The Ministry of Education and Sports has recognised 305 primary and secondary school teachers for maintaining perfect or near-perfect attendance since the beginning of the year, despite the challenges associated with the teaching profession. Of the teachers recognised, 288 are from primary schools and 17 from secondary schools.
The recognition was announced at a press conference at the Uganda Media Centre in Kampala on Monday as the ministry marked World Teachers’ Day 2026, observed globally on October 5. This year’s UNESCO theme is: “Standing with teachers: 60 years of protecting the profession, advancing its status and shaping our futures.”
Frances Atima, the Chief Education Officer in charge of Education Standards and Quality Assurance, who represented Acting Minister of Education and Sports Dr John Chrysostom Muyingo, said the teachers had distinguished themselves through consistent attendance and commitment to their learners.
“They meet their expectations; they are ever present teaching the learners as expected,” Atima said before reading out the names of the teachers recognised for their attendance.
The recognition was based on data generated by the Teacher Effectiveness and Learner Achievement (TELA) system, the ministry’s digital platform for monitoring teacher attendance and time on task.
TELA uses biometric facial recognition, fingerprints and GPS-enabled smartphones to verify teachers’ presence at school. The system was piloted in 2019 and rolled out nationwide in 2023. It now covers more than 14,000 government schools and has registered over 212,000 teachers.
TELA records for Terms One and Two of 2026 show stronger attendance among primary school teachers. Twenty-three primary teachers recorded 100 per cent attendance, meaning they were present on every school day, while another 265 recorded attendance rates above 95 per cent.
In secondary schools, 17 teachers recorded attendance above 95 per cent, including only three science teachers. Most of the high-performing teachers at both primary and secondary levels were from the Buganda region.
Among the recognised primary school teachers were Benard Engosot of Kabwangasi Primary School in Butebo District, Easter Nakubulwa, deputy head teacher at Kiziba Church of Uganda Primary School in Luweero District, and Idah Kyomuhendo of Karubuguma Primary School in Kitagwenda District.
Kira Municipality was among the high-performing local governments at primary level, while some locations in Makindye and Kassanda recorded overall attendance rates of 98.4 per cent and 97 per cent respectively.
In secondary schools, those recognised included Ayikobua Abdul and Sophia Nattabi of Lubugumu Jamia High School in Makindye Ssabagabo, and Lydia Nakachwa of St Mugaga Secondary School in Kiganda, Kassanda District.
Atima noted a persistent disparity in attendance by subject, with arts teachers generally recording better attendance than their science counterparts, despite science teachers receiving higher salaries under the current salary structure.
Muyingo, in his statement, reaffirmed the government’s commitment to strengthening the teaching profession, noting that every Ugandan who can read, write, calculate, reason or contribute meaningfully to society has passed through the hands of a teacher.
He acknowledged the difficult conditions under which many teachers work, including large classes, limited teaching resources and changing curricula, and said investment in teachers was an investment in Uganda’s human capital and future.
The minister also reaffirmed the phased enhancement of teachers’ salaries, noting that the 2026/27 financial year budget provides for salary increases for primary teachers and arts teachers in secondary schools.
He cited other ongoing reforms, including the rationalisation of teacher training institutions, implementation of the competency-based curriculum, establishment of the Uganda National Institute for Teacher Education (UNITE), and plans to establish a National Teacher Council.
On accountability, Muyingo said standing with teachers must also include ensuring that teachers are present and effective in classrooms. He described TELA as a tool for strengthening accountability, improving time on task and supporting evidence-based decisions at school and local government levels.
“Let me emphasise that TELA is not intended simply to punish teachers. Its purpose is to strengthen accountability at school level, identify gaps, best practices and ensure improved learning outcomes,” the statement read.
Muyingo commended teachers and education leaders in local governments performing strongly under the system and directed the Directorate of Education Standards and local governments to support under-performing schools and enforce accountability where negligence persists.
He also recognised the teachers who recorded attendance of 95 per cent and above during Terms One and Two of 2026, with the full list of top performers attached to his statement.
Absenteeism remains a challenge.
Teacher absenteeism remains one of the major obstacles to quality education in Uganda. Official estimates put the annual cost to taxpayers at up to 1.5 trillion Shillings in salaries paid for work not done.
Studies have also found that a typical primary school pupil completes seven years of schooling having received only about four years of actual classroom instruction because of teacher absence.
TELA was introduced partly to replace paper-based attendance registers, which were vulnerable to manipulation, with biometric and GPS-based verification. The system has contributed to improved clock-in rates in many local governments, with the overall rate reaching 89 per cent and as high as 97 per cent in the Teso sub-region.
However, full-day attendance, including proper clock-out, remains lower in some areas, highlighting the continued need for stronger monitoring and accountability beyond simply reporting for duty-URN. Give us feedback on this story through our email: kamwokyatimes@gmail.com
