Zachary Hunter

11/18/2014
International Human Rights
Joannie Tremblay-Boire
Too Cool for School: An Essay about the Education System in Uganda
Most humans can agree that the first couple minutes of waking up from a long nights
slumber is almost entirely unenjoyable. For many young people in the Western world, we take
for granted that the buzzing and chirping of our cell phones signify that its time to begrudgingly
get out of a cozy bed, clean ourselves up, and leave for school. In countries all over the world,
however, adequate education is hardly a dream, let alone an inconvenience. In this paper, I will
be investigating the lack of access to education in Uganda. I will first look at how and why
scarce education is a problem, then I will point to the documents and principles that are being
violated, and finally I will discuss different solutions to the issue facing Uganda.
The Problem of Educational Access in Uganda
Education is the foundation upon which people are able to take control of their lives. Not
only is education a right but a passport to human development (UN, EFA). It is difficult to
participate in democracy, exchange goods and services, or even stand up for yourself without the
basic skills that are taught in primary education such as reading and simple arithmetic. Because
of this, those who have little education are more susceptible to being tricked into sex slavery,

child labor, or other forms of oppression. If not for the sole purpose of creating an educated
populace, going to school is positively correlated with many other developmental goals around
the world. First I will examine why Ugandas education system is suffering from shortcomings
and then investigate why that is a problem.
For the families that can afford to send their students to school, increased access [to
education] has come at the expense of the quality of instruction (Winkler 5). It is not
uncommon for classes to have well over one hundred students, with very little in the way of
facilities, and demotivated, over-worked teachers heading them (S.A.L.V.E. Education in
Uganda). Ugandan schools are severely underfunded and understaffed. In order to accommodate
the high demand for teachers after the rollout of publically funded education in 1997, many
uncertified, untrained teachers were hired (Winkler 57) which only exacerbates the problem for
students lucky enough to make it to school.
One of the many reasons that students do not attain their education in Uganda is their
families are in poverty. In Uganda, access to free schools is really only free by nomenclature.
Even in the mandated Universal Public Education schools, the family must pay for uniforms,
[] school supplies, exam fees, and possible other minor items (Outreach Uganda, How
Schools Operate) which are anything but minor to a poor family. Ironically, 171 million
people could be lifted out of poverty if all students in low-income countries left school with basic
reading skills (UNESCO 8). When looking at these factors combined, it is easy to see why
many students would become quickly discouraged if they were fortunate enough to make it to
the classroom in the first place.

