Kampala, once synonymous with academic excellence, recorded a significant decline in the 2024 Primary Leaving Examinations (PLE) results. Only 8,310 students out of 31,814 candidates achieved first grades, a drop from 8,871 in 2023—a reduction of 561.
For the first time in years, Kampala did not lead in the number of candidates scoring aggregates of four to nine and fell out of the top ten best-performing districts, according to the Uganda National Examinations Board (UNEB). The number of students scoring an aggregate of four dropped sharply from 232 in 2023 to just 82 in 2024.
This decline has reignited concerns about the quality of education in Kampala schools, with systemic issues such as examination malpractice and poor teacher welfare emerging as key factors.
Malpractice: A Growing Concern
Filbert Baguma, General Secretary of the Uganda National Teachers’ Union (UNATU), pointed to widespread malpractice as a major contributor to the decline. “Some schools focus on manipulating results by giving learners exams ahead of time rather than equipping them with actual skills,” Baguma explained.
Tighter examination monitoring during this year’s PLE exposed significant gaps in preparation. “For years, schools in Kampala have spoon-fed learners. When strict inspections are enforced during PLE, it becomes difficult to cheat. This year’s decline reflects a crackdown on these shortcuts,” he added.
Baguma emphasized the need for the government to intensify its fight against malpractice at all levels, from preparation to the release of results. “We must ensure that performance reflects effort, not shortcuts. Only then can we restore the credibility of our education system,” he said.
Poor Teacher Welfare
In addition to malpractice, poor teacher welfare has been identified as a major issue affecting performance. Baguma highlighted the economic challenges faced by urban teachers, who often struggle more than their rural counterparts due to the high cost of living in cities.
“For teachers in urban areas, everything must be purchased, unlike rural teachers who can rely on gardens for food. When the economy worsens, urban teachers are hit harder, impacting their ability to deliver quality education,” he noted.
Baguma also criticized schools for prioritizing infrastructure over teacher welfare. “It is ironic that schools can afford state-of-the-art facilities but fail to pay teachers a living wage. How do you expect quality education when the very people delivering it are struggling to make ends meet?”
He called for increased investment in teacher training, better pay, and professional development. “The success of learners is directly linked to the welfare of their teachers. Neglecting this reality is detrimental to the future of our education system,” he said.
Mixed Reactions to Kampala’s Decline
The poor performance of traditionally high-achieving schools, such as Gayaza Junior, Kabojja Junior, Hillside Primary School Naalya, and Kampala Parents, has sparked mixed reactions among stakeholders.
While some commend UNEB for exposing systemic gaps, others accuse the board of unfairly targeting Kampala schools. “Under-marking Kampala schools could be a factor, but we need to address the root causes instead of looking for scapegoats. Thorough investigations are necessary to understand why Kampala performed this poorly,” Baguma advised.
Calls for Systemic Change
Baguma’s recommendations for addressing malpractice, improving teacher welfare, and fostering genuine learning have reignited discussions on education reform in Uganda.
With first grades declining and second-grade passes increasing, stakeholders agree on one point: systemic change is urgently needed to restore Kampala’s reputation as a center of academic excellence and to secure a better future for Uganda’s learners.
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