A growing infrastructure crisis in government secondary schools in Kwania District is threatening the effective implementation of the competency-based curriculum.
Education leaders say the lack of essential facilities—particularly science laboratories and libraries—is undermining practical learning, a core pillar of the curriculum introduced by the Ministry of Education and Sports Uganda.
Across the district’s seven government-aided secondary schools, at least two operate with condemned laboratories, while others rely on makeshift or outdated structures.
The situation reflects broader challenges across the Lango sub-region, where many rural schools continue to struggle with inadequate classrooms, limited electricity, and insufficient teaching materials.
Joe Robinson Okwir, Head Teacher of Inomo Secondary School and Chairperson of the Kwania District Secondary School Headteachers Association, says the situation has reached a critical level, pushing students and parents toward private schools.
He warns that without urgent intervention, the district risks lagging in delivering reforms aimed at equipping learners with practical skills.
At Nambyeso Agro Secondary School, Head Teacher Paul Okello says poor infrastructure continues to affect both the learning environment and academic performance.
At Aduku Secondary School, Head Teacher Zechonia Azzo Odama says that even relatively better-equipped schools still face serious limitations, particularly in science and ICT infrastructure.
He notes that demand for facilities far exceeds available space and resources.
Kwania Deputy Resident District Commissioner Abraham Aturu says the government is working with school administrators to document priority needs for submission to the ministry.
Education stakeholders warn that unless urgent action is taken, the infrastructure deficit will widen inequalities between urban and rural schools, limiting opportunities for learners in Kwania and across Lango.
By URN
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