MINISTRY OF EDUCATION AND SPORTS

A PAPER ON

QUALITY OF TEACHING AND LEARNING AT SCHOOL & CLASSROOM LEVEL

BY

DIRECTOR DIRECTORATE OF EDUCATION STANDARDS

AT THE

20TH EDUCATION AND SPORTS SECTOR REVIEW

THEME: Improved Teacher Effectiveness for Enhanced Quality Learning Outcomes

OCTOBER 2013

QUALITY OF TEACHING AND LEARNING AT SCHOOL AND CLASSROOM LEVEL

1.0 BACKGROUND
1.1 INTRODUCTION
Access to quality education is a defining characteristic of a sustainable community and it is also a childs
fundamental right to have quality education. By definition quality education is an ongoing process that
involves learners, environment, content, processes and outcomes that encompass knowledge, skills and
attitudes, and are linked to national goals for education and positive participation in society
The process of delivering quality education is a complex system embedded in a political, social,
environmental, legal, cultural, technological and economic context and it involves the entire relevant
stakeholder such as Policy makers, development partners, civil societies, religious leaders, private
sectors, academia, community and parents. Key stakeholders often hold different views and meanings
of quality education. Indeed, each of us judges the school system in terms of the final goals we set for
our children, our community, our country and ourselves.
1.2 COMPONENTS OF QUALITY OF TEACHING AND LEARNING.
a) Quality of Learners- A Learner must have good health and nutrition, early childhood psychosocial
development experiences, regular attendance for learning and family support for learning
b) Quality Learning EnvironmentLearning can occur anywhere, but the positive learning outcomes generally sought by educational
systems happen in quality learning environments such as i) quality of school facilities, ii) class size iii)
Peaceful, safe environments especially for girls, v) Teachers behaviors towards safety, vi) Effective
school discipline policies. vii) Inclusive environments. Viii) Delivery of service
c) Quality Content
Quality content refers to the intended and taught curriculum of schools, National goals for
education, and outcome statements that translate those goals into measurable objectives The
content contain i) Student-centred, non-discriminatory, standards-based curriculum structures. ii)
Literacy iii) Numeracy iv) Life skills v) Peace education
d) Quality Processes
This refers on how teachers and administrators use inputs to frame meaningful learning experiences
for students. Professional learning for teachers and factors include: i) Teacher competence and
school efficiency ii) Ongoing professional development iii) Continuing support for student-centred
learning iv) Active, standards-based participation methods v) Teacher feedback mechanisms vi)
Teacher beliefs that all students can learn vi) Teachers working conditions vii) Administrative
support and leadership viii) Diversity of processes and facilities
e) Quality Outcomes
The environment, content and processes that learners encounter in school lead to diverse results,
some intended and others unintended. Quality learner outcomes are intentional, expected effects
of the educational system. They include what children know and can do, as well as the attitudes and
expectations they have for themselves and their societies
It is against to this background that the role of inspection at school and classroom level is derived

Page 2 of 18

2.0 ROLE OF INSPECTION

The roles of school inspection include;
i) To assure stakeholders that the quality of Education is at least adequate, provided efficiently
and meets the needs of learners
ii) To inform the development of Education policy at National and Local level
iii) To bring about improvement in individual schools and across the Education System as a whole
2.1 EXECUTION OF THE ROLE
The inspection directorate executes its roles;
i) By using established international inspection procedures
ii) Through the use of transparent and published quality indicators, quantitative measures and
analyses of the views of stakeholders
iii) By triangulating evidence within each school and district
iv) By analyzing evidence from across Uganda
v) With a clear focus on outcomes for young people, in particular those relating to their learning,
achievement, safety and well-being.
3.0. THE STATE OF THE QUALITY OF EDUCATION
The paper covers four sub-sectors areas under the mandate of DES: Primary, secondary, teacher and
instructor education and business, technical and vocational education and training. It also provides the
state of quality of education in terms of the issues of concern at school and classroom level, the
challenges encountered and the suggested way forward by way of recommendations.

