Lack of land threatening government’s ‘one school per sub-county’ plan

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A shortage of public land is threatening the successful implementation of the Government’s flagship “One School per Sub-County” policy, a senior education ministry official has said.

Ministry principal education planner Gordon Mukasa says the lack of readily available land in many sub-counties is stalling efforts to establish new schools, particularly in rural and high-density areas, despite political will and community demand.

“One of the biggest bottlenecks we are facing in rolling out the One School per Sub-County strategy is the issue of land,” Mukasa said during the Human Capital Development Programme Annual Review held at Fairway Hotel on Wednesday, September 10, 2025.

(L-R) Okuni Akim Head Welfare Development interacting with Rita Laura Lulua Program Head Education Systems and Kedrace Turyagyenda Permanent Secretary for the Ministry of Education and Sports during human development programme review meeting. (Photo by Mary Kansiime)

The event, presided over by ministry permanent secretary Dr Kedrace Turyagyenda, brought together key stakeholders to review progress under the program and discuss future plans to enhance human capital development in the country.

Mukasa said the overall sub-programme performance stood at 57%, with some areas achieving as high as 97%. He noted notable progress at the primary level, particularly in learner survival rates and core competencies. However, he emphasised that more work is still needed if the government is to achieve its targets for increasing access to education in underserved areas.

“Some sub-counties simply do not have free, titled land available for school development. In others, land disputes or lack of proper documentation are delaying projects.”

The One School per Sub-County initiative was introduced to ensure equitable access to primary and secondary education across the country. However, Mukasa revealed that land availability has become a critical factor in determining which areas benefit first, regardless of need.

“You may have a sub-county with high enrolment and long travel distances for learners — yet without land, we can’t build,” he said.

“In some areas, communities are willing to donate land, but without proper land titles or surveys, we cannot proceed with construction.”

Mukasa warned that the land shortage is not only affecting school construction but also other critical interventions in the education sector, including implementation of boarding facilities, sports infrastructure, and vocational training centres.

 “For example, if you want to build a comprehensive secondary school with facilities for sports, labs, and staff housing, you need at least 5–10 acres of land. In many peri-urban and rural areas, that’s increasingly difficult to find,” he said.

This issue has been exacerbated by Uganda’s rapid population growth and unregulated land fragmentation, which leaves little space for public infrastructure.

Infrastructure gaps

Mukasa highlighted that although Uganda has made strong policy gains, including improved retention rates, literacy at lower primary levels, and higher enrolment in vocational training, these improvements may stall if infrastructure cannot keep pace.

 “Our indicators show progress: More learners are staying in school, more youth are enrolling in skills training, and literacy is improving. But without enough schools and classrooms, especially in underserved areas, we risk reversing these gains,” he said.

Land policy reform

Mukasa called on the lands ministry, local governments and political leaders to work with the education sector to secure land for new schools, including resolving disputes and ensuring timely land titling.

“We need a national conversation on how to make land available for public education facilities,” he said. “Some of this requires fast-tracking land titling processes, others need community sensitisation or compensation mechanisms. But without land, we can’t talk about universal access to education.”

Hamis Mugendawala, the Senior Manager Population and Development and Planning at National Planing Authority, during the human development programme review meeting on September 10, 2025. (Photo by Mary Kansiime)

He also proposed that land acquisition for public education infrastructure be mainstreamed into broader land use planning policies at district and national level.

“Education infrastructure should be planned for just like roads or health centres. It should not be an afterthought,” Mukasa added.

Alternative Approaches

Mukasa said the ministry is exploring alternative models, including partnering with faith-based and private institutions to provide temporary education services where public school construction is not immediately possible.

 “In some cases, we’re working with existing institutions to expand services — for example, using church-run schools or private facilities as temporary centres. But these are stop-gap measures. We need permanent solutions.”

He emphasised that Uganda’s commitment to SDG 4 (inclusive and equitable quality education for all) hinges on both policy and infrastructure.

 “We cannot meet our global and national education goals without expanding physical access. And that starts with land,” Mukasa stressed.

If the land shortage continues unresolved, Mukasa warned, entire communities could be left behind, particularly in regions already struggling with access to education.

 “It’s a matter of equity. The One School per Sub-County plan was designed to close the gap between urban and rural learners. But land is now the new frontier in this struggle,” he said.

Mukasa concluded by calling for a national dialogue on land for education, urging Parliament, civil society, and development partners to treat it as a critical issue for Uganda’s future.