Key Information: Intrigued, particularly regarding education, a woman I conversed with shared openly: “When our children study,...
Key Information:
- Intrigued, particularly regarding education, a woman I conversed with shared openly: “When our children study, they head to Kampala for work and never return. They lose sight of their roots. How does this benefit our community?”
- If learning is genuinely focused on enabling individuals to observe, comprehend, and enhance their surroundings, then the existing system does not serve many of Uganda's native communities well. It distances rather than strengthens them.
As Uganda keeps examining its education syllabus within the National Curriculum Development Centre (NCDC) structure, it may be an appropriate moment to introduce native viewpoints into the discussion.
Some years back, while collaborating with a local organization within the indigenous groups of northeastern Uganda, I came across a deep inquiry regarding the essence of development. My task was to assist in creating connections that could influence community-driven strategies for growth. However, I encountered communities that opposed what we typically refer to as "development."
Intrigued, particularly regarding education, a woman I spoke with stated clearly: "When our children study, they go to Kampala for jobs and never return. They lose sight of their identity. How does this benefit our people?"
Her statements had a profound impact on me. I began to question certain beliefs we hold. I found myself wondering why education has to be identical everywhere, why learning must be standardized, assessed through national exams, and separated from cultural context.
If education is genuinely focused on enabling individuals to observe, comprehend, and enhance their surroundings, then the existing system is not working well for many of Uganda's native communities. It creates distance instead of fostering empowerment. It gets children ready to depart, rather than to take charge. Perhaps we should reconsider the approach to education in some of these areas.
Lessons from the Sámi community. We can gain insights from the Sámi people in Norway. The Sámi are an indigenous group that has effectively combined national educational requirements with the maintenance of their cultural heritage.
The Sámi adhere to the national curriculum, yet they also maintain their own Sámi curriculum that emphasizes their language, cultural perspective, and traditional environmental knowledge. Their educational institutions use hands-on, location-focused teaching methods that are connected to their immediate surroundings. Importantly, Sámi children have the right to receive instruction in their native language.
The outcome is that Sámi students achieve national literacy and numeracy benchmarks without compromising their cultural identity. Their education equips them to succeed in various realms: their traditional communities, the national framework, and the global market.
Indigenous groups in Uganda, including the Karimojong, Ik, and Tepeth, along with other communities, possess significant knowledge regarding livestock herding, social structures, and environmental conservation.
However, our education system frequently dismisses these aspects as unimportant. What if there was a change in policy that acknowledged indigenous knowledge as an essential educational asset, instead of viewing it as a remnant of history? I suggest the following important measures:
Government policies and financial support for indigenous education – Create structures and allocate funds to assist in developing blended curricula, training educators, and producing resources that incorporate traditional ways of knowing.
Educator development grounded in community settings – Prepare teachers to incorporate local narratives, dialects, and environmental understanding into structured education.
Inclusion of regional languages – Language holds cultural history and influences perception. Students understand ideas more effectively when taught within familiar linguistic and cultural settings.
Pedagogical hybridity – Establish environments where local and formal knowledge intersect. Education should link classroom theory with practical community experiences. Contextualized learning – Develop a curriculum that enables children to examine their own social, economic, and environmental situations and envision methods for improvement.
Community involvement – Enable local groups to define the type of education they prioritize. Facilities and course content should arise from discussion, not forced implementation.
When education recognizes the worth of native knowledge, children no longer need to pick between their identity and chances for success. They can succeed in both local and worldwide settings while staying linked to their roots.
Authentic progress cannot be achieved by substituting traditional knowledge with outside frameworks, but rather by combining both approaches. Learning should serve as a connection, not an obstacle, a journey that strengthens foundations while broadening perspectives.
If Uganda is committed to equitable growth, rethinking education for its native populations is not only beneficial but crucial.
Gillian Edube, Education consultant
