Education Policy Review Commission Concludes Work After Four Years

The Education Policy Review Commission, chaired by Nuwe Amanya Mushega, has officially concluded its mandate after over four years of gathering input from Ugandans on improving the education and sports sectors.

According to a commission member, the final report and proposals have been completed. The team is now awaiting a scheduled meeting with the Education Minister to formally present their findings and recommendations. “The report is ready, and the commission will soon present it to the minister,” the source confirmed.

Established by Legal Notice No. 5 of 2021 and launched in May of the same year, the 12-member commission was tasked with reviewing Uganda's current education system, conducting a comprehensive analysis of the 1992 Education Policy, and developing proposals to guide the creation of a new macro policy framework for education and sports in the country. Initially given a one-year mandate, the commission faced several extensions over time. Along the way, they were also hindered by challenges such as COVID-19 lockdowns and financial constraints.

“When will they finalize their work? Ugandans had high expectations from the commission, but it's taking longer than anticipated to conclude their tasks. Hopefully, they will wrap up soon and present their report,” said Prof. Godfrey Bakaira, an education expert and senior lecturer at Kyambogo University, in an interview with our reporter conducted in towards the end of year.

Dr. Mugimba, the Ministry of Education spokesperson, confirmed that the commission has completed its report and was scheduled to conclude its activities by December 2024. He further emphasized that once the report is presented to the minister, the public will be informed.

However, as he had mentioned in previous interviews on the matter, Dr. Mugimba reiterated that the presentation of the commission's report is not the final step. "The minister will need to appoint a white paper committee to review the proposals put forward by the commission. This new committee will consist of different members, and none of the current commissioners will be part of it," he explained.

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He added that the committee’s role will be to review the commission's proposals and finalize a document that will then be presented to the cabinet for adoption as a new government white paper on education.

"The commission’s proposals can be maintained, rejected, or amended," Dr. Mugimba stated, highlighting that the final decision will depend on the review process conducted by the new committee.

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Mugimba added that the ministry expects the entire process to be completed by June, before the start of the new financial year. He added that, if everything proceeds as planned, the implementation of the new white paper is expected to begin in the 2025/2026 financial year, contingent on the availability of financial resources.

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Over the four years, the commission, made up of experts from various fields including policy analysts, economists, educators, administrators, and politicians, conducted thorough desk reviews, field visits across different regions of Uganda, and public hearings. Additionally, they benchmarked education systems in countries across East Africa, Asia, and Europe to gather insights and best practices for reforming Uganda’s education sector.

Some of the issues raised

During the public hearing sessions, institutions, individuals, groups, and various government agencies were invited to share their views on how to overhaul Uganda's education sector, which is widely seen as facing significant challenges. Several key issues emerged from these discussions.

One of the main areas of concern was the review of the school curriculum to ensure that learners are taught only relevant content, with an emphasis on competency-based teaching and learning. Many participants pointed out that the current curriculum is overcrowded with unnecessary content that could be eliminated.

For instance, Dr. Mary Goretti Nakabugo, the Uwezo Country Coordinator, suggested that if the primary school curriculum were properly reviewed, Uganda could reduce the number of years spent in primary education from seven to six.

The National Planning Authority (NPA) also proposed an overhaul of the curriculum to better address the specific needs of different regions. NPA emphasized the importance of a curriculum tailored to the local context. For example, in areas known for cattle keeping, the primary curriculum should reflect this, helping learners relate more closely to the subjects they are studying.

Another critical issue discussed was the vocationalization of education—ensuring that learners acquire practical skills that will allow them to lead meaningful livelihoods, even if they drop out of school. This is one of the key aspects of the 1992 Kajubi Report and the government’s white paper.  

Kajubi’s commission had recommended introducing pre-vocational skills at the primary level. This recommendation was later expanded by the cabinet, which declared that full vocational studies should be compulsory and measurable for every learner. The intent was to address a crucial question: What can a Primary 7 graduate do? 

However, this recommendation has yet to be fully implemented, and many submissions have continued to focus on this issue, advocating for its realization. In an earlier interview, Dr. Yusuf Nsubuga the former director of basic education who is also a member of the education policy review commission noted that the ministry failed to get funding for this component in addition to the poor mindset on vocational studies among Ugandans back in time.

“I believe it’s a viable issue that our education system needs to tackle immediately,” Dr. Nsubuga noted, giving an example of his son who got employment before finishing his formal education just because was good at cooking as a skill.

The submissions also looked at overhauling the assessment and examination framework and scrapping of Primary Leaving Examinations-PLE. Another proposal advocated for universal early childhood education (ECD) to ensure that all children receive at least one year of pre-primary education. Currently, ECD, which is critical for higher-level learning, is largely controlled by private institutions. Public and institutional proposals have called for taking this issue seriously.

Additionally, the proposals suggested reforms to establish a better qualifications framework that would define how learners in TVET and academic tracks can transition between the two, along with determining the equivalent qualifications for each.

Many other proposals regarding management, financing, inspection of educational institutions fo preprimary to university, and the sports sector were also presented. The country is now awaiting the release of the commission's report to see which proposals will be included.