Uganda’s education financing is under scrutiny as experts call for increased investment and innovative solutions to address critical challenges.
Derrick Namisi, Principal Economist at the Ministry of Education, highlighted these issues during the release of a new report by ActionAid International Uganda (AAIU) titled Progressive Tax Reforms for Education Financing in Uganda at Fairway Hotel in Kampala.
The report underscores the insufficient public expenditure on education and the urgent need for increased funding to cater to a growing population, inadequate infrastructure, and poor learning outcomes.
Namisi challenged the perception that education is one of the most well-financed sectors. “There’s an unfair perception that education is heavily funded, but the reality on the ground is different,” he stated. While nominal budget increases have been recorded, they are often absorbed by salary increments rather than infrastructure or resource development.
“If you raise a science teacher’s salary from 800,000 to 4 million shillings, it appears like the sector has gained 900 billion more, but it does not translate into more resources for schools,” he explained.
Teacher remuneration remains a key concern, with Namisi comparing Uganda’s unit cost of education financing to other countries. “Uganda’s spending per teacher is below USD 18,000 annually, while some countries allocate up to USD 22,000,” he noted.
Infrastructure remains a pressing challenge. Namisi described overcrowded schools where one teacher handles up to 171 learners, with classrooms often exceeding 200 students.
“It’s a very sad situation,” he lamented. He called for creative and deliberate strategies to improve financial education and resource allocation. “We need to be directional in our approach. If the government has done its part, what other options can we explore?” he posed.
Aligning education with employment was another key concern. Namisi emphasised the need to tailor education to market needs. “If someone is training to manufacture TVs, they should be linked to institutions that can provide the necessary skills,” he proposed.
Uganda’s education budget as a percentage of GDP and total national expenditure falls below recommended levels. “For the past three years, education has received between 14% and 17% of the national budget, while UNESCO recommends at least 20%. For GDP, we allocate about 3%, which is below global standards,” Namisi revealed.
Despite the introduction of free primary education, access remains a challenge. “Even with free primary education, parents still pay about 18,000 shillings in extra costs, making it difficult for some children to enroll,” he said.
Quality also remains a major concern. “We have 12 million learners in the system, yet over 1,000 government primary schools still employ more than 467 unqualified teachers,” Namisi pointed out. He stressed that educational reforms require patience and sustained investment. “Education is a social service; you can’t switch it on and off and expect immediate results. The longer we delay investment, the longer it will take to achieve our national development goals.”
Feeding and Fees
Namisi acknowledged the financial constraints affecting school feeding programmes. “We recognize that school feeding has a direct impact on learning and equality,” he said, adding that while the government is studying alternatives, financial limitations make widespread implementation difficult.
On school fees, he noted ongoing discussions about regulation but stressed the need to balance affordability with quality education.
Menstrual Hygiene Challenges
Namisi also addressed menstrual hygiene challenges in schools. While the ministry has guidelines, he noted that implementation remains weak. “Most schools prioritise other expenses over menstrual hygiene, despite the availability of guidelines,” he explained.
In conclusion, Namisi reaffirmed the government’s commitment to improving education but stressed that it requires a collective effort. “Government plays a regulatory role, ensuring schools meet quality standards, but societal factors such as teenage pregnancies must also be addressed to support young mothers in continuing their education,” he said.