The Hidden Cost: How Students Bear the Brunt of Lecturer Moonlighting in Uganda

It’s 11:00 a.m., and the lecture hall at one of the  Universities in Uganda  is packed with students ready for their advanced economics class. But as the minutes tick by, their lecturer, Dr. Otim, is nowhere to be seen. Instead, Dr. Otim is miles away, consulting for a private firm in downtown Kampala. His academic duties will have to wait.

For students like Sarah Nakimera, a third-year economics major, this is a familiar scene. “It happens almost every week,” she says, frustration clear in her voice. “Sometimes we wait hours. Other times, he doesn’t show up at all.”

As more Ugandan lecturers seek external work to supplement their incomes, students are increasingly left to cope with disrupted schedules, missed classes, and a lack of academic guidance. While lecturers juggle multiple roles, it’s students who often end up paying the price.

Context and Background
Lecturer moonlighting is a growing trend across Uganda’s higher education landscape. Faced with stagnant wages and rising living costs, many university lecturers are compelled to take on side jobs, often consulting or teaching in private institutions. According to a 2023 survey by the Uganda National Council for Higher Education (UNCHE), nearly 60% of university faculty members in Uganda reported engaging in some form of secondary employment.

Dr. Robert, an education expert and lecturer himself, explains why this trend is becoming more prevalent. “Academic salaries have largely stagnated over the years, while the cost of living continues to rise. For many, moonlighting is a matter of survival, not choice,” he says. “However, as faculty members split their time between multiple commitments, students are left to face the impact on their education.”

The Human Cost of Moonlighting: The Impact on Students and the Academic Experience
For students like Sarah, the consequences are tangible. “We’ve had classes where the lecturer only comes in for 15 minutes, gives us notes, and leaves,” she says. “We’re expected to study on our own, but it’s not the same as having someone there to explain concepts.”

Some lecturers agree that moonlighting has negative effects on students, yet they find it difficult to resist the pull of better-paying opportunities. “I love teaching, but I also have a family to support,” says a senior lecturer in engineering. “When I get the chance to consult for a company and earn double or even triple what I make in a month, I take it. It’s not easy to balance, and I know students suffer, but there’s no simple solution.”

University administrators face a dilemma of their own. Recognizing that moonlighting can impact students, they are nonetheless sympathetic to lecturers’ financial struggles.  “Our hands are tied. We can’t offer salaries that compete with the private sector, and we rely on government support, which has been limited. We do our best to enforce policies against absenteeism, but the reality is that lecturers need a livable wage,” another university lecturer says. 

Caught in the Middle
In some classrooms, the signs of lecturer absenteeism are unmistakable. At one Kampala university, the management studies lecture hall is often filled with an air of quiet frustration as students pass around handouts distributed by a lecturer who is frequently absent. Outside, under a jacaranda tree in the campus courtyard, a small group of students try to decipher complex business equations without guidance.

For final-year law student Joseph Bukenya, the lack of consistent instruction has forced him to rethink his career. “I wanted to specialize in intellectual property law,” he says. “But my professor is barely around, and I’ve missed so many core lectures. I’m starting to wonder if I should even continue down this path.”

Addressing the Challenges of Lecturer Moonlighting for the Future of Uganda
The consequences of lecturer moonlighting reach beyond individual students, impacting Uganda’s education system as a whole. Students who are inadequately prepared due to limited guidance often struggle to compete in the job market. According to a 2024 report by the Ministry of Education, over 40% of recent university graduates in Uganda feel unprepared for their fields, citing a lack of practical experience and inadequate instruction as major factors.

Dr. Robert highlights a growing concern that this trend could diminish the quality of Uganda’s academic reputation. “When students graduate without having fully mastered their courses, it affects the entire system’s credibility,” he warns. “Employers are noticing the gaps, and in the long term, it could lead to a reduction in trust for graduates from our universities.”

However, potential solutions are emerging. Some institutions, such as Mbarara University of Science and Technology, have started to offer limited consultancy opportunities for lecturers within the university, allowing them to earn extra income without abandoning their teaching responsibilities. Additionally, the government is exploring ways to offer incentive-based bonuses for faculty who maintain consistent attendance and active engagement in student instruction.

Building a Sustainable Future for Ugandan Higher Education
As lecturers across Uganda’s universities continue to balance the demands of multiple roles, it’s clear that the issue of moonlighting is deeply intertwined with both the financial realities of faculty and the academic future of students. Dr. Wanyama, reflecting on his own experience, notes, “I believe in teaching the next generation, but without support, many of us are forced into tough choices.”

The challenge of maintaining quality education amid financial strain is one that will require collaboration across Uganda’s education system. For students like Sarah and Joseph, however, the hope is simple: a consistent classroom experience where they can learn, grow, and be inspired. Until systemic changes address the root causes, the burden will continue to fall on students, who are left waiting in lecture halls for instructors with too many places to be.