Learning disparities: A widening gap between Lango’s urban and rural schools

8 July 2025, 10:50 am

By Agness Agilo

Rural schools in Uganda’s Lango sub-region have consistently produced poor results in the Primary Leaving Examinations (PLE) over the years compared to urban schools, despite having teachers with the same or even higher qualifications.

In investigating the underlying factors contributing to the poor performance in these schools, we sought the views of various education stakeholders on the issue.

While the learning performance gap between learners in urban and rural schools is a global challenge, education stakeholders in Lango are particularly concerned about the persistent nature of the problem in their area. They are therefore seeking to raise public awareness in the hope of finding a lasting solution.

Ms Bena Ejang, head teacher of Aliwang Primary School in Otuke District, notes that the poor attitude of some parents towards their children’s education causes many learners to be inconsistent in attending lessons. Many attend classes only occasionally, often being engaged in domestic chores that hinder their learning progress.

Ms Ejang also highlights the lack of scholastic materials, such as sufficient books and pens, as another contributing factor to the poor performance of learners in rural schools in Lango.

“You find that a learner in Primary Seven comes to school with only two books and a pen for the whole term,” said Ms Ejang.

She also cites the teacher-pupil ratio as a significant obstacle to good performance. While ideally one teacher should teach about 55 learners, in rural schools classes sometimes have up to 200 pupils taught by a single teacher, making it very difficult to meet the individual learning needs of all students adequately.

“One teacher may have around 200 learners in a single class, which is an overwhelming number, making it impossible to cater to all their individual needs,” noted Ms Ejang.

Ms Ejang reported that between 2022 and 2024, a total of 382 candidates sat for the PLE at Aliwang Primary School. Of these, 30 candidates passed in Division One, accounting for 7.8%, while 280 scored Division Two (73%). Additionally, 39 passed in Division Three (10%), 23 in Division Four (6%), and 12 failed, receiving Division U (3%).

Similarly, at Barjobi Primary School in Otuke District, out of the 239 candidates who sat for PLE between 2022 and 2024, 15 attained Division One (6%), 176 passed in Division Two (74%), 38 in Division Three (16%), and 10 in Division Four (4%).

Julius Peter Odwee, the head teacher of Alanyi Primary School in Alebtong District, stated that most learners report to school late—usually about a week after the official opening—unlike their urban counterparts who return on the first day, allowing lessons to begin immediately. This delay significantly affects syllabus coverage.

Mr Odwee also noted that many parents are unwilling to support the school financially by contributing supplementary funds to complement government capitation grants, which hampers the smooth running of school operations.

“The problem with some parents is that even the small amount they are asked to contribute to supplement the UPE funding becomes a major issue,” said Mr Odwee.

According to Mr Odwee, between 2022 and 2024, a total of 353 candidates sat for the PLE at Alanyi Primary School. Of these, 13 candidates passed in Division One, accounting for just 3.7% of the total. A further 248 scored Division Two (70.2%), while 46 attained Division Three (13%).

In contrast, at Adyel Primary School—a government-aided school located in Lira City—a total of 412 candidates sat for the PLE between 2022 and 2024. Of these, 222 candidates passed in Division One (54%), while 197 scored Division Three (0.02%).

In Apac Municipality, Ms Juliet Amule, a teacher at Apac Model Primary School, observed that many parents in rural areas tend to prioritise garden work over education. Children are often required to work in the garden before going to school, which she says negatively affects their learning as they arrive already exhausted.

She further noted that teachers in rural schools often lack motivation, leading many to seek additional sources of income elsewhere, which in turn reduces the time and attention they are able to dedicate to their pupils.

“Lack of motivation drives teachers to seek alternative sources of income to supplement their monthly earnings, which means they are unable to dedicate enough time to the learners,” stated Ms Amule.

Ms Amule also highlighted the lack of supervision in rural schools as another factor contributing to poor performance. She claimed that education officials tend to monitor urban schools more regularly, often neglecting those in rural areas.

This, she added, is compounded by inadequate infrastructure. Many rural schools lack sufficient facilities, such as classrooms, compared to their urban counterparts, which typically offer a more conducive learning environment.

 “Schools in rural areas lack adequate facilities. Some do not have enough classrooms, toilets, and even desks are insufficient. At times, there isn’t even a library,” said Ms Amule.

