On 29^th April 2025, a delegation from the University of Zululand, South Africa led by the Deputy Vice Chancellor (Engagement and Transformation), Prof. Byron A. Brown visited the College of Education and External Studies (CEES) at Makerere University to discuss collaboration opportunities specific to decolonization of the curriculum in African universities, teaching pedagogies and re-positioning of African languages in education institutions.

The term decolonization of education is a central theme within the African Union’s agenda 2063, which envisions a united and self-reliant Africa. This agenda emphasizes the need for an education system that reflects African values, knowledge systems, and cultural identities, further supporting the ongoing push for integrating indigenous knowledge into formal education.

Underscoring the value of collaboration between Makerere University and the University of Zululand, Prof. Brown stated that both institutions will be in position to promote African values and knowledge, promote local languages and develop a socially responsive decolonized pedagogy.

It is envisaged that Makerere University’s rich history and impact on the African continent will significantly enrich the University of Zululand’s project aimed at building authentic African universities.

In the morning hours, the delegation from the University of Zululand held a strategic meeting with the Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe and some members of Makerere University Management.  Quoting the proceedings of the meeting, Prof. Brown was pleased to note that Makerere University has ten (10) Colleges and a significant number of Schools and Departments, which will play a central role in the collaboration.

At the core of this interaction was the language question, which is central in the decolonization agenda with several researched opinions and respected voices at the national and global levels advocating for re-positioning of local or African languages.

Consequently, at the College of Education and External Studies, the delegation interacted with staff from the Kiswahili Section under the Department of Humanities and Language Education where issues of knowledge decolonization and exchanges were central.

During the interaction, Prof. Brown highlighted that the University of Zululand is committed to the implementation of the theme that focuses on strong institutions, education and social justice.

Stating the main purpose for visiting the Kiswahili section, Dr. Bongephiwe Myeni Gladness, a Lecturer at the Department of African Languages and Culture, University of Zululand highlighted that they are interested in introducing Kiswahili as one of the African languages at the University of Zululand.

“We have some interventions such as taking Kiswahili to Zululand, working on the online teaching and internationalization program. We are promoting research in African languages. We have students that are doing research in isiZulu,” she said.

Dr. Bongephiwe reiterated that their objective is to create collaborations with African Universities. Highlighting that Kenyatta University and Moi University in Kenya were onboard, they visited Makerere University to interact with the University Management and faculty on matters pertaining to decolonization of the curriculum and academic exchange.

Building on the commitment that the delegation from the University of Zululand had received from the Vice Chancellor and the University Management, Dr. Caesar Jjingo, a Lecturer specializing in Kiswahili language pedagogies and materials development highlighted the readiness of the teaching staff to participate in the collaboration aimed at promoting the Kiswahili and isiZulu languages.

 “It was an insightful engagement with the delegation in relation to pedagogy, research collaboration and language students’ exchanges purposely to advance the teaching of Kiswahili and isiZulu languages at the University of Zululand and Makerere University, respectively,” said Dr. Jjingo.

With the short term, medium and long term strategies being undertaken by the College of Education and External Studies to decolonize education in East Africa, the coming on board of the University of Zululand from South Africa expands the spectrum to the African continent.

On 9^th and 10^th April 2025, the College of Education and External Studies at Makerere University hosted the 3^rd East African Teacher Education Symposium under the theme, “Curriculum Development and Decolonization of Education in East Africa.” 

Supported by the Norwegian Agency for Development Cooperation (Norad), the Capacity Building for Research-Based Teacher Education (CABUTE) project with its partner institutions namely Makerere University, Kyambogo University, University of Bergen in Norway, Western Norway University of Life Sciences and the Uganda National Institute for Teacher Education (UNITE) played a pivotal role in making the decolonization of education a topical issue.

During the symposium, experts called for the integration of indigenous knowledge into Uganda’s education system to make learning more relevant, practical, culturally aligned with the communities.

The Keynote Speaker, Prof. Proscovia Namubiru, the Acting Vice Chancellor at UNITE highlighted that much of Africa’s indigenous knowledge was suppressed during the colonial period. She noted that the pre-colonial African knowledge in various fields-was often deemed “satanic” or primitive by missionaries and colonial leaders. This view led to the promotion of Western educational models, which largely ignored and erased the indigenous practices.

