Educationa challenges of Uganda (hindi)

यगाांडा में शिक्षा प्रणाली के सामने चु नौतियाांु

रूथ लाकििा द्वारा ललखित

परिचय

 

लिक्षा दनिया भर िे सभी मिु ष्यों िे ललए एि मौललि अधििार है। आधथिि या सामाजिि जथथनत चाहे िो भी ु हो, प्रत्येि व्यजतत िो लिक्षा िा अधििार होिा चाहहए। इस तथ्य िे बाविद कि यह थपष्ट लग सिता हैू , यह िई यगाांडा वालसयों िे ललए वाथतवविता िह ां है। किर भीु , सरिार िे निरक्षरता िो िम िरिे िे ललए महत्वपर्ि प्रयास किए हैं और अभी भी िर रह है।ू उदाहरर् िे ललए, सरिार िे लिक्षा प्रर्ाल िो पविू -प्राथलमि, प्राथलमि, माध्यलमि और माध्यलमि िे बाद या ततीयि लिक्षा में ववभाजित किया है।ृ

 

यगाांडा िे साविभौलमि प्राथलमि लिक्षा िो लागु िरिे में प्रगनत िी हैू , किर भी िई छात्र साक्षरता और सांख्यात्मिता िे न्यितम थतर िो प्राप्त िह ां िरते हैं। िम सीििे िा थतर िम पू र्िता दर में योगदाि देता ू है और िई छात्र ग्रेड िे बीच सांक्रमर् में वविल रहते हैं और थिूल छोड़िे िी दर दर अधिि होती है।

32 वर्षीय एललस िामवेरू, लमयािा प्राथलमि ववद्यालय और प्रारांलभि बाल वविास िेंद्र में एि लिक्षि प्रलिक्षु हैं।

िोटोोः िीपीई/ललववया बाटिि

सांघर्ष औि असिक्षाु

 

इथलालमि थटेट समह से िू ड़े ववद्रोहहयों िे पजचचमी यु गाांडा िे एि थिु ूल में लगभग 40 छात्रों िी हत्या िर द

(IS).

 

पाांच आतांिवाहदयों िे म्पोंडवे में लबबररहा माध्यलमि ववद्यालय पर हमला किया। यु गाांडा िे सु चिा मांत्री िे िहा ू

कि 37 छात्रों िे मारे िािे िी पजष्ट हु ुई है, लेकिि उन्होंिे अपिी उम्र िह ां बताई। कक्रस बेररओमन्सी िे बीबीसी ु

िो बताया कि उिमें से बीस पर िारदार हधथयारों से हमला किया गया और उिमें से 17िो िला हदया गया।

 

यगाांडा िी सेिा िे िहा कि ववद्रोहहयों ि ेु एि थिूल गाड िऔर थथािीय समदाय िे तीि सदथयों िो भी मार ु डाला था।

 

िीववत बचे लोगों िे िहा कि हधथयारों से हमले िे बाद ववद्रोहहयों िे छात्रावास में बम िेंिा। यह थपष्ट िह ां है कि इससे इमारत में आग लगी या िह ां, जिसिी पहले सचिा द गई थी।ू

 

उन्होंिे िहा कि ववद्रोहहयों द्वारा थिूल िी दिािों से चु राया गया भोिि ले िािे िे ललए छह छात्रों िा भी ु अपहरर् िर ललया गया था। इसिे बाद आतांिवाद सीमा पार डी. आर. िाांगो में लौट आए। पयाषप्ि शिक्षकों की कमी

 

यगाांडा िे ग्रामीर् क्षेत्रों में लिक्षा िे ललए लिक्षिों िी िमी एि और बड़ी बािा है। वाथतव मेंु , ग्रामीर् क्षेत्रों में, महाि लिक्षिों िो आिवर्षित िरिा बेहद मजचिल हो सिता हैु , और सामान्य रूप से, अधििाांि लिक्षि िहर क्षेत्रों में पढािा पसांद िरते हैं। इसिा िारर् यह है कि ग्रामीर् िीवि सभी िे ललए उपयतत िह ां है। थवाथथ्य ु सेवा, बिैं और उधचत आवास िैसी िई सेवाओां िो प्राप्त िरिा भी िहिि हो सिता है।

