Planning for the supply and demand of qualified teachers in Uganda

Abstract

Uganda, like other African countries, opted after independence for a quantitative expansion of formal education, to speed its modernization and development. The increase in school enrolment has been losing the battle against population growth, and accurate planning to meet the demand for trained school teachers is essential if universal primary education is to be achieved. This study examines the current output of teachers from training establishments, the actual supply of qualified teachers, and the numbers required to meet norms of class size. It is found that there are shortfalls in the numbers of trained staff available at all levels of the formal system, the primary sector being the worst affected: only 33,493 trained teachers are employed while 62,634 are needed. The deficit is met by the use of untrained staff and a rise in the pupil-teacher ratio. Output from teacher training colleges is insufficient, students who enrol do not complete their courses, and there is a wasteful level of attrition after qualification. The diversification of courses, the introduction of crash training courses, and the professionalization of teaching are suggested as partial solutions.