Prof. Namubiru advocated for a holistic multi-disciplinary approach that values indigenous practices alongside formal education. “Education institutions must form strong, respectful relationships with communities to ensure that indigenous knowledge is shared appropriately,” she said.

Tackling the key factor of language, Prof. Namubiru decried the practice of suppressing the local languages or African languages, and promoting the foreign languages.

She observed that even when the colonialists left, schools and universities in Uganda have continued to promote foreign languages to the detriment of African languages. She reminded the audience about the practices in different schools where learners are punished for speaking vernacular. According to Prof. Namubiru, referring to local languages as “vernacular” was aimed at making them inferior.

Acknowledging that decolonization of the curriculum should bring on board everyone, a step that involves starting with liberating the mind of each individual, Prof. Namubiru urged the participants to start with the small steps for instance stopping the punishments for speaking “Vernacular” and popularizing the usage of the local or African languages.

_{By Eutychus Ngotho Gichuru}

Fourth Industrial Revolution (4IR) is revolutionizing the world economy by connecting the physical, digital, and biological worlds through technologies like artificial intelligence (AI), robotics, Internet of Things (IoT), and blockchain. For a developing nation like Uganda with long-standing problems like youth unemployment and poverty, the 4IR presents a chance to bypass development phases and achieve growth that includes all segments of society. This is attainable only if education is revolutionized, particularly in the universities.

Makerere University, which is Uganda’s national university, is well poised to drive the process. If Makerere deploys a novel pedagogy model Transdisciplinary Experiential Learning Ecosystems (TELE), it will produce 4IR leaders, innovate, and tackle local issues. TELE, which is focused on transdisciplinary collaborations, experiential learning, and exosystemic relationships, can be a key enabler of Makerere and Uganda’s 4IR readiness.

Established in 1922, Makerere University has shaped leaders who have carved out the East African future. Its traditional pedagogy framework, which is grounded in silo disciplines, rote memorization, and theory-led priority, has no match to the 4IR demands. Based on the World Economic Forum, 65% of the school children today will find themselves in careers not yet thought of and which require skills such as thinking, adaptability, and being technology literate.

In Uganda, where youth are now unemployed at approximately 13% and even underemployed, the universities must prepare the graduates with the ability to be job creators as well as job seekers. 4IR’s emphasis on networked systems, such as AI and environment, climate, and policy integration, requires a different brain. TELE offers Makerere the chance to reinvent learning so that it can leverage responsiveness to 4IR as well as Uganda’s socio-economic context.

What then is TELE? Transdisciplinary Experiential Learning Ecosystems brings together three ideas: transdisciplinary learning, experiential education, and ecosystem thinking. As opposed to multidisciplinary practices that cross between disciplines, transdisciplinary extends further to build new systems of knowledge. Experiential learning emphasizes problem-solving through practice in the real world, and ecosystem thinking facilitates interdisciplinary engagement among students, lecturers, industry, communities, and government.

TELE envisions Makerere as a vibrant node where learning overflows from lecture halls into industry and society. It is grounded on 4IR-appropriate competencies, creativity, cooperation, and agility but situates education within the Ugandan situation to make it locally responsive yet globally competitive.

The TELE system is novel yet realistic. It involves building nodes transdisciplinary in nature, both physical and virtual, where scholars from every department, engineering, social sciences, medicine, arts, join in solving issues confronting the real world. As an example, a “Smart Agriculture” lab would require students to design IoT-based irrigation, soil testing, and business plans for community ownership.

Experiential learning project work would engage students in semester-long projects, e.g., urban flooding solutions in Kampala or health access in rural areas, using 4IR technologies like AI or blockchain. Ecosystem partnerships with industry (e.g., MTN Uganda), government (e.g., Ministry of ICT), and societies would collaborate to coproduce curricula and fund projects jointly. Access to 4IR tools and far-distanced collaboration would be eased by digital solutions, with restructured assessment based on portfolios instead of traditional exams.

The future potential of TELE is to empower students with capabilities to be participants in the dynamic, networked society of 4IR. 4IR dissects industry silos, therefore a programmer writing software has to learn about user psychology, a doctor must learn AI diagnostics, and a policymaker has to balance data privacy. TELE teaches transdisciplinary learning where the students learn how to address system issues.

