The state-of-the-art facility, constructed by Vcon Construction, a subsidiary of the Ruparelia Group, was officially unveiled ahead of its opening for the 2026/2027 academic year.

The new faculty is equipped with modern laboratories, lecture halls, technical workshops, and a 500-bed hostel to support engineering students from across Uganda.

Sudhir: Education Is Key to National Transformation

Dr. Ruparelia, who was accompanied by his wife Jyotsna and daughter Sheena, described the project as a game-changer for regional development. “This facility will empower future engineers and bridge the development gap in Northern Uganda,” the billionaire businessman said. “Education is the most powerful driver of national transformation. We are proud to be part of this.”

The project, executed within two years, demonstrates Vcon’s growing footprint in delivering large-scale academic infrastructure.

On her part, Ambassador Nusurah Tiperu lauded the partnership between the Government of Uganda and the Islamic Development Bank (IDB), which financed the $13.5 million project through a concessional loan. “This engineering faculty is a beacon of equity, bringing science and innovation closer to regions that have historically been underserved,” Tiperu said.

She also praised IUIU for fostering inclusion through its #BridgingCommunities initiative, which seeks to expand access to quality education in remote regions.

A Boost for West Nile and Uganda’s Engineering Sector

The IUIU Faculty of Engineering becomes the university’s ninth faculty and will offer undergraduate programs in civil, electrical, mechanical, and computer engineering, addressing the rising national demand for technical professionals.

IUIU’s Rector, Dr. Ismail Simbwa Gyagenda, hailed the facility as “a game-changer” that will save West Nile students the burden of relocating to Kampala or Mbale for engineering degrees.

“This is more than a faculty, it’s an engine for innovation, job creation, and economic transformation in West Nile,” Dr. Gyagenda said.

Meanwhile, we understand that admissions for the new programs are expected to begin in 2026, with the faculty projected to attract students from across Uganda and neighboring countries. The facility is also anticipated to catalyze further investment in infrastructure and skilled labor in the region.

The post Dr Sudhir, Ambassador Tiperu inspect UIU’s $13.5M Engineering Faculty in Arua appeared first on The Standard News (Uganda).

Addressing the Class of 2024 at Nabisunsa’s 4th Idaad Graduation on Friday, April 25, Hajjat Namyalo, who graced the function as the Special Guest, praised the school as a “holy place” that shaped her into the leader she is today.

Hajjat offered heartfelt gratitude to her former teachers and peers, describing the graduation as a significant milestone in the lives of the young theologians.

“I congratulate the theologians upon this great milestone. You have received a permanent blessing that will guide your lives with wisdom and light. Outside there, life is not easy, but your faith and knowledge will be your anchor,” she remarked.

Recalling her days at Nabisunsa, Namyalo shared a vivid memory of a basketball final against Namagunga, which she helped win with the backing of her teachers and teammates.

She urged the graduates, especially the young women, to resist societal pressures that might derail their dreams.

“The world outside is tough and often unforgiving. Men may take advantage of you, but remember, your education and faith are your shield. Value your books more than the temptations of fleeting pleasures,” she cautioned. “Yes, marriage is a necessity and compulsory, but it shouldn’t rush you into abandoning your dreams. Your education is your crown.”

Hajjat Namyalo addressing the community at Nabisunsa Girls School on Friday, April 25, 2025

The Deputy Headteacher of Nabisunsa, Hajj Kimera Badru, commended the students for their endurance and discipline during their four-year theological journey.

“You are now graduates. Thank you for agreeing to be taught during your precious time. But remember, after acquiring this knowledge, you must not sit on it. Go and teach, discipline, and lead by example,” he remarked.

Hajj Kimera further encouraged the graduates to aim higher. “The sky is the limit,” he said, noting that the Idaad Theology program, introduced in 2019, had weathered disruptions like the COVID-19 pandemic to produce resilient scholars.

Nazma Aisha Muhammad, the best overall candidate in Idaad 2024 at Nabisunsa, was awarded a full bursary for her second term worth UGX 1,908,000, handed over by the Headteacher, Hajjat Zulaika Nabukeera Kabuye.

