Strengthening STEM Education: SESEMAT Activities and Innovations in Luwero Region Background

Since the launch of the Secondary Science and Mathematics Teachers’(SESEMAT) programme in the Luwero region (Luwero, Nakaseke, and Nakasongola districts) in 2007, the Regional Management Committees (RMCs) have spearheaded a range of activities aimed at strengthening STEM (Science, Technology, Engineering, and Mathematics) education. These activities include:

• Regional INSETs (In-Service Teacher Training)
• Science Fairs
• Hosting the COMSTEDA-20 Virtual Conference
• Skills and Knowledge Exchange Abroad for Regional Trainers (RTs)
• Community-Impact Projects
• Special Activity – Regional Based (SARB)

Through these initiatives, the region has showcased how RMCs, Regional Trainers, and schools collaborate to promote excellence in STEM education.

STEM education itself is anchored in the constructivist theory of learning, which emphasizes active, practical, and interactive approaches to knowledge building. It seeks to prepare students for the world of work by engaging them in authentic tasks and real-world problem-solving. Approaches such as Project-Based Learning (PBL) and Inquiry-Based Science Education (IBSE) align seamlessly with Uganda’s Competency-Based Curriculum (CBC).

The SESEMAT programme, both at the national and regional levels, was therefore designed to operationalize these constructivist principles. Its goal is to nurture learners who embody the vision of the New Lower Secondary Curriculum (NLSC)—graduates who are creative, competent, and prepared to solve societal challenges. The STEM supporting activities in the Region.

1. INSETS.

Luwero SESEMAT Region carries out INSETs that ran on a theme formulated by SESEMAT National office.  The training adopts a cascade model of training. At regional level training is carried out by 12 regional trainers (RTs) supervised by a National trainer. Since 2007 the region has carried out 15 INSETs.

Below is a table showing attendance to regional INSETs for three sampled years.

Challenges

Common challenges and attempts for mitigation

The mitigations have alleviated the challenges to differing degrees, an area that needs a Scientific study.

Benefits

Science teachers’ attitude towards INSET has become more positive. This laid a firm foundation for INSETs in the Competency Based Curriculum.

	Science teachers attending a workshop to equip them with ICT skills in 2025 at Ndejje SS INSET center . Such INSETs for science teachers are organized with ease, as the attitude has increasingly become positive. Such INSETs have created communities and fellowships where teachers share and support each other

Learners interest in science increased, science phobia reduced. This is evidenced by increased numbers of science classes at A level.

Learners attending an ICT enhanced biology lesson. ICT integration has reached levels of simulation and interactive presentations. However the actual implementation still greatly depends on the individual teachers, less support comes from the institutions due to different reasons ranging from lack of interest to financial constraints. Deep rural schools are challenged in availability of both ICT infrastructure and steady power supply.

Science teachers became more confident during lesson observation, and there is increased integration of learning activities in science and Mathematics lessons

Currently, the region has established several professional platforms for science teachers, which serve as spaces for sharing experiences, exchanging teaching materials, and strengthening collaboration. These include the Chemistry Society, the NCDC–Ndejje Workshop (A-Level), the Luwero SESEMAT Chemistry Platform, among others.

In addition, the SESEMAT structure in the region is actively utilized by key national institutions such as the National Curriculum Development Centre (NCDC), the Uganda National Examinations Board (UNEB), and the Uganda Secondary Education Expansion Project (USEEP) under its teacher support sub-component. Through these partnerships, both teachers and school administrators receive continuous training and support to improve the quality of teaching and learning.

Head teachers and Deputy Head teachers attending a workshop organized by USEEP to equip them with managerial and leadership skills. The 10 day training took place at Ndejje SSS Cluster Center which is the INSET center of Luwero SESEMAT. The school administrators are meant to be the managers of the Community of Practices of science teachers championing the integration of ICT in implementation of the New Lower Secondary Curriculum (NLSC).

2. Science Fair

Science fairs have become increasingly common in secondary schools, and attracted non science subjects to blend into educational fairs. This has given a strong foundation for project work in NLSC which adopts a thematic approach.

Students of Art and design exhibit at an annual academic fair that was held on the theme; Creativity and innovation to address human Challenges. The academic fair that attracted both sciences and humanities had the adjudication based on STEM. Some of the best exhibitions came from Art and design, Entrepreneurship and History

A science fair is much more than an exhibition; it promotes hands-on learning and encourages creativity and innovation. The Communities of Practice (CoPs) created by INSETs support science fairs which greatly motivates learners. The science fairs boost collaboration and team work which further promotes STEM education.

In the region, weak coherence among administrative bodies has posed a challenge in this area.

Learners of NLSC from Luwero SESEMAT region participating in the National Science Fair. The project is an innovation in Technology that involves developing a soft ware that improves management of the sickbay. The project has been taken on by Ndejje SSS to pilot it at the school sickbay.

The science teachers training on the integration of ICT in teaching and learning in NLSC has started to yield fruits; more teachers are able to use ICT gadgets to enhance teaching and a few have created virtual classrooms.

Learners have shown interest in the innovations their fellows come up with. In the photo, learners visit a stall to inspect the innovation made by fellow learners.

