0 6 0 6

LWANGIRI PS 7 3 0 10

LWENYANGE PS 0 6 1 7

117

REGION District

Period Range

Total 1-24 25-40 >40

MAKUKUULUGI PS 3 3 1 7

MANYOGASEKA PS 2 6 1 9

MATAMA PS 1 7 1 9

Mubende Tiger P/S 27 2 0 29

St.Mary's primary School 17 2 0 19

ST.NOA MYANZI

CATHOLIC P.S 3 7 1 11

ST.SIMON KATUUGO P.S 3 7 1 11

Total 127 153 27 307

East AMURIA School ABOTA PS 3 2 3 8

ADEPAR PS 0 6 1 7

AGEREGER PS 1 7 0 8

AGONGA PS 0 6 4 10

AKOROMIT PS 1 7 0 8

AMARE PS 0 6 1 7

AMERO PS 0 4 3 7

AMUCU PS 11 2 0 13

ANGEREPO PS 1 7 1 9

ATEN PS 1 7 0 8

ATIRIR-ASAMUK PS 10 2 0 12

NYADA PS 1 6 1 8

OBALANGA PS 1 5 2 8

OCAL PS 4 6 0 10

118

REGION District

Period Range

Total 1-24 25-40 >40

ODUKUL PS 1 7 0 8

OGOLAI PS 1 6 2 9

OLIANAI PS 2 5 2 9

OYAMAI PS 2 6 1 9

WILLA PS 1 7 0 8

Total 41 104 21 166

BUDUDA School BUCHUNYA PS 10 4 0 14

BUDUDA PS 15 1 0 16

BUKARI PS 3 6 1 10

BULOBI PS 11 3 0 14

BUMUTU PS 0 4 0 4

BUNAKHAYENZE PS 10 3 0 13

BUNANDUTU PS 1 7 0 8

BUNDESI PS 0 0 5 5

BURABA PS 1 3 0 4

LUBIIRI PS 1 5 1 7

NABOOTI PS 0 6 0 6

NABUSAKALA PS 0 4 0 4

SAKUSAKU PS 0 6 1 7

SAMAALI PS 2 7 0 9

SHIKHOLO PS 0 5 1 6

SHITONDOSHI PS 0 4 0 4

Total 54 68 9 131

BUGIRI School BUFASI PS 1 5 0 6

119

REGION District

Period Range

Total 1-24 25-40 >40

BUGOYOZI PS 0 3 3 6

BUGUBO BUTAMBULA PS 15 1 0 16

BUKUTA PS 0 6 0 6

BULEBI MUSLIM PS 1 7 0 8

ISAKABISOLO PS 1 8 0 9

ITAKAIBOLU PS 10 4 0 14

KAVULE PS 2 7 1 10

KIGULU PS 1 7 1 9

KIMIRA PS 0 9 0 9

KIRONGERO PS 8 4 0 12

MAWANGA PS 1 7 1 9

NABIRERE PS 0 3 3 6

NAIGOMA PS 2 8 0 10

NAKAVULE PS 0 22 0 22

NAKAWA PS 6 5 0 11

NAMBO PS 0 11 0 11

NAMUNTENGA PS 4 5 1 10

NAWANJUKI PS 11 3 0 14

NDIFAKULYA PS 15 0 0 15

NSAVU PS 3 5 0 8

Total 81 130 10 221

BUKEDEA School AKAKAAT CHRIST THE

KING PS 9 3 0 12

AKERO PS 16 1 0 17

120

REGION District

Period Range

Total 1-24 25-40 >40

ALIGOI PS 19 1 0 20

APUTIPUTI PS 8 3 1 12

FR.PHILAN AMUS PS 9 3 0 12

KAJAMAKA PS 9 12 0 21

KALENGO PS 0 9 5 14

KAMON PS 18 0 0 18

KANYANGA PS 15 1 0 16

KOMELEKES PS 13 1 0 14

Kotiokot primary school 8 2 1 11

MIROI ROCK PS 8 2 1 11

OKULA PS 5 4 1 10

Total 137 42 9 188

BULAMBULI School BUGIMWERA PS 0 12 0 12

BULENGENI PS 2 13 0 15

BULUGANYA PS 0 12 0 12

BUMUSAMALI PS 5 7 0 12

BUMWIDYEKI PS 0 10 0 10

BUNALWERE PS 7 3 1 11

BUYAKA PS 1 9 0 10

BWIKHONGE PS 0 13 0 13

GABUGOTO PS 2 6 1 9

TABAKONYI PS 1 7 0 8

Total 18 92 2 112

BUYENDE School BUGAYA PS 1 11 0 12

121