Adding to the Headteacher’s reward, Hajjat Namyalo awarded $200 to Nazma, while the Office Administrator at ONC, Dr. Mariam Nakimuli, presented a Shs500,000 cash reward to the second-best performer, Namaganda Joweria Lukwago.

Hajjat Namyalo hands over 200USD to Best Student Nazma Aisha Muhammad on Friday, April 25, 2024 at the 4th Idaad Graduation Ceremony

Uganda’s Ambassador to Sudan and Special Envoy to Qatar, Dr. Rashid Yahya Ssemuddu, who presided over the graduation as the Chief Guest, congratulated the 20 graduates for balancing secular and theological studies, describing the top student, Nazma, as a “golden girl.”

“Let your education guide your actions, shape your values, and uplift others,” he said, quoting the Qur’an as he emphasized the spiritual importance of seeking knowledge.

Dr Ssemuddu also handed over UGX 2.9 million, with UGX 1 million going to the top student and UGX 100,000 to each of the 19 others.

More Pictorial from below

About Idaad

The Idaad Exams, equivalent to UNEB’s Uganda Certificate of Education (UCE), are administered by the Uganda Muslim Supreme Council (UMSC) under the Idaad and Thanawi Examinations Board (ITEB-U) and mark the completion of lower secondary Islamic education. The set of exams precedes the Thanawi level, the equivalent of upper secondary certification.

The post Stay Rooted in Islam, Guard Your Dreams – SPA Namyalo Tells Nabisunsa Muslim Graduates appeared first on The Standard News (Uganda).

The second phase of the project, which began on January 1, 2025, will run until December 2027 at a total cost of UGX 4.8 billion. It follows the successful completion of Phase I, implemented with a budget of UGX 4.2 billion.

“Alochi Ku Somo,” which translates to “Let’s Value Education,” was first initiated in 2022 to improve academic performance and learner retention. The project focuses on teacher capacity building, classroom and staff quarters renovation, and youth skilling, among other objectives.

Under Phase II, the project is upgrading classrooms in seven primary schools: Pagisi Primary School in Paidha Sub-county, Mvugu Lower Primary and Mvule Primary School in Paidha Town Council, Pei Primary School in Warr Sub-county, Warr Public Primary School in Warr Town Council, and Nyandima and Angalarach Primary Schools in Atyak Sub-county.

In a bid to promote excellence and peer learning, the project has also identified and awarded one outstanding school director and ten exceptional teachers, who are expected to share their knowledge and best practices with peers in their respective sub-counties.

Paula Wathum, Director of Cana Primary School, was awarded UGX 2 million for her exemplary leadership. Each of the ten teachers received UGX 1.5 million, while their respective schools received UGX 1 million to support ongoing development projects.

The recognized teachers included:

• Gatrud Giramia – Nguthe Primary School
• Jerry Kisarach – Uwinyupyelo Primary School
• Dickson Ocan – Atyak Primary School
• Felix Adrapi – Ukemu Primary School
• Gloria Yikpamungu – Pagisi Primary School
• Patrick Binega – Got-Cam Primary School
• Grace Cwinyaai Atimango – Pei Primary School
• Keffa Ukurrwoth – Kaya Primary School
• Lilian Unziru – Nyandima Primary School
• Francis Acamfua – Warr Public Primary School

During the award ceremony held on April 14, 2025, at the Nebbi NGO Forum offices in Paidha Town Council, Alfred Ogenmungu, Project Officer of Alochi Ku Somo, emphasised that the support aims to enhance both teacher performance and learner outcomes.

“This money is meant to improve yourself and, most importantly, your learners,” Ogenmungu said.

Zombo District Community Development Officer Samuel Ochaki—who also chaired the jury responsible for selecting the awardees—highlighted the limited resources available for improving education in the district.

“We only have about UGX 200 million. That’s very little compared to the demand. What can we do without support like this?” he remarked.

Zombo District Schools Inspector, Silvio Jalar, encouraged the teachers to instill discipline and efficiency among learners and staff. “Let learners be able to apply what they are taught. Be the team that supports teachers to manage time, complete tasks, and nurture skillful, intelligent students with big hearts,” he urged.

John Paskal Wapokurwa, a representative of the Alur Kingdom, commended the consortium’s intervention, citing persistent poor performance among learners as a major concern. He recalled that in 2019, the greater Nebbi area ranked among the nine worst-performing districts in Primary Leaving Examinations (PLE) nationally.

