Teachers from 50 schools in the Greater Mukono area have completed a five-day orientation on the competence-based curriculum currently being introduced at the A-Level.
The training, held at Faith High School in Mukono Municipality, was organized by the National Curriculum Development Centre (NCDC). It is part of the Ministry of Education’s wider plan to modernize Uganda’s education system by building on the curriculum reforms already underway at the O-Level.
According to Michael Kato, an NCDC curriculum specialist, the training is designed to help A-Level teachers support learners in transitioning from the old content-based approach to a more practical and learner-centered system.
“Gone are the days when teachers used to pump materials into learners’ brains,” said Mr. Kato.
“That process compromised their ability to actively apply their brains through practical means. We are now focusing on building real competence.”
Mr. Kato also advised school heads to engage the trained teachers in mentoring their colleagues who may have missed the orientation.
Conie Magomu Masaaba, a participating teacher, emphasized the importance of the new system in preparing students for real-life challenges.
“The underlying objective is preparing learners to be innovative citizens who are able to add value to whatever they handle in life and to generate the capacity to overcome hurdles,” she said.
David Manyike, the headteacher of Faith High School, applauded the government’s initiative, pointing out that global job market trends now favor candidates with hands-on and vocational skills.
“The needs and demands of the world have changed. It has been a disadvantage for Ugandan students to compete globally without early exposure to practical skills,” said Mr. Manyike.
However, the rollout has received mixed reactions from teachers. Some raised concerns about the cost of implementation, especially in private schools that may not afford the new teaching materials and equipment needed for practical learning.
Teachers also highlighted the challenge of ICT integration, particularly in rural areas. Issues such as poor network coverage and slow internet were cited as significant barriers to effective teaching under the new curriculum.
“ICT requires time, reliable infrastructure, and consistent internet things many schools in rural areas simply don’t have,” said one teacher who preferred to remain anonymous.
The competence-based curriculum has been in use at the lower secondary level for the past four years. The government now aims to replicate its learner-centered, skills-based approach at the A-Level, with the goal of fostering creativity, problem-solving, and independent thinking among Uganda’s youth.