KAMPALA: In 2020, Uganda embarked on a bold journey to reform its lower secondary education system by introducing a competency-based, learner-centered curriculum. This reform aimed at equipping students with skills relevant to the demands of the modern workforce, shifting away from traditional rote learning to a more practical, skills-oriented approach. The National Curriculum Development Centre (NCDC) played a pivotal role in designing and rolling out this curriculum, while the Uganda National Examinations Board (UNEB) was tasked with overseeing assessment procedures. Teacher training was central to this transition, with 35 percent of in-service teachers receiving direct training, and the remaining 65 percent expected to be trained through a cascade model. However, a study by the Economic Policy Research Centre (EPRC) in collaboration with the African Center for Economic Transformation (ACET), under the Youth Employment and Skills chapter of the Pan-African Coalition for Transformation (YES-PACT), reveals that the implementation of this curriculum has faced significant hurdles.
The experiences of teachers are central to understanding the success and challenges of this reform. Teachers who received face-to-face training from the NCDC reported that the sessions were overly generalized, focusing on broad categories like humanities, sciences, and arts rather than specific subjects. This created a disconnect between the training content and practical classroom application. One teacher noted, “The training grouped us according to humanities, sciences, and art departments. I wish it were subject-specific because when we came back, it was challenging to use the examples they used in different subjects.” This lack of specificity, according to the study, made it difficult for teachers to adapt the new methodologies to their unique classroom contexts.
Another critical issue highlighted in the study is the confusion surrounding the new assessment methods. Teachers expressed frustration over the unclear guidelines for awarding scores, particularly for projects and Activities of Integration (AOIs). One teacher remarked, “The mode of assessment has continued to confuse teachers. Up to now, teachers are still struggling with scoring assessments and project work, and UNEB has yet to train us, but we are running out of time.” The directive that students should not be given zero marks further complicated matters. Teachers reported that this policy led to a decline in student motivation as learners realized they would not face the consequences of poor performance. As one teacher put it, “They told us that you cannot give a student zero, and students are aware of this, which has made them very lazy because they know you can’t give them zero.”
Teachers trained by master trainers faced additional challenges. The cascade model diluted the quality of the training, with inconsistent and sometimes contradictory instructions causing widespread confusion. A teacher shared, “We have different facilitators who give contradictory information. Very few teachers have first-hand information, so we get confused by facilitators.” Furthermore, hierarchical dynamics within training sessions stifled open dialogue and critical thinking. One participant observed, “The other challenge is that master trainers are behaving like small gods. You must do what they tell you even if you think it’s wrong or have researched and found some new information. They don’t want to be challenged.” These issues highlight systemic flaws in the training process, which, if unaddressed, could undermine the curriculum’s effectiveness.
From the learners’ perspective, the revised curriculum offers both opportunities and obstacles. The focus on project work and self-directed learning has empowered students to develop practical skills and confidence. One student recounted, “In project work, you must solve a community problem. Our project was to make cheap liquid soap, and even the school supported us. Now we are making money.” This entrepreneurial approach has the potential to transform Uganda’s education system into a hub for innovation and skills development. However, resource limitations pose significant barriers. Many students reported limited access to ICT resources, which are crucial for engaging with the new curriculum. “We don’t get the chance to do practicals in the computer laboratory because we are many and the computers are few. Last term, I went to the computer laboratory only one time, to do the practical exam,” shared a student. This digital divide hampers students’ ability to fully benefit from the curriculum.
Parental support is another critical factor influencing the curriculum’s success. Many students reported that their parents were either unwilling or unable to fund materials needed for project work. This lack of support forced students to choose simpler projects, limiting their learning potential. The study suggests that greater parental engagement and awareness are necessary to ensure the curriculum’s success. Without active involvement from parents, students may continue to face barriers in accessing the resources needed for meaningful learning experiences.
Policy recommendations
The broader implications of curriculum reform are significant. By focusing on practical skills and entrepreneurship, the revised curriculum has the potential to address youth unemployment and enhance Uganda’s competitiveness in the global economy. However, the challenges identified in the study reflect deeper structural issues within Uganda’s education system, such as underfunding, lack of resources, and gaps in teacher professional development. These issues must be addressed to unlock the curriculum’s full potential.
The policy recommendations provided in the report offer a roadmap for improving the curriculum’s implementation. Continuous teacher retraining is essential to ensure that educators are equipped with the necessary skills and knowledge. The Uganda National Examinations Board (UNEB) and the NCDC should provide ongoing, comprehensive, and subject-specific training, particularly in project work and assessment. ICT training for teachers is also crucial, as many educators lack the basic digital skills needed to integrate technology into their lessons. All teachers should be retooled with basic ICT skills before they can be charged with teaching and integrating ICT into lesson delivery.
Clarifying assessment and scoring methods is another critical area for improvement. UNEB should expedite training on assessment methodologies to ensure clarity in awarding and submitting scores. Streamlining project work guidelines will help address the confusion around project expectations while engaging and educating parents will foster greater support for students. The government should sensitize parents about the revised curriculum’s essence, expectations, and requirements through media campaigns. Regulating textbook publishers is also essential to prevent errors and inconsistencies in learning materials, ensuring that teachers and students have access to accurate and reliable resources.
In conclusion, Uganda’s revised lower secondary curriculum represents a significant step toward modernizing the education system and equipping students with skills relevant to the modern workforce. However, the challenges identified in the study by the EPRC and ACET highlight the need for systemic reforms to support the curriculum’s successful implementation. By addressing these issues through targeted policy interventions, Uganda can create a more robust and effective education system that prepares students for the demands of the 21st-century economy.