Move to sciences is commendable but...

In 2025, with the new curriculum and changes in grading, more Ugandan secondary schools have admitted students who passed sciences, and some relaxed entry cut-off points to encourage more students to pursue science courses. The ratio of arts to science students was so wide that schools worried art subjects could soon be out of the system.

When Uganda started prioritizing science subjects in lower secondary, the subjects were made compulsory, focusing on science and technology as key drivers for national development, with plans to improve science education through laboratory construction.

In addition, over 70 percent of government sponsorships in tertiary institutions are for science-related courses

By prioritizing science education, Uganda can unlock its potential for economic growth, improve public health, promote environmental sustainability, and empower its youth for a technological future. By equipping the population with scientific knowledge and skills, the country can enhance agricultural productivity, drive innovation, and drive technological advancement.

However, it is one thing to fill classes with students studying science subjects and another thing for them to come out with practical relevant knowledge to apply in their daily lives for their benefit and the benefit of the communities and countries at large.

Therefore, the government must address issues of costs; tuition fees, lab fees, and other associated costs, which can deny the students an opportunity to benefit from the science subjects they are studying; the lack of laboratories in schools denies the students practical, hands-on experiences. The schools should be equipped with adequate laboratory equipment and reagents for this.

The motivation of teachers with a payrise was good, but training and refresher courses would help them focus on the national goal.

Over 263,000 students have been admitted to Senior Five this year, and given that the majority are offering sciences, more than 150,000 could pass to go to the next level of education. How ready are the universities and tertiary institutions to receive this number of students? That means the government must work ahead of time to prepare for this number and a greater number in the subsequent years.

How about the job market? Has the country prepared to absorb these scientists? The lack of opportunities in the economic life of Uganda will force skilled scientists to go for greener pastures outside the country, denying the country the benefit of the move to study sciences.

Planners and policymakers must include the teaching and absorption of science students and graduates in planning programs such as the National Development Plans to reap the benefits.