by grace k baguma deputy director national curriculum development centre uganda and chrysostom...

BYGRACE K BAGUMADEPUTY DIRECTOR

NATIONAL CURRICULUM DEVELOPMENT CENTREUGANDA

AndCHRYSOSTOM KIBETI

DEPUTY SECRETARY (P)UGANDA NATIONAL EXAMINATIONS BOARD

INTRODUCTIONUganda is found in East AfricaIts education system has not changed much since

the colonial times Emphasis is on academic achievement and preparation for the white collar jobs.

The structure of the education system is as follows

7 years primary seven4 years lower secondary (O’ levels)2 years higher secondary (A’ levels)3 – 5 years Tertiary Education

PRE-PRIMARY AND PRIMARY LEVELTHE PRE –PRIMARY LEVEL(nursery and kindergarten)

This level is not compulsoryChildren join at age 3 - 6It may or may not be attended depending on the

ability of the parentsIs regulated by government and run mainly by the

private sectorA syllabus has been developed by governmentInspectorate supervises the implementation of the

curriculum

PRE-PRIM AND PRIMARY…contPrimary LevelThere is a major reform going on at this level The primary level is divided into; a) Lower

Primary b) Upper PrimaryChildren join at age sixIt is compulsory and every parent is expected

to take their children to school(UPE) Policy

a) Lower Primary (6 to 8 Years)

The curriculum at this level is organized in a Thematic Approach.

This is where different themes have been developed and content to be taught organized in broad learning areas referred to as strands.

Emphasis at this level is on Literacy, Numeracy and Life skills.

Instructional materials used at this level are more of non-textbook materials; charts, flash cards etc. Teachers are also encouraged to use their own locally developed materials to facilitate their lessons

a) Lower Primary (6 to 8 Years)The mode of assessment is continuous

allowing the teacher to progressively record the achievement of the learner on a daily basis.

A record card is used to document the achievements of the learner.

This allows for timely interventions by the teacher in situations where there are children with special needs and need remedial assistance.

b) Upper Primary P 5 -P 7 (approx 8 12 years)

The curriculum at this level is subject based ,the following subjects are taught:

EnglishMathematicsIntegrated ScienceSocial StudiesLocal LanguageReligious StudiesCreative and performing Arts

UPPER PRIM cont….Five of the subjects are assessed by the Uganda National Examinations Board:-

EnglishMathematicsIntegrated ScienceSocial Studies and Religious Education

Upper Primary P 5 -P 7 (approx 8 12 years) cont….With the current ongoing reform it is

proposed that continuous assessment will contribute a percentage of the final marks.

Currently only five subjects are considered at the end of seven years, and these are examined by paper and pen exam.

The primary leaving certificate only indicates four subjects. The assessment tends to concentrate only on cognitive skills and does not test affective and psychomotor domains.

SECONDARY LEVEL AND BTVET

The current secondary education system is divided into two levels; Lower secondary (O ’level and Higher secondary A ’level)

42 subjects are offered at secondary level, these include; science related subjects, humanities, mathematics, and skills subjects. The system is exam oriented at the end of 4 years learners are subjected to the end of level exam. Learners are expected to sit exams for between 8 to 10 subjects.

subjects are offered in the following broad areas

They are categorised as follows:HumanitiesMathematicsSciencesLanguagesArt and Cultural studies

BTVETAfter primary level some of the learners enter

BTVET area – community polytechnic and Junior technical Institutions

The BTVET system continues up to tertiary level and through to University to technology and engineering related programmes

This area also has many non –formal sectors like those who learn through apprenticeship and short courses

How is the curricula developed under the above mentioned levelsResearch and evaluation department identifies

issuesFor most subjects there is a subject specialist,

who initiates contentSubject panels are formed, to work for a period

of 3 yearsThe chairpersons of the subject panels are the

inspectors of schoolsPanels sit regularly to write curriculum content;

syllabuses, teachers guides, learners instructional materials, sample teachers teaching aids, sample schemes of work and assessment guides

Curr devt cont…Editing and review meetings are held to ensure

qualityMaterials specifications are made to guide

publishersPrinting of the curriculum materials is doneTeachers orientation workshops are then organised

to expose the teachers to the new materials developed

Follow up programmes are then arranged to ensure that teachers are following the guidance given

Continuous teacher support/refresher programmes are continuous under the Teacher development management system

ProjectsA number of projects are undertaken among

them :-CurriculumNet Project which deals with the

integration of ICTs into the curriculum – development of ICT enhanced content

Integration of HIV /AIDS, Road Safety, Life skills,and Reproductive Health issues

Integration of voter educationIntegration of capital markets content and

Tax education

NATIONAL ASSESSMENT OF PROGRESS IN EDUCATION(NAPE)

This study is used to ascertain the national levels of pupils learning achivements it started in 1996:-

To monitor the changes in the achievement levels overtime

The classes covered are primary three and sixCovering numeracy, literacy and oral readingThe trend shows levels of improvement

particularly in numeracy over the years.In 2008 NAPE tested s2 covering

mathematics, english and biology.

SPECIAL NEEDSThe curriculum and assessment takes care of

special needs pupils and studentsSpecial Needs desks have been established at

the Curriculum and Assessment Institutions.

ICT POLICY ISSUESIn Uganda there is an ICT policy under the

ministry of ICT.The ICT Education policy is in placeUnder the curriculum and assesment refroms

ICT has been integrated