Enock Ndyamuhakyi
KABALE – Schools in Greater Kabale are grappling with serious challenges in implementing Uganda’s new abridged Advanced Level curriculum, as shortages of teaching and learning materials and limited teacher retooling continue to slow down the transition to the competency-based education system.
Teachers and school administrators across the region say the shift from the old knowledge-based curriculum to the new learner-centred and skills-oriented approach has been more difficult than anticipated. While the reform promises to improve critical thinking, creativity, and practical skills among learners, its success appears threatened by inadequate preparation and scarce resources at the school level.
The new Advanced Level curriculum, rolled out under the guidance of the Uganda National Examinations Board (UNEB), emphasises continuous assessment, project-based learning, research, and practical engagement.
Unlike the previous system, which relied heavily on final examinations, the abridged curriculum requires teachers to use modern instructional materials, conduct regular assessments, and adopt innovative teaching methods that put the learner at the centre of the learning process.
However, for many schools in Greater Kabale, including Kabale Municipality and the surrounding districts of Rukiga, Rubanda, and Rukungiri, these ideals remain largely aspirational.
Struggle for instructional materials
At Kihanga Secondary School in Rukiga District, the Deputy Head teacher in charge of Academics, Peter Mbabazi, says the shortage of instructional materials remains one of the biggest obstacles to effective implementation of the new curriculum.
“The new curriculum expects us to teach differently, but we do not have the tools to do so. We are supposed to guide learners through practical activities and continuous assessment, yet we lack sufficient textbooks and equipment. This limits our ability to deliver lessons as designed,” Mbabazi said.
He explains that students are also affected, as many share a single textbook in class, making it difficult to participate fully in discussions or complete assignments independently.
At Kigezi College Butobere, Deputy Head teacher Gaston Nahwera highlighted similar challenges, noting that the lack of updated textbooks and practical learning tools has complicated the process further.
“We are expected to assess learners continuously and guide them through practical tasks, but we do not have the required equipment. Some subjects require laboratories, project materials, and reference books that we simply do not have in sufficient quantities,” Nahwera said.
He added that teachers are under pressure to meet national standards despite these limitations, creating frustration among both staff and learners.
Teachers adjusting to a new teaching culture
Teacher readiness remains another major challenge. At Hornby High School, Deputy Head teacher Elizabeth Kiiza says many teachers are still adjusting to the new curriculum.
“The transition has not been easy. Teachers are used to teaching in a certain way, and now they are expected to guide learners, encourage research, and use digital tools. This takes time, training, and support,” Kiiza said.
She noted that the curriculum relies heavily on research and digital learning, increasing the demand for computers and reliable internet access. Yet many schools, especially in rural areas, lack functional computer labs or stable connectivity.
“As a school, we want our students to do research and explore digital content, but we do not have enough computers. Internet access is also unreliable and expensive. This makes it difficult to implement what the curriculum requires,” Kiiza added.
The government has acknowledged that the transition to the new curriculum must be carefully managed. Kedrace Turyagyenda, the Permanent Secretary of the Ministry of Education and Sports, recently announced that the old Advanced Level curriculum will remain in place until 2028. This decision was made to allow a transition period as schools adjust to the new assessment guidelines and to avoid disadvantaging learners during the reform process.
The broader education policy, however, continues to shift toward a Competence-Based Curriculum, even as concerns persist about unclear marking schemes and insufficient preparation among teachers.
Dr. Turyagyenda further emphasised the need for structured and well-supported implementation of curriculum changes, which highlights the importance of ensuring that reforms do not penalise learners simply because schools lack the capacity to meet new requirements. For schools in Greater Kabale, this message resonates strongly, given the struggles they face with materials, training, and digital infrastructure.