Group names registration numbers

1: Feysal Mahomed Aidid 17/IUEA/MBA/013-M

2: Mohamed Omar Mohamed
3: Mathina yagna Anais
4: Mohamed Abdulkadir Ibrahim
5: Mustafa Abdirahman Hassan
6: Abdirisak Mohamed jimcale
17/IUEA/MBA/014-M
17/IUEA/MBA/002-J
17/IUEA/MBA//011-M
17/IUEA/MBA/010/-M
18/IUEA/MBA/106-J

COURSE: MASTER, S IN BUSINESS ADMINISTRATION

COURSE UNIT: PROJECCT MANAGEMENT

DATE OF ISSUE: WEDNESDAY 28TH NOVEMBER ,2018

SUBMISION DEADELINE: WEDNESDAY 05TH DECEMBER ,2018

LECTURE, S NAME:MR FREDRICK ETYANG

 Introduction
The system of education in Uganda has a structure of 7 years of primary education, 6 years of
secondary education (divided into 4 years of lower secondary and 2 years of upper secondary
school), and 3 to 5 years of post-secondary education. The government of Uganda recognizes
education as a basic human right and continues to strive to provide free primary education to all
children in the country, however, issues with funding, teacher training, rural populations, and
inadequate facilities continue to hinder the progress of educational development in Uganda means
that education systems aren't the best.

 Primary education

The present system of education, known as Universal Primary Education (UPE), has existed since
1997, and its introduction was the result of democratization and open elections, as there was great
popular support for free education. Despite its promising boosts in enrolment, issues with funding
and organisation have continued to plague the UPE. In 1999 there were six million pupils receiving
primary education, compared to only two million in 1986. Numbers received a boost in 1997 when
free primary education was made available to four children per family. Only some of primary
school graduates go on to take any form of secondary education. This is contingent upon their
passing their Primary Leaving Examinations (PLE).

Uganda is one of East Africa's developing countries, bordered by Tanzania, Rwanda, the
Democratic Republic of the Congo, South Sudan, and Kenya. It occupies 236,040 square
kilometres (91,140 sq mi) and has 26,404,543 people. According to CIA World Fact Book 2004,
more than 80 percent of its population is rural and 35% of the people lives below poverty line
(Ngaka 172). The United Nations characterised the current condition of Uganda with its unstable
government and struggling people as "the world’s worst humanitarian crisis". (Moyi 6)

In 1997 the Ugandan government introduced the Universal Primary Education (UPE) program to
improve enrollment and attainment in primary schools. It was initially realized to provide free
education for four children per family, but the program was not performing based in its regulations
due to the complex structure of Ugandan families. Most Ugandan families have more than four
children and households started sending every child, which resulted in a rapid increase in student
enrollment in primary schools (Ngaka 172). Due to the circumstances, President Museveni
announced that the UPE was open to all children of all families (Omona 74). When the new policy
was executed, schools experienced a massive influx of pupils and the demand for learning
materials, teachers, and infrastructure became a challenge to the education system (Ngaka 172).

Uganda has seven years of primary education and the legal age for school entry is six (Moyi 3).
According to the Ministry of Education and Sports (MoES) statistics, school enrollments increased
from three million to 5.3 million in 1997 and the number rapidly increased to seven million by
2004 (Kakura 137). Even though the increased number of pupils was perceived as a good thing,
there were only 125,883 teachers, exceeding the UPE required pupil-teacher ratio of 1:40 (KakurA
138). The large number of pupils worsens the learning environment and it becomes harder for the
teacher to be heard and teach. According to Arbeiter and Hartley, classes have between 70 and 150
pupils and there is over-age studying in all schools. Moyi explains the issue of many classes having
the inappropriate age of pupils as having been driven by late enrolment or grade repetition, which
in turn is caused by the poor quality of education (8). For instance, “third grade included pupils
aged between seven to sixteen years and in sixth grade there were pupils up to nineteen years of
age” (Moyi 66).

 Secondary education
There is a significant disparity between enrolment rates in primary and secondary schools in
Uganda. Census data from 2004 indicates that for every ten students enrolled in primary schools,
only one is enrolled at a secondary institution. The structure of Uganda's secondary education
system follows the education system of its former colonial masters, Britain. It is divided into the
Ordinary level and Advanced level. Lower secondary consists of 4 years of schooling at the end
of which students undertake Ordinary-level exams (O-level) in at least 8 subjects with a maximum
of 10 subjects. Upper secondary consists of 2 years of schooling at the end of which students sit
Advanced-level exams (A-level) in at least 3 subjects.

