This paper describes the current state of teaching statistics in Ugandan schools at different levels. Different emphasis is placed on teaching statistics at primary, secondary and tertiary levels. Official documents on curricula and examination make explicit statements on what statistical ideas and techniques are to be taught in schools and suggest useful skills and capabilities that school graduates should acquire, but little of the qualities are visible on the ground. There is little emphasis on the application of these techniques in the context of real life problems. Various challenges on the teaching of mathematics and statistics in schools and the school-university transition are identified, which include the curricula, the teaching force, and the nature of the students and the shortage of teaching resources. These challenges maybe addressed through synchronising students with varied mathematics school backgrounds in their study of statistics, policy adjustments and continuous professional development.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education