REGION District

Period Range

Total 1-24 25-40 >40

BUTAASWA PS 11 2 0 13

KAMUGOYA PS 8 0 0 8

KYANKOOLE PS 6 3 0 9

NKONDO PS 1 3 8 12

NKOONE PS 1 7 1 9

ST.KIZITO KIDERA PS 5 5 0 10

Total 33 31 9 73

KALIRO School BULUYA PARENTS PS 9 3 12

BUPEENI PS 0 9 9

BUYODI CATHOLIC PS 6 5 11

LUGONYOLA P.S 4 5 9

NAWAMPITI PS 9 3 12

NUHIRA PS 2 7 9

Total 30 32 62

LUUKA School BUWIIRI PS 15 0 15

GWEMBUZI PS 16 0 16

IKONIA PS 16 0 16

IKUNBYA PS 9 2 11

KIRIMWA PS 0 1 1

KITUUTO PS 0 14 14

KITWEKYAMBOGO PS 19 0 19

MAWEMBE PS 12 2 14

ST.PAUL'S NABYOTO PS 9 3 12

Total 96 22 118

122

REGION District

Period Range

Total 1-24 25-40 >40

MAYUGE School BALIITA PS 31 1 0 32

BUGADDE PS 1 19 0 20

MAGUNGA COU PS 1 4 3 8

MALONGO PS 7 5 0 12

MULINGIRIRIE PS 1 11 0 12

NAKIDUBULI PS 0 8 0 8

NANGO PS 1 17 0 18

WAMBETE PS 6 8 0 14

Total 48 73 3 124

NAMAYINGO School BUCHUMBA HILL PS 4 6 0 10

BUHATANDU PS 5 3 2 10

BUMOLI PS 2 7 1 10

BUSIULA PS 8 4 0 12

BUTANIRA PS 1 2 4 7

BUYANGA PS 0 2 0 2

LOLWE ISLAND PS 0 3 0 3

NAMAVUNDU PS 5 4 0 9

Total 25 31 7 63

NAMUTUMBA School BUGIRI SDA PS 3 4 1 8

BUGOBI PS 15 1 0 16

Bunangwe primary school 2 6 0 8

BUWIDI PS 8 3 1 12

IGHALANGIRE PS 6 2 0 8

IRONDO PS 4 5 0 9

123

REGION District

Period Range

Total 1-24 25-40 >40

KAITI PS 2 6 3 11

KATENGEREIRE PS 5 3 0 8

Korongo Primary school 8 3 0 11

Lwatama primary school 1 4 3 8

MAGADA PS 4 7 0 11

NAKYERE PS 9 4 0 13

NALENDE PS 1 0 6 7

Nangonde 1 7 0 8

NAWAIKONIA PS 9 4 0 13

NAWAMPANDU PS 16 2 0 18

NAWANSAGWA PS 16 3 0 19

NAWANSEKESE PS 5 4 0 9

NKONO MEMORIAL PS 2 8 0 10

Total 117 76 14 207

SOROTI School Awoja primary school 2 14 0 16

CHEECE-TUBUR PS 0 9 0 9

KELIM-TUBUR PS 0 8 1 9

LILIM PS 1 3 4 8

MEROK PS 1 8 0 9

OMUGENYA-ODELA PS 3 8 0 11

OMULALA PS 1 8 1 10

Total 8 58 6 72

North AGAGO School AJALI ATEDE PS 1 6 0 7

AJALI LAJWA PS 1 4 1 6

124

REGION District

Period Range

Total 1-24 25-40 >40

AJWA P7 PS 0 4 3 7

AKWANG PS 2 4 2 8

ARUM PS 10 2 0 12

AYIKA PS 5 1 1 7

ISRAEL PS 1 5 1 7

KOT OMOR PS 0 6 1 7

LABIMA PARENTS PS 1 4 3 8

LADIGO PS 6 1 0 7

NAM ABILI PS 0 8 0 8

OKOL PS 3 3 1 7

OKWENY PS 1 4 2 7

OPYELO P7 PS 0 6 0 6

OYERE PS 0 6 1 7

PAIMOL P7 PS 1 9 1 11

TOROMA P7 PS 1 8 0 9

WIPOLO SOLOTI PS 7 0 1 8

WOL NGORA PS 0 1 6 7

Total 40 82 24 146

ALEBTONG School ABIA PS 0 18 1 19

ALEBTONG PS 12 7 0 19

AMONONENO PS 0 14 0 14

AWINY PS 0 9 0 9

Bardago primary school 1 8 1 10