Page 3 of 18

3.1 Primary Education (Overall rating-POOR)

Table 1: Primary Education1
Issues
Classroom and/or school practice
1. Pupil
Enrolment School cycle completion rates are below
and Attendance
50%
Pupil absenteeism on average is 42%
especially in the rice growing areas and
generally in UPE day schools.
2. Schemes of work Teachers have schemes of work
In boarding and private schools 92% of
and lesson plans
teachers have lesson plans which are also
drawn from the schemes of work
In UPE schools teachers in lower primary
make lesson plans

3. Classroom
Management

Big numbers of pupils in lower primary

make pupil-teacher interaction poor
Class registers are uncommon in UPE
schools making it hard for teachers to
know pupils names.
Teachers especially in lower primary
make
teacher-pupil
handling
unprofessional-canning is used to control

Challenges
Parents involve pupils in child labour
activities
Pupils lack scholastic materials
Many of UPE schools are not childfriendly- no washrooms, canning takes
place, lack of lunch and furniture
Teachers still have the challenges of
not interpreting the revised primary
school curriculum and so find it hard to
make lesson plans
Head teachers in UPE schools are not
seriously supervising both schemes and
lesson plans
Schools in Wakiso, Mukono, Mityana,
Kampala and Luweero buy prepared
schemes of work from SKY Line
Education Services
Methods used to teach literacy are not
helping pupils to achieve, Literacy
levels are at 37% in lower primary.
Teachers lack professional and ethical
behavior
Teachers dont know how to use
registers

Findings presented have been generated from 403 quarterly reports submitted to DES by Educational Districts in the FY2012/13

Page 4 of 18

Recommendation
District Councils should enact
by-laws to enforce pupil
school attendance

i)

Headteachers
should
intensify
support
supervision
ii) DIS
should
conduct
capacity
building
programmes on teaching
reading and writing
iii) MoES should put in place
legal frame work to
regulate
ancillary
education
services
providers
i)

DSC
should
instill
discipline in teachers
ii) PTCs should prepare
student-teacher on the
code of conduct
iii) DIS should ensure that
schools use registers
properly

Issues

Classroom and/or school practice

Challenges
in discipline, absenteeism, and academic
weaknesses
4. Teacher and Head The few days head teachers are in schools No evidence of head teachers
teacher time on
supervising the T/L process
are mainly for gossiping
task

Achievement levels in UPE schools

No class activities, no homework and no
dont show that teachers are effectively
continuous assessment take place
delivering
Teachers are most times hiding from
money lenders
Teacher
absenteeism
encourages
absenteeism which is reported at 52%
on average
5. Teaching load
On average teachers in lower primary Teacher: pupil ratios in lower primary
have heavier teaching loads.
are still above 1:80
There is a class-teacher
system in On average curriculum coverage is
operation making teachers in lower
below 70% for lower primary and
primary to teach all subjects in a day
below 40% for upper primary
This is not the same for upper primary.
Teachers in lower primary are so
loaded that they lack time for remedial
lessons
6. Classroom
UPE classrooms are dirty, congested and UPE funds are too inadequate to
Environment
disorganized
enable Headteachers to buy scholastics
Boarding and Private schools have T/L aids provided by MoES/IMU are not
organized
and
clean
learning
used by teachers.
environments
The local environments are not used to
Teachers in UPE schools dont prepare
generate T/L aids to be used in lessons
T/L aids and classrooms are bare and Learning areas are not labeled
provide no opportunity for incidental
learning
Learning is theoretical in all UPE schools
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Recommendation

i)

SMCs should supervise

school activities
ii) DEO should ensure that
both teachers and head
teachers
should
be
present at school and
performing their duties

i)

MoES should open-up the

staff ceiling to take care of
the big number in lower
primary
ii) Head teachers
should
improve on staffing of
lower primary section
Heads of Departments
in
schools should be empowered
to handle pedagogical issues

Issues
Classroom and/or school practice
7. Assessment
of No continuous assessment takes place.
Teaching/Learning
In a few schools where it is done
commercial tests are used
Only end of term assessment records are
available and sent to parents
No free remedial lessons conducted
Parents in boarding and private schools
have a day of interacting with Teachers
on their childrens learning in a term
Continuous testing is order of the day

8. Availability
of UPE schools lack appropriate chalk
teaching/instructio
boards
nal materials
Reading and text books are not given to
pupils to take home
Pupils lack exercise books in UPE schools
Pupils dont determine the pace of
learning
9. Support
to the The classroom teacher rarely gets
classroom teacher
support supervision from CCTs.
by CCTs
The role of CCTs to mentor teachers has
been
overtaken
by
the
many
responsibilities the CCT has to perform.
10.
Support to the The classroom teacher in UPE schools
classroom teacher
lacks inputs required for effective
by
the
head
teaching/learning.
teacher.
Lack of regular support supervision
especially in UPE schools.

