Natural Sciences
Mak Study Reveals Key Factors Undermining Performance in Biology
A nationwide study led by Prof. Fredrick Jones Muyodi has revealed multiple factors contributing to poor performance in Biology in Uganda’s national examinations, with the Northern and Eastern regions being the most affected. The study highlights significant gaps in practical learning, digital access, and teaching methods, underscoring an urgent need for educational reforms.
Factors that prompted the study
Launched in 2023, the study was undertaken in response to growing concerns over the long-term decline in Biology performance in the Uganda Advanced Certificate of Education (UACE) examinations.
An earlier analysis conducted by the School of Biosciences at the College of Natural Sciences (CONAS), Makerere University, revealed that since the late 1970s, performance in Biology at the UACE level had consistently fallen below expectations. Over time, the situation worsened, as reflected in the annual examination results released by the Uganda National Examinations Board (UNEB).
In 2018, for example, only one student out of 13,061 candidates scored an “A” in Biology, while just 38% scored at least an “E”. Although 2019 saw a slight increase, overall results remained far below national standards, a trend that persisted into the post-COVID-19 era.
Poor performance in Biology has serious implications, as the subject underpins 70–100% of academic and research work across the College of Natural Sciences, the College of Health Sciences (CHS), the College of Veterinary Medicine, Animal Resources and Biosecurity (COVAB), and the College of Agricultural and Environmental Sciences (CAES). Weak results affect student progression and threaten Uganda’s life sciences ecosystem, impacting key sectors and government ministries.
In response, Makerere University, through the School of Biosciences at CoNAS in collaboration with the College of Education and External Studies (CEES), launched a study to investigate and address the problem. Funded by the University’s Research and Innovations Fund (MakRIF), the study examined teacher qualifications, curriculum depth, laboratory infrastructure, and student attitudes towards the subject.
Dissemination of the Study Findings
The project team presented their findings to stakeholders at a workshop held on 19th March 2026 at Makerere University. The event was attended by the Commissioner for Secondary Education at the Ministry of Education and Sports, Mrs. Juliet Atuhairwe Muzoora, alongside senior leaders from Makerere University.
Factors undermining performance in Biology
Guided by the socio-ecological model, the project team interviewed 5,000 participants, including teachers, students, parents, school administrators, and curriculum experts, across 100 districts nationwide. Key challenges identified include:
- Inadequate practical learning – Many schools lack functional laboratories, leaving students unable to connect concepts to real-life applications.
- Limited digital access – Poor internet connectivity and lack of digital learning tools hinder modern science education.
- Ineffective teaching methods – Overreliance on lectures weakens conceptual understanding.
- Gender disparities – Lower confidence and limited participation of female students in practical work.
- Negative community perceptions – Low motivation resulting from societal attitudes toward Biology.
Recommendations for Improvement
Despite a notable improvement in the 2025 Uganda Advanced Certificate of Education (UACE) examinations, the project team recommends a series of strategic interventions:
- Expansion of practical learning through fieldwork and project-based activities, with government support to fund hands-on initiatives.
- Investing in digital infrastructure, prioritizing internet access and online resources for underserved schools.
- Upgrading laboratories with modern equipment and increasing technical support to create conducive learning environments.
- Strengthening teacher development through continuous professional development programs promoting inquiry-based teaching.
- Aligning curriculum and assessments by fostering collaboration between the NCDC and UNEB to ensure coherence between instruction and exams.
- Enhancing student engagement through mentorship programs, academic clubs, and career guidance initiatives.
- Promoting gender equity in science education through targeted interventions.
The project team emphasizes that these interventions are essential for developing a generation of Biology students well-equipped to meet the demands of higher education and scientific careers. They advocate for coordinated action among government agencies, schools, and communities to reverse current trends and strengthen science education nationwide.
To further support efforts to improve performance in Biology, the team is seeking additional funding to pilot interventions in the most affected regions, particularly Northern and Eastern Uganda, and to establish a monitoring and evaluation framework to track progress and ensure lasting impact.
