Resource development making basic education equitable

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resource development; - Making basic education equitable, accessible and relevant to the nation; and - Ensuring that education is affordable to the majority of Ugandans. 1.9.2 Secondary and Tertiary Education Policy With regard to secondary and tertiary education, government policy is to increase cost sharing by shifting boarding costs onto beneficiaries. Government has equalized capitation grants for boarding and non-boarding schools, thereby shifting boarding costs to beneficiaries. Government overall expenditure in the education sector is to shift increasing resources to Universal primary Education. 1.9.3 Business and Vocational Education Training Policy (BTVET). The current government policy on technical education and Vocational Education Training (BTVET) aims at: - Introduction of changes necessary to create a favorable environment for industrial training, improvement in the effectiveness and efficiency in public training;
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21 EDUCATION STATISTICAL ABSTRACT 2011 Provision of training by employers and the private sector; Changing the negative attitudes towards technical and vocational education programmes; Integrating technical and business/or entrepreneurial skills to enable students to enter self employment; Provision of at least one vocational secondary school in every district; and Vocationalization of both primary and secondary education system to ensure provision of useful and employable skills at the end of each stage of the educational cycle.
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22 EDUCATION STATISTICAL ABSTRACT 2011 CHAPTER TWO: EDUCATION MANAGEMENT INFORMATION SYSTEM 2.0 Introduction The annual education census exercise allows the Ministry of Education and Sports to collect all the necessary information about education in Uganda. This information is used as an input into planning and monitoring the provision of quality and relevant education to Ugandans. It is intended that the census should address the information needs of all stakeholders. In its efforts to improve on the timeliness, accuracy, reliability and availability of information to various users, the Ministry of Education and Sports, in 1999, embarked on the design and implementation of a sector Educational Management Information System (EMIS) in which the district would be the focal point. The Ministry contracted M/S AED/Africon to design and implement EMIS both by developing the necessary software and re-engineering practices and procedures. Further initiatives in light of continuous system development were re-engineered by migrating from low tech platforms to more ROBUST software platforms like the UNESCO php web enabled interface and later to Agile Learning software. Despite the numerous efforts, decentralization of the EMIS (DEMIS) has not taken off at both regional and district level due to infrastructure and capacity (human and financial) constraints. However, a lot has been achieved in terms of data management, capacity building at various levels and the struggle is still on (Alluta Continua).
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  • Fall '19
  • The Bible, School types, Gymnasium, secondary schools, Primary schools

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