By Spy Uganda
The Executive Director of the National Curriculum Development Centre (NCDC), Dr. Grace K. Baguma, has called for renewed national commitment to improving literacy levels among Ugandan children by adopting familiar local languages as the medium of instruction (MoI) in lower primary schools (P.1–P.3).
Speaking at a validation meeting held at Esella Country Hotel in Kira, Dr. Baguma said the choice of language used to teach children in their earliest school years is key to improving literacy outcomes.
“When children first learn in a language they understand, they build stronger literacy skills, which in turn boosts performance in other subjects,” Dr. Baguma said.
Her remarks were based on a new nationwide study conducted in 39 districts to identify the most feasible languages for early-grade teaching. The study consulted 8,913 respondents—including teachers, policymakers, researchers, and community leaders—achieving a 94% response rate.
26 Local Languages Recommended
The report proposes using 26 local languages as the medium of instruction for early primary education. These include Ateso, Lusoga, Luganda, Runyankore-Rukiga, Runyoro-Rutoro, Acholi, Lugbarati, Kakwa, Alur, Leb Lango, and others, alongside Kiswahili for multilingual areas such as Kiryandongo, Obongi, and Ssembabule.
Dr. Richard Irumba, NCDC’s Deputy Director for Research, said the study was necessary to ensure government resources are used efficiently:
“It is not feasible for the government to provide instructional materials and teacher training for all 65 languages recognised in the Constitution. This study helps us prioritise the most widely spoken languages to deliver education effectively.”
Dr. Baguma acknowledged that Uganda’s 2007 rollout of mother-tongue education under the thematic curriculum faced setbacks due to shortages of materials, teacher training gaps, and poor community buy-in.
“We have learned from the past. This time, we must ensure that teacher preparation, learning materials, and community involvement go hand in hand,” she said.
The report also proposes a gradual transition to English beginning in P.4, allowing pupils to first build a solid literacy foundation.
The NCDC findings were backed by research from Uwezo Uganda and UNEB’s National Assessment of Progress in Education (NAPE), which show that many P.3 and even P.6 pupils struggle with basic reading and comprehension skills.
“When literacy levels are low, performance in all other subjects suffers,” Dr. Baguma warned.
The study also highlights major obstacles to literacy improvement: the abrupt language shift in P.4, limited teacher training in bilingual methods, and persistent community bias that favors English over local languages.
Proposed Solutions
To close the gap, NCDC is recommending:
- Mandating local languages as the medium of instruction from P.1 to P.3.
- Gradually introducing English beginning in P.4, with full transition by P.5.
- Training teachers in bilingual instruction and transitional education.
- Developing quality teaching materials in local languages in partnership with publishers.
- Sensitising communities to support mother-tongue education.
- Introducing remedial language programs to reduce dropout rates caused by language barriers.
Dr. Irumba challenged perceptions that learning in local languages weakens children’s English proficiency:
“I studied in my mother tongue, and English was introduced from P.4. Do I look inadequate? The problem lies with elites who undermine mother-tongue education, not rural communities.”
The validation meeting brought together government officials, cultural leaders, universities, civil society, and development partners to review the proposed languages and give feedback on implementation plans.
NCDC will now finalise the language list and implementation strategy for submission to the Ministry of Education later this year. If adopted, the policy will align with Uganda Vision 2040, the National Education Strategic Plan, and UNESCO’s call for inclusive and equitable education.
“Our goal is to make sure every child can read, understand, and analyse information effectively,” Dr. Baguma concluded.
