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UGANDA SCHOOL HEALTH SABER COUNTRY REPORT |2014

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS1

Policy Goals Status1. Health-Related School Policies

School health is not included in the poverty reduction strategic plan (PRSP),and there is no published national policy on school health. There is nomultisectoral steering committee coordination effort, although there is amultisectoral school health task force comprised of personnel from theMinistries of Education and Sports, Health, Local Government, Water andEnvironment, and Gender, Labour and Social Development. A situation analysiswas conducted to assess the need for inclusion of various thematic areas.There is a draft of the School Health Policy that includes a monitoring andevaluation (M&E) plan for school health programming.

2. Safe, Supportive School EnvironmentsNational standards established the provision for water and sanitation facilities.However, national standards on how to address violence in schools are lacking.

3. School-Based Health and Nutrition ServicesA situation analysis has been undertaken, but not all interventions have beenscaled up. The situation analysis assessed the need for school based screeningand referral to remedial services, and these services have been outlined in thedraft national policy.

4. Skills-Based Health EducationThe national school curriculum for primary school covers some but not all ofthe issues identified in the situation analysis. Teachers receive training to teachthe curriculum and the material is included in school examinations. However,there are no teaching materials for life skills.

UgandaSCHOOL HEALTH SABER Country Report

2014


SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2

IntroductionThis report presents an assessment of school healthpolicies and institutions that affect young children inUganda. The analysis is based on a World Bank tooldeveloped as part of the Systems Approach for BetterEducation Results (SABER) initiative that aims tosystematically assess education systems againstevidence based global standards and good practice tohelp countries reform their education systems to helpensure learning for all.

School health policies are a critical component of aneffective education system, given that children's healthimpacts their school attendance, ability to learn, andoverall development. SABER School Health collects,analyzes, and disseminates comprehensive informationon school health policies around the world. The overallobjective of the initiative is to help countries designeffective policies to improve their education systems,facilitate comparative policy analysis, identify key areasto focus investment, and assist in disseminating goodpractice.

Country OverviewUganda is a low income country in Sub Saharan Africawith a population of 37.6million people and a populationgrowth rate of 3.3 percent in 2013.1 GDP per capita in thecountry has been rising since 2000 when it was $883 to$1,365 in 2013 (constant 2011 international dollar) dueto macroeconomic and political stability. 2 Despitepositive economic growth and rising GDP per capita,poverty is widespread and particularly prevalent in ruralareas. 3 The poverty gap at $2 a day (PPP) was 27.4percent in 2009, which is lower than it was in 2006 (36.4percent). 4 Uganda’s human development index in 2013ranked it number 161 out of 187 countries, placing it inthe low human development category. 5 Despite theimprovement in life expectancy from 48 years in 2000 to59 years in 20126, the prevalence of undernourishmenthas increased from 27 percent of the population in 2000to 30 percent in 2012.7

1 World Bank. 2014a.2 Ibid.3 U.S. Global Health Programs, 2011.4 World Bank. 2014a.5 UNDP, 2013.

Education and Health in Uganda

Uganda has significantly expanded access to educationsince the implementation of the Universal PrimaryEducation (UPE) reform in 1997. The gross primaryenrolment ratio dramatically increased from 70 percentin 1996 to 117 percent in 1997. 8 By 2011, primaryenrolment was estimated at 8.1 million children (50percent girls), resulting in a gross enrolment ratio of 110percent, the lowest it had been since the passage of theUPE reform in 1997. 9 Following a similar trend, theexpected primary completion rate has been declining. In2011, the expected primary completion rate was 35percent, which was lower than the previous year’s rateof 48 percent.10 In general, completion and achievementrates are low. Over 50 percent of primary pupils in grades3 and 6 performed below the desired minimum average(50 percent) for numeracy and literacy.

Student absenteeism in Uganda is high. One in threechildren in primary school does not attend school everyday (Figures 1 and 2). In island and fishing communitydistricts (Apac, Kalangala), and districts with agriculturalestate or plantation based livelihoods (Mityana,Kyenjojo), absenteeism may be higher than one out ofevery two children. Low attendance affects learning andhinders effective use of educational inputs. Teacherabsenteeism is estimated at 27 percent. Other problems,some identified by the head teachers, include: poortextbook utilization by both teachers and learners, theirlimited availability notwithstanding; high number ofschool drop outs as reflected in the low completionrates; and low learner attendance. Irregular studentattendance has been partly attributed to: lack of mid daymeals at school; low teacher attendance; low societalappreciation of the long term benefits of schooling andhence low learner support, as manifested in the lack ofbasic scholastic materials (books and pens/pencils); andlate enrolment for school (Figure 2).

6 World Bank. 2014a.7 Ibid.8 World Bank. 2014b.9 Ibid.10 Ibid.



Figure 1: Learner Absenteeism by Grade, UNPS 2009/10

Source: Data from the Uganda Bureau of Statistics and computed by authorsin “Improving Learning in Uganda Vol. 1: Community Led School FeedingPractices” in 2013.11

Figure 2: Most Serious Problems Faced by Schools asIdentified by Head Teachers, UNPS 2009/10

Source: Data from the Uganda Bureau of Statistics and computed by authorsin “Improving Learning in Uganda Vol. 1: Community Led School FeedingPractices” in 2013.12

The government is thus faced with the dual challenge ofmaintaining high enrolment levels and ensuring qualityservice delivery in order to reach both nationaldevelopment goals and the Millennium DevelopmentGoals on education. Government and developmentpartners’ efforts are currently focused on improving theprovision of key inputs for quality teaching and learningprocesses, especially with regard to qualified teachers,instructional materials, and curriculum reforms, and

11 Najjumba, I.M., Bunjo, C.L., Kyaddondo, D., and C. Misinde, 2013.12 Ibid.13 UNESCO, 2014.14 World Bank, 2014b.15 Ibid.16 World Bank, 2014a.17 Government of Uganda, 2010.

reinforcing school infrastructure developments tosupport the expansion.

As a share of GDP, public expenditure on education was3.3 percent in 2012.13 In 2012, expenditure on educationwas 14 percent of total government expenditure. 14Expenditure on primary education as a percentage ofgovernment spending on education was 54 percentwhile secondary education received 25 percent in2012.15

HealthUganda faces several health challenges. In 2012,approximately 60 percent of deaths were caused bycommunicable diseases in addition to maternal,prenatal, and nutrition conditions while 27 percent ofdeaths were caused by non communicable diseases.16

Prevalent communicable diseases in Uganda includeHIV/AIDS, tuberculosis, malaria, and neglected tropicaldiseases (NTDs). 17 For example, approximately 7.2percent of individuals between the ages of 15 and 49were infected with HIV in 2012.18 Health problems areexacerbated by inadequate access to clean water andsanitation facilities. Approximately 34 percent of peoplein Uganda use improved sanitation facilities with nomajor differences between urban and rural areas.19 Thedifference in living conditions for rural and urbanresidents becomes apparent when comparing these twopopulations’ access to an improved water source.Roughly 95 percent of the urban population had accessto an improved water source in 2012 when only 75percent of the rural population had access.20

