A recent study has identified classroom congestion and inadequate infrastructure as primary factors behind the low academic performance of primary school students in Uganda’s West Nile and Karamoja regions. Conducted collaboratively by OXFAM Uganda and the Civil Society Budget Advocacy Group (CSBAG), the research sought to explore how funding for education correlates with elements such as infrastructure, teaching resources, and overall student achievement.
The report, titled “Impact of Primary Education Financing on Learners’ Performance in West Nile and Karamoja (FY2021/22 to FY2023/24),” evaluated government investment in primary education across select districts—Abim and Nabilatuk in Karamoja and Madi-Okollo and Yumbe in West Nile—over a span of three financial years. OXFAM Uganda’s Education Programme Coordinator, Philip Talemwa, explained that these regions were chosen due to a recurring trend of poor performance, prompting the need to examine the underlying issues.
Findings from the study showed that poor infrastructure significantly affects learning, particularly by limiting access, shortening study hours due to lack of electricity, and jeopardizing health and safety. These limitations have direct consequences on the educational outcomes in districts with low infrastructure development. The research also highlighted ongoing disparities in how education funding and resources are distributed, despite initiatives such as the Universal Primary Education (UPE) program. Shortfalls in teacher recruitment, inadequate classroom facilities, and lack of basic learning materials continue to undermine educational quality in these areas.
To address the crisis, the study recommends tailored increases in UPE capitation grants for remote and hard-to-reach regions like Karamoja and West Nile. The report stresses the importance of aligning funding with the unique challenges faced by these areas, including their operational and infrastructural needs. It also calls for stronger financial oversight through quarterly reporting to ensure transparency and effective allocation of educational resources.
The educational challenges in West Nile and Karamoja are compounded by civil unrest, cross-border conflicts, and refugee inflows, all of which disrupt schooling. In June 2023, Arua City Education Officer Raymond Ombere urged the government to invest more in early childhood education, arguing that such an approach would reduce dropout rates and improve performance. He advocated for more government funding to support the majority of school-related expenses.
Just months earlier, then-State Minister for Primary Education Joyce Kaducu admitted that capitation grants were insufficient, though she noted that the government continues to pay teachers and build classrooms—expenditures not included in the grants. In February 2025, during a parliamentary session, Shadow Education Minister Joseph Ssewungu criticized the limited dissemination of the Education Policy Review Commission’s findings. In response, Speaker Anita Among directed that the commission’s recommendations be made public. State Minister for Higher Education John Chrysostom Muyingo later confirmed that a technical committee had been formed to assess the report’s suggestions.
Meanwhile, Napak District Woman MP Faith Nakut voiced concern over severe understaffing in Karamoja’s schools, pointing out that a small number of teachers are overwhelmed with teaching multiple classes. She advocated for better supervision and more frequent inspections to ensure teacher presence and instructional quality.
Despite the bleak picture, there remains cautious optimism. Mr. Talemwa expressed hope that the government would gradually act on the study’s recommendations. His team has already submitted their proposals to the Parliamentary Committee on Education, aiming for them to be factored into the 2025/26 education budget. He emphasized that change does not have to be immediate or all-encompassing but can be achieved through steady, focused efforts. Acknowledging the country’s many competing priorities, Talemwa urged for incremental improvements, especially in crucial areas like teacher recruitment, which the team plans to monitor in the upcoming budget cycle.