In this article on secondary illiteracy and corruption in Uganda, I draw on Andrew M. Mwenda and Roger Tangri, who, in their 2008 publication titled “Elite Corruption and Politics in Uganda,” observed that “when the NRM seized power in 1986, it ranked corruption as one of the problems that needed to be rooted out from Uganda’s body politic.” However, many years after their analysis, corruption remains a persistent challenge in Uganda. This raises an important question: could this enduring problem be linked to the country’s growing phenomenon of secondary illiteracy?
Professor Oweyegha-Afunaduula (2025) of the Centre for Critical Thinking and Alternative Analysis defines “secondary illiteracy” as a crisis in the education system where individuals, despite having undergone formal schooling, lack functional literacy, critical thinking skills, and the social awareness necessary to contribute meaningfully to society. He further explains that such individuals may possess basic reading and writing abilities but are unable to critically analyze their own circumstances or broader societal issues.
This phenomenon carries significant implications, particularly in how it subtly fuels corruption in Uganda. In both public and private institutions, positions are increasingly occupied by individuals whose academic credentials conceal notable gaps in competence. Lacking the capacity to critically engage with policies, budgets, or institutional procedures, such individuals may resort to shortcuts, manipulation, or passive conformity. This creates an enabling environment for corruption to flourish, as systems are neither adequately understood nor effectively scrutinized.
To clarify this argument, reference can be made to Coolidge and Rose-Ackerman, as cited in Robert Komakech (2019), who found that corruption in public procurement is often driven by top officials. These officials frequently override evaluation or contracts committees and disregard established procurement laws, undermining accountability mechanisms.
The education system itself contributes to this challenge. An overemphasis on rote learning, examination performance, and certification—rather than practical skills and critical engagement—produces graduates ill-equipped for real-world demands. As they enter the workforce, they often carry a superficial understanding of knowledge that weakens ethical judgment and professional integrity.
Addressing this issue requires a deliberate shift in educational priorities toward critical thinking, problem-solving, and civic awareness. Without confronting secondary illiteracy, efforts to combat corruption in Uganda will remain limited. As Mukasa Muhammed Ally (2025) argues in his discussion of state capture and administrative corruption, corruption weakens the government’s capacity to function effectively, fairly, and in the public interest. Therefore, addressing secondary illiteracy is essential.
Ayub Mukisa, PhD
Executive Director, Karamoja Anti-Corruption Coalition (KACC)
Email: ayubmukisa@gmail.com
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