Recent studies (Allen, Elks, Outhred, & Varly, 2016; Mitana, Muwagga, & Ssempala, 2018) highlighted how Uganda’s education system is skewed towards the passing of the final Uganda National Examinations Board (UNEB) examinations at Primary and Secondary Level, setting the stage for a raging debate whether the system facilitates productive learning or is a mere passage of formality for students to go through the ‘motions’ of education to the point of adulthood or joining the employment sector.