Fresh education data has reignited national debate on the quality of learning in Ugandan classrooms, prompting government to reaffirm its commitment to evidence-led reforms aimed at closing deep-rooted gaps in children’s foundational skills.
The renewed focus follows the release of findings showing that many learners are progressing through school without acquiring basic reading and writing competencies essential for lifelong learning.
The data was presented during the Uwezo Uganda Open Day and Evidence in Education Forum held at the Hilton Garden Inn in Kampala.
The forum brought together policymakers, district education leaders, researchers and development partners to examine recent evidence and identify practical solutions for improving teaching and learning outcomes across the country.
Speaking on behalf of the Minister of State for Primary Education, Hon. Dr. Joyce Moriku Kaducu, the Commissioner for Education, Cleophus Mugenyi, said government fully recognises the magnitude of the learning crisis.
He said Uganda’s response will be anchored in the systematic use of evidence to guide reforms at policy, school and classroom levels.
He noted that the country already has several strong policy frameworks in place, including the Early Childhood Care and Education framework, Universal Primary Education and the competence-based curriculum.
He explained, however, that the major challenge lies in uneven implementation of these policies across schools and districts.
“Evidence continues to show gaps that prevent our policies, teachers and school leaders from delivering learning outcomes for every child,” Mugenyi said.
“The real challenge is strengthening classroom practice, supporting teachers and ensuring effective implementation at school level,” he added.
He also linked Uganda’s education priorities to broader continental efforts.
He cited the African Union’s declaration of the 2025–2035 Decade of Education, which aims to eliminate learning poverty across Africa.
He said improving foundational literacy and numeracy skills is now even more urgent given persistent challenges such as absenteeism, adolescent pregnancy and school dropouts.
He noted that these social factors continue to undermine learning outcomes, particularly at primary level.
From a policy and research standpoint, the Commissioner for Education Policy and Research, Mr. Brighton Barugahare, said the ministry is strengthening its research architecture to better coordinate and use education data.
He said a dedicated education embedded laboratory is being established to support continuous learning, experimentation and policy adjustment.
He explained that the initiative will help bridge the gap between research findings and practical reforms in schools.
Barugahare also revealed that key studies examining pupil attrition and the causes of failure in national examinations conducted by the Uganda National Examinations Board have been completed.
He said the findings from those studies will be released to the public soon to inform debate and decision-making.
One of the most striking pieces of evidence shared at the forum came from Uwezo Uganda’s pilot study on writing skills among children aged between eight and twelve years.
The study found that 57 per cent of learners are unable to write more than single words.
It further showed that only 17 per cent of children assessed could write connected text.
The assessment highlighted weaknesses in grammar, vocabulary and sentence construction.
It also pointed to limited exposure to reading materials as a major constraint.
The findings showed a strong link between poor writing ability and weak reading skills.
Prof. AJ Lutalo Bosa, Chairperson of the Uwezo Uganda Board, said the organisation remains committed to generating credible and independent evidence to support education reform.
“Our assessments, research and engagement are meant to reflect what is actually happening in schools,” he said.
“Good evidence should guide how we respond to the learning challenges we face,” he added.
District education leaders attending the forum emphasised the importance of translating research into practical action at local level.
Representing District, City and Municipality Education Officers, Obiayi Ombera Raymond said the findings provide clear direction for improving supervision and classroom support.
“This research gives us information we can use to make better decisions and design interventions that support teachers and communities to address the gaps we encounter every day,” he said.
Uwezo Executive Director Dr. Mary Goretti Nakabugo underscored the close relationship between reading and writing development.
She said children who struggle to read fluently often find it difficult to express ideas in writing, even in upper primary classes.
“Children need regular opportunities to read widely and practise writing,” she said.
“Without these, it becomes very difficult for them to build the literacy foundation required for more advanced learning,” she added.
The forum concluded with a shared call for stronger collaboration between government, schools, districts and civil society to ensure that evidence does not remain on paper but leads to real improvements in classrooms across Uganda.
