By Frank Kamuntu
It is a jubilation moment for the Victoria University Vice Chancellor, Prof. Lawrence Muganga, after some of his proposals have so far been adopted by the government and through the Uganda National Examinations Board (UNEB) have been implemented.
A case in point is his proposal for the Ministry of Education and Sports to adopt a competency-based learning curriculum which has already been adopted in the ongoing national exams, specifically the Uganda Certificate of Education (UCE) exams for senior four candidates.
According to Prof. Muganga, this innovative approach marks a pivotal shift in efforts to revolutionize Uganda’s education system. He says this system fosters critical thinking, problem-solving abilities, and relevance to real-world situations.
“I would like to take this opportunity to express my deep appreciation for your remarkable efforts in improving the assessment methodology for the Uganda Certificate of Education (UCE). Reading through the new Mathematics Examination Paper 1 and its scenarios is both refreshing and inspiring. This approach to assessment goes beyond memorization and encourages significant planning, application, and critical thinking to solve problems. It is a promising beginning that invokes critical thinking, careful planning, creativity, attention to detail, problem-solving skills, and real-world relevance,” he said.
Prof. Muganga emphasized that the competency-based learning (CBL) curriculum brings a much-needed transformation to Uganda’s education system. He encouraged the Minister of Education and Sports, Hon. Janet Museveni, to consider expanding the curriculum to A-Level, believing that this would further strengthen the quality of education across the country.
He highlighted the importance of preparing students for the complexities of the 21st century, stating, “Our education system should prepare students for the challenges of the 21st century. The new curriculum is a significant step towards achieving this goal.”
While applauding the reforms, Muganga pointed out areas that could benefit from improvement. He expressed concern that some of the examples used in the exams might not be fully relatable to all students, particularly those from remote regions. Citing an example from the Mathematics Paper, he noted that the reference to “pavers” in a question could be unfamiliar to students in areas like Karamoja, where such items are less common. He stressed the need for inclusivity in assessments, ensuring that examples are relevant to all communities.
“Despite the challenges in administering a national examination that is inclusive and relevant to every region, incorporating examples and scenarios that resonate with all students can help provide fair assessments for everyone,” Prof. Muganga said.
In conclusion, Muganga expressed his optimism for the future, stating, “Overall, congratulations on the excellent work. This is the kind of transformation we need as a country, and it fills me with hope for a brighter future. I am passionate about Authentic Education, and seeing these positive changes reinforces my belief that one day our education system will effectively serve every corner of this nation.”
The new curriculum, introduced in 2019 as part of Uganda’s National Development Plan (NDP III), came into full implementation this year. Developed by the National Curriculum Development Centre (NCDC), it aims to equip students with the skills and competencies necessary for the 21st century. Prof. Muganga’s endorsement reflects his commitment to improving Uganda’s education system and highlights the significant impact this reform can have on the country’s future.
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