Maternal and child health conditions account for a largeproportion of Uganda’s health burden althoughmorbidity andmortality rates for these groups have beendeclining. 21 The fertility rate has decreased over timefrom an average of 6.9 children per woman in 2000 to 6children per woman in 2012.22 The infant mortality ratesignificantly decreased from 89 percent in 2000 to 45percent in 2012.23 Deaths were caused by pneumonia,asphyxia, prematurity, congenital abnormalities, andother health conditions. 24 In addition, malnutrition

18 World Bank. 2014a.19 Ibid.20 Ibid.21 UBOS. 2002. UDHS. Kampala: UBOS22 World Bank. 2014a.23 Ibid.24 Government of Uganda, 2010.



decreased from 45 percent in 2000 to 34 percent in 2012among children five years old and younger. There hasalso been increased access to deworming andmicronutrient supplementation programs. 25 Theprevalence of wasting among children under five years ofage was 4.8 percent in 2011 while the prevalence ofanemia among children in the same age group was 56percent in 2011, both lower than the previous years’rates.26

Physical and psychological abuse remains an issue inUganda. In particular, sexual and gender based violenceis common. 27 Limited funding and transportationresources reduce health workers’ capacity to addresssexual and gender based violence.28

The Case for School Health

The link between health and academic achievement haslong been recognized in the developed world. In the1980s, however, there was a change in the approach toschool health programs as more of them became propoor and focused on education outcomes. Low incomecountries shifted their focus from a medical basedapproach that favored elite schools in urban centerstoward school based programs that sought to improveaccess to education and school completion by improvinghealth and tackling hunger. For example, deworming29,feeding 30 , malaria prevention 31 , and iron deficiencyprevention 32 interventions can improve schoolattendance and learning. These school basedinterventions have proven to be most educationallybeneficial to the children who are worst off—the poor,the sick, and the malnourished.

The SABER School Health and School Feeding initiativeprovides evidence based tools to improve health andnutrition and avoid hunger, contributing to the greaterWorld Bank education strategy that identifies three maingoals for children: ensure that they are ready to learnand enroll on time; keep them in school by enhancing

25 Ibid.26 World Bank. 2014a.27 Ibid.28 Government of Uganda, 2010.29 Miguel and Kremer, 2004; Simeon et al., 1995; Grigorenko et al., 2006;Nokes et al., 199230 van Stuijvenberg et al., 1999; Powell et al., 1998; Whaley et al., 2003

attendance and reducing dropout rates; and enhancetheir cognitive skills and educational achievements.

Four Key Policy Goals to Promote School Health

There are four core policy goals that form the basis of aneffective school health program. They are interrelatedand impact the educational opportunities andaccomplishments of children. Figure 3 illustrates thesepolicy goals as well as outlines respective policy leversthat fall under each of these goals.

The first goal is establishing health related schoolpolicies. This is an integral part of developing an effectiveschool health program because it provides anopportunity for national leadership to demonstrate acommitment to school health programming and alsoensures accountability for the quality of the programs.An effective national school health policy can help agovernment develop its strategic vision for school healthand encourage program ownership. The policy shouldalso have a multisectoral approach to encouragecooperation because school health is relevant to manysectors, including education and health.

The second goal is ensuring safe, supportive schoolenvironments. This includes access to adequate waterand sanitation facilities, as well as a healthy psychosocialenvironment. Safe water and sanitation practicescontribute not only to obvious health benefits but alsohelp boost girls’ attendance rates. 33 A schooladministration that strives for a positive psychosocialenvironment by addressing issues such as bullying,violence, and other stigmas has also shown to beconsistently related to student progress.

The third goal is delivering school based health andnutrition services. Diseases that negatively affect schoolchildren’s ability to learn, such as those caused by worminfections, are highly prevalent worldwide, especiallyamong the poor.34 These diseases, many of which arepreventable and treatable, impact children’s attendancerates, cognitive abilities, and physical development. This

31 Fernando et al., 2006; Clarke et al., 200832 Pollitt et al., 1989; Seshadri and Gopaldas, 1989; Soemantri, Pollitt, and Kim,198533 Hoffmann et al., 2002.34 Jukes et al., 2008.



makes screening for health problems imperative, alongwith the treatment of parasitic infections, weeklysupplementation to control iron deficiency anemia, andother simple but effective treatments. Interventions canalso include psychosocial counseling and school feeding.Health and nutrition interventions delivered throughschools systems can be highly cost effective becauseschools have the infrastructure to serve as a platform todeliver simple health treatments and provide screeningand referral services.

The fourth and final policy goal is skills based healtheducation. This skills based approach focuses on thedevelopment of knowledge, attitudes, and values thatimpact the long term behavior and choices of schoolchildren. A skills based health education is essential tomitigating social and peer pressures, addressing culturalnorms, and discouraging abusive relationships.Psychosocial, interpersonal, and life skills can strengthenstudents’ abilities to protect themselves from healththreats and adopt positive health behaviors. A skillsbased health education program can include curriculumdevelopment, life skills training, and learning materialson subjects such as HIV.

Use of Evidence Based Tools

The primary focus of the SABER School Health exercise isgathering systematic and verifiable information aboutthe quality of a country’s policies through a SABERSchool Health Questionnaire. This data collectinginstrument helps to facilitate comparative policyanalysis, identify key areas to focus investment, anddisseminate good practice and knowledge sharing. Thisholistic and integrated assessment of how the overallpolicy in a country affects young children’s developmentis categorized into one of the following stages,representing the varying levels of policy developmentthat exist among different dimensions of school health:

1. Latent: No or very little policy development2. Emerging: Initial/some initiatives towards policy

development.3. Established: Some policy development

Advanced: Development of a comprehensivepolicy framework

Each policy goal and lever of school feeding ismethodically benchmarked through two SABER analysistools. The first is a scoring rubric that quantifies theresponses to selected questions from the SABER SchoolHealth questionnaire by assigning point values to theanswers. The second tool is the SABER School HealthFramework rubric that analyzes the responses, especiallythe written answers, based on the framework’s fivepolicy goals and levers. For more information, please visitthe World Bank’s website on SABER School Health andSchool Feeding and click on the “What Matters”Framework Paper under Methodology.



Figure 3: Policy goals and policy levers for school health



Findings

Policy Goal 1: HealthRelated School Policies inUganda

Policy Levers:

National level policyCoordinated implementation of a national levelpolicyGovernance of the national school health policyQuality assurance of programmingGender mainstreaming

Health related school policies provide structure for asafe, secure, and non discriminatory school environment.These policies also convey government commitment toschool health. Although there are different avenuescountries may take for the delivery of school health andnutrition, a review of best practices in school healthprogramming suggests that there are certain rolesconsistently played by governmental and nongovernmental agencies.

