Uganda's higher education sector has grown rapidly in recent decades but faces challenges in further internationalizing. The document summarizes key facts about Uganda's demographics, economy, education system ownership and regulations. It also outlines strategies to boost the competitiveness and marketing of Uganda's higher education internationally, such as developing a collective brand, better embassy cooperation, a single study in Uganda web portal, and participation in education fairs. However, challenges of infrastructure, quality standards, and policy harmonization across the region remain barriers to significant growth in Uganda's international student numbers.

1. Internationalizing Uganda’s
Higher Education Sector
Addis Ababa – June 5-6th, 2013
William Babigumira
Deputy Executive Director
Uganda Export Promotion Board
UEPB

2. Key Country Highlights
Geographical & Demographical
Male, 7.
27
Female,
7.04
Gender distribution in labor force
(millions, 2012 est.)
17,127 primary schools, enrollment
8.2 million pupils
Urban
Population:
13.5%
Population: 35.6 million (2012 est.), growth rate: 3.2%
31% SER
Rural
Population:
86.5%
12,305 Gov’t 2,822 Private
6/19/2013 2
10% IND 59% AGRIC
46% SER 22% IND 32% AGRIC
1987
2005
Source: UNCTAD
-
5.00
10.00
15.00
20.00
25.00
30.00
35.00
1960
1963
1966
1969
1972
1975
1978
1981
1984
1987
1990
1993
1996
1999
2002
2005
2008
2011
%
Uganda: Exports of Goods & Services as % of
GDP (1960 - 2011)
Series1
Edu.
Sector
emp.
2.6%
Source: The Conference Board Total Economy Database™

3. Introductory notes
Education in Uganda has grown very rapidly over the past 15 years.
This rapid expansion is owed, in part, to three major policy initiatives:
Universal Primary Education (UPE), Universal Secondary Education (USE)
and liberalization of the education sector (a painful process with multiple
actors; dev‟t partners, political class, civil society, private sector…) ...
This development has consequently caused enrollment in higher education
Institutions to grow. Currently, Uganda‟s Universities pass out over 30,000
graduates every year.
Internationalization has also occurred over the last decade. The National
Council for Higher Education estimates that export of education services
yielded US$ 36 million in the year 2010 (which infers 2% contribution to
total services exports – est US$ 1.31 Billion in 2010)
UEPB developed first ever services exports strategy (2005) which highlights
export of education services as a one of the priorities….6/19/2013 3

4. Uganda‟s Higher Education sector
• 148 tertiary Institutions in 2006 to 181 in
2010 of which there are now 29
Universities
• 2 “other degree awarding Institutions”
and 3 University Colleges.
• In the decade 2000 - 2010, average
annual growth in enrolment 15%
• Between 2006 - 2010, total student
enrollment increased from 137,190 to
183,985
• In 2011, 196,570 students enrolled in in
all tertiary Institutions with 140,096
(71.2%) enrolling in Degree Awarding
Institutions (Educ. Abstract, 2011).
• However, overall enrollment remains
below African & International
Benchmarks
( Sources: NCHE, 2012)
6/19/2013 4
57,721
80,391
42.1%
44%
2006
2010
Uganda: Higher Education Female enrollment
(2006, 2010)
%enrollment Femal Students
Source: UEBP/COMSEC/NCHE study

5. Foreign Students Enrollment
In 2011, 9% of all students in tertiary
Institutions in Uganda are foreign students.
The majority attend University.
There were a total of 15,293 foreign students
enrolled in degree awarding Institutions
in Uganda (Education abstract 2011)
51% are female students
Inbound mobility ratio (IMR) of 9% (2006 & 2010)
6/19/2013 5
10,557
5,366
15,923
1,004 782
1,786
Male Female total
Uganda: Foreign Student Enrollment in 2011
Degree Awarding Non-degree Awarding
0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0%
Uganda
Tanzania
Rwanda
Kenya
Burundi
Continental weighted average
REC weighted average
Outbound Mobility Ratio
2009
2006
Source: UNESCO Institute for Statistics
Number of Foreign Students

6. Education Sector: Ownership
The private sector continue to invest
in the Education sector
Uganda Investment Authority
statistics of planned/registered
investments was US$ 154.7
million from 2002 – 2012, most of
these were local investors
In year 2011, census shows that from
a total of 164 tertiary
Institutions, 115 are private
(70.2%) and 49 government
(29.8%)]
19.5% of these are degree awarding6/19/2013
12%
30%
58%
Uganda: Secondary schools by Ownership type
(2010)
Community Government Private
70%
30%
Uganda: Share of Tertiary Education by
Ownership
Private Public