 

तयान्िा हाई थिूल एमवपगी में िलवाय लिक्षा पढाते हु ुए। िोटोोः अतववििीरेिाओमु ी

 

घिेल गिीबीू घरेल गर बीू िे िारर् थिूल ति पहुांच और उसिी पर्िता में असमािता देिी िाती हैू , जिसमें लड़कियों और सबसे गर ब पररवारों िे बच्चों िे थिूल छोड़िे िा सबसे अधिि िोखिम होता है। यनिसेफ़ ू िे अिसारु , 2020 में ििसांख्या िे सबसे अमीर 20 प्रनतित लोगों िा माध्यलमि थतर पर िामाांिि 43.1 प्रनतित था, िो कि सबसे गर ब 20 प्रनतित िे िामाांिि (8.2 प्रनतित) से पााँच गिा अधिि है। भौगोललि दृजष्टिोर् सेु , सबसे अधिि माध्यलमि थतर िा िद्ि िामाांिि िांपाला (ु 52 प्रनतित) में देिा गया, िबकि सबसे िम अचोल (7 प्रनतित) में था। लिक्षा से िड़े िचों िे िारर् गर ब पररवारों िे ु 10 में से 6 लोग थिूल छोड़ देते हैं। जिि बच्चों िे थिूल में दाखिला ललया भी है, उििे ललए योग्य लिक्षिों िी िमी, पाठ्यपथतिों िी अिु पलब्िताु , और निम्ि गर्वत्ता वाले थिु ूल वातावरर् िैसे िारर्ों से सीििे िे पररर्ाम प्रनतिूल रूप से प्रभाववत होते हैं। इसिे पररर्ामथवरूप, यगाांडा िे ग्रामीर् क्षेत्रों में पाांचवीां िक्षा िे अधििाांि छात्र बु नियाद गखर्त और पढिे िे ु

िौिल में पारांगत िह ां हो पाते। शिक्षा केंद्रों से भौतिक दिीू लिक्षा िेंद्रों से भौनति दर ू ग्रामीर् क्षेत्रों में बच्चों िी लिक्षा िे ललए एि बड़ी समथया है। थिूल बच्चों िे घरों से िई किलोमीटर दर जथथत होते हैंू , जिसिे िारर् उन्हें थिूल पहुाँचिे िे ललए लांबी दर तय िरिी पड़ती है।ू इस िारर्वि, िई बच्चे थिूल िह ां िा पाते हैं तयोंकि यह बहुत दर होता हैू , िबकि िुछ बच्चे इस िहििाई िे िारर् थिूल छोड़ देते हैं। भौनति दर िा यह मू द्दा लिक्षा िी पहु ुांच और निरांतरता िो सीिे प्रभाववत िरता है, िासिर ग्रामीर् इलािों में, िहाां पररवहि िे सािि सीलमत होते हैं और बच्चे िहििाइयों िा सामिा िरते हैं। इस प्रिार, थिूलों िी भौगोललि जथथनत और पररवहि िे साििों िी िमी लिक्षा में असमािता िो बढाती है और बच्चों िे सीििे िे अवसरों िो सीलमत िरती है। कोविड-19 का असि

 

थिूल बांद होिे और घरेल आय में िमीू , वविेर्ष रूप से ग्रामीर् क्षेत्रों में, थिूल आय वगि िे बच्चों िे ललए लिक्षा ु ति पहुांच िो सीलमत िर हदया। िई छात्रों िे अपिे माता-वपता िी आय िे ििसाि िे िारर् थथायी रूप से ु थिूल छोड़ हदया। िब थिूल बांद थे तब यवाओां िो आय ु पैदा िरिे िे तर िे िोििे िी िरूरत थी। इसिे ललगां या थथाि िे आिार पर अलग-अलग चिौनतयों िा सामिा किया।ु

 

 

