By Aggrey Baba
The government, through the Ministry of Education (MoE), is preparing a major change in the primary school curriculum, aiming to teach children in languages they speak at home.
The move comes as literacy rates in early grades remain stubbornly low, with only 12% of the pupils being able to read confidently. The plan, unveiled at a stakeholders’ meeting held in Wakiso on Wednesday, will reduce the number of languages used for instruction from 65 to 26 and make local languages the primary medium of learning up to Primary Three (P.3).
English will be gradually introduced in Primary Four (P.4) and fully adopted by Primary Five (P.5), a shift that experts say is like planting a seed in fertile soil because as the roots grow deep, the plant later blooms.
The reform is grounded in research by the National Curriculum Development Centre (NCDC). Lead researcher Seezi Bogere presented findings showing a wide gap between the languages children speak at home and those they are expected to use at school. Most learners struggle with early reading because English is foreign to them at the start of their academic journey.
Under the new system, local languages will be officially recognized, and teachers will receive training to guide children through bilingual instruction. Storybooks and learning materials will also be produced in these languages, giving children a sense of familiarity and confidence.
In regions with multilingual populations or large refugee communities, Kiswahili may be introduced as a supplementary language. Grace Baguma, NCDC director, explained that consolidating the number of languages makes it feasible for the government to provide teaching materials and support teachers effectively.
MoE officials say this change is not just about academics, as the emotional and psychological wellbeing of learners is equally important. Children forced to study in unfamiliar languages often experience anxiety and fear, which blocks learning.
Peace Busingye, principal education officer in charge of guidance and counselling, noted that when children hear their local languages in the classroom, they feel understood and safe, a first step toward effective education.
The move also addresses practical challenges, as providing teaching materials in 65 languages was simply unmanageable. Condensing the languages to 26 ensures that resources are available, teachers are supported, and instruction is consistent.
Educators point to the benefits of starting with local languages, saying many children naturally transition to English once they have a solid foundation. Dr Safina Mutumba, assistant commissioner for pre-primary and primary education, highlighted how teaching in a mother tongue allows children to gain confidence, comparing it to building a strong fence before opening the gate; once the structure is firm, children can explore the wider world of knowledge with confidence.
The curriculum reform highlights a simple truth, that a child’s first language is not just a way to speak but a bridge to learning. “If you don’t know where you are coming from, you will never know where you are going,” an old adage reminds, and by grounding early education in familiar languages, the country hopes to give its children firm roots and the wings to fly high. (For comments on this story, get back to us on 0705579994 [WhatsApp line], 0779411734 & 041 4674611 or email us at mulengeranews@gmail.com).
