More than 1,000 teachers could miss out on a government-backed opportunity to upgrade their qualifications as Uganda moves to tighten professional standards in pre-primary education.
The government had targeted more than 3,000 teachers for an upgrading programme advertised through Kyambogo University, but fewer than 2,000 responded, according to the Ministry of Education and Sports.
Ms Safina Mutumba, the Assistant Commissioner for Teacher and Curriculum Implementation Support at the ministry, has urged teachers who have not yet upgraded their qualifications to take advantage of available diploma and degree programmes as the government implements the Early Childhood Care and Education (ECCE) Policy 2025.
Speaking to teachers in Mukono, Ms Mutumba said professional training was essential because teachers working with young children need to understand child development and how children learn.
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"The policy puts emphasis on the professionalisation of the pre-primary and primary teachers," she said.
Under the new policy, teachers working in pre-primary institutions are required to be qualified, registered and licensed in line with the National Teacher Policy.
The government is currently disseminating the policy and its implementation guidelines to teachers and other stakeholders across the country.
Ms Mutumba said the emphasis on professionalisation was intended to improve the quality of learning and care provided to young children.
"If a person does not understand who a child is, how children learn, what they need and the characteristics of children, it makes it very difficult for them to implement the policy," she said.
The new requirements will also affect early childhood development (ECD) centres and pre-primary schools, which must be registered with the Ministry of Education and Sports and entered into the Education Management Information System (EMIS).
Boarding sections for children in ECD centres and pre-primary schools have also been prohibited.
The policy provides for active learning sessions between 8am and midday. Children who remain at centres beyond the learning period should instead receive daycare services, including rest and care.
The ministry is also promoting the use of familiar or local languages when teaching young children, particularly during their transition into school.
Ms Mutumba said children should be received and taught in languages they understand because these are often the languages spoken at home.
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Meanwhile, the government is developing a revised pre-primary curriculum covering baby, middle and top classes. The curriculum is currently being piloted and is expected to be approved after the pilot ends in October.
A separate birth-to-three curriculum is also being developed to guide daycare centres.
Ms Mutumba said the government had not yet established penalties for institutions and individuals who fail to comply with the ECCE requirements.
"We are yet to put the punishments," she said, adding that the immediate priority was to help stakeholders understand and implement the policy.
She encouraged teachers to take advantage of available upgrading programmes, noting that some institutions allow tuition fees to be paid in instalments.
The ECCE Policy covers children from birth to six years and seeks to strengthen standards for teaching, care and learning during the early years.