EBULE PS 10 3 0 13

125

REGION District

Period Range

Total 1-24 25-40 >40

Ocabu primary school 10 2 1 13

OMARARI PS 0 15 0 15

TYENGAR PS 13 3 0 16

Total 46 79 3 128

AMOLATAR School ACENGRIENY PS 6 7 13

ADONYOIMO PS 1 12 13

AGIKDAK PS 7 6 13

AKWON PS 10 3 13

ATOMORO PS 1 10 11

CHAKWARA P7 PS 0 11 11

NABWEYO PS 12 2 14

OMARA EBEK MEMORIAL

PS 13 0 13

Total 50 51 101

AMURU School ABALOKODI PS 2 6 1 9

AMURU LAMOGI PS 16 9 0 25

AMURU REC KICEKE PS 8 3 0 11

BIBIA PS 6 1 3 10

ELEGU PS 2 6 0 8

KEYO PS 7 5 0 12

LACOR P7 PS 11 6 0 17

MARO-AWOBI PS 4 4 0 8

PABO P7 SCHOOL 19 3 0 22

Total 75 43 4 122

126

REGION District

Period Range

Total 1-24 25-40 >40

DOKOLO School ADEPOLONGO P7 PS 9 3 0 12

ADIP PS 1 9 0 10

ALIWOK PS 1 9 0 10

AMUNAMUN PS 5 1 0 6

ANGAI P7 PS 7 3 0 10

ANGWE CIBANGE PS 2 3 17 22

APWEN YANG MODERN

PS 6 2 1 9

ATABU PS 11 3 0 14

BARLELA PS 6 4 0 10

ILONG PS 8 4 0 12

KACHUNG PS 13 0 0 13

Total 69 41 18 128

KOTIDO School KANAWAT PS 4 8 0 12

KOTIDO GIRLS PS 0 2 5 7

LOSAKUCA PS 3 5 0 8

NAPUMPUM PS 4 6 0 10

Total 11 21 5 37

LAMWO School ALAA PS 4 2 1 7

APWOYO PS 6 1 0 7

AYOM PS 5 2 0 7

AYUU-ANAKA PS 0 1 5 6

GEM MEDE PS 0 7 0 7

KANGOLE PS 5 1 0 6

127

REGION District

Period Range

Total 1-24 25-40 >40

KIROMBE PS 2 5 0 7

LABAYANGO PS 3 3 1 7

LOROMIBENGE PS 1 2 3 6

LUGWAR PS 5 2 0 7

NGOMLAC PS 7 3 0 10

OKORA PS 0 5 1 6

PALABEK KAL PS 11 0 0 11

PANGIRA PS 1 6 1 8

PARACELE PS 1 4 1 6

Total 51 44 13 108

MARACHA School AMBEKUA PS 16 0 16

ANYIVU PS 18 0 18

BURAMALI PS 14 0 14

KAKWA PS 13 0 13

MEKI PS 18 0 18

MIDRIA PS 14 8 22

OTRAVU PS 19 0 19

RETRIKO PS 14 0 14

Total 126 8 134

NWOYA School ALOKOLUM GOK PS 1 5 1 7

BIDIN PS 1 7 0 8

GOMA CENTRAL 11 3 0 14

KAMGURU PS 1 6 0 7

KOCH LII PAKIYA PS 3 5 0 8

128

REGION District

Period Range

Total 1-24 25-40 >40

PAMINYAI PS 11 0 0 11

PURONGO HILL P7 PS 12 0 0 12

ST.KIZITO BIDATI PS 5 3 0 8

Total 45 29 1 75

OYAM School ACABA PS 5 14 0 19

AKWANGI PS 16 0 0 16

ALUTKOT PS 13 0 0 13

AMINOMIR PS 8 7 0 15

ANGWETA PS 2 11 0 13

FR.ORYANG MEMORIAL P7

PS 17 2 0 19

OBANGANGEO PS 1 12 0 13

OGWET PS 1 9 0 10

OTWAL PS 2 6 9 17

Total 65 61 9 135

West BUNDIBUGYO School BUDENGE SDA PS 4 0 0 4

BUNDIBUGYO MOSLEM PS 13 0 0 13

BUNDIBUGYO PUBLIC PS 0 0 4 4

BUNDIKAHUNGU PS 0 9 0 9

BUNDIMASOLYA PS 4 2 1 7

BUNDIMBUGA PS 1 7 0 8

BUNDIMULINGA PS 1 12 0 13

BUNDINGOMA PS 9 3 0 12

129

REGION District

Period Range

