UNEB Explains Competency-based Results of 2024 UCE

During the release of the results, UNEB officials detailed how the shift from the traditional system to competency-based evaluation impacted student outcomes, teaching approaches, and overall grading.

The Uganda National Examinations Board (UNEB) has shed light on the performance of candidates who sat for the 2024 Uganda Certificate of Education (UCE) under the newly introduced Competency-Based Curriculum (CBC), addressing concerns over student adaptation and assessment challenges.

During the release of the results, UNEB officials detailed how the shift from the traditional system to competency-based evaluation impacted student outcomes, teaching approaches, and overall grading.

The board also highlighted the disparities between candidates who quickly adjusted to the new format and those who struggled with its emphasis on critical thinking, problem-solving, and practical application.

UNEB Chairperson, Professor Celestino Obua, acknowledged that while the transition to the competency-based curriculum was a necessary step for the country’s education sector, it presented a learning curve for both students and teachers.

“This was the first time UNEB managed two sets of UCE examinations—one following the now-defunct traditional curriculum and another based on the CBC,” he explained.

“The competency-based system required a different approach to assessment, emphasizing holistic evaluation rather than rote memorization.”

Performance analysis revealed that students who sat the competency-based examination had varying levels of success.

Some excelled in tasks requiring independent thinking and practical application of knowledge, while others, accustomed to structured questions, found open-ended assessments challenging.

The transition examination, which was the last of its kind, showed results consistent with previous years, with students performing well in subjects that relied on memorization and structured responses.

According to UNEB, one of the biggest challenges in the competency-based examination was students’ ability to handle tasks requiring innovation and real-world application.

Many struggled with project-based assessments and open-ended questions that demanded analytical skills beyond textbook learning.

Despite these challenges, UNEB reassured stakeholders that the competency-based curriculum is designed to equip learners with practical skills that are critical for the modern job market.

“We understand that adapting to a new system takes time. Teachers and learners who engaged early with the curriculum performed better, which is a sign that as schools fully integrate the CBC, performance will improve,” Professor Obua noted.

Another key challenge UNEB highlighted was the availability of resources for effective CBC implementation.

Some schools lacked the necessary facilities to facilitate hands-on learning, while teachers required further training to align with the new curriculum’s objectives.

UNEB confirmed that it is working closely with the Ministry of Education to address these gaps by enhancing teacher training programs and improving resource allocation.

Skepticism from certain sections of the public also posed a challenge, with concerns about UNEB’s readiness to execute the new assessment model.

However, the board assured stakeholders that it successfully administered both examinations and would continue refining the competency-based approach to improve implementation in future assessments.

With the full transition to the CBC now in effect, UNEB has pledged to strengthen support systems for both teachers and students.

Future assessments will be refined to ensure a smoother transition, and UNEB will focus on capacity-building initiatives to ensure schools are better equipped.

“The success of this curriculum depends on collaboration between educators, policymakers, and stakeholders. We must all work together to ensure it achieves its intended goals,” Professor Obua emphasized.

The 2024 results have been uploaded to the UNEB online portal, where candidates can access them.

Additionally, mobile SMS services have been activated to provide a convenient way for students to check their results.

As Uganda moves forward with the competency-based curriculum, the education sector stands at a pivotal moment, shifting from traditional examination-based learning to a model that prioritises skills, innovation, and holistic development.