The Uganda National Examinations Board (UNEB) has urged the government to increase investment in Information Communication and Technology (ICT) due to concerns about the underperformance of students.
During the release of the 2023 UACE examination results, Dan Odongo, the Executive Director of UNEB, highlighted the board’s observation that many schools lack ICT equipment which is essential for practical work.
Odongo noted that the prevailing deficiencies have significantly hindered students’ acquisition of the required skills and competence.
The concerns raised by UNEB were also underscored in the December 2023 Auditor General’s report. For instance, the report highlighted a significant disparity in the student-to-computer ratio, with the recommended ratio for effective learning being 1:1.
However, in the sampled schools, this ratio was as high as 35:1, irrespective of the class (the audit focused on classes S1 to S3, but these resources were shared across all classes in many schools).
The audit also brought attention to unreliable internet infrastructure and services in the sampled schools, hindering the potential for research and effective learning, especially in cases where ICT equipment was available.
“The head teachers in sampled schools decried the high cost of internet to have constant reliable internet services throughout the term. The audit noted an average internet cost per term of UGX 1,999,773,” the report reads in part.
In 2012, the Ministry of Education implemented a significant change in the examination structure by introducing subsidiary mathematics and ICT. Under this new arrangement, each candidate was expected to choose either subsidiary mathematics or ICT in addition to the General Paper. This marked a departure from the previous system where students were required to take four principal subjects and one subsidiary subject.
However, since the introduction of ICT, the schools have grappled with challenges such as inadequate facilities, lack of computers, absence of internet and electricity, and a shortage of qualified ICT teachers. Initially, the Ministry of Education recruited ICT instructors who may not have been teachers by training.
URN recently reported that in various schools where government-distributed computer lab equipment remains unused. The primary reason for this inactivity is the lack of access to electricity, and even in cases where solar systems were provided, they are often non-functional. Consequently, these idle and unprotected computer systems have become easy targets for theft, with equipment disappearing one by one.
Dr. Jane Egau, the Undersecretary at the Ministry of Education, acknowledges that the Ministry is cognizant of the challenges confronting ICT as a subject in secondary education. However, she also emphasizes its pivotal role as a foundational pillar for the ongoing shift towards digitalization in education.
“At first, ICT was not deemed critical, but now there is a collective understanding that incorporating ICT in education is the way forward. The ministry is actively taking steps to ensure that all public schools are equipped with the necessary tools and laboratories. In addition to this initiative, we plan to train, and recruit more ICT teachers,” she emphasized.
However, she pointed out that there are additional challenges that need to be addressed by other sister Ministries, Departments, and Agencies, such as the issues related to electricity and internet connectivity.
Meanwhile, while UNEB expresses concern about ICT, the Ministry has also lamented the lack of tangible returns on the investments made in other science subjects.
John Muyingo, the State Minister for Higher Education, highlighted that in recent years, the government has invested significantly in science subjects, including a 300 percent increase in the pay for science teachers. However, despite these efforts, there has been a noticeable absence of visible results.
According to Muyingo, it is imperative to hold school administrators and science teachers accountable to ensure that the Ministry witnesses improved outcomes in this domain.
In interviews, students pursuing science subjects have been attributing their poor performance to both inadequate teaching and a lack of necessary equipment. A student from Luweero district, for example, pointed out that practical exercises in these subjects are significantly lacking.
Teachers also attempted to defend their position. Vincent Elong, the Chairperson of the Uganda Professional Science Teachers Union, argued that the salary increase for science teachers might not automatically translate into enhanced performance in the sciences. He highlighted that the lack of essential equipment and instructional materials in schools poses a significant obstacle to effective teaching and learning processes in the sciences.
The Government White Paper on Education (1992) highlighted the potential role of science and technology in enhancing development. It was argued that since obtaining independence from Britain in 1962, Uganda has largely promoted humanities, producing large numbers of “white-collar” workers, such as lawyers, economists, and administrators.
On that background, the government developed a strategic policy on science education, to bridge the gap by training more scientists. Since then, numerous initiatives and financial resources have been directed toward promoting science in secondary schools. The government has also increased the number of university scholarships for science programs.
During the release of this year’s UACE examinations, Odongo noted a positive trend, indicating a gradual increase in the number of students registering for mathematics and sciences. Mathematics, in particular, has shown the most promising growth. The executive director added that, overall, the number of students offering these subjects still falls below half of the total candidature.
Janet Kataha Museveni, the Minister of Education and Sports, acknowledged the positive increase in the number of students opting for science subjects and emphasized the importance of celebrating this development.
However, she also highlighted the need for teachers to address the areas of concern raised by the annual UNEB report. By addressing these issues, she expressed optimism that there could be improvements in the overall results of students taking science subjects.
URN.
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