लड़कियााँ थिूलों में किर से िालमल िह ां हो पाईं और उन्हें बाल वववाह और कििोर गभििारर् िा सामिा िरिा पड़ा। कििोर गभििारर् और बाल वववाह िे मामलों में वद्धि देिी गई। ृ 2020 में डे ऑि द अफ्रीिि चाइल्ड से पहले, सेव द धचल्रि िे िुछ बच्चों से चचाि िी कि COVID-19 उन्हें िैसे प्रभाववत िर रहा था। वाकिसो जिले िी यह िहािी जथथनत िो सांक्षेप में प्रथतत िरती है: “पााँचवीां िक्षा िी एि लड़िीु , िो पास िे एि थिूल में पढती थी, िो पत्थर िी िदाि में िाम िरिे वाल ेएि व्यजतत िे गभिवती िर हदया। िब थिूल बांद हुए, तो उसिी मााँ िे उसे सामाि बेचिे िे ललए भेिा। इिमें से िई लड़कियााँ िायद िभी थिूल वापस िह ां िा पाएांगी, तयोंकि COVID-19 िा उििे पररवारों िी आधथिि जथथनत पर गहरा प्रभाव पड़ा है।”

ऐसे मामलों में, लड़िों िी तलिा में अधिि लड़कियों िे प्रभाववत होिे िी सांभाविा है तयोंकि गर ब पररवार ु अतसर लड़िों िी लिक्षा िो प्राथलमिता देते हैं और लड़कियों से उम्मीद िी िाती है कि वे िाद िर लें। जल, स्िच्छिा औि स्िच्छिा

 

िल और थवच्छता िीवि और थवाथथ्य िे ललए आवचयि हैं, लेकिि वे गररमा, सिजततिरर् और समद्धि िे ृ ललए भी आवचयि हैं। िल और थवच्छता मािव अधििार हैं, िो प्रत्येि बच्चे और वयथि िे ललए मौललि हैं। लेकिि यगाांडा मेंु , िराब थवच्छता और थवच्छता िे साथ-साथ सरक्षक्षत पेयिल ति असमाि पहु ुांच, हिारों बच्चों िो बहुत बीमार और मत्यृ िे ितरे में डालती है।ु

 

प्रारांलभि बचपि िा दथत ि िेवल घाति है; यह यगाांडा िे उच्च थतर िे थटांहटांग में भी योगदाि देता हैु , िो बदले में बच्चों िे सांज्ञािात्मि वविास और थिूल में प्रदििि िो प्रभाववत िरता है। थिूल में, उधचत थवच्छता सवविाओां िी िमी भी उच्च अिु पजथथनत और रॉपआउट िा िारर् बिती हैु , वविेर्ष रूप से लड़कियों िे ललए। यनिसेि िे अिू सार “अिेले डायररयाु , यगाांडा में बचपि िे तीि प्रमु ि हत्यारों में से एिु , हर हदि 33 बच्चों िो मारता है।” ज्यादातर मामलों में, बच्चों िो असरक्षक्षत पािी पीिे या दु वर्षत हाथों िे सांपिि में आिे से बीमार ू होती है और यगाांडा िे अधििाांि थिु ूल वविेर्ष रूप से ग्रामीर् क्षेत्रों में अपिे छात्रों िे ललए थवच्छ पािी प्रदाि िह ां िरते हैं।

 

िांपाला, यगाांडाु में एि प्राथलमि िक्षा। िोटो: अिि होएल / वल्ड ि बिैं

 

ककिोि गभाषिस्था औि बाल वििाह

 

बाल वववाह, कििोर गभािवथथा, थिूलों में दव्यिवहार और थिु ूल िी िीस िई कििोरों, वविेर्ष रूप से लड़कियों िो माध्यलमि ववद्यालयों से बाहर रिती है। थिूल छोड़िे वाल लड़कियों में 8 प्रनतित लड़कियाां गभिवती हैं। इसी तरह िी चिौनतयाां लिक्षा िी गु र्वत्ता में बिी हु ुई हैंोः सरिार द्वारा 2018 में किए गए सवेक्षर् में प्राथलमि 3 में िेवल लगभग 50 प्रनतित बच्चे साक्षरता और सांख्यात्मिता में निपर् थे।ु

 

तनष्कर्ष

 

अांत में, यगाांडा िी सरिार िी जिम्मेदार है कि वह ग्रामीर् क्षेत्रों िैसे सड़िोंु , थिूलों, अथपतालों में बेहतर सामाजिि सेवाओां िा ववथतार िरे ताकि उि क्षेत्रों में वविास िो सगम बिाया िा सिे और इस प्रिार लोगों ु िे िीवि थतर िे साथ-साथ गर ब बच्चों िे ललए लिक्षा में सुिार किया िा सिे।

