Uganda: Support for Uganda Primary Education Reform (SUPER)

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https://hdl.handle.net/20.500.14394/55373

The SUPER Project was a collaborative project between the Center for International Education (CIE), the Academy for Educational Development (AED) and Creative Associates during which CIE had a $2.3 million sub-contract.

The SUPER project focused on three areas of policy reform for primary education: 1) professionalization of teachers, 2) enhancement of community participation in education, and 3) allocation of resources for instructional materials. Ultimately, the project's goals were to have more teachers spending more time at school teaching effective lessons, using more instructional materials in the classroom, and being supported by an improved flow of resources to schools.

The primary project activity was the development of an integrated teacher-support system called the Teacher Development and Management System (TDMS). TDMS was an innovative approach that linked the Core Primary Teachers' Colleges (PTCs) to schools through a three-tiered network: 1) the PTC at the center; 2) "Coordinating Centers" in the catchment areas of the PTC, specially equipped to serve as mini teacher-resource centers; and 3) outreach schools linked to the Coordinating Centers.

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    Strategies for Enhancing Basic Education System Performance
    (Ministry of Education and Sports, Uganda, 2003-07) Hartwell, Ash; Ong'uti, Seth; Aanyu, Dorothy; O'Sullivan, Margo; Ojoo, Zdrubabel
    This Evaluation explores three broad questions: • What is the effectiveness of the CCTs in raising education quality? • What factors influence their effectiveness? • What steps should be taken to assure that the TDMS/CCT system, within the current context, is a cost-effective means of raising education quality?
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    Publication
    Uganda Case Study Summary Report
    (USAID, 2017-10) Management Systems International
    In 1993, USAID initiated SUPER, a seven-year (1993-2000), $108 million package of support combining non-project ($83 million) and project ($25 million) assistance to help the Government of Uganda realize the four reforms. 1. Improve teachers’ terms and conditions of service. 2. Allocate resources to allow local-level decision-making on school management for improving quality and increasing the equity of primary education. (This objective also sought to increase the participation of parents and community leaders to improve the quality of primary schools.) 3. Establish a sustainable system of allocating resources for instructional materials. 4. Strengthen teacher training programs by improving curriculum content, making standard materials available, and integrating pre-service, in-service, and management training to increase the percentage of trained teachers and administrators. Through its project assistance, SUPER supported the development and implementation of the Teacher Development Management System (TDMS), the principal objective of which was to restructure the role of Uganda’s Primary Teacher Colleges (PTCs) to strengthen teacher training. The basic premise of TDMS was the integration of pre-service, in-service, and management training for teachers and administrators in Uganda’s primary schools. TDMS supported by SUPER designated 18 PTCs as “core” PTCs. SUPER supported these PTCs with funding, in-kind support, tools, and technical assistance to act as a hub for surrounding primary schools to which the PTCs would implement and deliver in-service teacher training.
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    Teacher Education in Uganda 1990-2000
    (Ministry of Education, Government of Uganda, 1991-03) Evans, David R.; Odaet, Cooper
    This document is a pre-investment study for the Ministry of Educaion in Uganda in preparation for a USAID and World Bank investment program. The paper begins with a very detailed study with supporting statistics of all the institutions involved in teacher training in Uganda. The second section summarizes the major challenges for teacher education. The third section outlines the objectives and investment needs for each of the primary, secondary, and teacher education sub-sectors. The final section outlines 11 proposed investments for the primary education sub-sector, six investments for the secondary education sub-sector, and a final two investments for managing teachers and teacher education. Annex A contains detailed enrollment data in every teacher training institution. Annex B provides detailed projections of demand based on enrollments. The paper’s major conclusion is the need for strong leadership and management of the entire teacher training and production system if the investments are to be productive.