Uganda has published a national poverty reductionstrategy35, but school health (i.e., school based healthand nutrition services, skills based health education, andaccess to a clean and safe school environment) is notincluded in it. Furthermore, Uganda does not have apublished national policy on school health, although adraft was developed by regional and nationalstakeholders (district medical officers, district educationofficers, district inspectors of schools, civil society,private sector, local development partners, and nongovernmental organizations).36

There is neither a national school health steeringcommittee to coordinate a school health policy nor anational budget line for school health. Without thisbudget, there can be no plan to disburse funding tovarious areas in need.

Uganda has performed a situation analysis of thedevelopment of the country’s school health programs. Ithas identified major health and nutrition problems ofschool age children; quantified school participation and

35 IMF, 2010.36 Government of Uganda. “Uganda Nutrition Action Plan 2011 2016”.

reasons for absences; identified problems with existingschool health services; and identified practicableinterventions to improve children’s health, nutrition,school attendance, and educational achievement.However, troubles arise because the currentunpublished draft of the school health policy 37 , theprogram design, and program implementation are notaligned with the thematic and geographic needsidentified in the situation analysis. Some of Uganda’smajor health and nutrition challenges include a lack ofadequate resources and personnel to implement schoolhealth programs, a high level of child and maternalundernutrition, and a high level of micronutrientdeficiency. 38 Changes need to be made as part of astrategic effort based on evidence of good practice.Uganda is using the results of the situation analysis studyto inform the drafted school health policy.

Uganda should also set a monitoring and evaluation(M&E) plan to monitor school health programming.There is currently no approved M&E plan at either thenational or community level; therefore, no systematicschool health program evaluations are conducted. Aneffective M&E system provides tools to monitor schoolhealth programming and evaluates the effectiveness ofthese programs in achieving their health and educationgoals. Integrating such anM&E plan into a wider nationalM&E system would ensure a sustainable system that canbe assessed with the broader national goals of theeducation sector. Uganda has a lot of work to do in orderto achieve this level of sophistication in an M&E plan.However, recognition of gender dimensions does exist ina national education policy, even though this policy is notfully implemented at the national level. There is aseparate M&E mechanism in place to monitor gendermainstreaming, foreshadowing futureacknowledgements of gender equality issues in school.

37 WHO, 2011.38 Government of Uganda, 2010.



1. Health Related School Policies is EMERGING

Indicator Score Justification1A. School healthincluded innational levelpoverty reductionstrategy orequivalent nationalpolicy

Published nationalpoverty reductionstrategy available yetschool health notincluded in PRSP

1B. Published anddistributed nationalpolicy covers allfour components ofFRESH

National recognition ofthe importance ofschool health butpolicy not published

1C. Publishednational policyinvolves amultisectoralapproach

No published nationalpolicy on school health

1D. Multisectoralsteering committeecoordinatesimplementation ofa national schoolhealth policy

Any multisectoralsteering committeecoordination effortsare currently nonsystematic

1E. National budgetline(s) and fundingallocated to schoolhealth; funds aredisbursed to theimplementationlevels in a timelyand effectivemanner

National budget linedoes not exist;mechanisms todisburse funds forimplementation alsodo not exist

1F. Situationanalysis assessesneed for inclusionof various thematicareas, informingpolicy, design, andimplementation ofthe national schoolhealth programsuch that it istargeted andevidence based

Situation analysisconducted thatassesses need forinclusion of variousthematic areas; doesnot identify issuesrequiring furtherinvestigation orprogram cost analysis

1G. Monitoring andEvaluation (M&E)

Systems are not yet inplace for M&E ofimplementation ofschool healthprogramming

1H. Genderdimension of Healthaddressed innational educationpolicy

Gender dimension ofhealth is addressed inpublished educationpolicy yet this policy isnot fully implementedat national level



Policy Levers:

Physical school environmentPsychosocial school environment

A safe, supportive school environment is imperative forschoolchildren who spend a significant part of their dayin school. Lack of safe water and other adequatesanitation measures contribute to high rates of diseaseand mortality among school age children. On top ofdisease control, a safe psychosocial environment alsoaffects students positively, fostering the health, wellbeing and learning potential of adolescents. Childrenshould be mentally healthy on top of being physicallyhealthy, so a supportive learning environment with asense of personal security, fully gender sensitiveconditions, and healthy relations between pupils andteachers all contribute to the behavior and learningopportunity of students.

National standards for the provision of safe water andsanitation facilities39 in schools have been set, but thesestandards have not been implemented in most schools.National guidelines regarding hand washing or handwashing stations in schools have been incorporated inthe yet to be approved Guidelines for School Feeding40in UPE and UPPET School systems.

There are no national guidelines on the safety of schoolinfrastructure, and the mechanisms to monitor themaintenance of safety standards that have beennationally recognized are not fully established. Nomechanisms are in place to update old school buildingsto meet national safety standards, and there is nosystematic mobilization of the school community andlocal stakeholders to maintain a healthy schoolenvironment.

Apart from physical necessities, a positive psychosocialschool environment also needs to be created to improveschool attendance and students’ educationalaccomplishments. Uganda faces many sources of

39Government of Uganda. Ministry of Health. “National Sanitation Guidelines”.

stigmatization: orphanhood, HIV, physical disabilities,and mental disabilities. Uganda is in the process ofcovering stigma in a life skills curriculum in all schools.

National standards and guidelines have not beendeveloped or published on how to address institutionalviolence. Uganda does not systematically providepsychosocial support to teachers and students who areaffected by trauma due to shock. Some schools do havepsychosocial support available to teachers and students,school based psychosocial interventions, and referralservices, yet this support is far from evenly spreadthroughout the country.

40 “National School Feeding Guidelines for Uganda”. 2009.

Policy Goal 2: Safe SupportiveSchool Environments inUganda



2. Safe, Supportive School Environments is EMERGING

Indicators Score Justification2A. Provision of safewater in schools

National surveyshave beenconducted toassess whetherschools meetstandards for safewater andimplementationplans are in placeto achieve thesestandards

2B. Provision ofsanitation facilities

National standardsestablish provisionfor sanitationfacilities yet mostschools do not haveadequate sanitationfacilities

2C. Provision of soundschool structures andschool safety

National standardsfor regulatingsafety of schoolinfrastructure areset yet safetystandards are notfully established; nomechanisms toupdate old schoolbuildings

2D. Issues ofstigmatization arerecognized andaddressed by theeducation system

Stigma is covered inlife skills education,pre and in serviceteacher trainingprovided yetschool level policyto address bullyingdue to stigmainsufficientalthough allmechanisms inprocess orestablished

2E. Protection oflearners and stafffrom violence

National standardson how to addressviolence in schoolsare lacking

2F. Provision ofpsychosocial supportto teachers andstudents who areaffected by traumadue to shock

Some psychosocialsupport is availableto learners andteachers butcoverage is notuniversal



Policy Goal 3: School BasedHealth and NutritionServices in Uganda

Policy Levers:

School based delivery of health and nutritionservicesSchool based screening and referral to healthsystems

Schools that take simple health interventions toeffectively address diseases and health concerns such asmalnutrition, short term hunger, micronutrientdeficiencies, vision and hearing impairments, and worminfections largely mitigate burdens and constraints thatthese diseases bring to school children.

