In a bid to improve the quality of education in the country, the Government of Uganda through the Ministry of Education and Sports and the National Curriculum Development Centre embarked on the implementation of the new Competency Based curriculum at the Lower Secondary level (Senior One to Senior Four).
The first products of the new Competency Based Curriculum were unveiled on Tuesday 11th February, 2025 when the Uganda National Examinations Board (UNEB) released the results of the Uganda Certificate of Education (UCE) Examinations.
Unlike the traditional approach, which is teacher-centered presenting the learner as a passive recipient of knowledge, the new Competency Based Curriculum is learner-centered, ensuring that the learner is innovative, active, engaged and involved in the entire teaching and learning process.
According to Dr. Mathias Mulumba, an Associate Professor at Makerere University, also the Dean of the School of Education, the new Competency Based Curriculum is enveloped in a learner-centred approach.
Left to Right: Principal Investigator-Dr. Mbulankende, Dr. Michael Walimbwa (Member of the Project Research team) and Assoc. Prof. Mathias Mulumba-Dean of the School of Education.
“The learner is at the centre of the teaching and learning approaches. It is about assessing the competencies of the learner. The learner must play a big role because he or she is the one to benefit from the teaching and learning processes,” he said.
He revealed that the Competency Based Curriculum requires the teacher to be a facilitator who is well-versed with learner-centered methodologies and content knowledge to enable meaningful learning.
Acknowledging that this is the best curriculum, Uganda has ever had, Dr. Mulumba called upon academic staff, learners, parents, employers and stakeholders in general to be involved in its realization and effective implementation.
Opening the training workshop for Teacher Educators held on 19th February 2025 at Makerere University, Dr. Mulumba stressed that the latest products (the Senior Four candidates who received the UCE results in February 2025) of the new Competency Based Curriculum are scheduled to join the Advanced level of education (Senior Five and Senior Six) and are expected to enroll at Universities in 2027 or 2028. He therefore stressed the need for academic staff at Makerere University and other Universities to be equipped with skills and knowledge that are in tandem with the new curriculum as well as the expectations of the learners.
Left to Right: Ritah Namisango, the Project Principal Investigator-Dr. Mbulankende (Rear) and Dr. Rebecca Nambi of CEES.
The training workshop focused on: Understanding the Competency Based Curriculum, Effective facilitation of CBC sessions, Assessment in CBC, Integration of CBC in Teacher Education programs, and what to expect in the Advanced Level Competency Based Curriculum.
In this regard, he applauded the College of Education and External Studies at Makerere University for implementing the project titled: Capacity Building of Teacher Educators in Competency Based Curriculum (CBC) in selected Public Universities in Uganda, which is funded by the Government of Uganda through Makerere UniversityResearch and Innovation Fund (MakRIF).
He commended the Project Principal Investigator Dr. Mbulankende Julius Shopi together with his team consisting of Dr. Baluma Alfred, Dr. Walimbwa Michael, Associate Professor Esaete Josephine as well as the experts from the National Curriculum Development Centre namely Mr. Mathias Mulumba Mutema and Ms Nansubuga Joyce for implementing the project at Makerere University, Busitema University and Mountains of the Moon University.
On behalf of the team, the Project Principal Investigator, Dr. Mbulankende, explained that the situation analysis did identify gaps in competencies and abilities of teacher educators to adapt to the new curriculum. To position the academic staff into the gist of the training, he paused a question: How is the University ready to receive the Competency Based Curriculum products?
Prof. Fred Masagazi Masaazi makes his remarks.
In his address, the Chairperson of MakRIF, Prof. Fred Masagazi Masaazi acknowledged the President of the Republic of Uganda, H.E President Yoweri Kaguta Museveni, the Ministry of Education and Sports, and the National Curriculum Development Centre for the support extended to Makerere University College of Education and External Studies in the execution of its mandate.
Underscoring the re-tooling processes such as the training workshop in Competency Based Curriculum, Prof. Masagazi Masaazi advocated for regular training workshops and the continuous professional development of staff.