Remarks by the Commissioner for Secondary Education
Addressing participants at the dissemination workshop, the Commissioner for Secondary Education at the Ministry of Education and Sports, Mrs. Juliet Atuhairwe Muzoora, commended the research team for the initiative, highlighting its potential to improve performance in Biology. She called for the expansion of the initiative to cover other science disciplines.
Mrs. Muzoora expressed concern over the increasing monetization of academic activities, particularly seminars, warning that such practices threaten the core objectives of the programme. She further cautioned against the circulation of inappropriate and substandard pamphlets, noting that these undermine the quality of education.
She appealed to Makerere University to expand its school outreach programmes to reach all regions of the country, including the underserved and hard-to-reach areas.
Emphasizing the importance of the study, Mrs. Muzoora committed to arrange a meeting for the team to present their findings to the Ministry’s Senior Management team. “The findings of the study will inform policy adjustments that will enable us to improve performance in the sciences,” she noted.
Re-aligning A’ Level Subject Combinations and Leveraging Local Resources for Experiential Learning
In his presentation, Prof. Winston Tumps Ireeta, Deputy Vice Chancellor in charge Finance and Administration (DVCFA) and Principal of the College of Natural Sciences (CoNAS), emphasized the importance of targeted interventions in improving student performance, particularly in Biology and other science disciplines. Drawing attention to the medical field, he stressed the urgent need to review and realign Advanced Level subject combinations to correspond with the evolving requirements of various professional disciplines.
Drawing on insights from secondary school teachers at the CoNAS Science exhibition held from 5th–7th March 2026, Prof. Ireeta expressed concern over the limited adoption of experiential learning. He implored school administrators to leverage locally available materials to enhance hands-on learning. He expressed gratitude to the Government of Uganda for its continued support toward academic and research programmes at the University.
Re-aligning the Competence-based Curriculum
Prof. Anthony Muwagga Mugagga, the Principal of the College of Education and External Studies at Makerere University, highlighted the need to clearly define and systematically map out the modes of instruction under the Competence-based Curriculum. He emphasized that clarity in instructional approaches is essential for ensuring consistency, effectiveness, and measurable learning outcomes across institutions. He appreciated the MakRIF for the financial and technical support extended to the project, noting that such partnerships are instrumental in driving educational innovation and reform.
Remarks from the Chair, MakRIF
The Chairperson of the MakRIF, Prof. Fred Masagazi Masaazi, underscored the significance and far-reaching impact of the initiative, noting that the project scored 92% in the vetting process. He informed participants that the MakRIF remains committed to supporting ideas and initiatives that have a tangible and measurable effect on student learning outcomes.
“The focus on enhancing the teaching and learning of Biology is both timely and essential. Strengthening Biology education not only equips students with critical scientific knowledge but also lays a solid foundation for the country’s broader educational and developmental objectives. By prioritizing initiatives that nurture scientific understanding, the MakRIF seeks to contribute meaningfully to shaping a generation of learners capable of driving innovation, research, and sustainable development.”
Remarks by the representative from UNEB
In response to concerns regarding the gaps in curriculum development and assessment processes, Dr. Jimmy Okello reassured participants that the Uganda National Examinations Board (UNEB) works closely with the National Curriculum Development Centre (NCDC) to uphold quality across all stages of curriculum design and assessment.
He, however, acknowledged the need to further align curriculum with assessment frameworks for better learning outcomes. Dr. Okello stressed the importance of continuous professional development and retooling to enable teachers to respond effectively to evolving educational demands. He highlighted the challenge of sustaining quality education amid rising student enrolment, emphasizing the need for deliberate measures to ensure standards are maintained.
The need to enhance experiential learning and the mismatch between student enrolment and the learning infrastructure
Drawing on his experiences from visits to various schools, Prof. Arthur Tugume, Dean of the School of Biosciences, expressed concern over the rapidly increasing number of students enrolling in science disciplines. “This surge has significantly outpaced the available support infrastructure and human resources, ultimately compromising the quality of teaching and learning,” he noted. He highlighted the importance of formalizing seminars as a core component of the learning process and advocated for closer collaboration with research institutions to provide students with opportunities for hands-on experiences and real-world exposure. Additionally, he pointed out a critical mismatch between the current course content and the requirements of a competence-based curriculum, stressing the need for alignment.
