Last August, the government presented the Teacher Qualification Bill 2024 on the floor of Parliament which proposes a significant shift in the country’s educational policy. The proposed legislation, which received a thumbs up from the Committee on Education in November 2024, mandates all teachers in Uganda to hold bachelor’s degrees and obtain professional licenses before practicing. However, this requirement could create more problems than it solves in Uganda’s education system.
The education abstracts by the Ministry of Education and Sports show that majority of primary school teachers (66%) are Grade III, and such would be expected to upgrade to meet the new standards. The financial burden on teachers would be staggering. Consider this: primary school teachers currently earn a modest UGX 540,000 monthly in government schools, with private school teachers often earning even much less. Yet, the new requirements would force them to pursue a bachelor’s degree costing UGX 1,000,000 per term 1. This mathematics simply doesn’t add up for educators already struggling to make ends meet. Press reports show that some teachers have already sought early retirement instead. This could impact staffing levels in the sector.
A teacher in Uganda. All teachers will be require to have a degree in order to teach. Photo/UNICEF
The government’s vision for higher qualifications, while admirable, overlooks a crucial reality: many current teachers may find themselves unable to afford these mandatory degree programs or locate flexible learning opportunities that accommodate their tea ching schedules. Without substantial government support through scholarships or grants, we risk losing experienced educators who have dedicated their lives to shaping young minds.
Perhaps most concerning is the potential domino effect on our students. As schools scramble to comply with these new standards, we face a looming teacher shortage, particularly in rural areas. The harsh reality is that many current primary teachers don’t meet the new bachelor’s degree requirements. This shortfall could lead to overcrowded classrooms and diminished learning outcomes, directly contradicting the bill’s intended purpose.
The financial implications extend beyond individual teachers to strain government resources. The legislation would require significant public funding to support teachers pursuing higher education, not to mention the inevitable salary increases needed to retain newly qualified educators. In our current economic climate, can we truly afford such extensive commitments?
There’s also a concerning paradox at play: by pushing teachers to obtain higher qualifications while maintaining low salaries, we risk driving them away from the profession entirely. Some may abandon teaching for better-paying opportunities, while others might resort to splitting their time between teaching and other income-generating activities, ultimately compromising educational quality.
The solution isn’t to abandon the pursuit of higher educational standards but to implement them thoughtfully. The government should consider adopting a phased implementation strategy that includes financial assistance for practicing teachers’ professional development. This approach would allow for a more sustainable transition while maintaining educational stability.
The success of this bill hinges on careful implementation, robust support for current teachers, and effective measures to address equity challenges. Without these elements, we risk creating an educational crisis that could take years to resolve.
For the stability of our education system, policymakers should reconsider their approach. We need a more balanced solution that elevates educational standards while protecting the dedicated teachers who form the backbone of our primary education system.