FICH’s study shows significant social gaps in northern Uganda

A new baseline study by the Foundation for Inclusive Community Help (FICH) has revealed alarming social, economic, and educational challenges facing families across Northern Uganda, highlighting deep-seated issues that continue to hinder post-war recovery and development in the region.

The study, conducted between March and April 2025 across 32 government-aided schools in Alebtong, Arua, Kole, and Oyam districts, paints a grim picture of the state of education. Despite steady enrollment under Universal Primary Education (UPE), learning outcomes remain critically low.

The study found that 29% of pupils in Primary Three to Five are “non-readers” unable to recognise even the letters of the alphabet. Among Primary Three learners, only 1% could read and understand a Primary Two-level English story, while by Primary Five, just 11.4% could comprehend a story in a local language.

In Lugbara-speaking areas, the crisis is particularly severe, with six out of ten pupils remaining non-readers.

Mathematics proficiency is equally concerning. Fewer than one in four pupils could perform Primary Two-level multiplication (23.5%) or division (36.5%). These findings underscore systemic failures in the education sector, where access alone has not translated into meaningful learning outcomes.

FICH’s study attributes these results to multiple challenges, including overcrowded classrooms, inadequate teaching materials, high teacher and learner absenteeism, poor parental support, and the lack of school feeding programs.

Headteachers and district education officials cited weak supervision, limited capacity building, and low teacher remuneration as additional barriers. Insufficient classroom facilities, the neglect of local languages in early grades, and low teacher morale were also highlighted as factors that undermine effective teaching.

Domestic challenges, including family instability or violence, further disrupt pupils’ ability to attend school consistently.

The study also identified critical gaps in healthcare services, which exacerbate the vulnerability of communities. Essential medicines are often in short supply, maternal care services remain limited, and many families must travel long distances to access functional health facilities.

High costs of private medical care further strain household economies. Women and children are disproportionately affected by these gaps, resulting in poorer health outcomes and limiting their participation in education and community activities.

Economic fragility compounds these challenges even more. Most households in Northern Uganda rely on subsistence farming, leaving them highly vulnerable to climate shocks, pest infestations, and declining agricultural productivity. Limited access to improved seeds, modern farming tools, and alternative income-generating opportunities traps families in cycles of poverty.

The study also noted that household economic pressures often force children to engage in labour, leading to absenteeism and increased dropout rates. Without interventions aimed at diversifying incomes and improving productivity, the region faces persistent poverty and limited social mobility.

During a panel discussion on the findings, education leaders emphasised the importance of data in informing decision-making at all levels of school administration. Robust data, they argued, can guide school planning, resource allocation, policy formulation, and monitoring of learner progress. It can also inform curriculum development and instructional strategies, while helping to address absenteeism, dropout rates, hygiene practices, and the implementation of school feeding programs.

School leaders at the discussion pledged to take practical steps to improve performance. They committed to organising regular meetings with parents, monitoring teacher attendance and curriculum coverage, conducting exchange visits with other schools, strengthening school feeding programs, improving sanitation facilities to retain girls in school, and using digital learning tools such as the TELA machine more effectively.

By fostering collaboration among parents, teachers, and community stakeholders, school leaders aim to create an environment that supports learning and ensures children complete their education successfully.

Oyam Resident District Commissioner James Shilaku, the guest of honour at the study presentation, expressed serious concern over rising dropout rates, particularly among girls in upper primary classes.

He criticised corruption in teacher recruitment, stating that “best performing candidates are left out” while “jobs are sold.” Overcrowded classrooms were also highlighted as a key barrier.

Shilaku called for the enforcement of strict by-laws to curb dropout trends and emphasised monitoring to ensure children return to school promptly. He also highlighted systemic governance challenges, including a lack of cohesion within education offices and misuse of UPE grants, which undermine the quality of education and the effectiveness of interventions.

Teachers, he stressed, must remain committed to their profession and exercise diligence and integrity, especially during the election period, while supporting leadership that prioritises education reform.

The RDC underscored the importance of stronger collaboration between district education offices and school leadership. He noted that teacher absenteeism, poor supervision, and weak enforcement of policies contribute significantly to low-learner performance.

Unequal distribution of UPE grants, which can create tension between teachers and headteachers, further hampers school operations. Shilaku emphasised that addressing the governance and administrative challenges is as crucial as investing in classroom resources and curriculum reforms.

In his remarks, FICH Executive Director Emmy Zoomlamai Okello called for urgent action from government, development partners, and civil society organisations.

While acknowledging improvements in access to education and healthcare in some areas, Okello stressed that service quality remains insufficient and must be addressed to ensure meaningful social transformation.

He pledged continuous collaboration with district education departments to strengthen school systems, improve monitoring and evaluation, and implement reforms aligned with competency-based curricula.

Okello also highlighted the importance of community engagement and partnerships in delivering sustainable, locally responsive interventions. He advocated for evidence-based approaches that leverage data to identify gaps, monitor progress, and guide resource allocation.

According to FICH, long-term impact requires coordinated efforts among local governments, schools, community leaders, and development partners to address systemic weaknesses and promote inclusive growth.

The study makes several key recommendations to improve education outcomes in Northern Uganda. These include targeted interventions in early-grade literacy, teacher capacity building, reducing absenteeism, strengthening school feeding programs, and improving infrastructure to create an enabling environment for learning.

The report emphasises the need for sustained partnerships, data-driven planning, and community participation to ensure that interventions are both effective and responsive to local needs.