Award-winning school director Paula Wathum welcomed the recognition, calling it a product of merit. She revealed that she plans to use the prize money to pay tuition fees at Kyambogo University.

“We’ve encouraged teamwork among teachers, pupils, the Parent-Teacher Association (PTA), School Management Committee (SMC), and the community,” she noted.

Since its inception, the “Alochi Ku Somo” project has facilitated the construction and renovation of 21 classroom blocks and staff houses, achieved through joint efforts between the implementing partners, local authorities, and community members. The communities have contributed local materials such as bricks, sand, stones, and water, while CO-OPERAID has provided financial support for infrastructure development.

The initiative continues to be a beacon of hope for education improvement in the West Nile sub-region, setting a model for collaborative and community-driven development.

The post Nebbi NGOs Invest UGX 4.8B in Teachers, Schools to Transform Rural Education appeared first on The Standard News (Uganda).

The exercise, which officially began on April 7, 2025, kicked off in the Greater Kampala Metropolitan Area—covering Kampala, Mukono, and Wakiso districts—before being rolled out to the rest of the country.

According to Hon. Joyce Moriku Kaducu, the State Minister for Primary Education, the census will cover all learning institutions, both government and private, across all levels: pre-primary, primary, secondary, vocational, and higher education.

“The exercise will cover every learning institution in Uganda—whether public or private—right from nursery schools to universities,” said Kaducu.

The Uganda Bureau of Statistics (UBOS) oversees the census and has trained enumerators currently deployed in Greater Kampala. The enumerators will use Computer-Assisted Personal Interviewing (CAPI) tools—essentially digital tablets—to collect data, ensuring faster and more accurate statistics.

What the Census Will Cover

The comprehensive exercise will gather information from learners, teaching and non-teaching staff, and the institutions themselves.

For learners, data will include:

• Full name
• Date of birth
• Gender
• Class
• Nationality
• Learner Identification Number (LIN)
• National Identification Number (NIN), student pass, or refugee ID (if applicable)
• Any special needs

Class teachers will assist learners from Pre-Primary to Primary Five during the interviews, while those in primary six and above will respond independently.

Teaching staff will be required to provide:

• Name
• Date of birth
• Gender
• Nationality
• NIN/Work permit/Refugee ID
• Subjects taught
• Teacher Management Information System (TMIS) number
• Highest teaching qualification
• The highest level of education attained

Non-teaching staff will also be profiled, with data including

• Name
• Date of birth
• Gender
• Nationality
• Job title
• NIN/Work permit/Refugee ID

At the institutional level, the census will capture:

• Name of institution
• EMIS number
• Operational status
• License and registration details
• Exact location (district, sub-county, parish, village, and GPS coordinates)
• Level of education
• Ownership (government or private)
• Type and sex composition
• Year founded
• UPE/USE status
• Contact details (telephone, email, and name of respondent)

The census will also assess infrastructure and resources, such as

• Number and size of classrooms
• Laboratories and libraries
• Toilets and washrooms
• Stores and workshops
• Teacher housing
• Sports facilities
• Textbooks and teaching guides
• Water and sanitation facilities
• Source of electricity

Public Urged to Cooperate

Minister Kaducu called on school administrators, parents, and local authorities to support the census. She urged parents to ensure learners know their correct date of birth, NIN, and LIN to facilitate smooth data collection.

“We appeal to all heads of schools and institutions to fully cooperate with enumerators. Parents must support the exercise by equipping learners with accurate personal information,” she emphasised.

The Education Census is expected to play a vital role in shaping the country’s education landscape, ensuring that policies and programmes are grounded in real-time data.

The post Government Allocates UGX27 Billion for Nationwide Education Census appeared first on The Standard News (Uganda).

The announcement was made during a sitting of the Parliamentary Committee on Education and Sports, where Members of Parliament pressed the Ministry of Finance, Planning and Economic Development to prioritise funding for the National Curriculum Development Centre (NCDC) to implement the new curriculum.

The revised curriculum is part of the Ministry of Education and Sports’ broader competence-based education reform, which began with Ordinary Level (O-Level) students.

