By Mr. Mpagi Josephat
The mandatory retirement age in the Uganda Public Service is 60 years for general public officers including teachers in the teaching services of primary and secondary.3. Promotion in Education Service in Uganda generally involves advancing to higher qualifications and professional ranks.
These career advancements are typically governed by national bodies and requires meeting specific criteria, including upgrading academic qualifications, consistently high performance appraisal results, length of service, clearing competitive suitability and experience and seniority. Such promotions are basically handled by Education Service Commission ( ESC ) for Secondary and District Service Commission( DSC ) for Primary and the serving officers route their applications through their supervisors like the Head teacher, District/Municipal or City Education Officers or the Inspectors of Schools.
Very many teachers have served diligently well, upgraded their qualifications, attended a number of Trainings, seminars, workshops and short courses for their professional growth and development and indeed their professional work and duties highly improved.
Key Questions Regarding Teachers’ Promotion
Are the promotion procedures currently under the teaching service relevant and encourage further studies or higher qualifications?
Can someone be promoted following the scheme of service, standing orders or the money will facilitate and speed the process?
Why do we advertise jobs meant for internal promotion to serving officers instead of following their credit services and professional growth and their seniority with recommendations of their immediate supervisors?
For example a primary teacher, Education assistant and senior Education Assistant requires the same qualifications –Grade III certificate and typically requires a minimum of 3 or 6 years of teaching experience to be a senior Education assistant.
Real Life Scenario and Situations in our Schools Currently
Teacher Okello Patrick from Buyende District was appointed as a licensed teacher in 1998 and later obtained a Grade III Teacher’s Certificate and appointed as a Grade III classroom teacher (Education Assistant) in 2003 (which is now 23years by 2026),completed Diploma in Education Primary in 2007 and also Bachelors of Education primary.
With all the higher qualifications Okello obtained a number of professional growth and Development trainings and workshops to the surprise after 23 years Teacher Okello is still Education Assistant as he is preparing to retire this year 2026.
A number of secondary school teachers after obtaining higher qualifications, some retire at a lower appointment of Assistant Education Officer ( AEO ).For example a teacher appointed AEO in 1998 completed his degree in 2003 and by now in 2026 still Assistant Education officer few years to his mandatory retirement.
A teacher at the appointment of AEO in 1998 completed his degree in 2003 and he taught a learner who completed University in 2018 and in 2023 his former learner appointed, Education Officer – Graduate starts earning salary of a Graduate and his teacher who graduated in 2003 is still on the Diploma scale salary.
Are Concerned and Relevant Offices Aware of the Challenges and Gaps Regarding Promotions Alongside Service Delivery?
These challenges and gaps are also observed in other Ministries and government bodies . Who takes time to follow and be concerned?
Why should a teacher who graduated in 2003 (now 23 years in 2026) and has taught since 1998 (Now 28 years in 2026) be sent for interviews to be promoted to Education Officer but in reality remaining teaching the same classes in the school? And if he fails interviews and his learners and school he is teaching continues to perform well, can’t that be looked into ?
Who Evaluates and Assesses the Interviews done for Promotion?
Appointing bodies and concerned offices, why do we have many officers in acting offices? Is it because there are more loyal and cooperating than substantive officers?
All the listed gaps regarding scheme of service in Education affects directly the teaching and learning especially the Competence Based Education where effective teaching, formative and continuous assessments are essential.
Concerned stake holders and appointing authority should make statistics, reviews and be objective to address the promotion gaps to our senior teachers in our Education sector especially at primary and secondary level.
The writer is an Educationist ,Secondary School teacher, Trainer for Teachers and Recess-part time Lecturer at Ibanda University. mpagijosephat@gmail.com