In response to the presentations, Dr. Godfrey Kawooya Kubiriza, Head of the Department of Zoology, Entomology, and Fisheries Sciences at CoNAS, Makerere University, called for a streamlined assessment process to ensure fairness for all students. He expressed concern over disproportionate grading practices, noting that allocating 40% of the total marks to a single question disadvantages students.
The workshop was moderated by Dr. Edward Kansiime (Co-PI) and member of staff in the Department of Science, Technology and Vocational Education at CEES, Makerere University.
The Project Team
- Prof. Fredrick Jones Muyodi – PI (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Assoc. Prof. Josephine Esaete – Co-PI (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Assoc. Prof. Arthur Tugume (Dean, School of Biosciences, Makerere University)
- Dr. Godfrey Kubiriza (Head, Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Dr. John Joseph Kisakye (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Assoc. Prof. Eric Sande (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Dr. Edward Kansiime – Co-PI, (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. John Sentongo (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Levi Masereka (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Reymick Oketch (Department of Science, Technology and Vocational Education, CEES, Makerere University)
- Dr. Joel Isanga (Department of Biochemistry and Systems Biology, CoNAS, Makerere University)
- Dr. Rosemary Nalwanga (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Ms. Caroline Nakafeero (Department of Zoology, Entomology and Fisheries Sciences, CoNAS, Makerere University)
- Mr. Ambrose (School of Public Health)
Natural Sciences
Makerere University Benchmarks Leading Institutions to Strengthen Geology Curriculum Review
Uganda’s mineral sector holds significant potential to drive economic transformation through increased mineral exploration, responsible extraction, value addition and investment. Realizing this potential, however, requires a highly skilled geoscience workforce equipped with the technical knowledge, practical competencies and professional skills needed to meet the evolving demands of the mineral industry.
Recognizing the critical role of skilled human resources in the sustainable development of the mineral sector, Makerere University is undertaking a comprehensive review of its geology programmes under the project titled “Strengthening Uganda’s Mineral Sector through Labour-Market Aligned Curricula Reforms: A Comprehensive Review of BSc/MSc/PhD Geology Curricula and Development of Industry-Aligned Short Courses at Makerere University (Mak-SDMU).”
The review seeks to ensure that Makerere University’s geology programmes remain responsive to the evolving needs of Uganda’s mineral sector while keeping pace with emerging trends and developments in the global geoscience profession. The exercise is being undertaken under the Sustainable Development of the Mineral Sector in Uganda (SDMU) programme, funded by the Government of the Federal Republic of Germany and the European Union through the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), in partnership with Uganda’s Ministry of Energy and Mineral Development (MEMD).
Benchmarking for Industry-Responsive Geoscience Education
As part of the curriculum review process, staff from Makerere University’s Department of Geology and Petroleum Studies, together with a representative from the Ministry of Energy and Mineral Development (MEMD), undertook a benchmarking exercise at leading geoscience and mining education institutions in the region. The team visited Copperbelt University (CBU) in Kitwe, Zambia, and the Zimbabwe School of Mines (ZSM) in Bulawayo, Zimbabwe, to gain insights into approaches that could strengthen the relevance and quality of Makerere University’s geology programmes.
Makerere University was represented by Dr. Arthur Batte, Dr. Denis Mutebi, Principal Investigator of the Mak-SDMU project, and Dr. Joan Nakajjigo, while Mr. Kevin Byamugisha represented MEMD. Mr Byamugisha’s participation provided an opportunity to explore the role of government in strengthening geoscience and mining education through policy support, industry engagement, strategic partnerships and resource mobilisation.
The benchmarking exercise provided an opportunity for the team to examine best practices in curriculum design and delivery, competency-based and practical training, industry engagement, infrastructure development, technology integration and professional skills development. The team also explored the role of professional short courses and institutional partnerships in supporting high-quality geoscience and mining education.