One reason why education is important is because it promotes gender equality and
empowers women (UNESCO 12). Uganda has been unique in that it has achieved an enrollment
rate over 96% in its primary schools, and girls are enrolled at an even higher rate (UNICEF 8).
However, as girls reach puberty, poor infrastructure can pose health [] risks and has been
shown to contribute to dropout. Even though 97.6% of Ugandan schools report having
lavatories available, only 30.9% of them are found to be adequate (Winkler 52). Because of this,
it is harder for girls to attain an education than it is for boys, yet, educating girls tends to have a
more measureable impact on the future generation as well. For every year that a girl stays in
school, her fertility rate is reduced by 10%. In addition to that, the fewer children that that same
woman has will stay in school for longer than children who are born to parents with less
education (UNESCO 16)
One final reason why education is important is that it helps combat HIV/AIDS, malaria,
and other life-threatening diseases (UNESCO 24). Education exposes people to information
about medications, hygiene, and safe sexual practices that help prevent the contraction of lethal
diseases. Additionally, widespread education about the disease and its treatment helps remove the
stigma of disease so that those who are infected are more inclined to seek out healthcare for their
condition. Currently, 7.2% of Ugandans are living with HIV. This amounts to an estimated 1.4
million people, [] including 190,000 children. Of the estimated 1.4 million people living with
HIV in Uganda, approximately 25% of them are part of the education system either [as]
students or staff (AVERT HIV&AIDS in Uganda). However, only 39% of those students are
aware of common methods to avoid contracting the disease, showing a serious lack of functional,
productive sexual education. To allude to my earlier point about gender equality, the prevalence
of HIV among women stands at 5.4% as compared to 2.4% of men.
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Despite a serious lack of funding from both the school and the students, the gender
disparities that make it harder for girls to attain their education, and the serious impacts of poor
health, the Ugandan education system has made remarkable improvements throughout the last
decade. However, in order for Uganda to fully realize their duty to young children, they must
continue developing their education system. Before investigating how Uganda can continue to
improve their education system, we should first understand the institutions in place that make
education a right possessed by Ugandan people.
What Gives Ugandans a Right to Education?
Even in the United States, the right to an Education is often a contentious argument.
Often considered one of the many social and economic rights, people are quick to posit that
education is not a human right. However, as I have laid out in some of the facts above, and am
about to lay out in International Treaties below, it should become evident that education is indeed
a human right.
Article 30 of the 1995 Ugandan Constitution states that all persons have a right to
education. In addition to having a personal right to education, the government of Uganda is held
responsible for it in the 14th Clause of National Objectives and Directive Principles of State
Policy: The State shall endeavor to fulfill the fundamental rights of all Ugandans to social
justice and economic development and shall, in particular, ensure that [...] all Ugandans enjoy
rights and opportunities and access to education. By national standards, the people of Uganda
are definitely entitled to an education provided by or at least facilitated by the national
government. As we expand the scope of law, we will find that it is not only Uganda that has
promised its people a right to an education.
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Ratified by Uganda in 1986, the African Charter on Human and Peoples Rights clearly
spells out that every individual shall have the right to education in Article 17. Additionally,
Uganda has ratified a few UN Treaties that promise individuals a right to education. In August of
1990, Uganda ratified the UN Convention on the Rights of the Child. Article 28 of this
Convention lays out that the child has a right to education, and that the state should be making
every effort possible to make primary education compulsory and available free [of charge] to all
[students, in addition to] encouraging regular attendance at schools and the reduction of drop-out
rates. In January of 1987, Uganda ratified the International Covenant on Economic, Social and
Cultural Rights. The Covenant recognizes the right of everyone to education [for] the full
development of the human personality and the sense of its dignity, and shall strengthen the
respect for human rights and fundamental freedoms, [additionally], the development of a
system of schools at all levels shall be actively pursued, an adequate fellowship system shall be
established, and the material conditions of teaching staff shall be continuously improved.
Finally, under article 26 of the Universal Declaration of Human Rights, of which Uganda has
ratified, not only is free, fundamental education a right, but it is considered compulsory.
After establishing that Uganda has not only ratified International Treaties, but taken it
upon themselves to establish and improve upon an educational system for all of their
constituents, it seems obvious to me that despite their relatively impressive gains in education,
Uganda has a steep hill to climb if they are going to fulfill their Constitutional and international
obligations to provide every Ugandan with a quality education.
How Can Uganda Solve their Problem with Providing Education?

As demonstrated by many white saviors before me, it is problematic to attempt to solve

problems from my limited perspective. Problems taking place in a foreign country, being
propagated by foreign individuals, and impacting foreign populations are going to have solutions
that I am not acutely aware of because I am not directly involved in the politics or happenings of
Ugandan education. That being said, I believe that there are a few things that Americans could do
to help alleviate the educational woes of not only Ugandans, but citizens of countries with little
to no access to education everywhere.
Throughout the last couple of weeks, I have been participating in Service Learning
through the Carlson Center. I have been volunteering as a tutor for an Adult Basic Education
student and an English as a Second Language student for the Basic and Transitional Studies
Division at Seattle Central College. Because they recently started offering four-year degrees,
they have dropped community out of their name, but the school primarily serves as a
Community College that offers two-year degrees and trade certificates. Community Colleges are
an important part of the American education system because they provide the same quality
education available at four-year schools at a more affordable rate to Americans and refugees
alike this helps level the playing field for students who come from families that may not
necessarily be as wealthy as those students who have the ability to pay for a dorm and four years
of University tuition.
The Basic and Transitional Studies Division works with refugees and immigrants from all
over the world that are attempting to work their way through the American education system.
Many of the students that come through the Basic and Transitional Studies Division have either
completed or attempted to complete their education in their country of origin, but because of the

