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This report summarizes the state of higher education in Uganda in 2013/14. It finds that private institutions are growing faster than public ones, and enrollment in arts programs exceeds sciences. Key issues identified include a lack of research funding, gender disparities among faculty, and many unaccredited academic programs. The report calls for improved data collection involving students and faculty to better understand issues like financing, research outputs, and academic activities. It recommends tracking project funding and integrating policies with data on standards.
Originalbeschreibung:
As published by the National Council for Higher Education in Uganda
Originaltitel
The state of higher education and training in Uganda 2013
This report summarizes the state of higher education in Uganda in 2013/14. It finds that private institutions are growing faster than public ones, and enrollment in arts programs exceeds sciences. Key issues identified include a lack of research funding, gender disparities among faculty, and many unaccredited academic programs. The report calls for improved data collection involving students and faculty to better understand issues like financing, research outputs, and academic activities. It recommends tracking project funding and integrating policies with data on standards.
This report summarizes the state of higher education in Uganda in 2013/14. It finds that private institutions are growing faster than public ones, and enrollment in arts programs exceeds sciences. Key issues identified include a lack of research funding, gender disparities among faculty, and many unaccredited academic programs. The report calls for improved data collection involving students and faculty to better understand issues like financing, research outputs, and academic activities. It recommends tracking project funding and integrating policies with data on standards.
VICE CHANCELLOR -UGANDA TECHNOLOGY AND MANAGEMENT UNIVERSITY (UTAMU) Report Methodology Sources of data Primary sources with self-administered questionnaires (sent by courier) Secondary source Annual Reports, Data from inspectors and monitoring visitations Analysis process -Data verification -Data entry by interns(September-October 2015) -Validation (November 2015) -Analysis (December,2015) -Report writing (Late December 2015) Higher Education institutions in Uganda
Three categories of Higher Institutions
1. The University sub-sector which constitutes 18.9% of the sector and grew from 37 to 40 (8%) Of the 40, 32 are private and 8 public University sector had 71% of the student enrollment Majority of students were studying arts/Humanities (66%) compared to science at technology at 34% 2. Other Degree awarding institutions (ODAIs) 9 institutions in the category Accounted for 2.6% of enrollment in higher education 7 of the institutions offer business and management programs 3. Other Tertiary institutions (OTIs) Number grew from 159-166 (4.4%) 6 however acquired ODAI status and this left 160 Most popular of this category are in business and commerce (43%) followed by Health (12.5%) 26% of the sector enrollment is from the OTIs Institutional Ownership of the sector Since 2006/7 to 2013/4, the public sector has experienced a diminishing share of ownership from 34% to 27% respectively. Private sector still dominated the sector (157) institutions (74%) Enrollment in public institutions is 49% as compared to 51% in private Private sector invests more in arts than sciences which is for public Enrollment by Category & discipline University 71% with 56% in arts and humanities while 44% in science disciplines Science enrollment increased by 10% from the 2012/2013 Other Degree awarding institutions (20%) Other tertiary institutions 42.4%) (with 62% in arts and humanities compared 38% in sciences- mainly computer science Sector Distribution A. Eastern had 14% B. Central had 56% C. Northern had 9% D. Western had 19% Enrollment by Gender Proportion of male and females has remained stable Proportion of females remained at 44% Females exceed males in management and social development (55%), Business and Commerce (52%), Hotels and Tourism (57%) Technical and agriculture categories had only 20% and 31% females respectively. Enrollment by Nationality Ugandan and Non-Ugandan categories are only used-making it difficult for adequate planning Percentage of number of non-Ugandan students dropped by 8% Theological colleges still had the highest at 30% Universities and affiliated colleges dropped by 12% in 2012/13 to 10% in 2013/14 No disaggregation of data but those which did suggests students from South Sudan, Somali and DRC Completion, Graduation and employment About 94% admitted complete their programmes at university level while 92% from other institutions No disaggregation by level but situation varies considerably by graduate and undergraduate levels Report presents contradictory findings from national statistics-tracer study of 2015 suggests that those who graduated in 2011 64.7% at degree level got employment, 18% self-employed and 17.1% were not employed
Diploma category had 62.5% formally employed ,13.5% self-employed while 24% were unemployed 78% of graduates acknowledged that skills obtained enabled them to get jobs Four major sectors that absorbed graduates were: Agriculture, health, trade, banking and finance State of Education Report (2015) Only 6 percent of young people in sub-Saharan Africa are enrolled in higher education institutions compared to the global average of 26 percent. The promising news is that universities in many African countries are experiencing a surge in their enrollment. Between 2000 and 2010, higher education enrollment more than doubled, increasing from 2.3 million to 5.2 million. Overcrowding in lecture halls at some Africa universities is becoming all too common. Statistics show that on average there are 50 percent more students per professor at African universities compared to the global average. . Private higher education is one of the fastest growing education sectors in Africa. In 2009, there were around 200 public universities and 468 private higher education institutions on the African continent. Comparatively, there are 1700 public universities and nearly 2500 private universities (4- and 2-year universities) in the U.S. alone African Scorecard
Area Score card Ranking
Primary Education B+
Secondary Education C
Vocational and Technical Training C-
Tertiary Education B-
