Education in Uganda
However, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda.
Uganda is one of East Africa's developing countries, bordered by Tanzania, Rwanda, the Democratic Republic of the Congo, South Sudan, and Kenya.
[9] The United Nations characterised the current condition of Uganda with its unstable government and struggling people as "the world’s worst humanitarian crisis.
Most Ugandan families have more than four children and households started sending every child, which resulted in a rapid increase in student enrollment in primary schools.
When the new policy was executed, schools experienced a massive influx of pupils and the demand for learning materials, teachers, and infrastructure became a challenge to the education system.
[9] Ngaka argues that the UPE resulted in costly consequences, including but not limited to a poor quality education, low pupil achievement, untrained teachers, improper infrastructures and classroom settings.
[13] Even though the increased number of pupils was perceived as a good thing, there were only 125,883 teachers, exceeding the UPE required pupil-teacher ratio of 1:40.
Moyi explains the issue of many classes having the inappropriate age of pupils as having been driven by late enrolment or grade repetition, which in turn is caused by the poor quality of education.
Upper secondary consists of 2 years of schooling at the end of which students sit Advanced-level exams (A-level) in at least 3 subjects.
According to a UN report, "Uganda’s TVET mission is defined as being to ensure that individuals and enterprises acquire the skills they need to raise productivity and income.
[27] Uganda's Universal Primary Education (UPE) was initiated under the 1992 Uganda’s Government White Paper to achieve human development by providing the resources for every child to enter and remain in school up until secondary school, ensuring affordable education, and reducing poverty by providing individuals with basic skills.
[27] Since 2006, when the conflict in Northern Uganda ended, the education system has needed sustained support, and it has played a role in post-war recovery and reconciliation.
Many lost family members during the conflict and forced displacement from their homes disrupted their lives and communities, leading to a loss of stability and support systems.
Scholars say that boosting education will allow every child to grow up in an environment where they are empowered to contribute freely, safely, and fully to their own lives and those of others in their communities.
[34] Studies have shown that marriage and pregnancy rates prior to the age of 18 is decreased by roughly 7% when girls receive an extra year of education.
[35] Since 1997, UPE has aimed to bring equality of education to all the children of the country, specifically to those in rural, impoverished areas.
[34] This measure evaluates the respective equality of women in various dimensions including: health, empowerment, and access to labor market.
[38] Ultimately, the NSGE framework is more inclined to identify these barriers rather than offer insight to help overcome these obstacles such as location, menstruation, home responsibilities and overall attitudes within the school domain.
Providing essential resources like sanitary pads ensures better well-being and reinforces a sense of dignity and self-worth.
