(DDM) – The Uganda National Examinations Board (UNEB) has issued fresh directives to guide secondary school administrators on the management of Senior Four (S.4) repeaters under the Competency-Based Curriculum (CBC) for the 2026 academic session.

The new guidelines come amid a rising number of students seeking to repeat S.4 after sitting for the Uganda Certificate of Education examinations in recent years.

Education authorities also identified a category of learners who completed Senior Three under the CBC but were unable to progress to S.4 and are now seeking re-entry into the system.

The directive, signed by UNEB Executive Director Dan N. Odongo, outlines specific conditions that must be met before such students can be readmitted into schools.

According to the board, headteachers are required to admit eligible learners only after confirming that they meet all prescribed academic and assessment requirements.

The guidelines stipulate that S.4 repeaters must attend classes throughout the 2026 academic year and actively participate in continuous assessment processes.

Their coursework assessments, which include Activities of Integration and Subject Achievement for the first and second terms, must be properly compiled and submitted to UNEB.

The board further explained that only learners who were previously assessed during their S.3 level and had their results submitted to UNEB would qualify under the arrangement.

Students resuming from S.3 are required to continue their project work, focusing on implementation, documentation, and presentation as part of their final evaluation.

For repeaters, schools have been directed to carefully review earlier project submissions to ensure they meet the expected academic standards before resubmission.

UNEB also instructed that candidates must retain the same subject combinations they initially registered for during their S.3 studies.

School authorities have been warned to strictly adhere to deadlines for submission of assessment records, as outlined in a prior circular issued in February 2026.

The board emphasised that compliance with these timelines is essential to maintaining the integrity of the assessment process.

Education stakeholders say the updated guidelines are part of broader efforts to streamline the implementation of the CBC across Uganda’s secondary education system.

The Competency-Based Curriculum was introduced to shift focus from rote learning to skill development and practical application of knowledge.

However, the transition has presented challenges, particularly in managing students at different stages of progression within the system.

The new measures are intended to ensure fairness and consistency for all learners, regardless of whether they are progressing normally or repeating classes.

Officials believe the guidelines will help schools better manage student transitions while maintaining academic standards.

As implementation begins, attention will be on how effectively schools comply with the directives and support affected learners in completing their education successfully.

(DDM) – The Uganda National Examinations Board (UNEB) has issued fresh directives to guide secondary school administrators on the management of Senior Four (S.4) repeaters under the Competency-Based Curriculum (CBC) for the 2026 academic session.

The new guidelines come amid a rising number of students seeking to repeat S.4 after sitting for the Uganda Certificate of Education examinations in recent years.

Education authorities also identified a category of learners who completed Senior Three under the CBC but were unable to progress to S.4 and are now seeking re-entry into the system.

The directive, signed by UNEB Executive Director Dan N. Odongo, outlines specific conditions that must be met before such students can be readmitted into schools.

According to the board, headteachers are required to admit eligible learners only after confirming that they meet all prescribed academic and assessment requirements.

The guidelines stipulate that S.4 repeaters must attend classes throughout the 2026 academic year and actively participate in continuous assessment processes.

Their coursework assessments, which include Activities of Integration and Subject Achievement for the first and second terms, must be properly compiled and submitted to UNEB.

The board further explained that only learners who were previously assessed during their S.3 level and had their results submitted to UNEB would qualify under the arrangement.

Students resuming from S.3 are required to continue their project work, focusing on implementation, documentation, and presentation as part of their final evaluation.

For repeaters, schools have been directed to carefully review earlier project submissions to ensure they meet the expected academic standards before resubmission.

UNEB also instructed that candidates must retain the same subject combinations they initially registered for during their S.3 studies.

School authorities have been warned to strictly adhere to deadlines for submission of assessment records, as outlined in a prior circular issued in February 2026.

The board emphasised that compliance with these timelines is essential to maintaining the integrity of the assessment process.

Education stakeholders say the updated guidelines are part of broader efforts to streamline the implementation of the CBC across Uganda’s secondary education system.

The Competency-Based Curriculum was introduced to shift focus from rote learning to skill development and practical application of knowledge.

However, the transition has presented challenges, particularly in managing students at different stages of progression within the system.

The new measures are intended to ensure fairness and consistency for all learners, regardless of whether they are progressing normally or repeating classes.

Officials believe the guidelines will help schools better manage student transitions while maintaining academic standards.

As implementation begins, attention will be on how effectively schools comply with the directives and support affected learners in completing their education successfully.

(DDM) – The Federal Government has commenced the rollout of a $552.18 million education reform programme aimed at transforming Nigeria’s basic education sector and improving learning outcomes nationwide.