Quality of Education c Public spending on African Education C
Building a Skilled Workforce for 21st Century C
Jobs Academic Programs Period Received Assessed Accredited % out of assessed
September 195 153 72 47%
2013 December 156 118 55 47% 2013 March 172 148 75 51% 2014 June 2014 182 122 63 52% Accredited programs by mode of delivery Day (1162) 56.71% both undergraduate and postgraduate Evening (505) 29.87% Long distance 85 (4.78% Weekend (139) 8.64% Academic staff PhD (251 Females and 845 males) Masters (1094 females and 2699 males) Bachelors (1204 females and 2681 males) Postgraduate Diploma (83 females and 239 males) Research????? No financial resources to support research by NCHE Research in universities has continued to be neglected Institutions have continued to allocate 1% of the budget to support research Annual Expenditure Analysis Item Public Percentage Private %
Books 73,601,591.84 0.05% 45,104,054.04 1.99%
Equipment 0.07% 2.60%
Furniture 0.37% 3.32%
Infrastructure 3.57% 19.47%
Material 9.31% 8.56%
supplies
Other academic 4.61% 0.79%
costs
Research 0.75% 0.84%
REPORT IDENTIFIES A NUMBER OF PROBLEMS OTIs are not preferred institutions in Uganda Funding for research remains a problem Gender disparity of academic staff High number of unaccredited courses Declining number of public institutions Declining numbers of foreign students Disparity of enrollment and programs according to discipline Failure to comply with some statutory obligations- annual report submission Lack of accurate data on financial records Low PhD Production Other issues include:- No disaggregation of data but those which did suggests students from South Sudan, Somali and DRC African development bank committing funding for staff development but all going to public universities Retention of academic staff is still a problem Lack of staff development efforts Part-time and full time staff debate issues Student fees being the only source of income REPORT SILENT ON KEY ISSUES GOVERNANCE OF HEIs Autonomy Financial management Student completion rates Staff salary payments Student results management Research outputs NCHE-institutional harmony Number of partnerships Management of projects Student governance Report is silent on Academic process management Admission systems Registration (payment of statutory fees to NCHE) Class attendance Examinations Processing of results Graduation periods . Student Governance Student grievances per sector category Student leadership by gender Student innovations by discipline Student loan scheme beneficiary Student assessment of lectures .. Academic staff activities Publications by rank and discipline External examination Community engagement Staff promotion durations Staff conference attendance Staff projects and grants Staff supervision of graduate students Staff grievance issues by sector category Staff nationality especially for senior ranks .. Projects, grants and partnerships Awards to colleges, faculties and schools International collaborations on programmes Partnerships and joint awards RECOMMENDATIONS Problems of financing information can be addressed through multiple approaches like Auditor General and GAPI studies, UBOS and NPA reports Data Collection should involve students and academic staff as primary stakeholders Tracking of project financing in the country for HE Improve research data in terms of tracking publications by academic staff Capture other academic activities like conference presentation, external examinations, consultancy projects, awards . Need to march all policies at NCHE with data like PhD and Masters holders with the minimum standards for teaching postgraduate studies, minimum standards for lecture space against the enrollment, etc Need to fully integrate private institutions into policy decisions at all levels Develop clear performance indicators for each of the variables with a view to measure inputs, processes, outputs, outcomes and impact Attention should be paid also to:- Payment of salaries and governance of universities Recommendations in the report should focus on policy, tactical, operational or NCHE, council level, management level, school/faculty/college, departmental levels University ranking and score card should be considered Computer and physical facilities misses use of mobile phones, laptops and i-pads Online studies and policy guidelines seem non- existent yet this is the trend for the sector Automation of data collection instrument Contributions frorm Assoc. Prof. Gerald Kagambirwe Karyeija, Panel Member Areas for policy Implications (Inform HE Policy) Funding: There is need to devise diverse resource mobilisation strategies for higher education. This may include including state funding, especially for the facilities, infrastructure and capacity development of lecturers Rise in the number of Universities: there is need to revisit the categorisation of Universities. Many institutions are changing eminence to Universities and there has also been increase by 12-hierarchy of research based universities and teacher base universities, community colleges and elite institutions . Gender Parity: Mechanisms to improve on the percentage of female participants needs to be put in place Programs for accreditation: the accreditation of new programs should be harmonised with the national human resource audit/ plan by encouraging HEI to come up with programs that are in sync with the future demand of human resources Research: There should be a national research fund (funded by the state and its partners) to be competed for by the various institutions to build the research capacity of institutions, and focusing on national priorities. PhD Production: There is need for a 10 year rapid national PhD production process to create a critical mass of PhD holders. Improve on internet bandwidth and connectivity to ease e-library functionality Stakeholder engagement Proposes a stakeholder engagement matrix that suggests those stakeholders to: Inform Consult Involve Collaborate Empower On strategies for improving data collection Institutionalise ( and make compulsory) the tool so that it becomes part of the HEIs reporting systems annually, then the NCHE will follow up with the non- compliant and supervise the compliant Sanctions should be embedded in the law or guidelines for non-compliance with the tools Work with UBOS to collect and collaborate data CONCLUSION Participants should receive our presentation Discuss and make suggestions For policy For governance For management/administration For regulatory