The topic of abolishing the Uganda National Examinations Board (UNEB) exams has stirred differing opinions among education experts in a hearing before the Education Policy Review Commission, shedding light on concerns about the current grading system and the role of boarding schools in the country’s education landscape.
Dr. Lawrence Muganga, the Vice Chancellor of Victoria University, advocated for scrapping UNEB exams, proposing a shift towards continuous assessment of learners’ skills and competencies. He suggested the introduction of District Evaluation Boards to monitor education quality at the local level, emphasizing that an education system should reflect the real world.
Dr. Muganga criticized the existing exam system for hindering creativity, innovation, and problem-solving, noting that it discourages risk-taking – essential qualities for success in the modern world. He argued that removing UNEB exams would redirect parents’ focus from purchasing grades to seeking competencies for their children.
The Vice Chancellor raised concerns about schools branding themselves as “grade factories,” attracting a high number of applicants and subsequently increasing fees. He questioned the importance of such grades and pondered whether the current system serves the interest of a few or contributes to creating a mass of human capital.
Furthermore, Dr. Muganga recommended higher pay for teachers and the abolition of boarding schools, which he described as “paid-for prisons” where negative activities occur. He proposed that learners study in schools within their communities, saving parents from high expenses and protecting young people from deviant behaviors.
Mr. Filbert Baguma, the Secretary-General of the Uganda National Teachers Union, supported Dr. Muganga’s arguments, emphasizing that the current education system focuses excessively on exams and doesn’t encourage independent thinking. He suggested a complete overhaul to make the education system more skills-based rather than solely academic.
Describing boarding schools as “torture centers,” Mr. Baguma advocated for their abolition, suggesting that students should be taken to such institutions only when they have a sufficient level of understanding. He emphasized the need for well-equipped day schools to eliminate the necessity for students to travel long distances.
Prof. Eriab Lugujjo, the Executive Director of the Uganda Vice Chancellors Forum, offered a contrasting view, asserting that boarding schools provide students with ample time to study. He expressed optimism about the gradual evolution of Uganda’s assessment and grading system.
Ms. Stella Rose Akongo, the Principal of Luigi Giussani Institute of Higher Education, pointed out that the issue lies not with the assessment itself but with how learners are judged based on assessment results. She called for a redefinition of the purpose of assessment and emphasized the need to focus on what learners can do rather than where they are admitted.
This will save us a lot of stress and unproductiveness.