Zimbabwe education officials in Uganda to study HEAP/HEAC, aiming to expand STEM and university access.
Zimbabwe delegation benchmarks Uganda’s higher education programme Zimbabwe’s Permanent Secretary for higher and tertiary education, innovation, science and technology development, Prof.. Fanuel Tagwira, said the delegation was keen to learn from Uganda’s experience in expanding access to higher education, particularly in science, technology, engineering, and mathematics (STEM).. (L-R) Prof.. Mary Okwakol the Executive Director National Council for Higher Education (NCHE) and Prof.. Fanuel Tagwira the Zimbabwe’s Permanent Secretary for Higher and Tertiary Education, Innovation, Science
and Technology Development during a meeting hosted by NCHE.. A delegation of education stakeholders from Zimbabwe are in Uganda to study how the country is using the Higher Education Access Programme (HEAP) to expand access to university education.. This was on May 4, 2026.. (Credit: Lawrence Mulondo) KAMPALA – A delegation of education stakeholders from Zimbabwe, including officials from the higher and tertiary education ministry, university lecturers and representatives of civil society organisations, has been
in Uganda to study how the country is using the Higher Education Access Programme (HEAP) to expand access to university education.A meeting hosted by the National Council for Higher Education (NCHE) in Kampala on May 11, 2026, highlighted Uganda’s evolving approach to bridging gaps between secondary and higher education.Speaking at the meeting, NCHE principal higher education officer Dr Cyrus Ssebugenyi said the programme was formally developed in 2016 as the Higher Education Certificate (HEC) during
the establishment of the Uganda Higher Education Qualifications Framework.He added that in 2022, with support from FAWE Uganda, the programme was reviewed and renamed the Higher Education Access Programme (HEAP), while the award obtained upon completion became the Higher Education Access Certificate (HEAC).The one-year programme is positioned at Level Three of the national qualifications framework, alongside advanced secondary education.Ssebugenyi said HEAP was initially designed to support foreign students, particularly from Commonwealth countries whose education systems
do not include advanced-level qualifications equivalent to Uganda’s A-level.The programme enables such students to undertake a one-year course, earn a certificate comparable to advanced-level education, and qualify for university admission.Over time, however, HEAP has evolved into a broader remedial and bridging pathway.. It now accommodates students who completed advanced-level education but did not attain the grades required for direct entry into degree or diploma programmes.It also serves as a transition route for learners from vocational
and technical backgrounds seeking to progress to university education.The programme further aims to bridge the divide between arts and science disciplines, although Dr.. Ssebugenyi acknowledged that this aspect has not yet been fully embraced by stakeholders.Prof.. Kuzvinetsa Peter Dzvimbo, the Chief Executive Officer Zimbabwe Council for Higher Education.. (Credit: Lawrence Mulondo)Alternative pathwaysUganda’s examination data underscores the need for such alternative pathways.. In 2025, 44.6% of candidates attained three principal passes, qualifying for direct university admission,
while 28.2% obtained two principal passes.Another 17.5% achieved only one principal pass, often leaving them with limited progression options.. HEAP provides an avenue for these students to advance without repeating advanced-level education.The HEAC programme is structured into three tracks: biological sciences, physical sciences, and general studies.The biological track combines subjects such as biology and chemistry, while the physical track focuses on physics and mathematics.. The general track caters for disciplines not covered in the science
streams, including business and humanities.Each track includes core components such as study skills, academic writing, and life skills education, alongside specialised subject courses and institution-specific modules.. Students complete a total of 40 credit units, with one credit unit equivalent to 15 contact hours.Ssebugenyi said institutions have introduced sub-tracks to cater for diverse subject combinations.For instance, the biological sciences track may include combinations such as biology with agriculture or food and nutrition, while the physical sciences
track may combine mathematics with economics or geography.. Humanities combinations include subjects such as history, literature, economics, and religious studies.Admission requirements vary by track.. For the physical sciences track, applicants must hold the Uganda Advanced Certificate of Education (UACE) or its equivalent, with subsidiary passes in mathematics and either physics or chemistry.Foreign applicants must demonstrate equivalent qualifications and, where necessary, proficiency in English.For the general track, candidates require at least two subsidiary passes at an
advanced level, including one from a principal subject.. Students with only one principal pass are also eligible.. In the biological sciences track, applicants must have subsidiary passes in biology and chemistry, or relevant technical qualifications in fields such as nursing or laboratory sciences.Despite its successes, the programme faces several challenges.. Ssebugenyi said some HEAC students experience stigma from peers who entered university through direct admission.. He emphasised that HEAP does not admit failures but rather
supports students who meet minimum requirements but fall short of competitive entry thresholds.Negative attitudeHe also pointed out that some students struggle with subjects they encounter for the first time, leading to negative attitudes that affect performance.. To address these issues, he recommended strengthening orientation and mentorship programmes, investing in science laboratories, and promoting advocacy initiatives to reduce stigma.Evidence from universities suggests that HEAP graduates perform well academically and often demonstrate strong leadership skills, attributed to
the mentorship components embedded in the programme.Dr.. Cyrus Ssebugenyi, Principal Higher Education Officer at National Council for Higher Education (NCHE).. (Credit: Lawrence Mulondo)NCHE executive director Prof.. Mary Okwakol said the HEAC is firmly grounded in Uganda’s legal and policy framework.. The Universities and Other Tertiary Institutions Act mandates NCHE to accredit academic programmes and ensure quality standards.She added that the HEAC standards, developed between 2015 and 2016, were formalised with guidance from the Attorney General
and approval from the Minister of Education and Sports.Okwakol explained that before these standards, bridging programmes varied widely in duration, content, and quality, with some lasting as little as one month and offering significantly fewer credit units than the current benchmark.. The introduction of uniform standards has improved consistency and safeguarded academic integrity.She added that HEAC aligns with Uganda’s Vision 2040 and successive National Development Plans, supporting national goals on education, human resource development, and
inclusive growth.Expanding accessZimbabwe’s Permanent Secretary for higher and tertiary education, innovation, science and technology development, Prof.. Fanuel Tagwira, said the delegation was keen to learn from Uganda’s experience in expanding access to higher education, particularly in science, technology, engineering, and mathematics (STEM).He described Uganda’s model as practical, scalable, and relevant to Zimbabwe’s needs, while emphasising that his country also brings valuable insights through its Heritage Education 5.0 model.. The visit, he said, aims to foster
mutual learning, observe institutional implementation, and establish long-term collaboration.Zimbabwe Council for Higher Education Chief Executive Officer Prof.. Kuzvinetsa Peter Dzvimbo echoed these sentiments, noting the importance of inclusive pathways that enable learners from diverse backgrounds to transition into university education.. He highlighted the need for higher education systems to adapt to changing demands, including digital learning, employability, research commercialisation, and regional integration.The delegation includes representatives from several Zimbabwean universities, among them the National University of
Science and Technology, Bindura University of Science Education, Midlands State University, Chinhoyi University of Technology, and the Women’s University in Africa, as well as officials from FAWE Africa.
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