Parents and community members visit an entrepreneurship stall during a school based academic fair. Such science fairs also give an opportunity to learners to show case skills in entrepreneurship especially where ICT is involved in marketing.

3.  Hosting COMSTEDA-20 virtual conference

The region organized a virtual conference hall that attracted 40 participants from the region to attend the conference on the theme; Teacher Professional Development in Africa, Knowledge, Skills and Values of STEM.

4. Offering training opportunities

Luwero SESEMAT has supported Regional trainers to have skills and knowledge acquisition skills outside the country.  In 2014 Luwero SESEMAT supported the coordinator to attend training at CEMASTEA (Center for Mathematics, Science and Technology Education in Africa) in Kenya. The training was under the theme; ASEI-PDSI Approach in Mathematics and Science Education in Africa.

In 2015 Luwero SESEMAT supported the coordinator to attend training in Kual Lumpur Malaysia on the theme; Innovative Teaching and Learning through Inquiry Based Science Education.

In 2019 Luwero SESEMAT supported a biology trainer to attend training in CEMASTEA in Nairobi Kenya.

5.Projects that change peoples’ lives

In the teaching and learning process, learners have designed projects which have positively impacted of peoples’ lives. The S3 Chemistry class of 2023 in Ndejje SSS, with the help of a technical person and facilitation from school, designed and constructed a biogas digester.

After using it for study purposes, it was handed over to school farm staff who have continued to use it. This facility has enabled them save a lot on fuel.

The NLSC has further promoted STEM by providing real life activities embedded with science concepts. Under the topic “carbon in life”, learners’ study various compounds of carbon and how they are harnessed. In this caption S3 students are constructing a biogas digester which they first designed in the drawings

An expert in constructing bio-digesters explains to learners the reasons for the designs which brings out all the elements of STEM, Science, Technology, Engineering and Mathematics

6.SESEMAT – REGIONAL BASED (SARB)

MODEL: Assessment by Testing and Remedial lessons in the Science (Chemistry, Biology & Physics) and Mathematics at Senior Three

Introduction

The purpose of the tests was to evaluate the extent of content coverage—both in breadth and depth—and the quality of learning outcomes attained by students. The findings provided a foundation for identifying learning gaps and recommending targeted remedial programs for schools.

To address these needs, the Assessment by Testing for Remedial Teaching (ATRET) model was introduced under the SARB framework. ATRET was first piloted in the Mukono SESEMAT region (2001–2012), later understudied in the Luwero region (2012–2013), and eventually implemented with modifications in 2014.

In Luwero, the model was adopted specifically to strengthen performance in the four core subjects—Chemistry, Biology, Physics, and Mathematics—through structured remedial lessons. A standard test, designed by SESEMAT Regional Trainers, was administered in March 2014 to all Senior Three students across the region. The test was supervised and marked by teachers within their respective schools, with nearly 3,000 students from 67 schools participating.

The results revealed an alarming trend: average scores in all four subjects were below 50 percent. This highlighted an urgent need to enhance learners’ proficiency by improving lesson delivery. The recommended approach emphasized the adoption of SESEMAT’s core teaching principles—Activity, Learner-centered lessons, Encouragement, and Improvisation (ALEI)—to make teaching more engaging, practical, and effective.   

Performance of students per question in the four subjects

a. Chemistry 

b. Students’ Proficiency by Question in mathematics

c. Students’ Proficiency by Question in Physics

Challenges

During the INSET that followed this activity, teachers highlighted several challenges encountered in implementing remedial teaching:

• Limited resources – some school administrators were unwilling to allocate funds or materials for remedial programs.
• Stigma – some learners felt embarrassed to be placed in remedial classes, which discouraged participation.
• Teacher workload – already heavy teaching schedules left little room for teachers to take on additional remedial lessons.
• Time constraints – finding suitable time slots on the timetable for remedial sessions proved difficult.
• Although some teachers managed to conduct remedial teaching, assessing its true impact was not possible due to financial limitations.

Recommendations

• Schools should deliberately reflect STEM needs in their institutional budgets, prioritizing infrastructure such as ICT facilities, workshops, school gardens, and science laboratories.
• The Regional Management Committee (RMC) should adopt stronger strategies for mobilizing funds, enabling Regional Trainers (RTs), supported by National Trainers (NTs), to provide field support through lesson demonstrations, lesson study cycles, and activity development.
• A policy should be introduced requiring every school to host an annual STEM exhibition to showcase learners’ creativity and innovations.
• Parents and guardians should be sensitized about STEM education, emphasizing that it extends beyond the classroom and can be reinforced through daily home activities.
• Schools should design programs that invite technical experts as motivational speakers, while also encouraging parents to involve learners in STEM-related tasks during school holidays.

Closing Note

As a region, we have continued to make progress amidst these challenges, but it is clear that more must be done to strengthen the foundation and impact of STEM education. With deliberate effort, collaboration, and resource investment, we can move beyond “limping forward” and achieve the full promise of competence-based learning.

Report compiled by

SENTEZA JOHN (sentezajohn123@gmail.com)/256772860437

RT-Coordinator

Luwero SESEMAT Region

Uganda