Challenges
Holiday, weekend and night preps are
organized for only those who can pay
for them
UPE schools lack funds to prepare and
send assessment records to parents
Lack of legal framework to regulate
ancillary education services prodders

Recommendation
DIS and Head teachers should
ensure that schools carry out
continuous assessment and
results are shared with
parents

Parents have not played their roles of District Councils should enact
bye-laws enforcing parents to
providing scholastics to their children
Due to big numbers teachers go with play their roles
only high achievers.

CCTs are overwhelmed by work other MoES should revisit the roles
of CCTs.
than mentoring teachers.

Head teachers in UPE schools lack i)

funding in their schools.
Headteachers have not empowered
Heads of Departments to handle
pedagogical issues.
ii)

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DSC should hold discipline

Headteachers who do not
carry out their roles
effectively.
MoES should revise the
UPE Capitation grants and
send them on time.

3.2 Secondary Education (overall rating POOR)

Table 2: Secondary Education2
Issues
Classroom/School Level Practice
Challenges
1. Students
Enrollment and attendance is good at Lack of facilities leading to high
enrollment and about 80% although some USE schools
teacher- student ratio and stanceattendance
recorded very low enrollment. However
student ratio
the enrolment at UPOLET level is still low Poor management of schools
especially for the girls
leading to students to drop out or
transfer to other schools
2. Teachers
preparation

3. Finance
management

Teachers do not prepare to teach; the

planning does not take into teaching
learning aids, reference materials, varied
methods
of
teaching,
achievable
objectives and up to date researched
notes.

Recommendations
i) Provide facilities such as
furniture, class rooms, pit
latrines and teachers.
ii) Action to be taken on
headteachers
iii) Develop strategies to ensure
more girls are enrolled at A level
Lack of teachers supervision
i) Headteachers
should
be
Lack of professional development
compelled to ensure that they
for teachers, only 23% of the
supervise
the
teachers
schools do so
preparation
ii) Teachers should be held
accountable for their actions.
iii) Continuous
professional
development for teachers
Value for money
Monitoring of schools should take
into account value for money.

100% of the schools had a finance

subcommittee of the board and they all
had appropriate books of accounts
80% had books of accounts audited
4. Teacher and head Teacher attendance is between 20 Only 28.3% of teachers are i)
teacher time on
60% in the rural schools while at the
accommodated at the school
task
urban is between 60 to 98%
implying that majority of teachers
About 50% to 80% of Headteachers do
have to move for a long distance
not sign in the attendance book this
to school especially in the rural
made it difficult to monitor their
areas
ii)
attendance however from the Inadequate teachers especially the
interaction with the students and the
science and mathematics which
2

Findings are from inspection of 57% of all secondary schools in Uganda in the FY2012/13

Consider
providing
accommodation for teachers in
a phased manner beginning
from the hard to reach and hard
to stay and seed schools.
Action should be taken on head
teachers who are not regular at
school

Issues

Classroom/School Level Practice

Challenges
Recommendations
communities it was evident that there
are at 47 %, due to high demand iii) All head teachers must sign the
was high absenteeism.
the few are shared out by
attendance books.
Time table compliance is poor
neighbouring schools
iv) Stick to the policy of teacher
especially in the teaching of PE which
deployment and transfer.
was at 59%
v) Head teachers should be
Teachers performance evaluation was
required to give trebly reports
carried out in only 32% of the schools
on teachers attendance and
time on task and performance
evaluation reports.