 

चांकि सरिार िोववडू -19 महामार द्वारा लाए गए लॉिडाउि िे प्रभावों िो िम िरिा चाहती है, इसललए यह सनिजचचत िरिे पर िोर हदया िािा चाहहए कि लड़कियों और महहलाओ ांु िो िीबीवी से बचािे वाल प्रर्ाललयों से समझौता ि किया िाए। यहद यह तेिी से िह ां किया िाता है, तो देि िो लॉिडाउि द्वारा लाई गई िई मिोसामाजिि समथयाओां से निपटिा होगा। लोगों िो अपिी थवच्छता िी आदतों में सिार िरिे िे ललए साि ु पािी आसािी से उपलब्ि होिा चाहहए, िैसा कि साबि होिा चाहहए। और थवच्छता सु वविाओां िा उपयोग िरते ु समय लड़कियों िी नििता और गररमा होिी चाहहए।

 

सांदभष

 

िम्पाला में िैयि ए और लांदि में िेम्स िी। (2023, June 17). यगाांडा थिु ूल हमला।

https://www.bbc.com/news/world-africa-65937484

 

यनिसेि। (ू 2020). लिक्षा. यनिसेि िा थवागत है। ू https://www.unicef.org/uganda/what-wedo/education

 

तयम्बे। (ु 2022, September 28). ग्रामीर् क्षेत्रों में यगाांडा िे बच्चों िे सामिे लिक्षा सांबांिी चु ुिौनतयाां हैं।

https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas

 

वातािलाप। (2022, February 15). यगाांडाु िे दो साल िे ललए थिूलों िो बांद िर हदया-प्रभाव गहरा और असमाि

है। https://theconversation.com/uganda-closed-schools-for-toe-years-the-impact-is-dep-anduneven-176726

 

Finance.go.ug। (2020, July). यगाांडा में िोववडु -19 और बाललिा लिक्षा। उभरते मद्दे तया हैंु ?

https://www.finance.go.ug/sites/default/files/Publications/BMAU%20Briefing%20Paper%2013-20िोववड-19% 20 और%20Girl% 20Child% 20Education% 20in% 20Uganda.20What% 20are% 20the%

20Emerging%20Issues.pdf

 

यनिसेि। (ू 2022). िल, थवच्छता और थवच्छता (WASH). यनिू सेि। यगाांडा। ु https://www.unicef.org/uganda/what-we-do/wash

 

Educational Challenges in Uganda

Written by Luna Plet

Uganda, also known as the “Pearl of Africa” is home to more than 32.0 million people and is rich in culture and diversity.[i] Since the colonial period, the education system has undergone many systematic changes. After gaining independence in 1962, several committees and other government actors were created to monitor educational systems and standards throughout the country. This has positively influenced the nation, as literacy rates have grown exponentially in the past years. Most recently, the literacy rate (of those 15 and older) has increased by 2.47% from 2018 to about 79% in 2021.[ii] In Uganda, children view school as a vital and happiness-inducing aspect of their lives, strongly linking it to their aspirations for achieving future success and securing good jobs.[iii] They relish their interactions with their peers. The situation is a source of sadness and anxiety for those not in school, as they fear it may jeopardize their prospects. However, obtaining an education remains one of their foremost life goals, and they are determined to attain it. Therefore, this article will delve deep into the challenges that Uganda is facing that result in the barrier between children and education.

Poverty

Poverty and education are inextricably linked, as individuals living in poverty may drop out of school to engage in activities that provide immediate livelihood improvements.  While income inequality, gender disparities, and regional disparities present significant obstacles, Ugandans are leveraging education to carve brighter futures for themselves.[iv] This progress is evident through government initiatives, private school alternatives, and the enduring zeal for education among the Ugandan populace.

