Uganda validates five strategic documents to strengthen STEM education in schools

Uganda has validated five strategic documents aimed at strengthening science, technology, engineering and mathematics (STEM) education in schools, with a focus on improving practical learning, addressing infrastructure gaps and expanding opportunities for girls and other underrepresented learners.

The documents were reviewed and validated during a three-day national workshop convened by Uganda's Ministry of Education and Sports in collaboration with the UNESCO Antenna Office in Uganda. The initiative received support from the Government of China.

According to UNESCO, the exercise is expected to pave the way for pilot implementation in schools as the country advances its Competency-Based Curriculum (CBC).

The five documents cover STEM skills needs, existing laboratory infrastructure and STEM hubs, gender-responsive and transformative STEM materials, guidelines and standard operating procedures for STEM hubs, and a roadmap and selection criteria for pilot schools.

Five documents address skills, infrastructure and inclusion

The validation exercise followed consultations, school assessments and engagement with education stakeholders across Uganda. It brought together policymakers, curriculum specialists, teacher educators, school administrators, laboratory technicians, STEM teachers, gender specialists and development partners.

Assessments conducted in 16 schools found that learner-centred teaching, project-based learning and practical activities were gaining ground under the Competency-Based Curriculum. However, the findings also highlighted persistent challenges, including overcrowded classrooms, inadequate laboratory facilities, limited access to information and communication technology, and a shortage of laboratory technicians.

The documents seek to address these gaps by providing guidance on skills development, laboratory management and the establishment of school-based and regional STEM hubs.

The standard operating procedures validated during the workshop cover laboratory safety, inventory management, maintenance and inclusive access. The proposed STEM hubs are intended to support practical learning, digital innovation, mentorship and professional development for teachers.

Focus on competency-based and inclusive learning

The workshop also emphasised the need to move beyond classroom instruction centred primarily on delivering content and preparing students for examinations. Participants called for greater use of project-based and inquiry-based learning, learning stations and other active teaching methods that allow students to investigate problems and apply their knowledge.

Ronald Dungu, principal education officer at the Ministry of Education and Sports, said competency-based approaches could improve learner engagement by giving students opportunities to investigate, create and solve real-world problems.

Charles Draecabo, coordinator of UNESCO's Uganda Antenna Office, said the validation process was important to ensure that proposed interventions reflected the conditions in Ugandan schools and supported the implementation of the national curriculum.

Gender equality and access for learners with disabilities were also central to the discussions. Participants stressed that girls and other vulnerable groups face different barriers to STEM participation and require targeted support.

David Twebaze, assistant secretary general for education programmes at the Uganda National Commission for UNESCO, called for the final documents to promote inclusive, learner-centred and competency-based teaching.

The validation marks a step towards putting the proposed measures into practice. Their impact will depend on how the frameworks are translated into school-level implementation, including improvements in laboratory facilities, teacher support and access to practical STEM learning.