Bishop Mwesigwa Questions Intentions Behind New Curriculum and UNEB Grading System

In a thought-provoking statement, Rt. Rev. Dr. Fred Sheldon Mwesigwa, the Bishop of the South Ankole Diocese, has raised concerns over the recently implemented national curriculum and the new grading system by the Uganda National Examinations Board (UNEB).Speaking during a church service in Mbarara, Mwesigwa emphasized the need for a deeper examination of the intentions behind these educational reforms, suggesting that they may have unintended consequences for students and the country’s education system.

“There is a need to ask serious questions about the intention of the new curriculum and the new UNEB grading system,” Mwesigwa remarked.

His comments have sparked a wider conversation across the education sector, as stakeholders, including parents, teachers, and education experts, question the impact these changes may have on students’ learning outcomes and future prospects.

Mwesigwa expressed concerns that the changes, while well-meaning, might not adequately address the fundamental challenges facing Uganda’s education system, such as overcrowded classrooms, lack of infrastructure, and insufficient resources.

He argued that the shift in grading, which now places more emphasis on continuous assessment rather than final exams, might disadvantage students who perform well under exam conditions but struggle with ongoing assessments.

The Bishop’s remarks also touched on the broader societal implications, suggesting that the reforms may be alienating parents and students who are unfamiliar with or ill-prepared for these new approaches to education.

“We cannot ignore the fact that not all families have the resources to support this new system, especially in rural areas where access to learning materials and technology is limited,” Mwesigwa added.

As the debate on these reforms continues, the education ministry has yet to respond to the concerns raised by Bishop Mwesigwa.

However, his comments have undoubtedly prompted a wider reflection on the direction of Uganda’s education system and the potential long-term effects of these changes