Uganda’s Education In Crisis: Contradictions, Structural Weaknesses, Implications For Future

By Herbert Kayongo | Diaspora Connect International

Uganda’s education sector is undergoing significant instability following the concurrent implementation of the Competence-Based Curriculum (CBC) alongside the traditional knowledge-based curriculum. This dual approach has resulted in systemic confusion, policy contradictions, weakened academic credibility, and emerging psychological risks for learners. This article critically examines these challenges and provides recommendations for a cohesive, evidence-based reform agenda grounded in equity, integrity, and long-term national development.

Education systems thrive on coherence, predictability, and a clear assessment of learning outcomes. Uganda’s recent attempt to simultaneously implement two fundamentally different curricular models has disrupted these foundational principles. The result is a fractured education environment marked by confusion among teachers, anxiety for learners, and increasing public concern regarding the credibility of national qualifications (National Curriculum Development Centre [NCDC], 2023).

Contradictory Policy Frameworks and Legislative Inconsistencies

The Parliamentary Elections Act (2005) stipulates that eligibility for parliamentary office requires only a Uganda Certificate of Education (UCE), equivalent to Senior Four. At the same time, the newly drafted Teacher Policy (Ministry of Education, 2024) requires pre-primary teachers to hold a university degree.

This contradiction raises a critical governance question:
How can policymakers lacking advanced academic qualifications be entrusted with setting higher standards for educators responsible for foundational learning?

Such inconsistencies suggest a widening disconnect between political decision-making and the realities of classroom delivery. Moreover, early childhood education centers remain understaffed and underfunded, making the implementation of degree-level requirements impractical without parallel investment and structural support (Apego & Muhangi, 2023).

Continuous Assessment and the Erosion of Academic Merit

The shift toward Continuous Assessment (CA) under the CBC was intended to improve holistic evaluation, yet widespread concerns have emerged. Teachers report that CA introduces subjectivity, inconsistencies between schools, and increased risk of manipulation (NCDC, 2023). Without strong regulatory standards and adequate teacher training, CA weakens the reliability of learner performance data.

The implications are significant:

• Learner performance becomes detached from mastery.
• School comparisons become unreliable, undermining school accountability.
• Learner motivation declines, especially for high-achieving pupils accustomed to structured evaluation.

This undermines a key pillar of educational integrity: merit-based progression.

Security Deployment During PLE 2025: Psychological Implications for Learners

The Primary Leaving Examinations (PLE 2025) were conducted under heavy police deployment across examination centers nationwide (Uganda National Examinations Board [UNEB], 2025). Authorities framed this as a preventive measure against examination malpractice. However, communities expressed concern because the Uganda Police Force has been repeatedly cited in reports of brutality, abductions, and intimidation (Human Rights Watch, 2024).

Exposure to armed security personnel can have psychological consequences for children, particularly those who have witnessed political violence. Teacher reports documented exam-day anxiety, emotional distress, and reluctance to enter examination rooms.

This raises critical ethical questions about child safety, trauma responsiveness, and the state’s duty to create supportive learning environments.

Teacher Exodus and Declining Professional Motivation

Uganda has faced recurrent teacher strikes due to inadequate pay, limited career advancement, and poor working conditions. Despite these systemic concerns, the Ministry of Education has not undergone parliamentary vetting for more than five years, raising issues of transparency and oversight (UNATU, 2024).

The result has been a mass exodus of qualified teachers to the Middle East and other regions seeking better economic opportunities. This “brain drain” disproportionately affects rural schools, exacerbating inequality and widening the urban-rural learning gap (Education Watch Uganda, 2023).

Threats to the Credibility of National Examinations

Education monitoring agencies and civil society organizations have increasingly raised alarms about alleged government interference in national examination outcomes (Education Watch Uganda, 2023). While inflated pass rates offer short-term political gain, they undermine Uganda’s long-term competitiveness, credibility of academic certificates, and public trust in the assessment system.

When progression is automatic and academic rigor is compromised, Uganda risks producing learners who possess certificates without the corresponding competencies.

Uganda stands at a critical crossroads. Without urgent, evidence-based reforms, the nation risks entrenching systemic weaknesses that will undermine both human capital development and national progress.

A resilient, coherent education system is essential for producing globally competitive citizens. The future of Uganda depends on the quality, integrity, and consistency of its education today.

For God and My Country!