At Copperbelt University, the team toured microscopy, metallurgy, analytical and environmental laboratories, as well as the mineral processing laboratory. The team also interacted with Dr. Gabriel Ziwa, Head of the Department of Geology and representative of the Dean of the School of Mines and Mineral Sciences, to gain insights into the university’s approach to geoscience and mining training.
At the Zimbabwe School of Mines, the team visited mineral processing, metallurgy, gemology and analytical laboratories. They also observed practical training in gemstone cutting and polishing and examined rock pulverisation facilities. These engagements provided valuable insights into how practical training, mineral value addition and industry-oriented skills can be integrated into geoscience education.
The lessons and best practices drawn from the benchmarking exercise are expected to inform the ongoing review of the geology programmes, helping to strengthen their quality, relevance and competitiveness. The exercise will also contribute to ensuring that graduates acquire the technical, practical and professional competencies required to respond effectively to the evolving needs of Uganda’s mineral sector and the wider geoscience profession.
Lessons to Inform Makerere University’s Curriculum Review
The benchmarking exercise provided several lessons with direct relevance to the ongoing review of the geology programmes.
1. Strengthening Government-Industry-University Partnerships
The benchmarking exercise highlighted the importance of strong collaboration among universities, government and industry in developing relevant geoscience and mining programmes. Such partnerships support curriculum development, research, industrial training, equipment acquisition, scholarships, guest lectures and graduate employability. Continuous engagement with industry also enables universities to respond to changing labour-market and sector needs.
2. Aligning Training with the Mineral Value Chain
The visits demonstrated the need for geoscience training to extend beyond theoretical knowledge to cover the entire mineral value chain, including exploration, extraction, processing, value addition and environmental management. Areas such as gemstone identification, lapidary and mineral processing can equip graduates with practical skills relevant to both employment and entrepreneurship.
3. Emphasizing Competency-Based and Practical Training
The benchmarked institutions place strong emphasis on practical learning, fieldwork and laboratory-based training. Practical activities are linked to clearly defined learning outcomes and competencies, enabling students to graduate with demonstrable technical skills alongside theoretical knowledge. This provides an important lesson for strengthening practical and competency-based approaches within Makerere’s revised curricula.
4. Strengthening Industrial Training and Workplace Exposure
Structured and extended industrial exposure was identified as an important component of geoscience and mining education. Industrial training enables students to apply classroom knowledge to real-world operations, develop professional competencies, strengthen research skills and gain a better understanding of workplace expectations. These practices provide useful insights for enhancing Makerere’s existing industrial attachment programmes.
5. Investing in Modern Training Infrastructure
The benchmarking visits demonstrated the importance of well-equipped laboratories, field equipment and specialized analytical facilities in delivering effective geoscience and mining education. The facilities visited at CBU and ZSM provide useful benchmarks for assessing Makerere’s infrastructure requirements and identifying opportunities for industry partnerships in equipment acquisition, maintenance and shared utilization.
6. Integrating Digital Technologies and Industry-Standard Software
The exercise highlighted the growing role of digital technologies in contemporary geoscience and mining practice. Technologies such as Laboratory Information Management Systems, 3D geological modelling, mine-planning software and drone-based surveying and mapping can strengthen students’ preparedness for the modern workplace. Their progressive integration into the curriculum will therefore be important in enhancing graduates’ digital and technical competencies.
7. Expanding Professional Short Courses and Micro-Credentials
The institutions visited demonstrated how professional short courses can respond quickly to emerging skills gaps within the mining and mineral sector. Makerere could leverage this approach to develop flexible, demand-driven training for mining companies, artisanal and small-scale miners, professionals and other stakeholders. Such programmes could also strengthen industry engagement, support continuing professional development and create additional revenue opportunities for the University.
8. Strengthening Staff Capacity and Specialization
Effective implementation of a modern geology curriculum requires adequate academic expertise across key areas of geoscience and mining. The benchmarking findings therefore underscore the need for strategic staff development, recruitment and specialization. An assessment of existing staff competencies against the proposed curriculum will help identify expertise gaps and inform targeted capacity-building initiatives.
9. Aligning Academic Training with Professional Competencies
The benchmarking exercise emphasized the importance of ensuring that university training reflects the competencies expected by employers and professional bodies. The curriculum review should therefore take into account professional standards, industry requirements and pathways towards professional recognition to improve graduates’ preparedness for employment and professional practice.