The first cohort under the new O-Level syllabus was examined by the Uganda National Examinations Board (UNEB) in 2024 and has now advanced to A-Level.

Hon. James Kubeketerya, Chairperson of the Committee on Education, said the implementation of the A-Level curriculum is long overdue and must be treated with urgency.

“This is non-negotiable; the matter cannot be debated. Money should be found to implement the new curriculum,” Kubeketerya asserted.

The committee session, held on Thursday, 3 April 2025, was attended by the Minister of State for Finance (Planning), Hon. Amos Lugoloobi, and the Minister of State for Higher Education, Hon. Chrysostom Muyingo, to discuss the Ministry of Education’s policy statement and budget estimates for the 2025/2026 financial year.

MPs raised concerns about the slow pace of teacher training under the new A-Level framework. Hon. Michael Timuzigu (NRM, Kajara County) noted that only 15 teachers had been trained by UNEB on how to assess learners under the new system.

“UNEB was not given money to train more teachers. The assumption seems to be that the 15 trained will train others, which is unrealistic,” he said.

Hon. Nathan Itungo (Indep., Kashari South County) added that although continuous assessment is central to the new curriculum, UNEB remains financially constrained.

“We now have students in Senior Five, yet we are still struggling with curriculum implementation,” Itungo said.

In response, Lugoloobi said the Ministry of Finance had allocated Shs18 billion to UNEB to support continuous assessment and the marking of final examinations.

“We have supported UNEB, and as a result, cases of examination leakages have reduced,” he noted.

During the meeting, MPs also urged the ministers to harmonise salaries for all primary and secondary school teachers. This follows a previous government move to enhance the salaries of science teachers, leaving their arts counterparts frustrated.

Hon. Patrick Nyanzi (Butemba County) criticised the Ministry of Education for not including arts teachers in the 2025/2026 salary budget.

“The ministers previously assured us there was a plan to enhance salaries for arts teachers too. Now that both are present, can they tell us what message to take back to these teachers?” Nyanzi asked.

In response, Lugoloobi cited ongoing fiscal constraints.

“We still face challenges in mobilising enough resources,” he said.

Minister Muyingo revealed that the Ministry of Education’s projected budget for the next financial year is Shs800 billion, of which Shs200 billion is externally financed.

“All the additional resources provided are earmarked for specific activities. This means that the ministry still has very limited fiscal space to implement new or emerging priorities,” Muyingo explained.

He listed several underfunded or unfunded priorities, including the implementation of free and compulsory Universal Primary Education, grant-aiding of primary and secondary schools, and the repurposing of primary teacher training colleges.

The post Gov’t Allocates Shs7.1 Billion for Implementation of New A-Level Curriculum appeared first on The Standard News (Uganda).

Despite this progress, health and education stakeholders highlight that sanitation remains a major challenge, with many schools still lacking proper hygiene facilities. Dilapidated toilets and inadequate handwashing stations continue to expose learners to diseases, affecting their education.

Bridging the Hygiene Gap

The Hygiene Quest Uganda initiative aims to improve sanitation in pre-primary and primary schools, particularly in districts where hygiene infrastructure is critically insufficient.

“We have completed the construction of 1,500 handwashing facilities in 750 schools across the country, each school receiving two tanks,” said Dr. Shamim Nabuuma, Executive Director of Chil-Ai Lab and the project focal person.

The districts benefiting from this intervention include Kisoro, Ibanda, Rukungiri, Kanungu, Kasese, Bundibugyo, Rakai, Iganga, and Kamuli. In addition to the handwashing stations, schools received handwashing soap and hygiene-related class materials to promote behavioral change among learners.

However, a visit to several schools revealed that while handwashing stations have improved, toilet facilities remain in dire condition. Many are dilapidated, substandard, and unhygienic, posing health risks to pupils.

The Impact of Poor Hygiene on Learners

According to Bamwine Julius, the District Health Officer (DHO) of Ibanda, cultural practices and the lack of handwashing facilities have made students more susceptible to hygiene-related illnesses.

“Children often share food during lunch and break time without washing their hands. This leads to the spread of diseases like diarrhea, cholera, and typhoid, which affect school attendance and performance,” he explained.

