Uganda’s early childhood education sector has long struggled with uneven standards, fragmented oversight, and practices many experts say are unsuitable for young learners.
In response, the government unveiled a new policy framework, along with detailed implementation standards, aimed at overhauling the sector.
The reforms address persistent concerns around school fees, learning conditions, child welfare, and financing, signaling a broad effort to streamline and improve early childhood education.
One of the most pressing issues has been the high and often unregulated fees charged by nursery schools and day care centres.
Under the new guidelines, local governments are now empowered to assess and regulate charges considered excessive or unjustified.
“Respective local governments shall be empowered to review and revise the fees charged by centres on the grounds of irrationality, excessiveness and misapplication,” the standards state.
The policy establishes clear benchmarks for determining fair fees, taking into account factors such as location, prevailing market rates, the range of services offered, and the economic capacity of parents in a given area.
It also recognises alternative funding sources, including support from development partners and philanthropic organisations.
In a notable shift, schools will be limited to charging tuition and a narrow category of scholastic materials. A host of additional levies, often blamed for driving up the cost of education, have been banned.
These include development fees, contributions in kind such as bricks, cement, and furniture, as well as charges for graduation ceremonies, school trips, themed attire, admission, examinations, and contributions toward school assets or loan repayments.
Parents who feel aggrieved by school fees will have the right to petition local authorities, with the option of escalating complaints to the Ministry of Education if necessary.
The reforms are partly informed by findings from a recent study titled “Lay a Strong Foundation for All Children,” which highlights the growing unaffordability of pre-primary education.
In some urban areas, termly fees reportedly climb as high as 1.75 million shillings per child, exceeding the cost of certain university programmes, while even relatively lower fees in rural communities can limit access due to the scarcity of centres.
Education stakeholders have broadly welcomed the measures. Angella Kasule Nabwowe, Executive Director of the Initiative for Social and Economic Rights, notes that excessive non-tuition charges have placed a heavy burden on families and contributed to school dropouts.
To support implementation and encourage private sector involvement, the government has introduced a revolving fund to provide affordable credit to ECCE providers.
The fund will be managed through the Uganda Development Bank and financed by government, development partners, and other sources. Additional incentives, including subsidies and tax exemptions, are expected to attract investment, particularly in underserved regions.
Beyond financing, the policy introduces firm safeguards for the welfare of young learners. ECCE centres will be required to operate between 9:00 a.m. and 1:00 p.m., a measure intended to eliminate excessively early reporting times and long school days.
Centres that keep children beyond official hours must provide suitable resting facilities and obtain approval from licensing authorities.
The issue of child transportation, long a concern among parents and educationists, has also been addressed. The new rules prohibit schools from transporting children before 7:00 a.m., ending the common practice of very early pick-ups and late drop-offs.
Transport providers must adhere to road safety regulations, including strict limits on overloading, while schools are required to maintain detailed records of individuals responsible for dropping off and picking up children.
Additionally, the policy bans boarding facilities for children under six years, reinforcing the view that early childhood care should remain primarily home-based. Exceptions may be granted in special circumstances, such as when parents are unable to provide care due to illness, work obligations, or other valid reasons.
On the academic front, the framework promotes a play-based approach to learning, in line with established child development principles. It also prioritises the use of local languages as the primary medium of instruction, with English permitted in cosmopolitan settings alongside the dominant local language.
To enhance learning outcomes, the policy recommends specific teacher-to-child ratios: one teacher for every 25 children aged three to five, one to 15 for those aged one to two, and significantly lower ratios for children with multiple disabilities—down to one to one in severe cases.
However, implementation challenges remain a concern, particularly in public schools where overcrowding is already widespread. In some rural areas, ratios are said to reach one teacher to 100 learners, raising questions about how quickly the new standards can be achieved.
While the policy represents a major step toward reforming early childhood education in Uganda, its impact will largely depend on effective enforcement, adequate funding, and the ability of both public and private providers to meet the new requirements.
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