There is currently a segregated education system: one for the rich and one for the poor. Universal Primary Education (UPE) and Universal Secondary Education (USE) as implemented are meant to produce and perpetuate gross inequalities within society. Education is no longer the social equalizer it used to be. However bright a child is, if s/he comes from a poor background, s/he can no longer go to the best government schools because these schools are exempted from UPE or USE intakes. UPE and USE schools are underfunded and understaffed. There are 12,169 primary schools in Uganda.

Like all social service sectors, the country’s education sector has not been spared the deliberate policies of neglect. Some of the formerly highly rated schools have been reduced to nothing
Photos of some of the school structure in the country as of today

The number of qualified teachers is 158,110. In this situation, class sizes are too large and teacher-pupil ratio too high. This has led to dramatic decline in the provision of quality education, let alone basic skills in literacy and numeracy among primary and secondary school leavers. The neglect and decline in quality education has not spared university students. This has been made worst by mushrooming of degree awarding institutions that are poorly regulated and unsupervised. Between 1962 and 1971, and 1981 and 1985 the UPC government provided affordable quality primary and secondary education, including free A-level and university education.


Eliminate endemic corrupt practices within the education system, end segregation in education, provide equity of access and opportunity to quality education to all young people irrespective of their social and economic backgrounds, and once again make schools and education spaces and processes of social integration and national unity across classes, ethnicities and regions.

Plan and Commitment

(a) Financial allocation to education
• Increase the budget proportion of the national budget from 12% to 20%.
• Provide special incentives for teachers by significantly increasing their remuneration; improve housing and other conditions of
service, making them at least comparable to neighbouring
• In a policy to reduce ethnic and regional segregation, all
secondary schools, tertiary institutions and universities will
be required to reserve 40% of their yearly intakes for students from outside the ethnic and cultural groups where the schools, institutions and universities are located.

(b) UPE Schools 4 years.
• Provide scholastic materials to reduce financial burdens on parents, within 2 years.
• Stop automatic promotion of pupils from one class to the next without rigorous standardized testing.
• Reduce classroom sizes from 100-150 per classroom to 45, in 4 years.
• Provide full sponsorship for persons entering teacher training colleges.
• Recruit 100,000 new teachers from the pool of existing trained but un-deployed teachers as well as newly trained teachers, within 4 years.
• Provide lunch for all primary school children.
(c) USE Schools and Universities
• Fully rehabilitate and expand collapsed government secondary schools, within 4 years.
• Build 30,000 new classrooms, in 5 years.
• Build new secondary schools to absorb increased post primary school enrolment.
• In a policy to reduce socio-economic segregation in education, private and USE exempt government secondary schools will be required to reserve 20% of yearly intake for needy students.
(d) Universities and Tertiary Institutions
• Abolish government sponsorship schemes at university that favours the wealthy and introduce student loan schemes for all students who need it to fund university education.
• Abolish State House scholarships and re-establish the National Scholarship Board to manage scholarships for university education in Uganda and abroad. Scholarships will be awarded strictly on merit, on a 50/50 distribution between male and female students.
• Create special scholarships for students from districts or regions like Luwero, northern and eastern Uganda that have experienced major disruptive armed conflict or natural disasters.
• Fully rehabilitate and expand existing primary schools, within


Uganda’s population currently stands at 32 million and is growing at 3.2% per annum; 56% of the population is composed of persons below 15 years. The population is expected to double within 25 years. This growth rate has serious implications on the economy, natural resources and quality of service delivery. The current NRM policy is that the bigger the population, the better for Uganda. Therefore there is no serious demographic planning and no relationship between service delivery and population growth. Unless this trend is reversed, population will outstrip finite resources, because even existing facilities have been left to go to ruin.


Planned population growth that is related to our capacity to provide quality health, education, housing, transportation and other social services;
Plan and Commitment
• Develop a rational population policy that links population growth with the country’s capacity to deliver services and create employment.
• Work together with the non-government organizations and
international agencies to expand availability of family planning facilities.
• Develop a major national campaign to promote family planning.



In the 1960s, UPC established Kireka National Centre for rehabilitation and skills training. UPC believes disability is not incapacity. Persons with disability need mobility vehicles to access public places; policies and programmes that offer opportunities, equity while eliminating prejudices and marginalization.
Current estimates put persons with disabilities at 10% of the population. Their employment levels are not known, but persons with disability are discriminated against and find it difficult to compete in the labour mark etc. Persons with disability who are also female are in worse situation than their male counterparts because of double gender discrimination in society and the labour market. Because persons with disability do not have equal access to communal services, public utilities and institutions, their mobility and ability to compete with able-bodied persons in the labour market are greatly impaired


Ensure that persons with disability are treated with respect, dignity and have equal opportunities and access to education, training, and employment and can freely participate in the social, economic and political affairs of our country like any other of our citizens.

Plan and Commitment

• Revitalize the “special needs” National Vocational Rehabilitation Schemes (Ochoko, Madera, Kireka) that were established at regional level by UPC in the 1960s and improve their coverage to district levels.
• Depoliticize associations that are working on persons with disabilities.
• Implement the provisions of law on access to buildings and discrimination and prejudice against persons with disability.
• Involve persons with disability in policy making particularly on issues that impact on their welfare, and they should be involved in the management of their own affairs.
• Rehabilitate the Polio Clinics and expand mass immunization of children and comprehensive prenatal care because the majority of the causes of disabilities are preventable.
• Lower taxes on equipment for persons with disabilities and pro vide personal mobility appliances and other personal aids such as sign language education, Braille technology for the blind and appropriate infrastructure to integrate persons with disability into the mainstream of society.
Expand and subsidize rehabilitation programmes for persons with disability as government social obligation to integrate
disability issues in social development.

Previous Achievements of UPC

School and Education Infrastructure
UPC implemented Universal access to all schools and founded by religious institutions enabling Ugandans of all Religions to be admitted to any school.
The party built special schools and expanded existing ones to cater for girl education. These included Tororo Girls, Bwerangangi Girls and Nabisunsa Girls facilities

    • New Mitchell Hall 1963
    • Chemistry Department expansion 1968
    • Mathematics/Science Block 1968
    • Former National Institute of Education 1968
    • Commerce Building 1970
    • Faculty of Technology Complex (there were 3 blocks of Electrical, Mechanical and Civil Engineering).


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