Report: Ugandan pupils are only learning to pass exams

Summary:

• The Association of School Inspectors found that many Ugandan primary pupils are coached solely for exams, hindering genuine learning. The report highlights low learning levels and excessive focus on exam results, undermining education quality and future workforce readiness.

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KAMPALA, (Examiner) – According to a recent report by the Association of School Inspectors, a troubling trend is emerging in Ugandan primary schools. Rather than fostering genuine learning experiences, a significant number of pupils are being coached solely to excel in exams. The findings, unveiled during a three-day meeting of school inspectors, underscore a pressing concern within Uganda’s education framework.

Mary Frances Atima, Head of Directorate of Education Standards at the Ministry of Education and Sports, highlighted the study’s focus on assessing teaching quality, management practices, and teacher preparedness across school environments. She emphasized that the report vividly illustrates the persistently low levels of learning. Issues such as subpar teaching quality and inadequate teacher preparation were identified as key factors hindering genuine learning experiences.

Shockingly, the report indicates that 64 out of every 100 primary school pupils are being trained to master exam techniques rather than engaging deeply with educational content. Patrick Olwit, Lira District Inspector of Schools and General Secretary for the association, lamented that despite significant investments in education, this exam-centric approach has led to stagnation in genuine learning outcomes, with only 36 percent of pupils achieving satisfactory learning levels.

The overemphasis on exam performance has created a culture of competition among schools, particularly with the proliferation of private institutions vying for enrolment. Olwit cautioned that this trend not only compromises education quality but also jeopardizes the country’s future workforce.

The report underscores a systemic issue in Ugandan schools where the pursuit of high exam scores has overshadowed holistic education. Teachers, under immense pressure to deliver impressive assessment results, resort to rote learning and memorization-based teaching methods. This approach not only undermines the essence of education but also fails to equip pupils with essential skills for the future.

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