The Education Policy Review Commission (EPRC) has put forth significant recommendations aimed at reforming Uganda’s education sector.
Among the key proposals is the elimination of Primary Seven and the replacement of the Primary Leaving Examinations (PLE) with school-based continuous assessments.
The commission, led by former Education Minister Amanya Mushega, has compiled a report that the Ministry of Education will use to generate a Cabinet White Paper, which will guide discussions on potential sector reforms.
Historical Context and Rationale for Reform
This recommendation is not entirely new. In 2019, the World Bank suggested scrapping PLE to save approximately UGX 306.4 billion spent annually on conducting the examinations.
Members of the EPRC argue that a PLE certificate has limited practical use in the job market. Veteran educationist Agnes Kizza echoed this sentiment, stating that the certificate holds minimal value compared to other academic credentials.
However, some education stakeholders, such as David Atuhura, proprietor of Buhaguzi Model High School in Buhimba Town Council, argue that removing PLE could reduce competitiveness and diminish the motivation for hard work in primary education.
He also raised concerns about the financial sustainability of private schools, as school fees collection is often tied to examination periods.
Proposed Education Structure and Curriculum Reforms
The commission, established by the Minister of Education and Sports, Mrs. Janet Museveni, through Legal Notice No.5 of 2021, was tasked with reviewing the Government White Paper on Education of 1992.
Their goal was to assess the effectiveness of current policies and recommend improvements to align the education system with national development objectives.
One of the major proposals in the report is the introduction of an 11-year basic education framework.
This system includes one year of pre-primary (nursery) education and six years of primary education, replacing the current seven-year primary school cycle.
The structure would continue with four years of O’Level, two years of A’Level, and at least three years of tertiary education.
The commission emphasized the importance of integrating academic and vocational training to enhance workforce readiness.
Another key recommendation is a review of the existing policy on establishing one primary school per parish.
The report suggests considering factors such as distance, population size, and density to ensure accessibility to quality education.
The commission also highlighted concerns over inadequate instructional materials, particularly textbooks in government-aided schools, which negatively impact both teachers and students.
Institutional Mergers and Governance Adjustments
A significant proposal in the report is the merging of the Uganda National Examinations Board (UNEB) and the National Curriculum Development Centre (NCDC) into a single entity responsible for both curriculum development and national assessments.
However, some experts, including Prof. George Ladaah Openjuru, Vice-Chancellor of Gulu University, have raised concerns about the feasibility of this merger.
Openjuru cautioned that managing national examinations is a complex process, and continuous reforms without adequate evaluation of previous changes may not yield the desired outcomes.
Additionally, the report recommends the consolidation of various education quality assurance agencies, such as the Directorate of Education Standards, the National Council for Higher Education, and the proposed Technical and Vocational Education and Training (TVET) council.
Some stakeholders, such as Patrick Kaboyo, National Secretary of the Federation of Non-State Education Institutions, argue that merging TVET with general education bodies may not be practical, as technical education serves distinct purposes.
Kaboyo also suggested that splitting the Ministry of Education and Sports into separate entities for education and skills development might be a more effective approach than simply renaming it to the Ministry of Education, Sports, and Training.
Implications and Future Considerations
The commission’s proposal to formalize pre-primary education under government oversight has been met with support from education experts, including Dr. David Kabugo, Director of the Institute of Teacher Education and Research at Makerere University.
Kabugo emphasized that structured early childhood education enhances learning readiness and can result in long-term economic benefits.
He pointed out that many children enter primary school without the necessary foundation, leading to high dropout rates and inefficient use of government resources under the Universal Primary Education (UPE) program.
While the recommendations presented by the EPRC provide a comprehensive framework for improving Uganda’s education sector, their implementation will require careful deliberation.
Policymakers must balance the need for innovation with the realities of infrastructure, funding, and stakeholder concerns to ensure a more efficient and equitable education system for all Ugandans.