7. Higher Education: Segmentation & Course Choice
• Majority of international students
(22%) studied business related
programs in Uganda.
• Information and communication
technology programs were also
popular (15%), health sciences
(15%), peace and conflict studies
(13%), education (11%) and law (11%)
• Science programmes were popular
mainly in public universities, where
there is a strong focus on science
education.
• Students from Kenya pursued
business related courses;
• Tanzanians pursued mainly education
as a subject;
• Somalis studied mainly social
sciences, peace and conflict
management
• Rwandans concentrated mostly on
information technology.
6/19/2013 7
Most students are from
Kenya, Tanzania, Sudan, Burundi
and the D.R. Congo.
International student are mostly
found in private universities (KIU -
6,715, MUK - 2,444, BUGEMA -
862, IUU - 767, MUBS -
671, BUSOGA 575.
Dominance of Kenyan students is
driven by
i) high cost of education in Kenya,
ii) close proximity,
iii) close similarity in education
systems (standards, quality)

8. Higher Education: Attractiveness
• Data from 2010 UEPB/COMSEC study suggests these choices are not
absolute, highlights some of the key manpower needs in these respective
countries.
• Uganda‟s education is cheap in terms of tuition fees, especially when
compared to university education in other East African countries.
• The cost of living in Uganda is low, making it affordable for international
students. A student can survive on US$230 for a whole semester in Uganda
(including accommodation, feeding and transport). This compares very
favourably with neighboring countries where costs are much higher.
• Uganda is a free country – foreigners have freedom in Uganda. International
students can move about freely and not have their presence in the country
challenged.
• The country provides a safe environment for studying.
• International students described Ugandans as friendly and warm unlike
most of the neighbouring countries.
• Uganda has a fairly strong education system; there are a diverse range of
academic programmes, types of university and quality of graduates.
• Ugandan universities are also unique in the region in accommodating
special needs students, and in many cases these courses are the only ones
offered in the region.6/19/2013 8

9. Incentives for Investment in Education
Under Value Added Tax statute
(1996), education services are treated as an
exempt supply, therefore not subjected to VAT.
Qualifying education services under this
statute include
• Pre-primary, primary or secondary
• A technical college or university
• An institution established for the promotion of
adult education, vocational training, technical
education, or the education or training of
physically or mentally handicapped person
• Education materials such as
textbooks, laboratory equipment are zero-rated
so an investor can claim for a refund from
Government for any VAT they pay on inputs
(items purchased as education materials)
• Government removed all forms of taxes on ICT
and computer equipment .6/19/2013 9

10. Regulating the Higher Education Sector
For quality standards & regulation
• Ministry of Education & Sports
• Education Service Commission
• National Curriculum Development
Centre
• Uganda National Examinations
Board (UNEB)
• Joint Admissions Board
• NCHE: The National Council for
Higher Education (NCHE), a
statutory agency and watch dog for
quality of relevant higher education
(set up by the Universities &
other Tertiary Institutions Act
2001)
6/19/2013 10
For Internationalization
• Ministry of Trade, Industry and
Cooperatives
• Uganda Export Promotion Board
(UEPB)
• Ministry of Foreign Affairs
• the Commission for Higher
Education (CHE) in Kenya
• the Tanzania Commission for
Universities (TCU)
Regional bodies
• East African Community (EAC)
secretariat
• Inter University Council for East
Africa (IUCEA)

11. Supportive Regulatory regime
6/19/2013 11
Statutory instruments
No.63 (2007): Minimum
entry requirements for
admissions to Universities
or other tertiary institutions
Statutory instruments
No.35 (2008): The
Universities and other
tertiary institutions (basic
requirements and minimum
standards for procurement
education and training)
regulations, 2008
Statutory instruments
No.35 (2008): The
Universities and other
tertiary institutions
(basic requirements and
minimum standards for
procurement education
and training)
regulations, 2008
Statutory
instruments No.62
(2007): Equating of
degrees, diplomas
and certificates
Statutory
instruments No.34
(2008): The
universities and other
tertiary Institutions
(quality assurance)
regulations, 2008
Under sections 123 and 128 of the
Universities & other Tertiary Inst.
Act, the illustrated regulations are in
force for effective management
and enforcement of standards at
the tertiary education level

12. Supportive Regulatory regime – Cont‟d
6/19/2013 12
Under sections 123 and 128 of the Universities & other Tertiary Inst. Act 2001, the following
regulations are in force for effective management and enforcement of standards at the
tertiary education level
Statutory instruments
No.80 C Application for a
provisional licence to
establish and operate a
private university
Statutory
instruments No.85
(2005) Institutional
standards Statutory instruments
No.61 (2007) Letters of
Interim Authority for private
Universities and provisional
licence for private other
degree awarding
Institutions
Statutory instruments
No.80 (2005) Establishment
& operation of Private
Universities and private
tertiary Institutions.
Statutory instruments
No.80 B A: Checklist of
quality and Universities
capacity Indicators for
assessment of
Universities and
Programmes
Universities and other tertiary Institutions act is a dynamic piece of legislation which
embraces a dynamic higher education sector, however needs urgent revisitation to
address chartering and accreditation issues …

