By Eumu Emmanuel
Kampala, Uganda – The Uganda National Examinations Board (UNEB) has officially released the 2024 Uganda Certificate of Education (UCE) results, marking a significant milestone in the country’s education system. The results reflect the first full implementation of the competency-based curriculum, which replaces the traditional grading system with achievement levels categorized as A (Exceptional), B (Outstanding), C (Satisfactory), D (Basic), and E (Elementary).
A total of 10,141 candidates from 1,028 centers registered for the examination, with 4,369 (43.1%) being males and 5,373 (52.9%) being females, indicating a higher female representation. Notably, 813 candidates (8.0%) were beneficiaries of the Universal Secondary Education (USE) program, while the majority, 8,929 (88.0%), were from non-USE schools.
Despite the rigorous requirements of the new curriculum, 9,742 candidates (96.1%) successfully sat for the exams, while 399 students failed to appear. The 2024 UCE examination results introduce a competency-based assessment, emphasizing practical skills over rote learning. Under this new system, students are evaluated based on their ability to apply knowledge innovatively.
According to Prof. Celestino Obua, UNEB Chairperson, the transition from the previous grading system (Divisions 1-9) to letter grades aims to simplify result interpretation for all stakeholders. “The new transcript and certificate will reflect what a candidate can do rather than just what they have memorized,” he explained.
The results show that 350,146 candidates (98.05%) who sat for the exams met the minimum requirements and qualified for the UCE certificate. These candidates will have “Result 1” indicated on their transcripts. However, some candidates failed to meet the required competencies. Those who did not sit for compulsory subjects, registered for fewer than eight subjects, or lacked project work scores will have “Result 2” on their transcripts, signifying that they did not qualify for the UCE certificate.
UNEB Executive Director Dan Odongo acknowledged the difficulties encountered in implementing the competency-based curriculum, particularly in rural schools. “Many schools were resistant to the change, hoping that the government would revert to the old curriculum,” he revealed. “They were caught
