1. BACKGROUND

Uganda has an elaborate legal and policy framework that guarantees the right to education for all persons. Uganda is also a signatory to several international instruments that guarantee the right to education. Nationally, this is outlined in Article 30 of Uganda’s Constitution as well as Article 34(2) and Section 8 of the Education Act which states that the government has the responsibility to provide statutory grants, hire, allocate, and compensate teaching and non-teaching personnel, and supply educational materials and other resources for development.

The government in 1996, introduced free primary education, which increased primary school enrolment from 3.1 million in 1996 to 8.84 million consisting of 50% male and 50% female distribution in 2018[1].  However, despite the increase in enrolment, the education system has enormous challenges that present a threat to the right to education especially for marginalized groups. These include low school retention rates, quality of education and a very low transition rate to secondary level. The 2022 World Bank report on inequality and access to human opportunities reveals that while enrolment has registered more equality, other areas like learner’s gender, location, and monetary well-being, which greatly impact education outcomes, are lagging. Location accounts for more than 40% of all inequality in school enrolment and timely completion. By FY2019/20, only 26% of children aged 13-16 years had finished primary school on time. Northern Uganda had the lowest percentage of only 10% of children finishing school on time. A 2019 report by UNICEF, reveals that only 10% of children with disabilities in Uganda have access to special education services compared to a global average of 40%.  In addition, Uganda hosts over 1 million refugees who rely on the same social services as host communities. This situation aggravates the already constrained provision of basic services in the refugee-hosting districts, which are among the least developed in the country[2]. If this trajectory continues, it will likely hamper Uganda’s ambition to improve its human development indicator including the country’s ability to deliver on services outlined in the national development plan and vision 2040

However, Uganda’s education financing falls short of its national and international commitments.  Analysis by CSBAG of the Education Sector budget for FY2020/21-FY2022/23 reveals the Education budget averaged at 12% in FY2020/21, 13% in FY2021/22 and 8% in FY 2022/23.  This is lower than the Dakar Declaration which requires African Union States to spend at least 20% of their National Budgets on Education.   The per capita spending per learner is still inadequate. For example, in FY2022/23, the UPE Capitation Grant was UGX148 billion, translating to UGX17,000 per child. This is lower than the National Planning Authority (NPA)’s recommended budget per learner of UGX 63,546 for urban schools and UGX 59,503 for rural schools. According to a study by UNICEF, at 2.2% of GDP and 8.4% of the total national budget, the level of spending on Education in Uganda falls short of international targets (5% of GDP and 20% of Total Budget-Dakar declaration). However, the education budget has been increasing in nominal and real terms over the past 5 years.

Share of the education sector budget in the discretionary budget

FY (UGX Billion)	2012/13	2013/14	2014/15	2015/16	2016/17	2017/18	2018/19	2019/20	2020/21
Education	1,808	2,013	2,303	2,321	2,746	2,829	3,167	3,399	3,700
Total Discretionary Budget	10,376	12,340	14,039	16,735	18,969	20,425	24,023	30,167	32,729
Per cent share	17%	16%	16%	14%	14%	14%	13%	11%	11%

Over the years, the education sector’s on-budget finances have mainly been funded from domestic resources. Domestic resources, which form the bigger part of education financing, have been on an increasing trend over the years (FY2017/18-FY2021/22) except in FY 2023/24, where a decline was registered, at 93% from 95% in FY2022/2023[3].

The proportion of external financing has begun to recover, following a phase of decline. As the share of the total education budget, external financing continued to decline, from 8% in 2017/2018 to 2% in 2021/2022. However, the external resources recovered slightly to 7% in FY2023/2024 from 5% in FY 2022/2023. The slight increase of the external resources for Education in FY2023/24 is attributable to a new project, Uganda Skills Development in Refugee and Host Communities, with Ugx20.08billion, and an increase in the African Centers of Excellence II Project by Ugx65.7Billion as well as the Uganda Secondary Education Expansion Project by Ugx128.6Billion, mainly funded by the World Bank.

2. ABOUT THE STUDY:

Given the above background, CSBAG with support from OXFAM and funding from DANIDA intends to undertake a study on the link between primary education financing, key education inputs like the availability of teachers and students’ performance in PLE in West Nile and Karamoja region. The study shall link primary education financing to the availability of key learning inputs and further evaluate how these contribute to the performance of students as measured through PLE and end of year exams in primary schools in West Nile and Karamoja. On top of looking at PLE, the study will ollk at the progression of learners through primary education schools.

In terms of scope, the study shall focus on a period of four financial years FY2021/22-FY2023/24 focusing on primary schools in West Nile and Karamoja sub-region given the challenges facing education like the influx of refugees, insecurity and internal conflicts. The findings from this assessment will guide CSO policy-level engagements at the national level that guide the government planning framework and annual budgetary resource allocation.