general unpredictability of their old school programs, many are left with knowledge gaps the
prevent them from proceeding. As it stands right now, refugees that gain access to the United
States are expected to find work immediately and are not given any exceptions for attaining their
education. If the US started allowing a certain amount of refugees into the US for the purposes of
attaining their entire education, not only will that help people attain their degrees, but it would
help establish the value of education in the United States for both Americans and other global
citizens.
In addition to allowing refugees to take advantage of the American education system.
Americans (and other Westerners) should spend some time really learning to appreciate the
opportunities available to them as opposed to treating them like a burden. By instilling an
appreciation for the educational opportunities that are available and imparting a sense of how
important education is for an individual, in combination with a fostering a feeling of global
responsibility in everyone, globalized access to quality education will become an issue that most
people care about.
I believe that in order for Uganda to establish the educational system their Constitution
has promised to its constituents, it needs to ensure that all primary education is first available and
well-funded for everybody. Which includes paying teachers and headmasters well to provide
incentive and decrease teacher absenteeism, giving teachers the time and resources to develop
well thought-out lesson plans, and prioritizing grades 1-3 in order to preemptively combat dropout and grade year repetition (Winkler 84).
Despite the gender parity that Uganda has managed to achieve, girls have a harder time
finishing the upper levels of school because of the lack of resources available to them. Students
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in rural areas of Uganda have a harder time making it to school as well. If they have education
available to them, and their parents can actually afford to send them, the safety of students
making multi-mile treks back and forth every day is a legitimate concern. When [girls] come
late or absent, [] there is no reason to question them. It is automatic that their bikes have
broken down or they couldnt walk that distance (Malinga, Overcoming the Odds). By making
investments in simple infrastructure, such as school bussing and tampon dispensers, Uganda can
make education that much more accessible for students.
In conclusion, Uganda has made relatively impressive gains in their educational system,
but they are suffering from some growing pains. A lack of funding for schools and the employees
that facilitate their survival have made already inaccessible schools almost useless to the students
who are lucky enough to be able to afford it and make the safe commute back and forth. In order
to help solve the problem, Westerners should begin valuing their education on a global scale and
hopefully garner an appreciation for the access that is available to us. As simple of a solution as
it sounds, simply providing the funding for Ugandan officials to develop and maintain effective
education systems could be all of the assistance they need to launch their education systems and
consequentially their market and culture into the realm of the economically developed world.

Works Cited
1. African Charter on Human and Peoples Rights. Published 1987. Art. 17
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2. AVERT. Global Epidemic: HIV & AIDS in Uganda. Updated 2012. Accessed 11/3/2014
3. Constitution of the Republic of Uganda. Published 1995. Various Articles.
4. Malinga, Joseph. Overcoming the Odds to Finish Secondary School. The Guardian. Published
7/28/2009. Accessed 11/3/2014
5. Outreach Uganda. How Schools Operate in Uganda. Published 2009. Accessed 11/4/2014
6. S.A.L.V.E. International. Education in Uganda. Published 2014. Accessed 11/4/2014.
7. Sondegaard, Lars and Winkler, Donald. The Efficiency of Public Education in Uganda. World
Bank. Published March 2008. Accessed 11/1/2014.
8. UNICEF in Uganda. Keeping Children Alive, Safe, and Learning. Published March 2011.
Accessed 11/4/2014
9. United Nations. Convention on the Rights of the Child. 11/20/1989. Art. 28.
10. United Nations. International Covenant on Economic, Social, and Cultural Rights.
12/16/1966. Art. 13
11. United Nations. Resources for Speakers on Global Issues. Education for All: Overview.
Accessed 11/4/2014
12. United Nations Educational, Scientific, and Cultural Organization. Education Counts
Towards the Millennium Development Goals. Education for All Global Development Report.
Published 2011. Accessed 11/4/2014