By Mulengera Reporters
The opposition in Parliament has challenged the Uganda National Examinations Board (UNEB) over its approach to assessing students under the new lower secondary curriculum.
Shadow Minister for Education and Sports, Joseph Ssewungu Gonzaga, criticized UNEB for failing to oversee the assessment of project work done in schools, raising concerns about the credibility of results. Ssewungu, the MP for Kalungu West, made the remarks in Parliament on Wednesday while responding to a statement from Education Minister Janet Kataha Museveni, which was presented on her behalf by State Minister for Sports, Peter Ogwang last week.
New Grading System
In her statement, Minister Museveni defended the new grading system, explaining that student achievements were determined through a technical process that considers both continuous assessment and End-of-Cycle (EoC) examination scores.
“Additionally, the project work is assessed at school, and the achievement level is presented separately on the certificate. This reflects a learner’s creative competency in dealing with real-world and contemporary issues,” she stated.
The minister further clarified that grading per subject—now using A, B, C, D, or E—was approved by the Ministry of Education and Sports after thorough discussions with UNEB and the National Curriculum Development Centre (NCDC).
Previously, Uganda Certificate of Education (UCE) candidates were graded as Distinction, Credit, Pass, or Fail, but under the new system, E represents failure.
However, the opposition and education stakeholders have questioned this grading model. Under the new system, students who completed all subjects and project work were grouped under “Result 1”, making it appear as though they all excelled. Meanwhile, those who missed subjects or failed to submit project work were categorized under “Result 2” or “Result 3”, effectively denying them certificates.
Ssewungu argued that this system has left parents confused, as schools are now selectively admitting students to Senior Five based on subject-specific scores rather than overall performance.
UNEB’s Oversight
Ssewungu faulted UNEB for failing to send examiners to schools to verify the 20% continuous assessment component, which he said is prone to forgery.
“The collection and transmission of continuous assessment marks to UNEB posed significant challenges for many schools, especially those lacking computers, electricity, and internet connectivity. This raises concerns about the accuracy and reliability of the compiled marks,” he stated.
He further claimed that some schools awarded marks to students who did not complete project work, questioning the integrity of the results in the absence of UNEB oversight.
Ssewungu also criticized the government’s decision to discontinue the planned certification by the Directorate of Industrial Training (DIT), which was meant to run alongside UNEB.
Infrastructure Development
The Shadow Minister urged the government to prioritize teacher training and recruitment, particularly in subjects like Kiswahili, to ensure proper implementation of the new curriculum. He also called for investment in school infrastructure, including ICT facilities and science laboratories, and for UNEB to supervise the 20% assessment component, as it does in subjects like French, Music, and Fine Art.
Parliamentary Reactions
Speaker Anita Among acknowledged the challenges affecting the new curriculum’s implementation, particularly in private schools that struggle with inadequate infrastructure.
MP Robert Migadde (Buvuma County) supported Ssewungu’s concerns, citing the lack of electricity in many government schools, including seed schools. He also criticized the policy of withholding certificates from students categorized under “Result 2”, arguing that even those who failed should receive a certificate as proof of participation.
“The assumption in the public is that when you fail Senior Four, you have to go back to Senior One. This should not be the case,” he argued.
MP Hassan Kirumira (Katikamu South) emphasized the need for UNEB and the Ministry of Education to sensitize parents and stakeholders on the new curriculum and grading system.
“Parents are used to marks and divisions, so we need to explain how this system works and what it means for their children’s education,” he said.
Uncertainty Over UACE Curriculum
As debate over the UCE grading system continues, questions remain about the Uganda Advanced Certificate of Education (UACE) grading system. The National Curriculum Development Centre (NCDC) has yet to release the new UACE curriculum, even though Senior Five students are set to begin studies next week.
Ugandans now await further clarification on how the new curriculum will be implemented at the Advanced Level and whether similar grading concerns will arise-Parliament Watch. (For comments on this story, get back to us on 0705579994 [WhatsApp line], 0779411734 & 041 4674611 or email us at mulengeranews@gmail.com).
