Why Uganda’s education system must evolve now

As schools across Uganda reopen, millions of children return to classrooms with high hopes for a brighter future. Yet, the harsh reality is that the education many of these children receive will leave them unprepared for the demands of a rapidly changing and technologically driven world.

By the time they complete their schooling, a significant portion will be unemployable—not because they lack intelligence or potential, but because the subjects they are studying are increasingly irrelevant in an economy shaped by Artificial Intelligence (AI) and automation. Unless urgent reforms are made, Uganda risks consigning a generation to underemployment and poverty in a world where technological literacy will define success.

AI, at its core, refers to machines and systems capable of performing tasks that typically require human intelligence. These tasks range from basic data processing to complex decision-making and problem-solving. AI systems are already being used, for instance, in self-driving cars, diagnosing diseases, translating languages, and generating human-like responses in natural language processing models. Machine learning, a subset of AI, powers algorithms that can analyze massive datasets, detect patterns, and make predictions—capabilities that are being deployed across nearly every industry.

The implications for the job market are profound. According to a 2017 study by McKinsey Global Institute, up to 800 million jobs globally could be automated by 2030. In advanced economies, nearly 30 percent of jobs may be displaced, while developing economies such as Uganda will face significant disruptions, particularly in clerical and repetitive task-driven roles. Traditional white-collar jobs in industries such as law, accounting, and medicine—once considered irreplaceable—are now under threat. The report emphasizes the need for workers to develop skills that are difficult to automate, like critical thinking, creativity, and complex problem-solving.

AI-powered legal platforms can now draft contracts, review documents, and predict case outcomes, rendering many legal assistant and paralegal roles obsolete. In accounting, AI-driven software such as QuickBooks and Xero can perform bookkeeping, tax preparation, and even financial forecasting with minimal human intervention.

Even in healthcare, AI systems are now capable of diagnosing diseases and prescribing treatments more accurately and efficiently than human doctors in certain contexts. Meanwhile, roles in customer service, logistics, and manufacturing are already disappearing due to automation. For example, AI chatbots are replacing human customer support agents, while robots are transforming supply chains and factory floors. These changes mean that jobs relying on predictable, repetitive tasks will no longer exist, creating an urgent need to prepare the next generation for roles that require creativity, critical thinking, and technological literacy.

Against this backdrop, Uganda’s education system remains unprepared for the demands of an AI-driven world. The introduction of Universal Primary Education (UPE) in 1996 was a bold move aimed at providing free education to all Ugandan children. However, the programme continues to face serious challenges.

According to the World Bank and UNESCO Institute of Statistics, Uganda’s primary school completion rate was just 52.5 percent for girls and 53.7 percent for boys in 2017. The situation becomes even more dire at the secondary level, with only 28 percent of boys and 25 percent of girls completing lower secondary education that same year. By the time we reach tertiary education, the disparity is stark—gross enrolment was just 6 percent for men in 2016 and 4 percent for women. The situation remains precarious as insufficient government funding has led to inadequate resources, poorly paid teachers, and limited infrastructure.

Beyond access and funding, the curriculum itself places a disproportionate emphasis on arts subjects, leaving students ill-prepared for careers in science, technology, engineering, and mathematics (STEM)—fields essential for thriving in a technology-driven world. Without a focus on STEM, our children are being denied the tools they need to compete on the global stage.

In contrast, countries like China and India have taken proactive measures to prepare their populations for an AI-driven future. China has mandated that all primary schools must employ qualified science teachers and integrate science education into both the curriculum and extracurricular activities. Schools are even required to appoint science-focused vice principals.

In India, the National Education Policy (2020) emphasizes a multidisciplinary approach, blending STEM with arts and humanities to foster holistic learning. Initiatives like the India STEM Foundation have introduced robotics labs and coding competitions in schools, helping to ignite students’ interest in technology. These policies have led to a surge in STEM graduates, positioning these nations as global leaders in innovation and technology. Today, India has the largest number of engineers as well as engineering education institutes and infrastructure in the world.

For Uganda to be competitive, we must take bold steps to reform our education system. At its core, this reform must prioritize STEM subjects, beginning with mathematics. A solid foundation in mathematics—especially statistics and algebra—is essential for understanding algorithms, data analysis, and machine learning, all of which are central to AI. Sciences like physics, chemistry, and biology foster analytical thinking and problem-solving skills, which are vital in STEM careers.

Equally important is computer science. Proficiency in this area is no longer optional; it is a necessity for anyone hoping to thrive in an AI-driven world. English, history, and geography must also remain central to the curriculum. These subjects equip students with cultural understanding and the ability to communicate effectively. However, they should complement, not overshadow, STEM education.

One area where Uganda has yet to make significant strides is coding education. Coding is the language of the future, and every child should graduate with proficiency in at least three programming languages. Python is an excellent starting point due to its simplicity and readability, making it accessible even to younger learners.

As students progress, they should be introduced to system-level programming languages like C or C++, which teach them about performance optimization and the underlying structure of technology. Finally, JavaScript, a web-focused language, will prepare students for careers in web development and client-server interactions.

Integrating coding into Uganda’s education system will require a structured, phased approach. First, we must introduce coding at the primary level, using simple, interactive tools to teach basic concepts. As students advance to secondary school, they can tackle more complex programming tasks. To make this vision a reality, we need a major investment in teacher training. Teachers must be equipped with the skills and resources to deliver effective coding lessons. This could be achieved through workshops, certifications, and mentorship programmes.

Infrastructure is another critical area. Many schools lack the computers and internet access necessary for teaching coding. Partnerships with the private sector and non-profit organisations can help bridge this gap. Companies could provide computers, set up coding labs, and offer mentorship programmes, while NGOs could support teacher training and curriculum development. Extracurricular activities like coding clubs, hackathons, and tech competitions can further engage students and give them practical experience.

In addition to a strong STEM foundation, students should be encouraged to develop domain expertise in one or two areas. Specialisation will allow them to pursue careers in specific fields while contributing meaningfully to national development. For example, a student with a strong background in biology could focus on biotechnology, while another with skills in physics and coding could explore AI-powered engineering solutions. My youngest son is pursuing a degree in Chemistry, and yet we are encouraging him to leverage AI because he will likely need to be skilled enough to run an AI laboratory.

The AI revolution is here, and it is reshaping industries and professions at a pace never seen before. If Uganda does not act now, we risk being left behind in a global economy that increasingly rewards technological literacy and innovation. By prioritising STEM education, integrating coding into the curriculum, and fostering domain expertise, we can prepare our children for a future defined by AI.

Furthermore, AI presents unique opportunities for Uganda in fields such as agriculture, mining, and energy systems. AI-powered tools can improve food production, enhance resource exploration, and optimise renewable energy.

This is not just about improving our education system; it is about securing Uganda’s place in the 21st-century global economy. Our children deserve the opportunity to compete on equal footing with their peers from around the world. It is a challenge we must meet with urgency, determination, and a bold vision.

Assessing the Impact

In 1997, the government introduced the Universal Primary Education (UPE), with a view of increasing access to education by children, especially from poor families. In the initial years of the programme, UPE increased enrolment numbers fourfold.

However, the programme, according to Opposition leaders, has now turned into “a laughing stock” due to inadequate funding, congestion, poor services, inadequate infrastructure, feeding challenges, and poor teacher quality.

Andrew Rugasira is a social entrepreneur and author.