reports/chunks/Education Services for Learners with Special Needs Value for money Audit Report, 2023.chunks.json

{"paragraphs": [{"content": "Uganda has significant arrangements in place such as an enabling and coherent legal, institutional and policy framework, multi-sectoral arrangements and partnerships necessary to support provision of equitable and affordable education services for all learners with special needs by 2030. However, substantial challenges still remain in areas of availability of accurate and reliable data on the number, category and location of learners with special needs, adequate resources, instructional materials, infrastructure, trained teachers, robust monitoring tools. These challenges hinder planning, budgeting and implementation of interventions aimed at progressing towards achieving SDG 4.5 by 2030. If these challenges are not addressed, the country will fall short in its efforts towards ensuring provision of equitable and affordable access to education services for all learners with special needs by 2030, in accordance with the SDG target 4.5. \nJohn F.S. Muwanga AUDITOR GENERAL \n29\" December, 2023 \nCHAPTER ONE \n1.0 INTRODUCTION \n11  \nEducation is a fundamental human right that promotes fulfilling lives and societal development. It effectively lifts excluded children and adults out of poverty, reduces inequities, and ensures sustainable development\". The Universal Declaration of Human Rights (2015) and the United Nations Convention on the Rights of the Child (1989) affirm every child's right to an accessible high-quality education. \nUganda's commitment to the 2030 Agenda for Sustainable Development, which seeks to achieve 17 Sustainable Development Goals (SDGs), includes Goal 4 for inclusive, equitable education and lifelong learning opportunities for all. Target 4.5 includes provision of equitable and affordable access to education for all vulnerable groups by", "metadata": {"headings": [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}, [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}]], "page": 10, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "20302. To achieve this target, Uganda has included strategies such as provision of basic requirements, support services and infrastructure for vulnerable groups in education services under the Human Capital Development programme of National Development Plan (NDP) III\u2019.", "metadata": {"headings": [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], "page": 11, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "Uganda's Ministry of Education and Sports (MoES) through the Department for Special Needs and Inclusive Education spearheads provision of education services for vulnerable learners, focusing on those with disabilities/ special needs. A special needs learner is a child with significant functional limitations due to physical, mental, or sensory impairments and environment barriers, limiting equal learning participation and requiring educational adjustments\\*. The department is charged with ensuring equitable and affordable access through tailoring education services to their unique personal requirements. \nThe goal is to enable learners with special needs reach their full potential in all areas of life, including academics, social and emotional development\u2019. The common impairment conditions for learners with special needs seen in Uganda include hearing, visual, physical and mental among others. A child may present with more than one condition. \n1.2 Motivation  \nEducation in Uganda is a constitutional right for all citizens and therefore, all persons should be supported to enjoy this right to education\u2019. The World Bank estimates that 16% of Ugandan children have disability, and this poses a significant barrier to their education.