Numeracy among Uganda learners improves, reading drops

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Learning outcomes have slightly improved among Ugandan learners as measured by the ability to tackle basic literacy and numeracy tasks, a new study by UWEZO has revealed.

The biggest improvements were recorded in numeracy, with more learners between P3 to P7, who can carry out a basic arithmetic problem, increasing from 20 in 2021 to 30 per cent in 2024.

Also, the number of learners aged five who can read, as exemplified by the ability to recognise letters of the English alphabet, improved.

However, there is a lot of work ahead for Uganda as, generally, there has been stagnation or regression in several key areas crucial for childhood development including reading.

Titled: Are our children learning? Learning Recovery and Challenges for Uganda, the report was launched on March 18, 2025, at Fairway Hotel in Kampala by education ministry commissioner teacher education standards Cleophus Mugenyi.

Lifelong learning   

Education experts regard literacy (reading and writing) and numeracy (mathematical concepts) skills as the foundations of lifelong learning and full participation in society. 

These skills empower students to make meaning, think critically and creatively, and reach their full potential.

However, according to the report, learners in Uganda who could read and comprehend a primary two-level English and a local language story, for example, stagnated at 10 per cent—just like in 2021.

But when assessed on the parameter of ability to read and comprehend a P2 English language story and do all four arithmetic operation tasks (subtraction, addition, multiplication and division), fewer learners (two out of every 10 assessed) were deemed able to do that. This was as opposed to three in 10 in 2021.

Local languages

When it came to the ability to read and comprehend a P2-level story in a local language, the report indicates a decline. 

According to the report, only two in 10 were able to read in their local language, a drop from three in 10 in 2021.

The report also says the number of learners that are acquiring requisite competencies at the expected age of school also declined from 15.8 per cent to 14.3 per cent.

The report highlights the need for affirmative action if the country is to address the competence gaps during the regional imbalance in development.

For example, while the central region (61 per cent) had the biggest proportion of four-16-year-olds who were able to read words in English, northern  (29 per cent) had the lowest.

Recommended

Among others, the report recommends the need to continue prioritising efforts that improve the teaching of numeracy and literacy at lower levels.

"It is of critical importance that children acquire these basic skills in P1-P3," said the report, adding that these are fundamental building blocks that shape how children learn, think, solve problems and interact with the world. 

Others include supporting catch-up programs that help learners left behind and providing public funding selectively to make pre-primary education more widely accessible.