This study will contribute towards advocacy efforts aimed at increased and equitable distribution of primary education financing in Uganda by providing data, analysis and recommendations which can help ensure that the government allocates sufficient funding to ensure that learners across all regions are provided with quality education and supported to progress through the primary education system. This will include providing analysis and recommendations on advocacy for policies that ensure adequate, equitable, and transparent allocation of resources to primary education, promoting policies that ensure inclusive education for all children, including those with disabilities, and addressing gender disparities in education

3. TERMS OF REFERENCE FOR THE STUDY

The major objective of the study is to investigate the relationship between primary education financing, allocation and availability of educational inputs like capacitation grants at school level, teacher presence, availability of functional infrastructure like desks, learning materials

and learners’ performance in West Nile and Karamoja sub-region between 2021 and 2024. It is against this background that CSBAG seeks applications of qualified resource persons who shall deliver on the following terms of reference.

Scope of Work

1. Data Collection:
   • Gather primary data through surveys and interviews with educators, school administrators, parents, and students per district in West Nile and Karamoja.
   • Collect secondary data from government reports, budget documents, educational statistics, and national examination results.
   • Ensure data collection includes disaggregated information on gender and inclusion aspects.
   • Where possible compare data to a national average/Kampala
2. Data Analysis:
   • Conduct quantitative analysis to identify trends and correlations between financing, educational inputs, student performance, and gender equality.
   • Perform qualitative analysis to capture contextual insights from stakeholders, emphasizing inclusion and gender perspectives.
3. Assessment of Educational Inputs:
   • Evaluate the impact of financing on teacher recruitment, retention, professional development and work conditions, and gender variations as well as data on transition to secondary school/VET
   • Understanding the situation around capitation grants and other contributions, especially from parents
   • Assess the quality and availability of educational infrastructure and learning materials, including facilities and resources that support inclusion and gender equality.
4. Evaluation of Student Performance:
   • Analyze student performance data, particularly in national examinations, identifying regional and gender variations.
   • Assess how educational financing impacts the inclusion of marginalized groups, including children with disabilities and girls.
5. Policy Recommendations:
   • Develop evidence-based recommendations for improving primary education financing policies.
   • Propose strategies for equitable, inclusive, and effective resource allocation to enhance educational inputs, learning outcomes, and gender equality.

Deliverables

a) Inception Report: Detailed work plan, methodology, approved data collection tools? and timeline within two weeks of the contract start date.

b) Interim Report: Preliminary findings and analysis towards the end of the study period.

c) Draft Final Report: Comprehensive analysis of data, findings, and recommendations for review.

d) Final Report: Revised report incorporating feedback, including an executive summary, detailed findings, policy recommendations, and appendices with supporting data.

e) Presentation: PowerPoint presentation summarizing key findings and recommendations for stakeholders presented at the dissemination workshop

4. REQUIREMENTS AND TIMEFRAME

The selected consultant will deliver the assignment within 45 working days and not later than 15th September 2024. The consultant will deliver the following outputs:

• Assess education financing and performance in 150 primary schools, 100 schools in West Nile (Madi Okollo and Yumbe) and 50 schools in Karamoja Sub Region (Abim, Nabilatuk)
• Present Draft study report to be validated by both National and LG stakeholders
• Present the final study at a national dissemination meeting in Karamoja and West Nile
• Produce issues paper and detailed study report to guide CSO policy influencing engagements.

5. EXPERTISE REQUIRED.

The consultant will possess the following qualifications:

• Advanced degree in economics, development studies, education policy, or any other relevant field.
• Excellent knowledge and understanding of education sector financing.

• Demonstrated experience in conducting assessments, analysis or research within the education sector.
• Expertise in economic modelling and impact analysis.
• Familiarity with public expenditure tracking and analysis, particularly in the education sector.
• Knowledge in public policy, particularly in education sector.
• Knowledge of international and domestic funding mechanisms.
• Knowledge of relevant safeguarding structures and experience with conducting interviews?
• Excellent English writing skills

6. SUBMISSION OF PROPOSALS FOR THE ASSIGNMENT

CSBAG is inviting Proposals for implementation of all outputs and activities as specified in this Terms of Reference. Interested consultants/firms are requested to submit Technical and financial proposals:

• Only financial proposals quoted in UGX are acceptable
• The technical proposal should contain:
  • Description of the understanding of the assignments, including comments on the ToRs
  • A brief critique or advice on, what the ToR ought to have included or considered, from your understanding of the assignment.
  • A description of the methodology to be followed, to achieve the desired objectives.
  • Work plan and schedule for data collection, information gathering and other activities.
  • CVs of the consultants/firms
  • Examples of similar work

7. APPLICATION PROCESS.

Interested candidates should submit their application letter, updated CVs, technical and financial proposals and references for similar work conducted previously, addressed to the Executive Director: Civil Society Budget Advocacy Group (CSBAG), email: hr@csbag.org, P.O. Box 660, Ntinda Kampala, Uganda, Plot 11 Vubyabirenge Close Ntinda-stretcher road by 5:00 pm 25^th Oct 2024.

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[1] Uganda Bureau of Statistics Primary school enrolment by class and sex-2022

[2] Uganda Education Refugee Response Plans (2018-2021)

[3] Sustaining the Gains in the Education Sector Uganda Budget Brief for Financial Year 2023/24