Uganda’s new curriculum faces reality check as exams start

KAMPALA, Uganda — Uganda’s ambitious effort to revamp its lower secondary education curriculum is hitting roadblocks, just as the first class of students prepares to take their national exams.

The revised curriculum, introduced four years ago, aims to shift from traditional teaching methods to a more student-centered approach, emphasizing project-based learning, critical thinking, and problem-solving skills. However, a recent survey conducted by the Economic Policy Research Center (EPRC) across 17 schools reveals significant gaps in teacher preparedness, infrastructure, and parental understanding.

“The training provided was too general,” said Blessing Atwine, a research analyst at EPRC. “Teachers need subject-specific training to effectively implement the new curriculum.” Atwine noted that teachers are struggling with key aspects of the curriculum, including project work, assessment, and grading.

According to the survey, teachers received training that covered humanities, arts, and sciences for all teachers, rather than subject-specific training. This has left teachers feeling confused and unprepared. Additionally, the training covered ICT integration, research, lesson plans, presentations, assessment, scenario setting, and integration activities.

“We have many unanswered questions, and we don’t know how to proceed with the projects,” a teacher told the survey team. “Is it one project per student, one project per subject, or a group project? We need these questions answered and soon.”

The Uganda National Examinations Board (UNEB) will administer the exams in mid-October. The results, expected early next year, will provide a critical assessment of the curriculum’s success.

Bernadette Karuhanga, deputy director of the National Curriculum Development Centre (NCDC), acknowledged the challenges. “These issues are not new, but they are more pronounced with the new curriculum,” Karuhanga said. “We need to address these issues to ensure the curriculum achieves its intended goals.”

Karuhanga attributed the challenges to a longstanding focus on exam-oriented teaching rather than student learning. “We have been doing things the same way for a long time, and it’s hard to change,” she said.

The survey also highlighted concerns over infrastructure, with many schools lacking computers and other resources necessary for effective implementation of the new curriculum. Parents’ lack of understanding of the new system further complicates implementation.

The EPRC survey focused on in-service teachers’ readiness and found that while the curriculum is intended to be student-centered, many schools continue to use traditional teaching methods.

The revised curriculum was implemented with support from the Mastercard Foundation through the African Center for Economic Transformation (ACET) Ghana. The Economic Policy Research Center conducted the survey under the Youth Employment and Skills (YES) Pan-African Coalition for Transformation (PACT) program.

As Uganda’s education sector navigates these challenges, the success of the revised curriculum hangs in the balance.