A proposal to eliminate the Primary Leaving Examinations (PLE) and replace them with a continuous assessment system has stirred debate among education stakeholders in the Lango sub-region, with some expressing cautious support and others raising concern over the implications.
The proposal currently under review, aims to phase out homework, termly exams, and PLE in favour of continuous assessment methods. This shift is part of broader reforms targeting the country's primary education system.
In Alebtong District, the Chief Administrative Officer (CAO), Mr. Franco Olaboro, emphasized the need for evidence-based decision-making before rolling out such a significant change.
“Before implementing any drastic policy shift like scrapping PLE, the government must conduct thorough research and prepare for a review process in case challenges arise during implementation,” Olaboro noted.
His views were echoed by Mr. Bosco Elyak, the District Education Officer (DEO) of Apac, who noted that Uganda’s education system still heavily mirrors the British colonial curriculum.
He sees the proposal as part of ongoing curriculum reforms.
“These new guidelines are an extension of the efforts to modernize our education system. Uganda is among the few countries still clinging to the outdated British model,” Elyak noted.
“We need to evolve. I believe this policy, if handled well, could greatly improve how we assess and support our learners.”
However, not all voices are in agreement.
Mr. Thomas Otema, a retired head teacher and now director of St. Thomas Day and Boarding Primary School, expressed reservations about completely eliminating traditional assessment tools like homework and end-of-term exams.
“Homework instills discipline, helps children to stay engaged, and reinforces classroom learning,” Otema argued.
“While continuous assessment is a good idea, it shouldn’t come at the expense of structured term examinations which help gauge a pupil’s learning progress.”
Otema also questioned the feasibility of implementing continuous assessment across all schools, particularly in rural and under-resourced areas.
“We must ask: do all schools have the capacity to carry out meaningful continuous assessments? Do our teachers have the tools and training needed to do this effectively?”
The Ministry of Education has yet to make a final decision on the matter, and consultations are still ongoing.
However, the proposal continues to generate discussion nationwide, with stakeholders weighing the potential benefits of a more learner-centered approach against concerns about practicality and quality assurance.
As the policy debate continues, many educationists, parents, and community leaders in Lango are calling for inclusive consultations to ensure that the final decision reflects the needs and realities of learners across the country.