As an example, a TELE “Digital Financial Inclusion” project would get economics, computer science, and sociology students to co-create a block chain-based microfinance platform for rural women. This creates technical skills alongside empathy and systems thinking, both of which are critical in 4IR leadership. Unpacking disciplinary silos, TELE makes graduates adaptable as well as able to innovate in Uganda’s economy.

TELE also bridges the skills gap in Uganda, one of the persistent criticisms against its education system. Its graduates lack practical skills, making them less employable. TELE’s hands-on track sidesteps this by bringing students face-to-face with getting to do actual projects. A “Renewable Energy Access” lab, for example, could involve students to design microgrids powered by the sun in off-grid villages where they have to learn about IoT sensors, negotiate with village leaders, and pitch to investors.

These exercises produce graduates with the ability to apply 4IR technologies into practice, from creating AI-powered agriculture machinery to streamlining Kampala garbage management. By linking learning with the market needs, TELE enhances employability and entrepreneurship, the key driver of Uganda’s youth employment.

TELE also positions Makerere as an innovation and entrepreneurship hub powered by 4IR. Africa is blessed with a youth bulge, which is an entrepreneurial talent treasure trove, and the 4IR is driven by innovation. TELE embeds entrepreneurship in the curriculum through ecosystem relationships that expose the students to money, mentors, and markets.

An example of a “Smart Waste Management” initiative would involve a business owned by a student using AI to reduce the cost of garbage collection in Kampala, with the backing of entities such as Safe Boda or the Kampala Capital City Authority. By transforming its culture of innovation, Makerere can unleash an 4IR-drive tsunami of startups that will drive economic growth and make Uganda one of the top technological countries in Africa.

TELE’s localized focus is in that Makerere‘s 4IR contribution draws on Uganda’s circumstances, that is, its agrarian economy, youthfulness, and infrastructural shortcomings. Although as universal as the 4IR, solutions need to be context-specific. A “Precision Agriculture” cluster can design cheap, AI-led innovations for smallholder farmers that address food insecurity and capitalize on technologies from across the world.

Localization also renders Makerere internationally recognized as a leader in implementing the 4IR within African settings. Apart from that, TELE’s digital platform is also leveling the playing field for learning by utilizing web-based modules and virtual labs to reach rural students or students unable to access conventional schooling, as per the 4IR slogan of inclusivity.

Initiating TELE requires visionary and risk-taking leaders. Makerere can begin with a pilot, with two transdisciplinary institutions e.g., “Smart Cities” and “Digital Health” with 50 students each, backed by faculty staff and industry players. Curriculum would include TELE projects, accrediting short courses and experiential learning in 4IR skills such as coding or AI ethics. Partnership with Google Africa would offer finance and skills, with support from digital infrastructure such as a virtual 4IR Lab enabling virtual learning. Next, Makerere would move to the phase where there would be replicated centers, the faculty trained in transdisciplinary practice, and cutting-edge policy reform to embrace TELE-based evaluations as a vehicle for inducing long-term sustainability.

Makerere University stands at a crossroads. The 4IR requires a new kind of graduate who is flexible, creative, and can handle complex systems. With the adoption of Transdisciplinary Experiential Learning Ecosystems, Makerere can re-engineer its pedagogy to meet these needs in order to prepare graduates to drive Uganda’s 4IR. TELE focus on transdisciplinary collaboration, experiential learning, and ecosystem partnerships aligns with bridging the skills gap, encouraging entrepreneurship, and domesticating foreign technologies. While Uganda seeks to capitalize on the 4IR to achieve inclusive growth, Makerere‘s embrace of TELE can also position it as a beacon for innovation inspiration in Africa, whose destiny to learn maps the course into progress and prosperity.

Eutychus Ngotho Gichuru is a Doctoral Student at College of Education and External Studies, at Makerere University.

In a continued effort to champion regional dialogue on educational transformation, Makerere University, together with its partners under the Capacity Building for Research-Based Teacher Education (CABUTE) project hosted the 3rd East African Teacher Education Symposium (EATES) from 9^th to 10^th April 2025, under the theme “Curriculum Development and Decolonization of Education in East Africa.”

The symposium brought onboard participants from local and international academic institutions, researchers, policymakers, and development partners to reflect on teacher education and curriculum reform.

