Kampala, Uganda –Education stakeholders in Uganda have raised alarm over delays in the distribution of the revised Advanced Level (A-Level) curriculum, with many schools still operating without the updated materials just weeks into the academic year. The new curriculum, intended to align with modern educational demands and foster practical skills, was expected to roll out fully by the start of 2025, but logistical hurdles and communication gaps have left teachers and students in limbo.
The revised A-Level curriculum, approved by the National Curriculum Development Centre (NCDC) in 2023, aims to shift from rote learning to a competency-based approach. Subjects such as entrepreneurship, technology, and applied sciences have been retooled to equip students with skills for the evolving job market. However, headteachers across the country report that they are yet to receive official copies of the syllabus, teaching guides, or training on how to implement the changes.
“We were told the curriculum would be ready by January, but here we are, almost in March, and we’re still using the old materials,” said Ms. Florence Nakayiza, one of the headteachers. “Our teachers are confused, and students are anxious because they don’t know what to expect in their exams.”
The Ministry of Education and Sports, tasked with overseeing the rollout, has attributed the delay to challenges in printing and distributing materials to Uganda’s more than 1,500 A-Level schools. In a statement released last week, the ministry assured stakeholders that efforts were underway to address the backlog. “We are working closely with the NCDC and our partners to ensure every school receives the necessary resources soon,” said Permanent Secretary Ms. Ketty Lamaro. She added that regional training sessions for teachers would commence by mid-March.
However, the slow pace has drawn criticism from educators and parents alike. Mr. James Okello, a physics teacher at Gulu High School, argued that the delay undermines the government’s ambitious education reform agenda. “How can we teach a curriculum we haven’t seen? The ministry should have piloted this in a few schools first instead of rushing a nationwide rollout,” he said.
The Uganda National Teachers’ Union (UNATU) has also weighed in, calling for urgent action. General Secretary Mr. Filbert Baguma warned that the delay could disproportionately affect rural schools, where access to digital resources or supplementary materials is limited. “Urban schools might improvise, but what about those in remote areas? This risks widening the education gap,” he noted.
Students, too, are feeling the strain. Sarah Auma, an A-Level student at Mbale Secondary School, expressed frustration over the uncertainty. “We’ve heard about this new curriculum, but our teachers say they don’t have it yet. I’m worried about how this will affect my exams next year,” she said.
The revised A-Level curriculum is part of a broader overhaul of Uganda’s education system, following the successful introduction of a competency-based Ordinary Level (O-Level) curriculum in 2020. The government has touted the reforms as a way to produce graduates who can compete in a global economy. Yet, the current hiccup has reignited debates about the ministry’s preparedness for large-scale changes.
Education analyst Dr. Patrick Tumwine suggested that the delay could have been avoided with better planning. “The O-Level rollout faced similar issues, but it seems lessons weren’t fully learned. The ministry needs to prioritize teacher training and ensure materials reach schools before announcing timelines,” he said.
As the academic term progresses, pressure is mounting on the government to deliver on its promises. The ministry has pledged to provide updates by the end of February, but for now, schools, teachers, and students remain in a holding pattern, grappling with an uncertain transition to the new A-Level framework.
