By Kabugho Elias
KAMPALA, Uganda — Calls for sweeping changes to the country’s education system are gaining momentum, with parents, entrepreneurs, and social commentators proposing reforms that include reducing school terms from three to two and scrapping nursery education altogether.
In Wakiso District, businessman and artist Muyanja Sharifu proposed revising the academic calendar to only two terms per year, arguing that the current structure is financially demanding and inefficient for many families.
A woman working in a hardware shop also supported the idea of eliminating nursery education, saying it places unnecessary financial pressure on parents before children even begin primary school. She further backed the proposal to reduce school terms from three to two.
However, concerns have emerged over whether society is ready for such reforms.
During a discussion program, Nyanzi Martin Luther, Head of Operations at Apex Digital Skills, agreed that reforms are necessary but warned that societal behavior must also be considered.
“Yes, it’s true that we all need education reforms,” he said. “But look at the people we are requesting reforms for. Someone posts a picture that you cannot open while sitting with your siblings in the living room and adds an inappropriate caption. How do you expect the Ministry to approve reforms when such behavior still exists?”
His remarks sparked debate over whether academic reforms should be matched with stronger digital discipline and moral education among learners. Adding to the discussion, social entrepreneur Frank Gashumba emphasized the role of parents in controlling what children consume through media and entertainment.
“Parents must lead the way and ensure their children are not exposed to harmful global influences,” Gashumba said, warning that some music content, including Muteme Ensigo, promotes immorality and negatively influences young people.
Education experts argue that while structural reforms such as reducing school terms or reviewing early childhood education may ease financial pressure on families, they must be balanced with efforts to strengthen moral guidance and digital responsibility among learners.
As the debate expands, it reflects a broader national conversation not only about the structure of schooling, but also about values, parenting, and the environment in which children are raised.
