By Herbert Kayongo | Diaspora Connect International
In today’s rapidly evolving global economy, the success of any nation hinges on how well it utilizes the talents and skills of its people. Uganda, like many African countries, is blessed with a vibrant and youthful population, full of potential in practical trades, performing arts, and creative industries. Yet, due to an education system that often prioritizes theory over practice, many skilled individuals remain underutilized, unrecognized, and economically marginalized. This systemic oversight has far-reaching consequences on national productivity and economic growth.
It is time Uganda reimagines education — not merely as a conduit to white-collar employment but as a tool for national transformation. Practical education must be mainstreamed and institutionalized to bridge the gap between natural talents, acquired skills, and economic empowerment.
A transformative approach involves universities opening their doors to individuals who can directly add value to academia through practical skill sets. Take, for instance, a child with a remarkable ability to write and compose music, be it secular or gospel. Others might possess exceptional talent in dance, carpentry, welding, molding, or craftsmanship. These are not merely hobbies or fallback options — they are powerful economic tools that, when nurtured in a structured environment, can significantly boost Uganda’s Gross Domestic Product (GDP).
By integrating such individuals into university frameworks, institutions can translate raw talent into refined, competitive skills. Through theoretical grounding, business training, and exposure to technology, these individuals can become champions in their respective fields. Instead of being dismissed as academic failures, they can emerge as leaders, innovators, and entrepreneurs, ready to contribute to Uganda’s socio-economic transformation.
Unfortunately, the current education system, heavily theory-based and exam-oriented, often disregards the value of practical skills. Many parents, influenced by societal expectations, view children who excel in non-academic domains as failures. This not only demoralizes the youth but forces them to abandon their passions in pursuit of conventional careers where they often struggle. The result is a disillusioned labor force, an inflated unemployment rate, and a significant brain drain, as skilled Ugandans seek opportunities abroad.
A clear example is Uganda’s current contribution to the Middle East labor market. Thousands of Ugandans, many of whom possess exceptional practical skills, are recruited to work in construction, domestic services, and other industries. These individuals, undervalued at home, become highly sought-after abroad. If Uganda could harness this workforce, refine their skills through practical education, and support them with tax-free start-ups, the country could significantly reduce poverty and foster sustainable economic growth.
Recently, the Canadian government introduced a system to integrate undocumented workers in the construction sector into the formal economy, recognizing their value and potential. Rather than deporting them, Canada has opted to qualify and empower this labor force. Uganda faces a similar challenge — a large, active, and largely informal workforce that remains outside the formal economy due to lack of institutional support.
By reforming the education sector to accommodate such individuals — providing certification, business skills, and entrepreneurial support — Uganda can retain its valuable workforce, reduce dependency on foreign labor markets, and strengthen its economy from within.
Imagine a university whose sole mandate is to recruit learners from various practical fields — songwriters, dancers, carpenters, welders, fashion designers, and others — and provide them with free, government-supported education. Such a framework would revolutionize education in Uganda, making it more inclusive, purposeful, and aligned with national development goals.
This initiative would encourage parents to identify and nurture their children’s talents from an early age, knowing there is a viable, cost-free educational pathway for them. Similarly, children would be motivated to perfect their talents, knowing that excellence could grant them access to higher education and future success.
The impact of this would be tremendous: reduced unemployment, increased productivity, and an empowered population with skills tailored to national and global demands.
Consider this paradox: a child spends approximately 19 years in the formal education system — 10 years in pre-primary and primary, 6 years in secondary, and 3 or more in university. After all this time, many graduates find themselves unequipped to generate income or create value independently. This is a failure of system design, not of the individuals.
By integrating practical education, we can ensure that each year spent in school contributes directly to a learner’s ability to thrive economically. It is not about reducing academic standards but about aligning them with real-world demands and individual talents.
For Uganda to achieve middle-income status and beyond, practical education must be prioritized as a core strategy for national transformation. Government, academia, and the private sector must collaborate to create a robust ecosystem where talent is identified, nurtured, and transformed into economic power.
Through policy reform, investment in skill-based institutions, and societal mindset shifts, Uganda can unleash its human potential, reduce unemployment, and build a resilient, self-sustaining economy. Practical education is not an alternative — it is the foundation upon which national transformation must be built.
