Ugandan Teacher’s U.S. Experience Sparks Fresh Debate on Education Reform

In a heartfelt and eye-opening letter, a Ugandan educator who recently taught students in the United States has shared powerful reflections on the contrast between education systems — and what Uganda can learn.The writer, whose name is withheld, begins by describing the shock of discovering how learning in the US is built around curiosity, creativity, and confidence, rather than just memorizing facts.

“I saw students question everything. They challenged ideas and explored freely — and the teachers encouraged it,” the letter reads.

What stood out most was the way students were taught to think critically and solve problems, rather than fear exams.

The letter compares this with the Ugandan system, where students often memorize and repeat information to pass tests, yet struggle to apply it in real life.

“It’s high time we stopped mistaking struggle for success,” the educator writes. “Some of our systems teach resilience, but not relevance.”

The letter goes on to emphasize that while Ugandan students are hardworking and resilient, they are often boxed in by outdated methods, rigid curriculums, and fear of failure.

In contrast, learners in the US are empowered to learn by doing, express opinions, and build confidence early on.

The writer urges education policymakers to rethink Uganda’s system and invest in practical learning, technology, and teacher training, so that students can become more than just exam passers — they can become problem-solvers.

The letter has since gone viral online, resonating with many teachers, parents, and former students who feel the system needs urgent change.

This reflection is not just a critique — it’s a call to rethink the future of learning in Uganda