Public Education Initiatives

Uganda instituted the Universal Primary Education Policy in 1997, which eliminated fees for students attending the first seven years of school, covering primary 1 to primary 7. Although attendance remained voluntary, parents were still responsible for providing essential supplies and contributing to the construction of school facilities. Remarkably, primary school attendance surged by 145% within six years of implementing this policy. In 2007, the program expanded to encompass secondary education.[v] This remarkable increase in attendance reflects the profound thirst for education within Uganda. Although this can help combat poverty by ensuring universal access to education, the program’s impact on poverty remains limited. John Ekaju argues that this ‘UPE-centric’ approach overlooks the predicament of a considerable number of illiterate children, youth, and adults.[vi] Although the UPE policy eliminated general fees, the reality is that schooling is not entirely free, as families continue to grapple with expenses such as Parent-Teacher Association (PTA) fees, books, materials, mid-day meals, examination fees, and uniforms.[vii] Moreover, children, both in primary and secondary levels, are plagued by concerns about the threat of physical violence and sexual abuse from teachers or peers, rampant teacher absenteeism, and overcrowded and inadequately maintained facilities, often citing these as reasons for their non-attendance or dropout[viii]. Therefore, Ekaju suggests a reevaluation of the policy, predicting that enhanced higher education could halve poverty rates.

Moreover, poverty profoundly impacts school readiness, which reflects a child’s ability to thrive academically and socially in a school environment. Poverty negatively affects school readiness through various factors, including health issues stemming from inadequate nutrition, homelessness, food insecurity, and the inability to access medical treatment for illnesses. These factors place immense stress on learners, hindering their ability to succeed in school.

Challenges in Secondary and Higher Education

Education in Uganda is intensely competitive, with rigorous examinations following primary school dictating access to secondary education. Often, this selection process favours the best-performing students, with schools striving to enhance their grade averages and national rankings. While primary education attendance has improved, the quality of education itself has not kept pace. The dearth of resources coupled with an overwhelming student-to-teacher ratio, sometimes reaching 100 students per class, creates adverse conditions for educators and learners.[ix] This impairs the effectiveness of individualized instruction, a critical component of quality education. Consequently, students who aspire to receive a quality education often turn to costly private schools.

Gender Roles in Education

Remarkably, girls have achieved significant educational progress, with higher primary and secondary enrollment rates than boys.[x] However, they still confront gender-based obstacles to staying in school, including early marriages and negative community attitudes towards girls’ education, such as the perception that fees are wasted on them. Some girls are additionally hindered by their inability to afford sanitary pads, leading to occasional absences and, in some cases, permanent dropouts.

Role of Private Education

Boarding and private schools offer a higher quality of education, supported by better-qualified teachers who can provide personalized attention to students. This option is promising for some families but remains inaccessible to those entrenched in poverty. Many families in Uganda survive on less than $2 a day, and the typical annual costs for primary schools range from $50 to $150 for day schools, making them financially unattainable. The Initiative for Social and Economic Rights emphasizes that the fees charged by private schools perpetuate discrimination and further exclude children from low-income households.

Photo by Stijn Kleerebezem on Unsplash

COVID-19

March 2020 will forever be etched in the annals of the education community in Uganda as the month when all schools across the nation shuttered their doors.[xi] The government’s decision to institute nationwide school closures was a response to the looming threat of the deadly coronavirus pandemic. The far-reaching consequences of this decision affected pupils and students across the country.

Despite the widening income gap among Ugandan families, a substantial portion of whom benefit from Universal Primary Education (UPE) and Universal Secondary Education (USE), the swift implementation of these closures necessitated an abrupt shift to internet, television, radios, and newspapers for learning, particularly among the candidate classes. This inevitable transition placed immense pressure on candidates, leaving little room for comprehensive planning. According to recent poverty statistics released by the Ministry of Finance, the COVID-19 pandemic has exacerbated poverty levels in Uganda, with a rise to 28 per cent.[xii] The Eastern region, with a higher poverty rate and a higher likelihood of falling into poverty, surged to 53.3 percent from 28.9 percent, followed by the Northern region at 44.8 percent from 30.3 percent. Unsurprisingly, the general performance levels in the final 2020 Uganda National Examinations Board (UNEB) exams, both for UPE and USE, serve as a reflection of the income disparities in the country, particularly between regions.

