KAMPALA, Uganda — Parents and education stakeholders across Uganda are increasingly rejecting proposals to abolish nursery education, even as public support grows for reducing the country’s school calendar from three terms to two.
The debate, which has gained momentum across social media platforms, radio talk shows and online forums, has exposed deep divisions over how Uganda should balance affordable education with maintaining strong learning foundations for children.
The proposals were popularised by businessman and artist Muyanja Sharifu, alongside media personality Nyanzi Martin Luther, who have both advocated for reforms aimed at easing the financial burden on families struggling with rising education costs.
Supporters of the proposed two-term system argue that Uganda’s current academic calendar has become financially unsustainable for many households, with parents required to meet tuition fees, transport expenses, uniforms and school requirements three separate times each year.
“As parents, we are overwhelmed every term,” said Asiimwe Evaristo during an online discussion, proposing a revised calendar running from March to June before resuming from August to November.
Several contributors argued that reducing the number of school terms could lower operational costs for families and reduce financial strain during the academic year.
Others went further, suggesting nursery education should be shortened or restructured to cut costs even more.
Kule Asansio proposed limiting nursery education to one year and allowing children to begin formal learning at age five.
“School terms should be two to reduce pressure on the parents,” he argued.
Kutosi Bernard also backed the idea of reducing the number of school terms, claiming the current third term is too short and primarily benefits school proprietors financially.
“We only make for directors money; it is too short,” he said.
However, proposals to abolish nursery education altogether triggered strong backlash from many parents and education stakeholders who argued that early childhood learning remains essential in shaping children’s academic, emotional and social development.
“School term cut yes, but banning nursery school is a big NO,” said Seraph Otlego.
Otlego said missing nursery education negatively affected his communication and language skills later in life.
“I’m suffering simply because I never did nursery in addition to a poor primary education,” he explained, adding that it contributed to “poor English and poor accent regardless of the academic level attained.”
Education experts have long argued that early childhood education plays a critical role in literacy development, communication skills and social interaction before children transition into primary school.
According to UNESCO, access to quality early childhood education significantly improves long-term academic outcomes and reduces learning inequalities.
Critics of the proposed reforms also warned that reducing school time could create wider social challenges, especially in households where parents are unable to supervise children during extended holidays.
“This would weaken our education standards and place our kids in the hands of parents or guardians who have no time for them,” argued Wambuga David, referencing discipline and behavioural concerns witnessed during the COVID-19 school closures.
Others insisted nursery education remains critical in preparing children for primary school environments.
Mr Bernard stressed that nursery education “contributes much to our children and prepares them for primary section.”
The debate has also reignited broader frustration over the rising cost of education in Uganda, particularly in private schools where fees and additional requirements have steadily increased in recent years.
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“It’s only education that has impoverished Ugandans,” argued Osten Bakesigaki. “The school fees and requirements are too high, but the learner gets no value for the money spent.”
Some contributors further accused political leaders of conflicts of interest, alleging that lawmakers and influential figures with investments in private schools may resist reforms capable of reducing school-related expenses.
Uganda’s education sector has faced recurring scrutiny over affordability, teacher welfare, infrastructure gaps and uneven learning outcomes, particularly after the prolonged school closures during the COVID-19 pandemic, which severely disrupted learning across the country.
The Ministry of Education and Sports has not yet issued an official response to the proposals.
However, as the national conversation intensifies, many parents appear united on one issue: while reforms aimed at lowering education costs may be necessary, abolishing nursery education is a step many believe would undermine children’s foundational learning and long-term development.