Total 1-24 25-40 >40

HAKITARA PS 1 6 0 7

KAHEMBE PS 0 7 0 7

KANAMABALE PS 6 0 0 6

KISONKO PS 2 10 0 12

NGAMBA PS 9 2 0 11

NYANKONDA PS 1 9 0 10

Total 51 67 5 123

KAGADI School BUGAMBAIHE PS 0 5 1 6

BURAZA PS 1 6 0 7

BUTUMBA PS 0 5 1 6

IGWANJURA COU PS 2 5 0 7

KAITEMBA PS 2 3 3 8

KAMURANDU PS 1 5 2 8

KAMUYANGE PARENTS

PS 0 5 0 5

KATALEMWA PS 7 0 0 7

KIBANGA PS 0 8 0 8

KIDUUMA PS 0 3 1 4

KIHUMURO PARENTS PS 3 4 0 7

KINAABA PS 0 7 1 8

KISUURA PS 4 1 1 6

KYATEREKERA SDA PS 2 4 0 6

NAIGANA PS 5 4 0 9

130

REGION District

Period Range

Total 1-24 25-40 >40

RUSEKERE PS 2 5 2 9

RUTEETE PS 1 3 2 6

RUTOOMA PS 1 5 0 6

RUZAIRE PS 0 5 1 6

RWENDAHI PS 2 4 1 7

SESE PS 3 3 0 6

ST. PETERS KITUMBA PS 1 5 0 6

ST.CLEOPHUS RULEMBO

PS 0 6 0 6

Total 37 101 16 154

KAKUMIRO School BUJOJO PS 2 4 0 6

KAKUMIRO BOYS PS 1 3 0 4

KANYAWAWA PS 1 6 0 7

KASOZI P.S 3 3 0 6

KIGOMBA PS 2 1 2 5

KITEGURA PS 0 3 3 6

KYAMUJUNDO PS 0 5 2 7

MARANATHA PS 1 7 0 8

NKOOKO PS 0 6 1 7

ST.CHARLES LWANGA PS 3 3 2 8

Total 13 41 10 64

KAMWENGE School BARYANIKA PS 2 8 0 10

BUNENA PS 4 9 0 13

131

REGION District

Period Range

Total 1-24 25-40 >40

BUSANZA PS 1 4 2 7

BWERANYANGE PS 0 10 0 10

KAHUNGE PS 7 5 1 13

KANYEGARAMIRE PS 1 4 0 5

KANYONZA PS 1 7 0 8

KIGOTO PS 0 10 0 10

KYABYOOMA PS 1 5 1 7

MABAALE PS 0 7 0 7

MACHIRO PS 1 4 2 7

MAHYORO PS 8 1 0 9

MPANGA PS 2 7 0 9

MWORRA 'B' PS 1 6 0 7

NKARAKARA PS 0 4 3 7

NTONWA PS 5 4 1 10

NYABUBALE B PS 4 4 0 8

NYAKAHAMA PS 5 3 2 10

NYAMUKOIJO (TR) PS 0 7 0 7

NYARURAMBI PARENTS

PS 2 6 1 9

RUGARAMA PS 6 5 0 11

RUTOOMA K PS 10 1 0 11

RWAMWANJA PS 6 0 0 6

Total 67 121 13 201

132

REGION District

Period Range

Total 1-24 25-40 >40

KIBAALE School BUJOGORO PS 1 6 1 8

BUKONDA PS 1 8 0 9

KITENGETO PS 0 5 2 7

KIYANJA MODERN PS 2 4 1 7

KYENGABI PS 0 7 1 8

RWABYOMA PS 1 7 0 8

ST.PETERS BURONZI PS 5 3 0 8

ST.THEREZA BUJUNI PS 4 15 0 19

Total 14 55 5 74

133

ANNEX 4: DATA COLLECTION TOOL FOR VERIFICATION 3

DATA COLLECTION TOOL FOR THE INDEPENDENT VERIFICATION OF TEACHER PRESENCE IN PUBLIC PRIMARY

SCHOOLS IN SELECTED DISTRICTS UNDER THE UGANDA TEACHER AND SCHOOL EFFECTIVENESS PROJECT OF THE

MINISTRY OF EDUCATION AND SPORTS

Introduction: I am ……………………………………………… from UPIMAC Consultancy Services Ltd, which has been engaged by the

Ministry of Education and Sports to undertake independent verification exercise on teacher presence in public primary schools.