Organized through the Norwegian Agency for Development Cooperation (Norad) supported CABUTE project through a collaborative effort involving Makerere University, Kyambogo University, the Uganda National Institute of Teacher Education (UNITE), the University of Bergen in Norway, and the Western Norway University of Applied Sciences, the symposium fostered dialogue on decolonial perspectives, pedagogical innovation, and cross-border collaboration in reshaping education to reflect African realities.

In her keynote address, Prof. Proscovia Namubiru Ssentamu, Deputy Vice Chancellor for Academic Affairs Designate at the Uganda National Institute for Teacher Education (UNITE) stressed that decolonization must begin at the individual level. She articulated that true transformation requires internal reflection and personal change, stating, “Decolonization starts with us—each one of us. It begins from within.” She warned against championing decolonization in word while remaining mentally and structurally tied to colonial systems, likening such contradictions to “wolves in sheep’s clothing.”

Prof. Namubiru highlighted how education plays a central role in shaping identity, development, and progress, arguing that African education systems must reclaim and integrate indigenous knowledge. She pointed out that despite post-independence reforms, colonial legacies persist, particularly in the continued use of foreign languages in education—an indication that the colonial past still holds.

“Despite significant advancements in educational access and quality, remnants of the colonial curriculum persist, prompting calls for frameworks rooted in indigenous and African perspectives. The continued use of foreign languages reflects this lingering colonial history. Curriculum development is central to this transformation—if you want to touch a nation, go through education,” Prof. Namubiru stated.

Prof. Namubiru questioned the absence of African symbols and tools in curriculum development spaces. “For instance where are the cooking pots?” she asked.  Prof. Namubiru called for a radical restructuring of curriculum to reflect African realities. She categorized curriculum into three types: informal, non-formal, and formal. Informal curriculum, she explained, is spontaneous and rooted in community life, taking on the form of pre-colonial African education, driven by oral traditions and lived experiences. Formal curriculum, by contrast, is rigid, institutionalized, and focused on structured learning, often overlooking the value of informal knowledge. Non-formal curriculum exists outside traditional academics—such as cultural galas and extra-curriculum activities—but wondered whether these are meaningfully integrated into higher education. She criticized the rigidity of formal education, stating that even at the kindergarten level, it is disconnected from children’s real-life.

Prof. Namubiru underscored that curriculum design must begin with the needs of learners and society. She guided that curriculum design should not exclude the voices of teachers who implement it. “Teachers must be seen as co-creators, not just implementers,” she noted. She thus defined decolonization as the replacement of colonial knowledge systems with local and culturally grounded content, advocating for culturally relevant pedagogies rooted in African philosophies like Ubuntu, Ujamaa, and Pan-Africanism, describing them as essential pillars in reclaiming African identity and educational empowerment.

The Vice Chancellor of Makerere University, Prof. Barnabas Nawangwe represented by Prof. Buyinza Mukadasi called for urgent reflection and action in the education sector. He emphasized the need to rethink the evolution of education, especially within the current discourse on decolonization. Referring to the theme of this year’s symposium, he described it as “particularly timely,” offering a vital chance to reshape educational frameworks by integrating local histories and addressing global challenges.

“This event is special because it has undoubtedly become a cornerstone in the region,” Prof. Buyinza noted, “providing us with a platform to reflect on our successes and explore ways to transform future education.”

Prof. Buyinza highlighted the fast-paced global changes driven by technology and globalization, urging education systems to adapt to the trends. “The issues at hand are evolving quite fast. We live in a dynamic society, and therefore the aspiration for the future needs really critical thinking and reflection,” he said. He underscored the importance of lifelong learning and strategic positioning of African institutions to lead transformative progress.

Prof. Buyinza warned against lagging behind in the Fourth Industrial Revolution, just as Africa did in previous revolutions. “We live in a digital age, and we must keep pace with rapid advancements. The first, second and third industrial revolutions left us lagging. The fourth should not leave us behind!” He stressed the need to “revolutionize and reshape” the curriculum to prepare students for this era, integrating essential subjects such as English, mathematics, music, and foundational education.

He recognized the long-standing support from the Royal Government of Norway, which has funded infrastructure and academic initiatives at Makerere since the 1960s, including the construction of some buildings at the University. He also acknowledged the contributions of University of Bergen, other Ugandan universities, and international partners like the Western Norway University of Applied Sciences.