10. Promoting Interdisciplinary Geoscience and Mining Education
The integration of related disciplines within closely connected academic structures creates opportunities for interdisciplinary teaching, research and innovation. Strengthening linkages among geology, mining engineering, metallurgy, environmental sciences, geomatics and mineral processing could promote the shared use of specialised facilities, foster multidisciplinary research and support the development of joint professional training programmes at Makerere University. This integrated approach would enhance collaboration across disciplines and contribute to more holistic and industry-responsive geoscience and mining education.
More about the curriculum review exercise: https://news.mak.ac.ug/2026/06/makerere-university-to-revamp-geology-curricula-to-bridge-critical-skills-gap-in-ugandas-mineral-sector/
Report shared by Dr Denis Mutebi, Principal Investigator of the Mak-SDMU project
Natural Sciences
Enhancing Experiential Learning: ZPEB Uganda Donates Well Control System Demonstration Model to Mak’s Department of Geology & Petroleum Studies
ZPEB Uganda Co. Limited has donated a Well Control System Demonstration Model to the Department of Geology and Petroleum Studies at Makerere University, a contribution expected to significantly enhance practical training, research, and industry-oriented learning in petroleum geoscience and drilling engineering.
The equipment was officially handed over to Makerere University at a ceremony held on 5th August 2026 at Onomo Hotel Kampala. The event was attended by Makerere University Vice Chancellor, Prof. Barnabas Nawangwe, alongside representatives from the Department of Geology and Petroleum Studies led by the Head, Dr John Mary Kiberu.
The Well Control System Demonstration Model is an advanced educational training tool designed to provide students with practical understanding of well control principles, equipment operation, and safety procedures applied during drilling operations. Although it is not intended for field deployment, the model offers a realistic representation of the systems and processes used in the prevention and management of well control incidents, including blowouts, enabling students to acquire practical experience within a safe learning environment.
The equipment will significantly enhance students’ understanding of well control systems by providing practical demonstrations of pressure management techniques and strengthening their competencies in kick detection, well control procedures, drilling safety, and emergency response.
By integrating practical demonstrations into petroleum education, the model will contribute to the development of highly skilled graduates equipped with the technical knowledge and practical capabilities required to support Uganda’s emerging oil and gas industry.
ZPEB Uganda Co. Limited, the donor of the equipment, is the Ugandan subsidiary of Zhongyuan Petroleum Exploration Bureau (ZPEB), a globally recognized Chinese drilling contractor with extensive expertise in oil and gas exploration, drilling, cementing, and engineering services. The company has been actively involved in supporting petroleum exploration and development activities in Uganda while contributing to capacity building within the country’s oil and gas sector.
The Department of Geology and Petroleum Studies at Makerere University continues to play a pivotal role in developing professionals who contribute to the sustainable exploration and management of natural resources. Through its undergraduate and postgraduate programmes, the Department equips students with comprehensive knowledge and practical skills in geology, petroleum systems, exploration methods, reservoir characterization, and production technologies.
Natural Sciences
CoNAS Orientation: First Year Students Urged to Lay Strong Foundation for Academic & Professional Success
First Year students admitted to the College of Natural Sciences (CoNAS) at Makerere University for the Academic Year 2026/2027 have been encouraged to remain focused on their studies, embrace the opportunities available at the University, and lay a strong foundation for successful academic and professional careers.
The call was made during the orientation ceremony held on 5th August 2026 at the College premises. The session introduced the students to university life and policies, academic expectations, support services, and the diverse opportunities available within the College and University, helping them make a smooth transition from secondary school to higher education.
The orientation was attended by the College Management led by the Principal, Prof. Winston Tumps Ireeta, the Deputy Principal, Prof. Juma Kasozi, Deans, Heads of Departments, academic staff, and representatives from various University administrative units.
Welcoming the students, the Principal, Prof. Winston Tumps Ireeta, congratulated them on securing admission to one of Uganda’s leading science colleges and encouraged them to take full advantage of the opportunities available at the University.