Noting that a significant number of Ugandans were yet to understand and appreciate the new Competency Based Curriculum, he urged the academic staff to sensitize stakeholders about the new curriculum. He encouraged them to come up with research projects aimed at popularizing the new curriculum.
Building on to the general observations and remarks from the Dean of the School of Education, the Project Principal Investigator and Prof. Masagazi Masaazi, a seasoned academic and educationist,the stage was set for a highly interactive and hands-on training workshop delivered by resource persons from the National Curriculum Development Centre and experts in the education field.
Mr. Mathias Mulumba Mutema, a facilitator from National Curriculum Development Centre, constituted smaller groups consisting of lecturers of teaching methods and content areas into interactive and participatory sessions aimed at understanding and appreciating the changes in Uganda’s education system as well as the delivery and effective implementation of the new lower secondary school curriculum.
The Chairperson of MakRIF, Prof. Fred Masagazi Masaazi addresses participants.
He shared a famous quote by John Dewey: “If we teach today as we taught yesterday, we rob our children of tomorrow.” Highlighting a typical example in the traditional approach, which was teacher-centred and based on a one-sided approach of receiving instructions from the teacher, Mr. Mulumba Mutema appealed to the teachers and participants to forget statements such as, “if you do not produce the notes the way I taught you, you will score zero.” He pointed out that such instructions do not have a place as stakeholders implement the new Competency Based Curriculum, which emphasizes the learner’s voice and choices.
He explained that the new curriculum is about usage of situations, illustrations, photos, examples, statements to enable the learner interpret real-life experiences and solve societal challenges.
Dr. Mulumba Mutema presented the features of traditional education versus Competence Based education citing the Motivis Learning, 2017. The traditional education is time based, passive learning, fragmented curriculum, isolation, textbook driven, teacher-centered, print, facts and memorization. Competency based education is outcome-based, provides for active learning, integrated curriculum, collaboration, research driven, student centered, multi-media and high order thinking.
One of the training sessions involved turning the teacher educators and lecturers into learners under the new Competency Based Curriculum, to discuss the successes and challenges of the new curriculum.
The workshop participants pointed out the following successes: Innovativeness, Acquisition and Application of skills, Increased learner self-confidence, spending more time learning rather than copying notes, more interest in learning and relevance-solving societal problems.
Some of the challenges of the Competence Based Curriculum registered during this training session included: Shortage of learning materials, transition challenges from traditional to competence based, none involvement of parents, the need for large spaces compared to the existing infrastructure, integrity issues in assessment, interpretation of assessments, stakeholders’ knowledge gaps about the new curriculum.
At the climax, the participants testified that the new curriculum ignites creativity and critical thinking with the learner being an active participant; it is anchored in real life situations and experiences, and it engages the learner and promotes team work.
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.
Prof. Anthony Muwagga Mugagga, CEES Principal, delivering his opening remarks.
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.
Dr. Hanan AL Malki, the Director of Program and Center Planning and Management at the King Salman Global Academy for the Arabic Language.
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.
Prof. Anthony Muwagga Mugagga, Principal CEES receiving a sovereign gift from the King Salman Global Academy for the Arabic Language.
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.
Makerere University has taken a significant step toward transforming its digital education landscape with the unveiling and stakeholder review of its Draft Master Plan for Open, Distance, and e-Learning (ODeL). The consultative workshop, held on Thursday, June 5, 2025, at Hotel Africana, brought together university leadership, academic staff, student representatives, and development partners to review the 10-year roadmap aimed at scaling access to quality, affordable, and inclusive education.
The workshop was officially opened by the Deputy Vice Chancellor (Academic Affairs), Professor Buyinza Mukadasi, who represented the Vice Chancellor. In his remarks, Prof. Buyinza underscored the transformative potential of the KOICA-supported initiative.
Professor Buyinza Mukadasi enjoys a light moment.
