Uganda Table of Contents
Children waiting for a school bus near Kampala
Courtesy Carl Fleischhauer
Mission schools were established in Uganda in the 1890s, and in 1924 the government established the first secondary school for Africans. By 1950, however, the government operated only three of the fifty-three secondary schools for Africans. Three others were privately funded, and forty-seven were operated by religious organizations. Education was eagerly sought by rural farmers as well as urban elites, and after independence many villages, especially in the south, built schools, hired teachers, and appealed for and received government assistance to operate their own village schools.
Most subjects were taught according to the British syllabus until 1974, and British examinations measured a student's progress through primary and secondary school. In 1975 the government implemented a local curriculum, and for a short time most school materials were published in Uganda. School enrollments continued to climb throughout most of the 1970s and 1980s, but as the economy deteriorated and violence increased, local publishing almost ceased, and examination results deteriorated.
The education system suffered the effects of economic decline and political instability during the 1970s and 1980s. The system continued to function, however, with an administrative structure based on regional offices, a national school inspectorate, and centralized, nationwide school examinations. Enrollments and expenditures increased steadily during this time, reflecting the high priority Ugandans attach to education, but at all levels, the physical infrastructure necessary for education was lacking, and the quality of education declined. School maintenance standards suffered, teachers fled the country, morale and productivity deteriorated along with real incomes, and many facilities were damaged by warfare and vandalism.
In 1990 adult literacy nationwide was estimated at 50 percent. Improving this ratio was important to the Museveni government. In order to reestablish the national priority on education, the Museveni government adopted a two-phase policy--to rehabilitate buildings and establish minimal conditions for instruction, and to improve efficiency and quality of education through teacher training and curriculum upgrading. Important long-term goals included establishing universal primary education, extending the seven-year primary cycle to eight or nine years, and shifting the emphasis in postsecondary education from purely academic to more technical and vocational training.
Data as of December 1990