Uganda’s Education Sector at a Crossroads
Uganda is currently in the middle of an electoral season, with the upcoming presidential election, Members of Parliament, and local government leaders set to be elected in January 2026. Nominations have been completed, and candidates are already launching their campaigns, each promising to address the pressing issues facing the nation.
As a secondary school teacher with over 13 years of experience, I am keenly aware of the challenges that the education sector faces. While there have been some improvements in recent years, including the implementation of a new lower secondary curriculum, the construction of numerous seed secondary schools, and the recruitment of teachers, several critical issues remain unresolved.
Current State of the Education Sector
The education system has seen progress, with the introduction of online systems such as EMIS and TMIS, as well as the rollout of TVET and Teacher’s policies. Additionally, there have been efforts to enhance the salaries of science teachers and instructors. However, despite these advancements, significant challenges persist.
Corruption in teacher recruitment, the presence of ghost teachers, mismanagement of grants, high school fees, poor pay for Arts teachers, limited support for Early Childhood Development (ECD), and shortages of essential supplies continue to plague the sector. These issues hinder the ability of the education system to provide quality learning opportunities for all Ugandan children.
Presidential Candidates’ Education Agendas
The leading presidential candidates have outlined their plans to address these challenges. President Yoweri Museveni and the National Resistance Movement (NRM) have pledged to expand universal education, recruit thousands of teachers, raise salaries for arts teachers, and modernize the curriculum to align with labor-market needs. They also emphasize strengthening technical and vocational education (TVET), investing in digital learning, and improving school infrastructure nationwide.
On the other hand, opposition parties have placed greater emphasis on equity, funding, and teacher welfare. Robert Kyagulanyi of the National Unity Platform (NUP) proposes free and compulsory early childhood education (ECD) and primary education, with meals, uniforms, and scholastic materials provided by the state. He also advocates for better teacher-pupil ratios and digital learning resources.
Nandala Mafabi of the Forum for Democratic Change (FDC) prioritizes boosting capitation grants, introducing a national school-feeding policy, and ensuring fair teacher pay. Meanwhile, Mugisha Muntu of the Alliance for National Transformation (ANT) focuses on improving teacher remuneration, expanding scholarships, and enhancing the use of information and communication technology (ICT) in education.
Collectively, these promises reflect a shared understanding that Uganda’s education system requires better funding, motivated teachers, and stronger alignment between classroom learning and employable skills.
Key Recommendations for the Next President
As someone who has experienced various education systems abroad, I believe the next president should prioritize the following:
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Curriculum Reforms: Although the new lower secondary curriculum was introduced in 2020 and the first cohort sat for UCE in 2024, the A-Level and primary curricula remain unchanged. Continuous reforms are necessary to ensure that the curriculum remains relevant and responsive to the needs of students.
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Tackling Corruption: Corruption remains a major obstacle that denies children quality education despite government funding. A president who decisively tackles corruption will achieve much across all sectors.
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Digitization and Internet Access: Prioritizing digitization and internet access is essential to support learning. Both primary and secondary school learners should have access to computers and the internet to enhance their educational experiences.
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Fair Pay for All Teachers: The 300 percent salary increment for science teachers while leaving Arts teachers behind was unfair. A system that rewards teachers equally and promotes them based on qualifications should be established.
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Support for ECD Centres: The government should establish and support ECD centres because early learning lays the foundation for a child’s lifelong education and development. Research shows that children who attend quality ECD programmes perform better in primary school, have better social skills, and are more likely to stay in school.
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Abolishing School Fees: The growing number of private schools has left government schools, especially seed secondary schools, under capacity. Abolishing school fees in primary and secondary schools would change this and strengthen public education, restoring government schools to their central role.
Conclusion
Uganda’s education sector stands at a critical point where meaningful reform, strong leadership, and accountability can redefine its future. The next president has the opportunity to build an education system that is inclusive, equitable, and relevant to today’s world. An education that values both teachers and learners, embraces technology, and upholds integrity in public service.