\u00ae In the year 2020, approximately 65 million children in Africa of primary and secondary school age had disabilities, with nearly half of them being out of school.? \nChildren with special needs face tremendous problems in Uganda's education system including discrimination, stigma and limited access to inclusive and special schools\u201d. Only 5% of special needs children were able to access inclusive settings while 10% had access to special needs schools. According to MoES (2017), the enrolment at primary school level constituted only 9% of the overall children with special needs. Out of the total enrolment, 9,597 (1.6%) learners in pre-primary, 172,864 (2%) in primary, and 8,945 (0.6%) in secondary had impairments\".", "metadata": {"headings": [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}, [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}]], "page": 11, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "Uganda has in place the Persons with Disability Act, 2020, that provides for the respect and promotion of the fundamental and other human rights and freedoms of persons with disabilities. Government ratified the UN Convention on the Rights of Persons with Disabilities and is a signatory to the international agreements such as the Salamanca Statement and Framework for Action on Special Needs Education that provide for learners with special needs'?. In addition, the department of special needs and inclusive education was created with the objective of delivering Special Needs and Inclusive Education services in a coordinated and adequately resourced manner thereby ensuring that no one is left behind.", "metadata": {"headings": [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], "page": 12, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "Despite the above efforts, access to education for learners with special needs remains limited, trained teachers in special needs education are scarce, infrastructure, learning materials and equipment are insufficient, public funding for special needs education is insufficient, and sign language interpreters are few'?. According to the Uganda Bureau of Statistics (UBOS) statistical abstract of 2021, less than 3% of the pre-primary teachers have training in special needs education'\\*. This has left special needs learners behind as seen in their poor performance in the 2022 Primary Leaving Examinations (PLE) results in which no special needs student emerged with division one while 55 out of 263 registered learners missed the examinations\u2019. These challenges coupled with government's inability to include special needs learners in vocational interventions impedes their development and future financial and health prospects\u2019\u00b0. \nGovernments have the primary responsibility for follow-up and review, at the national, regional and global levels, in relation to the progress made in implementing SDGs and their targets over the fifteen years'\u2019. To this end, International Organization of Supreme Audit Institutions (INTOSAI) committed to and called upon member supreme audit institutions (SAIs) to \u201ccontribute to the follow-up and review SDGs within the context of each nation\u2019s specific sustainable development efforts and SAlIs\u2019 individual mandates\u201d.!\u00ae \nIn 2023, the African Organisation of English-speaking Supreme Audit Institutions (AFROSAI-E), as part of on-going efforts to empower members to support their governments in achieving the Sustainable Development Goals (SDGs), invited members to participate in coordinated SDG audits including the audit of the \ngovernment's progress towards providing equal, equitable, and affordable education for children with disabilities in line with SDG target 4.5. \nIt is against this background that the Office of Auditor General undertook an SDG Audit to assess Government of Uganda\u2019s progress in providing Equitable and Affordable access to education services for learners with special needs, in line with SDG Target 4.5. \n1.3 Description of Audit Area", "metadata": {"headings": [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}, [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}], [{"headings_0": {"content": "RECOMMENDATIONS", "page": 9, "level": 3}}]], "page": 12, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "9. Advocacy and Coordination  \nThroughout the process, the Department organizes and conducts advocacy campaigns on special needs and inclusive education, coordinating stakeholders in the implementation of these campaigns. This advocacy work raises awareness and fosters understanding among the general public and other key stakeholders about the importance of SNIE.", "metadata": {"headings": [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], "page": 22, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "Coordination with various key players is also done through quarterly meetings with the Ministry of