23 per cent of P.7 pupils cant’ read - report

A recent report by Uwezo Uganda reveals a concerning trend in the country's education system.

The national Learning Assessment report shows that learning outcomes have stagnated or regressed in Uganda, comparing 2024 to 2021. One of the most alarming findings is that 23 per cent of Primary Seven learners cannot read a Primary Two level English story, up from 11.3 per cent in 2021.

"The COVID-19 pandemic had a significant impact on our education system," says Mary Goretti Nakabugo, Executive Director of Uwezo Uganda. "Many learners were limited to home-based learning activities for nearly two years, which has had a lasting effect on their learning outcomes."

The report also highlights that only two in 10 Primary Three-Seven learners can read and understand a Primary Two story in a local language, while one in 10 Primary Three pupils can read and understand a Primary Two English and local language story.

Gerald Niwamanya, a teacher from Kabale district, attributes the poor learning outcomes to automatic promotion in government-aided schools. "Forcing a child to join another class when they don't understand the content of the previous class is not helpful," he says. "The teacher-pupil ratio is also alarming, making it difficult to provide quality education."

Niwamanya also notes that factors like lack of preparation among teachers, absenteeism of both teachers and learners, and inadequate resources contribute to poor learning outcomes. "We need to address these challenges to improve the quality of education in our country," he emphasizes.

David Adea, District Education Officer for Oyam district, agrees that the high teacher-pupil ratio is a significant challenge. "In some schools, a teacher teaches over 150 learners, which is not conducive to learning," he says. "This can lead to a lack of individual attention, making it difficult for learners to grasp concepts."

Adea also emphasizes the importance of parental involvement in improving learning outcomes. "We need to sensitize parents about the importance of their involvement in their children's education," he says. "Parental involvement can go a long way in improving our performance."

The report also highlights the issue of untrained teachers, with 10% of primary school teachers lacking proper training. "Untrained teachers can't teach the right way, which affects the learning of pupils," says Nakabugo.

Filbert Baguma, Secretary General of the Uganda National Teachers Union (UNATU), emphasizes the importance of hiring qualified teachers. "The teaching and learning process should only be done by trained and qualified teachers," he says. "We need to ensure that our teachers are equipped with the necessary skills and knowledge to provide quality education."

To address these challenges, Uwezo Uganda recommends prioritizing efforts to improve literacy and numeracy at the lower primary level, providing public funding for pre-primary education, and employing more teachers and distributing them equitably in government-aided primary schools.

"We need to take urgent action to address the challenges facing our education system," says Nakabugo. "By working together, we can improve the quality of education and provide our learners with the skills and knowledge they need to succeed in life."