Agness Acibu, the Woman Representative for Nebe District and a member of the Education Committee, has advocated for a fair and transparent teacher recruitment process in seed secondary schools. Her call follows yesterday’s Committee meeting, where members heard from head teachers and deputy head teachers of 76 seed schools, who voiced their concerns about the ongoing recruitment efforts under the Education Service Commission.
The head teachers, as part of the Uganda Intergovernmental Transfer Phase Two (UGIFT), petitioned Parliament for affirmative action, particularly regarding teachers who have long served in these schools, often in difficult, remote locations. They presented their petition to Speaker Anita Among on 25 November 2024, who referred the matter to the Committee of Education and Sports for further action.
Acibu, who represents a region where many of these seed schools are located, emphasized the importance of prioritizing these teachers—those who have already dedicated their time and efforts to working in underserved communities. She explained that while the recruitment guidelines require all teachers to apply and meet the necessary qualifications, those who have worked in these schools should be given special consideration.
“While we understand that the guidelines require everyone to apply and meet the necessary qualifications, the petitioners are asking for a fair chance, especially those who have already invested time and effort into these schools,” Acibu stated. “They’ve been there, they’ve sacrificed, and now they’re hoping to be allowed to continue working with the government.”
Acibu further highlighted concerns over corruption and unethical practices within the recruitment process, such as the solicitation of bribes from teachers seeking government jobs. She stressed that such practices must be eradicated to ensure a fair, transparent, and equitable recruitment process for all applicants.
The committee also discussed the particular challenges that come with recruiting qualified teachers to seed schools in remote areas, where infrastructure like electricity, roads, and communication networks are often inadequate. Acibu pointed out that teachers unfamiliar with these conditions are less likely to stay, leading to vacancies in critical positions.
“The teachers who have already been working in these schools understand the challenges and are familiar with the environment,” she said. “These are the teachers who deserve the opportunity to continue their work. After all, the government’s policy allows for transfers after five years, so it makes sense to prioritize those who have been dedicated to these schools.”
The issue of teacher recruitment in seed secondary schools has long been a challenge, especially in rural areas. Acibu’s push for fairness is a critical step toward ensuring that the recruitment process serves the teachers who have sacrificed for these schools and the students who depend on them for their education.