Gender, Labour and Social Development (MoGLSD), Ministry of Health (MoH), UNICEF and other partners targeting vulnerable children. This ensures all involved parties are aligned and working towards the same objectives, allowing for a more effective provision of special needs and inclusive education. \nCHAPTER FOUR \n4.0 FINDINGS, CONCL\\| ENDATIONS  \nThis chapter examines the current state of equitable and affordable access to education services for learners with special needs. It outlines the progress made thus far, examines government initiatives, and offers conclusions and recommendations aimed at achieving equitable and affordable access to education services for learners with special needs by 2030, in alignment with Sustainable Development Goal 4.5. \nUganda has made considerable arrangements to support the provision of equitable and affordable education services for all learners with special needs by 2030, including the establishment of enabling and coherent legal, institutional, and policy frameworks, as well as the formation of partnerships. The following sections explore the factors that affect Government of Uganda\u2019s progress in ensuring that all learners with special needs have equitable and affordable access to education services by 2030, in accordance to SDG 4.5. \n4.1 Access to education: i  \nners \nwith special needs  \nArticle 30 of the Constitution of the Republic of Uganda enshrines the right to education for all citizens, while objective XVIII (ii) mandates the government to provide equal opportunities for educational attainment. Furthermore, Section (b) of Strategy II within the National Child Policy 2020 seeks to enhance access to equitable, inclusive, and quality primary and secondary education. This aligns with Uganda's commitment to SDG 4, Target 5, which strives to ensure inclusive and equitable access to quality and affordable education opportunities for all. \n4.1.1 Enrolment of learners with special needs  \nThe audit team reviewed enrolment data obtained from the eleven local governments selected for the audit. Analysis of the data submitted to MoES shows the enrolment of learners with special needs represented only 1.97% of the total enrolment for the year", "metadata": {"headings": [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}, [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}]], "page": 22, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "2023. This proportion is low considering that the last Uganda Demographic and Health Survey (2016) put the proportion of children between the ages of 5 \u2014 14 with disabilities at 16%. Table 3 below shows enrolment levels for learners with special needs in the local governments selected for the audit.", "metadata": {"headings": [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], "page": 23, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "Table 3: i nrolment  \nrates \ni ii in selected LGs in \n\\| DLG I Deaf Blind \\| Physical Others Total Total %age Region \\| \\| \\| \\| SNE Learners SNE \\| \\| \nKampala 537_| 335 301 992 2,165 2.42 Central \nAna 308 257\\_ \n\\| \\| \\| \\| 1478 22 \n191 \\| Eat \\|  \nere \u201c7a. 302\\_ 573 0,57 Eat \\| 142 675 2,278 3,987 4.69 East \\| \\|  \n\\|  \n840 538 810 2,00 2.72 North \\| \\| 99,1:  \n730 569 2,395 \\| 140,929 \nThe audit team was unable to assess the progression in enrolment trends for learners with special needs due to MoES failure to collect and provide this data for four years under the audit review.", "metadata": {"headings": [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}, [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "assessments to", "page": 19, "level": 1}}], [{"headings_0": {"content": "Kampala 537_| 335 301 992 2,165 2.42 Central", "page": 23, "level": 3}}], [{"headings_0": {"content": "Kampala 537_| 335 301 992 2,165 2.42 Central", "page": 23, "level": 3}}], [{"headings_0": {"content": "Kampala 537_| 335 301 992 2,165 2.42 Central", "page": 23, "level": 3}}], [{"headings_0": {"content": "Kampala 537_| 335 301 992 2,165 2.42 Central", "page": 23, "level": 3}}], [{"headings_0": {"content": "Kampala 537_| 335 301 992 2,165 2.42 Central", "page": 23, "level": 3}}]], "page": 23, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "The limited range of learning options available in unit, special, and inclusive schools further hampered the