“This project is a significant milestone in our journey to enhance the university’s capacity in ODeL,” he noted. “With support from the people of the Republic of Korea, KOICA’s grant will enable us to strengthen our ODeL infrastructure, develop high-quality digital content, and build staff capacity. This investment will undoubtedly have a lasting impact on our institution and the wider education sector in Uganda.”
Prof. Buyinza also paid tribute to the late Prof. Sung Seyeoung, the head of the Project Management Consultant team in Seoul, who passed away earlier this year, describing him as “a dedicated partner in this transformative journey.”
Prof. Buyinza Mukadasi, Ms. Ahn Jihee and part of the audience at the event.
The project, which began in 2024, is being implemented with technical support from the Korea National Open University (KNOU) and the Korea Institute for Development Strategy (KDS). It focuses on three core components: development of a strategic and contextualized ODeL masterplan; capacity building for academic, administrative, and technical staff; and enhancement of ODeL infrastructure, including a new Learning Management System (LMS), Content Management System (CMS), ICT equipment, and the construction of a dedicated ODeL building.
Professor Henry Alinaitwe, the Project Investigator, emphasized the forward-looking nature of the initiative. “Through this masterplan, we are not only expanding access to higher education across Uganda and beyond, but also redefining how knowledge is delivered in the 21st century,” he said.
Professor Henry Alinaitwe.
The workshop aimed to disseminate information about the masterplan, gather stakeholder feedback, and prepare the document for preliminary approvals by the University Senate and Council. The draft was developed by a joint task force composed of Ugandan and Korean experts, including representatives from KNOU, KDS, Makerere’s Institute of Open, Distance and e-Learning (IODel), and the Directorate for ICT Support (DICTS).
Prof. Alinaitwe noted that all three project components are progressing steadily. Training sessions are underway both in Uganda and Korea, and the design for the Mak-ODeL building is currently 60% complete, with construction expected to commence later in the year.
The ODeL Master Plan (2025–2035) envisions Makerere as a regional hub for digital education. It outlines strategies to increase the number of accredited ODeL programmes, enhance ICT infrastructure, improve content development, and ensure that distance learners can access high-quality and flexible education through the university’s Moodle-based MUELE platform.
Left to Right: Part of the Makerere team—Co-PI Dr. Venny Nakazibwe, Dr. Harriet Nabushawo, PI Prof. Henry Alinaitwe, and Prof. Paul Birevu Muyinda.
Speaking at the workshop, KOICA Country Director Ms. Ahn Jihee commended Makerere for its commitment to digital transformation. “We believe education is a powerful driver of national development, and we are proud to partner with Makerere University on this ambitious journey,” she said. “Our partnership is not just about technology, but about building resilient systems and empowered people who can shape the future.”
She also recognized the efforts of both Ugandan and Korean teams and encouraged continued dialogue and knowledge sharing.
Currently, only 8 of Makerere’s academic programmes are offered through ODeL. However, the university’s Strategic Plan (2020–2030) envisions a substantial increase in that number. The new masterplan draws from international best practices including models from KNOU, Hanoi Open University, and the Africa Virtual University.
Ms. Ahn Jihee.
Prof. Alinaitwe extended special thanks to KOICA and its Kampala-based experts Prof. Kim Hyunjoo and Mr. Kim Kihun for their ongoing support, and acknowledged the contributions of the Makerere team—Prof. Paul Muyinda, Dr. Godfrey Mayende, Dr. Harriet Nabushawo, Dr. Richard Kajumbula, Mr. Samuel Mugabi, and Co-PI Dr. Venny Nakazibwe.
“We are laying the foundation for a future where Makerere University can provide education that is not just accessible, but also adaptable to the needs of learners wherever they may be,” he concluded.
The masterplan, once finalized and approved, is expected to usher in a new era of blended, learner-centered education that meets both local and global demands.
Professor Anthony Muwagga Mugagga.
In his closing remarks, Professor Anthony Mugagga, who represented the Deputy Vice Chancellor (Finance and Administration), applauded participants for their insightful engagement. He emphasized the need for academic units to take ownership of ODeL implementation.
