Uganda’s Learning Standards Decline, UWEZO Report Reveals

By Carolinah Nakibuule | Wednesday, March 19, 2025
Uganda’s Learning Standards Decline, UWEZO Report Reveals
The report reveals a sharp increase in the number of P7 pupils who have not yet achieved P2 level of competence in English
The report, released earlier today, indicates that instead of improving, students' competencies in key subjects such as English have either stagnated or worsened.

The latest Uganda National Learning Assessment report by UWEZO Uganda has raised alarm over declining learning outcomes in the country’s education sector.

The report, released earlier today, indicates that instead of improving, students' competencies in key subjects such as English have either stagnated or worsened.

It reveals a sharp increase in the number of Primary Seven (P7) pupils who have not yet achieved a Primary Two (P2) level of competence in English.

In 2021, this figure stood at 11.3%, but it has now surged to 23.2% in 2024. Out of 21,057 learners sampled across 29 districts, more than 4,000 P7 pupils lack basic English proficiency.

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The decline is not limited to upper primary learners. Among Primary Three (P3) pupils, only one in ten can read and comprehend a P.2-level English or local language story, the same figure recorded in 2021.

Furthermore, the percentage of P.3 to P.7 pupils who could read and comprehend a P.2 English story and solve basic arithmetic has dropped from 30% in 2021 to just 20% in 2024.

Northern Uganda is the most affected region, with Oyam District particularly struggling. The District Education Officer (DEO), David Adea, attributed the crisis to the high teacher-to-learner ratio, revealing a shortage of 700 teachers in the district.

He cited poor working conditions, low salaries, and high mortality rates among teachers as key reasons for the gap.

Education experts have pointed to multiple factors behind the declining learning outcomes, including inadequate teacher training, limited educational resources, and a lack of focus on foundational literacy and numeracy skills.

They also raised concerns over corporal punishment, which they say is pushing many learners out of school.

Maria Gorret Nakabugo, Executive Director of UWEZO Uganda, emphasized the urgent need for government intervention to address the crisis.

She called for improved teacher recruitment, better learning resources, and greater community involvement in children’s education.

“This report should serve as a call to action for all of us,” Nakabugo said. “We need a more comprehensive approach to education—one that fosters critical thinking, problem-solving skills, and stronger foundational learning.”

With learning outcomes on a downward trajectory, education stakeholders are urging swift action to prevent further deterioration and safeguard Uganda’s future workforce.

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