Science education in Uganda: progress and possibilities

An extensive survey of 110 randomly selected secondary schools in Uganda provided information on teaching and facilities. Questionnaires completed by 214 teachers and 630 students on attitudes towards secondary education and science education provided insight into perceptions of the role in general and science education in particular. Equivalent questionnaires were also completed by samples of parents, employers, employees and early school leavers. While there was considerable consensus across groups on the general aims of secondary education, differences arose when considering science education. Results indicate a view towards science as problem solving by teachers, suggesting a greater understanding of science than in the past. Students see science as having a high memorization emphasis and less problem solving. It is suggested that this is due to lack of practical experiences and science teaching facilities, large classes of 40‐90 students, traditional examination syllabuses, and lack of equipment, classrooms and laboratories.