Learning to Read in 40 Languages: Literacy Challenges in Uganda

Two-dozen children welcome me into the school’s library—a rare space in most Ugandan primary schools. But this is no ordinary school, and their headmistress, Olivia Muhumza, is no ordinary individual. Ms. Olivia asks the children to share information about the many programs that Railway Children Primary School offers its students. The school is located in Nsambya, one of the capital Kampala’s poorest neighborhoods. It is a refuge for many of the city’s street children, migrants from the conflict-riddled Karamoja region in the north, and children of families employed in the informal sector. Last year, USAID recognized Ms. Olivia for her achievements as a headmistress and Railway Children Primary School as a model school.

Most of Uganda’s children never finish primary school. Many drop out in grade four, the same year they transition into English and begin studying core subjects. Hoping to help reduce the dropout rate, the government recently implemented a new thematic-based curriculum of early grade reading in local languages. The idea is that this would help students develop the skills and confidence needed to transition into English more easily. Unfortunately, while Uganda is a multi-lingual society with more than 40 local languages, there are insufficient instructional materials to teach students in the early grades. Many primary teachers are ill-equipped and poorly trained in local language instruction. There is an additional challenge: many of these spoken languages lack written orthographies and reading materials to use in schools.

Eleven-year-old Jasper, the master of ceremonies, kicks off my library visit by reviewing the hour-long program they have planned. They stage a short skit dramatizing the challenges young girls face resisting money to pay for school in exchange for sex with “sugar daddies.” They sing songs about the value of protecting the environment and ensuring that their school is a safe space from violence. They celebrate their love of words, books and all things in print. They sometimes skip, sometimes dance around the library to draw attention to the many books Railway’s students have created. Some of these books, bound in brown paper, will be featured in an upcoming book fair. One details the Ugandan president’s fascination with sports cars. Another recalls the time lightning struck a local school, killing or injuring more than 30 children. The winning authors will share excerpts from their stories with members of the community.

As the students finish their presentations, Jasper reminds me that I have not yet introduced myself formally or given my reasons for visiting their school. I laugh, embarrassed—and my laughter sparks some of their own! “I heard that Railway Children Primary School is one of the best schools in Uganda,” I tell them. “And I heard that students here love to read and to tell stories.”

“And what have you learned during your visit?” asks Maureen, a young girl who towers over the rest of her classmates, including the boys. I learn later she was abandoned by her mother at age 8, and had been painfully shy. That is, until she began to write stories and have opportunities to share them. In a country where the lack of school materials and large class sizes hurt student attendance and the ability to be heard in class, Maureen’s achievements, and those of Railway Children Primary School, are nothing short of Herculean.

Katherine Begley is a basic education and literacy expert with more than 20 years experience in the United States, Turkey and Venezuela. She traveled to Uganda for IREX to assess the challenges facing the basic education sector, particularly regarding teaching early grade reading in local languages. 

Photos and video were taken on a visit to a Mango Tree Lango Literacy Project pilot school.