“CoNAS is internationally recognized for excellence in teaching, research, and innovation. Supported by highly qualified academic staff, 95 per cent of whom are PhD holders, the College provides high-quality education, equipping students with the knowledge, skills, and global perspectives needed to excel in an increasingly competitive world.”
Prof. Ireeta urged the students to approach university life with discipline and commitment from the outset, encouraging them to attend lectures consistently and develop effective study habits that would enable them to excel academically. While acknowledging that university life presents many social opportunities, he advised the students to maintain a healthy balance between academics and extracurricular activities.
The Deputy Principal, Prof. Juma Kasozi, challenged the students to take personal responsibility for their learning and professional development. He encouraged them to cultivate a culture of discipline, curiosity, and continuous learning, emphasizing that academic success is achieved through consistent effort rather than last-minute preparation.
He equally advised the students to attend all lectures, actively participate in all academic activities, and develop strong computer and statistical skills – competencies that are increasingly vital for success across scientific disciplines and in today’s evolving workplace.
He also urged the students to uphold academic integrity, manage their time effectively, and seek guidance whenever they encounter academic or personal challenges.
The Deans introduced students to the departments and academic programmes within their respective Schools, explaining programme structures, academic expectations, career prospects, and the support systems available to facilitate student success. They encouraged the students to take advantage of the mentorship opportunities offered by academic staff.
Addressing the students, the Acting Dean, School of Biosciences, also Head of the Department of Zoology, Entomology and Fisheries Sciences, Dr. Godfrey Kawooya Kubiriza, encouraged the students to embrace the programmes to which they were admitted, noting that each programme offers unique opportunities for learning, research, innovation, and career growth. “Success depends more on commitment, dedication, and hard work than on the title of one’s degree programme.” Dr. Kubiriza reminded the students that, while university life provides greater freedom and independence, it also requires a strong sense of responsibility, self-discipline, and effective time management to achieve academic success.
The Dean of the School of Physical Sciences, Prof. David Ssevviiri, underscored the critical role that science graduates play in driving national development through research, innovation, and technological advancement. He encouraged students to maximize the opportunities available within the School and urged them to adopt a finalist mindset from their very first semester by setting high academic standards and remaining committed to excellence throughout their academic journey.
Ms. Barbra Akello and Mr. Ivan Ocen shared practical insights on strategies for achieving a good CGPA. They encouraged students to take personal responsibility for their academic success by embracing self-directed excellence, setting clear academic goals, and developing effective study habits from the beginning of their university journey. They advised students to actively engage with lecturers, seek academic guidance whenever necessary, and build supportive study networks. They emphasized that consistent effort, early preparation, discipline, and a focused approach to learning are key foundations for attaining good grades and succeeding at the university.
Students also received comprehensive guidance on academic procedures and University regulations from representatives of the College Registrar’s Office, Ms. Hellen Mirembe and Ms. Hasifa Mukyala. They explained key processes relating to admission, registration, enrolment, progression requirements, examinations, academic appeals, and withdrawal procedures, while emphasizing the importance of honesty, integrity, and compliance with the University regulations. The students were also sensistized on the library services and fees payment policy.
The Deputy Director of the Institute of Open, Distance and e-Learning (IODeL), Dr. Godfrey Mayende, introduced students to the University’s digital learning environment. He demonstrated how students can effectively utilize the Makerere University Electronic Learning Environment (MUELE) to access course materials, submit assignments, and interact with lecturers. He also encouraged responsible and ethical use of Artificial Intelligence (AI) tools to support learning while observing the University’s academic integrity policies.
Representatives from the Gender Mainstreaming Directorate, the Counseling and Guidance Centre, and the Emerging Leaders’ Programme introduced students to institutional support services aimed at fostering academic success, personal growth, and wellbeing. They emphasized the availability of guidance, mentorship, and leadership development opportunities to help students effectively navigate university life and make informed decisions throughout their academic journey.
Photos of the orientation ceremony: https://drive.google.com/drive/folders/1eGEb6tAYcr15qQHIuV-Imgclu9sueOk7?usp=sharing
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