Hoima education officials are concerned about poor student performance in local language subjects, blaming inadequate integration into the national curriculum.
Hoima, Uganda – Education officials in the Hoima region have expressed concern over the consistently poor performance of students in local language subjects, attributing the problem to the inadequate integration of these languages into the national curriculum, especially at the primary, secondary, and university levels.
The issue was highlighted during a stakeholders' meeting organized by the National Curriculum Development Center (NCDC) in Hoima town this morning. Educators and administrators pointed out that local languages are not given enough emphasis in the lower levels of education, leading to a lack of proficiency and interest among students.
Teachers and education officials also noted that the problem is particularly acute for students from remote regions, where exposure to formal language instruction is limited. Many of these students struggle to adapt when they transition to schools where the local language is not prioritised.
Local leaders, including Alex Mwesigwa, the LC3 Chairperson, emphasised the need to introduce local language instruction from the nursery level onwards. He argued that early exposure is critical for developing proficiency and fostering cultural identity.
In response, representatives from the National Curriculum Development Center assured stakeholders that they are working diligently to review and revise the curriculum to ensure that all local languages are adequately represented.
The meeting concluded with a consensus on the need for collaborative efforts between educators, policymakers, and community leaders to address the challenges and improve the status of local languages in the education system.
