Five years ago, the head teacher of Bubandi seed school in Bundibugyo hired a science and mathematics teacher.
The teacher, who had just completed her A-levels, albeit with lower grades than she had hoped for, was very happy to take the job. Over time, she realized that she was the only mathematics and physics teacher in the school. What this meant was that she was responsible for all the mathematics and physics studied in that school from senior one to senior four.
While the school badly needed her skills, she was yet to make it to the district payroll, yet she was also one of the most overworked teachers there. With time, two other secondary schools got to realize that while she was what is known as an unlicensed teacher, her skills at teaching her subjects were up to scratch.
She was soon picked up by two other secondary schools in the neighbourhood, which agreed to make it worth her while, financially. Over time, Bubandi Seed School could not compete for her services.
Many schools are struggling in this way, unable to attract the best mathematics and science teachers around. Indeed, many schools have agreed to share these “scarce” resources.
The education ministry acknowledges that there is a severe shortage of mathematics and science teachers in the country and has pledged to try and recruit some more. But the problem is compounded by a severe vicious cycle.
Many of the current crop of mathematics and science teachers do not teach the subjects well enough to encourage students to love and eventually pass them.
As the release of A-level results found, only 20 per cent of the entire enrolment for the national examinations even attempted the exam.
Consequently, even fewer will apply to become teachers of the subjects. It is time to admit that the teaching of mathematics and science has hit crisis levels in Uganda. Only then can a serious solution be sought.
school@observer.ug