Uganda has developed cost effective and school basedhealth interventions based on the needs identified in thesituation analysis from the previous policy goal.However, not all interventions identified have beenimplemented and scaled up.

School based screening and remedial services have beenidentified in the situation analysis and outlined in thenational policy, yet there has not been any action toimplement these services. There is also no pre or inservice teacher training provided to ensure smoothimplementation of these services, or provision forteacher training for referral of adolescents toappropriate adolescent health services.

3. School Based Health and Nutrition Services isEMERGING

Indicators Score Justification3A. The school basedhealth and nutritionservices identified inthe situation analysisand outlined in thenational policy arebeing implemented

Situation analysishas beenundertaken but notall interventionshave beenimplemented andscaled up

3B. Remedial services(e.g., refractive errors,dental, etc.)

Situation analysisassesses need forschool basedscreening andreferral to remedialservices; outlined innational policy yetno action toimplement theseservices in place yet

3C. Adolescent healthservices

Any referrals ofpupils to treatmentsystems foradolescent healthservices occur nonsystematically



Policy Levers:

Knowledge based health educationAge appropriate and sex specific life skills educationfor health

A comprehensive health education aims at developingknowledge, attitudes, and life skills that are necessary forhealth promoting behaviors. There is a growingrecognition of and evidence for the important role ofpsychosocial and interpersonal skills in the healthydevelopment of young people. 41 Skills like selfmanagement, communication, decision making, andproblem solving can strengthen the ability of adolescentsto protect themselves from health threats and adoptpositive relationships.

Uganda’s national school curriculum is partiallydeveloped, covering some but not all the issuesidentified in the situation analysis. The curriculum coverspersonal hygiene, food and nutrition, growth anddevelopment, family life, alcohol and substance use, HIV,AIDS, and other STDs. All schools are teaching thiscurriculum, and Uganda provides pre and in servicetraining to teachers who teach this curriculum. Healthrelated knowledge is integrated into schoolexaminations to track the progress of students.Participatory approaches to teach age appropriate andsex specific life skills for health behaviors are notintegrated into the national curriculum. These life skillsare, however, included in part of the school co curricularprogram (clubs) and incorporated in a document titledPresidential Initiative on AIDS and Social Communicationto Youth (PIASCY).42

41 WHO, 2003.

4. Skills Based Health Education is EMERGING

Indicators Score Justification4A. Provision of basic,accurate health, HIV,nutrition and hygieneinformation in theschool curriculum thatis relevant to behaviorchange

National schoolcurriculum coverssome but not allthe issuesidentified insituation analysis;pre and in servicetraining is beingprovided

4B. Participatoryapproaches are partof the curriculum andare used to teach keyage appropriate andsex specific life skillsfor health themes

Some life skillseducation is takingplace in someschools usingparticipatoryapproaches, but itis non uniform anddoes not cover allof the life skills

To view the scores for all indicators and policy goals inone table, please refer to Appendix 1.

42 Government of Uganda. Ministry of Education & Sports.

Policy Goal 4: Skills BasedHealth Education in Uganda



Conclusion

Based on the above findings, school health in Uganda canbe seen as emerging. There are areas that could bestrengthened. The following policy options representareas where school health could be improved in Uganda,based on the conclusions of this report.

Policy Options:Incorporate school health in national strategiessuch as the Poverty Reduction Strategic Plan(National Development Plan, Uganda Vision2040).Finalize the draft school health policy and put inplace a National School Health SteeringCommittee to coordinate its implementationacross all relevant sectors.Include school health line items in both theeducation and health budgets.Create and implement national standards for theprovision of water and sanitation facilities inschools, including a monitoring and evaluationplan.Create and implement national guidelines forhand washing and school infrastructure safety,as well as the appropriate monitoringmechanisms.Create plan to monitor and encourage activitiesaround psychosocial support in schoolsScale up provision of evidence based schoolbased health and nutrition services as identifiedin the situation analysis.Create and implement teacher training topromote school health interventions, includingscreening and referral systems.Create a national life skills curriculum andimplement through teacher training andclassroom teaching.Include an assessment of health and life skillseducation in national examinations.

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d na

tiona

l pol

icy

by

the

educ

atio

n or

hea

lth

sect

or th

at a

ddre

sses

sc

hool

hea

lth

Pub

lishe

d na

tiona

l pol

icy

by

the

educ

atio

n an

d he

alth

se

ctor

s th

at a

ddre

sses

sc

hool

hea

lth

Pub

lishe

d na

tiona

l pol

icy

join

tly b

y bo

th th

e ed

ucat

ion

and

heal

th

sect

ors

that

add

ress

es

scho

ol h

ealth

and

incl

udes

ot

her r

elev

ant s

ecto

rs (e

.g.

wat

er, e

nviro

nmen

t, ag

ricul

ture

)

Coo

rdin

ated

impl

emen

tatio

n of

a

natio

nal-l

evel

pol

icy

that

add

ress

es s

choo

l he

alth

A m

ultis

ecto

ral s

teer

ing

com

mitt

ee c

oord

inat

es

impl

emen

tatio

n of

a s

choo

l na

tiona

l hea

lth

polic

y.

Any

mul

tisec

tora

l ste

erin

g co

mm

ittee

coo

rdin

atio

n ef

forts

are

cur

rent

ly n

on-

syst

emat

ic

Sec

tora

l ste

erin

g co

mm

ittee

from

edu

catio

n or

hea

lth c

oord

inat

es

impl

emen

tatio

n of

a

natio

nal s

choo

l hea

lth

polic

y

Mul

tisec

tora

l ste

erin

g co

mm

ittee

from

bot

h ed

ucat

ion

and

heal

th

coor

dina

tes

impl

emen

tatio

n of

a n

atio

nal s

choo

l hea

lth

polic

y

Mul

tisec

tora

l ste

erin

g co

mm

ittee

from

edu

catio

n,

heal

th, a

nd o

ne o

r mor

e ot

her r

elev

ant s

ecto

rs (e

.g.

wat

er, e

nviro

nmen

t, ag

ricul

ture

) coo

rdin

ates

im

plem

enta

tion

of a

na

tiona

l sch

ool h

ealth

po

licy

UGA

NDA

SCHO

OLHE

ALTH

POLICIES

SABE

RCO

UNTR

YRE

PORT

|201

5

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

15

Gov

erna

nce

of th

e na

tiona

l sch

ool h

ealth

po

licy

A n

atio

nal b

udge

t lin

e(s)

an

d fu

ndin

g al

loca

ted

to

scho

ol h

ealth

: fun

ds a

re

disb

urse

d to

the

impl

emen

tatio

n le

vels

in a

n ef

fect

ive

and

timel

y m

anne

r

A n

atio

nal b

udge

t lin

e or

fu

ndin

g do

es n

ot y

et e

xist

fo

r sch

ool h

ealth

; m

echa

nism

s do

not

yet

ex

ist f

or d

isbu

rsin

g fu

nds

to

the

impl

emen

tatio

n le

vels

Nat

iona

l bud

get l

ine

and

fund

ing

for s

choo

l hea

lth

exis

ts in

eith

er th

e he

alth

or

educ

atio

n se

ctor

; sch

ool

heal

th fu

nds

are

disb

urse

d to

the

impl

emen

tatio

n le

vels

inte

rmitt

ently

Nat

iona

l bud

get l

ine

and

fund

ing

for s

choo

l hea

lth

exis

ts in

bot

h th

e he

alth

an

d th

e ed

ucat

ion

sect

ors;

