In 2020, Uganda rolled out a competency-based and learner-centered curriculum for lower secondary education, a significant shift from the previous, theory-oriented curriculum to one that places a high value on skills and competencies. The revised approach is intended to empower students to be knowledge creators while teachers facilitate learning, a departure from the old curriculum where teachers were seen as the sole source of knowledge.
Effective implementation of the revised lower secondary curriculum holds great promise for equipping Uganda’s young generations with the essential skills and competencies required for the evolving world of work. To prepare teachers to implement the revised curriculum, the government trained 35 percent of the in-service teachers, who were in turn expected to train the remaining 65 percent of teachers through a cascade model arrangement.
However, research into teacher experiences in delivering the new curriculum and student experiences in learning the new curriculum revealed significant challenges, including the quality of student work, insufficient ICT equipment, confusion over project work, weak parental support, and more—all of which undermine the potential benefits of the curriculum.
This policy paper is based on a qualitative study carried out by the Economic Policy Research Centre (EPRC) in collaboration with ACET, utilizing desk reviews and a mini-survey of teachers who received face-to-face training, teachers trained by master trainers, and students. It aims to:
- Assess the status and progress of implementation of the revised lower secondary curriculum.
- Gather the experiences of teachers and learners in the implementation of the revised lower secondary curriculum.
- Assess teachers’ retooling needs for the smooth implementation of the revised lower secondary curriculum.
I would like to inquire that the samples released should also be revised online rather than first downloading.