13. Marketing Uganda‟s Higher Education
• Uganda Export Promotion Board (UEPB) Partnered with the Commonwealth
Secretariat (COMSEC), the NCHE and selected Universities to improve the
competitiveness of Uganda‟s higher education sector in the EAC and COMESA.
Project dubbed, “Strategic Marketing Framework and Internationalisation Survey
Findings”
• Basic field research conducted (survey, data analysis)
Post research, discussion symposium noted the following:
1. Delegates agreed with developing a collective brand name for Uganda‟s
Higher Education sector (the makings of a “hub”).
2. The Symposium provided a useful opportunity to develop a platform for
universities to lobby for support and to influence government policy.
3. Universities working collectively could approach the Ugandan embassies in the
region and overseas to market Uganda‟s HE sector.
4. A framework for joint promotion & marketing could include both the UEPB
and NCHE, but clarity was needed about the relationship between the sector and
these agencies.
6/19/2013 13

14. A brief competitiveness perspective
• From a competitiveness perspective, Uganda‟s higher education sector is able to
provide the right quantity but not the fully desired quality of education services
• Able to provide the service at “cost” and in “time”
• However, inadequate strategy or lack of it thereof, continues to inhibit full
competitiveness potential
• Understanding the needs, expectations, purchasing habits of the target
segment is critical for packaging the right quality and quantity of service.
• Addressing acquisition, allocation and monitoring of the right quantity and quality
of human, financial, physical, Information and network resources makes the
service delivery best suited for private channels of distribution.
• H.E COMSEC/UEPB initiative could only address network resource
development (VC forum…) and information resource (web portal, study guide
etc.), but is ill equipped to deal with financial, physical and human resource
development.6/19/2013 14

15. Marketing Uganda‟s Higher Education
Education Symposium in 2010 agreed to the following action
plan.
• setting up international marketing (IM) work plans and
objectives;
• using the assets of foreign embassies and the Ministry of
Foreign Affairs (MFA) to market themselves and their
programmes;
• working jointly to set up “Study in Uganda” as a single
web portal with links to all the universities‟ websites;
• reorganising the VCs Forum to form a strategic umbrella
body (“Universities Uganda”) for the higher education
sector to provide active leadership on the burning issues
affecting the sector;
• creating a network of university marketing executives
and managers to implement a national Uganda HE
marketing campaign and develop a community of
practice to share ideas, experiences and promote
collaboration;
• participate in a NCHE education fair as individual
universities and collectively as the Uganda HE sector;
• using support from the UEPB to scale- up university
marketing activities at education fairs in the EAC.
6/19/2013 15
UEPB, COMSEC & NCHE
developed
The first ever
“Guide to Studying
In Uganda”

16. Marketing Uganda‟s Higher Education
• In July 2012, UEPB held an
education fair in Rwanda, took 9
Ugandan Universities into the
market
• Fair was a resounding success
registering over 2000 visitors and
over 300 enquiries. Fair beefed up
by a concerted media campaign in
Rwandan newspapers and radio.
6/19/2013 16
The Ugandan Minister of Education and Minister of Trade open the Kigali Education
fair, July 2012

17. Harmonising education in the EAC common
market
Partner States have agreed to create comparable frameworks to:
• promote equal access to education opportunities ….
• harmonised competencies …
• harmonised curriculum, quality assurance and accreditation
systems …
(EAC Education Harmonisation report, April, 2011).
But progress remains the preserve of partner states. Little harmonization
• Liberalization of education services is to be achieved in
accordance with the Schedule on the Annex on Free Movement of
Persons (EAC treaty) … developments in this area are not up to
speed.
• These reforms could be further cemented by various MRA‟s
6/19/2013 17

18. Challenges to Internationalization of H.E
Countervailing factors preventing significant growth in
numbers of international students in Uganda
• Inadequate university/tertiary infrastructure:
• poor teaching facilities,
• the quality of teaching,
• overcrowding, poor student services
• lack of focus on the needs of international students.
• Low „export intensity‟ together with growing demand
from local students …
6/19/2013 18

19. Conclusion
• Policy reforms are needed to support the sector to achieve
appropriate quality standards and also export readiness
• Policy initiatives supportive of regional marketing activities,
• Policy synergies to link supportive sectors (edu-tourism)
• Support for multi- lingual and -multi-religious students,
• Statistical collection competencies and capacities are urgently
needed (IMR, OMR, enrollment, revenue, etc …)
• Supportive policies towards opportunities for job placements
with industry.
6/19/2013 19