sc

hool

hea

lth fu

nds

are

disb

urse

d to

the

impl

emen

tatio

n le

vels

in a

tim

ely

and

effe

ctiv

e m

anne

r

Nat

iona

l bud

get l

ine

and

fund

ing

for s

choo

l hea

lth

exis

ts in

hea

lth, e

duca

tion,

an

d on

e or

mor

e ot

her

sect

ors;

sch

ool h

ealth

fu

nds

are

disb

urse

d to

the

impl

emen

tatio

n le

vels

in a

tim

ely

and

effe

ctiv

e m

anne

r an

d im

plem

ente

rs h

ave

the

capa

city

to p

lan

and

budg

et

as w

ell a

s re

ques

t re

sour

ces

from

the

cent

ral

leve

l

Qua

lity

assu

ranc

e of

pr

ogra

mm

ing

A s

ituat

ion

anal

ysis

as

sess

es th

e ne

ed fo

r in

clus

ion

of v

ario

us

them

atic

are

as, i

nfor

ms

polic

y, d

esig

n, a

nd

impl

emen

tatio

n of

the

natio

nal s

choo

l hea

lth

prog

ram

suc

h th

at it

is

targ

eted

and

ev

iden

ce-b

ased

A s

ituat

ion

anal

ysis

has

not

ye

t bee

n pl

anne

d to

ass

ess

the

need

for t

he in

clus

ion

of

vario

us th

emat

ic a

reas

and

in

form

pol

icy,

des

ign,

and

im

plem

enta

tion

of th

e na

tiona

l sch

ool h

ealth

pr

ogra

m

Inco

mpl

ete

situ

atio

n an

alys

is th

at a

sses

ses

the

need

for t

he in

clus

ion

of

vario

us th

emat

ic a

reas

; po

licy,

des

ign,

and

im

plem

enta

tion

of s

ome

them

atic

are

as a

re b

ased

on

evi

denc

e of

goo

d pr

actic

e

Situ

atio

n an

alys

is

cond

ucte

d th

at a

sses

ses

the

need

for t

he in

clus

ion

of

vario

us th

emat

ic a

reas

; po

licy,

des

ign,

and

im

plem

enta

tion

of th

ese

them

atic

are

as a

re b

ased

on

evi

denc

e of

goo

d pr

actic

e an

d ar

e ta

rget

ed

acco

rdin

g to

situ

atio

n an

alys

es o

f wha

t the

mat

ic

area

inte

rven

tions

to ta

rget

in

whi

ch g

eogr

aphi

c ar

eas

Situ

atio

n an

alys

is

cond

ucte

d th

at a

sses

ses

the

need

for t

he in

clus

ion

of

vario

us th

emat

ic a

reas

, al

ong

with

cos

tings

; pol

icy,

de

sign

, and

com

preh

ensi

ve

impl

emen

tatio

n of

thes

e th

emat

ic a

reas

are

bas

ed

on e

vide

nce

of g

ood

prac

tice

and

are

targ

eted

ac

cord

ing

to s

ituat

ion

anal

yses

of w

hat t

hem

atic

ar

ea in

terv

entio

ns to

targ

et

in w

hich

geo

grap

hic

area

s

Mon

itorin

g an

d E

valu

atio

n

Sys

tem

s ar

e no

t yet

in

plac

e fo

r M&

E o

f im

plem

enta

tion

of s

choo

l he

alth

pro

gram

min

g

A M

&E

pla

n ex

ists

for

scho

ol h

ealth

pro

gram

min

g an

d da

ta c

olle

ctio

n an

d re

porti

ng o

ccur

s in

term

itten

tly e

spec

ially

at

natio

nal l

evel

The

M&

E p

lan

for s

choo

l he

alth

is in

tegr

ated

into

na

tiona

l mon

itorin

g or

in

form

atio

n m

anag

emen

t sy

stem

s an

d da

ta c

olle

ctio

n an

d re

porti

ng o

ccur

s re

curr

ently

at n

atio

nal a

nd

regi

onal

leve

ls

The

M&

E p

lan

for s

choo

l he

alth

is in

tegr

ated

into

na

tiona

l mon

itorin

g or

in

form

atio

n m

anag

emen

t sy

stem

s an

d da

ta c

olle

ctio

n an

d re

porti

ng o

ccur

s re

curr

ently

at n

atio

nal,

regi

onal

and

sch

ool l

evel

s;

