Uganda’s Schools Reopen, Facing Challenge of Lost Learning Time After Elections
KAMPALA, Uganda – Schools across Uganda reopened Tuesday, February 10, 2026, after a weeks-long break to accommodate the country’s general elections. The return to classrooms marks a crucial step towards normalcy, but also presents a significant challenge: recovering lost instructional time for students from primary school through university.
The disruption, while necessary for democratic participation, has raised concerns among parents and educators about potential setbacks, particularly for students preparing for national examinations. Term One of the 2026 academic year is scheduled to run until May 1, placing pressure on schools to accelerate learning.
“We understand the importance of elections, but we worry that our children may fall behind,” said a parent in Kampala’s Makindye division, speaking to Watchdog Uganda. “The schools must now ensure that they make up for the lost days, especially in core subjects like Mathematics, English, and Science.”
The Ugandan Ministry of Education and Sports acknowledges the challenge and is urging schools to implement catch-up programs. These include extra lessons, weekend classes, and leveraging technology to reach students who may have fallen behind. Officials are also emphasizing the need for schools to communicate effectively with parents regarding revised schedules and potential adjustments to examination timelines.
The impact of the election break is expected to be particularly acute in rural areas, where access to learning resources during the pause was limited. Dr. Sarah Nabatanzi, an education policy expert, points out the disparity: “Urban students may have had access to private tutors or digital learning tools, but those in rural communities may face more significant challenges catching up.”
To address this, the Ministry of Education is promoting the use of remote learning platforms, including online lessons, radio and television educational programs, and community-based learning support. This initiative aligns with a global trend towards utilizing technology to bridge educational gaps, particularly in developing nations. According to UNESCO, access to digital learning resources remains unevenly distributed worldwide, with Sub-Saharan Africa facing the most significant challenges.
Universities and tertiary institutions are also back in session, with administrators stressing the importance of time management and self-study. The condensed term requires students to demonstrate increased discipline and focus to meet course requirements.
Beyond the immediate academic concerns, stakeholders are focused on maintaining the quality of education during this accelerated period. The success of this term is viewed as vital not only for students’ performance but also for achieving broader educational development goals set by the Ugandan government.
The Ministry is also encouraging parents to actively participate in their children’s learning at home, reinforcing lessons and monitoring study routines. This collaborative approach underscores the importance of a strong home-school partnership in mitigating the impact of disruptions to the academic calendar.
As Uganda’s education system navigates this period of recovery, the resilience and adaptability of students, teachers, and parents will be key. The coming months will be a test of the nation’s commitment to ensuring that all students have the opportunity to succeed.
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