ABSTRACT This paper explores the potential of Artificial Intelligence (AI) models in addressing the high teacher-to-pupil ratio in Uganda's education system. The study suggest that AI algorithms can be leveraged to improve the quality of education by reducing the teacher-to-pupil ratio, thereby enhancing the individual attention students receive. The research focuses on the application of prediction algorithms, which has the potential to re-allocate teachers to schools based on need, quality and scarcity, rather than the existing non-automated system which eventually leads to high teacher to pupil ration in Uganda. This is achieved by integrating AI models into distribution and allocation of teachers nationwide. The study also emphasizes the importance of data privacy when using AI tools in the educational sector. It underscores the need for institutions to ensure that the use of AI complies with data protection legislation and existing data privacy policies. The model suggests that the acceptance of AI as a policymaker can be influenced by factors such as the AI's ability to adapt to the pupils’ and teachers’ demography, and expertise. The paper further discusses the potential of AI to work as a partner with policy and decision makers in distribution and allocation of teachers. It also highlights the need for policy makers to become familiar with the use of AI tools and to incorporate them as an integral part of their day-to-day work. The study concludes by suggesting that AI technology can become a policy maker’s partner or an administrative assistant, and it can allocate and re-distribute new and existing labor while policy makers maintain responsibility for planning, communication, and coordination.
In summary, the paper argues that AI models can significantly bridge the teacher-to-pupil ratio, thereby enhancing the individual attention pupils receive. However, it also emphasizes the need for careful consideration of data privacy issues and the importance of teacher acceptance of AI-based policy making.