enrolment of learners with special needs. Education officers responsible for special needs at MoES and the local governments visited as well as school management for all schools visited informed the audit team that most special needs learners face challenges in reading and writing, affecting their comprehension of the conventional education curriculum but thrive in vocational subjects. However, only three? out of the twenty-two schools visited offered vocational education, limiting enrolment and retention rates among these learners. Of the three, only one (Mbale School for the Deaf) had a valid certification from Directorate of Industrial Training for assessing and validating the proficiency of learners in vocational skills. \nLimited awareness and sensitization of communities as most parents with special needs children leave them at home and only bring their normal children to school. These enrolment levels and dropout rates as wells as governments\u2019 ability to ensure equitable and affordable education services for all learners with special needs in the country by 2030 is significantly influenced by the government's effectiveness in establishing supportive legal, policy, and institutional frameworks; allocating adequate resources for planning, implementation, and monitoring; and implementing effective interventions as discussed below:", "metadata": {"headings": [{"headings_0": {"content": "Number", "page": 24, "level": 2}}, [{"headings_0": {"content": "Number", "page": 24, "level": 2}}]], "page": 25, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "Ngora District 48 78 449 662 1,302 \\| Rukungii \u201ca ii 18 \\| 0 \\| 9 9 36 Kabale 12 5 3 44 118 170 [Kampala \\| 80 5 \\| 2 \\| m  \n788  \n1,556 Total 338 1,681 1,652 2,570 6,262 12,165 Source: OAG analysis of enrolment data provided by MoES  \nThe audit team also notes that setting a minimum threshold to benefit from the SNE subvention grant excludes schools with lower numbers from this support, which further impacts efforts to provide equitable and affordable access to education services for all. The exclusion of many inclusive schools from the beneficiaries of the subvention grant was result of the failure by MoES to periodically assess enrolment levels of learners with special needs in the various schools.  \nThe lack of SNE subvention grant support for the majority of inclusive schools poses a significant challenge to providing adequate resources for learners with special needs. This funding gap hinders the ability of these schools to implement effective special education programmes and meet the diverse needs of their learners with special needs.  \nFurther examination of the grant allocations revealed that the ministry was using historical data on SNE enrolment numbers, rather than the updated numbers submitted by the schools. This was reflected in the discrepancies in the school\u2019s enrolment numbers submitted by the local governments and the numbers used by the ministry to compute the grant allocations. Table below refers; \njusted \\| Variance grant grant in line \\|  \n\\| learner \nwith audit \\| (DJ-(C) \\| 70,501 per (Schools numbers  \n\\| learner (C) \\| audit data (e)= (A) x  \n\\| \n6 Buckerly High 56 50 3,525,087 62,948 3,948,056 422,969 \\|  \nScheol\\_\\_  \na \n___|", "metadata": {"headings": [{"headings_0": {"content": "| Soroti Distrct/ City | 53 | 510 608 | 538 810 2,466", "page": 35, "level": 3}}, [{"headings_0": {"content": "| Soroti Distrct/ City | 53 | 510 608 | 538 810 2,466", "page": 35, "level": 3}}], [{"headings_0": {"content": "| Soroti Distrct/ City | 53 | 510 608 | 538 810 2,466", "page": 35, "level": 3}}], [{"headings_0": {"content": "| Soroti Distrct/ City | 53 | 510 608 | 538 810 2,466", "page": 35, "level": 3}}], [{"headings_0": {"content": "___|", "page": 36, "level": 11}}]], "page": 35, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "7 st Frands 55 - 0 0 3,877,555 3,877,555 DeSales  \nPrimary SFD  \n8 Masaka SED 123 102 7,191,178 58,465 8,671,623 1,480,445 9 Good 100 0 0 7,050,100 7,050,100 -  \nSamaritan P/S  \n10 Kajaho P/S 227 65 4,582,615 20,188 16,003,727 11,421,112 11 Rutsya P/S 106 83 5,851,645 55,204 7,473,106 1,621,461 12 St. Maria 106 70 4,935,123 46,558 7,473,106 2,537,983 Theresa  \nRushoroza P/S  \n13 Homby H/S 2 38 2,679,067 121,776 1,551,022 (1,128,045) (Primary)  \n14 Nyakibale 34 70 