Confusion Over UCE Results as Teachers Navigate New Grading System

In contrast to previous years, where schools erupted in celebrations with processions and dances, the mood in Mbale was subdued.

The release of the 2024 Uganda Certificate of Education (UCE) results on Tuesday, February 11, marked a historic shift in the country’s education system as it introduced a new competency-based grading system.

However, the transition has left teachers, school administrators, and students grappling to understand the unfamiliar grading structure.

In contrast to previous years, where schools erupted in celebrations with processions and dances, the mood in Mbale was subdued.

The streets were noticeably quiet, with schools like Bugisu High School, Mbale Secondary, and Nkoma SS all remaining calm as staff members struggled to interpret the results.

Even St. Paul’s Mbale seemed to have a better grasp of the new system, as school authorities managed to make sense of the results.

As confusion spread, some schools seized the opportunity to celebrate the results in an attempt to boost their image, despite the fact that a deeper analysis of their scores revealed that many students had received D’s rather than A’s and B’s.

The situation worsened when the Ministry of Education revealed that 98% of schools had attained grade one, which left many scratching their heads.

The new grading system, based on descriptors, has raised concerns among teachers. Under the new scheme, an A is considered ‘exceptional,’ B is ‘outstanding,’ C is ‘satisfactory,’ D is ‘basic,’ and E represents ‘elementary.’

While these descriptors are meant to provide a clearer picture of student achievement, many educators are struggling to make sense of the new structure.

Jonathan Ariko, a teacher, noted the difficulty in adjusting to the new system.

“We’ve been grading students based on integration and activities for years, but this new grading system is unfamiliar and complicated,” he said.

“The criteria behind how the results are calculated isn’t entirely clear yet, but we’re working to understand it.”

The system’s reliance on descriptors, rather than traditional letter grades, has left teachers and parents struggling to adapt.

“It’s a significant shift,” Ariko continued. “In the past, D1 and D2 grades were easy to understand, but now with descriptors, it’s quite confusing.”

Despite the challenges, some schools are starting to make sense of the new system.

Richard Olupot, the head teacher at Amus College, acknowledged the initial confusion but emphasized that the school had followed the UNEB guidelines to interpret the results.

According to Olupot, schools with more A’s and B’s tend to perform better overall, while those with more E’s signal a lack of student competencies.

Olupot shared the results for Amus College, where a total of 146 candidates sat for the exams. The school scored 105 A’s, 681 B’s, 75 C’s, 98 D’s, and 1 E.

Olupot explained that the B’s were not tied to individual students but were cumulative scores across all subjects per student.

“For example, if a student scores a B in three subjects, those B’s are added together to give a total,” he clarified.

While some schools are still adjusting to the new grading structure, others are taking the time to analyse the results more carefully.

It’s clear that the road to understanding the new system will take time, but educators are hopeful that they will soon be able to navigate the changes with greater ease.

The challenges faced by teachers and administrators highlight the complexities of implementing change in the education system, but with time, these hurdles are expected to be overcome.