education 14 September 2026 Daily Monitor (Uganda)
IRE integrated as elective subject, but faces funding and enrollment hurdles
Islamic Religious Education (IRE) has been officially recognized as an elective subject within Uganda's new lower secondary curriculum, offering dedicated textbooks and syllabi. However, challenges like low student enrollment and a lack of specific government funding threaten its effective implementation across all schools. Source: https://www.monitor.co.ug/uganda/news/education/ire-joins-o-level-elective-subjects-amid-finance-gaps-5594496
Islamic Religious Education (IRE) has been formally incorporated into Uganda’s lower secondary curriculum as an elective subject, alongside Christian Religious Education (CRE) under the broader category of religious studies. This integration means IRE now has a defined syllabus and learning materials, intended to guide both teachers and students.
Despite these provisions, stakeholders point out that the formal inclusion doesn’t guarantee widespread effective teaching. Low student enrollment in many schools poses a significant challenge, with some institutions reporting only a handful of students opting for IRE. This scarcity can lead to the subject receiving less attention compared to those with larger student populations.
Further complicating matters is the absence of dedicated government funding for IRE. While government-aided schools are expected to support the subject through their existing budgets, and private schools manage it internally, there’s no separate financial allocation specifically for Islamic religious instruction. This means schools must integrate IRE within their general operational budgets, often relying on existing resources.
Teacher shortages are another pressing concern, particularly in government-aided institutions. Some schools struggle to find enough qualified teachers, and not all existing instructors are fully funded by the government, placing an additional financial burden on the schools to supplement their salaries. This financial strain is exacerbated by the general poverty affecting parents’ ability to cover school-related costs.
The National Curriculum Development Centre (NCDC) has provided the framework, and educational bodies like the Uganda Muslim Supreme Council (UMSC) offer guidance on Islamic teachings. However, the practical reality of implementing IRE varies greatly, with schools that have adequate resources and student numbers faring better than those facing financial and staffing constraints.