A curriculum is a description of what, why, how and how well students should learn in a way

that is systematic and intentional. The curriculum is not an end in itself but rather a means to
fostering quality learning.

The Ugandan government through the ministry of Education and sports undertook a much
awaited education reform by replacing the old subject based curriculum with a new thematic
based curriculum for lower secondary schools or O’level in the year 2020 of late.

The new curriculum was introduced by the ministry of education and sports through the National
Curriculum Development Centre (NCDC) as a major departure away from the conventional
subject based curriculum to a thematic curriculum with a deep belief that such an education more
entails a broader and more inclusive curriculum to a thematic curriculum that can satisfy needs
of different abilities.

According to the research made it is noted that a literate and numerate population is regarded
imperative for sustainable development and economic growth in Uganda and to achieve these,
many education experts and scholars have brought forth an argument that a thematic curriculum
is better positioned to contribute to such processes by improving education quality and more
specifically by increasing the achievement levels of students in literacy, numeracy and life skills.

This assesses the new lower secondary school curriculum and the value addition it brings to
Uganda’s education sector preparing the country to reap the benefits of a demographic dividend
as spouse in vision 2040.It makes a case for a new curriculum as a window of opportunity as far
as improving the education system is concerned as this competency based curriculum will allow
learners to acquire the knowledge and skills needed for recess in the modern society and lay a
firm foundation for being effective citizens the world of work, self-employment and further
education.

According to the national Development center, the review process that culminated into the new
curriculum for lower secondary school was informed by the need for “ A holistic education for
personal and national development and took due cognizance of the curriculum assessment,
special needs and inclusive Education (SNE and IE),Instructional materials development,
Guidance and counseling, inspection and teacher support program. The NCDC further posts that
the current education system as seen in the curriculum is deficient and outdated in a way that it
focuses much of its attention to subject content at the expense of learners acquisition of
marketable and transferrable skills and competences.

Based on recommendations from the 1992 education whitepaper, the NCDC echoes a need for a
radical shift within the secondary education subsector from a curriculum that was initially
designed for an elite minority of elite children bound for positions within the public service to a
curriculum that allows every learner to develop understandings and skills according to his or her
ability it goes on to reiterate that the new curriculum should be positioned in such a way that it
provides each and every learner an opportunity to acquire the knowledge, skills and attitudes and
to achieve appropriate recognition for their attainment during their time in school.

The ministry of education, science and technology (MoESTS) of the Government of Uganda
took a decision to embark on a thorough reform of the lower secondary Education curriculum.
This work was executed under the curriculum, Assessment and Examination (CURASSE)
project. The reform has witnessed a change from the current overloaded menu of 43 subjects and
exclusive model of secondary education to a broader and more inclusive curriculum that when
implemented successfully will satisfy the needs of learners of different abilities. The new lower
secondary school curriculum has been designed for senior 1-senior 4.

The area of curriculum reform is a controversial subject in almost all countries of both developed
and developing world due to a variety of interests championed by a multitude of stakeholders.
The controversies surround the need for reform, the strategies and approaches to be used, the
financing modalities and general implementation of reform initiatives. Secondary education
reform initiatives in developing countries remain low especially compared to other levels like
primary vocational and higher education sectors.

OBJECTIVES OF THE CURRICULUM REFORM

To promote effective learning and acquisition of skills.

To address the needs of all students and lay the foundation for improved pedagogy and
assessment procedure which allow learners to effectively realize their full potential and
demonstrate their achievement.
To address the social and economic needs of the country by meeting the educational needs of a
learner who will take jobs in the world of work, become self-employed people or pursue
academic studies beyond senior four.

To allow flexibility to absorb emerging fields of knowledge in a rapidly changing world.

To reduce content overload by specifying a realistic set of expected learning outcomes with a
range of essential generic skills at the heart of the curriculum.

MEMBERS INVOLVED IN DESIGNING THE NEW CURRICULUM.

Designing a new curriculum involves collaboration to ensure that it meets educational goals,
addresses current needs and aligns with pedagogical principles and the following are individuals
and groups with their roles as they are involved in designing of the new curriculum.

1. Educational Experts and curriculum specialists

These professionals have expertise in curriculum development, instructional design, pedagogy

and educational research. They play a central role in crafting the overall structure, content and
learning objectives of the new curriculum.

2. Teachers and Educators

Classroom teachers and subject matter experts provide valuable inputs into curriculum design.
Their practical experience, insights into student learning needs and knowledge of effective
teaching strategies are essential for creating a curriculum that is engaging relevant and effective.

3. School administrators

School administrators, such as principals and curriculum coordinators, oversee the

implementation of the new curriculum. They contribute by providing leadership, coordinating
resources, ensuring alignment with school goals and supporting professional development for
teachers.
4. Government and Education Authorities

Government agencies, education departments and regulatory bodies set educational standards,
guidelines and policies that influence curriculum design. They provide frameworks, mandates,
and funding support for curriculum development initiatives.

5. Community Representatives

Input from parents, community members and local stakeholders is valuable in ensuring that the
curriculum reflects cultural values, community needs and diverse perspectives. Community
feedback can also help identify relevant real-world connections and opportunities for
experimental learning.

6. Students

In student centered curriculum design approaches students play an active role in providing
feedback. Shaping learning experiences and co-creating content. Their input helps ensure that the
curriculum is engaging, meaningful and responsive to their interests and learning styles.

7. Higher Education Institution

Collaboration with universities colleges and higher education institutions can ensure alignment
between K-12 curricula and post-secondary education requirements. This collaboration helps
students transition smoothly to higher education and careers.

