---

The study evaluates existing education policies like Education Strategic Investment Plan (ESIP), Universal Primary Education (UPE), Uganda Primary School Curriculum (UPSC), Uganda Syllabus of Primary Education (USPE), Education Policy Review Commission (EPRC), Education Statistical Abstract (ESA), and Complimentary Opportunity for Primary Education (COPE). It analyses education structure and syllabus, learners own music, teacher training and resources. A comparative analysis of arts education in other countries was conducted. Findings reveal the mission of the MoES as to support, guide, coordinate, regulate and promote education. It acknowledges locally trained music teachers perceived as having low teaching efficacy because of inadequate training. Pupil s response to class music is influenced by their own music . Results offer insights for music education s future role, nature and character. Insufficient funding, limited content and lack of resources are factors inhibiting the development of music education in Uganda. The study recommends directions and a vision for music education if it is to survive and transform itself into an autonomous player in the education dispensation.

---

Benon Kigozi, obtained his Doctorate at the University of Pretoria. He is faculty member at the Department of Performing Arts and Film of Makerere University in Uganda. He is President for both the Pan African Society for Musical Arts Education (PASMAE), and the Uganda Society for Musical Arts Education (USMAE). He is a Rotarian with multiple PHFs.

---