BY MICHAEL TUMWESIGYE
Advocating for the vocationalization of secondary education in Uganda, the Education Policy Review Commission (EPRC) in 1987 produced the education white paper in 1992. Due to the emphasis on higher education, this initiative, which was intended to equip students with employability skills, was thwarted. The Ministry of Education and Sports devised and introduced the revised secondary school curriculum, including a new assessment and examination system in 2020 with financial support from the World Bank. The Ministry of Education and Sports recognised the need for a more practical approach to education to better prepare students for the workforce. This gave birth to the current lower secondary school Competence-Based Curriculum, whose first candidates are sitting the national exams this year. This new curriculum was introduced to bridge the gap between education and employment by focusing on skills that fit today’s job market. Offering a comprehensive and well-rounded education that centres on four essential learning outcomes self-assured individuals, responsible and patriotic citizens, lifelong learners and positive contributors to society the new curriculum emphasises competence- based education and skill development.
In addition to addressing individual learning requirements, the curriculum emphasises technology integration and prepares students for future challenges. It emphasizes personalised learning and the development of practical skills and seeks to produce graduates who are capable of satisfying labour market demands and adjusting to local circumstances, the competence-based curriculum is the most effective alternative to the old curriculum. The hindrances Limited financial resources for education result in a paucity of instructional materials,
textbooks and technology in schools.
This disparity in resources exacerbates the educational inequities between rural and urban schools, hindering the quality of education provided to students in rural areas. As a result, students in rural schools may not have access to the same opportunities for academic success as their urban counterparts.
A shortage of trained teachers exacerbates the situation, with rural schools experiencing more severe shortages than urban schools. While
some teachers lack the necessary expertise or resources to adequately deliver the curriculum, the quality of instruction varies greatly among schools.
While urban schools in the country attract more skilled teachers for reasons such as proximity to amenities and possibilities for professional
development, rural schools often struggle with outdated or irrelevant content due to limited access to updated materials and professional development opportunities. This has a direct effect on pupils in rural schools’ methods of instruction and learning.
On the other hand, teachers have not adjusted their teaching methods, making it impossible to implement the new curriculum, which requires different means of teaching and learning, such as group projects and online research. The misalignment between teaching techniques underscores the necessity for focused professional development and support for teachers in rural areas to successfully implement the new curriculum. The infrastructural deficit is one of the most significant concerns. Many schools, particularly in rural
regions lack adequate classrooms, libraries, and laboratory facilities. Yet, without proper infrastructure, providing quality education within the scope of the new curriculum becomes a difficult endeavour. Moreover, in many schools, especially those in remote areas, there
is a lack of equipment for sports and other co-curricular activities, a shortage of staff and limited access to technology and internet connectivity. A learner in an off-grid area has no opportunity to access internet resources or enhance his or her digital literacy skills, which are essential for digital and global citizenship.
What could save the situation Technology integration can improve access to quality education, especially in rural areas. Likewise, by investing in teacher training and professional development programs, instructional quality can be improved in both urban and rural schools.
A community engagement, which fosters ownership and commitment to education, promoting a supportive learning environment could also come in handy.
However, challenges such as persistent socio-economic disparities pose significant threats to education equity in Uganda. Children from disadvantaged backgrounds face barriers such as poverty, limited access to healthcare, and gender inequalities that impact their
education. Tackling these disparities requires targeted interventions to ensure equitable access to education for all.
Ethnic conflicts like those in Karamoja threaten Ugandan schools.
Cattle rustling anxiety, female genital mutilation, forced and early marriages, and interfamilial violence have caused some students in Karamoja to drop out of school. Displacement, school closures and educational service disruptions limit students’ learning and curriculum implementation.
Some youngsters from Karamoja are transported to metropolitan locations for forced labour and sexual exploitation, while others are forced into child slavery in gold mines and stone quarries. Other children cannot attend school while we discuss the new lower secondary school curriculum implementation. Thus, all Ugandan children should have access to education as a fundamental human right.
Education equity is key in any curriculum implementation endeavour. Addressing education equity and disparity issues requires coordinated efforts at various levels of the education system.
Policymakers must prioritise education funding and allocate resources equitably to bridge the gap between urban and rural schools. Targeted interventions aimed at marginalised groups are essential for promoting inclusivity within the education system.
In supposition, the implementation of the lower secondary school curriculum in Uganda is tense with challenges, yet it presents numerous opportunities for enhancing education equity. It is crucial for education policymakers to consider the unique challenges faced by schools in different settings when designing and implementing curriculum changes, by addressing infrastructure deficits, investing in teacher training, embracing technology and enhancing supervision.
