education 5 May 2026 Daily Monitor (Uganda)
Uganda's New ECCE Policy Ends Traditional Baby Class Era
Uganda's Ministry of Education has launched a new Early Childhood Care and Education policy that bans formal academic teaching in day care centres for children under three and mandates play-based learning in pre-primary schools for ages three to six. The shift from rigorous drills and homework to hands-on play has sparked panic among parents and operators, alongside hopes for better child development. Source: https://www.monitor.co.ug/uganda/special-reports/is-this-the-end-of-baby-class-as-we-know-it--5448218
Uganda is phasing out the conventional ‘Baby Class,’ where toddlers as young as two faced timetables, homework, and exams mimicking primary school. This practice arose from intense pressure to prepare children early for competitive education, but authorities now deem it unsuitable.
The freshly unveiled Early Childhood Care and Education (ECCE) policy divides services into day care for ages zero to three—emphasizing care, safety, and stimulation without reading or writing—and pre-primary for three to six-year-olds, focusing on play-based readiness for school. Owners cannot combine both under one license; separate facilities, staff, and entrances are required.
Parents like Sarah Nambalirwa in Wakiso worry about childcare options while working, fearing the loss of reliable day care at schools. John Ricks Magala in Jinja questions the lack of clear guidance, though he sees merit in curbing homework that frustrated his young daughter. John Bosco Ogenrwot in Gulu supports it, criticizing early pickups and academic overload for under-fours.
State Minister Dr. Joyce Moriku Kaducu clarifies that day care persists in approved settings like homes, workplaces, and markets, prioritizing play, socialization, and nutrition over academics. The policy aims to regulate unprofessional setups and boost standards.
Teachers show mixed responses. Aya Lakot in Lira welcomes ending unqualified operations but notes retraining challenges for play-based methods. Annet Akiror in Mukono fears business disruptions, while Hannifah Nambalirwa in Entebbe highlights the need to convince parents that play equals learning.
Research backs play for early brains—blocks teach physics, role-play builds social skills—contrasting outdated desk-bound drills. Yet hurdles loom: retraining 40,000 teachers, new inspection tools, and parental buy-in amid urban competition.
This policy marks a pivotal shift, banning old ways but leaving implementation details like funding and enforcement unclear.
Source: Daily Monitor (Uganda)