Kampala: Victoria University Vice Chancellor, Prof Lawrence Muganga has commended Uganda National Examinations Board (UNEB) and Ministry of Education and Sports for the improved assessment of national exams under the new competency-based learning curriculum.
According to Dr, Muganga, the innovative approach is a game-changer in the budding aim to revolutionize Uganda’s education system, focusing on critical thinking, problem-solving skills, and real-world relevance.
“I would like to take this opportunity to express my deep appreciation for your remarkable efforts in improving the assessment methodology for the Uganda Certificate of Education (UCE). Reading through the new Mathematics Examination Paper 1 and its scenarios is both refreshing and inspiring. This approach to assessment goes beyond memorization and encourages significant planning, application, and critical thinking to solve problems. It is a promising beginning that invokes critical thinking, careful planning, creativity, attention to detail, problem-solving skills, and real-world relevance,” Muganga said on his X Account.
“This new Competency-Based Learning (CBL) curriculum carries the hope and lifeline we need as a country. May the Minister of Education and Sports, Hon. Janet Museveni, also consider implementing CBL at the A-Level,” he added.
Prof. Muganga further emphasized the importance of this transformation, noting that “Our education system should prepare students for the challenges of the 21st century. The new curriculum is a significant step towards achieving this goal.”
He also suggested that the Ministry consider implementing competency-based learning at the A-Level. Expanding this approach to A-Level, according to him, will further enhance the quality of education in Uganda.
As an advocate of Authentic Education, Muganga noted that despite being pleased to see such transformation taking place, he had specific areas of improvement in the assessment criteria, especially with some of the examples used which may not be fully inclusive.
“For example, the use of pavers in Section B, Part II, Item 6 may present challenges for candidates in regions like Karamoja or other remote areas where such items are not commonly known. It is important to ensure that all examples are relevant and relatable to every community, regardless of location, to achieve truly inclusive education,” he advised.
Despite there being challenges in administering a national examination to make it inclusive and relevant to every region in the country, Muganga further argues that incorporating examples and scenarios that resonate with all students, can help to overcome this and provide fair assessments for everyone.
“Overall, congratulations on the excellent work. This is the kind of transformation we need as a country, and it fills me with hope for a brighter future. I am passionate about Authentic Education, and seeing these positive changes reinforces my belief that one day our education system will effectively serve every corner of this nation,” he said.
Prof. Muganga has been advocating for reforms in Uganda’s education system highlighting its potential impact on the country’s future.
The new curriculum, introduced in 2019 as part of Uganda’s National Development Plan (NDP III), came into full effect this year marking a significant shift from traditional teaching methods.
The curriculum was developed by the National Curriculum Development Centre (NCDC) with the major aim of equipping students with skills and competencies essential for the 21st century.
