Kampala – A government directive banning holiday teaching in Ugandan schools has ignited widespread debate among parents, teachers, and education stakeholders, as authorities intensify enforcement during the current school break.
The Ministry of Education and Sports has long prohibited unauthorised holiday lessons, commonly known as “holiday coaching” or “Term X,” arguing that the official school calendar provides adequate instructional time and that holidays are meant for rest, family bonding, and personal development. State Minister for Education Peter Ogwang recently reiterated the ban in Parliament, urging the public to report violators via the toll-free hotline 0800 377 771. Circulars have been issued to Chief Administrative Officers nationwide, and local leaders, including Resident District Commissioners, are conducting operations against non-compliant schools.
The ban targets a practice that has become deeply entrenched, particularly in private schools and among individual teachers offering paid extra classes. Proponents of the lessons argue they help cover incomplete syllabi and prepare candidates for national examinations such as PLE, UCE, and UACE. However, the government maintains that such arrangements often exploit parents through additional fees, place excessive academic pressure on learners, and undermine the purpose of school holidays.
Reactions remain sharply divided. Some parents welcome the break. Rev. Elizabeth Kushaba, a mother of four from Nyakabirizi, noted that children had been missing out on essential home skills such as cooking, washing utensils, grazing animals, and milking cows. Night Nagasha from Nyakyera argued that formal education alone is insufficient in today’s economy, pointing to people who built livelihoods through practical skills learned at home.
Others express strong concern, especially for examination candidates. Sarah Nakanwagi, whose Primary Seven child was sent home from school, described the ban as ill-conceived, saying the lessons had been mutually agreed between parents and teachers. In Masaka City, parents fear the directive could disadvantage learners sitting final exams later this year. Some schools have attempted to circumvent the ban by shifting classes online or conducting them discreetly under trees or in kitchens, prompting further crackdowns.
Enforcement has already yielded results. In Masaka, RDC Ahamada Washaki ordered the arrest of four teachers found conducting lessons at Universal Kindergarten and Primary School and Kimanya Islamic Primary School. In Kwania District, a school director spent a night in custody after allegedly assaulting a parent who refused to pay Shs50,000 per child for holiday studies. Education officers in districts such as Nebbi, Kibuku, and Bukedi have publicly supported the ban, with some noting that holiday teaching had become a tool for extorting money from parents.
Head teachers in eastern Uganda have begun adjusting, urging better use of official term time. Samuel Wakholi of Namirembe Day and Boarding Primary School acknowledged that holidays are necessary for recovery after demanding terms, while calling for improved academic planning during regular school periods.
As schools navigate the directive, the debate continues. Supporters see it as a long-overdue measure to protect children’s wellbeing and reduce financial burdens on families. Critics worry it may widen performance gaps, particularly for candidates. With national examinations approaching, both parents and educators are watching closely to see how strictly the ban will be enforced—and what impact it will ultimately have on learning outcomes.