The decision by Nakaseke District to administer mock exams to primary school teachers as a means to address poor performance in the Primary Leaving Examination (PLE) has drawn scrutiny from several education experts. Ignatius Koomu, the Nakaseke LCV Chairperson and a retired teacher, initiated competency tests for primary seven teachers in response to concerns about inadequate student performance.
Forty teachers from 15 public schools with the lowest performance in the district were required to undergo a competency test. This test mirrored the mock exams given to primary seven students in 2023 before their final examinations.
While some individuals, such as senior teacher Juma Mwamula, acknowledge the potential merit behind assessing teacher competency, they question the method’s implementation. Mwamula suggests that the approach may be driven by publicity or a need to urgently address learning outcomes within the district.
Critics argue that attributing poor performance solely to teachers overlooks other factors influencing student achievement. District education officials, parents, and political leaders should also investigate these factors before assigning blame solely to teachers.
Dr. Godfrey Bakaira, head of the Department of Teacher Education at Kyambogo University, warns that the testing approach may lead to malpractice tendencies in future exams if teachers feel pressured to produce better results.
Filbert Baguma, General Secretary of the Uganda National Teachers Union (UNATU), views the chairperson’s actions as politically motivated and unlikely to yield tangible results. He emphasizes the need for comprehensive consideration of all factors affecting student performance.
Koomu has advocated for teacher competency tests since 2018, despite facing opposition. UNATU threatened to strike in 2018 over similar testing plans, which were subsequently halted by the Education Service Commission and the Ministry of Education.
Reports indicate that the chairperson has used his authority to demote headteachers of poorly performing schools and reassign primary seven teachers to other classes. Although this practice may be viewed as illegal, it demonstrates the chairperson’s influence within the district.
Despite criticism from educationists and policymakers, some individuals within the district support the testing approach, believing it may yield positive results.
The issue of teacher competency is not unique to Nakaseke District. A 2016 report revealed that many newly qualified teachers lacked basic reading and mathematics skills, contributing to low educational standards. To address this, admission requirements for teacher training programs were revised to ensure candidates possessed essential competencies.
The Ministry of Education has also implemented a teacher incentive framework to reward high-performing teachers and improve overall performance. However, the full implementation of these measures is pending establishment of the Teacher Council.
Continuous Professional Development (CPD) programs are mandatory for teachers to enhance their teaching competencies and maintain high performance levels.
While Nakaseke District’s initiative has sparked debate, it underscores the ongoing efforts to address challenges within the education sector and ensure better learning outcomes for students.
