Over the last 15years, Uganda has made tremendous progress in improving literacy levels of the citizenry. The literacy rate for persons aged ten years and above increased from 69 per cent in 2006 to 73 percent in 2010 with that of males being higher than females. This is attributed to the implementation of universal primary and secondary education policies and programs.

Over the last fifteen years, the total primary school enrollment has grown to about 8.7 million pupils, representing over 90 per cent of the primary school age going population. On the other hand, secondary school enrolment increased by 25 per cent from 814,087 in 2006 to 1,088,744 in 2008 with girls constituting 46 per cent.

Retention in primary school on the whole is low and exhibits gender disparities with 53 per cent of boys and 42 per cent of girls completing primary school as by 2006.

During the Vision period, the provision of universal primary and secondary education will be considered as a human right and consolidated as basic education. The primary school years will be reduced to six years while the secondary school years will be reduced to four years during which talents will be identified for vocational or academic pursuit (Option1).

The primary school years will be reduced to six with the seventh being for vocational education. The secondary education will be reduced to four years and an additional two years for post-secondary vocational before tertiary or university education (Option 2).

In addition, national service will be introduced to promote work ethics, patriotism and voluntarism. The education system will however be changed to emphasize practical skills, aptitude and moral values. Under graduate courses will include a full year of internship in addition to course specific industrial training.

The education curriculum, examination and instruction methods and will be revised to suit the proposed changes in the education system as well as being responsive to the market demands. This will be coupled with designing and implementing an early talent identification and development system.

Emphasis will be placed on keeping girls in school and improving their completion rates through addressing both institutional, gender and cultural barriers in collaboration with social, cultural and community groups.