The curriculum for lower secondary is currently being reviewed by the National Curriculum
Development Centre, and a new curriculum is expected to be rolled out in 2014 or 2015.
  SWOT analysis for schools under the education sector of Uganda

An in-depth analysis of activities of the Institute helped in generating a comprehensive

understanding of its strengths, weaknesses, opportunities and threats.

A SWOT analysis for schools is a tool that can provide prompts to the governors, management
teachers and staff involved in the analysis of what is effective and less effective in the schools
systems and procedures. Often used in preparation for a plan of some form (that could be an audit,
assessments, quality checks etc.). In fact a SWOT can be used for any planning or analysis activity
which could impact future finance, planning and management decisions of the school or
establishment. It can enable you (the governors and management) to carry out a more
comprehensive analysis.

STRENGTHS
 A well-motivated, seasoned and dedicated staff.
 A reputation as the lead Institute in training of teachers for basic schools and tertiary levels
of education.
 Well established Sandwich programmes.
 Well established Post-Diploma (Evening Classes) programme.
 High reputation for conducting assessment, examinations and monitoring of curriculum
delivery in Colleges of Education.
 Adequate and reliable ICT infrastructure.
 Increasing enrolment of students.
 Strong links with the Colleges of Education, Ministry of Education, GES, TED, NCTE and
NAB.
 Adequate and well-resourced office accommodation.
 Well-maintained fleet of vehicles.
 Internationally recognized Journal in place.
 Staff Development Scheme in place.
 Existence of an effective and efficient internal management system.
 Existence of a well-structured calendar of activities.
WEAKNESSES
 Irregular publication of Institute Journal.
 Low research output.
 Poorly resourced Research and Publication Unit.
 Weak links with international organizations.
 Weak commitment for policy development.
 Weak policy implementation at the Institute.
 Unavailability of data on teacher education issues.
 Ineffective monitoring strategies.
 Inadequate resources for staff
 Lack of staff in specialized areas e.g. full-time research staff, System Analyst.
 Inadequate use of available research materials.

OPPORTUNITIES
 High demand for teacher education programmes.
 Springing up of private Colleges of Education.
 High demand for in-service training (short term courses) for teachers.
 Mentoring of Colleges of Education in their status as tertiary institutions.
 Recognition given to IoE, by MoE, GES, TED, NCTE and NAB.
 Strengthening IoE's relationship with CRDD.
 Engaging development partners on teacher education issues.
 Links with other departments in the university.
 Capacity to conduct tracer studies by way of evaluating IoE and other teacher education
programmes.
THREATS
 Competing Teacher Education Institutions.
 Power outages.
 Desire of Colleges of Education for autonomy
 Government policies on teacher education.
 Frequent transfer of competent staff.
 Inadequate back-up system for soft copies of data.
  Unionization of College of Education Teachers Association Ghana (CETAG) and pressure
from Teacher Trainees Association of Ghana (TTAG).
Based on the SWOT analysis, education institutions should develop strengths, eliminate
weaknesses, avoid threats and capitalize on opportunities. Of course, this analysis is not relevant
to the entire education system of Uganda, but it is just a model that can help to form a general view
on how to evaluate performance in the education sector. The reasons for the importance of
ensuring the quality of education are the need to build trust in the capacity and performance of
Ugandan educational institutions, adaptation to better education standards and norms for Ugandan
graduates to be recognized internationally, and to improve the educational offer so that it meets
the requirements from the market.
 Importance of conducting swot analysis for schools under the education sector of
Uganda

The importance of programming-planning that concerns the level of educational units

The operation of programming is of crucial importance for an educational unit. It designates the route that
particular kind of unit will pursue in the future, as it plays the role of a compass by determining the
boundaries of the goals and by preparing the organization to follow a certain direction We can
allocate that eventually these goals express the mission of every organization and what is
prepared is actually the steps of the co-ordination that will lead to its effective operation through the
achievement of its goals. A positive step towards this direction is considered to be the importance that
is given to the harmonic co-operation of the organization’s members, surely without claddings of
actions or waste of time in order the best possible outcome to be accomplished The function of
programming, however, demands increased caution since, according to Everard and Morris
(1996), the goals of an organization do not always seem to be in perfect harmony with one
another. Generally speaking, the importance of programming refers to the potential that on one
hand is provided so as the mission of the educational unit to be recognized educational act to be
classified and the objectives to be defined, taking nevertheless into account its possibilities and weaknesses;
on the other hand, programming is essential in order an orientation towards the approximation of goals
to be kept .
Strategic planning
Programming in educational units, as it systematically happens in all kinds of organizations,
normally takes two possible forms. It may be either functional or strategic depending on the
managing level that is implemented and the time horizon of the goals that are set in terms of its duration
Concerning the strategic planning, it constitutes a long-term planning, which does not focus on the
separate operations of theocratization but on its total function The necessity of that specific kind
of planning is summed up in the quote “If you don’t know where you are going, you will end up
somewhere else Consequently, it is generally thought that strategic planning concerns the long-
term planning, which focuses on.
Strategic school planning

