However, Odongo notes that the portal, which is already in existence, will only be open to schools which are recognized as examination centres. He adds that the law provides that only students attached to a UNEB examination centre are allowed to sit a national examination.
The Uganda National Examination Board - UNEB has said Secondary schools which are not recognized as examination
centres by the Board will not be able to
submit learners’ continuous assessment results in the new secondary curriculum.
the UNEB Executive Director revealed this development to Uganda Radio Network - URN on Wednesday.
The revised lower secondary curriculum, among other
things, introduced formative assessment which contributes 20 per cent to the
learner’s final results at the end of the learning cycle in Senior Four.
According to the guidelines, scores obtained from the said assessment must be
submitted regularly to the examination body.
Previously, the Ministry of Education and Sports had
proposed that learners’ assessments be compiled with the help of the Education
Information Management System. Under this system, a learner was to be given an
identification number which could be used to track their performance even when
they have changed schools before completion of the level of education.
Odongo noted that due to data integrity issues, the
examination body has preferred using an in-house portal to manage learners’
continuous assessment results. He however, notes that the portal, which is already
in existence, will only be open to schools which are recognized as examination
centres. He adds that the law provides that only students attached to a UNEB
examination centre are allowed to sit a national examination.
//Cue in; “No, we have...
Cue out…will happen.”//
The executive director’s remark means unrecognized
schools will not be able to transmit assessment scores of their learners yet
learners without these marks cannot be allowed to sit the final examination.
In the 2021 examination cycle, UNEB has 3,935 registered
examination centres- this includes annexes and centres outside schools such as
community halls and public libraries. However, inspection reports issued by the
ministry of education a few years ago indicated that private secondary schools
had UNEB centres.
For a school to obtain a UNEB centre must among other
things have at least 12 full-time, qualified, registered teachers teaching full
time, have permanent structures and sufficient furniture and a hall that can
accommodate a minimum of 50 candidates at the recommended spacing of
candidates’ desks of at least 1.2 metres apart.
The school is also required to have two functional
science laboratories each with the ability to accommodate at least 40
candidates under examination conditions and the ability to pay a non-refundable
validation fee of 500,000 shillings.
With many schools cropping up, more so in urban centres,
the majority are unable to meet the qualification. However, Odongo advises that
schools without center numbers can either privately register and coordinate
assessments of their learners under another school as they have done in the
past when registering candidates for national examinations, or they can work
nonstop to meet the minimum requirements of obtaining a center number.
//Cue in; “When it comes…
Cue out…examination centres.”//
Although these school-based scores were meant to be
submitted right from senior one, this did not happen since the curriculum was
launched before most of the enabling mechanisms were in place.
Even after getting a two-year window when learners were
out of school because of the COVID-19 lockdown, nothing much was done to ensure that the
needed systems were in place. But the UNEB alongside the national curriculum
development centre has confirmed that the recording of these scores will start
Under the new curriculum, teachers are required to give
tests to learners at the end of every topic or month to determine whether they
have grasped what they are taught in class. This way, the chances of them
remembering what they have learnt are high instead of waiting to cram for
end-of-term examinations. The new arrangement also seeks to end the
over-dependency on final examination results as the determinant of education
Christopher Muganga, the deputy director in charge of
research and consultancy at NCDC, says they decided that continuous assessment
contributes 20 percent in the infancy years of implementation to initiate the
spirit and as years pass by, its contribution to the final result will be
increased to 50 percent.
However, officials at UNEB are still puzzled on two
issues; integrity and standard of classroom assessments. Odongo says that given
the fact that the system is still new at O’Level there is still a lot to do.
“Many people are worried about the integrity issues. but,
we are also concerned about the standard of the assessments that will be given
to learners in different schools; in national examinations there is uniformity,
we know the standard of the examinations and all learners sit for the same
assessment, this will not be the case,” he adds.
Odongo says that the board is currently preparing
materials that will guide teachers on how to come up with standard and
acceptable assessments. He further adds that UNEB is also working around
setting up quality assurance measures that will uphold the integrity of the
evaluations done in schools.
//Cue in; “Is there reliability…
Cue out…put in place.”//
UNEB has been allocated over 5 billion shillings in the
coming financial year to finance materials that will be sent to school, train
teachers and also ensure that they have a robust server capacity to sustain
transmission of student’s scores.