base

line

carr

ied

out a

nd

prog

ram

eva

luat

ions

occ

ur

perio

dica

lly

Gen

der

mai

nstre

amin

g in

the

natio

nal s

choo

l hea

lth

polic

y

Gen

der d

imen

sion

of h

ealth

ad

dres

sed

in th

e na

tiona

l ed

ucat

ion

polic

y

Hea

lth d

imen

sion

of g

ende

r is

not

yet

form

ally

ad

dres

sed

in n

atio

nal

educ

atio

n po

licy

Hea

lth d

imen

sion

of g

ende

r ad

dres

sed

in n

atio

nal

educ

atio

n po

licy

but

impl

emen

tatio

n is

une

ven

Hea

lth d

imen

sion

of g

ende

r is

add

ress

ed in

pub

lishe

d ed

ucat

ion

polic

y an

d is

im

plem

ente

d na

tiona

lly

Hea

lth d

imen

sion

of g

ende

r is

add

ress

ed in

pub

lishe

d ed

ucat

ion

polic

y,

impl

emen

ted

natio

nally

, an

d th

e M

&E

mec

hani

sm

incl

udes

ove

rsig

ht o

f the

ge

nder

mai

nstre

amin

g

UGA

NDA

SCHO

OLHE

ALTH

POLICIES

SABE

RCO

UNTR

YRE

PORT

|201

5

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

16

Polic

y G

oal 2

: Saf

e, s

uppo

rtiv

e sc

hool

env

ironm

ents

Phy

sica

l sch

ool

envi

ronm

ent

Pro

visi

on o

f wat

er fa

cilit

ies

The

need

for p

rovi

sion

of

safe

wat

er is

ac

know

ledg

ed, b

ut

stan

dard

s ar

e ab

sent

, and

co

vera

ge is

une

ven

The

need

for s

afe

wat

er

prov

isio

n in

all

scho

ols

is

reco

gnis

ed, s

tand

ards

hav

e be

en e

stab

lishe

d, b

ut

natio

nal c

over

age

has

not

been

ach

ieve

d

Fres

h po

tabl

e w

ater

is

avai

labl

e to

stu

dent

s in

m

ost s

choo

ls

Mos

t sch

ools

hav

e w

ater

th

at is

acc

essi

ble,

of g

ood

qual

ity a

nd a

dequ

ate

supp

ly; f

acili

ties

are

regu

larly

mai

ntai

ned

and

mon

itore

d

EMERGING

Pro

visi

on o

f san

itatio

n fa

cilit

ies

The

need

for p

rovi

sion

of

sani

tatio

n fa

cilit

ies

is

ackn

owle

dged

, but

st

anda

rds

are

abse

nt, a

nd

cove

rage

is u

neve

n

The

need

for p

rovi

sion

of

sani

tatio

n fa

cilit

ies

in a

ll sc

hool

s is

reco

gnis

ed,

stan

dard

s ha

ve b

een

esta

blis

hed,

but

nat

iona

l co

vera

ge h

as n

ot b

een

achi

eved

San

itatio

n fa

cilit

ies

are

avai

labl

e to

stu

dent

s in

m

ost s

choo

ls

Mos

t sch

ools

pro

vide

ad

equa

te s

anita

tion

faci

litie

s an

d th

ese

faci

litie

s ar

e re

gula

rly m

onito

red

and

mai

ntai

ned

Pro

visi

on o

f sou

nd s

choo

l st

ruct

ures

(inc

ludi

ng

acce

ssib

ility

for c

hild

ren

with

dis

abili

ties)

an

d sc

hool

saf

ety

Con

stru

ctio

n an

d m

aint

enan

ce o

f sch

ool

build

ings

is u

nreg

ulat

ed

and

natio

nal s

tand

ards

are

la

ckin

g on

wha

t con

stitu

tes

soun

d sc

hool

stru

ctur

es

and

scho

ol s

afet

y

New

sch

ools

bei

ng b

uilt

have

sou

nd s

truct

ures

and

sc

hool

saf

ety

issu

es a

re

take

n in

to a

ccou

nt, b

ut

cove

rage

is n

ot u

nive

rsal

am

ong

olde

r sch

ools

Sou

nd s

choo

l stru

ctur

e st

anda

rds

are

set –

bot

h na

tiona

l and

loca

l and

co

vera

ge is

uni

vers

al fo

r ne

w b

uild

s an

d an

upd

ate

prog

ram

is in

pla

ce fo

r ol

der b

uild

ings

; tea

cher

s,

scho

olch

ildre

n, fa

mili

es a

nd

othe

r loc

al s

take

hold

ers

are

mob

ilize

d to

ach

ieve

and

su

stai

n a

heal

thy

scho

ol

envi

ronm

ent

Nat

iona

l and

loca

l st

anda

rds

for s

ound

sch

ool

stru

ctur

es a

re fu

lly

impl

emen

ted

and

cove

rage

is

uni

vers

al; b

uild

ing

stru

ctur

es a

re re

gula

rly

mon

itore

d an

d m

aint

aine

d

Issu

es o

f stig

mat

izat

ion

are

reco

gniz

ed a

nd a

ddre

ssed

by

the

educ

atio

n sy

stem

Any

resp

onse

s to

issu

es o

f st

igm

atis

atio

n in

sch

ools

ar

e cu

rren

tly n

on-

syst

emat

ic

Som

e sc

hool

s ar

e ef

fect

ivel

y re

spon

ding

to

stig

ma

issu

es, b

ut

cove

rage

is n

ot u

nive

rsal

; in

-ser

vice

teac

her t

rain

ing

on s

tigm

a is

sues

is b

eing

pr

ovid

ed

Stig

ma

is c

over

ed in

life

sk

ills

educ

atio

n, p

re- a

nd

in-s

ervi

ce te

ache

r tra

inin

g ar

e be

ing

prov

ided

un

iver

sally

, and

bul

lyin

g as

a

resu

lt of

stig

ma

is

effe

ctiv

ely

deal

t with

at t

he

scho

ol le

vel

Stig

ma

is c

over

ed in

life

sk

ills

educ

atio

n, p

re- a

nd

in-s

ervi

ce te

ache

r tra

inin

g ar

e be

ing

prov

ided

un

iver

sally

, bul

lyin

g as

a

resu

lt of

stig

ma

is

effe

ctiv

ely

deal

t with

at t

he

scho

ol le

vel,

and

supp

ort

grou

ps re

spon

ding

to

spec

ific

stig

ma

issu

es a

re

in p

lace

for b

oth

lear

ners

an

d te

ache

rs

Pro

tect

ion

of le

arne

rs a

nd

staf

f aga

inst

vio

lenc

e

Nat

iona

l sta

ndar

ds o

n ho

w

to a

ddre

ss v

iole

nce

in

scho

ols

are

lack

ing

Nat

iona

l sta

ndar

ds o

n ho

w

to a

ddre

ss s

ome

form

s of

in

stitu

tiona

l vio

lenc

e in

sc

hool

s ar

e in

pla

ce,

guid

elin

es a

re b

eing

de

velo

ped,

and

in-s

ervi

ce

train

ing

is b

eing

pro

vide

d

Nat

iona

l sta

ndar

ds a

nd

guid

elin

es o

n ho

w to

ad

dres

s so

me

form

s of

in

stitu

tiona

l vio

lenc

e in

sc

hool

s ar

e pu

blis

hed

and

diss

emin

ated

; pre

- and

in-

serv

ice

teac

her t

rain

ing

are

bein

g pr

ovid

ed u

nive

rsal

ly

Mec

hani

sms

are

in p

lace

to

resp

ond

to a

ll fo

rms

of

inst

itutio

nal v

iole

nce

in

scho

ols

UGA

NDA

SCHO

OLHE

ALTH

POLICIES

SABE

RCO

UNTR

YRE

PORT

|201

5

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

17

Pro

visi

on o

f psy

chos

ocia

l su

ppor

t to

teac

hers

and

st

uden

ts w

ho a

re a

ffect

ed

by tr

aum

a du

e to

sho

ck

Pro

visi

on o

f psy

chos

ocia

l su

ppor

t for

lear

ners

and

te

ache

rs a

ffect

ed b

y tra

uma

due

to s

hock

is n

on-

unifo

rm

Som

e ps

ycho

soci

al s

uppo

rt is

ava

ilabl

e to

lear

ners

and

te

ache

rs e

ither

in s

choo

l or

thro

ugh

refe

rral

s bu

t co

vera

ge is

not

uni

vers

al

Ava

ilabl

e ps

ycho

soci

al

supp

ort f

or le

arne

rs a

nd

teac

hers

is m

obili

sed

(eith

er in

sch

ool o

r thr

ough

re

ferr

al s

ervi

ces)

and

ther

e is

pro

visi

on o

f app

ropr

iate

ps

ycho

soci

al s

uppo

rt ac

tiviti

es fo

r tea

cher

s an

d st

uden

ts in

tem

pora

ry

lear

ning

spa

ces

and

in

child

-frie

ndly

spa

ces

for

youn

g ch

ildre

n an

d ad

oles

cent

s

Effe

ctiv

e sc

hool

-bas

ed

inte

rven

tion

for s

uppo

rting

st

uden

ts’ p

sych

osoc

ial w

ell-

bein

g is

dev

elop

ed a

nd

ther

e is

pro

visi

on o

f ap

prop

riate

psy

chos

ocia

l su

ppor

t act

iviti

es fo

r te

ache

rs a

nd s

tude

nts

in

tem

pora

ry le

arni

ng s

pace

s an

d in

chi

ld-fr

iend

ly s

pace

s fo

r you

ng c

hild

ren

and

adol

esce

nts;