Robert Nyesigire, an Education Officer in Ibanda, echoed similar concerns, stressing that good hygiene habits must be instilled from an early age.

“While handwashing facilities are crucial, the availability of soap and consistent sensitization are equally important. Many children do not understand the risks of poor hygiene, and teachers need to integrate hygiene education into their lessons,” he noted.

Training Teachers and Distributing Learning Materials

To ensure that the impact of the project is sustained, Sandra Nabakka, Field Supervisor for Dettol Hygiene Quest, emphasized the importance of educational materials.

“We have successfully distributed over 100,000 hygiene guide booklets to learners and 5,000 booklets to teachers across 500 schools. These materials provide step-by-step instructions on proper handwashing techniques and help teachers incorporate hygiene education into their lesson plans,” she stated.

The headteacher of Rwengwe II Primary School in Ibanda, Edvina Twinomuhangi, expressed gratitude for the materials.

“These resources will help us craft hygiene lessons that emphasize the importance of handwashing at all times. It’s not just about access to facilities but also ensuring that children develop lifelong hygiene habits,” she said.
The project which is funded by Rekitt Benckiser the makers of Dettol, included provision of free hand washing soap, and other detergents to benefiting schools.

Challenges in School Sanitation

Despite these efforts, many schools still lack proper toilets, which remains a major public health concern.

Kweyamba Ruhemba, the Chief Administrative Officer of Ibanda District, acknowledged the crisis, revealing that only 16 schools in the district have modern toilet facilities—and these are the ones that consistently perform well in national exams.

“Even if a school has modern toilets, learners must be taught how to use them properly. Poor hygiene practices are a widespread issue, even in urban areas,” he warned.
The hygiene crisis in Ugandan schools reflects a broader challenge in Sub-Saharan Africa. Recent reports indicate that:

779 million people in the region lack basic sanitation services

839 million people do not have access to basic hygiene facilities

In 2023, malaria caused nearly 600,000 deaths, with 94% of cases occurring in Africa

These statistics highlight the urgent need for more investments in sanitation and hygiene infrastructure across the continent.

While initiatives like the Dettol Hygiene Quest Program have made a difference, experts argue that a multi-sectoral approach is needed to ensure long-term improvements.

The government must prioritize hygiene infrastructure in all schools, allocating more resources to sanitation projects.

Communities and parents should be actively involved in maintaining school hygiene facilities.

More partnerships between NGOs, private companies, and international donors can help scale up interventions.

As Uganda continues its journey toward better school hygiene, sustained efforts, policy changes, and increased funding will be key to ensuring that every child learns in a safe and healthy environment.

The post Over 750 Ugandan Schools Benefit from Hygiene Program, but Sanitation Gaps Persist appeared first on The Standard News (Uganda).

Speaking to students and other stakeholders at the school on Friday after the release of the results, Mr. Ezekiel Kazibwe, the Head Teacher of St. Kizito High School Namugongo, stated that the remarkable performance of the students reflects not only their academic prowess but also the effectiveness of the school’s teaching methodologies and learning environment.

He emphasised that the school had once again affirmed its status as an academic giant, with all candidates who sat for the 2024 UACE exams achieving impressive results.

With Naggaya Patricia (HEL/ICT) obtaining 20 points, this achievement stands as a testament to the school’s exceptional academic standards. Other top-performing students included Nyamate Babra (19 points), Kermungu Precious (19 points), Lukonele Josua (18 points), Awori Maria (18 points), Akanjuna Coleb (18 points), Makwa Josua (18 points), Namuleme Olivia (18 points), Arkangelo Baptist (18 points), Amara Christian J. (18 points), Abigaba Collins (18 points), and Awori Naome Jane (18 points).

These outstanding results reflect the hard work and dedication of students, teachers, and parents alike.

The head teacher extended his gratitude to parents and teachers for their unwavering commitment, acknowledging that the collaboration between all parties had been key to the students’ success.

He also encouraged the current Senior Six students to follow in the footsteps of their predecessors, urging them to give their best effort in the upcoming exams to ensure even greater achievements in the future.

The school management expressed optimism for the future, wishing all graduates success in securing excellent university placements and pursuing fulfilling careers.

With a tradition of excellence firmly established, St. Kizito High School Namugongo continues to be a beacon of academic achievement, inspiring future generations to reach for the stars.