The objective of the assignment is to verify P1-P7 teachers physically present in schools and P2 teachers found teaching the timetabled lesson

across the 29 target districts.

All the information collected is confidential and will be used solely for this assignment. We shall be taking a group photograph of head teacher

with all the teachers at the end of our interview.

Verification Form

V100: School Identification

# Question Response Category Answer Code

Date of Visit

Time of Arrival at school

Time of interview with respondent

V101: District

1=Agago, 2=Alebtong; 3=Amolatar; 4=Amuria;

5=Amuru; 6=Bududa; 7=Bugiri; 8=Bukedea;

9=Bulambuli; 10=Bundibugyo; 11=Buyende;

12=Dokolo; 13=Kagadi; 14=Kakumiro;

15=Kaliro; 16=Kamwenge; 17=Kibaale;

18=Kotido; 19=Kyankwanzi; 20=Lamwo;

21=Luuka; 22=Maracha; 23=Mayuge;

24=Mubende; 25=Namayingo; 26=Namutumba;

27=Nwoya; 28=Oyam; 29=Soroti

V102: Parish

V103: Name of the School

134

V100: School Identification

# Question Response Category Answer Code

V104: Name of Coordinating Centre

V106: Name of the respondent

V107: Designation of respondent

V108:

How many teachers including Head Teacher (HT) were posted to

this school from the Chief Administrative Officer/District

Service Commission/Town Clerk/MoES?

V109: Total number (include HT) of Teachers verified with Head

teacher (both CAO+PTA+Others)

V110: Head teacher’s Contact telephone number

V111: Display of school timetable?

1. Yes 2. No

V112:

Is the teachers’ list on display?

1) Yes 2) No

V20

1:

Ser

ial

Nu

mb

er

V20

2:

Nam

e of

Tea

cher

(S

tart

wit

h

Hea

d t

each

er a

nd

end

wit

h P

1

teac

her

) -

En

sure

th

e te

ach

er s

how

s

Iden

tify

Car

d [

nati

on

al

ID o

r sc

hool

ID o

r d

ail

y a

tten

da

nce

lis

t o

r le

tter

of

ap

poin

tmen

t

V20

3:

Ag

e C

ateg

ory

(1

=18-3

0;

2=

31

-40

; 3=

41

-50

; 4

=5

1+

)

V20

4:

Sex

(1

=M

ale;

2=

Fem

ale)

V20

5:

Ed

uca

tio

n (

Hig

hes

t

Qual

ific

atio

n a

ttai

ned

). 1

=G

rad

e II

I,

2=

Gra

de

V, 3

=D

egre

e E

duca

tio

n,

4=

Deg

ree

Oth

ers,

5=

Oth

er s

pec

ify

……

.

V20

6:

MA

IN c

lass

ass

ign

ed (

1 =

P1

;

2 =

P2

;3 =

P

3;

4 =

P

4;

5 =

P

5;

6

=P

6;

7 =

p7

8=

No

ne

V20

7:

Sta

tus

of

Tea

cher

's P

rese

nce

(1 =

Tea

cher

pre

sen

t

2 =

On

en

titl

ed s

ick

lea

ve

3 =

On

en

titl

ed a

nn

ual

lea

ve

4 =

On

stu

dy

lea

ve

5 =

On

en

titl

ed M

ater

nit

y/P

ater

nit

y l

eav

e

6 =

Au

tho

rize

d a

bse

nce

e.g

att

end

wo

rksh

op

, sc

ho

ol

assi

gn

men

t

7 =

Un

auth

ori

zed

ab

sen

ce

8 =

Lat

e at

ten

dan

ce [

rep

ort

aft

er 9

am

]

9 =

Ab

sen

t d

ue

to E

mer

gen

cy

10

=V

erb

al p

erm

issi

on

by

HT

/act

ing

HT

V20

8:

IN C

AS

E O

F

UN

AU

TH

OR

IZE

D A

BS

EN

CE

.