Poverty and education are inextricably linked, as individuals living in poverty may drop out of school to engage in activities that provide immediate livelihood improvements. Despite government promises to ensure continuity of learning during school closures, there was little progress in providing learners with access to devices such as radios and televisions, particularly in rural households and villages. Furthermore, many households lacked dry cells for radios, and most rural areas suffered from a lack of electricity. Combined with challenges in internet connectivity and network coverage, as well as economic pressures on families, distance learning became an unrealistic solution. Overall, resource inequalities between rural and urban areas have persisted for decades, with rural areas lacking the necessary technology and infrastructure for transformation. The COVID-19 pandemic further exacerbated these disparities.

Conclusion

In conclusion, recognizing the significance of investing in children is paramount for national development. With children and young people constituting a substantial portion of the population, they represent invaluable assets for Uganda’s future. Child poverty transcends individual and household levels, extending to lifelong consequences such as compromised education and diminished earning potential for those whose growth is stunted in their formative years. The ripple effect extends to the economy, with estimates indicating that Uganda experiences an annual GDP loss of 5.6% due to undernutrition.[xiii] Consequently, it is imperative that interventions in health, education, and protection target children at the right juncture. Such investments guarantee the fulfilment of children’s rights and set in motion a virtuous cycle of growth and human development, benefiting the nation as a whole.

Overall, these findings underscore the pressing need to address educational challenges in Uganda to ensure that children, particularly those from marginalized backgrounds, have equal access to quality education, fostering their personal development and the nation’s future growth and development.

References

[i] “Facts & Figures | Uganda National Web Portal.”

[ii] “Uganda Literacy Rate 1991-2023.”

[iii] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

[iv] “EDUCATION CHALLENGES FACED BY UGANDAN CHILDREN IN RURAL AREAS.”

[v] Thelwell, “The Impact of Education on Poverty in Uganda.”

[vi] Thelwell.

[vii] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

[viii] UNICEF.

[ix] Thelwell, “The Impact of Education on Poverty in Uganda.”

[x] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

[xi] The independent, “Poverty Undermines Uganda’s Public Education.”

[xii] The independent.

[xiii] UNICEF, “Situation Analysis of Child Poverty and Deprivation in Uganda.”

“Facts & Figures | Uganda National Web Portal.” Accessed October 17, 2023. https://www.gou.go.ug/topics/facts-figures.

The independent. “Poverty Undermines Uganda’s Public Education.” The Independent Uganda: (blog), August 12, 2021. https://www.independent.co.ug/poverty-undermines-ugandas-public-education/.

Thelwell, Kim. “The Impact of Education on Poverty in Uganda.” The Borgen Project (blog), July 23, 2020. https://borgenproject.org/education-and-poverty-in-uganda/.

Tuyambe – Kinder Not in Africa. “EDUCATION CHALLENGES FACED BY UGANDAN CHILDREN IN RURAL AREAS,” September 28, 2020. https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas.

“Uganda Literacy Rate 1991-2023.” Accessed October 17, 2023. https://www.macrotrends.net/countries/UGA/uganda/literacy-rate.

UNICEF. “Situation Analysis of Child Poverty and Deprivation in Uganda,” 2014.

Cover Image by bill wegener on Unsplash

Challenges facing education system in Uganda

Writen by Ruth Lakica

Introduction

Education is a fundamental rights for all humans around the globe. Regardless of one’s economic or social status,  every human being should be entitled to Education. Despite the fact that this might seem obvious, it is not the reality for many Ugandans. Nevertheless, the government has and is still making significant efforts to cub illiteracy.  For instance, the government split the education system into pre-primary, primary, secondary and post secondary or tertiary education.

Uganda has made progress in implementing universal primary education, yet many students do not achieve minimum levels of literacy and numeracy. Low learning levels contribute to low completion rates and many students fail to transition between grades and dropout rates are high.

Alice Namweru, age 32, is a teacher trainee at Miyana Primary School & Early Childhood Development Center. Photo by: GPE/Livia Barton

Conflicts and insecurity

Nearly 40 pupils have been killed at a school in western Uganda by rebels linked to the Islamic State group (IS).

Five militants attacked the Lhubiriha secondary school in Mpondwe. Uganda’s information minister said 37 students were confirmed to have been killed, but did not give their ages. Twenty of them were attacked with machetes and 17 of them burned to death, Chris Baryomunsi told the BBC.

