Rédaction Africa Links 24 with Uganda Monitor
Published on 2024-03-06 07:28:02
A significant number of teachers nationwide have opted to stick with the old instructional materials instead of adapting to the revised new Lower Secondary Curriculum that was introduced in 2020. This reluctance to embrace the new curriculum has been attributed to various challenges, including the disruption caused by the Covid-19 pandemic, which led to the closure of educational institutions for an extended period of almost two years. As a result, the first group of O-Level candidates will be facing their final examinations under the new curriculum in October of this year.
The new curriculum stipulates that schools should teach 12 subjects at Senior One and Two, with 11 subjects being compulsory and one being chosen as an optional or elective. For Senior Three and Senior Four students, a minimum of eight to a maximum of nine subjects are required, with seven of them being compulsory. Teachers are expected to compile learners’ scores through continuous assessment over a four-year cycle, calculate an average, and submit the data to the Uganda National Examinations Board (Uneb). This continuous assessment component contributes at least 20 percent to the final grading in national examinations.
Despite the benefits of the new curriculum, such as its project-based approach, some educators have expressed concerns about the lack of necessary teaching materials and the delayed retooling of teachers to effectively implement the changes. Mr. Abraham Akampurira, the head teacher of Kigezi High School in Kabale District, highlights the need for government funding to support schools in procuring essential resources. He also notes the importance of retraining teachers who may still be accustomed to the old curriculum.
Similarly, Mr. David Eragu, the head teacher of Dakabela Comprehensive Community School in Soroti District, points out the challenge of scarcity of instructional materials, which has led some teachers to continue using the old curriculum due to the unavailability of textbooks for the new syllabus. This sentiment is echoed by Ms. Angela Atim, the Katakwi District Education Officer, who acknowledges that many schools have yet to receive all the necessary teaching materials for the new curriculum.
In addition to the shortage of materials, some schools face physical constraints, such as limited land for implementing agricultural projects required by the new curriculum. Mr. Ernest Turyahebwa, the deputy head teacher of St Charles Lwanga Secondary School Muko in Rubanda District, cites this as a challenge that impacts the school’s ability to fully comply with the new curriculum guidelines.
In some regions, such as eastern Busoga, school head teachers are grappling with uncertainty regarding the registration process for the first batch of S4 candidates under the new curriculum. There is confusion over guidelines and procedures, with some educators expressing concerns about additional costs and lack of communication from examination bodies like Uneb.
Despite the hurdles, some schools have made progress in adopting the new curriculum, with adequate teaching materials and preparedness for upcoming examinations. Mr. Moses Ssemwanga, the head teacher of Kiira College Butiki in Jinja City, attests to having received necessary resources and readiness for Uneb. However, challenges remain, such as confusion over student identification numbers and uncertainties regarding assessment processes.
Overall, while there are pockets of success in implementing the new curriculum, the overarching theme is one of challenges and obstacles hindering its full adoption. From lack of materials to uncertainties in assessment procedures, educators are grappling with the transition and seeking support to successfully integrate the new curriculum into their teaching practices. Through collaboration and timely communication, these obstacles can be addressed to ensure a smooth transition to the revised educational framework.
Read the original article on Uganda Monitor
