Education
Researchers push for innovative assessment in universities
In the face of new technologies and Artificial Intelligence (AI), there is a call for universities to be more relevant to local needs while also taking into consideration the global needs. Teaching and learning has over the years evolved from being teacher centered to one that is learner centered. With the onset of COVID 19, online learning was quickly adopted across the globe, and most recently AI. These changes in the education system have called for a new mode of assessment of learning. This is what researchers from the College of Education and External Studies (CEES), led by Dr. Walimbwa Michael are advocating for.
During a training workshop on March 15, 2023 Dr. Walimbwa shared with participants the importance of innovative assessments, saying the world has evolved from the traditional methods of assessment. The researchers argue that there is need for a new mode of assessment which has a constructive alignment. Constructive alignment, according to Dr. Leah Sikoyo one of the partner trainers, demands that there is coherence between different aspects of the curriculum. “The three pillars must speak to each other; Learning outcomes; Teaching and learning experiences and assessment,” Dr. Sikoyo emphasized.
Assessment, she said should take the outcome based approach which emphasizes learning outcomes such as skills acquired, values and problem solving among others. Assessment she said should not only examine lower order thinking levels but also the middle and higher order thinking levels.
Dr. Sikoyo says that for teachers to be able to carry out innovative assessment, they too have to teach innovatively.
Prof. Betty Ezati, another trainer shared some insights on some modes of innovative assessments. She argued that Innovation – assessment should be geared at improving, solving or alleviating some perceived problem.
She said teachers need to move away from the traditional mode of assessment which is designed to identify student acquisition of content and the ability to demonstrate this acquisition.
It tends to focus on one answer, less on employable skills, it is mainly summative and written. Dr. Ezati said we need an authentic assessment which emphasizes behavioral change, design assessment to capture ‘what students can do, say and make.
The research team shared some innovative ways of assessing students which include; Self and peer assessment which Dr. Ezati said allows students to actively participate, reduces reliance on the teacher and allows students to be independent and motivated.
Concept Map/Conceptual Diagram. This mode of assessment will require students to present a diagram that depicts known or suggested relationships between concepts and ideas on a given topic.
The other mode of assessment is portfolio, which consists of work selected by the student, reasons for the selection and self-refection on the learning process. This mode of examination may include essays, assignments, lab reports, art work, project reports, grades and test
results.
Assessing students through group work, Dr. Ezati said is a form of cooperative learning.
“Teamwork is one of the competencies that industries often require, group work helps to prepare students for their future careers,” she added.
The professor advised the use of Rubric as a tool for Authentic Assessment. Rubrics, she said establishes and sets instructional expectations and standards, offers students a vision of what the facilitator is seeking to accomplish. This she advised should be shared with the learners early enough for them to prepare. She advised that it’s important to access the 21st century skills such as critical thinking, communication skills, innovation and collaboration.
The participants were also given information on how to integrate technology in innovative assessment. The tips, given by Dr. Mayende Godfrey included the use of various online tools including Mentimeter, google jamboard, padlets, discussion forums, quizzes and the Makerere University eLearning Platform.
Speaking during the training workshop the guest of honour, Dr. Walakira Eddy from RIF, appreciated the research team, saying the topic of research is an important one for all academic staff of the university. He reiterated the RIF’s commitment support researchers in the humanities. He also thanked CEES for supporting the university with online learning during the Covid 19 outbreak.
The research team
- Dr. Micheal Walimbwa (PI)
- Dr. Shopi Mbulankende Julius
- Dr. Buluma Alfred
- Dr. Nancy Nabiryo
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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