Chalk & Change: Comparing the Efficacy of Uganda & Kenya's National Curriculums
Education is a powerful force for change - a key tool for social mobility and an experience shared by many. While exam stress and institutional discipline resonate with most learners, it is worth examining the underlying structures that shape educational systems. We must stop to wonder why schooling is structured as it is. Do existing institutional frameworks truly foster equity?
National curriculums play a crucial role in shaping a country’s educational landscape and cultural identity, leaving a lasting impact on students. When we examine the national curriculums of Uganda and Kenya, it becomes clear that both systems are deeply shaped by the historical and socio-political contexts that influenced their development.
Approaches to National Examinations
Uganda and Kenya differ significantly in the structure of their national exams, reflecting contrasting educational philosophies. The Ugandan National Examinations Board (UNEB) follows a traditional approach that heavily relies on memorisation. Students are assessed based on their ability to recall and reproduce facts, which reinforces a teacher-centred learning environment. For example, in the Primary Leaving Examinations (PLE) and Uganda Certificate of Education (UCE) exams, success largely depends on a student’s capacity to master extensive content from textbooks and lecture notes. While efficient for grading large numbers of students, this approach has been criticised for stifling creativity. and failing to equip learners with the practical skills needed for real-world problem-solving.
On the other hand, Kenya has adopted a more progressive approach with the Competency-Based Curriculum (CBC), which replaces the rigid, exam-oriented 8-4-4 system. The 8-4-4 system in Kenya was criticised for its focus on rote learning, overloaded curriculum, lack of practical skills, neglect of learner diversity, high dropout rates, teacher-centred approach, and limited emphasis on life skills. This led to its replacement by the more adaptable and skills-oriented Competency-Based Curriculum (CBC).
The CBC prioritises skill development over rote learning, encouraging students to construct their own knowledge through active engagement with challenging, real-life scenarios. For instance, a science lesson might involve students designing experiments to address local environmental issues, fostering innovation and critical thinking. The curriculum is designed to be learner-centred and adaptable, addressing the diverse needs of students by promoting creativity, collaboration, and self-directed learning.
However, while Kenya’s CBC is forward-thinking, it faces significant challenges, particularly regarding implementation. The lack of standardisation in assessment creates inconsistencies, as schools and teachers interpret the curriculum differently. This has resulted in significant disparities in student evaluation, as many schools, particularly those in underserved areas, lack the necessary resources and training to effectively implement the curriculum, creating unequal opportunities for students across the country. For example, rural schools with limited access to technology may find it difficult to implement the practical, hands-on elements of the CBC, potentially disadvantaging students from less privileged backgrounds. These differences in examination structures reflect the broader priorities of each education system: Uganda emphasises traditional, knowledge-based assessments, whereas Kenya aims to develop practical skills and foster adaptability to meet the demands of the modern world.
Catering to Individual Learning Needs
The changes to the national curriculums in Kenya and Uganda have shown mixed results in improving performance in mathematics, literacy, and general classroom attention. Kenya's shift to the CBC, which emphasises hands-on learning and practical application, has led to moderate progress in key areas. For instance, lower primary proficiency in reading improved annually by 3.0%, and mathematics by 3.9%. However, the gains taper off at higher levels, with only an 1.1% annual improvement in mathematics proficiency at the secondary level. This suggests that while curriculum changes are fostering better understanding in early education, the systemic issues of teacher shortages and resource constraints – exemplified by a deficit of over 90,000 teachers before recent recruitment efforts – continue to hinder sustained improvement.
Uganda, on the other hand, retains a traditional focus on rote learning, resulting in slower progress. In lower primary, reading proficiency improved by just 1.3% annually, and mathematics by 2.2%, with similar stagnation at higher levels. The lack of adequate teaching resources, such as textbooks in the language of instruction for 80% of students, and poorly equipped classrooms are key barriers to performance. Furthermore, the traditional approach prioritises short-term exam success over fostering critical thinking and real-world application, limiting improvements in classroom engagement and learning outcomes.
Thus, while curriculum changes in Kenya have led to some improvement, especially in early education, Uganda’s limited reforms and resource deficits demonstrate that changes alone are insufficient without addressing systemic challenges such as teacher training, resource provision, and methods that enhance student engagement and comprehension.
Funding and Lack of Resources
A major obstacle to the success of education reforms in Uganda and Kenya lies in the persistent lack of funding and resources, which prevents well-meaning policies from being fully realised. Across Africa, there is an annual financing gap of $28 billion required to meet basic education goals, such as achieving an 85% primary school completion rate by 2030. This shortfall is evident in Uganda, where classrooms frequently face a scarcity of materials, with textbooks often unavailable or unsuitable for the language of instruction. Such limitations make it challenging for students to engage with the curriculum, especially those with limited literacy skills who would benefit from visual aids like graphic explanations of mathematical concepts. Meanwhile, Kenya grapples with chronic under-staffing in schools, with a teacher deficit exceeding 90,000 due to decades of budgetary constraints. Although recent efforts to hire additional teachers are a step forward, they remain insufficient to meet the growing demand. These resource constraints not only undermine the implementation of ambitious education policies but also highlight the urgent need for greater investment in education infrastructure to ensure equitable access and improved outcomes.
The adaptability of national curriculums in Uganda and Kenya to contemporary market demands is undermined by redundancies and insufficiencies, often leaving students ill-equipped for diverse career opportunities. In Kenya, the implementation of the CBC aims to shift from rote learning to a more skills-based approach. However, challenges such as inadequate educational materials, lack of teacher competence in practical subjects, and large class sizes hinder its effectiveness. Similarly, in Uganda, the persistence of rote learning methods limits students' ability to develop critical thinking and problem-solving skills essential for modern job markets. Without significant reform to ensure that foundational education fosters both adaptability and relevance, the cycle of under-prepared graduates will persist.
Conclusion
Education holds the power to transform lives, yet its impact is only as strong as the system that delivers it. As seen in Uganda and Kenya, national curriculums shape not only students’ knowledge, but also their opportunities. However, both systems face shared challenges in adapting to modern demands.
Kenya’s Competency-Based Curriculum aspires to foster adaptability and practical skills yet struggles with uneven implementation. Meanwhile, Uganda’s emphasis on rote learning limits critical thinking and career flexibility, leaving students ill-prepared for an unpredictable future. To truly unlock the potential of education as a force for change, both nations must take deliberate steps: investing in teacher training that emphasises modern pedagogical techniques, ensuring resources like textbooks and technology reach even the most underserved schools, and creating standardised yet flexible frameworks for curriculum delivery and assessment.
Beyond government action, collaboration with private and non-governmental organisations can bridge resource gaps and introduce innovative teaching methods. By rethinking how education is delivered, Uganda and Kenya can ensure that schools do more than just prepare students for exams – they can equip them for a dynamic, globalised world where learning never truly ends.
