By Frank Kamuntu
In his advocacy for a ‘meaningful education’, Victoria University Vice Chancellor Prof Lawrence Muganga continues to wonder why the Ugandan government is taking so long to adopt his proposals that would see the country get world-class graduates.
In an interview with Salt Media TV, Muganga a celebrated education pundit spit venom against teachers who beat Ugandan learners forcing them to cram the unnecessary history of colonialists instead of equipping them with information that can help change and boost the development of their country and mother Africa.
”What hurts me is seeing a teacher ruthlessly caning a P.7 candidate for failing to draw a map of Canadian prairies, failing to answer the question on British Columbia, New York challenges. I am sorry, but I will tell you this is the madness of the highest order, why not teach our children things that have an impact on our country, you heap foreign information on these children and you expect them to solve the challenges affecting Karamoja people?” Muganga wondered.
Muganga says this foreign-based education system has boosted school dropouts since it ranks many learners as failures, hence demotivating them.
”When this young boy fails to cram things like Napoleon Bonaparte, the European History, among others, teachers see them as failures, this will make such a leaner feel out of the class, he will see himself as incompetent and this will make him lose morale for education then he drops out, why not design our own education system that will attract our children not boring them?” added Muganga.
Prof Muganga some time back wrote to President HE Yoweri Kaguta Museveni informing him how this ancient education system continues to kill the future of Ugandan graduates. He tabled the following proposals to the head of the state.
At The Primary & Secondary Level;
1) Transforming the Uganda National Examination Board (UNEB) into a focused entity named READ (Research, Evaluation, Assessment & Development).
2) Establishing School Districts across Uganda, grouped by socio-economic characteristics, for a more targeted educational approach.
3) Housing a District Evaluation Board (DEB) in each School District, responsible for all assessment needs within that district.
4) Replacing National Examinations like PLE and UCE with Continuous Assessments (CA), administered by the DEB, for a holistic evaluation of student progress.
5) Introducing School Transition Certificates (STC) for students completing P7 & S4, marking significant educational milestones.
6) Managing the Senior Six (S6) Examination by the DEBs, with assessments comprising 50% from Continuous Assessments (CAs) and 50% from final exams.
7) Integrating Artificial Intelligence and Emerging Technologies as a mandatory subject at all levels, preparing students for the future.
8) Emphasizing Patriotism, Community, and Environmental Responsiveness as essential subjects for all students.
9) Elevating the status of Teachers to be among the top 3 Essential Workers in Uganda, with commensurate rewards and recognition.
At The Higher Education Level;
Restructuring University Academic Models Around Four Pillars: New Emerging Technologies, Competency-Based Education, Co-operative Education, and Entrepreneurship Education.
Muganga says this approach ensures that Uganda’s higher education remains at the cutting edge of innovation, relevance, and quality. ”This goes beyond a policy overhaul; it’s a call to action for an educational renaissance in Uganda. Our country stands on the brink of an exciting new era, where education is not just a system but a journey of endless possibilities and innovations,” says Muganga.
Muganga says if the above are fully implemented, Uganda will be positioned as a leader in a decolonized and transformative education system, surpassing other nations in their developmental journey.
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