The release of the 2025 Uganda Advanced Certificate of Education (UACE) results on Friday, March 13, 2026, by the First Lady and Minister of Education and Sports, Janet Kataaha Museveni, has once again sparked national conversation about the state of education in Uganda.
While the results show signs of improvement in key science subjects, they also expose persistent gaps in the quality of teaching and learning, raising concerns about whether the education system is truly equipping learners with the competencies required for national development.
Strong Pass Rates, but What Do They Mean?
According to data from the Uganda National Examinations Board (UNEB), over 98% of candidates continue to qualify for the UACE certificate, with the majority attaining at least a subsidiary pass.
In a comparable recent cycle:
- Over 141,000 candidates registered
- More than 139,000 qualified for the certificate
These figures reflect increased access to education and improved retention at Advanced Level.
However, education experts warn that high pass rates should not be mistaken for high-quality learning. The critical question remains:
Are learners acquiring knowledge, or developing real competence?
Science Performance Improves
The latest results indicate notable improvement in science subjects, particularly:
- Mathematics
- Chemistry
- Agriculture
- Biology
This progress is partly attributed to deliberate government interventions, including:
- Enhanced salaries for science teachers
- Increased emphasis on STEM education
- Expanded pathways into science and technology careers
These developments are aligned with Uganda’s broader vision of building a science-led economy.
Yet, stakeholders caution that improved grades must be matched with practical understanding and application skills.
Concerns Over Conceptual Understanding
Despite the improved performance, UNEB reports continue to highlight challenges among learners, including:
- Poor interpretation of examination questions
- Limited understanding of key concepts
- Weak performance in application-based tasks
This suggests that classroom teaching in many schools remains exam-oriented, focusing on memorization rather than critical thinking and problem-solving.
Infrastructure Gaps Affect Learning
A major concern raised by education stakeholders is the unequal distribution of learning resources across schools.
Recent findings indicate that:
- Many government schools lack functional science laboratories
- A significant number do not have libraries or adequate ICT facilities
Without practical exposure, especially in science subjects like physics, learners are forced to rely on theory, which undermines their ability to innovate and apply knowledge in real-life situations.
CBC Implementation Still a Work in Progress
Uganda’s shift to the Competency-Based Curriculum (CBC) was intended to promote:
- Skills development
- Creativity
- Continuous assessment
- Real-world problem-solving
However, the UACE results suggest a gap between policy and practice.
Many teachers are still adjusting to the new approach and face challenges such as:
- Limited training in competency-based teaching
- Lack of teaching and learning materials
- Inadequate support systems
As a result, the intended transformation in classroom practice is yet to be fully realized.
Teachers Need More Support
While the government has made commendable efforts to improve teacher motivation through salary enhancements, experts argue that motivation alone is not enough.
Teachers require:
- Continuous professional development
- Training in learner-centered methodologies
- Support in integrating ICT into teaching
Field experiences from KAWA across various regions show that many teachers are willing to adapt, but lack the necessary tools and support.
Linking Education to Real-Life Skills
Another concern emerging from the results is the performance in innovation-related subjects such as entrepreneurship.
These subjects are intended to equip learners with practical skills to:
- Identify community challenges
- Develop solutions
- Create employment opportunities
However, without proper guidance, mentorship, and exposure, these subjects risk becoming theoretical rather than practical.
The Way Forward
To improve the quality of education in Uganda, stakeholders must focus on:
- Strengthening teacher training and mentorship programmes
- Investing in school infrastructure, especially laboratories and ICT facilities
- Expanding access to digital learning platforms, including offline solutions
- Promoting project-based learning through ICT Clubs and innovation competitions
A Call to Action
The UACE 2025 results present both progress and a warning.
Uganda has made strides in expanding access to education and improving performance in key subjects. However, the country must now shift focus towards ensuring that learners acquire relevant skills, deep understanding, and the ability to innovate.
As education stakeholders, the responsibility lies with all of us—government, schools, teachers, and development partners—to transform classrooms into spaces where learners do not just pass examinations, but are prepared to shape the future of Uganda.
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