impa

ct o

n ps

ycho

soci

al w

ellb

eing

and

co

gniti

ve fu

nctio

n is

bei

ng

mon

itore

d

Polic

y G

oal 3

: Sch

ool-b

ased

hea

lth a

nd n

utrit

ion

serv

ices

Sch

ool-b

ased

del

iver

y of

hea

lth a

nd n

utrit

ion

serv

ices

The

scho

ol b

ased

del

iver

y of

hea

lth a

nd n

utrit

ion

serv

ices

iden

tifie

d in

the

situ

atio

nan

alys

is a

nd o

utlin

ed in

the

natio

nal p

olic

y ar

e be

ing

impl

emen

ted

A s

ituat

ion

anal

ysis

has

not

ye

t bee

n un

derta

ken

to

asse

ss th

e ne

ed fo

r var

ious

sc

hool

-bas

ed h

ealth

and

nu

tritio

n se

rvic

es

Situ

atio

n an

alys

is h

as b

een

unde

rtake

n th

at a

sses

s th

e ne

ed fo

r var

ious

sch

ool-

base

d he

alth

and

nut

ritio

n se

rvic

es b

ut s

yste

mat

ic

impl

emen

tatio

n is

yet

to b

e un

derw

ay

Situ

atio

n an

alys

is h

as b

een

unde

rtake

n, id

entif

ying

co

st-e

ffect

ive

and

appr

opria

te s

choo

l-bas

ed

heal

th a

nd n

utrit

ion

inte

rven

tions

, som

e of

w

hich

are

bei

ng

impl

emen

ted

and

take

n to

sc

ale

in a

targ

eted

man

ner

in th

e av

aila

ble

budg

et

All

of th

e sc

hool

-bas

ed

cost

-effe

ctiv

e an

d ap

prop

riate

hea

lth a

nd

nutri

tion

serv

ices

iden

tifie

d in

the

situ

atio

n an

alys

is a

nd

outli

ned

in th

e na

tiona

l po

licy

are

bein

g im

plem

ente

d an

d ta

ken

to

scal

e in

a ta

rget

ed m

anne

r in

the

avai

labl

e bu

dget

EMERGING

Sch

ool-b

ased

scre

enin

g an

d re

ferr

al

to h

ealth

sys

tem

s R

emed

ial s

ervi

ces

A s

ituat

ion

anal

ysis

has

not

ye

t bee

n un

derta

ken

to

asse

ss th

e ne

ed fo

r sch

ool-

base

d sc

reen

ing

and

refe

rral

to v

ario

us re

med

ial

serv

ices

Situ

atio

n an

alys

is h

as b

een

unde

rtake

n th

at a

sses

s th

e ne

ed fo

r sch

ool-b

ased

sc

reen

ing

and

refe

rral

to

vario

us re

med

ial s

ervi

ces

but i

mpl

emen

tatio

n is

un

even

Situ

atio

n an

alys

is h

as b

een

unde

rtake

n, id

entif

ying

th

ose

cost

-effe

ctiv

e an

d ap

prop

riate

sch

ool-b

ased

sc

reen

ing

and

refe

rral

to

vario

us re

med

ial s

ervi

ces

that

are

bei

ng ta

ken

to

scal

e in

the

avai

labl

e bu

dget

; in-

serv

ice

teac

her

train

ing

is b

eing

pro

vide

d

All

of th

e sc

hool

-bas

ed

cost

-effe

ctiv

e an

d ap

prop

riate

scr

eeni

ng a

nd

refe

rral

to re

med

ial s

ervi

ces

iden

tifie

d in

the

situ

atio

n an

alys

is a

nd o

utlin

ed in

the

natio

nal p

olic

y ar

e be

ing

impl

emen

ted

and

take

n to

sc

ale

in th

e av

aila

ble

budg

et; p

re- a

nd in

-ser

vice

te

ache

r tra

inin

g ar

e be

ing

prov

ided

Ado

lesc

ent h

ealth

ser

vice

s

Any

refe

rral

s of

pup

ils to

tre

atm

ent s

yste

ms

for

adol

esce

nt h

ealth

ser

vice

s oc

cur n

on-s

yste

mat

ical

ly

Teac

her t

rain

ing

for r

efer

ral

of p

upils

to tr

eatm

ent

syst

ems

for a

dole

scen

t he

alth

ser

vice

s

Teac

her t

rain

ing

for r

efer

ral

of p

upils

to tr

eatm

ent

syst

ems

for a

dole

scen

t he

alth

ser

vice

s w

ith re

ferr

al

ongo

ing

Pre

- and

in-s

ervi

ce tr

aini

ng

of te

ache

rs fo

r ref

erra

l of

pupi

ls to

trea

tmen

t sys

tem

s fo

r ado

lesc

ent h

ealth

se

rvic

es w

ith re

ferr

al

ongo

ing

UGA

NDA

SCHO

OLHE

ALTH

POLICIES

SABE

RCO

UNTR

YRE

PORT

|201

5

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

18

Polic

y G

oal 4

: Hea

lth e

duca

tion

Kno

wle

dge-

base

d he

alth

edu

catio

n

Pro

visi

on o

f bas

ic, a

ccur

ate

heal

th, H

IV a

nd A

IDS

, nu

tritio

n an

d hy

gien

e in

form

atio

n in

the

scho

ol c

urric

ulum

rele

vant

to

beh

avio

r cha

nge

Som

e sc

hool

s ar

e te

achi

ng

som

e he

alth

, HIV

, nut

ritio

n an

d hy

gien

e in

form

atio

n,

but c

over

age

is n

ot

univ

ersa

l nor

is th

e in

form

atio

n pr

ovid

ed

Som

e he

alth

, HIV

, nut

ritio

n an

d/or

hyg

iene

info

rmat

ion

is in

clud

ed in

the

curr

icul

um, b

ut it

may

not

be

com

preh

ensi

ve; i

n-se

rvic

e te

ache

r tra

inin

g is

be

ing

prov

ided

, and

the

maj

ority

of s

choo

ls a

re

teac

hing

the

curr

icul

um

cove

red

heal

th in

form

atio

n,

but c

over

age

is n

ot

univ

ersa

l

Cur

ricul

um

com

preh

ensi

vely

cov

ers

heal

th (l

inke

d to

the

heal

th

issu

es id

entif

ied

in th

e si

tuat

ion

anal

ysis

), H

IV,

nutri

tion

and

hygi

ene

know

ledg

e; p

re- a

nd in

-se

rvic

e tra

inin

g is

bei

ng

prov

ided

; and

all

scho

ols

are

teac

hing

the

curr

icul

um

Cur

ricul

um

com

preh

ensi

vely

cov

ers

heal

th (l

inke

d to

the

heal

th

issu

es id

entif

ied

in th

e si

tuat

ion

anal

ysis

), H

IV,

nutri

tion

and

hygi

ene

know

ledg

e; p

re- a

nd in

-se

rvic

e tra

inin

g is

bei

ng

prov

ided

; all

scho

ols

are

teac

hing

the

curr

icul

um;

