Vice Chancellors Convene In Gulu To Chart Implementation Path As NCHE Sets 2027 Deadline For Full Compliance
Uganda’s higher education sector is undergoing its most significant structural transformation in decades, as universities across the country move to adopt competence-based curricula designed to produce graduates equipped with practical, job-ready, and entrepreneurial skills.
The shift was the central subject of the two-day annual Higher Education Conference held in Gulu City, which brought together vice chancellors, academics, policy makers, and private sector representatives to deliberate on the implementation of Competence-Based Education and Training (CBET) across all institutions of higher learning.
The conference marks a critical milestone in a reform agenda that has been building for several years and that will fundamentally alter how university education is designed, delivered, and assessed in Uganda.
The Regulatory Framework
Prof Mary Okwakol, Executive Director of the National Council for Higher Education (NCHE), confirmed that the government has already adopted curriculum reform standards for all institutions of higher learning and that compliance is no longer optional.
From the 2027-2028 academic year, the NCHE will no longer accredit academic programmes that are not underpinned by a competence-based curriculum. Guidelines have already been distributed to all universities and institutions of higher learning, and training for CBET education trainers is set to be rolled out at the regional level to support institutions in meeting the standards.
“This aligns higher education outcomes with industry needs and encourages industry-aligned innovations. Institutions have been instructed to ensure that all academic programmes intended for first-year student intake in the year 2027/2028 are compliant with the NCHE CBET standards,” Prof Okwakol stated.
The reforms introduce a fundamental shift in how students are assessed. Under the new framework, continuous assessment will carry 60 percent of a student’s final mark, with formal examinations accounting for the remaining 40 percent — a significant departure from the examination-heavy model that has historically dominated Uganda’s higher education system.
Makerere’s Early Transition Offers A Blueprint
Makerere University, Uganda’s oldest and largest public university, is notably ahead of the curve. Vice Chancellor Prof Barnabas Nawangwe revealed that the institution adopted competence-based teaching as early as 2010, with its Senate making a formal decision subsequently endorsed by the University Council. All curricula have since been revised accordingly, and lecturers have been retooled to align with the approach.
“It was not easy to shift from a knowledge-based curriculum to a competence-based curriculum, but the Senate made a decision that was endorsed by the University Council, and the university has had to revise all its curricula,” Prof Nawangwe said.
Under the competence-based model, the curriculum emphasises two primary methods of assessment — coursework and continuous assessment — with the goal of measuring not just what students know, but what they can do.
For institutions only beginning the transition, Makerere’s decade-long experience provides both a practical reference point and an indication of the institutional commitment required to see the process through successfully.
Digital Learning As A Pillar Of Reform
The curriculum overhaul is accompanied by a formal push to deepen the integration of digital technologies into university teaching and learning. The NCHE has developed and is enforcing Open, Distance and e-Learning (ODeL) guidelines and standards, which Prof Okwakol credited with enabling Uganda’s higher education system to maintain academic continuity during the Covid-19 pandemic while simultaneously driving improvements in technological infrastructure across campuses.
“They have revolutionised Uganda’s higher education by enabling a rapid, regulated transition to digital learning, including ensuring continuity of education during Covid-19 lockdowns,” she said.
In December 2025, the NCHE also signed a Memorandum of Understanding with the Private Sector Foundation Uganda (PSFU) to enhance the quality and market relevance of research and innovation — a development that underscores the growing emphasis on university-industry collaboration as a cornerstone of the reform agenda.
Industry Engagement Identified As Critical Gap
While the reforms are broadly welcomed, participants at the conference identified a significant gap in implementation that extends beyond the university gates. The academic registrar of Seeta University, Mr Ronald Mbago, noted that private sector organisations where students undertake practical attachments must also be oriented toward competence-based learning outcomes.
Without this alignment, he argued, industry placements risk becoming procedural requirements rather than genuine opportunities for skills development. The concern reflects a broader recognition that the success of the reforms depends not only on what happens inside lecture theatres but also on how effectively universities and employers collaborate in shaping graduate competencies.
Dr Ezra Muhumuza, Executive Director of the Uganda Manufacturers Association, commended the strengthening of university-industry linkages but raised a concern about the pace of policy development relative to the speed of innovation.
“The government is interested in regulating everything, and as a result, innovations that should bear fruit in a short time end up being delayed because when innovations are moving, the government comes in and says we need a policy,” he cautioned.
Illegal University Branches Placed On Notice
Prof Okwakol used the platform to issue a formal warning to universities operating unauthorised branches, confirming that the NCHE had written to all such institutions directing them to close. Academic documents issued by illegal campuses will not be recognised by the council, and awards conferred by such institutions will similarly be invalidated.
“We have written to all those institutions that are operating illegally and asked them to close because the National Council of Higher Education will not recognise the awards given to students,” she stated, though she declined to name specific institutions or detail the consequences for those that fail to comply.
Implications For Students And Institutions
The reforms carry significant implications for students at every stage of their university journey. Those entering university from the 2027-2028 academic year will do so under a system that measures competence alongside knowledge, prioritises practical skills development, and integrates digital learning as a standard component of academic delivery.
For institutions, the deadline is firm. Universities that have not revised their programmes to meet NCHE CBET standards by the 2027-2028 intake will face the loss of accreditation for non-compliant programmes — a consequence with direct implications for institutional reputation and student enrolment.
The vice chancellors gathered in Gulu left the conference with a clear mandate: the transformation of Uganda’s higher education system is no longer a future ambition. It is an immediate institutional responsibility.
