The Independent Uganda: You get the Truth we Pay the Price
Kampala, Uganda | THE INDEPENDENT | Dr. Leah Sikoyo, a curriculum specialist at Makerere University, has shed light on crucial issues and chronic gaps that have historically obstructed the effective implementation of the revised curricula in Uganda. These challenges continue to cast a shadow over the implementation of the recently revised lower secondary curriculum. In 2020, the Ministry of Education and Sports introduced a revised competency-based curriculum with the aim of revolutionizing the way teaching, learning, and assessment are conducted at the secondary level.
While experts and teachers have lauded the curriculum as the finest ever developed in Uganda, its implementation has faced hurdles and has not advanced as smoothly as initially expected. Dr. Sikoyo pointed out that, over the years, numerous factors crucial to curriculum implementation have been overlooked. She attributed part of the responsibility for this to the National Curriculum Development Centre (NCDC), citing ineffective methods in teacher retooling and support.
The curriculum specialist presented her insights during a curriculum-focused session before the Education Policy Review Commission, which is currently undertaking a comprehensive overhaul of the education sector and crafting a new white paper to shape the future of education for years to come. The insights come to light as the recently revised curriculum nears the end of its inaugural implementation cycle, with the first cohort of students soon advancing to senior four, the final class. However, it remains enigmatic for many, particularly the educators responsible for its execution.
Dr. Sikoyo criticizes the CASADE method employed by NCDC, asserting that while it may be cost-effective, it lacks effectiveness. This method involves a cascading approach to training, where instruction is passed through layers of trainers until it reaches the ultimate target group. For instance, NCDC trained master trainers who subsequently instructed selected teachers from schools. These trained teachers were then expected to return to their respective schools and educate their colleagues.
From interviews previously conducted by URN, teachers have raised concerns that when NCDC selected a limited number of teachers from their schools, these selected individuals naturally concentrated on gaining a deeper understanding of their own subjects. Consequently, when they returned to their schools, they were unable to effectively assist with issues specific to different subjects. The expert suggested the focus should have been on a method that ensured that every teacher received training simultaneously while also providing continuous support as they implemented the new curriculum.
Deborah Basekanakyo, the headteacher of Wanyange Girls Secondary School, expressed her enthusiasm for the new curriculum but shared Dr. Sikoyo’s concerns. She believed that the curriculum rollout had been deficient and raised significant issues regarding how teachers were trained and prepared for its implementation. Basekanakyo added that she is well aware that a considerable number of teachers, both in urban and rural areas, have not fully adopted the new curriculum yet the pioneer class is going to be assessed next year.
According to Sikoyo, NCDC could have borrowed a model that was used by the Ministry of Education while implementing the Teachers Development and Management System (TDMS) project, which was designed to assist primary teachers several years ago. In the said project, schools were connected with training college tutors known as Centre Coordinating Tutors (CCTs).
CCTs were tasked with visiting individual schools to oversee and enhance teachers’ capabilities. They provided professional and technical support through coaching, mentoring, and supportive supervision to ensure the effective implementation of the teaching and learning process by teachers. The curriculum specialist also raised concerns that as the ministry rolled out the revised curriculum, there was a significant emphasis on providing support to serving teachers while neglecting those who were still in training. She added that when these trainees eventually graduated, they would be relatively inexperienced in the new changes, posing another implementation challenge.
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