and

the

know

ledg

e is

co

vere

d in

sch

ool e

xam

s

EMERGING

Age

-app

ropr

iate

and

se

x-sp

ecifi

c lif

e sk

ills

educ

atio

n fo

r hea

lth

Par

ticip

ator

y ap

proa

ches

ar

e pa

rt of

the

curr

icul

um

and

used

to te

ach

key

age-

appr

opria

te

and

sex-

spec

ific

life

skill

s fo

r hea

lth th

emes

Som

e lif

e sk

ills

educ

atio

n is

ta

king

pla

ce in

som

e sc

hool

s us

ing

parti

cipa

tory

ap

proa

ches

, but

it is

non

-un

iform

and

doe

s no

t cov

er

all o

f the

life

ski

lls fo

r hea

lth

them

es

Par

ticip

ator

y ap

proa

ches

ar

e pa

rt of

the

natio

nal

curr

icul

um; s

ome

of th

e ke

y lif

e sk

ills

for h

ealth

them

es

are

cove

red

in th

e cu

rric

ulum

; in-

serv

ice

train

ing

is b

eing

pro

vide

d;

and

teac

hing

of t

he

parti

cipa

tory

app

roac

hes

is

taki

ng p

lace

in th

e m

ajor

ity

of s

choo

ls, b

ut is

not

un

iver

sal

Par

ticip

ator

y ex

erci

ses

to

teac

h lif

e sk

ills

for h

ealth

be

havi

ours

are

par

t of t

he

natio

nal c

urric

ulum

; pre

- an

d in

-ser

vice

trai

ning

is

bein

g pr

ovid

ed; a

nd

mat

eria

ls fo

r tea

chin

g lif

e sk

ills

for h

ealth

in s

choo

ls

are

in p

lace

and

mad

e av

aila

ble

and

teac

hing

is

ongo

ing

in m

ost s

choo

ls

Par

ticip

ator

y ex

erci

ses

to

teac

h lif

e sk

ills

for h

ealth

be

havi

ours

are

par

t of t

he

natio

nal c

urric

ulum

; pre

- an

d in

-ser

vice

trai

ning

is

bein

g pr

ovid

ed; m

ater

ials

fo

r tea

chin

g lif

e sk

ills

for

heal

th in

sch

ools

are

in

plac

e an

d m

ade

avai

labl

e an

d te

achi

ng is

ong

oing

in

mos

t sch

ools

; and

sch

ool

curr

icul

a gu

idel

ines

iden

tify

spec

ific

life

skills

for h

ealth

le

arni

ng o

utco

mes

and

m

easu

rem

ent s

tand

ards

, in

clud

ing

exam

inat

ions

UGANDA SCHOOL HEALTH POLICIESSABER COUNTRY REPORT |2015


AcknowledgementsThis SABER School Health report was prepared from theSABER School Health questionnaire completed by staffof the Ministry of Education and Sports, the NationalPlanning Authority, and the Ministry of Water andEnvironment.

We thank all the Ugandan participants at the 4th annualmeeting of the Eastern and Southern African Network ofEducation Sector School Health, Nutrition and HIV focalpoints that took place in Kampala, Uganda, fromDecember 6 8, 2011; and particularly, Dr. Daniel Nkaada,Commissioner of Basic Education, Ministry of Educationand Sports; Santo Ojok, Principal Education Officer,School Health and Nutrition, Ministry of Education andSports; Nancy Adero, Nutritionist, National PlanningAuthority; Susan Oketcho, Focal Point Person, SchoolHealth, Nutrition, and HIV of the Ministry of Educationand Sports; Harriet Mary Ajilong, Ministry of Educationand Sports; and John B. Z. Adonga, Finance and LiaisonOfficer, Ministry of Education and Sports.

We also thank Fahma Nur and Amina Denboba for datacollection during the meeting, as well as Paula Trepmanand Angela Ha (Massachusetts Institute of Technology)for their significant contributions to the data analysis andreporting. We thank the many people that have servedas reviewers, including Donald Bundy, Andy Tembon,Innocent Mulindwa, Michelle Louie, and Janet Holt(World Bank); and Lesley Drake and Kristie Watkins(Partnership for Child Development).

Finally, we thank the Ministers of Education and Sportsof Uganda for allowing the Ministry staff members toattend the focal points’ meeting in Kampala, and to themany others who contributed in one way or the other tothe production of this report.

AcronymsM&E Monitoring and Evaluation

PIASCY Presidential Initiative on AIDS and SocialCommunication to Youth

PRSP Poverty Reduction Strategic Plan

SHN School Health and Nutrition

SSA Sub Saharan Africa

UPE Universal Primary Education

UPPET Universal Post Primary Education and Training

WFP World Food Programme

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Component of Education for All.” Directions inDevelopment. World Bank, Washington, DC.

Clarke, S.E., M.C. Jukes, J.K. Njagi, L. Khasakhala, B.Cundill, J. Otido, C. Crudder, B.B. Estambale, and S.Brooker. 2008. “Effect of Intermittent PreventiveTreatment of Malaria on Health and Education inSchoolchildren: A Cluster Randomised, DoubleBlind, Placebo Controlled Trial.” Lancet 372 (9633):127 38.

Fernando, D., D. de Silva, R. Carter, K.N. Mendis, and R.Wickeremasinghe. 2006. “A Randomised, DoubleBlind, Placebo Controlled, Clinical Trial of theImpact of Malaria Prevention on the EducationalAttainment of Schoolchildren.” American Journal ofTropical Medicine and Hygiene 74 (3): 386 93.

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Grigorenko, E.L., R.J. Sternberg, M. Jukes, K. Alcock, J.Lambo, D. Ngorosho, C. Nokes, and D.A.P. Bundy.2006. “Effects of Antiparasitic Treatment onDynamically and Statically Tested Cognitive Skillsover Time.” Journal of Applied DevelopmentalPsychology 27(6): 499 526.



Hoffmann, A. M., and C. Joerger. 2002. “FRESH: acomprehensive school health approach to achieveEFA.” UNESCO, UNICEF, WHO, World Bank andEducation International Inter agency flagshipprogramme in EFA. Accessed fromhttp://unesdoc.unesco.org/images/0012/001255/125537e.pdf.

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The Systems Approach for Better Education Results (SABER) initiativecollects data on the policies and institutions of education systems aroundthe world and benchmarks them against practices associated withstudent learning. SABER aims to give all parties with a stake ineducational results—from students, administrators, teachers, andparents to policymakers and business people—an accessible, detailed,objective snapshot of how well the policies of their country's educationsystem are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of School HealthPolicies.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressedin this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent.The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and otherinformation shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of anyterritory or the endorsement or acceptance of such boundaries.

www.worldbank.org/education/saber

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