Uganda's Education Sector: Four Decades of Progress and Persistent Challenges

Since 1986, Uganda’s education sector has transformed from a post-conflict recovery system into one offering mass access, largely driven by Universal Primary Education (UPE) and Universal Secondary Education (USE) policies, alongside the liberalization of education provision and expansion of higher learning institutions.

The number of educational institutions has surged dramatically. In 1985, Uganda had approximately 7,600 institutions, including only one university. By May 2026, this number had grown to nearly 80,000, with 55 universities and degree-awarding institutions. Literacy rates have also improved, with the 2024 National Population and Housing Census indicating that 74 percent of individuals aged 10 and above can read and write.

The introduction of UPE in 1997 was a pivotal moment, drastically reducing financial barriers to primary education and leading to a doubling of enrollment from 2.5 million to 5 million pupils in its first year. Current primary enrollment stands at approximately 11.4 million learners.

Building on UPE, the government launched USE in 2007 to enhance transition rates to secondary school. Secondary enrollment has grown to about 2.1 million learners, supported by an increase in both public and private secondary schools. The policy of establishing a public secondary school in every sub-county has significantly improved the transition rate from primary to secondary education, now standing at 60 percent.

Curriculum reforms, including the shift to a competence-based approach at the lower secondary level, aim to equip students with practical skills. Further adjustments are ongoing at primary and A-Level.

Despite these advancements, significant challenges persist. Experts point to issues of learning outcomes, high dropout rates, overcrowded classrooms, teacher shortages, inadequate infrastructure, and the hidden costs of education that continue to exclude vulnerable children. Concerns have also been raised about a perceived shift in budget focus from primary education, the foundation of the system, to higher levels.

Furthermore, the implementation of past educational reforms, such as vocationalization and professionalization of teaching, has been inconsistent. The withdrawal of government support for private schools under the Public-Private Partnership arrangement for USE has also created difficulties.

Looking ahead, the focus must shift from merely increasing access to improving the quality of education, ensuring students master foundational skills, stay in school, and are adequately prepared for employment and active citizenship.

This article was adapted from information provided by the Daily Monitor.