For Yubentino Obong, a parent at Acankado Primary School in Kole District, the biggest obstacle is the long distance that learners in rural areas must walk to reach school. This not only exhausts them but also causes many to lose interest in studying.

Obong also cited teacher absenteeism and late reporting for duty as major contributors to poor academic performance. He explained that in Kole, instead of reporting to school as required, many teachers first go to their gardens and only report later in the day, while others may fail to show up altogether. This, he said, creates significant gaps in the learning process.

“Teachers dedicate very little time to school activities. During the hours they are supposed to be at school, a teacher may still be in the garden, and by the time they eventually arrive, the learners have already lost interest,” lamented Obong.

The situation is no different in Dokolo District, where Moris Opio, a parent at Elong Primary School in Kangai Sub-county, attributes the persistent poor performance to hunger. Learners in rural schools often go without both breakfast and lunch, unlike their urban counterparts.

 “When a learner is hungry, they can never concentrate in class, which leads to poor results,” says Moris Opio.

The learners also shared their views on the matter. James Okello, a pupil at Aduku Boarding Primary School in Kwania District, complained about the lack of scholastic materials and hunger caused by parental poverty, with many parents often unable to pay school fees on time.

“When a parent gives you four books of 48 pages each, you need to use them carefully for the whole term, yet it is still not enough,” noted Okello.

The local leadership is equally concerned. Atim Grace Abalo, the councillor representing Persons with Disabilities (PWDs) and a member of the education committee in Alebtong District, highlighted teachers’ lack of commitment to their work as well as learner absenteeism due to hunger.

“In one week, a child attends school only three times, while on the other two days they stay at home working on the farm,” said Abalo.

Mathew Omara, the chairperson of PWDs in Lira City, points an accusing finger at the government, which he says has failed to enact legislation requiring the dismissal of teachers whose learners consistently fail exams.

“It is very disheartening to see teachers taking their own children to study in other schools elsewhere – a clear sign that they do not have confidence in what they teach,” said Omara.

According to education experts, however, the problem extends beyond parents and learners. Josephine Aceng Okullu, the Amolatar District Education Officer (DEO), says that in addition to parental poverty and learner absenteeism, there is an urgent need to address the poor attitude of some teachers towards their work, as many are left to self-motivate due to generally low pay and poor working conditions.

Martin Ogwang, the Project Manager at Plan International–Lira office, concurs with Ms Akullu, also shifting the blame from teachers and learners to school management. “There is a significant disparity in the way the education system is managed in urban versus rural areas, and in private versus government schools. So, the major reason for poor performance is management,” he says. Ogwang also notes that the blame game between parents, teachers, politicians, and the district education department has only worsened the situation.

Recommendations:

To improve learner performance in rural schools in the Lango sub-region: Mr Mathew Omara, the Chairperson for Persons with Disabilities (PWDs) in Lira City, suggests that the government should introduce strict laws to ensure that teachers whose learners consistently underperform face serious disciplinary action.

He also recommends that lower local governments enact district ordinances and by-laws clearly outlining school management standards. Headteachers whose schools fail to produce first-grade results should be penalised.

On his part, Mr Martin Ogwang of Plan International–Lira stresses the importance of headteachers ensuring their regular presence at school and effectively coordinating school activities to foster a productive learning environment.

To the district education department, Mr Ogwang recommends closely monitoring the time and effort invested by individual headteachers. He also advocates for results-based supervision and calls for learners to be given access to a wide range of past examination papers for revision and practice.

In a separate interview with Radio Wa, Andrew Ogwang Oyang, the Acting Lira City Education Officer, recommended that parents implement a school feeding programme, noting that children cannot learn and perform effectively on an empty stomach.

He also called for parental sensitisation to develop a positive mindset towards their children’s education. This includes providing necessary scholastic materials such as books and pens, and ensuring consistent class attendance.

The City Education Officer further recommended collaborative school monitoring efforts by education technocrats, such as inspectors of schools, District Education Officers, and local leaders including councillors.

All children in Uganda have an equal right to access quality education, regardless of the school they attend, provided it is staffed by qualified teachers.

To address the persistent poor performance of learners—particularly in Primary Leaving Examinations (PLE) in rural areas compared to urban ones—the government, through the Ministry of Education and Sports, has, following a 2013 survey, embarked on implementing several strategies aimed at promoting equity in the allocation of human and material resources among regions and among schools within each region. According to ministry officials, this is intended to ensure that all school-age children have equal access to quality education.