Previously, UCU offered degrees such as the Bachelor of Arts in Education and the Bachelor of Science with Education, which did not emphasize competency-based training. According to university officials, this made it difficult for graduates to effectively teach within the new system.
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Dr. Mary Ocheng Kagoire, Dean of the School of Education at UCU.
Uganda Christian University (UCU) has officially phased out the admission of students under its old curriculum in the Education Department, aligning with the government’s transition to a competency-based education system. This shift follows Uganda’s adoption of a new curriculum for primary and secondary education, which prioritizes skills and competencies over traditional rote learning. UCU’s move aims to ensure future teachers are adequately prepared to teach using modern, interactive approaches.
Previously, UCU offered degrees such as the Bachelor of Arts in Education and the Bachelor of Science with Education, which did not emphasize competency-based training. According to university officials, this made it difficult for graduates to effectively teach within the new system.
Rev. Dr. John Kitayimbwa, UCU’s Deputy Vice-Chancellor for academics, explained that the university has now integrated personalized learning into its courses. This, he says, helps cultivate lifelong learners capable of contributing positively to society.
“If a student is simply taught by a lecturer reading from yellow notes, it becomes difficult for them to handle projects effectively in schools after graduation,” Dr. Kitayimbwa said. “Our training must prepare them to teach within a competency-based framework, so they can pass these methods on to their students.”
He emphasized that students coming from secondary schools under the new curriculum will expect engaging and practical lessons, rather than traditional lecture-based teaching.
“Students in Senior Five today are used to interactive learning. If they enter university and encounter outdated teaching methods, they will disengage. We must be ready to challenge them, ask questions, and encourage discovery-based learning,” Dr. Kitayimbwa added.
While acknowledging the government’s efforts to train current teachers, Dr. Kitayimbwa stressed the responsibility of universities to ensure their graduates are classroom-ready.
“We don’t need to produce teachers who will still require government training once they enter schools. Universities must take responsibility,” he asserted.
Dr. Mary Ocheng Kagoire, Dean of the School of Education at UCU, echoed this sentiment, saying that the university is proactively adapting its training approach in response to changes in the education sector.
“Our focus is on a personalized system of instruction, where learning is tailored to each student’s needs, interests, and strengths,” she explained.
To facilitate this transition, UCU has introduced new courses, including a Bachelor of Primary Education and a revised Bachelor of Secondary Education. The goal is to train teachers more efficiently, reducing the time required for qualification.
Under the old system, a primary school teacher would need nearly nine years to upgrade from Grade 3 to a full Bachelor of Education degree. Now, with the government’s new Higher Education Access Program, Grade 3 teachers can qualify for a bachelor’s degree after completing a nine-month bridging program.
Dr. Kagoire emphasized that integrating personalized instruction with a competency-based curriculum will ensure that teachers focus not just on knowledge, but also on values and skills.
“We are looking at students as individuals, not just as a whole class,” she said.
The university is working closely with the Ministry of Education and the National Council for Higher Education (NCHE) to ensure that its curriculum changes comply with national policies. “We have engaged with NCHE on several occasions. Before launching any curriculum, it must be approved by NCHE, ensuring that it is fit for purpose,” Dr. Kitayimbwa noted.
Beyond the Education Department, UCU is also incorporating competency-based learning into other faculties.
Prof. Angella Napakol, Director of Academic Affairs, highlighted that departments like ICT and Journalism are emphasizing practical skills. “In the Faculty of Engineering, students are already involved in practical work, such as computer repairs and consultancy, in their first year,” she said. In Journalism, students engage in hands-on activities from the outset, including writing for the university newspaper and producing multimedia content.
The Church of Uganda, a key stakeholder in Uganda’s education sector, has praised UCU’s reforms. Rev. Dr. Paul Kakooza, Director of Education at the Church of Uganda Province, said the changes will help deliver a more holistic education. “The Church is committed to ensuring that when we teach, we address the head, the heart, and the hand,” he remarked, adding that many East African countries have already adopted competency-based curricula.
He commended UCU for its leadership in this area.
With the Church of Uganda operating 26% of Uganda’s primary schools and 17.6% of secondary schools, its involvement in teacher education is significant. Rev. Dr. Kakooza emphasized that the Church would not rely solely on the government for teacher training but would collaborate with universities like UCU to enhance education.