The Ugandan army said the rebels had also killed a school guard and three members of the local community.

Survivors said the rebels threw a bomb into the dormitory after the machete attack. It is not clear if this resulted in a fire in the building which was reported earlier.

Six students were also abducted to carry food that the rebels stole from the school’s stores, he added. The militants then returned across the border into the DR Congo.

Lack of enough teachers

The lack of teachers is yet another huge obstacle to education in the rural areas of Uganda. Actually, in rural areas, it can be extremely difficult to attract great teachers, and hiring, in general, most teachers prefers to teach in urban areas. The reason is, rural life is not suitable for everyone. Many services such as healthcare, banks and proper housing can be harder to obtain as well.

Destin at Kyanja high school Mpigi teaching climate education. Photo by: Atwijukirenaomi

Household poverty

Access to and completion of schooling is inequitable, with girls and children from the poorest families at highest risk of school dropout: According to UNICEF in 2020,the secondary level enrollment of the richest 20 per cent of the population (43.1 per cent) is five times that of the poorest 20 per cent (8.2 per cent).  In geographical terms, the highest Secondary Net Enrollment is seen in Kampala (52 per cent) and lowest in Acholi (7 per cent).  Costs associated with education account for 6 out of 10 people leaving school among the people from the poor household.

Among children that do attend school in Uganda, the absence of qualified teachers, textbooks, and low-quality school environment all adversely affect learning outcomes: most students in fifth grade in rural areas in Uganda are not able to master basic mathematics and reading skills.

Physical distance to learning centers

Physical distance is another huge problem children attaining education in mainly rural areas have go through. Schools are located kilometers away from their home stay where kids have to move for long hours to get to their school. Some fail to go to school because it’s far while others tend to drop out.

Impact of Covid-19

The school closures and the loss of household income, particularly in rural areas, restricted access to education for school-aged children. Many students abandoned school permanently due to their parent’s loss of income.  young people needed to find ways to generate an income while schools were closed. This posed different challenges depending on gender or location.

Girls did not reintegrate back into schools, and were exposed to early marriage and pregnancies. Teenage pregnancy and early marriages Ahead of the 2020 Day of the African Child, Save the Children had a discussion with selected children on how COVID-19 was affecting them. This story from Wakiso District sums it up. “A girl in primary five in a neighboring school was impregnated by a man working in a stone quarry. When schools closed, her mother sent her to sell. Many of these girls may never go back to school, because of the economic impact of COVID-19 on their families. In such instances, more girls than boys are likely to be affected as impoverished families usually prioritize educating the boys. The girls are expected to be married off.

Water, sanitation and hygiene

Water and sanitation are essential for life and health, but they are also essential for dignity, empowerment and prosperity. Water and sanitation are human rights, fundamental to every child and adult. But in Uganda, poor sanitation and hygiene, as well as unequal access to safe drinking water, make thousands of children very sick and at risk of death.

Early childhood diarrhoea is not only deadly; it also contributes to Uganda’s high levels of stunting, which in turn affects children’s cognitive development and performance at school. In school, lack of proper sanitation facilities also leads to high absenteeism and dropouts, especially for girls. According to UNICEF “Diarrhoea alone, one of three major childhood killers in Uganda, kills 33 children every day”. In most cases, children get the disease by drinking unsafe water or coming into contact with contaminated hands and most schools in Uganda especially in rural areas does not provide clean water for their students.

A primary classroom in Kampala. Uganda. Photo by: Arne Hoel / World Bank

Teenage pregnancy and child marriages

Child marriage, teenage pregnancy, abuse at schools and school fees keep many teens, especially girls, out of secondary schools.  pregnancy accounts for 8 per cent of girls who left school. Similar challenges remain in the quality of education: only about 50 per cent of the children in Primary 3 were proficient in literacy and numeracy in a 2018 survey conducted by the Government.

Conclusion

In conclusion, Uganda’s government, therefore, has a responsibility of extending better social services in rural areas such as roads, schools, hospitals to facilitate development in those areas and hence improve people’s standards of living as well as education for the poor kids.