He urged participants to actively engage in the symposium’s discussions: “Let us embrace the opportunity to exchange knowledge, challenge prevailing paradigms, and explore new pathways for the future of education,” he said, officially declaring the symposium open.

Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies, specified the urgent need to decolonize African education, particularly in curriculum development. He explained that despite some progress, African education systems lag in fully embracing indigenous knowledge and cultural values.

Citing the Catholic Church’s shift in the 1950s to include African languages, music, and drumming in worship, Prof. Mugagga argued that religious institutions have outpaced education systems in decolonization efforts. “The church decolonized itself by, first, allowing indigenous languages to be used in their services. So, I think we are very late—extremely late. The church, which introduced formal education, has decolonized itself,” he stated.

He challenged educators and policymakers to question the philosophical foundations of current curricula, invoking thinkers like Franz Fanon, Walter Rodney, and Paulo Freire. “Are we humanizing ourselves or dehumanizing ourselves? Are we freeing ourselves from oppression? How can I be decolonized if I am still wearing a necktie?” he posed.

Prof. Mugagga observed that the neglect of African folk songs in favor of Western ones in schools is indicative of the broader problem in African education: the lack of meaningful representation of indigenous culture and knowledge. He disclosed that decolonization goes beyond content—it also requires transforming teaching methods. According to him, teachers must be retrained to adopt learner-centered, culturally relevant pedagogies rooted in African traditions, shifting away from colonial-era methods.

In his thought-provoking address, Prof. Steinar Saetre, Principal Investigator of the CABUTE Project, expressed pride in the symposium’s evolution into a regional platform for educators and stakeholders to reflect, challenge norms, and envision a better future. He urged participants to ask critical questions: “Whose knowledge are we teaching? Whose voices are we prioritizing? What kind of society are we shaping through education?” Highlighting that teachers are more than content deliverers—they are culture bearers and community builders—he called for curricula to be continually interrogated and contextually grounded.

Prof. Saetre critiqued the lingering colonial influences in education systems, including language, assessment models, and epistemologies introduced under British rule. “Colonization is not just a thing of the past—it can take new, less visible, yet still powerful forms today,” he warned. He pointed to digital education tools shaped by Western, market-driven values as a modern example, acknowledging their benefits but cautioning against deepening inequalities where access is uneven.

Recognizing the potential of digital platforms for inclusion and collaboration, Prof. Saetre highlighted the need to assess them critically to avoid inadvertently deepening educational inequalities — particularly where access remains uneven. He said that in a decolonized perspective, the digital revolution in education is a double-edged sword which offers opportunities, but only if we engage with it critically, contextually, and equitably.

Drawing from Norway’s experience, he noted a national shift away from excessive screen use, with renewed focus on printed books and foundational skills—signaling that even digital leaders are reassessing what matters most in education.

Though European, Prof. Saetre rejected the notion of being an outsider in decolonization efforts. He stressed that “decolonization is not solely an African responsibility, but a global one,” urging educators to reflect on their own assumptions, cultural biases, and inherited worldviews that often go unexamined.

Emphasizing dialogue and collaboration, he championed sincere cross-cultural conversations as key to creating more inclusive educational models. He encouraged integrative approaches that blend indigenous and Western knowledge, balance digital and printed resources, and stay locally relevant while embracing global collaboration.

In his remarks, Prof. Mathias Mulumba Bwanika, Dean of the School of Education at Makerere University, connected historical curriculum practices with current reforms. Reflecting on the symposium’s theme, he noted its alignment with ongoing regional innovations in curriculum and staffing.

Prof. Mulumba Bwanika, a key contributor to Uganda’s competence-based curriculum (CBC), described it as the best the country has ever developed. Unlike the former content-based approach, which focused on rote learning and fluency in colonial languages without imparting practical skills, he said that the CBC centers on the learners and equips them with relevant, real-world competencies.

“Before the introduction of the competence-based curriculum, East African countries and Africa in general followed a traditional content-based curriculum which emphasized content over competence. One of the most notable outcomes of the content-based approach was that its recipients could speak the colonial language fluently, yet often lacked the practical skills and competences needed in the world of work,” Prof. Mulumba Bwanika said.

He cited CBC adoption timelines across East and Central Africa—highlighting Uganda’s official adoption in February 2020—and stressed the importance of instruction in familiar languages. He recalled the initial exclusion of local languages in Uganda’s CBC and how it took two years of advocacy to have them integrated.