4,935,123 145,151 2,397,034 (2,538,089) Lower P/S  \n15 Nancy School, 115 158 11139277 96,863 8,107,615 (3,031,662) PIS  \n16 Ngetta Girls 303 \\| 85 5,992,649 19,778 21,361,803 15,369,154 P/S \\| \\|  \n17 St Francis 121 104 7,332,183 60,597 8,530,621 1,198,438 Primary SEB,  \nMadera  \n18 Ngora Primary 99 195 13,747,842 138,867 6,970,599 (6,777,243) \nTotal 2,580 1,170 82,487,053 181,883,580 Source: OAG analysis of SNE numbers and grant allocations obtained from MoES and LGs", "metadata": {"headings": [{"headings_0": {"content": "___|", "page": 36, "level": 11}}, [{"headings_0": {"content": "___|", "page": 36, "level": 11}}]], "page": 36, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "- \\| -", "metadata": {"headings": [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], "page": 39, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "\\| wo 100 \nTaylor Maths \nFrames \u2014 Shea  \n\\| ie 100 =  \n- \nBraille Maths Teaching \u201c = \\| 100 \\| \\* 100 20 7] 2 \\| - 32 Laptops  \nMagnifying Glasses 200 \\| \\| 200 -  \n-  \nSign Language Dictionaries 250 - \\| - - 250 Source: OAG analysis of stores records obtained from MoES. \nThe quantity of materials procured, as shown in the table above, is insufficient to meet the needs of all learners with special needs in the country, considering that there were 2,631 registered learners with visual impairments and 3,144 with hearing impairments in the 11 sampled local governments alone, as shown in Table 3 above. \nFor instance, the highest number of braille paper reams procured in any year was 300. School administrators indicated that each blind learner needs 1 ream per term in primary school and 10 reams per term in secondary school. Based on this, the braille paper procured by MoES in 2022/23 would only be enough for 100 primary school learners with visual impairments, or about 4% of the 2,631 registered in that year. The same is true for the 250 sign language dictionaries procured in 2019/20 to serve over 3,000 deaf learners. \nIn addition, through interviews and physical inspections, the team noted that although some schools received materials, these were not modified to accommodate the needs of certain categories of students. The desktop keypads were not modified for the blind learners and chairs were not modified for learners with cerebral palsy. The schools had to find alternative ways of modifying these materials as indicated in the figure below: \naterials modified by the beneficiary schools \nMadera respectively) \nThere were also isolated cases of schools that received more materials than they could utilise. For example, Iganga SS received 62 Braille machines for its 20 blind students, and Mbale SFD received more sewing machines than could utilise. See the figure below. \nExcess sewing machines provided for Mbale School for the Deaf  \n\u2018Source: OAG Field Photos taken on \\# July 2023 at Mbale School for the Deaf \nDespite the surplus of sewing machines observed at Mbale SFD, the audit team found some Special Needs Schools with vocational learning programmes that lacked similar equipment. These included Masaka SFD, St. Maria Theresa Rushoroza P/S, and St. Francis SFD, Mandela, where the shortages hampered the teaching process for learners with special needs.", "metadata": {"headings": [{"headings_0": {"content": "country.", "page": 38, "level": 1}}, [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}], [{"headings_0": {"content": "country.", "page": 38, "level": 1}}]], "page": 39, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "0  \nJinja 2 150 2,276 Kabale 0 164 432 KCCA 3 89 2,165 Lira 2 136 2,395 Masaka 2 121 1,530 Mbale 1 99 3,987 Ngora 1 66 1,471 Rukungiri 0 216 112 Soroti 2 122 2,700 Total 18 13 1,303 17,641 Source: OAG analysis of SNE schoois\u2019 data from MoES  \nOut of the 31 schools in the 11 local governments visited, 28 schools were located in urban (Cities and Municipalities) areas, making it even more difficult for learners with special needs in rural areas to access education services (Refer to Appendix IV). This is linked to the absence of comprehensive data on number of children of school going age with special needs, the nature of their disabilities and their localities to inform distribution of special and unit schools. \nThe audit found that only 69 of the 135 districts in the country had a Unit/Special Needs School. This meant that learners with special needs in the remaining 66 districts could only receive education services in inclusive schools. However, the majority of these inclusive schools did not receive the SNE grant, which is intended to provide \nManagem esponse  \nWe take note of the audit observations. It is true that some districts do not have a unit/ special school. MoES will continue to engage stakeholders at national and local government to establish schools for learners with special needs as they did for Mbale and Wakiso schools.  \nIn addition, MOES in liaison with Local governments will select the existing schools that have adequate infrastructure to establish units for learners with special needs. \nConclusion \nThe current number of special and unit schools countrywide is inadequate and their distribution bias towards urban areas has limited access and created barriers especially for learners with special needs in rural areas. \nRecommendation \nThe Accounting Officer of MoES in liaison with stakeholders, should undertake a comprehensive assessment to establish number, category and location of the learners with special needs and align the establishment and distribution of special and unit schools. \n", "metadata": {"headings": [{"headings_0": {"content": "c)", "page": 44, "level": 2}}, [{"headings_0": {"content": "c)", "page": 44, "level": 2}}], [{"headings_0": {"content": "c)", "page": 44, "level": 2}}], [{"headings_0": {"content": "Conclusion", "page": 45, "level": 3}}], [{"headings_0": {"content": "Conclusion", "page": 45, "level": 3}}], [{"headings_0": {"content": "Recommendation", "page": 45, "level": 3}}], [{"headings_0": {"content": "Recommendation", "page": 45, "level": 3}}], [{"headings_0": {"content": "Recommendation", "page": 45, "level": 3}}]], "page": 44, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "4. D  \nit of SNE teach ining and welfar  \nAmong the functions of MoES\u2019s Department of SNIE is to ensure adequate recruitment and deployment of SNIE personnel in consultation with the relevant bodies. Special needs teachers play a vital role in the learning experiences of students with special needs.", "metadata": {"headings": [{"headings_0": {"content": "Recommendation", "page": 45, "level": 3}}], "page": 45, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "Interviews with management at the 22 Special Needs/Unit schools visited during the audit revealed that most teachers handling learners with special needs lacked training in SNE. Of the 438 teachers in the schools, only 140 had some training in SNE. The audit team also found that there is a severe shortage of teachers trained in Braille mathematics, with only two qualified teachers in the entire country. The table below shows the proportion of teachers trained in SNE in the Special Needs and Unit schools visited. \nSchool and recommended No of Qualificat SNE \n| Trained \nteacher to leaner ratio teachers ion enrolment \\| teacher to in SNE learner \\| Ratio  \n1 Mulago School for the Deaf 16 2 168 1:84 \n(1:5) \n_, \n2 \\| NtindaSchoolfortheDeaf (1:5) \\| 13 \\| 11 \nee An \\| 3\\_\\_\\_\\|\\_Kyomya primary school (1:5) 20 5  \n4 I St Francis Da Sales Primary  \n8 I 8 School (1:5)  \nlakhai primary school (1:5) 18 2  \ni  \n\\| \n14 Nancy comprehensive S.SFD 3 A: 137 1:34 \\_\\_\\_\\_(1:5)  \n15 St. Francis Primary SFB (1:10) 17 7 121 17 16 Kajaho Primary School (1:5) 7 3 227 1:76 17 Rutsya Primary School (1:5) 14 3 106 1:35 18 St Maria Theresa Rushoroza P/S 17 1. 106 1:106 (1:5)  \n19 St Francis SS For the Blind 20 0 109 0 \n(4:10) \n20 Ngetta Girls Primary School 21 7 52 17 (1:5)  \n22 \\_Ngora School for the Deaf (1:5) 10 6 99 22 Total 382 96 2,684 Source: OAG analysis of data obtained from the schools visited during the audit. \nKey: The recommended teacher to learner rations are; Blind \u2014 1:10, Deaf \u2014 1:5, Physically handicapped", "metadata": {"headings": [{"headings_0": {"content": "Recommendation", "page": 45, "level": 3}}, [{"headings_0": {"content": "Recommendation", "page": 45, "level": 3}}], [{"headings_0": {"content": "| Trained", "page": 45, "level": 3}}], [{"headings_0": {"content": "| Trained", "page": 45, "level": 3}}], [{"headings_0": {"content": "(1:5)", "page": 45, "level": 3}}], [{"headings_0": {"content": "_,", "page": 45, "level": 11}}], [{"headings_0": {"content": "_,", "page": 