There are many reasons why most traditional schools which were the pride of various regions have sunk save in central Uganda. And also the reasons why central Uganda schools are still standing. These include; Government take-over of schools (1964 Castle Report 1964) mainly those which came to be known as govt aided, was done but with a amorphous legal framework to clearly streamline the remedies in case one party fails to play its role in the true functioning of the school e.g. in recruitment of leadership, teachers and even students.
This constrained legal framework has been the source of quarrels among stakeholders most recent in Busoga College Mwiri and St. Mary’s College Kisubi. This puts foundation bodies in a tricky situation where they fear rising up vs govt directives and appointments. In situations of weak foundation bodies, the schools have crushed under the weight of poorly groomed or politically skewed school leadership. The liberalisation of all education and resultant commercialisation is also major factor creating challenging situations.
While private schools were set up and they adopted market approaches to the education terrain ( eg advertising, buying students and teachers , cheating in exams , rote teaching), traditional schools, mainly up country , remained in the traditional paradigm of thinking “ We are govt owned/aided we are big “ eg the Mwiri, Tororo College , Teso College , TGS, Ombach ,Butobere, Kigezi High and Namilyango College, among others. Schools in central Uganda didn’t slumber much because the very teachers who service the “For Profit/private -church owned“ are the very teachers servicing the govt aidedeg Namilyango, SMACK, Nabingo, Gayaza etc.
The teachers played a big role in sustainability of academic performance of the govt aided schools in Central Uganda in order to protect their double or triple jobs. These teachers were/ are UNEB examiners or setters and this enables them to get employed in the various schools. They would declare their govt school at UNEB and would seem to have no conflict in other schools. So both the govt aided school head teachers knew this also the head teachers in the private schools knew so all would benefit from this none declared positions by teachers. So both schools ( private and govt aided would share in the stolen performance) Unfortunately upcountry schools would just teach and their students would be expected to compete with the students from the “ tricky schools “.
Schools in Central Uganda discovered that though all teachers are teachers, there are some who are extra and better ( call these teachers who can teach and students pass UNEB) immediately such a teacher is identified (she/he is bought off ) either these teachers remained in their posts or the head teacher is paid to look the other side as this teacher spends most of the time in the private schools. Or in case of schools eg SMACK, Namilyango, Gayaza, Buddo, Namagunga , MoES would be contacted to transfer this teacher to a school in Central Uganda. This also applies/applied to drunken , lousy, non performer teachers again MoES would be contacted to transfer such a teacher to a school up country .
Eventually almost all potentially very good teachers were brought to schools in Central Uganda ( remember these are the schools in which MoES officials also have children and not up country) Also note the drunkard teachers, absentee teachers were transferred to up country schools. Also none performer head teachers were transferred up country with smart entrepreneurs head teachers kept in the central. The other extremely challenging situation is the Elites from upcountry in areas like , Teso, Jopadhola, Bugishu, Lango, Acoli, West Nile, Western Uganda and Even Busoga.
These begun marrying wives who are either Baganda or live in Buganda ( central Uganda) and are not comfortable taking their children to upcountry schools. The children study from Nursery to Secondary in Central Region. As a result, all the potential “ good “ children study in central relegating the mediocre to home where the drunken , hopeless head teachers are leading to catastrophic performance. The social- economic decay for almost all upcountry facilities has an impact for its schools. Eighty per cent labs in upcountry schools are down , with even no electricity, water etc. Many Ugandan elites can not dare entrust their children to broken facilities in upcountry schools.
Close to 90% of elites have their children in central Uganda schools. Most elites who are none Baganda are absentee citizens in their home areas; the reason is they owe nothing save their burial grounds but the rest is in Buganda so why bother with facilities in those areas; these will donate money and resources to facilities in central Uganda. Unfortunately parents in upcountry areas think govt pays so any head teacher who tries to remedy is reported to RDCS save in western Uganda were locals can tell off errant RDCs in case they over indulge in their children’s education. In Areas of North, East most head teachers keep quiet and EAT what little govt bring
The writer, Prof. Oweyegha Afunaduula is a retired university lecturer and environmentalist
