Bukakata Seed School head teacher praises Janet Museveni’s curriculum reforms but calls for professionalism in handling teachers
By Brian Mugenyi
Bukakata Seed Secondary School Head Teacher Emmy Kasule has applauded the Ministry of Education and Sports, led by First Lady Janet Kataaha Museveni, for reforms in the education sector, saying government support and the new curriculum have improved learning, although the History examination has proved challenging for candidates sitting the Uganda Certificate of Education (UCE) examinations.
During a visit to the school on Thursday, candidates were seen taking their places for the examinations as they continued with the national assessment.
Kasule, a professional head teacher, said 60 candidates were sitting the examinations, with girls accounting for more than half of the candidates. He said the learners had been studying hard and expressed optimism that they would achieve good grades.
“The current curriculum is doing well for the students, and I am certain that the girls are more than the boys sitting for the exams. In total, they are over 30 compared to the boys, and girls have concentrated on studying more than the boys,” Kasule said.
He commended the Ministry of Education and Sports for supporting government schools, particularly through funding and the provision of resources needed to facilitate examinations.
“I want to thank the Ministry of Education and Sports for entrusting us with support. Arguably, government schools are funded far better than other institutions,” he said.
Kasule argued that the perception that private schools always perform better than government institutions should be reconsidered, saying government investment has strengthened public schools and their ability to support learners.
He credited Janet Museveni for supporting the introduction of the new curriculum, which he said had changed learners’ approaches to education by encouraging practical learning and the application of knowledge.
History exam remains a bitter pill
Despite his praise for the reforms, Kasule said the History examination had raised concerns compared with other papers.
According to him, the subject has increasingly become analytical, requiring learners to interpret issues and demonstrate a deeper understanding of historical events rather than simply recall facts.
“History was a bit hard, but generally today we are doing well,” he said.
Kasule explained that History had traditionally focused on narratives, past events and their significance, but the current approach requires candidates to think critically and analyse issues.
He said the change had made the subject more demanding for learners who were accustomed to answering questions based mainly on recalling historical events.
He nevertheless maintained that the broader curriculum reforms were productive, particularly in encouraging practical learning and strengthening science education.
“I want to credit Janet Museveni, the First Lady, for initiating the idea of the new curriculum with the Ministry of Education’s support. The only challenge in government schools is the current assessment of the government in fighting corruption in schools, and it should be handled by professionals,” he said.
Deputy head teacher emphasises the importance of education
Christine Nalukwago, the school’s deputy head teacher, has previously emphasised the need for parents to prioritise education and support learners in pursuing their ambitions.
In earlier comments about the school, Nalukwago said the institution welcomed learners from surrounding communities and encouraged families to recognise education as an important tool for improving livelihoods.
“The school welcomes all learners and we encourage parents to prioritise education because it remains the strongest tool against poverty and ignorance,” she said.
Her perspective reinforces the importance of maintaining a supportive learning environment as candidates undertake national examinations.
For schools such as Bukakata Seed Secondary School, preparing learners requires cooperation among teachers, school administrators, parents and students, alongside adequate learning materials and infrastructure.
As the curriculum changes, teachers also need to help learners develop the analytical and practical skills required by the new assessment approach.
Student perspective: Confidence and preparation
Linda Nabatta, identified in earlier reporting as the school’s head girl, previously spoke about the importance of confidence, leadership and encouragement in helping learners pursue their ambitions.
“This school has helped me grow in confidence and leadership. Teachers here encourage us to believe in our dreams,” she said.
Her earlier remarks highlight the role of teachers in motivating learners and building confidence beyond classroom instruction.
For candidates sitting the UCE examinations, preparation, discipline and the ability to apply knowledge are essential as they work towards completing their secondary education.
However, her previous comments were not specifically about the current UCE examinations. A fresh statement from Nabatta or another candidate would provide a more direct account of how students experienced the History paper and other examinations.
Kasule’s message to the Ministry
Kasule called on the Ministry of Education and Sports to sustain the reforms while ensuring that implementation challenges are addressed through professional engagement with teachers.
He said the fight against corruption in schools was necessary but questioned the involvement of officials without professional teaching backgrounds in actions against teachers.
“The idea of arresting teachers in government schools by officials who are not trained teachers is not good,” he said.
He argued that education-sector accountability should be handled professionally, taking into consideration the responsibilities of teachers and the realities of school administration.
Kasule said teachers were important role models whose guidance helped shape learners’ behaviour and future decisions. He maintained that efforts to promote accountability should protect public resources without undermining the teaching profession.
He also praised the Parish Development Model (PDM), describing it as a good government initiative but expressing concern about its implementation.
“The idea is good. It is the Parish Development Model, so good, but the implementation is so bad,” he said.
Kasule further argued that government schools benefited from public funding and teacher remuneration, particularly for science teachers, but said the treatment of teachers should be guided by professionalism.
He urged the Ministry to continue supporting government schools while listening to teachers’ experiences as the curriculum and assessment system evolves.
Bukakata Seed School’s examination hopes
Bukakata Seed Secondary School serves learners from Bukakata and surrounding communities, including areas around Lake Victoria. The government seed school programme seeks to bring secondary education closer to communities where access has historically been limited.
The school has grown from 12 pioneer students to more than 450 learners, according to information previously provided by its stakeholders, and is targeting enrolment of 1,000 students.
For Kasule, the current examinations offer an opportunity for learners to demonstrate their preparation while providing a basis for assessing how they are adapting to the curriculum.
Although he expressed concern about the History paper, he remained optimistic about the candidates’ overall performance.
As UCE examinations continue, his message to the Ministry is that education reforms should be sustained, government schools should continue receiving support, and the fight against corruption should be conducted professionally.
For the candidates at Bukakata Seed School, the immediate task is to complete their examinations and translate their preparation into good results.
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