Underscoring the pivotal role of teachers, Prof. Bwanika praised the National Curriculum Development Centre (NCDC) for the retooling efforts, but called for continued structured training for both in-service and pre-service teachers. He affirmed that curriculum development is an ongoing process that must evolve to meet learners’ changing needs.

Prof. Paul Birevu Muyinda, the Country Coordinator of the CABUTE Project, highlighted the initiative’s core objectives: strengthening postgraduate teacher education, building research capacity among teacher educators, promoting gender inclusion, and fostering stakeholder engagement. He elaborated that the symposium’s theme, “Curriculum Development and Decolonization of Education,” was a vital step toward transforming teacher education in Uganda.

Prof. Muyinda noted that the CABUTE project is designed to align teacher education with the competence-based curriculum introduced in Uganda in 2020, ensuring relevance to current educational demands. “Through this symposium, we are committed to advancing the objectives of the CABUTE project, ensuring that teacher education remains relevant, inclusive, and transformative,” he stated.

He extended appreciation to the Norwegian government for its support, acknowledged the efforts of the project team, and commended the local organizing committee for successfully coordinating the symposium.

As the opening session of the symposium concluded, participants engaged in a rich and open dialogue that illuminated critical challenges and opportunities within Uganda’s education system. The key insights included:

• Teacher Exclusion in Reforms: Participants expressed concern that the 2020 rollout of the competency-based lower secondary curriculum lacked meaningful input from teachers, leaving many unprepared and disengaged in the implementation process.
• Colonial Legacy in Education: Several participants lamented the lingering colonial influence, highlighting how local languages and cultural practices are often devalued—even by teachers. This has created a divide between urban and rural learners and undermined efforts to preserve indigenous heritage.
• Role of Teachers as Change Agents: It was emphasized that teachers must lead societal transformation rather than being driven by outdated community expectations. A shift in teacher training and mindset is crucial for meaningful decolonization.
• Implementation Gaps in Curriculum Reform: Teachers reported that the competency-based curriculum, though well-intentioned, is poorly implemented due to lack of retraining and resources. Without proper support, reforms risk failure, similar to past initiatives.
• Marginalization of Indigenous Languages: There were strong concerns about the continued punishment of students for speaking native languages and the lack of written material and literature in indigenous tongues. Participants warned that losing these languages equates to losing cultural identity and history.
• Community Skepticism and Parental Influence: Resistance from parents who equate quality education with Western ideals hinders the acceptance of indigenous knowledge in schools, complicating reform efforts.
• Digital Exclusion and Language: Participants observed that the global digital shift—especially in areas like AI and content creation—further sidelines communities that lack content in local languages.
• Mockery and Undervaluing of Local Languages: Students interested in studying local languages often face ridicule, revealing a societal bias that discourages linguistic and cultural pride.
• Barriers to Indigenous Language Research: A shortage of linguistic resources and skepticism about who can research indigenous languages limits academic exploration. Yet participants emphasized that language understanding, not ethnicity, should define research legitimacy.

Recognizing the value of individual efforts, the participants underscored that systemic change was essential for genuine decolonization. Making reference to the entrenched colonialism, the participants agreed that decolonization is a gradual process requiring resilience, unity and continued resistance.

Tackling the challenges facing the adoption of the curriculum (CBC), Mr. George Wilson Ssabavuma, a curriculum specialist and developer at NCDC noted that resistance to change spans across stakeholders including school owners, teachers, learners and parents. He explained that the major issue is that 64% of the schools in Uganda are privately-owned, and many of these schools lack the necessary resources to effectively implement the new curriculum. This has led to hesitation and in some cases, outright resistance to the adoption of the new curriculum.

He pointed out that only 38% of the teachers have been adequately trained to implement CBC. This lack of training among educators, particularly in the practical application of new teaching methods presents a significant obstacle.

Noting that the transition is not solely the responsibility of curriculum developers, Mr. Ssabavuma informed the participants that the Ministry of Education and Sports must play an active role in ensuring that teachers are properly trained, school heads understand their duties, and ensuring that schools receive access to the resources that they require.

“The involvement of all stakeholders including the School administrators is essential for successful implementation of the competence-based curriculum. Without this collective effort, the expected results will remain elusive,” said Mr. Ssabavuma.