Education
CEES Launches ADAPT Project
The government has been called upon to integrate the 21st century skills into the curriculum and assessment of learners at all levels of education. The call was made during the launch of the “Adapting assessment into policy and learning (ADAPT); Adolescent 21st Century skills Project on Feb. 17, 2022 at Makerere University.
The Principal of CEES and also Principal Investigator, Makerere University, Prof. Anthony Muwagga Mugagga said learners should be able to identify and solve problems, be critical and should be able to use new technologies to innovate solutions to society challenges. Prof. Mugagga said assessment has been challenging to teachers, parents and the children. To this end, the project, he said will see how assessment can be blended with the 21st century skills.
This mode of assessment was welcomed by Mr. George Mutekanga, the Commissioner for Private Schools, who represented the Permanent Secretary at the launch of the project.
Mr. Mutekanga said “A child should be assessed based on competence, critical thinking, communication skills, creativity and Innovation.”
He said it is important to ask what one can do rather than how many academic papers they have. Skills like communication, critical thinking, creativity, decision making are important in the development of learners. He called on the researchers to engage all the relevant education agencies such as UNEB, UBTEB, Nurses Council and other examining bodies.
There is a growing need for a strategic and explicit focus on contextually appropriate 21st century skills within education programs and school curriculum that draws from the lives of the young people. To this end, a team of researchers from Uganda, Kenya and Tanzania have set out to carry out research on “Adapting assessment into policy and learning (ADAPT)”
While giving the rational for the project, Mr. Samuel Otieno, from the Global e-schools and Communities Initiative, one of the research partners said there is limited evidence on how to incorporate 21st century skills in sub-Saharan Africa. There is also confusion on how to measure them and define them as well as the inadequate capacity of teachers, civil society and ministry officials to effectively and reliably use the available assessment data to make evidence based decisions.
Mr. Otieno called on the public to get engaged in the project by sharing their experiences in utilization of learning assessments.
Dr. David Kabugo, the Director for Centre for Teaching and Learning Support called on the government to ensure access to education for all children. He said children in the rural areas do not have access to pre-primary education, while the schools in the urban areas are expensive. “School fees rates are high and learners are taught by unskilled teachers. Government should ensure that each primary school has a nursery class because this stage is critical in the learning outcomes of children,” Dr. Kabugo said.
The participants also discussed whether the current education system fits its purpose. Dr. Mary Goretti Nakabugo of Uwezo shared her research finding which revealed that the education system does not met its purpose because it disadvantages many learners. She shared that the pandemic has greatly affected learners with many being unable to read English even at the age of 10 years. Research shows that 74% of children aged 10 years have been set-back by 2 years. She also observed that because the curriculum is ahead of the children, many are left behind and there are low literacy competences across the country.
The research showed that even at graduate level, students lack employable skills, technical stills, communication skills, writing skill while the teachers also have no mastery of the curriculum.
The ADAPT project seeks to build capacity of a dynamic learning community to integrate and assess 21st century skills and support utilization of learning assessment at the school and national levels. The project also intends to mobilise policy uptake on the utilization of learning assessments in the education plans, curriculum frameworks and teacher development.
The project will be implemented by a consortium of institutions which include the Global e-schools and Communities Initiative (GESCI), Makerere University College of Education and External Studies and the University of Notre Dame’s Global Centre for Development of the Whole Child.
Education
Secondary School Administrators Urged to Champion Competence-Based Curriculum in Science Subjects
Makerere University’s College of Education and External Studies (CEES), through its Department of Science, Technology, and Vocational Education (DSTVE), on Friday 18th July 2025, hosted a high-level workshop for secondary school administrators focused on the implementation and assessment of the Competence-Based Curriculum (CBC) in science subjects.
The day-long workshop, held under the theme “The Role of School Administrators in Implementing and Assessing the Competence-Based Curriculum for ‘O’ and ‘A’ Levels of Secondary Schools,” drew participants from across Uganda’s secondary school education sector — head teachers, directors of studies, and other senior school leaders charged with ensuring that Uganda’s schools align with the country’s evolving education goals.
The workshop, held at Makerere University Yusuf Lule Central Teaching Facility Auditorium, was not just a dialogue but a clarion call to administrators to take ownership of their critical role in transforming science education through effective leadership, monitoring, and support for their teachers.
Addressing the Gap Between Policy and Practice
In her remarks, Dr. Marjorie S. K. Batiibwe, Head of DSTVE at Makerere University, welcomed participants and underscored the unique responsibility of administrators in ensuring the success of the competence-based reforms. “Teachers may have the necessary qualifications — some even hold master’s degrees — but without your support as administrators, the implementation of CBC risks remaining theoretical,” she said.