5. School
61% of the schools were operating Enforcement of the BRMS
i) Schools should be required to
environment
boarding of which 22% had the Enforcement of safety and
improve
communication
authority to operate
security guidelines
channels
and
feedback
42% of the schools had secure fencing
mechanisms.
and 69% had guards
ii) sanctions should be taken on
However only 28% of the schools had
schools which are not compliant
safety and security policy and 36% of
schools sensitized students on issues
of safety
All schools did not have functional
suggestion boxes although they had
democratically
elected
prefects
however the students sub committees
as recommended in the BRMS were
not in place
98% of the teachers were qualified
and registered and 83% of the schools
held at least three staff meetings.
6. Assessment
of Teaching is theoretical and does not Large classes
Continuous professional courses
teaching
and
encourage critical thinking
Inadequate science facilities
should be regularly planned by
learning
Students are not encouraged to set Departmental
meetings
to
the schools
Page 8 of 18

Issues

Classroom/School Level Practice

Challenges
individual targets this was only done
evaluate
performance
and
in 22% of the schools
challenges of teachers are not
Practical work only especially for
regularly held this was recorded in
science subjects is limited to the
35% of the schools
candidate classes
Lack of instructional supervision
Over assessment of students
7. Availability
of Lack of instructional materials and Lack of proper storage facilities.
teaching/
teaching aids especially in the private Lack of updated records.
instructional
schools
materials
USE schools have adequate text books
8. Support
Head teacher teacher overall Lack of capacity and supervision skills
supervision by the
supervision is at 63%
headteachers
While internal supervision is at 21%
and classroom visitation is at 22% by
the headteachers
Teacher appraisal is irregular. Only
27% of schools were carrying out
appraisal
Only 29 % of the headteachers acted
upon inspection recommendations

Recommendations
Regular inspection and support
supervision by inspectors and
head teachers

There is need for the private

schools to prioritise purchase of
text books.
i)

ii)

iii)

iv)

v)

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Headteachers should submit

termly reports on teachers
classroom practice
Carry out capacity building and
training for headteachers on
supervision skills.
All headteachers should be
compelled to carry out appraisal
and use the information to
improve teaching and learning.
Sanctions should be put in place
for headteachers who are not
implementing
inspection
recommendations; they should
also be required to give progress
reports on the status of
recommendations
implemented.
Follow up inspection should be
enhanced

3.3 Teacher Education3 (overall rating FAIR)

Table 3: Teacher Education
Issue
College practice
1. Student
Student attendance was very good at
enrolment
and
98% in all PTCs
attendance
PTCs enroll students based on their
quotas
Some tutors do not sign the
attendance book
Class registers are infrequently used.
2. Schemes of work
All tutors make schemes of work
which are approved by the Principal or
Deputy Principal
Less than 50% of tutors had made
lesson plans
Majority of tutors use lesson notes to
teach
Record of work is kept by tutors
3. Teaching load
All PTCs are understaffed
The new PTC curriculum has many
subjects (13) compared to 6 in old
curriculum.
Tutors teach students teachers to
pass the exams

Challenges
Recommendations
Inadequate facilities to enroll i) Construct more infrastructure
especially
classrooms
and
more students
dormitories
Analysis of attendance by tutors
ii) All tutors must sign the
and students rarely done
attendance book

Inadequate tutor preparation

Tutors should be encouraged to

make lesson plans

Tutors are overloaded due to i)

inadequate staffing
The new PTC curriculum is
overloaded
ii)
The practical part of teaching is
given limit time.

Recruit more tutors for preservice

and
in-service
programmes
The instruction time for PTCs
should be increased to 272 days
per year as it was previously to
give tutors ample time to cover
the syllabus
iii) The new PTC curriculum needs
to be revised.
iv) The instruction time does not

Findings were based on a total of 48 primary teachers colleges (PTCs) inspected.

Page 10 of 18

Issue

College practice

4. College
Inadequate infrastructure (classrooms,
infrastructure and
dining hall, laboratories) to support
facilities
and facilitate teacher training
activities. For example, at Bushiko PTC
and Kiyoora PTC, there are no dining
halls and trainees eat from anyplace in
the compound, which is professionally
bad.
The 23 Core PTCs generally have
adequate infrastructure, whereas noncore
PTCs
have
inadequate
infrastructure e.g. Christ the King,
Erepi, Kaliro and Bushiko. The
infrastructure in private PTCs is either
old and needs repair or is insufficient
In over 80% of the colleges there are
more girls than boys, yet there are few
dormitories for girls.
Laboratories in private PTCs lack
equipments apparatus, and chemicals
Inadequate ICT facilities on most PTCs
Poor waste management manifested
by lack of dustbins and incinerators
was observed in 10 PTCs.
Dilapidated
infrastructure
was
observed in 8 PTCs

5. Assessment
of Inadequate support supervision and
teaching
and
monitoring
students
learning
learning
achievements was a key challenge in

