The government says the programme will promote discipline, national identity and civic responsibility. Its curriculum reportedly includes Uganda’s political history, Pan-Africanism, integrity, entrepreneurship, civic responsibility, drills and parades.
Uganda’s plan to subject Senior Six leavers to six months of patriotism and ideological training has sparked an important debate: where does civic education end and indoctrination begin?
On October 5, 2026, National Secretariat for Patriotism Corps Commissioner Hellen Sseku announced that Senior Six leavers would undergo the training at the National Leadership Institute (NALI) in Kyankwanzi, reportedly following an agreement with President Yoweri Museveni.
The government says the programme will promote discipline, national identity and civic responsibility. Its curriculum reportedly includes Uganda’s political history, Pan-Africanism, integrity, entrepreneurship, civic responsibility, drills and parades.
These are not inherently bad objectives. Every country has a legitimate interest in raising citizens who understand their history, respect the law and contribute to national development. Uganda’s Constitution, under Article 17(2), also provides for the provision of facilities for patriotic instruction.
However, the existence of a constitutional provision does not automatically settle questions about the programme’s implementation, its compulsory nature or the political values it seeks to promote.
Patriotism should mean commitment to one’s country, its people, institutions and future. It should encourage citizens to understand their country’s achievements while questioning its failures and demanding accountability. It should not require unquestioning loyalty to a political party or government.
The distinction matters because young people must be free to develop independent views. A programme that teaches national history, constitutional rights, civic duties and critical thinking can strengthen democracy. One that presents a single political narrative as unquestionable truth risks becoming a tool for ideological conformity.
The government must therefore explain what patriotism means within this programme, who designed the curriculum and how its political content will be balanced. Young people should learn that loving Uganda includes holding its leaders accountable, respecting political differences and defending the rights of fellow citizens.
There are also practical questions. Senior Six leavers are at a critical transition in their lives. Some are preparing for university, others are seeking employment, while many are considering vocational training or starting businesses. A compulsory six-month programme could disrupt these plans, particularly for young people from low-income households.
Who will pay for participants’ transport, food, accommodation and healthcare? What arrangements will be made for young people with disabilities or those unable to attend for legitimate reasons? How many participants can NALI accommodate, and what will the programme cost taxpayers?
These questions are not arguments against patriotism. They are demands for responsible policymaking.
Harold Kaija has criticised the proposal, arguing: “It is to make young people love NRM. This is not possible for people who are struggling.” His remarks reflect concerns that political loyalty could become entangled with national identity. The government should address such concerns through transparency rather than dismissing them.
Before implementation, authorities should publish the programme’s legal basis, curriculum, budget, duration, participation requirements and expected outcomes. They should also establish safeguards against partisan instruction and explain how success will be measured.
Patriotism cannot simply be drilled into young people through parades and slogans. It grows when citizens see institutions working fairly, leaders acting responsibly and public resources serving the common good.
Uganda has an opportunity to equip its young people with the knowledge and values needed to build the country. But the test of this programme will not be whether Senior Six leavers can recite patriotic messages. It will be whether they emerge better informed, more responsible and more capable of contributing to a democratic society.
The central question remains: will Kyankwanzi nurture citizens who think critically and serve Uganda, or young people expected to accept a particular political ideology without question?