The Pre-primary Teacher Training Institutions Association of Uganda (PPTTIA-U) has submitted a petition to Parliament, urging them to recommend the creation of a national examination board responsible for assessing students undergoing training to become nursery teachers.
The association emphasizes that the quality of Early Childhood Care and Education (ECCE) is compromised due to inadequate teacher training and lack of a national curriculum and a national assessment board.
The petition, presented to Parliament on November 15, 2022, is currently being reviewed by the Committee on Education and Sports. PPTTIA-U asserts that the absence of a national curriculum and examination board for nursery teacher training institutions leads to subpar education quality. This, in turn, hinders the realization of the National Teachers Policy (NTP), which lacks substantial research from the ECCE sector.
The PPTTIA-U officials led by Moses Bina the president and Bunyaruguru County MP John Tuwesigye Ntamuhiira, while appearing before the Committee, proposed that the Uganda Business and Technical Examination Board (UBTEB) temporarily undertake the responsibility of assessing nursery teachers until a dedicated examination board is established.
They highlighted the urgent need to address the issue of inconsistent training and assessment methodologies, saying that private institutions lack a unified approach.
“Concerning the issues related to ECCE teacher training and assessment, we would like to bring to your notice that all certificate courses except nursery teaching in Uganda are assessed at the centre. It is my desire and humble prayer that a central body (UBTED) takes over the assessment of nursery teachers in Uganda,” Bina said.
The National Teacher Policy
The association also sought Parliament’s attention to review the National Teacher Policy to ensure that it adequately addresses ECCE teachers’ qualifications. PPTTIA-U expressed concern about the policy’s impact on nursery teachers, who often work in the private sector and struggle to meet the education upgrade requirements due to financial constraints.
Rev Edward Kawanga one of the members of PPTTIA-U suggested that the ECCE sector should be regulated independently of the NTP to allow teachers to be assessed nationally at certificate and diploma levels. He argues that a one-size-fits-all approach is not suitable for the diverse ECCE learning centers, and a gradual progression will be more effective.
PPTTIA-U officials pointed out that Kyambogo University is currently the primary institution offering degree-level training for nursery teachers and the country is not assured of adequate manpower to provide ECCE and implement the NTP. They reported that for the 2023/24 academic year, only two students had been admitted on government sponsorship while 17 are on private admission at the University. They urge the government to allocate resources to the ECCE program to ensure that qualified teachers are available to provide pre-primary education, particularly in government-aided schools.
During the Committee meeting, PPTTIA-U officials alleged that some Ministry of Education and Sports officials have vested interests in the ECCE sector, potentially contributing to the lack of effective mainstreaming. The officials requested parliament to investigate some of the officials at the Ministry of Education and sports alleging that they were involved in underhanded dealings to undermine their sector.
“These people use their offices and government resources…to advertise what they know is wrong. Whenever she (Kisakye) speaks about ECD, she never misses to talk about affiliation to a university and in all this meaning the kiosk behind Lumumba Hall in Makerere University” Bina said.
In response, Committee Chairperson, John Tuwesigye Ntamuhiira, ensured that the accused officials will be invited to the committee to answer the questions raised against them. Additionally, Mbale City Woman MP Connie Nakayenze Galiwango suggested that budget allocation should be considered to enhance the ECCE program’s development, to provide qualified teachers for pre-primary education in government schools.
