By Nabasirye Sarah
nabasiryesarah@vu.sc.ug
For many years, Uganda’s education system has equated academic success with performance in national examinations. While this approach promotes standardization, it creates a major contradiction as the country increasingly embraces inclusive education.
Schools are encouraged to recognize the diverse learning needs of children through Individualized Education Programs (IEPs) and other individualized learning approaches. Uganda’s Inclusive Education Policy emphasizes that every learner should have equitable access to quality education through appropriate support and reasonable accommodation.
Yet, these same learners are ultimately assessed using a uniform examination system that does not reflect their individual goals or abilities. As a result, inclusion often ends in the classroom, while exclusion reappears in the examination hall.
IEPs are designed to support learners with disabilities and other special educational needs by setting realistic, personalized learning objectives and using teaching strategies aligned with their strengths. Many learners make significant progress in communication, literacy, social interaction, independent living, and vocational skills.
However, these achievements are rarely recognized in national examinations, which largely focus on conventional academic performance. Consequently, learners who have made meaningful educational progress may still be labeled unsuccessful because the assessment system measures only a narrow range of abilities.
It is important to acknowledge that the Uganda National Examinations Board (UNEB) has made commendable efforts to improve access to national examinations for learners with disabilities by providing Braille examination papers, large-print papers, additional time, scribes, sign language interpretation in selected assessments, and modified diagrams where necessary.
These accommodations have improved access to examinations. However, they primarily address how learners sit examinations rather than what is being assessed. Learners following individualized learning pathways are still judged largely against the same academic standards as their peers, leaving many of their achievements unrecognized.
The problem is not that learners with special needs cannot succeed; rather, it is that success is defined too narrowly. Treating every learner the same may appear fair, but equality is not the same as equity. Education (pre-primary, primary and post-primary) Act 2008 Cap247 guarantees equality and freedom from discrimination, while the Persons with Disabilities Act, Cap115, and requires reasonable accommodation to ensure persons with disabilities enjoy equal opportunities. Learners pursuing different educational goals should therefore not be judged solely against standards designed for those following traditional academic pathways. A system that individualizes teaching while standardizing assessment fails to uphold the principles of genuine inclusion.
Modern educational research recognizes that intelligence and achievement are diverse. Educational psychologist Howard Gardner argued that intelligence extends beyond linguistic and mathematical ability to include interpersonal, spatial, bodily-kinesthetic, musical, and several other forms of competence.
As Gardner famously observed, “It’s not how smart you are that matters; it’s how you are smart.” His work has influenced education systems worldwide to adopt broader approaches to teaching and assessment. Competence extends beyond written examinations to include creativity, problem-solving, practical skills, communication, social adaptation, and vocational competence.
Yet Uganda’s assessment framework continues to rely heavily on high-stakes examinations, overlooking many of these important forms of learning. This creates a policy inconsistency because government investment in inclusive education cannot achieve its intended outcomes if assessment systems remain unchanged.
Some argue that adapting examinations or recognizing IEP outcomes could lower academic standards. However, inclusive assessment is not about reducing expectations; it is about measuring achievement in ways that accurately reflect what learners have been taught. Standards are maintained when assessments are valid, reliable, and appropriate to learners’ educational objectives.
UNESCO estimates that around 240 million children worldwide live with disabilities, and they remain significantly less likely to complete school than their peers without disabilities, it consistently emphasize that “assessment should support learning for all learners.” International experience demonstrates that alternative assessment approaches, including portfolios, coursework, teacher assessments, project-based learning, practical demonstrations, and modified examinations, can preserve quality while providing fairer opportunities for diverse learners.
Without any doubt, Uganda therefore needs a fundamental shift in assessment philosophy, the Uganda National Examinations Board (UNEB) should develop differentiated assessment frameworks that accommodate diverse learning needs. Modified examination papers, additional time, simplified instructions, and alternative response formats should become integral components of an equitable assessment system rather than exceptional accommodations.
The country should also establish alternative certification pathways that recognize achievements attained through IEPs. Learners who successfully meet goals in functional independence, communication, or vocational competence deserve certification that reflects these accomplishments rather than being judged solely by conventional academic examinations. Such certification would acknowledge meaningful learning while maintaining accountability.
Uganda is a State Party to the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Article 24 of the Convention states that “States Parties shall ensure an inclusive education system at all levels.” Achieving this commitment requires not only placing learners with disabilities in schools but also ensuring that assessment systems recognize diverse learning outcomes and provide fair opportunities for every learner to demonstrate achievement.
In addition, teacher education institutions should strengthen training in assessment for special needs education. Teachers require specialized knowledge and skills to design, implement, and evaluate inclusive assessments effectively. Without adequate preparation, even well-designed policies are unlikely to produce meaningful improvements in practice.
Equally important is sustained government investment in assistive technologies, adaptive learning materials, specialized personnel, and continuous professional development to support inclusive assessment. As UNICEF reminds governments and education stakeholders, “Every child has the right to learn.” That right must extend beyond classroom participation to fair and meaningful assessment.
Ultimately, the debate about IEP-based assessment raises a broader question about the purpose of education. If education aims to develop the potential of every learner, then assessment systems must reflect that goal. Sustainable Development Goal 4 calls on countries to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”
Uganda cannot claim to have achieved inclusive education while maintaining examination practices that overlook individual progress and diverse forms of achievement. A truly inclusive education system measures learners according to their abilities, learning goals, and demonstrated progress, ensuring that every learner has a fair opportunity to succeed and receive recognition for their achievements.
The author of this article is a student of Victoria University, Kampala, Uganda pursuing Masters of Education Administration and Management.
