Published on 21/11/2024
Ministry of Education and Sports has revised its stance on teacher training, dropping a controversial proposal to mandate both internships and school practice for teacher trainees. Instead, the Ministry will now focus solely on school practice as a requirement.
This decision announced by Brighton Barugahare, Assistant Commissioner for Policy Analysis, was made during a session with Parliament’s Education Committee, which is reviewing the National Teachers Bill, 2024 on Wednesday 20th November 2024. Barugahare explained that the Ministry’s shift followed widespread concerns from educationists about the feasibility of implementing both training programs.
“While internship and school practice are distinct, the government decided to drop internships due to practical challenges raised during stakeholder discussions,” Barugahare noted.
Stakeholder Resistance to Internships
Initially, the Bill proposed granting the Ministry exclusive authority to post teacher interns, a move criticized for its impracticality. Comparisons were drawn to the health sector’s struggles in placing medical interns, with over 1,200 students left stranded in 2024 due to inadequate resources.
MP Abdul Mutumba (Kiboga East) commended the Ministry for reconsidering its position but sought clarity on the alternative to internships. Responding, Permanent Secretary Kedrace Turyagyenda revealed a plan to integrate school practice into the entire training period, ensuring that trainees develop practical teaching competencies over three years.
Transitioning to Degree-Only Teacher Qualifications
Another contentious issue was the phasing out of non-degree teaching qualifications, requiring all teachers to hold at least a Bachelor’s degree within ten years. Attorney General Kiwanuka Kiryowa defended this requirement, asserting that it aligns with national aspirations for a higher-quality education system.
“Current teachers must transition to meet this standard within ten years, or they will be replaced by degree holders,” Kiryowa stated.
However, MPs such as Irene Linda Mugisha (Fort Portal City Woman MP) criticized the policy for imposing financial burdens on teachers, particularly nursery school educators, many of whom are employed in private institutions. Mugisha argued that without government investment in pre-primary education or corresponding salary increases, upgrading qualifications would become unaffordable for many.
National Teachers Council Sparks Debate
The Bill also proposes establishing a National Teachers Council to regulate the teaching profession. While the Ministry insists the Council would enhance collaboration with the National Council for Higher Education (NCHE) to improve teacher training standards, some MPs questioned its necessity.
“Do we really need a new Council when the Ministry of Education is already fully equipped to regulate teachers?” Mugisha asked, highlighting the ongoing rationalization of government agencies.
The Attorney General countered that rationalization does not imply eliminating agencies but rather reorganizing and removing duplication.
Addressing Specialized Cases
During the meeting, MP Michael Kakembo (Entebbe Municipality) raised concerns about teachers with Bachelor’s degrees in non-education fields who later qualify to teach through postgraduate programs. The Ministry assured that provisions would be made to accommodate such individuals under the evolving policy framework.
Regional and Online Access for Teacher Upgrades
Vice Chairperson of the Education Committee, Molly Asiimwe, emphasized the need for equitable access to continuous professional development. She suggested regional holiday programs or online classes to help teachers upgrade their qualifications without being disadvantaged by location.
Next Steps
The Ministry reassured the committee that it is developing measures to address the status of institutions previously offering non-degree qualifications, such as Primary Teachers Colleges and National Teachers Colleges. These measures will align them with the new policy framework, ensuring that they remain functional within the evolving education system.
The Education Committee continues to scrutinize the National Teachers Bill, 2024, balancing the aspirations for a modernized education system with the practical realities faced by educators and stakeholders.
