The Uganda Spotlight report focuses on early grade mathematics policy alignment. It analyzes the government's vision to improve numeracy, examining how policy documents translate into curriculum, workbooks, teacher support, and assessments. It aims to support education leaders in achieving national out-of-school, completion, and foundational learning targets through research, policy dialogue, and advocacy.

Since 2000, primary school enrolment in Uganda has increased from 6.5 million to 9 million. However, only 60% of children complete primary education on time, and 9% are out of school. Learning levels remain low; by Grade 3, only 50% of pupils meet national proficiency standards in English and mathematics, and only 20% meet international proficiency standards by the end of primary school.

The report highlights challenges in implementing Uganda's thematic curriculum, such as overcrowded classrooms and shortages of teachers and materials. It emphasizes the need for coherent learning opportunities, alignment across pedagogical resources, and improved teacher support.

Recommendations include articulating a clearer vision for foundational literacy and numeracy, rethinking curriculum content, enhancing the accessibility of educational materials, improving teacher guides, prioritizing assessment for monitoring student progress, and strengthening foundational learning opportunities.