Maintaining Education During Emergencies and Crises in Uganda

Abstract

Access to quality education in emergencies remains a challenge for learners in Uganda, particularly those affected by displacement. Despite growing efforts by the Ministry of Education and Sports (MoES), as well as support from international development partners, many children and youth in refugee settlements and disaster-prone regions continue to face serious barriers to learning. This study explores how e-learning can be harnessed to support education access in crisis contexts. The study employs a qualitative research approach through an in-depth review of policy documents, related to emergency education and digital learning in Uganda.

By examining key documents including the Uganda Education Response Plan for Refugees and Host Communities (2018-2021), the National Education in Emergencies Guidelines, and the MoES Digital Agenda Strategy, this research seeks to uncover policy gaps, implementation challenges, and opportunities for strengthening education delivery in emergencies.

Findings indicate that while Uganda has made commendable strides in developing policies for education in emergencies, the integration of e-learning remains uneven and under-resourced. There are promising strategies in place, but they often fall short in reaching the most vulnerable learners. The study concludes by recommending targeted investment in digital infrastructure, stronger policy coordination, and inclusive strategies to ensure no learner is left behind during times of crisis.

This research contributes to ongoing conversations about resilience in education systems and offers a grounded perspective on how policy can better support innovation and equity in emergency learning contexts.