Scoring the maximum 20 points in the UACE examinations is a significant accomplishment—a testament to the students’ diligence, determination, and intellectual capabilities. It demonstrates their ability to excel in challenging academic endeavours and sets a high standard for academic excellence within the school and the broader community.

The Uganda National Examinations Board (UNEB) released the 2024 UACE results on Friday, revealing a significant improvement in performance compared to 2023.

The exams, conducted from November 11 to December 6, 2024, saw higher pass rates at nearly all levels, reflecting better preparation and academic achievement.

A total of 54,338 candidates attained three principal passes, up from 52,630 in 2023. The number of students securing two principal passes rose to 37,935 from 28,186, while those with one principal pass also increased. Subsidiary-level passes grew from 8.4% in 2023 to 12.6% in 2024.

Female candidates continued to outperform their male counterparts proportionally, with 43.7% securing three principal passes compared to 34.6% of males. Overall, 71.2% of female candidates attained at least two principal passes, surpassing the 61.1% rate among males. Despite this, the number of male candidates remained higher in absolute terms due to larger enrolment.

Performance in General Paper also improved, with 81.9% of candidates achieving grades A-E, up from 81.6% in 2023.

A growing interest in sciences was noted, particularly among female candidates, with Mathematics entries increasing from 45,414 in 2023 to 58,495 in 2024.

The results reflect the positive impact of ongoing education sector reforms, paving the way for more equitable and competitive learning opportunities.

The post Why St. Kizito High School Namugongo Maintained Its Lead in the 2024 UACE Results appeared first on The Standard News (Uganda).

A team from the Office of the National Chairman (ONC) NRM, led by Mr. Arafat Oyuku, yesterday visited the school to assess its challenges and progress. The team acknowledged the dire situation and welcomed the government’s swift response in constructing a new school facility on a safer site, ensuring pupils and teachers will soon have a better learning environment.

Aninolal Primary School has an enrollment of 921 pupils—445 boys and 476 girls—but only seven teachers, a shortage that has affected academic performance. The school, which should have 21 teachers, has struggled to maintain quality education, with last year’s examination results showing no candidates in Division I or II.

Despite these challenges, the ongoing government intervention is bringing renewed hope. The construction of new classrooms will provide a safe and stable environment for learning, preventing further disruptions caused by floods. Community members and school leaders have welcomed the initiative, expressing optimism about the future.

Under the Universal Primary Education (UPE) program, Aninolal Primary School received UGX 5 million last year, allocated to scholastic materials, curriculum activities, management, and administration. Parents also contribute UGX 15,000 per child under the development fee structure. However, funding constraints have made it difficult to address the school’s urgent needs.

Beyond infrastructure, other challenges remain, including lack of clean water, electricity, teachers’ houses, and a school fence. The ONC NRM team highlighted these concerns and assured stakeholders that more efforts are underway to provide additional support.

With government intervention and increased attention to the school’s needs, the future looks promising for Aninolal Primary School. The relocation to a safer site marks a new beginning for pupils and teachers, ensuring better learning conditions and improved academic performance.

The school community remains hopeful that more resources and support will follow, reinforcing the commitment to quality education in Amolatar District.

The post Government Intervention Brings Hope to Flood-Affected Aninolal Primary School appeared first on The Standard News (Uganda).

Upon arrival, Headmaster Kirungi Augustine warmly welcomed the team and provided an overview of the school’s enrollment, infrastructure, and academic performance.

In Mukono Municipality’s Goma Division, the institution currently accommodates 1,954 learners, with 480 new students joining Senior One this year.

The teaching staff consists of 81 educators, 51 of whom are on the government payroll.

Academic achievements have been impressive, with the school emerging as the top-performing government secondary institution in Mukono last year and securing third place in the Central Region.

This success has been attributed to strong administrative leadership, committed teachers, and ongoing government support.

During an interactive session, the headmaster highlighted key benefits received from state funding.

Among them was a UGX 384 million grant, which facilitated the construction of modern learning facilities.

Additionally, the timely disbursement of salaries has ensured that instructors remain motivated and focused on delivering quality education.

