Participants from Acholi and Lango sub regions reviewing the research findings. Photos/ Illustration by Arnest Tumwesige
By Arnest Tumwesige
Gulu: In 2007, the Government of Uganda rolled out the thematic curriculum, a reform aimed at improving the quality of education in the lower primary cycle.
However, research by the National Curriculum Development Centre (NCDC) shows that this objective has not fully been achieved 18 years later.
NCDC is an autonomous statutory body under the Ministry of Education and Sports (MoE&S), mandated to design curricula for pre-primary, primary, secondary, and tertiary institutions.
The thematic curriculum was rooted in the 1992 Government White Paper on Education for National Integration and Development, which recommended that familiar local languages be used as the medium of instruction from Primary one to Primary three.
This approach also aligns with international commitments to the right to education as highlighted in the Abidjan Principles, the Universal Declaration of Human Rights (1948), and the International Covenant on Economic, Social and Cultural Rights (1966).
Despite these commitments, learning outcomes remain weak. “Despite the rollout of the reviewed primary curriculum in 2007 and the use of familiar language as a Medium of Instruction (MoI) at lower primary, proficiency of pupils at this level has not improved,” the August 2025 NCDC report notes.
“For instance, according to research by Uwezo Uganda in 2021, only 11.6% of children could read and understand a story text appropriate for Primary Two, suggesting that most learners are not acquiring foundational reading skills even when taught in their familiar language.”
Gaps in Implementation
Sezi Bogere, a researcher with NCDC, explained that the transition from local languages to English remains unclear for many teachers.
“Teachers are expected to use local languages in early classes and gradually introduce English as a second language from Primary four. However, in some cases, teachers switch strictly to English at P.4, which shocks learners who are still more comfortable in their local language. This study recommends that the transition be extended to P.5 and P.6,” Bogere told GNNA.
The implementation also suffers from a shortage of bilingual teachers and limited instructional materials in indigenous languages.
Jackline Akello Ocowun, the Gulu District Inspector of Schools, pointed to parental pressure as another challenge.
“Parents often push teachers to introduce English early. Government should sensitize parents to appreciate why children need to begin with familiar languages if they are to succeed in upper classes,” she said.
Rwot Collins Atiko, the Patiko clan leader in Gulu District, echoed the value of local language instruction. “I studied Primary One in the 1960’s in the local language. Today, I speak better English than many who started directly in English. Teaching in English at infant level does not guarantee good grammar,” he observed.
Condensing to Fewer Languages
Uganda has 66 local languages, but NCDC has condensed them to 22 considered feasible for classroom use, given the costs of producing instructional materials such as textbooks, readers, charts, and dictionaries.
These are; Ateso, Dhopadhola, Kumam, Kupsabiny, Lugwere, Lunyole, Lusamia and Lusoga for Eastern region. Acholi, Alur, Kakwa, Langi, Lugbarati and Nga’akarimojong for Northern region.
In western region they include; Runyoro-Rutooro, Lugungu, Lukhonzo, Rufumbira and Runyankore-Rukiga; and Luganda for Central sub region
Joyce Lanyero, the Amuru District Education Officer, said while the Ministry of Education supplies some instructional materials, schools can use up to 35% of the capitation grant to buy what they need.
However, the funding is insufficient. “Teaching in local language is not easy. Many teachers lack the background to deliver effectively. Parents also insist on English, yet some university graduates cannot read or write Acholi. What do you expect?” she asked.
Amuru’s cosmopolitan population complicates the situation further. With Madi-speaking learners in Atiak Sub-county and Elegu Town Council, teachers often resort to English. “We hardly have Madi-speaking teachers maybe only two or three across the district,” Lanyero added.
Calls for Policy Reform
In Lango and Acholi sub-regions, where four districts were part of the 31 covered in the study, education stakeholders called for stronger government action. They want policies addressing thematic curriculum implementation right from training institutions to nursery schools and private schools.
Sarah Akullo, chairperson of a School Management Committee in Amolatar district criticized government laxity. “Some parents prefer private schools because they teach in English. We need a clear policy to harmonize the system,” she said during a dissemination meeting at Gulu Core Primary Teachers’ College.
Funding remains a critical barrier. Amuru District, for example, receives about UGX 10 billion annually from central government, but UGX 7 billion goes to wages.
About UGX 800 million is spent on construction and rehabilitation, while the balance is divided among the capitation grant and universal secondary school programs. This budget must serve 51 primary schools, five secondary schools, and one technical institute.
It is expected that the new research findings will inform the formulation of a revised curriculum and influence Parliament to improve budget allocations to support implementation in districts like Amuru that are struggling to cope.
