By James Alomu

SOROTI – A senior official from the Ministry of Education has stirred debate across the Teso sub-region after publicly challenging parents to stop using poverty as an excuse for their children's poor academic performance.

While addressing a stakeholders’ meeting at Soroti Secondary School, Max Okirior, the Assistant Commissioner in the Department of Teacher Education, made bold remarks urging parents to shift their mindset and take more responsibility for their children's education.

> “Poverty is real, but it should not be the reason our children are lagging behind in school,” Okirior asserted. “It is time we stop using poverty as a crutch and instead recognize education as the most effective tool to break the cycle of poverty.”

The meeting, which focused on the implementation of Uganda’s new competency-based curriculum, brought together parents, educators, and local leaders to deliberate on improving education outcomes in Teso. Okirior applauded government interventions such as the Universal Secondary Education (USE) program but stressed that these efforts alone are insufficient without active parental participation.

He emphasized that despite economic hardships, parents must ensure regular school attendance, create a supportive learning environment at home, and prioritize school-related expenses.

His comments have sparked a mix of support and criticism within the community.

> “I agree with him,” said one parent. “Yes, things are tough, but we must find a way to keep our children in school. We cannot afford to let poverty define their future.”

However, others viewed the remarks as lacking empathy, noting that many families face severe financial constraints, including food insecurity and lack of access to basic services.

Wilfred Oluka Okeriau, headteacher of Soroti Secondary School, echoed Okirior’s sentiments, emphasizing the need for equity in educational support.

> “Parents must struggle amidst the hardship,” Okeriau urged. “Pay school fees without discrimination and ensure all children—boys and girls alike—have equal access to education.”

The event concluded with a shared call for collaboration between parents, educators, and government bodies to improve learning conditions and outcomes in the region.

The debate sheds light on a national dilemma: balancing the demands of an evolving education system with the socioeconomic realities of struggling communities. As Uganda rolls out its competency-based curriculum, areas like Teso face the challenge of aligning policy with the lived experiences of parents and learners.