Government Commission Calls for Sweeping Changes in Uganda’s Education System
A commission established by the government to review Uganda’s education system has released its report, recommending significant reforms aimed at improving the quality and inclusiveness of education. The Education Policy Review Commission (EPRC), led by retired Colonel Nuwe Amanya Mushega and consisting of senior educationists and policymakers, was tasked with examining Uganda’s education system and providing suggestions for improvement.
Abolition of the Primary Leaving Examination (PLE)
Among the most significant recommendations in the EPRC’s 242-page report is the abolition of the Primary Leaving Examination (PLE), a major milestone in Uganda’s primary education system. The commission suggests replacing the PLE with a continuous assessment model that would evaluate students throughout their 11 years of basic education. This new structure would include:
- 1 year of nursery/pre-primary education,
- 6 years of primary school, and
- 4 years of O’level (lower secondary).
From here, students would progress to 2 years of A’level (higher secondary) and 3 years of tertiary education.
This change aims to better balance academic knowledge with technical and practical skills, ensuring a more holistic educational experience. It also proposes making nursery education compulsory for children aged 5 to 6 years, while recommending that the government fully fund pre-primary education, reversing the 1992 Kajubi report that delegated it to the private sector.
Language of Instruction and Multilingual Requirements
Another major proposal concerns the language of instruction in primary schools. The report suggests limiting the use of English as a medium of instruction until Primary Five (P5). Until then, all subjects would be taught in students’ mother tongues, with English only being taught as a subject.
This approach aims to strengthen literacy and comprehension in local languages before transitioning to English. From P5 onward, English would become the primary language of instruction.
The commission also recommends that every learner be proficient in three languages: English (as the international language), Kiswahili (Uganda’s second official language), and one Ugandan indigenous language, typically the student’s mother tongue.
Changes to Ministry Structure
The report suggests renaming the Ministry of Education and Sports (MoES) to the Ministry of Education, Sports, and Training (MoEST), reflecting a more comprehensive leadership role in Uganda’s evolving education sector.
Integrating National Identification System
To enhance identification and monitoring, the report proposes integrating the National Identification Number (NIN) and National ID system into the school system. This would streamline record-keeping and improve tracking of students across the educational landscape.
The Path Ahead
The report, now submitted to the government, will serve as a foundation for the creation of a Cabinet White Paper, which will guide the implementation of these reforms. If enacted, these changes would significantly reshape Uganda’s education landscape, emphasizing inclusivity, literacy, and a focus on skill-based learning.