NAIROBI, Kenya — Ugandan lawmakers have travelled to Kenya to benchmark the country’s education reforms, with teacher remuneration, the Competency-Based Curriculum (CBC), digital learning, inclusive education and education funding emerging as key areas of interest.
The delegation from Uganda’s Parliamentary Committee on Education and Sports, led by Deputy Chairperson Emmanuel Ongiertho, MP for Nebbi Municipality, held talks with Kenya’s National Assembly Departmental Committee on Education at Parliament Buildings in Nairobi on Wednesday, August 19.
The engagement provided the Ugandan lawmakers with an opportunity to examine Kenya’s experience implementing education reforms and addressing challenges affecting teachers and learners.
Ugandan MPs question Kenya’s teacher pay structure
Teacher remuneration was among the key issues raised by the Ugandan delegation, particularly differences in pay between science and humanities teachers.
The lawmakers said Uganda had previously introduced different salary structures for secondary school teachers based on the subjects they taught, a policy they said contributed to dissatisfaction and affected teacher morale.
They consequently sought to understand whether Kenya had experienced similar challenges and how teachers’ salaries are structured.
Kenyan MPs explained that teachers employed by the Teachers Service Commission (TSC) are placed on established salary scales, with differences in earnings mainly arising from allowances rather than separate basic salaries based on subjects taught.
Teachers serving in hardship areas receive hardship allowances, while those working with learners with special needs qualify for additional allowances.
The delegation also examined mechanisms used to improve teacher accountability and performance.
Kenyan lawmakers said teachers are required to record attendance, while the TSC uses the Teacher Performance Appraisal and Development (TPAD) system to assess performance.
“Teachers are required to record their attendance, while the TSC uses the Teacher Performance Appraisal and Development (TPAD) system to monitor performance,” Jerusha Momanyi said.
She added that teachers submit performance information electronically, while school heads and principals participate in assessing their work.
Teachers who are absent without authorisation can face disciplinary action.
Uganda seeks lessons from Kenya’s CBC
The Ugandan delegation also examined Kenya’s implementation of the Competency-Based Curriculum, particularly the approach to learner progression.
Kenyan lawmakers explained that government policy generally discourages learners from repeating classes, although parents may in some circumstances request that a learner repeat a grade to improve academic performance.
Kenya’s current basic education structure consists of two years of early childhood development education, six years of primary education, three years of junior secondary education and three years of senior secondary education before tertiary education.
Uganda, by comparison, has a seven-year primary cycle, four years of lower secondary education and two years of advanced secondary education before university.
The differences provide an important basis for the benchmarking exercise as Uganda continues to review its own curriculum reforms.
While Uganda has introduced reforms intended to promote practical competencies, its education system continues to place greater emphasis on national examinations than Kenya’s CBC model.
Digital learning and ICT integration
ICT integration was another major area of interest for the Ugandan lawmakers.
Kenyan MPs explained that technology has increasingly been incorporated across learning areas, including subjects such as History, Geography and Religious Education.
The Kenyan government has also invested in digital learning infrastructure, including interactive screens and other technologies intended to support classroom instruction.
For Uganda, the Kenyan experience offers an opportunity to examine how technology can be integrated into curriculum delivery while addressing infrastructure and resource constraints.
Inclusive education and education funding
The discussions also covered inclusive education and the support provided to learners with special needs.
The Kenyan delegation highlighted special-needs allowances for teachers as part of the measures supporting educators working with learners requiring additional assistance.
The Ugandan lawmakers also sought information on Kenya’s Constituency Development Fund (CDF) and its role in supporting development projects, including education-related initiatives.
Kenyan MPs explained that the fund operates under a legal framework that prevents Members of Parliament from directly handling or authorising expenditure.
Ugandan lawmakers said the model was of interest because Uganda largely relies on central government allocations, local government financing and development partners to fund education projects.
