Why experts want compulsory community service in schools

The Education Policy Review Commission (EPRC) has backed a compulsory community service scheme involving youth within the school system.

A six-month community service scheme for all youth in formal education was part of the 202 recommendations by the Prof. Senteza Kajubi-led EPRC of 1992.

However, the scheme is part of a litany of unfulfilled recommendations to date.

According to former education minister Amanya Mushega-led EPRC, the recommendation remains valid and should be implemented for the good of the education system in the country.

“The vacation periods should be utilised for organising this service. After the scheme takes off, it should be extended to embrace all youth, both in and out of school,” the Mushega report highlights.

The committee recently handed over the report containing its findings and recommendations to inform the new government white paper on education and sports services to the First Lady who is also the Minister of Education and Sports, Janet Museveni, at State House Nakasero.

The report, themed “Education for Values, Innovation, and Transformation,” followed three and a half years of stakeholders’ engagement and consultations by the committee.

The committee was established under Legal Notice No. 5 of 2021 and flagged off by the First Lady in May 2021.

After receiving the report, Mrs Museveni said the recommendations of the report will offer the Government various policy options to fast-track national transformation through the education and sports sector.

She went on to laud the public participation and the benchmark against countries, such as Ethiopia, Finland, Kenya, Rwanda, South Korea, Tanzania and Vietnam, for their assistance.

The other members include Prof. John David Kabasa, John Nasasira, Monica Abenakyo Monge, Irene Nanfuka Rusoke, Dr Prosperous Nankindu Kavuma, Dr Yusuf Khalid Kibuuka Nsubuga, Clarence Olongamuri, Dr Kedrace Turyagyenda, Dr Jacklyn Arinaitwe Makaaru, Brighton Barugahare and Prisca Boonabantu who was the secretary.

The Kajubi-led committee also suggested setting up of an inter-ministerial committee under the youth, culture and sports ministry to plan and organise the community service scheme as well as to carry out its evaluation.

It added that the responsibility of identifying the specific projects to be undertaken by the youth in any given area should be left to the local committees (LCs).

Such a recommendation, according to the Mushega team, is still relevant, yet likely to be overtaken by events.

National language

Some of the other recommendations the Mushega team believes are relevant to the boosting of the education sector include the establishment of a National Advisory Board on Languages to oversee the development of Ugandan languages.

The Kajubi report called for the revitalisation of district language committees to promote local languages for basic and post-basic literacy programmes.

It went on to call for a special commission to be appointed by the Government to tackle the issue of the national language for Uganda.

Dr Edith Natukunda, who is a language studies expert and the head of the department of European and Oriental Languages at Makerere University, said issues to do with language development, including the national language, are very pertinent since they do not only tackle the issue of identity but also ethnicities.

She indicated the need to talk openly about the issue of a national language other than tribal-related stereotypes.

“We need to leave such tribal ideas because we have lived with these for so many years as Ugandans. We should get lessons from other people’s experiences. The national language, yes, is important, but it doesn’t have to be only one.

From our perspective of learning languages, for some people it may not be easy to learn a particular language.

For instance, if you pick a language from the south, it may not be easy for someone from the north to learn,” she said.

She suggested that through a vote, Ugandans may choose three to four languages to be developed as national languages.

The 1992 education review, among others, also suggested that the age of entry to preschool be four years, an idea the Mushega-led committee upholds as still relevant.

However, the parallel is drawn on the duration of preprimary school. While the Kajubi commission suggested two years for pre-primary school, the Mushega team has recommended a year of pre-primary school in the new education structure they are proposing.

The education structure they have proposed reduces the number of years in primary by one, eliminating Primary Seven and Primary Leaving Examinations (PLE), four years of O’level and two years of A’level.

For the children below four, where necessary, the Kajubi commission said there should be daycare centres, the idea the Mushega team insists is still relevant.

Other recommendations

Tertiary-level institutions, especially universities, should be encouraged and assisted in providing part-time paid employment to students to enable them to meet their financial obligations. If necessary, a corresponding reduction in the number of supporting staff should be made to provide such employment to deserving students.

Abolishing tuition fees progressively across primary grades.

Introducing pre-vocational education in upper primary (P5-P8) to include agriculture, arts, crafts and other practical skills.

The National Research Council should be given a legal status and its relationship with other research institutions, including higher educational institutions, should be clearly defined.

Offering diversified technical education in secondary schools, linking vocational training with industrial needs.

Implementing a system of continuous, comprehensive evaluation in primary schools with cumulative record cards.

When a student transfers to a new school, his cumulative record card should also be transferred with him.

In the cost-sharing arrangements, the parents should be responsible for meeting half of the total cost of instructional materials in primary schools, such as books, tools, implements, etc.

Ensuring vocational secondary education is not terminal but offers pathways for further studies.

Students and their parents should assume full responsibility for meeting all non-instructional expenses, such as the cost of transportation to and from their homes, pocket money, feeding, and dependants’ allowances.

As a way of promoting the quality of teaching and learning in higher education, opportunities for full-time or part-time professional training in teaching should be offered by the School of Education, Makerere University, to all staff members of tertiary-level institutions who desire such training. The school should be adequately staffed and equipped for this role.

The education ministry should provide, on a more regular basis, journals, bulletins, annual reports and newsletters to teachers and other educational personnel.