Igniting Potential for the Unchosen Child: How Uganda’s Learning Revolution Begins

Virtual Launch Marks Critical Evolution 

On June 5th, 2025, educators, policymakers, civil society leaders across East Africa and beyond witnessed the virtual official unveiling of Uwezo Uganda’s second strategic plan as an independent organisation. This milestone marks a critical evolution from its origins as part of Twaweza East Africa’s pioneering "Uwezo" initiative (2009–2019). Emerging as a standalone entity in 2020, Uwezo Uganda has cemented its role as a catalyst for evidence-driven change in education and relentlessly pursuing answers to the defining question; “Are Uganda’s children learning?”. The Uwezo Uganda 2025–2028 strategy themed, "Promoting Support for Quality Education for All," transcends organisational planning-as it is a national call to action against a persistent learning crisis. 

Uganda’s Educational Paradox: Enrollment Soars, Learning Lags 

Uganda’s educational landscape reveals a profound paradox. While primary school enrollment rates soar, learning outcomes remain alarmingly low. This disconnect-is affirmed by statistical evidence from the Uwezo assessments revealing that, the proportion of 10-year-olds achieving Primary(P)2 level competence in English reading was estimated as 15% in 2018, 16% in 2021 and 14% in 2024 while the estimates for their P2 level numeracy competence were 23% in 2018, 20% in 2021 and 32% in 2024 (Uwezo, 2019; Uwezo Uganda, 2021 and Uwezo Uganda 2024a)[1]. The situation is exacerbated when a dismal 2% of adolescents aged 13-17 in Uganda[2] exhibit advanced problem-solving abilities - this as compared to higher percentages[3] of 5% in Kenya, 8% in Tanzania and 14% in Zanzibar. With a half[4] of Uganda’s population under the age of 18, these statistics represent not merely an educational gap but a national imperative. As the Executive Director of Uwezo Uganda (Mary Goretti Nakabugo) framed it well - during the launch using an attribution to one of the world’s wealthiest individuals that; "children never ask to be born, choose their family, sex, or birthplace; they simply find themselves in these circumstances and, therefore, supporting their growth is not a favour-but our responsibility."

Strategy Emerges from Rigorous Reflection on 2020-2024 

This new strategy emerges from rigorous reflections on Uwezo’s first independent phase (2020–2024). Critical lessons shaped its design and her citizen-led assessments proved indispensable for driving systemic dialogue, with district-level partners emerging as vital translators of data into local action-whether mobilising communities to address teacher absenteeism or advocating for classroom resources. Yet challenges surfaced, notably the need for more adaptive monitoring frameworks and deeper integration of core principles into daily operations. The strategy’s development process itself modeled Uwezo’s collaborative ethos. Over twelve months, grassroots partners, global researchers, and Uganda’s Technical Advisory Committee co-created this blueprint through participatory workshops, including employing the Outcome Harvesting methodology sessions to document past contributions and future priorities. 

From right to left: Hon Rwabushaija Margaret Namubiru, Workers' Representative, Parliament of Uganda; Hon. James Kubeketerya (Guest of honour, in yellow necktie)-Chairperson, Parliamentary Committee on Education & Sports, also MP, Bunya County East; Dr. Mary Goretti Nakabugo (Executive Director-Uwezo Uganda), Dr. Charles T.M. Lusambu (Board Member-Uwezo Uganda).
 

A Refined Theory of Change: Three Strategic Pillars

At its heart, the strategy presents a refined Theory of Change (ToC) built on three pillars. Assessments (pillar 1) will expand beyond foundational literacy and numeracy to pioneer evaluations of writing, oral/audial skills, and life competencies-thereby ensuring holistic understanding of learning gaps. Critically, household-based surveys will continue capturing voices of out-of-school children, a demographic often overlooked in traditional metrics. Research (pillar 2) initiatives will spotlight context-driven solutions, from "positive deviance" studies uncovering success in marginalised communities to exploring inclusive models for children with disabilities. Engagement & Influencing (pillar 3) marks a strategic evolution. Here, Uwezo will foster a national alliance of CSOs, launch a virtual Community of Practice for district partners, and champion citizen journalism through social media. This multi-tiered approach recognises, as one grassroots partner observed that, evidence gives communities a common language to demand change, from village councils to global forums. 

Unifying Principles: A Practical Pact for Equity 

Unifying these efforts are seven shared principles designed to guide all users of Uwezo’s work. These include treating every child as equal regardless of circumstance, prioritising lasting systemic change over isolated projects, grounding advocacy rigorously in evidence, developing context-appropriate content, maintaining adaptability in complex environments, and collaborating through trust and mutual respect. These principles form a practical pact—a commitment that a child in a remote location holds the same right to quality learning as one in urban and privileged locations. 

Virtual Launch Ignites Exchange: Key Voices Illuminate the Path 

The virtual launch ignited vibrant conversations that further illuminated the path forward. Notably key insights underscored the need for parental agency-with some views suggesting that 70% of Ugandan parents lack capacity to support learning. Further, there was call for programs empowering parents as first educators, not just targeting children. Other regional insights from Education Officers sounded alarms pointing to operational realities notably; "how can teachers deliver quality education in seventy public primary schools that lack over 1,154 classrooms, with educators earning wages that scarcely sustain their families?" Others participants in attendance called for pedagogical transformation and remarked with sharp voices like; "we must teach children how to learn-by integrating technology and community wisdom beyond rote memorisation." In such an absorbing conversation, others underscored regional synergy-with the hope that when Ugandan, Kenyan, and Tanzanian evidence converges, it creates undeniable momentum for policy action across borders. 

Broad Ownership Demanded: Citizens, CSOs, Partners Called to Action 

Uwezo’s vision of "a society in which all children are learning and realising their full potential"; demands broad ownership. Citizens can share stories of local education realities through Uwezo’s upcoming citizen journalism platforms. Civil society organisations (CSOs) may join the national alliance or district Communities of Practice to leverage data for targeted advocacy. Development partners are urged to invest in evidence-backed solutions, particularly early childhood education which yields exponential lifelong returns. As the Guest of Honour declared, "this strategy must live through our actions in classrooms, communities and in policy, not gather dust on shelves." 

A Roadmap at a Pivotal Moment: Challenges as Catalysts

The roadmap arrives at a pivotal moment. Classroom overcrowding, resource constraints, and foundational learning gaps persist. Yet as a Board of Uwezo representative reminded attendees, "challenges are catalysts for innovation." By weaving rigorous evidence with radical collaboration, this strategy offers Uganda more than an organisational plan; but additionally, provides a shared compass. The question "Are our children learning?" now meets a collective response; "not yet-but here’s how we’ll make it happen,together." 

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