The implementation of the revised O-Level curriculum seems to be facing serious challenges, just a month before students take their Uganda Certificate Exams (UCE).
A recent survey has uncovered major issues in how the new curriculum is being put into practice in schools.
The survey, carried out by the Economic Policy Research Center (EPRC) in seventeen schools across different regions, shows that many teachers are still struggling with parts of the new curriculum, especially with project work.
Blessing Atwine, a Research Analyst at EPRC, pointed out that despite the training teachers received, they are still confused about some aspects of the new system.
Atwine noted that some teachers found the training from the National Curriculum Development Center (NCDC) to be too broad, which made it hard for them to apply the new skills to their specific subjects.
Additionally, some teachers felt that the NCDC trainers appeared unsure about the information they were presenting and didn’t cover the assessment parts of the curriculum adequately.
The revised O-Level curriculum, introduced in 2020, was meant to focus on a competency-based approach.
NCDC had trained 35% of teachers directly before rolling out the new system, expecting these teachers to train their colleagues.
However, Atwine’s survey showed that this approach led to confusion and resistance, as the trainers often took on a gatekeeper role.
The survey also revealed that despite the curriculum’s goal to be student-centred, many schools are still using traditional teaching methods.
Issues like lack of resources, such as computers, and the high cost and time demands of the new curriculum are also major concerns.
The lack of understanding from parents about the new system is making it even harder to implement the revised O-Level curriculum.
Bernadette Karuhanga, Deputy Director of Curriculum Review and Instructional Materials Development at NCDC, told reporters that the problems largely come from a long-standing emphasis on exam-focused teaching rather than on actual student learning.
Karuhanga explained that the pressure on the Uganda National Examinations Board (UNEB) for assessment samples and worries about achieving high marks for Activities of Integration (AOI) have added to the confusion.
Although training materials were handed out starting in 2019, some schools only began using the new curriculum as recently as last year.
Teachers are frustrated by conflicting information from NCDC and UNEB. Isaiah Kalemera, an Education Officer at Mengo Senior School, called for clearer, unified guidance from both organizations.
Prossy Nankya, another teacher, pointed out the rush to complete AOIs for both Senior Three and Senior Four, despite limited time and unclear instructions.
A teacher from Gayaza Church of Uganda Secondary School added that the survey’s results show the widespread confusion and concern among educators, with discrepancies between assessment samples and NCDC information increasing their anxiety.
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