Uganda’s shift to the Competency-Based Curriculum is beginning to show in national outcomes, with the Uganda National Examinations Board reporting improved performance and a sharp rise in candidature for the 2025 Uganda Certificate of Education examinations.
During the release, UNEB said 432,163 learners registered from 3,975 centres, up from 359,417 in 2024. Of those, 429,949 candidates sat, sustaining the decline in absenteeism.
UNEB confirmed that 428,628 candidates, representing 99.69 percent of those who sat, earned the UCE certificate under Result 1.
The share of those who did not qualify fell to 0.31 percent from 1.9 percent the previous year.
Under the new curriculum, achievement is measured in competency levels from A to E rather than aggregate marks.
The board said a larger proportion of learners attained Grade C and above in most subjects, signalling firmer grasp of required skills.
Sciences improve, application gap remains
Examiners recorded progress in Physics, Chemistry and Biology.
Fewer candidates failed to reach the basic competency threshold.
However, reports show many learners still struggle to relate experiments to daily life.
Examiners cited weaknesses in interpreting scenarios, linking apparatus to familiar situations and drawing sound conclusions from investigations.
Girls lead in languages
The gender review indicated that female candidates performed better than males in English Language and Christian Religious Education.
In other subjects, achievement levels were largely similar.
UNEB said the most common grade across compulsory subjects for both boys and girls remained C.
Special groups register strong outcomes
Among 708 Special Needs Education candidates who registered, 695 qualified for the certificate.
UNEB said adapted support such as Braille papers, interpreters and extra time enabled equitable participation.
All inmates who sat from Luzira Upper Prison and Mbarara Main Prison also qualified.
Limited malpractice
The board recorded 63 malpractice incidents, mainly in Mathematics and science practicals.
Most cases involved irregular assistance from teachers that became evident when results conflicted with candidates’ own designs.
UNEB maintained that the competency format makes cheating harder because learners must plan and interpret tasks independently.
Majority find papers within syllabus
From feedback gathered from 36,546 candidates in 118 districts, 96.3 percent said the examinations reflected the taught syllabus.
Another 88.2 percent described the questions as clear.
About three quarters felt the time was sufficient.
While two thirds rated the papers fair, 28.8 percent considered them difficult.