Despite these strides, several hurdles continue to affect operations. Late student reporting at the start of the academic year disrupts smooth learning, while a shortage of desks forces some learners to study in discomfort.

The rising cost of utilities, particularly electricity and water, puts a strain on the school’s budget. Furthermore, rapid population growth in Goma Division has led to overcrowding, necessitating additional educational institutions to ease congestion.

More classrooms and teachers are also needed to accommodate the increasing number of learners.

Another pressing issue is the excessive dust from a nearby murram road, which affects the school environment.

Wamala acknowledged these challenges, emphasizing the need for collaboration between government agencies and stakeholders to find sustainable solutions.

He reaffirmed ONC’s commitment to improving the learning conditions and ensuring that students receive the best possible education.

The post ONC Schools Assessment Tour Uncovers Progress and Challenges at St. Charles Lwanga SS Bukerere appeared first on The Standard News (Uganda).

The 2024 UCE results, released on Tuesday, February 11th, 2025, at the State Lodge in Nakasero, Kampala, highlighted St. Kizito High School Namugongo as a beacon of academic excellence. The school demonstrated remarkable achievements under the newly introduced Competency-Based Curriculum (CBC).

Shortly after the results were announced, the school’s head teacher, Mr. Ezekiel Kazibwe, attributed the success to the collective efforts of multiple stakeholders. He emphasized that the high performance was a result of students’ discipline, God-fearing values, and teamwork among the staff. Mr. Kazibwe also highlighted some of the top-performing students, including Ssemujju Terry, Kwagala Esther, Bufambu Emmanuel, Ayella Reagan, Muwanguzi Arthur, and Ntudde Babrah, noting that all students achieved a Division 1 result.

“We are incredibly proud of our students’ achievements,” said Kazibwe. “Their exceptional performance is a testament to their resilience and determination, as well as the unwavering support of our dedicated teachers and parents.”

Since its establishment in 1998, St. Kizito High School Namugongo has consistently maintained its position as a center of academic excellence in Wakiso District, Kira Municipality, Central Uganda, and the entire nation. Over the past 25 years, the school has strived to make secondary education accessible to the community and the nation, providing a holistic, well-rounded education that enables students to unleash their full potential and thrive in a highly competitive academic environment.

The school welcomes learners of all religious backgrounds, adhering to a non-discriminatory approach. Earlier this year, St. Kizito High School Namugongo gained international recognition when it was named one of the three finalists in the Global High Schools Category of the Zayed Sustainability Prize. Representing Uganda, the school stood out among 6,000 schools worldwide that competed for the prestigious award.

With a passion for knowledge, a commitment to excellence, and a spirit of innovation, St. Kizito empowers students to reach their full potential through its diverse culture and practical skills development programs. These initiatives enable students to adapt seamlessly to the new curriculum. Over the years, the school has evolved and grown, remaining dedicated to fostering academic excellence, character development, and a commitment to making a positive impact on the community.

The school has implemented several projects, including:

• Making reusable sanitary pads
• Bakery and cookery
• Production of toothpaste and mouthwash
• Composting and fertilizer production
• Black soldier fly rearing
• Post-harvest preservation
• Quality-check of eggs
• Poultry farming and rabbit rearing
• Liquid soap and bar soap making
• Candle making with mosquito repellent candles
• Art and craft
• Fashion and design

These initiatives aim to equip learners with 21st-century skills such as critical thinking, creativity, collaboration, communication, information literacy, ICT proficiency, and flexibility.

Out of the 359,417 candidates registered for the 2024 UCE exams, an impressive 98.05% (350,146 candidates) qualified for the UCE certificate. This high success rate reflects both the effectiveness of the CBC and the resilience of students and educators in adapting to the new system.

The results were classified into three categories:

• Result 1: Candidates who met all certification requirements, including completing continuous assessments, submitting project work, and sitting for all compulsory subjects. These students received their UCE certificates with detailed transcripts reflecting their performance.
• Result 2: Candidates who missed key requirements, such as failing to sit for core subjects or neglecting project work.
• Result 3: Candidates who scored an elementary grade (E) across all subjects, indicating a lack of basic competency.

The post St. Kizito High School Namugongo Tops 2024 UCE Rankings, Celebrates Stellar Performance appeared first on The Standard News (Uganda).