For decades, the performance of schools has been measured largely by examination results. A school’s reputation rose or fell depending on the grades its learners posted at the end of the academic year.
As such, the poor outcomes have not helped improve their reputation. But the Uganda Muslim Education Association (UMEA) says that this approach is no longer sufficient.
The association is now rolling out a new strategy aimed at transforming its schools through what it describes as ‘holistic improvement’, a model that goes beyond academics to focus on governance, infrastructure, teacher development, leadership and learner welfare.
According to Mr Nasser Kiwanuka, the UMEA Assistant Secretary General, improving examination performance remains important, but it can only be sustained if schools are strengthened in every aspect of their operations.
‘These days we no longer talk about academic improvement alone. We want to improve infrastructure, service delivery and strengthen the overall functioning of our schools. Academic performance will then come as a bonus.’ Mr Kiwanuka says.
Strengthening school governance.
The UMEA assistant secretary general adds that the shift in thinking comes as education stakeholders increasingly recognise that learning outcomes are influenced by several factors beyond classroom instruction.
At the centre of UMEA’s strategy is strengthening school governance. The association is improving the process of appointing Boards of Governors for secondary schools and School Management Committees for primary schools.
While community representation remains important, Mr Kiwanuka says competence and track record will now carry greater weight.
‘There are times when we tolerated some people because they were respected members of the community or because of other considerations but now we have to screen all those who are to be appointed,’ he said.
‘We are looking for people who have proven records in institutional governance and understand how the education sector works.’
He also revealed that to improve their effectiveness, UMEA is also investing in capacity building for governors and committee members.
‘We conduct proper induction and orientation programmes. We provide guidelines and continuous support so that they are able to execute their responsibilities effectively,’ Kiwanuka explained.
The problem, according to Kiwanuka, was particularly pronounced in lower primary classes. ‘We found challenges in reading and writing, especially in the lower sections. We therefore conducted a full year of capacity building for the teachers handling those classes,’ Mr Kiwanuka said.
Strategic planning
According to Mr Kiwanuka, every institution under UMEA is being encouraged to develop and implement long-term strategic plans that guide growth and development.
‘We are putting a lot of emphasis on strategic planning and ensuring that those plans are implemented,’ he says.
He adds that the plans are expected to address critical areas such as infrastructure expansion, maintenance, resource mobilisation and academic improvement. Infrastructure development remains one of the most visible aspects of the strategy.
‘Many schools across the country continue to grapple with inadequate classroom space, limited laboratory facilities and outdated learning environments. Holistic development means that these schools must improve their infrastructure. We have to modernise them,’ Mr Kiwanuka said.
He also explained that the association is also looking at the buildings themselves, but also the academic infrastructure. Schools need laboratories, libraries and other educational facilities that support effective learning.
‘Our ultimate goal, is to establish learning institutions equipped with modern facilities that meet contemporary educational standards. We are moving towards having state-of-the-art educational facilities in our schools. That is the direction we are taking,’ he says
However, physical infrastructure alone will not deliver better outcomes without investment in people. For that reason, Uganda Muslim Education Association is also prioritising human resource development.
Mr Kiwanuka believes teachers remain the backbone of any education system and must continuously be equipped with new skills and knowledge.
Training focus
He added that the training focuses on modern teaching methods, school leadership, curriculum implementation and learner support. UMEA has also strengthened its inspection and support supervision mechanisms.
‘Dedicated teams regularly visit schools to assess performance, identify challenges and provide technical guidance. There is a strong department responsible for inspection and capacity building. The teams go to the field to assess institutions and support them,’ Kiwanuka explained.
Inspection Mr Kiwanuka explains that inspection helps them to understand the status of a school, while capacity building helps management and staff address identified gaps. The approach, he says, is designed to be supportive rather than punitive.
‘One of the lessons informing the current strategy came from interventions undertaken in the Greater Masaka region, where UMEA discovered weaknesses in foundational literacy and numeracy,’ he says.
The problem, according to Kiwanuka, was particularly pronounced in lower primary classes. ‘We found challenges in reading and writing, especially in the lower sections. We, therefore, conducted a full year of capacity building for the teachers handling those classes,’ he said.
‘We want to build model schools that others can visit, learn from and emulate, such schools will demonstrate best practices in governance, infrastructure, teaching and learner support.’
He also noted that as a Muslim-founded education body, UMEA continues to promote the integration of religious and secular education, where they are not forcing anybody, but encouraging a dual approach where learners receive both formal education and religious instruction.
‘Many parents want their children to excel academically while also understanding their faith. The objective is to produce balanced individuals capable of contributing positively to society. We want to produce wholesome learners.’
Holistic improvement model
The ‘holistic improvement’ model in Ugandan schools shifts the focus from rote memorization and exam scores to nurturing a child’s heads, hearts, and hands.
Driven by the National Curriculum Development Centre (NCDC) and initiatives like Schools2030, the model integrates academic knowledge, socio-emotional learning, and practical skills.
Performance
Some UMEA schools have maintained a strong academic record over the last two years, with traditional institutions such as Kibuli SS, Kawempe Muslim SS, Gombe SS and Nabisunsa Girls School continuing to excel in national examinations.
In the 2025 UACE results, Gombe Secondary School recorded 33 A grades in Biology, while Kawempe Muslim SS registered 30 As in the same subject. In Islamic Religious Education, Gombe ranked third nationally with 35 As from 71 candidates, while Kibuli SS ranked fourth with 27 As from 63 candidates.
Beyond academics, UMEA schools also dominated co-curricular activities, with Gombe SS emerging overall champion at the 2026 UMEA Games after winning five gold medals.
These achievements underscore the association’s continued contribution to academic excellence, leadership development and holistic education in Uganda.