8. Industry and workforce experts

In career focused curricular or vocational education with industry experts employers and work
force development agencies in crucial. Their input helps identify relevant skills, industry trends
and job market demands to inform curriculum design.

9. Technology Specialists

Given the integration of technology in modern education, technology in modern education,

technology in modern education, technology specialists and instructional designers contribute to
designers contribute to designing digital learning resources, online platforms and interactive
tools that support curriculum’s objectives.
ELEMENTS OF NEW CURRICULUM

1. Learning outcomes/objective

Clear and measurable statements of what students are expected to learn and accomplish by the
end of the curriculum.

2. Curriculum framework.

The overall structure, organization and sequence of content, topics and skills to be covered.

3. Core content Areas

Subject areas such as language arts, mathematics, science and social studies, tailored to the
curriculum goals.

4. Skill Development

Emphasis on developing essential skills like critical thinking, problem solving communication
collaboration and creativity.

5. Assessment strategies

Various methods for assessing students’ progress and achievement including formative and
summative assessments.

6. Technology Integration

Incorporation of technology and digital resources to enhance learning experiences and outcomes.

7. Differentiated instruction

Strategies for adapting teaching methods and resources to meet the diverse needs of learners.

8. Inquiry-based and project based learning.

Approaches that encourage students led inquiry, investigation and hands on projects.
9. Cultural relevance and Diversity.

Inclusion of diverse perspectives multicultural content and awareness of social justice issues.

10. Global citizenship and sustainability

Integration of concepts related to global citizenship, environmental sustainability, and civic

responsibility.

GOALS OF NEW CURRICULUM

The goals of new curriculum design typically aim at achieving several key objectives.

1. Relevance

Ensuring that the curriculum is up-to-date and relevant to the current needs of students,society
and the workforce.

2. Engagement

Designing curriculum elements that are engaging interactive and foster active learning among
students.

3. Flexibility

Offering flexibility in learning pathways allowing students to pursue their interests and strengths.

4. Inclusivity

Ensuring that the curriculum is inclusive, accessible and caters to diverse learning styles,
backgrounds and abilities.

5. Critical Thinking.

Promoting critical thinking, problem solving skills, creativity and innovation.

6. Integration.

Integrating cross disciplinary concepts, real-world applications and practical skills into the
curriculum.
7. Assessment

Developing effective assessment methods that measure both knowledge acquisition and the
application of skills.

8. Lifelong Learning

Cultivating a culture of lifelong learning adaptability and continuous skill development among
students.

9. Global awareness.

Incorporating global perspectives, cultural understanding and global citizenship into the
curriculum

10. Technology integration

Leveraging technology to enhance teaching, learning, collaboration and communication within

the curriculum.

All these goals above aim at creating a holistic and dynamic learning experience that prepares
students for success in the 21st century world.

According to UNESCO, a curriculum should be reviewed every 5years due to the rapid global
charges. It further notes that the key indicators of curriculum success include.

i) The quality of the learning achieved by students

ii) How effectively students use that learning for their personal social, physical,
cognitive, moral, psychological and emotional development.

The new curriculum emphasizes knowledge, application and behavioral change based on a clear
set of values which must be developed in the learners during the learning process.

THE BENEFITS OF NEW CURRICULUM

The new curriculum aim at “Alcoholistic Education for personal and National Development”
The review therefore, envisions to produce a secondary school graduate with employable skills
that are competitive in the job market. By the end of the educational process, the learner is
expected to become self-assured individual responsible and patriotic citizens, lifelong learners
and positive contributors to society. It is postulated that the reviewed curriculum will.

Promote effective learning and acquisition of skills by developing a curriculum that builds meta-
cognitive abilities and skills so that individuals are better placed to adapt to their evolving roles
in society and the dynamic workplace.

Reduce subject and content overload.

Address the needs of all students and long a foundation for improved pedagogy and assessment
procedures that allow learners to realize their fall potential more effectively.

Address the social and economic needs of the country by meeting the educational needs of the
learners as well as those that wish to transit to the labour market.

Address the social and economic needs of the country by meeting the educational needs of the
learners as well as those that wish to transit to the labour market.

Allow flexibility to absorb emerging fields of knowledge in the areas of science and technology.

Address the 21st century skills required in the world of work.

Address issue of wastage with regard to utilization of resources (teachers, schools,

facilities/space and instructional materials) so as to ensure efficiency.

In Jan2018:-Held a stakeholders workshop with the deans of education and science from various
universities, regional executive members of the Association of secondary school Head teachers
of Uganda, members from the geography association of Uganda and members from the historical
association of Uganda. As a result of the consultations a curriculum menu of 21 subjects was
proposed as follows.

1. English Language

2. Literature in English

3. Mathematics

4. Biology
5. Chemistry

6. Physics

7. History and Political Education

8. Geography

9. Foreign Languages (French, German, Arabic, Latin)

10. Local languages/Sign Languages.

11. Kiswahili

12. Art and Design

13. Religious Education (IRE and CRE)

14. Performing Arts

15. Agriculture

16. Nutrition and Food Technology

17. Entrepreneurship

18. Physical Education

19. Information communications Technology (ICT) skills

20. Technology and Design

21. General science (for learners with special learning needs)

Justification for the composition of the above curriculum menu.

The proposed curriculum framework is broad based with a variety of subjects to enable the
learner to explore his/her potential and interests as a basis for choosing subjects according to
future careers.
The framework also aims at addressing issues of inclusiveness and flexibility so as to allow
learners to have a range of subjects from which to choose.

The menu aims at feeding into the skilling Uganda strategy by having workplace skills integrated
into the various subjects.

It provides for the teaching of skills based or pre-vocational subjects such as Agriculture,
Nutrition and food technology and Technology and Design.