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Kiswahili Teachers Protest Exclusion from Recruitment Exercise

Kiswahili Teachers Protest Exclusion from Recruitment Exercise

Kiswahili teachers in Uganda have raised their voices in protest against their exclusion from the current national recruitment exercise. This exclusion has sparked concerns about the future of Kiswahili language education in the country.

Background of the Protest

The ongoing recruitment exercise aims to hire more teachers for various subjects across Uganda. However, Kiswahili teachers have been notably absent from this process. This exclusion has not only upset the teachers but also raised questions about the government’s commitment to promoting Kiswahili, which is one of the official languages of the East African Community.

Teachers’ Concerns and Demands

The protesting teachers are demanding immediate inclusion in the recruitment exercise. They argue that Kiswahili is a critical subject that fosters regional integration and cultural understanding. By excluding them, the government risks undermining these goals. The teachers are calling for transparency and fairness in the recruitment process, emphasizing the need for equal opportunities for all subject teachers.

Impact on Kiswahili Language Education

The exclusion of Kiswahili teachers could have long-term effects on language education in Uganda. Without adequate staffing, the quality of Kiswahili instruction may decline, affecting students’ proficiency and interest in the language. This situation could also hamper Uganda’s efforts to strengthen ties with other East African countries where Kiswahili is widely spoken.

Government Response

In response to the protests, the Ministry of Education has stated that the exclusion of Kiswahili teachers was not intentional. They assured that steps are being taken to address the oversight. The ministry emphasized its commitment to promoting Kiswahili and ensuring that it remains an integral part of the curriculum.

Future Steps

To resolve this issue, the government plans to review the recruitment process and ensure that Kiswahili teachers are fairly represented. Additionally, there are calls for the establishment of more professional development programs for Kiswahili teachers to enhance their skills and teaching methods.

In conclusion , the protest by Kiswahili teachers highlights a significant issue in Uganda’s education system. Ensuring fair inclusion in the recruitment exercise is essential for the promotion of Kiswahili language education. The government’s prompt response and corrective measures will be crucial in addressing the teachers’ concerns and promoting linguistic and cultural integration in Uganda.



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