THE REGIONAL TEACHER INITIATIVE FOR AFRICA

The Regional Teacher Initiative for Africa (RTIA), a programme funded by the EU via the Education section (G3) of DG INTPA aims to improve learning outcomes and the socio-emotional development of children in Africa, by having a more competent, motivated and inclusive teacher workforce in basic education.

 The RTIA will especially seek to achieve the following outcomes over the next 6 years:

1. Improve the governance, management, attractiveness, and gender balance of the teaching profession, with a strong focus on increased digitalisation and innovation.
2. Enhance the quality, relevance, and effectiveness of initial and continuous teacher professional development, notably through digital education, peer-to-peer learning approaches and regional collaboration.

Within RTIA, Facility will support teacher policy and improve teacher education and professional development systems by i) providing capacity building at country level through technical assistance, ii) promoting innovation and scaling of effective teaching solutions; iii) increasing the production and use of data and evidence, and iv) promoting the use of regional frameworks, evidence-based practices, and joint learning at regional level.

The Facility from the Regional Teachers Initiative for Africa (The Facility) will reach the above-mentioned objectives through 3 types of instruments or “windows”: i) a window to deliver technical assistance on teacher governance and teacher education and professional development based on the demand from eligible partner countries, ii) a window on testing and scaling effective programs for teacher education and professional development in the thematic areas of digital skills, gender, green skills, and pedagogical skills, including in the context of refugees and displaced population, iii) a research window to create new evidence and support the integration of evidence in the policy making process and in the design of teacher education and professional development programs.

In addition to these windows the Facility’s knowledge management and communication activities will further contribute to the sharing of knowledge, evidence, and best practices related to the overall Initiative outcomes.

The Facility is funded by the European Union and co-implemented by the Partnership formed by three member state agencies: Expertise France for France, Enabel for Belgium, EDUFI for Finland. Expertise France has been designated the Coordinating Agency for this Partnership. With the Facility governance scheme serving as the Initiative's governance scheme, it is expected that the Partnership will work closely with UNESCO and UAC, in charge of the other 2 components of the EU Initiative.

The duration of the action is scheduled from 01.02.2024 to 31.01.2030 with a budget of 92 000 000 €.

GENERAL CONTEXT IN THE COUNTRY

THE NATIONAL TEACHER POLICY (NTP) AND ITS STRATEGIC OBJECTIVES

In 2018, the Government of Uganda approved the National Teacher Policy (NTP) to professionalize the teaching force, establish rigorous standards, and enhance the development, management, and utilization of teachers. The policy intends to (a) streamline teacher Management for better productivity, discipline, retention, and motivation, (b) strengthen teacher training by enhancing both pre-service and in-service training to ensure teachers possess the competencies required for quality learning outcomes and leadership, (c) standardize teacher development, qualifications, and practice across all levels of education, and (d) streamline the integration of cross cutting issues into all aspects of teacher training, management, and practice at all levels.

KEY POLICY REFORMS AND IMPLEMENTATION STATUS

Uganda is currently implementing several landmark reforms emerging from the NTP. Applicants should note the following institutional and structural changes:

• A future National Teacher Council (NTC) is envisaged as the professional regulatory body. While the NTC is the ultimate goal for teacher registration and licensing, the legislative process (NTC Bill) was cleared and the Bill assented by the president on 21st May, 2026; therefore, current activities must align with existing Ministry structures (TETD) while remaining "NTC-ready."
• Establishment of the Uganda National Institute for Teacher Education (UNITE) - officially created in July 2024 - tasked with coordinating teacher education standards and programmes across all levels;
• Admission criteria to initial teacher training has changed from Uganda Certificate of Education to Uganda (secondary 4) followed by 2 years of pre-service training, to an advanced Certificate of Education (secondary 6), followed by 3 years of pre-service training (Bachelor degree in education);
• Introduction of a one-year mandatory Teacher Induction Programme for newly qualified teachers (Bachelor graduates), replacing the former internship model. Induction is a professional transition phase distinct from initial training, aimed at reducing early attrition and improving teaching quality from the first year of service.
• Development and implementation of a teacher qualifications framework and standards for teaching and institutional leadership (Note: framework approved in 2016 needs revision and update);
• Integration of cross-cutting issues like ICT, gender and environment into teacher training and management;
• Development of a Teacher Information Management System (TMIS). Currently, the most active module on TMIS is the teacher registration module which enables all qualified teachers to register online and should be later linked to other education information systems (such as EMIS, the Teacher Effectiveness and Learner Achievement, HRM, E-learning portals, etc.).