45, "level": 11}}], [{"headings_0": {"content": "_,", "page": 45, "level": 11}}], [{"headings_0": {"content": "_,", "page": 45, "level": 11}}], [{"headings_0": {"content": "(4:10)", "page": 46, "level": 3}}], [{"headings_0": {"content": "(4:10)", "page": 46, "level": 3}}], [{"headings_0": {"content": "(4:10)", "page": 46, "level": 3}}]], "page": 45, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "- and intellectual impairment \u2014 1:1", "metadata": {"headings": [{"headings_0": {"content": "(4:10)", "page": 46, "level": 3}}], "page": 46, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "ii) The few trained teachers in SNE go for promotions as head teachers or deputy head teachers or sometimes leave the teaching profession to join other NGOs for a better pay. Teachers who have upgraded in SNE and are teaching in special schools or units should be given a top up allowance as hard to teach allowance or be paid as a special category. In 2007, Cabinet approved enhancement of salaries of special needs teachers. However, due to lack of guidelines, it has never been implemented. As a result, the teachers trained in SNE continue earning like grade III teachers yet the work they do is more than for ordinary teachers. The Ministry will engage the Cabinet Secretariat to retrieve the cabinet minute so that follow up action is undertaken with the Ministry of Public Service. \niti) Globally, teaching of braille maths has been difficult and very few teachers master the braille maths. MoES has always worked closely with Kyambogo University to train teachers in braille maths whenever funds are available for one week's training. In order to motivate the teachers that are not visually impaired to enrol for braille training, the Ministry will explore the possibility of sponsoring them. \niv) Its true the Ministry does not have data on teachers trained in SNE. However, \ncomm  \nThe Accounting Officer of MoES should: \nDevise mechanisms to improve access to SNE training for all teachers including i,  \nthe specialised training Braille mathematics.  \nii. \nEngage MoFPED and MoPS to operationalise the 2007 Cabinet decision on enhancement of salaries for special needs teachers.  \niii. \nUtilize the Education Management Information System (EMIS) to create and maintain a detailed database specifically focused on the deployments and transfers of SNE-trained teachers. \ne) Building partnerships \nThe Agenda 2030 para 17.16 requires countries to enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the sustainable development goals. \nThrough interviews with Education Officers at MoES and Heads of the schools visited, the audit team observed that partnerships existed between the Department of SNIE and other international agencies such as UNICEF and the World Bank. These partnership is manifested inform of in-kind grants comprising of infrastructure development, instructional materials and assistive devices including wheel chairs, plastic prosthetic legs, hearing aids, among others.", "metadata": {"headings": [{"headings_0": {"content": "Management", "page": 47, "level": 2}}, [{"headings_0": {"content": "Management", "page": 47, "level": 2}}], [{"headings_0": {"content": "Management", "page": 47, "level": 2}}], [{"headings_0": {"content": "Management", "page": 47, "level": 2}}], [{"headings_0": {"content": "Management", "page": 47, "level": 2}}], [{"headings_0": {"content": "Management", "page": 47, "level": 2}}], [{"headings_0": {"content": "Management", "page": 47, "level": 2}}], [{"headings_0": {"content": "e) Building partnerships", "page": 48, "level": 2}}], [{"headings_0": {"content": "e) Building partnerships", "page": 48, "level": 2}}], [{"headings_0": {"content": "e) Building partnerships", "page": 48, "level": 2}}]], "page": 47, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "paragraph"}}, {"content": "- Francis Francis School P.S. P.S Joseph SSFD School Samaritan Girls School Comp Ntinda School School Maria High H.S Ursula Road Francis Wanyange Boniconcilii P.S. P.S SSS Willis", "metadata": {"headings": [{"headings_0": {"content": "Municipal Municipal District City City City City City City District District District District District District", "page": 54, "level": 1}}], "page": 54, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "list"}}, {"content": "Blind St. Madera St Nyakibale Ngora Makhai Nauyo St. Mbale