How

man

y w

ork

ing

day

s has

the

teac

her

bee

n a

bse

nt?

(re

cord

70

if

mo

re t

han

3 m

onth

s ab

sen

t)

V20

9:

CH

EC

K O

N L

IST

PR

OV

IDE

D F

RO

M M

oE

S:

Is

teac

her

on

th

e M

oE

S L

ist?

1=

Yes

2=

No

1

135

V201:

Ser

ial

Nu

mb

er

V202:

Nam

e of

Tea

cher

(S

tart

wit

h

Hea

d t

each

er a

nd e

nd w

ith P

1

teac

her

) -

Ensu

re t

he

teac

her

show

s

Iden

tify

Car

d [

nati

on

al

ID o

r sc

hoo

l

ID o

r d

ail

y a

tten

dan

ce l

ist

or

lett

er

of

ap

poin

tmen

t

V203:

Age

Cat

egory

(1=

18-3

0;

2=

31

-40;

3=

41

-50;

4=

51+

)

V204:

Sex

(1=

Mal

e; 2

=F

emal

e)

V205:

Educa

tion (

Hig

hes

t

Qual

ific

atio

n a

ttai

ned

). 1

=G

rade

III,

2=

Gra

de

V,

3=

Deg

ree

Educa

tion,

4=

Deg

ree

Oth

ers,

5=

Oth

er s

pec

ify

……

.

V206:

MA

IN c

lass

ass

igned

(1

=P

1;

2 =

P2

;3 =

P

3;

4 =

P

4;

5 =

P

5;

6

=P

6;

7 =

p7

8=

No

ne

V207:

Sta

tus

of

Tea

cher

's P

rese

nce

(1 =

Tea

cher

pre

sen

t

2 =

On

en

titl

ed s

ick

lea

ve

3 =

On

en

titl

ed a

nn

ual

lea

ve

4 =

On

stu

dy

lea

ve

5 =

On

en

titl

ed M

ater

nit

y/P

ater

nit

y l

eav

e

6 =

Au

tho

rize

d a

bse

nce

e.g

att

end

wo

rksh

op

, sc

ho

ol

assi

gn

men

t

7 =

Un

auth

ori

zed

ab

sen

ce

8 =

Lat

e at

ten

dan

ce [

rep

ort

aft

er 9

am

]

9 =

Ab

sen

t d

ue

to E

mer

gen

cy

10

=V

erb

al p

erm

issi

on

by

HT

/act

ing

HT

V208:

IN C

AS

E O

F

UN

AU

TH

OR

IZE

D A

BS

EN

CE

.

How

man

y w

ork

ing d

ays

has

the

teac

her

bee

n a

bse

nt?

(re

cord

70

if

more

than

3 m

onth

s ab

sent)

V209:

CH

EC

K O

N L

IST

PR

OV

IDE

D F

RO

M M

oE

S:

Is

teac

her

on t

he

MoE

S L

ist?

1=

Yes

2=

No

2

3

4

5

6

7

8

9

10

136

V201:

Ser

ial

Nu

mb

er

V202:

Nam

e of

Tea

cher

(S

tart

wit

h

Hea

d t

each

er a

nd e

nd w

ith P

1

teac

her

) -

Ensu

re t

he

teac

her

show

s

Iden

tify

Car

d [

nati

on

al

ID o

r sc

hoo

l

ID o

r d

ail

y a

tten

dan

ce l

ist

or

lett

er

of

ap

poin

tmen

t

V203:

Age

Cat

egory

(1=

18-3

0;

2=

31

-40;

3=

41

-50;

4=

51+

)

V204:

Sex

(1=

Mal

e; 2

=F

emal

e)

V205:

Educa

tion (

Hig

hes

t

Qual

ific

atio

n a

ttai

ned

). 1

=G

rade

III,

2=

Gra

de

V,

3=

Deg

ree

Educa

tion,

4=

Deg

ree

Oth

ers,

5=

Oth

er s

pec

ify

……

.

