UCU academic leadership unveiling the competence-based education model included (L-R): Rev. Dr. Paul Kakooza, Director of Education of the Province of the Anglican Church of Uganda; Rev. Assoc. Prof. John Mulindwa Kitayimbwa, UCU’s Deputy Vice Chancellor of Academic Affairs; Assoc. Prof. Angella Napakol, UCU’s Director of Academic Affairs; and Dean of the UCU School of Education, Dr. Mary Ocheng Kagoire.

UCU transitions to competence-based education model

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UCU academic leadership unveiling the competence-based education model included (L-R): Rev. Dr. Paul Kakooza, Director of Education of the Province of the Anglican Church of Uganda; Rev. Assoc. Prof. John Mulindwa Kitayimbwa, UCU’s Deputy Vice Chancellor of Academic Affairs; Assoc. Prof. Angella Napakol, UCU’s Director of Academic Affairs; and Dean of the UCU School of Education, Dr. Mary Ocheng Kagoire.
UCU academic leadership unveiling the competence-based education model included (L-R): Rev. Dr. Paul Kakooza, Director of Education of the Province of the Anglican Church of Uganda; Rev. Assoc. Prof. John Mulindwa Kitayimbwa, UCU’s Deputy Vice Chancellor of Academic Affairs; Assoc. Prof. Angella Napakol, UCU’s Director of Academic Affairs; and Dean of the UCU School of Education, Dr. Mary Ocheng Kagoire.

By Kefa Senoga
Uganda Christian University (UCU) has embraced the transition to a competence-based education model, aligning with the government’s broader education reforms that are aimed at producing highly skilled and employable graduates. The decision reflects a significant shift in Uganda’s education system, from rote learning to applied knowledge and hands-on experience, making the learners more adaptable to the job market. The new curriculum direction offers the opportunity for a more learner-centered approach, with the aim of developing specific skills and competencies.  

In 2007, the country rolled out the thematic curriculum, starting with Primary One. In 2021, the competence-based education model, which prioritizes practical skills, critical thinking, creativity, and problem-solving over rote memorization, was rolled out in Senior One. The pioneers of the curriculum sat their end-of-Senior-Four national exams towards the end of last year.

The National Curriculum Development Centre – the agency charged with making curricula in Uganda – has since been working on reviewing and modifying the A’level curriculum to ensure a seamless transition for students progressing through the system. 

The Rev. Assoc. Prof. John Kitayimbwa, UCU’s Deputy Vice Chancellor of Academic Affairs, addressing the press at UCU main campus recently.
The Rev. Assoc. Prof. John Kitayimbwa, UCU’s Deputy Vice Chancellor of Academic Affairs, addressing the press at UCU main campus recently.

UCU is, therefore, restructuring its academic programs as a direct response to the national agenda,  to ensure that graduates are not only knowledgeable but also competent in real-world applications of their studies. The move underscores the university’s commitment to shaping a workforce that meets industry demands and promotes self-employment.

In 2023, the National Council for Higher Education, Uganda’s regulatory body for higher education, asked universities and other tertiary institutions to review their programs and ensure they are aligned to the ongoing curriculum reviews. 

According to the Rev. Assoc. Prof. John Mulindwa Kitayimbwa, UCU’s Deputy Vice Chancellor of Academic Affairs, the university is redesigning its academic approach to emphasize knowledge application, behavioral change, and practical experience.

“Students will no longer be in class for five days a week. Instead, they will attend classes for four days, with one day dedicated to real-world engagements,” Kitayimbwa explained recently. “This initiative will equip them with essential skills, such as starting and managing small businesses, tracking sales, and maintaining financial records.”

To further enhance hands-on learning, UCU is making fundamental changes to its assessment methods. The university is transitioning from the traditional summative assessment model, which relies on final exams, to a formative approach, where students receive continuous feedback to improve throughout their studies.

One of the most notable changes in UCU’s transition is the restructuring of internships. Unlike the traditional system where students participate in internships for a brief period before graduation, UCU is introducing continuous internship experiences from the first year through to graduation.

“Internships at UCU will now be a continuous process, allowing students to integrate academic knowledge with hands-on experience throughout their university journey,” Kitayimbwa explained. This initiative is expected to enhance students’ practical skills and industry readiness.

The Dean of UCU’s School of Education, Dr. Mary Ocheng Kagoire, emphasized the importance of aligning teacher training with the evolving education landscape.

“As the changes are taking place in the education system, we felt it important that instead of conducting in-service training for teachers in the field, it is better that by the time students leave the university, they are already competent enough to put into practice what they have learned,” Kagoire said.

Rev. Dr. Paul Kakooza, the Director of Education at the Anglican Church of Uganda, said the reforms align with the church’s broader vision for education.

“We appreciate these changes, which are designed to improve the quality of teachers and their ability to deliver within the new curriculum framework. Our goal is to produce graduates who are not only knowledgeable, but also capable of creating opportunities for themselves,” he emphasized.

Beyond the curriculum changes, UCU is integrating mentorship programs to bridge the gap between academic training and industry expectations. Assoc. Prof. Angella Napakol, UCU’s Director of Academic Affairs, highlighted the university’s “Code Buddy” initiative in the ICT department, where alumni mentor first-year students.

“Through this mentorship program, students engage with professionals both on and off campus, leading to remarkable outcomes,” Napakol said.

She also highlighted similar hands-on experiences in the School of Journalism, Media and Communication, where students publish news stories, films, and related articles through platforms like UCU’s community newspaper, The Standard. This practical exposure ensures graduates are well-prepared for their respective careers.

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