By KT Reporter
As Ugandan schools continue to emphasize numeracy and literacy, there is growing and alarming neglect of life skills and moral values in the education system. The 2024 Uwezo National Learning Assessment Report has revealed that while schools focus on examinable subjects, critical values such as honesty, discipline, and responsibility are being overlooked—leading to an increase in cases of theft, dishonesty, and violence among students.
For the first time, the Uwezo report incorporated values-based education into its research, surveying schools, parents, and learners to assess the role of moral development. The findings exposed troubling trends in student behavior and discipline. The report noted that 48 percent of the 410 schools surveyed reported stealing as a prevalent issue, 44.7 percent cited truancy (students skipping school), 41 percent cited fighting and violence, 26.3 percent cited lying, and 17.9 percent pointed to dishonesty.
“These examples suggest a weakening value system and highlight the urgent need to strengthen the role of homes, communities, and schools in shaping children’s moral development,” the report recommended.
Values Are in the Curriculum—But Only on Paper
Despite being a core component of Uganda’s primary school curriculum, life skills, and values are often neglected in practice. Teachers are expected to integrate them into every lesson, as outlined in their lesson plans and schemes of work, which include a dedicated column for life skills indicators and values.
However, Dr. Maria Goretti Nakabugo, Executive Director of Uwezo, noted that while these components may be documented in lesson plans, they rarely go beyond paperwork. She warned that without deliberate efforts to actively teach and reinforce values, children are left without proper ethical guidance or social responsibility training.
“Without a strong moral foundation, academic excellence alone may not be enough to shape responsible and disciplined citizens,” said Dr. Nakabugo.
She added; “Literacy and numeracy are crucial, but they should not come at the cost of values education. Without instilling integrity, discipline, and social responsibility, we risk raising academically competent individuals who lack essential moral grounding. the report emphasizes the need to integrate values and life skills into early learning, ensuring that character development receives as much attention as academic subjects.”
Filbert Baguma, General Secretary of the Uganda National Teachers’ Union (UNATU), said that since values are not assessed in examinations, teachers tend to prioritize subjects that are tested, causing these essential skills to be neglected in the teaching and learning process.
He further pointed out that the lack of value-based education is not just a school issue but also a challenge within homes, where moral guidance is often insufficient. “Our education system has prioritized examinable subjects at the expense of essential things including life skills and values. Yet, these are the very lessons that shape character, decision-making, and personal integrity—qualities that remain with an individual long after they leave the classroom.”
Similarly, Emmy Okello Zoomlamai, Uganda’s Country Lead for RELI Africa, said the magnitude of the problem, noting that Uganda, compared to Kenya and Tanzania, has minimal emphasis on values and life skills in education. To address this gap, Okello urged the government to leverage existing community structures to create a localized framework for teaching and nurturing values at different levels—including villages, households, and schools.
He stressed that while life skills and values can be taught in schools, they must also be nurtured at home, with parents playing an active role in shaping children’s moral development-URN. Give us feedback on this story through our email: kamwokyatimes@gmail.com
