By Brian Mugenyi
Watchdog Uganda
MASAKA – At first glance, Bukakata Seed Secondary School looks like a success story.
Fresh coats of paint, imposing classroom blocks and neatly arranged buildings project the image of a modern government-funded school designed to transform education in rural Masaka. But behind the bright colours, another story is unfolding—one of leaking buildings, questionable workmanship and growing concerns over whether taxpayers received value for the Shs3.5 billion invested in the project.
A recent Watchdog Uganda investigation found several defects in key facilities, prompting parents, teachers and community leaders to demand answers over the quality of construction at the government-funded school.
The central question is no longer whether the school was built, but whether it was built to the standard Ugandans were promised.
A Flagship Project Under Scrutiny
Bukakata Seed Secondary School was established under President Yoweri Museveni’s Seed Secondary School Programme, an initiative aimed at expanding access to secondary education by ensuring every sub-county has a government secondary school.
The school sits on approximately six acres of land donated by the Masaka Diocese during the tenure of the late Bishop John Baptist Kaggwa, symbolising a partnership between government, the Church and the local community.
Like other seed schools across the country, the project was expected to deliver durable classrooms, quality laboratories, safe teachers’ accommodation and modern learning facilities capable of serving generations of learners.
Instead, several stakeholders now question whether the infrastructure reflects the billions invested.
Teachers’ Houses Raise Early Red Flags
One of the first concerns identified during the investigation was the condition of the teachers’ quarters.
Residents and school leaders pointed to roof leakages and damaged flooring despite the relatively recent completion of the buildings. Questions have also been raised over the quality of materials reportedly used during construction.
For teachers expected to reside within the school premises, the condition of the accommodation has sparked concerns about durability and value for money.
PTA Questions Value for Taxpayers’ Money
Robert Ssimbwa, Chairperson of the Parents-Teachers Association (PTA), believes several aspects of the project fall short of expectations for an investment of this magnitude.
He criticised the quality of furniture supplied to the school, saying some desks and chairs appear to have been fabricated using weak metallic materials.
“The school was supposed to receive facilities that match the money invested. Some furniture and construction works raise questions about the quality delivered,” Ssimbwa told Watchdog Uganda.
He also questioned the strength of some structures, alleging that inadequate cement may have been used in parts of the construction.
Learners Cite Safety Concerns
Students interviewed during the investigation welcomed the opportunity to study closer to home but expressed concern over infrastructure challenges affecting their learning environment.
Ritah Nabatta, a student at the school, said the absence of a security fence and leaking classroom floors remain major concerns.
“We are studying in a good atmosphere, but we have challenges. The school lacks security fencing, and some classrooms have leaking floors, making learning difficult,” she said.
According to students, rainfall often leaves some learning spaces damp, disrupting lessons.
Laboratory Security Under Question
Science teachers also raised concerns about the quality of some installations.
Grace Namutebi, a Chemistry teacher, said some laboratory doors were made from plywood, raising fears about the security of expensive scientific equipment.
The laboratory houses microscopes, Bunsen burners, thermometers and other apparatus essential for practical science lessons.
“Practical lessons are critical for science education. The facilities protecting this equipment should meet acceptable standards,” Namutebi said.
Administrative Block Shows Similar Defects
The investigation also found concerns within the head teacher’s office, where sections of plaster reportedly show poor finishing while visible holes and leakages were observed.
Observers questioned whether greater emphasis had been placed on cosmetic appearance rather than construction quality.
Accountability Questions
As concerns mount, attention is turning to those responsible for supervising and certifying the project.
Construction of the school was undertaken during the tenure of former Masaka Resident District Commissioner Lule Ssenkungo, while technical supervision was reportedly handled by engineer Jjuuko.
Watchdog Uganda sought comment from Engineer Jjuuko regarding the concerns raised during the investigation. He indicated that he required authorisation before responding to the questions.
The contractor responsible for the project was also contacted and invited to respond to allegations relating to workmanship, construction materials, finishing and furniture quality but had not responded by the time of publication.
Efforts to obtain comment from the Masaka District Chief Administrative Officer were equally unsuccessful, as known telephone contacts went unanswered.
Calls for Fresh Government Inspection
The concerns come amid increased government efforts to strengthen accountability for public infrastructure projects.
Recent inspections by Minister of State for Local Government Balam Barugahara and State Minister Justine Nameere have exposed poor workmanship in several public projects across Uganda, reigniting debate about quality assurance and value for money.
Community leaders now believe Bukakata Seed Secondary School deserves similar scrutiny.
They argue that government should establish whether construction materials met approved standards, whether adequate supervision was conducted during implementation and whether taxpayers received infrastructure commensurate with the funds spent.
Bigger Than Bukakata
The questions emerging from Bukakata extend beyond one school.
Each year, Uganda invests billions of shillings in schools, health centres, roads and other public infrastructure. Increasingly, citizens are asking whether success should be measured by commissioning ceremonies or by the quality and durability of projects years after completion.
A government building should not simply impress on the day it is handed over.
Its true test comes when learners occupy classrooms, teachers move into staff houses and communities depend on the facilities every day.
Despite the reported shortcomings, Bukakata Seed Secondary School continues to provide education to learners under the leadership of head teacher Emmy Kasule.
The school has also continued attracting support from stakeholders. Recently, State House official Oscar Mutebi pledged to lobby for additional scholastic materials, computers and improvements to electricity supply.
Government has maintained that the institution remains an important public school established to improve access to secondary education in the area.
The Final Question
Bukakata Seed Secondary School stands as a symbol of government’s ambition to expand access to education.
Yet behind its freshly painted walls lies a question that remains unanswered:
Did the Shs3.5 billion invested in the project deliver the quality school Ugandans paid for?
The buildings already stand.
The money has already been spent.
Whether taxpayers received value for that investment is a question that only a thorough technical inspection—and full accountability from all parties involved—can conclusively answer.
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