Reimagining education in Uganda

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OPINION

By Dr OPUL Joseph (PhD)

On September 17, 2024, a crucial meeting unfolded at the State House, bringing together senate members of Uganda's public universities under the auspices of the Minister of Education and Sports and First Lady, Mrs Janet Museveni. Central to this gathering was the noble intention of electing representatives to the National Council for Higher Education (NCHE).

In attendance was President Yoweri Museveni who opened the ceremony with a poignant speech before leaving the stage to Mrs Museveni, whose remarks resonated deeply with my own vision for transformative education.

As I sat in the audience, I found myself captivated by Mrs Museveni's discussion of the contributions made by Prof. Muhammad Yunus—a visionary whose work in social entrepreneurship has redefined the landscape of poverty alleviation.

His creation of the Grameen Bank and his innovative approach to education, advocating for social business concepts, stand as beacons of hope amidst the prevailing challenges in our education system. Yunus’s vision—a synthesis of education and socioeconomic empowerment—mirrors the aspirations of OPUL SKILLING FOUNDATION AFRICA (OSFA) and Quality Education Consultancy Ltd (QECL), both of which aim to catalyse 20 million business start-ups and create 40 million jobs by 2035.

However, the statistics surrounding school dropouts in Uganda alarmingly reveal a pressing crisis that we must address urgently. The story of education in Uganda is marred by a consistent pattern of abandonment—a troubling reflection of an educational framework that has, in many instances, failed to nurture the full potential of our youth.

For instance, in the wake of the Universal Primary Education (UPE) initiative launched in 1997, it is reported that out of 27 million children who entered Primary One, an astonishing proportion never made it to the Primary Leaving Examination (PLE).

The statistics are staggering: in 2010 alone, approximately 1,943,552 pupils registered for Primary One, of which merely 639,037 (32%) progressed to sit for the PLE in 2016. Consequently, we witnessed a staggering dropout rate of about 68% over six years.

This trend persisted in subsequent years, revealing an average dropout rate exceeding one million students annually. With 27 years of UPE behind us, we are left grappling with a profound educational crisis that demands our immediate attention.

As Mrs Museveni noted in her address, educators at every level bear a significant responsibility in this war against poverty—yet the central criticism remains: Do we fully grasp the philosophy behind our iron-clad aim of reducing dropouts? If we understand Prof. Yunus’s vision, then why have we failed to innovate our educational frameworks to engage, motivate, and retain our pupils?

Education is a multifaceted construct, characterised by five essential elements: Knowledge, skills, values, attitudes and nurturing talents. Regrettably, many educational institutions remain fixated solely on academic achievement—measuring success through grades and certificates rather than equipping students with holistic skills essential for navigating the complexities of life and work. While knowledge is indeed a pillar of education, it must not overshadow the others, particularly skills development and the nurturing of individual potential.

It has become apparent that the traditional educational paradigm is ill-suited to prepare our students for the realities of the 21st century, where adaptability and entrepreneurship are increasingly vital. To combat dropout rates effectively, we must broaden our approach to education.

We must blend the acquisition of knowledge with the cultivation of real-world skills and the promotion of values that emphasize resilience, creativity, and an entrepreneurial mindset.

Inspired by Mrs Museveni's speech, I am re-energised in the pursuit of OSFA and QECL's mission. The ambitious goal to facilitate 20 million business start-ups and create 40 million sustainable jobs by 2035 is not merely aspirational; it is an essential response to the educational crisis in Uganda. It is imperative that we collectively mobilise, innovate our pedagogy, and foster a culture that embraces education as a tool for empowerment—a catalyst for change that can bridge the chasm between knowledge and practical application.

In conclusion, it is not enough for educators to lecture at the front of the classroom; we must engage our students, instil a sense of purpose, and encourage them to dream and achieve beyond conventional metrics.

The education system in Uganda stands at a crossroads, fraught with challenges yet brimming with potential. Let us heed the call—let us work hand in hand to reimagine education as a transformative force for all, fostering a generation equipped to defy the statistics and build a prosperous future for themselves and for Uganda.

Together, we can turn the tide against dropout rates, creating a brighter, more equitable future for all our children.

The writer is a lecturer at Gulu University