Masaka Good Ngetta Nancy Deaf Nancy Deaf Uganda Deaf Mulago Kampala Rushoroza St. Horny Hornby Walukuba St. Spire School St School M Kyomya St. Rutsya Kajaho Iganga Buckley Bishop \nSS Primary Lower P.S P.S. SFPH Primary Theresa School West Day-care De Primary P.S. H.S. \nThe The SFD For Junior SS \nFor For Gangama SNE P/S SS For For \nSales Demo. \nSFB- Deaf The The The School Centre Primary School \n47 \nSpecial Special Unit Special Unit Unit Unit Special Special Special Unit Special Special Special Special Special Unit Unit Unit Unit Special Unit Special Unit Unit Unit Unit Unit Unit Unit Unit School Type \nof \nGovernment Government Government Government Government Government Government Government Government Private Government Government Government Government Government Government Government Government Government \u201aGovernment Private Government Private Government Government Private Government Government Government \u201aGovernment Government Ownership \nNumber \n3", "metadata": {"headings": [{"headings_0": {"content": "Blind St. Madera St Nyakibale Ngora Makhai Nauyo St. Mbale Masaka Good Ngetta Nancy Deaf Nancy Deaf Uganda Deaf Mulago Kampala Rushoroza St. Horny Hornby Walukuba St. Spire School St School M Kyomya St. Rutsya Kajaho Iganga Buckley Bishop", "page": 54, "level": 3}}, [{"headings_0": {"content": "SS Primary Lower P.S P.S. SFPH Primary Theresa School West Day-care De Primary P.S. H.S.", "page": 54, "level": 2}}], [{"headings_0": {"content": "SS Primary Lower P.S P.S. SFPH Primary Theresa School West Day-care De Primary P.S. H.S.", "page": 54, "level": 2}}], [{"headings_0": {"content": "SS Primary Lower P.S P.S. SFPH Primary Theresa School West Day-care De Primary P.S. H.S.", "page": 54, "level": 2}}], [{"headings_0": {"content": "Sales Demo.", "page": 54, "level": 2}}], [{"headings_0": {"content": "SFB- Deaf The The The School Centre Primary School", "page": 54, "level": 5}}], [{"headings_0": {"content": "SFB- Deaf The The The School Centre Primary School", "page": 54, "level": 5}}], [{"headings_0": {"content": "Special Special Unit Special Unit Unit Unit Special Special Special Unit Special Special Special Special Special Unit Unit Unit Unit Special Unit Special Unit Unit Unit Unit Unit Unit Unit Unit School Type", "page": 54, "level": 1}}], [{"headings_0": {"content": "of", "page": 54, "level": 4}}], [{"headings_0": {"content": "of", "page": 54, "level": 4}}], [{"headings_0": {"content": "Number", "page": 54, "level": 1}}], [{"headings_0": {"content": "Number", "page": 54, "level": 1}}]], "page": 54, "document_name": "Education Services for Learners with Special Needs Value for money Audit Report, 2023", "type": "heading"}}], "table_of_contents": [{"content": ["Table 1: Funding for Department of Special Needs & Inclusive Education (Billion UGX) - 8", "Table 2: Showing Stakeholders and their roles in provision of education services for learners", "with special needs he eel", "Table 3: Showing enrolment rates of learners with special needs in selected LGs in 2023 - 16", "Table 4: Showing unit amounts used to calculate SNE subvention grant allocation - 27", "Table 5: Showing inclusive schools with more than seven learners with special needs but not", "28", "receiving the SNE grant", "Table 9: Showing distribution of Unit and Special Needs schools in selected districts", "Table 10: Showing teachers trained in SNE and the teacher-learner ratio is schools visited.38", "Table 11: Showing number of teachers enrolled and graduating in special needs education", "at Kyambogo University.", "Table 12: Showing performance of learners with special needs at PLE.ueaneeseseseenneeneennennn - 40", "Table 13: Showing amounts spent by SNIE department on M&E engagements ++++00 - 43"], "page": 5}, {"content": ["LIST OF FIGURES", "17", "Figure 1: Showing progression rates of learners with special needs", "Figure 2: Uganda\u2019s Laws, Policies and Commitments linked to the provision of affordable and", "equitable access to education services for learners with special needs", "sod", "Figure 4: showing un utilised sewing machines piled up at Mbale SFD - 8", "Figure 5: Showing products of vocational activities in Special Needs/Unit schools visited - 34", "Figure 6: Showing the state of infrastructure in some of the selected schools", "Figure 7: Showing Uganda's global SDG index performance for SDG 4.5"], "page": 6}]}