With the second term underway, many Senior Five students in Uganda will have to wait longer to start learning under the revised A-Level curriculum as numerous teachers missed crucial retooling sessions. Although the National Curriculum Development Centre (NCDC) concluded national training sessions last week, several schools report that most of their A-Level teachers have not been trained on the new competence-based system.
Teachers across various districts expressed concern about the abrupt curriculum rollout in March without adequate guidance or specified learning materials. While some educators did attend the sessions, a significant number remain untrained. At Kako Secondary School in Masaka City, only five of the 32 A-Level teachers were retooled. The head teacher, Mr. Samuel Kabonge, described this as insufficient and urged the Ministry of Education to extend training to all educators to ensure uniform curriculum delivery.
Adding to the challenge, schools have not received textbooks aligned with the revised curriculum. Instead, teachers are instructed to use existing materials and focus only on the listed topics, as no new textbooks or fresh content will be produced—unlike the approach used during the introduction of the Lower Secondary Curriculum in 2020.
The revised curriculum promotes a shift from content-heavy, objective-based instruction to a more practical, learner-focused approach. It rationalizes and merges overlapping content across 29 subjects, eliminating redundant or outdated topics. While some schools appreciate the intent behind the changes, many are grappling with implementation. Brother Martin Wanambwa of St Henry’s College Kitovu acknowledged that only a fraction of their staff were trained, but hoped they could share the knowledge internally.
At Bulunguli Seed Secondary School in Bugweri, head teacher Ms. Rose Nabirye said none of their teachers were included in the training. Similarly, at Kinoni Girls Secondary School in Rwampara, while a few teachers received training, the lack of resources remains a major obstacle. Mbarara Global School’s head teacher Mr. Samson Kwikiriza pointed out that implementation demands more than training—it requires financial support, which schools lack, especially as they are discouraged from raising fees.
In Kiruhura District, His Grace High School director Mr. Sam Akintoreire stated that their staff received only circulars and guidelines, with no actual training or clear assessment methods. Mr. Moses Bwengye, Kabale District’s Education Officer, emphasized the importance of providing both textbooks and thorough teacher training to ensure curriculum success. Mr. Abraham Akampurira, head of Kigezi High School, echoed the sentiment, noting teachers are still relying on skills developed for the O-Level curriculum, and called for upgrades to labs and libraries to support the practical learning model.
At Bubare Secondary School in Rubanda, head teacher Mr. Amos Ahimbisibwe said they are engaging NCDC and UNEB to help train their staff. Mr. Gordon Mwesigwa of Kabale Trinity College added that clear assessment structures are needed, including guidance on subject papers. In Kyotera District, an anonymous A-Level teacher said they received notice of training, but no actual sessions were held, leaving them uncertain about which content to cover.
Mr. George Ssebavuma, a curriculum trainer at NCDC, reported training over 200 teachers in Kasese and Bunyangabu, with the goal of reinforcing foundational skills necessary for effective implementation. He assured more sessions will follow and encouraged educators to embrace the government’s goal of producing skilled learners capable of addressing real-world challenges, such as unemployment.
In Kasese Municipality, Principal Education Officer Mr. Seth Ahebwa admitted the four-day training was brief, urging participants to share their knowledge with colleagues. In Bundibugyo, Bumadu Seed Secondary School teacher Mr. Gad Klemon Kule urged for deeper and more regular training programs.
Other regions saw partial progress. Mr. Patrick Kibuka, head of Namasere High School in Bugiri, confirmed some staff attended sessions in Iganga but questioned whether the government would supply necessary materials. Mr. Peter Mulali of Buwenge Modern SS said his teachers were trained at Jinja College but still rely on internet resources in the absence of official materials. In Mukono, 50 schools participated in a five-day training at Faith High School, where NCDC specialist Mr. Michael Kato emphasized the curriculum’s shift toward building real-world competence rather than rote learning.
Faith High School’s head teacher Mr. David Manyike welcomed the changes, noting the growing importance of vocational and practical skills in global job markets. Ministry of Education spokesperson Mr. Denis Mugimba recently stated that the full curriculum overhaul will be ready by 2028. Meanwhile, the revised version enables Senior Five students, who studied under the new O-Level framework, to continue learning through a competency-based system.
Key proposals in the new A-Level curriculum include replacing the General Paper with “contemporary studies,” focusing on skills like ICT, research, financial literacy, and climate awareness. The model also promotes targeted subject combinations, allowing students to select two core subjects, a vocational option, and a contemporary studies component. For example, a student focused on economics might combine Economics and Mathematics with ICT or Nutrition, along with a contemporary module.
Another major reform is the modular assessment structure, where students can retake only failed subjects in the Uganda Advanced Certificate of Education exams, rather than sitting for all subjects again. These reforms aim to create a more flexible, inclusive, and skills-driven education system.