By Brian Mugenyi
KAMPALA, UGANDA — The Permanent Secretary in the Ministry of Education and Sports, Ms. Kedrace Turyagenda, has argued that Uganda’s education system must embrace learner-centred curriculum reforms that strengthen critical thinking, creativity, communication, and practical competence to prepare students for a rapidly changing world.
Turyagenda made the remarks during an international curriculum development conference held at Munyonyo Resort Hotel, where nearly 400 delegates gathered to examine how Africa can reshape education to respond to emerging global challenges.
Organised by the National Curriculum Development Centre (NCDC) under the theme “Innovative Curriculum Approaches for Sustainable Education in a Globalised World,” the summit convened scholars, curriculum specialists, authors, and frontline educators.
Discussions placed Uganda’s education system at a crossroads, with experts urging the country to move beyond rote learning and exam-centric models toward an approach that equips learners with problem-solving skills, practical capabilities, and civic purpose.
“Let the wise listen and learn. Learning requires listening, but also discerning and seeking proper guidance,” Turyagenda said, commending NCDC for its forward-thinking vision. She stressed that evidence, practical experience, and stakeholder consultations must guide policy decisions at a time when artificial intelligence and changing labor-market demands are redefining the workplace.
Developing Thinkers, Preserving Cultural Identity
Led by Prof. Benson Banda, academic experts argued that modern education must balance cognitive development, emerging technologies, and culturally relevant learning.
Prof. Banda noted that Uganda needs learners who can think critically and communicate effectively while grounding their understanding in their own cultural context.
“Critical thinking, indigenous teaching, and communication represent a fundamental cognitive approach,” Prof. Banda explained, emphasizing that cognitive capability must be built from early childhood through STEM fields and algorithmic learning.
He called on the Government to help harmonise regional competency frameworks, enabling African nations to participate more equitably in global curriculum design.
“Africa does not lack curriculum ideas; it lacks unified thematic frameworks and the leverage to actively shape global education development,” Banda said, advocating for continental collaboration in research that preserves local identity while fostering global competitiveness.
Reforms Must Reach the Classroom
For Ms. Grace Baguma Nambi, Director of the National Curriculum Development Centre, the conference’s turnout underscored the national urgency surrounding educational reform.
Nambi emphasized that policy papers and conference resolutions mean little unless they yield tangible changes in everyday teaching practices, assessment methods, and practical skills acquisition.
“The huge participation shows the vital importance of bringing diverse voices together,” Nambi said. “However, curriculum reform cannot stop at policy documents. It must be visible inside the classroom.”
She advocated for a flexible, research-backed curriculum responsive to the realities facing Ugandan youth, noting that “a curriculum is ultimately only as good as the learner it produces.”
Patriotism and Artificial Intelligence
A panel discussion led by Ms. Manuela brought authors and education specialists together to examine how curricula can reflect modern market needs while preserving national values. Panelist Dr. Aisha Kasolo advocated for integrating patriotism directly into general coursework rather than treating it as an isolated subject.
“Education should not merely produce academically successful graduates, but citizens who understand their responsibilities to the country and possess practical skills,” Kasolo noted.
Addressing technological disruptions, Dr. Tony Devine, Vice President of the Global Peace Foundation, highlighted how artificial intelligence is shifting the teacher’s role from information distributor to facilitator of critical thinking.
“Because technology provides instantaneous information, schools must focus on what machines cannot replace—human judgment, ethical awareness, creativity, and collaboration,” Devine said.
Dr. Hamis Mugendawala added that systemic transformation relies heavily on re-equipping educators.
“Teachers remain the bridge between policy and the learner. If classroom teaching methods do not evolve, the curriculum remains a document on paper,” Mugendawala observed, calling for modernized teacher training programs.
Shaping the Citizen of Tomorrow
The deliberations at Munyonyo extended far beyond textbooks and assessment structures, framing curriculum design as a key engine for long-term national development.
For NCDC and education policymakers, the central question extends beyond what should be taught in classrooms to what kind of citizen Uganda must shape for tomorrow’s economy.
The consensus among scholars, officials, and delegates was clear: Uganda requires innovative thinkers who understand their identity, serve their communities, and can compete globally. The task now lies in translating those conference insights into actionable classroom experiences across the nation.
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