A SNAPSHOT OF SESEMAT PROGRAM’S BOOST OF STEM EDUCATION IN UGANDA
By Musoke Paul, Technical Supervisor SESEMAT MoES
Background
The Secondary Science and Mathematics Teachers’ (SESEMAT) program is a Continuous Professional Development (CPD) unit in the Ministry of Education and Sports that aims at improving the teaching ability of science and mathematics teachers. It was initiated in 2005 by the Government of Uganda (GoU) through the Ministry of Education and Sports (MoES) in conjunction with the Government of Japan (GoJ) through Japan International Cooperation Agency(JICA) to improve the teachers’ delivery that would lead to improved performance in Science (Biology, Chemistry, Physics) and Mathematics in the long run. With the introduction of the Competence-Based Curriculum (CBC) in Uganda, which emphasizes learner-centered approaches, activity-based teaching, knowledge Co-creation and putting the learner at the center of the teaching learning process, we are seeing the reality coming true.
The Government of Uganda, through the Ministry of Education and Sports, has put in place a conducive environment accompanied with policies that favor Science, Technology, and Engineering and Mathematics (STEM) education in the country. We are experiencing a large number of learners taking STEM subjects at Athe dvanced level and those joining the tertiary institutions and Universities.
SESEMAT Program carries out a number of activities that are aimed at improving STEM education in the country, among which are the following:
In-Service Education Training (INSET)
The Program provides In- Service Education Training (INSET) to the teachers of Science and Mathematics in the country both at the National and Regional levels. This is geared to ensuring professional growth of the Teachers even after they have left the colleges and Universities. It conducts National INSETs that are cascaded to teachers at regional level (Regional INSETs) by the Regional Trainers (RTs).In order to ensure quality and effectiveness of the training at the regional level, a National trainer for each subject is sent to give support and guidance to the regional trainers as they cascade to the teachers. The country was partitioned into six (6) Zones, and every school holiday, two Zones are trained. The program trains over seven thousand (7,000) Teachers of Science and Mathematics annually. This year the INSETs were guided by the theme: ‘Enhancing the linkage between Teaching, learning and Assessment in the Competence Based Curriculum (CBC)’.
Science Fair
In order to promote Innovations and Inventions at the school level, SESEMAT Program organizes science fairs annually as a mechanism for the learners to demonstrate their ability in using the knowledge learnt in the classroom to design projects that can solve societal problems. These fairs start from the school level, then to the Regional and climax at the National level. Learners demonstrate what they can do other than what they know.
In these fairs, learners using the problem-solving approach, project-based learning, coupled with critical thinking design and create projects that can solve societal problems. This year 2025, the National fair was held in June and it was unique in a way that the projects/ exhibitions were competence-based. They were integrated in terms of Knowledge and were adjudicated according to a number of competences that included: Creativity, scientific process, impact and applicability, communication, scientific contribution, teamwork, Ethics, report and STEM integration. The Fair was guided by the theme: “Science, Technology, Engineering and Mathematics (STEM) is the solution”. The National fair was blessed with the presence of the Uganda Registration Service Bureau (URSB) staff who guided learners/ exhibitors on issues to do with Patent rights, copy rights and Intellectual Property (IP).
Sensitization of Stakeholders
In order to boost STEM education across the board, the Program sensitizes stakeholders on their roles and responsibilities in implementing STEM-related activities. Uganda rolled out the Competence-Based Curriculum (CBC) four years ago, which was in line with the SESEMAT doctrine/the ALEI-PIEI framework. SESEMAT has been instrumental in both training the teachers and also sensitizing school administrators on the same. This has enabled them to effectively and efficiently fulfill their cardinal role of the supervision of the teachers. SESEMAT has trained 2,353 Head teachers. The focus of the training was based on equipping the Head teachers with knowledge and skills on the CBC so that they can reliably communicate to all school stakeholders from an informed point of view. They were exposed to the contents that the teachers had been taken through in the CPD, what had changed in the new curriculum and guided on their roles as administrators in the implementation of the curriculum. In addition to this, they were also guided on what to look for in the lesson implementation and how to give feedback to the teachers as they perform their cardinal role of support supervision.
Monitoring of the teaching of Science and Mathematics (STEM)
As a follow-up to the implementation of INSET contents and a means for needs assessment, SESEMAT carries out classroom observation in order to promote STEM subjects in the classroom. SESEMAT program monitors the teaching and learning of science every term in selected schools across the country.
The observers assess whether the teachers of Science and Mathematics have mastered subject content, conceptualized key ideas that are being used to effectively teach the learners, use Group work in the teaching and learning, triangulate and carry out formative assessment at every stage of the teaching learning process. In addition to this, they look out for the use of the learner-centered approaches, activity-based teaching and Knowledge co-creation as a means to putting the learner at the center of the teaching learning process. This informs the program on the gaps therein and in addition to other upcoming knowledge and skills acquired from research helps in formulating contents for the next training.
Supplementary Mechanisms to boost STEM at the School/ Regional level
The program put in place other supplementary mechanisms to the annual In-Service Education Training (INSET) to ensure that teachers of Science and Mathematics grow professionally while at their work stations. These SESEMAT Activity Regional Based (SARB) initiatives include: Lesson study, School-based lesson observation, Assessment by testing and lastly popularization of lesson planning. This has empowered the teachers to learn from each other, to improve in their classroom practices, and in captivating learners’ interest and motivation.
Of recent in our INSET, we have introduced reflective lesson study as a tool for effectively implementing the Competence-Based Curriculum. It’s seen as a mechanism for teachers forming communities of practice to reflect on the teaching learning process, learn from each other at school level and also at cluster level.
Science Week
The Government of Uganda created the Ministry of Science, Technology and Innovations (MSTI). This Ministry is responsible for promoting and integrating Science, Technology, and Innovation across sectors like education, industry, agriculture, and commerce with the aim of fostering economic growth, increasing productivity, enabling import substitution, and exporting knowledge-based products and services to achieve middle-income status. The MSTI also promotes research in STEM subjects in higher institutions. In regard to this, annually it organizes a Science Week where tertiary institutions, Universities, private sector and other related ministries participate and exhibit their products, inventions and innovations. This year 2025 science week was held in June and the Ministry of Education and Sports, through SESEMAT program, mobilized a number of secondary schools that showcased/exhibited what they had innovated or invented. We are seeing this as an outlet for research promotion spilling over to the Secondary Education and even primary. The show was open for public viewing and it attracted stakeholders from all walks of life.
Conclusion
We thank SMASE –Africa for being a unifying umbrella for the continent. I believe that through sharing achievements, elements of concern and the strategies we shall create a scientifically critical mass that will transform Africa to a desired level. Therefore as we push for achieving the Millennium Goals in the 21st century and the Visions of our countries, there is need for unity to create a smiling Africa. STEM is the solution. Together we can as Africa for greater horizons.