By Caroline.N.
Uganda’s education sector presents a mixed picture of notable progress alongside persistent and, in some cases, deepening challenges. The year was marked by policy reforms, infrastructure investments and renewed government commitments, but also by funding constraints, teacher welfare concerns and inequalities in access and learning outcomes.
One of the major highlights of 2025 was the government’s continued focus on expanding access to education, particularly at the basic level. Enrolment under Universal Primary Education (UPE) and Universal Secondary Education (USE) remained high, reflecting sustained demand for public education. Government efforts to construct and upgrade classrooms helped to ease congestion in some urban and peri-urban schools, while targeted interventions in underserved districts improved learning environments.
Teacher recruitment also registered modest gains. The Ministry of Education and Sports announced the recruitment of additional teachers, particularly in science subjects, in an effort to address long-standing staffing gaps. This move was welcomed by school administrators, as it helped reduce teacher–pupil ratios in selected schools and strengthened delivery of the lower secondary curriculum.
Curriculum reforms continued to take shape in 2025, with the competence-based lower secondary curriculum gaining wider acceptance. Emphasis on practical skills, critical thinking and continuous assessment marked a shift away from purely exam-oriented learning. Technical and vocational education and training (TVET) institutions also received renewed attention, aligning training programmes with labour market needs and national development priorities.
In higher education, universities expanded digital learning platforms, building on lessons learned during previous disruptions. Online and blended learning approaches improved flexibility for students and lecturers, particularly in urban-based institutions.
Despite these gains, the education sector faced significant headwinds. Funding constraints remained one of the most pressing issues. Although the education budget increased nominally, sector players argued that allocations were still insufficient to meet rising costs, especially in light of inflation. Many public schools continued to struggle with inadequate instructional materials, limited sanitation facilities and delayed capitation grants.
Teacher welfare emerged as a major concern in 2025. Calls for salary enhancements intensified, particularly from arts teachers, who argued that wage disparities with their science counterparts were demoralising and unjust. Industrial actions and threats of strikes periodically disrupted learning, highlighting unresolved tensions between educators and government.
Learning outcomes also remained uneven. National assessments and examination results pointed to persistent gaps in literacy and numeracy, especially in rural and hard-to-reach areas. School drop-out rates, particularly among adolescent girls, continued to be driven by poverty, teenage pregnancy and early marriage, undermining gains in access.
At the tertiary level, universities grappled with overcrowding, limited research funding and mounting student debt. Some institutions faced governance and management challenges, raising questions about quality assurance and sustainability.
Overall, 2025 underscored both the resilience and fragility of Uganda’s education system. While policy reforms and infrastructure investments signalled progress, structural challenges continue to threaten long-term quality and equity. As the country looks ahead to 2026, education stakeholders have emphasised the need for increased and better-targeted funding, comprehensive teacher welfare reforms and stronger support for learners from vulnerable communities.
The experience of 2025 serves as a reminder that meaningful transformation in education requires not only policy intent but sustained investment, effective implementation and inclusive dialogue among government, educators, parents and learners.