Dr. Batiibwe highlighted the Department’s long-standing contribution to teacher training in sciences — Physics, Chemistry, Biology, Mathematics, Agriculture, Food and Nutrition — and stressed the department’s commitment to building the capacity of educators at all levels. “We train both undergraduate and postgraduate teachers. We recognize that without a supportive school environment led by informed administrators, even the best-trained teachers will struggle to implement CBC effectively.”
She also pointed out persistent challenges, including low female participation in science subjects, reaffirming the department’s commitment to programs that encourage girls’ engagement in STEM through mentorship, science expos/exhibitions, and career guidance initiatives.
The Critical Role of Mindset Change
Delivering the keynote address, Prof. Anthony Muwagga Mugagga, Principal of CEES, spoke candidly about Uganda’s education history and the entrenched attitudes that continue to undermine progress. Drawing from his personal journey —which demonstrated that he struggled as a science student throughout his academic journey leading to a professor of philosophy — Prof. Mugagga stressed that Uganda’s greatest challenge is not lack of intelligence, but a failure to cultivate the right mindset among both educators and learners.
keynote speech.
“What fails our students is not intelligence, but mindset. Every student is capable; it’s the teacher and the school leader who either unlocks or blocks that potential,” Prof. Mugagga remarked. He challenged school leaders to champion a shift in attitudes, especially among teachers who may still be clinging to outdated, exam-focused methods.
He illustrated this with a moving anecdote about his own daughter, who failed Senior 4 on her first attempt, but succeeded spectacularly after being allowed to choose subjects she was passionate about. “Mindset change — in both the student and the teachers — was what made the difference,” he said.
Science Education Must Translate into Practical Competence
Associate Professor Mathias Mulumba Bwanika, Dean of the School of Education, framed his remarks around the practical implications of science education for Uganda’s transformation agenda. He highlighted that Uganda’s heavy investment in STEM disciplines comes with expectations. “Science teachers are not just preparing students for exams, but for life,” he said.
Bwanika.
Using the example of China’s pragmatic approach to education, Associate Prof. Mulumba lamented Uganda’s culture of theoretical science instruction. “If your physics or biology student cannot fix simple problems at home, we are failing. Science must be practical,” he emphasized.
He called on administrators to establish structures within their schools for continuous professional development, arguing that successful CBC implementation requires ongoing learning, collaboration, and leadership from school management. “The curriculum is only as good as its implementation. Administrators must lead from the front,” he urged.
Teachers Struggling Between Old Habits and New Demands
Mr. Mudde Moses Ronald, a national trainer under SESEMAT at the Ministry of Education and Sports, painted a realistic picture of the challenges teachers face transitioning from knowledge-based to competence-based approaches. “Many teachers are caught between what they were taught and what is now expected. They are not resistant out of defiance, but because they are confused or not supported,” he said.
Mr. Mudde emphasized the importance of problem-based learning in CBC, where learners are encouraged to identify real-life challenges and devise solutions. He gave an example of learners tackling environmental degradation through problem identification, questioning, and solution generation — a model he said fosters critical thinking and application of science to everyday problems.
He acknowledged persistent gaps: “Some teachers still struggle with asking the right questions, with lesson planning, or even with technology. Administrators must create environments that support rather than punish these efforts.”
He called for continuous training, peer mentorship, and supportive leadership to help teachers adapt and thrive under CBC.
NCDC: The Curriculum is Sound, But Schools Must Act
Mr. Wilson Ssabavuma from the National Curriculum Development Centre (NCDC) offered a comprehensive overview of Uganda’s CBC reforms and reiterated the government’s commitment to providing resources and training. He traced Uganda’s curriculum reform journey, rooted in the need to move away from colonial models towards education that fosters problem-solving, creativity, and socio-economic transformation.
Teachers.
“Education must help learners transform themselves and their communities. Otherwise, we are wasting time,” Mr. Ssabavuma said. He explained that Uganda’s CBC emphasizes practical activities, continuous assessment, and learner-centered methods over rote memorization.
He acknowledged implementation challenges — from resource gaps to teacher resistance — but warned against passiveness. “Schools and teachers must stop waiting passively. Take initiative. Engage with professional learning communities, peer coaching, and in-house training. The curriculum is there; success depends on how well you implement it,” he advised.
