In this follow-up from week’s feature about the highs and lows in new curriculum for O-level, FRANK KISAKYE reasons that whereas the objective is to produce well-rounded, skilled students, many schools remain fixated on examination results. In this investigation, facilitators have been singled out for aiding the examination fraud.
It is a fact that even with the Uganda National Examinations Board (Uneb) best efforts, exam malpractice persists, with facilitators, who also set the exams, at the center of the problem. Facilitators who are usually paid between Shs 300,000 and Shs 1 million depending on the subject and number of students, are essentially also the markers of the examinations, and they come from the elite schools.
They have over the years reportedly formed a scratch-my-back, I-scratch-your- back kind of syndicate which the new curriculum seems to want to cut in the nib. One such examiner, who marked the history paper at a center in Wakiso, spoke to The Observer on condition of anonymity. He expressed ‘shock’ at the unusually high number of top grades in the recently released Uganda Education Certificate (UCE) examinations.
Having evaluated over 2,000 scripts with his other six colleagues, he noted that only about six schools including the traditionally high-performing ones showed a clear understanding of the required concepts.
He explained that, under the new curriculum, achieving high scores in history should be easier due to its emphasis on Historical Knowledge (HK), Historical Thinking (HT), Application of Past History to Current Events (App), and Cultural Relevance compared to the old curriculum which required almost identical regurgitation.
However, few students demonstrated a grasp of these elements as outlined by Uneb. When it was rolled out in 2020, the new curriculum faced stiff resistance from academicians, parliamentarians among other stakeholders over lack of preparedness especially regarding training of trainers but the government eventually had its way.
He said in fact, upon this realization, they were advised not to be too strict with the students. Any response to the question attracted a minimum of 2 and a maximum of 5, according to the marking grid, he said.
“By the time we completed marking, we knew history would be among the worst-performing subjects in 2024 based on what students had written,” he said.
“The situation was even worse for rural schools. For example, when asked about the structure of Uganda’s parliament and its key offices, most rural students had no idea. Similarly, many struggled with the question on World War II and its benefits to African soldiers.”
He further alleged that Uneb and the government may have artificially inflated students’ scores to portray the new curriculum in a favourable light.
“Everyone who marked the exams knows Uneb adjusted the scores. Even our colleagues who marked Physics reported similar inconsistencies,” he added.
A Physics examiner contacted by The Observer echoed these concerns. He estimated that it might take three to four years before schools and teachers fully grasp and implement the new curriculum’s competency-based learning approach.
He pointed out flaws in the system, particularly in how project-based assessments are conducted. Schools submit project marks online, which contribute 10% of the final grade, alongside continuous Activities of Integration (AOIs) which also contribute a further 10 % to the final mark.
Uneb had to extend deadlines twice because many schools failed to meet the submission requirements. Reports suggest that numerous schools fabricated project marks to portray better results, with some recycling projects from previous years or even from other schools. Initially, Uneb mandated each subject to have its own project – requiring students to complete nine projects in total.
Realizing this was unrealistic, Uneb quickly revised the policy, limiting students to a single project focused on environmental conservation and sustainability. Despite this adjustment, many students still struggled to meet deadlines, leading to widespread academic dishonesty.
One student from a prestigious Kampala school admitted that his English teacher provided extensive assistance with his Literature project, which involved compiling a book of poems. While teacher guidance is not inherently problematic, the new curriculum emphasizes hands-on learning and individual skill development, making such interventions questionable and whether the scored high grades serve the schools better for marketing purposes or the students who need the skills to saunter into the job market and the entrepreneurship arena?
A source familiar with Uneb’s grading process described the 2024 results as “shambolic.” According to him, only three Uneb officials – the executive director, the manager of examinations, and the statistician understand how ‘raw’ marks were upscaled to produce the final ‘good-looking’ grades.
He said although it was expected that there was no way government ‘would allow’ the first cohort of the revised new curriculum to fail more so after the initial and continued resistance, the upscale was somewhat surprising. Rumors persist even within Uneb premises about how certain results might have been manipulated.
This skepticism is reflected in secondary school admissions. For instance, King’s College Budo admitted 150 students (most from within) for A-level out of the over 2,700 applications, raising doubts about the authenticity of some UCE results. Inside sources at the school, say they “highly doubt” those As that the students scored.
PRACTICAL EXAM CHEATING
Despite the curriculum reforms, cheating remains rampant, as noted by Uneb’s executive director during the UCE exams release. The malpractice continued in ICT practicals, where invigilators overlooked instances of students receiving unauthorized assistance.
Additionally, teachers in elite schools were found coaching students overnight before exams. The new curriculum was expected to level the playing field among schools and reduce the pressure to cheat, but this goal remains far from being achieved.
In rural schools, examiners observed alarming irregularities. A Uneb assessor, deployed in western Uganda to evaluate the Physical Education (PE) practical exam, found significant gaps in awareness and preparation.
PE was among the new subjects examined nationally for the first time, alongside Performing Arts, Nutrition & Food Technology, and Technology & Design. Many rural schools were unaware of the downloadable ‘confidential’ exam documents available on Uneb’s portal. It is should be noted that these exams began earlier before even the official Uneb briefing on October 7, 2024.
“We had to play double roles, first, helping schools download the required materials, as many were unaware of their existence, and second, preparing students for assessments, which was not our role but became necessary given the circumstances,” the examiner explained.
Additionally, many schools lacked the required equipment. Some resorted to using bicycle tires in place of hula hoops for compulsory gymnastics exercises. Examiners noted a general lack of PE knowledge, as many schools assigned sports masters or games coaches to teach PE, despite the significant difference between coaching and teaching.
“PE requires trained teachers, not just coaches. Coaches refine existing skills, while PE teachers develop students from the basics. Without proper training, the curriculum will not be implemented effectively,” he emphasized.
UGANDA’S CURRICULUM IN THE GLOBAL CONTEXT
According to the World Bank’s Uganda Secondary Education & Training Curriculum, Assessment & Examination (CURASSE) Roadmap for Reform, only Uganda and South Africa have rapidly transitioned from a secondary system designed for a small academic elite to one intended for the entire student population.
Botswana, Namibia, and Ghana are also working toward similar reforms. Uganda, therefore, serves as a benchmark, given that South Africa has already implemented a comparable curriculum.
The World Bank has criticized Uganda’s old curriculum for being outdated, overloaded, and ineffective in equipping students with relevant skills for the labour market. It has advocated for reforms that streamline subjects, integrate emerging fields such as ICT, and emphasize competency-based learning over rote memorization.
At a recent Young Africa Works 2025 Dialogue-Uganda event at Serena hotel last week, MasterCard Foundation country director Adrian Bukenya underscored the need for African youth to position themselves as a global labor force. He highlighted that, while the global population is aging, Africa’s population is becoming younger, necessitating educational and employment reforms that can equip young people to transform their communities.
Countries such as South Korea, Singapore, Vietnam, Scotland, England, and the Netherlands have successfully implemented similar curricula. However, for Uganda’s curriculum reform to succeed, stakeholders must address ongoing issues related to implementation, teacher training, and academic integrity.
Why should the Government rush to introducing New Curriculum yet they had not trained teachers that’s why I conclusively say that they are half 🌗 baked students witnessed in selection of students at A level.