The numerous profound and hasty changes taking place in the country and globally today, have called for the reform of Uganda’s Lower Secondary Curriculum (LSC) for the first time since colonial time, to help the country cope with the ever changing world. The review process which lasted for about a decade, came to realization at the beginning of 2020 when the revised curriculum was rolled out. Even though UNESCO recommends that curriculum should be reviewed every 5 years, for Uganda, it took decades to start on the process.
The review was guided by the recommendations in the 1992 Government White Paper on Education, the Vision 2040, National Development Plans I and II, the Education Sector Strategic Plans (ESSPs) of 2004/05–2019/20, the NRM Manifesto 2016-2012, Sustainable Development Goal number 4 and other grey studies conducted by Ministry of Education and Sports(MoES). The new LSC is learner-centered, competency-based and aims at equipping learners with practical skills needed by the 21st century labour market. Comparing this new LSC and the traditional one, you appreciate that it focuses on skills, competencies and encourages experiential learning away from the old curriculum that was theory-oriented, teacher-centered and encouraged rote learning. The old curriculum was overloaded with a collection of coinciding subjects; laid emphasis on ‘book learning’ and cram work to pass exams rather than mastery of competencies and skills.
On the other hand, the new curriculum and its pedagogy emphasizes Knowledge, Understanding, Skills, Values, and Attitudes (KUSVA). MoES deserves commendation for the great work done. In my interaction with learners of different schools, the government should be applauded for the new curriculum. The S.1 and S.2 learners of St. Daniel Comboni College Kasaala-Luweero, were quick to say that, “the new curriculum has helped us to develop research skills; become problem solvers, creative, good communicators, team players and we move as a team in education through group work, besides developing confidence through numerous presentations in class.”
They further commented that, in the new LSC, they study cross-cutting issues. for example, Environmental and Health awareness; Life skills; Mixed abilities and involvement; Socio-economic challenges; Citizenship and Patriotism.
However, some students, mostly in the Central region both in rural and urban areas, were still faced with myriad challenges. They revealed that the curriculum was expensive to implement both for the school and the students because of the facility inadequacies in schools.
Many are still struggling to get textbooks and other learning materials for seniors one and two besides being off electricity grid. The dilemma is when the supposed practical subjects such as ICT, woodwork and metalwork remain being taught in theory. Teaching computer skills to the students without demonstrating on a computer makes computing illusive to learners.
One student in one of the Secondary Schools in Wakiso District commented that, “The curriculum demands us to make enough research which may also call for use of technology in our learning environment but in our school, we have only two computers and at the same time we are not allowed to use smartphones full time. This has affected us so much and it’s like we are still in the days of the old curriculum of only listening and writing notes from teachers who dictate them from pamphlets.”
Some students would like to offer Agriculture but lack land simply because they study from rented premises. Other students noted that the new LSC is tiresome and very demanding, ranging from high level engagement of learners in learning activities to warm up in physical education. The continuous assessment of learners is very demanding to students who were already bent to traditional way of learning. In a discussion with some S.1 learners in one urban school, it was clear that some students were easily left behind because they were used to the old curriculum way of spoon feeding. Some students donot participate in group work because by nature they are not collaborative learners. It’s clear that adjustment from traditional mode of pedagogy to new mode of self-direction is still a challenge.
Weird as it may sound, some teachers in some schools are allegedly still glued to using approaches of the old curriculum like giving monthly tests and notes dictation to students, contrary to the new curriculum which emphasizes that the learners should make their own notes through research. One student in a school in Kira Municipality, decried; “Some teachers come to class not prepared and even they consider our views as if they are not right and consider us as if we donot have any exposure; this discourages us from active participation.” Her friend further noted that “… When we are in groups discussing, some learners want to dominate the discussion not because they are intelligent but because they are socially popular.”
Therefore, there is need for more professional development and retooling for teachers besides continuous preparation of learners. Likewise, the government needs to consider setting up specialized schools across the country for learners with special needs as learners living with disabilities feel left behind. There is also need to legislate on ICT use in schools nationally, as most schools still find it a problem to allow learners to use their smartphones for the fear of indiscipline challenges.
Amidst the hiccups however, the new curriculum is highly accepted and admired by learners and facilitators. If well handled, it will save the education sector and the entire country the burden of having half-baked learners in the near future.
By MIchael Tumwesgigye
