This paper describes how the public education expenditure management system works in Uganda. It specifically identifies the formal roles of institutions; the structure and flow of information generated by the public expenditure management system and applies them to the Education Sector in Uganda. It shows the procedures for each stage in the expenditure and budget process, and indicates how on-going reform processes are modifying the system. Efficient and effective public expenditure management is an essential precondition for government to be able to work towards achieving good education outcomes. The purpose of this chapter is to see whether the public expenditure management system itself could be improved to lead to a better and more effective use of public resources on education. The reform in the budgetary process placed considerable pressure on the education sector and the district local government to improve operational skills in the areas of financial management, planning, monitoring and implementation.  UPE is therefore, faced with a number of challenges, which include lack of (technical) capacity at the district level to cope with the new budgetary system; delays in release of funds that have constrained revenue utilization in the districts. Poor rate of absorption (performance) of UPE funds have affected primary education outcomes in several ways. For example, fewer classrooms that were targeted got built, and fewer teachers than targeted were recruited within planned period of time.

In this paper,we document the experience with donor funded projects in Uganda, identifying both factors that contributed to its success and that hindered its effectiveness. We find problem of low/slow disbursement to be associated with funds procedures and conditions attached to specific projects, including the counter-part funding requirement; conditions for aid effectiveness; deficiencies in procurement planning and failure to follow the conditionality and funding guidelines on procurement procedures. The ranking of these problems do vary from project to project.The weak project implementation capacity (capacity constraints) implies that attention needs to be focused on building capacity of technical staff especially in those projects with elaborate procedures such as the World Bank IDA/IBRD projects.

This paper provides a situation analysis of the current investment and employment in agriculture and rural Uganda aimed at providing appropriate policy recommendations for increased and sustained economic development in the rural sector.  It assesses the employment implications of Uganda’s economic growth and investments as a basis for defining operational national action programs, and interventions for poverty reduction. It finds that, despite effort to reduce policy induced distortions in agriculture under the Economic Recovery and Structural Adjustment Programmes (ERSAP) of the late 1980s and early 1990s, overall investment in agriculture has remained very low due to, among other factors, absence of incentive framework for potential rural investors, poor access to land, low productivity and low return to factors of production, lack of capital, particularly, at the farm level, poor access to markets and poor infrastructure, and effects of HIV/AIDS

This paper maps out the roles and participation of key institutions and actors in anti-corruption campaign, and explores the various reform initiatives that have been implemented by Government as well as the ongoing and planned interventions in the fight against corruption.

One of the major objectives of UPE and education public spending is equity.One of the major objectives of UPE and education public spending is equity. This paper assesses how equitable Uganda public education expenditure really is – how the public education expenditure differs across the districts and regions and how this has changed over time. It explores the costs facing households in sending their children to school - how these costs relate to government spending per pupil and how they have changed over time. It finds that despite universal primary education, parents with children in government-aided schools still spend more money in sending and keeping their children in schools that contribution by government taken together. They spend on uniform; transport; exercise books, pens, pencils and rubber; meals; and medicare, among others. These roles are not different from what parents had before UPE, except that they are now exempted from payment tuition. Results also show a wide disparity in resource allocation in per pupil term, across to districts, and these differences in expenditures across the districts have been on increasing trajectory over the years.