As government seeks to alleviate the effects of lockdown brought about by the COVID-19 pandemic, emphasis should be placed on ensuring that systems that are supposed to protect girls and women from GBV are not compromised. If this is not done quickly, the country will have to deal with a number of psychosocial problems brought about by the lockdown. Clean water must be readily available for people to improve their hygiene habits, as must soap. And girls must have privacy and dignity when using sanitation facilities.

References

Patience A in Kampala & James G in London. (2023, June 17). Uganda school Attack. https://www.bbc.com/news/world-africa-65937484

UNICEF. (2020). Education. UNICEF uganda. https://www.unicef.org/uganda/what-we-do/education

Tuyambe. (2022, September 28). Education challenges faced by Uganda children in rural are as. https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas

The Conversation. (2022, February 15). Uganda closed schools for two years – the impact is deep and uneven. https://theconversation.com/uganda-closed-schools-for-two-years-the-impact-is-deep-and-uneven-176726

Finance.go.ug. (2020, July). COVID-19 and Girl Child Education in Uganda. What are the Emerging Issues?. https://www.finance.go.ug/sites/default/files/Publications/BMAU%20Briefing%20Paper%2013-20-COVID-19%20and%20Girl%20Child%20Education%20in%20Uganda.%20What%20are%20the%20Emerging%20Issues.pdf

UNICEF. (2022). Water, sanitation and hygiene (WASH). UNICEF. Uganda. https://www.unicef.org/uganda/what-we-do/wash

Enjuba: Empowering Ugandan  Children through Education and Literacy

Written by Frida Brekk

Enjuba is a dedicated children’s education organization in Uganda with a mission to improve literacy and executive function skills among young learners. By offering innovative programs and leveraging technology, Enjuba aims to empower children and provide them with the tools they need to succeed in their education and beyond. This article explores the initiatives and impact of Enjuba in transforming the educational landscape for Ugandan children.

Spelling and writing competitions contribute to improve learning outcomes of children in Uganda. Photo by enjuba.

A core focus of Enjuba is enhancing literacy skills among Ugandan children. They employ evidence-based teaching methods and innovative approaches to foster reading comprehension, writing proficiency, and critical thinking skills. Through engaging and interactive activities, Enjuba aims to instill a love for reading and enhance overall literacy levels, which are crucial for academic success and personal development.

Enjuba recognizes the importance of executive function skills, such as attention, memory, organization, and self-regulation, in a child’s learning journey. Their programs are designed to develop these skills, enabling children to manage time effectively, set goals, solve problems, and make informed decisions. By strengthening executive function abilities, Enjuba equips children with the cognitive tools necessary for lifelong learning and success.

Enjuba harnesses the power of technology and technological integration as critical in order to enhance educational experiences. Enjuba provides children with access to educational content and activities that supplement classroom learning through their digital platforms, such as interactive learning apps and online resources. This technology integration expands learning opportunities, particularly in areas with limited resources, and fosters digital literacy skills that are increasingly essential in the modern world.

Recognizing educational support and the pivotal role of teachers, Enjuba offers professional development programs and ongoing support to educators. Enjuba helps teachers enhance their instructional techniques, incorporate student-centred approaches, and effectively implement literacy and executive function strategies in the classroom through workshops, mentoring, and resources. By empowering teachers, Enjuba extends its impact and ensures sustainable improvements in education.

Enjuba actively engages and collaborates with local communities, parents, and stakeholders to foster a collaborative approach to education. They involve parents in their children’s learning journey through workshops and home-based activities, creating a supportive environment that reinforces educational goals. Collaborations with schools, government agencies, and other organizations enable Enjuba to reach a wider audience and advocate for educational reforms and policies.

Enjuba is making a significant impact on children’s education in Uganda through its dedication to improving literacy and executive function skills. By utilizing innovative approaches, integrating technology, and providing teacher training, Enjuba equips Ugandan children with the necessary tools for success in their academic and personal lives. Through its commitment to community engagement and collaboration, Enjuba is fostering a holistic approach to education, empowering children, and creating a brighter future for Uganda.

References:

enjuba – See the World Differently. (n.d.). Retrieved from https://www.enjuba.com/

enjuba (@enjuba1) / Twitter. (n.d.). Retrieved from https://twitter.com/enjuba1?s=11&t=rRZ3C1VSbq2cHxaJpAPYLg