Pre-Primary Education: The district’s total enrollment at pre-primary level stands at 703 children of whom 359 (51%) are males and 344 (49%) are females (EMIS 2013). The provision of pre-primary education continues to be dependent on NGOs, multilateral organizations, and the private sector.  This limits access with high disparities between the urban town council and rural areas and among different socio-economical levels. According to departmental Survey, 37 percent of ECD centers are in the urban town council and 100percent of ECD centers are privately owned, and out of the financial reach of most Ugandans. The constraints include: inadequate government support; inadequate policy and regulatory framework and lack of qualified providers.

2.1.3        Primary Education: The implementation of UPE program since 1997 resulted to increased national access from 2.5 million to 8.5 million in 2013. In Kaliro district, enrolment increased from 52,376 pupils in 2009 to 53,332 in 2013. The Pupil/Book ratio has stagnated at an average of 4:1 from 2009 to 2013. The repetition rate increased from 14.3 percent in 2009 to 15.1 percent in 2013. The pupil teacher ratio has stagnated at 55:1 from 2009 to 2013 in the district. The gender gap in primary schools has today narrowed to about 1percent (50.5percent girls and 49.5percent boys). The growth of enrollment has increased demand on delivery inputs particularly classrooms, teachers, instructional material and teacher’s houses. The district Pupil Classroom ratio has improved from 89:1 in 2009 to 73:1 in 2013 and the pupil stance ratio has greatly improved from 109:1 in .2009 t0 85:1 in 2013. The subsector challenges include: reduction in the capitation grant from Shs. 7,860/= in 2009 to Shs. 6,340/= per child per annum; shortage of critical infrastructure; high pupil/textbook ratio; high dropout particularly by girls; high head teacher, teacher and pupil absenteeism estimated at 25 percent and limited community participation in education matters.

2.1.4        Secondary Education Sub-sector: The number of secondary schools in the district has grown from 16 in 2009 to 20 in 2013, of which 6 are government owned and 14 are privately owned. Similarly, student enrolment has grown from 5,421 in 2009 to 13,161 in 2013 of whom 8,649 (66%) are from government schools and 4,512 (34%) are from private schools. The Student/Classroom Ratio (SCR) improved from 94:1 in 2009 to 85:1 in 2013 (EMIS 2013), while the student/stance ration also improved from 58:1 in 2009 to 41:1 in 2013.The student teacher ration also improved from 55:1 in 2009 to 43:1 in 2013. The challenges to this are; as enrolment in UPE remains high, the demand for secondary schooling has continued to rise dramatically. Also there is limited participation of the private sector in rural areas and two sub-counties of Nawaikoke and Bumanya are without government owned secondary schools. There is also declining/low learning achievements/competencies; and inadequate Laboratory Assistants.

Tertiary Education: The District has 3 Tertiary Institutions which include; National Teachers College-Kaliro, Primary Teachers College-Kaliro, Kaliro Technical Institute. There are 02 TDMS (Teacher Development and Management system) co-coordinating centres in the district, which have been constructed with funding from the central Government  at Kaliro Church of Uganda P/S and Nawaikoke Mixed P/S. However, the challenges include large catchment areas for coordinating centre tutors which hamper effective and efficient teacher support hence a need for remapping, gross under-funding for the institutions; Understaffing, fragmented teacher policies and guidelines for Teacher Instructor and Tutors by various legal entities; Lack of competence profiles for ECD teachers, the rollout of Kiswahili to primary schools and operationalization of STDMS have remained unfunded priorities.

Tertiary Education: The District has 3 Tertiary Institutions which include; National Teachers College-Kaliro, Primary Teachers College-Kaliro, Kaliro Technical Institute. There are 02 TDMS (Teacher Development and Management system) co-coordinating centres in the district, which have been constructed with funding from the central Government  at Kaliro Church of Uganda P/S and Nawaikoke Mixed P/S. However, the challenges include large catchment areas for coordinating centre tutors which hamper effective and efficient teacher support hence a need for remapping, gross under-funding for the institutions; Understaffing, fragmented teacher policies and guidelines for Teacher Instructor and Tutors by various legal entities; Lack of competence profiles for ECD teachers, the rollout of Kiswahili to primary schools and operationalization of STDMS have remained unfunded priorities.

2.1.6        Special Needs Education (SNE): Special needs education is a new sector in the education department which was established to cater for the learning needs of the disabled. In Kaliro district this sector is not well facilitated because there is no special needs officer in the education department and no school has special needs facilities/ training equipments for the blind and the deaf yet they constitute 64% of the total enrolment for the disabled.  The current facilities available cater of the physically disabled pupils only.  In Kaliro district the total enrollment of pupils with special needs in primary schools is 749. Of these 376 are males and 373 are females in the categories of; Autism, Hearing impairment, mental impairment, multiple handicaps and visual impairment. Key constraints in the delivery of SNE in the district include: National Examinations for learners who are Deaf is inappropriate;  Despite the provision for affirmative action, learners with special needs still face challenges accessing and receiving specialized support in tertiary Institutions of Learning; Specialized support services (e.g. Sign Language Interpreters, Braille) are required but have not been formalized by Government;  unsustainable supply of specialized instructional materials & equipment, which by their nature, are highly specialized; inadequate data collected on learners with special needs; funding for SNE activities is grossly inadequate and is not even clearly earmarked; much of the existing infrastructure in most education and training institutions are defective and they disfavor children with SNE.

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