Kampala, Uganda – The Uganda National Examinations Board (UNEB) has released the results of the first cohort of students to sit for the Uganda Certificate of Education (UCE) examination under the new competency-based curriculum. As the education sector continues to evolve, it is essential to examine the differences between the new curriculum and its predecessor, highlighting the potential benefits of the new approach.
The previous curriculum, which was in place for over two decades, focused primarily on knowledge acquisition and rote memorization. In contrast, the new competency-based curriculum emphasizes the development of skills, competencies, and attitudes that are essential for success in the 21st century.
One of the most significant differences between the two curricula is the assessment methodology. Under the previous curriculum, students were assessed solely through end-of-year examinations, which often prioritized rote memorization over critical thinking and problem-solving. In contrast, the new curriculum employs a combination of continuous assessment and end-of-cycle examinations, with a ratio of 20% continuous assessment and 80% end-of-cycle examination.
According to UNEB Executive Director Dan Odong, the new assessment methodology is designed to provide a more comprehensive picture of a student’s abilities. “The competency-based curriculum is focused on assessing the skills, competencies, and attitudes that students acquire throughout the learning process, rather than just their ability to recall facts and figures,” Odong explained.
Another significant difference between the two curricula is the emphasis on practical skills and competencies. The new curriculum places a strong emphasis on developing skills such as critical thinking, problem-solving, communication, and collaboration, which are essential for success in the modern workforce. In contrast, the previous curriculum focused primarily on theoretical knowledge, with limited opportunities for practical application.
The new curriculum also places a strong emphasis on inclusivity and accessibility. According to Odong, the curriculum is designed to cater to the diverse needs of students, including those with special needs. “We have worked to ensure that the curriculum is inclusive and accessible to all students, regardless of their background or abilities,” Odong said.
The results of the first cohort of students to sit for the UCE examination under the new curriculum are promising. According to UNEB, 98.5% of candidates qualified for the UCE certificate, with female candidates performing slightly better than their male counterparts.
While it is still early days for the new curriculum, the initial results suggest that it has the potential to improve student outcomes and better prepare students for success in the 21st century. As the education sector continues to evolve, it will be essential to monitor the implementation of the new curriculum and make adjustments as necessary to ensure that it is meeting its intended goals.
Statistics:
- Total candidates: 359,417
- Candidates who qualified for UCE certificate: 350,146 (98.5%)
- Female candidates who qualified: 182,284 (50.7%)
- Male candidates who qualified: 177,133 (49.3%)
- Absenteeism rate: 0.6%
