MAK's Nawangwe presses for skills-based curriculum

In the changing global landscape, there is a need for education institutions to go beyond theoretical instruction and embrace practical, hands-on learning experiences that equip students with skills to meet the demands of the 21st century. 

Makerere University is pacing for the same transition, according to vice-chancellor Prof. Barnabas Nawangwe.

Nawangwe says the premier public institution is in its final stages to have its curriculum focus on the skills-based as opposed to the theoretic learning method.

He explains that as the university is committed to teaching, research and community engagement, the transition is timely and that it aligns with the vision of producing graduates who are not only knowledgeable but also fit for purpose in the evolving job market.

Nawangwe describes the move as an opportunity for learners to shape their future through connections and hands-on training.

“To students, this is your chance to demonstrate your capabilities, learn from industry leaders and take bold steps toward shaping your future careers. Seize this opportunity to gain insights, refine your skills and make meaningful connections,” Nawangwe said.

He has lauded the university’s partners and stakeholders for their support and collaboration, noting that their engagement ensures the institution’s curriculum remains relevant and that graduates are well-prepared to contribute effectively to society.

Nawangwe pointed out that the skill-based curriculum encourages practical learning, innovation, and career development.

Dr Robert Wamala addressing participants during the curriculum exhibition at Makerere University. (Credit: Juliet Kasirye)

“As Makerere University continues to position itself as a research-led and skills-orientated institution, initiatives like this reaffirm our commitment to nurturing a workforce that will drive national and global development,” Nawangwe said.

Nawangwe’s remarks were contained in a speech read on his behalf by Prof. Robert Wamala, Makerere University’s director of research, innovations and partnerships, at the skills expo and open day organised by the College of Education and External Studies (CEES), on March 17, 2025.

Speaking at the same event, Wilson Ssabavuma, a curriculum specialist from the National Curriculum Development Centre (NCDC), commended Makerere’s move and committed the body’s support noting that university education should align well with the new skills-based curriculum.

Ssabavuma said it is high time Uganda re-conceptualised the various curricula to meet the 21st-century demands for socio-economic transformation.

“Over the past decades, education has adopted teacher-centred approaches promoting rote learning and tasking learners to memorise a large amount of information to expand their knowledge. Teachers then assess the learner’s knowledge by using tests and examinations at the beginning of the term, mid-term and end of every term. This should change if we want to progress well,” Ssabavuma said.

According to Ssabavuma, the knowledge attained through learning and teaching programmes in schools periodically gets less efficient and is prone to “insurmountable sophisticated” societal challenges.

“This calls for a re-conceptualisation of curricula to allow the effective realisation of the learners’ potential. It is obvious that we need to promote knowledge and skills that once acquired, will place our learners in a competitive position. This is what happens all over the globe when countries make reforms in their education systems, and Uganda is no exception,” Ssabavuma said.

Prof. Athony Mugaga, the CEES principal, commended the Government’s move towards ensuring competency-based curriculum, saying Makerere’s College of Education had already started on the transition journey.

At the expo, teacher-trainees (students undertaking education course) showcased learning models to based describe scenarios in practical lessons.

For instance, Elizabeth Namukose, a third-year student of Bachelors of Arts in Education has come up with world map describing climate types of different parts. She says the illustration will make it for learners to comprehend as opposed to theory notes.

Background

In 2020, the Government rolled out a competency-based and learner-centred curriculum for lower secondary education, a significant shift from the previous, theory-oriented curriculum to one that places a high value on skills and competencies.

The revised approach is intended to empower students to be knowledge creators while teachers facilitate learning, a departure from the old curriculum where teachers were seen as the sole source of knowledge.

Effective implementation of the revised lower secondary curriculum holds great promise for equipping Uganda’s young generations with the essential skills and competencies required for the evolving world of work.

To prepare teachers to implement the revised curriculum, last year, the government trained 35% of the in-service teachers, who were in turn expected to train the remaining 65%t of teachers through a cascade model arrangement.