The initiative, known as HOPE for Quality Basic Education for All and HOPE-Governance, is being implemented in partnership with the World Bank and the Global Partnership for Education.

The programme is designed to impact over 29 million children and empower approximately 500,000 teachers across the country.

It also includes plans to construct about 13,000 classrooms and reintegrate millions of out-of-school children into the education system.

The Executive Secretary of the Universal Basic Education Commission, Dr. Aisha Garba, disclosed details of the initiative during a sensitisation workshop held in Ikeja, Lagos.

The workshop brought together Commissioners of Education, Chairmen of State Universal Basic Education Boards, and key stakeholders responsible for implementing the programme.

Garba described the initiative as a transformative movement that would significantly influence classrooms, communities, and future generations.

She emphasised that while the Federal Government would provide funding and technical support, the success of the programme depends largely on implementation at the state and grassroots levels.

According to her, state authorities will be responsible for conducting needs assessments, mobilising communities, and executing projects effectively.

The reform initiative aligns with President Bola Ahmed Tinubu’s Renewed Hope Agenda, which prioritises human capital development.

Officials stated that the programme is structured to improve the quality of teaching materials, strengthen learning outcomes, and enhance teacher capacity nationwide.

It is also expected to address long-standing challenges such as inadequate infrastructure and weak educational systems.

Nigeria currently faces one of the highest rates of out-of-school children globally, a situation worsened by underfunded schools and limited access to quality education.

Primary healthcare and education systems at sub-national levels have also struggled with poor resource management and insufficient staffing.

Garba stressed the importance of inclusivity, calling for focused attention on girls, vulnerable children, and those in conflict-affected areas.

She noted that education for these groups is essential for national development and social stability.

The programme adopts a results-based financing model, where states will receive funding based on measurable outcomes and performance indicators.

Authorities explained that digital monitoring systems would be deployed to ensure transparency and accountability in the use of funds.

Stakeholders, including local governments, civil society organisations, and the private sector, are expected to collaborate in the implementation process.

The rollout is being conducted in phases, with initial sessions held in Uyo for South-South and South-East states, followed by Lagos for South-West and North-Central regions.

A final phase is planned for Northern states, including the North-West and North-East regions.

The programme officially became effective in February 2026 and is expected to address critical gaps in governance, teacher development, and school infrastructure.

Education experts believe the initiative could mark a significant turning point if properly implemented and sustained across all levels of government.

(DDM) — Female engineers in Nigeria have intensified calls for stronger institutional support and deliberate policies to increase women’s participation in science, technology, engineering, and mathematics (STEM) fields.

The appeal comes amid growing concerns over the persistent gender gap in technical professions, where women remain significantly underrepresented despite rising educational attainment among female students. Industry stakeholders say structural barriers, cultural biases, and limited access to mentorship continue to hinder progress.

Speaking at various professional forums, female engineers emphasized the need for targeted interventions that will empower young girls to pursue STEM careers. They stressed that early exposure, inclusive learning environments, and sustained mentorship programmes are critical to breaking longstanding stereotypes that discourage women from entering technical fields.

Experts note that while Nigeria has made strides in promoting education for girls, the transition from academic study to professional STEM careers remains uneven. Many women face challenges such as workplace discrimination, lack of career advancement opportunities, and insufficient support systems in male-dominated industries.

Advocates are calling on government agencies, private sector organizations, and academic institutions to collaborate in designing policies that encourage female participation. These include scholarship programmes, internship opportunities, flexible work arrangements, and leadership training tailored to women in engineering and related disciplines.

Stakeholders also highlighted the importance of visible role models, noting that successful female engineers can inspire the next generation. They argue that showcasing achievements of women in STEM will help challenge societal perceptions and encourage more girls to envision themselves in such careers.

In addition to mentorship, there are calls for stronger enforcement of gender equity policies within workplaces. Observers stress that creating safe, inclusive, and supportive environments is essential for retaining women in STEM professions and ensuring they can thrive.

Analysts point out that increasing women’s participation in STEM is not only a matter of equality but also a driver of national development. A more diverse workforce, they argue, enhances innovation, problem-solving, and productivity, which are critical for economic growth in a rapidly evolving global economy.

Educational experts further recommend integrating STEM programmes into primary and secondary school curricula in ways that actively engage girls. They also advocate for teacher training and community awareness campaigns to dismantle stereotypes that limit girls’ aspirations from an early age.

As Nigeria continues to position itself as a hub for technological advancement and innovation, stakeholders insist that empowering women in STEM must be a national priority. They maintain that sustained commitment, inclusive policies, and collective action will be key to closing the gender gap and unlocking the full potential of the country’s workforce.