Uganda’s education system has a complex history, rooted in colonial legacies and missionary influences. Formal education was introduced by British colonists and Christian missionaries, focusing on literacy, religion, and Western values, often at the expense of indigenous knowledge systems. Post-independence reforms have aimed at expanding access to education, but challenges such as inadequate resources, outdated curricula, and rural-urban disparities persist.
The performance Nga’biinin, a Bagisu word meaning “like glue,” explores the ongoing tension between formal education and the traditional realities of Ugandan communities. It highlights how local populations are caught between literacy and illiteracy, with formal education often clashing with lived experiences. The piece raises critical questions about the relevance of Uganda’s education system today and advocates for an approach that integrates indigenous knowledge with modern education to better serve the common man’s needs.
