I wish it was true science, cultural education are ok here

Jul 12, 2004

SIR— I read with apprehension in The New Vision of July 5 that the director-general of UNESO

SIR— I read with apprehension in The New Vision of July 5 that the director-general of UNESO “appreciated Uganda’s efforts in embracing science and cultural education as part of national development”.

How I wish this was true! Certainly Uganda has done a lot to emphasise cultural education and the Ministry of Education and Sports should be congratulated in this regard. Our primary and secondary children have indeed given due attention to our cultural education.

However, there are a few examples which show that we have not emphasised science education to foster national development.

Paramedical training schools do not have the required number of students since the would-be candidates fail to qualify having failed science subjects.

Recently, more than 86 students were expelled from Fort Portal School of Clinical Officers because they lacked the necessary entry requirements. This is at a time when only 53% of approved posts in the health sector are filled with trained staff.

A total of 33.6% UNEB centers lacked functional laboratories in the 2003 examinations. How do we emphasise science education without functional laboratories?

In the 2003 O-level results, 50% of the candidates failed Science and Mathematics. At least 54% of the girls who offered A-level Biology failed, while68% failed Chemistry. The percentage failure rate for boys in Biology and Chemistry was 62% and 69% respectively. Is this the way to emphasise science education?

Less than 15% of the total tertiary enrolment is registered in science and technology while over 85% are in the arts and humanities. Where is the science emphasis?
There are many situations that indicate the extent to which our development efforts have been undermined by our inability to emphasise science for national development undermined by our inability to emphasise science for national development. Let me cite two these situations where we have inadvertently undermined our development efforts:

Education is the most expensive capital investment. A student who completes A-level represents $4,000 of social capital investment while one who completes O-level represents $3,000. When 50% of candidates fail, this means a loss of $600m of social capital investment, assuming 400,000 candidates, a luxury we want to do without!

Peter Piot, executive director of UNAIDS stated that “education can be a powerful force perhaps the most powerful force of all — in combating the spread of HIV/AIDS.”
When 50% of candidates fail won’t we have failed in our effort to combat HIV/AIDS? Won’t our national development suffer?
I wish to ask the Secretary- General UNESCO — Uganda and the UNDP representative to reverse the situation so that what was reported is true.

O.E. Bukabeeba
Bishop Stuart University Mbarara

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