Rethinking Education: The Power of Competency-Based Grading

By Isaac Bamwesigye

As I reflect on the recent release of student results, I am filled with excitement and hope for the future of education. The new competency-based grading system is a game-changer, and I am eager to share my thoughts on why this approach is a step in the right direction.

For too long, our education system has relied on aggregates and divisional rankings to measure student success. This approach has created unhealthy competition among students, where those who excel in a few subjects are deemed “better” than their peers. But what about the student who excels in agriculture, but struggles with mathematics? Or the student who is a gifted writer, but finds science challenging?

The competency-based grading system recognizes that students have different strengths and talents, and that it’s not fair to judge a student’s overall ability based on their performance in just a few subjects. By evaluating students on their specific skills and competencies in each subject, we are providing a more accurate picture of their individual abilities.

It’s essential to note that the grades earned in one subject cannot be compared or combined with those earned in another. The As or Cs in mathematics, history, or physics cannot be added to those in agriculture. Each subject requires its own unique set of skills and competencies, and students should be recognized for their achievements in each area.

It’s also essential for parents and teachers to understand that in the Competency-Based Curriculum (CBC), a learner is measured against ability levels, not against learners in other schools. This shift in mindset is crucial in helping us focus on individual progress and growth, rather than comparisons with others.

I am thrilled to see that almost all schools have reported their results as “Result 1,” which has effectively removed unhealthy competitions in schools. This is a testament to the power of competency-based grading, which recognizes that every student has something unique to offer.

Special thanks to the Uganda National Examinations Board (UNEB) and National Curriculum Development Centre (NCDC) for properly regulating this new balanced, fair, and accurate grading system. Your efforts have ensured a smooth transition to the CBC, and we appreciate your commitment to providing a world-class education for Ugandan students.

As we move forward, let us continue to rethink our approach to education. Let us celebrate the diversity of our students’ talents and abilities, and provide them with the support and resources they need to succeed. Together, we can create a more inclusive and supportive learning environment that allows every student to thrive.

However, while we celebrate this change, we must also ask deeper questions about the education system itself. Does competency-based grading alone address the real challenges facing education in Uganda?

 Are We Equipping Learners for the Real World? Competency-based grading highlights individual strengths, but does it align with job market needs? A student excelling in agriculture should not only receive recognition but also a clear path to employment, entrepreneurship, or further specialised training. Without practical application, grading reforms alone will not transform Uganda’s education system.

Does This System Address the quality of learning?

Shifting to competency-based assessment is positive, but are we also improving teaching quality, access to resources, and school infrastructure? Many schools still lack well-trained teachers, proper learning materials, and technology to fully implement this model effectively.

Are Parents and Employers Ready for this shift?

One of the biggest challenges is changing societal attitudes. For years, success has been defined by aggregates and division rankings. While educators may embrace the new system, do parents, employers, and institutions understand and accept it? If job markets and universities continue demanding old-style qualifications, students may still face barriers despite their individual strengths.

Does This Shift Reduce Inequality?

Competency-based grading is meant to level the playing field, but does it truly benefit students in rural, underfunded schools the same way it does those in elite urban institutions? Grading reform alone cannot erase the disparities in educational access and opportunities.

Final Thought:- The new grading system is a step forward, but it must be part of a larger reform agenda. If we do not simultaneously address curriculum relevance, teacher training, infrastructure gaps, and societal attitudes, we risk celebrating a change in numbers without a real shift in education outcomes.

Let’s push the conversation further—beyond grading towards education that truly empowers Ugandan students for the future.

The writer is Isaac Bamwesigye aka Pan-Africanist