 Strategy itself, which involves a strategic aim and a means to reach it.

 Strategic planning: a plan to put strategy into practice.

Strategic management: implementing strategy. The process of strategic planning can be seen to
encompass three stages as articulated and thus to link into development planning:

 Strategic analysis.

 Strategic choice.

Strategic implementation. Planning in schools over the last two decades has been categorized in a number of
ways. At both regional and national level, frameworks for planning have been produced, based on
cycles of review, planning and implementation. At institutional level four different types
of school plans could be identified (Bell, 2002):

 The rhetorical, which had no credibility within the school.

  The singular, produced by the principal alone.

 The co-operative produced by a group of staff and focusing on finance and staff development.

 The corporate produced by the staff working together and focusing on an agreed range
of the school’s priorities.

 CHALLENGE TO ENCOUNTER SWOT ANALYSIS

Resistance to Change

Making changes to tried-and-testing learning methods is difficult – especially when the change is
technology based. Many teachers, parents and policymakers find it difficult to be the first to
experiment with new technology or teaching methods as no one wants to risk the success of our
students. In addition, it can be hard to initiate change on an individual basis. Change requires a
large group of like-minded individuals who share goals, plans and results. It’s much easier to
adopt new learning strategies or technology-based platforms when we positive evidence that
students will ultimately benefit.

Inflexible Education Budgets

Provincial politics play an important role in determining the potential for making strides towards
21st century learning. Education budgets are determined at the provincial ministry level, and as
illustrated by the June 2014 Ontario Election, budget cuts are always a concern.
Outdated Professional Development Strategies

Professional Development days are often reserved for cumbersome workshops that tend to lack a
hand-on approach. In addition, integrating software opens up the opportunity for user errors and
technical difficulties which can be difficult to address on a user-by-user basis. Dealing with a
large software company can be intimidating, especially when requesting IT assistance is difficult
and non-personal
Conclusions
In conclusion therefore, education plays an important role in the current social environment
because all aspects of education emphasize the quality and efficiency of educational systems and
activities. Each institution, entity has a goal performance in the field. This performance is viewed
differently by each individual depending on the objective of activity and the purpose pursued. The
performance of education institutions in Uganda is closely related to quality and results. The
SWOT analysis of the education sector of Uganda allows an overview of the quality of the activity
of the educational institutions as well as of the performance in the management of the resources
and the implementation of modern systems necessary for the strategic and decision-making
management in the sector.
References
 "SWOT Analysis: Discover New Opportunities, Manage and Eliminate Threats". www.mindtools.com.
1006. Retrieved 24 February 2018.

  Dess, Gregory (2018). Strategic Management. United States: McGraw-Hill. p. 73.

ISBN 9781259927621.

  Humphrey, Albert (December 2005). "SWOT Analysis for Management Consulting" (PDF). SRI Alumni
Newsletter. SRI International.

  "Albert Humphrey The "Father" of TAM". TAM UK. Retrieved 2012-06-03.

  Blake, Martin; Wijetilaka, Shehan (26 February 2015). "5 tips to grow your start-up using SWOT
analysis". Sydney. Retrieved 10 August 2015.

  Osita, Christian; Onyebuchi, Idoko; Justina, Nzekwe (31 January 2014). "Organization's stability and
productivity: the role of SWOT analysis" (PDF). 2 (9). International Journal of Innovative and Applied
Research (2014): 23–32. Retrieved 17 March 2016.

  See for instance: Mehta, S. (2000) Marketing Strategy

  Armstrong. M. A handbook of Human Resource Management Practice (10th edition) 2006, Kogan
Page, London ISBN 0-7494-4631-5

 Armstrong.M Management Processes and Functions, 1996, London CIPD ISBN 0-85292-438-0