The Way Forward: Administrators as Change Leaders
Throughout the day’s discussions, a consistent message emerged: school administrators are not passive observers, but active leaders in the CBC journey. Their role is to ensure that teachers are equipped, supported, and monitored effectively. This includes embracing policies such as the Continuous Professional Development (CPD) requirement of two hours per week, fostering internal collaboration, and aligning school objectives with national education goals.
Administrators were reminded that effective leadership in CBC implementation requires more than enforcement — it demands understanding, empathy, and strategic support for teachers grappling with the transition. The workshop emphasized that the success of Uganda’s competence-based reforms hinges on school leaders modeling the very competencies they seek to instill: critical thinking, adaptability, collaboration, and innovation.
Conclusion: A Collective Responsibility for Uganda’s Future
As the workshop drew to a close, participants left with a renewed sense of purpose. They were challenged to return to their schools not just as managers, but as champions of a transformative vision for science education — one where every learner is equipped to solve real-world problems, contribute meaningfully to society, and drive Uganda’s socio-economic development.
Dr. Batiibwe captured the spirit of the day in her closing remarks: “Let us stay connected, let us share experiences, and let us continue working together for the good of our learners, our schools, and our country.”
The success of CBC, it was made clear, will depend not just on policies or curricula, but on the daily decisions, attitudes, and actions of school leaders across Uganda.
On 17th June 2025, the Principal of the College of Education and External Studies at Makerere University, Prof. Anthony Muwagga Mugagga hosted a meeting with Dr. Hanan Al Malki, the Director of Program and Centre Planning and Management at the King Salman Global Academy for the Arabic Language, aimed at building institutionalized partnerships in language education in Uganda and globally.
The proposed collaboration presents Makerere University with a golden opportunity to increase the number of students studying the Arabic language at the Undergraduate and Masters’ degree levels respectively through provision of scholarships, as well as, staff and student exchange programmes.
With reference to the 2024/2025 academic year, over 40 students are studying Arabic Language studies under the Bachelor of Arts with Education degree programme, and two (2) students studying the Arabic language at the Masters degree level at the College of Education and External Studies.
Welcoming Director Malki to the College, Prof. Mugagga expressed the readiness of staff members to collaborate with reputable partners to promote language education in Uganda and globally. He was delighted that through this meeting, the College had embarked on a fruitful discussion to partner with an international academy established to teach, promote and preserve the Arabic language.
The meeting brought on board the following academic staff at Makerere University: Dr. Muhammad Kiggundu Musoke-Head, Department of Humanities and Language Education, Dr. Ayoub Twahir Sekitto-Coordinator Arabic Languages at the School of Education, and Dr. Ibrahim Ssali- Coordinator Arabic Language, College of Humanities and Social Sciences.
Committed to forging collaboration with the College of Education and External Studies at Makerere University, Dr. Malki disclosed that partnering with universities was one of the most effective strategies in the promotion of the Arabic language, and revival of the Arabic culture in Uganda. In line with advancing the Arabic culture and values globally, Dr. Malki emphasized the academy’s focus on language planning, computational linguistics, education, and culture.
Contributing to the discussion on examining proficiency in the language, Dr. Malki recommended the use of digital testing to measure students’ proficiency in Arabic language.
During the meeting, both parties agreed to actively participate in the rejuvenation of Arabic studies at Makerere University and Uganda at large, through frameworks and institutionalized approaches guided by a Memorandum of Understanding (MoU). The MoU would set parameters for the collaboration integrating the proposed hosting of an Arabic Centre at Makerere University, provision of scholarships, staff and student mobility programmes, joint lectures and supervision, and establishment of teaching and learning facilities.
The College Principal supported the proposal to establish a specialized Arabic Institute with a Language Auditorium. According to Prof. Mugagga, the facility would provide one-stop centre for the teaching of the Arabic language and cultural exchange.
The Head of the Department of Humanities and Language Education, Dr. Kiggundu Musoke stressed the need to prioritize teacher training in the Arabic language field. He explained that through its degree programmes, the College of Education and External Studies trains a number of students/teachers, who on completion of their studies, contribute to the teaching, promotion and dissemination of the Arabic language in Uganda and beyond. However, the demand to enroll for the Arabic language studies is curtailed by the financial limitations faced by some of the prospective applicants.
Convinced that if the prospective students are supported financially to access University education the student enrollment in Arabic language studies would increase to the desired levels, Dr. Kiggundu Musoke urged members to expedite the finalization of the MoU to boost collaboration and provision of scholarships to both staff and students.
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