DIGITALIZATION AND THE PEDAGOGICAL SHIFT

Following the COVID period that led to two full years of school closure in Uganda, MoEs is giving priority to digitalizing education and developing the teachers’ and children digital skills. Digital strategy documents have been developed (the Digital Agenda Strategy, and the Digital transformation Roadmap 2023-2028). Some actions in this direction are already being implemented with the support of partners, and in particular Enabel, UNICEF, UNESCO and the World Bank. There is a need for developing a structured approach to address key challenges such as the lack of a unified MoE platform for training content and resources, and the lack of clear implementation guidelines. Overall, there is a general sense that teachers lack the basic pedagogical skills to use ICT in their classrooms and in their lesson preparation, but there is still a need for better clarity on the way forward.

THE UGANDAN COUNTRY ACTION PLAN WITH THE RTIA

Please refer to the ToRs attached to this publication.

ARTICULATION WITH PREVIOUS ACTIVITY 1.1.1

This task follows on from CAP Activity 1.1.1, which aimed to conduct a feasibility study (first key deliverable, available since July 2025) and to design a roadmap for the induction program and school placement (second key deliverable, available since August 2025).

From the feasibility study, several key conclusions were identified in the feasibility study: (i) shifting towards an “induction programme” instead of an “internship programme”, (ii) advocating for a model based on mentoring, supervision and continuing professional development, and (iii) strengthening school practice.

The feasibility study’s first key conclusion is that a traditional internship is insufficient. It recommends replacing it with a 12-month Teacher Induction Programme (TIP). Unlike an internship, which is often seen as part of initial training, induction is defined as a professional transition phase for graduates (Bachelor’s degree holders) who are already in post or awaiting permanent appointment. Its objective would be to support newly qualified teachers in order to reduce the dropout rate and improve the quality of teaching from the very first year.

Second, the study advocates a model based on three interdependent pillars:

1. Mentoring: each newly qualified teacher must be paired with an experienced teacher within the school (school-based mentor).
2. Supervision: regular monitoring by the headteacher and tutors from training institutions (TTIs and UNITE).
3. Continuing Professional Development (CPD): training sessions focused on classroom management and practical teaching methods throughout the year.

Third, the study concludes that placements during the bachelor’s degree must also be strengthened. It provides with several recommendation for strengthening it, such as the standardization of school placement across all TTIs, the development of standard school practices guidelines, based on the School Placement standards, the development of a system mentor development strategy, etc.

The second key deliverable – the roadmap – emerged from the feasibility study to conceptualise and examine options for an Induction year for newly qualified teachers, which is included in the NTP, as well as to examine the strengthening of School Placement, critical to effective initial teacher preparation. The goal was to identify the most feasible and effective strategies for supporting student teachers and newly qualified teachers in their transition to becoming competent professionals, in line with the vision of the NTP.

In its part about School Placement, the roadmap emphasizes the critical role of practical classroom experience in developing teaching competence and professional identity, to bridge the gap between theory and practice. The roadmap advocates for a "360-degree experience" where student teachers engage not only in classroom instruction but also in school management and community outreach.The strategic objectives of this roadmap include translating research findings into actionable priorities and establishing a phased, five-year operational plan that aligns with national resources. To ensure sustainability, the roadmap integrates Monitoring, Evaluation, and Learning (MEAL) frameworks to track progress and allow for adaptive management. Implementation responsibilities are distributed across various national and local bodies, with the Teacher Education and Training Department (TETD) providing overall coordination. Ultimately, these reforms aim to professionalize the teaching force and improve learner outcomes by ensuring that every newly qualified teacher is well-prepared and deeply rooted in their school community. This plan is organized into ten specific action areas, each with identified lead partners, clear timelines, and measurable success indicators. Key recommendations include adopting standardized nomenclature, extending the duration of placements to ensure students experience a full academic cycle, establishing a robust system for selecting and training school-based mentors and establishing School Practices Guidelines, which is the object of these Terms of Reference.