V206:

MA

IN c

lass

ass

igned

(1

=P

1;

2 =

P2

;3 =

P

3;

4 =

P

4;

5 =

P

5;

6

=P

6;

7 =

p7

8=

No

ne

V207:

Sta

tus

of

Tea

cher

's P

rese

nce

(1 =

Tea

cher

pre

sen

t

2 =

On

en

titl

ed s

ick

lea

ve

3 =

On

en

titl

ed a

nn

ual

lea

ve

4 =

On

stu

dy

lea

ve

5 =

On

en

titl

ed M

ater

nit

y/P

ater

nit

y l

eav

e

6 =

Au

tho

rize

d a

bse

nce

e.g

att

end

wo

rksh

op

, sc

ho

ol

assi

gn

men

t

7 =

Un

auth

ori

zed

ab

sen

ce

8 =

Lat

e at

ten

dan

ce [

rep

ort

aft

er 9

am

]

9 =

Ab

sen

t d

ue

to E

mer

gen

cy

10

=V

erb

al p

erm

issi

on

by

HT

/act

ing

HT

V208:

IN C

AS

E O

F

UN

AU

TH

OR

IZE

D A

BS

EN

CE

.

How

man

y w

ork

ing d

ays

has

the

teac

her

bee

n a

bse

nt?

(re

cord

70

if

more

than

3 m

onth

s ab

sent)

V209:

CH

EC

K O

N L

IST

PR

OV

IDE

D F

RO

M M

oE

S:

Is

teac

her

on t

he

MoE

S L

ist?

1=

Yes

2=

No

11

12

13

14

15

V211 Total Enrollment by Class

Class P1 P2 P3 P4 P5 P6 P7

Enrolment

137

V300: Early Grade Learning/Teacher on Task- P2

# Question Response Category Answer Code

V300a Is the P2 teacher present at the time of visit?

1 = Yes, physically present

2= On entitled sick leave

3 = On entitled annual leave

4 = On study leave

5 = On entitled Maternity/Paternity leave

6 = Authorized absence

7 = Unauthorized absence

8 = Late attendance

9 = Absent due to Emergency

10= Verbal permission by HT/acting HT (If

Option 2 to 10 then skip to V311b)

V301: Is the P2 teacher the rightly assigned teacher at the time of visit? 1. Yes 2. No

V302: Is the P2 teacher teaching the timetabled EGR lesson? 1. Yes 2. No (If NO skip to V304a)

V303:

Is the lesson being taught as per the Early Grade Reading

timetable?

1. Yes 2. No

V304a: Is the timetabled lesson being run at the scheduled time? 1. Yes 2. No

V304b: If No in V304a, state reason for change

1. Weather change in case of sports

2. Responsible teacher not available

3. Others specify ……………….

V305: Is the teacher teaching according to the Scheme of Work? 1. Yes 2. No

V306: Is the teacher teaching according to the Lesson Plan? 1. Yes 2. No

V307: Was teacher trained in Early Grading Reading 1. Yes 2. No (If NO skip to V310)

V308: Which year was the teacher trained in the Early Grade Reading?

V309: Did Teacher have refresher training in Early Grade Reading? 1. Yes 2. No

V310:

In what language is the Early Grade Reading being conducted?

(See Codes below)

1 =Ateso; 2 =Leb-Acholi; 3 =Leb-Lango;

4 =Lhukonzo; 5 =Luganda; 6=Lugbarati;

7 =Lumasaaba; 8 =Lusoga

9 =Ngakarimojong; 10 =Runyankore-Rukiga;

138

V300: Early Grade Learning/Teacher on Task- P2

# Question Response Category Answer Code

11 =Runyoro-Rutooro; 12 =Others (Specify)

V311: Textbooks in the hands of children in line with EGR?

1. Yes 2. No

V311b How many EGR textbooks in total are available for this P2 class

……………………………….

V311c What is the total number of learners in this P2 class

………………………………

V312: Take a group photograph

V313: Capture GPS location of the School

V314: End time

Thank you for your response

139

ANNEX 4: HEADTEACHER DEBRIEFING/EXIT FORM –VERIFICATION III

Independent Verification of Teacher Presence in Public Primary Schools under the Uganda Teacher and School

Effectiveness Project (UTSEP)

HEADTEACHER DEBRIEFING/EXIT FORM –VERIFICATION 2

Name of School Head Teacher Name Total Number of

teachers employed

by CAO/Town

Clerk/MoES =

V108

Teachers Under PTA

or others (exclude

those by CAO/Town

Clerk or MoES) =

V109-V108

P2 Teacher found

teaching the EGR Time

tabled lesson Yes/No =

V302

M F

MINISTRY OF EDUCATION AND SPORTS

Republic of Uganda

140

141

142

143

ANNEX 5: PHOTO GALLERY