“The future of education is blended and borderless,” Prof. Mugagga said. “We must collectively embrace this shift—not just through policy, but through action: by developing new programmes, supporting learners, and investing in infrastructure that will carry us into the next generation of higher education.”
He also expressed appreciation to KOICA for its continued support and funding, which he said is helping to shape a more resilient and inclusive education system for Uganda and the region.
The escalating fight between veteran US President Donald Trump and the powerful American institutions like Harvard University is politics, it’s bare-faced incursion into intellectual freedom that can reshape the international world of higher education, particularly for Africans. The latest “scandal,” Trump’s combative condemnation of colleges as liberal ideological hotbeds, amplified by legal intimidation and political retaliation against colleges like Harvard, is damaging America’s international reputation as the academic gold standard. Unless the trend continues, African scholars have long regarded American colleges as embodiments of intellectual liberty will seek further afield, such as China’s Tsinghua University, and redefine the landscape of scholarship.
Trump himself, bloated-check on his 2024 campaign and beyond, denounces elite universities as “woke” indoctrination centers. Demands to defund universities, ideological segregation, and laser-beam focus on diversity programs have chilled the atmosphere. Harvard, already on trial for affirmative action and accused of suppressing conservative thinking, is under greater scrutiny than ever. The Trump-endorsed Supreme Court win in 2023 over the case against racially discriminatory admissions, as a triumph for Trump and his faithful, has been exerting political pressure on institutions to fall in line. Politicization is destroying the very essence of intellectual freedom: freedom to pursue truth through means of open-ended inquiry, unhampered by interference.
For African students, it is shattering the American academic dream. America has been the preferred destination of African Muslims for many years, with 400,000 or more African students enrolled in American universities by 2023. Harvard stands for hope, intellectual activism, and interdependence worldwide. But when academic freedom is attacked, either in Muslim nations by executive fiat or group demonization, students question the system. The image of American universities as payoff politics centers rather than temples of knowledge is a great discourager.
Take the case of China, which has placed its universities at the world map. Tsinghua University, affectionately referred to as “China’s MIT,” features among the top 20 universities in the world with state-of-the-art research in AI, engineering, and global governance. China’s Belt and Road initiative has already prompted scholarship collaborations with Africa, awarding more than 50,000 African students scholarship annually. China provides an open alternative to America, in which political anti-foreigner prejudice and visa controls have tightened but in which Tsinghua’s insistence upon technical discipline and non-Western-inspired political scandal-mongering offers a sanctuary to those denied security and possibility.
Life for African students is a game. If the shine fades from American campuses, Nigerian, Kenyan, or Ghanaian students may be lured by the more appealing prospect of subsidized campuses and meritocratic competition culture of Tsinghua. Chinese universities, though not inexpensive, are another deal: intellectual seriousness untainted by ideational competition distorting American campuses. To Africans bureaucratically and financially strained in America, China’s streamlined visa process and subsidized schooling are appealing. Tsinghua welcomed 20% more African applicants in 2024, and the figures can only go up if America’s learning environment deteriorates.
This has far-reaching implications. Chinese-educated Africans will increasingly adopt the Beijing approach to geopolitics, enhancing China’s soft power in Africa. America will lose the intellectual and cultural capital that it has gained through decades of exportation of Africa’s best and brightest for studies in its institutions. Harvard-educated African leaders have led the innovation and governance driver in the continent; a transition to Tsinghua would funnel those networks into China’s quarter. In order to ensure academic freedom and global competitiveness, America should not politicize its colleges and universities. Institutional autonomy must be upheld by academics and legislative members in a situation where scholarship, rather than ideology, is the basis of higher education. For the students from Africa, the consequence is ominous: college selection not only determines their future but that of the continent. And if the Trump-Harvard soap opera continues chewing away at American scholarship’s trust factor, Tsinghua’s gates will swing wider and wider, and Africa’s best and brightest will walk through them with the U.S. in their rearview mirror.
About the Author
Eutychus Ngotho Gichuru is a Doctoral Student at East African School of Higher Education Studies and Development, College of Education and External Studies (CEES), Makerere University.