Oyam District Battles a Silent Crisis as 95% of Learners in P3–P5 are unable to Read Leblango

Thousands of learners in Primary Three, Four and Five from 109 government-aided schools in this district – once a war-ravaged area – are unable to read and comprehend a P.2 level story in Leblango.

This is according to the results of the baseline survey commissioned by Foundation for Inclusive Community Help (FICH) in partnership with Uwezo Uganda between March and April 2025.

The findings released on September 4, 2025 revealed only 5.4 percent of Primary Three, Four and Five pupils assessed from across 25 government-aided schools in Oyam County South and Oyam County North were able to read and comprehend a P.2 level story in Leblango.

Sadly, in Primary Three, where local language is expected to be used as a medium of instruction in compliance to the language in education policy, only one in 100 learners (1.4 percent) can read and comprehend a Primary Two-level story in Leblango.

Interestingly, schools in Oyam just like other government-aided learning centres in Uganda are expected to use local language as a medium of instruction in compliance to the language in education policy for lower classes Primary One up to Primary Three. In spite of this, most pupils across the three classes: P.3, P.4 and P.5 assessed could not read Leblango.

‘Curriculum leaving many learners behind’

Mathematics is also a problem. About 23.5 percent of learners in Primary Three are able to successfully complete Primary Two-level multiplication tasks, while 36.5 percent are able to complete division tasks.

Core of the problems

Around 2013-2014, the early grade reading or thematic curriculum was introduced and a good number of teachers benefited, according to Ms Janet Achol, Oyam District inspector of schools.

“I remember I was in Alebtong but teachers of Alebtong and Oyam were doing training from Loro Core PTC, and we used to do it together. Teachers for P.1, P.2 and P.3 were trained,” she recalls.

However, in Oyam, where Ms Achol is currently working, all the teachers that were trained in the thematic curriculum have retired, leaving a gap. 

“Even the few that are still remaining, when they are transferred to the next school, they abandon it. Sincerely speaking, if you don’t take interest, it’s difficult to scheme that language, to plan, and to deliberate to the learners,” Ms Achol explains. 

“These teachers do not have enough knowledge to deliberate. So, basically, it is not easy for these children to learn, and when the teacher is not ready to give elaborate information to the child.”

Mr James Shilaku, the Resident District Commissioner (RDC) of Oyam, blames the problem entirely on corruption.

“Best performing candidates during the interview are left out. The jobs are sold! Now the people they recruit because of money are not good classroom teachers,” he says.

Mr Benson Ongom, the inspector of schools, attributes the crisis to poor inspection, low motivation of teachers and limited preparation by teachers.

‘Closing the gaps’

To close the literacy gaps, Ms Achol suggests that there is a need by both the government and development partners to retool teachers on the teaching of the local language in schools. 

“Local language is now trending up to university. Even as they (teachers) are going there for a diploma coures, the teaching of the local language must be strengthened from there,” says the Oyam District inspector of schools.

The RDC calls for teamwork among officers in the education sector.

“If they don’t work as a team, you find the District Education Officer (DEO) has his line, the inspector has his own and it affects the head teachers,” he says.

FICH’s baseline findings indicate that despite numeracy and literacy learning outcomes being low, some enabling resources such as library services and other facilities seem to be available in schools. These should be utilised effectively to support teaching and learning.