Oyam, Uganda | A new education survey has revealed a deepening literacy crisis in Oyam District, northern Uganda, where the vast majority of children in lower primary school are unable to read a simple story in their local language, Leblango.
The study, carried out by the Foundation for Inclusive Community Help (FICH) in partnership with Uwezo Uganda, assessed thousands of pupils between Primary Three and Primary Five across 25 government-aided schools.
According to the results, released in September 2025, only 5.4% could read and comprehend a Primary Two–level passage.
The findings are particularly stark among Primary Three pupils, the age group expected to learn mainly through the local language under Uganda’s thematic curriculum.
Just 1.4% demonstrated the ability to read at the expected level.
Local language instruction was introduced nationwide more than a decade ago to improve early grade learning.
But Oyam District Inspector of Schools, Janet Achol, says many of the teachers once trained in the thematic approach have since retired, leaving a significant skills gap.
“Those who were trained are no longer in the system,” she told the dissemination meeting. “And even when some are transferred to new schools, they abandon the approach. Without sufficient knowledge, it’s difficult for teachers to prepare and deliver lessons effectively.”
The Resident District Commissioner, James Shilaku, attributed part of the problem to corruption in teacher recruitment.
“Best performing candidates during interviews are left out,” he said. “The jobs are sold, and the people who get them are often not good classroom teachers.”
His comments echo long-standing concerns over staffing practices in several districts across Uganda.
The district’s inspector of schools, Benson Ongom, said poor inspection routines, low teacher morale, and inadequate preparation have further undermined learning outcomes.
Despite the bleak results, the survey found that many schools possess libraries and other facilities.
However, the report noted that these resources are rarely used effectively.
Education officials and development partners are now urging the government to invest in retraining teachers, particularly in local language instruction, which they argue should also be strengthened at teacher-training colleges.
“Local language is important even up to university level,” Ms. Achol said. “Teachers studying for diplomas should be better prepared to teach it.”
The RDC called for greater collaboration among the district’s education office, inspectors, and head teachers, warning that disjointed leadership continues to frustrate progress.
Once affected by conflict and displacement, Oyam has made strides in rebuilding schools and expanding access to education.
But the latest findings suggest that thousands of children are passing through the system without acquiring the most basic literacy skills.
FICH says that unless the district acts urgently, the learning crisis risks entrenching long-term educational and economic inequalities, affecting a generation that may struggle to read, write, and compete in a fast-changing world.
