The four-year RISING Uganda project, one of the country’s largest initiatives targeting out-of-school children, has officially closed after exceeding its enrolment and retention targets across nine high-need districts — but questions remain about whether government structures can sustain the gains.
Implemented from 2022 to 2025 by Plan International Uganda in partnership with the Ministry of Education and Sports, district local governments and the Stromme Foundation, with funding from Education Above All, the project enrolled 110,000 out-of-school children, surpassing its target of 100,000 across 400 government primary schools.
The intervention focused on districts with some of the highest dropout rates, early marriage cases and refugee populations Kamuli, Buyende, Lira, Alebtong, Obongi, Yumbe, Adjumani, Madi-Okollo and Nebbi.
Retention, historically one of the biggest challenges in public schools, improved significantly, particularly among adolescent girls.
District reports attribute this to strengthened school governance, targeted community engagement and improved learner tracking systems.
“The project has shown that when public schools are well supported to function effectively, the learners return and parents regain confidence,” said Martin Obwoya, technical advisor in education at Plan International Uganda.
Unlike previous interventions that focused heavily on facilities, RISING Uganda prioritised governance strengthening leadership, data management, supervision and community accountability at school level.
District officials trained school and community structures, including Baba Clubs, Mama Clubs, GEMS Clubs and data champions, to jointly monitor attendance and learner welfare. Each district also formed a Project Steering Committee bringing together LC5 chairpersons, RDCs, CAOs and heads of departments, ensuring government-led oversight.
Although governance was the core focus, the project invested in infrastructure in 25 schools, constructing 48 classrooms, renovating 19 blocks and setting up 57 latrine units totaling 283 stances mainly in overcrowded or refugee-host communities.
The upgrades, combined with stronger management, contributed to increased enrolment and renewed parental confidence in public schools.
With the project concluded, attention has shifted to whether government systems can maintain the progress. Several district inspectorates still face funding shortfalls for supervision and monitoring a weakness that could undermine gains if left unaddressed.
“The systems are in place and the practices are known. What is needed now is consistent monitoring and adequate support for inspection so that schools can sustain the progress made,” Obwoya said.
Plan International Uganda and the Ministry of Education have submitted a concept note to development partners for a potential second phase, but funding is not yet confirmed.
As RISING Uganda wraps up, its impact is visible in the thousands of children especially girls and refugee learners who returned to classrooms after years out of school.
Stakeholders warn that sustaining these gains will require deliberate government investment to ensure no child slips back into exclusion.
The strengthened systems now remain in the hands of district leaders and their ability to maintain the momentum will determine whether the project’s achievements endure.