Challenges

Recommendations
adequately cover the syllabus
Inadequate accommodation for i) Construct dormitories for girls,
girls implies that girls are missing
computer rooms and science
admission to PTCs
laboratories.
Poor hygiene and sanitation
ii) Purchase new vehicles for nonStudents are prone to lightening
core PTCs
Some tutors are still ICT illiterate
iii) MoES should assist core PTCs to
repair the old vehicles or sell
them off and buy new ones
iv) MoES should construct dining
halls and laboratories
v) Improve on waste management
vi) Rehabilitate the dilapidated
infrastructure
vii) Procure lightening conductors
viii) Organise training of tutors in ICT

Inadequate
tutors
make i)
assessment difficult
Inadequate assessment of student
ii)
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MoES should recruit tutors to

reduce the challenges of
assessment
Ensure tutors regularly analyse

Issue

College practice
Challenges
three private PTCs
teachers
continuous assessment is done Lack of tutors for IPS
through
exercises,
tests,
demonstration gardens, and exams
Assessment records are regularly
updated and filed
Departmental and staff meetings are
conducted to discuss assessment
results
There was no analysis of assessment
marks to show individual students
progress, neither to form basis for
subsequent planning for teaching /
learning
Less than 50% of the CCs visited had
records on quality enhancement
initiatives

6. Availability
of All public PTCs are generally stocked Inadequate reference books
teaching/instructi
with relevant textbooks.
onal materials
The libraries at public PTCs lack
reference books for the revised PTC
curriculum
Libraries at private PTCs are poorly
stocked and some lack furniture in
terms of shelves, tables and chairs
Borrowing of books from all the
libraries of PTCs is generally well
organized
There is limited use of instructional
materials in private PTCs

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Recommendations
individual students learning
achievements trend so as to
plan for individual student
based interventions.
iii) Principals should ensure subject
based target are set

MoES should procure reference

books

Issue

College practice
Over 90% of classrooms have charts
and other learning aids displayed on
walls.
7. Support to the Mentors supported by UNICEF at
classroom
selected PTCs are assisting colleges to
teachers by CCTs
strengthening outreach activities
In some the Coordinating Centres
(CCs) meant for conducting CPD was
being used for other activities.
In 60% of the CCs visited there was
evidence that CCTs tried to help
teachers to implement the primary
curriculum especially teaching of CAPE
1, CAPE 2 and CAPE 3.
Most CCTs had work plans, but the
majority of work plans at the CCs did
not adequately record progress.
Although CCTs claimed to have
identified and addressed teachers
training needs in their planning for
continuous professional development
(CPD) and PGMs, there was no
evidence to support these claims.
There was no evidence to indicate that
CCTs planned their visits to schools
with a focus on the particular needs of
each school and each teacher.
Less than 50% of CCTs adequately
support teachers to prepare effective
lessons
CCTs generally submitted monthly

Challenges

Recommendations

There was no evidence to indicate

that CCTs planned their visits to
schools with a focus on the
particular needs of each school
and each teacher.
Records of progress were seen in
less than 50% of CCs.
Inadequate support supervision to
schools

i)

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Need to provide regular work

plans
ii) CCTs should keep records of
progress for teachers and head
teachers
iii) Facilitate CCTS with funds to
monitor and supervise schools
iv) CCTs should share reports with
district education office

Issue

College practice
Challenges
reports to their DPOs. However, CCTs
did not share issues relating to
teachers performance with district
education officials and DES Focal Point
Officers for follow up and appropriate
action.
8. Support to tutors This is effectively done by the principal No major challenge
by Principal
and his/her deputies; through regular
monitoring, mentoring and support
supervision

Recommendations

Continue with same systems

3.4 BTVET (overall rating POOR)

Table 4: BTVET
Issue
1. Students
attendance
Enrollment

Classroom and school practices

(56%) had their average daily attendance
and in the range of 70%, while 08/18 (44%)
had attendance ranging from 19 69%.
Low enrolment was noticed in almost all
BTVET certificate awarding institutions
2. Schemes of Work In 50% of the institutions visited
and
Lesson
schemes of work were prepared. The
Planning
administration however did not make
comments in 79% of these schemes.
The teacher missed the valuable
professional advice and mentoring in
this particular aspect.
The preparation of lessons was very
poor in most institutions. Very few
teachers (14%) and in mainly health
training schools, did have up to date

Challenges
Recommendations
Students after gaining some basic Attendance could be pegged to
competences in practical courses, sitting examinations.
secure some work at building and
other sites and end up spending more
time at those places of work
Some instructors argue that practical
lessons dont require any lesson plans.

Page 14 of 18

The chief instructors should as a

professional routine practice, ensure
that instructors prepare

Issue

3. Classroom
Environment

4. Teacher and Head

teacher time on
task

5. Assessment
Teaching
Learning

of
and

Classroom and school practices

lesson plans. This is of very grave
concern as it is not clear whether the
teachers actually prepare for teaching.
This implies that teachers could be
using old notes without any addition
of new content and the methods do
not vary. The lack of preparation
indicated
that
the
school
administrators are not effectively
monitoring /supervising instruction,
which is their cardinal responsibility
63% of the institutions had fair provision
of instruction rooms and workshops for
courses offered, health training than
institutions were better equipped the
other category of institutions. (28%) had
functional computer laboratories.
(33%) institutions had instructors
attendance rate between 80%
and100% and the rest of the
institutions (67%) had attendance rate
ranging from 18% to 67%. This was
noted to be unsatisfactory.
In (67%) institutions, principals/head
teachers did not sign attendance
books, implying they had no system of
monitoring staff attendance. In 46% of
the institutions attendance records for
instructors were not in place. There
was generally poor record keeping in
all institutions visited
Very few schools (23%) among those
visited had carried out documented
self assessment. The schools have not

Challenges

Recommendations

The workshops and special rooms are Institutions should endeavor to

not equipped with enough and up to equip
the
workshops
with
date equipments and tools e.g. Fire appropriate machines and tools
extinguishers.

Some of these institutions are located Governing bodies should monitor

in remote areas and difficult to activities in their institutions
monitor by the center.
regularly.

The heads of institutions may not The intuition heads and school
know what to do with the results of management need to ensure that
the assessment
there is proper assessment of
Page 15 of 18

Issue

6. Availability
Instruction
Materials

of

7. Provision
for
Workshops
and
Special rooms

8. Support to the
classroom teacher
by
the
head
teacher

Classroom and school practices

yet grasped this important ingredient,
if properly embraced would lead to
performance improvement
Students in Institutions that use locally
based materials were having more
opportunities (51%) of utilizing these
materials e.g. timber, sand, clay and other
materials. For subjects/ courses that
require materials that are not locally
available, the practical were being
conducted less frequently (37%).
A good number (73%) of the schools
visited had a variety of provisions for
special rooms that were used for
practical training. The rooms were of
varying sizes and designs, these
housed facilities for CJ, M/V, tailoring,
hair dressing EI, BCP and other
specialized courses. In most schools
(71%) however these facilities were
not fully equipped to enable the
learners acquire all the necessary
competences, in the practical areas.
There were however institutions
without a single provision for practical
training, especially the business
training schools
Farm schools however had adequately
provided for farms equipment,
livestock and crops. There were only
three (23%) that were found with
operational licenses
Very few (12%) of the head instructors
had record of supervision of instruction.
Even members of the BOG did not have
class visitations.

Challenges

Recommendations
learning.

There are some efforts by institutions i) Institutions need more funding

but the high costs and the little
to be able to acquire materials.
availability of funds does not permit
the provision of adequate materials.
ii) MoES should step-up funding to
institutions.

In most institutions, not all courses i)

that would require workshops of
practical rooms do actually have them.

Both
the
private
and
government institutions need to
have workshops and special
rooms for each of their
programmes/Courses.
ii) Private
institutions
should
legalise their existence.

The head of institutions are not in The head of institutions need to be

school, for a big amount of time and at their stations and provide the
cannot therefore give support to their vital support to staff.
teachers.
Page 16 of 18

4.0 CONCLUSION:
Efforts to improve the quality of teaching and learning at classroom level should focus on the quality of teachers
and instructors. Provision of better infrastructure in institutions of learning, without addressing the issue of
quality of teachers/instructors and their motivation, is not likely to improve learners achievements. It is
therefore important that the MoES addresses the identified challenges affecting the quality of teaching and
learning

Findings are based on the reports for inspection in the FY 2012/2013 that covered 477 BTVET institutions across the
country.